Suchergebnisse

Issue 5.2 of the Review for Religious, 1946. ; l~/Iarch 15,,,1'946; NUMBER. i RgvIgW,FOR L.IGIOU S.: ¯ VOLUi~tE V " 'MARCH 15, 1946 : NUMBER 2 " CONTENTS BOOKLET NOTICES . . ~ - : ¯ , ,.84 " ~BIL~. OF RIGH'~S FOR RELIGIOUS James E. Risk, S.J . VOCATION BOOKLETS . , . °92 '\ OUR "CONTRIBUTORS . 92 - THE PARTICULA~R FRIENDSHIP--Gerald Kelly,'S.J .9.3. CHRISTIAN UNTOUCHABLES ?--John E. Coogan, S.J, . "COMMUNICATIONS . : . ; ¯ ¯ , 113 GOD FORGIVE~ AND FORGETS--Clarence McAuliffe, S.J .1. OUR LADY'S LACK OF FEAR--Charles F. Donov~n, S.J. 122 ,'QUESTIONS AND ANSWERS 8~. Toties Qucties Indulgence in Community Chapel . ~. ¯ . L26, 9; Indulgences on Beads not Ldst by Restringing . . : . 126~ I0. Pater.nAve. and Gloria at Each Station . 11. ,Visit to "Church or Public Oratory;' in Community Chapel ., ~ 127" 12." :Foundaffqns for Ma~ses . 13. "Stretching" and Disposalof Holy Water . 128 14. Dispos!tion of Life Insurance by Religigus . 129 15. Holy Week Services in Hospital Chapel . ]31 ~ 16. Profits from S;~les Placed in School Fund ." . . . 2 . 132 BOOK REVIEWS~ ,John Henry Newman: Sermon Outlines; Splritual;Problems of Our Times; The Splendor ~f the Rosary; Going His Way; Gregorian Chant; Speech Models: 'The Divine Pursuit: The State in Catholi~ Thotlght: The Life of of Our Lord; The Flowering Tree: The Priest of the Fathers: The Religion Teacher an, d the World; Pascal and His Sister 0~cqueline; The Clean Oblation: Heads Above thy.,Stars 1~3 ¯RECOMMENDATIONS ¯ ¯ . . . " . 143 BOOKS RECEIVED , . . 144 R~VIEW FoR RELIGIOUS, Marcfi, 1946. Vol. V, No. 2. Published' bi-inonthly; January, March. May,,July, September. and November at the Co!lege Press, 606 Harrison Street, Topeka.Kansas, by St. Mary's College; St. Marys, Kansas, with ecclesiastical approbation. Entered as secohd class matt, er January "at the Post Office, under the act of March 3, '1879. Editorial Board: Adam C. Ellis, S.J., G. A.ugustine Ellard~ S.J., Gerald Kelly, S.J. ! Ed~torial,Secretary: Alfred F. Schneider, S.J. Copyright, 19:46 b~ Adam C Ellis. Permission is hereby g.r~anted for quotations of reasonable length, provided due c~edit be given this rewew and the author. St~bscription price: 2 dollars& yhar. Printed in,~U. S" Before writing to us,,please consult notice 6n inside back.cover. B r ' , . - ~ ~.,G. Augt~stine Ellard "THE OUr Fathe~0 which Christ taught the ApostIes when . |.they had asked.Himhow to pray,, has always been con- .:~ sidered the :great Christian prayer Bar. excelter~ce. The Fat'hers of the Church, theologiansr and.spiritual writers have .vied .with one another in extolling its virtues, in ~xplai~ing its meaning,-and in urging the faithful" to make. th~ .mbst of it. Not. 10ng ~ago a-new translation 0f ¯St.-Te~esa's study of the Our Fath~_was published in thi~ .country (see ~his REVIEW for March 1943, page 135). In .~theie brief remarks the Our Father is onsidered mostly with respect,~to one idea, .namely,. that of the ~disposition -which itsuggests to prefer the. more.~erfe~t thing. -~ : In view of th~ magfi~cen.t promise~:m~de by. cfiriSt to those ~h6"~ray and"bf fhe special merits of this, Hi~ own reco~mdnded f0rmul~ for ~r~ye¢~:~n~ would.expect 5hat ~he results achieved by it~would be incalculable. It is hardly conceivable.that a. Christian who prays atall would not 'sometimes use the.OAf Father. But gg'~ matter of factare its ~ruits as good and a~ great as the tree seemed' to promise? ¯ .~e gan hardly blame the~.prayer itself~ ~0ssibiy khe fault lies in.th~ state of will of him who pronounces it. '~Y~ ask ~and~ ye receive not, because ye ask ,amiss" (3ames 4:3, ¯Westminster Version). Possibly; as. St. Augustin~ sug-gests, we ask badly, or we ourselves are bad, or we~ ~sk f0r~ ~bad: thifigs. " . ~ - The Our Father consigns of two pfineipal parts: the invocation~nd the petitions. -~e opening word~, ';Our Father, who art in heaven,", constitute the invocation. ~e ¯ .number of.petitionSi~ variously giveh by ~aiious authori- . - ties. Since~St. Augustine'm0st ~estern~wrif~rs count Seven. G. AUGUSTINE ~ELLARD Reuiea~ for Religious The Greek Fathers and most ,modern-commentator~ take-all the hst .w.ords", .Lead us not into temptation, but deli¢ero us from evil," together and find only six." By t.akihg the words, '.'Hallowed be T, hy name," as an expression of praise and reverence rather than a request and joining them with what was given above as the invocation, the numbdr of petitions may be reduced to'five. In.any case these requests fall into two groups oi part~. " As in the case of ~he decalogue an~d of the two great commaffd-ments (Matthew 22:40), the first, part refers to .God, the sdcond to man. In the first thiee petitions, we seeb the glory of our hea~,enly Father, in the last three [if sixbe counted] the .advant:ige of ourselvgs and our fellows. But there is n9 sharp line of separation between these two. The glory of God is a blessing to His children, and what behefits them is a'glory t0 their, heavenly Father., Thus, while the first three petitions sh6w the end which ~ve should have in view the a~ccomplishment of Gdd's glory, kingdom, and will: the last three show the means provisio.n, pardon, and protection. The [different members of ~the] t.wo tril~lets corresp~r~d thus. The first petition is addressed to God as our Father, the°secOnd as our King, the third as our Master. We ask our Father for sustenance, our King for pardon. our Master for guidance and guardianship. The transition from the one triplet to the other, from man's re.gard for God to God's care for man, is made in the third petition; which would raise earth t6 heaven by securing that God's rule~ should be equally complete in both.- And in each ~riple.t the~e is progression. In the first, the hal-lowing of God's name leads to the c0~ing of the kingdom, and the coming of the kingdom to the perfect fulfilment of God's will. In the second, the obtiiining ot~ good is followed by the remo~,al of evil, past, present, and future. (Plummer,~.Comrnentaq/ on. S. Mat-thew, ,96.) The words of the invocation, "Our Father, who art in heaven," remindus at once who' God. is, who we are, and what our relations to, Him are.- Hence they su'ggest what our dispositiffns toward Him should be. With immense ~ondescension and 'liberality God ~vishes to be cailed upon and regarded as a father rather than, say, an almighty and 74 Mbr~b, 1946 : " .~ ::-:~F~:L~)RD'S,"P.P~'Y~R eternal "lord: Address.ing i~im a~ Father. w~ are .reminded that our feeling toward Him should be filial and full. of childlike.' love and confidence. Since He is a°father .who .dwells in heaven, we recall that our reverence, love, anal confidence should be in proportion to the h~ight and, mag-nitude of heaven: His infinite excellence asia father'c~lls for the be~t possible attitude upon our part.: If, as is more likely, we :address, not the First. Person, but all-three Persons of.the Blessed Tr~inity, as Our Father, God's incom-prehensible excellence and what our filial spirit should be are brought out into still greater relief. Moreover the fact .that our Father is in heaven should help us to realize where our true home is, where our.inheritance is to be found; and how great and permanent it is. If we ~dare to. call-the ~infinitely great and high God :"OutFather," we ought. feel thatour manners and lives should correspond to that- . dignity. Arid'if we t, ake complacency in God as a father, it would be oi~ly reasonable that we should give .Himoccasion to bepleased with us. " " -Of the petitions; th~ firstis: "Hallowed be Thy name." "'To hallow" isan old English term for":t0 make holy." The mode. of ex~pression is Semitic. '.'.Name" stands~'for the divine nature0r rather for God Himself in: sofar asHe ~i~s known, name being that.by which one. is ,known. We cannot make God more hol~; but' we .can recogniz~ Hi~ sancti~y an~d honor it.and"s~rive to mttke:0th~rS revere it, We. can acknowledge th~ immeasurable perfec~ibri¯ hnd excellence of God, admire it, esteem" it, love it," and exert ourselvesto bring others to the knowledge and love of God. In other words we can glorif~ God; and, briefly, that is what we pray for here. Before asking for anything for our-. selves, we show our willingness to look to God'sown inter-ests. Before begging for the means, we :petition for the end, namely, the divine glory, with which our own' beati- 75 ~. AUGUSTINE.ELLARD Reoiew ~or Reh'glo~s .~de is r~ally identical. Thus this firs~ request has°f0rqts object that which~ is ~highest and best. and~ ultimate in0~the -.whole scheme of things, the end Of~creatlon°and of the uni-verse. . , _~, ¯. If we tell God that we desire His glory, it,is o~nly rea-sonable that we should understand what we. desire~ and really 'mean what We understand. To glorify.,God ~is n~ot so much to keep reciting "Glory be to the Father., .'"as to share in His perfection, pa.rficularly in. His knowledge and love of His own infinite goodness. Thus we manifest~it.and acknowledge i~. in proportion as we make ourse_,lves better sons of G6d and advance in the knowledge and'10ve Of Him, we mirror forth and appreciate, His grea~hess more'-and more and s'o add to. His glory. That is what ~e profess to desire. Now there is ~nold axiom-to the~effect that he w.h0 wills ~he end, wills the means a!s0. in our prayer we do not e~xpress a limited, desir,e;: we ,wish°simply ~ind ~ithout r~se_r- ~vation th~it.God be glorified. If;that wish be whglehearted, we shall be willing to use all the means reasonably at our disposal. We, shall be glad not 'on!y-to do some things for the glory.of God, but all that we can; we shall be willing to use the be(ter means, ~to choose the bette~:- or more perfect way to the enid. ~The best ~of all ways of glorifying God's sanctity is to fulfill that ancient injunction: "Be ye holy because I-the Lord your God am holy" (Leviticus -19:.2). The second petition is: "Thy kingdom come": that is, "May Thy rule be extended." ".The devout Christian prays that the divine reign.may prevail everywhere.and at'all .times, individually and socially, in private derisions and publicpglic.ies, in,Church and'in State. The kingdom~of God will come to the Christian himself when he removes all,obstacles to 7divine grace and gives it his fullest coopera-tion. ~He hopes similarly, that infidels.and~fieretics will be con.v~i~ted to God, that°sinnerswill reform, that the tepid "Match, 1946 THE LORD'S PR~YER will become fervent, and that all Will become perfect: God Hill reign in the State Hhen it publicly and officially.hQnors Him, promotes His cause, and .lets all its laws and acts be inspired by His spirit.~ The divine kingdom will-come fully to ~he ChUrch when the human eli~ment in it is brought into cbmplete harmony with the divine, and when all members of the Mystical Body attain perfect adaptation to their Head. If all nations should treat one another with justice and charity and live in peace and concord, the king-dom 'of God would come to" the peoples of the world. Finally, we pray that- the celestial reign of God, with con.- summated gloryfor Him and final bli~s for us all, may not fail to arrive. "It seem~ evident enough th'atone who expresses to God, a desire that His kingdom should come in all its fullness and grandeur--and who is not satisfied with half-measures-- ~should realize that, to be consistent with himself, he o.u, ght to be willing to do whatever he can to advance that coming. He could not at the same time really wish for gomething and not do his best to bring it about. Rather he will be alert discern the opportunitlies given him to promote .God's inter-ests and glad to make the best use of them. Next follows'the third petition: "Thy will be done on - earth as it is in heaven." From the moral and spiritual point-of view this i~ probably the most practic~l part 6f the ~vhole Our Father. Doing the will of God is assuredly the gr.eat means both of glorifying God and of expanding His rule, at least in so far as achieving these purposes dep,ends Ul~On us. . Here Our Lord instructs us, to follow His own example: "I am come down from heaven, not to do'mine own will, but the will of him who sent me" (John 6:3"8) ; "My food is to do the will of him that sent m~, and to accomplish his work" (Ibid., 4:34). .o In the total will of God we may distinguish His abso- 77 G. AUGUSTINE ELLARD Review for Religious ~fite will and His normative will. The former-is manifested in the couise of events inasmuch as these are independeiit of our control and shbject'only to .-the direction of divine providence: Misfortunes which c6me Upon us without any. act-of our own.exemplify this division of the will' of God; ~so do fortunateoo~cui:rences .which we have nothelped to briiag about. When therefore one recites the. Our Father, he Jiubmits it would seem,-at least implicitly, to whatever Providence may have in store for him. One may accept all these dispositions of the divine absolute will for God's own" sake, for one's own, .or even for the good of. souls. ,Rever-ence for God's supreme dignity and unselfish love for His infinite goodness could move one to accept becomingly and bear patiently, say, a painful, lingering illness. Enlightened self-interest would lead anybody wh6 really andpiac~ically believes in th~ divine guidance of events to take things as il~ey come from the infinite wisdom, benevolence, and power of his own heavenly Father. A man who says .this petition sincerely,-and realizes what it means, Shares in God's providence. He makes God:s plan. for him his own and then, strives-to accomplish it. He iswise enough to that no other counsel could be better. The normative'will of God is addressed to Our intelli-gences and wills., and depends upon us for" its accomplish-ment. It is simply that which is indicated by the divine precepts and counsels. To°the precepts, or as we may Say, to the preceptive Will of God, belong all laws, divine or human, imposing an obligation in ~0nscience, whether~ serious or slight. The object of the counsels, the directive" will of God, comprises all thegood or better things that God recommends and would like to see us embrace. They are proposed but not imposed: The evangelical counsels of poverty, chastity, and obedience are an example. So is, other things being equal, giving ~i generous alms w_hen a 78 Marcb, 10~6 '- THg LORD'S PRAYER less¢.r One would satisfy all obligations, or receiving Holy. Communion daily rather than only once a year at Easter time.' Docility to grace will be a response to the pieceptive will bf God when grace inclines one to obey a legitimatd commandment, and to the directive will of God when His influence inclines one to some additional gdod that is not obligatory. In many, if not most, religious institutes of modern origin, the rules of.themselves pertain to the direr-- rive will of God. Evidently enough, in heaven God's will is carried out by each and every angel and saint with the greatest possible perfection, even down to the last little jot and ~tittle. It °could not be otherwise. He therefore who profes.~es to desire that God's will be executed on earth, just as it is done in heaven would, it seems, commit himself to doing his v~r.y .best for God. If that desire is genuinel and as long aS it remains genuine; he will not refuse to adopt any reasonable means to realize it. Of course it is not at all implied that so much generosity is of obligation. .~ This disposition would be the most perfect that one could have; and, if maintained steadily, it should quickly lead one to a very high degree of, virtue. One who wills. just what God wills would participate in the maximum possible measure in' the w.isdom and sahctity of God, in His divine work, in His peace, and eventually'in His Beatific life in heaven. All real and true reasons are in favor of a~dopting and kdeping such a .disposition; against it there can be only apparent reasons. All the reality of God Himself; a veritable infinitude of reasons, is on that side of the scale: His divine dignity and majesty calling for the deepest reverence, Hi~ boundless goodness alluring to wholesouled love, His im-mense, and numberless benefits suggesting gratitU'de, His outrag,~d excellence' demanding penanc, e and sa'tisfaction, and similarly with all the other'divine attributes. EaCh and ~G. AUGUST ~INE~ELLARD Re~ieua [or'Religlou8 ever~y divine attribute is an inexpressibly potent in~entive to carry out God's will on earth as in heaven. Self-interest will impel the enlightened Christian to strive manfully to execute, the whole planof God during his ear[hly p~lgrimage as he will hereafter. No other,pro-gram. could promise fewer disadvantages and more ad~an-rages. Even if~ t~e designs of God should contain much sufferiffg for one, .as in fact they-often do for those whom God loves most, those tbibulations would be still greater opportunities. ~One may losea cent, but one would gain.a dollar. God's service pays ~ell~ ~hatever God"intends for any of His children is meant eventuallyfor~that per-son's enrichment and ~appiness. If a man were looking out purely and simply for his own. profit, the best course that he could choose would ~e precisely that which God has already chosen for him. His prudence could hardly surpass God's,. he cannot love himself more than God loves him, nor could his e~cienc¢ improve upon the divine method. To attain fully to the.life and beatitude destined for us, it is necessary .to do all that enters into. the divine scheme for. that .purpose. And God's wishes are always possible and reasonable and accommodated to our weaknesses. _ The words "on earth as it is in heaven" may very,~ell be understood not only with the third petition, but al~0 wi~h all the first three petitions taken together. If so; We should pray that the way in which God is glorified, His kingdom brought about, and His will carried out in this life should be like that in which those great effects are achieved among the blessed. That would indeed be the best possible prayer. "In any "case these words prepare us for humbler~ requests. From the ~ivine-heights we descend to our human~needs. Havi0g, sought the .kingdom of God,:and, -- His justice, we are in a .better.positi6n to geek material bles- ~Marcb, 1946 THE LORD'S PP~YER sings. After professing 6ur willingness to do all that God asks of. us, 'we can more decently and.confidently go'on to ask for things for ourselves. Hence it is logical in the next place to pray for our natural necessities: "Give us this day our dail~; bread." We acknowledge that we depend~ upon our heavenly Father for even such lowly and .common things, as~ bread. We dq not ask for delicacies or luxuries but for that which js necessary or becoming. Nor do we desire" an abundance of material good: a supply for the present is enough. .In the fifth petition, "Forgi've us our itrespasses, as we forgive those who trespass agai.nst us," we are admonished of our sinfulness, sincg we must beg for the remission" of it; of our continual frailty, since we must plead fo~ indulgence continually; of God's willingness to pardon, ~ince He teaches us so to ask ~or cancellation of our debts; of ~he condition upon which it depends,, namely that we forgive ~others; ~nd finally of the measure in which we may expect it. "Pardon and-ye shall be pardoned; give, and it shall be given to you; good measure,jpressed down, shaken together, running over, shall they pour into your lap. For with what m~asure ye nieasure, it shall be mealsured~unto you in return" (Luke 6:38). .Thinking of God's liberality and benefits and the gratitude we owe Him should remind us of the contrast between the generous way in which He has treated us and the ungrateful manper in. which we have behaved toward- Him. A sense of shame and sorrow" will make our plea for fo.rgiveness more effective. It foilows that the greater our debt to God, the greater is our need of good will. The best means of paying tha,t debt~for p~ist sins ,is to have the best disposition to fulfill the whole plan and Will of God in the future, always to cho6se the more perfect alternative, to let grace abound where before we pr,efe.rred sin. Similarl~r the best way of making reparation to the 81 G. AUGUSTINE ELLARD Review for Religious Sacred. Heart of Jesus is to try fully to do what pleases- Him best. Finally we-pray for protection, an obvious.r.equest for ¯ a child to make to a father. This petition refers to the future as the One for-pardon regards the past and the0ne:, for provision pertains to the present. "Lead us not into temptation"-: that is, "Do. not permit us to get into circum-stances in which we should be allurdd t0.sin and, as a mat-t~ r of fact, really yie.ld to ~theoenticement." We do not ask simply to be freed from temptations. -That would.ind~ed be in itself a most excellent and desirable thing; but it ~ould not be in a~cordance with the present order of divine" providence and would hardly be granted. But we do hope with God's grace to be shielded from dangers of sinning that w6uld be too great for us and to-do well ih those that ¯ God for good reasons does permit. We ask for the necessary help to turn such dangers into profitable opportunities. Now~ one would hardly deny that the first means of dealing well with t~mptations and of turning them to our benefit~ rather than allowing them to ruin us moially, is precisely to make the best use ofthe power we already have at hand to do good and avoid evil, that is, to do as much .good as we can. Doing our best implies choosing what is relatively to Us the more peri:ect thing-. The best defensive heke at~ least is a total offensive against the forces of evil. " ' Havi.ng asked to be saved from falling into sin, we end by.begging" for deliverance from evil: "But deliver us from evil.''~ There never has been agreement as to just-what is meant by "evil:" Some understand it generally of what-is" bad, and others of "the dvil one," that is, the devil. The latter sense is preferred in the Westminster Version:~ :'But deliver us from the evil one;" (Matthew 6:1.3) : Again some consider these words to be a parallel expression of the petition, "Lead .us not into t.emptation," and others" take 82 ThE LORI)'S PRfi.YER them tO constitute a new petition. It seems advisable, with St. Cyprian, to understand evil in the most comprehensive ".sense and also t.o interpret these final words as summing up aH our requests to Gdd. Thus we should ask to be freed from all evil whatsoever, moral and physical. Included would be sin, mortal and venial, imperfections, and phys.b cal evils such as disease, destitution, .war, and so inasmuch as they would be an impediment to our moral ~ progress) Anything at all that would prevent-us from realizing God's plan in its entirety and from winning-.for ~ ourselves and for others the full measure of beatitude is really a great evil. On the other hand, we should be very shortsighted and unkind to ourselves to seek to be spared any 6f these tribulations or sufferings which in the end would redound to our greater good. With this disposition, .reaffirming our desire tO accomplish fhe whole divine plan for us and fully to c0~form to God's schemk of pr~destina:- tion for us, we would conclude our petitions on'a strong and noble note. Catholics are sometimes,surprised to hear non-Cath01i~S ending the Our Father With the wordb: ',For thine is the l~ingdom, and the power, and the glory forever. Amem" -These words are not a Protestant addition. They occur.in some. manuscripts of the New Testamen~ and have always. been used by Oriental Christians, Catholic as well as schis-matic or heretical. They are found at the end of the Our Father as it is recited at the altar in most of the eastern liturgies. HoWever they do not seem to have been a part of .the prayer as it originally came from the mouth of Christ. It is.generally ackngwledged now that they are a liturgical doxologywhich was added afterw.ards, in keeping ,with the general tendency to end prayers, psalms, and hymns with an explkit expression of praise .an~ glory to God. A similar formula, from the royal Psalmist himseif; addressing God 83 ~. AU~GUSTINE ELL.~D as father, may be read in I Paralipomenofi 29:10, 1I: "Blessed art thou, O Lord the God of'Israel, our father from eternity to eternity. Thine, O Lord, is magnificence, andpower, and glory . thine is the kingdom, O Lord." BOOKLET NOTICES From The'Apostolate of Suffering, 1551 North 34th Street, Milwaukee 8, Wisconsin, we have received the Good Samaritan Almanac: 1946 (25 cents) and "'Sunnie'" One of God's "'Pets," (10 cents). The latter contains the brief but -inSpiring autobiography of Vera Marie Tracy, author and poet.of the ~hut-ins. together with some of her sketches and poems. This little booklet is a must for all whowould learn from example how to find happiness in the midst of' suffering. Mother Frances Schervier: Foundress of the Sisters of the Poor of Saint Francis, by the Most Reverend Amleto Giovanni Cicognani, D.D., (a reprintof the Intro-duction to the biography of Mother" Frances). comes from Rev. Roland , Burke, O.F.M. Vice-Postulator of her cause. Mount AIverno. Warwick, N.Y. Retreats for Soldiers, Sailors, Marines, by James L. McShane, S.J. which aims to encourage veterans to make retreats, is distributed gratis by the Central Bureau Press. 3835 Westminster Place, St. Louis 8, Missouri. The Heart in Divine Praises, by Frail is P. Donnelly, SJ. contains a series of reflections on the Divine Praises (used ai" Benediction) and on th~ Seven. Last Words. The booklet may be obtained from the author at Fordham University, New York 58, New York. The Radio Replies Press, St. Paul 1. Minndsota.'sends the following booklets: .Theolpgg of the Crucitixion, 10 cents, ,by the Reverend Francis'X. Sallaway; The Mosaic Manifesto (Fhe Ten Commandments simply explained for children and converts), 50 cents: New Light on Martin Luther, 15 cents: Why Squander Illness? (Prayers and thoughts for Catholic and ~non-Catholic patients), 15 cents: The Music of Ireland, radio commentaries on Irish songs, 15 cents. The October 1945 issue of St. Meinrad Historical Essays is unique. It is devoted exclusively to Holy Scripture. The ten essays.are the first-fruits of. an inter-seminary contest sponsored by St. Meinrad Historical Essays for the purpose of arousing greater interest among seminarians in the stud}' and practical presentation of Holy Scripture. Some of the titles read as follows: "The Family Bible," "Motives for Reading Holy Scripture," "The Bible as a Book of Meditation." Seminarians should find interesting and profitable reading" here. Single copies ma]r be obtained. for 60 cents from St. Meinrad Seminar}', St. Meinrad. Indiana. The Reverend Julius Grigassy sends us "Devotions to Our Lord Jesus Christ Crucified," a timely pamphlet for Lent. This may be obtained from Prosvita- Enlightenment, 611 Sinclair Street. McKeesport. Pennsylvania, or from Amer. Russky Viestnik. Greek Catholic Union.Building, Munhall, Pennsylvania, Price: 15 cents. 84 ¯ A Bi!l o1: Right:s for Religious James E.'Risk, S.J. 44~RELIGIOUS has no rights!'_'. Too often the calm t~ atmosphere of a retreat has been disturbed by this ill-considered though pious maxim. Called upon to defend such a statement, a director, would doubtless interpret it to rn'ean the unlimiteh extent of the ~elf-renunciation demanded by the religious profession. B~it the ambiguity likely to arise from this and similar devout overstatements m.ay make for confusion in the" spiritual life of a religious who is reader to accept every such statement at its face value. In virtue of his profession, a religious enters into an agreement with his institute, pledging himself to seek per-~ ¯ fection according to the plan of life adopted by the same organization. The institute, on its pa.r~t, assumes certain obligations to be discharged in favor of the religious. Hence, the institute enjoys rights and the subject enjoys rights.~ ¯ The superibr, vested with the authority necessary to direct the activities of a community, is us.ually the custodian if need be, the defeiader of the rights of the.ii~stitute. The rights and duties of both superiors and subjects often need elucidation. The present article i~ directly con- -cerned.only with the rights of subjects. A brief explana- 0 tion of.the notion of a right will be followed by an indica-tion of the.sources bf the rights enjoyed by religious. The addition of a few illustrations will, we hope, clarify the explanation. What Is a Right? A right is a power to do or to possess something. It "is also said to be a title or a claim excluding interference on 85 JAMES E. RISK Rbuie~ [of Religious the part of others. One may-lawfully possess a house because he. has some title or claim-establishing his exclusive ownership of it. Perhaps he has bought oro inherited it. The purchase or the bequest gives him the title or claiin to it. ~ It is his. Or again, his claim or title may extend to some #piritual object, some imponderable, such as his reputation, a possess!on not to be ravaged ,by the tongue of the d~trac-tor.~ His person, too, is to be trei~ted with respect. To these rights or claims there corresponds the d.ut~l on the part of others not to interfere with their peaceful enjoyment. Hence, one is obliged not to pillage his neighbor's home, nor to.maim him, nor to blight his good. name by irrespon-sible gossip: Sources of the Rights of a Religious . All will readily a~dmit that in virtue of the act of self-surrender formulated in his vows, the.religious relinquishes his right to the independent use of material things; he sol-emnly- forswears the consolations.and the pleasures natural to the married state; most of his actions are, at least implic-itly, under the supervision of a superigr. Yet, after this abdication from the empire of self, the religious still retains some inviolable possessions. This residual dominion of. rightssprings principally from a threefold source. The natural law itself endows each child of the"human race with certain rights. Canon law extends this charter still, further. Lastly, this endowment of spiritual possessions is aug-mented by rights granted by the constitutions of the indi-" vidual ins~itu.te. In other words, a religious truly pos-sesses an.-aggregate ofhuman rights, a spiritual dowry emsatayb ilnicsihdeedn tbayll yG°o rde'manadrk H, tihs arte penretrsaennctaet iivnetos roenl iegaiortnh .d Woees-not imply ~he forfeiture of civil rights, though the exigen-cies of cloister'life may impose'some limits on,their exercise. 86 March, ¯ A BILL OF R~GHTS FOR ¯R~LIG~ous Be it remembered~ that neither the possession~npr the !egitimate.exercise of one%rigbt need be'detrimental to spir-i( ual progress. We may add too ttiat, while one may respectfully, insist on" the exercise Of his right, the actual manner in .which this right is exercised may be determined by the rule or by the competent superior. ~ , Examples of Rights from the Natural Law On profession day, a religious does not renounce his right to ~food and shelter or to the proper care of his health. While the precise manner in which these rights are, to" be reaiized is subject to the prescriptions of common life as indicated by canon 594, § 1, or to the special provisions of - superiorfi, the basic riglqt to the means of sustaining life and health remains. Brother Jbhn, fc;r example, requires the immediate attention of a dentist. The superior gives him permission [o visit Dr. Will, the community dentist; but "Brother John prefers, the ministrations 6f his personal friend, Dr. Albert) The superior in the. interests of com-- mon life insists on the community doctor. B~bther John, unresigned to the superior's decision, voices, his opinions about the violation of his rights to proper medicat or dental attention. "The natural right of the Brother to appropriate health measures has been r.espected by the superior. - He is not obliged-to make an.y purely personal concessions desired ¯ by a .subject. -- Recreation,~ in"quality and quantity becoming a reli- "greiloieuvse, tihse r teeqnus_irioend obfy c ltohiest enro lrimfe aaln dintod irvepidaiura tlh ein d aomrdaegre dto. cells of human temperament. To some kind of genuine relaxation, the religious has a strict right, a right often explicitly-incorporated into the gonstitutions or the legiti-mate customs of the institute. Entrance into the cloister doesnot imply, the forfeitur.e 87 JAMES E. RZS~ -~ Review for Religious. ¯ of one's" natural right to his good name. " A co-religious acquainted with his brother's transgression has the obliga-tion to forego the wanton dissemination of it among members of the same community. Even the public denun-ciation of a secret fault can~be the means through which an offending religious loses his reputation in the ey.es of the community. The censorship of one's correspondence, as an antidote .against Worldly contagion, is freely conceded by the reli-gious "of many institutes. Immune from this ,censorship is the correspondence destined for .or received from certain authorities mentioned in canon 611. To provide enter-tainment for others by making the contents of a relig!ous' correspondence the subject of recreational gossip would "be an infringement of the natural right to secrecy enjoyed by the. religious. The seriousness of such an offense would be commensurate with the gravity of the matter revealed, or with the degree of pain and humiliation, experienced by the writer, or with the resultant diminution 6f Cbnfidence in superiors, not to mention the disedificati0n in.evitably to follow. : - Rights from Canon L~W. ' The religious is noli only vested with nature's rights, but the Church through the medium of canon law clarifies and extends nature's grant. The special dignity of the religious state demands rev-erential treatment; it furthermore calls for immunity'from .the obligation of military service and from arraignment before-any but an ecclesiastical tribunal. These rights are derived from canons 614, 119, 120, 121., A novice has the right to choose freely the adminis-trfitor oi: his prdperty and to assign the revenue accruing, .from the same to the beneficiar~ of .his own choosing ~accdrding to canons569, § 1. 88 A BILL OF I~,IGHTS FOR RELIGIOU~ By.reason of canon 530, § 1, no moral pressure may be employed to extract the manifestation of c~)nscience from a religious. - Unless his condition was fraudulently concealed before his profession, an ailing religious has the right to remain in his institute by the disposition of canon 647, § 2, 2 ° The exclusion of a religious with temporary vows from renovation, or from the. final profession, for other than ~just motives would constitute a violation of the right extended to such a religious by canon 637. A right familiar.to all religious women is that embod~ led in canon 522, whereby a nun or Sister, in order to insure her peace of conscience, may seek the ministry of the occasional confessor. The favor of this.law is to be sought in a reasonable manner, however. Reason demands that this right be exercised without the threatened collapse of religious discipline, or the entailment of extraordinary expenses. While shopping, for example, a Sister may take advantage of her presence outside the convent walls to con-fess in some church along the route. This is her right; it is the corresponding duty of the superior not to impede the enjoyment of this right, nor to make inquiries in the mat-ter. Rights Conferred by~ Constitutions It would, of course, be impossible to give a detailed out-. line of the rights conferred or determined by the various reli~i6us institutes. However, worthy of particular men-tion here is the right to a reasonable amount of time and opportunity to perform with satisfaction one s spiritual duties. The very nature of the religious.life demands this; and every religious institute at least implicitly guarantees it. A schedule of teaching, study, or other activities that habitually absorbs the best time and vit.ality of a relig[o.us, leaving but fragmentary moments for the fulfillment of the o JAMES E. ~RISK Review for R~ligiou~. duties,most .proper. to his vocation, is an encroachment on the fundamental ~ight of that religioias, to avail himself of the ordinary means necessary to his spiritual well.-being: . . Another right that calls for more than passing mention is the right on the part of the religious to appeal or t9 have recourse from the decision of a lower to the judgment of a " higher superior. For example, canon 647, § 2, 4° gives to the dismissed religious of. temporary~ vows .the right ~to appeal to the Holy See, Specific provision for recourse in other matters is made in many ~nst.itut~es. Customand everi reason itself approve of this remedy. For the existence of this right is necessary for the harmonious "ftinctionifig., of . any organization. Like the judge_in a court of appeal, the -higher superior, artier a re-examination of the 'case, will-overrule or sustain the decision Of the lower superior. Appeal to a higher saperi0r generally supposes that the lower or local superiorhas already been app.,roached _by the subject for a reconsideration of the order: A reversal of ¯ decision by the local superior will eliminate, of course, the necessity of approaching the higher authority. In-some cases; circumstances may determine the imp~r.acticability or impossibility.of a reconsideration by the localosupe.rior. In exercising .his right of recourse, the religious should make as complete and dispassionate a statement as possible, proposing the reasons allege.d, by the local superior for his-refusal to revoke or modify the original decision. Natu-rally, the lower s~perior will be granted the opportunity to presen.t his side of the .case, for the indispensable rule for making an equitable adjustment of disputes is to hear b0tb. parti.es. While the. appeal~ is under consideration before the court of the higher superior,, the subject should comply w~iththe ~rder of the lower superior as far as-pos'sible. To illustrate this right of appeal or recourse: Suppose that .Father Clyde, an excellent litera~y scholar, but~ of, ¸90 BILL OF RIGHTS FOR RELIGIOUS iet~rded scientific growth,' has been assigned by the local superior to'teach.advanced differential equations: To avert an academic disaster and perhaps.a sin against justice, .he asks the. superior to recbhsider the appointmerit, and to readjust the clasg schedule. The'~local superior cannot see his way clear to modify the original schedule. " An appeal to the higher superioris now in order. Since the misplaced professor of .mathematics seems to rest his case on a basis of academic justice, he should present to his ¯ higher superior a complete picture of his scientific incompe-tence. The ultimate decision, favorable or unfavorable to the protesting teacher, would not reflect on his right to file his recours,e. Depending,on the canonical status of the par-ticular institute, a worthy case might find its,way ,to the hands of the superior general. Needless to remark, the.use of the right of appeal should be marked by an absence ~personal resentment; ~ather it should be char~icterized by sincerity and the sweet .unction of religious charity. -To compile an exhaustive list of .the rights of r~ligious, even if it were possible, would be quite purposeless for the present study. The limited, examples already given should suf/ice to lay the retreat ghost: "Religious have no rights!" The Code of Canon Law and the constitutions will reveal re.any others. imitation of Christ A last question. Should a religious, sincerelydor;scious~ of his rights, always tak~ measures¯necessary to insure their vindication, or should he b~ar in silence the further rationing of his already shrunken liberty? Provided' no detriment follows to one's fellow religio.us or to the good ¯ of souls, a love of one's spiritual progress and the desire for a close conformity to the Redeemer .might p~ompt, a reli-giot~ s to bear in silence an act of injustice or the violation Of JAMES E. RISK his rights and to. forego the exercise of his right of appeal: Peculiar circumstances and the advice of an experienced con-fessor will more accurately determine the course to be fol-loWed in a gixien case. To proceed without counsel in these matters is not recommended to young religious. Such then is our brief comment on the religious' bill of rights, the joint bequest of nature, of the Church, and of his own institute--a~heritage directed to guide him in his quest for perfection along the ways of peace. VOCATION BOOKLETS Informational booklets which explain the nature of vocation and describe the work of a particular institute seem to be growing in popuiarity. Most of.them make effective use of photographs and drawings to illustrate the text. The following have been received" in recent months: The Sisters of St. Joseph of Carondelet, ,from St. Joseph's Mother, House, 6400 Minnesota Avenue, St. Louis ~11, Missouri: Chosen Arrows, from the Ursu-line Nuns of the Immaculate Conception, Congregation of Paris, Louisville, Ken-tucky; The Gra~/moor Fathers: An Outline of Tl~eir Life and Work, from the Franciscan FHars of the Atonement, GraymOor. Garrison, New York: B~nedicrins Conuent Life° from Mount St. Scholastica, Atchison, Kansas: _,To Seek God (¯ clear and readable explanation of the "way and goal of the Benedictine Sister"). from St. Meinrad's Abbey. St. Meinrad, Indiana. What Others Haae Done, by Father Howard Ralenkotter. C.P. (Edit.) is ¯ collection of huh~an interest vocation stories;--facts, not fi~tion. Copies .may be obtained from the Good Counsel ~ Club. 5700 N. Harlem Avenue, Chicago 3'1, Illinois, Price: I0 cents (by mail 12 cents). OUR CONTRIBUTORS JAMES E. RIS~( is a professor of canon law at Weston College, Weston, Massa-chusetts. JOHN E. COOGAN,'a professor of sociology at the University of Detroit, Detroit, Michigan, is actively interested in promoting interracial amity. CHARLES F. DONOVAN is a student of' ascetical theology at St. Robert's Hall, Pomfret Center, Connecticut. CLARENCE MCAULIFFE, G. AUGUSTINE~ELLARD, and .GERALD KELLY are professors of sacramental theology, ascetical theology,, and moral theology ¯ respectively at St. Mary's College, St. Marys, Kansas. 'The two last mentioned are iikewise editors of REVIEW FOR RELIGIOUS. 92 The Part:icular I::rieridship Gerald Kelly, S.J.- THE novice closed the bOok, le~lned back in his chair, arid looked thoughtfully at the ceiling. He had been reading about the friendship of two saints. It was a warm and ~ intimate friendship; yet spiritual Writers would °surely call it commendable and sanctifying. On the other hand, only. a few days before, he0had heard a talk on "the particular friendship"; and this was definil~ely branded as reprehen-sible for religious and an obstacle to their sanctificat_iori. What is the difference, he mused, between these two types of friendship? Why is one good, the other bad, for religious? How can one enjoy the benefits of~the first while guarding "against the evils of the second? That novice might be any novice. In, fact, the puzzled reader of the account of friendship between the saints might w'ell be a-religious professed for many years. "Experienced spiritual directors say that the qhestion of friendship is a problem for many, if not .most, religious. These dirdctors think that the solution to the problem lies in a proper Understanding of the particular f.riendship; and they are of the opinion that an informative psychological discussion of this-topic would be helpful to religious. The following-notes represent an attempt .to-treat, or at least to outline,_ .the main points involved in understanding the particular friendship and in distinguishing it from what might be called ordinary friendship. What Is the Particular Friendship? ~ .A particular friefidship, ,as the expression is used in this article, is an exclusive companionship bet~veen two persons u~hicb is based on emotional fascination. In explaining 93 GERALD ~(ELLY Reoiew for Religious this definition it may be well at least for the present to limit 6u/selves to some concrete situation: for instance, to a p.ar-ticular friendship between two religious of the same.com-munity; or, even more concretely, to such a friendship between two novices. Later in the article the remarks can ,easily be applied to other situations. The definition I have given is.fi technical one. It is so worded as to exclude certain companionships that are,some-times rather inaccurately ~tyled palticular friendships. The clique, for example, is an exclusive companionship; it is limited to a few and excludes others. And because it is exclusive it is harmful to. common life. But it is not a par-ticular friendship in thestrict sense of the expiession because it is not limited to two persons. Even exclusive" companionships between twb persons are not. necessarily particular i~riendships in the technical sense. For instance, one-,pair of novices may be drawn together simpl.y becaus.e, each dislikes a crowd. Another pair may associate merely because of some mutual hobby a liking for birds, or for flowers, or for some.game or work. .And s~ill another pair may unite for the sole. reason that misery loves company; each is, as the saying goes, "agin the government," and their companionship furnishes, an outlet for this cbntrariness. In companionships like these there seems to be no strong emotional binding force; the exclusiveness appears to be the result of some purely external circumstances. Of course, associations sucti as these can easily lead to emotiona! att_achment; but until they do so,. they are not to be considered particular friend-ships in the sense in which we are now using the expression. In the real particul.ar friendship the precise reason for thi~.excl.usiveness of the companionship is ~motional f~scina-tion. The parties conduct themselves much in the manner of yoiing lovers. The whole pr.ocess of the formation aia,d 94 Match, 1946 THE PARTICULAR FRIENDSHIP. growth of the friendship follows a rather definite psycho-logical pattern. Religious should be acquainted with the psychology underlying this companionship so that they ¯ can protect themselves against tendencies that might other, wise prove very harmful to them. The Adolescent It will help towards a better understanding of the poar-ticular friendship .if we now leave our novitiate s~tting fo~ a time and take a brief glance at the emotional life of the growing boy. (I chb'ose the boy merely to be more definite. Everything that I say here. applies, with the necess~ary. changes of gender, to the growing girl.) In the years just preceding adolescence the normal boy has very likely limited hisclose friendships to other boys and has.had as little-as possible to. do with girls. Girls had no attraction for him, except perhaps to arouse his curl-. osity. But as'the weight of adolescence settles upon him things'change. He finds girls mysteriously charming, very; attractive; he wants to please them, and he seeks to be a 'hero in their ~yes. Perhaps, even in the very early years of adolescence, he experiences what is popularly called "puppy love"; he might, in fact have this romantic experience rather frequently. Usually, though not always, these youthful romances are of short, duration. There may be great emotional exhilaration for a time; but it.~ is easily exploded, like a child's balloon, and normally has .no severe lasting effects. But as the boy moves on into the upper years of ad£- le~cence, it is quite normal for him tocenter his attraction on one girl; and this .experience, though it follows the same pattern as the earlier cases of "puppy love," is more pro-found: It is this more matured experience that I want to analyze here--to observe its usual manifestations, its origin; 95 GERALD KELLY " ~ Review for Religious and its purpose. If you were to' ask a young man how he happened to fall in love with a certain girl, he might, be unable" to tell you. And if he could tell' you What had suddenly caught his attention ;and captured his heart, his answer might be: ¯ it was the" color of her eyes, the wave of her hair, the way she danced, the special musical quality of her voice-- all apparently trivial things. Or it might, be a word of sympathy, a word spoken in his defense, an impression of great virtue--things of greater significance. It is~ditficult to analyze this first step of falling in love; it is to a great extent mysterious. But the reaction to that first stimulus is not so mysterious. " The boy's heart is captured---riveted, as it were, on that one girl. The thought of her tends to absorb his mind; spontaneously he desires to share with her his thoughts, his wi~hes, his dreams, even his prayers. She has'become the center of his emotional life to the exclusion of other girls; and he wants a similar place in her affections. Hence he burns with jealousy if another boy enters into the picture. ,. ~ Of course, the .boy who falls in love still retains his affedtion for his parents, for his b~others and sisters, and fo~ his boy friends. He may still have a friendly liking for many other girls. But over all these affections--dominating them, as it .weremis this one distinctive attraction. If the girl he loves is absent, he suffers torture, oHe feels .dissatis-fied; he finds it hard to study, to do his work, even to be pleasant to others. He seeks some satisfaction in ,the posses-sion of little souvenirs, is inclined to telephone, to write frequent and effusive letters, and so for, th. When with his beloved, he is overjoyed. He wants to express his affection in sweet owords, in kissing and cares-sing. Incident~ally here lies the great dange~ to chastity in ever the purest courtship. It may be that these manifesta- -96¸ THE PARTICULAR FRIENd)SHIP tions of affection are joined with the deepest revere',nce; yet they tend to'heighten emotion, and thus to increase in fre-quency, ardor, and physical intimacy. It is easily seen that if the girl reciprocates the boy's affection, the natural result of the ~u.tual exclusiveness and intensity of,their companionship is a. complete assimilation of interests.They tend to have the same likes and dislikes. They want to share everything--from the prosaic act of munchi.ng the-same sandwich to the exchange of the most delicate secrets. In a word, their affection locks their hearts together; each is con_vinced that this state of affairs will las.t forever, and each craves a complete oneness with the other. They want to blend and share their entire lives. The experience of fallingin~ love is not something occa-sional or extraordinary. It has been happening'through0ut the world since" time was y~oung; it is happening now; and it will go on happening, so it seems, till the end of time. Because it is so common, and because it follows such oa definite pattern, it seems logical to conclude th,at the tend-ency to fall inlove'is instinctive. I do not mean that every-one h-as the experience; many factors can intervene toblock off the ~actual experience. But I do mean that, - speaking generally, .we all-have this tendency, an instinctive tend-ency; and if that is true, it must come from God, and He must have a reason for giving it. As a matte'r of fact it is not difficult to find a very good. reason why God should have placed this tendency, in human ,nature. God's plan for the family containsthe explana2 tion. In the divine~ plan for human beings, children are brbugl~t into the world ~is very helpless little things. They develop, slowly; they need the care of father and mother for. a long time. God ev_idently wants the faiher and m~)ther ¯ ,.to live together in the closest intimacy all the days of their lives. This long-.continued life togethe~ invoFces many- 97 GERALD KELLY "~" Revie~v [or Religious [~burdens: iind grav, e :~esponsibilities ~w~irds~ each other and ¯ towards the children: If this kindof,life did not haverits attractive features as Wall as.its b, urdens and responsibili-ties; only the hero~s Would have the courage to embrace.it. " As we know, God does not lay burdens:and responsb biliti~s on humhn nature without also providing compensa-tions. He. creates' e~ery human.being a potential.parent, .and He also gives each certain capacities and instinctive tenden- "c!es that make married life and parenthood not only.bear-able but ~am?a~tive. One of ,these instinctiv~ tendencies is the.!nclinati0n toan exclusive, tender.companionship. This serves as a powerful inducement to marriage; and after mar-riage, iif this mutual tender ¯love is fostered,' it not only pro- ~vides for the dare of the children but also i!ghtens the bur-dens of thelparents, and protects them, at least to some i~Xtent, from dangers that might come from outside the family circle. Applig, ation to N6oices The foregoing analysis 6f falling in love suffices for0i~r present purpose. We have answered the questions .that ~eemed fundahaental. It is t!m,~ noN to retu~rn to our novitiate setting and to apply the conclusions ,of our psychological analysis to the case of a particular friendship among novices. . - The applkation, ~it seems to me, should be fairly obvi-ous. A young man enters the novitiate at just about the tim:~when this tendency towards exclusive em6tional com-panionship is most apt to manifest itself. That it should m~inifest itself is perfectlynatural. On the other hand; the~ atmosphere of the novitiate is not natural; the novice's com-p) ini0nshlp is limited'to members of his own sex. But this fact is not in itself enough 'to suppress the instinctive y,earn-. ingfor exclusive companionship: Strong appetites have a March, 19 4 6 THE PARTICULAR FRIENDSHIP way of asserting themselves; and if they cannot find their normal object; they look for h substitute. The no~ice's tendency .to form a particular friendship seems tO be an unconscious seeking-for such a substitute. That is why ~he .particular friendship exhibits, as was remarked previously, many of the signs of a love affair: exclusiveness, absorbing ¯thoughts, secret meetings; and sentimental demonstrations of affection. Harmful Effects From what has been said it is easily seen how fosteri;ag a particular friendship:has disastrous effects on the religious "life. Its exclusiveness renders well-nigh impossible the practice of that universal and impartial charity which is so impor(an.t for harmony within a religious family and for carrying on apostolic works. The absorption of mired the love-object not only interfereswith study and work, but most of all it prevents the union with God that the life of prayer and other spiritual exercises ought to develop. The third source of danger is the ~.tearning to manifest one's affection, by bmbraces. Ifthese cravings are satisfied a great ~protective barrier to chastity is broken down, and serious sins can result. Moreover, once this barrier is broken by familiarities, it is very difficult to rebuild it. I might mention here that this danger is probably greater in a friend-ship between two women than in a similar friendship between men. Men are protected so some extent by the consciousness that kissing and embraci.ng are not custom, ary among the members of their sex, whereas among women it is more natural to express even ordinary affection in such ways. Embracing, of course, is not the only source of dangeb to chastity. Other little familiarities can also break down reserve and open th~ way to temptatio.n. And even when 99 GE ~RALD KELLY ¯ ~ Review for Religious external modesty is preserved, the emotional friendship can be a source of great disturbance to the imagination. Day,- dreams will not always remain on the spiritual plane. . We can end this enumeration of~ spiritually harmful effects by stating summarily that fosterifig a particular friendship strikes at the .very ro~t-significance of religious consecration. The vows themselves are but means 'of ¯ leading the soul to God; and t~he vow of chastity in particu~ lar is intende~l as a means of giving the heart to God. The particular friendship draws the heart away. Even if it does not lead to actual violations of chastity, it still deprives that vow of the fruit it should naturallfproduce. Not Limited to Novices' The particular friendship~ in the full sense in which we have described it, is hardly of frequent occurrence among religiousl But the tendency to form this association is cer-tainl'y common enough to warrant a thorough discussion of the sub.ject. And this tendency is not limited to novices. In fact, the possible combinations in Which the-part.icular friendship, might appear are quite varied. For instance, two religious of about the same age, both of whom have been professed f3r several years, might form such an attach- -ment while teaching or carrying on some other apostolic -work. The dangers in this case are generally much more grave than they would .,be in the novitiate because of the greater opportunity of indulging_the affection. ~ "Then there is the possibility ofa particular friendship between a young religious (perhaps a novice or a recently professed, religious) and an older religipus. One can hardly overestimate the.possible harmful effects of this relation-ship;, especially for the young religious. Indeed; a very .pr°mising vocationocan be lost in this way. The young religious is unwarily drawn into the affaiL loses interest in 100 March, :1946 . THE [SARTICULAR: FRIENDSHIP ~spiritual exercises, ~ suffers perhaps many grievous tempta-tions against chastityiand at last, with former .high. ideal~ of religious perfection completely shattered, returns to~tl~e world. A~ older religious who would take the i'i~itiative in a companionship of this kind or willingly encourage it would be running a risk of giving grave scandal. Fortu-nately, ignorance excuses from. guilt; 'but such ignorand~ should not be perpetually fostered. 'Again, the particu!ar friendship is not li~hited to the religious family;, an extern may begone of .thd ~parties. For example, it is not entirely uncommon for a pupil to develop what is sometimes referred to as a "crush" on the teacher. If the teacher al~o loses~emotional control, there results the particular friendship of the teacher-pupil~ variety. This topic is usually treated ratlqer thoroughly by ~he psycholo-gists ¯ of adolescence. Many" ad61escents develop these "crushes"; on.their elders. These young people~, we. must remember, arestill in the ~ransitional period; their emo.-~ 'tional life is just developing~ It will go on develop'ing nothing happens to fix it at a childish level. Bu~ ~, long-continued .reciprocal "crush" can fix it at that level: Thus one of the great evils" of ~be teacher-pupil particular fri~nd-ship is the retardatioh of emoti6nal development in" the This is a di~icult ~ituation to handle, as anyone wilt~ admit. In the first place, it may require self-crticifixion for ~the teacher; for religious t~achers are apt to get very lonely. They may ~find themselves spontaneously yearning for affection and attention, especially in times of discourage-ment. The affection of the pupil would satisfy this yearn-ing. But if itis satisfied by reciprocating the pupil's atten-" tions (and much.more so by ta ~king the initiative in seeking attentions) a very harmful-situation arises. The pupil's own emotional growth is stunted, .as we mentioned above; lOl GERALD KELLY Reoie~ for Religious and scandal is given toothers because of the partiality. which is usually shown and because of the 0ut-and-out childishness that a teacher sbmetimes manifests in Such cir-"~ cums~t.ances. Youth have a right to expect better emo-tional control-of us. Yet, even if the teacher's own emotions are perfectly under control, the handling of the adolescent "crush" is a delicate matter. As it is unfair to the pupil for the teacher to initiate these emotional attachments or to respond emo-tionaliy to them,° so it seems equally damaging to deal harshly with such a pupil. The teacher, has to be both objective and kind. L- uella Cole, in her books, Ps.qcholog~/ of Adolescence and The Background for College Teach[ng, suggests three p.~inciples for the teacher to follow on these occasions. The first principle :is one we hive already indi-cated: namely, the teacher should never show emotional interest in the pupil. The second principle is to avoid being alone with the student, especiallY behind closed doors, because it is then that the emotions are most li~kely to riln liot. The third principle-is to pro,vide ,the devoted student (whether boy or girl) with plenty of work. The author suggests such physical ~ctivities as cleaning erasers and washing blackboard.s, and, with special reference to the col-lege student, some mental occupation such as special work. .in the library. It is her opinion that several weeks of these physical .or'mental tasks will be sufficient to cool theardor of the student.1 Her suggestions ~eem very. helpful. The one precaution that might be added here is that in assigning Work the teacher should guard against giving, the appear~ ance of favoritism. Perhaps what I have written about the teacher-pupil attachment was a digression; yet I believe it is not wholly 1Luella Cole: The Backgruond for College Tea__ching,. Farrar ~ Rinehart, 1.940, pp. 164-5 ; Ps~Icholog!l o? Adolescence,'same pub!is.hers, I 942, pp. 147-9. 1-02 THE PARTICULXR =- F~IENISSHIP without pertinence. And the remarks made with reference .to this relationship ~re also¯ applicable to other situhtions in which religious deal with youth. Similar attachmeiats can be formed; similar .dangers .are present; .and similar precau-tions and treatment are necessary. ¯ ¯ We can conclude ~he enumerationof the various'situal tiol~s that might: occasion .a particular .friendship .by ieferring biiefly-to °thd most obvious case, though fortu-nately not the most- common namely the possibilit~ Of ¯ falling in 10ve with a person of the opposite sex, In theii early years of training religious are u~ually prote~te.d from this danger, at least to a great extent,;by the)fact tha~t they do not ass0.cia, te much with externs. Andeven in lat_.er.years, when ~hey. are engaged in works of,the apostolate, they are somewhat piotected ~by the ordinary regimentation and super.vision of their l~ves. They .would be ~sMeguarded grill :.m0~e if .th~.'pr0.~iSi0ns. f0~r ~iois.te~,. comp~fii0hs) eXteiaal reserve, and.so forth, Were alwa~s~rigorouslg 0bserved.But nothing save a.sl~ecial grace of God can protect¯¯ them to¯the point of utter immunity. As human beings, they are alivays susceptible to ~uch attachments. A very realistic .professor of pastoral theology used to tell his seminarians: "In youe priestly lives.you will often h~ve to deal wi~h women. In some cases you will neces.sa.rily. be ai0ne with them. If, on ~he of these occasions, a woman "should ¯burst into tears, do not yield to th~ impulse to dry ~hem for her." This is a rather concre.ge way of saying that bn"e must not let ~impathy'interfere with judgment. EVen spiritual ministries and apostolic words can be very dagger: ous, especially when sympathy plays On the heartstrings. A prudent reserve is always chlled for if one wants to keep his heart where he placed it at th~ time of hisconsecration to God in the Heart of Christ. GERA~LD. KELLY. ., R~eview [.or Religious ¯ Ordinary Friendship. Artier hearing a discourse on the particular f~iendship,'. oa~young religious is apl~ to be~confused. "What does it.all mean?" is his .question, even thofigh unspoken. "Am~I supposed to have .no intimate friends? Must I keep my heart in solitary connnement. The answer ~to such questions, whether spoken or unspoken;" should be very straightforward, T, rue friend-ship is one of the great blessings.of life, and it ~belong~ to religious just as much as to others. Father Tanquerey, after treating ofthe benefits of true friendship, has.the fol- - lowing.pertirient paragraph: The question has been asked whether or hot such friendships should be encouraged in cdmmunitieg.-~It may be feared tlSat .they will be detrimental to the affection which should unite all the mem-bers~ and that~ they .will be the cause of j,e,alousies. " As,suredly, car~ must be taken that such friendships do not interfere with th~ charity due to_ all, that thhy~be supernatural and be kept within the limits set by Sfiperiors. With these provisions, friendship, retains in com- . munities all the advrintages dessribed 'above, since religious as-well as others need the counsel, comfort and protection that a friend alone can give. However, in communities more than elsewhere, all that savors of.false friendship must be avoided with jealous care. (The S~iritual Life, n. 599.) Certainly the lives of religious who 'became canonized saints furnish ample proof that genuine friendship is not at variance with the ideals of the religious life. These saints had intimate friends within their communities and outside their communities, friends among those of t.h, eir own sex ,~nd friends of the 6pposite sex. Moreover, the mere reading of some of their letters indicates that their friendships were warm and affectionate. And we-need not confine ourselves ¯ to the lives of canonized saints as if true friendship were a'i~rerogative "of heroic sanctity. Very likely most religious who are now in-the declining years of life could tell us that- - 104 , March, 19~46 " .~ ~ . :- THE PARTICULAR' FRIEIqDSHIP,-. the~fiieridShips they-have ~formed ha~e been "a sohrqe .gre~it joy~ m their h~es~and of much help, in the Ser)ic&of ' ;~-7-'~God. ~" "~ " ~ ' " )=": ~--~ he.essential difference apparently lies in qualit:y:~on~ kind ~f friendship is good for ~eEgious; ~an0?her "a~ harmful. With'regard tS h~man compafiionship,, th~d~i~i ~.on~ ssnse in which religious must go,to-God alone; iense in which c;mpanionihi0, intimatd compahionsNp,~is ?n ootnly permissibl,e u bt e h u ipf 1. ~ -- ~" - How to Distin uish? . ' how can .one -"jadge:~gether a f)ien ship is jast o~dinary friendship o~ But, "the young rehg~ous will ask; " - . p2r~i~Ul~r friendship? The simples~ way of makmg,tBi~ diStinCtion is to examine a companionship to see,,if it mam~ fest~ the specific ~igns of the particula~ friendshlp. 2 ~ One Sp~c~c characteristic of ~he particular fri~ndshi~ -~ts exclus¢oen~s. Ordmary~fnendsh~p ~snot. eXclus~v~.~ mdy be that,:, because of circumstances or,-because of" one"~s own temperament, he has only one good.friend; bu~.thi~ .,is- not of the, nature of ordinary friendship~ One person can,h ve_many ~ood friends. ~ _ ;:~ :'~:' -, T~d~ exclusive tenddncy of the particular friendshipS" easily~,breeds jeatohs~. The ~fact thh~ One's friend has other' friend~, is resenred.'~ Ordinary. friendship does n6i have this effect:- Irma!lows freedom not only for oneself but for one's fri~ffd in thi choice of other friends. - ~- . .,~ TBe particula) friendship' is marked by-internal absorp:~ .tio~ o~ .,.mind on the ~riend. ., The ~houghts. ~ and affections'~ t"~ . :are;.as ~t were, bounff to one person: . i n t e r,"n ~a,"l ffee~om to :,~:;p~g~,~O~studg, to work, to be with. other do~panions; to rook separano~, ~s hampered, :Or&nary friendship,; on ~e ~h~ hand~ does not greatly interfere witKthis I~sa~at _ does not greatly interfere, because ~t' seems ~to ~'~ ~':- . ~,,- - ~.~ ., " ~, " ,~. "_ ~ 105 . Do ELLY . -- ~ ::that one cain& Without-.qualifi~atio~ apply tO ordinary f~iend~hip the dictum,"'out o~ Sight, ouvof mind.'," E~en :th):tTue~t and mosg s~iritual of fridndships is not~as co~d as that. Perhaps it gogld be more accurate to say that in . paiticgNr friendship ~.internal ¯adjustment ~to separ~tion:~is exVa°rdmanly, d~Ncult,~ whereas, m the case of. the s~mple ~ ~ .u .~r~e'asu:~ it is campara~:~e~y~ ¯ ¯ ~ yaas". . " '. ~, "~ ~ ~ ~ Finally, the tendencg.td manifest affection bg soft wo~dg :;~nd embraces arises spontaneously ~hen a.particular friend- " shi~-is fdstered. This4s ffot a distinctive characteristic o~ ~o~dina~) friendships. It is~ tgue, ~} course, that so~e people are'much more externallg affectionate :' than others; true al~o that a certain amoun~ of external demonstration is :.'.~more natural with women tBan ,~ith.mefi. Ndvertheless; these things are not characteristic ~rks o£ the:, ~i~le friendship: ~n, un~ual-tendency to sgch manife~t~tlons ig ~isign. ~hat sgmething other than ordinary friendship ~S ' mvolvea.~ ~" To sum the matter up negatively: or~ina~friendshi~- doe~ not ifiterfere~ with the common 1)re, with. imparfi~al ;:charity, with prayer,, with the-p~rfprmance of One's du~y,~ .with the prfident reserve tha(must characterize the bearing ~4:-~f religious, Agxin; briefl~ ~ut still negatively: ~n)friend-'~ ~.shi~ ~hich does not interfere with the attainment of r~li- :gibus ideals is a iound friendship. Finally,, m put it' posi- ~tigely: any friendship which helps 9ne to lead ~ gdod ~reli- ¯~ious life i~ not only s~fe and permissible, but actually gi, ft~ Of Gbd. , ~-,[EDf~O~s' NOT~: Our nSxt Kumbtr will contain some, suggestions for b~eaking a p~r~icular friendship ~nd for preventing the formation of on~.] -~- ¯ ~: . rl lan. n ouc a hies. ~ohn =. C6o~dn~ S.~.~ ~ Negroes attack segregation? Why, as they cbnve~t: .~ the color~d, don:t they b~ild for them churches and schools bf .their own? Then when they are all converted,~ interracial 9nderstanding will come of itself." ~ This sincere question from a zealous priest.surely ~omes at the '~eleventh-ho~ r." When law~ both federal- ' and . state are ~anning racial discrimination in public employment and privgte . :industry; when state ~ivil rights bills are making it criminal (evegqn the priest's own state) to make racial discrimiqa tions in hotels, restaurants, and places of public r~sort; when labor ~unions are d~manding that ~no. man's color should deprive him of an ~qual chance, t~ earn his ~ail~ - '~read~this is a late hour indeed for a champion to rise in_ ~ fhv6r of Catholic racial segregation. But the ~uestion has been honestly' asked ~by one wh~ is otherwise the soul 0f .~kindliness; and the voiced query of suCh a one is certainly-~ ~e unvoiced query of many. As the-priest live~ north of~ _ the Ohio River, traditionally the '.'River~30rdan'~ t0 t~e freedom-seeking Negro, we sfiall, frame our reply accord-" ingly. We oppose segregatioa in our Cath01icyhurches and schools because it is unj~st, impious,-~gd scandalbus a bar to the conversion of non-Catholic Negroes, and a cadge-of perversion of the Catholics. _. Such segregation is unjust because, for one thing, it rob~ -~tfie Negro of, self-re~pect. If yogr test of acceptability were - condhct or character or virtae, each might hope one fl~Y t~ q~alify. " But" iLyou~tell h~ that your ban is:o6 all those~ oLhis hne," ~ then the offense is in his blo~d. He Knows.~it .IOI-IN'E. 'COOGAN ' ' " l(evie~,tor Rdi~iOu. ~L .n6t merely that his appearance does not pIeaSe. Negroes , -'~o~ne in all shape'-and Sizes, in all mixtures of blood, imhll ~,shades of .complexion, in all .types of features. Some Negroes are strikingly handsome, far more so surely than. many whites; and yet almost any white c~in at least be. tol- o. erated, whereas no Negro need apply. He knows that ygu draw no such rigid line against members of another religion. Non-Catholic whites are admitted.to ~Catholic institutions. fr~in" whicl~ Catholic Negroes%are excluded. The right" ~eiigion seems less.important than the righ.t race. It is use.- "x ,.less to tell the Negro that acr'ods town somewhere there is a Catholic church for his kind; that mil'~s away ~there,is'a "o schoi~l to which he can send his childrefi. Miles. away, ac'rosg-'railroad tracks and through traffic; miles away, out ~from" St. Luke's parish they may go, past St. Thomas', ,past St. Mark's, past St. Ignati.us~ and St. Ma.ry's,. to find .refuge at last in St. Peter Clhver's or_ St. Benedic~ the.~ ;Moor'.s. " Such mass rejections by a dominant m~jorlty inevit~aMy weaken and destroy self-respec't in a weak minority. How destructive this can be wheff the Church herself se'ems' to" jgin.'in the accusing chor~s. Pope Leo XIII rightly :declared that poverty can so dehumanize that morality ~becomes. inhumanly difficult. Racial bars can be at least as demoralizing; for even a beggar can dream of 0utlivin~." want; but race is an act of. God and is bled in th~ bone. We add that these-~racial bars are not merely unj6st in -that they destroy self-respecl; they are impious in that they., are effective denials of the most solemnl~ proclainied reli- ¯ gio~s truths. If God is the. Father of all, .why must His .children besegregated before His face? ~If all share Adam's nature, Whence comes this special taint of blood? If theS~sn ~f Man is each man's Brother-, whence comes th~ color bar? "A'nd if H~ died eqUally for all, why these pretensions of:the Caucasoid?~ Did Christ's vt am the vine, and you branches" extend only to the lily-_whites? And, in the Mystic_al Body is pigmentation more important t'hafi sanc2 tifying grace?- Christ and His Church have told us_wha~,o~, things count in God's sight; .and race is not among.~he.m.~ The separation of the sons of men into sheep and goats on ~.any other basis than Christ's is a consequence of the ~s~ime di~cisiveospirit that has rent His seamless robe fnto the mulr °tiple tatters of Protestantism. Mother Church has give, n -'both impieties a lille repudiation. Racial segr3gatiori we have called'not merely unjust arid~ ~ impious; i~ is scandalous.in the strictest sense'of the word; it is a moral stumbling ,block and .lock of offense. ~ Few better-class Negroes will listen to'the call,of what ~ee~ms'to them a-white man'.s church. "To. the rrfajority of ~du-" cared Negroes," the President of Howard, their national " urfi'vers~ty, has truly said, "the Catholic ChUrch simp!y does not exist."" The march of grow,ing Negro leade~ship~ i~'seldom towards Rome. In some centers of special Cath- ,~ olic effort the"un, derprivi!eged eagerly~ answer :the call df truth, but the great masses remain untouched. Yet this bar to~conversion is but one 6f the scandals arisihg from. "5~reljgious segregation; of both born. Catholics and converts many find it unbearable to think themselves step-children Mother Church. It is the wildest flight from reality for us to~ imagine-that we can convert and hold the' N~gro through a system df segregated churches arid schools. It-will cost us the ~,loyalty of the race if we t, ry it. The Negro will not tol~ ~erate'a pariah Oosition of untouchability. And even if ~this were not so, where, when, how could we man and-finance an,adequate separate system ofchurches aiid schools? Eyen~, tgX-~,_,upported separate school systems have broken down. Conversion of the race will require all the efforts of the-~ - - "~- 109 .~. ,°~,,~ Boston,- Grand Rapids, oor Indianapolis. The $i~ste~s of : JOHN.~. ~00G~_ N* .~." "" ' - . Review for Religious ~.Whole Church laboring, an~d g[vihg with ,a Willing heart and hand. .Tying our hands behind us through a-policy of segregation means le.aving closed the door of opportunity;_ much, many will be lost; and with what gain? The hao~rement.awi~y from segregation in educatibn and . ~religion is so strbng that the reactionary is hopelessly dated. There is "hardly a~ollege or university in thi~ North, from Maine to California, that professedly, defends the ~olor~bar. .," The haost renowned girl~' scho~ols;: registers of social accept-ability, have their" colored students, sometimes even teadhers> 2Each spring, Negro magazines, pieturg, their scores of degree "~inners, including many Ph.D.'si and these from theooldeg't and~most respected American universities, Catholic schools~ ,~despite a belated start are ralbidly accelerating; .one in a-,bor- . der cityhas raised its colbt?ed enrollment from'-none to more than one hundred in a single year, and announces th~ move_ a complete success. Even our schools for problem childre.n ~:h~Lve fdund it desirable to repudiate any color bar: two at least of the, local Good Shepherd homes, have Ye.c~ntly - opened their doors to all. Boys To~n flung wide its doors from the beginning: As Father Flan~agan explains: ' . ~I know when the idea of a boys~ home grew i~ my miniJ.I never thought of anything remarkable ~bout taking in all of the r, aces affd all the creeds. To me, they are all God's children. -They are.my brothers. They are children 6f God. I must p~otect them to the best of my ability. These Negro boys h~iv-e been just as fine and . decent as the boys of my own race . If I were apastor of a parish. '- whether it was located in the slums of the city or in millionaire row. ~I would follow the same policy. ~- Recently~ a bi-racial "convent for Dominican cont~m~ plat!vies .~as 6pened in Alabama. The Dis.caked c~rmelites have announced:the same Christ-like policy; already the- .,colored spouse Of Christ can find a haven id the Carmel Of i March,?194~ ,~ " " ~ CHRISTIAN ~.U.~ Social ~6ik,, too; ha~ opened their , ~anks: to daughters :" Ybla~k bu~'- beautiful." And a~ ciea'~-eyed Domihi~fin ~Mother General has scorned the mcons~stencF of praying Blessed Martinde~Porres fo~ vocatiofis wh le ~efus~ng raceSisters. , . ~, .~. "~ ", Advocates. of.racial segregation within the Churkh~ ~e recently~ dealt a body-blow through publication, of the.story ':~,of the foundation of the Sisters; Servants of th( ImmacfiL .late Heart of M~ry, at Monroe, Michigan, a handred years a"g doT. W ° f o t h -e t h" r e e~Sh o' u n dfNmegg mo ers w~re-o ro ¯ .-blbo ; bne of these was the first m6ther general,-#ho b~ids~ fair. to become a"canonized saint[ From th~ three m0~her ~ houses' in Monroe, Philadelphia, and Scranton have gon~- forth ~h0usands of cons&rated women giving~,thei.r' all~q ~ervice in the two Americas. Their blue-clad rffnks today number ~h~r~y-seven hundred, truly a princel~ pro0f,0f~th~ ~-fertil~.y of race brotherhood. Among ~the .cle;gy, to~ fibta~e blows are ~eing ~truck at segregation. Father ~ohn La Farge, S[J., is authority for the statement~ that 'the ,[~ardinal-El~t of -New York has ordered tha~_~here color line:draw.n in any institution of ,his archdiocese: Much th~ same statement is made of Los Angeles. " The~e are 9nl f6ur-known ~colored ~iocesan priests at present; bfi~ 'yearother seminaries ~o inter-racial. The~notable-~ucce~ Of N~gro.pries~s already Orddined makes their rapid inevitable. ~T0 the merits and success of tile largest ~in~le ~:~ group 6f these priests~seven ~f "" ~ the.,Soc~ety of ~th e D~i v=ine. Word working within the Lgfayette Diocese--its-bisho# gives~this ~revealing t~stimbny: The enthusiasm.with which they were received, and t~e spiend[~ ~rk~ they~are doing.in the t~ree parishes now entirely "under theirS'~ :dtre~t~on,,slay for.all time t~e groundless and mischievous~yth tha~ he'colored do not care to have pr~esis of their own ra~e fo mihister ~hem~ .JOHN E~ COOGAN. ,~ "Revtewfor~Re! g~ou~, . " '.~he New "England Province of the Society of J~sus.has ~ele~en Colored members from Jamaica. -~e Benedictines ~ . - Colle~ewlle, ~-M~nnesota, have e~ght Negro 'youths- ~n. their ~, seminary, studying for the priesthood. Their c~reers ~lthln- ~t~e~order will be determined.by their abilitigs and interests; -_Lff+t~by any'accident-of race. At least eight~other r~ligious orders and congregatiois .claim ,a share Of the present-one.i. hundre~nd se~en Nflgro seminarians. All thii ~s littf~ in. Lompaiisdh,with _the ~ative clergy .of so-called"'darke~t Affica,".With its three bishops, four hundred and-~fty, priests,-t~ree' hundred and sevefity:fivI Broihers, and~t&O~. .~thbusand nuns;. But America is awakening from" th£:,~ .n~gh~mar~of s~gregat~on and willnot sleep again. ~-~ ~ Th~ battle'against segreg~tio~ must promptly be-won in'~our~schools. From segregated schools; race leadership . continues to come "too little and too late." As a" ~esult,. - through whole vineyards ."branches'"are dying on the Vine.~ ~Meanwhile our many largely lily-white Catholic schooig . are'beiffg-~alled~and-democratic, in sharp contrast to the public schodls which admit all races and colors. And in, "O--~E dul.own~ ranks we suffer from the p61icy~of exclusiveness. :. ? Mutual appreciation co£es only from mutual.knowledge;-.,,) ' ~:and our thildren are being denieff the education to be ha&~ from a~ pers6nal knowledg~ of fellffw Catholics drawn ~ from other'branches of the human race. ~ " " ~ We Catholics must then ~choose betweem segregation~ and thk c0nve~si~n of our thirteenmillion Negroes. We~. a~ "perhaps have 0neor the other; we most surely cannot~'h?v~ :bot~. It~will riot avail ~us to s~y that our racial policy -" mbre liberal tha£ tha'f of any o~her, creed. Since when. ha~ theY"pillar and-groundo~ the truth" ~hought it suCcinCt ~:, merely to ~e a bit more just or more kind than sbme, tag-tag_ ~heresg? S~gregati°h~tmust gR; ~o~_~'There ii neither "nor . Greek-- :'"there- is .~ither gond not~ free: there :is, neither March, 19 ~ 6 COMMUNI~ATIONS ~ale nor. female. For you are all, one. in Christ Jesusi" ~(Galatians 3:28.) " ~ "'The Negro poet'saccusihg query addressed tO Anierica" is addressed as well to our every churc~h and school: How would you have us-Z-as we are, Or sinking "neath the load we bear? Our eyes fixed forward on a star? OF gazing empty in despair? Rising.o.r falling? Men.or things? With dragging.pace, or footsteps fleet? Strong, willing sinews in your wings? Or tightening chains about your feet? . ommunicaffons Reverend Fathers': .~ " . That a Christian.attitude can be cultivated foward the N~gro even in the deep South is a fact proved" by successful attempts which.- have been matle by students of Mr. Carmel Academy, Lakeview, ,New Orleans, in this pha~e of Catholic living. The student actlvi:, ¯ ties in this field of endeavor are given here~ in sketchy form: ,-,, First and foremost, the study of the Mass and the Liturgical Year were helpful means to strengthen the spiritual llfe of the students, which naturally found expression in a more Christian attitude towards all members of the Mystical Body of Christ. In the January, "1936, issue of their school pa.per, Echoes of Car-mel, a first hesitant step was taken by reprinting from the the Inter-racial Review an article, entitled,. "Can Prejudice Be Cured?" by the Reverend J~hn LaFarge,-S.J. This article showed the effects of prejudice and the power of personal example. "Prejudice can be cured if we use our natural reason and the gifts of God wherewith to. cure it:" No reaction sprang from the appearance of this article, which might have l~ad the effect of an atomic bomb inthe racial eldment of the South. ¯Then followed a~.series of articles by th~ student COMMUNICATIONS Review for, Reli#iou's Men-Are Eqtial;" .which-was a de~reloPment of the Manhattanville Resolutions concerning racial prejudice. .Devotion to Blesse.d Martin de Porres, the Negro ~D0minican Br0th'er, was pi~om0ted 'thro.ugh the ~0dality, while the school paper introduced an Interracial C01t~mn in' the December, 1937, issue. This column endeavored '~to instruct the students.in their duties towards the Negro as a member of.the.MysticalBody." On several occasions during, the annual vocation week s~onsored by the school, the Reverend Cl.arence Howard, S.V.D., leading" mem-ber of the Negro Apostolate, addressed the students on the vital sub-ject to most Southerners--the racial-question. The ~reaction of th~ students to these talks was gratifyihg. A Sister of the Holy Family, a Community of Colored Sisters founded in New Orieans, was guest speaker for the monthly Catholic Students' Mission Crusade meeting. Th~ crusaders were edified and voiced their appreciation generously. A soptiomore of Xavier University, a lovely colored student, also addressed ~the Carmel .students during one of their observances' of mission week. She was given a thunde"rous applause, and, together with her companion, an6ther Xavier student, was sh0wfi every -~of c6firtes~ during their stay at Mt.Carme1.~ In the afternoon of that sam~ day, the ~wd Xavier students a~c0mp;inied.eighty Carmel stu-dents to Visit Xavier Univ, drsity;- the 0nly Cathtilic Ufiiversity foi Negroes in-the United States.The visit through Xavier ended in the~ cafeteria where a delightft~l musical programwas enjoyed. Refresh: men~s were ~erved while six Caimel students sat at each tabl~ with Xavier"stu~lent acting as hostess. Here Color was forgotten'whil~ beautiful social contacts were enjoyed between the colored and White students of Xavier and Mr. Carmel: /~nd this was in the deep South! It Was du~ng another' missioia week .ffhen Xavier students of tiae music-department ,were invited to give a."rausical program at Lake-view Caimel. " The sttidents Weredeeply appreciative of the, display of fine ~alent and served a luncfieoh to the visiting Xavier students. -H~re a~ain "c01oi was overlooked and°.dile recognition .was given to high taldnt. " After sch6ol was dismissed that same afternoon, a youhg lady Called, accompanied by her sister Who was a first year student at Mt. Carmel, and said ~he would-withdraw her sister from a school ~ which entertained Negroes. No excuse was offered by°othe school. authorities, nor was any step taken to retain the little first year stu- 114 March, 1946 COMMUNICATIONS dent. It was thought that a student with a spirit of that type Would be better elsewhere. ~.- Dark Symphbny, a life-sketch by Elizabeth. Laura'Adams, a highly talented Negro girl, was interesting reading during.Religion class-- so much so, that one of the students dramatized the book, then" directed the staging of "it by members of the class. The-play was presented for the entertainment of the student body. The spirit dis-played by the players and the audience was very satisfying. Books and magazines w~hich promote the welfare of the Negro are found in the fac,ulty and student libraries. The books arc: Dark .Symphony, Adams: The Dove Flies South, Hyland; ~oi-ored Catholics in the United States, Gillard; Royal~Road, Kuhl; George Washington Carver, Holt; The 'Negro American, Gillard; Marian Anderson, Vehanen; Interracial Justice, LaFarge; Up From iSlavery, Booker T. Washington; ,Negr~ Builders and Heroes, Braw-ley; Street or: the Halt: Moon~ Farnum. The magazines on display are: "Interracial Review, Colored Harvest, St. Au[~astine Mes, sei~ger, The Negro Child, The Catholic Worker, and Twinkle. i This last" is edited by Miss Ora Mac Lewis, a graduate of Xavier University; New Orleans. Sister Consuela, O.Carm. Rev~erend Fathers: While I fully approve the Catholic campaign (especially in the press) to secure for the Negr~ his civil, social and economic rights,. .I cannot help being convinced that the best way of making him a convert to the faith is by personal contact. Nearly all Negro converts have been made exclusively by colored missions and schools. Here is an experiment of seven years' standing. In 1939 I tried to get some chil'dren to attend a Sunday-School arSacred Heart Church in Denver, Colorado. ~ The Franciscan" Sisters offered their assistance. We had an attendance of from 12 to 1 It proved a failure. In 1940 we tried a vacation school in July inthe basement of a house close to the center of Negro population. Our attendarice,was 42, but, the basement was so crowded we had to give up_for lack ,of standing room. In July, 1941, we secured an empt~y .storeroom on East 26th Avenue. We had 103 children nearly all of whom were non- COMMUNICATIONS Catholics. ' For the next three years our efforts met-with equal suc-cess; but'in 1945 we could not find a location in.which to h01d our summer school until the. very last minute. We, finally' obtained a portion of a large empty garage on the outskirLs of the N~gro district. Due .to its location and the delay in obtaining it, we had only 43 children in regular attendance," of whom all but four or-'five were non-Catholic. _ In commenting the 1945 summer school ~e made an appeal to all colored or non-Catholic children by theans of a circular letter. Our summer school is supplemented by a regular adult instruction. Class lasting six m~nths, which meets twice a .week: In 194~ there were eighteen adult converts. Z~he results So far have been the' con-version since th~ year 1940 of five entire colored families, numbering ~rom eight to. ten children each, with their parents, and of more than sixty other cbnversions of adults and children.~ The enrollment in. our palish school now includes sixty colored children. Several .bap-tisms of colored babies have followed as a mattet~ o2 course. /~irchbishop Vehr and a fine Catholic attorney are patrons of the' school. They pay the bills, amounting tO approximately $400.00 a year, including cahdy, ice cream, a yearly, picnic to the mountain, ¯ parks or the Denver city parks, salaries to teachers, rental of clas~- rooms, and the transportation of equipment. A location for a Negro center in the heart of the Negro district has been obtained, and a few. days ago the archbishop informed me that he ig'ready to begi.n building as soon"as circumstances permit. The Franciscan Sisters were originally in charge of the summer school, but for the last several years the'Sisters of Charity have been in charge. [ have one final" observation. It i~ difficult for the priest or sister to approach the adult non-Catholic Negro .on matters of ~ligibn.~ However; we have found as a result of this work that it is easy. to approach these adults through the children. These you.ngster.s, of course," report to ~heir parents what they °have been taught in school and the attitude of their teachers, and as a consequence and in a'sh~rt time the parents themselves visit the schoolmake inquiries, and in many cases enroll ifi the adult education classes. This w'o~k has resulted ~n approximately 125 converts in the last six years and with but one or two exceptions all have proved to be fine Catholics. A. Versavel, S.d. 116 ,od Forgives and Forgets Clarence McAuliffe, S.J. THE meditation on mercy is always one of the .bright hours of the annual retreat. We may not have com-mitted a serious sin at all, but the unknown pitfalls of the° future lie ahead. We are keenly conscious of our-own weakness. We might some day commit a mortal sin. Hence we are glhd to devote some time to the consoling parables of the Prodigal Son or the Lost Sheep; or to the actuaLcases of St. Peter or Mary Magdalene or the Good Thi_ef, "God is ready, even happy, to forgive," That is the purpQr~t of. both parables and case records. Moved by grace we are impressed with the thought and we rise from our colloquy reassured, confident, inspired to greater love by the realiza-tion that God will extend His succoring hand 4f we ever become His enemy. But although this'poignant and lasting consciousness of God's readiness to forgive is the main purpose of the reflection on mercy, we should not overlook a secondary aspect of thi~ meditation. This has to do with the manner in which God forgives sin. When God forgives, He forgives completelt.I. "He casts all our sins to the bottom of the sea" (Micheas 7: 19); when the sinner repents, "his iniquities will no longer harm him" (Ezechiel 33:12); sins may be like scarlet, but repentanc.e "will make them white as snow" (Isaias 1 : 18). God forgives and forgets. "God's ways are not our ways," says the Prophet Isaias. These inspired words are applicable to the sum-total of our thoughts, viewpoints, attitudes, and actions, but they have a very special application here. Most of us are ready to forgive. Indeed, we are obliged to forgive even .thotlgh offended repeatedly. To-this extent we bear a !ikeness to I17 CLARENCE MCAULIFFE Revfew for Relfgious God Who is always willing to forgive the repentar~t sinher. But is our manner of forgiving like God's? Is our forgive-ness burnished by the quality of comp.teteness? Do we not only forgive, but forgive so thoroughly that offenses once pardoned.exert no influence upon our future conduct? H~re, indeed, "God's ways are not our ways." We forgive, but we remember. Previous offenses skulk about in the recesses of our minds; and when a fresh offense is committed against us by the same party, the forgiven ones come back with their pristine vigor. We refuse to look upon the latest offense as an isolated fact. it is always a link in a chain; and the wholk chain captivates our imaginations and" stirs up. our resentment when the latest injury shocks our oversensitive. selves. We forgive ;~ but we don't t:orget. Take that unkind remark or act, that .gossiping behind our-backs; that garbled report to a superior. The perpe-trator by a Slight favor, a kindly'attltude, a show of humil- ~.ity wins. our forgiveness. But we feel that our attitude tow.ard him in the future should not be the same as before the offense. Our relations will incline n6t to the lubri-cating, but to the frosty side. It's best to maintain a cool reservd towards such a one. Otherwise he ma~, jolt us with another slight. That's the way we are strongly impelled to act. It's the way we frequently do act; and though this may involve, no culpability, it reveals that our forgiveness was not like God's. It was offered willingly, but it was not complete. We remembered. But perhaps we plead "Not Guilty" here. We do really forgive and forget in single instances. Then just alter the case a bit. Suppose the gossiper continues on with his backbiting. You forgive him once; twice, three tim~s, and oftener. Ask yourself how you reacted to the second and subs.equent offenses. Did you view thdm as separate, segre-gated indignities? Or did you recall offense number one 118 .Ma.¢c~, 1946 . . , . : GOD FORGIVES AND. ~'.ORGI~T$ .when~.-offense number two occurred? And when number. .two occurred, was the. extent of your,displeasure measured ~by number two alon.e or was it enhanced by the remem~ brance of number one.?. Did yo.u ever say to yourself~i:~ter, r.epeated offenses:, "That's the~ straw that broke the ~c~n~el~s :b~ck," 6r ':I. can't .stand.: it. any longer,'.'¯ or (in Hitler's words)'"My patienc~ is exhausted,", or '0'I forgave .him' 0iace an.d he did it again?". Suchexpressions indicate'that our fo.rgiveness is: not complete. Old-offenses ha.ve com~ back to merge~ With. the latest one. Offense :number sever~ is no~ j.ust numberseven.¯ R's number se.ven comblned.withsix of its predecessors. We forgave; but we did'not forget.:We " allowed pardoned offenses to influence our futur~ 'condu&': ¯ But with God it is otherwise. Let us suppose that",~ person, commits a mortal sin. .He has disobeyedG0dW15o ~b~s a right to our service and hence h_eh~is offered~God :~per2_ , sonal insult. This insult deserves two penalties: The first ~ ,is'.eternal. damnation. The.second is a~ temporal punish-ment incurred by xhe misuse of God's~property. Burthe sinner r~pents; 'He goest0 the sacrament~ofpenance, of h~ makes an. act. of perfect contrition intending to og0 'tO" tl6b sa¢rament later~, or perha'ps., he' is not a m~mber .of the Church and so is baptized.' 'His' sin is forgiven. "God remits'the personal insult . and ~ becomes the man's friend: He lifts the threat of hell from the man's path. He takes aCay some, even all, of the temporal punishment according to the perfection of the penitent's dispositions. But that.ii . not the whole story. So far we may appear to act in. a: similar way when we forgive an'offense. However,iet us suppose that the ab.~olved man gOei forth from the: confes: sional and commits another mortal sin, be it of the same or a~ different kind. By thisfresh iniqu~ity, he again is stibjedt to.God's personal displeasure.° ' He als0 deserves hell a~d temporal punishment again, But how about thefor,.me~. 1'19 CLARENCE MCAULIFFE Review ~¢or "Religions sin already committed? Does it come forth from the tomb again? Does God say to Himself: "I-~forgave that man once. Now he hasbffended me again. I can't forget. His ne~ sin is really a double one. I am personally insulted twice, not once. He deser~,~s a twofold punishment in h~ll, one for the forgiven sin and one for this added one. His temporal punishment for this latest, sin should be double what it was for the former one"? God does no such reasoning. That's the way toe argue . with OUrselves when offenses are repeated. But God for-gives and forget~. Once a sin is remitted, a new sin is not a rung in a ladder. It's a rung all by itself. It's not a warship in a. flotilla. It's a warship all alone on the high sea. .Repentance impels God to "cast. our sins to the bottom of the ocean" never to be retrievedor resurrected again. ~ God's forgivenessjs complete. He really .forgives and forgets.He " refuses to be influeaced by tr.ansgressions which He has pre- ~iously remitted. This is not theological guesswork, It is so certain that many theologians.say it would .be imprudent to doubt it. It is so certain that no arguments brought up against it will everalter it. If we look over those texts in Scripture that have to do withGod's way of forgiving sins, we find t, hat they are all unconditional. God doesn't say:, "I forgive you provided you don't sin-again." He states: "Once you .repent, your former sins will never be allowed to harm you in .the future. I shall cast ~rour iniquities to the bottom of .the sea where nothing can. ever get at them and bring them, ¯ back." That this is God's loving w,ay of forgiving sins is also clear from the manner in which the sacrament of penance is Conducted. All morial sins must be revealed in this tri-bunal, except those that have already been properly' con-fessed, if these former sins came. back to life when a fresh 1-20 March, 1946 GOD FORGIVES AND FORGETS mortal sin is committed, tl~en they H0uld necessarily have to be confessed again. But such is not the case. The sinner is obliged tb accuse himself only of those mortal sins com- - mitted since his last worthy confession. The others, there-fore, have been completely wiped away. God has t~orgotten fhem. If the penitent wishes to mention them, he maydo so; but he is under no obligation whatever. ;Fhis complete forgiveness of our sins is one of God's wonderful mercies. If Hi were small-minded like ourselves, He, would brood over past offepses when new ones are com-mitted. But His 10re is too great. When we repent, we always start again-from scratch. We are never just on parole; for when a judge pe.rmits parole, he forgives but he places a condition. He says: "You are free to go back to your family, to engage in. your work on condition that don't violate the taw again. If you do, you will go back to jail to finish your sentence for your foirner crime and to get an additional term for .your new crime." God never puts the repentant sinner on. parole. But just because God forgets our sins by true repent-ance, it doesn't follow that we should forget them too. Per-haps not1-iing is more profitable in the spiritual life than an abiding sorrow entrenched in our :minds by the thought of past forgiven sins. Such sorrow induces humility, grati-tude, confidence, love, mortification, fraternal Charity, ~and a host of virtues. But if God forgives and forgets, then surely it would be improper for the sinner,ever to woi'r~ about past forgiven sins. That would be to forget the cev tain doctrine of theology propounded in this paper. Such sins have been. cast by God "to the bottom of the sea.i.' True, the sinful acts enter into the historical record of our lives. They were once committed and nothing-can" ever alter ~hat fact. But their recollection should furnish fuel for piety, not for ~inxiety. God forgives and forgets~. 121 ,Our Lady's Lack ot: Fear Charles F. Don.ovan, S.& ~S WE.READ St. Luke's restrained .description of the .~'~ visit made to Mary by the A~rchangel Gabriel, bearing ¯ . the most amazing message ever to reachthe world,, we are apt to pass over a notable feature, of the scene Mary's calmness, her complete lack of fear when Gabriel lighted her ~room by his sudden presence. The. Gospel, to be sure, says Marywas troubled; but this was not fear.of the angel. She was not troubled until he had spoken; it was his message, not his presence, that bothered her. When she had seen him, "she'was troubled [Monsignor Knox aptly says 'per-plexed'] at his word, and asked herself what manner of salutation this might be" (Luke 1:29) .She did not under-stand Gabriel's braving before her and telling her that she was full of grace, that the Lord was with her, that she ~as blessed among women. Her humility made her wonder at these expressions, but she was undismayed by the sudden appearance of an" angel. How unique Mary'~ reaction was and how unparalleled in sacred, history we can gather by recalling the fright, the real terror that seized even very holy peoplewhdn, "lil~e Mary, they .found themselves face to faee ,with an angel. When the Archangel Rai~hael disclosed who he was .to Tobias and his son, "they were troubled, and being seized With fear they fell ,upon the ground on their face" (Tobias 1.2:16). Mary,'s own messenger, Gabriel, appeared to Daniel; and the saintly prophet tells us, "I fell on my face trembling . and when he spoke to me I fell flat on-the ground; and he touched me and set me upright." (Daniel 8:17, 18.). When this same Gabriel stood at the right of OUR LADY'S LAc~ OF FEAR the altar where Zachary was burning incense to God, "-Zachary seeing him was troubled, and fear fell upon hin4'~' (Luke 1 : 12). On Christmas eve, while shepherds of Beth-lehem were keeping watch over their flock, "an arigel of.tlhe Lord stood by them and the glory of God shone round about them and they feared with a great fear" (Luke02:9) On ,Easter morning at the tomb of Our Lord the holy women "were stricken with fear and were turning their faces toward the ground" (Luke 24.:4, 5). We. could enforce this picture "of the normal ~human reaction to.heavenly apparitions by adding othe~ Gospel instances, like the apostles' terror when they dimly saw Christ on the water and when:they heard God's voice at the qZransfiguration; .and there are non-scriptural examplesof fear in similar circumstances, asin the cases of,St. Teresa ~f Avila and St. Bernadette. But even limiting ourselves the scriptural record of the spontaneous human fright at the sight of an angel, we can see that Our Lady's composure in the presence of Gabriel is a detail that is small and almost hidden in'the Gospel record but rich in its revelation of her character. - -Let us not make the mistake of dismissing this.point by saying, ".Why should Mary be afraid of an angel? After all, she.is Queen of Angels and God's Mother, isn't she. In viewing a past event we are always in danger of re~,ding into the minds o'f the people involved our o~n knowledge of subsequent history. When the angel saluted Mar~., she was not the Mother of God. She was not yet Queen of Angels; .or if .you wish to think she was, at least she v~a.s not conscious of it. As f;ir as ~he knew,'none of the glori- Ous titles which were to follow upon the decision she was about to make tould be attri.but~d to her. Her oi:ily title when Gabriel entered the' room was th~ one she told him handmaid of the Lord. i23 CH!~RLES F.'DONOVAN' " Review fo~ Religious, ~ That this young girl--:--for that is what. she. was--~, should beso imperturbable, so much mistress of herself and ~v~°of the situatiffn where-others--saints,~ grbwn men, chos~in friends of God-=-had been smitten to the, ground in fright i~ Certainly a luminous and distinctive fact,, a fact whichthe Holy Ghost has recorded for h~r honor and our instruction. What it revealsabout Mary is no(courage'or fearlessness; "such was her nature that there was. hardly .even a question of exercising the virtue of courfige here-. Rather it seems to-be a sign and a measure of Our Blessed Mother's-spirituality, her pure faith whereby she was habitually alive to supernatural reality and consciously immersed from day to day and,frorfi minute to minute in a sea of the divine presence and goodness and 16ve. It seems as simple .(and marvelous) as this, that Mary was not surprisedoat a visitor from heaven because r~ally and truly, and constantly i. her conversation was there. :The significance of this incident; Our Lady's matter-of~ fact receptionof the archangel and all that it impli~s~-- sanctity, at~home-ness with the worl~ of~ the spirit~ com-plete at-home-ness with God--these are things which we c_arinot~ grasp in a single reading Of St: Luke or by a few .medit~i~ions: Years of spiritual refinement may gNe us a -truer appreciation of the mystery; but I think tha~.the more deeply we probe it, the more baffling and awesome will become the truth that Mary was full of grace. We customarily address Mary as Mother.of God,as our and heaven's Queen, as Mother of Sorrows, as Medi-atrix of All Graces. In otherwords, we habitually think. of Our Blessed Lady as she is after her Eat. But we can also think profitably of her as she was before that da~zling instant. As soon as Gabriel spoke God's proposal, Mary ¯ knew that she was someone special, that She was by God's 124 March, 1946 OUR LADY'S LACK OF. FEAR :grace the most extraordinary of women. B~t up to that moment, thou_gh God loved her as He loved no other crea-ture, she apparently did not realize how much He loved her or"how°mu~h she deserved His love. Dare we hope that Mary's unawareness of impending glory we have, in some analogous way, a figure of all elect souls, who with varying constancy and ardor peer towards God through the mists of faith, little dreaming what blessings He has prepared for-them, until, in a moment, in the twinkling of a.n eye, there bursts Upon them the flood of beatific light and they are penetrated with the undiminishing su.rprise and joy of God seen, embraced, and embracing? Before the Annunciation Mary was already a soul set apart, but she was not conscious of it. She lived an obscure, e~ternally ordinary life, but a life of perfect union with God.~ DeCaussade says, "Mary's reply to the angel, when ¯ all that she said wasFiat mihi secundum Verbura tuum was a r~sum~ of all the mystical theology of our ancestors . Everything in it reduced, as still today; to the purest, the simplest abandonment of the soul to the ~¢ill of God in whatever form that Will might present itself." Before the Annunciafionmbefore that event which suddenly made her the center of history, the core of a new divin~ economy, the hope and channel of salvation--Mary was living from momer~t to moment so totally in the hand of God, so aban-doned to His Will, that each moment was a dress rehearsal for ~her mighty fiat. When Gabriel appeared She was calm and poised, because.this moment was no different from any~ other.-. The content of God's will did not matter, whether it indicated something big or little, marvelous or common~ ,place. Just so it uJas G6d's will--that is what counted.~ So we have a calm little girl looking quietly at .the angel and uttering with the ease of endless practice: "'Fiat mihi.'" 1'25 ¯QUESTIONS AND ANSWERS Re~e~ for Rdig~ous ~ Dear little maid of Israel, truly blessed virgi.n even when not yet Virgin-Mother of God, grant.us somehow to under- Stand, in some way to imitate the unique, the hidden, the Unmeasured surrender to God their brought Him from His flaming home, through Spread clouds of planets, to one , sphere, one land, one heart--.to you, Mary, and tO us. Questions and ,Answers Can we Sisters gain the totles quotles indulgence on the feast of the Most Holy Rosary as it !s granted to the members of the Confrafe;nity'of the Most Holy Rosary by mak;~ng the v;sits in-our own communffy chapel, or must we make the visits in the parish Church? We were told by our pastor that in order to gain these indulgences we must visit the parish church which~has this special privilege. Provided you are members of the Rosary Confraternity, you ~an g.ain the indulgences mentioned in your own community chapel. This is clearl~r stated in the official collection of indulgences,to be. gained by membersof the Confraternity of the Most Holy'Rosary,'published in pamphlet form by the Dominican Fathers at The Rosary Aposto. late, 1909~South Ashland~Avenue, Chica~o8, Illinois. We quote in full: '"Religious Women, all in Colleges, Seminaries, Schools a~id Catholic Institutions who are members of th~ Rosary Confraternity, can gain all the Indulgences which require a visit to the chapel or Church of th~ C0nfr.aternity, if they visit their bwn Church or Chapel (p. 13, n. 3 I, Note H). If a rosary is taken apart for the purpose of restringlng it, are +he indulgences Io~t? Nff, they are not. The indulgences are attached to the beads, not ~to the chain which holds them together. This may be renewed again and again. Individual' beads which have been broken or lost may be replaced (S. Congregation of I~dulgences, Jan. 10, 1839), and this .may be done repeatedly without losing the indulgence on the beads. Nor need the beads be restrung in their original order. ¯ 126 March, 1946 QUESTIONS AND ANSWERS ~0 ,, Is it necessary to recite" a Pateri Ave, and Gloria at each station when making fh_e Way of the Cross, and fo say the same six flmes af the end? Neither "is necessary. ~he S~icred Congregation of Indulgences stat~rd explicitly on 3une 2/ 1838: "The recitation of the Lord's Prayer~and of the Angelic Saluthtion for each static~n of the Way_ of the Cross, as well as the sixfold repetitibn of the same at the end of the stations, is only a laudable custom introduced by certain person.s. It is by no means a condition necessary for gai.ning the indulgence~ attached to the Way of the Cross, as the Sacred Congregation of Indulgences very plainly declared in the ad.monitions to be observed ih making the exeicise of the Way of the Cross, issued by order and with the approbation bo~h of Clement XII, April 3, 1731, and Benedict XIV, May 10, 1742:" The more recent decree imued b~- the Sacred Penitentiary on October 20, 1931, changed the indulgence.s "gr.~anted to this devotion, but did not change the requirements- for gaining them. ~ " II Certain indulgences require as a condlflon for gaining them fhaf a visit b6 made.to "a church or public oratory." Can all religious make this visit in their communlfy chapel, or is this privilege granted only"to-certain instltufes~ Yes, all reI~gious may satisfy the obligation by makin~ the ; isit in their community cbai~el, provided their they can satisfy their obli"- gation of hearing Sunda)? Mass in that chapel. This is stated explicitly in canon 929 of the Code, and applies not only.to religious of both ~exes but also to the laity who lead a community life in ~a boarding school, hospital, institution, and the like. Two condition~, hov,;ever, are lald down: (I) that the community has no church or. public chapel (otherwise the visit must be made there), and (2) that "for gaining the indulgence a visit is prescribed siropl~/.to a churchoor public oratory. If a specific church or public oratory is prescribed for the visit, then it cannot be made. in the ordinary community chapel but must be made in the church or public chapel specified. It m~y be well to note here that various privileges to ~he contrary have been. granted. To mention but two: Franciscan Tertiaries mawr gai.nthe P6rtiuncula Indulgence in their own convent chapels; membersof tti'e Confraternity of the Holy Rosary livifig in community °(both r~lii gious and lay persons such as boarders, patients, inmates of an i ngti- 127 QUESTIONS AND ANSWERS ~ Review [or Rdi~ious tution) may gain all the indulgences requiring a visit to the Conga: ternlty church or chape~ by making the visits in their own chapel. Wha~ is the exac~ meaning of foundation Masses? .Are ~hese Masseg to be taken care of at ~he motherhouse or at the individual missions? A "foundation for Masses,'" or "funded Masses," is a sum of money given with the intention that it" be inuested and the annual income used as stipends for Masses to be said for the intentions of the donor (canons 826, ~ 3, and 1544, ~ 1). The place where the Masses are to be celebrated depends upon the will of the donor or founder. A religious institute must have the consent of-the local ordinary, given in writing, before it may accept such a foundation (canon 1546, n.l)." .It must likewis~ have the consent of the local ordinary b~fore investing the capital and for every change of investment (canons 533, ~ 1, nn. 3 and 4; canon 1547). Finall%, the religious institute must give an account of the administration of such fohnda-tions to the local ordinary on the occasion of'his canonical visitation (canon 535, ~ 3, n. 2). Undoubtedly the motherhouse is in a better position to administer -such a foundation than a local mission house. But if the will o£the founder requires that the Masses be said locally, and if in such a case it 'is desired to transfer the foundation to the motherhouse for its admin-istration, then permission for the transfer must be obtained from the ordinary of the place where the Masses are to be said and an account must be given to him by the Id'cal superior on ~he occasion of his canonical visitation. Futtffermore, his permission must be obtained for the initial investment of the' foundation and for every change of investment. The modern tendency, at least in the United States, i~ against pecpetaa~ foundations. Hence it would be preferable to have the foundation made for a definite number of years twenty-fiye, or, forty, or at most fifty. Some diocesan statates require this, and the faithful are informed that their wills will be thus interpreted. How much water may be added to holy water in order to "stretch" i~? ~lday hol~ water be diluted more than half and then disposed of,'as it has lost its blessing ? ~ Canon 757 p.rovides for such a method of "stretching" baptisraa! 128 ~arcb, 1946 QUESTIONS AND ANSWERS~ ~water (l~y adding less th~n half~of~he quantity on hand). Perhaps one might argue-that, the same method could be fo|lowed with regfird to'ho!y water. However, there seems to be no need for such a pro-cedure since it is so easy~ to have holy water blessed. On.e may dilute holy water more than half and then dispose of it because it has lost its blessing. But this does not seem to be neces-sary since holy water which is no longer suit.fible for' use may be dis-posed of by pouring it into the sacrarium, 14 A youn.g woman off entering religion is already insured in a family insurance policy: besides she has taken out a twenty-year endowment pol- " icy upon which she must still make seventeen annual payments. (I) When it comes to making her will befoPe first'-profession, is she oblkjed to refer to the above facts at all? (2) If no mention of insurance is made in her will,-and the insurance on the endowment policy becomes due, what right has the religious or her community to the money? (3) If her parents keep up the premiums on the family insurance policy, is the religious entitldd' to make any claim on the insurance when it comes due? (4) If the religlous dies before the time when her endowment policy falls due, who gets the insur-ance? (5) If the beneficiary of a life insurance policy should die shortly before .the religious does, so that the latter has no opportunlty.to appoint° another beneficiary before her own death, who gets the insurance money? Life insurance is a contract by which the ir~surer, in ~onsideration of a certain p.remium, undertakes to pay a stipulated sum (6r an. annuity equivalent) upon the death of the person whose'life is insured" to the person (the beneficiary) for whose benefit the insurance is written. In a wide sense any insurance policy which is p~yable to any member of the family" could be called "family insurance." Inca strict sense this term refers to small policies written on young children for small weekly or monthly payments made by their parents. Usually the insurance is payable to the parents upon the death of the child, or,. in the case of an endowment policy, at the expiration of the~ period of the policy. In cases where parents insure their children between the ages of ten to fifteen years, the parent can give the child the right tO change the-beneficiary after he has attained a certain age (usua|ly 1"8 .- to 21), and the policy will be writfen accordingly. Tfaus ~he chil~ will have the right to change the beneficiary automatically upoh" reaching the specified age. Lea~cing aside now the specific form of family insurance expihined Review fo~ Reli~lious above, adults can kake out life ins°urance in one of ~three different ways :~ .either ordin~r.y life pla~i, or limited life .policy, or by endow-ment policy, The ordinary life plan involves paying a premium" annually throughout life: the limited life plan requires~ the p.ayment~ ¯ of a premium for a specified number of years only (for instance, 20 Y~ars), after which no further premiums need be paid, but the ins~ir-~ ance is not payable until after the death of the person insurdd; an endowment policy involves the payment of a premium for a defihite number of years at the expiration of which the insurafice may be col-lected only by the insured either in a lump sum, or in definite annual phyments for a definite number of years.~ Sl4ould the in~ured die befole the expiration of the term of the endowment ~policy, a defini~td sum ~f insurance will be paid to the dir'ect beneficiary .whose name has been written into the Policy. Keeping t'hese geheral ideas in min~l, 'let us now take up the ques- ¯ tiofis "proposed. "(1) Is a novice required t6 mention her insurance pol.ic!~es in the will she is obliged to make shortly before her firgt pro-fdssion of ~row~? The answer is no, since, an insurance policy is a contrhci by which the insurance will be paid automatically to the-be'fi~ eficiary 6f the polic.y upon the death.of the insured person. This - ~.- .-insurance is the equivalent of a- g!~t morris causa, and does not enter-" in-to .the will of the deceased. However, if the novice is to. continue the payments of premiums on an insurance policy during her life-time, she will have to make.provision for these payments when she appoints her administrator and determines what use is to be made of . her annual' income. - She may provide that ~these~ payments be made from her annual incom.e, if that is sufficient to cover it. " ~2) What right has the religious or her community to the insur-ance 0r/an endowment policy when it becomes payable? As regards the religious herself, we must distinguish between the two policies mentioned in question one. (a) If her parents have paid the pre- -miums on the family insurance policy, and have. not grafited th~ reli-gious the rigl~t to change the beneficiary, she has no right to the ~insurance, since it belongs to her pa.rents. If they have granted her this right, and she has changed the beneficiary in her own favor, the insurance comes to her and isto b~ added to her patrimony. (b) In the case of ~he twenty-year endowment policy, the insurance belongs ~o her, provided the religious has made all the payments herself. It is p~rt of her 'patrimOny, and should be reinvested. ~,Thecommunity ha~ no right~ to ahy of the insurance under either 130' ,~arcb, 1946 QUESTIONS AND ANSWERS policy when it becomes~payable by reason of the expiration of the - term for- which the endowment policy was issued.'~ In case the reli~ gious'w~re tO die before the expiration of the period for which endowment policy had been issue~, and provided° that the community had been written into th~ policy as the direct beneficiary in case of death, then of "course the insurance would go to the community. (3) If. the parents keep up the premiums on the family insurance policy, the religious has no right to claim the insurance when it is due at the expiration of the period for which it was written: but belongs to heb parents ~nless they had given her the right to change the beneficiary and she had done so in her own favor. (4) If the religious dies before the expiration of the twenty years fo~ which her own endowment policy was written, the direct beneficiary gets the insurance. (5) If the direct bene.ficiary of a life insurance policy ~hou!d die Shortly before the death of the ieligious who had taken out the pol. icy, and the latter had no opportunity to appoint another beneficiary or for some reason failed to do so, then the insurance reverts to the. estate of th~ deceased religious, and it would be distributed ~long~.with her other per.sonal propery in conformity with her last will and tes- ~° tament. To avoid such a ,contingency, it is always advisabld to desig- ¯nate in the policy itself a second or contingent beneficiary who will" take the place.of the direct beneficiary in case of his death. " . Supposing that the novice,-because of l~ck of income or for any: other reason, does nor care to keep oup the payments of the premiums _ on her twenty-year endowment policy, she may do one of three, -things: drop the policy altogether; or better, if the'polic~r allows it, take a c~sh value payment based upon the amount which she has alrea.dy paid in: or make an agreement with her parents or witl~ her ,kommunity Whereby either would keep up the payments and collect." the insurance, and then pa); back the amount of money the religious had already paid as premiums up to the time that she turned the pol-icy .ove.r to them. In this last case the parent or community should -be written into the policy as the direct beneficiary in case of death before th.e expiration of ~he endowment policy. In our.hospltal we have a chapel which is frequented byt.he rellglo.u~s communi~.h/, patlen~, and, hospital emplo,/ees. ~Are ,~e ~llo~ed ~o h~ve the Holy Week services in our. chapel? Q.u,~s~to~s ~o/~sw~s " " I~evlew rot l~etigious ' You~ chapel is a se~ni~p'ublic chapel as defined in canon 1188 of the Code. In Such a semi-public oratory or chapel lawfully erected, all divine services and ecclesiastical functions may be celebrated, unless the rubrics f6rbid or the ordinary has made ;ome exception (c.: 1193). The rubrics requi.re that the services-of the last three days of Holy Week be celebrated solemnly, that is, with deacon and sub-deacon. If.~these can be had, you. may have the solemn services in y.our chapel. If only one priest is available you may not have the simplified services (without.deacon and sub-deacon)~unless you get special permis~sion fromCyour local ordinary: " In the case of a paroi:hlal grade and high school conducted by Sisters, there exists a school bank fund from which all the expens.es of the school are " paid. In general, is it permissible to place all profits arising from school activities of various kinds into this fund? In partic.ula;: (I) May the profits of the school cafeteria be.put into this g,ene~al fund? 12) If a gym fee is charged', may what is left over at the end of the_year after expeqses are paid be.put into thls same fund? (3) If a fee is charged for children's, sup-piles-- ink, crayons, and the llke--may what is left over after expenses are ~--. paid.be.transferred to tee cJeneral school fund? (4) May the balance 0t! .~Jepo~;~s made for br~ak~cje ;n the science department be transferred fo ~ ~ the cjeneral school fun~ at the end of the year? This general sch6ol fungi has'no connection with the expenses and receipts of the religious com-munffy. The tuitibn paid by pupils of parochial and d~ocesan scl~oois .iS ordinarily not sufficient to cover running expenses of the school, including upkeep of buildings, furnishings, and other necessary? equipment; hence any profit derived from the pupils could be con-sidered as being given back to them by~p'lacing it in the general school" fund,, as it helps to keep the school going for their'benefit. The .sup-position is; of course, that all such profits are legitimate, and not sub-ject to or.her conditions. (1) The profitsderived from the scho~Lcafeteria may .certainly be put in the general fund, since they must be given back to the pupils in some shape or form to avoid forbidden selling. (2) In the case of the gym fee, there is no question of buying and selling; hence a°profit. may be legitimately derived from such fe.es. !f these fees are charged merely, for the Use of the gym, the profit arising may be used for any purpose; hence it may also be put into the general fund. If the 132 March, 1946 BOO~ REVIEWS express purpose ot: the gym flee is to provide for the upkeep of the. gym and for improved equipment, then the profits should be kept and used for this purpose only. (3) The profit derived from the fee for supplies such as ink, ~crayons, and the like will either be small or large; if it is small,~-it may be added to the common fund; if it is large, that.would be an indica-tion that the fee is too high. The balance should ~b.e kept~ in the ink and crayon fund and used for further supplies to be distributed gratis to the children until the fund.is exhausted, when a new fee may be asked of them. (4) The very nature of a deposit for breakage precludes ahOypos-sible profit from this source. What is left at the end of the year must be returned to each student, since he has a right to it in justice. t ook Reviews JO~N HENRY NEWMAN. By John Moo'dy. Pp. xlv -I-353. Sheed and Ward, NewYork, 1945. $3.75. This life of Newma

JUIiV, 1894. PUBLISHED BY THE STUDENTS OF PENNSYLVANIA (GETTYSBURG) COEEEGE. "STAH ANH SKHTINKI." Office, Gottynl)urj.-, Pa. ADVERTISEMENTS. Fraternity Jewelry ICHQICLFAMILYGROCERIES J J | Sugars, Coffes, Teas, Dried Fruit, Syrups, OF EVERY DESCRIPTION. X X -•* -K- *s- A FEW SUGGESTIONS: fBADGES, o i | SCARF PINS. HlfiY^ SLEEVE BUTTONS, a a/ I LAPEL BUTTONS. l_RINGS. fCHARMS, | FOB CHAINS, i COURT PLASTER CASES MOUSTACHE COMBS ^LOCKETS. fSOUVENIR SPOONS, I " MATCH BOXES. STAMP BOXES, SCENT BOXES, BOOK MARKS. I " GARTERS. Factory 611 & 6I3 S. ;'—3) Simons Bra. &. Co, Street / Salesrooms, 616 & 618 Chestnut St , Phila. I9 Maiden Lane, New York. 96 State St., Chicago. -r"\ §>~a No. 3 MAIN STREET, GETTYSBURG, PA. Out new Enameled Aristo Pot traits are equal to Photos made anywhere, and at any price. Dried'Fruit, Flour, Butter, Eggs, Potatoes, Apples; all of the best quality. Persons in need of anything in the above line, can be accommodated at my store at the very lowest cash price. Give me a call and be convinced of the fact. D/\VlD TROXEL, York St., Gettysburg. SPECIAL TO STUDEBTS, Hfifig vbml®rm®. Merokaaat Tailor, (Below Eagle Hctel) GETTYSBURG. pA (Rear of Washington House, Opposite W. M. TUB BATTLEFIELD' (Publishers, (Booksellers and -^A SPEGIALTY,*- Stahoners, — - 335 MARKET ST., HARRISBURG,PA. I DAVID McCLEARY. Prop. ADVERTISEMENTS. Colombia' f the World, graceful, light, and strong, this product of the oldest bicycle establishment in America still retains its place at the head. Always ■well up to the times or a little in advance, its well-deserved and ever increasing popularity is a source of , pride and gratification to its makers. To ride a bicycle and not to ride a Columbia is to fall short cf the fullest enjoyment of a noble sport. A beautiful illustrated catalogue free at any Columbia agency, or mailed for two two-cent stamps. 4 BALTIMORE ro STREET. Samuel Faber, Fine Cigars and Smokers' A rticles, CHAMBERSBTJRG ST., GETTYSBURG. L M. BUEHLER, SUCCESSOR TO A. D BUEHLER & CO., Headquarters for STATIONERT AND BLANK BOOKS, THE CHARLES H. ELLIOTT CO., 910, 912 Filbert St., 108 South 13th St J1 Commencement, Visiting Cards, Class Day, Address Dies, Society and Monogram, Wedding Invitations, Coats of Anns, College Catalogues, Class Awards, Diplomas, Exterior and Interior Views, and Groups in half-tone, wood, Photo Type or Steel. aptstoutn JH& *mt *W *NT jiW N. W. Corner Public Square, m -autubg iM HAGERSTOWN, Maryland. LOWEST CASH PRICES. WE will endeavor to give satisfaction In the future as we have done In the past. Special rates to students. Give us a trial. J. E. SCHINDEL, Proprietor. W. G. Brnbakor, College Agent. Ssars. HOLLY Stationery!Priatintt MANUFACTURERS AND DEALERS IK SCHOOL SUPPLIES A SPECIALTY-The Company has excellent facilities for issuing Periodicals, Catalogues, Invitations, Announcements, Letter Heads, Thesis and Examination Tapir and all College work. Old Books and Magazines re-bound. A full line of School Sup-plies kept in stock. Agents wanted. All work guaranteed. ADVERTISEMENTS. iutltewilk jfrtmimw. •*? Here are some patrons of the school: Rev. Dr. Valentine, Rev. Dr. McKnight, Rev. Dr. Scholl, Rev. Dr. I^illy, Rev. Dr. Henninghansen, Rev. Dr. Holloway, Rev. Dr. Bntler, Rev. Dr. Earnest, Rev. Dr. Repass, Rev. Dr. Peschan, Rev. Dr. Seip, Rev. Spieker, Rev. Dr. Enders, Rev. Dr. L. G. Miller, Rev. Dr. Bernheim, Rev. Dr. Fox, Rev. Dr. Sadtler, Rev. Dr. Morris. Send for Catalogue. AscMrress,, ffiew. 5, ^~ BOOTS« SHOES. G55=Satisfaction Guaranteed.i^) No. 6 S. Baltimore Street, GETTYSBURG. PA. ADVERTISEMENTS. 0:'EC BW Iiuporters and Jobbers of «1DRUGS,I» Nos. 16 and 18 W. German Street, BALTIMORE, Offer to the trade their large and well-selected stock of Make a specialty to have on hand everything required by Pharmacists. A complete stock can at any time be selected or wants supplied. ALONZO L, THOMSEN,^ EAOE, WINDEK, SHAItP AND LEADENHALL STS., P. O. Box 557, Baltimore, Md. I beg to call to the attention of the Trade that I have re-cently added to my Plant a complete set of Drug Milling Ma-chinery of the most Improved pattern. GEORGE SMGLES, Successor to J. W. Eicholtz & Co., DEALER IN No. 127 Chambersburg St., GETTYSBURG, PA. JOHN E. PITZER, MEMBER POST 9, G. A. R. [C^SHI9, —DEALER IN— Hats, Shirts, Shoes, Ties, Umbrellas, Gloves, Satchels, Hose, (pocket ^ooks, Trunks, Telescopes, Rubbers, Etc., Etc. AMOS ECKERT. W HOTEL, Gettysfofcifa, Pa. J0HI2 E, HIMHE2, PRorft THIS Hotel is situated on Main street, one square from I', and II. and W. M. R. K. Depots and within one-half minute's walk of the Diamond. Every room is heated, and lighted by electricity. Parlors on first and second floors. Bath and Toilet rooms on second floor, gratis to guests. Hates $1 50 to $2.50 per day. Booms without Hoard 50 cents and upward according to location. Excellent accommo-dations for 250 people. Electric cars stop at the door eveiy half hour. Livery Connected, with first-class Teams, and Battle-field Guides at Low Rates. Dinner with Drive over the — attle-field $1.: 5. Commencement Number. The College Mefcufy. VOL. II. GETTYSBURG, PA., JULY, 1894. No. 5. THE COLLEGE MEftCUfiY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STAFF. Editor : WALDO D. MAYNARD, '95. Associate Editors : SYLVESTER C. BERGER. '95. WILLIAM A. KUMP. '95. J. EDWARD BYERS, '95. GRAYSON Z. STUP, '96 WILMER A. HARTMAN/95. HORACE M. WITMAN.'gs. ROSCOE C. WRIGHT, '95 Alumni Association Editor: REV. n. FRANK GARLAND, A. M , Baltimore, Md. Business Manager: MORITZ G. L. RIETZ, '95. Assistant Business Manager: HENRY E. CLARE, '95. m*.,,™, fOne volume (ten months). . . . $l.ro IEKMS-\Slngle copies : . . . .15 Payable in advance. All Students are requested to hand us matter for publication. The Alumni and ex-members of the College will favor us by sending information concerning their whereabouts or any items they may think would be interesting for publication. All subscriptions and business matters should be addressed to the business manager. Matter intended for publication should be addressed to the Editor Address, THE COLLEGE MERCUKY, Gettysburg, Pa. CONTENTS. ABSTRACT OF BACCALAUREATE SERMON, - - - - 85 ABSTRACT OF Y. M. C. A. ADDRESS, 87 CLASS DAY PROGRAMME, - - - - - - - - 89 CLASS PROPHECY, 89 SCIENTIFIC Srmrr, - - - - 92 IN THE CONFLICT, - - 94 IVY POEM, 9s LOCAL GOVERNMENT, - -96 JUNIOR ORATORICAL CONTEST. - 98 OUR MENTAL LIVES, - - - - 9S ROLL OF HONOR, 100 COLLEGE COMMENCEMENT PROGRAMME, - - - - 100 CANDIDATES FOR DEGREES, --- 100 COMMENCEMENT NOTES AND COLLEGE LOCALS, - - - 101 ALUMNI, 103 TENNIS, 104 SEMINARY NOTES, - - - 105 ABSTRACT OE PEES. MoKNIGHT'S BACCALAUREATE SERMON, Matt., 17:14 : "Then answered Peter, and said unto Jesus, Lord, it is good for us to be here: if thou wilt, let us make here three tabernacles; one for thee, and one for Moses, and one for Ellas." Peter was one of the three disciples who were permitted to be with Christ on the Mount of his transfiguration. The glories of that scene which was like a sublime coronation hour dazzled and entranced him. He was awe-struck—dazed by the strange magnifi-cence. It was to him a moment of supreme privilege, and the very place where he en-joyed it was converted into sacred ground. IvOngiug to remain and to continue the vision, and experience he uttered the request: "Mas-ter, let us build and stay here, let us make a resting-place of this mount of vision, and not go down again to the valleys of common ex-perience where toil and tears and weariness and suffering await both thee and us.'' It was a natural request which he had thus expressed, but, for his own good and that of the great and needy world to serve and help which he was being prepared by that very vis-ion, it conld not be granted. Instead, Jesus led him and his fellow-disciples down the slopes of the mountain at whose base a stricken boy and his heart-broken parent awaited them, and where a miracle of mercy and deliverance was to be wrought. By his act, therefore, He taught Peter and teaches us that, while privi-lege is good, duty is better; that the valleys of waiting and watching, of toil and sacrifice are to be preferred to the summits of ease and re-ceptivity and enjoyment; that privilege, the highest and most transporting, serves its true purpose only when it acts and re-acts upon daily duty and ordinary life, transfiguring all that we are and do. No doubt, my young friends, you are able 86 THE COLLEGE MERCURY. to sympathize with Peter this morning, and are ready to breathe his prayer: "Let us j stay.'' You have been on a mount of special i privilege, enjoying what is permitted to but few. The years of liberalizing study you have spent here have afforded you opportunities of growth and enrichment beyond the possibility of exact calculation. And now that they have ended, and you are to go out from us and be, in the old sense, of us no more, there must be ' a quickening of 3'our appreciation of what you have enjoyed. As others crowd you out of the places you have held, and forward to the scenes of stern and responsible action, you may feel like drawing back and pleading: "Let us stay." But believe me when, speak-ing to you in the name of those who have been . your instructors and friends, I say to you, in these parting words, it is better for you to go. God himself commands you away to duty, and ' in the service to which he appoints you. Your { gains will be greater and richer than they can be on any heights of mere receptivity and ease. Remember the words of the Lord Jesus, how he said: "It is more blessed to give than to receive." This truth so hard to ap-prehend and appreciate in advance, we wish to emphasize and illustrate for your encourage-ment and guidance as you now face outward towards your respective spheres of experience and activity. The superiority of service over privilege or of productive energy over mere receptivity was then shown in the discussion of the following points : i. In its relation to the right and full development of God-given powers, and fa-cilities. 2. In its relation to character. 3. As the condition of all true greatness. 4. As the source of true blessedness. After discuss-ing these points, the Doctor addressed the class as follows: "My young friends of the class of '94: We have sought thus, in a practical way, to impress you with the dignity and im-portance of earnest and unselfish work. It is more needful than any circumstances or special privileges for the best and fullest development of your powers and faculties. It bears a vital relation to your character, calling.for the^exer-cise of those gifts and graces which are es-sential to a worthy manhood and womanhood. It must form the basis of all true greatness you can ever achieve, and condition the enthrone-ment you would gain in the esteem and confi-dence and love of your fellow men. It is the real source of the blessedness which sweetens life and gives foretastes of "the joy that is un-speakable and full of glory." We have sought to impress you with the truth that in entering on an earthly, you are in reality entering on an eternal career, and to set before you aims which belong equally to the life that now is and to that which is to come. Let not the gains or pleasures of time obscure and hide your better portion. Let not the engagements of earth so absorb your attention that you shall forget the claims of heaven, or your cares so overshadow you that the light of a better world cannot reach you. Let yours be the holy am-bition which filled the heart of David and con-trolled his aims and actions—"to serve your generation according to the will of God." Let the thought, not of ease or pleasure, or posi-tion, or gain, but of usefulness determine your occupation or profession in life, and control you in it. Not what you do, but the spirit in which you do it shall fix the actual and abid-ing results of your living and working. This spirit—the spirit of all right action—has been forcefully indicated in the device and motto on the seal of a well-known Missionary So-ciety. The device is an ox standing between a plough and an altar, and the motto is: "Ready for either." Readiness for service or sacrifice, or for both! What noble spirit can control a human life, or give impulse to human activity! God himself has approved this ideal, and marshalled all the forces and agencies of the universe to it. It makes the music of the spheres, and gives harmony and majesty to the ceaseless song before His throne. Serve or suffer in the spirit of that holy enthusiasm which made Christ's mission to Him "more than his meat and his drink," and, whatever may be your allotted sphere, humble or high, THE COLLEGE MERCURY. 87 it will be found at last that you have neither lived nor labored in vain. Your glory and joy will be, not that you have possessed talents and had high and peculiar privileges, but that you have used them aright. Let this spirit of service be carried into the commonest of duties and minutest details of the spheres you ma)- fill, for, if you reach for the stars, and forget the flowers that bloom at your feet, you will miss much, perhaps all. He, who waits for great occasions tq display his talents and prove his serviceableness, neg-lects the real conditions of success, and his plans are likely to come to naught. Little tilings, common duties, ordinary occasions con-stitute the larger portion of every life, and he who despises these, misses the choicest oppor-tunities for filling his mission and serving the world. The world's greatest servants and most honored chieftains have been wiser and nobler. In business, in literature, in art or in war, they have been distinguished for their conscientious attention to details. Carry a similar spirit of fidelity into all that you do. Serve in everything, if you would reach the only distinction that men will lastingly recog-nize and God eternally approve. "He that is faithful in that which is least, is faithful also in much, and he that is unjust in the least is un-just also in much." Fidelity to all your tal-ents and opportunities, whether they be few or many, great or small, only can and surely will gain for you the plaudits of the skies—the ulti-mate welcome: "Well done, good and faith-ful servant, enter into the joy of thy Lord Thou has been faithful over a few things. I will make thee, ruler over many." ABSTRACT OF Y. M. C, A. ADDRESS BY REV. FISCHER, OK EASTON. I .Tollll -2 : l(i Solomon says "the glory of young men is their strength" and we are born with an in-stinctive admiration for ph\'sical power. It was the primary glory of the race. The first picture the live boy hangs upon the walls of his room are not those of apostles and martyrs but of athletes and heroes, so in the world's pic-ture gallery, we find Hercules, Theseus, Sam-son and David. Although the days of giants and Olympian games are past, time will never destroy man's admiration for strong muscle and mighty sinews. The popular idol to-day is the pitcher of the champion nine, the rusher of the winning foot ball team, the bowler of the eleven that holds the cup, or the stroke oar of the successful crew. But Christianity has lifted and proposes still more to lift these things to a higher plane. She recognizes that physical culture is conducive to mental health. Hence she has equipped her gymnasium with every apparatus to accomplish this purpose as a means to an end. She desires to subordinate the material to the mental. Brain not brawn tells in this age. The prize-fighter is an out-law and plies his business in barns and unfre-quented places. "There is nothing great in the world but man. There is nothing great in man but mind." Three elements are in the strength referred to in this message: 1. That zvhich character-izes the period of life here addressed '' Young men," those who occupy the golden mean be-tween childlike weakness and the period of wakening manhood. "Fathets": There is a strength peculiar to young men to which is at-tached a corresponding responsibility. This is the period of life never affected by drought. The channels of vigor run bank-full with the greatest force of life. The growth of a year is soon accomplished. Little growth is made in the branch after the spring days are gone. But this stream must be regulated or it will ruin. Man is God's workmanship, hence his life dare not tear its own channels or spread in miasmatic waste over this period of his being, but flow in channels of divine ordering. This is the strong period of life because it has not yet felt the chill of disappointment. They have not yet been the victims of betrayed con-fidence. The child-like spirit of trust marks every approach. Their future has no failures in it. When Napoleon asked for 100 young men out of a regiment who were ready to die, THE COLLEGE MERCURY. all stepped forth. They never doubted their ability to take the battery or their readiness to die. This spirit is not to be despised, for con-fidence is the very essence of achievement. 2- Second element of strength is Education. The Greeks soon discovered that physical de-velopment was not the true line for a man to follow. In this the brute was his superior. Soon the glory of the athlete was conferred on the poet and philosopher and the school was sought as eagerly as the arena. The college is more than a ' 'crew," a ' 'nine'' or a "foot-ball team." Mind rules the world and education is the great social equalizer. As you cultivate your minds you add to your strength and give breadth to your sphere of usefulness. 3. Tim de lement is strength of soul. '' Finally my brethren be strong in the Lord and in the power of his might." This lifts man above self and unites him to an unfailing source of power. Religion gives sight, direction, trend to what you have by natural endowment. Seneca says: "No mind is good without God." The world recognizes the superiority of this. To keep your body under places you in the final and real conquest way above the athlete and the mental genius. "Ye have overcome" does not mean that you can neglect watchfulness and lay aside your armor as if all life's work were done. No! But as the acorn contains the oak, so your faith has in it all its fruit, "For this is the victory that overcometh even your faith." That faith made Luther a conqueror. All the liberties of our day, civil and religious, were wrapped up in germ in the faith of that one man. Without this new life in Christ you will only be a sort of refined, highly developed animal. The' electric car will not budge an inch unless connected with the power-house. Man is a creature of two worlds. Your spirit can never grow by sticking its roots in the soil that nourishes your flesh. Without a sun this world would be an iceberg revolving in space. Your spirit must be warmed by the Son of Righteousness. A living, growing faith is neces-sary, for life without faith is an earth without a sky. Your institution has not neglected this part of your training. Education and Chris-tianity are sisters. It is more important for the student to practice virtue than to decline virtuse; to form his character along the lines of righteousness than to demonstrate all the prop-ositions of plane geometry. What now is the duty that arises from this trinity of endowments f Blessed with trained bodies and minds and added grace, what will you do with them? "Stand fast in the faith." "Quit you like men." "Hold fast what thou hast, lest any man take thy crown." You must call up all the power you can command in order to hold the advanced posi-tion which by nature and grace you occupy. You dare not waste an ounce of your strength. Only the fittest survive. You must have the whole armor or you will go clown. Do not tamper with evil because you want to know something about it. "Only once" has ruined many a soul. Let God direct your steps into the right track and keep them there. Keep yourselves pure. You may repeitt, but a whole garment is better than a patched one. "The greatest spiritual strength is born out of that moral strength which has never been broken by vice." Ireland's great leader, Par-nell, from lack ot moral strength, was ruined in the very hour of victory. Meeting his De-lilah he was shorn of his locks, and his strength departed from him. Great self-denial is required. To be any-thing you must deny some part of yourself. To be a ttiie man you have only to deny that part of yourself which is unworthy of you. You must live for others. This is best done by a consistent life. We need not less preach-ing but more practice. The professor makes the college more than does the curriculum or the library. The teacher is often of more value than his teaching; no name is more fra-grant in the long list of teachers of this cen-tury than Arnold of Rugby. His tenderness of conscience, his sympathy with the heart of youth, his self-forgetfulness, his hatred of the mean, his love for youth and God made him the great teacher of- our time. Not Hopkins THE COLLEGE MERCURY. 89 I the teacher or philosopher, but Hopkins the man formed the character of the graduates at Williainstown. Nor can we refrain from re-ferring, in part, to a late vice-Pres. and Pro-fessor in our own Alma Mater; whose sweet, courteous Christian life did more to mould character, and kindle aspiration for a nobler and truer manhood than all the sines and tan-gents of his department could do to strengthen the mind. And "being dead he yet speak-eth." Such is the power of a true life every-where. Do not lament that the professions are over-crowded. The world is not'overcrowded with such men. There is room in the business world for men who despise a false balance and love a "just weight." There is room in the political world, swarming with a hungry crowd, for young men whose back bones will not bend though a whole party try to do it; whose knees will not bow to the "boss's" will, though ejectment from office and political ob-scurity be threatened. There is room for more than "four hundred" in society, where the Christian Sabbath is degraded into that of the continent, and where men through intem-perance are dammed body and soul by "dtce process of law.'' There is not only room but need for you in the sphere of the pulpit where a rationalizing tendency is seeking to rob relig-ion of its faith, into which secularism with its blighting influence is slowly creeping, and which is being changed into the platform, the sermon into the lecture and the preacher into the lecturer. We need ' 'not echoes but voices.'' This is God's message to you. Will you heed it and find your true strength in Him or waste even the strength you have ? Your suc-cess, position and usefulness depend upon the characters you are forming now. Be true men. Do not disappoint the God who made you and the Redeemer who bled to save you. Live for God and humanity. Such a life will be beset by dangers, but also arched with flowers and palms of victory. By living it boldly and in faith many a sweet blossom and green palm will be shaken down to gladden you by the way, and the joy and safety of your strength will be to you a taste of that great reward that awaits the victor when the final goal of this earthly life is reached. _ ♦ ♦ ♦ CLASS-DAY PROG-RAMME. TUESDAY EVENING, JUNTE 19. 1804. 0 P. M. Maser of Ceremonies. - - W. O. NICIILAS. IVY EXERCISES. Iny Poem, Ivy Oration, Miss HAKTMAN. R. W. MOTTERN. CLASS EXERCISES. Class Boll, - - - - C. F. KLOSS. Class Hi.stoty, - JOHN HOFFKR, JR. Class Poem, - Presentation Oration, Pifiphecy, Miss HIMES. F. BARNDT. J. S. ENGLISH. CLASS SONG. CLASS PROPHECY. To write a prophecy a man ought to be a prophet. To be a successful prophet he should be inspired; but we lay claim to inspiration neither infernal nor divine, and we are just going to run off your futures in grind organ style. Now, we might begiu this prophecy by making some allusions to the old Greek and Roman Gods, but this thing of referring to the mythological dieties has become so old and chestnutty, so antiquated and mossbacky, so kindergarden like and so universally prev-alent among the would-be crack orators of to-day that we raise our hands in holy horror and say, begone, vile thought begone! You know I might say that I laid my Adonis like carcass down on the banks of a beautiful sylvan stream and as the crystal waters danced musically over the beautiful pebbles Minerva scratched my scalp with the point of her helmet and lo and behold prophecy seethed from between my teeth in a perfect stream. But we are not going to indulge in any such nonsense. To some extent we are going to draw upon our imagination, and if we don't predict future greatness from present indica- ^^^^^^■^^^^^^^■■■H ^^^^■■■■^■l^H^^^^H^H ■■UHB^^B 9o THE COLLEGE MERCURY. tions yon can draw all the hair from our heads with a pair of tweezers and make switches for your wives. (Bush please take notice.) Now there are the ladies. What future too grand or brilliant can be predicted for those who have extended such a beneficial influence upon the masculine element of " '94?" Even now Miss Hartman is looking wistfully toward the Seminary, and in the near future, present indications will be realized. The marriage bells will proclaim the bliss of two more mor-tals, and after that will follow a life of great usefulness in teaching poor fallen humanity what is best for their own eternal interests. Miss Himes will be the possessor of a beautiful home in sunny Florida and will set the world on fire with the products of her literary genius, and Julius won't be in it at all. In the near future Allison will no longer kick the stones from off the country roads in Adams county with his copper-toed boots. He will become the 20th century Ward McAllis-ter, of New York City. He will be distin-guished far and wide for his social ability and will be nightly sought after during the but-terfly season to lead the Germans. The future Oscar Wildes will be laid under the willow trees mud-pies at Call Piatt. The reformer will then begin to admire himself in his usual style, and say: '' What a dandy good looking fellow I am! Don't I have a dandy personal appear-ance?" The native Chief observing this will say: "Him makey heap ob good soup." Put him in de kettle, and lo and behold the calcium light of Bastian's intelligence will be extermi-nated forever. Bloomhardt will write a book entitled ' 'The World and Freddy Bloomhardt.'' It will con-tain three chapters of a thousand words each. Chap. I. Why Bloomhardt was born and why the world was made for him. Chap. II. Why all creatures should bow the knee to Bloom-hardt. Chap. III. What's the matter with Fred Bloomhardt becoming the ruler of the Universe. The work he will affectionately dedicate to himself, the only man fit to live. He will finally metamorphose into a bird of Paradise, and will be placed on public exhibi-tion at the Phila. Zoo. Bush will become a Professor in the Chicago University, and will make his fortune by writing a text book on International Law. He will squander this same fortune in seeking a divorce in the Chicago courts, and will finally settle down to collecting rags and when this Adams county farmer with his i bones in the streets of Gettysburg. silken mustache shall spring into prominence. Now there is that man Barndt. Ah, ye iron Fates and Chinese Gods, please deliver us! Once crazy, always crazy. He will study medicine but will be expelled from the pro-fession because of his attempt to saw the toes off the feet of a club-footed man. He will then join a wild-west show in the capacity of a clown, and when the circus monkeys die he will take their places and ride the ponies. Here is a sample of his circus jokes. A trained dog will come in the ring with a piece of stove wood on its back and Sumneytown will say: "You would better take that off." He will die in the Montgomery county insane asylum. Bastian will go to Africa as a missionary and immediately on landing, the natives will throw Duttera will become business manager of the St. Louis Fake Opera Company. In at-tempting to introduce his company to a Phila. audience he will make so many breaks that the gallery gods will shoot a volley of anti-quated eggs at him, and he will retire in dis-gust to a Home of the Friendless for the rest of his natural life. Fickinger and Fair will enter the ring as champion prize fighters and hair pullers. Jimmy Gladhill will sprout a great pair of wings and will be so anxious to get to the Golden City, that he won't take time to die, but will fly there. Hoffer will be employed by all the leading colleges and universities of both this and the old world, to teach the young students how to recite. The first lesson will consist of a drill, THE COLLEGE MERCURY. 9i in teaching the young student how to sprawl his hands all over the face of the young man directly in front of him, when he is called upon to tell what he knows. Lesson No. 2 will be to teach the student to say everything the Prof, says, in a regular parrot style, and then when he does make an attempt to say something of his own accord, to so jumble his words together, that no earthly man can un-derstand what he says. Ibach will study for the ministry, but will give that up, and make his fortune pla3'ing a hand organ. Kemp will spend his whole life-time in writ-ing a book, entitled "A Proof that the Human Species is capable of Hibernating." The facts will be deduced from his own experiences while a college student. Kloss will be the fond possessor of a sheep ranch in New Mexico, and will make $20,000 the first year. He will never have enough music in him to be able to call the sheep, so he will get an old Mexican Shepherd to sing in his graphophone, and after that you will be able to see ' 'Shorty'' strolling over the pasture with his talking machine on his back. Kohler will go West as a Home Missionary, but he will fall away from the straight and narrow path;will take to stealing Indian ponies "and will finally be hung as a horse thief. Count Lantz will become a noted lecturer on Geology. He will pick up wrinkled potatoes and use them as good examples of sea urchins. However his crack lecture will be on the Archegosaurus. The following is an extract: "Gentlemen this is a wonderful thing. Some say it is a magnificent tree, 50 feet high, in the branches of which the Bald Eagles build their nests. Others say it is a big animal with a heteorical tail with a curve on the end, and that it had big feet; which is proved by the foot-piints which it has left in the sands of time. It has its habitat in a con-duit and feeds on that custard material known as ice cream. Lutz will study for the ministsy under the direction of your worthy President, and will some day become an awful factor for good in the world. Miller will work 011 a farm for 50 cents a day, and it will keep him scratching to get that. . Mottern, the fiend of originality, will in-vent a perpetual motion machine, and in mak-ing experiments with it will be carried to the moon. There he will be encased in a great thickness of ice, and in the 30th century will be dug out and exhibited as a crank. The day after his departure from earth the Presi-dent will issue a proclamation, stating that a day of rejoicing will be observed on account of the nation's deliverance. "I don't think this here man," Billy Nick-las will make much of a lawyer, but Dr. Martin has promised to will him the German Chair when he dies, and Billy will make a howling success as a teacher of Dutch. Big Nick will make a reputation as an orni-thologist, and his hobbies will be the dear lit-tle wren and the cute little sparrow. Although Stahl is old and gray there is still time for him to become a Mormon preacher. The subject of his discourses will be the Ark. 1 'And the sides thereof were tight as unto a dish, and the top thereof was tight as unto a dise, and the ends thereof were peaked." Dearly beloved Julius, the idol of his class-mates and the pet of the College at large, will metamorphose into a foxy detective and champion leg-puller of the world. He will be-come the satellite of dark schemes, and will breathe his last in Sing Sing. Sorrick will publish a book entitled "The Bitter Experiences of a Man pursuing a college course and at the same time burdened down with household cares.'' Clyde Bill Stover will become a Chauncey Depew, after dinner speaker and a golden ton-gued orator. Further he will become a female heart-breaker and woman fascinator and will finally turn his brain in trying to make an im-provement on Edison's graphophone. Dave Van Camp will become a foreign traveller; but the curse of his cast iron walk Q2 THE COLLEGE MERCURY. will finally be the death of him. While walk-ing through the streets of St. Petersburg he will be mistaken for the Czar of Russia and will be blown to atoms by a dynamite bomb. And now our melancholy task is ended. May the fates be with you—you monsters of "94" and may the divinities smooth the rough road of your future experiences. SCIENTIFIC SPIRIT. When we speak of the sciences we generally mean the natural sciences such as geology, chemistry, natural history, and the like; but when we speak of a scientific spirit we mean more. The idea it awakens is a comprehen-sive one. It includes the idea of method and purpose and is the animating spirit not only of the natural sciences but also of philosophy, history, the languages, and indeed of all the prominent branches of learning of to-day. In all of them we find the student observing, com-paring, classifying. The spirit of this age is truly scientific. The so-called rivalry existing between the classics and the sciences is not a justifiable rivalry. It is only the result of bigotry and short-sightedness and we are glad to see that it is gradually disappearing. Both are neces-sary but it was through the proper study of the natural sciences that we have been led to apply practical methods and practical purposes to all branches of learning. The scientific leaven has permeated and modified our entire system of education. That it should have done so is but natural on account of the sub-ject matter with which science deals. "And God saw all that He had made, and behold it was very good." This is what science offers to man for contemplation, and is it not infi-nitely better than what man can offer? By studying the imperfect works of man we may be led into error, but the close observation and proper interpretation of nature, God's work, cannot help but lead us to the truth. The methods and purposes of science are such as will naturally lead us to good methods in all our work and inspire us with the true spirit of progress. Science takes us directly to nature where we find progress stamped on every side. The purpose of science is ever the same. The watch-word is truth, truth, truth. This may be seen in the character and meth-ods of the men who pursue scientific investiga-tion. They are beyond a doubt among the most honest and truthful of men. One of our leading educated men said a few years ago that he never heard of but two cases where a scientific man willingly said in scientific re-search what he knew to be untrue; and this was in regard to the classification of two shells. Can this be said of other professions? The scientific man is required to put aside all pre-conceived notion and theories and prepare his mind for the reception of the truth. He has no more victory to gain; for so long as victory and not truth is the primary object the contest is sure to be bitter and unjust. In his experi-ments he works carefully, he observes closely, he interprets according to the best light and knowledge that he has and announces the re-sult to the world whether it agrees with a the-ory that he may have advanced or not. If the facts do not sustain his theory he rejects it and turns to what the facts seem to justify. Thus he approaches nearer and nearer to the truth. This may be seen in the long series of experi: ments made to establish or overthrow the the-ory of spontaneous generation. And in giving the arguments in favor of a theory the scien-tist also gives its objections, and indeed some of the strongest objections came from the very men themselves who advanced the theory. And again, the methods of science are such as lead most surely and directly to the object sought; to express the unknown in terms of the known; to lead to a truth not before realized. "Science above all things demands personal concentration. Its home is the study of the mathematician, the quiet laboratory of the ex-perimenter, and the cabinet of the meditative observer of nature." Science realizes the truth that to accept a fact on mere authority means intellectual death. Man has been THE COLLEGE MERCURY. 93 termed, "Das rastlose ursachenthier," the rest- \ less cause-seeking animal. The intuition of causality is in man and will assert itself. Rec-ognizing this fact, science is ever striving to bring to man's notice secondary causes which, when viewed aright, point us on and on to a great First Cause which true science not only requires but demands. Scientists have also had to learn many things by experience, and one of these is not to form a conclusion until the facts justify it. They have made many errors in this way and have been taught that there are times when the judgment must be held in suspense, the data upon which the decision should be based may be just what is wanting. The high aim of scientific work, its practical methods, and the high order of subject matter with which science deals have furnished a suit-able basis for the growth and development of scientific spirit. It began to manifest itself very early but its progress for a long time was slow. It was thought to lead to error and for this reason stifled and suppressed from the be-ginning. Probably the greatest and most act-ive agent in suppressing scientific research was the church. The conclusions reached by science seemed to contradict the teachings of the Bible. The theory of the antipodes was not found in the Bible. Evolution contra-dicted the doctrine that the world was created in six days, Joshua commanded the sun to stand still. The ideas of scientists with respect to these were looked upon by the church as false. But it may be said of them in the words of Gamaliel: "If they be of God, ye cannot overthrow them; if they be of man, they will come to naught.'' The victory thus far seems to have been on the side of science. The re-sult of this attempt to suppress the searching after truth has been just the opposite from what was expected. Instead of restraining it by the rigid envelope thrown about it they in reality gave it explosive force, and when it did burst forth it was with a power that was con- ! vincing. And to-day we find these very theo- \ ries advocated by many Christian teachers, j Indeed they are no longer looked upon as the-ories but as facts. It is also often urged that scientific research leads to atheism. While it is a fact that many of our leading scientists were not professed Christians, yet is science entirely to blame for this ? May not much of the blame lie with the church rather than with science ? The church was at variance with what science knew to be true. Her conduct toward these was such as would drive them to renounce the church and make them hate religion. Bruno, for believing in the doctrine of Ca-pernicus, was burned at the stake. Galileo, thirty-three years later, to save himself from the same fate, was obliged to abjure, on bended knees and with his hands upon the Holy Gos-pels, the heliocentric doctrine which he knew to be true. No wonder that these men were led to hate the church and through the errors of the church to spurn Christianity. It put science and religion at war with each other. But to-day we are glad to see that this difference is gradually disappearing and the church is willing to accept many of the teach-ings of science as in harmony with the Bible. And in turn we find that many of our leading scientists are now professed Christians. Kep-ler gave voice to the true scientific spirit when he said: "Oh, God, I think thy thoughts after Thee!" Science is ever striving to know God's thoughts as expressed in nature. Although the growth of scientific spirit was slow until quite recently, yet its practical ben-efits have been many. It has been applied to the study of history. By its methods we are enabled, as it were, to get back of the histor-ian. We wish to learn his character and his methods of working; we wish to know whether he used the best material at his command, whether he suppressed any of the facts or took them out of their connection, thus giving them a wrong interpretation. We wish to know whether he had some political purpose in view or not; whether he told the whole truth as he saw it for the truth's own sake. It has also been of advantage to history indirectly through 94 THE COLLEGE MERCURY. the comparative study of language. By its methods we have been able to bridge over chasms between nations, thus establishing the nation's origin which would otherwise have been imposssible. It has also been of value to the church. A proper application of scientific methods tends to eliminate many of the errors which man has read into the Bible. Sin has dulled man's per-ception and a struggle is necessary for him to regain his lost position. To accomplish this man's nature requires that science and religion •go hand in hand; that scientific methods be complemented and enlightened by Christian revelation. We can thus see scientific spirit playing an important part in every department of daily life. It is the motive power of the age. It brings about invention after invention. It enthuses the age with its true progressive spirit and urges us on and on to a higher state of civili-zation. E. M. STAHL. IN THE CONFLICT. Perfection is the aim of all true manhood; perfection is the moral, intellectual, and phys-ical qualities which we possess. We turn over history's pages, and we see tier upon tier of anxious faces in the arena with eager eye set upon the gladiator, physically perfect, as he strains every muscle to win the conflict. Year after year he has trained those brawny arms for the final encounter. At first it seemed that this would be a fitting representa-tion of the "Conflict of Life," into which the class of '94 is to enter. But second thought suggested (with no intention of making any plea for athletic sports,) that the modern ath-lete as he contends for glory and victory is more fitting because a more familiar represent-ative. 'Tis a perfect day in autumn on which the final contest upon the field of manly sport is to take place. Thousands of anxious faces are watching for the heroes of the hour. In that great throng are friends and relations of each participant, who have come to cheer their favorite on to victory. But they need not wait long, for here comes that well-trained band led by its alert Captain, who thinks thoughts worthy of a Napoleon or a Washing-ton, while planning for victory in the struggle. Can you faintly hear those words of exhor-tation from the lips of that captain, as his men are gathered about him, drinking in those final words intended for no other ears than theirs: "My men, we must win. Glory, honor, supremacy, lie in victory, while these will all be lost if we lose. I want every man to do his very best; remember what you are contending for, never give up until the last moment is gone, and if it brings defeat, I want to feel that every man has done his duty. This is all I can expect." I dare say those noble words of Nelson, "England ex-pects every man to do his duty," awakened no nobler sentiments, no truer courage. But the conflict begins, yet it is not one of brute force, for these are gentlemen who con-tend to-day for victory and for nothing else. The great masses of human strength heave to and fro. But see! At the moment when every man's best is needed, the one from whom much was expected, lags behind or makes a blunder, because he is not the true athlete, because he has shirked some duty or scorned some word of advice. The conflict intensifies, victory is seated on the banners of neither contestant as yet and the precious moments are flying. Ere long, the contest must be decided; if hopes are to be realized, now is the time. Summoning every particle of strength, and the whole power of will, they make one grand movement, one united effort and the victory is won. The hour has brought reward for toil. "This is the only part of an athlete's career of which the public knows anything, this brilliant climax of half a year's daily work and sacrifice." People know nothing of that self-denial, which has given up pleasures in-numerable, which has declined solicitations THE COLLEGE MERCURY. 95 to self-indulgence, which has given up things which made College life what it is. There is no more room for the indolent man in athletics than there is for the lazy bee in the hive. He is stung by the piercing words of ridicule until life is made a burden for him. But energy alone does not make the victors. Mental discipline is no less a factor to his suc-cess than physical power. Brawn and will, a cool, calm intellect, these are the requisites. Were I making a plea for athletics, I could point you to example after example, where the man who led his team to victory, also led his class; where the fingers which pitched the winning game, penned the grandest words which won the prize. Manly self-respect and refinement are im-portant requisites in an athlete's training. Evil habits and wrong ideas, which mar many a life, have been given up, because it was ab-solutely necessary. These having been given up, and the man having been made a man, cruel appetite and seemingly irresistible desire .lost their sway and he remains a man forever. Many harsh words of criticism have come to his ears from the lips of superiors, who have shown him his faults, and who have plainly told him just what was expected of him. But these only give a tenderer tone, a sweeter sound to the final words of exhortation and are forgotten in the moments of victory. If there is one thing which towers high above everything else, it is courage. The coward, no matter what other qualities he may possess, is not wanted. He is a hindrance. It takes a Heffiefinger to stand by a poor, for-lorn man, who is at the mercy of an angry lynching mob and defy them to carry out their awful purpose. It takes a Frederick Brokaw to plunge into the angry, roaring waters to save a servant girl and to give his own young, promising life in the attempt. These are some of the stages of the athlete's training. I trust that you have been able to see the analogy of our own lives, but a few words of application may make it plainer. Not unlike this training has been our own. For four years we have been in preparation for the conflict upon which we enter to-day. As the true athlete learns to receive the kindly criticism of his superiors, so we, too, have learned to be grateful to those who point out errors to us. Although it is not pleasant to stand up to be criticised, yet when we think of it, we really ought to congratulate our-selves, every time we learn of a new fault, not because we have such a fault, but because we have now discovered it. For the discovery of a fault is to anyone who is living worthily, an opportunity for fresh conquest, and for a new advance in the evolution of a noble character. In our preparation for Eife's Conflict, refine-ment in word and manner, has been an im-portant factor. "True nobleness is always gentle. Eove is the law of life, and whatever is unloving is a blemish." We may not be familiar with the rules of etiquette, may not be able to appear gracefully in a drawing room; and yet we may have a grace and gentleness of heart, which will give to our bearing and acts the truest refinement. Have you ever known a true athlete to be a coward? Has the true man ever shown cow-ardice ? No, it is he who can bear the scorns and sneers of those who oppose him in his de-fense of truth and right. Energy. especially has been a part of our training. Some men who never get on in life blame their failure on unfavorable circum-stances. They think if their conditions had only been different, they would have been suc-cessful. But the way to make the most of life is not to get easy conditions, it is to take the conditions we have and by energy, faithful-ness, indomitable courage, and unsparing, un-relaxing toil, to make our conditions and circumstances serve Us in doing the work of life well. The ambition to win the contest has been a powerful influence. Without enthusiastic am-bition, we are not worthy the lofty name of men. God did not make us to grovel like worms. He made us to rise to glory. The world has neither .use nor room for men who 96 THE COLLEGE MERCURY. are without energy and persistence. They can only be dropped out and left behind while the conflict rages. People do not dream them-selves into grand characters and lofty posi-tions. And there never was a time when it was grander to live than now, when true men have larger opportunities to do noble deeds and make a worthy record for themselves. The ambition of the athlete is to win. "The desire of every true-hearted and worthy young man is to reach that vision of beauty and nobleness which he himself earnestly desires to attain. It is radiant and spotless." Some one says "God never yet permitted us to frame a theory too beautiful for his power to make practicable.'' The conflict is not to be won in a day; a lifetime alone is sufficient. Yet the victory should be kept before the eye all the time, and the effort to obtain that victory should never faint nor lag for an instant. Through all experiences, through trial, temptation, discouragement, opposition, defeat and failure, the eye should rest unwaveringly upon the goal and the purpose to conquer should never be abandoned. "The thoughts of victory dawning on the soul Are glorious heaven gleams; And God's eternal Truth lies folded deep In all man's lofty dreams. F. H. BLOOMHARDT. IVY POEM. BY COKA B. HAKTMAN. oh, green twining Ivy, true emblem of friendship, That friendship which lives through all sorrow and care, That spurns the rude thrust ot the blast of misfortune And grows still more dear, be the sky dark or fair. Oh, bright glossy Ivy with silver-veined foliage, ' That ever is green and ne'er becomes sere, How like to fond memory thy very existence, Hemembrance of life and of things that were dear. Oh, small Ivy sprig, with thy dainty young tendrils That tell of the ties of devotion and love, We look on thy beauty and think of the future. We trust thee our sentiments nobly to prove. By the side of this hall, the Chapel Memorial, We plant thee with joy and an uprising prayer That dear mother Earth may love thee and cherish. And give thee the best of her motherly care. Grow onward and upward, dear plant, on thy mission, Cling close to the wall with a gentle embrace, Heed not the loud threat of the nearing dread tempest, Nor clouds darkly hiding the sun's smiling face. Enshroud this high wall with thy evergreen mantle, Adorn every part with thy tap'stry of life; Preserve from decay and shield it from ruin, Protect from the storm and from time's ruthless strife. Then, emblem of friendship, remembrance, devotion, Speak fervently, lovingly, words sweet to hear, Recall to the mem'riesof those who shall follow The class '94, the class of this year. Tell how all its members are faithful and earnest In the struggle of life as onward time runs, Tell how they are loyal to dear Alma Mater, Now devoted to her are her daughters and sons. LOCAL G-OVERNMENT. It is our favorite boast as American citizens that we are the freest people on the face of the globe. And such, indeed we are. This is the sentiment of the political philosopher, as well as the patriotic citizen, filled with a par-donable pride. Here liberty, in the truest sense of that much misused term, has found a secure abode. Our government was "conceived in lib-erty." This was the spirit that animated even our pilgrim forefathers who, to secure it, left home and country to brave the mighty deep. This was the spirit of the heroes of the revo-lution who poured out their life-blood upon the altar of their country. This was the spirit of the framers of our Constitution, which was established, as they said, "to secure the bless-ings of liberty to ourselves and our poster-ity." In the government of a people so jealous of their rights, so filled with the love of liberty and self-government, it is natural to expect that they would keep a large part of the power of government as near to themselves and as directly under their own immediate control as possible. So we find it in our coun-try to-day. A local government has been es-tablished in our midst, forming a most im-portant part of our governmental structure. It is not the purpose, at present, to point out the wisdom of this course on the part of our ancestors, to show how necessary this step was to the securing of real liberty, but rather to point out the importance of this branch of our government to the welfare of the citizen THE COLLEGE MERCURY. 97 to-day, and the necessity of a wise and eco-nomic administration of our local affairs. It is the function of local government, broadly speaking, to administer the laws. These the State government for the most part enacts while with the local government it re-mains to carry them out. In other words, the State Legislature enacts laws for the benefit of the people, the local authorities determine how much benefit they shall be to the people and how much such benefit shall cost the peo-ple. The local government thus has virtually under its own control, matters that are of vital concern to the welfare of the people, matters that are of practical importance to the every-day life of every citizen. Education, high-ways, the care of the poor and taxation to pay the expenses incurred are some of the matters in the hands of the local authorities. Educa-tion, for instance, is mostly in the hands of school boards, who erect and furnish school buildings, employ teachers and exercise a gen-eral supervision over the schools. The high-ways are in the hands of road supervisors whose duty it is to keep the roads in repair. The care of the poor is in the hands of poor directors whose duty it is to see that those un-fortunates among us, who are no longer able to care for themselves are comfortably fed and clothed. And so through a long list of officers and duties to describe, which would be ex-tremely tedious and at the same time unnec-essary for the present purpose. The impor-tance of the local government, as seen in these offices, is unquestionable. It is concerned with matters that are of immediate interest to every citizen, and it follows naturally, as be-ing of importance, that it should be adminis-tered well. It is important, in the first place, that it should be administered efficiently—that the ends for which these laws were designed should be accomplished. We see the impor-tance of this in the school management of the borough or township where the condition of our public schools depends largely upon the in-telligence of the school board. We see it too in the care of our public roads where, upon the intelligence of the supervisor—only too often a minus quantity—depends this most im-portant factor of civilization and progress. It is important, in the next place, that it should be administered economically; that the expense connected with such administration should be as little as possible. This consider-ation has been left for the last because it is the one that perhaps most needs emphasis at the present day. We hear, occasionally, of the im-portance of limiting our State and National expenditures "to the necessities of govern-ment, honestly and economically administered. And that is right. But if it is true of our State and National governments how much more is it true of our local government ? It is to the citizen, by all odds, the most expen-sive of all. To the National government we pay no money in direct taxes, and to the State government we pay comparatively little. It is to the local government that we pay the larger part. While economy in our State and Na-tional affairs, it is true, is highly desirable, in our local affairs it becomes essential to the welfare and progress of the citizen. Taxation, though necessary to the carrying on of all government, is none the less a burden, and if a heavy one, may seriously cripple the welfare of a community. Especially is this question of taxation of importance in boroughs and cities, where the burden of taxation often be-becomes almost unbearable and often proves a serious menace to business prosperity. There is economy in government as well as in the home, and it should be practiced as rigorously in the one place as in the other. Extrava-gance in government is robbery. If, by reck-less expenditures on the part of our local of-ficials, the citizen is compelled to pay taxes for which he receives no benefit, he is no less being robbed than if he is met upon the highway and made to give up his money un-der the threat of death as the alternative. Ex-travagance in government is a baneful evil that should be removed as speedily as possible wherever found. As a means of checking reckless expendi- BSBKBHT 98 THE COLLEGE MERCURY. tures on the part of our local officials the local office-holders should be made to feel that he is directly responsible to the citizen for every dollar that he expends. The spirit of those local papers which are disposed to acquaint the citizen with the manner in which our local affairs are being carried on is highly com-mendable. The citizen has a right to know what his money goes for and at the same time the honest, conscientious official will not fear publicity. Above all, that our local affairs may be ad-ministered well, we must place good men in charge. To this end let us use our best ef-forts. Let us not stay at home on election day under the mistaken impression that our local affairs are of little importance. But let us go to the polls and vote. Political apathy has no right among a self-governing people. Let us throw aside party prejudices. "Principles, not men," may be a good motto for a Na-tional election but it certainly is not for a local one. Let us vote for the best man regardless of party differences. Let the men who have charge of our local affairs be the most honest, the most intelligent, the most energetic that the commvmity can offord. H. A. ALLISON. * ♦ ♦ JUNIOR ORATORICAL CONTEST. WEDNESDAY, JUNE 20TH, 18 ♦Progress and Triumph of Democracy, tThe Courage of Conviction, - *Our Present Peril, - - - - tThe True Shekinah, - ♦Ships that Go Down in the Night, - ffrue Greatness of Man, - *Our Mental Lives, - tSeeking the Goal, - J. E. BYERS. W. A. HARTMAN. M. G. L. RIETZ. H. E. CLARE. • W. A. KUMP. W. D. MAYNARD. - H. M. WlTMAN. A. R. LONGANECKER. •Phruiiiikoxmiiill. tl'llUumatlitoan. OUR MENTAL LIVES. "In the world there is nothing great but man; In man there is nothing great but mind." This is an aphorism of Sir William Hamilton. What sublime truth! But we may go yet further and say that man is the world. All forms of matter and of life were created for him, to serve his ends. The world is his, he rules it—he is the world. Again, we may as-sert that the mind, or more strongly, the soul is the man. By natural conclusion, therefore, the mind, the soul is the world. And truly, indeed, is the soul man's real world. We are to treat of this world, more particu-larly of the mind. What a symbol of power in very grandeur! Crowning endowment of man, God's noblest work! The image of the Divine mind, its faculties and powers approach those of the Creator. Designed to comprehend and interpret His thoughts and His laws as written on the tablets of nature and in man himself, it thinks over again these thoughts of the great uncreated Thinker. Vast and ex-haustive sciences and philosophies has this thinking mind established, wherein are re-corded its analyses and explanations of the laws of nature, of man and of God. Un-checked by the narrow confines of the world, the bounds of space, or the limits of time, it may wander at pleasure amid empires and wonderlands of its own creation, and even pierce the woeful borders of Hell or enter the blissful gates of Heaven as did the inspired soul of Milton. Reason, Understanding, all the capacities for thought and for knowledge! What pro-found powers are these ! Dominating influ-ences of the world! Imagination, Memory! What wonderful and delightful kingdoms! Girt in such robes of majesty, with a dignity both grand and sublime, adorned with almost angelic graces, the lofty soul of man, acknowl-edging its Lord and Maker and gaining its mighty power from that divine source, by its soul-quickening, soul-inspiring personality, has conquered the world and reigns supreme in its vast realms. What wonder that Plato called the faculties gods and that France was led to worship Reason! In the infinite wisdom of God, and in the divine harmony of the creation, all minds were not endowed alike, but each with its peculiar talents and capacities. Again, Mr. Emerson says: "It seems as if the Deity dressed each THE COLLEGE MERCURY. 99 soul which He sends into nature in certain vir-tues and powers not communicable to other men, and, sending it to perform one more turn through the circle of beings, wrote, 'Not trans-ferrable' and 'Good for this trip only' on these garments of the soul." Each soul, in its sov-ereign freedom and in the exercise of its di-vinely appointed prerogatives, may use and develop its talents for its own betterment and the good of mankind, or it may consign them to decay and death, abandoning itself to sen-sual pleasures, the glamours and enchant-ments of the world. Man's talents are the gifts of God, the signature of Divinity written on his soul. To despise them is to despise God Himself. What cowards, what robbers we are! What very pigmy souls in compari-son to the grandeurs possible to us? What soul has ever attained to its highest possibility? Yea, how many attain to even a middle de-gree ? What a world of wasted power! No less a mind than that of Mr. Emerson thus observes: "There is an American dis-ease, a paralysis of the active faculties, which falls on young men of this country, as soon as they have finished their college education, which strips them of all manly aims and be-reaves them of animal spirits; so that the no-blest youths are in a few years converted into pale Caryatides to uphold the temple of con-vention. Is there not room, then, for a most serious consideration of our subject? Mental j paralysis, mental lethargy, mental loafing are diseases which have blighted and ruined the powers of many thousands of minds. From non-use, disuse, as well as abuse of the facul-ties of the mind, men become intellectual sui-cides and the evil is a most prevalent one. De-based and degraded, the soul is dragged from its throne, the sceptre, which is conscience, is broken, and the crown, which is reason, is thrown away. We make our lives the fulfillment or the failure of a grand purpose. According to his individual concept of this purpose so will each man fashion his life. Some merely live, es-teeming only health and bodily sustenance; others esteem wealth; others worldly power; others social distinction; and of a great major-ity pleasure is the highest aim. With such use the higher faculties of the mind must be-come dwarfed and well-nigh lost. How many mere sentient beings there are in the world, who go by the name of men, but who know not the higher intellections of the soul ? Says Bovee : '' Mind unemployed is mind unenjoyed." And Spenser : "It is the mind that makes good or ill That maketh wretch or happy, rich or poor." Our lives, then, are truly our thoughts. If we have beautiful and happy thoughts, our ' lives are beautiful and happy. If the resources of our souls are marked with richness or pov-erty, our lives are virtually rich or poor. It is in the quality of our pleasures not in the amount that the soul is truly and lastingly happy. Oh, the dignity and joy of the true life of the soul! Happy indeed was Sir Wm. Byrd, who could muse thus : "My mind to me a kingdom Is; Such perfect joy therein I And, As far exceeds all earthly bliss, That God and nature hath assigned." "Every mind,", says Channing, "was made for growth, for knowledge, and its nature is sinned against when it is doomed to ignorance. We owe it to ourselves, our fellowmen and our God to cultivate and develop our indi-vidual powers. The responsibility is tremen-dous, and, in contemplating it, even souls that are most brave in the heat of life's battle grow coward. Were it possible to resign this life for that better, even without having accom-plished anything in the world, how many of us would have the courage to stand forth and say : I will live out and accomplish the pur-pose for which I was created ? What miserable courage we have-! It is said of Michael Angelo, that, when he had finished his statue of Moses, and the figure stood there in its perfect form and beautiful S3'mmetry, seeming to beam forth a living soul, yet lifeless, in his desperation he struck it on the knee with his hammer, saying in the intense feeling of his soul : "I can do every-thing for you but give you life." And we IOO THE COLLEGE MERCURY. can well understand his despair. Oh, man that hast life, that art "so noble in reason, so infinite in faculty, in form and moving so ex-press and admirable, in action so like an angel, in apprehension so like to God, the beauty of the world, and the paragon of animals," shalt thou not be more than statue, not more than caryatide ! If there is no other reason why we should develop our individual powers of mind, then for a defense: If we would escape a life of comparative blankness and loneliness, of con-tinued dissatisfaction and endless despair, we would lay up in our own souls stores of knowl-edge and truth, that we might ever find in their rich resources an abundance of wealth and precious stones of inestimable worth, of ever newer and more delightful form, and in our own noble and beautiful thoughts most pleasant and congenial companionship. Let each fact which we attain be, as Mr. Emerson calls it, "a fulcrum of the spirit," and let the will in its purity be the lever by which to raise the spirit higher. Let each expansion of the soul be as an invitation from heaven to explore loftier regions of thought. Finally, we are each of us writing a book of our lives, which shall be opened on that Great Day in the presence of the angel hosts and the multitudes of earthly souls ranged before the Judgment Bar of God. In it shall be found a strict record of the soul as to every thought and every deed. Shall its pages be filled with beautiful and refined thoughts that shall shine forth in characters of living light ? Shall the pages be written in dull monotony ? or shall they be blank ? We are each day numbering them. H. M. WITMAN. BOLL OF HONOR. FIRST GRADE. MARGARET R. HIMES, DAVID W. VAN CAMP, - HERBERT A. ALLISON, JULIUS F. SEEBACH, FRED H. BLOOMHARDT, - SECOND GRADE. FRANK E. FICKINGER, PAUL W. KOLLER, Gettysburg. Plainfield. Gettysburg. Waynesboro. Altoona. New Bloomfield. Hanover. GR^FF PRIZE, For best Essay on Tennyson's '-Princess." CORA E. HARTMAN, - - - - Mummasburg. HASSLER GOLD MEDAL-Junior Latin Prize. NATHANIEL C. BARBEHENN, - - Gettysburg. WITH HONORABLE MENTION OF WALDO D. MAYNARD, - - - Schoharie, N. Y. M. G. L. RIETZ, - Amsterdam, N. Y. HERBERT F. RICHARDS, - - - Zanesville, O. BAUM SOPHOMORE MATHEMATICAL PRIZE. LUTHER P. EISENHART, - - - York. DAVID E. RICE, - - - - Chambersburg. WITH HONORABLE MENTION OF EDNA M. LOOMIS, . - Troy. MUHLENBERG FRESHMAN PRIZE, For best general Scholarship. HENRY WOLF BIKLE, - - - Gettysburg. WITH HONORABLE MENTION OF GEORGE F. ABLE, - Philadelphia. ELKANAH M. DUCK, - - - Spring Mills. REDDIG PRIZE IN ORATORY. HORACE M. WITMAN, - - ' - Harrisburg. WITH HONORABLE MENTION OF WILLIAM A. KUMP, - - - Hanover. HONORARY DEGREES. Doctor of Divinity, Rev. Frank Richards, Zanesville, Ohio. " " " " J. A. Singmaster, Allentown, Pa. " " " " J. L. Smith, E. End, Pittsburg, Pa. " " " " M. G. Boyer, Aitch, Pa. " " Science, Prof. Geo. W. Gross, York, Pa. Master of Arts, Clarence J. Reddig, Shippensburg, Pa. Doctor of Philosophy, (on examination) Rev. M. M. Kinard, Columbia, S. C. COLLEGE C0MM2NCENENT PROGRAMME. THURSDAY, JUNE Latin Salutatory, - Scientific Spirit, - . - - National Sentiment, The Retirement of Gladstone, The Benefits of Opposition, The Lesson of the Mountains, Lynch Law, its Cause and Cure, - Local Government, - The Academic Atmosphere, In the Conflict, with the Valedictory, 21ST, 1894. - DAVID W. VAN CAMP. ELMER M. STAHL. - WILLIAM F. LUTZ. BENJAMIN R. LANTZ. - FRANK E. FICKINGER. JULIUS F. SEEBACH. - PAUL W. KOLLER. HERBERT A. ALLISON. - MARGARET R. HIMES. - F. H. BLOOMHARDT. CONFERRING OF DEGREES. H. W. MCKNIGHT, D. D., LL. D., President of the College' CANDIDATES FOR DEGREES. Rev. John M. Axe, " Thomas B. Birch, Garnet Gehr, Esq., Rev. Samuel G. Heffelbower, Rev. John E- Hoick, " Albert O. Mullen, " August Pohlmann, " William G. Slifer, MASTER OF ARTS. Rev. Stanley Billheimer, " Wilton C. Dunlap, Robert N. Hartman, Ph. D., William Hersh, Esq., Rev. J. B. Markward, Luther C. Peter, M. D., Rev. Charles L. Ritter, William L. Smyser, THE COLLEGE MERCURY. IOI Rev. George F. Snyder, Charles W. Walker, Esq., Rev. Robert B. Wolf, F. P. Whitmer, '90. Rev. Martin L. Tate, " Edmund J. Wolf, " Noah Yeiser, '90, BACHELOR OF AKTS. Herbert Allen Allison, - call Platt Bastlan, - Fred Herman Bloomhardt, Frank Barndt, - Luekctt Ashton Bush, William Babylon Duttera John Super English, John Sherman Fair, - Frank Flcklnger, - James Whit e Gladhlll, Cora Elizabeth llartman, ■ Margaret Rebecca Hlmes, William Oscar Ibach, - Matthew Kemp, Charles Froneileld Kloss, Paul Warren Roller, Benjamin Eelgle Lantz, William Filler I.utz, Richard Warren Mottern, Jacob Crayton Nicholas, Julias Frederick seebach, Samuel Blddle Sorrlck, - Elmer McClellan Stahl, Clyde Bell Stover, David William Van Camp, - Gettysburg, Pa. Maple Hill, Pa. - Altoona, Pa. - Sumneytown, Pa. Harney, Md. - Gettysburg, Pa. Harrisburg, Pa. - Altoona, Pa. New Bloomfleld, Pa. - Jersey Shore, Mummasburg, Pa. - Gettysburg, Pa. Philadelphia, Pa. - Hazleton, Pa, Tyrone, Pa. Hanover, Pa - Hagerstown, Md. Bedford, Pa. Watsontown, Pa. - West Falrvlew, Pa. Waynesboro', Pa. Willlamsburg, Pa. - Hay's Mills, Pa. Hagerstown, Md. Plain Held, pa. BACHELOR OF SCIENCE. John Hoffer, Jr., Ralph Eaton Miller, William otterbine NIcklas, Harrisburg, Pa. Plnegrove, Pa. Chambersburg, Pa. COWIMENCEWIENT NOTES AND COL-LEGE LOCALS. The old officers of the Alumni Association were re-elected, at the meeting held in Brua Chapel, on Wednesday evening of Commence-ment week. The annual address before the alumni was delivered by George J. Benner, '78, of the Gettysburg Bar. His subject was: "The Signs of the Times.'' H. M. Clabaugh, Esq., '77, was elected alumni orator for next Commencement. Rev. Daniel Garland was re-elected alumni editor of THE MERCURY. Notices were read by the chairman of the obituary committee, of nine Alumni who died during the year: Rev. W. H. Lilly, '71; Rev. Dr. C. A. Hay, '39; Rev. J. Phillip Willard, '39; Rev. C. G. Focht, '87; Rev. H. M. Bickel, '48; Rev. A. C. Stup, '91; Rev. Henry Baker, '41; Rev. Henry L- Ziegenfuss, '66; J. Cassatt Neely, Esq, '56. FOUND.—A gold watch chain, the owner may procure the same by calling upon or ad-dressing Dr. P. M. Bikle, Gettysburg, Pa. The beautiful new flag that now wave from our dormitory merit and receive the admira-tion of every college man. The purchase of these flags is the accomplishment of a general student's movement. It is gratifying to see the patriotic spirit of the boys manifested in this way, especially here where all the sur-roundings call forth the highest and noblest feelings of patriotism. The college wishes to extend its thanks for the following contribu-tions:- From the Faculty, $7.50; class of '94, $5-Oo; '95. $4-5o; '97, $5-oo. The Phi Gamma Delta Fraternity held a banquet on Wednesday evening of Commence-ment week. The large and beautifully fur-nished halls of the new "Eagle Hotel" were used. Rev. D. Frank Garland, the alumni editor of the MERCURY was toast-master for the evening. The following toasts were pro-posed and ably responded to: "Welcome,"—E. H. Wert. "The Fraternity Idea,"—Rev. H. C. Alle-man. "Our Fraternity,"—Sterling Valentine. "The Early Days,"—Prof. E. S. Breiden-baugh, Sc. D. "Reminiscences,"—E. G. Miller. "The'Alumni,"—Geo. J. Benner. "The Active Chapter,"—F. H. Knubel. "The Ladies,"—L. A. Brewer. Some other addresses by the visiting Alumni followed. A very pleasant and enjoyable time was had by all. The annual banquet of "Philo Debating Club" was held on Thursday evening, June 7th, in Minuigh's parlors, on Baltimore street. A very pleasant time was enjoyed by all pres-ent. About 10 o'clock, were served, in a very tasteful and inviting manner, all the rich deli-cacies that go toward adorning the tables of modern Epicureans. After the voluptuous re-past was enjoyed, Mr. Rietz, President of the Club and toastmaster for the evening, called fe 102 THE COLLEGE MERCURY. upon a number of the boys, who kept the merry ball rolling for more than an hour by their witty and much appreciated responses. The boys then returned to College highly pleased, and with a secret vow to be more faithful and to do better work for old Philo. in the future. On Tuesday evening, the 19th inst., the Glee, Banjo and Mandolin Clubs of College, gave an entertainment in Brua Chapel. A new programme was rendered upon this occa-sion, and the performance throughout was es-pecially fine, meriting and receiving much praise from all who were present. The organ-izations are much indebted to Messrs. Nicho-las, Seminary, G. C. Baum, '93, for their act-ive interest in, and highly appreciated serv-ices for the several clubs. The second annual banquet of the Peisel-fannish Deitsch Gesellschaft was held in Min-nigh's parlors, on Chambersburg street, on Thursday evening, June 14th. The attendance was large and the evening was pleasantly spent by all. Toasts were responded to by a number of the members. The President, Mr. E. N. B. Erb, acted as toast master. The organization is in a nourishing condition. The President's reception was held on Thurs-day evening. It was a brilliant and successful affair. The recitation Hall was beautifully deco-rated with flowers and palms. The attendance was larger this year than it has been for a long time. The large number of Alumni and friends present was a gratifying feature. The Metronome Orchestra of Harrisburg furnished the music for the occasion as well as for the other exercises. They have received many compliments for their fine music. The Junior Annual, "The Spectrum," was put on sale last week. The book is the finest annual ever published here. The artistic finish as well as the nature of the matter has been deservedly commented upon. The class is to be congratulated upon its success in getting out such a meritorious annual. We hope other classes will meet with the same support from our loyal Alumni and friends, and that succeeding annuals will even surpass this one in beauty and elegance. The Board of Trustees met on June 20th 1894. Pres. McKnight's report was read and was very satisfactory, showing the college to be in a flourishing condition. The recommendation of Principal Klinger for the appointment of C. B. Van Ormer, as Tutor in the Preparatory Department was con-firmed by the Board. Rev. C. M. Stock, Rev. H. B. Wile, Mr. T. B. Patton and M. G. Boyer were elected members of the Board of Trustees to fill va-cancies. Mr. Benjamin Kunkle and Rev. Dr. Conrad were re-elected. Mr. McPherson succeeds himself as a mem-ber of the Executive Committee. The question of considering the advisability of establishing additional courses of degrees was referred to the Executive Committee to be reported next year. Among the visiting Alumni who were pres-ent at Commencement are the following: '46. Rev. W. M. Baum, D. D. '47. Rev. L. E. Albert, D. D. '48. Hon. Edw. McPherson, E. E- D. '50. Prof. M. Valentine, D. D., E. E- D. '51. Hon. David Wills. '55. Jacob Rinehart, M. D. '56. Robert E. Sibbet, M. D. 57. Rev. Prof. C. E. Keedy, M. D., Rev. D. McC. Gilbert, D. D. '58. Rev. E. S. Johnston. '59. Rev. J. G. Goettman, D. D. '61. Andrew T. Kistler. '62. Rev. M. L. Culler. '63. Prof. E. J. Wolf, D. D. '64. Rev. Frank Richards. '65. Rev T. C. Billheimer, D. D., Rev. M. G. Boyer, Rev. J. C. Roller, D. D. '66. Rev. H. S. Cook. '67. Hart Gilbert, Esq. THE COLLEGE MERCURY. 103 '68. John W. Hay, M. D., Prof. J. W. Richard, D. D. '70. Rev. J. T. Gladhill. '71. Rev Charles E. Hay, Rev. D. T. Koser, Rev. John Wagner. '72. George N. Acker, M. D., Rev. J. A. Koser, S. McC. Swope, Esq. '73. Rev. E. H. Leisenring, Rev. J. A. Singmaster. '74. Rev Chas. M. Stock, G. E. Titus, M. D. '75. Rev. E. D. Weigle, D. D., Rev. M. L-Young, Ph. D. '77. Rev. W. M. Baum, Jr., H. M. Cla-baugh, Esq., Rev. Harry B. Wile. '78. George J. Benner, Rev. J. A. Hart-man, Rev. J. F. Mackley. '79. J. F. Graff, Rev. Luther Kuhlman, H. C. Picking, A. C. Wentz, M. D. '80. Rev. A. H. F. Fischer, Rev. J. A. Metzgar, Rev. W. E. Stabler, Sterling G. Val-entine, Ph. D. '82. C. S. Duncan, Esq., Rev. M. H. Val-entine, Rev. H. H. Weber, G. M. Walter, Esq. '83. L. A. Brewer, Esq., J. B. McPherson, Esq., J. E. Musselman. '84. Rev. A. S. Fichthorn. '85. Rev. Edgar Grim Miller, Rev. Ed. Everett Hoshour, Rev. C. Reinewald, Rev. R. Stare. '87. Rev. H. C. Alleman, Rev. Amos A. Parr. '88. Rev. L. S. Black, Rev. D. Frank Gar-land. '89. Donald P. McPherson, John Reed Scott, Esq., Ira L. Tipton. '90. Rev. H. Anstadt, Rev. H. C. Bixler, Rev. E. E. Blint, Rev. F. S. Geesey, Rev. J. F. W. Kitzmeyer, George B. Kunkel, M. D., Rev. W. G. Minnick, Wm. B. Small, M. D. '91. Rev. Stanley Billheimer, Rev. T. B. Birch, Rev. S. G. Hefelbower, Wm. Hersh, Esq., Rev. E. J. Wolf, Rev. R. B. Wolf. '92. H. E. Berkey, C. G. Bikle, M. T. Brown, W. K. Damuth, D. P. Drawbaugh, Frank Hesse, C. H. Huber, G. J. M. Ketner. '93. G. C. Baum, J. J. Brallier, G. M. K. Diffenderfer, H. E. Gettier, A. A. Kelly, F. H. Knubel, J. R. Plank, A. J. Rudisill. Many other Alumni were present whose names could not be obtained. ALUiviNl- '68. Rev. J. W. Richard, D. D., of the Seminary, delivered the Baccalaureate Sermon to the graduating class of Kee Mar College, Hagerstown, Md., on June 3rd. '71. Rev. Dr. E. F. Bartholomew, of Au-gustana College, Rock Island, 111., will spend a year abroad for study. 'Rev. W. E. Fischer, of Shamokin, Pa., de-livered the Baccalaureate to the graduates of the High School of that place on June 3rd. The class numbered twenty-six and their com-mencement was a most creditable and delight-ful affair. '75. Rev. E. D. Weigle, of Altoona, Pa., received the title of D. D., when degrees were conferred at Selins Grove, Pa. '76. Rev. Prof. Jacob Yutzy, pastor of the Evangelical Lutheran church, of Selins Grove, has issued a "Memorial Jubilee Volume," con-taining a history of the church for the past half century. The work is a valuable acqui-sition to the history of the Lutheran church. '78. Mr. George J. Benner, Esq., of Gettys-burg, delivered the address before the alumni of the College on Wednesday evening, June 21st. '82. Rev. A. R. Steck, of Indianapolis, Ind., who preached a trial sermon lately in St. James church, has accepted the call extended to him by the congregation to be the successor of Dr. Swartz. Mr. Steck will soon enter upon his duties. '86. Rev. Prof. O. G. Klinger, Principal of the Preparatory department of College, deliv-ered the annual address before the Irving Col-lege C. E. Society, Sunday evening, June 3rd. '90. Rev. S. T. Nicholas, pastor of the Evangelical Lutheran church, of Allegheny, io4 THE COLLEGE MERCURY. was married to Miss Elizabeth Spangler, of Areudtsville, Pa. '90. Mr. George P. Kunkel, who has been engaged in the Reading Hospital for the past year will now set up practice for himself in Harrisburg. '90. Rev. W. G. Minnick, who was with us during commencement, is meeting with good success in his new field of labor, Harney, Md. Mr. Minnick had charge of the exercises at the dedication of the new cemetery in that place. '90. The many friends of Rev. J. W. F. Kitzmeyer, were glad to welcome him here again. Mr. Kitzmeyer has been engaged in Davis, W. Va., for the past year as a Lutheran pioneer and has been so successful that he has built a beautiful church. '91. Rev. W. C. Dunlap, of the graduating class of the Seminary, was married on June 6th, to Miss Irene Beck. Mr. and Mrs. Dun-lap will reside at Duncannon, Pa., to the pas-torate of which Mr. Dunlap was called. '91. Rev. C. L. Ritter, of the Senior Class J at Gettysburg Seminary has accepted a unani-mous call to the Fayetteville charge in Frank-lin Co., Pa. '91. Rev. A. O. Mullen, of the Seminary, has been elected pastor at Altamont, N. Y. '92. Mr. Maurice T. Brown, who is mer-chandising with his brother in Waynesboro, Pa., visited his many friends here during com-mencement. '92. Rev. G. Albert Getty, of Baltimore, was married to Miss Alathea W. Bernard, of Harford Co., Md. Rev. Milton Valentine per-formed the ceremony. '93. Mr. W. H. Ehrhart, of the Theological Seminary, is supplying a mission charge at Red Lion, York Co., Pa. '93. Mr. George Baum, for the past year a student at the University of Pennsylvania, and a member of their Banjo Club, was with us prior to commencement coaching the Instru-mental Clubs for the concert. '93. Mr. Wm. J. Gies, of Manheim, Pa., who has been a student at Yale for the past year, acquitted himself so well that he has been awarded a special scholarship by the University as an inducement for him to con-tinue his studies there in the cause of Biology, leading in two years to the degree of Ph. D. In addition, he has been offered the position for the coming year of assistant to Prof. R. H. Chittenden, the greatest Physiological Chem-istry expert in the United States and Professor in the Biological Laboratory of the University. '93. Mr. Wm. F. Bare, of the Seminary, will supply the mission charge at Greenmount, York Co., Pa., during the summer vacation. '93. Mr. Marion J. Kline, of Frederick, Md., a student in the Seminary, recently preached a very able sermon in his own church, of which Rev. Luther Kuhlman is pastor. Mr. Kline will supply St. Paul's Luth-eran church, Washington, D. C, during the absence of Rev. Dr. Domer. We congratu-late Mr. Kline on this excellent opportunity. JENNIS. DOUBLES—FIRST SERIES. Bloomhardt and Wheeler vs. Stover and Keffer. Dloorahardt and Wheeler: 6-1, 6-3. Barndt and Forney vs. Graff and Danner. Graff and Danner: 3-6, 7-5, 6-2. Baum and Byers vs. T,oudon and Stup. Baum and Byers: 6-4, 6-4. Fair and Monath vs. Carty and Bixler. Fair and Monath: 6-3, 6-4. Gladhill and Kain vs. Wiest and Hollinger. Gladhill and Kain: 6-4, 7-5. Kloss and Wolf vs. Hoffer and Feldman. Kloss and Wolf: 6-1, 6-4. Herr and Apple vs. I^antz and Heindel. I^antz and Heindel: 6-4, 4-6, 6-4. Fickinger and Moser vs. Keefer and Enniss. Fickinger and Moser: 6-1, 6-2. Crilly and Brosius vs. Eckels and Auckerman. Crilly and Brosius: 7-5. 6-2. SECOND SERIES. Graff and Danner vs. Kloss and Wolf. Kloss and Wolf: 3-6, 6-2, 6-1. Bloomhardt and Wheeler vs. Crilly and Brosius. Bloomhardt and Wheeler: 6-2, 6-1. Fair and Monath vs. Gladhill and Kain. Gladhill and Kain: 63, 6-4. Baum and Byers vs. Crilly and Brosius. Crilly and Brosius: 6-2, 2-6, 6-4. THE COLLEGE MERCURY. 105 RECITATION HALL LUTHERAN THEOLOGICAL SEMINARY GETTVJ5URG, PENN'A y A DeMPWOLF. ARCH'T. YORK, PENN'A. VIEW mOM THE NORTH THE NEW SEMINARY BUILDING. THIRD SERIES. Kloss and Wolf vs. Fickinger and Moser. Kloss and Wolf: 6-2, 3-6, 6-4. Crilly and Brosins vs. Gladliill and Kain. Gladhill and Kain: 6-i, 6-2. FOURTH SERIES. . Bloomhardt and Wheeler vs. Kloss and Wolf. Bloomhardt and Wheeler: 6-1, 5-7, 4-6, 6-1. 6-2. FIFTH SERIES. Bloomhardt and Wheeler vs. Gladhill and Kain. Bloomhardt and Wheeler: 6-2, 6*1, 9-7. SINGLES—FIRST SERIES. Gladhill vs. Barndt. Gladhill: 6-3,6-2. Lantz vs. Crilly. Crilly: 6-4, 6-4. Bloomhardt vs. Graff. Bloomhardt. (Forfeited.) Fair vs. London. Fair: 6-2, 6-0. Fickinger vs. Kloss. Fickinger: 6-2, 6-4. SECOND SERIES. Gladhill vs. Miller. Miller: 12-10, 6-4. Fickinger vs. Crilly. Crilly: 6-2, 6-8, 6-0. Bloomhardt vs. Fair. Bloomhardt: 6-0, 6-4. THIRD SERIES. Bloomhardt vs. Miller. Bloomhardt: 6-4, 6-2, 6-i. FOURTH SERIES. Bloomhardt vs. Crilly. 1 Bloomhardt: 6-4, 6-2, 6-3. INTER-FRATERNITY TOURNAMENT. Phi Delta Theta vs. Phi Gamma Delta. Phi Gamma Delta: 7-5, 6-3. Phi Kappa Psi vs. Sigma Chi. Phi Kappa Psi: 6-1, 6-0. Phi Kappa Psi vs. Phi Gamma Delta. Phi Gamma Delta: 4-6, 6-2, 6-3. Phi Gamma Delta vs. Alpha Tau Omega. Phi Gamma Delta: 6-0, 6-0. SEWIINARY NOTES. We are pleased to present to our readers a view of the new Seminary building, taken from plans submitted by the architect. The view is from the north-west side. The esti-mated cost of the new building and re-mod-eling of the old is sixty thousand dollars. On Sunday, May 27th, Rev. Dr. M. Valen-tine preached the baccalaureate sermon, tak-ing as his text: "The cloak that I left at Troas with Carpus, when thou comest, bring with thee." On Monday evening the Rev. Frank Man-hart, of Selin's Grove, delivered the annual lecture on "Christian Worship, its Forms and Spirit," and on Wednesday evening the ad- io6 THE COLLEGE MERCURY. dress to the Alumni was made by the Rev. E. D. Weigle, of Altoona. Thursday evening the regular graduating exercises were held in Christ church, and ora-tions were delivered by the following: "Ap-plied Christianity," John E. Hoick, Oswego, N. Y.; "Spener and his Influence," Harry Anstadt, York; "Christianity's Conquest of the World," G. Albert Getty, Baltimore. Dr. Valentine then delivered diplomas to the fol-lowing graduates: Harry Anstadt, York; John McM. Axe, Bellville; Fuller Bergstresser, Middletown, Md.; Johannes S. Braren, Brecklum, Ger-many; Stanley Billheimer, Gettysburg; Thos. B. Birch, Bloomsburg; Milton C. Dunlap, Pine Grove Mills; George Albert Getty, Bal-timore, Md.; S. Gring Hefelbower, Newville; William W. Hess, Gettysburg; Henderson N. Miller, Salisbury, N. C; Albert O. Mullen, Baltimore, Md.; Robert E. Patterson, China Grove, N. C, Charles E. Ritter, Keysville; William G. Slifer, Rohrersville, Md.; H. E. Sloop, China Grove, N. C; George F. Sny-der, Port Royal; Martin E. Tate, Everett; Robert B. Wolf, Edmund J. Wolf, Centre Hall. Nearly all the members of the graduating class have received calls and many have al-ready commenced their work. At a special meeting of the Board of Di-rectors, held on Thursday morning, the con-tract for the new building was given to Geo. S. Yinger, at $34,240. The following propositions, which the com-mittee wished the Board to consider, were recommended by them: I. The plans and specifications for re-modeling and re-constructing the old building. It is to be turned into a dormitory with 59 rooms, steam heating introduced, the middle stairway taken out, roof replaced with slate, and walls and chimneys repaired. These re-pairs to cost not less than $8,000. II. The completion of the dormer story of the new building. There are to be nineteen rooms in it and the sum is to be $3,559. III. Plans for the heating by steam. The time for opening bids was extended. IV. The erection of a boiler house, the bid of C. H. Stallsmith being the lowest at $2,- 591-93- V. The placing of steel shelving in the li-brary. The price is $2,550. VI. The water supply for the building and the houses of the professors. It will be neces-sary to get water from the town supply or pump it from the well to a tank, to be placed in the old building. VII. The erection of a house on the Sem-inary grounds for Prof. Richard, who has been living under discomforts and disadvantages, the cost not to exceed $4,500. Rev. P. G. Bell, of Altoona, has been ap-pointed Financial Agent of the Seminary, at a salary of $1,000 and traveling expenses. Messrs. P. H. and W. E. Gladfelter have con-tributed $3,000 towards the fund for the new building; Dr. Charles Baum and Mr. Getty have each contributed $250. ''Takes First (Place." The ramn stands for just what it is, flUje tot Biejefe built ~% for $125.00. »9 1032 Chestnut Street, PHILADELPHIA. BASEBALL AND LAWN TENNIS SS5S-? used exclusively through-out the U s. and Canada. Spalding's Trade mark is a guaran-tee that the goods are the best, complete Illustrated Catalogue ready. Sent free. ADVERTISEMENTS. EATON & BURNETT'S ENGLISH, BUSINESS, SHORT HAND UNO TYPE1IIING, (Training School FOR YOUNG MEN fl^D WOMEN-YOHN BROS., ^>-Sol© j\cjonts FOP-V JAUIGV, Hardrqan,, Voso, ©oqoVop, Sol'^ubept, AND OTHKR PIANOS. Harqli'n, F^aol-^ard, ©l^ieago ©ottage, AND OTHKR ORGANS. Its course of study is the most advanced, thor ough and practical Business and Counting House Training ever introdicced in any Busi-ness College. Catalogue Sen Free by Addressing BATON & BUFflVGTT, Baltimore and Charles Sts., BALTIMORE, MI) «S-No Vacation. JOEWZ. SHEtfDS. N£W GlGAR STORED Next door to W. M. 'Depot, Gettysburg, Ta. BARBERSHOP, Carlisle St., below Centre Square, H. W. EONG, Prop'r. MUSIC }E MUSICAL MEpAfpSE. We Guarantee Satisfaction in Timing, Replenishing and Retailing. No. 307 Market Street, HARRISBURC, PA. Sirtter & Selimidt. PLEASE GIVE US A CALL AND TRIAL. 2 doors above the Eagle Hotel, Main Street. TOLL Y HINESE LAUNDRY, Carlisle street, first square. All work done with readi?iess and dispatch. Give Hop a call. n 0., Hats and Gent's Furnisher, 33 North Third Street, Opera House Block, HARRISBURG, PA. BOOKS BOUGHT, SOLO 4 EXCHANGED. , £■ j*- 7>XEUS School and Theological 'Boohs A. SIFEOI-A-LT^-. 327 NOKTn CIIARI.ES ST., - - - - Baltimore, Md. B illiard t>4. f j Entrance examinations 1 Id daily throughput the *L year. Enrollment blanks on application. M Gall or send for descriptive printed matter con- \ cerning the School. gpragFvw'V1 ■arnFiw1wnn* *&V*V*St CENTRAL PENNSYLVANIA ; ^BOOK pMS. No. 20 N. Second St. N. W. Cor. Market Sq HARRISBURG, PA. Headquarters for LUTHERAN, METHODIST, PRESBYTERIAN. PROTESTANT EPISCOPAL, REFORMED. J INTERNATIONAL, OXFORD. BAGSTER, CAMBRIDGE, AMERICAN BIBLE SOCIETY Sunday School Libraries, Lesson Leaves, Helps, and General Supplies. THEOLOGICAL BOOKS. Latest publications always on sale. Special discount to Clergymen and Theo-logical Students. Agents wanted by our SUBSCRIPTION BOOK DEPARTMENT for rapidly selling Books. Lib-eral Terms. Exclusive territory oil early ap-plication. Write for information. SWALLOW

Part one of an interview with Matthew, Sarah, and Anna Colangelo. Topics include: Matthew attends school at Applewild in Fitchburg, MA. What it is like growing up in a house with parents who immigrated to the United States from Italy. Matthew's Italian identity while living in America and American identity while visiting in Italy. How life is different in the U.S. as compared with Italy. Matthew's thoughts on immigrants coming to the U.S. Matthew's grandmothers: one lives in the U.S. and the other is in Italy. The importance of carrying on Italian traditions. Matthew's religious beliefs and practices. The importance of education. Sarah discusses her education and area of study. Sarah gives a family history and discusses how life is different in Italy from life in the U.S. What it was like for Sarah being in Italy during the September 11th attacks. ; 1 INTERVIEWER: Kelly [unintelligible - 00:00:02]. It's Wednesday, December 26, 2001. We're at the home of Anna Canlangelo. First interview is with Mathew, her son, at 42 Leominster Road in Lunenburg. Tell me a little bit about yourself as far as when you were born, where you were born. MATHEW: I was born in America in [1997]. My parents both come from Italy. They both come from the town of [Corfinio] in [el Bruto] in Italy. I've gone to Applewild School for 10 years. We go to Italy every summer to see relatives there. I have probably -- three-fourths of my family live in Italy. So… INTERVIEWER: Tell me a little bit about the Applewild School. MATHEW: The Applewild School is in Fitchburg, Massachusetts. It's a private school from kindergarten to ninth grade. After ninth grade, usually kids apply to other private schools [unintelligible - 00:01:10] schools. But… I mean, there are foreign languages you take at Applewild; they're usually French and Latin. There's no Italian. But… INTERVIEWER: Do you speak Italian? MATHEW: I wouldn't say I'm fluent in it, but I can definitely get by, usually. INTERVIEWER: Dialect, or…? MATHEW: No. INTERVIEWER: Okay. Father speaks Italian in the home? MATHEW: Well yeah. They -- my parents speak it in the home. I mean, they speak it with my relatives all the time. Especially going to Italy, you know, I've really picked up the language. So yeah, I guess over 14 years, I picked up a little bit. INTERVIEWER: Yeah. Can you write in the language, or is it really just speaking? MATHEW: It's just really the speaking. [Unintelligible - 00:01:58] either. INTERVIEWER: Uh-huh. Oh, I understand that your, your grandfather is an immigrant. He was born in Italy. Your father was born in Italy. And so how long has your father lived here in America? 2 MATHEW: He's lived here ever since my parents got married. I don't know the exact year, but I'd say… about 23 years, I'd say. He obviously speaks English. He picked it up fairly quickly. He went to school in the US for a little while. INTERVIEWER: Okay. So getting back to Applewild, I just wanted to ask you a few more questions about that. Is that a boarding school? MATHEW: No. It's not. That's a day school. INTERVIEWER: A day school. MATHEW: But usually after Applewild, kids go to boarding schools. INTERVIEWER: Mm-hmm. But you are [Unintelligible - 00:02:49]? MATHEW: Yes. I would like to go boarding school too. [Unintelligible - 00:02:53] in Massachusetts and New Hampshire. INTERVIEWER: Top choice? MATHEW: Top choice. Probably St. Paul's or Exeter. INTERVIEWER: Exeter, is that where your uncle went? [Unintelligible - 00:03:05] MATHEW: He went to [unintelligible - 00:03:06]. INTERVIEWER: Okay. All right. So your sister went to Exeter? Tell me a little bit about growing up in Lunenburg as the son of really immigrant father. Do you think you had a different experience than your friends who maybe their parents are…? MATHEW: As opposed to friends that parents aren't immigrants? INTERVIEWER: Right, mm-hmm. MATHEW: Well, I mean, it's not as different as maybe one may think, but it's a whole -- in that cultural aspect, it's very different just for the simple fact that I go to Italy over the summer, and I travel maybe more than other kids might. But otherwise, it's not very different, because of course you're surrounded by a lot of people that are not from such a cultural background, they're not from -- parents are non-immigrants. So my life wouldn't be different. Maybe inside the house it could be different, but outside the house with other friends and just in society, it's not different at all.3 INTERVIEWER: Not different. What about in the house? How is it different? MATHEW: Well, in the house, I mean, you're talking Italian sometimes. Other families might not. Most of the families only speak English. Maybe someone else speaks another language, but they won't speak it in the house. So you kind of have that, like, dual side of the family. You have an English side and an Italian side, but when you put it together, inside the house, it makes the whole atmosphere very, very different than just a family that only speaks one language, only communicates in one language. INTERVIEWER: As well, the different traditions and the fact that your father did grow up in Italy, he obviously must have different notions of family life, of how a teenager should act, what a teenager should do. MATHEW: Well, it's funny. When he came to America, his whole idea about a teenager going -- because he pretty much was a teenager when he came to America. I mean, he was 20 some odd years old, okay? But pretty much plus or minus, like, five years, so he was still teenager, post-teenager age. So he really developed his notion of how a teenager should act in America. He's more open to the fact that teenagers should talk about different things just like adults should talk about them. So he's not a very restrictive parent, I should say. Maybe some other American parents are, but… INTERVIEWER: Do you see any differences though between your parents, your mother growing up here, all of those years growing up in America compared to your outlook? MATHEW: His outlook on…? INTERVIEWER: Maybe just on family. MATHEW: Well, in Italy, family is, like, really strong. They're all together. Like for instance, in Corfinio, all my family lives within, say, even like an acre, like really close together. I mean, immediate family, like grandparents, aunts. I mean of course, some other aunts live 4 in other parts of Italy, but it's very close family. In United States, maybe families could live across the country. There's no like boundary almost in United States for a family, different parts of the family could live. I think that's pretty important about Italian families is that they all are very closely -- all live very close to each other. INTERVIEWER: I guess I was wondering too—this is kind of what I was thinking of—is that your dad growing up in the confines of that small village. Here he is with aunts and uncles and grandparents and extended family living practically on his land when I [unintelligible - 00:07:30]. And the potential of his son and his daughter going away to private school; that must be very, very different thinking. MATHEW: Well, he's pretty open to the idea. He's always encouraged me and my sister to go to boarding school and to live away from home. I think that's pretty important for him to see us live away from home. I think it's important to us as well because we're never going to be able to live with our parents for such a long period of time, so I think it's important for us to go live outside the house. And of course, I think us, as a more Italian-American family, we're almost prone to spread away from the family when we grow up as opposed to an Italian family in Italy living really close together. It's kind of different in America. It's like we're the first generation of people who would take away from this Italian culture, I guess you could say, just for the simple fact that we're not full-blooded Italian. INTERVIEWER: That's interesting, because you really are full-blooded Italian, right? You're an American citizen. MATHEW: American citizen, but -- full-blooded Italian, but in the sense I'm not considering all of my principles are based in America. But yes, I'm full-blooded Italian. 5 INTERVIEWER: I think that your mother had mentioned that you used to [unintelligible - 00:09:08] Fitchburg, or Lunenburg, you -- Leominster right now? MATHEW: Lunenburg. INTERVIEWER: Lunenburg, okay. That you consider yourself, but you're an Italian; but when you're in Italian, you're an American. MATHEW: Yeah. INTERVIEWER: Yeah? Can you explain that a little bit? MATHEW: Well, in America there's so many different cultures. There's so many different backgrounds of people from so many different countries, people come to America. It's funny that no one in America is actually considered American. I'm considered an Italian, or someone else an Irish, or whatever. But when you go to Italy, most of the people in Italy are considered Italian. So, when you go there, especially for me because I don't really speak Italian fluently, so I can't communicate, like, every single time to say something. So in that aspect, I am considered an American. It's hard to say if I'm really an Italian or really an American. So I think that's where you consider yourself an Italian-American from standpoint. INTERVIEWER: When you go back to Italy -- first of all, do you have cousins in Italy? MATHEW: Mm-hmm. INTERVIEWER: Do you ever wonder…? MATHEW: Oh, definitely. Life would have been much different. As I said before, your family, you would all be really close together; but in America, you're more spread out. I mean, just a whole life in America as opposed to in Italy, and I think that's why my grandparents came to America is that the whole point is that in America, you're free to do so much more and you have so many more windows of opportunity than in Italy. I'm not saying that 6 Italy is in any way like a Third World country or anything, because it's not in any way. It wouldn't be better or worse, you could say, because there's also many good things about living in Italy. But I'd say that living in America, it's just more open, and you're free to roam wherever you like, I guess, is a good way to say it. INTERVIEWER: Your family would probably have different expectations of you. Do you have someone that's about your age and male? MATHEW: Sure. Male? No. INTERVIEWER: No? Oh, so… MATHEW: I mean I have friends there. INTERVIEWER: So how were the expectations different? What are their goals compared to…? MATHEW: Well, especially in Corfinio nowadays, they don't really set a high bar for themselves, especially the males around my age. The education can be compared. It's not horrible, but like, it seems to me that they don't really strive for good education. Like for my cousin that's like a female per se, it can be like very opposite. They strive for like a good education, and they try to, like, do something with their life, I guess. But… yes, I mean the education in Italy is they pinpoint, you know. You go to a high schools that's for languages, or you go to a high schools that's for math and science. So that's just another way that you can say that in Italy, you're not really free to do what you want as much as before. INTERVIEWER: Is that because the jobs, there aren't as many jobs available? MATHEW: Well, there definitely are jobs available, especially in the north, but no, I wouldn't say that. I think they're just trying to push the kids towards a specific trade so that they can do much better. INTERVIEWER: Do you think that your cousins would stay in Corfinio [unintelligible - 00:13:11]? MATHEW: If they had the chance to move to the US? INTERVIEWER: Mm-hmm.7 MATHEW: Right now, I'd say they definitely would not, considering their whole family lives in Italy, but -- and also they don't speak English that well. They have courses in English, but they don't speak it that well. They've grown up in Italy, but if you would say, like, if they had a chance to grow up in America as opposed to growing up in Italy, probably, I would say. Just for the fact that like America over there seems to be this whole big deal, coming to America is considered like -- America is something they don't know about, so I think, yeah, definitely. They would choose to love to grow up in America. INTERVIEWER: And do you think that they have hopes to stay in the village, or they want to move to the north where the opportunity…? MATHEW: Well, I think -- I mean, the size of the town is dwindling. It kind of used to be -- the population used to be as high as about 3,000. Now it's about 900. I mean, it's hard to say. You see a lot of kids around my sister's age moving out of the city, going to, like, Rome, places like that. You also see a few of them staying in the town and working in, like, little shop, like little restaurants or something. But I think, yeah, I think many people had kind of moved away from the town as opposed to staying in the town and preserving the traditions of the southern or the central… INTERVIEWER: Have any of your cousins had the opportunity to travel to America just to visit? MATHEW: Yes. My older cousin, Francesca, has come twice. My younger cousin, Augusta, she's about my age. She's 14. She has never come to Italy. My aunts have come twice. I mean, yeah, definitely. They come back and stay. They like coming to America. I mean, it's certainly different from living in Italy. But I think they would choose to live in Italy at this point rather than 8 coming to America, and I don't blame them. I mean, if I was in their shoes, I would also rather live in Italy than live in America. INTERVIEWER: Tell me why. MATHEW: Well, as I said before, your whole life you lived in Italy. If I was them, I wouldn't really feel ready to move to America; because in America, then you have to set up your whole life to get, like, find a house, just to find everything, whereas in Italy, you have everything all set up for you. INTERVIEWER: But beyond that, what about lifestyle? MATHEW: Lifestyle? I'd say that… I mean, if you live in Italy for that long, the lifestyle, you get used to it. For instance, at night, you're always outside. You're walking around there in the piazza. You're always doing something, whereas in America, at night you're always in the house. So in that aspect, social life, Italy would be more open; but in many other aspects, it would be really [ripped in], really closed off in a way. So for the social aspect, yeah, definitely I think at the end of the day, it's much more free, definitely. It's really comforting, and you get to see your relatives only for a month in a year. I would choose the social life in Italy over the social life in America just for the simple fact that it's much more involved and you can go outside and not worry about anybody doing anything to you or anybody getting in your way or anything. In Italy, they're all outside. Everyone is outside at night, and it's normal for them; whereas in America, it seems like no one goes outside anymore. INTERVIEWER: [Unintelligible - 00:17:41] events of September 11th. MATHEW: Sure. Yes, especially my father. My sister came back from Italy a couple of weeks. Of course, they feel bad about it, but I don't think their ideas… I don't think they stray much from the whole world aspect of what happened on that day. I mean, they're 9 certainly not only afraid but disgusted at Afghanistan, Osama bin Laden. And I think on a world [political] stage, Italy is becoming very forceful, and they've become a stronger nation in the world platform, I guess you can say. On their views, they're being heard much more. And, like, Italy actually sent in about 2,000 troops to Afghanistan, so they're actually pushing and working. They're taking initiative to create a stronger nation. So I think that's good. But their ideas about September 11th though stray much from ours. INTERVIEWER: What is your viewpoint? How did you feel? Do you and your friends [unintelligible - 00:19:08] and how the world has changed? MATHEW: Sure. Definitely. I mean, I personally don't worry a lot about going on airplanes now, but you realize how so many people would worry and be afraid, especially what happened a couple of days ago with the flight going to Miami. But it's definitely a scary thing. But I don't think you can really worry about it that much. You can't help that cause. They're doing that just for that simple reason. The terrorists are doing that just [unintelligible - 00:19:49]. So… yeah, I mean, my feelings about it are pretty strong, I believe. I definitely feel that United States took the right action against the terrorists. And I guess we just have to feel [unintelligible - 00:20:11] from there. I mean, we're in the process of it. We're not looking back on it yet. We have to wait a little longer to look back on it because we're still in the middle of it. INTERVIEWER: [Unintelligible - 00:20:25] what life must have been like for your grandfather [unintelligible - 00:20:30]. MATHEW: Yeah. INTERVIEWER: Do you speak about that?10 MATHEW: Sure. Well, life was much harder then, especially during World War II. Especially for my grandfather coming to America and living, like now, it's a total change for him. I think that was the reason for why he came to America. I mean, you don't realize it now because Italy has improved much over the years. But if you look back and how life is in Italy back then and you compare it with the life in America back then, coming to America is a big step. And also like an economic and socioeconomic background standpoint, definitely. I think that's just the will to improve and the will to thrive in America when you're coming in as an immigrant, because if you're an American back then, you could take things for granted or you could say, "Oh yeah, I'm an American. I can see all these people coming in." It's like nationalism. These people shouldn't deserve this, but them coming in, they think, "Oh yeah, we really have to work," because they know that's what the people are thinking, the Americans that have lived in America for a longer period of time. INTERVIEWER: Well, that brings up an interesting point. How do you feel? Or are you complacent, do you think, than someone -- let's say, a father at 14? MATHEW: Well… I wouldn't say complacent, but I obviously have a much different life than he did. I'm living in America, and I've lived in America. And America itself has also grown over, like, these 60 years. But I wouldn't consider myself the people from America back then, when my grandfather came to America feeling that these people shouldn't be here or whatever, simply because I'm a grandson of a person who came to America. So it's kind of different for me to be more complacent or less complacent. In a way, I'm very similar to him, like, if thinking lies about the whole subject. 11 INTERVIEWER: So what about coming from nothing basically, and he wanted to secure money just to live, but now he's become viably successful? How does a grandson get that drive by that much? MATHEW: I guess the drive to succeed would obviously be less than maybe him coming to America, but you kind of have to build that up as you go along, and you can't let it be less. You can't -- you have to motivate yourself to do something. And you can't just say that just because he was more motivated, he would do better things than a person that would stereotypically be less motivated, because that person could motivate themself to be more driven to succeed. So I myself would obviously consider myself less driven to succeed than he was at that stage. INTERVIEWER: So getting back to your grandfather though, what kinds of stories has he shared with you about living in Italy and how difficult it was? MATHEW: It's funny, he never told me. He never exaggerated or said anything about how difficult it was. He was always talking about family, always talking about the good things about living back there. But then you looked back upon it and you say no, it couldn't have been that good. Okay. Or else why else would you come to America, you know? But yeah, his stories are usually good and not denouncing Italy, or not saying anything bad about Italy or the social life. I mean, his stories really form a foundation in my thinking about living back then in Italy in the '40s and even the '50s. I would say that it definitely has changed over the past 60 years, and that it's not as bad as people might have thought it to be. INTERVIEWER: Back to your friends or your grandfather when he [audio glitch 00:25:42] things like that, and you said you may have a different view of that; and the recent immigrants the people you may either hang out with or associate [audio glitch 00:25:50] thinking your grandfather coming over and having those… 12 MATHEW: You mean other people coming over? INTERVIEWER: Other people coming over. MATHEW: Sure, definitely. I'm not in the position to say that these people have a better chance than I do. There's no reason for me to be angry at these people from coming over especially if my grandfather went through that when he came to America. But I think it's a totally different world these days. You can still have your place with all the immigrants and all the people coming to America now—not that there's as many as before, but there are more opportunities in America today, so you still have the same amount of chances as you would have back then as an American living in America. I mean, even more. So I'm not sure you should really afraid that these people will take your jobs. You have just as much jobs open, just as many windows of opportunity open for you. INTERVIEWER: But there's also a segment of the population that they feel as though maybe [audio glitch 00:27:05] education, welfare, all kinds of social programs. MATHEW: That's tough to say. I mean, could you specify or be specific? INTERVIEWER: Well, I guess what I'm getting at is—and you may not know this because of course you're living within [audio glitch - 00:27:21]. If I were to interview another 14-year-old immigrant, parents, grandparents, maybe not going to a private school, they would have a totally -- they may [audio glitch 00:27:30] different perception of ethnic growth, most probably have a different attitude [audio glitch 00:27:37] they lived in. MATHEW: Yeah, sure. It's very similar to that last question of -- you know, you can't really say anything bad about the people coming in because they're coming for the same reason that my grandparents came to America. So you almost think that they should have this same right as any American living in America now. So I wouldn't 13 say that most Italian-Americans my age would think that they're, like, inferior or would think that they government is giving them too many opportunities, too many rights, because I couldn't speak for all of them. I personally don't think that they're being given too many rights. INTERVIEWER: [audio glitch - 00:28:26] grandmother like? MATHEW: My grandmother? Well, she's one of the Italian grandmas. She cooks. She's really nice. Italian grandmothers don't really stray. They're not very different from… She's funny. [Unintelligible - 00:28:50] adjectives. INTERVIEWER: Go ahead. Now, this was your mother's mother you're talking about. MATHEW: Yes. They're living in America. She's just, like, happy to be around. She's never down. She has a good attitude about things, I would say. It's exactly the same for my grandmother living in Italy. INTERVIEWER: I was going to ask you to compare them. MATHEW: Yeah. They're very similar, and you would think that considering they both come from Italy. She thinks that there's no reason to be angry at anyone. There's no reason to be mad. She's… INTERVIEWER: How do they spend their days? I mean, is there a difference in how they spend -- let's say their leisure time, your two grandmothers? MATHEW: Yeah. They cook a lot, spend time cooking. They're usually around the house. My grandmother in America goes out a little more, but usually they stay in the house and don't go very far. They'll move around. INTERVIEWER: [Unintelligible - 00:30:05] your grandmother in Italy have a lot of people coming in and out and more associations than possibly… MATHEW: No. INTERVIEWER: No?14 MATHEW: Definitely not. My grandmother in Italy I would say has more. Most of the people coming in and out of my grandmother's house in Italy are the relatives, or especially -- that's what I see when I go over there. INTERVIEWER: Yeah. MATHEW: But that could also just be because the relatives are brought together more because we're there. But I would say that my grandmother in America, she sees more people than my grandmother in Italy, or has more connections to social life, you could say, other people her age. INTERVIEWER: Or they're socially the same? And what about your mother, how can you compare your mother to your American grandmother? MATHEW: Well, I would say my mother is more American than my grandmother. Her ideas about life are just more, I guess, American. And I use the word "American" saying, almost like a stereotype of the first generation, second generation of immigrants coming in. She doesn't think in an Italian sort of way, like my grandparents, or my grandmother, especially. But I think she has kind of transformed in a way to the more open and more… I'd say open and… not as… it's kind of like redundant [audio glitch 00:31:57] mind, and not as specific and restricted way of thinking. Because in Italy, everything is the way it is, and nothing really changes. Whereas in America, with all the different cultures, there's so many things that change over the course of the year, so you can't really be thinking the same way throughout all your years. INTERVIEWER: Do you mean in the tradition? MATHEW: Old traditions. Yeah. Well, I mean just the fact that there's so many different cultures in America that you can't think in one way. You can't just think there's only Christmas because there's Hanukkah, whereas in Italy, it's mostly like yeah, just Christmas, 15 just like this and just that. So yeah, I would say my mother is the first generation of a family that's starting to think in the more American way, a truly diverse aspect. INTERVIEWER: And I interviewed many, let's say, elderly; and they either came over here for -- most cases they tell me that their parents worked so hard, or what happened is that their kids went on to school, they got better homes; but with that progress also comes kind of disassociation, and they're no longer at grandma's house sort of thing. So I'm wondering, how do you feel about that progress that your family has made? Or maybe you don't really see it? MATHEW: We talked about it a little before, at how, like, in Italy you're very close together. Coming to America, you kind of -- someone said before disassociate yourself from the family and from the traditions that it holds. I mean, I can't say a lot because I'm not my mother in that sense. I won't have a firsthand view, that view of that. But from viewing what I can view, I would definitely say that that is true. You kind of disassociate yourself from the Italian society, the whole Italian traditions. Whether or not you become richer, you have bigger cars and bigger houses, that's one thing. That can be true and that can't be true; but anyway, to think that you disassociate yourself whether or not you become richer or poor. INTERVIEWER: Oh, it's important to yourself to keep the traditions going on? MATHEW: Sure. I mean, there's no reason why that they shouldn't be continued. But they're no longer men traditions, the whole [unintelligible - 00:34:45] so long ago. Of course we still go to my grandmother's house for dinner once in a while, whereas in Italy they go every single night. INTERVIEWER: Every night?16 MATHEW: Yeah, definitely. Every night. Now, there's just not as many traditions to hold onto as there were back when my grandparents came to America… INTERVIEWER: [audio glitch 00:35:08] family hold on to? MATHEW: Well, we still go to my grandmother's house for Christmas. We used to go for Easter. Once in a while, we'll go for dinner. But that's not very often. I would say maybe a couple of times a month. INTERVIEWER: A couple of times a month. MATHEW: A couple of times a month. INTERVIEWER: Yeah. MATHEW: A month, like a few times a month. But I think our family is pretty close as opposed to other families of different cultural backgrounds. INTERVIEWER: How about religion? Do you go to church or belong to a parish? MATHEW: Well, it's hard to say I belong to a parish because I've been to about three different churches in the area; and I think it's an important thing to say too. This generation, my generation, I think we're not being pushed as much—or at least, I am not being pushed as much to go to church; whereas if like my grandmother, most likely because she goes to church every Sunday, pushed my mother to go to church, and I kind of get that from my mother because my mother wants me to go to church, but then you're just like, you know, "Why am I going to church?" And I think that's also from other kids living in America now. They also think, "Why do I want to go to church?" So it kind of rubs off on you, I guess. I mean, religion played a much bigger part before than it does now. INTERVIEWER: Do you consider yourself Catholic? MATHEW: I consider myself a Catholic. I don't consider myself an atheist. I definitely believe in some figure, some dominant figure out there, 17 but I don't go to church a lot. But I don't think that matters whether you call yourself Catholic just because you don't go to church every Sunday. I mean, they don't go to church as much as they did 60 years ago also. Now, over the summer when I'm there, I almost never see them go to church. Of course, some people still will, but it's not the norm to go. Maybe I'm not the one to be asked that question because I don't know so much about it because I'm not there all the time. I'm only there during one season. It's the season that no one has school, and everyone is just out doing things. No one has anything to do. Maybe certain questions like that might be better answered by my grandfather. INTERVIEWER: When you go back to Italy, I get the impression that your grandparents are there too? Do they travel back every summer? MATHEW: Usually every summer. INTERVIEWER: How's your grandfather treated in the village? MATHEW: He's not treated bad at all. He has friends just everyone else has there, and he has [unintelligible - 00:38:17] friends from a long time ago. He does hang around them all the time. He's treated as one of them when he comes back. He's not treated as anything different [unintelligible - 00:38:27]. But yeah, he's not treated any differently as if he just stayed in Italy for his whole life. INTERVIEWER: You talked a little bit about your grandmother and then your mother, and obviously, there's some rejection of values from one generation to the next. You talked a little bit about religion, possibly rejecting a little bit… MATHEW: Not really rejecting, it's just more like -- I mean there's a difference in rejection and just, like, it feels disassociation from it. I mean, I'm not rejecting religion. I'm not saying that I don't want to ever go to church anymore, but it's just more like it's almost 18 more natural than that. It's like we don't go because it's not our tradition. INTERVIEWER: Well, are there other values that perhaps you think differently than…? MATHEW: Sure. I mean, just the whole lot of things, I guess. On a more, like, social background I guess, maybe my grandparents—and you must hear this a lot—I mean, they would be more, like, strict as opposed to now, parents, especially my mother, are more lenient. They let you do more things, and I think that compensates for the fact that in Italy, you can go outside and do whatever you want but then your parents are so strict and saying you have to do this, that, do this, whereas I say -- yeah, it compensates. I mean, for specific values, I mean, it's hard to say because it varies from family to family. But to give you, like, specific values, I wouldn't be a good one to answer that because I can't compare it with anything, because I don't really know how life was like back then. INTERVIEWER: Do you feel as though your grandparents may have different expectations? MATHEW: Not at all, nowadays. Before, maybe, especially my other -- they would expect the male to do more with his life, I guess, you can say. Do more and just be more proactive and take the initiative and just go forward. But I can't speculate on it and say that all the time, males are favored and females aren't favored. And today especially, that's not the case. INTERVIEWER: So is your father's father is still alive? MATHEW: No. INTERVIEWER: Do you think your grandmother in Italy has… MATHEW: No. Not at all. INTERVIEWER: No?19 MATHEW: She's open to like new ideas, and I didn't know her and I haven't heard as many stories about her growing up way back 50 years ago, 60 years ago. But what I see from her is that she's no different than any grandmother living in America. [Audio glitch 00:42:00] speaking in the language, she doesn't differ from other grandmothers, especially my grandmother living in America now. [Unintelligible - 00:42:12], like, combine and become one. The Italian culture is starting to, like, disintegrate in Italy. Now, you see McDonald's coming to Italy, and just the culture is slowly and gradually becoming, like, destroyed. [Unintelligible - 00:42:28] as much as Italy, but France and Germany. INTERVIEWER: Are there certain things in this area that are considered Italian but then when you go to Italy… MATHEW: Italian food. INTERVIEWER: Yeah. MATHEW: Like if you go to an Italian restaurant, like in Leominster or whatever, maybe people -- especially people that aren't Italian, like, think it's an Italian. But in Italy, it's just not that they think it's not Italian. They take it [unintelligible - 00:42:54] as an insult to Italy. They're saying like, "Oh yeah, this food is Italian or whatever," or just like shrimp scampi or something, or just something like that they'd kind of be insulted. But I mean, in another country, if they try to serve American food, there's nothing to be insulted with because they don't really have a specific culture in America, because America pretty much, as I said before, is like a whole bunch of cultures just combined together, different sects and different parts of the town. INTERVIEWER: Anything else? Not just food, but… MATHEW: Not just food. But that's the one I can relate most with. INTERVIEWER: Okay.20 MATHEW: Of course, they want me to do well. No other parent, I mean, no parent would not want you to do well. But they don't -- yeah, I mean, that's their main focus. They want me to succeed. They want me to do something with my life and… INTERVIEWER: What would that be? Does that mean in your profession or your social life? MATHEW: I mean everything, especially growing up. They don't want me to just, like, be down and not do something with my life. They want me to succeed not only like a professional, like that standpoint, focus, but a whole range of things in life. It's pretty general. But take it for what it is, just life. They want me to succeed and become a better person. INTERVIEWER: What about educationally? MATHEW: Education is very important to my parents. They want me to have a good education. I myself, I want to have a good education. I think it's really important. It's almost like it gives you a certain power. It's pretty cliché when you say, like, knowledge is power. I don't take my education for granted. I want a good education, so I strive and I'm applying myself to what I'm doing more than things that doesn't focus on education throughout their life or throughout their childhood. INTERVIEWER: I think that you'll just keep going, but what do you feel that -- are there any expectations for you to work in your grandfather's business? MATHEW: Maybe for him, he might expect me to work there, but I don't expect myself to work there just for the simple fact that I'm not very interested in something like that. If I was, sure, I might work there; but it's like some things won't interest you so you just have to think of something else to do. I don't want to have to rely on that. I'll do something for myself and I'll do whatever. I'll work 21 for myself and I'll do something. I don't want to have to rely on him to provide me a profession. INTERVIEWER: Do you ever go in and learn anything about the plastic industry? Does he bring you in and give you a tour to show you how things work? MATHEW: Sure. I've been on tour for the facility. Both in Leominster—I haven't been to Dallas or Georgia. But I've been to the ones in Leominster, both the holiday and the [unintelligible - 00:46:31]. He shows me around. He showed me how things work. I think he wants me to be involved with the plastic company, like that's what he says to me. He's kind of like pushing me to go in there, but I'm not very interested in it. Sure, it could be a part-time job or something, but I wouldn't rely on that. But definitely, he gives me tours and he shows me around. Yeah, sure. INTERVIEWER: So what are your interests? MATHEW: European history. I wouldn't say modern European history, like World War II, but I would say more like 19th century or 18th century; English, and I'd say Math. I'm very interested in theater. I do a lot of theater outside of school, but I wouldn't want to become an actor. I wouldn't think it's very reliable to become an actor. Plus, also I'm very interested in other things, not just acting. But I think acting is more fun for me when I do other things, something else besides what you're doing for yourself, especially now, like education doing in school. We covered just about everything. INTERVIEWER: [Unintelligible - 00:47:54] your sister. I think so. Thank you. SARAH: Sarah Calangelo. INTERVIEWER: Okay. Hold on. This is the second interview with the Calangelo family. This is Sarah Calangelo and sister of Mathew. You're only here until the first of January and then you're back to Italy? SARAH: I leave the 3rd.22 INTERVIEWER: Leave the 3rd? What are you doing in Italy? SARAH: I got a Fulbright grant after my graduation from Brown. INTERVIEWER: No, it was. It was on standby. I'm sorry I have to ask you about it again. SARAH: Sure. INTERVIEWER: Okay. SARAH: I got a Fulbright grant to go to Italy and about culture, women's art, movies, that kind of stuff as well. Well, it was definitely part -- it sprung from both my studies during college, which -- I studied history, modern history; definitely also from stories about both my grandparents, all four of my grandparents, told me pictures that I saw. INTERVIEWER: [Unintelligible - 00:49:02] soft voice like myself, but you have to keep testing this to you. So what is the most interesting thing that you found best? I'm sure that there are many. SARAH: Right. I guess my argument is that although women were very much oppressed during the regime, there was a lot of space for women to have social clubs to create art, to read literature, to really create their own subjectivity in a sense. That's pretty much what I've been planning out, but a lot of it is through stories of women, no one that I know. INTERVIEWER: Do you have family journals or diaries? SARAH: It's mostly pop culture items, like I haven't really interviewed anyone because that's not really what my research is about. It's not about women's life during the war necessarily. It's about, like, beauty magazines, films, novels, pop literature during the regime. Not necessarily about interviewing the women that participated in the [unintelligible - 00:50:30] or any of that kind of stuff. I grew up in Leominster. We were in that house [unintelligible - 00:50:36], and then we moved here, maybe [unintelligible - 00:50:40]. 23 INTERVIEWER: It's the house that you lived in for 19 years. SARAH: 130 Grove Ave. INTERVIEWER: Okay. SARAH: Yeah. INTERVIEWER: Fitchburg? SARAH: Yeah. INTERVIEWER: And then you went on to… SARAH: When I boarded for two years at Exeter, [unintelligible - 00:50:53] Exeter, and then I [unintelligible - 00:50:55], and then I transferred to Brown. INTERVIEWER: Tell me about your maternal grandparents. SARAH: They came here in -- they immigrated in [unintelligible - 00:51:04] exactly, but… INTERVIEWER: It's okay. Just tell me about them personally. What are they like? SARAH: My grandfather is very much like a working man. Everyday he's in the office, maybe even Saturdays as well. He comes home for lunch or does lunch at some of these three or four restaurants in the Leominster area, the same ones usually. But pretty much the way I've seen him during my life is very much like a routine sort of life going to the office, very active, working a lot. My grandmother is also really active for a woman her age, I think. [Unintelligible - 00:51:58] drives the car even now. Even if she has sort of pain or whatever—she just went through a surgery. She used to walk, really doesn't feel bad for herself ever, sort of -- doesn't work, but she did, I believe, when she first came here. But when my mom and my uncle were… INTERVIEWER: Always lived in Italy. SARAH: I guess first of all I would say my grandparents here have seen much more of the world, out of different countries, moved along a lot of different continents as well, whereas my dad's mom has pretty much stayed in not only her town, but I mean, not only her 24 region but her town. She's come here maybe, I don't know, once or twice. There's a major difference in just -- it's one side have seen more of the world than the other. My maternal grandmother has also worked hard, and I think she's like my other grandmother. She still has the sort of -- not really complaining when you have pain, keeping oneself busy. A lot of those things are definitely similar. Also, the importance of family, family gatherings, I mean, I think maybe the differences I see may have to do with just modes of transportation that are available here, financial resources, that kind of stuff. But a lot of the cooking, family, these sorts of things are definitely similar. INTERVIEWER: [Unintelligible - 00:53:46] your grandmother coming here to visit? SARAH: I do, but through photos, not from my own memory. The last I have [unintelligible - 00:53:53]. One is 19. There's a lot more pressure here probably with getting into a good college, [unintelligible - 00:54:03] of the resume, is pushed here not there necessarily. I feel like here you're expected to travel by either after high school or after college. A young person would have gone in some sort of trip, colleges offer exchange programs. They too have pretty much led not an insular life, but just travelled a little bit less. But I don't know if that has to do necessarily with their being from Italy. It's hard to put my finger on what that could have been. But usually when -- I mean, they may not have money to go on luxurious trips over the summer or to see other countries often, but they definitely -- I mean, they've been to Switzerland. They've been to France. The expectations aren't -- I mean, I feel like here we're expected to by 18 or 20 to go out with friends, to travel the world. There, it's a lot different. You may 25 travel with family or you travel with your class. Because Europe is so small, their class trips are actually to other countries. INTERVIEWER: What about the expectations for college? SARAH: They're definitely different because college there is a completely different phenomenon. It's usually a seven- or eight-year process, and it actually has much higher value than the American BA. It's pretty much equivalent to an MA. So it's different. It's considered much more intense. It's not privatized in Italy. You have to really do your work independently. You have to almost fight to make it through the seven years, where here you go to an American college -- but even a college that's big, pretty much your teachers are watching you. They're taking roll class in class. It's definitely much more cozy and easy in the sense that if you're slipping, someone's going to catch you. Here. There, no one normally cares. I mean, I'm taking classes there and you don't have to pay for them, you just sit in. I've never [unintelligible - 00:56:31] being around accounting university student that a lot of them do go back home almost free weekend that they have, which is really different from my experience here. American campus is one that sort of provides social activities, movies on the main green, these sorts of things. So you want to stay there during weekends. I even remember teachers maybe during orientations they say, "Parents, let your kids stay the first two weekends here on campus." It's really different in Italy. Most kids do go home because they have also a lot more ties to their village or to their small town, whatever. They almost can't wait to go back. I mean, I think it's changing. I don't want make Corfinio all of Italy. Do you know what I mean? INTERVIEWER: But it's a village except… SARAH: I mean, it's an incredibly small village, just like 900 people. But I've noticed just being in [unintelligible - 00:57:30], a lot of kids 26 are starting to move out now, got their own apartments by the time they're 25. Definitely, it's not to such an extent as here, you're expected to be out of the house at 18 and sort of -- I mean, I guess they know that it's a thing that exists mostly in France [unintelligible - 00:57:54] such schools. But yeah, I don't think they could have -- I think it's something difficult themselves going through. They are a lot more tied to their family I guess. Yeah, I think so. I feel sort of caught in the middle too, because I don't feel quite Italian-American either, because I consider that really different than just Italian. I feel like they're two different cultures. The Italian-American way of life has almost created its own, like, myth, its own idea of what Italy is like. But, like -- I don't know how to explain, I guess I can go to Italian-American events here but knowing that I guess just having that experience Italy firsthand, almost living there during the summers too, so I see the differences between Italian-American people here but what Italy really is now there. INTERVIEWER: Can you describe it a little bit more? SARAH: Like I feel like stuff in Leominster, like [unintelligible - 00:59:08] is sort of like very stereotypical Italian, and obviously are completely different from the reality in Italy. I feel like people that have been in the States their whole lives they've, never seen Italy, only heard stories from great grandparents or great grandparents, are going to have a skewed vision of what Italy is sentimental-wise, I guess. Or I mean, something I've noticed is that what people say is Italian-American or the Italian -- I don't know exactly where I'm going with this, but I'm just saying that it's a major difference, like two cultures are incredibly different. That for sure. Yeah. They 27 expect less of me because I may not know the language as well, but I feel like I'm competing with Italian [audio glitch 01:00:17]. INTERVIEWER: I'm thinking more of… SARAH: It's a lot. It's definitely much more strict there in terms of -- gender differences are much more… I mean, even liberal Italian women still have [unintelligible - 01:00:38] in their head of how to do certain things, how to behave. It's definitely a lot more sort of loose in the city than it is in the village, I've noticed. Definitely in Corifinio it's very limiting. As a woman, I feel that I can't really do much there. [Unintelligible - 01:01:02] late, if you're out with a big group of kids, there should be at least one or two other girls there with you because if you're only with guys, that would be strange. So there's definitely little rules like that. I feel like in the village especially, the men sort of control the social center. They control the piazza. They play cards there. It's sort of their space. And if I'm there past 2 or 3 o'clock, it's a little strange, like I should be home. [Unintelligible - 01:01:36] Yeah, I always sort of pose, like, hypothetical to myself, I guess— what would I be like if I lived my cousin's life? I mean, I guess I see the actual results from my cousins. I feel like I could have easily been them. INTERVIEWER: So what was the… SARAH: I mean, I don't think I would like it. I think when I was young I really liked the village. They give me freedom because you can stay outside until midnight. Everyone knows each other. It's completely safe. You like it until you're maybe 17 or so, and you realized that it's almost suffocating. It's always the same stuff going on every year. I felt like it would be too [audio glitch - 01:02:32] to leave the village, like the transportation systems aren't necessarily [audio glitch - 01:02:36]. 28 And you form most friendships there, which are really great; but at the same time, the loyalties are so strong there that you feel like you need to stay there. I mean, I understand why a lot of these Italian kids go back to their small town. So much of their personalities were shaped there. So many of their friends are there, like everyone knows each other so there's that very comfortable feeling there. I don't think I would like to live that kind of life. INTERVIEWER: Generally speaking… SARAH: Oh, I think they feel [thankful] as well. Definitely, my older cousin is starting to at this point branch out, have friends in bigger cities near the town. She definitely wants to go away to college. I mean, I think the entire -- all of this globalization that's taking place as well is affecting young people in these small towns too because they're on the Internet. They ponder their own sort of isolation too, so they see that they can -- they say, "Oh geez, well, that looks neat. I want to go to [unintelligible - 01:03:57] here. So maybe I'll go to this big city," or "Maybe next weekend I'll go to Rome." So they're starting to definitely have more options. INTERVIEWER: And how do their parents…? SARAH: I mean, I feel like my aunts are pretty open to that kind of thing. They [unintelligible - 01:04:10] go places that they can. I mean, my grandmother didn't want me to come back to the States for this vacation, because she was really scared about the terrorist hijacking, probably planes in general. So my grandmother is definitely much more -- because she hasn't travelled too much, she has a lot more fears about traveling because maybe she hasn't really [unintelligible - 01:04:34] very much. So she's a lot more, sort of, nurturing and scared about younger family members traveling. But I think she accepts it as well. She understands it's a natural part of my life to move around like this. INTERVIEWER: … certain age that you're expected to get married, or even if you…29 SARAH: I don't think so. I think the village – people that stay in the village their entire life are people that haven't… that did not get a university diploma. But stay there now—I'm talking now because this wasn't the case 20 or 30 -- that they stay there now are probably going to get married with other people either in a nearby town somewhere in the [unintelligible - 01:05:27] area, probably going to work. If the woman doesn't work, she'll be a housewife, just have kids. But it's the same as a small town in the States too. If you didn't go to college, you're going to work or just going to start a family for the hell of it, because you're bored, because it's just the way things are. I don't think there really is any different from a small town here. I think that actually, a lot of women there are starting to marry later. Most kids are marrying in their early thirties, whereas here, I'm seeing a lot more early marriages among even my friends. Now, in Italy the [mortality] rate is negative or close to negative. A lot more kids, even kids from the village, are getting married later. They're enjoying their single life for a period of much longer. I have a lot of friends that are 27, 28, and they're in relationships but they're not married; and they're going to think about having a family later on. Definitely, these people are in long -- like for instance, these people are in long relationships that span, not going away to Bologna or Rome or Milan for school. So kind of in this town and this is your boyfriend, and you're going to get married in five years to this person and start a family, but may have to live in here as well. It's definitely strange. I felt really out of the loop, and I mean, I was reading in my room and got a phone call from a journalist. And it must have been maybe 45 minutes after the first time hit. Well, I want to know an American response to [audio 30 glitch 01:07:30]. I want to know what Americans think. I don't have any problems with other Americans. I had no idea, and of course, that's not something that you would imagine. You wouldn't sort of actively think of as -- so I said, "What do you mean? Do you mean like the embassy attack the past year in Africa? What are you talking about?" And she goes, "Oh wow, you don't know. I don't even want to tell you over the phone. I feel so bad. Why don't you turn on your television and just watch TV? Something horrible had happened." So I was sort of scared. I turned on the television and watched, and then she called me back in about two hours' time and wanted to get my response. I mean, I immediately felt more American than Italian when it happened. You sort of -- it was a time when I sort of realized my loyalty's to the States, and I sort of wished that I had been with my family at the time. I told her that it was terrifying. I told her that I was trying to track down friends in New York, but that my family members were all safe. In Italy? The Italians are very sympathetic of what happened. They were constantly talking to me about it; they wanted to know how I felt about it. And from the beginning, they're very much a part of the war effort, if you want to call it that. But there were a lot of [unintelligible - 01:08:59] left the city. There are a lot of peace demonstrations, anti-war demonstrations. But generally, the people around me were very sympathetic asking me, "How do you feel exactly? Are your friends okay? Is your family okay?" I definitely want to come back to the States and I don't think I would -- living in Italy has been great, but it's also sort of opened my eyes to a lot of things that I don't like about Italy, or don't like being a woman in Italy, for instance. I think right now I'm ready to come back here. I mean, after July, after my grant is over. I 31 think my place right now is here for at least a couple of years and then work and other things. But I wouldn't mind doing -- who knows what the future holds? I may live in Italy. I may live somewhere in Europe or elsewhere, but I think definitely right now, I'd like to live in the States. I don't think it really had much to do with September 11th. If anything, I feel safer in Europe than I do here. I felt incredibly safe in Bologna, whereas I was worrying about my family here, especially with bioterrorism and getting scared about water [unintelligible - 01:10:16]. There, I really wasn't too worried about it. Yeah, I mean I feel like the way I grew up and the values that my parents have are definitely slightly different from other people's parents. I feel like, especially my dad, pushing the whole independence thing far less than other parents do. I have a lot of friends that really -- they go home, but their bedrooms had been changed into a parent's office. I know that my bedroom here will pretty much always be my bedroom and that all of my old clothes will be in the closet, and I won't have to ever really clean out. I feel like most of my friends have moved all of their junk out of their rooms and set up an apartment elsewhere. But even when I do have an apartment -- say, I had an apartment in Providence. Even when I do have an apartment, like, my home is still here, and my home address is still 42 Leominster Road. That will probably change in five years or so, or less, but it was far later than my friends. INTERVIEWER: Do you think your friends [unintelligible - 01:11:35]? SARAH: About me? INTERVIEWER: Yes. SARAH: I mean I think some of them, my very close friends, certainly see that parenting has been maybe a little different in this house. But a 32 lot of my friends are also [unintelligible - 01:11:51] Chinese immigrants or Russian immigrants or et cetera, et cetera. So they have had similar experiences. So we may get together and just talk and laugh about the different values that they have. But my dad is very like family-oriented. When I do come back home, he wants me to stay home. He doesn't want me to immediately take off and go to New York with friends or back to Providence to see old college friends. He wants me to talk to my brothers and to sort of get back into the groove of maybe family life before I left to go to boarding school. He wants to sort of prove that kind of -- I feel like both of my parents are a little protective. If I take a car out or if I go out with friends, they still want me to call when I've arrived. That's a little difference from some of the things that my friends do. My friends don't necessarily have to call once they arrive at their destination points. I mean, small things, I probably take them for granted. That's why it's so difficult to kind of list them, but we eat dinner together at the same time usually most of the time here. That's changing now a little bit as everyone, as my dad is becoming a little bit more Americanized. My mom has started busying herself with the museum, with Fitchburg State, so she's often out of the house. But definitely when I was younger, we would eat lunch and dinner together. And we talk and would be a time for us to talk to go over each of our days. INTERVIEWER: What are the…? SARAH: … the holidays. Like Christmas is incredibly important in our house, what we eat. Pretty much they're trying to -- I feel like they're trying to preserve what they had in Italy; and in the end, it's not very different than -- I mean I spent the New Year's and Christmas in Italy with my dad's side of the family, and it's very similar. The meals are almost exactly the same. The fish, I've 33 eaten [on then], the dinner on Christmas is pretty -- they're all for sure. INTERVIEWER: Anything else… SARAH: It's like religion, we have much more part of daily life. The calendars there, I mean just the small detail, the calendars there have all the saints' days written on them. The saints, definitely the saints. And so I mean, that's a perfect example of just like every day you wake up and you look at the calendar, you see like a saint's name. It's just part of -- it doesn't mean that they're more religious. It's just a much more a part of their daily life. I would even say that because it's so a part of their just daily fabric, the fabric of their daily life, a lot of them, it's almost become they take it for granted. It's becoming much more of a cultural thing but not necessarily a spiritual thing for many. I mean, I know friends in Italy -- I mean, from my experience the youth don't necessarily go to church. They go through the motions, but they don't talk about religion. Here, I feel like it's your -- because you have much more of a choice in what religion you choose to follow or just -- your options of worship are more vast here. I feel like once you do choose that path, you're going to do it with a bit more intensity. But maybe [unintelligible - 01:15:50] because I don't really go to church. I haven't gone to church. [Unintelligible - 01:15:54] something and when I do, unfortunately it's only to really make everyone -- my dad's mom is religious, but she doesn't go to church every Sunday by any means. They say prayers at night. I mean, I feel like she feels the religion very much, I can tell. She'll have, like, pictures of little saints arranged in the house with little religious house frames. But she doesn't necessarily go to church. And I feel like people here in the States sort of want to equate going to church with religious fervor or with Christian morality or Catholic 34 morality. I think there, a lot of people, especially the older women, may not go to church necessarily, but it's so part of their way of thinking. I feel like here, it's become like a community thing, Church [unintelligible - 01:17:09] events, like, that people do to kind of get all the youth together. It's almost forced here. In Italy, it's very natural, a way of life. I feel like the youth now in Italy is less involved than my parents or my grandparents. I don't think so. When I was younger, I definitely thought that I should, because gosh, if I married an American, then how would everyone understand each other? But as I'm getting older -- I just thought that. It wasn't -- I don't think, a pressure. But I just thought, "Well, if everyone is speaking Italian at this table, and when my husband's home, you know, what's he going to do?" Now, I don't feel that way, not really. I feel a little pressure to marrying an Italian. It would be nice, especially for my dad's side of the family, to understand what any sort of husband is saying, my future husband would say. But it wouldn't change my plans to… INTERVIEWER: It was working, and then all of a sudden it slipped to the… SARAH: Both my grandmothers were never necessarily dependent from their husbands. They went from being [unintelligible - 01:18:50] by their fathers to be [unintelligible - 01:18:52] by their husbands. That doesn't mean that they were unhappy by any means, but I feel like my mom is very different from my grandmother. And she makes more financial decisions. And I'm even more independent than that in the sense that I travel around, [take life] here and there, visit friends, things that probably my mom didn't do when she was immediately out of college. I mean, I feel that -- I don't feel any pressure to get married even. I mean, that's how, I guess, extreme things have gotten around here now. 35 Really, because that sounds a little harsh, but I learned how to make -- like I know the cooking at this point, like I know how to cook meals. And I love Italy. I'm there studying for a year. It's not that I don't like Italy, but I don't have this obsession to…/AT/jf/fu/es

Part one of an interview with members of "La Banda" and others connected to the band.Topics include: Introductions to those present for the interview and a little information about their family histories. How the band was formed and why. Memories of learning to play instruments, being in the band, and receiving instruction. Family members, both past and present, that are also involved with music somehow, but not directly involved with La Banda. Examples of when and where La Banda performed. The evolution of the band name, from Banda Regione d'Italia to the Leominster Band. What the makeup of the band is now. Other local bands that members play in. ; 1 INTERVIEWER: Cindy Rosamund with the Center for Italian Culture. It's Wednesday, September 19th. We are at the home of Lucy and Mike Scaramuzzi in Leominster at 30 Elm Street. And we have invited people that are connected with, uh, the band from Leominster, La Banda – or at least it used it be called that. We have many people here gathered at Lucy and Mike's home. And at first I would like you to just introduce yourselves. If you could just tell me your name, when you were born, where you were born, and if you know when your parents came to this country. Okay. Yes. [Unintelligible - 00:00:44] Hold on. Oh you want to know… RESPONDENT: I think that they're in the hallway. INTERVIEWER: That's okay. You're a part of this discussion. And you're right. At first I thought I was coming here primarily to talk to people only in the band, but that's okay. I think all of you have some connection, if not with the band at least Leominster and that's what we're all about here. We're writing about the history of Leominster, particularly Italian-Americans. Okay? So first we'll start with you. RENA: Well, I'm Rena Bisceglia. And did you want – I forgot to say… INTERVIEWER: Oh that's okay. Just, um, introduce yourself, giving your entire name including your maiden name. RENA Okay. I'm… INTERVIEWER: If you would like to tell us when you were born, where and a little bit about your parents. RENA: Oh, I'm Rena Bisceglia, born here in Leominster September 16, 1922. And I'm married to Vincent Bisceglia and my father-in-law was Gaspare who started the Italian Colonial Band. And I am collecting um newspaper articles, whatever I can find of information to write down in a notebook. INTERVIEWER: Great.2 VINNIE: Oh yeah, I'm… my real name isn't what's put down in the birth certificate, which is [Regelio Vincenzo Bisceglia]. Because there were two Regelios, my cousin was named Regelio, I went by the name of Vincent. So I was ultimately known as Vincent Bisceglia. I was born in February 9, 1920 and my folks came over about 1909 I think. And they, my mother came over with her sisters and her uncle who's the chaperone to the four sisters. And the Bisceglia side tried to come over but they were stopped at Naples because my uncle had a little sty in his eye, so they wouldn't let the family come in. My grandfather had already been here. He was working in Connecticut somewhere, so they stayed in Naples; fortunately they had a relative there, Dorico, whom they stayed with. They stayed there six months until my grandfather went over and got them and brought them here. But can you imagine that a little sty in a kid's eye—and my uncle must have been around 9 or 10—and they stopped the whole family from coming over? [Laughs] INTERVIEWER: They came directly, well, they went to Connecticut and then they settled in Fitchburg? VINNIE: No, no my grandfather had been working in Connecticut, but then I think he moved to Leominster because there was an assortment of people from the old country to get a job with. This was known as a [unintelligible - 00:04:09] but my father's folks came in through Canada. And I think they stayed in Quebec for a number of months. In fact, they were thinking of settling in Quebec, but because they had so many relatives and friends here in Leominster, they finally came from Quebec here. INTERVIEWER: So which part… VINNIE: But they had a really roundabout route to here. INTERVIEWER: Right. Which part of Italy did they come from? VINNIE: San Giovanni, which is on the spur of the [unintelligible - 00:04:43] Antonio Gargano – the "spur of the boot." And it's, my 3 grandfather was born in Monte Saint'Angelo, which is a high mountain city, right on the spur of the boot. San Giovanni is a little lower down. They finally moved to San Giovanni. My grandfather was – besides being in La Banda in Italy under the direction of, he was famous at that time, Florante, who was a conductor of the local band. All the cities have bands in Italy. But he was a jeweler by trade. The whole family made jewelry and sold jewelry around the different towns. I remember one story my father told me. My grandfather was carrying his assortment of jewelry from Monte Saint-Angelo down to the seashore of Manfredonia, one of those seashore towns. And he was riding a donkey. Now my grandfather was pretty hefty, like a [unintelligible - 00:06:02] was, you know, good-sized height and very, very hefty. And he was riding the donkey, and the donkey was pretty smart. When my grandfather got on the donkey, he would walk right on the edge of the precipice. [Laughter] So my grandfather was afraid they would all topple down the precipice so he would get off the donkey. So when he got off, then the donkey would walk in a comfortable part. When he would get on again, he would walk on the precipice – pretty smart donkey. [Laughter] RENA: So he would get off. [Unintelligible - 00:06:42] making those trips and he went to live in San Giovanni and he married your grandmother. INTERVIEWER: Okay. So why don't we go to the next person and come back. ROLAND: Me. I'm Roland [Verson] and I was born 12-21-31 – December 21, 1931. I was from [unintelligible - 00:07:07] Italy. My father was from Foggia San Juan. VINNIE: San Juan. ROLAND: Provincia de Foggia, that's where the priest was from. Was it Pio?4 RENA: Father Pio. ROLAND: My mother was from Bisceglie, Italy – Bisceglie Bari, they call it. VINNIE: Yeah, we were there. ROLAND: You were there? VINNIE: I spent four days there when I was a kid in the summer. ROLAND: Oh yeah? VINNIE: Yeah, in [unintelligible - 00:07:49]. INTERVIEWER: Who traveled here to this country? Was it you? ROLAND: My father. INTERVIEWER: Your father. And what was his name? ROLAND: Michael [unintelligible - 00:08:00]. He, I think he was the first to come and then he sent for his mother and father and my… VINNIE: They all did it that way. INTERVIEWER: And they all come to Leominster first? ROLAND: Well, my mother was from Worcester when she came here. INTERVIEWER: And what was her name? ROLAND: Maria Misino. RENA: Misino, M-I-S-I-N-O. INTERVIEWER: Okay. ROLAND: All right. INTERVIEWER: Do you have a connection to the band? ROLAND: Oh yeah, boy, going on 50 years. INTERVIEWER: Okay. Well, I'll come back to you. Next. PELINO: My name is Pelino Masciongioli. I was October 15, 1939 in [unintelligible - 00:08:48], a province of Abruzzo in Italy. My mother and her family were here in the United States. My mother was born in Everett, Mass. in 1916. My maternal grandparents had come from Italy and they had their family, and in the early 20's they packed up and went back to Corfinio. My mother met my father, who was from Corfinio, and they got married in the late thirties. And then after the Second World War, my mother being 5 an American born citizen was allowed to come back into the country and bring me with her. We moved to Pennsylvania. That was in February 1949. In the fall of that year, my father and two younger sisters were able to join us in Pennsylvania. My father went to work in a coal mine. They had a lot of strikes at the time. We had other family here in Leominster and it was decided for the future of the family, and the children in particular, that we should move to Massachusetts, which we did, and both my folks worked in plastic factories and I was fortunate enough that they sent me to college. And moving to the United States, a younger brother was born in Pennsylvania and a younger sister was born in Leominster. It seems like every time my family moved [laughter] we got another member in the family. And I pretty much lived in Leominster since 1950. And all of the family is still in the area. INTERVIEWER: Now do you have a connection to the band? PELINO: No, I don't. INTERVIEWER: Okay. Let's go to the next… CHARLES: Charles Johns. I'm the oddball. I think I was the first non-Italian to join the Italian Colonial Band. I think I was about, I would say maybe age 12. I had been taking trumpet lessons from my [unintelligible - 00:10:59] old Fitchburg music store, and he decided to leave the area, so that night my father went looking around for somebody else to teach me and I ended up with John Bisceglia, who was Gaspare's brother. My mother was born in Canada and my father was born here in Leominster of English descent, so there's no Italian connection whatsoever. But my father got me started with lessons with John Bisceglia and after a little bit John suggested that I go down to their rehearsals at Lancaster Street School on Sundays and get some more experience. And I don't know, it must have been about two years and I was still wearing my Boy Scout uniform, they decided to let 6 me play in a band concert and I was playing [unintelligible - 00:12:11]. I can distinctly remember making a mistake that very first night and Gaspare looked at me like I could have crawled through the boards in the bandstand. But it's been quite an experience, quite a learning experience. I learned a lot from playing with them. INTERVIEWER: Okay, thank you. We'll go to Mike. MIKE: No, Lucy. INTERVIEWER: Lucy. Okay. LUCY: I am Lucy [unintelligible - 00:12:57]. I am Roland's sister. You just heard from him, so my information is the same as his. My only connection to the band is that my father was in it and I think he just about started out with Gaspare and I have about five uncles in it -- had five uncles in it and maybe two or three cousins besides my brother. INTERVIEWER: Tell me the names of your uncles. You said there were about five. LUCY: John [unintelligible - 00:13:27]. [Unintelligible - 00:13:34] that's Morris. Lorenzo Predicelli. [Francio Julius] was in it at one time. And I think Frank [unintelligible - 00:13:49] was in it at one time, wasn't he? I thought I saw him in one of the pictures. How many was that, four? INTERVIEWER: That's five. [Unintelligible - 00:14:05] SPEAKER: Frank Junior? LUCY: I thought I saw his picture. Maybe he wasn't. No. [unintelligible - 00:14:19] Then there was Joseph Predicelli who was in it too. RENA: Tommy? LUCY: Tommy Predicelli. We had more than our share. VINNIE: You had more than the Bisceglias. INTERVIEWER: Okay. LUCY: The five of those brought their children and… ROLAND: My father was the manager.7 INTERVIEWER: Your father? ROLAND: Yeah. Michael Predicelli. I was just a little kid. INTERVIEWER: Do you remember the year, approximately? Was it right from the beginning, 1920? ROLAND: No. It was actually – no, I just remember, when I was 10 or 11, he was the manager and he trained John Predicelli. Remember him? LUCY: I sure do. ROLAND: And he showed him the ropes. Then he took it over. INTERVIEWER: So some of the questions I ask may be repetitive and there are a few rules for that. One being there are a lot of people here and sometimes I'm concentrating on something else even though you just said something. I have to be honest. So why don't we first talk about why the band was formed in the first place. I have heard someone mention that it was a tradition in Italy? So… ROLAND: As I said, I think a while ago every town in Italy has its town band. So my grandfather was Capo Banda. He was sort of like a concert master or – not the conductor but like a concert master. And I remember, I think we have pictures, but I remember they took a picture in Italy with my grandfather, and my uncle and my father were little boys sitting down with him with their instruments. So actually when they came over here, there were three of them that were musicians. And then they just had music in their system so they, my father… Well, another thing, my father was an apprentice to this bandmaster. They didn't have copy machines in those days, so one of his jobs was to copy out all the parts for the band. So he told me that when he started out, he made quite a few mistakes, and of course the way they were taught in Europe—the way I was taught too—when you made a mistake you got banged around. [Laughter] So after a few times of that kind of treatment, you didn't make mistakes anymore. But I remember I got the same 8 treatment when made too many mistakes playing. My father would put the fiddle down and whack me. Of course, my cousins got the same treatment too. But one time he didn't put the fiddle down, he broke the bow. [Laughter] INTERVIEWER: Do you think that helped you learn? ROLAND: Well, made me hate it. I hated music until I was 50. But, you know, I did it because I had to do it and because I knew how to do it. RENA: Tell the story about the time you were practicing and you were reading comics. ROLAND: Oh, yeah, I was in the room. I had to practice three hours a day. So to while away the time, I would get some comic books and I was just doodling on the fiddle, you know, reading the comics and not paying any attention to the music. My father, he came in and said that sounds funny. He came through the door and he saw what I was doing, that I was reading the comic book. He put my fiddle down and whacked me. [Laughter] RENA: You couldn't fool him. ROLAND: No, I couldn't fool my father. RENA: He wasn't in the room but he knew… ROLAND: He was too savvy for that. INTERVIEWER: Charlie, did you .get that treatment when you were taking lessons with him? CHARLIE: No. No. He was very nice, very kind, but I'd be practicing and I'd get frustrated. He would go and take the trumpet, put it in the case, put it in the closet and not say another word. A couple of days later, I'd say where's my trumpet and he would go dig it out and I would get it back. But he played the smart play, I guess. I'll tell you when his father looked at me if I made a mistake—I'm telling you—it looked like daggers were flying. CHARLES: Oh yeah.9 LUCY: Mike has an expression your father used. Mike, are you here? MIKE: Yeah. LUCY: Mike was in the band for a little while, a short while. Mike, tell them about the time you made mistake with the [unintelligible - 00:19:55], remember? MIKE: I wasn't with them that long. LUCY: I know you weren't with them. But what would he say? He'd say, "Who made that [unintelligible - 00:20:06]?" MIKE: Oh, I remember. [Unintelligible - 00:20:08] INTERVIEWER: Can you tell me what that word means? [Unintelligible - 00:20:20] CHARLES: Yeah, bitter onions, bitter onions. INTERVIEWER: Mike, you need to introduce yourself, because when you deferred to Lucy, I thought you weren't connected to the band but now I have it, well you were. MIKE: I'm [unintelligible - 00:20:32]. INTERVIEWER: Well, that's okay. MIKE: [Unintelligible - 00:20:43] Lucy's husband connected to the band because I was a little kid. My father used to play in it, way back when I was a kid, so I became interested in it and when I was in junior high school, I took up the alto horn and was old enough to go down there to join the rehearsals, like Charlie said, with the Colonial Band, but I really wasn't that great. Just a few months and then I got too old for them and all that, or so I thought. But other than that… LUCY: He went to the Eagle Drum Corp because there were girls there. [Laughter] INTERVIEWER: Is that how he met you? LUCY: No.10 VINNIE: The Eagles was all men. There were a couple of twirlers. And Charlie was in there [unintelligible - 00:21:41]. We had the music that… INTERVIEWER: So you said your father was in the band? MIKE: He was, back when they first started. He started with the trombone. The trombone had the valve, like Lucy said, [unintelligible - 00:21:56]. I think he played baritone for a while and that's why I picked up the alto horn. INTERVIEWER: And what was his name? MIKE: [Unintelligible - 00:22:12] INTERVIEWER: And did he come to this country by himself or did he travel with someone? MIKE: I think he came from Italy alone, because he met my mother here in the States when they got married. LUCY: He was the only one from the family to come, right? MIKE: Right. [Unintelligible - 00:22:40] my mother came on [unintelligible - 00:22:44]. She was a [unintelligible - 00:22:51]. There were four of them that came. They met and they got married. INTERVIEWER: And what year did they come to this country? MIKE: 1912 or in that area. He was in the same village with Lucy's father. They were in the same town, Foggia. They both came from there and [unintelligible - 00:23:12] father also. They all came from Foggia. INTERVIEWER: And it was the same. At the beginning most of the members of the band were from Foggia, Italy? MIKE: Yeah. Most of them would have been. What I heard is they followed your father here because they don't have anything. [Laughter]11 CHARLIE: [Unintelligible - 00:23:44] they made a mistake by getting on a couple of [unintelligible - 00:23:43] it's pretty common, or after the war in Italy in 1946 or '47 in school, including a stick. CHARLES: That's how they taught us, with a stick. INTERVIEWER: How things have changed, huh? VINNIE: You can't touch them now. [Laughter] CHARLES: [Unintelligible - 00:24:00] I was taught the old way. The first thing you had in [unintelligible - 00:24:05] you were taught to read music. VINNIE: Oh yeah [unintelligible - 00:24:14]. CHARLES: I did that for a year before I got an instrument. And when I was taking my lesson, your father never knew that I couldn't understand or speak Italian. [Laughter] And I never told him. And I used to take my lesson and he used to swear up and down. And I could hear your mother would be in the kitchen and she would be sighing. She would be crocheting and sighing. It was funny because he used to swear at me for not knowing the lesson, but then in English, in broken English, he would tell me how good I was. [Laughter] LUCY: I can remember when my brother was taking lessons before he got his instrument, he would have to beat out the music. They had to go la-dah-dah-dah. CHARLIE: That's the solfeggio. VINNIE: Right. You sing the notes. LUCY: He would, sat up in bed one night in his sleep and he was doing this. CHARLES: My mother thought I was sick; I was going da-la-la-la-la-la. INTERVIEWER: So tell us more about that, how you learned music. Was that typical that…? VINNIE: Yeah. Solfeggio is reading the music by name. Like if you want to play the Star Spangled Banner, you go "fa-re-do-re-fa-ti, re-do-12 ti-la-re" you sing the notes and beat time. And that way you learn conducting at the same time and also following any conductor, but you've had your time pattern while you sang the notes. And even in the conservatory they taught us to memorize, say we had to memorize a concerto we would do it by solfeggio. Memorize the notes by name because – it's pretty tough at first but it helps to impress it on your memory. INTERVIEWER: How long before you got an instrument? VINNIE: A year. INTERVIEWER: A year? How… VINNIE: Well, we did it even after we would get the instrument. It's just the brain work instead of tactile. Then when you played it, you had the additional memory assist by the feel of the instrument, but this way, here, it's in your brain. You sing the notes and keep the time. INTERVIEWER: Who determined when you were ready to pick up an instrument? CHARLIE: Oh, he did. [Laughter] INTERVIEWER: The father? VINNIE: He determined when I quit. He sent me to the nuns, to St. Cecilia's. I must have been 4 or 5, really young, having no knowledge doing it. And I remember taking lessons with Sister Mary who was, she was related to the royalty in England but she was a convert to Catholicism. So she would teach me and I would spend most of my time looking at her headdress. There was a slit in one corner of it and I was always trying to see what kind of hair she had. She had a crew cut, I remember. They wouldn't show their hair at all. They just had the headdress. That was my favorite – looking at it while I took the lesson. CHARLIE: Your father, was he also in strings or just brass? VINNIE: No, they were all brass men. It was funny how he chose the violin for me. I guess that's what I mean. He was able to teach on that. I don't know. He never, he just sent me to the nuns and then when 13 Carluccio came to town, you know, Carluccio was [unintelligible - 00:28:37]. He had had quite a role in playing violin. LUCY: He studied in Milan. VINNIE: So he finally started teaching me. Carluccio did. I didn't stay long with the nuns. maybe three years, and then I went to Carluccio. CHARLIE: Now Vinnie Longo did the same thing, then he went to the nuns, and went to Carluccio. INTERVIEWER: Did Vinnie ever play with the band? VINNIE: Violin? No. Not that I know of. CHARLIE: He was connected to the school band. INTERVIEWER: So who determined which instrument you would play? SPEAKERS: Gaspare. INTERVIEWER: Did he have that much influence over other band members, let's say their sons? VINNIE: He did. Well, I think so because whenever they needed instruments, he would probably suggest. But he didn't suggest to me. He told me to do it. [Laughs] CHARLIE: You know your father was very precise. VINNIE: Oh yeah. CHARLIE: When he directed. The beat was always there. You could always see it. Well, I grew up with your father there conducting, so when I started to play with other conductors I had no idea what the hell they were doing – really. VINNIE: Yeah, a lot of them are ballet dancers. CHARLIE: I won't mention his name, but he conducts [Axis]. My sister liked [unintelligible - 00:30:22] so the only thing he does for me is make me hungry. He looks like he's whipping up pizza. [Laughter] VINNIE: Well, that was one of the criticisms of Toscanini because he was one of the greatest conductors, but a lot of wise guys said he's just 14 a time beater. Well, what else is a conductor but a time beater? If you can't keep time, go home. [Laughter] You will hear that from a lot of people who don't know music. You know, they look at the conductor and they say, "Do you really need that guy up there?" Well, of course. MIKE: Was it fairly common for the kids to be sent to the nuns? Did they provide that kind of service in the community? CHARLES: Yeah. VINNIE: That was something they all did, the nuns did was teach music. ROLAND: They did. CHARLES: You got to pay them. VINNIE: Oh, yeah – of course, you pay them. MIKE: It wasn't just one nun. There was a group of them that all provided lessons [unintelligible - 00:31:19] instruments. INTERVIEWER: Which instruments? Can you tell us which ones they could teach? VINNIE: Well, because I only knew that they taught violin, that is what I learned; my cousins here took the other lessons. CHARLES: Sister Mary. VINNIE: The same one? I would think it would be violin and piano. I don't think they were in to band instruments. CHARLES: Maybe flute or something. INTERVIEWER: Now, Vinnie, which instrument did you play in the band? VINNIE: Well, when I went to school, I think junior high – I didn't play in the band until I got to junior high. Then I joined, they had an old flute hanging around and doing nothing so they gave it to me to play. So I learned it and, of course, I had already been playing violin so it wasn't too long before I could play it. So when I started with the flute, I joined my father's band and played flute in the band. And in fact later on, I kept playing flute and piccolo. When I was in the Army, I played flute and piccolo in the marching band. That's what I did for four years.15 SPEAKER 1: I know why you played the piccolo. It was the lightest instrument to carry. [Laughter] VINNIE: Yeah, my father would razz me a lot because when I played in his band I played the flute. It's a bigger instrument. So when we were marching along, there would be kids following us so I would have some kid carrying my flute until it was time to play and then I would pick it up. And my father used to say you're lazy to even carry your flute. Speaking of laziness, I had to practice three hours a day by the clock and so it sounded like a long time to me. So I practice maybe half an hour, look at that clock. So I go to the kitchen clock and advance it 10 minutes. Then I would go practice some more, errrr, got another two hours to go. I'd go to the kitchen clock and advance it 10 minutes. I kept doing that until three hours went by. And the strangest thing, nobody ever said anything. My father and my mother, they never caught on or told me they caught on what I was doing, but every day that clock would be fixed. I would probably advance it about an hour. [Laughter] INTERVIEWER: Roland, how did you learn your instrument and which instrument did you play? ROLAND: I played the clarinet and saxophone from Vinnie's father. INTERVIEWER: So he gave lessons too? ROLAND: Yeah, I took lessons from him. INTERVIEWER: So you also learned music first for about a year? ROLAND: Yeah, and went through high school and went to the Navy School of Music when I was in the service. VINNIE: Oh you played in the marching band too, huh? ROLAND: Yeah. We had a [unintelligible - 00:34:57] Washington, D.C., the police that were out there, they would come for the school and they would get half a dozen guys from the school and take us to the armory and they gave us uniforms and we would play twice a week. Once on the Capitol steps we would play a concert, like we 16 do here, and then [unintelligible - 00:35:28] place where cherry blossoms. Captain says it's a good duty. He said, "Every time you play you get two days off in a week. So if you want to be a policeman, you come and see me." [Laughter] No, I didn't want to be a policeman. It was a lot of fun. I made two world cruises playing in the band. INTERVIEWER: Now tell me more about your father, Roland. He was in the band also? ROLAND: Yeah, and he was… INTERVIEWER: And did he learn an instrument probably much the same, in the same way that you did? VINNIE: I don't know. It's possible my father and uncle [unintelligible - 00:36:15], you know, to play in the band when they [unintelligible - 00:36:20]. ROLAND: I think that's what happened. LUCY: We have a feeling all those who [unintelligible - 00:36:21] were born with these instruments in their hands. INTERVIEWER: But do you know if your father was in the band in Italy? ROLAND: Yeah. INTERVIEWER: He was. And what instrument did he play? ROLAND: He played trombone. In fact, he was in the Army for about three months, I guess, he was playing in the band. INTERVIEWER: Do either of you know if the traditions goes beyond that, for example your grandfathers? ROLAND: Yeah, my grandfather was a baritone player. VINNIE: Yeah, my grandfather was too. They were all brass men. RENA: Your grandfather played in America with your father. VINNIE: Oh yeah, he was part of the original band, my grandfather was. ROLAND: I got a story about your father. He used to go mushrooming in the war. And one day, we were just kids, [unintelligible - 00:37:20] and I, and someone else, I forget who, and your father was picking 17 up mushrooms, and all of the sudden he stood up and he smiled. And he always used to carry a little notebook in his shirt pocket and pencil, and all the sudden he took it out and he started writing like crazy. He heard this bird chirping and he wrote a tune out of it. VINNIE: Yeah, I know all about that. INTERVIEWER: Now, Vinnie, you said your grandfather actually played in this country. Maybe I missed something… VINNIE: He played with my father's band. INTERVIEWER: Your father's band here. VINNIE: But he also, he belonged to the band originally in Italy. INTERVIEWER: Did your grandfather live in Leominster? VINNIE: Oh yeah. INTERVIEWER: Did he move here? VINNIE: He started off in Connecticut then he moved to Leominster and then he brought his family here to Leominster. INTERVIEWER: Okay. ROLAND: So your father started a band and recruited his father to play? VINNIE: Yeah. I guess his father probably yelled at him. [Unintelligible - 00:38:39] RENA: He first came to this country alone. VINNIE: Yeah. RENA: And he was here for a while and someone wrote back to Italy that he was becoming very skinny, as your Aunt Grace put it, and so your grandmother got very alarmed about it and asked him about it. And she wanted him to send back a photo so she could see what he looked like. But he didn't have the money for a photo. So he drew… he stood in front of the mirror and drew a picture of himself and mailed it back to her so she could see what he looked like. [Laughter] And then after a year or so, I guess he went over there and came back with the whole family. 18 INTERVIEWER: Do you have any stories of perhaps a great-grandfather playing an instrument? VINNIE: No, I don't go back that far. I know my grandfather, but that's it. INTERVIEWER: Now do you want to talk about the great-grandfather who had the 20 children? VINNIE: Oh. [Laughter] When I was growing up, folks would tell me about my grandfather was one of 17 children. RENA: Now he's talking about the one we just talked about, Vincenzo. VINNIE: And I always took it with a grain salt, the 17 children. And they said that a couple of them were shot by bandits, so they always said, you know, fantastic number of children. So one time, just before he died, I asked Frank [Jethro] who grew up in that town. I said, "Hey, tell me the truth Frank, there weren't 17 children." He said, "No, no, no – there was 24." [Laughter] So there must have been some truth in this, but they're all scattered around the country. Some in Kansas City, Missouri, some in… RENA: They're probably… VINNIE: Arkansas, some in New York City. Let's see… RENA: A lot of them are optometrists and one of them got to be a Protestant minister in Kansas City and there's an Italian cultural center in his name in Kansas City. VINNIE: John Bisceglia. He had the same name as my uncle – Presbyterian minister. RENA: Well, they were befriended by this church when they came to this country and so they just turned around and went with them. Then there were others that were goldsmiths. VINNIE: Jewelers. RENA: Jewelers, goldsmiths, and optometrists. One of them wrote to Tony. I have a letter that he wrote to Tony, and Charles was his name, so it was the next generation. They sent all the kids to school. 19 ROLAND: Tony played in the band too. RENA: Yeah, he played clarinet. SPEAKER: Is he [unintelligible - 00:41:54]? RENA: Of course. VINNIE: And there was a Steve Bisceglia that was a football player I saw somewhere. I remember seeing his name somewhere. I remember seeing his name. He played for like Alabama? INTERVIEWER: University of Alabama. VINNIE: A few years back, he was playing for them. He was a well-known football player. He was one of those from that game… RENA: I saw it on television. I couldn't believe my eyes because my [uncle] is called Steve and he was about the same age. He was at the Naval Academy at the same time that this boy was in Alabama and I saw Steve Bisceglia #44 on the back of his shirt and he was playing football. So I had Kathy write him a letter and it developed that he is of the Bisceglia wine family in Fresno, California. VINNIE: Oh yeah, we went there once. RENA: So he invited my Steve to go visit him. He said, "We will compare and see if we use the same toothpaste." [Laughter] INTERVIEWER: Roland, tell me about your grandfather. Do you know if he played an instrument? ROLAND: Yes. He played baritone, brass instruments, but it wasn't long before I was alive. I knew your father knew him. VINNIE: Oh he knew your grandfather? INTERVIEWER: And what was your grandfather's name? ROLAND: Joseph, Josepe Nicole [Franson] – Joseph Nicholas Franison]. INTERVIEWER: Now did he live in Leominster? ROLAND: Yes. INTERVIEWER: Okay. 20 LUCY: Now, [my brother] I think has an interesting story. He played a duet with Franklin. Didn't you? Didn't you play with your grandson at a band contest? So, that would be my grandfather, my father, [Roly] and Roly's grandson. INTERVIEWER: That's where I was going. MIKE: You're remembering middle school. INTERVIEWER: So do any of you have brothers that also played in the band? ROLAND: I didn't have any brothers. INTERVIEWER: You don't have any brothers? ROLAND: Two sisters. I had cousins. [Unintelligible - 00:44:20] INTERVIEWER: But if you had brothers, they would be expected to play in the band? VINNIE: Oh yeah, they all took a turn. Tony played too. ROLAND: Everybody did. LUCY: Now, of course, the Piermarini family, Cleto was the father, and all of his sons, Alfonz, Carl, Stephen and even Paul. Did Clyde ever play? ROLAND: I think Clyde was a piano player. VINNIE: Yeah, in Las Vegas. INTERVIEWER: Okay. Now, Vinni, you mentioned that you really hated music until you were about 50. VINNIE: Oh yeah. INTERVIEWER: You [unintelligible - 00:44:58]. Tell me a little bit about that. Was that you didn't want to let your father down, the community down – what was it? VINNIE: Well, uh… ROLAND: He didn't want to get whacked. [Laughter] VINNIE: No, it was just something I had to do. I accepted it. Didn't like it but I accepted it and I did the best I could. Of course, it's not good in a way because you only do it when you're pressured to do it. Even now I won't practice until I have to play somewhere and I 21 have to get ready, and that threat makes me, pushes me to practice. But I never practiced until, unless I was forced. LUCY: You were a music teacher in Fitchburg. Wasn't music the way you earned your living? VINNIE: Oh yeah, but I didn't operate the same way as my folks did. In fact, maybe I went the opposite way. I never pushed any kid, in fact, not on my kids. I never pushed them into music. They all like it and they all dabbled in it but I never pushed one of them because I remembered, you know. I never pushed them. RENA: May I interrupt and say that now you love it? VINNIE: Oh I like music, hell, yeah. RENA: And you found out that you… VINNIE: Since I was… RENA: Really, really love it. VINNIE: I thank my father. RENA: He did you a favor. VINNIE: For doing me a favor, right? INTERVIEWER: Do you regret that you didn't push your own children, now that you have a love for it? VINNIE: Sometimes I regret it. RENA: But he did, we did sent one of them to U. Mass and he majored in oboe. That was an instrument he wanted to play. But Vinnie tried it for two years and gave it up because he realized it just was not for him. [Laughter] He went into business and he had been CEO of all the companies and live onto and he has done fabulously well in business. So he just realized that even though he had the opportunity to be a musician that it wasn't for him. But his son is at B.U. and he is majoring in music. So this is, his grandson is majoring in music. INTERVIEWER: So the tradition continues. Didn't you feel pressure from your father to teach your children?22 VINNIE: No, just the opposite. I didn't want any kid to go through what I… INTERVIEWER: No, what I'm saying is, didn't your father give you pressure to teach your children… his grandchildren? VINNIE: No, well he had passed on by that time. But speaking of children playing music, I know one time there was something going on at St. Anne's, the band played and then we went inside and they had a little program with kids and my son Steve and another kid—I won't mention names because they might be embarrassed—but they had to play a number. My Steve was about 12 or 13, and the other kid was about the same age. They were pals. One played the piano and Steve played the violin. So they played this number and it sounded great. And all of the sudden, the piano player, they were about three-quarters through, he just discovered that his music was upside down. [Laughter] So he quickly turned it right side up but you never knew it because the kid sounded great. I'll never forget that. RENA: He was a pro from the beginning. VINNIE: Yeah. INTERVIEWER: [Unintelligible - 00:49:24] LUCY: Vinnie, did your father finally find out that you loved music or had he passed on by that time? RENA: First, did he know you didn't like it? INTERVIEWER: Did he know that you didn't care for it? VINNIE: I never told him, no. I never told him I didn't like it. ROLAND: How old were you when you played with the San Antonio Symphony? VINNIE: Well, that was after the service. Wherever I was stationed I would play with the local symphony. I was Bangor and played with the Bangor Symphony. ROLAND: I thought you were there permanently.23 VINNIE: Went to Oklahoma and I played with the Oklahoma Symphony. But when the conductor at the Oklahoma became conductor of the San Antonio, the war was over, so then I went back as a civilian and played a couple of years with the San Antonio under the same conductor. ROLAND: Rena, tell your story about Vinnie, when he [unintelligible - 00:50:36]. I used to take my lessons on Saturday afternoon in Vinnie's living room. And I was taking my lesson and all of a sudden the phone rang and Vinnie's mother went to answer and was talking to Vinnie and then she says, "He wants to talk to you," talking to her husband, Vinnie's father. Vinnie was in New York, I guess – and you had joined the Navy without calling your folks. VINNIE: Oh yeah. ROLAND: So [unintelligible - 00:51:18]. VINNIE: You heard that? ROLAND: Yeah, I was taking my lesson. I was right there. RENA: Oh dear me. ROLAND: Your father used to sit at one of the dining room chairs and I had to stand up before he comes out breathing fire. So I'm standing there and I remember your father saying, "Well, you signed the papers; it's too late now. Be a good boy." [Laughter] VINNIE: I didn't know that. RENA: [Unintelligible - 00:51:54] I visited you in the barraks and he was saluting and everybody… VINNIE: Oh yeah. I was playing in Bangor, Maine, in the band, and they came up to visit me once here and of course everybody salutes anybody else. So he was starting to salute everybody, following the band. [Laughter] INTERVIEWER: So when the band was formed in Leominster, how – did you ever get the story of exactly how that happened? I understand that they, these people played instruments, they were carrying over the 24 tradition from Italy. But when was the decision made to gather together and create a band for the Italian community? VINNIE: Well, I guess my father was the one that decided right along, or actually with his father when he was an apprentice to this conductor in Italy, so it was his desire of being in band music. So I guess they had a few players that had played in bands overseas so he got them together. I think it was only 16. ROLAND: Yeah. That's what I already thought was all these musicians out there, they just got together here and started playing. RENA: Yeah. VINNIE: There were enough of them to start a band so they had this tradition of band playing… ROLAND: Then they grew as time went along. INTERVIEWER: When they created the band, was it to play for the Italian community? VINNIE: Well, initially I guess it was to play for the functions of the Italian community. INTERVIEWER: Give me some examples of when and where they played, when you were a youngster. VINNIE: They used to play up at St. Anthony's in Fitchburg, some religious feast of some kind; they had a procession with [unintelligible - 00:54:06] and people would pin money on a statute, on a flag, and we would march all the way up to St. Anthony's Church and back there, and then they would have a concert and then usually fireworks after the concert. But that was difficult. It had these religious processions. ROLAND: Did that in Boston too. VINNIE: It was in Boston, right? RENA: Worcester. ROLAND: We played in Worcester. INTERVIEWER: So the band played in Boston also for…25 VINNIE: Yeah, they went there [unintelligible - 00:54:46]. CHARLIE: Did they play in Worcester for the second time…? ROLAND: Plus the time we played in Boston, we played in the Worcester in the morning and got on a bus and went to Boston RENA: I remember one article they played in Rutland for veterans who were disabled and couldn't get out to see a concert, so they would go there where they were. And they were so appreciative. That was a nice -- Rutland, Vermont actually. INTERVIEWER: Vermont. CHARLES: When I started taking trumpet lessons from his Uncle John, my mother was working at Santa [Cloth Works]. VINNIE: Oh, yeah. My father and mother worked there. CHARLES: My mother knew of the association between John and Gaspare and she kept saying every so often, "[Unintelligible - 00:55:46] no music; you go around singing operas." I was working with John. When I started playing, I was still in school and I've got a severe narrow upper palate and this dentist wanted to take and pull some teeth out to see if he couldn't flatten it and I would say, "No way! I play trumpet, so leave my teeth alone." He said, "Well, we'll take one out in the back on this side and one out in the back on this side, and we'll see what happens." I was also playing some dance work occasionally and I was playing, like Vinnie said – oh, I can't say. Well, I got into the band; it was almost every other week during the summer I had to [unintelligible - 00:56:51], went up to Fitchburg, and by Sunday night I could take my front teeth and push them back and forth; they were actually loose. And actually I was just taking out the two lower teeth; my teeth was actually pushed back just from playing all that time. VINNIE: Really? INTERVIEWER: Now at the beginning of this interview today, you had mentioned that when you got frustrated with the trumpet –26 CHARLES: Practicing. INTERVIEWER: That your mother would just put it away. CHARLES: She would get mad. Well, she would get mad and say, "That's enough," put it in the case, close the case up, and put it in the closet. INTERVIEWER: It sounds like you had a different experience than Vinnie. CHARLES: Nobody ever slapped me around. I slapped myself around. [Laughs] INTERVIEWER: I didn't quite mean that, but did you feel as much pressure? Was anyone looking to you to join a band? CHARLES: No, no. When I was in school, I was in the band at school and then, like I say, John was giving me lessons and he said, well – and I was there and everybody was kind of [fumbling], "Well, why don't you start coming down to the rehearsals on Sundays down at [unintelligible - 00:58:05] school?" Okay. When I went down there, I was so frustrated when I left that first day. None of the music was trumpets. Everything was manuscript. You put this thing out past and started to play and I don't think will [unintelligible - 00:58:30] I didn't have a clue as to where I was. I sat down. But after a while, I kept on it and… VINNIE: Yeah, I remember when Charlie – because he was so small, his feet wouldn't touch the floor; they would just dangle over the edge. Of course, now he's a big six-footer. But I can remember him rehearsing and I would see everybody else kind of growing up, and there's Charlie; he's just barely over the edge of the chair and playing his trumpet – probably one of the youngest to ever get into the band. ROLAND: They remember Charlie as the band was growing and they were trying to bring in good musicians. And the only good ones were the kids. Charlie Johns, [unintelligible - 00:59:13] and that's when the band started picking up.27 CHARLES: If I had one thing to say that I was sorry about, as far as belonging to the Leominster Colonial Band, it's, typical stupid young kid, I never learned the language. I had a golden opportunity to learn. But one thing that used to get to me was, for some reason, something would go wrong and his father would start after somebody and they were going back and forth in Italian and I didn't have a clue what was going on, but I always thought it's my fault [unintelligible - 01:00:03]. [Laughter] INTERVIEWER: So I take… I'm sorry. SPEAKER 2: As far as the tradition of playing on feast days, you know, because most towns in Italy had patron saints, you know, as a church, so that was a fairly common occurrence and you could go from town to town playing in feasts. But some of these social clubs that we started here, you know, like my folks belonged to the [Cofigno] Club. CHARLIE: Sons of Italy. SPEAKER 2: Okay, Sons of Italy, you know, Faggio Club, [Salodini], I imagine that, as I remember, they used to have dinners on occasion and dances. And so, the local bands would've been called on to come in. CHARLIE: Oh yeah. SPEAKER 2: And play on a lot of those functions. Another way for people in the regions to get together, you know, they had common interests and backgrounds. SPEAKER 1: Oh great. SPEAKER 2: And we'd socialize. CHARLIE: I think it's a shame that that has gone by the books today, because a lot of the young people are never going to get to experience some of those things. INTERVIEWER: Are you talking about the social clubs or are you talking about the band?28 CHARLIE: No. Well, mainly the social clubs, but the bands – what Vinnie said, we used to go out… sometimes we'd play on a Friday night, then we'd go out on Saturday night, play another concert, [unintelligible - 1:01:25] on a Sunday; you'd march the society to church and then, God knows, we walked all over the water skirt barrier on a Sunday afternoon. SPEAKER 2: Oh yeah. CHARLIE: Went to [unintelligible - 1:01:37] and people will never get to see that anymore. It doesn't exist, except in Boston; you've got to learn to look down there. SPEAKER 2: They kept up the traditions better there. CHARLIE: Yeah. RENA: If I'm not mistaken, all those social clubs had a patron saint. CHARLIE: Right. RENA: And they would celebrate the feast of that saint by having a concert and dinners and so forth. VINNIE: They'd have a procession receiving everything. INTERVIEWER: Was the band paid a fee for performing? VINNIE: Oh yeah, oh yeah. They get paid the union dues, once we all joined the union, yeah. And they added up all the costs and that's how they charged the different societies. RENA: They joined the union in 1956, so before that? CHARLES: Well, they still got paid before '56. INTERVIEWER: By the Sons of Italy? CHARLIE: Because I went out to St. Louis in '53 and I was already in the union because I played out there a couple times. INTERVIEWER: You were in the union earlier? CHARLIE: '53, I think, I took the band out there in about '53 – because I was still in high school. When I got out of high school, then I transferred my union membership out there. RENA: Maybe the whole band wasn't in until a few years later.29 CHARLIE: I think the last time I played before I went out to St. Louis we had just joined the union then and played a concert in Barry. ROLAND: Before that, the city used to pay us. CHARLIE: Oh yeah, that's right, the city. ROLAND: And the pass was 3 dollars. [Laughter] RENA: I know, I know. [Laughs] ROLAND: And if you were just a kid, like Charlie and I were back then… CHARLIE: A buck-fifty. ROLAND: You got half price, a dollar fifty. [Laughter] CHARLIE: I remember when I put [unintelligible - 1:03:57]. RENA: And you rehearsed free of charge. CHARLIE: And the dagger looks when you made a mistake. [Laughter] VINNIE: His father could cut you off without touching you. He didn't have to slap you on the side of the head. CHARLIE: Well, I remember the first memory I had of the band; I was about 3 years old. My father used to take me to the band rehearsals. Now he would go to either Phillip [Carecci's house or my grandfather's house. But they didn't have a setup with stands or chairs. They all stood up. And, you know, they'd read out their lines. So it was just… quite a lack of room, out of the whole band, everybody's standing up. I was just barely 3, so I didn't know what to do with myself. So I see all these legs there, so I'm going under their legs like bridges; I'm going under this musician's legs and out the other one. I guess I kept it up too long, because my father stopped bringing me to the rehearsals. [Laughter] INTERVIEWER: How often did they rehearse? CHARLIE: How long? INTERVIEWER: How often? How many times? ROLAND: Oh once a week. INTERVIEWER: Once a week? ROLAND: Oh yeah that was set; every week there'd be a rehearsal. 30 CHARLIE: What was it, Sunday? ROLAND: Sunday morning. CHARLIE: Sunday morning, yeah. INTERVIEWER: Sunday morning? CHARLIE: I guess this [unintelligible - 01:05:27], down in the basement. RENA: And all the neighborhood kids would peer through the windows and watch. I remember going there. INTERVIEWER: So was it prestigious belonging to the band? VINNIE: Was there a procedure? INTERVIEWER: No prestigious. ROLAND: It was an honor. INTERVIEWER: Was it an honor? VINNIE: Oh yeah. I would guess. CHARLIE: I always considered it an honor, especially when I was the first one who couldn't speak the language. VINNIE: Until it was time to practice. [Laughter] CHARLIE: Yeah. SPEAKER 2: Everybody's seeing that a little kid in the Italian band. CHARLIE: Yeah, in the Boy Scout uniform. INTERVIEWER: So Charlie, when did you join the band? CHARLIE: I'd say it would have to be… oh, I'd say the late 40s. INTERVIEWER: And prior to that, there weren't any non-Italians? CHARLIE: Not that I know of. INTERVIEWER: And why was that? ROLAND: Well, it was an Italian band. It used to be made up of fathers and sons, you know, they came from Italy. It was the Leominster Italian Colonial Band. CHARLIE: Right. ROLAND: So then when Charlie came in, we had to change the name. [Laughter] No, [unintelligible - 1:06:47].31 INTERVIEWER: Now getting to the name change, are you saying that in jest? When it was no longer just Italians, is that when the name changed? VINNIE: Yeah. CHARLIE: Yeah. They started to get different, you know, out of the city there were very few. VINNIE: As the groups came in, so they decided to change it to just Leominster Band. CHARLIE: I can remember one time when they were playing, practicing, Roland was in there then, and something went wrong and then they got into a big feud about something. And Nicholas' father walked over behind him, standing right behind him and he's calling a mile a minute, and all of a sudden Roland reaches in his pocket, pulls out his handkerchief and puts it on the top of his head. [Laughter] I'd just sit there and I didn't have a clue as to what was going on. INTERVIEWER: Well, the band changed its name in about 1953? CHARLIE: No, I think it was later than that. RENA: Probably when they went on union – in 1956? But they made two changes: 1910 originally they were Banda Regione d'Italia, in honor of the people who backed them. And then the second time was 1916, I think, when they became Italian Colonial Band. INTERVIEWER: Was it the Italian or the Italian-American Colonial Band? RENA: I always heard of it as the Italian Colonial Band. VINNIE: Italian Colonial. RENA: Because it was still completely… VINNIE: Mostly Italian, yeah. RENA: And then in '53. VINNIE: They dropped the "Italian." RENA: Leominster Colonial Band. INTERVIEWER: Okay. Now why was the word "Colonial" chosen? Does anyone know?32 RENA: Because they were a colony of the Italians in the beginning, right? ROLAND: Yeah. INTERVIEWER: Because it was a colony? VINNIE: An Italian colony in Leominster. INTERVIEWER: Okay. And who chose the name? Did a group of people get together and talk about it or…? ROLAND: I don't know. Maybe the sponsoring group – who was it? Regione d'Italia was the sponsoring group? RENA: I have no idea about that. VINNIE: It just grew up that way. INTERVIEWER: Could it be your father did that too? VINNIE: Yeah. I think it was just common usage you know. RENA: You know, one thing I haven't found out yet is they had women come in. When did that happen? Who was it that was first in… is a girl? VINNIE: That was late [unintelligible - 1:09:40]. INTERVIEWER: Was she Italian? ROLAND: There were always men you know, that played in the thing way back then. RENA: But I think it was when you started; you started letting the girls come in. [Laughter] CHARLIE: Well, why not? INTERVIEWER: Did a woman approach you and want to join the band? CHARLIE: No, it just grew up that way. The kids at school were learning instruments and the girls were too. So then when you needed an instrument, a particular instrument, like a lot of the flute players. Yeah, some of my students that I taught flute now play in [unintelligible - 1:10:24] she played flute in the band. You know, [unintelligible - 1:10:32], I taught them flute. So when they needed flute players, you know, the girls could play flute, so they 33 came in. There was no specific move to put women in or include women; it just grew that way. ROLAND: Wasn't it that their high school and… they could play so then they decided to get in? CHARLIE: Yeah, they started playing… the girls started playing in high school, so then they… RENA: It's interesting that up to a point it was all male. CHARLIE: Yeah, it was originally, yeah. RENA: It's nice to see some girls join. ROLAND: Some of them, a lot of them are music teachers; they teach in a public school. CHARLIE: Yeah. INTERVIEWER: That are now members of the band? VINNIE: Oh yeah a lot of women in the band now. RENA: Yeah. INTERVIEWER: How many members are in the band now? CHARLIE: It usually is around 30. Isn't that about the number they use now? ROLAND: About 30, yeah. INTERVIEWER: Now is that typical? Is that how many there were when you were younger? RENA: No. CHARLIE: Probably a little smaller. INTERVIEWER: Smaller? CHARLIE: Probably around 20-something, or 28, 26 maybe. ROLAND: I noticed when I was a kid they used to have three tubas, and you know, probably the tradition of just-male membership came from Italy. CHARLIE: Oh yeah. ROLAND: And that tradition was carried over. And I would guess that the term "Colonial Band" is probably their attempt at translating to join, the Banda Regione d'Italia. Okay? Try to translate that to an 34 American, probably the word Colonial was placed in there to refer to the "Regione" which means region. RENA: Region. Yeah, that sounds possible. CHARLIE: Oh I've got to tell this story before we forget it. We were just a little small town band but there was one time we made the national news, all over the country. And I won't mention his name, please don't say it because he feels embarrassed. But we were marching to the center of Leominster… ROLAND: Oh, yeah. CHARLIE: You remember that? And from Evergreen Cemetery marching in Leominster, we'd take a right on West Street. Well, there was a player on the extreme left front end and we took the turn on West Street, but he was so engrossed in his music, he kept walking straight [laughter] towards Pleasant Street and he didn't notice until he was almost up to Pleasant Street. He turned around, there was no band there. [Laughter] He went all the way back and somebody had taped the whole thing and they sent it in to some news channel and they put it on television. That was the only time we ever made the national news. [Laughter] INTERVIEWER: If they taped it, it had to be pretty recent, right? CHARLIE: Well, it was quite recent. You guys remember. But he always felt so bad about it that I won't mention his name. But he made a statement. INTERVIEWER: About what year was that? Do you know? ROLAND: It would've been after the war, I would imagine. CHARLIE: Oh about 8 years ago, rather recent. ROLAND: Oh recent? CHARLIE: It was rather recent. ROLAND: You think so? INTERVIEWER: So it's kind of someone – home movie collection? CHARLIE: Somebody's got the tape.35 RENA: What is the program where they put on several funny ads and then people vote? INTERVIEWER: America's Funniest Home Video or something. RENA: Home videos. CHARLIE: I want to see that. RENA: Somebody should enter it in to that program. Did he know that that was sent in? CHARLIE: Well, he found out eventually. [Laughter] He always gets up and he gets mad when he hears about it. ROLAND: Actually, somebody asked him if they could do it on that home video TV program. And he said, "Well, you can but don't mention my name." It was funny because what the band would do is every year they would take a luck coming out of a mechanic strike. And then that was way back when they had the wooden bandstand and it was right in the middle of town. So you automatically figured you're going to take a left. This year, they decided they were going to march up by… RENA: West Street by the common. ROLAND: Yeah, where the city hall parking lot is. RENA: Yeah. ROLAND: And what he did, he automatically went to the left because they used to give their speeches and everything. And that was great. INTERVIEWER: Now there was a band in Fitchburg also, and that disbanded. So did some of those members come over to Leominster? CHARLIE: Well, they still have a band in Fitchburg. ROLAND: Yeah, I play with them; Charlie and I play with them. CHARLIE: Yeah, Fitchburg Military Band. INTERVIEWER: All right, so was there an Italian band in Fitchburg? VINNIE: Not specifically. Probably most of the same musicians played in that band too. Like how many – are there more than you two that play in the Fitchburg's Military from Leominster?36 ROLAND: There's Gene. VINNIE: Gene? CHARLIE: Yeah. ROLAND: And most of the brass players. CHARLIE: Yeah, there's a lot of exchange between town bands. VINNIE: John used to be in it? CHARLIE: Oh yeah, they used to play in the Townsend Band. My father played in the Townsend band. They all shared the bands around here. ROLAND: On Memorial Day we would play in the morning, and then in the afternoon we used to play in Greenfield. And it was all hills. And we remember once we did the same thing; we were going up this tall one, and I don't know if Charlie remembers, but Roger Pascarelli, he was, they used to put the clarinets up front. CHARLIE: Yeah, yeah. ROLAND: And he was on one end, and I forgot – John Pacceli was on the other end, and we were marching and we came to this fork. And the first time we played, we didn't know where we were going. And it was funny it was like somebody split the band up. [Laughter] And there were two guys there, engrossed in their music and they were going this way, and the other guys were going that way. Remember that, Charlie? CHARLIE: Yep. ROLAND: [Unintelligible - 1:18:14] road you're taking, right? RENA: You go that way. INTERVIEWER: So when did – did the music change over time, the repertoire of the band? ROLAND: Yeah it did. Because in those days, the music was really heavy; it was quite long and everything, you know.37 VINNIE: Yeah, there were a lot of operatic excerpts played by the band. Now they have regular concert band music, you know, worldwide. But in those days, it was mostly operatic excerpts. ROLAND: Manuscript. VINNIE: Arranged for the band. RENA: And some of the music is about 200 years old and it is still played by this band, although they do play the modern as well. But as I think I read in one of the articles, it's like preserving a museum piece in the museum and they have preserved this music. They still have it; they have the music and they can play it if they want to. But now they're beginning to play more and more of the show tunes. INTERVIEWER: Now I was wondering, are there any bylaws or something that tries to preserve the culture of the band, for example, the 200-year-old music? Is there something in place that will hopefully keep this music alive for generations to come? CHARLIE: Well, just in the light read…/AT/jf/kg/ee

The Mercury November, 1909 HELP THOSE WHO HELP US. The Intercollegiate Bureau of Academic Costume. Cotrell & Leonard, ALBANY, N. Y. Mak^« °f CAPS AND GOWNS To Gettysburg College, Lafayette, Lehigh, Dickinson, State College, Univ. of PeMi -ylvania, Harvard, Yale, Princeton, Wellesley, Bryn Mawr and the others. Class Contracts a Specialty. Correct Hoods of Degrees To The Class of '10. We have begun our college campaign for next Spring and Summer. Over 25,000 employers look to Hapgoods for their men in sales, offices and technical positions in all departments. Most of these Arms use college men. They arrange with us to cover the en ire college world for them. We have a unique preposition of in mediate interest to any college man who will be open for a propo-sition. Let us tell you about it. Write to-day. TXL _,_^ _j c^ 17^ ,-~ " TIM JVJtTJOJVJJ, ORGJJYMZJITtOJV Of HfipGrOQEltB, BMUMM- BUOHMUBS. Commonwealth Trust Building, Philadelphia, Pa. HOTEL GETTYSBURG, Headquarters for BANQUETS. Electric Lights, Steam Heat, All Conveniences. Free Bus to and from station. Convenient for Commencement Visitors. RATES $2.00 PER DAY. -/i/very G-ttaartea. B. B. Cqwoll, Proprietor. All our drugs aud chemicals are sold to you under a positive guarantee, pure and full strength. H. C. LANDAU, DRUGGIST. EVERYTHING A FIRST CLASS Drug Store should have Opposite Eagle Hotel. lfm0Vmmt*f^mt^mftlwt^n GETTYSBURG COLLEGE Gettysburg, Pa. - LIBRARY - I WE RECOMMEND THESE FIRMS. Established 18S7 by Allen Walton. ALLEN K. WALTON, Pres. and Treas. ROBT. J. WALTON, Supt. HUMMELSTOWN BROWN STONE COMPANY QUARRYMEN and Manufacturers of BUILDING STONE, SAWED FLAGGING and TILE. Waltonville, Duphin Co., Pa. CONTRACTORS FOR ALL KINDS OF CUT STONE WORK Telegraph and Express Address, Brownstone, Pa. Parties visiting quarries will leave cars at Brownstone Station on the P. & R. R. R. For Artistic Photographs —GO TO— TIPTON The Leader in PHOTO FASHIONS Frames and Passapartouts Made to Order. D. J. 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A Special Proposition Is open for the first person ID any com-munity who will deal with us for a Piano or Organ. WEAVER ORGANS AND PIANOS have no question mark to the quality. I IIII I .__ _ _ Z WEAVER ORGAN AND PIANO CO., MANUFACTURERS, I YORK, PA , U S A. MAIL THIS COUPON TO US. Send me special proposition for the purchase of a Piano. Name Address m * .-I-. •I" •■!•■ T\ •*■ ± Students' Headquarters —FOR— HATS, SHOES, AND GENT'S FURNISHINGS. Sole Agent for WALK -OVER SHOES ECKERT'S STORE. Prices Always Right He Lutheran PubliGatiori Society No. 1424 Arch Street, PHILADELPHIA, PA. Acknowledged Headquarters for anything and everything in the way of Books for Churches, Colleges, Families and Schools, and literature for Sunday Schools. PLEASE REMEMBER That by sending your orders to us you help build up and develop one of the church in-stitutions with pecuniary ad-vantage to yourself. Address HENRY 8. BONER, Supt. THE [UIERCORV The Literary Journal of Gettysburg College. VOL. XVII GETTYSBURG, PA., NOVEMBER, 1909 No. 6 CONTENTS. THE WBONG OP WASTE 2 DAVID M. CRIST, '10. FEESCOING A LOST ART 3 ELMER STOUFFER, '11. A HALLOWE'EN STOEY 7 SAMUEL BOWER, '10. THE VOTEE'S DOMINANT PBINCIPLES: WHAT THEY SHOULD BE 12 ROT V. DERR, '10. IS GEEMANY A MENACE TO THE WORLD'S PEACE? 15 C. M. ALLABACH, '11. A NAEEOW ESCAPE 16 R. L. MCNALLY, '13. THE "BACK HOME" BOY 20 EDWIN C. MORROW, '12. THE EVOLUTION OP THE BEAST 22 EDWARD N. FRYE, '10. THE SPIEIT OP THE PLACE 24 HARVEY S. HOSHOUR, '10. EDITORIALS '. 29 EXCHANGES 31 GETTYSBURG COLLEGE Gettysburg, Pa. | - LIBRARY - I THE MERCURY. THE WRONG OF WASTE. DAVID M. CRIST, '10. jO the contemplative mind one of the saddest things in the world is the waste that is going on, and has gone on ever since civilization dawned. Much of this waste is wretched, needless, wicked; it means human efforts thrown away; it is one form of homicide for it sacrifices life and the material that life thrives on, and thus it hampers progress. What does a grain of corn amount to? Nothing, we hear the wasteful man say. Yet the secretary of agriculture of Missouri computes that one grain on every ear of corn grown in his State alone would add one hundred thousand dollars to the wealth of the State each year. We have all been told what a large sum the saving of a few cents a day will amount to, if allowed to roll up for a period of years, yet we all go through life really unmindful of the possi-bilities there are in such little things. A Kansas statistician has recently figured that the men of that State are constantly wearing on their coat sleeves eighty thousand dollars worth of buttons which serve no earthly use. It is easy enough, of course, to over do economy and make it ridiculous, and it is often most difficult to say whether a given policy is wasteful or economical. In this country our railroads work their locomotives very hard, and wear them out in a few years, whereas in England locomotives are used very carefully, and are kept in service several times as long. The English blame our railroads for being wasteful in this, whereas our au-thorities hold that it is better to get the best wear out of any ma-chine in a reasonable time, and then scrap-heap it, and replace it with something newer and better. Large scale producers such as the Carnegie Steel Company of Pittsburg, have owed their success in no small degree to their lavish expenditures, or industrial experiments, and for the in-stallation of new machinery as soon as its superiority to that in use has been demonstrated. So ideas to what is waste will differ. Unquestionably we are wasting our coal, oil, natural gas, and THE MERCURY. 6 timber supplies in this country, but under the conditions it does not pay to husband these material resources. A few years ago the world became alarmed because its fuel supply seemed to be coming to an end. Now, we are harnessing the rivers, water-falls, and even the glaciers, and making them do much of the work that coal hitherto has done. There is no small doubt that before the coal supply is ex-hausted the world will be so completely electrified that the use of coal will have become obsolete. The waste of timber is more serious, and yet as lumber rises in price other materials will be developed to take its place, witness the present rapid introduc-tion of concrete for building purposes. This country would not be what it is if it had been developed UDcler such a saving policy as has necessarily dominated the rise of European nations, so it would be well for us to remember the words of Benjamin Franklin when he said: "What maintains one vice would bring up two children. Eemember many a little makes a nickle. and farther, beware of little expenses; a small leak will sink a great ship." FRESCOING A LOST ART. ELMER STOUFFER, '11. EW people realize that the frescos which they see on the walls of buildings are the remnants of a once great art. An art which for the number of men who were engaged at it and scope of application never had an equal. The history of this great form of art is long and of itself interesting to read. It is not the purpose in this article to give the history beyond what is necessary to the illustration of the subject in hand. It shall be our purpose to discuss the art as we know it, and the methods of the frescoer of to-day. It is claimed by many that the art of frescoing was known to the ancient Egyptians, but this is doubtful. If they knew any-thing at all about it, it could not have been more than enough THE MERCURY. •to cover the walls of their houses with the crudest and coarsest kinds of earth colors mixed with water. True one can find buildings decorated in patterns which are supposed to be genu-ine reproductions of ideas found on the walls of Egyptian ruins, but the methods of getting these actual designs are never told. The whole is fanciful and not certain enough to receive much consideration. The Greeks were familiar with the art of fres-coing but the extent to which they developed the art is uncer-tain. The excavations of Schlieman have brought forth some old decorated pieces of walls which were thought to be frescoes, but careful examination has shown them to be mere earth colors applied in various designs. The Hebrews it is certain knew nothing of frescoing. It was not until the beginning of the Christian era that the art rose to its fullest development. The Christian artist wanted an art which would properly express the emotions. The stirring scenes of the early Christian times were the subjects for the •church decorator to work upon. The art which he would use must be able to express faith, hope, joy, sorrow, grief, pain and things of that nature. Sculpture, the art of the Greeks, would not answer his purpose for that is essentially an art of repose. Frescoing seemed the only one capable of answering his purposes so he employed it. Even then the early decorator was held in check by ecclesiastical interference. In decorating the churches he was not permitted, even though he had the impulse, to use any type not traditional. For this reason we find nearly all the fres-coes of this period consist of the gaunt, pinched bodies of an-chorites and saints. In the sixteenth century this art reached its highest state of development. In this period some of the world's most famous frescoers lived, and some of the most noted frescoers were executed. Several of the works produced in this period are extant to this day. The wave of Iconoclast fanaticism which swept over Europe in the sixteenth century struck the art a blow from which it has never wholly recovered. In England nearly all the paintings were destroyed. In some churches they were merely defaced, hut in those churches where the frescoes could not be destroyed without permanently injuring the buildings, the despoilers cov- THE MERCURY. «red them up with lime. On the continent of Europe the hatred was not so intense, and it is doubtful whether any works of real value were destroyed. It is true, however, that when the Icono-clastic wave had swept away, the art was practically dead. In America very little is known about frescoing. Our near-est approach to it are the distemper paintings with which we decorate our theatres and churches. Several reasons might be mentioned for this, but the most reasonable seems to be that Americans are too impatient to apply themselves to a trade in which the first and chief requisite is painstaking precision. The Americans as a class are too much in a hurry to take the time which it is necessary to do a good work of frescoing. The aver-age American does not care what a piece of work costs but he invariably does want his work done at once. So little interest is taken in the art in America that not one color manufacturer is to be found who so much as manufacture the kind of color which mural decorators use. The American decorator must depend upon the shops of Germany for the colors which he uses. German workshops also supply America with her supply of deco-rators. Frescoing as clone in former times required a great deal more skill than it does to-day. The work was all done while the plaster was still soft. The decorator decided in the morning just about how much surface he wished to cover that day. The plasterer, who worked right with him, then finished that much. With a sharp pointed awl or some other instrument the deco-rator then marked the design in the plaster, and proceeded to his task. Sometimes a small design of the work in hand was made and kept lying by to refer to in case the decorator became puz-zled as to how to proceed. The necessity of this can readily be seen when one remembers that some of the great works of this kind were fifteen and sometimes twenty years in the accomplish-ment. If all which was marked could not be done in the day the plasterer cut the unfinished portion off and they began all over again. An almost perfect knowledge of pigments was ab-solutely essential to the decorator of the old time. Lime in dry-ing causes many colors to fade and some to become darker. It was necessary for the mechanic to know just what effect the lime tf**ftiufvrxv GETTYSBURG COLLEGE * Gettysburg, Pa. LIBRARY 10 THE MEBCURY. "An unlucky spot," sighed Proud Patrick. "He ain't the first, nor thirteenth to be tuk tar." Hattie came running in with the holy water bottle and Mis-tress Proud Patrick eagerly bathed poor Oiney's head. As the cold drops fell showering upon his face Oiney winced in spite of himself. "The color is comin' to his cheeks," said Hattie as she knelt over him solicitously. "The fire is warmin' him. He's comin' roun' all right." "God be thanked for holy water bottle said Mrs. Proud Pat-rick. "Let's raise him up a bit," said Del. "An' a drop of nice warm sweet milk with a pinch o' ginger and sugar might do the poor fello' good," said Hattie. "Bether couldn't be," said Del. "An' a bowl o' tea," added Chris. "An' a drop o' spirits," said Joe. At this insinuation a perceptible glow over-spread the features of the unconscious one and to the delight of Del and eve^one there, a sigh escaped his lips. "God be thanked," said Hattie. Del bent over his patient and softly whispered, "Oiney." Oiney slowly opened his eyes and looked wonderingly and in-quiringly about him. "Del—is—is—thet—you ?" "Yis, yis, me darlint." "Del—where an' where can I be?" "Make yer min' aisy, ye are in a dacent house an' with dacent folks. Mister Proud Patrick and Mistress and Hattie McPher-son. Del then asked for a drop of whiskey and tried to persuade Oiney to take it but he refused. "Just a drop," said Del. "Only a toothful," said Mrs. Proud Patrick," and take it as medicine. It'll send the blood through yer veins." But Oiney looked gratefully at Mrs. Proud Patrick and ten-derly at Hattie, but still refused to touch the whiskey. The patient grew rapidly stronger on the beef tea which was THE MEKCURY. 11 tendered by loving hands and thanked the whole family for the trouble they had gone to in his behalf. "But ah, ye knows I can't be kapin' ye dacent folk out o' bed all night—it's almost mornin' now." "Oh, that's all right," volunteered Hattie. "It's no bother an' as to me uncle an' aunt, there, they can go to bed any time now seein' ye are on the fair way to mendin' yerself; an' me an' Eosie-an' Matthew 'ill tarry a while an' git ye somethin' to eat." "Uncle," she continued, "you an' me aunt can now take yer-selves off to bed seein' poor ill Oiney here is gettin' along bet-ter. Myself an' Eosie an' Matthew 'ill take care of him jes as good as if you was here." So with more thanks Oiney bade them good night and wished them a sound sleep and pleasant dreams, and assured them he would never forget their timely generosity. Then Hattie warmed some sweet milk and supported Oiney while he drank it. He was soon sufficiently strengthened to make his way to the fireside with the help of Hattie and Eosie, where he and Hattie sat down together. Oh, I'm ever so glad you're comin' roun' so fast," Said Hattie. "Faith an' I know the doctor I'm thankin' for the same," re-plied Oiney, his eyes beaming upon her. "Och, don't bother me Oiney, it's a poet you should a' been born—you've a tongue as sweet as any poet's." "Well, it's no poet you should a' been born, darlin' but in the Garden of Aiden." "Array, go way with ye." "Yis. in the Garden of Aiden, when man was alone an' com-fortless." "But the Bible never mentioned Adam takin' 'fever gortach," and Oiney reflected. "Oh, Adam would a' got it some how if he had a thot that it would a brot you in its wake." "Houl on Oiney. Take yer arm away out o' that. Take it away. Tre' ain't no danger o' my takin' waikness—no fear of it." "An' thr' all blamin' poor Adam 'cause he ate the apple"— went on Oiney, philosophical!}', gazing into the fire, still keeping ^■^■i^^n^^^^^^^^^^^H 12 THE MERCURY. his arm across her as if absentmindedly. "I know well if I was Adam an' some people I know was Eve, an' that if this partick-ler Eve offered me the same size o' rat pizen and sayed, Here Adam, my sweet, take this, its good, I'd swallowed it an' swared it was honey." "My, what a nice fellow you'd make for the lucky woman that gits ye," said Hattic. "But will ye take away yerself an' take yer arm out o' thet." "Oh," said Oiney in surprise. "Is that where my arm is?" Yet absentmindedly he went on philosophizing upon man's lonely lot had not God given him lovely woman to be a joy and a blessing forever. Del whiled away the early morning hours for Eosie, the maid, and poor Chris and Joe Eegan smoked their pieces of pipe. When the gray dawn began to filter through the blackness of the night, Hattie and Eosie who now had to begin their day's work, bade their sweethearts a merry good-bye after promising to meet them on Sunday evening at the Crooked Bridge. THE VOTER'S DOMINANT PRINCIPLES SHOULD BE. WHAT THEY ROY V. DERR, '10. .NDIVIDUAL right of franchise is the heart of a demo-cratic government. The stability and perpetuity of a nation such as ours depend upon the righteous use of the ballot-box j while corruption and dissolution are the fruit of its abuse. The right to vote becomes a cherished privi-lege by the young man as he approaches twenty-one. At this point a searching question confronts him. Will he be influenced by seductive tradition and paternal inheritance? Will he con-tinue to cast his vote as father always did? Or will he permit his privilege to be directed by certain guiding principles? This is the vital question. When one thinks of the untutored multi-tudes who become the prey of scheming politicians, it becomes an THE MERCURY. 13 important question. But what should these dominant motives, of action be? If our voter is a man of any education or good judgment, he will seek to have a general knowledge of the country's condition and needs. He aims to know the issues at stake, and the plat-form of his chosen party with regard to them. Why ? That he may decide whether the candidate in question is fully qualified for the position. In other words he will endeavor to vote intel-ligently. Not merely boasting a long ancestry who were stal-wart Democrats or life-long Eepublicans. Very often such a spirit is but ignorant pride and betrays the lack of intelligence and reason. The voter should not only be able to state his party,, but also to tell why it is his preference. But the careful voter will not stop with an investigation into the ability of the candidate to fill the duties of office. He goes further and deeper. He will seek to know the aspiring office seeker as a man. What is his character? A man of self-con-trol and integrity ? Will he prove faithful to the trust ? These questions must be answered affirmatively by the conscientious voter. Strict sense of civic duty demands nothing less. The loyal citizen will not cast his vote for incompetent or unworthy men out of mere favor or friendly acquaintance. To do so weak-ens the dictates of his moral conscience. The highest motives should control our franchise; the prosperity of the State, the-welfare of the community, and the best interests' of all concerned. This is true loyalty and genuine patriotism. Above all, for the thoughtful man the dominant principle will be party subordinate to the man. Some one may ask would not such universal independent voting destroy political parties? They are essential to counter-balance one another in government. In answer the true voter will use his influence in securing the best men on the party ticket of his preference, if for some reason these are not chosen, but undesirable nominees instead, the strict sense of civic duty will compel him to refuse to vote for those men. Partisanship must bow before right and duty. Prejudice and tradition must yield to justice and intelligence. It is bet-ter to cut one's ticket and prove traitor to one's party than to iise one's franchise in voting for incompetent or unworthy men. Then he will have nothing to regret. L GETTYSBURG COLLEGEI Gettysburg, Pa. LIBRARY ^^^■^^^^B^^^H 14 THE MERCURY. Who is to blame for corruption in politics? For partisan legislation and bad government? Those holding office we say. But our nation is a democracy! We boast of the rule of the-people! The boomerang springs back upon the voter himself. Corrupt legislation reflects itself upon the public at large. If office holders prove unloyal to their country's trust, it shows that the voters were not careful enough to elect the best men. This situation is but a practical application of the fable in which the indulgent master gives shelter, under his tent, to the imploring ass who in turn ungratefully kicks him out! What, then, should be the voter's dominant principles? To serve his country and State, not only party and self. To know the needs and conditions of his nation or community. To elect the man best fitted to fill the position, that is the man of capabil-ity and character. The former involves the ability to discharge his duties well and efficiently. The latter includes those quali-ties of honesty and integrity as will enable the office holder to stand fearlessly against bribery, partiality or injustice. Such is the type of man whom the true voter will strive to elect. So long as the right of franchise is jealously guarded and highly prized, there will be no need to fear the downfall of our repub-lic. But she shall ascend higher as a moving power in the eyes of the civilized world. Her destiny will not approach soon, but with the oncoming years, she shall exert an untold influence-among the nations of the world. THE MERCURY. 15 IS GERMANY A MENACE TO THE WORLD'S PEACE ? C. M. ALLABACH, '11. T can hardly be denied by those who have noticed the trend of international politics that Germany is the greatest obstacle to the world's peace to-day. This has become strikingly evident in recent years. Diplomatic relations between the English and Germans have been strained for more than a decade. The famous Kruger tele-gram of 1896, the intense commercial rivalry, the hostile attitude of the German people during the Boer War, the biting criticism of the press, and finally, the manifest intention of Germany to wrest from Great Britain her maritime supremacy, have all com-bined to make the situation critical. To England, this mari-time supremacy is a matter of life and death; to Germany, it is an object of mere desire or ambition. Examples of German aggressiveness are numerous. The first American experience of it was in the Samoan Islands in 1888, and a second in 1898, when Germany sent a powerful fleet to the Philippine Islands. Japan felt it in 1895 when Germany joined Russia and France in forcing her to recede from the Liao-Tung Peninsula which bore no small weight in furthering and hasten-ing the outbreak of the Russo-Japanese War. All Europe and America was unfavorably impressed by the attitude of the Ger-mans in the Boxer uprising. Then, too, it is generally known that Germany took the initiative in the Venezuelan blockade in 1M2, and since the power of Russia has been considerably les-sened by the Russo-Japanese War, the Germans appear to be even more aggressive than before. These actions truly speak louder than words, but the words are not lacking either. The German Kaiser's speeches are teeming with expressions which clearly reveal the German attitude. Among many others he said at Cologne in 1897: "We have great duties in the world. There are Germans everywhere whom we must protect. German prestige must be preserved abroad. The trident belongs in our hands." In 1900, upon delegating to Prince Henry the command of the Oriental fleet, he said: "Im-perial power is sea power. The two are mutually dependent. 16 THE MERCURY. Should anyone infringe our rights, then use the mailed fist and earn your laurel wreath." To departing soldiers he used such terms as these: "Spare nobody." "Take no prisoners." "Give no quarter." Such expressions are not the mere workings of an individual's maind, but are the sentiments of a nation expressed through its chief executive. It is true, too, that Germany is the greatest obstacle to the policy of limitation of armaments and obligatory arbitration. It was with great difficulty that the German government was per-suaded to consent to the establishment of the permanent Court of Arbitration. She opposed nearly every policy advocated by England. She held strict views of belligerant rights and voted against every specific proposal of obligatory arbitration. The Germans have rejected the advances since made by the English to enter upon an Anglo-German understanding concern-ing the cost and extent of their naval programs, claiming that no formal proposal has been made and therefore no official transac-tions have followed. Since Germany was not in harmony with the proposals of the Hague Conference, there seems to be but one remedy to check the steadily growing martial spirit of the sturdy Germans, namely, an alliance between the two greatest branches of the Anglo-Saxon race, England and America. Unless some such alliance is formed, the law of "the survival of the fittest" will be the outcome; of which the fittest is the strongest, the best or-ganized, and the most unscrupulous. A NARROW ESCAPE. R. L. MCNALLY, '13. JHNEAKEY was feeling blue that night as we sat together in the lobby of The Eoyal. He awaiting the arrival of a certain well-padded person, whom he pleased to call his victim,—and very impressibly informed me would be his last one,—while I was trying to pass away the night of idleness. Sneakey started to tell me all about his intended re- THE MERCURY. 17 form, and was in the midst of a "profound resolve" with his fist in the air intending to bring it down on the handle of my chair, when the arrival of a ponderous white steam car arrested his at-tention and without a sign or signal he arose from where he sat walked over to the door where the fat and hearty autoist would have to enter. Only once did he glance back at me, and then very quickly. I thought 1 noticed a shade of distress in that glance, but dismissed the thought of the fact that Sneakey, above all, would ever shrink from a job. Sneakey followed this particular individual over to the desk and watched him register, lighting a cigarette in a cool and un-interested fashion, but carefully noticing in his mind the rooms to be occupied by this person. He didn't return to where I was sitting, a very wise thing on his part, but strolled over to the bil-liard room, where fifteen minutes later, I found him actively en-gaged in a game with a stately looking, shifting-eyed sport. I walked on through and out on the street, took a car, and was soon in my room snugly seated in my large chair, planning, and thinking I had spotted a large elegantly finished mansion across the park, occupied solely by an old gentleman of eccentric habits. his brother, two house maids, and a general utility man. Next morning after breakfast I strolled across the park to in-vestigate my intended loot and map out a course that would be sure to bring me safely to my goal. I bought a paper afterwards and nothing could be printed clearer, nor more prominent to me than the little three-lined announcement that Sneakey, the one and only friend I had to depend upon, had been intercepted in an attempt to enter the rooms of a wealthy guest and was being held for trial. Of all the news, this was the most distressing. But what could I do but accept it as a present from our dreaded enemies, the plain clothes men. I did not know what to do for tools, and to attempt such a task alone would be almost fool-hardy, and Sneakey's presence was an excellent solution to both of these quanderies. But, since he was taken into the strong arms of the police, I could do nothing else than depend on luck. It was now 10.30 A. M., and I thought I might run across an old acquaintance, but there was none I could think of, let alone trust as an accomplice. After dinner I made a list of what I t^^^m^^^m 18 THE MERCURY. was in need of and among the things I needed most was a pair of wire nippers in case I would need them. Now I knew that Sneakey had a pair so I walked over to his room, having to pass the seat of my night's work, and picked the lock. Hanging across the back of a chair was a coat made up with the lining of a smoking jacket. I quickly realized its value and took it over to a tailor's and ordered it pressed, and put into proper shape. In the pocket of this coat I found a cigar which I took as a charm for my safety because I found it in the pocket of the most valuable tool I could have possibly came across. Placing the cigar carefully in my pocket the next thing to do was to get a mate at all hazzards. Scotty kept a rather notable pool room where I had been in the habit of spending some time and where I knew I could find a collection of choicest men of my profession. On entering I could hardly believe myself when who should step up and shake my hand but Harry Musser. I hadn't seen him for years, and why, I'm sure, is not because he had fallen into the same ill luck as Sneakey. I told him all of my plans and asked him to go along and help "cinch it," but woe for my hopes; he had a job on hand at White Flains, and was leaving that night on the 11.30 boat to ge to White Plains about 2 A. M., and be safe from all view to carry out his aim. Well, this was the last hope, and I decided to go alone. I saw Harry off and returning to my room put on the coat nicely tailored, and walked across the park and on around to the rear entrance of this house. Just as I entered the hedge I heard West Hall Hedge clock strike one. Walking up to the porch I started operations by climbing the vine, since I had to dispense with Sneakey's excellent tact of pitching a rope ladder. Gaining the level of the window sill I swung across and caught hold of the sill and hung suspended until I could grasp the shutter and pull myself up so that I could place my foot against the opposite side of the window frame and gradually work myself up inch by inch until I was standing on the sill holding on to the shutters. I was starting to work on the win-dow when I heard somebody walking on the pavement. When he got opposite the place where I was he stopped, lit a cigar and gazing aimlessly about, turned his steps and walked up the gravel walk and sat down on the porch almost under me and smoked. THE MERCURY. 19 After about fifteen minutes I did not see or hear him stir, and concluded he was asleep. Much was my chagrin when I found the window pulled up tight against the upper frame. To get in was almost impossible, and to get back to where I came from, was impossible. I had to decide some way. I knew that it would be safer to get out through the house than to get past that night watchman below, so taking a small finger-nail clip from my pocket, I dig two crescent shaped holes in the window frame, and placing my fingers in them bent all my effort toward pulling it down. It yielded, and carefully lowering it, I climbed in, down on the floor and I thought noislessly over to view my room in general, when all of a sudden, the lights were turned on brightly and a small buz sounded on the wall which I knew was a signal. Then locating the door, I made for it, but was barred by a huge porpous of a man whom I concluded was the butler. I had to pass him to liberty, and being much smaller, knew a struggle would be useless. I waited until he charged, then side-stepping I gave him a lucky stroke in the stomach. He wasn't long in the fight. Throwing my hat in a corner, I ran my fingers through my hair, put the coat inside out, the cigar in my mouth, ran down to the front door, to escape, preparing lest the police should arrive before I got away. Two officers were coming down the pavement at a good speed. I did not know what to do in so-tight a place. I decided to use strategy, so assuming a horrified expression, I called to them that here was the place, and ex-plained that the old gentleman had became suddenly worse, and that I was sent by him to bring his son, who lived some distance-from the house. That story wasn't believed in full by them, and! they decided to go along with me to bring his son. The two fol-lowed me for a square, and then stopping, I reasoned that two of them should go back to the old man, and assist the butler in car-ing for him, while the other officer and I went for the son. To this they agreed, and we two sped, where, I did not know until, reaching into the pocket of this coat, my hand fell upon the wire nippers. I just happened to think of Sneakey. I knew he wouldn't be in his room so I made a short cut there and pound-ing on the door received no reply, until a doctor next door put his head outside the door and informed us that that gentleman mi^^^^^^^^^^^^mwg^^^^^^^^^^^^^m 20 THE MEECUET. had left yesterday morning and had not returned yet. Now I knew to go along back to the house would mean my arrest so I told the officer that he should go on back to assist the other officer and the butler, while I awaited until this doctor would dress and go along with me, that we would follow in a few moments. When the officer left, I feigning that I intended to wait, followed after him down to the street level and proceded over by a back street to my rooms. Next day I learned of Sneakey's sentence of two years and went around, packed up his furniture to store it. In the pro-cess of this packing I was assisted by this doctor who told me of the very strange call he had last night. THE "BACK HOME" BOY. EDWIK C. HOBBOW, '12. EE we, the great American people, interested in the farmer boy? "We are. Why should the attention of the richest, most commercial nation of the earth turn to the humble youth of sunburnt face and freckled nose "back home ?" There are several conspiring reasons which cause the lines of national interest to deflect from their normal course toward that obscure spot on the map where is growing to man-hood the average country boy. One of the first reasons, perhaps, is to be found in the fact that he is "the boy back home." Somebody has said, "God made the country, but man made the town." Well, what man made the town? It was the man from the country; and it is the man from the country who is making the town grow and prosper to-day. It is from the hay-field rather than from the gutter; from the garden rather than from the crowded quarters of the town, that men are being drafted to fight the great battle of the world's market place and public halls. The bulk of brains, the brawn, and the character of this country has come from the country; and from the country will come at least many of our big men of the succeeding gen-eration. THE MERCURY. 21 The country boy is running America to-day; his name is legion. Abraham Lincoln, the greatest monument in American history, has established a standard of idealism for all American frontier boys. President Eoosevelt was a western rancher. William Jennings Bryan, who, despite conflicting views and re-gardless of politics, is an international character, wears overalls on his Nebraska farm. Anthony Comstock, one of the greatest and best moral forces in America to-day, came from a New Eng-land farm. Homer Davenport, one of the best known political cartoonists in the country, grew up on a far western farm. And so the list may continue down along the directory of the "Who is Who"—including United States senators, merchant princes, economic, scientific and philosophic authorities; light of the bar and pulpit; writers, artists and musicians; there is no seat of the mighty where the farmer boy has not sat. If there is anybody in this whole country of ours who is a free citizen, it is the country boy. He is as free as everything about him,—the air, the sunshine, the birds, the snow. Out here in God's own country, a boy can not help growing to manhood brave and strong and clear-minded. Simple taste, simple appe-tites, a simple home, these are a wholesome curriculum for a boy's individual education. Plain food, regular hours, and plenty of healthful exercise,—these create a strong body, the only fit setting for a strong mind. The farmer boy grows up away from the atmosphere of riotous vice. He is not bred in the shadow of corporate domination and "higher ups;" he recognizes no "higher up" in this world than his Father. He is imbued with the faith that a man who dares can, and that a man who can should. He has confidence in himself, and belief in his future. That is what we by times call by one of several names: Energy, backbone, enterprise, jasm, initiative, perseverance, grit, gump-. tion. Whatever it is, it is a winnig quality,—it is power. The thoughtful men are realizing this to-day as they never-did before. Employers know it and want young men from the country; educators feel it and rejoice over the country bred scholar. The voter knows it; and the politician knows that he knows it, with the result that we get in office to-day some honest and fearless men, who stand for the best in American polities,, though tied until almost powerless. 22 THE MERCURY. It is no disgrace to have come from the country, and the boy from the country need not be afraid to apply for a job. His record is good, and nothing need stand between him and success. THE EVOLUTION OF THE BEAST. EDWARD N. FRYE, '10. |OWJST from the mountains came two beasts into a plain upon which grew a few blades of grass; they stood facing each other with snarls. Finally the battle be-gan to rage as to which should get those few blades. It became a life and death struggle, and the turmoil was great. It was a case of the survival of the fittest. The strong one con-quered and the grass was his. The other lay in the dust and gore with his life slowly ebbing away. Thus as I look out over this great country and see the strug-gle of man for life, for liberty and for progress, and then think that he is called beast and materialist, I am reminded of the story of the beasts. The charge is not wholly untrue. Man is a materialist, but a materialist by necessity, a materialist because he is a creature of society and society is warring to keep him bound. His materialism is a bread and butter problem. His materialisms are the necessities of life, nourishment of the body and a life with its comforts. The problem is how shall he pro-cure those necessities upon which his life depends, and how can he add to his daily life those comforts. These are the foremost thoughts in his mind. His hunger must be satisfied and his body clothed, likewise he must care for his wife and his children. Of course he is a materialist and what else could he be. What would give him existence? Surely not spiritualism. The life of man is made up of more or less materialistic wants. And he has been called a materialist because he is forced to center all thought on these wants. He has been called a materialist be-cause he is demanding that which by right is his and which so-ciety will not grant. He has been called a materialist because the other big beast, capitalism, is contending with him for the THE MERCURY. 23 last blade of grass. He is being driven to the very brink of de-spair with only one thought: "How can I live," and with one problem to solve: "How can I procure bread and butter." He is forced further and further to the point of starvation and still that mighty hand reaches out to grasp more from his little to swell its fortune or fill its coffers. Thus the working man is forced to lift up his voice and cry for his rights when the Ameri-can aristocracy consider him nothing more than a machine to further their interests. Whentheworkingman is reduced to a thing he becomes a materialist by necessity. He cannot lie back on the oars and pray that the Almighty God may give him bread, for then he would starve. He is therefore compelled to concentrate his energy, to rise up against such conditions and let his voice be, heard in order that he may receive that which by divine right is his. Then only when he receives that right can he turn his at-tention to the other phase of life, the spiritual side. To bring this about there must be an evolution of social condi-tions, not a revolution as the one who stands without the turmoil describes. The working man must rise up out of his present condition and let it be known that he is not a mere beast for the purpose of serving capitalistic interests and when of no more use to be turned off to starve or to be an object of charity. The capitalist, who is the real materialist, and in a sense a pragma-tist, must realize that the so-called brute is his social brother, born with all the privileges of a human being and with a soul that is equally precious in the sight of God. The capitalist must recognize that life is not a mere dream for the other fellow, but that it is a reality demanding a certain share of this world's goods to make it a joy and to prepare that soul for its rightful inheritance. This will take place when he ceases to say of his social brother: "Beast, beast," and in turn shows him his love. If the capitalist would change his perspective what a change would surely be in human affairs and in human lives. How much strife would be eliminated and how much deeper would be the spiritual life. Then man could think more seriously of things that are spiritual. The stomach of the working man would be filled and his physical wants attended to. You must satisfy those physical wants before you can hope to have him seek the wants of the soul or to develop him spiritually. 24 THE MERCURY. THE SPIRIT OF THE PLACE. HARVEY S. HOSHOUR, '10. S the autumn twilight closed in upon the old Thomaaton campus, so fraught with traditions and memories of a century's existence, there seemed to be an element of discontent, quite foreign to the place indeed, which per-meated everyone. Grant Hilsey, if the conversations which were conducted in low tones throughout the quadrangle were correct, the cause of all this discord, was throwing off his football togs in a room luxuriously furnished in every appointment. He then took a quick shower and dressed thoughtfully. Yes he was right. Something would happen tonight. Something must happen. What should he do ? Should he go to the mass-meeting or stay in his room? What was best for the college? All these ques-tions played havoc in Hilsey's mind while he was dressing and while he ate a late supper at the training table: The old chapel on the hill was that night the scene of the largest mass meeting Thomaston had ever known. Tomorrow-was the day for the "big" game with Greenvale, and the slogan of the meeting was, "Thomaston expects every man to do his duty." After speeches short and to the point by various mem-bers of the faculty, the 'Varsity men were called for one by one, and responded with short talks, promising their best efforts on the morrow. "What's the matter with Captain Hilsey?" shouted the cheer leader. The answer was an irresolute, "He's all right," amid a hubbub of hisses and jeers. The cheer leader looked aghast. "Let's see him. We want Hilsey," clamored the crowd, seem-ingly ashamed of its first action. Every one turned to the rear whence they expected Hilsey to come but there was no answer. Hilsey was not there. The captain had come into the meeting late and had sat in the rear, listening to his men as they spoke. He, too, would do his best to win. How could he lose, leading men with such spirit? Then came the jeers. He had known they must come, but he could not check the hot tears that kept swelling to his eyes. There was still one chance. He was in the rear seat and had not THE MERCURY. 25 been noticed in the excitement of the evening. H suited his ac-tion to the thought, and when the crowd turned to look for him, he had gone forth, unseen and alone. The leader shook his megaphone for silence and said in a voice that quivered just a bit, for he was a friend of the captain, "Pel-lows, tonight we have insulted one of the best captains Thomas-ton has ever known. He has picked the team with the best in-terests of the college at heart, regardless of what his enemies may say. For four years we have seen Grant Hilsey fighting for Thomaston honor. Where is the man who ever saw him betray the college. We have elected him captain, and upon him our hopes of beating Greenvale depend, and yet we hear criticisms, "improvements," and even jeers on the eve of our gratest game. It's mighty fortunate he isn't here to see this, for you know the Hilsey pride and its hard to tell what any one of us wouldn't do under his circumstances. Now fellows, lets make it so he can hear it. "What's the matter with Hilsey?" "He's all right," came back witht the roar of thunder. The dissatisfaction over the picking of the team and the captain himself seemed to be go-ing fast. "Who's all right?" Hilsey," re-echoed the crowd. "We want Hilsey," they yelled, but none appeared. The leader again motioned for silence. "Boys," he said, "one more rick-etyax for Captain Hilsey." The yell was given with a lust. All feeling was gone now in the spirit of the place which gripped every man in a way which was irresistible. With a "last long ray for the 'Varsity," the most successful mass meeting Thomas-ton had ever seen was over. When Grant Hilsey emerged from the building all seemed a confused mass. He had been publicly insulted and even jeered at. Last year, after the season which had ended by "sweeping Greenvale off the face of the earth," as the Thomastonian had it, he had been the hero of the college. He had made the run that had won for his Alma Mater, and it was quite natural that Hil-sey should be elected captain of next year's eleven. The election had been unanimous. He had come back this fall eager to pro-duce another victorious team, but the material was new and hard to get into shape. He had done his best, fairly and squarely, with the result that his associates characterized him as a deserter, for he had not chosen the, team entirely from his own "clique." 26 THE MERCURY. He was too fair for that. He was also criticized by that class of students—all too common everywhere—whose chief concern it is to kick, who are too good for everybody, yet whom nobody wants, and who still, somehow or other, exercise an influence,—probably only due to their persistency,—on every college community. The result was that Hilsey had become the most unpopular man in the college. As he walked through the campus he had grown to love, his mind was crowded to overflowing. What should he do? The Hilsey pride asserted itself. He would show them. No Hilsey could be played with in this manner. They had said that his team was "crooked." Let them improve on it. They would see that they couldn't do without Grant Hil-sey. Eevenge would be his and sweet would be his revenge. Instead of going to his room Hilsey went across the campus to his fraternity house. It too was deserted. He would send for his trunk after the game. As he sat musing on the porch the old walls loomed up before him. How he longed to graduate. But he was a Hilsey and a Hilsey never gave in. What did he care for the place anyhow? There were surely others just as good. The night train for Watauga was almost empty that night. All traffic was turned toward Thomaston for the morrow's big game. It was too late for Hilsey to go home when the train got in, so he resolved to stop at the hotel till the next day. Through-out the night and the morning his mind was in one vast whirl. He would wait till evening before going home. He remembered that all his people were at Thomaston to see the game. Some-how or other he felt that he was shirking something. Maybe he ought to go back to Thomaston even though his fellows had de-serted him. What did these unworthy sons have to do with old Thomaston anyhow ? He remembered a little essay of his on college spirit, on which he had been complimented highly. He was a Freshman then. He remembered the past three years, their ups and downs, their fortunes and misfortunes. Yes, they were happy years, all too happy but they were gone for good now. The Hilsey pride had shown itself. But that essay on college spirit kept forcing itself into his mind. That was theory he knew, rather sentimental at that. Was there such a thing at Thomaston as real live college THE MERCUKY. 27 spirit? He had done his best but did he have the spirit which could endure all for the sake of the college. Anything but gibes, he thought. But what else had he endured. He had failed at the first trial. He was a failure, a quitter, and Thomaston had expected every man to do his duty. Again the college walls loomed up in his mind. Yes, he loved them, he loved their •every stone, he loved their traditions and their lore. He looked at his watch. Could he make it? The Thomaston spirit asserted itself. He signalled a passing car, which he recognized as one of his father's. "Fast as you can to Thomaston," were his orders. It was a long ride but never for an instant did Hilsey's intentions change. There was such a thing as college spirit, Thomaston spirit. He was completely in its spell. As the car neared the campus he heard the cheer leader call, "Now then Thomaston." It thrilled his very heart. That was Thomaston, his Thomaston. "To my room," he fairly yelled to the chauffeur. The campus was de-serted. Over the green hedge which surrounded the athletic field, he could see a mass of crimson and gold. That meant Thomaston, the Thomaston he longed to fight for. It was the work of a few minutes to jump into his togs. Never was he so proud of the hugh "T" on his sweater. To think that he was so near forfeiting the privilege of wearing it. As he neared the field he heard a count—one-two-three—and then a long drawn out —nothing, all from the opposing side. His heart gave a throb. There was a chance yet. He flung off his sweater. He would show them that the Hil-sey pride was swallowed up in his college spirit. A great shout arose as the wearers of the crimson and gold saw Hilsey. They forgot enmities. He, their only hope, had come back to make them win. His judgment had been vindicated for his team had played wonderfully, and, but for a beautiful kick would have held Greenvale to no score. "Ten minutes to play," announced the time-keeper as Hilsey took his place at quarter. The team had been holding well be-fore. Now with a leader they played an aggressive game. Slowly they marched up the gridiron. Once they lost the ball, only to regain it on downs. Thomaston enthusiasm knew no bounds. There were no spectacular runs, ten yards being the greatest 28 THE MERCURY. single gain. With one minute to play a touch-down was made and the goal kicked. "What's the matter with Hilsey?" again shouted the leader. Never was such a yell heard as when they cried, "He's all right." The game was over. Again the colors of Thomaston flew high. Hilsey was late for supper again that evening. The sun was setting beyond the chapel hill with a blaze of crimson and gold, which seemed to him to be in honor of Thomaston's victory, his victory. The old chapel looked dearer than ever. In a few short months he would receive his diploma there. "It's the spirit of the place," he murmured as a crowd of students came down the street, wood in one hand and oil cans in the other. "There he is now. We want Hilsey," they cried." Yes," he muttered, as he was being hoisted upon the shoulders of his ad-miring fellows, "its the spirit of the place, the college spirit, the Thomaston spirit." I H E HE RCU RV Entered at the Postoffi.ee at Gettysburg as second-class Matter. VOL. XVII GETTYSBURG, PA., NOVEMBER, 1909 No. 6 Editor in-Chief SAMUEL FAUSOLD, 'IO. Exchange Editor G. E. BOWERSOX, 'io Business Manager PAUL S. MILLER, 'IO Ass't Bus. Managers C. M. ALLABACH,'ii S. T. BAKER, 'II Assistant Editor RALPH E. RUDISILL, 'IO Associate Editors E. J. BOWMAN, 'II C. M. DAVIS, 'II Advisory Board PROF. G. F. SANDERS, A. M. PROF. P. M. BIKLE, FH. D. PROF. C. J. GRIMM, PH. D. Published each month, from October to June inclusive, by the joint literary Societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance ; single copies IS cents. Notice to discontinue sending THE MERCURY to any address must be ac-companied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. fore, his duty to cultivate it. THE CONYERSA- What a world TIONALIST. of meaning this word contains! What a flood of memories it brings to us! Un-consciously there leaps to the im-agination the pictures of talkers who have given us many a pleas-ant hour. The human voice is probably man's greatest gift. It is his dis-tinguishing feature. It is, there- Indeed this should be his ambi- ^■■■^^^■H 30 THE MEECUEY. tion: to be affable, clear, optimistic and pleasant; to develop a ready wit and the happy accomplishment of speaking the right word at the right time. Indeed to keep silent always is as great a fault as constant babbling. Franklin expressed the idea as follows: "As we must account for every idle word, so we must for every idle silence. Conversation is not a wooden thing; it is elastic, happy and free; it runs, hops and skips. Indeed man's greatest asset is speech and harmonious conversation between two or more should be made the supreme pleasure of life. Conversation costs us nothing in dollars and cents; it com-pletes our education; discovers friends for us and can be enjoyed at all times and in all places. Although conversation is common to all ages, we believe the golden age of youth makes most of it. The young man or woman—particularly the college man or woman—uses the gift of speech to give expression to the bright-est hopes for the future. The collegian, in fact, lives in the fuT ture and oh! what a loss it would be to him to be deprived of the pleasure of building castles in the air. Talk is the great instrument of friendship. By it as Steven-son says, "Men and women contend for each other in the lists of love like rival mesmerists. By it friends can measure strength and enjoy that amicable counter-assertion of personality which is the gauge of relations and the sport of life." Conversation generally drifts to the two great subjects, "You and I." Of course the third party may be given passing consid-eration but vain humanity can not long escape the subjective. This fact is quite noticeable in the chat of two college chums. It invariably has to with the welfare of the speakers directly or in-directly. This being the case the conversationalist should be careful to clothe his old subjects in new garments and to bring them forth from the mint, as it were, with new and ever delight-ful aspects. Yes, let us continue to talk! Let us enjoy our talks, but let us seek to find more and more ways to benefit from them. THE American business world is a rapidly flowing river. To get into this rapidly moving stream, man must hustle and not be slothful. The competitions of modern life have become so keen THE MERCURY. 31 that there are no opportunities for the lazy. Man must either work or go to the wall. In every community this fact is under-stood but too often not believed. Should not these student days be hours of industry and benefit ? Many a night is spent in folly and the following day suffers. The only real and lasting enjoy-ment in life is to be found in work. Everything which man creates decays when neglected, but nothing in nature goes to pieces so fast as man in idleness. The conditions of all our faculties and enjoyments are found in the full exercise of all our powers to the limit of their capacity. There are examples of college men ad inflnitissium whose voice touches no sympathetic chord in the activities of to-day. Their thoughts never got beyond college politics and rivalries of secret societies. They have always been idlers and now are hopeless failures. As in the lower life the busy bees have no room for the drone, so in a college community the diligent students have no room for the dilatory. Let us conscientiously answer the ever-present question would our parents approve of their money's time and benefit ? and give tireless attention to our own work and advancement and when the commencement clock strikes we shall all be ready for our liberal professions. EXCHANGES. | GAIN it becomes our pleasant duty to examine and com-ment on our exchanges. We are gratified to see so many of the former papers again appear this year; as well as many new ones. A few of the former ex-changes have not yet made their appearance, but we trust it is only a matter of a short time until we shall again have the pleas-ure of receiving them. The matter of criticism is quite a relative one; some papers choose to tear every thread of good out of productions by hostile criticism; others are too apt in praising. It has always been our custom to act the part of appreciative critics in dealing with our friends. Of course there is often a necessity to make the harsher 32 THE MERCURY. kind of criticism, but in so doing we shall always do it with a friendly spirit and trust no offense is taken. Of the few exchanges to reach our hands this year one of the best is "The Gilford Collegian;" its departments are all well ordered and literary contributions are of a high order. The ora-tion, "The Solid South," is a very pertinent production; it deals in a broad and sensible manner with the reasons of southern solidity and shows how the causes for it no longer exist and that the idea belonging to a past time should be relegated to its pro-per place by the thoughtful citizens. The story, "The Heart of a Woman," in the same issue is very clearly written and not only causes much amusement but some serious thought. The October issue of "The College Student" is filled with well written articles. "The Crime of the Congo" and "The Crucible of Life" show much preparation and skillful arrangement of material. "We gratefully acknowledge all exchanges received. PATRONIZE OUR ADVERTISERS. IN this Drama of Four Year's Course, Play your part without dad's horse ; This to do is up to you With just a little tact between each yearly act, In some domain take a stroll And sell ALUMINUM for next year's Role (roll). Every summer hundreds of students make BIG MONEY selling Aluminum Cooking Utensils. For particulars address LOUIS HETZEL, Gettysburg College, GETTYSBURG, PA. THE STEWART & STEEN CO., COLLEGE ENGRAVERS, 1024 Arch Street, PHILADELPHIA. MAKERS OF INVITATIONS, PROGRAMS, MENUS, VISITING CARDS, DANCE CARDS, MONOGRAMS, CLASS AND FRATERNITY STATIONERY. P. S. MILLER, '10, Representative, Who has a full line of samples. EDUCATION The times an .1 the Schools demand that the best things shall be done and in the best manner. Watermans^FountainPen accomplishes everything that can be required of a good writing in-strument. Made to last for years of service and give its owner the satisfaction which comes with owning "the best." From all dealers. The Globe trade-mark i» our guarantee .742 Market St. San Frm 136 St. Jftinei St., Moi.trenl 12 Golden L*n«. ton-ton G Ru« A* lUnovm Paris PATRONIZE OUR ADVERTISERS. FUIOTTU^E Mattresses, Bed Springs, Iron Beds, Picture Frames, Repair Work done promptly. Under-taking a specialty. - Telephone No. 97. H. B. BENDER. 37 Baltimore Street, Gettysburg, Pa. EDGAR C. TAWNEY BAKER West Middle Street. J. B. WINEMAN, DEALER IN CHOICE FAMILY GROCERIES, PROVISIONS AND FRUITS, BOARDING CLUBS A SPECIALTY. L. WEIGAND, DEALER IN FRESH AND CURED MEATS OF ALL KINDS-Boarding Clubs a Specialty. §003^5 f^e5tQUPQDt, No. 7 Chambersburg Street. PATRONIZE OUR ADVERTISERS. EMIL ZOTHE, College Emblems, Engraver, Designer and Manufacturing Jeweler, 722 Chestnut St., Phil delphia. Specialties: Masonic Marks, Society Badges, College Buttons, Pins, Scarf Pins, Stick Pins and Athletic Prizes. All Goods ordered through G. F. Kieffer. Charles S. Mumper, DEALER IN FURNITURE, PICTURE FRAMES OF ALL SORTS REPAIR WORK DONE PROMPTLY I will also BUY or EXCHANGE any SECOND-HAND FURNITURE No. 4 Chambersburg street, Gettysburg, Pa. D. J. Swartz, DEALER IN COUNTRY PRODUCE, GROCERIES, CIGARS AND TOBACCO. GETTYSBURG. —IS— OHLER BRO.'S RESTAURANT, First National Bank Bld'g. The place to eat the best Ice Cream. QUICK LUNCH and Oysters in season. Your Photographer, If not, why not? 41 Baltimore St., Gettysburg. FLEMMING I BAIR'S LIVERY, Baltimore Street, First Square, Gettysburg, Pa. Competent Guides for all parts of the Battlefield. Arrange-ments by telegram or letter. Dock Bock 257. PATRONIZE OUR ADVERTISERS. WINDSOR HOTEL, W. T. BRUBAKEB, Manager. Midway between Broad St. Station and Reading Terminal on Filbert St. A convenient and homelike place to stay while in the city shopping. An excellent restaurant where good service combines with low prices. BOOMS $1.00 PER DAY AND UP. The only moderate priced hotel of reputation and consequence in PHILADELPHIA. The Modern Steam Laundry . . OF YORK . . Offers the COLLEGE STUDENTS first-class work at Special Low Prices. E. C. STOUFFER, Local Agt. C. D. SMITH, Prop. The Baltimore Medical College Preliminary Fall Course begins September ist. Regular Winter Course begins September 20th. Liberal teaching facilities ; Modern college buildings; Comfortable lecture hall and amphitheatres ; Large and complete equipped laboratories; Capacious hospital and dispensary; Lying-in department for teaching clinical obstetrics ; Large clinics. Send for catalogue. Address DAVID STREETT, M. D., Dean, N. E. Cor. Madison St., and Linden Ave., Baltimore, Md. COMPILER IMPRINT ON JOB WORK MEANS TASTY WORK CAREFULLY DONE. MENU CARDS WINDOW" POSTERS LETTER HEADS ENVELOPES DANCE CARDS TICKETS Programs of all kinds. Everything the College Man wants in Paper and Ink. Specially designed work. Latest Effects in Paper, done in Colors along lines of College Men's Associations. Catalog and Book work. The Gettysburg Compiler will keep old and new students in touch with town and college life.

COMPILER PRINT HELP THOSK WHO HELP US. The Intercollegiate Bureau of Academic Costume, Cotrell & Leonard, ALBANY, N. Y. H^1^ CAPS AND GOWNS To Gettysburg College. Lrtfnyctte, Lehigh. Dickinson. State College, Univ. of Penn-sylvania Harvard, Yale, Princeton. WeUesley, Bryn Mawr and the others. Class Contracts a Specialty. Correct Hoods for Degrees, AFTER COMMENCEMENT, WHAT? Time for the young college man to decide what line of work to take up. Employers are already taking their pick of 1907 grad-uates. You can't afford to delay, if you intend to begin work in the early summer or fall. "The College Man's Opportunity" tells what we have done and are doing for college men—what we can do for you if you intend to enter business, teaching or techuical work. Write for it today. Offices in 12 cities. Commonwealth Trust Building, Philadelphia, Pa. HOTEL GETTYSBURG, Headquarters for BANQUETS. Electric Lights, Steam Heat, All Conveniences. Free Bus to and from station. Convenient for ttt>ft««»««««* *#»*ft**n»«£#*#« ■ Essentially the instruments for criti-cal and discriminating buyers. -Super- ;}', ior in every detail of construction and 7 superb instruments for the production "j* of a great variety of musical effects "j" and the finest shades of expression. " Close Prices. Easy Terms. Old Instruments Exchanged. t WEAVER ORGAN AND PIANO CO., MANUFACTURERS, 1- YORK, PA , U S A. $r**-•?*«•:«-•^•r*—•f~-Ji)—''—ft—:!:—:.'--*;—H^fi—Pi—T-.-'---ii:-r*f^--'?*—'>*- -*i::—4- Students' Headquarters —FOR— HATS, SHOES, AND GENT'S FURNISHING. Sole Agent for WALK-OVER SHOE ECKERT'S STORE. Prices Always Right Tljfi Lutheran. Publication. Society No 1424 Arch Street, PHILADELPHIA, PA Acknowledged Headquarters for anything and everything in the way of Books for Churches. Colleges. Families and Schools, and literature for Sunday Schools. PLEASE REMEMBER That by sending your orders to us you help build up and develop one of the church in-stitutions with pecuniary ad-vantage to yourself. Address HENRY S. BONER, Sup't. T H E HE RC U R V The Literary Journal of Gettysburg College. VOL. XV GETTYSBURG, PA., OCTOBER 1907 No. 5 CONTENTS PRINCIPLE AND PRACTICE.—Junior Oratorical Oration. 2 W. A. BEKKEY, '08. MAN, THE MARVEL OF CREATION. Honorable Mention Junior Oratorical. H. M. BOWEK, '08. PUMPKIN PIE. GEO. W. KESSLER, '08. THREE GREAT PHILOSOPHERS.—Essay. Socrates.—Part I. CHARLES W. HEATHCOTE, '08. 10 SOLDIERLY QUALITIES.—Essay. MARY HAY HIMES, '08. lf> MY FIRST DAY AS TEACHER IN A COUNTY SCHOOL. 19 E. E. SNYDER, '09. OUR NATION'S DANGER.—Poem. H. D. SWANK, '11. 21 A VISIT TO SING SING.-Essay. BY 1908. 22 SCHEDULED TIME.—Essay. EDITORIALS. EXCHANGES. 2& 28, 31 THE MERCURY. PRINCIPLES AND PRACTICE. Junior Prize Oration. W. A. BEHKEY, '08. THOUSAND years hence the history of the United States will be studied with an interest that shall equal if not excel that which is now manifested for Greece, Eome, or any of the nations whose history is already made. . The unparalleled rise and development of our nation is a truism. Our standing and supremacy among the other nations of the world is indeed unique. Little wonder is it that the heads of European nations grow dizzy when they see the progress of their own countries during hundreds of years equalled and excelled in a few scores of years by the American people. Of first importance to the student, then, will be this incomparably rapid development. Various prophesies and predictions have been made about the destiny of our republic. The whole of history has been scanned for a parallel of principles and practice which will indicate her ultimate character and function. The question how long our republic will endure was answered very profoundly by James Russell Lowewll: "So long as the ideas of the men who found-ed it continue dominant." To some people the character of our age seems so evident, since they themselves form a part of it, that it presents no ques-tions of inquiry. To the student who surveys carefully the principles and practice dominating and shaping the trend of our growth, there appear tendencies, various, conflicting and inconsistent to such a degree, that the scene is one of intermi-nable confusion. Among the nations of the world, none wields such power and prestige for bringing about peace, as our own When Nicholas of Russia extended a call to the nations for a world parliament at The Hague, and afterwards refused to follow the very prin-ciples which he advocated; when England, the leading nation of Western Europe was willing to block the way of international peace; when the Hague conference, the grandest ideal ever at-tempted, seemed to result in utter fruitlessness ;then it was that the United States on the occasion of the Venezuelan trouble. THE MERCURY. 3 brought back to life this grandest movement of history. When Japan and Eussia, failing to come to terms of peace, were on the point of resuming a war that was inhuman in its character, and unjustified in its object, it was again through the mediation of U. S. that peace was effected satisfactorily to all the world. But on the other hand, if our nation wields such an influence for peace, honesty, integrity of character and justice, how can we reconcile this with the inner life of our nation—with such facts &s are disclosed by the Life Insurance Investigation, the monopolists, the Capitol graft, in our own state which is but a type of what is occurring in some form or other in nearly every large city; the corruption of our politics; the startling statistics of crime; the constant strife between the different races in our own land; the lack of a public conscience in our courts of jus-tice. These glaring facts seem to indicate an utter disregard of the principles of peace, honesty, liberty, and justice, upon which our nation is founded. Statistics show that the IT. S. has the greatest criminal record of any other nation on earth. We pride ourselves in claiming that one of our great national principles is the equality of man. and we point to the 15th Amendment of our Constitution as an achievement which must outshine any enactment, decree, or legislation in the world. In practice, however, we discriminate against the negro. States are openly disavowing and nullifying the 15th Amendment by inserting in their constitutions suffer-age provisions which are in direct conflict with the spirit of the Federal Constitution. Separate coaches on lines of transporta-tion, and restriction of residence to certain portions of the city are not matters of the dim past. We dilate each year on the growing feeling of peace between the North and South, and yet when a Southerner comes to the North, he is a mark of curiosity—a rebel—alive, and in the North. It was but a few months ago when a prominent South-erner, during his visit to a wealthy shoe manufacturer of Boston was utterly embarrassed by the curiosity of the people, which reached its climax in the question from the most refined lady to the Southerner: "Since the war is over, don't you Southern-ers feel ashamed for causing it ?" We eulogise American democracy for the principles which THE MERCURY. govern her political system. Yet we have come to such a status in which it seems the majority of men are willing to abdicate the sovereignty entrusted to them, to allow a boss to dictate their votes, and all too frequently, to compromise with one fac-tion or tiie other for a price. Do we not regard our own government with too much com-placency ? A feeling' that it cannot go wrong, it has been maintained that the glory of American democracy consists in the manner in which people of the most various races and na-tions have been absorbed and adapted by the vigor of the Aiheri-ean spirit. Hugo Munsterburg says of this: "The foreign ele-ments which come of their own choice to Germany, have been as thoroughly assimilated by the monarchy as the American emi-grants by the democracy. America's whole success in that di-rection, hi' says, is determined by her geographical and economi-cal situation, but not by her form of government." We make no apology for this seeming pessimism. Such is not our view. We have no sympathy with the view that every-thing is corruption and that all the picture should be dark and threatening. The last decade has been marked by prosperity never known heroic: by progress in international relations never dreamed of in all history. There has been illgotten gain and corruption in many places. But, the abuses which in' condemn only cause the principles in which we hare such profound faith, to stand out by contrast in their full orbed glory. The questions which present themselves are these: How can the 1'. S. maintain and exert such an influence for peace and honesty, when internal conditions are so inconsistent ? If the rest of the world is really aware of the true conditions, what is the secret of our influence ? If the rest of the world is not aware, how long will it be until the corruption comes to the sur-face and our prestige falls ? We do not believe even that danger is imminent. But we must admit that the people do not want to hear and seemingly are almost unwilling to believe that our destiny as a nation is affected by forces such as these. 1'eare is not the greatest word. Honor and Justice are far greater. We must remain true to the principles which we maintain. We must endeavor to practice them universally. We cannot close our eyes to facts. We have • little time for the student or teacher of science who refuses to THE MERCURY. -open Eds eyes to the (acts of investigation which lie beneath the surface. So with the individual who refuses to recognize the •disharmony between his principles and the facts of his practice. One of the most dramatic lessons in history is Demostheness pleading with the people of Athens. Demosthenes well knew that Athens could stand only as she was true to the principles ■of the fathers. Not because they were the principles of the fathers, but because their fathers had been faithful to the message of Demosthenes to Athens remains a message to every republic—a message of life. The people in their assemb-lies applauded the fine sentiments, enjoyed the praises of the fathers, passed eloquent resolutions,—and shirked their duties. They depended upon leaders—bosses—to attend to all the affairs •of the state. "In old. days," Demosthenes said, "the people was master of its statesman. Now it is their servant." These seeming inconsistencies are only warnings directing us where our principles which are ideal might become real. If ■there can be any evident reason for our progress at home and abroad during the last six years, it is because we have a man at the head of our government who practices the principles for which the nation stands. His, the work of one man,-shows us the secret of a principle of progress—the individual. The thinker sees problems in their relations. The inconsistencies which he finds become a burden, and this very burden of incon-sistency between principle and practice gives the impulse which, leads him to their solution. THE MERCURY MAN, THE MARVEL OF CREATION. Honorable Mention, Junior Oratorical. H. M. BOWER, '08. ITII the advancement of civilization and the rapid pro-gress of modern times, the truth of the assertion that man is a wonderful piece of mechanism becomes more and more apparent. In his forward movement he leaps the chasm of mysteries, forces the strongholds of igno-rance, and surmounts the seemingly impossible. Prom the very beginning, created from the dust, guided by the Omnipotent Hand, he is by his very nature, not only a vir-tual compendium of proceeding stages of creation; but as such is an exponent of the power and wisdom and goodness of God. For in him the laws of matter are to find their interpreter, the vegetable kingdom its uses, animal and all creation its subordi-nate completion and end. "He is a being who besides being a continuous link in the chain of the divine manifestation, could,, as the creation to whom the manifestation is made, turn round and look back upon that chain and by that very act show himself to be the most important part cf it." In this new creature we behold a being capable of knowing and distinctly conscious of a three-fold element of knowledge—of himself as a dictinct ex-istence; of the finite creation to which he belongs and from which he derives his sensation; and of the Infinite Maker of both, presupposed by their existence. Still more: Ileie is a person, a being, influenced by motives and determined by will, and having a high moral end cf his own. He is a creature in whose mysterious constitution law and liberty—perfect law and conscious liberty—harmoniously co-exist. It is the universal law that all things develop gradually. Man with all his wonderful endowments, his emotion, his intellect, his will, once latent gradually arose to his present stage of in-telligence. But he possessed the germ of power which burst forth into a mighty volcano of achievement—the power of his perception, which enables him to remember and compare, the power of his imagination which, at times indeed, leads him into perplexities and errors, but without the aid of which Newton would never have passed from a falling apple to a falling moon; THE MERCURY. the power of his thought by which an inventor finds his wonder-ful analogies; the power of his will by which he determines his destinies. What mind is there large enough to grasp the great achieve-ments that man has wrought. He revels among the stars and says that they are suns. He delves into the bowels of the earth and says there is fire. Archimedes exclaimed: "Give me a place to stand and I will move the earth." Man has found a standng place and he literally moves the earth, not, it is true, from its place among the stars, but that he brings every part nearer the other, and bends the forces of nature to his own pur-poses. He crushes a ton of granite or cracks an egg with equal •ease. He lifts thousands of tons as easily as he raises a finger. The deepest valleys and the highest mountains are his play-things-— he bridges the one and tunnels the other. He makes a messenger of the lightening and harnesses vapor to his chariot. At his command the spirits of air, water, fire, and earth do his every bidding. They propel his steam ships, railway cars, and mighty energies. They make his garments; they build his houses; they harvest his crops; then illuminate his cities; for him they make ice in the tropics or oranges grow amid the snow; for him they fan heated atmosphere into cooling breezes, banish icy winds. They.flash his news around the world; carry his voice for thousands of miles; or preserve it after he is dead. What are the causes of man's progress ? His indominatable will and the gift of Immortality are the true and real causes. His will, the very image of the Divine will, which is unconquer-able, enables him to control the lower creation as well as him-self. God has given to man immortality. He leads and guides man so that he will be worthy, at His call to assume the crown ■of immortality. No wonder Hamlet exclaimed: "What a piece of work is man ! How noble in reason !, How infinite in faculty, in form and movement, how expressed and admirable ! In action how like an angel! In apprehension how like a god! The beauty of the world ! The paragon of animals !" *Baker, '08, also received honorable mention. THE MERCURY. PUMPKIN PIE. GEO. W. KESSLER. '"08. • EXT to pudding, pumpkin pie is one of the best of the toothsome inventions of our New England ancestors. The modern substitute is made of squash, and very good it often is. But s-q-u-a-s-h is a dreadful name. The man who invented it ought to have a hard shelled Hubbard hurled at his head, as Ichabod Crane was served with a pump-kin, in the "Legend of Sleepy Hollow." Pumpkin is quite a different word , whether it adorns a bill of fare, is woven into poetry, or is flattened into "pu-n-n-kin"in the vernacular. It is one of the old fashioned vegetables that has held its own among upstart rivals for one hundred years or more. Precious little help has the pumpkin had from the propagating gardeners, who are so intent on improving nature's products in other fields. The pumpkin is the same honest, homespun, self-made sort of vegetable vagabond that it was when it straggled through the cornfields and dotted the autumn landscape with spots of golden color in the pioneer days when luxuries were not necessities and wants were few. They pretend to say that the quality has de-teriorated, like some stiains of blood in men whose heads this useful vegetable has most uncharitably been made to symbolize, and that the flesh is pale and poor compared with the yellow richness of fonner years. Yet this may be only the woi k of the old-time worshippers. But when made "tine to name" in just the right way, and served before it gets cold, a pumpkin pie is a thing of beauty and a joy—while it lasts ! 1 know there is an attempt made by certain super-civilized persons to make abstinence from pie a test of refinement. Some of them haven't gastric juice enough to digest anything but tea and toast, but others are just putting on airs. I wouldn't trust some of these fellows who make a virtue of abhoring pie alone with a whole one behind the pantry door, even at 11 o'clock at night. 1 take my seat with Emerson, who, when lunching at a railroad eating house with a party of literary and scientific friends, asked them each in turn if they would ha,ve a piece of the pie before him. When all had politely declined the philosopher helped himself to a gen-erous pie«e and, beaming upon the company with his benevolent THE MERCURY. 9 smile asked: "What is pie for, gentlemen ?" Judge the diet i)v its results ! Was not our New England sage a hundred times healthier and saner with his pie than crabbed old Thomas Carlyle was with his oat meal porridge and dyspepsia ? A well made pie of the right sort is a good deal more wholesome than half of the modern messes concocted as a concession to dyspep-tics who charge upon healthful foods, the natural results of their own sin and ignorance in living without exercise, sleeping too little, smoking too much and neglecting the normal condi-tions of health. But to return to my pie. I scorn to make a cook book of this essay with my present rather scant supply of technical knowledge. But I do know that for a good pumpkin pie you want plenty of milk, just enough eggs, not a judicious sprink-want plenty of milk, just enough eggs, not too much pumpkin, a lump DI' butter and a judicious sprinkling of spices, princi-pally cinnamon and ginger—omitting, if you please, the nut-megs and cloves. The concoction when made ready for the oven, in a "bottom crust" that is tender and flaky when baked, should be about the consistency of good thick cream. Pies that cut out only a little less firm than a pine board—those that will "wobble" without breaking, like a piece of leather—and those that run about loose on your plate are alike to be avoided. About an inch and a half strikes me as a good depth for the filling; two inches is better than the miserable, thin plasters one some-times sees at boarding houses, that look for all the world like pumpkin flap-jacks. The expressive phrase, "too thin" must have come from such lean parodies on pumpkin pies. With the pastry light, tender and not too-rich, and a generous filling of smooth, spiced sweetness, a little "trembly" as to consistency, and delicately browned on top, a perfect pumpkin pie, eaten within a few hours after baking, is one of the real additions made by American cookery to the good things of the world. For the first pumpkin pie of the season, flanked by a liberal cut of creamy"cheese, I prefer to sit clown, as the French gour-mand said about his boiled young turkey—"with just two of us; myself and the turkey." Company is apt to distract from the attention—and subtract from the pie. IO THE MERCURY THREE GREAT PHILOSOPHERS SOCRATES. Parti. CHARLES W. HEATHCOTE, '08. HE ideal which the citizens of ancient Greece held in; mind was that the state should not be too large, so. that each one personally would be able to take a large share in civic affairs. The divided condition of the country made it difficult for the ideal to be realized, for in-tense rivalries sprang up continually between the various com-munities and the result was that national life was destroyed. Though confederacies were formed, nevertheless they were short-lived and in th end this rival spirit resulted in Greece losing her liberty. . Thus when Xerxes had invaded Greece with his Persian hordes, Athens and Sparta were active in repelling the invasion. Subsequent years found Athens the leader in Grecian affairs. She became weaithy and brilliant. Intense rivalry and jealousy on the part of Sparta and many other Greek states who had formed a confederacy with Athens led to an open revolt. Athens was accused of appropriating funds for her own use, which did not belong to her. In the struggle that followed Athens lost her political supremacy from which she never recovered. Al-though she remained intellectual queen of the world for years afterward. In order that the state might be strong each citizen lived pri-marily for the state. Though the state may be ever so small each citizen participated in the government in a personal and direct manner. The citizen formed and made up the leisure' class of society. The people were therefore able to devote all their time to civic, religious, intellectual and artistic pursuits, since their menial tasks were performed by slaves. The intense rivalry of various states and factions within the-state and the mountainous condition of Greece prevented a firm union. A diversity of interests sprang up. The state was unable to grow or develop. It was ideal in its conception, ■ but there was breathed into its structure an air of artificiality. The true development of the state was also hampered by the-union of their so-called protecting divinities and civic ideals: They developed all knds of fantastic ideas about gods, divinities'. THE MERCURY II and deities. The various so-called priests multiplied the con-ceptions of numberless gods. Their religion was lacking in unity and stability. Forbes.well says: "That the more stable elements in the Athenian constitution had been greatly weaken-ed, and the general aim was to make all legislation and admin-istration a reflection of the immediate feeling of the citizens, a rationalizing process in matters of faith and principle had been gaining among the more cultured Greeks, and its results had been filtering through philosophic teaching and poetry into the minds of a wider circle." Since the priests were not true guides in the religious affairs, the moral life of the people degenerated. However, the time would come when the religious and moral tone of the native would undergo a complete revolution. Poets and philosophers would seek to know and explain the mysteries of life. Specula-tive thinkers desired to know the origin of things. About (600 B. C.) Hales of Milatus begins to philosophize upon these things. After him followed Anaxmander, Heraclitus, Pytho-goras, Xenophanes, Parmenides, Zeno, Anaxagoras, and others who sought to explain the ultimate reality of things. About 450 B. C. a transition is noticed in Greek thought. The Sophist School became the leaders in Greek philosophical thought. The reasonings and teachings of the Sophists were empty and to a great measure false. Ueberney says: "In the doctrine of the Sophists the transition was effected from philosophy as cosmology to philosophy as concerning itself with the thinking and willing subject. Yet the reflection of the Sophist extended only to the recognition of the subject in his immediate individual character, and was incompetent, therefore, to establish on a scientific basis the theory of cognition and sci-ence of morals, for which it prepared the way. The chief rep-resentatives of this tendency were Protogoras the Individualist, Gorgias the Nihilist, Hippias the Polymathist, and Prodicus the Moralist. These men were followed by a younger genera-ton of Sophists, who perverted the philosophical principle of subjectionism more and more, till it ended in mere frivolity." Furthermore the Sophistic teachings led to a confusion of thought, a corruption of morals and skepticism. Selfishness and self-conceit everywhere were prevalent. Men claimed to know everything, when in reality thy knew nothing. An atmosphere 12 THE MERCURY entirely foreign to the earlier days of the Athenians hung over the city. The citizens were unable to receive justice at the courts. Wealth, luxury, indifference, immorality, atheism and selfishness had resulted in bringing chaos to Greek life. A cricis, faced the people. Who would arouse the citizens from their leth-argy ? To whom could they look for help ? They were in-different to their condition. This work was to be started and accomplished in part by Soc-rates. Kitch el I says: "There were great evils existing in men and society about him. To those evils he was particularly sen-sitive, owing to the peculiar quality of his intellectual and moral nature. For those evils he was persuaded that he had the only and sufficient remedy. The application of the remedy in order to overcome those evils was the work of his life. His great aim was to make men care, not so much for their bodies, or money, or office, as for righteousnes, and virtue and the things of the-snul." He spent his time among his fellow-citizens, in the con-stant and public quest of truth, with them and for their good. He was convinced that as only could he do his part in counter-acting the evils in men and society about him." Socrates was born at Alopece near Athens about 469 B. C. His father, Sophoniscus, was a sculptor and his mother's name was Phaenarete. His father was a freeman and was in humble circumstances. At an early age he was instructed in gymnas-tics, lyric poetry (JKOWEK^)" and literary art. Tradition, says that some one gave him sufficient money to attend a special course of lectures given by a rhetorician in mathematics, logic and ethics. For a time he followed the art of his father, but not with very mueh success. He was dissatisfied with this profession and at length abandoned it to devote all of his time to phi-losophy. However to live in Athens in the days of Socrates was an education in itself. He lived at the time of the confederacy of Delos, the great poet Pindar, and the three brilliant dramatists, Aeschyus, Sophocles and Euripides. It was the great age of Pericles. Athens was the intellectual-queen of the world. He saw the great development Athens was making. He was also conscious of the immorality and skepticism which was prevalent everywhere. Without a doubt as he contemplated and reflected. THE MERCURY J& upon the condition of his beloved' city, lie realized how great a mission he had to fulfill. During this period the Sophists, Pro-tagoras and Gorgias, lived and taught, and it is very likely that Socrates attacked them and argued with them in regard to the-principles they advocated and taught. The mind of Socrates, as his personal appearance, was unique. Kitchell says: "That his eyes projected like a crab's, his nos-trils were upturned like an ape's and his lips were thick." He was independent in his thought. In his conversation with men. he sought to find out the relation of things. His mind was keenly analytic. The principle that governed his teaching was "Know Thyself." • He had wonderful control over his body and mind. As Soc-rates so St Paul had this power as is illustrated in his letter to the Corinthians (i Cor., IX, 26, 27)—so fight i as not heating the air, but I buffet my body and bring it into bondage. His: remarkable fortitude was revealed in the military expedition to Potidaea in 432 B. C. At this time he was in the prime of life. The winter was severe and the food supplies were short and the soldiers suffered intensely. But Socrates went for days without food and went about very thinly clad and marched in his bare feet over the snow and ice. He also took part in the battle of' Delium, Amphipolis and Arguinsal. In these battles he exhibi-ted the same moral courage as at Potidea when he rescued Al-eibiades from the enemy at the peril of his own life. Of the home life of Socrates very little is known. Late in> life he married Xanthippe. Several sons were born to them. Xanthippe's fame as a common scold is proverbial. However, she had much to contend with. Socrates was very seldom at home and did not provide very well for the wants of his family. For days at a time and perhaps for weeks Xanthippe and her hungry children saw very little of Socrates. He was engaged and interested in nothing else than his great philosophic mis-sion. Tradition says that when the needs of the family became too apparent Socrates would make some piece of sculpture and sell it and give the proceeds to Xanthippe to provide for the famished household. Socrates' wants were few and he got the-necessaries of life wherever it was possible. It is very likely that his friend, admirer and pupil, Crito, did much toward sup-porting his family. Perhaps some of the cross things she may 14 THE MERCURY have said to Socrates may be overlooked. It is seen that Socra-tes was more interested in his work than in his home life, as many great men have been. He felt that he had not only a mission to carry out but that God had called him to do this particular line of work. Every-where he came in contact with men. He knew and understood human nature. He was ever ready to question men upon their knowledge of life. He was sincere in his convictions. He loved Athens but he pointed out the wrong views of life her citizens held. He was in the quest of truth and he was ready to learn from every source and he was always willing to impart truth to his hearers. He was practical. He wanted living con-trol with men of action and reflection. Thus he was different from the thought uttered by Wordsworth : "One impulse from a vernal wood May teach you more of man, Of moral evil and of good Than all the sages can." Socrates believed in the divinities which were wworshiped by the citizns of Athens. Every moyning lie offered prayer and sacrifice to the rising sun. He believed that the gods took an active part in the af-fairs of men. From his childhood he claimed to be guided by a voice. He obeyed that voice implicitly and he always listened to be guided by it. This voice he termed the Sai^oviov arj/xilov This voice revealed to him his mission as a philosopher. He be-lieved it to be the voce of God. He was guided by it only in regard to the future actions. Thus Fisher well says: "Socrates asserted the doctrine of theism, and taught and ex-emplified the spiritual nature of religion. It is true that he be-lieved in 'gods many and lords many.'" But he believed in one supreme, personal being, to whom the deepest reverence was to be paid. He taught the truth of a universal Providence. "He was persuaded," says Xenaphon, "that the gods watch over the actions and affairs of men in a way altogether different from what the vulgar imagined; for while -these limited their knowl-edge to some particulars only, Socrates, on the contrary, extend-ed it to all; firmly persuaded that every word, every action, nay THE MERCURY even our most retired deliberations, are open to this view; that they are everywhere present, and communicate to mankind all such knowledge as relates to the conduct of human life." He had only one prayer, that the gods would give him those things that were good of which they alone were the competent judges. \'o service is so acceptable to the Deity as that of a pure and pious soul. With Socrates a new era begins in philosophy. He knew his-, knowledge was limited and he knew how far to proceed and that made him the great man of his age. His influence and power over men was striking. His command was, "Follow me and thou shalt learn." Thus, as Socrates taught and questioned all with whom he came in contact, he started to get at the basic principle of all knowledge. He worked with concrete examples and although many of them were crude and simple, nevertheless they served his purpose. He studied the soul and strove for the improvement of man's moral nature. His method was entirely introspective. Xeno-phon tells us that he endeavored to have his pupils distinguish between "what was pious; what impious; what honorable; what base; what just; what unjust; what wisdom; what folly; what courage; what cowardice;" etc. i6 THE MERCURY SOLDIERLY QUALITIES. MAST HAT HIKES, '08. HOM of men do the people as individuals or as a nation love and revere so mueh while living or pay such honor to when dead as the true soldier ? To the . heart of the small boy in childhood the game which is perhaps the most delightful is that of "playing soldier," and when lie grows older lie reads with admiration of the brave lives of warriors and of the worthy deeds-of knights and, at school lias his taste of hero-worship. What makes the true soldier what he is, what are the qualities which distinguish him 'i If we were to paint our ideal soldier—ideal in every way— the picture would show a man tall, well-built, and impressive, of powerful strength, whose brow shows intellect, and whose eyes though keen are kind and glow with the light of a mighty and noble purpose. The lines in his tanned and weatherbeaten face which is alight with enthusiasm, reveal the strong determination and endurance of the one who overcomes. His whole appear-ance impresses us with his remarkable power in things physical, mental, and moral. He is physically perfect, and, mentally, he is a man of keen-sightedness and wise decision. However these physical and mental traits are not essential for the making of a true soldier. The qualities which are most distinguished as soldierly are the moral ones. One could lie one of the truest soldiers even though not physically or mentally gifted;'for after all the moral battles are the greatest tests. One of the first soldierly qualities to be brought into play is that of patriotism ; however, this must signify devotion to duty. The love of his country leads one to give up much, but not un-less it proves his duty, does the true soldier seek war. There is nothing shallow or fleeting about his patriotism. In the camp the true soldier is distinguished by his honorable-ness. His respect for the cause which is his goal is too great for him to forget himself and his duty. Everything must be con-ducive to the end which he seeks, at least not detrimental to it. The cause is worthy of his risking suffering and death, therefore it is worthy of an upright life. He is truthful and faithful to any trust; holding his honor dearer than his life. When hard- ? 1 i THE MERCURY >7 ships come he is patient and conquers himself so far as to stifle all complaints. He is unselfish, thinking always of others and considering their welfare before his own, even denying himself necessary food at times of short rations in order that another may have a better fare. When he goes to battle he faces the enemy with bravery, not that brute courage which is a "free gift of the gods," but that kind which is inspired by duty, which enables a man to approach the fire though his knees tremble so that he can hardly stand. He fights, not because he hates men, and enjoys felling them, one after another, but because his sense of duty compels him and makes him say with Luther: "Mere 1 stand, I cannot do other-wise." One of the essential characteristics of a soldier in battle is obedience to authority. He must learn to obey without question the one who has the right to command, and this obedience as well as everything else which he does must be prompt and accur-ate. This quality of promptness is, also, a very necessary thing for the soldier, for the delay of a few seconds has often been the cause of the destruction F much life and of heavy losses. The soldier is never at his best unless he has perfect confidence in his commander, for prompt obedience is like the power which naturally springs up under this as the warm spring sunshine.' The true soldier must be a hero doing great deeds if the oc-casion is offered, but doing them always'quietly, unostentatious-ly. He has been brave and he rejoices if he is permitted to go still farther and to give to duty a richer offering, an act of hero-ism. Xext I would mention two qualities whose names when read seem to stand for two extremes, enthusiasm and endurance; for the former seems so full of life and the latter so stolid, almost dead. However the former may impart life to the latter. En-durance is a very essential soldierly quality. Battles are often, indeed nearly always won through the endurance of the soldiers. Enthusiasm is the oil which makes the steady flame of endur-ance grow strong and last as well as excites new energy. The soldier's enthusiasm encourages his comrades to make greater and more effective efforts. Mercy has not generally been associated with the grim coun- THE MERCURY. tenance of Mars, but I believe that the true soldier is merciful. Since he is fighting against a bad cause, not against men, he must be as merciful as possible to his prisoner if he gets control of any, and, in the olden combats, honor forbade the one par-ticipant to strike the other while he was down. Dina Gibson represents in one of his pictures the characteris-tic of the present day soldier, who sits, whole and strong before a veteran of bygone days who had then been deprived of several limbs, recounting with evident relish tales of the terrors he has just experienced, the very recital of which .brings horror to the old man's face. This quality does not belong to the true soldier, as the picture may help to illustrate. A true soldier at home when he tells of the brave deeds of the war invariabty omits, his own share in the glory. The true soldier possesses the quality of modesty—he has done deeds which speak for themselves, he need not boast. So, I have given some of the qualities which are necessary for a true soldier to possess, the qualities which I consider most be-coming to a soldier, and in that sense soldierly. Especially would I emphasize those which may be found in the persons around iis who are fighters in silent battles of which the world seldom dreams. THE MERCURY 19 MY FIRST DAY AS TEACHER IN A COUNTRY SCHOOL. E. E. SNYDEH, '09. XE bright autumn morning, some few years ago, after receiving much good advice from my father and many admonitions from my mother, I set out to walk about five miles to a little country school house to spend my first day as a teacher. It was a beautiful autumn morning; the sun throwing its first firey gleams across a distant eastern mountain, the light of which danced and glimmered on the many colored leaves of the forest through which I passed; the rustling of the corn in the Held just beyond; the noisy chattering of the scolding squirrel; the frequent noisy flight of the quail and pheasant, were enough to arouse one to a more than ordinary interest in the life and beauty about him, but I saw them not, or heeded not, for my thoughts and fancies were all centered on that little white school house which I had never seen. 1 a 1 rived at the school house about 7.30 A. M. and at once began to sum up my duties and to speculate upon my chances for fame amid such surroundings. I found that the school house was situated in an old field partly covered with shrubby pines, locusts, and wild grape vines. It was about two miles to the borne of the nearest pupils and about half a mile from any traveled road. To a more experienced mind the impression would have been anything but favorable, but I was blind to everything unfavorable, and was well pleased with the surround-ings. Taking from my pocket a ring that contained four or five keys I immediately opened the door, and began to examine the in-terior of the school house. I found a room about twenty by thirty feet with one row of desks on each side, and a few others scattered promiscuously around. A slate blackboard ran across the room and immediately in front of this was the teacher's desk and chair. I at once directed my steps thither, sat down on the chair, made a careful survey of the entire room, and felt, for the first time the dignity and power of one in authority. About 8 A. M. the pupils began to arrive; I at once talked to them, and endeavored in every way possiblel to gain their re-spect and friendship. This was not hard to do; for there were 20 THE MERCURY only six of them and they were all bright, mischievous children, four hoys and two girls. When 9 o'clock arrived, we were already fast friends and our real work began. I rang a large bell, which was altogether un-necessary, and once more walked forward to the teacher's desk. After reading a chapter from the Bible 1 attempted to make my opening speech. It was a very brief one, and I was never able afterward to recall what 1 said; but I noticed that the pupils seemed to be getting restless and I thought I had better try some other means of instruction. Accordingly I unlocked a small book-case in one corner of the room and began to distri-bute the books. This, under ordinary circumstances, would have required but a short time; but we spent fully one hour at it, and, by the time we were done, it was time for recess period. After recess we began our class work and the remainder of the forenoon was spent in assigning lessons and arranging a pro-gram. The noon hour was spent gathering chestnuts from some large trees nearby. At 1 o'clock we returned to the school house eager for the afternoon's work. After a series of recita-tions, another recess period and then another period of recita-tions, we found it was time to dismiss, which was immediately done, and my first day's school was over. THE MERCURY OUR NATION'S DANGER. \. 1). SWANK, 1911. United States ! Thou land of lands ! Where once the savage Indian roved. Through forests dense, o'er desert sands, The rude primevial dweller moved. From this vast waste with Time's sure aid, By Culture's and Invention's hands A great republic, grand, was made! And year by year resourceful mines (live forth their rich, unstinted ore. Our fields, our woods of oak and pines, All yield to us their plenteous store ! Our land extends from sea to sea, With plain, broad vale, high hill, rich field, We hold fair isles by us set free, A land which seals and gold doth yield ! Material wealth, abundant ours! But heed ! Success may be a bane, Unless man's soul be pure as flowers And he from guile and greed abstain. Anon comes some calamity, And man is moved by conscious dread, Lest, lacking fellow-amity, Just chast'ning fall upon his head. Take warning from the earthquake's force,. The flood, the dread volcano's fire, That men below have no recourse, ", And cannot flee their Maker's ire. 21 Beware ! Great land, lest thou some day Shouldst sink before material glare, And should'st to gold thy homage pay,, Unlieedful how thy Soul doth fare. Keep us from greed, 0 God, we pray, Let mammon not our actoins sway \ 22 THE MERCURY A VISIT TO SING SING. BY .1908. FEW years ago I had occasion to visit Osining and had an opportunity of visiting Sing Sing Prison. It is unique in more respects than one. Thirteen hundred men breakfast and dine together "in the mess hall, the largest eating room in New York state. The prison workshops turn ont the refuse cans and ash i arts used by the Street Clean-ing; Department of New York City. The mats at the entrance to the Capitol and State House at Albany are made by the pris-oners, and they manufacture the uniforms worn by the officials of the various state institutions. The workshops are hives of industry. They supply every-thing the men wear, from the caps on their heads to the shoes on their feet. 'Hie sheets they sleep on and the quilts that cover them come from the hosiery department. They make the towels that dry their hands and the brooms that sweep the prison floors, Cratches, wardrobes and typewriter desks are manufactur-ed in the cabinet department. The bread they eat, their soup, meat, potatoes and coffee are prepared by prisoners assigned to kitchen duty. Even the classes1 in school are taught by men ce-lected through the head teachers. A chosen few edit and print the prison paper, Star of Hope. The txtiipation of a new prisoner is recorded in the warden's office. He is then assigned to the department in which his tal-ents will be best employed. It is no easy matter for the warden to determine where he shall utilize some of the new-comers. Suppose a trapeze performer or a manufacturer of fireworks should come to the prison. Are they fitted for the mat depart-ment ? What shall be done with a theatrical agent, a coal dealer and an architect ? These are some of the problems that the warden must solve. Places must also be found for letter tamers, hankers, journalists, art dealers, physicians, railroad conductors, insurance agents, musicians, silk merchants, police-men, nurses, messengers, florists, stenographers and grocers. If the new arrival is without a trade or profession he may ehoose his work. The, most popular departments are the knit-ting and hesiery and ihat where the mats arc made. Two Iron- THE MERCURY. 23 dred and thirty-two men are employed in these departments, or nearly a third of the entire number at wort in the different shops. In the mat department the beginner is set at work braiding the rope. The men are seated on chairs and stools, they are in their shirt sleeves, and soon learn to make good head-way. They tie the ends of the ropes to pegs on the wall while the loose mass falls to the floor nea"rby. With a dexterious twist of the hand they braid the rope in a heavy coil, winding it on a piece of wood. The coil goes to another branch of the department and here it is woven over frames into its final form. Bristle mats are also manufactured. The men are seated before upright frames and weave the rope back and forth into the compact form in which the mats are sold. Thousands arc dis-posed each year to the various public buildings throughout the state. One of the most interesting shops is that where the shoes are made. There are eighty-two men in the various sections of the department and they turn out better boots and shoes than are sold in the cities. One set of men makes lasts, while another cuts the leather into shape. In the sewing room the second stage is gone through withjthe men are seated on theeir benches and work as cheerily as if they were in a factory. The room is com-fortably heated and no one wears his coat during working hours. A pleasant effect is gained.by the sunlight which streams in through the windows, lighting np the large room. It has a cheerful influence on the men as they talk and work. Upstairs in the polishing department the shoes receive their final touch, and are then placed in the stock room. The enormous total of 25,000 pairs of shoes, slippers, and boots indicates the fine show-ing of that branch in one year. The clothing department is the noisiest of all the shops. Great piles of clothing are scattered on the tables up and down the room. The material is cut, hemmed and sewn in the'most skillful manner. In another room the hand sewing is carried on. Caps and overcoats are made in addition to suits. The men do all the work, from the handling of the raw bolt of cloth until the finished product is ready. Their own clothing is gray, without stripes if they are serving their first term. Two stripes-close together indicate "second term" men ;three stripes show 24 THE MERCURY. that the prisoner has been in jail twice before. A red bar on the sleeve means that its wearer has one year of good behavior to his credit. Additional bars are added while the mam's record is satisfactory until the fifth year, when he gets a star. That is a mark of confidence, and he gets many privileges which are not granted to those who have disregarded the rufes. He may buy extra tobacco, cigars and the daily pa-pers. Two or three stars are Seen on some of the prisoners sleeves, and the scheme is carried out to the termination of the sentence. More than ordinary interest attaches to the mattress depart-ment. It is in this branch of the prison that a noted convict is at work. He is serving out his life sentence by keeping the books of the shop. He also keeps track of the output of the sash and door department. An allied indiistry is that where the wood carving is carried on. Beautiful examples of what the men have done in that line are shown in the warden's office. Few are aware that there is a prison newspaper, which is en-tirely the product of the inmates. They do all the work inci-dental to the writing of the matter, setting the type and print-ing the paper. There is modem machinery and every facility in tire way of presses and type. It is fittingly named the "Star of Hope," and is a-means of intellectual improvement to a great, many men. They readily admit, it is said, that they have been helped and trained by their efforts to supply contributions,- some of which are particularly interesting. General news items occupy the remainder of the pages. The cleanliness of the kitchen would delight any housewife: The utensils, tables, and floors are as neat as wax. The im-mense ovens are in the rear and in another part of the great kitchen is a long cooking apparatus, with large boiler shaped vessels for making coffee and ovens for roasting meats and po-tatoes. It is no small task to prepare food for 1300 men, and the kitchen force is one of thee largest and most efficient in the prison. For the morning and midday meals the men are marched from their cells and workshops in companies, to the large mess hall. Every one faces in one direction. Fun and laughter is the order cf the meal, and there is no disposition on the part of THE MERCURY. 25 the guards to interfere unduly with the men. The evening meal is at half-past four, immediately after which thee men are lock-ed in their cells. In addition to the plain and wholesome food of the prison, dainties, such as fruit and pastry, are allowed to the trusted inmeates. Their friends may send these in or permission is given them to buy outside the prison walls. On Sunday all work is suspended. At half-past eight the men assemble in the chapel for devotional services. There is a first rate volunteer choir and addresses are made by the chap-lain and visitors. Even the small pipe organ which is used in chapel was made by one of the prisoners and is played by him. It is not an easy matter for a prisoner to escape from Sing Sing Prison for it is well guarded on all sides. The prison is situated on the very edge of the Hudson River which forms a very strong natural hindrance to those who wish to escape in that way. In addition to this there are guard houses on every side of the prison and at each' corner and even visitors are chal-lenged by the guards. A visit to Sing Sing Prison is both interesting and instruct-ive. I write this brief article with the intention of giving you some idea of the way in which the state prisoners are treated. 26 THE MERCURY. SCHEDULED TIME. S. FRANK SNYDEK, '09. BEEMAN HUNT has said, "The best laid plans, the most important affairs, the fortunes of individuals, the weal of nations, honor, and life itself are daily sacrificed because somebody is behind time." The question of time is one of the greatest importance to eacli individual, because our success in life largely depends upon what use we make of the golden moments that have been en-trusted to us. And the question is only to be decided once, as time that is lost cannot be recalled and invested in some other way, but once spent means forever. In this day of competition in every department of life, he who is not upon the scene of action at the scheduled hour has very little chance for success. The merchant who is careless about opening his store at the proper hour in the morning will lose custom. The manufacturer who promises to have a piece of work done for a customer at a certain time and then fails to have it at the time promised must suffer the loss of the custo-mer's confidence and possibly his patronage. To draw an ex-ample of the same principle from our college life, if the profes-sor comes to class more than five minutes after the clock strikes he is almost sure to fail to teach that hour. On the other hand the teachers insist that the students come promptly to each reci-tation at the scheduled hour for at least two reasons: 1st, If the recitation is to be conducted successfully, each member of the class must be present and the work commenced at once. The student that comes in late loses a part of the recitation and also disturbs the class. 2nd, The man who will'be successful in the larger school of life must learn to meet each engagement at the appointed hour. In college is the place to acquire this habit which will contribute so much to success. The successful business man carefully estimates the gain on each dollar that he has invested, so we should carefully estimate the gain that we receive from each hour of invested time. As we study the lives of those men whose names are written high amo^g the heroes of the cr-4!\ wc fr.d *hat b- making the most of time they have been enabled to reach such high attainments. THE MERCURY. 27 Abraham Lincoln by using each golden minute of his early life to an advantage acquired the power of body and mind which enabled him to stand at the head of a great nation and lead it successfully through the dark hours of war. A student being asked by a friend why he did not read more good literature replied, "I have not time." Said his friend, "You have all the time there is." Time is given to everyone alike. But why do some students seem to have time for all kinds of work: athletics, literary society, Y. M. C. A., etc., while others have not. Longfellow explained it when he wrote: "The heights of great men reached and kept Were not attained by sudden flight. But they while their companions slept Were toiling upward in the night." .Some time ago in one of the western cities a man was seen niching down a street at break-neck speed trying to catch a train. You may ask the question did he get there in time. The answer is no. Then you may ask why, was he not going fast enough. And the answer is yes, he was going fast enough, but lie did not start in time. Is this not the frequent experience of everyone? Often when we are rushed with our work, is not the real trouble due to the fact that we have not started in time? The men who have accomplished the most in their lives are they who have recognized the importance of the present, the great principle of the now. It is not for us to worry about the failures of the past or be apprehensive about the future; but get right into the line of duty and fill our place in.life faith-fully day by day. I K E HE RCU RV Entered at the Postoffice at Gettysburg as second-class Matter. VOL. XV GETTYSBURG, PA., OCTOBER 1907 No. 5 Editor in-Chief EDMUND L. MANGES, '08 Exchange Editor ROBERT W. MICHAEL, '08 Business Manager HENRY M. BOWER, '08 Ass't Bus. Managers LESLIE L. TAYLOR, '09 CHARLES L. KOPP, '09 Assistant Editor MARKLEY C. ALBRIGHT, '08 Associate Editors PAUL E. BLOOMHART, '09 E. E. SNYDER, '09 Advisory Board PROF. J. A. HIMES, LITT.D PROF. G. D. STAHLEY, M.D. PROF: J. W. RICHARD, D.D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance : single copies 15 cents. Notice to discontinue sending THE MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contri-bute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be. addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. Another school year GREETING lms very favorable and promising conditions. To the student body, more especially the new men, the MERCUEY extends its most hearty gjeetings and best wishes. Those of us who have been at school for sonic time can appreciate what great oppor-tunities we have had. Some of us, no doubt, all of us, will have to say, but with regret, tbatwe THE MERCURY. 29 have not used them to the greatest advantage. To some, the college course has meant more than to others simply because those who have received the greatest benefit have been those who have applied themselves most. Let us say at this point to the new men that college is going to mean to them just as much as they make it mean. The whole question rests with each indi-vidual. This observation has been made before, but in our estimation, we feel that it may he used again to advantage. Every man who has the idea that he will receive an education by merely going to college is mistaken. It is true he will receive something that he may call an education bnt the term will have to be considered in a very narrow sense. Anyone with any amount of training will realize that knoyledge is infinite. Let each one of us take an introspective view and see how much we know compared to what it is possible to know. We can think of no suitable comparison. To say it is like a drop of water compared to the ocean is putting it mildly. Realizing that diligent application is going to mean much in our education let us all put forth our best efforts for an excellent training. THE BEGINNING No longer riUI we> tue members of the class OF THE END of 1908, anticipate another year in college; no longer can we rely upon next year to accomplish what we have failed to accomplish during the present year. A few years since we entered these halls with the ambition to do our work well, but the most of us have worked along unconcernedly, car-ing foi the present only, paying but little attention to the past and letting the future take care of itself. But now we are facing the stern realization that we have entered upon the be-ginning of the end of our college careers. There remains but one short year in which to complete our college education. Now is the time to take a retrospective view into the golden past and compare it with the future which, before seemed dim and distant, now looms up before us as something near at hand to be reached only too soon. It has been wisely and justly said that the Senior in college is one who knows and knows that he knows. Above all he should know himself; know wherein he has failed and in what respects his education has been neglected. Let each individual member of the class learn what phase of 3° THE MERCURY. his education he lias slighted and at once make strenuous efforts to accomplish the desired results. Our last year at college is here with a great opportunity. Let us seize upon this opportu-nity with all the vigor and energy that we command. Let us make the last lap "the embodiment of dash and vigor." Com-mencement will soon he a matter of history. Then, shall we recall our college days with a spirit of regret or shall we '-dwell upon memories" of faithfulness and sincerity in our college duties ? Let it be said of noone that he is a college man in name only, and little deserving of the title. THE MERCURY. EXCHANGES. 3i ITH the opening of college we have j>repared our desk to welcome the first numbers of our old friends,"The Exchanges." We hope also to receive many new ones. And we ask all to help us in making our pa-per by their criticisms, and that our criticisms of other papers may be received as they are intended for the benefit of the paper and writer. Hoping to hear from all our old "Exchanges" and new ones, we wish you all a successful year. The new cover of "The College Student" makes a big im-provement and also the arrangement of the material add to it. "Nemesis," of the October number, is a well written article and shows much thought and preparation. The poem entitled "The Picture," in the October number of the "Augustana Observer" is a well written article. * * * * We have received several others which are making a good start, among them are the "Otterbein Aegis," "Drury Mirror," "Sta teCollegian," "Dickinsonian" and "Crimson and White." PATRONIZE OUR ADVERTISERS. Fl/fOTTt/^E Mattresses, Bed Springs, Iron Beds, Picture Frames, Repair Work done promptly. Under-taking a specialty. - Telephone No. 97. X3I. ZB_ ZE3er3.a.er, 37 HalHmort St., : : : : : : Gttlyhnrg; I'a THE WINDSOR HOTEL 1217-2 FILBERT ST., PHILADELPHIA. HEADQUARTERS FOR STUDENTS. THOROUGHLY RENOVATED, REFURNISHED, AND REMODELED. FRANK M SCHEIBLEY, Manager. Graduate of Lafayette College 1898- I). A. I«ii|>p" L. E. Eiiterline. THE "R k E" STORE 36 Baltimore Street, PT'TTV^T^TTP Cr PA Next Citizens'Trust Company, WJll 1 1 I WC U *UU, lA. SUNDAY SCHOOL LESSON HELPS AND SUPPLIES, P. ANSTADT & SONS, Publishers, Book and Job Printing of all Kinds Write for Prices YORK, PA. PATRONIZE OUR ADVERTISERS. THE BEST PEN FOR COLLEGE MEN There's no pen that gives such all-round satisfaction as Conklin's Self-Filling Fountain Pen. It's the best pen for College Men. When an ordinary fountain pen runs dry in the middle of a word, it means you've got to stop right there, hunt up a rubber squirt gun, fill ycur pen to overflowing, clean both pen and dropper, wash your hands, and then endeavor as best you can to collect your lost train of thought. It's different with CONKLIN'S .SSSb FOUNTAIN PEN "THE PEN WITH THE CRESCENT-FILLER" To fill, just dip it in any ink, press the Crescent-Filler, and the Conklin is filled and ready to write instantly. You can't over-fill it Hence no inky fingers, no loss of time, no ruffled temper. The feed of the Conklin is No waiting for ink to come—no jerking—no slips, balks or blots. Leading dealers handle the Conklin. If yours does not, order direct. Look for the Crescent-Filler and refuse substitutes. Prices, $3.00 and up. Send at once for handsome new catalog. THE CONKLIN PEN CO., 310 Manhattan Building Toledo, Ohio. PATRONIZE OUR ADVERTISERS EMIL ZOTHE COL^G S!EM3 ENGRAVER, DESIGNER, AND MANUFACTURING JEWELER 722 Chestnut St, Phila. SPECIALTIES : MASONIC MARKS, SOCIETY BADGES, COLLEGE BUTTONS, PINS, SCARF PINS, STICK PINS AND ATHLETIC PRIZES. All Goods trdered through G. F. Kieffer, CHARLES S. MUMRER, iu:.n.i:n IJV TTTTT? TTTTTTT? T j. H- 8°Hep, 115 Baltimore St., near C urt House GOOD WORK GUARANTEED. —IS— Your Photographer ? If not, why not? 41 BALTIMORE ST., GETTYSBURG, PA. 8EFT0N i FLEMMING'S LIVERY, Baltimore Street, First Square, Gettysburg, Pa. Competent Guides tor all parts of the Battlefield. Arrange-ments toy telegram or letter. Lock Box 257. PATRONIZE OUR ADVERTISERS. The Most Popular College Sc>ngs A welcome gift in any borne. The Most Popular College Songs % .50 50 New College Songs - .'.0 Songs of ALL the Colleges 1.50 Songs ofthe WESTERN Colleges 1.25 Songs ofthe EASTERN Colleges l.Si SCHOOL Songs with COLLEGE Flavor - .!0 Songs ofthe Flag and Nation - .50 100 New Kindergarten Songs . - - New Songs for College Glee Clubs 1.00 -!C New Songs for Male Quartets - .50 Songs of the University of Pennsylvania 1.5ti Songs of the University of Michigan - 1.S5 Songs of Washington and Jefferson College - l.ar. Songs of Haverford College - 1.26 New Songs and Anthems tor Church Quartets, {Eleven Numbers) each .10 to .30 HINDS, NOBLE & ELDREDGE, Publ shcrs 31 -33 35 West 15th St. New York City COMPILER IMPRINT ON JOB WORK MEANS TASTY WORK CAREFULLY DONE. MENU CARDS. WINDOW POSTERS. DANCE CARDS-LETTER HEADS, ENVELOPES, TICKETS, Programs of all kinds. Hverythirtg the College Man wants in •-•aper and Ink. Specially designed work. Latest Effects in Paper, done in Colors along lines of College Men's Associations. Catalog and Book work. The Gettysburg Compiler will keep old and new students in touch with town and college life. L

, ji IF i b II HELP THOSE WHO HELP US. \/i The Intercollegiate Bureau or Academic Costume. Cotrell & Leonard, ALBANY, N. Y. Makers of Caps and Gowns To Gettysburg College, Lafayette, Lehigh, Dickinson, State College, Univ. of Pennsylvania, Harvard, Yale, Princeton, Wellesley, Bryn Mawr and the others. Class Contracts a Specialty. Correct Hoods for Degrees. WHY NOT GET A POSITION NOW1. The sooner the young graduate finds the right opportunity the bet-ter his chances for success. We offer the best means of bringing your ability to the attention of employers in all parts of the country. Are you familiar with our successful methods'? We will gladly give you without charge full information concerning desirable posi-tions that will be open in the early summer and fall for capable College, University and Technical School graduates. Better not delay about writing us for we are al-ready placing many 1M6 men. HilPG-OODS, The tiggSt&Sg*"*"of I'eaa.aa.syl-vaaa.ia. Bld.gr-, ^3a.ilad.elplj.ia,, DPa. t)mces in Twelve Other Cities. Come and Have a Good Shave, or HAIR-CUT at Harry B. Seta's BARBER SHOP 35 Baltimore St. BARBERS' SUPPLIES A SPECIALTY. Also, choice line of fine Cigars. R. A. WONDERS Corner Cigar Parlors. A full line of Cigars, Tobacco, Pipes, etc. Scott's Corner, opp. Eagle Hotel GETTYSBURG, PA. Pool Parlors in Connection. IF YOU CALL ON C. A. Bloehep, Jeuuelep, Centre Square, He can serve you in anything you may want in REPAIRING or JEWELRY. !it WE RECOMMEND THESE FIRMS. Established 1867 by Allen Walton Allen K. Walton, Pres. and Treas. Root. J. Walton, Superintendent. Hummelstown Brown Stone Compaq and Manufacturers of BUILDING STONE, SAWED FLAGGING, and TILE, fALTONVILLE. D™, PENNA. Contractors for all kinds of cut stone work. Telegraph and Express Address, BROWNSTONE, PA. Parties visiting quarries will leave cars at Hrownstone Station, on the P. & R. R. R. For Artistic Photographs Go To TIPTON, The Leader in Photo Fashions. Frames and Passapartouts Made to Order. C. E. Barbehenn THE EACLE HOTEL Corner Main and Washington Sts. The Most Popular College Songs A welcome gift in any home. The Most Popular College Songs 50 New College Songs Songs of ALL the Colleges - • Songs of the WESTERN Colleges Songs of the EASTERN Colleges SCHOOL Songs with COLLEGE Flavor Songs of the Flag and Nation - - 100 New Kindergarten Songs New Songs for College Glee Clubs New Songs for Male Quartets - - Songs of the University of Pennsylvania Songs of the University of Michigan - Songs of Washington and Jefferson College Songs of Haverford College - - - New Songs and Anthems for Church Quartets, (Eleven Numbers) each .10 to .30 $ .60 .50 1.50 1.85 1.25 .50 .50 1.00 .50 .50 1.50 1.25 1.25 1.25 HINDS, NOBLE & ELDREDGE, Publishers 31-33-35 West ISth St. New York City rr PATRONIZE OUR ADVERTISERS. fJIIIIIIIII!lllll!IIMIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII!IMIIIIlllllllllllllllllllllllll| j Seligman | I & Br em j } I Are Gettysburg's Most | 1 -■ Reliable TAILORS And sbow their appreciation of your patronage by giving you full value for your money, and closest attention to the wants of every customer. I Give Them I i | | Your Patronage J ^IIIIIIMIIIUIIIIIIIMIIIIIIIIIIIIIIIIIIIIIIIIMIIIIIlllllllllllllllllllllllllllllllllllllllllllllHlllllllllir? IM PATRONIZE OUR ADVERTISERS. Essentially the instruments for critical and discriminating buyers. Superior in every detail of construction and superb instruments for the production of a great variety of musical effects and the finest shades of expression. Close Prices. Easy Terms. Old Instruments Exchanged. WEAVER ORGAN AND PIANO CO., MANUFACTURERS, \l YORK. PA., U. S. A. J Students' Headquarters . —FOR-HATS, SHOES AND GENT'S FURNISHING Sole Agent for WALK-OVER SHOE Eckert's Store. Prices always right The Lutheran publication^ocieij No. 1424 Arch Street PHILADELPHIA, PA. Acknowledged Headquarters for anything and everything in the way of Books for Churches, Col-leges, Families and Schools, and literature for Sunday Schools. PLEASE REMEMBER That by sending your orders to us you help build up and devel-op one of the church institutions with pecuniary advantage to yourself. Address HENRY. S. BONER, Supt. The fllcreary. The Literary Journal of Gettysburg College. VOL. XIV. GETTYSBURG, PA., JUNE 1906. No. 4 CONTENTS "■COLLEGE JOURNALISM"—Oration. '■. . 92 N. R. WHITNEY, '06. "JUNE NIGHT "—Sonnet 95 W. WISSLER HACKMAN, '08. "SALUTATORY"—Oration 96 H. CLYDE BRILLHART, '06. "TENNIS AS AN EXERCISE"—Essay 100 L. W. T., '09. "HIS APOLOGY"—Poem. . . . . . . .101 F. W. MOSER, '07. " OUR ENTRANCE INTO CITIZENSHIP " With Valedictory. —Oration 103 H. BRUA CAMPBELL, '06. "THE OLD DORM IN THE MOONLIGHT "—Poem. . . 109 ROE EMMERT, '06. "THE SCENERY ABOUT MILLERSBURG, PA."—Essay. . no G. L. KlEFFER, '09. "HOME SWEET HOME "—Essay 112 J. EDWARD LOWE, '06. " SAVED BY GRACE "—Story . 114 EDITORIALS, . • 118 EXCHANGES, . . . 120 92 THE MERCURY. COLLEGE JOURNALISM. N. R. WHITNEY, '06. FROM the day when Daniel Webster, as a student, started the first college newspaper at Dartmouth College to the present time, college journalism has had a steady growth in extent and influence. Just as our great newspapers have grown and the number of these publications has increased un-til now every town of at least five thousand inhabitants has its daily, and as we have come to consider these papers the chief factor in the struggle for civic righteousness, so college journ-alism has developed until it occupies a wholly unique position in the college world, and now no institution that claims to be progressive is without its journal. The history and evolution of the college newspaper would provide material for a long and interesting discussion, but that would be chiefly of historic value. Today, let us seek rather to obtain something of immediate and more practical value. Let us strive to set up an ideal towards which college journ-alism shall strive. Commencement is a peculiarly fitting time to look forward rather than backward, and, therefore, we will consider, instead of what has been done, what ought to be done. To do this it will first be necessary to get the status of the college journal, and in this search we shall consider the college newspaper as the only periodical which exerts any considerable influence in the college world. The newspaper is the connect-ing link between the alumni and the college. It serves to keep those who have gone out informed as to the events which tran-spire and the condition of affairs at the college, and thus keeps alive their interest in their Alma Mater, while it contains news in regard to the alumni which keeps the student body informed as to the success with which former college men are meeting, and thus it fulfills the function of a medium of exchange be-tween the alumni and the students. Of course, being pub-lished by the students it is largely devoted to college news and reflects student sentiment. Hence, he who wishes to learn how certain measures are regarded and what schemes are en- \ THE MERCURY. 93 tertained by the students for the improvement of the institution needs but to read the college paper. Keeping this idea in view, that the alumni determine very largely the condition of affairs at the school from its journal, those in charge of its publication should be careful of its char-acter. Its tone should be high. Of course, it goes without saying, that being the work of those who are presumably well-educated, and intended to circulate among intelligent and well educated men, it must be correct in English; and this in-volves a careful and exact use of words as well as obedience to those rules of grammer which have become crystallized by usage in our best literature. This lofty tone which is desirable precludes the use of slang, for such expressions are ephemeral. They seize upon the fan-cy of one generation and in the next are forgotten. A college paper wants permanence in style and maintenance of dignity. To be lofty is to be dignified. Slang is a product of street gamins whose vocabulary is limited, and hence possesses no dignity and should not be found in a college periodical. The tone of the best college paper will not only be pure and lofty, but it will be hopeful, not pessimistic. It will seek to find some ground for hope in the poorest athletic team ; it will find cause for congratulation in some feature of the most poor-ly rendered concert by a musical club. In other words, the ideal college journal is not a fault-finder. It is easy to criticise and tear down; the difficulty lies in building up. Of course there is such a thing as being too optimistic and such an edi-tor imagines his college and everything connected with it as being without flaw. However, we are contending for that vis-ion which, while seeing the faults around it, will invariably re-gard them as less obtrusive than the virtues. Each institu-tion has rules and practices which some of us would change if we were able to do so, but should one give expression to the opinion that, because such practices exist therefore the college is behind the times or is a partial failure ? Is it in the province of the college newspaper to place the school in an unfavorable light before the world ? These queries lead necessarily to the statement that the 94 THE MERCURY. periodical should be large and liberal in its judgements. Since it has this power, to a very great extent, of giving good or ill-fame to an institution, the journal must exercise the judicial function with great caution. We are living in an iconoclastic age and nothing gives us quite so much pleasure as to shy a brick metaphorically at those in authority. Their personalities and their deeds stand out so clearly that we cannot resist the temptation to criticise them. If the paper seeks popularity among a certain large group of students it needs only to find fault with the administration of affairs pertaining to the college. Hence the journal requires at its head a man who is able to detach himself, as it were, from the student body and its pre-judices and rise to a height where he can more clearly discern the interests of the college. It is not always an easy task to rise above prejudice and it sometimes demands the exercise of .more courage than one would imagine. Thus, when the whole body of students commits a deed or assumes a position which a dispassionate judical consideration compells an editor to dis-approve of, he will need all the moral courage he can command to do his duty in the face of the hostile criticism of his class and college mates. We have said that the paper represents the student body. This statement ought to be amended by saying " the whole student body." A judgment which is large and liberal will not per-mit of favoritism towards any one class. Such a policy would be disastrous to the usefulness of the paper. Of course some publications disregard even this danger signal, but when it is remembered that the editor is almost always closely identified with a certain class and its interests, it is surprising that the number of papers which fail in this respect is as small as it is. Nor can a successful journal be unfair in its attitude towards its contemporaries. Great care must be used in passing judg-ment upon the acts or statements made by a rival institution. Too easily are we led by our sympathy and prejudice to put the wrong construction upon our neighbors' actions. And now we come to the aim of the college journal. Is its highest purpose realized and its fullest duty performed when it simply gives the news of the college world ? No, its des- r THE MERCURY. 95 tiny is grander than that of being merely a purveyor of news. Its work is more inspiring. It seeks to benefit the college. Advancement and success for the institution are the goals. Many advantages will accrue to the school just because the paper itself is a good one and meets the requirements which we have laid down. But this is not sufficient. There must be conscious and uninterrupted effort to make known the good qualities of the college and to secure more students and more money for it by arousing and keeping alive the enthus-iasm and support of its friends. To accomplish this purpose it is imperative that the end be kept always in view. Since a college journal is published by the students it might seem that student interest ought to be given the first consideration. Occasionally there may be such a conflict of interests, but, at such times, the editor must keep clearly in view the fact that the college journal is a power only when it is a power for good for its college, and is fulfilling its high destiny only when it is using every means to keep glow-ing the love and interest of the students and alumni for their Alma Mater. JUNE NIGHT. W. WlSSLER HACKMAN, 'OS. • TJNDOWN and crescent noon ; The passing truths of a glaring day Now fade and soften into gloom Until they vanish quite away. The dreaming trees soft-breathing sigh, And whispering quiver as they stand ; Like drowsing giants o'er the land They nod beneath a faint-starred sky. Afar the marsh-frogs rasp their strings The livelong night, nor pause, nor rest ; A night bird stirring in her nest Sings with a rapture of fluttering wings, While fairies bear their lamps about Though brooding shadows in and out. 96 THE MERCURY. ENGLISH SALUTATORY—TRANSITION PERIODS. H. CLYDE BRILLHART, '06. LADIES AND GENTLEMEN : The class of 1906 extends to you all a hearty welcome. As-we are about to celebrate one of the most important events in the lives of each one of us, we are glad for the presence of so-large a number of our friends. These four years of care-free iun and earnest study are about to close. This day to which we have long been looking forward with commingled feelings of joy and sadness has at length arrived. To this, the goal of our four long, yet seemingly short, years of training and uncon-cern and the commencement of the more serious responsibili-ties of life, each of the thirty-four members of our class bids you an earnest welcome. To you, alumni and friends, who out of loyalty to our Alma Mater have been wont to see other classes from time to time pass from this stage out onto the larger stage of life; to you, the members of the board of trustees from among whose number one is absent today who for many years has helped to shape the destinies of our Alma Mater, whose wisdom was a tower of strength to her, whose learning was her glory, whose life was an inspiration and an example to her sons and daughters; to you, the members of the faculty, who-have so patiently led us in the ways of knowledge; to you, the relatives and friends of the individual members of the class; to you, undergraduates, who are not yet called upon to sever these bonds of association, but who will in time come to stand where we now stand—to all in the name of the class of 1906,1 extend most cordial greetings. We stand today on a dividing line with fond memories of the Past and hope for the Future. The time is at hand when it is necessary for us, as a class, to part; but we can dety those circumstances to arise which can /weaken these ties of friendship so dearly formed by us during these four years just passed, or to counter-act their influence upon our Future. Today we leave as undergradu-ates, to return in future years as alumni, in an attempt to review in a few short days those never-to-be-forgotten lessons learned within these sacred walls. The time of preparation has passed ; the time for achieve- THE MERCURY. 97 f ment is at hand. In the evolution of life we have reached the end of one of those periods which because of their peculiar position and character are of the utmost importance. They form the connecting links between the larger epochs of life. They are periods in which certain tendencies and movements are gaining momentum and slowly but surely changing the character of the life of the nation or the individual. The vital forces of one age and one set of circumstances are recast and readjusted to meet the demands of a new age and a new set of circumstances. It is true that in the great scheme of development every period is a transition period, but it is also true that some per-iods by the suddenness of the changes and the rapidity of the readjustments which take place in them, are in a special sense transition periods. In reading the record of the formation of the earth, the geologist often comes upon a place where the continuity of his record is broken. When he again finds it continued the character of the life forms is so widely different that he con-cludes that a great length of time must have elapsed between the formation of the records, but when he has made a more care-ful investigation and found the missing pages of his record and has properly interpreted them he finds that the period was a com-paratively short one; but One in which h'fe forms were un-dergoing very rapid changes, Such a period he calls a transi-tion period. The wise student of history realizing the great significance of such periods in the evolution of human progress makes them his special care. He knows that only by the mastery of rhe forcesand tendencies at work in them do the events of the subse-quent periods become clear. This is nowhere better illus-trated than in the Renaissance-Reformation period. It forms the connecting link between the Middle Ages and the Modern Times. No other period in the history of the world has set in motion so many forces which were world wide in their results. The Middle Age was ruled by asceticism. The monk's view of life was the ideal of the age. The authority of the Roman See was unquestioned and its power unlimited. But all this, 98 THE MERCURY. is now changed. The ascetic view of life is broken ; the unity of the Middle Ages destroyed; the world view transformed. The new age with its revelations and achievements discovered to man the truth about himself and the truth made him free. It led him out of the dungeon of Monasticism into the light of Christian freedom. It broke the shackles which the petty fendal lord had forged upon him and started him on the high-way to political freedom. It transformed Ecclesiastical abso-lutism into indivi dual nationality. In the intellectual realm the transformation was truly mar-velous. For a small earth-centered universe, the Copernican system of astronomy gave to man a limitless sun-centered uni-verse. Instead of a common compulsory church it gave him a free church. In place of the useless and subtle quibbling of the schoolmen there appears the beginning of real philosophy. Alchemy is supplanted by Chemistry, Astrology by Astronomy. In no department of human knowledge has the transformation been more marvelous or longer delayed than in the study of history. The impulse was given in the 16th century. It struggled hopelessly for recognition but was soon lost in the rapid march of events. It was not until the 19th century that history again commanded attention, when the events of a single decade, from 1820 to 1830, called forth more volumes of history than were called forth by the events of a thousand years before. History is no longer a narration of memorable events com-memorating the deeds of a hero, a family or a nation. Our historians no longer write to strike the imagination or arouse the feelings with poetical images of vanished realities. Their aim is not to please, nor to give practical maxims of conduct, but knowledge pure and simple. In order to make its facts useful they must be criticized and organized and in this way the rules of its interpretation and the formulae of its exposition have become as severe as those of the so-called " exact science " and the genetic method has been applied to all the sciences. While these periods are of great importance in science they are of even greater importance in our own lives. Of these none is more worthy of thoughtful consideration than the col-lege period which marks the transition from youth to manhood, THE MERCURY. 99 from care-free preparation to responsibility and achievement. The habits and tendencies of youth are swept away, or trans-formed into fixed habits of character and manhood. Psychologists tell us that about the 19th year in one's life there comes a period which is marked by a cessation of growth for a time, sometimes to be resumed later. This seems to suggest that nature after having cast up the youth by a flood-tide on the shores of manhood, is a little exhausted and wants time for rest and readjustment. The advantages of size and strength begin to give way to those of the higher mentality, and the main current of evolution is turned thoughtward. The newly awakened feelings, impulses and ideals are being knit into individual character and personality. The dogmatic opin-ion and prejudices of youth are breaking down before the keener analysis and wider horizon of manhood. In this wider horizon the youthful complexity of nature vanishes and we catch glimpses of the great harmony'of the universe and come face to face with the mysteries of life. The importance of the transitional character of this period has not always been recognized. Too often it has been thought of as a period of seclusion and aloofness from the busy world of affairs. The indiscretions and misdemeanors of the College man been have excused and apologized for, too frequently, on this ground alone. We are beginning to see our mistake and perhaps the best evidence of our change of heart is the almost universal condemnation of hazing and horse-play engaged in by college men, and the action taken by some of our institu-tions of learning, particilarly by the United States government in the schools under its care. It is a step in the right direc-tion, but it is not enough. May we not hope that the time will soon come when we shall not only hold the college man strictly accountable for his acts, but shall treat him as a citizen and not as an irresponsible hermit, when we shall give him complete and rational systems of self-government in the class room and in the dormitory. For it is only by rational self-government that the cardinal virtues of self-control and self-direction are developed, and if they are not cultivated during this period of transition they may never be acquired. IOO THE MERCURY. TENNIS AS AN EXERCISE. L. W. T. '09. AS an exercise both of muscle and brain, the game of ten-nis is hardly excelled. It is in this form of sport and recreation that all the faculties are trained and developed more or less. There are chiefly three beneficial results besides many minor advantages derived from indulging in this- pleasure, namely.—quickness of thought, muscular control and muscular strength. Chief of these is rapidity of thought, that great quality so essential in the battle of life. To play tennis successfully, or rather, to play it at all, one must be ever on the alert, wide awake, and ready to seize any opportunity to score a point. And when the chance presents itself in the form of a lightning-like ball, he must decide on the instant how to act. In the twinkling of an eye he must conclude on the best and most advantageous way of returning the ball whether it shall be high, low, swift, slow, to the middle, the left or the right, curved or straight. All the conditions of the situation—the position of the players, the distance from the net, the force of the wind, perhaps, and many other details must be caught up, balanced and used to advantage in one sweeping glance of the eyes. The decision as to the best disposal of the ball having been made, then muscular control is the necessary quality for the carrying out of the plan. A novice at the game, in trying to return the ball, is pretty sure to knock it at random far out of bounds, no matter how carefully he endeavors to control him-self. This is due to the fact that his muscles have not been trained to the way in which he should handle his strength. He is unaccustomed to the slight twist of the shoulder, to the presenting of the surface of the racket at just the right angle, to the slight almost imperceptible swerve of the whole body, to the graceful side-step, and to the many other requisite move-ments, so minute, so delicate, as to be almost indefinable but which, nevertheless, every experienced player has felt himself un-con sciously perform, and which are, taken altogether, so impor- THE MERCURY. 101 tant. But now observe our former novice at some later time. See how he holds himself, how perfectly every muscle and every tendon is under the influence of his will. Deftly he strikes, now "cutting " the ball sending a most exasperating and tan-talizing slow curve up into the air, now driving it swift and hard at any desired angle, and again to all appearances, throw-ing all his strength into a vicious swing, only to drop the ball close to the net far out of his opponent's reach. All these tactics and many others he performs with such easy and grace-ful movements as to win the admiration of all spectators. And together with these other qualities, a certain very desir-able tenacity and litheness of muscle is acquired. It is true that huge bunches and knots of muscle and brawn are not de-veloped, but nevertheless, that more sought-for strength, the strength which draws the distinction between the racer and the cart-horse, the athlete and the laborer, the reserve strength which is denoted by an erect and graceful bearing is attained. In tennis the utmost activity of body is required. One must continually run forward and backward, bend and twist this way and that, and go through many other maneuvers which could never be give by gymnasium apparatus. Thus, is constantly being knitted a symmetrical and elastic set of muscles. We may say then in conclusion, that tennis is a most de-lightful and beneficial form of recreation, producing a clear head, a beautiful body, and a flow of clear, red blood, not to mention a deep sense of wholesome pleasure which it imbues. HIS APOLOGY. F. W. MOSER, '07. PAIR of eyes so soft and blue, With lashes of the raven's hue, And lips that matched in sweet repose The crimson of the blushing rose. A pair of overshoes, size three, Which none could wear but such as she, And now beneath the cushioned seat Reposed in safety at her feet. 102 THE MERCURY. Another maid beside the first Who seemed in pleasant thought immersed ; Hair black as night and midnight e3'es, A mirror for Venetian skies. A man of stalwart limb and frame, Whose deeds were not unknown to fame; But now in dreams his fancy ran To build a world within a span. And with a swish in top-notch style Maid number two rushed down the aisle, He roused and saw with read}' mind That she had left her shoes behind ; And, stooping with an eager face, He pulled the rubbers from their place, And rushing to the open door He flung them from the moving car. But hardly was the action done When up the aisle rushed number one, And in a chilling tone cried she " Those overshoes belonged to me." " Oh ! now ! I say ! can this be true ! '' Those overshoes belonged to you ? " What can I say ? Oh, don't you see ! "Oh, can you ever pardon me. The train dashed on, the moments sped, Until beneath the next dark shed The engine shot with direful shriek That brought a pallor to her cheek. But in a moment as before The crimson blood returned once more, And. that was all there was to see Of that most sweet apology. THE MERCURY. 103 •'OUR ENTRANCE INTO CITIZENSHIP," WITH VALEDICTORY. H. BRUA CAMPBELL, '06. NEVER at any time has the question as to what is the re-lation of the young man to his country and its institutions or in other words what are the duties and responsibilities which citizenship imposes upon the young manhood of our land, pressed upon us more insistently than at the present time. The age in which we are living is one characterized by great movements and vital problems, upon the successful solution of which our most complete growth and advancement is depen-dent. It would be difficult indeed to find an American today in whom there dwels not one vestige of pride in his country's institutions and whose heart does not expand at one time or another in the thought of his country's glorious achievements and still more splendid possibilties. But there is less likeli-hood that any American could be found with mind so narrow that he would refuse to admit that certain insidious and de-structive tendencies totally hostile to the best interests of true democracy, had crept into our government. Due to the " in-ertness and apathy " of a large number of citizens who are best fitted for the task of carrying on successfully affairs of gov-ernment, methods contradictory and subversive of democracy have been allowed to enter into our political system and abide there unmolested. The exposures of moral rottenness in pub-lic affairs and of political turpitude in city, state and nation have clearly revealed how true is the charge that machine politics and bossism have usurped and are continuing to usurp the field that of right ought to be controlled by forces of less selfish and more moral character and that the highest interests of the many are being sacrificed daily to the cupidity and lust for power of the few. Throughout this present period of startling revelations of the betrayal of public trust which have brought to light conditions that are of the gravest menace to our prosperity the inquiry has been advanced as to what is the remedy that will serve to ef-fectively heal the deep wound which civic corruption has caused in the body politic. And with startling unanimity 104 THE MERCURY. Comes the answer—Rouse the citizens from their political somnolency and the Republic is secure. The cure, therefore, lies in the interest which each man ought to manifest in the politics of his country, state and union by reason of the privi-leges he enjoys under the law and order which our political institutions vouchsafe to him. The responsibilities of citizenship strike with peculiar force the young men of today. The coming generation, clothed as it will be with " unprecedented privileges," is confronted with the obligation to cure some of the excesses of liberty which •mar our civilization. It has been well said that the first lesson a young man should learn in the principles of government is that national problems and public questions are his own per-sonal concern and responsibility and that he will have to answer for his conduct toward them as exactly as for his in-dividual moral behavior. He should appreciate thoroughly in the very beginning that the privileges of citizenship which he possesses have been secured not without terrific struggles against autocracy entrenched behind the fortified strength of centuries of existence and that they should be cherished and enjoyed as a priceless heritage—not spurned and disregarded for the sheltered cloisters of cultured ease. Our nation's hope, lies in the young men upon whom the burdenr. and responsi-bility of directing its affairs must at length rest and the young men should show their appreciation of this tremendous obliga-tion by a keen and intelligent interest in all matters politic. The earlier this interest is manifested, the more deeply will it become implanted, and at length, as Bishop Brent eloquently says, it will " fairly burn itself into flesh and blood, nerves and muscles, until the flame of patriotism is kindled in the soul and a citizen worthy of the name moves out into the nations need, equipped to wrestle with the problems and overthrow its enemies." Ah, when we come to think of what it actually means to be an American citizen, when we fully realize the na-tion's power and influence and the political freedom delegated to those under its flag we ought to firmly resolve ever to re-main true to the principles in which our country was founded, and whenever its principles and institutions are endangered to V' THE MERCURY. I05 battle for civic righteousness and put to flight those who seek to pervert its true destiny. The young men have it in their power to prevent those who seek to control politics for selfish ends from attaining their de-sire and it also lies with them whether the government be managed with regard only to the best interest of a majority of its citizens or whether it be run to benefit the privileged few alone. We thus see that a deep responsibility rests upon the citi-zens of this land—an obligation to manifest a vital interest in affairs of state, a responsibility which applies particularly to the young men of our country. But among these there exists a particular class—the college men—to whom goes out with especial force the clarion call to duty-—to meet the civic obli-gations and to assist in directing the management of political government be it in a lofty or lowly sphere. The college man is particulary fitted for an active participa-tion in civic affairs by reason of his collegiate training, and after graduation he should at once indentify himself with the work of promoting good government. Upon departing from college he is entering more largely into the active work of life. The •college man during his years of study has pursued in a some-what isolated way his course of intellectual training and now enters into the wider sphere of professional or business activity. His brain has not increased one ounce by his persistent search for knowledge but it has been so thoroughly disciplined that he can grasp more quickly and more comprehensively problems which would as a rule, defy the intellects of those not possessing the advantages of collegiate training. The scope of his perception has been vastly widened. It must be admitted that the college man, endowed as he is, ought to be a potent factor in the politics of a nation. And so he is, to a certain extent, but the opportunities still continue to beckon him, for all to often is he heedless of his duty and responsibility in this direction. He owes an especial debt to his country by reason of his superior endowment and yet how often does he repudiate the obligation and as a result, Justice, spurned by those who ought to defend her rule, must bow to the forces of Self-interest. io6 THE MERCURY. There is nothing from which the public suffers more today than the silence of its educated classes, that is, the small amount of criticism which comes from its disinterested sources. Educated men say very little about the question of the day but devote their time to science, literature and art or in the practice of their profession or conduct of business. The edu-cated man should, however, speak out upon matters of public interest if for no other reason than that he is peculiarly able to comprehend the right and wrong involved therein. As a writer puts it no educated man can talk intimately upon any subject without contributing something however small to the unseen forces which carry us on to our final destiny. College men are too oft drawn from the proper performance of their civic duties by the desire to follow peacefully and within the narrow confines perchance of their libraries a life of purely intellectual activity which withdraws them from their proper civic interests and lessens greatly their concern for the conduct of the affairs of their government. And it is to be deplored also that Corinthianism or in other words " the moral enervation and decadence that is born of the soft uses of prosperity " pre-sents a grave danger to our institutions. Adversity indeed has its uses; prosperity its perils. And it behooves the college man to beware of the luring voice which urges him so impell-ingly to forsake the true course of energetic devotion to duty and to endanger the frail craft of his life upon the Scylla of intellectual enervation or the Charybdis of moral decadence. It is inevitable that if the citizens of a nation are blind to all else but self, then the end will be corruption and death. The service which the college man renders his country of right ought to be unselfish. He ought to be thoroughly cog-nizant of the fact that there are things of far more importance than his own material advancement. It is this unselfishness which is so essential to true growth and if its spirit be im-planted in the breasts of the young men of today the strength of the nation will know no deterioration. And with regard to the attitude of the college man toward public affairs there is one quality which must be present and that is honesty—honesty of thought, word and deed. The world requires that only those THE MERCURY. I07 can serve her faithfully who are of integrity and firm moral purpose. There need be no complaint from the college man who feels his responsibility that there are no present opportunities for service to his nation—the opportunities exist in every place and sphere. " The time worn humdrum tasks of the older civili-zation with its painful and seemingly insoluble problems beckon," the undeveloped and partly developed land is calling to the able youth for aid, evils, social, political and moral re-quire those with the courage to stamp them out. Everywhere are opportunities ; where are the opportunists ? These are some of the responsibilities of citizenship which confront every college man of today. It lies with him whether he shall meet them courageously as befits a citizen not alone in name but in reality or whether he shall reject those privileges of free government . which alone make our nation a true republic. These are the civic responsibilities which confront the class of 1906 as it leaves behind it the college walls and enters other spheres of activity and let us hope that the class departs fully awakened to its obligations and fully determined to meet them intelligently and courageously. GENTLEMEN OF THE FACULTY : You may feel assured that the class of 1906 is fully aware of its obligations to you, an obligation so great that it can never be fully repaid. It appreciates to the fullest extent the sacrifices you have made upon the altar of scholarship and likewise your untiring energy and unremitting devotion to the task of so moulding the intellect ^ind character of its members that they may now go out into life fitted for careers of honor and usefulness. Your labor has been singularly unselfish, your concern alone having been to advance the best interests of each and every one under your instruction. And we are not insensible of the fact that the very pleasant relationship which has invariably existed between you, gentlemen, and the class of 1906 can be justly ascribed to your continued regard for its welfare and your unfailing courtesy to its members. Time cannot efface the impression which you have wrought upon us and years will not lessen our respect for the teachers of our college days. And so it is with deep regret that we arrive at ■M 108 THE MEKCURV. the parting of our ways and must reluctantly bid you farewell. FELLOW CLASSMATES : We are come where the paths of our lives diverge, and our thoughts at this moment are of a two-fold character. Our glance is turned retrospectively to the past four years, during which time we have walked together through the harvest-fields of intellectual effort, gathering in the products of our toil and stooping now and then to pluck the fragrant flower of whole-some pleasure. Ah ! they were indeed delightful years, full of brightest sunshine. And we recall with keenest pleasure how each passing year seemed to bring us more firmly together in a bond of loyal friendship, a bond which years of separation will vainly strive to sever. And the depth of our sorrow and regret in this hour of parting is tempered only by our gaze ahead where Hope clothed in glorious splendor stands with a smile of warmth upon her countenance beside the curtains which close from our sight the mysteries of the future. En-couraged by this inspiring vision we feel an eager longing to meet what lies before us, confident in our strength and as-sured that in the conflict we will conduct ourselves as befits noble men and women. It is eminently fitting that we should at this point in our journey look back upon the path traversed and then forward to where the attennated road fades from sight upon the plain or loses itself among "the purple peaks re-mote." Inspiration may be gained from either glance. But no matter with what eagerness we look ahead the porgnant grief of parting continues to be felt. We realize that no more will we meet as fellow-studeryts in the various class rooms or beneath the lofty trees which stand guard upon the campus with arms outspread above its green and beautiful expanse. We know that this hour marks the final time when we as a class shall stand together, and the fact that we throughout these years have moved on in continued good fellowship, ever with regard and affection toward one another seems to make the parting even more painful. But we cannot dwell to long, my classmates, upon words of farewell. And so full of confi-dence in your ability to successfully cope with life's responsi-bilities and implicit faith in your ultimate success, I bid you God-speed. ■ 1- THE MERCURY. THE OLD DORM IN THE MOONLIGHT. ROE EMMERT, '06. 109 H v : AVE you seen the Old Dorm shining in the moonlight; And the silver softly sifting through the trees ? Have you heard the fellows singing on the Dorm steps ; And the mandolins a'tinkle in the breeze ? Ah, fellows, on the campus in the moonlight You can hear the sweetest music ever sung, And see beauties that surpass the Grecian sculpture, Whose praises in our ears have ever rung. And fellows, do you ever stop to listen, When they play the mandolins upon the steps? Does your better nature swell and sway within you ; Do the songs of this old College stir its depths? Do you ever watch the Old Dorm in the evening, When the lights begin to flash out one by one Like the eastern stars burn out upon the heavens, Upon the glorious setting of the sun ? And when the lights have dropped away at midnight, And the moonlight sheds its brightness over all ; Do you ever stand and gaze in silent rapture At the grandeur of this old and noble hall ? Ah, fellows, how we love this old white building With its mighty columns, beautiful and strong, With its memories, haunting every nook and corner ; It has been our second home place for so long. Too soon we'll leave this grand and noble College, And leave behind this long familiar hall, But the picture that we'll always carry with us Is the Old Dorm and the moonlight over all. no THE MERCURY. THE SCENERY ABOUT MILLERSBURG, PA. G. L. KlEFFER, '09. 4 while he gazed off to the town on the hill in a manner which bespoke satisfaction and contentment. Overhanging all I be-held the crimson sun sinking as a fiery ball behind the moun-tains, a little to the north of the vertex of the angle, pointing out the very trees upon its summit as sentinels of this majestic scenery. And overhanging all was the white and crimson sky as a halo. Satisfied with the employment of my leisure time I wended my way to the station and pursued my journey as in a dream. -A.: 112 THE MERCURY. HOME SWEET HOME. J. EDWARD LOWE, '06. MR. J. HOWARD PAYNE whom we admire and rev-erence so much was homeless. In his weary and soli-tary walk on the farm of Mr. Talbot, his friend, he stopped to rest under a large chestnut tree near the brink of the Po-tomac, a mile south of Washington. While sitting there he became unconscious of his environments, the verdure of the beautiful terrace sloping down towards the Potomac river, was lovely to behold, but he saw it not. He was deeply involved in spiritual themes. While in his concentrated, emotional and imaginative state of mind, he wrote those beautiful and mem-orable words, that will vibrate in human minds throughout eternity. " 'Mid pleasures and palaces though we may roam, Be it ever so humble, there's no place like home ; A charm from the skies seems to hallow us there, Which, seek thro' the world, is ne'er met with elsewhere." " Home, home, sweet, sweet, home, There's no place like home, Oh, there's no place like hcme." There is something in the word home, that wakes the kind-liest feelings of the heart. It is not merely kindred and friends who render this place so dear; but the very hills, rocks and rivulets throw a charm around the place of one's nativity. It is no wonder that the loftiest harps have been turned to sing of " Home Sweet Home!' The rose that bloomed in the garden, where one has wondered in early years, a thoughtless and innocent child, careless of what its future may be, is lovely in its bloom, and lovelier in its decay. No songs are sweet like those we heard among the boughs, that shade our parent's dwelling, when the morning or the evening hour found us as gay as the birds that warbled over us. No waters are so bright and clear as the silver streams that wind among the flower decked knolls, where in adventur-ous childhood we so often strayed to pluck the violet or lily, or to twine a garland for some loved school-mate. Your dreams of reputation, your swift determination, your ^". piai >i> mr-.iMi THE MERCURY. 113 impulsive pride, your deep uttered vows to win a name, will all sober into affection ; will all blend into that glow of feeling, which finds its center, hope, and joy in home. From my soul, I pity him whose heart does not leap at the mere sound of the name. A home ! It is the bright, blessed, adorable phantom, which sits highest on the sunny horizon that guideth life. It is not the house, though that may have its charms ; nor the fields carefully tilled, and streaked with your own foot-prints ; nor the trees though their shadows be to you, like that of a great rock in a weary-land ; nor yet is it the fire-side with its sweet blaze play; nor the pictures which tell of loved ones; nor the cherished book ; but far more than all these, it is the presence. The altar of your confidence is there; the end of your worldly faith is there. Adorning all these, and sending your blood in passionate-flow, is the ecstasy or con-viction, that there at least, you are beloved; there you are un-derstood ; there your errors are all met with gentlest forgiv-ness ; there your troubles will be smiled away ; there you may unburden your soul, fearless of harsh unsympathizing ears and that there you may be entirely and joyfully yourself. We may wander away, and mingle in the world's fierce strife, and find new associations, and friendships; and fancy we have almost forgotten the land of our birth ; but at some evening hour, as we listen to the autumn winds, the remem-brances of other days come over our souls, and fancy bears us back to childhood's scenes. We roam again the old fami-liar haunts, and press the hands of companions, long since cold in the grave; and listen to voices we shall never hear on earth any more. The American-trooper who is borne away to the green isles of the Pacific, weeps when he thinks of home, and sighs and pines for the vine-covered cottage beyond the sea ; though the hand of time may have faded his ebon locks, and care plowed deep furrows on his brow, and his heart has been chilled by the fierce winds of the typhoon, till the fountains of his love have almost ceased ; yet upon some summer's evening as he looks upon the sun sinking behind the western hill, he will ! 114 THE MERCURY. think of home, his heart will yearn for the loved of other days, and his tears will flow like the summer's rain. After long years of absence the heart of the wanderer beats, and his eyes fill, as he catches a glimpse of the hills of his nativity. When he has pressed the lips of a brother or sister, how soon does he hasten to see if the garden, the orchard and the stream look as in the days gone by ? We may find climes as beautiful, skies as bright, and friends as devoted ; but all these will not take the place of home, the dearest spot on earth. o SAVED BY GRACE. '08. N a hillside, about one mile west of Gettysburg, a vine-yard was conducted by a man who was very well-known to the present and many of the past generations of students. From the product of this vineyard, the owner packed and shipped to various markets the greater portion of the grapes, while he manufactured wine from the poorer quality and sold it in the unfermented form to many of the students and towns-people. The plot of ground on which the vineyard and the home of the farmer were located, consisted of about six acres. The west and north sides were bounded by woodland, while the southern and eastern limits were marked by two country roads. At the junction of these roads, in the southern corner of the farm, a cottage stood, and directly back of this was a small barn. There were also numerous other buildings necessary to complete the fixtures of a small farm. In the family there were only three people, the father, mother and a daughter, who at that time was in her eighteenth year. The father was an eldery looking man of fifty-five, his form showing the results of many years of hard work ; his wife, a woman of small build and plump form ; the daughter, a tall graceful girl, with black shining hair, brown eyes and a fair skin. She was beautiful to look at and of a kind and - "^_^.^.^.-.-M- rflWWi^iHWW "■■! »M| 'I THE MERCURY. us pleasing disposition, proving decidedly the watchfulness under which she was reared by her fond parents. As has been stated in the beginning of our story, the scene is laid near the historic town of Gettysburg, which is almost surrounded by the hills and mountains where was fought the decisive battle of our great Civil War. In the village is located Pennsylvania College, a Lutheran Institution founded early in the nineteenth century. Many men have been graduated from this college, who have made for themselves places of promin-ence in all avenues of life. Among all the students who at-tended this institution during the time in which the vineyard flourished, few indeed there were who did not visit the grape farm, and who were not well acquainted with the farmer and his family. Undoubtedly many of the students were honest enough to purchase what they wished, either of grapes or wine, but it also stands that many of the students made unlawful visits to the vineyard. It was the result of such a visit that brings us to the. interesting part of our story. On an early autumn evening, several young men, students in the college, were gathered in a room, all overflowing with mischevous ideas. Not a few suggestions were made as to what they should do, but all seemed undecided as to which idea would be best to follow, until a visit to the vineyard was proposed. The vote was unanimous that three of the " Boys" should leave promptly at eleven o'clock for the farm, and that without fail a plenteous supply of the fruit should be brought in. At the appointed time, Bob Stewart, Jack Wills, and Tom Bonner met on the campus, and in a short time were on their way. After walking for about a half hour, during which period they had almost encircled the small farm, the trio made ready to enter the vineyard from the west side. One of the number, Tom Bonner, was sent to a spot, within a hundred yards of the house to stand guard while Bob and Jack filled the bags with grapes. Everything ran smoothly until all were ready [or the departure, when all of a sudden, Tom was seized by a strong pair of hands and was commanded to make an ex- u6 THE MERCURY. planation of his presence in such a place at that hour of the night. Tom was completely unnerved, and during the time he was recuperating from the shock, Bob. and Jack made their escape, leaving their plunder behind. After a short while, Tom gathered enough courage to tell, in broken sentences, a falsehood, which he thought would set him free. The result, however, was to the contrary, for his captor, who was no other than the farmer, compelled him to accom-pany him to the house. Here he was held until morning, as it was the full intention of the owner of the vineyard to turn him over to the proper authorities. Tom passed a very rest-less night; but how could one do otherwise, especially one whose imagnative power had already landed him in prison. Early the next morning, the farmer with his family called Tom. before them. He was told in plain words what was to be done. The farmer accused him of being the person who had been robbing him for sometime. This made things all the more serious, and under the strain of a restless night, together with the relization of what he had imagined during the hours he spent in captivity, Tom broke down completely. He sobbed and cried bitterly, thinking of the foolhardy expedi-tions young fellows often take, and of the disgrace which would surely befall his name and family. The farmer and his wife had gone about their early morning duties and Tom was still hoping and praying against what seemed almost inevitable, when the daughter, Grace, walked into the room, and without the slightest hesitation tried in her girlish way to console him. Her efforts worked admirably, for in a short time our hero was instilled with new hope. He confessed all to Miss Grace, and it was with no little sincerity that she promised to save him, if possible, from-the dishonor which he felt sure would come. It was only a few minutes after Grace had left Tom that the farmer entered the room and commanded him to make the necessary preparation for the trip to town. In the meantime Grace had convinced her mother that Tom was, as all boys are apt to be, mischevious, and that he should not be punished for this, which she felt sure was his first offense. THE MERCURY. 117 All was in readiness for the start; the team was standing by the gate, and the farmer with his captive had just left the house and was walking toward the conveyance, when Grace called to her father. He stopped, but little did he suspect what her in-tention was, and before he had time to think, Grace begged and plead in her own effective way, for her father to change his plan. She confronted him with one argument after another, the principal ones being these: That undoubtedly it was Tom's first offense of such a serious nature; furthermore she asked her father what he should hope for, were a child of his ever to be found in a like predicament. Grace's father saw things in a different light and instead of bringing Tom to town and placing him in the hands of the law, he was driven up to the entrance of Old Pennsylvania Hall. The farmer gave Tom all the grapes his companions had gathered the night before and the privilege of the vine-yard whenever he wished. He was also asked in a very urgent way, to visit the family. It is needless to say, after Tom's most pleasant experience with Miss Grace, that he took advantange of the invitation. His visits were made often, and it seemed as though the more frequent they became, the still more frequent Tom wished them to be. The two young people grew to be the best of friends, and it was only a short time after his graduation from Penn-sylvania College, that the expedition on which he had started one autumnal eve, was brought to a close by his marriage to Grace. Often now as Tom and Grace sit in their cozy home, with children romping about them, do they speak of Tom's trip to the vineyard and its happy ending. THE MERCURY Entered at the Postoffice at Gettysburg as second-class Matter Voi,. XIV GETTYSBURG, PA., JUNE, 1906 No. 4 Associate Editors GEO. W. KESSLER, '08 J. K. ROBB, '08 EDMUND L. MANGES, '08 Advisory Board PROF. J. A. HIMES, LITT.D. PROF. G. D. STAHLEY, M.D. PROF. J. W. RICHARD, D.D. Editor-in-ch ief WARD B. S. RICE, '07 Exchange Editor THOS. E. SHEARER, '07 Business Manager THOMAS A. FAUST, '07 Ass't Bus. Managers. HENRY M. BOWER, '08 H. WATSON DAVISON, '08 Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance; single copies 15 cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Busi-ness Manager. Articles for publication should be addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. SENIOR FAREWELL. The time has again arrived L=JUf3f===4 '-—I f°r tne graduation of another class from our college. The MERCURY staff deplore the fact that we must bid farewell to the Seniors—you who have aided us so much by your advice and kindly criticism ; but most of all by your literary contributions. We will feel your loss keenly,^but sincerely hope that as you depart from our Alma Mater your interest in the Literary aawww.iili 11 in iwip'mi' «ni|n / THE MERCURY. 119 Journal, whose standard you have done so much to maintain, will not cease, and that you will continue to give us your aid. An article or two from our alumni in each edition adds dignity to the paper, and insures the student body and the alumni that you are still interested in the welfare of your College Journal. Not only do the students enjoy reading the articles of our alumni, but they become more desirous of producing a writing worthy of publication in the same paper. Since we know your time for departure has come, and that you have reached the coveted goal, and are now ready to en gage in the real battle ot life, we bid you God-speed, and hope each member of the class of 1906 has chosen a vocation that will be a source of continual pleasure to him. Sincerely, " THE STAFF." REVIEW. We now stand at the close of another college year ; a year has past that will never return; we have passed through a stage of our college course which we shall not ex-perience again, however much we may wish to do so at a future time. We hope that they are not among us, who can not say that this was the best year of their lite. If there should be those who can not say this, surely their environment this year has not affected them ; either the individual did not have the capacity, or the spirit too weak, for doubtless it was present, as a slight glance backward will readily show, from the very beginning until this the end. In truth this has been the condition all over our fair land, but especially we can say this of our own dear Alma Mater. This year she has enrolled more students than ever before—men who promise to support high purposes and to make real men. Also she has played no little part in the intellectual realm. Her students have main tained a high standard of scholarship; they have shown an unusual interest in matters of inter collegiate as well as collegi-ate concern; in almost every literary pursuit a new standard has been set up. Not only along intellectual lines has she been so successful but physically as well. Her athletic teams 120 THE MERCURY. deserve the highest praise; they have not only borne the flower 'bt victory from the accustomed places, but have cap-tured new" trbphies with which they adorn the fond days of old. 'So Without hesitation we can say that this year has been a' grand success, but our ideal has "not yet been realized, there-fore, let each one come back next year with a stout determi-nation to reach higher. The very fact that we have your subscription To THE ALUMNI. , , . • , . * , i shows that you are interested in us, but we would more than appreciate an article from your, or a word of criticism. It is our constant aim to improve our paper and we' believe that you can . help us. We sincerely hope that you Will not forget this, arid that' when we g'o to make up the •October issue we will find some alumni contributions. ■:■ EXCHANGES. . ■ . Our exchanges all put in their appearance'in due time this mon'th, some in bright new spring attire and the others in their regular dignified garb. All are full of the spirit of springtime and commencement. The Havetfordian still maintains its high standard from month to "month. The newly installed Board of Editors in forming its policy has considered the advisability of publishing a monthly literary journal and a bi-weekly newspaper instead of the present combined monthly, and has decided that such a change cannot be made at present. However after the June issue there will be no Exchange Department, that space being devoted to the Alumni and College Departments. The Owl published by the students of Temple College, Phila-delphia, is now one of our exchanges. The May number is the second issue and does entire credit to its Board. We par tjcularly admire the drawings in the different departments. As we close our Exchange Column for the year, we wish to thank pur contemporaries for their kind commendation and criticism of our work, and we wish to assure them that we have enjoyed and profited by the results of their labors. We wish you all a happy and successful vacation. PATRONIZE OUR ADVERTISERS FURNITURE Mattresses, Bed Springs, Iron Beds, Picture Frames. Repair Work done promptly. Under-taking a specialty. * Telephone No. 97. EE. IB. Bender 37 Baltimore St., Gettysburg, Pa. The Windsor Hotel 1217=2 Filbert St., Philadelphia. Headquarters for Students. Thoroughly Renovated, Refurnished and Remodeled FRANK M. SCHEIBLEY, Manager. Graduate of Lafayette College 1898. A. G. Spalding & Bros. 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Building upon research done by Carl J Richard, and Ricardo Herrera, this research paper will discuss how the Ancient Greek and Roman ideals that Alden Partridge was exposed to through his life growing up in close proximity to the time of the American Revolution and resulted in his development of a values based educational system that would produce citizen soldiers who would be able to serve their country both in the military and civilian sectors. ; Winner of the 2021 Friends of the Kreitzberg Library Award for Outstanding Research in the University Archives category. ; There is Nothing More Inherently American: How the rebellion of Alden Partridge and Greek and Roman influences lead to the rejuvenation of the American education system Alex Rollins Professor McCann HI 243 Historical Methods 4 December 2020 1 Alden Partridge believed that the future of the new American Republic would be secured or lost as a result of the education of its youth. Living in a time of great reform and turmoil in the first 50 years after the founding of the American Republic, Alden Partridge was subject to the same influences of the Founding Fathers: The Ancient Greeks and Romans. The ideals of the Ancient Greeks and Romans penetrated the core of the educational curriculum that most European men received in the late 18th and early 19th centuries and served as the catalyst for the fight against British tyranny in the American Revolution. Partridge was a product of Dartmouth College and the United States Military Academy at West Point and was a man that was so radical that he was removed from his position of Superintendent at West Point by a Summary Court Martial in 1818. Despite his humiliation at the United States Military Academy, Partridge still retained his passion of educating the American youth. Partridge made the decision to create his own institution, the American Scientific and Literary Academy in Norwich Vermont in 1819 which is now known as Norwich University. Building upon research done by Carl J Richard, and Ricardo Herrera, this research paper will discuss how the Ancient Greek and Roman ideals that Alden Partridge was exposed to through his life growing up in close proximity to the time of the American Revolution and resulted in his development of a values based educational system that would produce citizen soldiers who would be able to serve their country both in the military and civilian sectors. Partridge embedded the Ancient Greek and Roman principles of individual freedom, duty to state, civic virtue, and ardent patriotism in order to create an educational system that prepares 2 ndividual citizens and aimed to ultimately "qualify them for all of those high responsibilities resting upon a citizen of this free republic." 1 Alden Partridge was a product of the time in which he lived: The age of the early American Republic. Hailing from Norwich Vermont, Partridge was educated in the "neighborhood schools" surrounding the town.2 Partridge eventually gained admittance to Dartmouth College, where he was introduced into "the mainstream of intellectual thought of the eighteenth century."3 While attending Dartmouth, Partridge developed expert level proficiency in Latin and Greek classics, arithmetic, grammar, and reading in a colonial era grammar school.4 These schools were known for having a "uniformed and standardized" education that was centered around knowledge in Greek and Latin as those languages were seen as the keys to college admission at the time.5 Like most children at the time who attended these school, Partridge most likely received instruction in arithmetic, Euclid's books, became familiar with the works of Virgil, Horace, Homer, and Xenophon, and Cicero's orations. Partridge would have been bombarded with classical influences and would have most likely developed an appreciation for living a moral and virtuous life like most Greek and Roman works compel their audience to do. Partridge Despite being a gifted academic blessed with the ability to teach, Partridge was drawn towards service to his community in the militia. Desiring to follow in his father and uncle's footsteps, Partridge joined the Regiment of Artillerists and was ordered to attend the United States Military Academy at West Point in the years immediately following its founding in 1802.6 While at West Point Partridge received training in military engineering and gained such a 1 Norwich University Cadet Handbook, iii. 2 Baker, "The Partridge Connection", 1. 3 Baker, "The Partridge Connection", 1. 4 Baker, "The Partridge Connection", 2. 5 Gummere, The American Colonial Mind and the Classical Tradition, 55. 6 Baker, "The Partridge Connection", 3. 3 profound proficiency that he was later asked to instruct military engineering following his commissioning as an officer. He became proficiency in all aspects of military engineering, the employment of field artillery and infantry operations. While attending West Point, Partridge noticed several problems with the education system. Partridge wanted to ensure that a commission would only be given when one's studies are complete and thought that there needed to be tougher academic regulations to obtain a degree from the institution. Partridge contributed a great deal to West Point including introducing moral education and instruction in the application of living a life based off of the values of duty, obedience, and "morality, virtue and honor." 7 Alden Partridge excelled during his time instructing at West Point and took great strides to improve West Point in order to further the developments of the cadets and in his mind, ultimately secure the safety of the early American Republic. At the end of 1814, Partridge traveled to Washington DC to meet with Secretary of War Monroe about pushing more funding towards West Point and providing more support to the changes that he desired to make. When he returned to West Point however, Partridge found that "reports injurious to his reputation had been industriously circulated" and the faculty had begun to enact a plan to change the philosophy and overall purpose of West Point.8 These men included Andrew Ellicott, Jared Mansfield, and CPT David B. Douglass and their goals included to convert West Point into a civilian run school where the instructors would not be military officers.9 Their overall redesign of the institution included removing the Corps of Engineers as the primary operators of the school, introduce an entirely civilian staff, and to redesign the training process to prioritize developing engineers to serve the nation rather than military 7 Webb, Captain Alden Partridge and the United States Military Academy, 1806-1833, 203. 8 Webb, Captain Alden Partridge and the United States Military Academy, 1806-1833, 33. 9 Webb, Captain Alden Partridge and the United States Military Academy, 1806-1833, 51. 4 officers. 10 These three men pushed for Partridge to be court martialed under these 4 charges: 1.) Neglect and unofficer like conduct, 2.) Four accounts of unofficer like conduct that were to the "prejudice of good order and military discipline" for showing favoritism to cadets, 3.) Disobedience to orders for contradicting an order from a general officer and the President, and 4.) Mutiny, and the beginning and exciting mutiny.11 The Court martial which charged Alden Partridge of these crimes forced his departure from the United States Military Academy at West Point and serves as the mark of his new beginning as a civilian. After settling into civilian life, Partridge wrote President Monroe in November of 1820, "My employment since I left military service, I believe has been both honorable to myself and useful to my country and I now find myself placed at the head of a Seminary, founded by my own Exertions, and the first of the kind established in the United States-the Superintendency of which I hold, not at the option of any Human Being."12 This seminary is referring to the American Literary, Scientific and Military Academy, which became known as Norwich University. Partridge's Academy mirrored the educational background of the Ancient Greeks and Romans and was subjected to the influence of classical ideals of civic virtue, and duty to state that perpetrated educated men during the time of the Early American Republic. Partridge claimed that "In organizing the plan for this institution, I have taken for my guide, in part, the Constitution of the United States", a document filled with Roman Republican values.13 Partridge hoped to instill those values of duty to state and enthusiastically supported how the Constitution supported how all citizens should be used as a force to protect not only their own interests, but 10 Webb, Captain Alden Partridge and the United States Military Academy, 1806-1833, 52. 11 Baker, "The Partridge Connection", 89. 12 Baker, "The Partridge Connection", 109. 13 Baker, "The Partridge Connection", 138. 5 also serve as a vanguard against tyranny and control by elites. When the Constitution was written, it was the "time when the influences of the classics was at its height." 14 Drawing from their Classical education, the Founding Fathers relied heavily on the structure of the Roman Republic when designing the structure of the American experiment in liberty. The forefront of the Republican ideology that was present during this time was a counterculture movement against monarchical governments. The Founding Fathers were inspired by the stories of Sparta portrayed by Aristotle to "create a republic [established] on the natural rights of the citizen, even while urging the sacrifice for the common good."15 The Spartan state connected the concept of citizenship to the republican concept of duty to the state. Partridge, much like the Founding Fathers, admired "the Spartan's intense military training" which was the medium through which a Spartan citizen, much like an American one, carried out his duty to the state.16The Spartan State required all military aged males to undergo intense military training throughout the course of their youth because "individual Spartans could be conscripted by the state at any moment and could only be freed [from their duties] by the state" to return to society as normal citizens. Partridge followed a similar ideology within his citizen-solider concept that he wished to instill at his institution. Partridge believed that the American people should be "an informed people [who could] protect their liberties" which would be enabled through his scientific military instruction.17 Partridge also intended for his students to maintain a "Spartan life" which would force those students to focus on their studies both academically and militarily.18 14 Gummere, The American Colonial Mind and the Classical Tradition, 174. 15 Richard, Greeks & Romans Bearing Gifts, 23. 16 Richard, Greeks & Romans Bearing Gifts, 31. 17 Baker, "The Partridge Connection", 139. 18 Baker, "The Partridge Connection", 139 6 The Roman concept of citizenship lay in being an individual who held themselves to high moral standards, opposed corruption, defended liberty, and believed in their service to the state. Partridge held similar thoughts. In the 1820 prospectus for the A.S.L.M., Partridge outlined the classes that would meet his desired end state of creating model citizen-soldiers. Those classes included instruction in Latin and Greek, the sciences, History, logic, artillery gunnery, military tactics, and the ancient tactics of the phalanx and the legion to provide historical context as to how the US military has evolved while still retaining its classical influences. Partridge's citizen soldier concept was no doubt influenced by Cincinnatus, the Roman epitome of civic virtue and citizen-soldiery and the impact that he had on the Founding Fathers and the founding of the United States. Cincinattus was a Roman statesman who seized the reins of power to fight an invading army in a time of crisis and then voluntarily gave the up to return to his farm. Just as Patrick Henry believed that the fighters of the revolution were "sons of Cincinnatus…that served their country without ruining it", Partridge's institution would develop the same caliber of individual, who upon graduation would be postured to serve as a leader in the militia and his community.19 American soldiers in the years of the Early Republic embraced the ideas of liberty, citizenship, republicanism, and democracy. These ideals were utilized in the curriculum at Partridge's Institution which he linked to the aspect of serving in the military and helped develop as the corner stone of the military and overall American ethos. Partridge believed strongly in military service acting as the platform from which moral education is built on which aligns with the Roman principles of civic virtue and the Greek ideals of protecting individual liberty. Partridge sought to develop the American spirit which collectively resides in fighting 19 Richard, Greeks & Romans Bearing Gifts, 125. 7 tyranny as a soldier, and then having the ability to return to society after service to better the nation in a different capacity. Partridge was a devout believer in the fact that military service is "basic to the very definition of American Nationalism" and helped American citizens define their relationship to the American Republic.20 Partridge stated in his Lecture on National Defense that "The liberties of Romer were safe, while every Roman citizen considered and felt himself a soldier."21 Using the same logic, Partridge sought secure the liberties of the American citizen at his institution by placing the Citizen-Soldier concept as the cornerstone of his curriculum. While this idea of having a militia composed of individual citizens was the key to America's success in its revolt against Britain, it was not a popular idea at the time. In a correspondence on the subject of Partridge's Lecture on Defense between William Sumner the Adjutant General of the Commonwealth and John Adams, the former President of the United States, Sumner presents his distaste of having a organized militia. Sumner stated that a "Militia, however large, never can be; for it is composed of citizens only, armed [and trained] for the preservation of their own privileges."22 Partridge did not agree with that belief at all. In fact Partridge made it where citizen-soldiers trained at his institution would identify with the concepts of self-sacrifice and catering towards the needs of the community and ultimately the state "became the touchstones of republican virtue and self-worth."23 In his Lecture on Education, Partridge highlighted that he would develop citizen-soldiers and fix the issues that he saw at West Point and in the American Education System as a whole. 20 Herrera, For Liberty and the Republic, 87. 21 Partridge, "Lecture on Defense", 2. 22 Adams, Partridge, and Sumner, Observations on National Defence, Drawn from Capt. Patridge's Lecture on That Subject, and from Gen. Sumner's Letter to the Venerable John Adams, on the Importance of the Militia System, 20. 23 Herrera, For Liberty and the Republic, 87. 8 Partridge's lecture on education presents the argument that investment in the elementary education of the American Youth is paramount because it is "the rising generation that we are to look for the future guardians and protectors of the inestimable rights and privileges."24 Partridge states that he does not believe that education should be tailored to any specific job but instead believes that education should be tailored to prepare "a youth in the best possible manner for the correct discharge of the duties of any situation that he may be placed."25 Partridge cites 6 major deficiencies in the education system. The first deficiency that Partridge highlights is that the education system is "not sufficiently practical, nor properly adapted to the various duties an American citizen may be called upon to discharge."26 Partridge observed that the American youth who were "destined for a liberal education"27 would be required to study Greek and Latin more than they were required to study their native language of English which he believed to be extremely impractical. Partridge states that while the youth are required to gain proficiency in dead languages, they are not taught relative subjects such as government, international relations, and physical fitness. These are all subjects that the American youth must be proficient in to be productive citizens in the civilian sector of society or to be the "defender of their countries rights and the avengers of her wrongs" as leaders in the military."28 Partridge asserts that if the education system does not set up American citizens to perform their duty and contribute to society, then it is nothing short of defective and sets America up for failure. Partridge notes that there is additionally a neglect of physical fitness and physical education within the American education system. Identifying physical fitness as an "absolute 24 Partridge, Lecture on Education, 1. 25 Partridge, Lecture on Education, 2. 26 Partridge, Lecture on Education, 2. 27 Partridge, Lecture on Education, 2. 28 Partridge, Lecture on Education, 2. 9 necessity," Partridge believes that a citizen's ability to endure fatigue and their ability to take care of themselves is critical to the creation and maintenance of the American workforce. 29 In order to have a strong, productive workforce, Partridge believes that it is up to the individual citizen to maintain a high level of physical fitness so that they do not "prematurely die or linger out a comparatively useless and miserable existence."30 Partridge additionally believes that it is important for citizens to be able of "enduring exposure, hunger, and fatigue."31 Partridge links one's ability to exert themselves physically to their ability exert themselves mentally and asserts that a strong body houses a strong mind. Partridge additionally identified that the current system of education fails to manage time adequately and creates an environment that fosters a sense of idleness and lackadaisicalness. Partridge believed that with proper time management, that the American youth could occupy their time with productive activities that reinforce what they are learning in the classroom. Fourthly, Partridge claims that students should live frugally while obtaining their education. He believes that access to more wealth allows students to live extravagant lifestyles that are "highly injurious" to the individual and are not conducive to a productive academic environment.32 Partridge states that giving youths money "and allowing them a portion of idle time and it may be viewed as a miracle if a large portion of them do not become corrupt in morals.[and] they are prepared to become nuisances" to society and not benefit the greater good.33 Fifthly, Partridge highlights that all students should not be required to pursue the same courses of study as everyone has their own strengths and weakness. Partridge believes that when 29 Partridge, Lecture on Education, 2. 30 Partridge, Lecture on Education, 3. 31 Partridge, Lecture on Education, 3. 32 Partridge, Lecture on Education, 4. 33 Partridge, Lecture on Education, 4. 10 one is forced to pursue a course of study that does not interest them that they will never excel in that field, achieve a state of proficiency in the subject, and will develop a general disdain to engage in academic activities. Finally, Partridge states that he does not believe there should be a set time limit to complete one's education and advocates for one to be able to work at their own pace. According to Partridge it is pertinent that a student is able to progress as quickly or as slowly as he or she wants so that they develop a "thorough understanding of the subject" that they choose to pursue. 34 Partridge sought to fix the deficiencies he presented in his lecture in his own institution where he would integrate military discipline and organization, the instruction of military science, history, and general sciences within the academic environment. It is through military organization and discipline that Partridge hopes to instill the Roman traits of honor, manliness, and obedience in the individual citizen to aid in his/her success in the academic environment. The instruction of military science reinforces the fostering of the traits of a soldier and strengthens the skill of the militia to eliminate the need of a large standing army that has the potential to infringe on the freedoms of the American citizen. Partridge believed heavily in incorporating the study of history to supplement the instruction of military science by providing case studies and context as to why military operations are conducted in the manner that they are and highlight the principles on which victory is created. Through this integration of military science, history, and general science instruction, Partridge hoped to increase the financial stability of the early American Republic by lowering defense spending and thereby decreasing 34 Partridge, Lecture on Education, 4. 11 national debt. Partridge's educational model would achieve this as a result of military training/defense spending would be tied to the general education of the American population. In examining whether the ideals of the Ancient Greeks and Romans influenced Alden Partridge, it is difficult to say given the time and access needed to peruse hundreds upon hundreds of documents. Partridge's life was devoted to the education of America's youth because he believed that the success of the American Republic pivoted on the education of the youth. It can safely be asserted that Alden Partridge's educational ideology correlates with the Greek and Roman values of civic virtue, and duty to state; however, correlation does not equal causation. In examining three archival sources from the Partridge Papers and other secondary sources pertaining to the subject of the early American Education system and Classical Education as a whole it can only be asserted that if Partridge was subject to Ancient Greek and Roman ideals, then they implicitly impacted his plan to rejuvenate the American system of education along with his experiences both good and bad instructing at the United States Military Academy at West Point. 12 Annotated Bibliography Archival Sources from Norwich Partridge, Alden. The Partridge Papers. 5th Floor Special Collections. Norwich University Archives, Kreitzberg Library, Norwich University, Northfield, Vermont, United States. • Partridge, Alden. Lecture on Education, 1828. 5th Floor Special Collections. Norwich University Archives, Kreitzberg Library, Norwich University, Northfield, Vermont, United States. • Partridge, Alden. Lecture on National Defense, 1824. 5th Floor Special Collections. Norwich University Archives, Kreitzberg Library, Norwich University, Northfield, Vermont, United States. • Observations on National Defense, Drawn from CPT Partridge's Lecture, 1824. 5th Floor Special Collections. Norwich University Archives, Kreitzberg Library, Norwich University, Northfield, Vermont, United States. These sources from the Partridge Collection at the Norwich University Archives provide Partridge's opinion on education, national defense, and the opinion of other key players in American history such as John Adams and John C. Calhoun regarding Partridge's idea of national defense. These sources are very cut and dry in addition to being easy to read and are critical to my research as they present the revolutionary ideas of the citizen-soldier concept and Partridge's educational reform straight from the man himself. Primary Sources Painter, Jacqueline S., Dean Paul. Baker, and United States. Army. Court-martial (Partridge : 1817). The Trial of Captain Alden Partridge, Corps of Engineers: Proceedings of a General Court-Martial Convened at West Point in the State of New York, on Monday, 20th October 1817, Major General Winfield Scott, President. Norwich University Library Occasional Paper; No. 3. Northfield, Vt.: Friends of the Norwich University Library, 1987. This source is the transcript from the court-martial of CPT Alden Partridge that led to his dismissal as superintendent of the United States Military Academy at West Point. This transcript is critical to my research as it gives historical context to a key event in CPT Partridge's life that pushed him to go out and create his own educational institution. This source reveals the immense controversy that surrounded the case and highlights a key time in the development of American Military education. 13 Secondary Sources Baker, Dean Paul. "The Partridge Connection: Alden Partridge and Southern Military Education," (PhD diss., University of North Carolina at Chapel Hill), 1986. This is a dissertation that was submitted to UNC Chapel Hill to satisfy the requirements for a History PhD for Dean Paul Baker. The fifth chapter titled "The Captain's Academy" provides a unique presentation of how Partridge's Academy fits in the larger picture of American Education at the time of the early 19th century. Baker additionally covers how Partridge spearheaded educational reform and inspired others to do so. Baker highlights while Partridge's academy specialized in training military leaders, its greatest contribution to society was training men for civilian careers. Harmon, Ernest N. Norwich University: Its Founder and His Ideals. Newcomen Address, New York: Newcomen Society in North America, 1951. MAJ. GEN. Ernest Harmon was the Professor of Military Science and Commandant of Cadets at Norwich University from 1927-1931. This is a small 31 paged primary source document that explains the founding of Norwich University and how it has contributed to American success both on the battlefield and on domestic soil. This document provides a look as to how the leader of Norwich University as an institution views the ideals of Alden Partridge and additionally provides an overview on Norwich's establishment following Partridge's removal from West Point. Hanson, Victor Davis., and John Heath. Who Killed Homer?: The Demise of Classical Education and the Recovery of Greek Wisdom. 1st paperback ed. San Francisco [Calif.]: Encounter Books, 2001. Victor David Hanson is a Professor of Greek at California State University at Fresno and is a renowned author, military historian. He additionally holds a PhD in the classics from Stanford University. Who Killed Homer? describes the importance of understanding Greek culture and its contribution to the development of the United States and Western Civilization as a whole. The second section of the work is entitled "Thinking Like a Greek" and provides a clear and concise overview of what ideas and ideology is considered to be "Greek" and gives a broad context as to the Greek influences on one's life. This is critical to this paper as it presents Greek ideas and ideology simply as interpreted by a leading expert in the Ancient Greeks. Herrera, Ricardo A. For Liberty and the Republic: The American Citizen as Soldier, 1775-1861. 1 online resource. vols. Warfare and Culture. New York: New York University Press, 2015. Ricardo Herrera is an associate Professor at the US Army Command General Staff College. This source relies primarily on unpublished manuscript sources to convey the ethos of the citizen soldier concept from America's birth to the breaking of the Civil War. Herrera goes into great detail as to how in the mind of an American, the idea of citizenship is closely linked 14 with being a soldier. This source is pertinent in my research because it displays how in early American History, the ideals of liberty, citizenship, republicanism, and democracy are linked to serving in the military. The identification of these ideals in the citizen-soldier ethos can be utilized to highlight similarities to the ethos that existed in Ancient Greek/Roman society and that has transcended the Hellenic age to the time of America's birth and the early 19th century when Alden Partridge founded his academy. Howe, Daniel. "Classical Education in America." The Wilson Quarterly (1976-) 35, no. 2 (2011): 31–36. The focus of this source is how classical education has developed and been implemented throughout America History starting just after the Revolution. The article gives a fantastic overview of how classical ideas influenced the creation of America and remained a cornerstone from which the republic was developed. I plan to implement this source in my research by using it to provide an overview of how classical ideas remain present during the time of Alden Partridge, and how they influenced his upbringing and his personal education in the late 18th and early 19th centuries. Gummere, Richard M. The American Colonial Mind and the Classical Tradition : Essays in Comparative Culture. Cambridge, Mass.: Harvard University Press, 1963. https://doi.org/10.4159/harvard.9780674284531. This source is a compilation of essays that discuss how the classical tradition influenced Colonial Americans. One essay is entitled "Colonial Reactions to a Classical Education" and discusses the classically based curriculum of the colonial grammar schools. Highlighting the emphasis placed on reading Greek authors such as Homer, Xenophon, Euclid, and developing an appreciation for learning Greek and Latin, this chapter aids me in my research paper by providing a detailed look as to what the curriculum of the early classical schools were and helps me develop a better picture of what Partridge's education was as an American youth. Norwich University Cadet Handbook. The Office of the Commandant, 2020. This is the handbook with all of the knowledge that is required to learn as a first-year cadet at Norwich University. The Office of the Commandant releases a new one each year. In this book you will find the Norwich Cadet's Creed, a brief history of Norwich University, a list and brief bio of the medal of honor winners and other things such as that. 15 Richard, Carl J. Greeks & Romans Bearing Gifts: How the Ancients Inspired the Founding Fathers. 1st Edition. Rowman & Littlefield Publishers, 2009. Carl J. Richard is a professor of history at the university of Louisiana. This source explains how the Founding Fathers of the United States were influenced by their education in the Greek and Roman Works. Richard explains that the ideals of civic virtue, individual liberty, checks and balances on government, were derived from the classics and aided the Founding Father's in their incitement of revolting against tyranny. This source critical to my research because it specifically outlines what about the Greeks and Romans influenced the creation of America and will provide ample amounts of evidence that I can tie to the ideology that Partridge shares with the Founding Fathers. Thelin, John R. A History of American Higher Education. Baltimore: Johns Hopkins University Press, 2004. This source covers the overview of higher education in America from the founding of colleges in the colonial era to the 21st century. This source goes into detail as to the curriculum and teaching methods utilized at early American universities such as Dartmouth, Alden Partridge's Alma Mater prior to attending the United States Military Academy at West Point. I plan to utilize this source in my research paper to provide insight as to what Partridge's educational experience was like at Dartmouth and sheds light as to what the potential influences are on his educational philosophy that was considered so radical at the time. Urban, Wayne J., and Wagoner, Jennings L., Jr. American Education: A History. London: Taylor & Francis Group, 2013. Accessed November 5, 2020. This source covers the history of American education from the precolonial era to the twenty-first century. The source develops a whole chapter to the development of the education system from 1776-1830 entitled "Education and the Building of a New Nation" that covers the influences of classical education on the development of civic virtue and duty to state that Partridge sought to instill in his students at his institution. The author covers the classical influences on the enlightenment that perpetrated the thoughts of the founders of America and explains how those classical ideas remained tied to the development of citizens within the educational system. I plan to use this work in my research paper by using it to explain the type of school that Alden Partridge attended and to show how common the proliferation of classical ideals were in 18th-19th century society . 16 Webb, Lester A. Captain Alden Partridge and the United States Military Academy, 1806-1833,. Northport, Ala.: American Southern, 1965. This source is a biographic overview of Partridge's upbringing in the Vermont frontier all the way to when he was fired at West Point. Lester Webb presents a thoroughly researched work that compiles information from varying primary sources regarding Alden Partridge and his career as a teacher of mathematics and military science. I plan to incorporate this source in my research paper by using it to help me provide context as to how Alden Partridge was brought up and to help me describe what educational influences he was subject to since not much is known about his childhood. Wood, Gordon S. The Idea of America: Reflections on the Birth of the United States. Penguin, 2011. Gordon S. Wood is a Pulitzer Prize winning historian that has written several books on the American Revolution. This work focuses on the emphasis that Ancient Greece/Rome played in the development of the American Republic and how education is a cornerstone of creating citizens and instilling a sense of pride and involvement in the activities of one's nation. I plan to implement this work in my research by using it to draw parallels between the ideals of the Greeks and Romans that the ideal of America was based on and the educational ideals and citizen soldier concept developed and implemented by CPT Alden Partridge.

The laws of history are as absolute as the laws of physics, and if the probabilities of error are greater, it is only because history does not deal with as many humans as physics does atoms, so that individual variations count for more. — Isaac Asimov, Foundation and Empire From a certain point onward there is no longer any turning back. That is the point that must be reached. — Franz Kafka, The Trial INTRODUCTION How ought we characterise the exercise of power in our societies? Are they societies that confine and discipline our bodies, or ones that control us in potentially subtler ways? This article adopts the framework for analysis used by twentieth century French philosopher Gilles Deleuze in his short but defining essay on the subject, 'Postscript on Societies of Control'.[1] It firstly considers the background to the concept of control, then provides a definition of the concept, and, finally, asks whether our society is one of control. It argues that Deleuze is correct to say control has replaced discipline as the primary mechanism of power in our era. ORTHODOXY In order to address the question of whether societies of control are increasingly replacing disciplinary societies, it is imperative first to understand what disciplinary societies are. Discipline is a concept developed most powerfully by Deleuze's contemporary, Michel Foucault.[2] Foucault's philosophy primarily concerns the technologies of power operating within society and their effect on human autonomy. He pursues this study via a genealogical approach; that is, he employs a historical critique to interrogate the workings of powers at play in modern society. In this way—despite his vocal opposition to Hegel—Foucault is very much Hegelian in his belief that close examination of historical parallels and events can clarify and deepen our understanding of present-day technologies of power and how they shape or restrict our autonomy.[3] Through his historical work, which spans various societal and public institutions, Foucault identifies a fundamental change in the mechanisms of power exercised by the state in the eighteenth and nineteenth centuries. He articulates this shift as a transition away from sovereign power to technologies of discipline. This notion of discipline and disciplinary society is perhaps best exemplified by Foucault's enquiry into the French penal system in his Discipline and Punish.[4] The book opens with vivid depictions of public torture and execution in pre-eighteenth century France. Foucault explains that the physicality and the public nature of punishment in the French criminal system up until then was an essential aspect of the exercise of sovereign power. Yet, while brutal public spectacle instilled fear and awe, it also provided public fora for communities to revolt against the perceived injustices of the sovereign. By moderating power through the benevolent reform of the criminal, by the discipline of the docile body, and by the fragmentation of public space into discrete, segregated institutions, state power could be obscured and, thus, maintained. These forces are the hallmarks of a disciplinary society. REVISION In his 'Postscript', Deleuze—building on the work of Foucault—argues that the twentieth century has marked a shift from disciplinary societies to societies of control. A precise definition of control and societies of control has proven to be elusive;[5] it is therefore helpful to consider both the antecedents and critiques of Deleuze's analysis in addition to his work itself.[6] Antecedents Deleuze has attributed the concept of control to William Burroughs.[7] Burroughs, in turn, provides not a definition of control, but brief observations as to its exercise; in truth, his analogies are of only limited assistance when read in the context of mechanisms of power within society at large.[8] Nevertheless, there are two salient points to note. Firstly, Burroughs establishes that when one maintains total or absolute power over the actions of another, they can more accurately be said to be using them rather than controlling them. Secondly, Burroughs shows that control requires concessions and illusions: controllers must make concessions to the controlled in order to maintain the illusion of choice and free agreement, obscuring their true motives in order to avoid revolt. In contrast to Burroughs, Félix Guattari provides an analogy of control that usefully supports the conception Deleuze comes to advance: the gated home and community accessed and exited via electronic cards.[9] This has elements of discipline, as movement being granted or denied constitutes a form of confinement. But, as Deleuze argues, it also represents a departure from the disciplinary society, as 'what counts is not the barrier but the computer that tracks each person's position […] and effects a universal modulation'.[10] Among his identified influences, Deleuze contends that Foucault sees as 'our immediate future' societies of control.[11] Deleuze particularly emphasises that Foucault's work on discipline is historical (focused on the exercise of power in the nineteenth century); we should, therefore, not be so naive as to assume Foucault would not have recognised the possibility of further historical change. Indeed, Deleuze says that Foucault concludes his Discipline and Punish with the explicit recognition that a prison as a physical space is becoming less important in the exercise of power. This, Deleuze suggests, presages a fuller analysis of a new sort of power.[12] Deleuze makes these forceful arguments as to Foucault's understanding of power in response to a critique by Paul Virilio that Foucault did not understand the nature of modern power. Ironically, that critique is also an important precursor to Deleuze's analysis. Virilio argues that the patrolling of the highway—and not the prison—exemplifies the exercise of police power. Deleuze concurs, adding that modern authorities possess predictive technologies that anticipate the movement of subjects and consequently have less need for confining subjects. Deleuzian societies of control That predictive power is a hallmark of control. In his 'Postscript', Deleuze fleshes out this position polemically. It must be noted that Deleuze never attributes any concrete definition to the notion of control itself; he is primarily concerned with how a society of control operates. This section will similarly consider the features and modes of operation that constitute a Deleuzian society of control. Much like with the disciplinary society, the technologies of power that govern a society of control cannot be boiled down to one single technology or mechanism. Instead, there are targeted and multi-faceted ways in which societies of control manage the lives of their subjects. Most fundamentally, there are no enclosures or strictly delineated confined spaces (like, for instance, the disciplinary society's schools, barracks, and factories, which are all subject to clear separation from one another). Instead, there is a single modulation, which allows for the coexistence and connection of various states (the corporation, the education system, and the army are all connected, one flowing into the other). This brings us to the next point: exploring how these spaces or states are connected. The disciplinary society operates on the basis that its subjects start over when they move from one space to another. Though it does recognise analogies between the spaces (the discipline of the school may be similar to the discipline of the army), the spaces and norms are ultimately distinct from each other, with one having little bearing on the other. Societies of control, on the other hand, are predicated on connection between spaces, such that 'one is never finished with anything.'[13] These connections encourage a culture of constant progression or improvement. The question this cultural attitude begs (to what ends is progression and improvement directed?) admits no answer. There are also differences in the conceptualisation and treatment of the person. The disciplinary society takes the individual and subjugates her through discipline so that she will conform to the mass. No such subjugation is necessary in societies of control. The individual is not viewed as a member of a mass, but as a data point, a market audience, a sample. This allows for targeted control to take shape, where compliance is not forced upon the individual (as with discipline) but facilitated. There are no overarching aims or requirements outlined by societies of control (no 'watchwords'). The society is governed merely by way of codes that function as 'passwords'; these can allow or deny the individual access to certain information or amenities. The control of access is presumably based on the conduct of the individual and is a means of exercising control over individuals' choices: the individual self-disciplines because of incentives and disincentives encoded within herself as a data-point. This, in turn, suggests (perhaps even necessitates) a degree of technological surveillance that goes beyond that of the comparatively simple model of the Benthamic Panopticon Foucault famously employs. Additionally, there are no clear hierarchies, if there are any at all. Unlike in disciplinary societies, power is not centralised or in the hands of a single 'owner' or state. Rather, control is exercised by a corporation—invested with its own personhood—comprising stockholders. The make-up of this corporation is transitory and fundamentally transformable. All of these technologies—singular modulation across singular space, an ethos of the relentless pursuit of progress, the 'dividualisation' or 'data-fication' of the individual, the facilitation of compliance, the use of codes as passwords, technological surveillance, and the absence of clear hierarchies of power—together create a society of control. Critiques Here we will explore three critiques of Deleuze's thesis: the privatisation of public space, the role of surveillance in control, and the telos of control. Privatisation Michael Hardt deals at length with the Deleuzian conception of societies of control, both in his joint work with Antonio Negri on Empire, as well as more specifically, in a piece titled 'The Global Society of Control.' Here, Hardt contends that there is an incompleteness to Deleuze's work on control, and proceeds to elaborate on the operation of societies of control to fill in these purported gaps. He does so by situating these societies within his and Negri's broader framework of Empire. The study is multifaceted, but here only one aspect of the critique will be considered: the erasure of the dialectic between public and private. 'There is no more outside,' insists Hardt.[14] This is to say, there are no longer any meaningful or permanent divisions between private and public spaces. Nikolas Rose, similarly, argues that inherently public spaces (like public parks, libraries, and playgrounds) are being abandoned in favour of privatised and privately secured places (like shopping malls and arts centres) for acceptable members of the public.[15] Those who have no legitimate, consumerised reason to occupy these new privatised 'public' spaces are denied access to them. Populations and classes of people deemed 'dangerous' or 'undesirable' are excluded from the private-public spaces and, so, from society itself. Deleuze touches on this idea of exclusion as well, in saying that 'three quarters of humanity', who are too poor for debt (as in, those who cannot be managed through the mechanisms of 'control', because these mechanisms rely on monetary and consumerist incentives or 'passwords') and too numerous of confinement (which makes it logistically difficult to subject them to technologies of 'discipline' that rely on confinement) will have to face exclusion to shanty towns and ghettos.[16] From this, we can take two points. Firstly, that neither the societies of control, nor disciplinary societies are or have ever been able to exercise control or discipline over every individual; when they are unable to, they simply exclude these potentially unpredictable and uncontrollable threats to order. Secondly, there is the implicit acknowledgment that technologies of control and discipline can coexist; to conceive of discipline and control as dichotomous notions would be inaccurate.[17] In fact, the question posed by this essay itself may fall victim to a false dichotomy between Foucauldian discipline and Deleuzian control. These mechanisms of power are not necessarily mutually exclusive. We should, therefore, be wary to adopt a view that control represents a natural or irreversible progression (from discipline) in the exercise of power (as Hardt and Negri may be suggesting in saying that control is an intensification of discipline),[18] because they are contingent historical realities. That is what Foucault's work—and Deleuze's analysis of it—suggested of discipline, and it is no less true in the case of control. Thus, we can qualify our thesis by saying that while societies of control are increasingly replacing those of discipline, technologies of discipline (and even of sovereignty) are still employed in certain contexts. Surveillance Surveillance is implicit within Deleuze's conception of control (in the understanding of the individual as a mere data point, not the member of a mass), but Oscar Gandy articulates this technology more explicitly.[19] Such an emphasis on surveillance is problematised, however, by Rose, who posits that societies of control are not predicated on surveillance but on the instilling of self-discipline and self-regulation in their subjects. That rather misses the mark, because, as we have seen, societies of control employ a range of technologies to exercise power. Nothing suggests an emphasis on self-discipline ought to exclude the technology of surveillance, which is implicit in the incentivisation of labour and use of passwords. Telos But Rose's critique of surveillance does helpfully inform another point of discussion: the odd ideas prioritised within societies of control. Deleuze makes brilliant and incisive concluding remarks about this telos of self-improvement and self-actualisation. But what are the motivations behind this ethos of motivation? That is the question Deleuze poses in his conclusion, and it is a question that largely remains unanswered. In some ways, one can only hazard a guess at the mechanisms at work here. That is rather the point. Societies of control have evolved such that their technologies of power and their telos can be more obscure than that of disciplinary societies. VALIDATION With definitions—or, rather, understandings—of both disciplinary societies and societies of control to hand, this essay considers whether it can be said that the latter are replacing the former. The institutions of the disciplinary society Foucault identifies in his body of work—the home, the school, the prison, the barracks, the factory—are all still extant. However, as we have noted above, there need be no 'either/or' as between societies of discipline and of control; the question is more accurately one of degree and we must identify whether a general movement may be occurring. Again, that movement need not be total or irreversible. Such a movement seems to be taking place all around us. For example, remote working and learning, which Deleuze identified as increasing in the 1980's and which has skyrocketed in light of the coronavirus pandemic, has weakened substantially the disciplinary segregation of physical space.[20] At the same time, it has strengthened the all-encroaching productivity ethos of societies of control by placing work or study (itself little more than a preparatory step towards work) within the walls of the private family home. Whilst coronavirus may have accelerated a shift towards societies of control, this trend runs much deeper still. Below, we shall seek to validate the shift Deleuze identifies by employing and analysing four impressionistic vignettes. Vignette A In April 2021, Chinese state television broadcast an exposé of intolerable working conditions faced by food delivery drivers—long hours, meagre pay, algorithms that encourage dangerous driving and heavily fine lateness, and harassment from customers who have full and 'live' access to drivers' locations and contact details. China's couriers are estimated to contribute to close to 1% of the country's economic activity, but the undercover government official earned just £4.52 over a 12-hour shift.[21] The courier works in no strictly delineated or confined space, but everywhere, openly. He is the subject of constant surveillance. Customers have his precise location, his 'ETA', the corporation's promised delivery slot, and his personal mobile phone number at their fingertips. The threat of an angry call or harsh review might appear in those circumstances to operate rather like a panopticon unconfined by space, enforcing conformity. But that is only a minor part of this story; it is secondary to the algorithmic surveillance and control in which both the courier and the customer are merely variables. Drivers will be set timescales in which to complete a delivery determined by the average speed at which drivers have previously made that journey or a similar journey. If they beat that timeframe, they may be rewarded with bonus pay. If they fail, their pay will be docked. Both processes—the incentivisation of speed and disincentivisation of slowness—are automated. The algorithm does not care how the driver gets from A to B, only that he does so quickly and does not damage the customer's goods in the process. So, drivers will travel recklessly in order to beat the clock to boost their meagre pay, but this only shortens the average time of journey completion, making pay boosts harder to achieve and pay docks more likely and contributing to an insane culture of paranoia and uncertainty. Compliance with the requirements of speed in this system is facilitated, not forced. In paying the less perfect worker less and the more perfect worker more, the corporation is nudging the courier to an (ultimately ephemeral) standard of compliance. But it need take no further punishing or corrective action: it knows that the courier, impacted by these forces, will correct himself. The password operating here is that of a courier 'score' that determines the level of pay afforded for work done. This is ripe terrain to consider Deleuze's challenge as to whether the unions will be able to resist forces of control upon the breakdown of the workplace. China, where organised labour is met with fear and hostility, shows that the communist party will intervene by challenging monopolies and exposing low pay. They may moderate the technology of power, but they will not extinguish it; the work is too economically important for that. In the UK, there have been increased efforts by unions to protect insecure, 'gig-economy' labourers and they have had some success.[22] But here too the overall system of algorithmic control is not removed, but mollified. Vignette B A London-based junior employee at Goldman Sachs, one of the largest investment banks in the world, has complained that staff face 18-hour shifts that mean they are earning less than the UK living wage and regularly take sick leave due to burnout. In 2015, US employee Sarvshreshth Gupta, who had been working 100-hour weeks, took his own life.[23] The company has a £50,000 entry-level base salary.[24] The company's average employee takes home about £260,000 per year.[25] It is at first blush surprising that employees at Goldman Sachs could be said to be subjects of control by twenty-first century technologies of power, and even more surprising to suggest that their situation is comparable to that of couriers in China. But this is precisely the sort of topsy-turviness that is to be expected from (and ultimately serves to legitimate) societies of control, where we all 'work hard'. The impetus to 'get ahead' is central to the ethos of self-improvement and motivation instilled by societies of control. That is perhaps nowhere more evident than amongst the new, highly-remunerated, highly-overworked, 'meritocratic', professional or upper class of managers, bankers, and lawyers.[26] Previously, elite status was maintained through generations by inheritance. That method of status-maintenance has now mostly been displaced by investments in 'human capital'. This can be achieved directly—through funding private schooling, tuition, and even work placements paid for by the volunteer—or indirectly, through covering children's rent and paying for their goods. The crucial factor in bringing about this shift has been the rise of 'meritocracy', which purports that success (i.e. the rate of remuneration for one's work) is a result and marker of an individual's inherent drive and talent but which in reality allows 'a relatively tiny segment of the population […] to transmit advantage from generation to generation' because elite parents stack the odds in favour of their children's advancement from birth.[27] This is the society of control in action: demanding, inequitable and possessing an obscured, democratically-papered-over telos, drive and skill directed at productive activities. But the elite class are not spared from the brutalities of this system, as the above vignette suggests. Since societies are increasingly meritocratic (in the sense that the most skilled and driven will generally be remunerated the most, not in the sense that the system promotes a level playing field) young elite professionals still have to work incredibly hard to 'climb the ladder'. Even if they reach seemingly secure positions of employment, they will still want to continue to reap the rewards of their labour, still need to work intensively to secure funds to invest in their children's human capital, and still be motivated by the overwhelming and corrupting cultural ideal of self-improvement and motivation. The name of Goldman Sachs' personnel team, 'Human Capital Management', is telling. It has been noted, '[l]ives are things that people have; capital has rates of return.'[28] Vignette C About one in every hundred adults in Britain has been trained as a 'mental health first aider' by the MHFA.[29] They advertise their 'proactive' services thus: 'for every £1 spent by employers on mental health interventions, they get back £5 in reduced absence [.] and staff turnover.'[30] The second of five listed responsibilities for first-aiders is to communicate concerns about 'anyone in your workplace, for example to an appropriate manager.'[31] Separately, the UK government is providing '£1 million for innovative student mental health projects' that offer targeted support to those identified statistically as being at highest risk of mental ill-health.[32] Deleuze argued the hospital was being replaced by 'neighbourhood clinics, hospices, and day care'.[33] Similarly, the above vignette suggests that the power that would in a disciplinary society be exercised by the asylum has, in our societies of control, been exercised dispersedly by employers, with the aim being to improve profit-margins and productivity rates. The actual mental wellbeing of employees—or, rather, of human capital—is a means to that end that may give rise to some incidental good. But even these incidental goods are monetised, such as when companies compete on their 'work-life balance' or their inclusion of private therapy in 'healthcare plans' so as to attract the most human capital. Under these conditions, the public healthcare officials sectioning or supporting a member of the public who risks harm to herself or others are reduced in their significance. In their place, the anxious employer preempts possible harm to the corporation by proactively addressing and preventing harm to the employee. Similarly, 'mental health teams' in schools and universities are encouraged by the government to anticipate, based on a series of data-sets, those students who are 'more at risk' and provide targeted interventions to safeguard their health (and, by extension, their productivity). Deleuze says that 'the socio-technological study of the mechanisms of control […] would have to be categorical'. By this it is meant that we must look to each institution of power—the healthcare system, the corporate system, the educational system—and describe the power being exercised there. The above vignette shows that that has become an artificial mode of analysis in this era of control. The healthcare system has been radically dispersed, with detection, prevention, and mitigation (recovery being ancillary) of illness now increasingly undertaken by the corporation and its agents, including crucially the employee herself qua employee or human capital. She will contact her mental health first aider colleague or her employer (though any difference between the two seems doubtful). She will purchase products—self-help books, meditation apps, tickets to motivational talks—with a view to her greater productivity and, hence, 'employability'. In fact, the monetary value she attributes (through her valuable spare time as much as through her pay-power) to her own productivity and employability may reduce the corporate system's nascent role in facilitating compliance; her self-improvement becomes her guiding, internalised ethos as a consumer-employee and she will discipline herself, knowing this self-improvement will be coded and rewarded. Thus, technologies of power in the modern, mental health context cannot be identified within a healthcare system, a corporate system or an education system, nor even within what might be dubbed a 'consumer system'; there is no single system of operation of which we can speak. This conceptual challenge itself demonstrates the ultimate annihilation of the institutions Deleuze anticipates in societies of control. Vignette D In May 2021, the UK government proposed halving state funding for university courses they do not regard as 'strategic priorities', such as music, drama, visual arts, and archaeology. It is estimated that such courses would run at a deficit of £2,700 per enrolled student, and many courses may therefore have to close if the plans go ahead. The government says the decision is 'designed to target taxpayers' money towards the subjects which support the skills this country needs to build back better'.[34] They also say universities should "focus [.] upon subjects which deliver strong graduate employment outcomes in areas of economic and societal importance".[35] Deleuze foretold the 'effect on the school of perpetual training, and the corresponding abandonment of all university research'.[36] Alarming an idea as this may be, the above vignette should at least discourage us from dismissing it altogether. The government's proposal betrays a deeply production-oriented approach to higher education that sees knowledge and learning as purely instrumental to the development of concrete 'skills' to be directed at the most economically valuable production of goods and services and, correspondingly, the strongest employment outcomes. The UK education system no longer possesses its own watchwords (save, perhaps, 'instilling British Values'). Instead, all activity is directed at the future employment prospects of the student. The privatisation of schools (through academisation in England) has allowed for corporate sponsorship that makes this close instrumentalism perfectly plain: the corporation's senior managers become senior managers of underperforming schools and they are expected to foster students' 'aspirations'. Here, the corporate and educational systems are blended together, the former funding the latter, the latter supplying labour to the former. The physical spaces in which learning occurs can at times barely be distinct from the corporate, whether a company name is printed across the school entrance ('Bridge Academy in partnership with UBS') or affixed to laptops donated to school students studying remotely. CONCLUSION There is a great deal of truth to Deleuze's thesis that societies of control are replacing disciplinary societies. We have noted the destruction of swathes of confined and discrete spaces; the intermixing of institutions; the pervasive power of technology to tweak and modulate behaviour through coding; and the pointless but universal ethos of motivation. As Deleuze ably demonstrates, analyses of discipline, confinement, hierarchy, and masses can only take us so far in understanding these forces. More necessary in our quest to uncover the telos we are being made to serve is a socio-technological study of control and its methods. However, this essay has also sought to demonstrate the limits of Deleuze's proposed methodology. For a 'categorical' socio-technological study of control becomes more elusive the more deeply a society succumbs to control. Schools, prisons, barracks, hospitals, factories, offices, and homes are increasingly blended (and so less discrete) environments. The office educates, entertains, protects, and diagnoses its employees. The school is a business, its pupils are prospective employees. University is a career stage. Beds, dining tables, and lounges are workstations. For those on 'home detention' during coronavirus in the United States or under TPIMs (Terrorism Prevention and Investigation Measures) in the United Kingdom, these same spaces are prison cells. The gradual annihilation of the disciplines as physical and conceptual spaces—which Deleuze foresaw—also renders obsolete our existing methods of understanding power. We are in need of new tools to respond to these developments; the study of categories must be replaced with the study of networks and systems. We must explore with curiosity and thoroughness the complex web of relations operating through spaces and lives. BIBLIOGRAPHY Adams R, 'English universities must prove "commitment" to free speech for bailouts' The Guardian (16 July 2020) accessed 6 May 2021 Bakare L and Adams R, 'Plans for 50% funding cuts to arts subjects at universities "catastrophic' The Guardian (6 May 2021) accessed 6 May 2021 Burroughs WS, 'The Limits of Control' in Grauerholz J and Silverberg I (eds), Word Virus: The William S Burroughs Reader (4th edn, Fourth Estate 2010) Collini S, 'Snakes and Ladders' London Review of Books (London, 1 April 2021) 15 Deleuze G, 'Foucault: Lecture 17' (University of Paris, 25 March 1986) accessed 9 May 2021 — — 'Foucault: Lecture 18' (University of Paris, 8 April 1986) accessed 9 May 2021 — — 'Foucault: Lecture 19' (University of Paris, 15 April 1986) accessed 9 May 2021 — — 'Postscript on Societies of Control' (1992) 59 October 3 Department for Education and others, '£1 million for innovative student mental health projects' UK Government (5 March 2020) accessed 11 May 2021 Ewald F, The Birth of Solidarity: The History of the French Welfare State (Cooper M ed, Johnson TS tr, Duke University Press 2020) Feng E, 'For China's Overburdened Delivery Drivers, The Customer—And App—Is Always Right' NPR (Beijing, 1 December 2020) accessed 7 May 2021 Foster M, 'Guess How Much Goldman's Average Salary Is (GS)' Investopedia (25 June 2019) accessed 10 May 2021 Foucault M, The Birth of Biopolitics: Lectures at the Collège de France 1978–79 (Senellart M ed, Burchell G tr, Palgrave Macmillan 2008) — — Discipline and Punish: The Birth of the Prison (Sheridan A tr, 2nd edn, Vintage Books 1995) Hardt M, 'The Global Society of Control' (1998) 20(3) Discourse 139 — — and Negri A, Empire (Harvard University Press 2001) Makortoff K, 'Goldman Sachs junior banker speaks out over "18-hour shifts and low pay' The Guardian (London, 24 March 2021) accessed 7 May 2021 MHFA, 'Being a Mental Health First Aider: Your Guide to the Role' accessed 10 May 2021. — — 'Workplace Info Pack' accessed 10 May 2021. Morar N, Nail T and Smith DW (eds), Between Deleuze and Foucault (Edinburgh University Press 2016) Muldoon J, 'Foucault's Forgotten Hegelianism' (2014) 21 Parrhesia 102 Nealon J, Foucault Beyond Foucault: Power and Its Intensifications since 1984 (Stanford University Press 2008) Negri A, Interview with Gilles Deleuze: 'Control and Becoming' (Joughin M tr, Spring 1990) Rice-Oxley M, 'UK training record number of mental health first aiders' The Guardian (2 September 2019) accessed 11 May 2021 Roffe J, Gilles Deleuze's Empiricism and Subjectivity: A Critical Introduction and Guide (Edinburgh University Press 2016) Rose N, 'Government and Control' (2000) 40(2) The British Journal of Criminology 321–339 Wallin J, 'Four Propositions on the Limits of Control' (2013) 39(1) Visual Arts Research 6–8 Wise JM, 'Mapping the Culture of Control: Seeing through The Truman Show' (2002) 3(1) Television & New Media 29–47 Yang Y, 'China's food delivery groups slammed after undercover TV exposé' Financial Times (London, 29 April 2021) accessed 11 May 2021 — — 'How China's delivery apps are putting riders at risk' Financial Times (London, 26 January 2021) accessed 11 May 2021 [1] Gilles Deleuze, 'Postscript on Societies of Control' (1992) 59 October 3–7. [2] On their complex relationship before and after Foucault's death, see François Dosse, 'Deleuze and Foucault: A Philosophical Friendship' in Nikolae Morar, Thomas Nail and Daniel W Smith (eds), Between Deleuze and Foucault (Edinburgh University Press 2016). [3] James Muldoon, 'Foucault's Forgotten Hegelianism' (2014) 21 Parrhesia 102. [4] Michel Foucault, Discipline and Punish: The Birth of the Prison (Alan Sheridan tr, 2nd edn, Vintage Books 1995) [5] Michael Hardt, 'The Global Society of Control' (1998) 20(3) Discourse 139. [6] Deleuze cites these authors in his 'Postscript': (n 1). [7] Gilles Deleuze, 'Foucault: Lecture 19' (University of Paris, 15 April 1986). [8] Burroughs himself concedes his analogy of the life-boat is a 'primitive' one: William S Burroughs, 'The Limits of Control' in James Grauerholz and Ira Silverberg (eds), Word Virus: The William S Burroughs Reader (4th edn, Fourth Estate 2010). [9] 'Postscript' (n 1) 7. [10] ibid. [11] 'Postscript' (n 1) 4. [12] Foucault refers to it as 'biopower'. Biopower is not something that this essay will address, but we can observe that it may be that the Foucauldian notion of biopower and the Deleuzian notion of control are broadly similar or even the same: for a fuller discussion of that relationship, see Thomas Nail, 'Biopower and Control' in Between Deleuze and Foucault (n 2). [13] 'Postscript' (n 1) 5. [14] Hardt (n 5) 140. [15] Nikolas Rose, 'Government and Control' (2000) 40(2) The British Journal of Criminology 331. [16] 'Postscript' (n 1) 7. [17] JM Wise, 'Mapping the Culture of Control: Seeing through The Truman Show' (2002) 3(1) Television & New Media 29. [18] Nail, 'Biopower and Control'. [19] Wise, 'Culture of Control' 33. [20] Deleuze, 'Foucault: Lecture 18'. [21] Yuan Yang, 'China's food delivery groups slammed after undercover TV exposé' Financial Times (London, 29 April 2021). [22] For instance, many will now be recognised as 'workers' rather than as 'self-employed', with greater protections: Uber v Aslam [2021] UKSC 5. [23] Kalyeena Makortoff, 'Goldman Sachs junior banker speaks out over "18-hour shifts and low pay' The Guardian (London, 24 March 2021). [24] ibid. [25] Michael Foster, 'Guess How Much Goldman's Average Salary Is (GS)' Investopedia (25 June 2019). [26] Stefan Collini, 'Snakes and Ladders' London Review of Books (London, 1 April 2021) 15. [27] ibid 22. [28] ibid. [29] Mark Rice-Oxley, 'UK training record number of mental health first aiders' The Guardian (2 September 2019). [30]MHFA, 'Being a Mental Health First Aider: Your Guide to the Role'. [31] MHFA, 'Workplace Info Pack'. [32] Department for Education and others, '£1 million for innovative student mental health projects' UK Government (5 March 2020). [33] 'Postscript' (n 1) 4. [34] Lanre Bakare and Richard Adams, 'Plans for 50% funding cuts to arts subjects at universities "catastrophic' The Guardian (6 May 2021). [35] Richard Adams, 'English universities must prove "commitment" to free speech for bailouts' The Guardian (16 July 2020). [36] 'Postscript' (n 1) 7.

The integration and inclusion of persons under international protection (i.e. persons granted asylum and refugees) into society proceeds through their contacts and interactions with institutions and residents in local communities where their reception and accommodation have been organised. In this process, the achievement of social, economic, cultural and all other dimensions of integration in local communities is facilitated by the activities of different national and local stakeholders in the integration system. Creating the conditions for Croatian citizens to familiarize themselves with refugees requires joint efforts by all system stakeholders and engagement to inform citizens and raise their awareness about the presence, rights and obligations of persons under protection, with a view to preventing and mitigating any negative manifestations of discrimination, exclusion and marginalisation, and to ensuring that persons under international protection become accepted and integrated members of local communities and society as a whole. With this in mind, this research has analysed capacities and challenges, and assessed the resources and needs of local and regional self-government units given their past or future experience with the reception and integration of persons under protection. Furthermore, this research has also identified the attitudes of Croatian citizens towards persons under protection and their readiness for the reception and integration of persons granted asylum in their local communities.The general purpose of the project is to support units of local (cities, towns and municipalities) and regional (counties) self-government in identifying the needs and challenges of integrating third-country nationals in need of international protection. To achieve the purpose of this research, both quantitative and qualitative research methodologies have been used. As a result, it was conducted as mixed-method research, that is, as two correlated studies. The quantitative segment of the research pertains to its first goal, which was to identify the attitudes of Croatian citizens and their readiness for the acceptance and integration of third-country nationals granted international protection in the Republic of Croatia, while its qualitative segment refers to the second research goal, to identify the needs of local and regional self-government units in the process of integrating third-country nationals granted international protection in the Republic of Croatia as well as the challenges they encounter or will encounter when it comes to the integration of persons granted asylum into Croatian society. The third research goal, to prepare checklists for assessment of needs and challenges of integration for local and regional self-government units and for persons granted international protection, has been achieved by synthesising the findings reached under the previous two goals and by preparing two checklists. One is intended for heads and staff of LSGUs and RGSUs so that they can assess the existing needs, resources and capacities of their communities in terms of planning and implementation of integration activities. The other is designed for persons granted asylum and serves for the self-assessment of their needs and the extent to which they are met. Accordingly, the starting point for tool selection and elaboration is the multidimensional concept of integration of aliens into the host society, which is focused on the processes and dimensions of integration of persons under international protection (either with full asylum or subsidiary protection status) into Croatian society as a whole, but also into individual local communities in Croatian regions covered by this research.Due to the specific character of the quantitative and qualitative methodological approaches, the report describes methodological aspects and results separately, first for the quantitative study conducted by a survey of citizen's attitudes towards the integration of persons under national protection, and then for the qualitative study of needs and challenges faced by local communities in the integration process. The target group of survey participants covered by the research was defined so as to include citizens living in selected counties (regional self-government units) and towns and municipalities (local self-government units). In order to form a sample of participants for the purposes of this research, Croatia was broken down into four regions: Eastern, Central and North-Western, Littoral and Istrian, and Dalmatian regions. In each region, the sample came to include between two and five counties (a total of 12) and between three and five towns (a total of 15). The Eastern Region encompassed the counties of Osijek-Baranja, Vukovar-Srijem and Požega-Slavonski Brod. The Central and North-Western Region included the City of Zagreb as well as the countries of Zagreb, Sisak-Moslavina, Bjelovar-Bilogora and Varaždin. The Littoral and Istrian Region covered Primorje-Gorski Kotar and Istria counties. The Region of Dalmatia consisted of Zadar and Split-Dalmatia counties.In the selected towns, the size of the sample was proportionate to the size of the town within its region, with the participants in each town selected by probability sampling. The sample of citizens aged 18 to 65 included 318 persons in each region, and probability sampling – together with the use of two levels of purposively selected clusters (region and town) – ensured that the sample structure, in terms of its socio-demographic profile, reflects the characteristics of the region's population, according to publicly available statistics. The sample formed in this manner and its size (N = 1,272) allowed inter-regional comparisons with regard to the relevant characteristics of the participants and measured constructs. Data were gathered using the CAPI (Computer Aided Personal Interviewing) method, in the period from 14 May to 10 June 2018. The response rate was 57%, which is quite high given the type of research in question.The survey questionnaire contained 67 items forming the following constructs and scales: (1) Attitude towards persons granted asylum; (2) Perception of realistic threat; (3) Perception of symbolic threat; (4) Support for the rights of persons granted asylum; (5) Perception of negative changes in the community; (6) Readiness to assist persons granted asylum; (7) Frequency of contacts with persons granted asylum; (8) Quality of contacts with persons granted asylum; (9) Sources of information about persons granted asylum; (10) Media portrayal of persons granted asylum; (11) Social proximity to persons granted asylum; (12) Attitude towards forms of acculturation; (13) Estimated number of persons granted asylum; (14) Change in the number of persons granted asylum; (15) Socio-demographic profile of participants. The scales used in this questionnaire show very good metric characteristics: a Cronbach's alpha internal reliability coefficient ranging from 0.77 to 0.93 and a clear construct validity and single-factor structure.The collected data were subject to a series of statistical analyses, including descriptive calculation of statistics (range, frequency, median measures, variability measures) at the levels of the aggregate sample and each region as well as inter-regional comparisons of the results derived from the measured constructs (variance analyses, t-tests, chi-squared tests). Also, by using regression analysis, a model was set to predict two forms of behavioural intentions among host populations: (1) readiness for social relations with asylum beneficiaries at different levels of proximity; and (2) readiness to help persons granted asylum in their integration. These two forms of behavioural intentions served as criterion variables, which were predicted on the basis of a set of predictors that included the participants' individual attributes (socio-demographic variables and regional affiliation), their religious and political orientation, their opinion about the number of asylum beneficiaries to be received by the country in future and about their social adjustment strategies (i.e. about acculturation strategies), their frequency of contacts with persons granted asylum and their perception of threats and expected changes in the community caused by the arrival of persons granted asylum (i.e. perceptions of realistic and symbolic threats, and expectations of negative changes in the community).The average results obtained on the aggregate sample show that, when it comes to attitudes towards persons granted asylum, the respondents express attitudes that are, on average, neutral. However, when assessing their perception of threat, they seem to feel a slight realistic threat, and a somewhat stronger symbolic threat. The participants also express what is, on average, a neutral attitude regarding the expected negative changes in the community. As for their readiness to help asylum beneficiaries personally, the participants are also neutral, stating they are not sure of their readiness in this regard, but showing a slight support for the rights of asylum beneficiaries. Concerning the frequency of contacts with persons granted asylum, slightly more than half of the participants (52.1%) reported that they had such contacts, describing them, on average, neutrally – as neither positive nor negative. Among those who reported such contacts, the majority stated that they were rare.The data collected clearly show that the mass media (print and online news outlets, television and radio) are the most common source of information for Croatian citizens – more than 90% of citizens receive information about persons granted asylum in this way. These are followed by social media, which are used as a source of information about asylum beneficiaries by nearly half of the participants (45.8%). It has been established that citizens deem the media portrayal of asylum beneficiaries slightly negative.As for social proximity, the participants are, on average, ready to accept persons granted asylum as their fellow workers or neighbours, where it is obvious that the citizens are, for the time being, not ready for the closest relations with asylum beneficiaries, although nearly 61% would be ready for friendly relations.The participants were also asked about acceptable acculturation strategies, that is, about how persons granted asylum should approach the Croatian culture and maintenance of their own culture. The majority of participants (70.7%) chose integration as the preferred acculturation strategy (both maintaining their own culture and accepting the culture of the host country). About one fifth of the participants champion assimilation as the preferred acculturation strategy; i.e. they expect persons granted asylum to relinquish their specific culture and accept only that of their host country. Separation, that it, the opinion that persons granted asylum should maintain only their own culture without accepting Croatian culture, is upheld by 3.7% of the participants. Looking at acculturation strategies as a continuum (from assimilation, through integration, to separation, or vice versa), the participants on average tend to support cultural integration of persons granted asylum.When it comes to estimating the number of persons granted asylum at the time of survey, only one fifth of the participants made a more or less accurate estimate. Somewhat more than a fourth of participants underestimated the actual number of asylum beneficiaries, whereas almost half of them overestimated the number of cases of granted asylum. These results are consistent with the replies regarding preferred projections of the number of asylum beneficiaries in the future. Specifically, the majority of participants (45.8%) feel that their number should remain the same, only slightly fewer are those who would reduce it (45.6%), while less than a tenth holds that the future number of asylum beneficiaries in Croatia should go up.The analysis of regional differences demonstrates that the least positive attitudes towards persons granted asylum, the highest perception of both realistic and symbolic threats, the lowest support for the rights of asylum beneficiaries, the highest expectations of negative changes, and the lowest readiness to assist are present among participants in the Dalmatian Region. It is followed by the Eastern Region, and then the Littoral and Central Regions, where these attitudes are more positive. The frequency of contacts with persons granted asylum is low in all the regions, with the lowest levels reported in the Eastern and Dalmatian regions. However, there are no regional differences in the quality of contacts, as it is everywhere seen as neutral. Readiness for close contacts is the lowest in Dalmatia, followed by the Eastern Region, with its highest levels reported in the Littoral and Central regions. The citizens of all regions choose integration as their preferred acculturation strategy, while participants in Dalmatia divided their preferences between assimilation and integration. The number of asylum beneficiaries is mistakenly estimated in all regions. Indeed, it is overestimated everywhere except the Eastern Region, where the figure is underestimated. Furthermore, while the citizens of the Central and Littoral regions would prefer to keep the future number of asylum beneficiaries at the same level, those in the Eastern and Dalmatian regions are keener to reduce it. When predicting the readiness for social proximity with asylum beneficiaries, the key predictors include the attitude towards the number of asylum beneficiaries in the future and acculturation strategies. The readiness for a higher level of proximity is demonstrated by those citizens who feel that the future number of asylum beneficiaries should be increased, as well as those who champion integration. The predictors of marginal importance include practising religion, where the participants who do not declare themselves as practicing believers tend to be ready for a higher level of proximity with persons granted asylum, as well as the perception of symbolic threat and the fear of negative changes in the community, where those who perceive a higher symbolic threat from asylum beneficiaries and expect more negative changes in the community due to the arrival of persons granted asylum tend to be ready for a lower level of proximity with them. These results generally apply to all of the four regions.When it comes to predicting the readiness to assist asylum beneficiaries personally, it can also be said that – allowing for minor regional particularities – the key factors include the participants' opinion that the number of asylum beneficiaries should increase in the future and, again, the perception of a higher symbolic and realistic threat. Those participants who feel that the future number of asylum beneficiaries should increase are readier to help, whereas those whose perception of threat from asylum beneficiaries is higher are also less prepared to assist them personally. Another highly significant predictor is the frequency of contacts with persons granted asylum. Those participants who reported more frequent contacts with asylum beneficiaries are also more prepared to assist them. Finally, the variables of marginal significance include gender and political orientation, where women and those on the left side of the political spectrum would be readier to help asylum beneficiaries.The conducted regression analyses show that the most frequent predictors for both criteria (social proximity and readiness for personal assistance) include the perception of symbolic and realistic threat, expectation of negative changes in the community due to the arrival of asylum beneficiaries, opinion that the future number of asylum beneficiaries in Croatia should be increased and the choice of integration as the preferred acculturation strategy. It follows that a more favourable attitude of Croatian citizens can be expected if they feel less threatened by persons granted asylum, that is, if they understand that their arrival does not pose a threat to the existing identity and culture nor jeopardise the resources of local communities, if they expect less negative changes in their communities due to the arrival of asylum beneficiaries, if they think that the number of asylum beneficiaries in Croatia needs to be increased in the future, and if they believe that integration is the acculturation strategy appropriate for Croatia.The second part of this research deals with the assessment of needs and challenges which are or will be encountered by LSGUs and RSGUs, and also of the capacities and resources required for integration with regard to the current or anticipated accommodation and stay of asylum beneficiaries in their local communities.This part of the research was conducted through a series of interviews and focus groups with different stakeholders in the integration system, which are in one way or another involved in or will in future be responsible for the processes of reception and integration of persons granted asylum. Stakeholders from LSGU and RSGU include representatives from county-level and town-level public authorities and various professional institutions, while the CSO stakeholders include representatives from the non-governmental sector, religious organisations and civic initiatives. The perspectives of integration processes were, whenever possible, complemented with those of asylum beneficiaries in the local communities in which they live. For sampling purposes, a list of 30 units (9 counties and 21 towns) was drawn up, taking into account the criteria of regional representation, town size, experience with the integration of asylum beneficiaries and available state-owned housing units. Along with the four regions, the City of Zagreb was taken separately as it considerably differs from other regions in terms of the number of integration stakeholders and capacities, as well as the number of asylum beneficiaries it hosts. The persons included in the sample had the attributes of schoolants based on their role and office they held, their experience and knowledge of the needs and challenges relating to the integration of asylum beneficiaries in local communities. In keeping with the principle of maximising the variability of key informants, a total of 168 interviews and four focus groups were conducted with 227 participants, including 26 interviews with persons granted asylum. Once all of the methodological requirements were met in the process of qualitative-data gathering, 158 transcripts obtained from 216 interviewees were subjected to analysis. The other transcripts did not contain any useful information because some interviewees were totally uninformed about the topic of the research. Of the total number of analysed transcripts, 143 contain data obtained from 191 representatives of municipalities, towns and counties, state-administration offices at the county-level, professional institutions and the civil sector, while 15 transcripts of interviews and focus groups contained information obtained from 26 asylum beneficiaries. The analysis made it possible to identify some specific features of statements made by representatives of the selected local communities about their needs, challenges, opportunities and expectations. A comparison has been made among the four regions and the City of Zagreb, and similarities and differences have been analysed among statements made by stakeholders from different sectors.The results for all regions (except the City of Zagreb) equally suggest that most of the integration-system stakeholders from LSGUs and RSGUs (towns, municipalities and counties) generally had no direct experience of contacts and work with persons granted asylum or, if they had, then they encountered asylum beneficiaries in rare, individual cases. On the other hand, interlocutors from Zagreb recounted and described experiences of direct and immediate encounters with persons granted asylum, mostly through participation in projects with SCOs and the OHRRNM, while CSOs in all the regions have very little direct experience with asylum beneficiaries. A large portion of LSGUs and RSGUs in each region state that they are not aware of the Action Plan for Integration, or are aware of it only partly, or since a short time ago. Stakeholders in various sectors and regions have not developed their own action plans and protocols for integration, independent of the Action Plan. Professional institutions do not have their own plans either, but many of them perform tasks relating to the integration of persons granted asylum as part of their daily work and remit, and some have their own internal prodecural protocols, most often based on their previous experience with marginalised groups or guidelines from relevant ministries. All stakeholders in all regions agree that the lack of funding poses a serious structural constraint and that allocations for integration activities should be increased. They stress that the entire budget is centralised and that they lack special resources earmarked for integration, noting, however, that budget allocations could be repurposed or activated if and when the need arises.When it comes to understanding the importance and indicators of successful integration, there are no major differences between either sectors or regions. As far as the key dimension of integration is concerned, all stakeholders across all regions highlight communication, that is, learning the Croatian language, as a crucial prerequisite for all other aspects of integration, especially for the inclusion of children in the education system, participation of adults in the labour market, addressing housing issues and, generally, enabling asylum beneficiaries to get along in local communities. In the Central Region, professional institutions claim that integration could also be facilitated by the community's experience with refugees during the Croatian War, and the history of coexistence with national minorities. In the Central Region, they feel that integration would be more successful if asylum beneficiaries were accommodated within the community rather than isolated, and if they were provided with appropriate care and inclusion in community life. All stakeholders across all regions voice some sort of concern because, when it comes to the accommodation of persons granted asylum, they expect negative reactions from the host population due to cultural and religious differences, especially in smaller communities, with the general opinion being that larger towns would be readier to accept asylum beneficiaries. Interlocutors in Zagreb are the most critical of the local community as a favourable environment for integration, with professional institutions stating that negative sentiments are the greatest problem, stemming primarily from fear of the unknown among the local population. Nonetheless, almost all of the interviewed asylum beneficiaries highlight the positive experiences they had with their acceptance in local communities, noting, however, that it took a while for them to feel accepted by their neighbours. Only three out of 26 interlocutors report having negative experiences upon their arrival in the community, consisting mainly of unpleasant verbal comments. Persons granted asylum generally do not see any major cultural barriers to their life in Croatia, but in their view the integration system is not well-organised and includes some contradictions.At the intraregional level alone, and particularly at the interregional level, the integration stakeholders from different local communities show considerable differences when estimating the integration capacity of their communities. The majority of LSGUs believe that organising language courses falls under the responsibility of the Ministry of Science and Education, expressing concerns about the duration of courses (too few lessons) and uncertainties about their funding, while RSGUs also stress their lack of human and logistic capacities to organise courses. Professional institutions shift the responsibility for organizing courses to administrative bodies – from the local, through the regional, to the national levels. Only representatives of Zagreb-based SCOs report more direct involvement in the organisation of courses – some of them offer them in a formalised manner, and others through voluntary engagement. As to the inclusion in the education system, most stakeholders stress the problem of slow-moving administration and emphasize the heavy teaching workload, suggesting that there is a need for additional teachers as well as the necessity to work additionally with asylee children. Further difficulties mentioned are related to the lack of personal documents and the issue of recognising diplomas and previously acquired qualifications. In the Littoral and Central regions, they also highlight a lack of interpreters and teaching assistants, over which they have no control, but depend on the relevant ministry.Most of stakeholders from LSGUs and RSGUs are actually unaware of the existing accommodation capacity because they do not own any housing units or have already allocated all they had to beneficiaries from certain social categories. They see a possible solution in the conversion of the existing vacant buildings or renting of private flats, where they report problems with landlords, i.e. the unwillingness of landlords to let out their flats to accommodate persons granted asylum and the high rents they impose. Persons granted asylum are mostly concerned about their initial accommodation in reception centres, with which they were partially (dis)satisfied and, in addition to prejudice by landlords, the interlocutors also stressed high prices. In their local communities, asylum beneficiaries have been recognised as a desirable workforce in sectors with labour shortfalls. The LSGU representatives stress the need for a skilled workforce in the construction and public works sectors and, in the Eastern Region, agriculture. In addition to feeling that employers should be informed of opportunities to hire asylum beneficiaries, LSGUs are somewhat keener to consider potential retraining and additional training schemes as well as efforts to overcome the language barrier, referring to professional services which should take over that task. Many see the opportunities to employ asylum beneficiaries primarily in low-skill and ancillary jobs, such as kitchen or warehouse assistants and so forth. While the asylum beneficiaries themselves are highly motivated to take part in the labour market, since they see employment as a key prerequisite to gaining independence, they are aware of the economic situation in Croatia and do not want to become a public charge, but rather an active and productive segment of the society.Almost all interlocutors attach great importance to public information and awareness-raising campaigns, and most of them also recognise the role of the media in this process and believe that it is extremely important to get the local population acquainted with good practices and examples of successful efforts to integrate asylum beneficiaries, and to inform them about their culture and customs. This would prevent the development of prejudice and discrimination, where the LSGU representatives often see their role in such efforts unlike RSGUs, among which only a few recognise it. Professional institutions also leave the role of awareness raising to the media and, for the time being, carry out awareness-raising activities in the form of workshops and cultural events mainly with support from CSOs in Zagreb. The training of staff members and professionals has also been stressed as extremely important, yet largely non-existent in most institutions, offices and organisations.Nearly all interviewees from all regions agree that asylum beneficiaries have been provided with adequate social welfare, just like all of its other beneficiaries. Some of the representatives of LSGUs and professional institutions from the Dalmatian and Eastern Regions noted that asylum beneficiaries were not supposed to be singled out, that is, afforded greater rights and priorities than domestic social-welfare beneficiaries. All local communities feel that asylum beneficiaries have been provided with adequate health-care, but the interviewees highlight a lack of physicians and the overload of the health system, as well as communications. When it comes to providing adequate social welfare and health care, a common problem stressed in all regions is the insufficient capacity of institutions, while other aggravating circumstances include slow systems, uninformed staff members, shortcomings in the monitoring of asylum beneficiaries, uncertainties about the financing of health-care services and lack of coordination between different stakeholders. The same issues are also reported by the asylum beneficiaries themselves.Professional institutions have, for the most part, already established cooperation with almost all stakeholders involved in the integration process. In this context, they most often point out line ministries, as well as significant cooperation with CSOs. Only the Central Region (including Zagreb) highlights the existing cooperation with LSGUs and the OHRRNM, or with international organisations. The LSGU and RSGU representatives are somewhat more likely to expect more significant engagement by and cooperation with CSOs, which they consider more capable of writing projects and mobilising funds for work with asylum beneficiaries or count on their human resources. Some professional institutions are also focused on inter-city and inter-county cooperation, for example, with other social-welfare centres, in order to compare their experiences and share good practices. The SCO stakeholders state national and local authorities make insufficient use of the capacity and experience of local SCOs.All stakeholders criticize administration primarily because of the lack of timely and transparent exchanges of information, given that they are perceived as responsible for the entire system. Stakeholders in local communities feel that they operate without specific guidelines and decisions, everything being left to improvisation. Professional institutions hold that the measures defined in the Action Plan are not applicable to the realities in the field, stressing that the system is not prepared to respond to current challenges and needs such as, for instance, securing accommodation and interpreters. There is also concern about the duplication of work by different institutions and organisations, and shifting responsibilities to CSOs. It has been stressed that a protocol in needed which would contain descriptions and guidelines for the implementation of steps in the integration of persons granted asylum, which should define the sequence of implementing integration measures, those in charge of their implementation, including their responsibilities, as well as the forms of their cooperation. Such a protocol and guidelines would enable LSGUs and RSGUs to rely on these documents in their work and to act in compliance therewith. All stakeholders emphasize the need to receive timely and reliable information about the number, structure and time of arrival of persons granted asylum in their areas because this information is crucial for them to be able to prepare themselves for different aspects of their integration. A distribution plan is a document cited by all self-government units as essential to launch preparations for the asylum beneficiaries, in accordance with the aforementioned protocol.All stakeholders highlight interpreters and cultural mediators as a very pressing need in all regions. It has been stressed that interpreters should be professionally trained, rather than semi-skilled individuals or family members, let alone children. All stakeholders realize that securing housing is a key prerequisite for the reception and integration of persons granted asylum, and that it falls within the remit of the central government, rather than the local community. The Eastern and Dalmatian Regions place special emphasis on the need to provide adequate accommodation for unaccompanied children under international protection. Also, all integration stakeholders feel that efforts are needed to speed up administrative procedures because there is a gap between what has been set forth in legislation and what can really be implemented due to technical barriers, including children's registration in school e-registers, medical records, access to Croatian language learning, and verification of previously acquired qualifications and job competencies which is a requirement for education or employment. To achieve all this, sound intersectorial cooperation is required.The integration stakeholders in all regions show a clear need to prepare, raise the awareness of and train the staff directly involved in the integration process for contacts with and providing services to persons granted asylum. Since professional institutions are places of direct and on-going contacts with asylum beneficiaries, there is a need for continuous training of their professional staff. The training of all integration stakeholders should include learning about the culture and customs of asylum beneficiaries and it should be based on the principles of intercultural communication. In some professional institutions whose staff are engaged in direct and intense work with families of asylum beneficiaries, such as counselling and psychosocial support, there is an increased need for continuous mental-health care and stress prevention among staff members through supervision and professional support.Given that they believe that the responsibility for integrating persons granted asylum rests primarily with the state, a number of LGSUs, professional institutions and some CSOs expect the state to bear the related costs. The LSGUs in the Central Region see the opportunity to secure funding by applying for EU projects and drawing money from EU funds. In the Dalmatian Region, the LSGUs expect the state to issue fewer instructions, and to focus more on direct care for asylum beneficiaries. At the LSGU level, help in meeting community needs in the integration process and their own efforts is expected from the Government of the RoC, primarily the OHRRNM as the central coordinating body. Some RSGUs believe that they will successfully carry out all tasks imposed by law and those received from the competent state authorities, and that they will tackle problems only once asylum beneficiaries arrive in their territory. LSGUs and RSGUs see their role in coordinating different integration process stakeholders, such as professional institutions and CSOs, at the town and county levels. Some LSGUs also see their role in supporting other stakeholders when they lack capacity in the integration process, and in networking with other institutions within the community. In this context, they stress their role in providing information to asylum beneficiaries and improving intersectorial cooperation because they "have a good overview of the activities of different services." Some LSGUs feel that a person should be assigned to each integration stakeholder as its key informant about how asylum beneficiaries can exercise their rights.The LSGUs see their key contribution to integration in their efforts to raise the awareness of and inform the public about the arrival of persons granted asylum and the process of their integration, being aware there resistance to their arrival in some communities. In the Eastern Region, they warn that greater resistance to the arrival of asylum beneficiaries may be expected in communities that are traditionally more closed and host a larger number of immigrants from Bosnia and Herzegovina, who were forced to leave their homes due to armed conflicts with the Muslims. In the Central and Littoral regions and the City of Zagreb, they believe that the experience they have with proven integration mechanisms for socially vulnerable groups, referring to members of the Roma national minority, will help them in the process of integrating asylum beneficiaries. The LSGUs feel they can also directly support integration efforts by providing initial financial assistance to asylum beneficiaries, helping in the process of their reception and accommodation, offering aid such as food and toiletries, facilitating children's inclusion in educational institutions, covering their kindergarten costs (Eastern and Littoral regions, Zagreb), as well as helping asylum beneficiaries to find employment. Professional institutions will address integration as part of their daily activities, by providing services for persons granted asylum as well as any other beneficiaries. The LSGUs, RSGUs and professional institutions see the important role of CSOs in complementing services provided to asylum beneficiaries by professional institutions. Most of the CSOs plan to expand their present activities to meet the specific needs of asylums beneficiaries, and represent a major integration potential for local communities, highlighting their networks of volunteers as a key asset in work with persons granted asylum. The CSOs feel that a coordination mechanism should be put in place at the LSGU level so as to bring together all the stakeholders, including the civil sector, and ensure transparent financing of services for asylum beneficiaries.Croatia has few communities with any reception and integration experience and most of the local communities covered by this research have not considered or prepared themselves for this challenge. Yet, the integration stakeholders in all units included in this research stress that they crucially need timely and reliable information about the plans for the arrival and distribution of persons granted asylum, and that information from the relevant ministries, particularly from the OHRRNM, will enable them to launch preparations for integration activities and possible reception of asylum beneficiaries. Finally, the recommendations derived from this research will facilitate improvements in policies and practices for the integration of persons under international protection, making it easier and less painful to achieve the objectives stemming from Croatia's commitments as an EU member state, as well as its legislation and action plans of the Government of the RoC.

Jordan Branch on Google
Maps, State Formation, and the International Politics of Cartography







The territorial
underpinnings of international politics are as familiar as they are contested
within the discipline of International Relations. While the presumed 'territorial
trap' of the discipline has been attacked from many sides (see, for instance, Theory Talk #4),
Jordan Branch is more interested in turning the question around. 

His work has
carefully addressed the historical constitutive effects of mapping practices
and technologies on the subsequent transformation of practices of, and ideas about,
rule and the international system. In this fascinating Talk, Branch,
amongst others, discusses the significance of cartography for international
politics, explores the effects that contemporary digital mapping might have on political
spaces, and illustrates how innovations in mapping impacted on rule with the historical
example of France.





Print version of this Talk (pdf)





What is according to your view the most
important challenge facing global politics and what is/should be the central
debate in the discipline of International Relations (IR)?



While
there are many different debates going on at the same time within the discipline,
the one that has interested me most is the relationship between ideas and
practical or material factors. There is a very simplistic version of this
dichotomy that has been debated to death in the constructivist versus
rationalists debates, particularly in the American field of IR—an over-drawn
distinction, as many have pointed out. I am more interested in actual
explanations for the process, outcome, or phenomenon we're looking at. Rather
than separating them out, I am interested in how the ideational and material
relate to one another, how they fit together.



This
relationship poses questions for my specific interest in technological change. We
are experiencing fast-paced technological changes—for example, the information
technology revolution—which can yield a natural yet incorrect assumption, namely,
that this change will inevitably have some kind of major effect on, or
interaction with, politics and, specifically, with international relations.
This may be true, but it is too often assumed. Indeed, this raises another
problem. Even if there is such an effect, is it something we'll be able to
observe, let alone predict or explain, as it is happening? From my historical
work on the role of maps in state formation, for example, it is quite evident that
for people at the time, there was no way to see the impact maps had on the
political/spatial/ideational constitution of the state.



The information
technology (IT) revolution is the most obvious current example of dramatic technological
change. Although it has been playing out for the last 20 or 30 years, it only
continues to accelerate. Over the past couple of years, a lot of discussion has
focused on 'big data' and what it implies for business, financial analysis, and
the like. Of course, it also presents possibilities as a new tool for social
science. But there is a danger here. There is a tendency of seeing new
technological phenomena only in their material contexts, specifically focusing
on possibilities for measurement, for example, thereby neglecting to think
about the ideational. How do ideas about collecting and using data actually
play into the collection and analysis itself? So while they are in practice
always entangled, analytically, I find the distinction between the ideational
and the material a very fruitful one, not so much as a debate between opposing
fields, but as way to think about technological change.





How
did you arrive where you currently are in your thinking about these issues?



It is
funny—people often ask this sort of question, and I did not necessarily see a
natural trajectory for my thinking or work until I began to look and think
back. This interest in connecting technological and political change goes as
far back as my undergraduate time at Stanford University, where I initially
majored in mechanical engineering, and later switched to International
Relations. While technology remained an important preoccupation, I became more
interested in politics, history, and theory. So the interest formed into
questions about the political implications of phenomena like technology. But
this didn't happen instantly. Just before beginning my PhD at the University of
California, Berkeley, I was planning to do comparative work on regime change
and democratization. Then my older brother (Adam Branch), who is also a
political scientist, gave me a copy of Hendrik Spruyt's The Sovereign State and its Competitors (1994), and he said: 'Hey
you might like this!' So, I literally read that on a beach the summer before
starting grad school—which may sound funny, but I sat down, read it, and found
it fascinating. Yet I didn't immediately start thinking about these questions
then. It took a year or two, when I started really thinking about what I wanted
to work on. I came back to this work and realised these were the kind of
questions I was interested in: the origins of the territorial state and its
characteristics.



The
interest in the state as a concept had been with me for slightly longer. As an
undergrad my first introductory course to IR was taught by Stephen Krasner (Theory Talk #21).
Krasner has strong views, and the class was very rigorous. A lot of his work
focuses on the state and I think his framings influenced me early on. I don't entirely
agree with some of Krasner's arguments about sovereignty, but these
disagreements are more about the specifics of salient time periods or cases.
Other work which influenced me early on was that of John Ruggie on
territoriality. Indeed his approach became central as I was developing these
questions myself. I also discovered a host of literature in political geography
that turned out to be very interesting and useful. 



So,
one could say that my trajectory was really more focused on understanding the
historical outcome of the territorial state than on what role technology,
specifically maps, played in this process. The focus on technology, while
existent from my engineering days, really began to materialize as a link missing
from existing explanations of state formation. I was thinking about how we might
be able to find some additional traction on these questions by including
technology more prominently. It has certainly been part of some scholarship on
state formation, as in Charles Tilly's work or William McNeill's on
technological change and warfare. Surely, technology has always been in there,
but the discussion has been centered on war fighting technology and maybe on
transport, and only to a lesser degree on communication technology in the
broader sense.



Another
piece of work which triggered my focus on the relationship between the
ideational and the material was Ron Deibert's book Parchment, Printing and Hypermedia (1997, read the 1995 PhD thesis
that became the book here, pdf). He talks about internet
communication technology but also about the printing press and the impact it
has on the global distribution of power. Yet, only when I read this book for
the second or third time just as I was finishing up my dissertation did I realize
how much his framing had shaped how I formulated my thesis. He does touch on
the role of mapping, but it is his elaboration on the way in which media
informs how people think about the world which was spot on for me. For me, maps
as a medium very importantly framed how people thought about and imagined the
world in the past—but of course these questions about technology and its role
in constituting the international political system, states, territorial
boundaries, and so on are still relevant today.





What would a student need to become a
specialist in global studies or understand the world in a global way?



I
think it is important to be really excited and interested in your topic and
what you want to do. The key thing is to enter a grad program that fits you in
terms of your interests and to be willing to do whatever methodological training
ends up being needed for your research project.



I
think there's a tendency to look for a 'one size fits all' graduate training
model, which does make sense at the initial level. Everyone should get a
certain amount of background in a variety of methods, whether they'll end up
using those or not. For example, I have not used quantitative methods in my own
research, but I'm glad that I had to take classes on those methods in grad school.
They give you the ability to understand work which may connect to your own but
comes at it from a different angle. And you should always be open to a variety
of methods. The key is to be able to understand a broad array of approaches, otherwise
you won't be able to engage in broad conversations.



I
also feel I gained a lot from exploring, and reading widely, from other
disciplines such as history and sociology. I already mentioned political
geography, which is really not too distant but, nonetheless, in the U.S. it
sits in a different department. You might think that some work is 'on the other
side of the fence' but it is important to be able to bring that work into your
thinking.



The
final thing is to be open and ready to change your mind, whether it is about
the answer you're expecting to get to your question, or even changing the
question itself. Obviously there is a certain point when you're almost done
with a project where that might not be a good idea…. but if it is early on and
it works and you can do it logistically, I think it is important to be willing
to do that. Five years later you're going to be a lot better off.





So far, your work has been mainly
historical. Can you explain the importance of 'looking back' for understanding
contemporary international relations?



I
think it is extraordinarily important and useful. A lot of us in this and other
fields do see strong connections between today's politics and past events,
institutions, and ideas. There is an important notion that we cannot engage
meaningfully with the present if we do not understand its genealogy. That is
certainly a driver for me in thinking about the origins of the state and
territorial boundaries. It may help us to observe patterns we might see
replicated or appear in some kind of altered yet recognizable form today.
Indeed, it can help us think about where were might be headed.



Although
I also hesitate here slightly: always looking to the past for the answers can
be problematic. History can help us to observe patterns, dynamics, and maybe
relationships that might tell us something about other periods or about contemporary
international relations. But we should never do so thinking that the patterns
are definitely going to be the same or are deterministic. I think one can look
for patterns or relationships without automatically assuming that they have to
apply everywhere.



Historical
analysis can be problematic in its own right, because there is no way to
discover or absorb the past 'as it really was.' All history is some kind of
construction, whether it is based on contemporary or historical sources. Additionally,
in the social sciences we often have to rely on secondary sources. That is not
inherently a problem; this fact just introduces more variables to think about.
Pure narrative purporting to capture 'what really happened' can be very
problematic.



Given these disclaimers, it is useful to consider
the past. I think what should be emphasized is that, specifically at the grad
school level, students should be encouraged to dig a little deeper
historically. They shouldn't hesitate to do that excavation work.





IR, it has been argued, rests firmly on
a spatial or territorial understanding of politics. What constitutive role does
territorial space play in IR and is that role based on historical fact or is it
myth?



I
like that question. I think it is actually both—sort of a myth and sort of a
fact.  In one sense, territory informs at
least the state ideal (i.e., states as we think of them): it informs what the
state is, the interests of states, and of course how we distinguish one state
from another. And yet, while this is all inherently territorial, we also know
that this is far from an accurate description of a lot of regions and places in
the world. There are many different spatial ideas, practices, and organizations
with political agency that are non-state or non-territorial.



But
regarding the myth of state territoriality: I think it is important to point
out there is a lot of detail in the 'conventional narrative' of the state, such
as timing of when territoriality came about as pinpointed in Westphalia, that
has been quite effectively debunked by a number of scholars in the last 10 or
20 years (scholars like Andreas Osiander or Benno Teschke, from different
theoretical perspectives). This is a strongly supported finding. But it really
hasn't penetrated the mainstream narrative very well. While we can gradually see
a little more nuanced discussion in IR textbooks in the U.S., they more often
than not will still start with 1648 and Westphalia.



We
can now confidently say that states—states as we think of them now—did not
appear in 1648, let alone earlier. This is especially true if we look at the
specifically territorial or spatial aspects of statehood, which again are so
central to how we think about the state internationally. The focus on defending
cleanly demarcated linear boundaries and the idea of asserting absolute
sovereign authority within those lines; this is really not consolidated until at
least the 19th century. So, part of the myth is the timing and the
how and why we have states.



But
there still is a factual quality to territoriality in this story we tell
ourselves about the foundation of the international system and the supposed
creation of sovereign states. In a certain setting and for a certain period I
think this describes the ideas and practices of international politics quite
well. The most obvious example of this is 19th century Europe. While
there are still ways in which it diverges from the ideals of the typical state system,
in a lot of ways it actually did fit that. This happened at the same time as
the development of modern Western historiography, and it was the setting for some
of the traditional foundation of political science and IR. So we can see how
one shaped the other: history-making and state-making. The singular territorial
ideal of statehood from the 19th century has subsequently been
applied to other issues, actors, and areas. Even if it does not fit exactly, it
is applied today still and it is made to fit retrospectively much earlier
periods, where it applied less well.



Ultimately,
it is a powerful myth which has informed how we think about international
relations to such a degree that we shouldn't just throw it out. Instead, we
should think about exactly how it actually informs the way that international
relations is understood and practiced.
Practitioners and officials don't exactly read IR journals and base their
decision-making on our knowledge production, but the basic ideas of states, boundaries,
and territory which inform the practice of international relations—as well as
the study of it—should be our concern.





You have looked specifically at how
mapping has contributed to imagining and formation of the modern state system. Could
you elaborate more on how something as technical as cartography matters for
international politics?



I've
argued in my recent work that early modern mapping technologies were really
essential to the consolidation of the territorial state, particularly the
specific territorial features of states today. Maps, which have been a popular
medium over the past few centuries, really do shape how people understand the
world and their place in it. This gets us back to the connection between the
material and the ideational.



In early
modern Europe a revolution took place, first in mapmaking technologies and,
slightly later, in the ideas and practices of political rule, especially as it
relates to territory. I argue this was really not a coincidence. How rulers and
subjects conceived of rule and how rulers conceived of their realms was really
altered as they increasingly used maps that depicted the world in this one
particular way. The key characteristics of modern statehood – at least of the
ideal of modern statehood – such as linear boundaries between homogenous territorial
claims, really appeared first in maps and only subsequently in political practices
on the ground. Of course, there were existing authority structures, but these were
not particularly spatial or were not spatial in this linear demarcated way. Subsequently,
however, these authority structures were ignored or sometimes even actively
renounced in favor of the kind of authority which could be literally shown and
drawn on a map.



It is
interesting because initially, maps were not predominantly produced by rulers, states,
or officials. They were certainly involved in sponsoring some mapping projects,
buying maps, and using them, but mapmaking was more of a commercial private
scientific enterprise, if we can apply the label 'scientific' in the 16th
and 17th centuries. These map-makers certainly didn't have any articulated
goal of changing politics, at least not on this broad level. They were really
concerned with making money, maybe creating art, and advancing what they
thought was a growing science of cartography.



We
can however see that the map, as a technological artifact—maps as actual things—had
an impact on the practices of rule both between rulers and between rulers and
their subjects. I argue that this process occurred quite broadly across the
European development of the international system at that time. And you can see
this sequence really clearly in a case like France.



Let
me illustrate that. Here are three maps of 'France' ranging from the 1400s to
the 1700s—the quotation marks are necessary because the notion of there being
one entity called France across this whole period is more a matter of us labeling
it as such rather than it being one recognizable entity.









The
first map is from a 15th century manuscript about royal and noble
genealogy in France. The image is purported to represent 'all the realm of
France' and shows the country as a collection of what I would call places
rather than a single linearly demarcated space. You do have the notion of spatial
boundaries here, in terms of rivers as means for demarcation. Yet, very
clearly, the visual language of this map focuses on towns. And this is how rule
was practiced and operationalized as well: negotiations would be over places, or
maybe collections of people based on identity, jurisdiction, or where they were
allowed to reside, but not in term of linear demarcations between claims.









Now
look at the second map, which is just from about 150 years later, from the
1590s. It is from an atlas by a follower of Mercator, and its label Gallia is
the Roman designation for France. From our modern perspective we can recognize
something that looks a lot like a modern map of France. Maybe even a state, although
the boundaries are not exactly like we would expect them to be. But this is the
visual language of mapping that we are familiar with: longitude, latitude,
spatial expanses colored in, homogenous territorial claims—there is something
about the space depicted that argues that it is all the same, that is all
France.



And
despite this familiarity, it was actually far from an accurate depiction of
French rule. Not just in the actual placement of the boundaries, which are
contestable, but in the discrete nature of the boundaries themselves. Along
these frontiers, so clearly demarcated on this image, the claims of the French
king were often unclear and overlapped with those of other rulers. This was
even true for the interior of France during this period.









The
third map is another 150 years later, from the 1740s. This is from a map
showing the triangulation of the realm, undertaken by a group of geographers, known
as the Cassini survey, as several generations of the Cassini family headed up
this effort. The realm is being mapped explicitly using geometric tools with
the important emphasis that the image is actually meant to represent reality.
It is understood that way: it's supposed to measure reality, in order to enable
the French king to better understand what he rules. Moreover, this mapping took
place at the same time that rule was being implemented in practice on the
ground in terms of spatial expanses as we think of them, in the form of
demarcating boundaries with neighbors which had previously been unclear,
overlapping jurisdictions.



Although
maps of the second generation (i.e., the map from the 1590s) were 'inaccurate,'
they were extremely influential. They were widely distributed and purchased by
the elite, both inside and outside of government. Using these maps provided
rulers with this particularly new territorial meaning to their centralizing and
bureaucratizing efforts. As a consequence, the use of these maps as material
tools of governing and negotiation really changed the language of rule. Rule becomes
cartographic, at least in part. When two opposing sides come to the negotiation
table, for example, they at the very least have already agreed, implicitly, that
the division should be a linear boundary—it is just a question of where.



By
the time the third map is produced, the government is much more directly
involved in map production using accurate geometrical measurement. Yet the very
desire for this mapping was shaped by the earlier use of those commercial maps
that built up the visual grammar of geometric space. The French case is useful
because it is very well documented, but we do see the same sort of process
repeated either simultaneously or later throughout Europe and also elsewhere. In
fact, there is a lot of interesting scholarship on the introduction of mapping
and modern geographic thinking into regions outside the West. Siam Mapped (1994), a book by Thongchai Winichakul,
is a fantastic study that I found really useful for my thinking about Europe,
even though it deals with Siam (Thailand) in the late 19th and early
20th centuries.



This
is my story about mapping and territory, but I think there is a broader frame
to your question: do we want to bring in these sort of technical factors into explanations
in International Relations? And while we don't want to be technologically
determinist, there is some useful thinking around technology and its effects we
should consider. The impact of maps has been so strong, and yet they are such
common artifacts that they are largely conceived of as 'unremarkable' outside
of geographic-oriented disciplines.





So can we juxtapose this insight that mapping practices precede the
practice of rule and state formation to the anthropological present, that is,
what do the contemporary, some say radical, shifts in mapping techniques entail
for international politics?



Absolutely.
When I initially present my work, there is often an assumption that I use GIS
in my study. Instead, my work focuses on analyzing mapping itself—maps as
historical artifacts, their effects and their interaction with political
identities, interests, and organizations. But I think the ways in which methodology
and the subject of study overlap on subjects like technology could potentially
contribute to stretching the boundaries of IR. The big data question is both a
question of studying what big data means for politics but also how we can use
big data to study politics. The way in which new technologies can simultaneously
play into our methods and into our answers or questions is a pressing and
fascinating issue.



For
instance, there has been a lot of back and forth on the question of whether
more open-access mapping techniques entail some sort of democratization. While
I think we have seen that more participatory forms of mapping are possible, we
shouldn't think that this type of mapping is completely open, as no
technological system is completely open to anyone and everyone at all times.
But, indeed, there is a democratization of mapping under way. Authorship in a
whole host of domains, including mapping, is opening up where there used to be
a single authoritative voice or at least a single type of authoritative voice. So
maps are an example of this opening up and collective authorship. At the same
time, accommodating more voices also means that a lot of information is being
shared without authority or attribution or what we think of as a legitimate
source… When you open a map from Rand McNally or National Geographic, you know
that specific cartographers thought this was accurate and you can blame or
praise them. But when you open up a layer of Google Earth that has been
crowd-sourced you don't know who put that pin there, and you don't know why.



It's
really interesting to explore a bit further how this is different from the
recent past. In the 19th and first half of the 20th
century, mapmaking was essentially state-led. The U.S. geological survey, the
Ordnance Survey in Britain, or large mapmaking geographical institutions such
as National Geographic represented the owners and producers. Mapping was so
technical, so obviously technical that the everyday person would not be able to
make a map to Rand McNally's standards. This has changed, and quite importantly
so. Not only do we have the technology to do this, people are aware that they
can use it as easily as opening a smartphone app, thereby incorporating more
points of view. This is not necessarily good or bad. Politically, it does open
up new possibilities. Maps have always been political, both implicitly and
explicitly. It certainly opens up the possibility of some kind of broader shift
in ideas about territory. Let me illustrate with an example. I haven't
necessarily come across specific maps that present some completely novel visual
grammar potentially reshaping the way we think about the world. But, an
interesting example I like to bring to my students: there was a September 2011blog post on Google's Lat-Long blog (which is the company's blog about Google Maps and Google Earth). Its headline
read: 'South Sudan is now official on Google Maps,' and it displayed a
screenshot of the new boundary. 







They changed their base layer by adding a boundary between South Sudan and
Sudan. This of course followed the referendum and the UN's recognition, and all
the traditional precursors to official statehood. South
Sudan became a recognizable entity on that blog. Google Earth, a
non-governmental actor, indeed a huge corporate actor—and thus not necessarily
democratizing—becomes part of the discourse of declaring South Sudan's official
existence.



This
is an example of how things might be going. Interestingly, the whole enterprise
of mapping today actually resembles more closely that of the 16th
and early 17th centuries then that of the 19th or early
20th century, not technologically but organizationally. The
state-centric view of the world was enforced by the state-authored mappings of
the 19th and 20th centuries. Now, by contrast, there is a
kind of shared or unclear authorship, there is crowdsourcing, there are multiple
sources of conflicting and quite openly unreliable or uncertain information.
This environment of rapidly increasing distribution and use also describes the
creation of the early atlases in the late 16th century and early 17th
centuries, which involved the collation of all kinds of information from multiple
sources.



And
of course it was in the 16th and 17th century when this
sort of non-state-controlled mapping presented innovative images of the world—those
images that ended up shaping and consolidating the state form of territory. And
so it was these new tools for understanding and acting on the world which gave
the state its territorial shape. As key information-producing activities are
being opened up, some forms of power are being redistributed. This certainly
means that we need to widen our scope in terms of whom we consider to be a
stakeholder or what sort of actors we want to study. We know that the dichotomy
of state versus non-state is not sufficient. We need to be subtler in our
inquiries. In IR, of course, the stereotypical over-emphasis on states is being
questioned, and this is really just one more sign that a piece of the power of
the state, in this case map-production and distribution, is shifting elsewhere.




I
recently had a conversation with students in my undergrad seminar on technology
and international politics. I went into it saying: 'Hey, all this mobile
mapping and GPS and Google Earth is totally revolutionary. This may change how
we think about the world.' And they were all completely unconvinced, since they
use these technologies all the time—to a bunch of twenty-year-olds these tools seem
unremarkable. And maybe that is actually a more accurate analysis. But it is
interesting how it is such a different analysis from that of my generation and anyone
older, all of us who have spent a lot of time, for example, driving around
without GPS. It is partly this perception and the 'unthinking usage' which make
the relationship between technologies and social and political outcomes so difficult
to observe. Our ideas may be changed, and especially the ideas of younger
generations may be changed, without anyone particularly noticing how dramatic
the changes might be. This also means that the connections, because they are
'unthinking,' can be quite foundational to people's ideas of social identities
or political practices. They are tacit and embodied. That makes it both hard to
observe but also an interesting puzzle. But it is worthwhile mentioning that
the images presented by Google Maps and other digital mapping tools,
particularly satellite imagery, might carry a greater legitimacy in terms of
depicting 'the truth'. It looks like a picture of the world and therefore
whatever is on it, even layered on data (like a new international boundary),
must be true. It represents another apex of the scientific trajectory of
mapping.





If it is just about adding a data layer on a base map that remains the
same, does that then mean that ontologically this kind of mapping technology
actually doesn't challenge territoriality?



That
gets to an interesting point, which entangles with a lot of the more careful
discussions of globalization and the state. One version of that is that the
state is not dying, is not being destroyed. It is just that other things are
being layered on top of it, and the state and its boundaries still remain and
still matter for certain things. In this case, maps are perfectly capable of
showing state boundaries—they look very fixed, very strong—but one can layer on
top other types of information, maybe transactional flows or particular places
that are connected in different ways.



I
think that could be an interesting argument: these new mapping tools can really
show so much, and it is matter of selecting what you want to show and
unselecting things you don't want to show. Thus they don't do anything to
undermine one particular view of the world. Now that is not necessarily a good
or bad thing. If we look at the history of mapping and the origins of state
territoriality, a key part of that was that it was really hard to depict
medieval jurisdictional and personal notions of rule on early modern maps. Printing
technology and mapping tools prescribed depiction in a certain way—drawing
lines and coloring in spaces. Maps made it harder to show and thus think about
the other forms of rule. If digital maps are still perfectly capable of showing
states and their boundaries, they may do very little to undermine that notion
of territory.





Finally, if we are interested in the politics of maps, to what extent do
we need to study not only the maps as political artifacts but the mapmakers as
political actors as well?



I
think it is extremely useful to do both, and obviously if we study mapping
today, we can do both. In terms of
historical work, we can only rely on very limited sources, such as what mapmakers
themselves wrote about what they were doing. We don't know a lot about their
goals or ideas about politics. I would have loved to have been able to read
exhaustive memoirs by mapmakers such as Ortelius and Mercator. Of course, they might
not have said anything about the questions we are interested in. On the other
hand, a lot of map-makers today are involved in mapping for explicit political
reasons: for example, Ushahidi-type collaborative mapping (www.ushahidi.com), or humanitarian and
relief mapping. Here we can dig into the question of how the maps produced relate
to specific objectives. That is a great way to get more analytical leverage on
a lot of these questions.



Jordan Branch joined the Political Science
department at Brown as an Assistant Professor in summer 2012. He received his
PhD in Political Science at UC-Berkeley in 2011, and spent 2011-2012 as the
Hayward R. Alker Postdoctoral Fellow at the Center for International Studies at
the University of Southern California. His interests include international
relations theory, the history of the sovereign state system, contemporary
challenges to statehood, and the intersection of technological and political
change. In 2014, Cambridge University Press published his book, The
Cartographic State: Maps, Territory, and the Origins of Sovereignty. His
research has also appeared in International Organization and
the European Journal of International Relations.







Related links





Faculty profile at Brown University
Read
Branch's Mapping the Sovereign State:
Technology, Authority, and Systemic Change (International Organization 2011) here (pdf) 
Read
Branch's Colonial Reflection' and
Territoriality: The Peripheral Origins of Sovereign Statehood (European Journal of International Relations,
2012) here (pdf) 








Print version of this Talk (pdf)




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Peggy Grimm Pierce ; The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ; This is an oral history interview with Peggy Grimm Pierce. It was conducted on November 11, 2011 and concerns her recollections and experiences with Weber State University and specifically the Stewart Library. The interviewer is Ruby Licona. ; 18p.; 29cm.; 2 bound transcripts; 4 file folders. 1 video disc: digital; 4 3/4 in. ; i Oral History Program Peggy Grimm Pierce Interviewed by Ruby Licona 11 November 2011 ii Oral History Program Weber State University Stewart Library Ogden, Utah Peggy Grimm Pierce Interviewed by Ruby Licona 11 November 2011 Copyright © 2012 by Weber State University, Stewart Library iii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Peggy Grimm Pierce, an oral history by Ruby Licona, 11 November 2011, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. Peggy Grimm LaDianaeda Sorority 1956 Peggy Grimm Pierce & Don Pierce 50th Wedding Anniversary 2008 Peggy Grimm Pierce ca. 1977 1 Abstract: This is an oral history interview with Peggy Grimm Pierce. It was conducted on November 11, 2011 and concerns her recollections and experiences with Weber State University and specifically the Stewart Library. The interviewer is Ruby Licona. RL: I'm Ruby Licona from the Stewart Library at Weber State University. Today is November 11, 2011. I'm speaking today with Peggy Grimm Pierce, who worked at the Stewart Library from 1977 to 2000. She retired as the Coordinator of the Interlibrary Loan Department. We are speaking at her home in Santa Clara, Utah. Peggy, why don't we start with some general background information? Tell me about your family background, where you were born, and how you ended up at Weber State. PP: I was born and raised in Grand River, Iowa. My father was a truck driver so we moved all over. When I was fifteen, he decided to move to Ogden and we stayed put. That was wonderful for me. I didn't want to leave Iowa because I was dating Don, who is now my husband. My mother caught me in my room crying a few times, but I loved Weber High School. Dr. Rowley, who is also a professor at Weber State, was the drama coach at the high school at the time. I'd never done anything like that before, but I signed up for the class and he took me under his wing. So while I was in high school, I was in a few plays. I came from a hillbilly background in Iowa and I blossomed under Dr. Rowley's care. I was also the homecoming queen, junior prom queen and vice president of the student body. My world had changed immensely from where I came from. Don would come to 2 visit Utah on occasion to see my brother. While I was at Weber State, he came to visit and we got back together again. Before that, I had signed up for a scholarship at Weber under the directions of the girls' advisor. She found out that I didn't intend to go to college because we were too poor. She insisted that I sign up for this scholarship and I got it. I attended Weber State for four quarters, intending to become an elementary school teacher—that was the desire of my heart—but then Don and I decided to get married. I transferred from the telephone company, where I was working even though I was a student at Weber State, and I transferred to Des Moines. We got married in 1958 and Don went to school at the University of Iowa. I longed to complete my degree, but it wasn't possible. We had three children very quickly and I was working. We eventually ended up moving out of state so Don could get his degree. I put him through his Bachelor's and his Master's at Texas A&M. The agreement was that he would then put me through school. But we ended up in Redmond, Oregon, and it was not possible to attend college there, I would have had to leave my family for extended periods of time, which I wasn't willing to do. Don decided, after five years as an administrator in the Redmond School District, that we would come back to Utah. We came back for a summer vacation in the summer of 1977—my parents still lived here—and Don decided to look for work. He went to the Weber State campus to look and when he came back, he told me that there was a job for a Reserve librarian. I said, "I'm not going to interview for a job until you get one." He said, "Just go ahead and interview, at least, and I'll be interviewing in other places." I interviewed with 3 Craige Hall and we then went home to Oregon because Don hadn't found a job. When we got home, Craige called and told me that he'd like to offer the Reserve librarian job to me. I said, "Thank you, I appreciate the offer, but I will not be taking it because my husband did not get a job in Utah." I hung up and took our three daughters and went shopping. While we were shopping, Don called Craige back and told him I'd take the job. [Laughter] Craige, then, was laboring under the false impression that I was this little lady who did everything her husband said. RL: He was in for a rude awakening. [Laughter] PP: When I did accept the position, I told Craige that I would be working for three years because I intended to get my degree and then become an elementary teacher. Well, seven years later I was still working in the library and I did, finally, graduate with an elementary education degree. RL: When was that? PP: That was in 1984. I then had to go to the hospital and have gall bladder surgery, but I had already interviewed for an Interlibrary Loan position. While I was in the hospital, Scott Burkenshaw peeked around the corner and said, "Peggy, you got the job." I said, "Oh my goodness, you must be desperate." That was the Interlibrary Loan coordinator position and I just loved it. RL: You did it for a long time. PP: There was so much that had to be learned. I had to learn the OCLC system. It was like getting another degree and I thoroughly enjoyed it. Working with all the faculty and staff was a real treat, as well. During that time, I was selected as the 4 Presidential Outstanding Staff Member. I think it must have been just because I had so many contacts with faculty and they had been so happy to get the materials that they needed for their research. Here's a funny story from Interlibrary Loan: there was a student who was doing research on swine waste and methane gas. I did a lot of searching in order to get the materials that he needed for his research. He earned an award for his research. He came in and told me how happy he was and said, "I just wish there was something I could do for you." Over the course of the conversation, we had talked about how he was gardening and I was gardening and he had a lot better tomatoes than his dad had and it was because of this swine waste. Then it was like a light bulb went on above his head and he said, "Oh! That's what I can do for you—I can bring you swine manure!" [Laughter] A couple of weeks before that, I had been talking to Joan Hubbard because she had worked in Interlibrary Loan also. She said, "That's the only job in the library that I know of where you get candy and flowers for your efforts." I could hardly wait to tell her that there was one other thing that you could get as a reward for your efforts. RL: After forty years of working in libraries, I have to say that you're the first person I've ever heard of that got swine waste as a thank you gift. I can imagine that it was very rewarding to be able to help people with their research. I know that in Interlibrary Loan you get to work with people all over the world. PP: You certainly do. Some of them were the students working in the library under my supervision. I started out with Kim Wynn working there as a student; she was from Vietnam. Her family was still in Vietnam, but she had been working for the 5 United States government. Without any warning, she was told that she needed to pack a sack of belongings and get on the plane because the Communists were coming and she would be killed because she was working for the United States government. So she did and ended up in a small apartment working at Weber. She was an excellent worker. She came to me one day and said, "I have two brothers that are in Communist prisons who are working for South Vietnam in the military." A while later, she came back and said, "My brothers have escaped." She got them to the United States—I don't know how. She came to me one day and said, "Peggy, I need for my brothers to have jobs." They could barely speak English. I told her I could employ one, but not both. So Tuan started working in the Reserve Department. He had a wonderful work ethic. When we had days that the campus was closed because of snow, the library wouldn't be closed, but Tuan would get to work before I did and he was always there. Very dependable. Later on, Tuan asked me if his nephew, who had just arrived from Vietnam, could work in the library. They were a very fine family. I had a Japanese boy who worked for the library under my supervision and an Iranian man, too. It was just delightful. RL: It sounds like you had your own little Diversity Department right there in the library. PP: We really did. [Laughter] RL: Let's back up a little bit. When you arrived and took the position as the Reserve librarian, how many people were employed by the library at that point? Do you have any idea? 6 PP: I do not, but it certainly did grow after that. RL: When you arrived, was the library already in both wings? PP: Yes. We had both—with the accompanying heat problems. RL: Do you remember some of the people that you worked with at the beginning? PP: Louise Larkin comes to mind. And the lady who worked with her—they were delightful. They were working in the back—classifying and cataloging books as they came in. One of my very best friends was Linda Heinze. It turns out that Linda went to Weber High School at the same time I did. RL: Did you know one another? PP: No. She joked about how she was in the parking lot crowd while I was in with the student counsel trying to decide what to do about the parking lot crowd. She was working on the keypunch. RL: Doing the cards for the checkout system? PP: Yes. I had done that when I was employed by Internal Revenue, so I was well aware of what kind of work she was doing there. I don't want to digress, but I don't want to miss telling you about this, too. The summer that Craige decided to become a part-time director of the library— RL: He became part-time director of the library and also the director over the computer center. PP: Yes. That was the most horrendous summer that I have spent on the campus. It was partly because of Craige having to leave, but mostly because we had this huge steel corrugated panel that was being pounded into the earth behind the library to prevent water from coming into the basement. They pounded that all 7 summer long. If that wasn't enough, we also had a new online system come into the library that summer. RL: The online checkout and cataloging? PP: Yes. That had to all be learned from scratch. It was so demanding. But we got through it and what a wonderful library. RL: That was in the middle of the '80s? PP: Probably. When you talk to Craige, you'll be able to figure it out. I'm sure he remembers it well. RL: So you essentially worked with Reserve and then went to Interlibrary Loan? PP: Yes. I also worked at the Reference desk while I was the coordinator of Interlibrary Loan. Boy, that was interesting. My favorite saying about working in the library was that I never had a day working there when I didn't learn something. It was stimulating. I have worked for JC Penney, for the Bell Telephone Company, for the Army, and for the Air Force, and I have never found better people to work with than the people on that campus. I found the morals to be higher and the friendships to be long-lasting. The help, when you needed it, was there. RL: Now, I believe that the Presidential Distinguished Staff Award that you got was not only for your work in the library but you were also involved in things on campus outside of the library. PP: Yes. I was part of the Employee's Association. It was state-wide and it was to negotiate for salaries and to try to get better benefits and so on. I became the president for that association on campus. One summer, some officials from 8 campus came to me and said that they had a Centennial Court that they had built on campus and that they were going to dedicate it and that it would have my name on it. I went to the dedication and found out that my sister's name was also on the wall. RL: That would have been 1989? PP: Yes. My sister had been vice president of the student body when she was a student there. So it was fun to see that my name was there along with hers. RL: That puts you into the Weber State history. PP: Well, you know, I started as a student in the old campus before we had a dedicated library building. It was in what we called "the tub." I attended classes on the lower campus. In fact, I was taking a swimming class and then I would have to rush to my photography class on the upper campus. They wanted me to do the modeling for their class even though I didn't have a hairdryer and all the things that you have now in order to fix yourself up rapidly. That was interesting. [Laugher] I loved my classes when I finally got into the elementary education classes. We had the "Wilkits" at that point. If you weren't organized, then you very well better get organized. You had things you had to do at a specified time. RL: Were these teaching kits? Kind of teaching you pedagogy? PP: Yes. Teaching all the kinds of things you had to know in order to teach elementary education. RL: Lesson plans and activities and so forth? PP: Yes, we also had formal classes, but those "Wilkits" were the primary part of that course work. A few years later, my daughter was in the same program. In fact, I 9 have three daughters that graduated from Weber State. My brother and my sister did, as well, and my husband and my niece attended there. RL: Other than the Employee's Association, were there other associations or committees on campus that you were involved in? PP: Yes, but I'm sorry, I can't recall the name of the committee. I spent a lot of time on it, too. It was for employees but it wasn't with the Employee's Association. RL: I seem to remember that when Paul and Carolyn Thompson came to campus, you had known them from when you were in school. PP: I had known them from high school. They were a little bit younger than I was. We weren't super close because I was older than them. RL: So you were not on campus at Weber when they were students there? PP: I think I left just before they became active at Weber State. RL: And were you able to interact with them after you came back to the campus? PP: Yes, I think they're really very fine people. I said to Paul one time, "Paul, I'm going to have to just start shaking hands with you when I meet you in a line of people because I think there's some people who don't like it when I get a big hug." [Laughter] He said, "That's ridiculous." We've been friends for a long time and he knows my family. RL: Now, you mentioned some of the different places you've worked. When you worked for JC Penney, was that in Ogden? PP: Yes, it was in Ogden. Let me tell you how I started there. I was sixteen years old. We'd lived in Ogden for a year—I came from a background of wearing flannel shirts, jeans, moccasins and two pairs of socks—and I found out that that was 10 not the way you dressed in Ogden. When you went downtown in the '50s, you wore your best attire and gloves. So here I was, sixteen, by myself, downtown, and dressed up with my gloves. I was going through the JC Penney store and a very distinguished-looking gentleman came up to me and he said, "Miss, how would you like to work here?" I tipped my nose in the air and I walked off. I didn't know him and I didn't know what he was up to. It turned out that he was Ted Schmidt, the manager of JC Penney and Mayor of Ogden, as well. RL: Oh my goodness. PP: So one year later, I was walking through JC Penney with my aunt and we were both dressed up with our gloves. Ted Schmidt came up to me and made the same approach and I started to tip my nose up and Auntie said, "Just a minute, dear, let's go talk to the gentleman." So Ted took us upstairs to his office and offered me a job as a model. I'd never modeled before in my life! But I accepted the job and Ted taught me how to pivot, how to hold my hands, how to dress and how to walk. Then, there was a stand by the elevator where the models stood and wore the dresses that were on sale in the store. One day as I was turning, the elevator door opened and this little boy came out with his mom and he looked up and said, "Wow, look Mom, the dummy moved!" [Laughter] Another day, I caught a lady shoplifting while I was standing on that platform. Another time, it was approaching Easter and they had a lot of hats for sale. They set up a store window with all of these hats on the floor, a dressing table, a mirror, and me. I was sitting there and as people would walk by, they'd point to a hat and I'd model it for them. It was so much fun! 11 RL: You also mentioned that you worked for the military. What did you do there? PP: I was a keypunch operator for the Air Force. I also worked for Internal Revenue as a keypunch operator. I didn't do well at typing. My worst class and lowest grade in high school was in typing. So when this job came up with Internal Revenue Service as a keypunch operator— RL: Was that in Ogden? PP: Yes, it was in Ogden. For the job, you needed to be able to do twenty-five words per minute typing. I rented a typewriter and practiced and practiced. I took the test three times and never got to twenty-five words per minute. Finally, the gentleman in the employment office took pity on me and said, "I'm going to put you through, anyway." So I took the training and eventually, after I had worked there for a while, my accuracy and speed got so good that I received a monetary award. RL: In your time at Weber, are there particular incidents or movements that stand out? PP: The emphasis on diversity really changed all of us, I think. While we may have already believed in the premise, there wasn't much said about diversity until that time. We even had contests where we decorated doors with the diversity theme. I did that for a few years in the library. RL: They also started making a lot more services available for the different groups. PP: Yes. They also installed the little island, if you will, in the back parking lot. That was during President Nadauld's terms. At the time, it was suggested that the staff could use that for breaks and lunches and things. 12 RL: They took away the parking lot and put in that little plaza. PP: There was a lot of debate at the time. I didn't agree with it, but it looks nice now. I don't know how it's used. I hope the fire trucks can get around it. RL: Yes, the fire trucks can get around there. This past year, they made that back area of the library the only spot where the shuttle buses from the Dee Events Center stop. We get a lot of traffic in the library because it drops the students right there. PP: Very good. There was quite a long time there where they weren't able to be dropped off close to the library. It was quite a trip for them. RL: Anything in the library in terms of the organization of it? You mentioned the summer that Craige became part-time director of the library and was over the computing center. Did that affect the people in the library? He was a good administrator and he was organized. PP: He did and he had a lot of experience before that. I really didn't notice huge problems as far as him being gone. He managed to keep us working smoothly in spite of all that was going on during that summer. RL: Were there things that happened that were less than perfect? I'm not asking for dirt or anything, but are there things that stand out in your mind from your time? PP: It was a time when most people in the library didn't think that the evaluation form that we were using—and it was the same that they were using daily—was something that we should continue with. They were considering changing that, but it just happened to fall on me to be the first person that they evaluated. RL: Was this under Craige? 13 PP: Yes, but he wasn't involved. Five faculty members evaluated me for one hour and the very first thing that one of them said was, "Your previous evaluation forms looks like you can walk on water and that's just not possible." They then decided to downgrade my evaluation. Not because I hadn't performed adequately, but because they didn't think that I—or anybody else—should be graded so highly. So after an hour of this grueling situation, we were closing and one of the faculty said, "Peggy, how do you feel about this?" I said, "I feel like I've been run over by a truck and you'll be hearing from me again." Then I went to Human Resources and told the director what had happened. RL: Was that Stan Greenhalgh? PP: Yes, it was. Stan said that should not have occurred because an evaluation is to make you feel better, not worse. You should not be evaluated by five people; it should be a one-on-one. RL: And it should be your direct supervisors. PP: They weren't. The result was that I was evaluated again by Craige. I think, eventually, we got a different evaluation form. I remember going to Enable Industries, the firm where my husband was president. Every time I heard negative remarks in the library about the work and the jobs, I kept thinking off all of these disabled people at Enable Industries and everything they had to go through to get a job and keep a job. Joan suggested that we take a group of people over there and we decided to take a group from the library to tour Enable Industries. During that time, Joan was with us and she 14 was quite intrigued by the evaluation methods that they were using there. I think that some of those methods were initiated later on. RL: We can always learn from one another. I think the people on that tour benefited from seeing how bad they didn't have it. PP: Absolutely. That was an eye-opener. RL: I remember that in addition to your responsibilities in working at the Reference desk, you acted as the bibliographer for the children's books for a while. Was that because of your teaching experience and background? PP: When I was taking classes in elementary education, several times I would take an armload of books from the young people's collection to class and tell them about them. They weren't aware of having such a wonderful young people's collection in the Stewart Library. Even the faculty was intrigued by the beautiful books that I was showing. When it became my opportunity to work directly with the young people's collection, I loved it. RL: Did you buy the books? PP: I ordered a minimum amount of them. Our library budget, at that time, was very small. We would regularly get the Newberry Award books and so on. When we had a tour that was being scheduled to come through with children in it, the other faculty members would shy away from that group. Finally, they asked if I wanted to do it and so I got to conduct several tours with children's groups. I got to read them stories in the library. 15 RL: We had a group just two weeks ago that came through. I think they were three and four years old. It is a great resource for the education students—knowing about that collection is important. PP: True. I took a class on children's literature. What helped my interest to grow was that I had been the children's librarian in several different schools in Oregon, so I was aware of the many books available. I had children of my own and I found it fun to give birthday gifts and Christmas gifts to my children and grandchildren in the form of books. I've always loved books. RL: It's good for a librarian to love books. It's a disappearing art. So, Peggy, any more memories that you'd like to share from the years of your tenure at the library? PP: There's one disturbing situation involving a student worker and a student who used Interlibrary Loan heavily. Actually, let me backtrack a little bit. My sister-in-law works at the University of Iowa where they had a shooting incident. I think three people were killed because of a student being angry. After that, there was a lot of work in compiling information and finding out what could be done to avoid that sort of thing. I called Linda and asked her if she could send me some of this information. I gave the information to Joan and it wasn't very long after that that we had a student from Vietnam or Thailand who was a student worker at the main desk and used Interlibrary Loan extensively. A brilliant young man. He got involved with a young woman whose husband was still in Asia. He loaned her a large amount of money and was very fond of her. When her husband came to 16 Ogden, everything kind of fell apart. We started having meetings about this trio of people and what could be done because it was very disruptive. RL: Disruptive in what way? PP: He was angry at her because she had gone back to her husband and had not paid him back his loan. He still cared for her and he was losing face, which is upsetting in the Asian culture. Well, a meeting was called. It was to be held in the Union Building with the campus attorney, the three individuals, and the head of the department where he worked in the library. RL: Circulation? PP: Yes, Circulation. So they all congregated for the meeting and this young man came in with a backpack. RL: It was a disciplinary hearing, wasn't it? PP: Yes, it was. It just happened that the campus police officer was there, as well. That was unusual because he didn't usually attend those meetings. Well, the student employee pulled a gun out of his backpack and started shooting. He shot the attorney in the arm. He was trying to shoot and kill the woman's husband. He shot the police officer in the nose. Finally, the student was killed by the police officer. It was so very upsetting to all the library personnel who had known him and to the young woman, as well. RL: It created a lot of grief and consternation. It must have been about the lowest point in your library career. What was the highest point? 17 PP: It was very good to receive an award and be recognized for the hard work that I had done in Interlibrary Loan. I had a couple of people mention me on books that they had written. RL: Dedications? PP: That I had helped contribute. That was great. RL: In any work situation, there's the good and there's the bad and those are the incidents we remember. PP: And here I am now, retired. When I retired in 2000, it was in winter—January. I went home to cold, wintery days and I realized, "What have I done?" Then Joan offered me the opportunity to come back part-time at the Reference desk. I think it was about two years that I worked there so I could transition into being retired. RL: My memory of your time in the library was a time when we had had a horrible snow storm. I had a house that had a triple-wide driveway and I had spent an hour and a half clearing the snow off of it, then I went inside, showered, got dressed, got to work, and you were the only one in the building. You had this really nonplussed expression on your face and I said, "What's going on?" You said, "They closed the university." [Laughter] Essentially, we both laughed that someone had called off the party and didn't bother to let us know. PP: Most of the time, the library stayed open. We maintained that there were still students on campus that needed to have a place to go to. I remember one time, the sky light on the third floor was blown off and there we were with Reference on the third floor. We were still working and all the buildings around the library had been closed because of the wind. And here we were, still working. 18 RL: At least you can laugh about it. I know that your time in the library was very much appreciated and the time that you've taken to talk with me today is appreciated. Thank you. PP: You're sure welcome.

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</style> <![endif]--><span style="font-size: 12pt; font-family: ";Times New Roman";,";serif";;">The author notes that despite the fact that the fight to move crime prevention to a more prominent place in the public agenda has been partially won after decades of effort, there is nonetheless a significant segment of the population and legislators who still believe that "cracking down on crime" is the best way to protect society. Some policy-makers have now been convinced that crime prevention is a better way of controlling crime than tinkering with laws and fine-tuning the justice system, but unless crime prevention advocates can continue to demonstrate that the time and money now going to crime prevention produces results, the author argues there is a risk of losing what has been gained. He </span><span style="font-size: 12pt; font-family: ";Times New Roman";,";serif";;" lang="EN-GB">describes some of what we know about the causation of crime and delinquency, links these findings with crime reduction strategies, and looks at some of the evidence concerning the effectiveness of these crime prevention programs. He observes sardonically that if reducing crime were a simple task, Canada would have become crime-free many years ago.</span><span style="font-size: 10pt; font-family: " lang="EN-CA"></span>

FEBRUARY, 1907 YOL. XIY. HO. 8 GETTYSBURG COLLEGE GETTYSBURG, PA. v*itm****%im**#wxn*mfriim***+*. PRESS Of W. fl. BAMMOND. '1 ■] >/,.-.• H ,( it-* PHra .»»»n . .■» ki .•»•»■»• cI /^/^ I \C"N The National Organization ot ^^.U^±-J^r^^r^J^JJ~-Jt^>^ Brain Brokers. Commonwealth Trust Bldg., Phila., Pa. Offices in Twelve Other Cities. Come and Have a Good Shave.,. or HAIR-CUT at Harry B. Seta's BARBER SHOP 35 Baltimore St. BARBERS' SUPPLIES A SPECIALTY. Also, choice line of fine Cigars. R. A. WONDERS Comer Cigar ParlorSv A full line of Cigars, Tobacco, Pipes, etc. Scott's Corner, opp. Eagle Hotel] GETTYSBURG, PA. Pool Parlors in Connection. IP YOU CALL ON C. A. Bloeher, deuueleiv Centre Square, He can serve you in anything you may want in REPAIRING or JEWELRY. - M'v.i.7'1.?' ?'•;■ ;-v/-i '{■■'■! ' ;?4 " > " . WE RECOMMEND THESE FIRMS. Established 1867 by Allen Walton Allen K. Walton, Pres. and Treas. Root. J. Walton, Superintendent. Hummelstown Brown Stone Gompanji, and Manufacturers of BUILDING STONE, SAWED FLAGGING, and TILE, ■' [■.■!■■■ ■!■■ ■ ^i*--11:—: l;- '"I 1 i ft ni'»■ dKMi^aai^MHIIUiHmBWHaBK^BB THE MERCURY. 213 There is a natural and proper desire which we all share to more or less extent—that is, the desire for the esteem of others. A lack of this feeling is indicative of a defective character and results in carelessness and boorishness. Yet that this senti-ment is often magnified into over sensitiveness to others opin-ions is evident in many departments of college work. In the class room it is responsible for much of the hesitancy to an-swer general questions, and how many fear to ask questions lest they are ridiculed tor stupidity or criticized for trying to impress the teacher, or as college vernacular has it, " work the Profs." Thus one of the most effective ways of keeping up a live interest in a recitation is lost. The suppression of the im-pulse to ask and answer questions leads to inattention and study-ing for words at the expense of thought. " Every problem solved is the origin of the other problems to be solved. When men have no questions to ask, not only have their lips become para-lyzed but the brain has become atrophied." Another and very similar phase is the reluctance to seek, privately, the help, advice, or friendship of a professor, lest it be interpreted by college mates as courting favors. Thus the opportunity for enjoying helpful personal relations with a teacher goes by unimproved. This same feeling may sometimes prompt a generosity, which is simply the outcome of the fear of being considered mean and stingy, and which seriously handicaps the one with a meagre allowance. Modesty, that rare virtue, may dwindle into lack of inde-pendence until originality is crushed and personality weakened. There are many times in a student's college days when there is need to stand firm for his opinions and rights, and not yield weakly to college bossism nor allow his enthusiasm to be dampened by depreciating remarks of others. It seems to me that this lack of independence is the fault of much of the present neglect of opportunity for development offered by the literary societies. The Freshman starts enthusiastically to work ; carefully and willingly he prepares his first debates and essays, but bye and bye, he allows his own convictions to be influenced by the lethargy and carelessness of others, who look ■ 214 THE MERCURY. on in good natured amusement at his enthusiasm. He takes for a model upper classmen who pronounce literary a farce— their loyalty consisting in attendance when others put forth some special effort for their entertainment. On the other hand independence may be developed into arrogance and egotism, which is as fatal to the acquisition of friends or of knowledge. When one imagines his own opin-ions infallible, the ministrations of text-book and teacher tall upon stony ground. Ambition is essential to the attainment of the college ideal. Yet when one centers his determination on high marks and honors, looking upon stooped shoulders, ruined eyesight and pale cheeks as marks of heroic self-mastery—as honorable scars, when he cuts himself off from many of the rarest pleas-ures of college life, when he, self centered, refuses to take part or support with his enthusiasm, the general college organiza-tion, there is evidently a sad loss of perspective. If the ambi-tion is directed along athletic or other lines, the distortion of view is evinced in the determination to be the star, demanding everyone to play into his hands, disregarding the rights of others and the best interests of the college. Society offering opportunity for culture and polish, a most effective background for college life, is very often brought into too great prominence, crowding out true sociality, tending to-ward snobbishness, in the adherence to false standards in the choice of friends—standards which too often have little refer-ence to intellectuality or true moral worth ; interfering with working hours, either in actually subtracting from the regular periods for study and recitation or physically disabling for the best work. Lessons are hurriedly prepared ; gradually forced by accumulating work, dishonest means for preparation are resorted to, thus defeating the very end of class work. Per-haps the most subtle danger of the society enthusiast is the idea which creeps in, that the " smart set " and the "fast set" are synonomous, and a feeling of gratification to be classed among them. Money, time, health and character are recklessly squandered. Under such conditions a college course can scarce but prove a failure. . ," . . biht J THE MERCURY. 215 Quite apart from all this is the confusion and indistinctness of view which is the natural result of the sudden transition from the dim light of acceptance of fact, without questioning the full searchlight of philosophy, ethical metaphysics and science. The great foundation principle—the freedom of the will and existence of God must be tested and answered by each individual himself. Faith is changed to honest doubt. All is confusion. To stop here means skepticism, the most dangerous mental bias. The reaction must be balanced by deeper study and thought, and the softening influence of intel-lectual men. In a brief way I have tried to suggest some of the mistakes ±0 which we as students are subject—to one this and to another that. None of us are impervious. Should then, conscience, a friend, or professor, lay a detaining hand upon our shoulder with the intreaty, " O, student, come away from your work, or from your play, and consider awhile," do not shake him off in angef or impatience, and continue in the old way, lest when college days are over we look back with that wish so often heard—" O, that I could begin over, how differently I would do!" For it is possible to produca a masterpiece. Neither is talent, nor the most expensive art materials the chief requisite, but the power to see things as they really are. The words of Dr. Flurringare as a clarion calling us to our best efforts—"To the true man of alert intelligence, pure heart, and strong will, the college represents a new birth and a new life. College is simply another name for opportunity. Opportunity, widest, deepest, highest, richest." ■■•■^■■IB 2\6 THE MERCURY. BOY PRISONERS IN PHILADELPHIA. A PAPER READ AT SEMINARY BY F., '04. *HK name of Judge Lindsey, of Denver, is on the lips of people all over our country today. The current maga-zines are filled with praises for him and with accounts of his work. This " Boys' Judge " and " Friend of the Boys," this reformer and statesman, has endeared himself to many hearts. His efforts in his public career have been largely along lines hitherto unventured and untried, and his convictions have not lacked courage. One field in which he has specialised and in which he has become an expert authority is that of the prob-lems of boys in the city. Judge Lindsey is perfectly familiar with boy life; he understands the " gang " and its habits; he sympathizes with the boys in their temptations and struggles , and, as their judge in the Juvenile Courts, he has proved him-self a true friend, as well as a revolutionizer in the methods of treatment of young prisoners. If you have been following up the work of Judge Lindsey, what I shall try to tell you in this paper may be somewhat repetitious. But, entirely independent of this " Prince of Reformers " and regardless of the work be-ing done in any other city, I shall venture to describe the life of the boy prisoners in Philadelphia, as I cull it from personal experience. Have you ever noticed the large, brown-stone building, ap-parently an old-fashioned residence, at the corner of 15th and Arch Streets? Only a few doors away from our Lutheran Pub-lication House and a block from the Broad Street Station, stands this grim House of Detention. The passer-by frequently may notice heads at the first-floor windows—close-clipped heads and mischievous-looking faces, and his first thought likely is : " This must be a house for idiots " (at least that was my own first thought). One goes up the stone steps, rings the door-bell, and quickly an officer appears inside and unlocks the door. General interior impressions set one's imagination in motion, and he almost involuntarily feels that once this broad hallway and wide staircase, as well as the spacious adjoining T MamMfKUmim-iB au^nja^i ,»»—.—■ »■ - THE MERCURY. 217 rooms must have been the scene of wealth and splendor and perhaps even of gayety. But present changed conditions so impress themselves upon the visitor's senses that he at once comes to a realization of the plainness and the soberness of the situation as it is today. On one side of the hall is the office and court-room, and in the rear of this a large dining-room. Across the hallway, the full depth of the building, extends a large " living-room." Up stairs are the bed-rooms, and the like. Just back of the house is a paved court, or yard, of con-siderable size. This, in brief, is the Philadelphia House of De-tention for boys arrested in the city. The management of the institution now seems to be partly, if not largely, in the hands of the municipal Department of Public Safety and partly in the control of a philanthropic or-ganization ot women, who have at heart the welfare of the youth of the city. Outside is the system of probation officers to look after the boys dismissed on probation. Within the House are the necessary officers, in uniform, and clerks, besides the matron and her lady assistants. These officers are men of ex-perience and of sympathy, as well as of some discipline. One of them, I recall, had held a position of responsibility in a Re-formatory for young men for years. A more motherly, kinder-hearted, yet strict, woman than the matron, one could not wish to see. Her whole soul is absorbed in the elevation and im-provement of the boys under her care. Doubtless she is the first real " mother" many of the boys ever have known. Every morning, also, the magistrate and his officers, hold a session of Juvenile Court right there in the office of the House of Detention. The house physician makes his visits, as do the representatives of the Health Department, and various Chris-tian workers bent on the educational, the moral, and the spirit-ual, improvement of the incarcerated youth. With this glimpse at its management, let us pass on to a con-sideration of the purpose and plan of the House, or of its workings. Formerly, boy culprits were ordinarily classed as criminals, and were shut up with the mass of older prisoners in the common jail. Obviously and naturally such a method ■■■^■■■■■■i 220 THE MERCURY. thoughts. It crbps out in various ways. All are more or less rude and rough, though they treat a visitor respectfully and civilly. They seem glad when anyone comes to talk to them, or to read. Whether it is a result of curiosity, or an evidence of an inborn inclination to petty theft, the boys occasionally would look at, and touch with their fingers, any pin I happened to be wearing, or my watch. As a rule, they were attentive and seemed eager to learn. With some of the little fellows, I was really greatly pleased. All seemed to long for freedom, though a few evidently looked upon the Reformatory as a matter of fact and a punishment to be expected. Some asked me to take messages to, or to get things for them from, their homes. This, of course, it was necessary to refuse to do. The average visitor, I guess, is greatly surprised at the long list of crimes and charges for which mere boys are arrested and tried. Some of the offences along the line of immorality are almost as incredible as they are shocking. Truely we have little idea " how the otlier half lives." The matron keeps a diary of the hearings, and it was interesting to glance over it, as well as over the official records. Here are some of the charges: Street running; running away from home; incorrigi-bility; petty theft; stealing of junk and iron from railroads and foundries; stealing clothing; fighting, in which one boy may have cut another with a knife ; immorality; indecency; criminal assault, and rape ! To me, the most shocking cases were ones like these, and, although I hardly see how it could be a physical possibility, the charges nevertheless stood against the boys: A boy of seven years accused ot rape upon a little girl three years old; a crowd of boys had enticed the child to a vacant lot, and then had their horrible, devilish sport with her. Boys ot twelve and fifteen years had immoral relations with girls of eight and ten years of age. It is awful enough to think of, and far worse to occur. Just one case, of little Eddie Stewart, may serve as an in-teresting illustration. This boy, a bright faced, honest looking lad, ten years old,.was arrested because he had taken bed-clothing from his home and sold it, and was then found, out on i-lt-M'B in,*miti*. THE MERCURY. 221 the streets. From the testimony and investigations, it proved that he came from a rather poor family. The boy had lost his mother two years after his birth. At the time of the mother's death, a daughter, aged seven years, became the only " mother " in the home. The father was a drunkard, and seemed to care but little whether his boy was clothed and fed, or not. Imagine that boy's bringing-up, with a sister only five years older than himself to look after him ! Are you surprised that the boy ran .away from home, because no one wanted him? Since he was without a mother really, do you wonder that his moral sense •was little developed, and that his freedom gave a bad bent to his growing character? It is scarcely surprising that the boy even stole, and lived the life of the street. And yet that boy had many admirable traits about him. He changed wonder-fully under the care of the matron, and would do anything for her. He seemed to need, and to want, a mother. Eddie Stewart had the making of a man in him. The matron soon recognized this, and was making every effort to secure him a home with a good family in the country. He needed to be removed from his old associations, away from the city, where he could start afresh, forget his past days, and develop a manly ■character. The matron had been trying to get the boy a home, -and had spoken to him about it. He longed to get out from his imprisonment. When we saw him, he at once thought we were the friends who should take him to the country : ". Am I going now ?" and it was truly hard and sad to have to tell him that we could not take him. The child was sorely disappointed, but he still had before him the bright vision of a home in the country. One leaves that institution, the House of Detention, with a feeling of sadness and pity, a sense of concern for those " men in the making," and a keen sense ct his responsibility to hu-manity. It is such a noble work for a class of people who arouse one's sympathy more than one's censure. If, out in our ministry any of us should get to a city in which such reform work is conducted, would it not be good, if we were to take an interest in the boy prisoners ? Think of the possibilities for good anmi ImmMMMtitu 222 THE MERCURY. which lie in those young lives. Think of the hard time which they have had in life. Think of the true, worthy men to be developed from this class of boys. Think of the eternity of bliss to which you may save them, if you will but come into touch with them, and try to put Jesus Christ into their hearts I Isn't it worth while? THE LAMENT OF DANAE. (From the Greek of Simonides of Ceos). QPHNOI CHARLES WILLIAM HEATHCOTE, '05. When Perseus and Danae in the well carved chest layr And the seething tempest blew it over the bay, And as thus over her tear stained cheeks came fear, She threw her loving arm around Perseus dear. " Oh my dear child," said she, " Indeed such is our woe,. As thou sleepest here safe from every foe, For thou slumberest undisturbed in thy heart, While thou art borne along in the brazen bark, Oh my child around thee hovers the murky night, For indeed the dark shades keep the stars from sight. And the rough billows around us thou heedest not, For thou sleepest soundly as on a dewny cot." " If this fear were real to thee, Thou wouldst listen to me, But thus," I say, " Sleep on child, E'en though the deep sea is wild. May help, father Zeus from thee, Come to my dear child and me, If I pray too bold a prayer, Be merciful to my child, my dear." THE MERCURY. 223 CAPE COD CALLS. Provincetown by the Sea. RBV. GEORGE C. HENRY, '76. I HAVE always regarded it as a particularly "happy gale" which " blew us from " Boston across the wide bay to this old, quaint town on the sands of Cape Cod ; for every knot of the'way from "The Hub" to here was pleasant. Down from the dock out into one of the finest harbors in the world we went a steaming on .that summer morning. The very air was filled with historic associations, and object after object added to the effect. How else indeed, when such names as " Warren," « Independence," " Revere," " Hull," " Winthrop," distinguish the islands? Over the Harbor Bar, out into the waters of Mas-sachusetts Bay, the sea shimmering in the golden sunshine, by Minot's Ledge Lighthouse three miles from the nearest shore, where two of Uncle Sam's servants faithfully " keep the lower lights a-burning," " tho' storms be many and waters deep," and waves dash tumultuously over the very top. And now the open sea is to our left while to our right about seven miles away runs the Massachusetts coast-line. The historian's blood flows a bit here ; for yonder is Plymouth and its " Rock." Farther down we are looking toward Marshfield which at once suggests the colossal Commoner, Daniel Webster ; for there on his farm his body has been sleeping since that October day in 1852 and the waves have been chanting his requiem. Provincetown, that's the name; and everybody that gets to Boston should go over there to the tip end of. Cape Cod ; for we should love all our history ; and one fact to know even be-fore you get there is that it was here that the pilgrims first landed Nov. 11, 1620 o. s. Owing to the much sand, they found it not to their liking as an abiding place, and, accordingly they " got cleare of a sandie poynt" and " by God's mercy struck into the Harbour (Plymouth) which was greater than Cape Cod, compast with goodly land, and in the Bay two fine islands uninhabited, with okes, pines, etc., a most hopeful place, ■P iiufei ■' ' 224 THE MEKCUKY. innumerable store of fowl, etc., etc.," so runs the old record, "Mount's Relation." Up along the main street, Commercial, is the Town Hall, an indispensible accompaniment of a New England village, and b:fore it is a massive upright piece of granite with a copy of the original covenant first formed in the Mayflower's cabin, in bronze letters. On the very day they set foot on these shores, an act fraught with century-long consequences, this covenant was drawn up by these stern men who had not come three thousand miles to these shores to play housekeeping. It be-gins, as did everything with them, " In the name of God, Amen," and then " by these presents" they "solemnly and mutually in the presence of God and of one another covenant and combine " themselves •' together into a civil body politike for etc., etc." It is to this that their forty-seven men, high-souled and cour-ageous did set their hands. The list begins with John Carver; and seventh on the list after John Carver and following Miles Standish and John Alden, is Samuel Fuller, ancester of my old venerable, and lately deceased friend " Uncle" Thomas Fuller, in whose humble but inviting abode out along the South Mountain the printed line of lineal descent from this mighty progenitor was carefully framed and proudly shown by "Aunt Nancy " to every visitor. An old town, indeed. Its compact town-seal has engraved on the encircled scroll: "Compact Nov. 11, 1620. Birthplace of American Liberty." Immediately be-low comes " Precinct of Cape Cod, 1714." Beneath that: "In-corporated 1727." A busy port was this town in its day. The long wharves and bobbing docks jutting out into the harbor could tell many a tale of whalers and codders who in days long past sailed away to northern seas to be gone, perchance, for years, or, it may be, to the Grand Banks of Newfoundland codding out of sight of land from May until November, "For men must work and women must weep, And there's little to earn and manj to keep." Sometimes, however, these merchantmen of the sea made fine hauls. " Cap'n" Lewis told us of a friend of his in "ante-bellum" days, who after an eighteen months absence one voy-age, brought home 1,300 barrels of whale oil each barrel con- »■»•' HHHMv i ^,*^ EXCHANGES. Shakespeare seems to be the favorite theme of the essayists this month. Judging from the number and the quality of the articles on him and his works, great interest is taken in Shakes-pearean study in our colleges. We will first let The Philoma-thean Monthly decide the question, " was Shakespeare a greater poet than Milton ? " The writer at the outset confesses her be. lief in the superiority of the former and at once sets about in a 242 THE MERCURY. I series of contrasts to vindicate her belief. Shakespeare knew human nature better than Milton did; he sympathized in the joys and sorrows of others while Milton found refuge within himself; Milton's thoughts ran in a single deep channel, Shakes-peare's in many; the latter is practical and interesting, the former idealistic and complicated. Milton gives us man as he would have made him, Shakespeare portrays him as he is. The conclusion is strongly in favor of Shakespeare, more so than some critics would allow, " In passion he is far superior; in perception he is more quick and intelligent; in sympathy he is infinitely greater; in intellect he is more intuitive and clear; in ideality he is undoubtedly more serene and vivid, and in the universal mind he is more united, harmonious and complete." Having thus so decisively established Shakespeare's place' as a poet, we will now have him set before us as a " Tragic Artist." The Petkiomenite does this in the December and Jan-uary numbers. We learn that in the short space of seven years he gave to the world such masterpieces as have never been equaled. Our judgment of him as a tragic artist must be based upon the six plays, " Timon of Athens," " Romeo and Juliet," "Othello," "King Lear," Hamlet," and "Macbeth." This last named is typical and illustrates his superior skill in all tragic lines. His genius is beyond comparison. " His uni-versality, his breadth of sympathy, and his humor, run so smoothly and so gracefully, that the reader gives scarcely a thought to the form. His pictures are the height of attractive-ness, he charms the eye, and stimulates the imagination. It is an education in itself to study him." Shakespeare is also a humorist. The Fotum of November and December contains an excellent article on the humor in Shakespeare. Here we find " humor in all its varied forms. * * There never was a man * * who has conceivd the ludicrous with such a genuine taste and represented it with so true an art. * * * In his conception of humor he stands alone, there is no second." The Touchstone also speaks of humor in Shakespeare. In our quotations above it is painfully noticeable that each writer «' THE MERCURY. 243 resorts to a series of superlative terms to set forth the great-ness of their subject. This resort to superlative terms may very often be taken as a sign of weakness in the writer's analy-sis. It is a fact of observation that in critical and analytical essays the conclusions are superlative in direct proportion to the weakness and superficiality of the writers study of the subject. But here in Touchstone is a purely analytical study of Shakespeare's humor without any weakening superlative laud-ation. The reason for the humor is set forth. " It (the comic scene) goes back tor its source to the early English mystery and morality plays. In these there is a frequent juxtaposition of the serious and the comic. * * The comic element was added as a means of holding the attention of the audience. * * * The English drama is the product of the English people, not something fashioned according to set laws. To the English no great gulf separates the serious and the comic, and much of the splendor of their literature lies in the wise inter-mixture of high seriousness, as Matthew Arnold calls it, and humor." And now we have some characters analyzed. The Sorosis comes forth with two articles, " Portia" and " Lady Mac-beth." In Portia we find " one of the loveliest of women portraits to be found anywhere in literature. Fine in char-acter as in face, noble in heart as in name, ' The poor rude world hath not her fellow.' Thoughtful yet full of laughter, dignified yet gay and gracious, quick of intellect and swift in judgment yet never severe and merciless, a kind and indulgent mistress, a true friend, a loving wife—could one want more to make * * his ideal of a perfect woman?" " Lady Mac beth," is she ' fiend' or woman ? To many critics she is the former, but she is a woman—a woman possessing a wonder-fully developed will power which enabled her successfully to accomplish anything she ardently willed to do. Her sin lies in her worshipful devotion to her husband, a man utterly devoid of even a single noble trait, save perhaps his love for her. * * * Her fate seems a pitiless one and we must pity her—a woman of splendid possibilities, who succumbed WWflS\m^MmiM\it^aB^v^MMlt 244 THE MERCURY. to the ambition of another and was ruined." " Brutus " in The Juniata Echo is set forth as a successful moralist but im-practical and unsuccessful as a diplomat. " At fault even in his intense patriotism; impractical, but to his high ideals ever true." The College Student brings Caliban before us as " the most unique creation of the world's greatest dramatist." He is purely the result of imagination, and for this reason can be compared only with others of like nature. He is not like the witches in " Macbeth," and he resembles neither the demons of Milton nor the monsters of Dante. All these lack the variety of qualities and those distinct qualities which make up the mind of Caliban. His moral nature presents an interesting problem. " The moral phases of his moral being are grand in their very lack of consistency with human ideas. In a word, although from a purely human standpoint he has no code of morals, he seems to be governed by some vague, indefinite law which throws a better light on his whole character." His great ele-vating characteristic is his poetic instinct. " He always speaks in poetry, which, when we remember that Shakespeare's lesser lights never spoke in poetry, shows him to be of no mean posi-tion in the drama. * * * The pure beauty of his lofty poetical instinct standing in bold relief against the dark back-ground of his sinful and wayward mind seems to place him in a light in which the background itself is lost." In other words poetical instinct covers a multitude of sins. PATRONIZE OUR ADVERTISER'S i. FURNITURE Mattresses, Bed Springs, Iron Beds, Picture Frames, Repair Work done promptly. Under-taking a specialty. * Telephone No. 97. s. 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The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. ; MILITARY VETERAN EXPERIENCE 2 Acknowledgements I would like to thank my parents, Robert E. and Janice D. Czech, for their sound example, for instilling proper values, and for exemplifying good character. Without them and who they were, I would not be where I am or who I am today. I would also like to express appreciation to my family and friends for their unwavering support to me during the process of completing my graduate degree. Without their support I do not believe I would have endured my many struggles to meet this goal. My appreciation to Dr. Peggy Saunders for her guidance throughout this process, and to my many professors for their patience and understanding throughout each semester. Their wisdom and intuition allowed me to flourish as a non-traditional student, in an environment that seemed foreign. I would like to acknowledge the foundation of hard work, leadership, and service that I learned during my 22 years in the United States Anny. It was not always easy, but the lessons learned have helped me to endure this graduate degree process. Finally, thanks to my graduate committee chair Dr. Natalie Williams. She was my guide, advisor, and champion during this final project. Without her outstanding patience, understanding and depth of knowledge I would have never made it to my goal. MILITARY VETERAN EXPERIENCE 3 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 9 Introduction . 9 Historical Foundations . 10 WWII Era GI Bill® (Original) . 10 Korean Era GI Bill® . 11 Vietnam Era GI Bill® . 12 Post-Vietnam Era Veterans Education Assistance Program (VEAP) . 12 Montgomery GI Bill® and Reserve Programs . 13 Post 9/11 GI Bill® (Current) . 13 GI Bill® Use (as of Fiscal Year 2013) . 14 Effects of the Post 9/11 GI Bill® on Higher Education . 15 Veterans with combat related disability issues . 19 Accommodating veterans with disabilities on campus . 20 Veterans' with disabilities . 25 Reintegration into Society . 28 Higher education: Weathering the perfect storm . 30 Summary . 32 PURPOSE . 34 METHOD . 36 Participants . 37 MILITARY VETERAN EXPERIENCE 4 Instruments . 38 Procedure . 3 8 Data Analysis . 41 RESULTS . 43 Demographic Data . 43 Overall Experience in Higher Education . 44 Website Navigation . 44 Admissions . 45 Enrollment Services . 46 Veterans Services Office . 47 Faculty Awareness, Classroom Environment, and Campus Life . 48 Service-connected Disability . 51 DISCUSSION . 53 Implications of Results . 55 Limitations . 61 Future Research . 62 Summary . 63 REFERENCES . 65 APPENDICES . 69 Appendix A: Veterans Survey . 70 Appendix B: IRB Approval . ; . 74 Appendix C: Survey Results Spreadsheet. . 76 MILITARY VETERAN EXPERIENCE 5 List of Tables Table I. Respondents by branch and years of service, and by branch and gender . 37 Table 2. Summary of Survey Responses by Section, with Totals by Section and Response Type . 52 MILITARY VETERAN EXPERIENCE 6 Abstract The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. MILITARY VETERAN EXPERIENCE NATURE OF THE PROBLEM With the passing of the Post 9/11 Veterans Educational Assistance Act (2008), also known as the Post 9/11 GI Bill®, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009), and the intricacies and implementation of this new GI Bill® has caused confusion and frustration for both the veterans and university staff. After WWII, the Servicemen's Readjustment Act of 1944 (or GI Bill®) granted unprecedented educational and economic benefits to veterans. Other GI Bill® programs and adjustments have been made over the years, but the Post 9/11 version was said to be the most generous since the WWII era GI Bill® (Radford, 2009). 7 With the most recent changes to the GI Bill®, veteran presence was expected to grow on campuses across the country and therefore schools have had to adjust to meet the new demand (Cook & Kim, 2009; Rumann & Hamrick, 2009). Many of the veterans, active military and active military reservists (92%) currently enrolled in university indicated that education should play a role in post-service transition (Zoli, Maury, & Fay, 2015). Many veterans currently enrolled in higher education were exposed to direct and indirect conflict and suffer from Post-Traumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), and other physical and psychological challenges. Church (2009) said that "returning veterans will have a wide range of medical diagnoses and related health problems that will have a temporary or chronic impact on their living, working, learning, MILITARY VETERAN EXPERIENCE and relationship functions" (pg. 44). These issues make it difficult for veterans to adjust to a higher education setting, and cause tangible problems for their academic progress. 8 Although there are many positive qualities that veterans bring to an institution of higher education, many also bring with them these battle related issues. These issues make it difficult for veterans to adjust to this setting. The American Council on Education (ACE) found that veterans reported problems meeting academic expectations, while managing service connected injuries, including PTSD and TBI (Steele, Salcedo, and Coley, 2010). Not all veterans will openly disclose the visible and invisible injuries they have, so it is incumbent on colleges and universities to develop welcoming programs that meet these challenges (Church, 2009). This lack of self-disclosure could lead veterans to underutilize traditional campus disability services and therefore not receive the accommodations that may make their experience more manageable. Unfortunately, most post-secondary schools are ill prepared to meet the needs of these Veterans, creating lost opportunities for both the Veteran and the institution. Schools that are slow in meeting the challenges that the veterans present, find they are reacting rather than being proactive in meeting veteran needs. If institutions of higher education do not work to understand this veteran population, then it is likely to lead to an unsuccessful experience for the veteran and the institution (Brown & Gross, 2011). There are areas where higher education is generally meeting the needs of veterans, like including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits. But there are many areas that still show MILITARY VETERAN EXPERIENCE room for improvement including assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Literature Review Introduction This literature review will first establish some historical background relating to the GI Bill®, including changes that have taken place since its establishment following WWII. It will highlight the benefits of each version, especially the original version and the most recent version known as the Post 9/11 GI Bill®, and demonstrate the problems caused by the large influx of new veterans in higher education. Next, it will highlight some of the issues veterans have in a higher education setting related to their combat related disabilities and experiences, and the lack of preparation and forethought by colleges and universities related to these new veterans. Historical IFoundation~1office1] 9 The relationship of higher education and the military dates back to the 1862 Morrill Act, which established military training programs at land-grant institutions (Rumann & Hamrick, 2009, 2010). Subsequently, just prior to WWI, Congress passed the 1916 National Defense Act (NDA) which provided colleges a leading role in training soldiers. The NDA also established the three components of the military: the active duty military component, the military reserve component, and the state National Guard component. In addition, it created the Reserve Officers' Training Corps (ROTC) that standardized what had been solely independent military training programs at colleges and MILITARY VETERAN EXPERIENCE 10 universities. These were the fotmdations of the relationship between the military and higher education. Even though the NDA was established prior to WWI, many veterans were unsatisfied with the benefits offered to them, which resulted in significant economic and social unrest. This dissatisfaction prompted the writing of Servicemen's Readjustment Act of 1944 (Rumann & Hamrick, 2009). WWII Era GI Bill(RJ (Original). With the large numbers of military veterans returning home after WWII the Servicemen's Readjustment Act of 1944 (i.e., GI Bill®) granted unprecedented educational and economic benefits to these veterans. After much strnggle, this act was passed by congress and signed into law by President Roosevelt on June 22, 1944 (Rumann & Hamrick, 2009). When signing the GI Bill®, President Roosevelt said "It gives emphatic notice to the men and women in our armed forces that the American people do not intend to let them down" (Department of Veterans Affairs, 2013, para. 24). This trnly generous WWII era GI Bill® provided many financial and educational benefits to veterans and their families. Additionally benefits included living stipends, Veterans were given loan guarantees for homes, farms and businesses (e.g., nearly 2.4 million loans from 1944 to 1952), as well as unemployment pay and employment assistance (Department of Veterans Affairs, 2013). By the time the original GI Bill® had ended in 1956, 7.8 million of the nearly 16 million WWII veterans had used education benefits to some extent. In the peak year of 1947, veterans made up 49% of all college admissions. One interesting fact is that although there was an unemployment benefit available, less than 20% of the funds set aside for this benefit was used by the veterans. The total cost of this original version of MILITARY VETERAN EXPERIENCE the GI Bill® was $14.5 Billion (Department of Veterans Affairs, 2013; Military.com, 2006). 11 Many names have been given to this generation of veterans that served in WWII, such as the Greatest Generation, the G .I. Generation, and the Civic Generation. Regardless of the label, the impact of this generation due in large part to the GI Bill® education benefits, is immeasurable and can be felt to the present. In her book, Mettler (2005) stated that ''.just as the G.I. Bill transformed the lives of veterans who used it, they in tum helped change America" (p. 11 ). This GI Bill® opened up educational opportunities to those other than the privileged in America. Higher education that had previously been reserved for mainly white, native-born, Protestant Americans prior to WWII, was now a possibility for those that were Jewish, Catholic, African American, immigrants, and the working class. This changed the landscape of America forever (Mettler, 2005). Korean Era GI Bill.® The Veterans Readjustment Assistance Act of 1952, or Korean Conflict GI Bill®, was instituted to carry on the tradition of taking care of those who served and fought for their country. It was approved by President Truman on July 16, 1952. It was available for use by veterans who served between June 27, 1950 and Febrnary 1, 1955. Although this GI Bill® still provided education benefits and living stipends, as well has loan guarantees, it left the employment assistance up to the individual states. By the time this program ended in 1955, some 43% of the over 5.5 million veterans of the Korean Conflict had used their education benefits to some extent. Total cost to the country was $4.5 Billion and over 1.5 million loans were guaranteed, meaning the MILITARY VETERAN EXPERIENCE government guaranteed a portion of the loan to the lien holder in case of default (Department of Veterans Affairs, 2013; Military.com, 2006). Vietnam Era GI Bill.® 12 The Veterans Readjustment Act of 1966, or Vietnam Era GI Bill®, was signed by President Johnson on March 3, 1966. It retroactively covered post Korean Conflict veterans who served after February 1, 1955 and continued for veterans who served until May 7, 1975. It again provided education benefits, for the first time including active duty military members, and again loan guarantees. Between 1966 and 1989, 6 million Vietnam veterans, 1.4 million Post-Korean veterans, and 7 51,000 active duty military used this education benefit to some extent. More than $42 Billion was spent on this version of the GI Bill®, and 4.5 million loans were guaranteed (Military.com, 2006). Post-Vietnam Era Veterans Education Assistance Program (VEAP). VEAP was a transitional program that bridged the gap between the Vietnam Era GI Bill®, and the Montgomery GI Bill®. Veterans, who entered after December 31, 1976 were eligible for education benefits under this version, but unlike the previous versions this one required a contribution by the military member and they had to choose to participate upon enlistment. The participant contributed through payroll deductions up to $2700 and the government then matched two dollars for every dollar contributed for a maximum of $5400. If one chose not to participate, then they had no money for education available at the end of their service. In addition to this money for education, the loan guarantees continued (Military.com, 2006). MILITARY VETERAN EXPERIENCE 13 Montgomery GI Bill® and Reserve Programs. The Montgomery GI Bill®, named for its sponsor Representative G.V. (Sonny) Montgomery, was established in 1984. Representative Montgomery was the chairman of the House Veterans' Affairs Committee and worked to support veterans. For the first time a version of the GI Bill® also included education benefits for those serving in the reserve components, although at a reduced benefit to their active duty counterparts. A reserve member had to enlist for 6 years, and after serving 6 months they could begin using their education benefit. It again required the active military member to contribute toward their future education, with matching funds by the military. An active duty veteran was eligible if they served after 30 June, 1985 and had to enlist for a minimum of 2 years. This program continues to be used by veterans up to this day, and overlaps with the new Post 9/11 GI Bill® (Department of Veterans Affairs, 2013; Military.com, 2006). Post 9/11 GI Bill® (Current) The newest of the GI Bill® education and benefit programs is called the Post 9/11 Veterans Educational Assistance Program (Post 9/11 GI Bill®). It was signed into law in July of2008, and became effective August 1, 2009. The Post 9/11 GI Bill® is the most comprehensive bill since the original in 1944. It provides benefits to service members, both active and reserve, who served at least 90 aggregate days of active military service after September 10, 2001. This means that an active duty member and a reserve component member serving the same amount of active duty time will receive the same benefit. The benefit can be used while still in the active military or reserve component and after discharge (Post 9/11 GI Bill Overview, n.d., Department of Veterans Affairs, 2014). MILITARY VETERAN EXPERIENCE 14 The Veterans Administration (VA) pays up to 100% of the student's tuition and fees for their education, based on the amount of service after the date of eligibility. The tuition and fees provided under this version of the GI Bill® are sent directly to the educational institution. This GI Bill® also includes up to $1000 per year for textbooks, a living stipend while emolled in school, based on cost ofliving which averages $1368 per month nationally, a one-time relocation payment of $500 for those relocating from a rural area to attend school, and for those still on active duty in the military the opportunity to transfer some or all of the benefit to their children (Post 9/11 GI Bill Overview, n.d.; Department of Veterans Affairs, 2014). The benefit is tiered depending on how much active duty service was rendered after September 10, 2001. For instance if the member served at least 36 months of active duty service, then they receive 100% of the benefits. For 30-36 months it is 90%, 24-30 months is 80%, 18-24 months is 70%, 12-18 months is 60%, 6-12 months is 50%, and 90 days to 6 months is 40% (Post 9/11 GI Bill Overview, n.d.). GI Bill® Use (as of Fiscal Year 2013). With the increased benefit of the Post 9/11 GI Bill® came a new wave of college bound military veterans and reserve members, and in some cases their family members to whom they have transferred benefits. The higher educational institutions around the country will need to prepare for this new wave, just as they had to prepare and react to the wave of veterans entering school following WWII. The Institute for Veterans and Military Families, at Syracuse University, conducted a multi-pronged study to gain a better understanding of social, economic, and wellness concerns of the newest generation of veterans. There are over 3.9 million MILITARY VETERAN EXPERIENCE 15 veterans identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents in that study 58% reported a service related disability. Of those in the survey that reported service-connected disability, 79% said that the disability created obstacles for them when they transitioned to civilian life. In fact, 12% indicated the disability hindered starting higher education, and 28% said the disability created obstacles in completing their higher education. These same veterans indicated that of the many motivations to join the military, 53% said that educational benefits were a reason they joined, followed by a desire to serve their country at 52%. In the research 92% of respondents indicated that education should play a role in post-service transition. The response to this particular question indicated how overwhelmingly important education is to the most recent service members and veterans, and showed intent to further their education. A study of GI Bill® usage by veterans was published providing data through fiscal year 2013. The study indicated that in the Fiscal Year (FY) of2009 the Veterans Benefits Administration (VBA) reported just 34,393 students using the Post 9/11 GI Bill®, but in FY 2013 the total was up to 754,229 students. If all of the current GI Bill® benefit programs are included, there were 1,091,044 students (FY 2013) using benefits. Payments from the Post 9/11 GI Bill® in FY 2013, to students and colleges, was over $10 billion, with the total from all GI Bill® programs being over $12 billion (Department of Veterans Affairs, 2014). Effects of the Post 9/11 GI Bill® on Higher Education. Military veterans are likely to enroll or reenroll in higher education following military service. It is incumbent upon these institutions to be prepared, in order to make MILITARY VETERAN EXPERIENCE 16 the veterans' transition easier (Rumann and Hamrick, 2009). This is especially the case with the advent of the generous benefits of the Post-9/11 GI Bill®. The researchers further pointed out that because of generational and societal perspectives, many current administrators and faculty have most likely not experienced military service. This has caused issues with how faculty and staff at institutions relate to veterans. Rumann and Hamrick (2009) suggested that building relationships with outside veteran organizations could bridge the gap that may exist. In addition, they suggested that campus administrations could provide opportunities for students, staff, and faculty to better understand aspects of military service, complimenting a broader focus on diversity on campuses. In their more recent study, Rumann and Hamrick (2010) focused on a small group of National Guard and reserve veterans who had returned from wartime deployments to re-enroll in school. The veterans experienced things such as lingering high stress levels related to their deployments, a maturity gap that had developed between them and traditional undergraduate students, personal relationship issues, and identity related issues. Cook and Kim (2009) took a broader look at easing the transition of service members on campus. Their study involved surveys returned by 723 institutions across the country. The study found that there was a varied approach to serving veterans, with no obvious pattern as to which programs and services were provided, or what entity on campus was responsible, and reported that nearly two thirds of colleges and universities that did offer veteran services have increased those services since September 11, 2001. MILITARY VETERAN EXPERIENCE 17 In the same study, researchers came to the conclusion that there were areas where higher education was generally meeting the needs of military students, and areas where institutions could improve. Some examples of areas where institutions met veteran needs were including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits (Cook & Kim, 2009). Areas that needed improvement included helping veterans transition to a college environment, providing professional development to faculty and staff on veteran transition issues, training of staff on meeting the needs veterans with brain injuries and other military related disabilities, streamlining of administrative procedures for veterans enrolling or re-enrolling, and providing opportunities for veterans to connect with peers on campus. With the expected influx of students using the Post-9/11 GI Bill®, institutions need to address these areas of weakness when it comes to veteran services and programs. In their report, Brown and Gross (2011) stated that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. Part ofthis management includes understanding the characteristics of veteran and active military students. Radford (2009) detailed many characteristics of veterans and military undergraduates. The study states that: Slightly more than 3 percent of all undergraduates enrolled during the 2007-08 academic year were veterans, and slightly more than 1 percent were military service members. Among these military undergraduates, about 75 percent were MILITARY VETERAN EXPERIENCE veterans, 16 percent were military service members on active duty, and almost 9 percent were military service members in the reserves. (p. 6) 18 The researcher also detailed issues faced by military undergraduates who wished to attend college: Difficulty transitioning to life after military service; experiencing psychological and/or physical post-war trauma; readjusting to personal relationships; and adapting to a new lifestyle. Radford also highlights that veterans can face bureaucratic red tape from the Department of Veterans Affairs (VA) relating to their education benefits as well as from the college or university staff who were often not well versed in the details of those benefits. Many veterans face obstacles and challenges in using the Post-9/11 GI Bill® and transitioning to college (Steele, Salcedo, & Coley, 2010). Challenges noted included expectations different from their military experience, balancing academics and other responsibilities, relating to non-veteran students, managing service-connected injuries and disabilities. They also noted institutional efforts to adapt to the new GI Bill® benefits. Schools reported increased staff workloads of 50% to 200% related to the new influx of veteran students. The researchers (Steel, Salcedo, & Coley, 2010) noted some of the reasons behind this influx were, increases in total GI Bill® enrollment over previous years, lack oflmowledge in details of the new law, coordination with student accounts offices with respect to receipt of payments, the need to submit enrollment verification of each veteran student, and the need to assist veteran students in understanding their benefits. Institutions could more effectively serve veteran students according to the results ofa focus group study (Steel, Salcedo, & Coley, 2010). Institutions that encourage MILITARY VETERAN EXPERIENCE 19 veterans to self-identify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The institutions should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). Veterans with Combat Related Disability Issues One challenge America faces as the more recent conflicts wind down, is that there will be more veterans with disabilities returning from military service, and these veterans will be seeking higher education. It will be important for staff and faculty of associated schools to be prepared to assist these veterans with disabilities in their transition (DiRarnio & Spires, 2009). The veterans that find it especially difficult to adjust to higher education are those with combat related disability issues, including hidden issues such as Post Traumatic Stress Disorder (PTSD) and Traumatic Brain Injury (TBI). Survivability from combat injury has increased and therefore an increase in veterans with disabilities on campus is inevitable. In the most recent conflicts, nearly 85% of those receiving combat injuries are surviving due to advances in protective body annor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). The Veterans Administration (VA) reported that in 1986 there were 2,225,289 military veterans with service-connected disabilities. By 2013 the number of veterans with service-connected disabilities had climbed to 3,743,259, mainly due to exposure to the MILITARY VETERAN EXPERIENCE 20 most recent conflicts in Iraq and Afghanistan and the increased survivability from combat injury (Department of Veterans Affairs, 2014b). Researchers from a study of veterans with three major conditions (e.g., PTSD, TBI, and major depression) reported that 18.5% of those returning from the most recent conflicts had PTSD or depression, and 19.5% reported experiencing TBI during their deployment. Of the veterans responding to the study, 11.2% reported PTSD or depression but no TBI, 7.3% reported PTSD/depression and TBI, and 12.2% reported just TBI (Tanielian & Jaycox, 2008). More recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). Colleges and universities across the country need to find ways to accommodate these new military veterans that may be coming to their institutions, but especially those with these sometimes unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. Accommodating Veterans with Disabilities on Campus. In a study of the role of the DS staff in accommodating veterans with disabilities, 237 members of the Association on Higher Education and Disabilities completed a survey, responses indicated that only 33% were comfortable or knowledgeable about campus efforts to serve these wounded warriors. Additionally, only 17.3% felt they had above average ability to serve these veterans (Vance, Miller II, 2009). There is a need to develop veteran friendly programs that reduce red tape, and have a designated point person or office. Other recommendations were to have an ongoing campus dialogue MILITARY VETERAN EXPERIENCE 21 which includes members of the DS staff, work on collaboration with other campus professionals, and work to collaborate in educating faculty and staff on the unique needs of these veterans (Vance & Miller II, 2009). There have been many discussions on how to accommodate veterans with disabilities on college and university campuses. The American Council on Education (ACE), with support from the Kresge Foundation and the Association on Higher Education and Disability and America's Heroes at Work conducted a "Veterans Success Jam" in May of2010. The "Veteran Success Jam'', was a three-day online collaboration that brought together thousands of veterans and their families, active service members, campus leaders, nonprofit organizations, and govermnent agencies from around the country. Recommendations were generated for colleges and universities accommodating veterans with PTSD and TBI (American Council on Education, 2010). During discussions at the Veterans Success Jam it was determined that overall veterans bring a lot of good qualities with them to campus, such as a higher degree of maturity, experience and leadership qualities, familiarity with diversity, and a level of focus not seen in their peers. Unfortunately, these qualities have been earned at great personal expense, and may well affect their educational goals. Campuses that are prepared to handle these challenges will rnake the transition of these veterans much easier, and the schools will benefit from being seen as veteran friendly (American Council on Education, 2010). Part of preparing to properly serve and accommodate these veterans is to understand what PTSD and TBI are, and what effect they may have on the academic MILITARY VETERAN EXPERIENCE 22 progress of these students. It is imperative that faculty and staff be educated and aware of these possible challenges (American Council on Education, 2010). Traumatic Brain Injury (TBI) in veterans usually involves a blow or concussion to the head which may include a penetrating head injury, which disrupts the function of the brain itself. These are most often associated with contact with an improvised explosive device (IED). Generally TBI can result in long and short-term issues, but most people get better over time. For those with mild cases of TB I, about 80% of the cases from the most recent conflicts, the recovery time can be as little as 3-6 months (American Council on Education, 2010). Post-traumatic stress disorder (PTSD) is a psychological injury that develops in response to exposure to an extreme traumatic event or events over time. PTSD trauma may include threatened death of oneself or others, serious injury, and even just the constant threat of personal injury. This creates a feeling of fear and helplessness that actually changes the brains chemical and hormonal balance. For some victims the symptoms will disappear when they are no longer exposed, yet for others they persist over a long period of time. Flashbacks or reliving events can happen in PTSD cases, which bring the stresses back to the forefront. These victims can sometimes avoid these feelings by avoiding events or situations that may trigger them. Usually PTSD symptoms manifest themselves within a few months, but they can take years to appear (American Council on Education, 2010). Staff and faculty may find it helpful to know what cognitive difficulties may be manifested in a veteran with PTSD or TBI. Each person manifests symptoms differently, so it hard to generalize. These symptoms can be things such as: difficulty in MILITARY VETERAN EXPERIENCE 23 concentration and attention; challenges processing infonnation; learning and memory deficits; sluggish abstract reasoning; and slowed executive functioning including problem solving, planning, insight, and sequencing. These veterans may also experience stressors outside the classroom involving home life, work, sleep disturbances, trouble managing time, and panic attacks (American Council on Education, 2010). When considering how to accommodate veterans with these types of disabilities it is best to understand that PTSD and TBI .symptoms are expressed in very unique ways. Standard procedures for accommodating a student with disabilities may not work with these veterans. In addition, in extreme cases, PTSD and TBI may also lead to depression and suicidal thoughts. These symptoms can be aggravated by academic pressure, health concerns, relationship issues, sleep problems, and substance abuse issues. Some factors that may have a positive effect on these veterans are social support by other veterans, professional medical treatment, good health and eating habits, and participation in recreational activities (American Coimcil on Education, 2010). Institutional faculty and staff should also be aware that not all veterans with PTSD or TBI will require disability accommodations to be successful in education, while others may. If they do require and qualify for special accommodations they will normally fall under either the Americans with Disabilities Act of 1990, or Section 504 of the Vocational and Rehabilitation Act of 1973. So adjustments may be made for these veterans, as they are with others with disabilities, as long as the accommodations do not change the overall academic program in question (American Council on Education, 2010). MILITARY VETERAN EXPERIENCE 24 Another factor to consider is that these veterans are less likely than their peers on campus to access special accommodations for which they may qualify. There are many reasons this may occur such as pride, lack of understanding campus resources on their part, or the feeling that faculty and staff do not understand PTSD or TBI. It is necessary to realize that most staff and faculty have not experienced anything close to what these veterans have been exposed to in combat (Rumann & Hamrick, 2009). Faculty and staff must be informed in other ways because of the lack of exposure to military experiences and lifestyle. Increased awareness by faculty and staff can also meet the needs of broader commitment to diversity on campus (American Council on Education, 2010; Rtunann & Hamrick, 2009). Faculty and staff should know that the manifestation of symptoms, and even the diagnosis of these conditions, may not occur until well after they leave the military. Therefore, they may come to the campus undiagnosed. Becoming aware of the outward signs of PTSD and TBI could present opportunities to counsel veterans on possible accommodations, for those that have not already made arrangements with the DS office on campus. Of course, veterans must be willing participants and never be coerced (American Council on Education, 2010). Faculty and staff would also find it useful to become aware of other veteran resources on campus and in the community that may be helpful in the veterans' transition to the college or university setting. These could be resources such as the Veteran Student Services office, Veterans Upward Bound (VUB), the local Student Veterans of America chapter, or various community veteran resources like the Veteran Service Organizations (American Legion, Veterans of Foreign Wars (VFW), and Disabled American Veterans MILITARY VETERAN EXPERIENCE 25 (DAV)), the Veterans Administration (VA) hospital, and others. Partnering with outside organizations would help university staff in handling veteran specific issues (American Council on Education, 2010; Rumann & Hamrick, 2009). In general faculty and staff should understand that most veterans are new to their disabilities as well and may be unaware of their rights as disabled students to receive accommodations for an identified disability. The process of getting and accepting help can take time for these veterans. Sometimes their military background can hinder them, mainly due to the stigma of weakness that can be placed upon someone in the military with disabilities or shortcomings. Faculty and staff should also be aware that there are many other disabilities that veterans may bring to campus in addition to PTSD/TBI such as loss oflimb(s), severe burns, deafness, vision issues, and general learning disabilities (American Council on Education, 2010). Veterans with Disabilities. In a study published in 2012, focus groups were held involving 31 veterans who had self-reported PTSD symptoms. Transcripts of the sessions were analyzed to establish dominant themes in the responses of these veterans. Findings indicated that veterans with PTSD. needed services in a variety of different areas, and they also had some specific recommendations for easing their transition (Ellison, et al., 2012). The veterans in the study found it important for the schools to provide services for educational planning, including helping them to prepare for the rigors of higher education. The reality is that many of these veterans went into the military because they felt they were not ready for college. The veterans felt they needed help with counseling on the educational goals, and in choosing an appropriate major (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 26 Another concern for these recent veterans is being able to reintegrate into society after their military service. Many of them left from their parents' homes right after high school without learning to live civilian life on their own. The veterans indicated the sudden change in social, psychological, and environmental norms from the military to civilian life created concerns. These concerns included homelessness, lack of family support, medical and/or addiction needs, physical disability needs, financial difficulties, and the how to balance their education and living needs (Ellison, et al., 2012). One theme that manifested itself across the veterans was the need for guidance and counseling regarding their GI Bill® and VA benefits. The veterans indicated that when calling veterans services they had difficulty reaching an actual person who could answer questions for them. When they did reach an individual, this person lacked proper knowledge of benefits, or could not properly cotmsel them on the pitfalls of choosing one educational benefit over the other. The staff at these offices need to be knowledgeable and infonnative (Ellison, et al., 2012). These veterans were concerned over the impact that their PTSD would have on their educational attainment. They indicated high anxiety dnring classes which could be triggered by things such as loud and sudden noises, hypervigilance while traveling to school, or anything that might remind them of their combat experience. Some indicated that they coped with these difficulties by using medication, positioning themselves at the back of the class, trying to choose classes with fewer students, or even evening or online classes. The veterans also expressed concern with perceived difficulties in memory and concentration in class, and the need for special accommodations (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 27 The veterans provided some possible ways that institutions could mitigate some of the difficulties that they face. They indicated the need for on campus outreach services from VA facilities where the veterans normally gather. The younger veterans also expressed a need for more outreach by veterans their own age and not just by groups of what they perceived to be veterans old enough to be their fathers (Ellison, et al., 2012). Peer support was another area where they felt services could be utilized to their benefit. The veterans felt that being able to interact with veterans who have had similar experiences, would help them to navigate the difficulties of the environment. There is an unseen trnst bond that fellow veterans feel from each other, especially if they know they have each served in similar combat situations. The veterans thought that a program of veterans providing counseling to veterans would be ideal and that one-on-one service settings would be best (Ellison, et al., 2012). These veterans also suggested that there should be some coordination between services received with their VA education benefit and with the clinical services related to their PTSD treatment. Veterans were concerned with the logistics of managing their schooling and the case management involving their treatment. The veterans suggested that there be some coordination between the schools and the VA to have school representatives available at the VA facilities for question and answer sessions related to higher education, as well as maybe some workshops related to college preparation. The veterans also wondered if it were possible to have individual advocates that would walk them through the processes such as admissions, financial aid, and enrollment (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 28 The veterans also suggested that there is a big change between the structured life of the military and the less structured civilian culture. Veterans felt in the military they had less autonomy and flexibility, and were concerned that their dependence on the military structure could hinder them in college persistence. Veterans felt that the process on campus needed to be streamlined and clear in order for them to better cope with the process. A one-stop-shop for veteran student services was suggested (Ellison, et al., 2012). Another concern was the perceived disconnect from the social networks the veterans relied upon prior to serving in the military. Having experienced many traumatic combat related experiences, and feeling a veteran no longer fit into groups or social settings that veterans may have been included in prior to their service. The veterans' social networks had become those that were fonned in the military and the transition back to civilian social networks was difficult. Veteran student groups on campus and national student veteran organizations could help ease these concerns (Ellison, et al., 2012). Reintegration into Society As veterans return from conflicts they have difficulties reintegrating into work environments, educational environments, social interactions and relationships, general physical functions, and sound emotional well-being. This is especially true for veterans that return with disabilities such as PTSD and TBI (Ostovary & Dapprich, 2011). As related specifically to (re)integration in education, veterans find both challenges and opportunities await them. The challenges come in many different forms and veterans need help navigating them upon entering the higher education environment. MILITARY VETERAN EXPERIENCE The opportunities depend on the approach to veterans established in each school (Ostovary & Dapprich, 2011). 29 One of the challenges faced in educational (re )integration is the loss of the direct benefits veterans were used to receiving in the military. Veterans are used to their day to day needs being taken care of for them with relative ease for the most part. Veterans' educational benefits can sometimes be delayed. The veterans are encouraged to apply for their GI Bill® benefits soon after discharge, yet the process of receiving these benefits is not immediate. This urgency in using the education benefit may cause the veteran to feel rushed into college enrollment and amplify things such as anger, irritability, and poor concentration in school. Classroom settings can also be a challenge and veterans may be affected by class size and noise, placement in the room, and attention and concentration issues. The veterans themselves report problems with the rigors of the curricuhun, social interaction with other students, and their perceived limits to services on campus (Ostovary & Dapprich, 2011). Educational satisfaction of veterans relates to how the respective institution of higher education works to become veteran friendly. Colleges and universities need adapt to the needs of new veterans as they transition. A veteran friendly campus is one that collaborates all services related to the (re)integration of veterans with disabilities. The services should include veteran centers on campus, veteran specific orientations, intramural programs for disabled students, and a campus-wide focus on veteran services. In addition, a student veteran organization should be established on campus. These organizations may improve interaction between veterans and traditional students, and between veterans and faculty and staff (Ostovary & Dapprich, 2011). MILITARY VETERAN EXPERIENCE 30 As has been the pattern of past generations, social and political change has occurred when veterans return from the fight, including those that return with disabilities. Following WWI the change came in the form of what was called the Commission on National Aid to Vocational Education and Disabled Veterans Act. Following WWII the change was known as the Serviceman's Readjustment Act. Then after Vietnam the program was called Veteran's Readjustment Assistance Act. Our newest veterans with disabilities are covered under the provisions of the Americans with Disabilities Act Amendment Act (AD AAA) of 2008 (Ostovary & Dapprich, 2011 ). Higher Education: Weathering the Perfect Storm. It has been said that the return of veterans from recent conflicts in Iraq and Afghanistan, along with the passage of the ADAAA, and the comprehensive benefits of the new Post 9/11 GI Bill® have created a so-called perfect storm that higher education has to overcome (Grossman, 2009). How higher education reacts will detennine how well they navigate the storm. Veterans with disabilities have historically been seen as assertive when it comes to their civil rights and educational benefits earned during their service. Many have been through traumas of the battlefield and will have been diagnosed with PTSB, TBI, and other issues (Grossman, 2009). Institutions of higher education will have to adapt to and learn to accommodate these veterans. Postsecondary institutions can become overwhelmed by this new influx of veterans with disabilities, or it could see this as an opportunity for positive changes. These new veterans could become the wakeup call that higher education needs, or a stumbling block. To weather the storm they will need to look at this challenge from a MILITARY VETERAN EXPERIENCE 31 new perspective and come up with new solutions that include a campus-wide response to accommodating veterans, and a Universal Design (UD) approach to their education (Burnett & Segoria, 2009; Grossman, 2009). The researcher (Grossman, 2009) lays out the challenges that come along with this perfect storm, and that higher education institutions will have to decide how they meet the challenges. First, they have to decide to prepare for this new population of veterans, of which they have had little if any experience dealing with. This will require training of faculty, staff, and DS staff on the characteristics and needs of these veterans. Although the AD AAA makes it clear that institutions are not required to fundamentally change their programs, but when it comes to veteran accommodations they may need to determine what really is fundamental. Veterans with PTSD and TBI require adjustments (accommodations) to the status quo, yet at the same time they do not want to be coddled (Grossman, 2009). The second challenge for colleges and universities is to develop veteran outreach activities that encourage them to enroll in college, take advantage of earned accommodations, and persist to graduation. They will need to address veterans with disabilities that hesitate to self-identify, that bristle at even being called or considered disabled, but that still need to be informed of campus benefits. Outreach activities should take place at locations where veterans may congregate (on and off campus), on social media cites, and at local military base education centers where possible. Veteran-specific student organizations, clubs, and fraternities may also be developed to inform veterans. For the most part these veterans are not used to the academic culture surrounding MILITARY VETERAN EXPERIENCE 32 disability accommodations and need help reviewing their documented disabilities or help obtaining proper documentation (Grossman, 2009). The next challenge noted is that veterans need someone on campus that can support them when the challenges and rigors of academic life arise. Ideally this would be someone with military experience generally similar to the individual veteran experience. Veterans with disabilities need to have someone they know can relate to their specific needs, and challenges, and be sympathetic to their cause (Grossman, 2009). Finally, colleges and universities need to be up to the challenge that this is an ongoing opportunity to help these current veterans and those that may come in the future. The higher education institutions should realize that America has made a commitment to these veterans and that part of that commitment is to their proper education. The commitment to this opportunity has to stay consistent, perpetual, and always focused on meeting the needs of these veterans with disabilities (Grossman, 2009). Summary There has been a long history established of federal assistance for veterans leaving military service, especially since WWII concluded. The GI Bill® has become a major part of those benefits. The original GI Bill® was a very generous benefit that provided an educational opportunity to millions of veterans following WWII, and literally changed society for generations. The newest version, the Post 9/11 GI Bill®, once again offers a tremendous benefit to veterans transitioning from the military and entering higher education environments around the country. This new GI Bill®, along with the large number of veterans leaving service following the wars in Iraq and Afghanistan, have facilitated the need for change MILITARY VETERAN EXPERIENCE 33 and adaption of student services at these institutions of higher education. Some of these colleges and universities have done better at adapting than others, but the need for all to make the change is required. Reintegration of these veterans into society, and more specifically into education, is critical for their well-being. These veterans almost always need help navigating the challenges faced in a higher education environment. Colleges and universities must change and adapt as society does in relation to veterans. Many of these new veterans coming to higher education have been exposed to combat and may have disabilities, including PTSD and TBI, which will need to be accommodated. Adjustments will need to be made by faculty and staff in order to address the educational needs of these veterans with disabilities. How these adjustments are made, and how effective they are in helping the veterans transition, will impact the experience of both the institutes of higher education the veterans they serve. MILITARY VETERAN EXPERIENCE 34 PURPOSE With the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). This new GI Bill® benefit is the most generous since the end of WWII (Radford, 2009) which has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. In research by Zoli, Maury, and Fay (2015) of more than 8,500 military members and veterans, 92% said that education should play a role in post-service transition. Unfortunately most colleges and universities were inadequately prepared to meet the needs of this new influx of veterans and have been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Many of these new veterans have returned with disabilities related to their wartime experiences, such as PTSD and TBI, which require additional considerations and accommodations. These veterans with disabilities have both temporary and chronic health issues that have affected their educational experience (Church, 2009). Faculty, staff, and related student services offices need to work together to meet the needs and special accommodations of these veterans with disabilities. The purpose of this study was to detennine veterans/veterans with disabilities perspectives on how well they have been integrated and accommodated at the community college and university level in a western state. The study sought to determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. MILITARY VETERAN EXPERIENCE 35 The primary research questions were: 1. To what extent do veterans feel that their respective college or university has developed a veteran friendly campus by streamlining the admission, enrollment, and veteran services processes? 2. To what extent do veterans feel faculty and staff have an adequate understanding of the experiences of military veterans and are faculty and staff aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general? 3. To what extent do veterans perceive that colleges or universities adequately understand and accommodate veterans' with disabilities, specifically those disabilities related to combat related issues such as PTSD and TBI? MILITARY VETERAN EXPERIENCE 36 METHOD To address the purpose of this study, a needs analysis through survey research was conducted using the perspectives of veterans at both a university and community college in a western state. Veteran attitudes and perspectives were gathered related to their experiences during the admissions and emollment processes at their institutes of higher / education. Additionally the participants considered disabled, due to PTSD or TBI, were further queried relating to their specific experiences on campus. The study was conducted using a survey consisting of 4-point Likert scale questionnaire (Appendix A), with follow-up open-ended questions. The Likert scale questions were used to measure the overall perception of veterans' experiences in higher education. The open-ended questions were used to identify common themes and opinions from these same veterans. Additional survey questions were provided for veterans who self-identified as having PTSD and/or TBL The study was of particular interest to the researcher due to past experience in the military, work experience serving veterans on campus, and experience as a student having used GI Bill® benefits for graduate studies. The researcher served in the U.S. Army for over 22 years retiring in 2005, was grandfathered into the Post 9/11 GI Bill® benefits after retirement, and used those benefits in pursuit of a Master of Education degree at a university in a western state. Additionally the researcher is a service-connected veteran with disabilities. The researcher worked with veterans at a university as a staff member in a Department of Education program called Veterans Upward Bound (Department of Education, 2014), and was a member of a university committee of concerned faculty and staff, dedicated to creating a veteran friendly environment. MILITARY VETERAN EXPERIENCE 37 Participants The study surveyed veterans attending a university and a community college in a western state, who were associated with the Veterans Upward Bound (VUB) program at each campus. The survey was distributed to 158 veterans who participated in VUB between 2013 and 2015. Total respondents to the survey were 33, a 23% response rate. As with the military in general, it was anticipated that the majority of the respondents would be male (see Table 1). Part of the survey allowed the veterans to identify whether they had a service­connected disability for PTSD and/or TBI. Those that identified themselves as disabled due to PTSD/TBI were further queried, to gather information related to their particular experiences regarding disability accommodations and services on campus. Table I. Respondents by branch and years of service, and by branch and gender. 0-5 years 6-10 years 11-19 years Retired 20+ Male Female Army 4 4 1 1 8 2 Navy 2 1 NIA 1 3 1 Air Force NIA 4 NIA 4 5 3 Marine Corp 5 2 NIA NIA 6 1 Nat. Guard NIA NIA NIA 1 NIA 1 Reserve 1 2 NIA NIA 3 Total 12 13 1 7 25 8 MILITARY VETERAN EXPERIENCE 38 Instruments This research was conducted using a survey of questions related to the veterans' experiences and satisfaction level with campus services, including questions specifically for those veterans who identified themselves as having a service-connected disability (Appendix A). The questionnaire measured levels of satisfaction or dissatisfaction with each topic. No neutral response was offered to the respondents. The researcher's rationale being that the veterans were either satisfied or not with each aspect of their experience on campus. The open-ended questions required a written response that allowed the respondents to express deeper feelings related to the topics. These were used to further identify common themes. Procedure The study identified veterans enrolled in VUB using program specific database software known as Blumen® (Compansol, 2012). The database is used to track the progress of veterans in VUB and was readily available to the researcher. Although the researcher had access to the veterans in the VUB program, Institutional Review Board (IRB) permissions were requested in accordance with institutional procedures. The IRB request included all survey instruments and informed consent forms required for the study. Once approval of the study was given (Appendix B), the researcher obtained a current number ofVUB participants served between 2013 and 2015, and began the survey process. MILITARY VETERAN EXPERIENCE 39 An email was sent to 158 veterans emolled in VUB between 2013 and 2015. The initial email introduced the study and asked each veteran to participate in the survey. The email made clear that their participation in the survey was consent for their data to be used in the study. The veterans were instructed that these surveys would include descriptive information such as background, age, and sex, but that no identifiable information would be published in the results. Of the initial 158 emails sent, 15 were rejected due to invalid emails, and two veterans specifically requested not to be contacted further and were removed from the participant list. The final pool was 141 veterans. One week after the initial email, a second email was sent to each veteran with a link to the survey and they were asked to complete it as quickly as possible. After a two week response period the researcher sent the link again, to offer those veterans who have not yet responded the opportunity to participate. Due to minimal response, the survey link was then sent out two additional times before it was determined that the maximum voluntary response was likely reached. There were a total of 33 completed surveys received, or a 23% response rate approximately. Of those received, eight women veterans completed the survey, or 24%. Unfortunately researchers have found that response rates to online surveys are significantly lower than paper surveys, despite various practices used to lift total responses. It was reported that online surveys had response rates 23 % lower than that of paper surveys (Nulty 2008). Nulty suggests the following procedures as a way to boost response rates from online surveys such as: MILITARY VETERAN EXPERIENCE 1. "Pushing" the survey using an easy access URL sent directly to the participants. 2. Frequent reminders to the participants, at least 3, however some researchers in the study were concerned with irritating the survey population. 3. Involving academics with a vested interest, to remind possible participants. 40 4. Somehow persuading participants that the data from their responses will be used usefully and taken seriously. 5. Providing rewards of some sort, prizes, points, extra credit, etc. But some cautioned that students should do it because it is worth their time, versus extrinsic motivators that may skew the sample. 6. Help students to understand how to give constructive criticism, which can help their open-ended responses. 7. Create surveys that seek constructive criticism, which encourages participation and avoids the pitfalls of simple numerical rating surveys. During the data collection process, some of these tactics were employed to increase response rates. As indicated earlier in this research, multiple emails with an easy to access URL were used, providing frequent reminders, participants were informed that their data would be used to improve the situation of current and future veteran students, and the survey was constrncted in a way that would allow the veterans to provide constrnctive criticism using both a Likert scale survey and follow-up open-ended comments. MILITARY VETERAN EXPERIENCE 41 Based on the researcher's work with veterans for over 10 years prior to this study, the response rate for the current research was not a surprising. Most veterans have been reluctant to participate in extracurricular activities and assignments given through VUB, due to their busy life and their focus on the requirements of their education which effect their grades. In addition, female veterans seem more likely to participate than male veterans. Female veterans made up only 16% of the initial pool of veterans to whom the survey was sent, but responded at a rate of 24%. Additionally, of those who responded 33% indicated they had been diagnosed with PTSD and/or TBI. Data Analysis The survey was administered and gathered over the course of a semester and the results were analyzed. Data were reviewed on a regular basis as the surveys were returned by the respondents. The researcher reviewed the responses for overall concepts, emerging patterns, and overarching categorization. The data were described and interpreted to answer questions posed by the research on the military veteran experience in higher education in a western state. An ecological psychology approach was talcen to analyze the participant's perspectives related to their environment (Boudah, 2011). Ecological psychology is the study of the relationship of humans and their environments, and how that enviromnent affects the inhabitants. In this case the higher education environment and military veterans. The researcher collected the data over time and then coded the data for analysis. During coding the researcher worked to identify patterns, developed categories, and MILITARY VETERAN EXPERIENCE looked for common themes and trends. As new responses crune in, patterns categories and themes were changed and adjusted as necessary. 42 The researcher then moved beyond the patterns, categories and themes to develop a theory based on a review of the causes, consequences, and relationships of the veteran perspective. The researcher brought a theoretical sensitivity to the subject based on past experience in the military and current work with veterans on college and university crunpuses. MILITARY VETERAN EXPERIENCE RESULTS 43 The survey questions were broken down into demographic data, and seven survey sections: (a) overall experience in higher education, (b) website navigation, (c) admissions, (d) enrollment services, (e) veterans services office, (f) faculty awareness/classroom enviromnent/campus life, and (g) service-connected disability. Likert scale answers were gathered, and the respondents were also given the opportunity to comment on each section as well. See the Likert scale results (Appendix C). Demographic Data Based on the survey answers in this section, the researcher received a good mixture of military veterans. Of the respondents, seven indicated they were retired military (typically a minimum of20 years served), one had served 11-19 years, 13 had served 6-10 years, and 12 had served in the military 0-5 years. As to the question of how long each veteran had been out of the military before starting college, nine veterans had been out just 0-6 months, only three 7-12 months, seven had been out 1-2 years, three had been out 3-5 years, and 11 had been out of the military over five years. Of the veterans who responded, 25 were male and eight were female. Combat zone experience was high among respondents, which reflects the fact that the military has been involved in one conflict or another for over a decade. Of the 33 respondents 25 had been deployed to a combat zone, including six of the eight female veterans. There was a fairly even mixture of veteran students attending two or four year postsecondary institutions as well. Of the respondents, 10 were attending a 2-year institution and 13 were attending a 4-year institution. The rest were either imminently MILITARY VETERAN EXPERIENCE 44 graduating, starting school the following semester, or were just not enrolled in school at the time of the survey. The military branch breakdown of the respondents were 10 that had served in the Army, four from the Navy, eight from the Air Force, seven from the Marines, and four who had served in a reserve component. Overall Experience in Higher Education When asked iftheir overall experience in higher education had been positive, nearly 73% either agreed or strongly agreed with the statement, and the remaining 27% disagreed or strongly disagreed. As to whether their school was working to accommodate veterans, 66% either agreed or strongly agreed and the remaining 33% disagreed or strongly disagreed. And finally as to whether veteran programs/benefits have improved since they have been at school, nearly 56% either agreed or strongly agreed, while 44% either disagreed or strongly disagreed. Open ended comments from this section included one from a veteran who said, "Seems to be more difficult once you've been identified as a veteran." Another veteran commented, "Some departments are set up in such a way that Veterans who use their G .I. Bill do not get the full benefits. ([e.g.] the Automotive Department) Some of the classes have 25 hours of seat time for 1 week with homework and is considered part time." Website Navigation The respondents overwhelmingly agreed that their respective college/university website was easy to find online, with 100% that either agreed or strongly agreed. Once they found the site 75% either agreed or strongly agreed that the site was easy to navigate, MILITARY VETERAN EXPERIENCE 45 while 25% reported a negative experience and either disagreed or strongly disagreed that the website was easy to locate. When it came to veteran-specific webpages, 60% either agreed or strongly agreed that it was easy to locate veteran-specific webpages and that they were either in one location or easily linked. Yet 40% disagreed or strongly disagreed, and found the webpages more difficult to locate. The respondents that either agreed or strongly agreed that veteran webpages were clear and understandable was about 73%, with about 27% that disagreed or strongly disagreed. Finally, over 93% of the respondents either agreed or strongly agreed that contact information for Veterans Services was easy to find on the website. When asked to comment about website navigation, one veteran said, "Veterans Services website need[s] a complete makeover. Veterans Upward [B]ound need[s] some life to it, graphics. Still have very old pictures. Out of date. Its 2015 folks." Admissions A clear 100% of the respondents either agreed or strongly agreed that online admissions application was easily fotmd, clear, and understandable. Over 68% either agreed or strongly agreed that the application clearly asked them to identify as a military member or veteran, with approximately 31 % that either disagreed or strongly disagreed that the application clearly asked them to identify as a military member or veteran. The vast majority of the veterans, over 96%, either agreed or strongly agreed that the admissions office was easy to locate on their campus if needed. Approximately 63% either agreed or strongly agreed that the admissions staff was helpful, were able to answer MILITARY VETERAN EXPERIENCE veteran related questions, and understood veteran related procedures while over 36% disagreed or strongly disagreed. 46 Just over 53% of the veterans either agreed or strongly agreed that the procedure to transfer in credit for military experience was clear and understandable, while nearly 47% disagreed or strongly disagreed. As to whether their respective school offered veteran-specific orientations or information sessions, approximately 53% disagreed or strongly disagreed. Nearly 47% agreed or strongly agreed. When asked whether the overall admissions process was veteran friendly, nearly 70% either agreed or strongly agreed that it was, while about 30% disagreed or strongly disagreed that the process was veteran friendly. Comments on admissions included one veteran who said, [About the application] "the box that asks if you are a vet is a small box that most vets don't see." [As to whether the staff was helpful] "When you ask any questions on the phone, as soon as you say you're a vet, they transfer you to Veteran Services, even though your question is about admissions." [In reference to veteran orientation] "Some orientations include a portion for vets, but most don't." Another veteran commented, "I honestly can't remember if Veteran status was an option on the application. The local VA office had to add me as Veteran with school. There is a disconnect somewhere." Enrollment Services When asked about enrollment services, over 85% ofrespondents either agreed or strongly agreed that the online registration process was clear and understandable, with just over 14% disagreed or strongly disagreed. Nearly 94% of the veterans either agreed or strongly agreed that the registrar's office was easy to locate on their respective campus. MILITARY VETERAN EXPERIENCE 47 The veterans were also asked if they had access to an advisor for help planning and choosing courses, as well as assistance in enrolling. Approximately 74% of the respondents either agreed or strongly agreed, with just about 26% that disagreed or strongly disagreed. As to whether the registrar office staff were familiar with veteran­specific needs, only about 45% either agreed or strongly agreed, and 55% didn't feel their needs were met. Over 78% of the veterans surveyed either agreed or strongly agreed that enrollment deadlines, add/drop periods, and the semester schedules were made clear, while approximately 22 % disagreed or strongly disagreed. One veteran said concerning enrollment services, "I specifically had to ask for an adviser with a military background to assist me. It was difficult to process to figure out what classes I needed to finish my degree with the military. The other advisers gave a generic tutorial on general education classes which was helpful to a point. To be fair it was extremely difficult to get assistance from the military." Another veteran commented, "I could find no specific counselor to meet with to plan a course schedule. That was left up to the advisor for the degree you majored in. Getting a meeting with that person is absolutely ridiculous and time consuming. Not easy in the slightest." Veterans Services Office When it came to ease of locating Veterans Services on campus, almost 85% either agreed or strongly agreed that it was no problem, with the remaining 15% who either disagreed or strongly disagreed. Some 78% ofrespondents either agreed or strongly agreed that the staff was friendly, welcoming and knowledgeable on GI Bill® benefits, but the 22% remaining either disagreed or strongly disagreed. The majority of the veterans, just over 77%, either agreed or strongly agreed that procedures for certification of GI MILITARY VETERAN EXPERIENCE Bill® benefits clear and understandable, or they were explained adequately. The remaining 23% either disagreed or strongly disagreed. Nearly 81 % of the respondents either agreed or strongly agreed that the Veterans Services staff helpful in giving guidance for registration each semester, with the remaining 19% either disagreed or strongly disagreed. 48 When asked if problems with GI Bill® benefits were resolved for them in a timely manner, over 84% indicated that they either agreed or strongly agreed, with 16% that either disagreed or strongly disagreed. Comments about Veterans Services Office included one veteran who said, "The Veterans Student Services were very helpful, lmowledgeable and professional." While another commented, "The Veterans Services Office was able to answer my questions and refer me to the appropriate services I required, however, I wondered why other school officials hadn't referred me to Veterans Services first. I could have avoided a lot of confusion and wasted time." Faculty Awareness, Classroom Environment, and Campus Life When asked about whether their school had offered a reintegration program to help with transition, about 57% indicated that their school did not offer this type of program, and either disagreed or strongly disagreed. Only 43% either agreed or strongly agreed that a reintegration program was offered. Over 63% of the respondents either disagreed or strongly disagreed that their professors were aware of veteran resources on campus, with the remaining 3 7% who agreed or strongly agreed that professors were aware. Some 70% of respondents either agreed or strongly agreed that their instructors/professors interacted well with them, and MILITARY VETERAN EXPERIENCE 49 honored the veterans' confidentiality requests. The remaining 30% disagreed or strongly disagreed. When asked if veterans were aware of instructors being trained about what the military experience is like, over 60% either disagreed or strongly disagreed that the instructors had been trained, and only 40% agreed or strongly agreed that they were. As to whether the respondents felt they were treated fairly and respectfully on campus, almost 82% agreed or strongly agreed. The remaining 18% either disagreed or strongly disagreed. About 87% agreed or strongly agreed that they were allowed to share their military experiences when appropriate, while the remaining 13% disagreed or strongly disagreed. Of the veterans that responded, 80% agreed or strongly agreed that allowances were made for specific veteran seating needs. Nearly 82% agreed or strongly agreed that classroom populations are manageable in size and encourage learning, while the remaining 18% veterans disagreed or strongly disagreed. Peer mentoring programs allow veterans to get assistance with coursework, directly from other veteran students. Just over 64% of the respondents agreed or strongly agreed that their school had a peer mentoring program for support of veterans, while almost 36% disagreed or strongly disagreed. In addition, over 65% of the veterans agreed or strongly agreed that their school had a relationship with veteran service organizations, such as The American Legion, Disabled American Veterans, and the Veterans ofForeign Wars, that can assist veterans in obtaining further benefits, with the remaining respondents disagreed or strongly disagreed. Also, about 87% of the respondents agreed or strongly agreed that their school allowed the Veterans Administration (VA) to have a MILITARY VETERAN EXPERIENCE presence on campus to assist with things such as mental health counseling, education benefits, veterans with disabilities' benefits. 50 In regards to Student Veteran Organizations (SVO), about 47% agreed or strongly agreed that they were aware their school had a SVO on campus, but about 53% disagreed or strongly disagreed. Many colleges offer a "one-stop-shop" for any resource on campus related to veterans, such as Veteran Services, VUB, Admissions, Registration, and Disability Services. This helps the veterans by providing a streamlined process for administrative offices and support resources needed while applying for and attending college. Just 58% of veterans agreed or strongly agreed that their school offered such a resource, while the remaining 42% disagreed or strongly disagreed. When asked to comment on faculty awareness, classroom environment, and campus life, a veteran commented "A one-stop shop for veterans/military issues would be very beneficial." Another veteran commented, "The VA office was moved from the student services building to a building on the outskirt of campus. It should be co-located with other student services. Their current facilities are inadequate for study or parking. I pushed hard to assist and establish a veteran student organization with no luck. Finally, it was hard transition from the "military life" and it would have been nice to have a fellow Vet as a mentor." Another veteran said, "Veterans services are on opposite ends of the campus and not located "on campus" per se. The Veterans Services Office used to be located in the administration building on campus and it was more convenient to walk between the registrars, cashier, and Vet services when problems or questions arose, but MILITARY VETERAN EXPERIENCE last summer is was moved outside of the building and it now seems disconnected from the school." Service-connected Disability Of those that responded to this question of the survey, just over 35% (11) indicated that they had been diagnosed with PTSD, TBI, or a combination of the two illnesses. Nearly 83% of these veterans with disabilities agreed or strongly agreed that the staff of Disability Services, at their campus, were friendly, welcoming, and had an understanding of veteran-specific disabilities. 51 About 71 % of the veterans with disabilities agreed or strongly agreed that Disability Services staff had an understanding of the cognitive difficulties related to PTSD/TBI, and were trained to counsel veterans, while the remaining veterans with disabilities disagreed or strongly disagreed. As to whether Disability Services helped veterans deal with the stigma related to being "disabled", almost 74% agreed or strongly agreed, and the remaining 26% either disagreed or strongly disagreed. Over 82% of the veterans with disabilities agreed or strongly agreed that Disability Services coordinated with the VA to properly accommodate the veterans with disabilities on campus, while almost 18% disagreed or strongly disagreed. Just over 83% of veterans with disabilities agreed or strongly agreed that classroom accommodations are given to veterans with PTSD/TBI diagnoses, while nearlyl 7% disagreed or strongly disagreed. About 84% agreed or strongly agreed that test-taking and test location accommodations were given to veterans with these diagnoses, with the remaining that either disagreed or strongly disagreed. Finally, when asked whether Disability Services collaborates to educate other campus professionals MILITARY VETERAN EXPERIENCE 52 about veterans with disabilities' needs, 80% of the veterans with disabilities agreed or strongly agreed that they did, and 20% disagreed or strongly disagreed. Of those veterans that indicated they had either PTSD or TBI, one commented "If provisions are available at Weber State University for Disabled Veterans I am not aware of them." And finally, another commented "I experienced Sexual trauma in the military and received disability accommodations finally after three years at college. It would be helpful to have a female Psychologist for female veterans. I don't feel comfortable sharing my anxiety issues with a male." Table 2. Summary of responses by survey section, with the totals by section and response type. Section Strongly Agree Disagree Strongly Survey Sections Responses Agree Disagree a. Overall 93 27 34 14 18 Experience (3) b. Website 155 36 88 22 9 Navigation (7) c. College 224 48 111 43 22 Admissions (7) d. Enrollment 152 29 86 26 11 Services ( 5) e. Veteran Services 153 57 67 20 9 Office (5) f. Faculty 388 82 167 92 47 Awareness/ Classroom Environment (13) g. Service- 147 64 53 12 18 connected Disability (7) MILITARY VETERAN EXPERIENCE DISCUSSION 53 As seen in the review of previous research on this subject, the study found that with the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict, some 40 years ago (Cook & Kim, 2009; Rumann & Hamrick, 2009). In research by Zoli, Maury, and Fay (2015) of the more than 8,500 military members and veterans who participated, 92% indicated that education should play a role in post-service transition. This new GI Bill® has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. The previous research found that most colleges and universities across the country were inadequately prepared to meet the needs of this new influx of veterans and had been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Research also showed a need for improvement in areas related to veterans such as assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Previous research also suggested that institutions that encourage veterans to self­identify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The university should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military MILITARY VETERAN EXPERIENCE training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). 54 The current study provided an opportunity to obtain the perspective of the veterans, in one western state, as to how their respective college or university was adapting to this change. The study sought to determine veteran/veterans with disabilities' perspectives as to what extent they have been integrated and accommodated at the community college and university level. In addition, the purpose of the study was to also determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. Specifically the study sought to determine to what extent the institutions of higher education have developed a veteran friendly campus, determine to what extent does the institutional faculty and staff have an adequate understanding of the military experience, are reintegrating veterans into the classroom and into higher education in general, and to determine to what extent do the institutions adequately understand and accommodate veterans with service-connected disabilities such at PTSD and TBI. What the current study demonstrated is that progress has been made in relation to this study group but there is still room for improvement, and that colleges and universities should continue to move in a positive direction. These institutions should focus on improving all aspects of interaction with military veterans to include improving the veteran experience through proper integration, user friendly web-based resources, veteran-specific admissions and registration procedures, proactive veteran services, faculty and staff awareness and training, developing a welcoming classroom MILITARY VETERAN EXPERIENCE environment, improved veteran integration in campus life, and also improved disability services and accommodations for veterans witb disabilities. Implications of the Results 55 There are very meaningful reasons why institutions should do tbe best job possible when serving, managing, and educating veterans. As pointed out in the previous research reviewed, Brown and Gross (2011) showed that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. The study sought to measure how the veterans felt that the institutions of higher education were doing in that respect. Overall, the results of tbe current research on the veteran perspective was quite positive. The survey results indicated that, in general, there were 949 (72 % ) positive responses to survey questions and 363 (28%) negative responses (Appendix C). This by no means indicates that there have been no negative impacts on veterans at the institutions involved, but it demonstrates tbat strides are being made in a positive direction when it comes to the veteran experience at the these schools. A portion of the survey addressed the research question related to how the veterans felt their respective college or university had developed a veteran friendly campus through streamlining the admission, enrollment, and veteran services processes. When it came to the admissions process, most of the survey participants felt that the admissions process was generally smooth and could be viewed as veteran-friendly, but over one-third of the veterans thought that the admissions staff was not helpful and lacked understanding of veteran-specific issues. Also a clear procedure for transferring credit for military experience is warranted, based on tbe nearly one-half of veterans MILITARY VETERAN EXPERIENCE 56 unsatisfied with that process. This would indicate that staff training related to veteran­specific issues and problems that arise could reduce that level of dissatisfaction. Another possible option would be to have a staff member with military experience available to assist veterans. The admissions process is likely the first stumbling block that these veterans have in starting their higher education journey, so it is incumbent on the institutions to ensure veterans are welcomed, treated fairly, and that veteran needs are being addressed. Once admitted to an institute of higher education, veterans must tackle the enrollment process and find coursework suited for their chosen academic major. This can be a daunting task for veterans, many of whom have never been in a higher education environment. Over one quarter of the veterans responding to the survey felt that they did not have access to an advisor that would work with them in choosing and enrolling in courses. It is critical that veterans are advised properly, given the fact that their GI Bill® benefits are finite. Veterans cannot afford to waste time or money on coursework unrelated to their major. In addition over one half of the respondents felt that the registrar staff was unfamiliar with veteran-specific needs. If a staff member is unaware of the VA policy (e.g. against paying for courses unrelated to the veteran's major) and improperly advises the veteran, then it may create financial for the veterans. Again, training on veteran related issues and/or the presence of a veteran staff member may mitigate these kinds of problems. Veterans Services is a critical part of the veteran experience on the community college and university campus, especially for those veterans using GI Bill® benefits. It can become financially difficult on veterans if they have issues with receiving their MILITARY VETERAN EXPERIENCE educational benefits, so Veterans Services must be efficient when certifying veterans' benefits. 57 Most survey responses relating to Veteran Services were positive, but some found that veteran services was hard to locate, that the staff was unfriendly, and that the process for obtaining GI Bill® benefits was not clear or explained properly. Some also had trouble getting proper guidance from Veteran Services during registration each semester, or when veterans experienced problems with receiving GI Bill®benefits, the problems were not resolved in a timely manner. Not all veterans will be satisfied with how a particular process unfolds, but veterans utilizing Veteran Services on campus should feel that the staff there are on the veterans' side to the best extent possible. Veteran Services should viewed by the veterans as an ally on campus, and staff should do the utmost to accommodate veteran needs. This office should be a safe haven where veterans can come for support when they are frustrated by other campus services and procedures. Interaction with instructors and professors make up most of the personal contact veterans have in higher education. Ideally they should have some knowledge about veteran issues and resources available. The second research question attempted to determine if veterans felt faculty and staffhad an adequate understanding of the experiences of military veterans. Additionally, the study attempted to determine veterans' perception as to whether the faculty and staff were aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general. Some of the difficulties that veterans face in higher education involve under informed MILITARY VETERAN EXPERIENCE faculty, their negative classroom experiences, and general non-involvement in campus life and activities. 58 The researcher believes that it is critical to the long-term viability of veteran students, for them to be understood, accommodated, and integrated into these institutions. Over one half of the veterans indicated that their respective school either did not have an integration program, or if it did they were unsatisfied with results. In addition, nearly two thirds of veteran respondents indicated that their instructors and professors were unaware of veteran resources on campus. All staff and faculty should be aware of resources that benefit veterans, which can serve to make things easier on the veteran, staff, and faculty. The study results indicate that over one half of the veterans in the survey perceived that the faculty were not adequately trained to understand the military experience. Some colleges across the country have establish a "basic training" type program for faculty to help them be more aware of different aspects of the military experience, to help them to understand and be sympathetic. For example Purdue University, and the Veterans Success Center there, offers "Green Zone Training" to discuss what it means to serve and what veterans bring to campus. With fewer and fewer staff and faculty having military experience themselves, a program like this would be beneficial and enlightening as more veterans pursue higher education. On a positive note, the veterans overwhelmingly felt that they were treated fairly and respectfully, and were given the opportunity to share their experiences when they felt comfortable doing so in class. Approximately 30 % of the veterans who responded did not feel that the faculty honored the veterans' confidentiality requests. Some veterans really want to blend into MILITARY VETERAN EXPERIENCE 59 the fabric of the campus and do not feel comfortable being singled out or identified as a military veteran. Faculty should be sensitive to this on an individual basis, and avoid calling attention to a veteran who may not want to be identified that way. Some veterans are uncomfortable speaking of their military experiences in class, or relating it to their education, especially if it involves combat experiences. Although if comfortable in sharing, veterans' experiences can contribute to classroom learning environment and to the learning experience of all students overall, so faculty need to be sensitive and aware. Peer mentoring and student veteran organizations are other programs that have been beneficial to veterans on campuses across the country. Veterans learning and being mentored by other veterans can be another way to increase retention of veterans at the respective college or university. Organized student groups can give similar kinds of support to veterans (e.g. Student Veterans of America). An experienced veteran in college can help newer student veterans get through the difficult times by showing these fellow veterans how they survived themselves. Over one third of the veterans in the survey did not feel that there was a sound peer mentoring program, or at least an effective one at their respective schools. In addition, over one half of the veterans in the study indicated that their school did not have an adequate student veteran's organization. This study also attempted to determine how veterans with disabilities perceived their college or university understood and accommodated veterans' disabilities, specifically those related to combat related issues such as PTSD and TBI. Recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed MILITARY VETERAN EXPERIENCE 60 with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). In the study by Zoli, Maury, and Fay (2015), the researchers reported over 3.9 million veterans had been identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents 58% reported a service related disability. Of the veterans that reported a service-connected disability, 79% indicated that the disability created obstacles for them as they transitioned to civilian life. In regards to pursuing higher education, 12% indicated the disability hindered beginning higher education, and 28% said the disability created obstacles in completing higher education (Zoli, Maury, and Fay, 2015). It is critical that colleges and universities across the country find ways to accommodate these military veterans who may be attending to their institutions, but especially those with these unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. The DS staff should be at the forefront when it comes to service-connected veterans with disabilities. In this study, of the veterans who identified as being disabled due to PTSD and/or TB!, over 82% agreed that DS staff at their campus were friendly and welcoming, and had an understanding of veteran-specific disabilities. It was by no means unanimous, with about 18% disagreeing, so there is room for improvement. The DS staff also seemed to have at least some understanding of the cognitive difficulties of those veterans experiencing PTSD/TBI issues, and these veterans felt the staff had adequate training to counsel them in relation to these issues. The DS staff was also widely viewed as being helpful to veterans struggling with the stigma that is felt by being called "disabled". MILITARY VETERAN EXPERIENCE 61 The results indicate that most of the veterans with disabilities were receiving accommodations in the classroom, and for test-taking, as well as these veterans feeling positive about how the DS staff educated other campus professionals about veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services. There were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. Limitations Although the surveys were conducted in only one western state, the researcher believes that the results can be viewed in the broader context in that improvements are being made in higher education for this new influx of veterans. Others may argue that the results of the research are not adequately generalizable based on the sample size. The researcher agrees that the response rate for the survey was not ideal, but given that overall response rates for online surveys are traditionally low, the researcher felt that there were enough data to proceed. Veterans tend to focus on what directly effects their education, and therefore if the veteran does not see a relation to coursework and grades they tend to be less interested in extracurricular inquiries (Quaye & Harper, 2014). In reviewing the demographic data, it appears that there was a well-represented sample of our military, in years served, branch of anned service, deployment to combat zones, and gender. There appeared to be few if any over-represented veterans in the specific categories, other than females (see Table 1). MILITARY VETERAN EXPERIENCE 62 Future Research The study can be expanded by conducting future research to include more colleges and universities in different regions of the country. Including more veterans in varied geographical and demographically diverse areas of the country would build a broader picture of how higher education is doing in serving, managing, and educating veterans. Future research could also include the use of varied survey tools including online surveys, mailed surveys, convenience surveys, one-on-one interviews, and group discussions. The study sought to measure only the perspective of the veterans from the beginning of the research project, using a convenience sample of Veterans Upward Bound (VUB) participants. Future research could also measure the perspectives of institutional staff and faculty as well as a broader spectrum of veterans, in order to identify any possible disconnects and common ground between veteran and institutional perspectives. An institution of higher education may believe that it is doing all it can to adequately serve veterans, whereas the veterans feel that there is room to improve. This needs analysis was undertalcen to inform the institutions of higher education regarding the perspectives of military veterans. It will infonn universities, and the entities that support those veterans, ways to improve the veteran experience. Additionally, the results will provide a veteran perspective in hopes of better meeting the needs of college and university veterans. It is recommended that future research will review these data and aslc additional questions of the veterans and university faculty and staff to better support those who have served on the country's behalf. MILITARY VETERAN EXPERIENCE 63 Summary The study began with historical background and context on the GI Bill® from the beginning in 1944, to the present configuration. With the newest iteration of the GI Bill® and the generous benefits to veterans, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). The literature review showed that institutions of higher education were ill prepared to meet the needs of this new influx of veterans, and had been reacting to the challenge rather than being proactive and anticipating changes that needed to be made. In addition, due to higher rates of survivability in combat, many of the veteran students entering higher education now have returned from conflict with injuries and illnesses such as PTSD and TBI. Previous research showed that nearly 85% of those receiving combat injuries are surviving due to advances in protective body armor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). In the current study, the researcher sought to measure the veteran perspective as to how the institutions of higher education are doing in relation to serving veterans in general, as well as veterans with disabilities. The study findings were more positive than expected, based on prior research, with 949 (72%) positive responses to survey questions and 363 (28%) negative responses (see appendix A). This could plainly be an indicator that the institutions of higher education in the western state involved are doing better than elsewhere, or a broader indicator that the veteran experience is improving generally. MILITARY VETERAN EXPERIENCE 64 The current research showed that improvements were being made, based on the perspective of the veterans involved. The responses to the research survey were generally positive, with some exceptions. This indicates that the institutions where these veterans have attended, are making strides in a positive direction. Responses from the survey participants did show that there are many areas relating to veterans that have room for improvement though. It is the intent of the researcher to make these results available to higher education institutions, in order to facilitate the needed improvements. The results also indicated that most of the veterans with disabilities were mostly positive about the institutions meeting veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services on campus. As reported earlier in the study, there were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. The researcher has concluded that there are still challenges ahead for veterans in higher education, but that the process in moving in a positive direction. Veterans are seeing these improvements and are becoming more optimistic in their outlook. The more optimistic that veterans become, the better the retention and graduation rates will become. Colleges and universities must work hand-in-hand with the veterans to improve the experience for faculty, staff, and student veterans in the future. The individtial veteran student, the higher education institutions, and the community at large will benefit from these improvements. MILITARY VETERAN EXPERIENCE REFERENCES 65 American Council on Education (2010). 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MILITARY VETERAN EXPERIENCE APPENDICES Appendix A: Veterans Survey Questions Appendix B: IRB Approval Letter Appendix C: Survey Results Spreadsheet 69 MILITARY VETERAN EXPERIENCE APPENDIX A Veterans Survey Questions Veteran Experience Questions and Comments All survey questions (except open-ended comments) will have one of the following responses: Strongly Agree, Agree, Disagree, and Strongly Disagree, Not Applicable (N/A). a. Overall Experience in Higher Education 1. My overall experience on the campus has been positive. 2. My school seems to be working to accommodate military veterans. 3. Veteran programs/benefits have improved since I've been at my school. b. Website Navigation 4. The website for the college/university was easy to find online. 5. Once fmmd, the website was easy to navigate once found. 70 6. It was easy to find veteran specific web pages, they were one location and/or were easily linked. 7. Information on the veteran pages was clear and tmderstandable. 8. Contact information for Veteran Services was easy to find. c. Admissions 9. The online admissions application was easy to find, and was clear and understandable. 10. The application clearly asks individuals to identify as a military member or veteran. 11. When needed the admissions office was easy to locate. MILITARY VETERAN EXPERIENCE 12. The admissions staff was helpful, able to answer veteran related questions, and understand veteran related procedures. 71 13. Procedures for military experience transfer credits were clear and understandable. 14. The college/university offered veteran specific orientations of information sessions. 15. Overall the admissions process was veteran friendly. d. Enrollment 16. The online course registration process was clear and understandable. 17. The registrar's office was easy to find on campus. 18. Veterans have access to an advisor to help plan, choose proper courses, and enroll in classes. 19. Staff from the registrar's office is familiar with veteran-specific needs. 20. Enrollment deadlines, add/drop periods, and semester schedule were made clear. e. Veteran Services Office 21. The Veterans Services Office was easy to find on campus. 22. The Veterans Services staff were friendly and welcoming, were knowledgeable with all aspects of the GI Bill®. 23. Campus procedures for GI Bill® certification were clear and understandable or were explained. 24. The Veteran Services staff were helpful in giving guidance for registration each semester. 25. Problems with my GI Bill® benefits were resolved in a timely manner. f. Faculty Awareness/Classroom Environment/Campus Life MILITARY VETERAN EXPERIENCE 72 26. The college/university offered a (re)integration program to help veterans transition into higher education. 27. Instructors/Professors are familiar with veteran resources on campus. 28. Instructors/Professors interact well with veteran students and honor veterans' confidentiality requests. 29. Instructors/Professors have been trained on what the military experience is like. 30. Military veteran students are treated fairly and respectfully on campus. 31. Instructors/Professors allow veterans to share military experiences when appropriate. 32. Allowances are made for specific veteran seating needs when necessary. 33. Class populations are manageable in size and encourage learning. 34. The college/university has a peer mentoring program providing veteran to veteran support. 35. The college/university has a relationship with Veteran Service Organizations (American Legion, DAV, VFW, etc.). 36. There is an established veteran student organization on campus. 37. The college/university allows the Veterans Administration (VA) to have a presence on campus. 38. The college/university has a "one stop shop" where veterans can go for services. Disabled Veteran Experience Questions and Comments g. Disability Services 1. The Disability Services staff was friendly and welcoming, and understands veteran specific disabilities. MILITARY VETERAN EXPERIENCE 2. Disability Services staff understands cognitive difficulties related to PTSD/TBI, and have been trained to counsel veterans with PTSD/TBI. 3. Disability Services helps veterans to deal with the stigma related to being "disabled". 4. Disability Services coordinate with the VA to properly acconnnodate disabled veterans. 5. Classroom acconnnodations are given to veterans with documented PTSD/TBI diagnoses. 6. Test taking and testing location accommodations are given to veterans with documented PTSD/TBI diagnoses. 7. Disability Services staff collaborates well with other campus professionals to educate them on disabled veteran needs. 73 MILITARY VETERAN EXPERIENCE APPENDIXB WEBER STATE UNIVERSITY Institutional Review Board April 29, 2015 Daniel Czech MC 4401 Weber State University Ogden, UT 84408 Daniel, Your project entitled "The Military Veteran Experience in Higher Education" has been reviewed and is approved as written. The project was reviewed as "exempt" because it involves using curriculum and assessments which would normally be used. Subjects are considered adults and may choose not to participate. Informed consent is required for participation. Notification of the study and how data will be reported are appropriate. No individual subject data will be revealed. All subject information will be confidential. Dr. Williams is the chair of the committee who will oversee this study. Anonymity and confidentiality are addressed appropriately, and the type of information gathered could not "reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation" (Code of Federal Regulations 45 CFR 46, Subpart D.) You may proceed with your study when district/site approval is given. Please remember that any anticipated changes to the project and approved procedures must be submitted to the !RB prior to implementation. Any unanticipated problems that arise during any stage of the project require a written report to the !RB and possible suspension of the project. A final copy of your application will remain on file with the !RB records. If you need further assistance or have any questions, call meat 626-7370 or e-mail me at lgowans@weber.edu. Sincerely, Linda Gowans, Ph.D. Chair, Institutional Review Board, Education Subcommittee 74 MILITARY VETERAN EXPERIENCE Title of Project: Primary Investigator(s): Approval Number: Reviewer: Date: April 29, 2015 The Military Veteran Experience in Higher Education Daniel Czech 15-ED-088 Linda Gowans, Ph.D. Chair, Institutional Review Board Education Subcommittee COMMITTEE ACTION YOUR PROPOSAL (PROJECT) AND CONSENT DOCUMENTS HA VE BEEN RECEIVED AND CLASSIFIED BY THE HUMAN SUBJECTS IN RESEARCH COMMITTEE AS: _High Risk __ Moderate Risk _X _Low Risk BY THE FOLLOWING PROCESS: _Full board review_ Expedited review_X_Exemption THE PROJECT HAS BEEN: _x Approved __ Not Approved COMMENTS: See Attached Approval Letter Linda Gowans, Ph.D. --- IRB EDUCATION SUBCOMMITTEE CHAIR INVESTIGATOR'S RESPONSIBILITY AFTER COMMITTEE ACTION 75 The federal regulations provide that after the committee has approved your study, you may not make any changes without prior committee approval except where necessary to eliminate apparent immediate hazards to the subjects. Further, you must report to the committee any changes that you make and any unanticipated problems involving risks to subjects or others that arise. 4/29/2015 REVIEW DATE MILITARY VETERAN EXPERIENCE 76 APPENDIXC Su rvey R esul tsS > prea ds heet Survey Section Question Strongly Agree Disagree Strongly N/A Total (excluding Number Agree Disagree N/A) a. Overall . . ·· .·.I ••••• . ·:· ' -' . ·. .·· .· . . . Experience . · . . ' . . . . .·· . . • 1 12 12 5 4 0 33 2 11 11 4 7 0 33 3 4 11 5 7 6 27 b. Website . . . . ·. ·.· . . . · . . •. Navigation . ··. . . . . . 4 10 22 0 0 1 32 5 5 19 8 0 1 32 6 5 13 9 3 3 30 7 6 16 4 4 3 30 8 10 18 1 2 2 31 College . ·. . · . c. . . . ' • . Admissions ·.·. . . · . . I . .· . 9 7 22 0 0 4 29 10 6 16 8 2 1 32 11 10 22 1 0 0 33 12 4 17 8 4 0 33 13 6 11 10 5 0 32 14 7 8 10 7 1 32 15 8 15 6 4 0 33 d. Enrollment . I . . ' ': < ·. I . I ' I . Services . .• . · . . .· . . . ·.· . ' . 16 5 19 2 2 4 28 17 9 21 2 0 0 32 18 7 16 7 1 0 31 19 1 12 11 5 3 29 20 7 18 4 3 0 32 e. Veteran Services Office 21 11 17 4 1 0 33 22 12 13 5 2 1 32 23 12 12 5 2 2 31 24 13 12 4 2 2 31 25 9 13 2 2 7 26 MILITARY VETERAN EXPERIENCE 77 f. Faculty Awareness/ Classroom Environment 26 1 11 9 7 5 28 27 3 8 13 6 3 30 28 8 13 4 5 2 30 29 2 5 14 6 6 27 30 6 21 5 1 0 33 31 8 19 3 1 2 31 32 7 13 4 1 8 25 33 11 16 4 2 0 33 34 7 11 8 2 4 28 35 5 14 8 2 3 29 36 5 10 10 7 1 32 37 9 18 2 2 1 31 38 10 8 8 5 1 31 g. Service-connected Disability 1 10 9 1 3 9 23 2 9 6 3 3 11 21 3 9 8 3 3 9 23 4 10 9 1 3 9 23 5 8 7 1 2 14 18 6 10 6 1 2 13 19 7 8 8 2 2 12 20