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Transcript of an oral history interview with Robert D. Forger conducted by Joseph Cates at Forger's home in Newtown, Connecticut, on 16 March 2016 as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Robert D. Forger was a member of the Norwich University Class of 1949. The bulk of his interview focuses on the history and development of his relationship with Norwich University, including as a student, alumnus, and trustee. ; 1 Robert Forger, NU '49, Oral History Interview March 16, 2016 At His Home in Newtown, Connecticut Interviewed by Joseph Cates, of the Norwich Oral History Project JOSEPH CATES: Mr. Forger, Bob, can you please state your full name and date and place of your birth? ROBERT FORGER: Robert D. Forger, May 24, 1928, in Norwalk, Connecticut. JC: Talk a little bit about growing up in Norwalk. RF: I grew up in Westport. Westport did not have a hospital. And for years we could get our birth certificates in Westport but then they stopped. If you were born in Norwalk, you can't do it. (Laughs) JC: (Laughs) RF: That was a wonderful place to grow up in. It was a town of about 5,000 people. I went to a high school that took in students from two other towns and had a graduating class of about 96, almost 100. And 11 were from one other town and 13 were from the other town, so the other 75 were from Westport. I got a wonderful preparation there. We had a very, very good faculty. If you can believe this, I learned all my English from the Latin teacher. I took four years of Latin. We had to diagram the sentences. Latin sentences. And I had an English teacher whom I had for three years who was hung up on the classics, so we learned very little English, but we sure know all of Shakespeare and everybody else. (Laughs) And I got a good preparation because when I went off to Norwich, the curriculum as a chemist, I had to take trigonometry. And I said, "But I've had trigonometry." Oh, no, you haven't had trigonometry like this. This is really …, so you have to take it. So, I took it and got a 98 and the instructor said to me when it was all over, he said, "You know, I think you've had this subject before." And I said, "I certainly have." (Laughs) JC: What made you decide to go to Norwich? RF: I went to the physical – I wanted to go to West Point and I have a military bend and nobody in the family knows from whence it came. And I wanted to go to West Point and as a junior in high school I flunked the physical because of astigmatism in one of the eyes in which they would not give a waiver. And it was very difficult to get into it at that time because the war was on and everybody wanted to get in and be protected for four years or maybe the three-year curriculum they were doing at the time. So, our local dentist said, "Why don't 2 you go up the Norwich?" I knew nothing about Norwich but his nephew, who practiced not very far from where we are now, had gone there, Class of '39, and had become a dentist and he said, "You ought to go there." So, I applied. We went up to take a look at the place and I got accepted. JC: Okay. This is a question for you. Tell me a little bit about your rook year, about being a rook. RF: I think it was pretty darn easy. JC: (Laughs) RF: I don't think it was bad. A lot of people complained about it but I had read some stories about what went on at West Point, I had a book West Point Today about what they had to go through. As long as you didn't try to think as an individual, and not do what they wanted you to do, you were fine. One of my experiences was, they came in, and I doubt they do this today, came into our room. My roommate, myself, they turned the heat up on high and said, "At 9:30 we're going to have everybody in here." And they had everybody in our room and you had to bring your blankets, you had to wear your mackinaw, wear your blanket – wrapped in a blanket and it was so darn hot in that room and then you had to jump up and down, singing "God Bless America." At 10:00 (inaudible) [0:05:08], everybody left. They left our room in shambles. And we had to get up at 4:30 in the morning to straighten it out for inspection. (Laughs) But that was – and that was not a bad experience, it wasn't bad at all. JC: You were also in a fraternity. Tell me about that. RF: Sigma Phi Epsilon, Sig Ep. In the building where the president now lives. That wasn't as plush as it is now. They've added to it since those days. And it was interesting because nobody was around fraternities in my freshman year and they rushed the new pledges in October of my sophomore year. And the house president got up, I understand, later. He said – now you have to remember, they were all civilians, because Norwich took in anyone who had been there before. To come back in civilian clothes and finish up his education. Didn't have to wear a uniform. Didn't have to participate in the military. Really a very good decision, I think. And, he said, told them, "You have to remember, we're a military school and our future is military. And you guys shouldn't be voting in people who are civilians now, just because they're your friends. You've got to stick with the military." Sig Ep took in five cadets and we were the most cadets, we were down there with cadets with 45 other civilians. (Laughs) And, we developed from there. But it was a really wise thing to say, because some of the fraternities took in only two and that was, I think, a mistake on their part. JC: Well, how did you feel about when they did away with the fraternities? 3 RF: Mixed emotions. It was sort of a second-class citizenship, particularly athletically because we had a troop league and when I left there were six troops. A headquarters troop, which was the band, and five line troops. And we had an athletic league with the troops and an athletic league with the fraternities. And it ended up that the guys who were left behind in the troops, they just felt like second class citizens. They didn't play with the big boys. And I think that was one divisive effect that the fraternities had. But it was a great place to go and to relax. When you went through the front door, why military was out the window. But when you went out the front door, your tie better be straight and your cap on right and in everything else, the military prevailed. JC: Now, you said there was an incident that happened that caused the fraternities to be done away with. RF: Yes, this was what – I left in June of '49 and early '50 when General Harmon came on board as the president. And I believe it was Winter Carnival that year and one of the fraternities, a guy in a drunken stupor went headlong down the stairs and did damage to his neck and his back and everything else and lost a semester of school because of the injuries. And that was the catalyst for Harmon getting rid of the fraternities. He – it took him a while, but he usually gets his way. (Laughs) JC: What is your – what do you remember most about your years at Norwich? RF: I think the camaraderie. I think it was a wonderful small school. I made so many friends. It was the type I liked and could live with and getting up at 6 or 6:15, that kind of thing, it – the rules and regulations never bothered me. I may have been an exception but I never walked a tour in my life. When it was O.D. (?) [0:10:05] my senior year, I can remember the temperature – 10 degrees in the middle of winter, starting a tour line with a hundred guys in it. (Laughs) JC: (Chuckles) RF: And they had a system, which I overlooked at the time, I knew what was happening. The first three guys in the line would peel off and go into Alumni Hall. Now when the line came around again, the next three or five or whatever number they had decided on, would peel off and the other ones would come back out, get at the end of the line. Because it was so darn cold. JC: (Laughs) Now, Homer Dodge was president when you were a student. RF: Yes. JC: Tell me about that. 4 RF: I don't think he was – in retrospect, I didn't have that much of an insight. I don't think he was a very effective president. He was – he wore a uniform, but that was about it. He didn't know how to wear it. He was an eminent physicist and – well we had Fuzzy Woodbury. We had a good physics department. He was the wrong guy for the job. And we finally got to him and he realized he wasn't doing anything. Fortunately, we had a guy, in fact two of them, that were commandants and assistant commandants that really kept the Norwich activity going. And some of the guys that returned, some of the veterans, I can remember the veterans getting after it. They got dressed up in their uniforms and they got all the sophomores together and they said, "We see that you're violating some of the traditions and these are what they are." And one of them was Jack O'Neil. "These are what they are and you've got to start living by them." JC: Tell me about when Eisenhower came to the commencement and gave the commencement address. RF: I don't remember anything about the commencement address, but it was allegedly his first or maybe only one of his first appearances in 1946. In my freshman year, we had three graduates. Who – how they did it – but finished up their last year and their last semester. And Eisenhower came, both senators were with him. JC: (Laughs) RF: As you might expect. And the one thing I do remember is the pushing match he got into with President Dodge. In the military, the lowest ranking guys get in the car first. And the highest ranking last, so he can be the first one out of the car. And Homer Dodge would not let – he would not precede Eisenhower. And Eisenhower solved the issue by putting the palm of his hand in the back of Dodge's back and propelling him into the car. And it worked pretty well. But that's the only thing I really remember about the commencement. JC: Tell me about some of the professors that really had an influence on your life. RF: Well, I think there were probably two. Both junior chemistry professors. They were probably only instructors at the time. And one was Bill Nichols, who taught most of the advanced organic and inorganic. He was only here the one year I was there, in my senior year. He taught most of the organic and inorganic advanced classes. Whereas, the other professors taught the physical chemistry, the more difficult courses. He was a great guy and the other was Jack O'Neil who was a senior when I was a junior and a senior only because he came back. He was the Class of '44 and returned after the war. He ran most of the labs down in the bottom of Dodge Hall. He was a true Norwich guy. And one of the things I think that proved it was when our son, Gary, went up to Norwich, he was the Class of '75. When he went up in '71, we were in the orientation line and Jack O'Neil comes up and said "hi" to me and shook hands with Gary and he said, "Things get pretty rough up there. If you need some relief any time, here's my telephone 5 number. I live right down the street. Give me a call and come on over and get away from it all." And that was really a very nice thing to do. JC: What does the idea of the citizen soldier mean to you? RF: This is a put-up question, because this is something I answered on the questionnaire that your predecessor sent out. JC: Yes. It's on the first page. RF: Read it. "Citizen soldier" by my definition is an individual with a strong interest in the military, who is willing to act in the secondary line of military preparedness, rather than full-time service. Now, that was true in my day. And up until the second Gulf War started. It really isn't true anymore because anyone who is in the national guard or the reserves is going to get called one way or another. JC: Now, you served in the reserves from 1949 to '72, correct? RF: '72, yes. JC: Can you talk a little bit about that? About being in the reserves. RF: It was a nice experience, a great experience. I got some fairly good jobs out of it. I was with a tank battalion in Stamford and the C.O. was a 1934 graduate from the University of Massachusetts. I went to my first meeting and a guy sidles up to me and he says, "You know, that isn't an army uniform. That's a Norwich uniform." I didn't have any uniforms. I graduated in June and this was a September meeting and who was this guy but Phil Marsilius. JC: Oh. (Laughs) RF: (Laughs) Who was the emeritus chairman of the board. He was the S2 of the battalion. And the next day when he brings up another guy and introduces him to me, he's the S3 and it's Tommy, they called him in those days, Andy I always knew him as, Andy Boggs, who was the Class of '44 and who was the S3. (Laughs) JC: (Laughs) RF: And I got this C.O. that I had, I got some good jobs out of it that proved to be good because I could do them. And, he went to summer camp with the Norwich guys. And he was ROTC, not military. ROTC such as Norwich. And he told me later, he gave me these jobs because those Norwich guys could do anything. And he observed it at camp, at his summer camp, they could do anything. And we had 6 two Norwich guys. We had a bunch of lieutenants who had just come in when I left the tank battalion. And he – so I got some pretty good jobs out of it. JC: Where did you go to summer camp? RF: Ft. Meade, Maryland. And we spent a week down at A.P. Hill in Virginia, living in tents in rain storms and everything, because they didn't have a range big enough. That was the closest range large enough to fire the tank guns. Now I guess they all go out to Washington some place, Ft. Lewis, I think. JC: Oh, yes. RF: And of course, we were at, in those days, I got a commission at Armored Cavalry Reserve. Now I think you get branch and material and you sort of get your branch when you graduate, but I'm not sure. JC: I know if they're in ROTC, they pick which branch for ROTC now. If they want to go navy ROTC – RF: Oh, yes. See, we didn't have any navy or any air force. And when our son was there a year and with us paying the money for him, he got offered an air force ROTC scholarship for the last three years. Which we spoke to him and said, "You've got to serve five or six years or whatever," and he turned it down. JC: Now, one thing I wanted to ask you was – you were at Norwich when they still had the horse cavalry, correct? RF: Correct. JC: Can you talk a little bit about that? RF: (Laughs) Well, I was a stellar horseman. They brought back the horses at the end of our sophomore year, the summer between sophomore and junior. As the graduate, you had to take equitation. So, I took equitation in my junior year and my claim to fame was I led the class in being thrown. JC: (Laughs) RF: (Laughs) My roommate at the time was about 5'4" and every day – every Thursday when we went down for equitation, he got assigned the biggest horse, Burma. And he couldn't get up on the darn horse, because he fixed the stirrups the way you had to and they watched over you and made sure you did this, and he couldn't get up on the horse. And they had to boost him up. It was an interesting experience and something I really didn't want to continue. And they took the horses away at the end of our junior year. So, it was over. 7 JC: They came and they went within about a year. RF: Yes. JC: Now, how did Norwich prepare you for life? RF: I think it brought out the – my leadership aspects. I think I had some during elementary and junior high school. I think perhaps they faded in high school but they sure brought them out in being willing to step in and do something and to take charge when you had to. And I'm really quite proud of – when the organization of Society of Plastics Engineers that I was executive director for the last 22 years of my civilian career, I had a president whom I was not close and some you get very close to and others you don't. At the annual meeting, after I retired, he asked me to make sure I was at the annual meeting, he had a poem that he did that went on and on and on, citing really my whole life. And at the end, he said he left us with many attributes. He represented us well in the plastics industry, he did this, he did that. But most of all, was his leadership that we value. And that was brought out later on by a couple of people that I was not particularly close to. (Laughs) They told my son, who ended up with the same organization, they told my son, "We really miss your father, because he always did what he said he would do and he did it on time and we knew exactly where we stood on every issue." JC: Another question that we ask everybody in these oral histories is what does the Norwich motto "I Will Try" mean to you? RF: I really don't know. I think it means you'll do the very best you can under any circumstances, whatever circumstances may confront you. And we use it here every day. I go out in the car and I leave Eleanor behind and she says to me, she says, "Drive safely," and I always reply with, "I will try." (Laughs) JC: So, what did you do after you left Norwich? RF: I only worked for two companies in my life. One was Dorr-Oliver, which was involved in the separation of liquids and solids, starting with ores but later got into sewage and water treatment and things such as that. And then for 33 years with the Society of Plastics Engineers. Which I got aimed into with the only two electives I ever had in my life at Norwich. I was ordered with 84 or 86 credits in chemistry and so much in math and physics and all this stuff and I took a course from Peter Dow Webster; a semester of advertising and a semester of public relations. And I enjoyed it. And I ended up doing this with Dorr-Oliver after I left the lab. And I applied for some way to do this kind of thing, with the Society of Plastics Engineers and got the job at SPE. And I did virtually every job – the meetings manager, and the local sections and divisions coordinator, the publisher of four magazines, associate executive director and then, finally, executive director. 8 JC: So, you didn't go to Korea right after – you ended up with deferment, correct? RF: Correct. (Laughs) JC: Now, how did that happen? RF: I was with Dorr-Oliver in the labs and I got called into active duty. And they said this kind of thing could happen and the personnel director put up a statement that if any of you are called to active duty, let us know immediately. And I got called to be a filler second lieutenant in a Tennessee tank battalion. And down south, your country. (Laughs) JC: (Laughs) RF: And so, they put in, or I had to put in for it but they backed it up through the Department of Mines or the Department of the Interior. And I got strictly a political deferment. And I was the first one to get the deferment and they never lost anybody in the Korean War. And interestingly enough, the deferment was signed by I.D. White, who was the chief of staff for the second army, a major general in Governors Island. And he put a handwritten note on it. "I certainly don't enjoy giving a deferment to a Norwich man." (Laughs) JC: (Laughs) I can understand that. Now, talk a little bit about what you did at Dorr-Oliver. RF: I was – as a result of the courses I took with advertising and public relations and getting back to my high school chemistry teacher, I wasn't – chemistry was not my bag and how he recognized it, I don't know. I said I would like to get into advertising or public relations and they discouraged me. They said, "Well, we just hired a second guy for the ad department. So, chances are you're not going to do it." And four years later when the deferment was no longer necessary, they had an opening and I went down there as the third person in the ad department. After a merger, I went with my boss who was the ad director, who became the ad director of public relations at the revised corporation, and got involved in being the liaison for the technical and engineering societies and the technical publications. And that's what I gravitated into and then applied to SPE for a somewhat similar type of job, and got that job. JC: And, so you continued doing that type of work for SPE and then became the executive director. RF: For a short time. And then with changes and everything, why I ended up doing meetings when the meetings manager left. I ended up doing division when they had nobody to do the technical divisions, only because I had a technical 9 background. And I ended up as an associate executive director and then when my boss got fired, I got the job. JC: Let me see – RF: Can I interject something here? JC: Yes. Absolutely. RF: I believe I was at Norwich in a very transitional time. In fact, as I look back on it, it was – you'd never know what was coming next. When I went there, we had one dormitory, Hawkins, filled with cadets. And we took in, in the summer of '49, about 50 cadets who started in July and then about 50 others who started in September. And, I made a count of this, as it might be of interest. The ones that came in July, only 16 graduated. And in my class, the September class, only 11 graduated. JC: Oh, really? RF: We were losing guys like crazy to the draft. And I was young enough so I didn't get drafted until the war was – I didn't get – I didn't have to sign up for the draft until after V.E. Day and then V.J. Day came and they were drafting people – they evidently didn't need me. The mistake the other guys made was going up to Montpelier to register for the draft. And in two weeks they might pick them off because they came from Long Island City or Aurora, New York or someplace they weren't locals. And seeing this, I went home to Westport to register for the draft. Where they knew me. (Laughs) JC: (Laughs) RF: For some reason, I never came up or they never had the quotas to fill or whatever. But, we had, at one dorm full of Norwich cadets. We had two dorms, I don't know what they call it now, it's Cabot, the one right next to it at the time. It might be Goodyear or something. With – in Alumni Hall, we had four companies of fast tracks, army reserves specialized training guys who they sent to college for a year or so and then when they needed infantry troops they pulled them right out. They were -- at the end of my first year, they were gone. And we had enough when the Class of '50 came in, to fill two dormitories, Cabot and Hawkins. And in Cabot – in Hawkins, pardon me, in Hawkins they had a veteran troop; some guys that wanted to take ROTC but came back – but they had to wear a uniform if they took ROTC. And we had the veterans living in Alumni and fill/Phil/Bill (?) [0:31:02] Jackman Hall. And in my third year, why the cadets took over Alumni Hall. And, we had the veterans just in Jackman. And my fourth year, we had a few of the overflow senior bucks living in Jackman with the veterans because we didn't have enough room with the three existing dormitories. But it was – I went 10 through my yearbook and made a count. I had a hundred thirty-six in the class. And we had 27 that started that went through for four years and graduated – JC: And graduated. RF: -- as you would normally expect. And it was very, very transitional and very unusual. You'd never know what was coming next. In my sophomore year, we were loaded with veterans. They could wear their uniforms if they wanted to, if they didn't have civilian clothes. We had five lieutenant colonels walking around the campus. (Laughs) JC: (Laughs) RF: Which was unusual. JC: You were also involved a lot in the Alumni Association. RF: Yes. JC: Can we talk about that a little bit? RF: Yes. I – somebody put my name in to run for the alumni board. This was like 1983. No, '81. And at that time, they had an election. They nominated three reasonably recent graduates and two were elected and two of the old timers, in which classification I fit in. And two of the three in both classes were elected. But, the problem was, the guy who was the oldest class, always lost, because nobody knew him. And, so, I was on the alumni board for three years and the system was, it may still be, that at the end of three years and four years, those eight guys were eligible and we have girls on there now, were eligible to be elected president of the alumni board. And we knew who was going to be elected. A fourth-year guy who had seemed to be in line forever. And, a third-year guy came up to me and asked me if he was going to run for alumni president and would I support him? And I made an immediate decision. He'd been on the board and never done a darn thing in my estimation and I had done a number of things. When I said, no, I couldn't support him because I was going to run. And, fortunately, we had every preponderance of Boston people and the rest from around the country, although not many outside New England. And I ended up splitting the Boston vote and I had three people in the Boston group whom I knew, who were my contemporaries, and I'm sure they voted for me. And it ended up we had 19 that voted and I got 10 so I got the majority in the first ballot. That was it. I also got hell from my wife when I told her. She said, "You never mentioned it." I said, "No, not until last night was I even thinking about running for office." (Laughs) And she didn't have the right clothes. (Laughs) JC: (Laughs) 11 RF: And then from there, usually the outgoing alumni president is elected the alumni trustee for that year. And in the other year, when there's an outgoing president, it's somebody else who the alumni board recognizes is worth being an alumni trustee. JC: So, you were on the board of trustees? RF: For a five-year term. JC: Five-year term. RF: Yes. JC: And what was that like being on the board of trustees? RF: Oh, it was very interesting. There had to be the five alumni trustees but of the 30 of them, even the board, there were 22 of them that were alumni to begin with. And they supported the president very fairly, particularly when you had a take charge guy like Russ Todd, and I would guess, Harmon and Hart, President Hart. He was there between Harmon and Russ Todd. But it was interesting and I think this is where we were interrupted, that I tangled with Russ three times when I was on the board of trustees. I look upon it as I won one, I lost one and we tied one. (Laughs) JC: (Laughs) RF: The first was when he had the bright idea that we should form a Norwich University savings and loan association. And it could be a bank and put out loans to parents who wanted to bankroll their kids to go to Norwich. And I think I tied that one. Fred Haynes and myself of the Haynes Stadium were the only two that voted against it. But, within a year, they had the savings and loan association in crisis and they ended up selling of -- giving the very infantile savings and loan association they had to the bank which is now ensconced down there by – was down there by the alumni center. I think that one I won decisively. When I was chairman of the alumni board we did a survey of eight colleges that we had considered our equals, our size, Middlebury, Babson, I can't think of any of the others, St. Lawrence. We had two people on the board go to each school and ask certain questions as to how what they did – (break in audio) RF: We did this survey and compared how we stacked up with other schools in a number of different things that the Alumni Association did. And I was only on the board for one year. I was only a trustee for one year. And Russ came up with the idea that we would get a – we would subscribe to some kind of alumni magazine where we had a four page insert, all the rest would be "pat" material. 12 And a number of previously prepared and published that a number of schools did. And I called to his attention that we had done this survey and he had seen it and we stacked up very well with our alumni communications, in other areas we did not. But the communications – and they like the Alumni Record the way it was. And I said, "I think we're going to do this." His only comment was, "I hear you," and he dropped it. We never had anymore – Of course, the third thing I tangled with him on was when President Schneider came. And what they did was, they kept Russ on the board of trustees. And the Alumni Affairs Committee of the board the trustees felt this was wrong. The alumni association thought this was wrong. And that he should not be on the board when the new president arrived. I guess I didn't do a very good job with my point earlier with remaining Norwich graduates around, Russ insisted on leaving the room and I said, "I don't want you to because I'm not going to say anything I wouldn't say to your face." We ended up starting to discuss it and somebody made a motion that we elect him to the board of trustees and have somebody resign so it would be a vacancy. I said, "I resign everything." And I said, "This is the wrong way to do it." And I moved to table the motion until the next meeting. And the chairman at the time didn't even hear my motion. And I said, "This is a parliamentary motion and it supersedes all others." Which is does. And he just didn't even listen to me and he called for the vote and he was elected to the board of trustees. (Laughs) And he was on it until he was 70. And it was interesting because shortly thereafter we played our last game with Middlebury, football game, which was a very disappointing thing that we should give up or have to give up that rivalry which was over one hundred years and only because the conference that Middlebury was in, the Little Ivy League, said that you can only play within your own conference. And, my gosh, we get a call from Carol Todd – were we coming up for the game. And we said, "Yes." And she said, "Will you stay with us." (Laughs) JC: (Laughs) RF: And this was a month after my tangling with him. (Laughs) JC: (Laughs) RF: And all my son could say was, "Who is going to taste your food." (Laughs) JC: (Laughs) RF: But we've come along very, very well with the Todds. And he was, he was a good president, a very good president. JC: Now, you were also a proponent of merging with Vermont College, correct? RF: Yes. 13 JC: Can you talk about that a little bit? RF: (Laughs) It was very difficult to enact. I ended up, and I kept my secretary at SPE busy for a week, writing letters. And I wrote to the class agent of all the five-year classes and we substituted the name of VC class agent in the Norwich letters and the Norwich class agent in the VC letters trying to get them to coalesce. And this was, I think my last year on the alumni board. The only person I was successful in getting to march with our class was my lady. (Laughs) JC: (Laughs) RF: And she marched with the Class of '50. And some guy says, "Where did you come from? I never knew any girls in my class." JC: (Laughs) RF: And we got to our reunion and he wasn't having a reunion and he got there and at the start, he got up before we started the program, and he said, "Bob, I would" -- in front of everybody, -- he said, "Bob, I wouldn't have said what I did if I realized she was your wife." And he says, "I apologize." And Eleanor jumped up and she said, "You don't apologize to him, you apologize to me!" (Laughs) JC: (Laughs) RF: His wife got up and laughed at him and said, "That's wonderful!" (Laughs) JC: (Laughs) Let me think, what else do I want to ask you about. Life milestones. What are your major milestones in life? Can you talk about those? RF: Well, (Laughs) I was among the first to advocate a VC/Norwich union. And did so by marrying a gal who was the Class of 1950 from Vermont College. If I got the wrong year there, she'd kill me for that. (Laughs) JC: I'll fix it on mine. RF: And we had – a number of other people did. And I think it was just very natural that you had a boy's school and essentially a girl's school 10 miles away. And it worked out very well. And the girl's school were willing to relax their rules whenever we had a dance or a big weekend or something such as that. But, let me tell you, it was difficult enough having to ring a quarter of ten every Saturday night. (Laughs) JC: (Laughs) RF: Of course, I dated her only during her freshman year. During her second year, I was gone. (Laughs) 14 I think another milestone was having our son, Gary go to Norwich. Although he was not necessarily in accord with us. (Laughs) JC: (Laughs) RF: He was, unfortunately, he was a very good student, but he tested poorly in the SATs. And he applied for college when they were integrating some of the men's colleges, such as Bowden or Middlebury where he wanted to go. And they were also – with females and they were also integrating them with as far as the Afro-Americans go and diverse Americans. So, he said, when a gal got accepted to Middlebury, he ranked something like eighth in his class out of 250. And a gal who was way down in the ratings got accepted at Middlebury and all he could say was, "She took my place." And it was probably true. And Norwich was a safety school. And he went there and went through. Unfortunately, he doesn't have the love for the place that I do. And I think part of that is because of his wife. And she just doesn't have anything to do with the military and that kind of thing. And the reunion, when I was at his reunion. It falls the same five years as Eleanor's and it was – he was up there for a reunion and it was when I was the alumni president and placed the wreathes on the graves and gave some of the awards and everything. And it was Eleanor's reunion year. And he was there and he drifts in after the alumni parade was over and after everything is over, with his buddy. And said, "We just didn't get up early enough." Which to me was crazy. And I don't think he's ever been back. I think that's the only reunion he was ever back for. And Dave Whaley, he's having a hell of a job getting any money out of him! (Laughs) JC: (Laughs) I'm sure. And you have another son, Jeffrey, correct? RF: Another son, Jeffrey and he said, "You don't think I'm going to go to Norwich and be a rook, when my brother is the regimental supply officer." (Laughs) JC: (Laughs) RF: He said, "It's just not going to happen." He loved Norwich. He went four years to the summer camp so he says that's his alumni. And he loved the athletic department. He learned to play soccer there and he was a star of the Wilton High School soccer team, as the goalie. He – Joe Sable and Wally Baines were just his ideals. They were the ones that ran the summer camp. And another thing that I could mention, the Norwich camaraderie. This flyer came for summer camp and I said, "Well, maybe the boys would like to go." And at the dinner table, I brought it up. I said, "There's a camp at Norwich. You may like to go. I'll drop it on your bed." And they said, "No way." And a week later, they came to me and said, "You know, we think we'd like to do it." So, they did it. And the first week they were up there, it shows how soft-hearted they are, the first week they were up there, they called home on Sunday and reversed the charges, of course. Called home on Sunday and they 15 were both in tears. First time they'd ever been away from home, and (inaudible) [0:11:14], and who walks by but (inaudible) Wally Baines. He says, "What's your problem?" And they said, "Well, we're talking to him at home." He took the phone, he says, "They're finished talking with you. We're going to put them to work." (Laughs) JC: (Laughs) RF: My son, Gary went back another year and Jeffrey went back three years they enjoyed it so much. And Gary called at the start of his sophomore year, and he said, "I can't believe what they're doing to these rooks." He was almost in tears. He said, "They shouldn't be doing this." I said, "Well, Gary, you went through this and it makes them better people." He said, "Yes, but I don't like to see them do it." He was just soft-hearted. (Laughs) JC: (Laughs) Now, he graduated in '75. RF: '75, yes. JC: And Bob Hope was the commencement speaker. RF: Yes. JC: Do you want to talk about that a little bit? RF: Well, that was – Gary told us, for almost a year in advance, Hope was going to be their commencement speaker. And I said, "That's crazy. Bob Hope is not going to Norwich-- (Laughs) JC: (Laughs) RF: -- to be the commencement speaker." And, sure enough, he was. And came strutting in, typical Bob Hope. (Laughs) Making remarks to the audience and everything and it was just a wonderful occasion. The great disappointment was you could get up front and take a picture of your graduate getting their diploma from Hope. Which I did. And the development company that took – we had them developed – lost the negative. So, he doesn't have that. JC: Oh, goodness! Tell me about some of the places that you've traveled. You said you traveled to England, France, Switzerland, Germany, Portugal, Ireland, Canada and Mexico. RF: Some of these were vacation. Some were business. And all of them, Eleanor went along. I think the greatest trip we ever had, I was involved in an organization, The Council of Engineering and Scientific Society Executives – who were guys who were executive directors like myself. About 130 in the U.S. 16 and Canada. I ended up as president of the organization in about 1987, I guess it was. And, they had their annual meeting in San Francisco. And it was the year I came in a vice president. And we left home and went out to San Francisco for the annual meeting on Monday. We went out and it was over on Thursday night. And on Friday, we flew home. On Saturday – it takes all day to get back from the West coast. On Saturday, Eleanor did the laundry, I did the lawn. And on Sunday, we left for my counterpart in Great Britain, the British Isles, his retirement party. We went over on the Concorde. Went to his retirement party and came back on the QE2. So, that was the most eventful two weeks we ever had. JC: I bet it was something flying on the Concorde. RF: Yes. Well, we left at noon from Kennedy and we got over there in time to have dinner. Which, otherwise, it's an overnight flight. JC: Oh, yes. I've done that one a couple of times. RF: And, the other countries -- we were bitten on cruises, both with our close friends and our closest friends over the years, have always been (inaudible) [0:15:24] alumni, the guys that I was associated with and their wives. One time, there were 18 of us, there are only four of us left now. And well two others that moved a long distance away. And we went on a cruise with them. And then we went on a cruise with Bro Park who used to be the alumni – used to be the PR director at Norwich. Organized after he left Norwich. And there was the Mediterranean and we went to Alaska. And for our 50th anniversary, we took a cruise from the Hawaii Islands through the Hawaiian Islands and up to Victoria, British Columbia. And that's the way we got to a lot of these places. Mexico, we went to because we had two sections down there that we visited. And never were we so glad to get back to this country and be able to have a salad and some good water in New Orleans. (Laughs) JC: (Laughs) Well, there's always good food in New Orleans. RF: Oh, yes. JC: What is your favorite memory of Norwich? RF: I don't think I could pick it out. JC: (Laughs) RF: I have – no really, I have so many good memories that I couldn't have one above the other. JC: Well, is there one of those memories that we haven't talked about? 17 RF: I don't know. No, I don't think so. I think maybe this time we didn't – well, it's not a favorite memory, it's a humorous memory. I don't think we talked about it. Some of the veterans, in either – I think it was the beginning of my junior year, pulled out by the roots, the parking meter in Montpelier. And they came and installed it in President Dodge's private parking spot. Dug it into the ground and everything. And we got up in the morning for reveille and here's the parking meter. (Laughs) JC: (Laughs) RF: Which the Montpelier Police came over and traded it at a later date. JC: Well, let me ask you this. What was it like being a teenager during World War II? RF: Well, (Laughs) I was too young to get my driver's license until my senior year. But I think the biggest thing was the lack of transportation. And I was on the football team in my senior year, and we had to take a common carrier, a bus that -- had to get dressed, walk up to the bus route, then get on the bus, common carrier, to go to Fairfield. And get off the bus and walk to their field because you couldn't get enough parents that had enough gas coupons and or you couldn't hire a bus because they couldn't get the gas for a football game. So, -- (Laughs) JC: Was there anything else that you'd like to add, that we haven't talked about? RF: I'll think of all of them after you leave. JC: (Laughs) RF: That will happen you know. JC: That will happen. Let me see if there's anything I haven't – we haven't discussed. RF: I enjoyed my days in the Army Reserve. The tank battalion I was in, we had a great bunch of officers. But the enlisted men we had were out of the bowels of Bridgeport. And these guys, you never knew what kind of a scrape they were going to get into or anything, but they were the best damn enlisted men. I was a supply officer for the battalion. We got ready to turn in our equipment and (Laughs) we were short something like 40 gas cans. Where would 40 gas cans go? The resupply sergeant said, "Don't worry. Me and the boys will have them by morning." And I go over at 6:30 in the morning and here's the 40 gas cans. Lined up. And you know where they got them. (Laughs) JC: (Laughs) 18 RF: I've seen them – I've seen them stop a jeep, two of them, stop a jeep and ask directions. And in the confusion and everything, the first one is talking to the driver and the other one unhitches that gas tank off the back and that's the way they got them. (Laughs) JC: (Laughs) RF: They could do anything, really. And the battalion commander thought I could get anything done. (Laughs) And it was only because of these guys – JC: Yes. RF: -- that did it. JC: Well, can you think of anything else? RF: No. I'm very pleased of graduating from the general's staff school. After I'd been in the reserves maybe two or three years. I said, "I'm going to do 20 years." I said, "I'm going to go to the command and general staff school, and, I'm going to make lieutenant colonel." And I made all three of those. JC: So, you retired a lieutenant colonel. RF: And, as you might say, I'm on the dole now, because I did 20 years and it wasn't until about 19 – no 2002 that Senator Warner from Virginia said, "You have to treat retired reservists the same as the regular army reservists." And up until that time, I was on my own for health care and everything else. That action by the congress -- I got Tricare and prescriptions paid for and every other darn thing. So, what was so – and I think, now deceased Senator Warner, who was Elizabeth Taylor's last husband I think. (Laughs) JC: (Laughs) RF: I think that's about it. JC: Okay. Well, I thank you very much for this interview. It will be a great addition to our collection. And I will --

IMPROVINGSEVENTHGRADERS'ABILITYOF MTs MANBAULULUMKWANYARINWRITINGPROCEDURE TEXTTHROUGHESTAFETGAME Nur Fadilah S1- English Education, Language and Art Faculty, Surabaya State University, nurfadilah.annamirah@gmail.com Esti Kurniasih, S.Pd., M.Pd English Department, Languages and Arts Faculty, State University of Surabaya estikurniasih87@yahoo.com Abstrak Menulis merupakan kecakapan yang perlu dipelajari. Akan tetapi, menulis itu tidak mudah (Scott & Ytreberg, 1990). Preliminary study yang telah dilaksanakan menunjukkan bahwa menulis menjadi masalah bagi siswa, apalagi jika siswa diminta menulis dengan menggunakan genera atau tipe tulisan tertentu seperti teks prosedur. Menulis merupakan sebuah proses mencipta, mengorganisasi, menulis, dan mempoles/mengedit (Hague, 2003). Menulis tidak dapat langsung dikuasai oleh siswa tingkat Sekolah Menengah Pertama/SMP. Oleh karena itu, mengajar menulis seharusnya dilakukan dalam atmosfer kelas yang nyaman dan menyenangkan semisal menggunakan permainan. Apalagi, menggunakan permainan dalam proses belajar mengajar dapat membuat kelas menjadi nyaman (Uberman, 1988). Dalam studi ini, proses belajar mengajar dilakukan dengan menggunakan sebuah permainan yang disebut Estafet game/permainan Estafet. Estafet game/permainan Estafet adalah sebuah permainan yang di adopsi dari permainan olahraga. Focus studi ini adalah tentang memperbaiki kemampuan menulis siswa dalam menulis teks prosedur melalui permainan Estafet. Adapun tujuan studi ini adalah untuk mendeskripsikan bagaimana permainan Estafet memperbaiki kemampuan menulis siswa dalam teks prosedur. Pendeskripsian tersebut meliputi: (1) bagaimana pelaksanaan permainan Estafet dalam pengajaran menulis teks prosedur pada siswa kelas 7 MTs Manbaul Ulum Kwanyar, (2) bagaimana hasil menulis siswa kelas 7 MTs Manbaul Ulum Kwanyar dalam pengajaran menulis teks prosedur selama dan setelah pelaksanaan permainan Estafet, dan (3) bagaiman respon siswa kelas 7 MTs Manbaul Ulum Kwanyar dalam pengajaran menulis teks prosedur setelah pelaksanaan permainan Estafet. Dalam menganalisis data, peneliti menggunakan melakukan beberapa proses, yaitu: (1) pendeskripsian dan (2) sense making. Di tingkat pendeskripsian, peneliti mereview data-data yang sudah dikumpulkan sebelumnya. Sedangkan dalam tingkat sense making, peneliti menorganisasi data berdasarkan pertanyaan penelitian. Peneliti menyortir data menjadi data yang relevan dan yang tidak relevan kemudian mengelompokkannya sesuai dengan pertanyaan penelitian. Penelitian dalam studi ini dilakukan dalam 2 siklus. Siklus pertama dilakukan dalam 3 pertemuan. Hasil dari siklus pertama tidak menunjukkan adanya perbaikan sehingga penelitian dilanjutkan dengan siklus ke 2. Siklus ke 2 dilakukan dalam 2 pertemuan. Dan hasil dari siklus ke 2 menunjukkan adanya perbaikan dalam tulisan siswa selama dan setalah pelaksanaan permainan Estafet. Jawaban siswa dalam kuesioner pun mengalami perbaikan. Kata kunci: kemampuan menulis, teks prosedur, permainan estafet, kelas tujuh. Abstract Writing is a skill which is necessary to learn. However, writing is not always easy (Scott & Ytreberg, 1990). Preliminary study which was conducted showed that writing becomes the problem of students, moreover if the writing is based on a specific genre such as procedure text. Writing is a process of creating, organizing, writing, and polishing (Hague, 2003). It cannot easily be mastered by students of Junior High School level. Therefore, teaching writing should be done in an enjoyable atmosphere such as using game. In addition, using game in teaching and learning process can create a relaxing atmosphere in the classroom (Uberman, 1988). In this study the teaching and learning process was done by using a game which is called Estafet Game. Estafet Game is a sport game which is adopted into teaching. This study focuses on improving students' ability in writing procedure text through Estafet Game. The purpose of this study is to describe how Estafet Game improves students' ability in writing procedure text. The description includes: (1) how the implementation of Estafet game in teaching writing procedure text to the seventh graders of MTs Manbaul Ulum Kwanyar, (2) how the students' writing results of procedure text during and after the implementation of Estafet game in teaching writing procedure text to the seventh graders of MTs Manbaul Ulum Kwanyar, and (3) how the students' responses after the implementation of Estafet game in teaching writing procedure text to the seventh graders of MTs Manbaul Ulum Kwanyar. In the data analysis, the researcher does some processes of analysis, they are: (1) description and (2) sense making. In description stage, the researcher reviewed the data that had been collected before. While in sense making stage, the researcher organized the data based on the research questions. The researcher sorted the data into relevant and irrelevant data for the research and grouped the relevant data based on the research questions. The research was done in two observations. The first observation was done in three meetings. The result of the first observation did not show improvement, so that the study was continued with the second observation. The second observation was done in two meetings. And the result of the second observation showed improvement in students' writing both during and after the implementation of Estafet Game. It also showed improvement in students' writing results, and the result of students' answers in the questionnaire. Keywords: writing ability, procedure text, Estafet Game, seventh graders. INTRODUCTION English is a tool to communicate in oral and written form (Depdiknas, 2004). It is used by more than half of the world population. Because of its importance, English is also studied at schools as students' preparation to face the global world. Communicating using English can be in the form of oral, and written. Written observation consists of reading and writing while oral observation consists of listening and speaking. From the four skills above, writing is an essential skill to be mastered. Writing is a productive skill in which someone shows his/her thoughts through written words. According to Nunan (2003), writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraph that will be clear to readers. Writing is not only writing something. Writing is a process of creating, organizing, writing, and polishing (Haque, 2002). As Halliday (in Nunan, 1995) says that in the modern world, written language serves a range of functions in people's life such as for action (for example, public signs, product labels, television and radio guides, bills, menus, telephone directories, ballot papers, computer manuals), for information (for example, newspapers, current affair magazines, advertisements, political pamphlets), and for entertainments (for example, comics strips, fiction books, poetry and drama, newspaper features, and film subtitles). Seeing the importance of writing skill above, it is necessary to learn writing. It is said in the 2006 English Standard Competence that Junior high school students have to master and be able to compose a short functional text, and procedure, and descriptive essays. Related to writing procedure text, the researcher found that students of MTs Manba'ul Ulum Kwanyar got difficulty to compose and write the text. Therefore, the researcher collaborated with the English teacher of the school to overcome the problem by teaching using Estafet Game as a technique in teaching writing. However, teaching English as foreign language in Indonesia is not simple, it is caused by the Indonesian students who do not have similarities between learning English and learning their mother tongue (Scott and Ytreberg, 1990). Therefore, teachers should find out a solution to the problems through getting interesting techniques, such as using game to make students motivated and interested in the lesson during the teaching and learning process. Teaching by using game has been promoted and applied for many years to help students understand the various aspects of languages. As Uberman states that games are highly motivating and they can give shy students more opportunities to express their opinion and feeling (Uberman, 1988). In addition, games provide an opportunity for real communication although within artificially defined limits, and thus constitute a bridge between classroom and the real world (Hardfield, 1990). Thus, suitable games are needed to help teachers in delivering the materials and to encourage students to be active in class such as Estafet game. Estafet game is a game which is adopted from estafet race. The meaning of the word estafet itself is 'connected to each other'. In this study, estafet game is made as a technique in teaching English. The researcher chose the game as a technique because it is appropriate to be conducted in her research to solve the problems the teacher has in classroom. When the researcher had a school visit to MTs Manba'ul Ulum Kwanyar, she found that students in one classroom were not motivated and interested in learning English. She asked the teacher why the students were not motivated and interested in English class. The teacher said that maybe the students do not like the situation of the classroom in which the teacher only explains the lesson, asks the students to read and answer the questions that follow the passage. The researcher also asked several students in the classroom and she found that most of students were not satisfied and did not really understand the teacher's explanation about the lesson. Therefore, they were not motivated and interested in the lesson. From the problem above, the researcher has an initiative to conduct a research to solve the problem in the classroom. She suggested the teacher to use Estafet Game during the teaching and learning activity. The game is done by making a group of five or ten students. Then each group should make a rank from the first to the last students in each group. When they are ready for the game, the teacher gives each group a board marker. After that, the teacher counts for the start of the game. The game begins when the teacher blows the whistle. Then the first student in the first line comes forward brings the board marker and writes the sentence he/she has on the whiteboard. After the first student finished, it is continued by the second student and so until the last student. If each member in a group has gotten their turn to write their sentence on the whiteboard, the turn should be given to the first student, then the second and then the next student to write all sentences they have until the sentences are all written on the whiteboard. This work team can create a fun situation in the classroom, so that the students can be motivated and interested in learning English. The researcher expected that by using this game as a technique in teaching writing, students' writing ability can improve better. Hopefully, this study can help teachers to find more interesting games to be used in class in order that the teaching and learning process does not run monotonously. METHODOLOGY The aim of this study was to report the implementation of Estafet Game in improving students' ability in writing procedure text, the students' writing result during and after the implementation of Estafet Game, the students' responses toward the implementation of Estafet Game in teaching writing procedure text of MTs Manbaul Ulum Kwanyar.In line with the aim of the study above, a classroom action research was used in this study. Since this study belongs toclassroom action research, the researcher should take an action in the classroom which was in the form of teaching. However, because the researcher was not a teacher yet, she collaborated with the teacher of the classroom in conducting her research. Therefore, the researcher only became the observerduring the teaching and learning activities in the class.She conducted the research in two observations which was said in the study as observation, so that, there were two observations in this study. The first observation was done in three meetings, they were on 12th, 20th, and 26th of January while the second observation was done in two meetings, they were on 2nd, and 3rd of February 2014.At the end of the second observation, the researcher found that the students' writing improved during and after the implementation of Estafet Game. And the students' answers in the questionnaire also showed improvement so that the research ended at the fifth meeting. The instruments that the researcher used to collect the data were observation check list, field-note, students' writing task, and questionnaire. Observation check list and field-notes were used as the instruments to answer the first research question. The observation check list is in the form of yes and no answer, while field note was in the form of words and sentences that contained teachers' and students' activities in classroom from the beginning until the end of the meeting. During observation, the researcher wrote the descriptive and reflective part of the field note to ease to find the answer of the research question. Writing task was used to answer the second research question. This instrument was in the form of writing which was given at the end of each observation. And the questionnaire was used to answer the third research question.There were eight questions and three to four choices of answers of each question in the questionnaire. It was used to collect the data about the students' responses toward the implementation of Estafet Game in teaching writing procedure text. The questionnaire was given at the end of the observation in order that the students could answer all the questions. After collecting all of the data which were gotten from the observation checklist, field-note, students' writing task, and the questionnaire, the researcher then analyzed them descriptively. In analyzing the data of this research, the researcher did two stages of analyzing the data namely, description and sense making(Ary, Jacobs, & Sorensen, 2006). RESULTS AND DISCUSSION Results The researcher did the observation in two observations in which there were three meetings of first observation and two meetings of second observation. The first meeting was on January 12th, 20th, and 26th, 2014 while the second observation was on February 2nd, and 3rd, 2014. On the second meeting of first observation and the first meeting of the second observation, the teacher implemented Estafet game in teaching writing procedure text. He implemented the game by asking students to make a group of five to seven students. Since the students' number was thirty four, there were four groups with seven students and one group with six students. Each student in a group should write a sentence based the given title. Then they should stick their sentence which they wrote on a long piece of paper on the whiteboard. The students stuck the longpiece of paper in the third counting from the teacher. The students who have gotten the turn should move backward to ease the next students in taking their turn writing the sentence until the complete text are all written on the carton. Then the teacher corrected the students' writing and asked some of the students to write the correct sentence on the blackboard. On the third meeting of the first observation and the second meeting of the second observation, the teacher gave the students writing task and the questionnaire. Discussion This part presented the discussion of the study which included the discussion of the first observation and the discussion of the second observation. The Discussion of the First Observation The meeting of this study was done in five meetings in which three meetings were done in the first observation and two meetings were done in the second observation. In the first observation, the first meeting was used as material explanation because the time was very limited. The class began late.Though it was late, the teacher could explain the material completely to students and the students responded well to teacher's explanation. Before the teacher explained the material, he gave a printed procedure text to students. The printed material was given in order that the students had an understanding to the lesson they would study and as sample of procedure text. The teacher asked them to read the text then gave them some questions related to the text. After that, the teacher explained the lesson. During the explanation, the students listen to the teacher's explanation well. They were also very active. It was seen when the teacher gave them several questions related to procedure text in the printed text, most of them raised their hands and tried to answer the questions.Because the lesson was for writing skill, the teacher asked students to write their answers on the blackboard. It was to make students used to writing. The Discussion of the Implementation of Estafet Game in the First Observation The second meeting in the first observation was for implementing Estafet Game. The game was used to create a positive atmosphere in class. As stated by Uberman (1998) in chapter II that games are used to create a relaxing atmosphere in the classroom.Students tended to be tense and clumsy in English class, especially when they were asked to make writing in English. So that using games iseffective since they motivate the students, lower students' stress, and give chances to use and practice the language (Deesri, 2002).One of the games that was used in the classroom to motivate and give students chances to practice the language was Estafet Game. In fact, Estafet Game is one of the games in athletic competition (Indarto, 2013). However, the researcher adopted it into a game which could be used in teaching and learning process in the classroom.Moreover, Estafet Game has been applied in other field of education, so that the researcher could have more references on how the game was used. Seeing the possibility of Estafet Game that can be used in teaching English, the researcher took it to be used during her study. During the implementation of Estafet Game, students were very enthusiastic. They could have a situation of learning in which they could learn while playing a game that made them felt enjoy and relax during the teaching and learning process. During the implementation of the game, each student was asked to write a sentence based on the given title of procedure text in group. This aimed to make students enjoy the lesson during the teaching and learning process. The implementation of Estafet Game in the first observation was not really successful if it was seen from the result of students' writing during the implementation of the game. The other thing that influenced the success of the implementation of the game was time management which was needed to implement the game, including the time which was needed by students in building the complete text with their group. The teacher gave evaluation to the result of students' writing which was done in group during the implementation of the game. And the students were not afraid when the teacher evaluated their writing because the teacher had told them that it was only a game for learning not a game for competition. The Discussion of the Result of Students' Writing Task in the First Observation And after the implementation of the game, the students were given a writing task. It was given at the third meeting of the observation. This writing task aimed to measure students' ability in writing procedure text. The students' writing were measured by five writing components which are proposed by Heaton (1988) – content, organization, vocabulary, language use, and mechanic. Each of these components has criteria which could be used to decide whether students' writing was excellent or poor. There are four criteria for each component, they are excellent to very good, good to average, fair to poor, and very poor. However, the main point which was measured in this writing was the three criteria which must exist in procedure text, they are goal, materials, and steps. This was based on the problem which the researcher found during the preliminary study that was the students got difficulty in composing and writing procedure text. After the students' writings were analyzed, the researcher found that their writings were not improved yet. There were several mistakes in students' writing which pervaded the incomplete generic structure of the procedure text. The procedure text should have the complete generic structure as Anderson (1998) has proposed that the structure of a procedure text should consist of goal, materials, and steps. However, students' writing in this first observation did not fulfill the structure yet. Besides, the mistake also came from the organization of sentences which were written by the students which were confusing, the vocabulary which was used were mostly and essentially translation from Indonesian into English, language use, and the mechanics which were used in writing the procedure text. The Discussion of the Result of Questionnaire in the First Observation After being given the writing task, the students were also given questionnaire to find out their responses toward the implementation of Estafet Game. However, students' answers in the questionnaire did not reach the standard minimum that the researcher made, that is eighty. Therefore, the researcher and the teacher were in an agreement to repeat the observation with the second observation. The Discussion of the Second Observation The second Observation was done in two meetings. The first meeting was done on February 2nd, 2014. This meeting was used to implement Estafet Game, since it was not successful yet in supporting students to improve their writing in the first observation. In this observation, students more understood about how to play the game, so that it did not take a long time to give them explanation on how to play the game. Because of that, the teacher could compress the time needed to implement the game. Besides, the students looked more ready than the first observation. It was because the students had known everything that should be done during the game from the first observation. During the game, the result of students' writing was better than in the previous one. It was shown by the mistake which was less than the first observation. In addition, the result of students' writing task also showed a better improvement than the previous one. It was also supported by students' answers in questionnaire that reached the standard minimum 80 for the class average. This questionnaire was used to know students' responses toward the teaching and learning process during the study. As stated by Harmer (2007) that student's responses are different students' reactions in the same class activities and tasks which are given by the teacher. From the results of both students' writing results and the students' answers in the questionnaire, it was concluded that Estafet Game was successful in improving students' ability in writing procedure text. CONCLUSION AND SUGGESTIONS Conclusion Based on the results of the data in the previous chapter, the researcher made a conclusion that the implementation of Estafet Game could improve seventh graders' ability in writing procedure text. The research was conducted by the researcher and the teacher in classroom in which the teacher taught the students while the researcher took data during the teaching and learning process. The research was conducted in five meetings, three meetings in the first observation and two meetings in the second observation. The result of the first observation did not show improvements both in the result of students' writing task and the questionnaire. But then in the second observation, the result of students' writing showed improvement both during and after the implementation of Estafet Game. The students' answers in the questionnaire also showed better responses than the first observation. From the five of both of the observation, it was shown that the implementation of Estafet Game could make students more interested and motivated in learning English. Therefore, it could be concluded from the finding of the research that using Estafet Game in teaching and learning process in the classroom could make the students' writing ability improve. Suggestions From result of the data of the research, the researcher made some suggestions related to the study, they are: the teacher should have come on time to the class. In addition, the teacher should pay more attention to situation of teaching learning process which includes the students' need and interest in learning, the teacher should change his way of teaching once in a while such as using game. Monotonous way of teaching could make students not interested and motivated to the lesson which causes students could not master the skill that becomes the objective of the lesson, for other researchers who will conduct an action research, it is better to be well-prepared in everything which is needed for the research such as media, time preparation, and the instrument for the research. And if the research has been successful, it is not necessary to add another observation of the research. REFERENCES Depdiknas. ( 2006). Standar Isi dan Standar Kompetensi Lulusan: Mata Pelajarn Bahasa Ingggris (SD/MI, SMP/MTs, SMA/MA, MA/MAK). Jakarta: Depdiknas. Agustien, HelenaI.R. The English Curriculum in Nutsell (paper): presented at national seminar. Teaching Esl in Indonesia a reflection. Malang 2 Oktober 2004. Harmer, J. (2007). The Practice of English Language Teaching. England: Pearson Education Limited. Scott, Wendy A and Ytreberg Lisbeth H. (1990). Teaching English to Children. London: Longman Heaton, J. B. (1975). Writing English Language Test.London: Longman McMillan, J. H. (1992). Educational Research: Fundamental for the Consumer. Virginia: Harper Collins Publishers Depdiknas 2004. Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah Menengah Pertama dan Madrasah Tsanawiyah. Jakarta: Balitbang Depdiknas Heaton, J. B. (1988). Writing English Language Tests. New York: Longman Group UK Limited. Aouladomar, Farida, Leila Amgoud, Patrick Saint-Dizier. (2006). On Argumentation in Procedural Texts. http://www.unicaen.fr/poc/ecrire/preprints/preprint0022006.pdf retrieved on December 2013. Gatzke, Lourie. (2003). Procedural Text. http://www.data.tp.ac.id/document/texts (retrived on December 2013) Ary, D., Jacobs, L. C., & Sorensen, C. (2006). Introduction to Research in Education (8th Edition ed.). Belmont: Wadsworth. Hague, A. (2003). The Essential of English. New York: Pearson Inc. Indarto, H. D. (2013). Analisa Lari Estafet Retrieved February 10th, 2014 Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to Children. New York: Longman Group UK Limited. Uberman, A. (1988). The Use of Game for Vocabulary Presentation and Revision (Vol. XXXVI). Forum: 1st January.

Lærere er svært viktige for barns oppdragelse og sosialisering inn i samfunnet. De underviser og bedømmer våre fremtidige samfunnsborgere, og lærernes kompetanse, evner og ferdigheter har en klar effekt på barns skoleprestasjoner. Det har også vist seg at andre aspekter ved læreres undervisning, slik som læreres adferd, oppførsel og tro på egne ferdigheter har stor betydning for elevenes resultater. Nyutdannede lærere er ikke nødvendigvis sosialisert eller innordnet i skolens og profesjonens tradisjoner og vaner, men må likevel opprettholde profesjonelle standarder for lærerarbeid. Å rette oppmerksomheten mot nyutdannede lærere gir derfor en mulighet til å peke på hva som er spesielt for lærerprofesjonen. Gjennom mange år har lærere og lærerutdanning blitt viet mye oppmerksomhet, og lærerutdanning har blitt reformert og endret i mange land i den hensikt å bedre lærernes prestasjoner. At norske elever har prestert under gjennomsnittet og dårligere enn forventet på internasjonale sammenligninger, har gjort at oppmerksomheten mot lærernes kvalitet og kompetanse har blitt enda større. For lærerne sin del blir overgangen fra studier til arbeidsliv ofte gjenstand for kritikk. Forskning har vist at nyutdannede lærere er lite tilpasningsdyktige og regelstyrte i sin undervisning. Overgangen beskrives som vanskelig, til og med som et sjokk. Forskningsspørsmålet i denne avhandlingen er: Hva kjennetegner nyutdannede læreres tanker, handlinger, mestring og deres kunnskapsforståelse? Avhandlingen består av et innledende essay og fire artikler. Det teoretiske rammeverket i prosjektet er hentet fra profesjonssosiologiske teorier og det man med en samlebetegnelse kan kalle læringsteori. De profesjonssosiologiske tilnærmingene gir mulighet for sammenligninger på tvers av profesjoner. Felles for de profesjonssosiologiske tilnærmingene er at de ser profesjoner som kunnskapsbaserte yrker som utøver spesifikke oppgaver i det moderne samfunn. På bakgrunn av sine kunnskaper og vilje til å arbeide til fellesskapets beste er profesjonene gitt en stor grad av autonomi i sitt arbeid. Dette gjelder både den individuelle profesjonsutøver og profesjonen som helhet. Spørsmålet om hvordan profesjonsutøverne blir tilstrekkelig kvalifiserte for sitt arbeid er lite diskutert i profesjonssosiologien. Dette er derimot et kjernespørsmål i teorier om læring. Mange har diskutert forholdet mellom teori og praksis, overføring og rekontekstualisering av kunnskap, og forholdet mellom lærerutdanning og klasseromarbeidet. Mange av de læringsteoretiske tilnærmingene og den tidligere forskningen på lærere har mangler: metodologisk har de sjelden et design som gjør det mulig å kunne diskutere spørsmål omkring validitet og generaliserbarhet; de er sjelden longitudinelle og kan derfor ikke si noe om konkrete sammenhenger mellom lærerutdanning og arbeid i skolen; og de kan ofte karakteriseres som forskning på lærerutdanning fra innsiden av lærerutdanningen. I fire artikler går jeg derfor i dybden på fire mer konkrete forskningsspørsmål: 1. Hvordan opplever nyutdannede lærere sin autonomi, service‐orientering og profesjonskunnskap, og hva kan dette fortelle om lærerprofesjonen? 2. Hva kjennetegner nyutdannede læreres strategier for læring i arbeidslivet? 3. Hvordan vurderer nyutdannede lærere sin mestring, og hvordan er mestring relatert til samarbeid og støtte i arbeidslivet? 4. Hva vurderer nyutdannede lærere som viktig kunnskap for å lykkes som lærer, og hvordan vurderer de normative sider av lærerarbeidet? I alle de fire artiklene brukes begrepene fra profesjonssosiologien (kunnskap, autonomi og vilje til å jobbe til samfunnets beste) som analytiske begreper, og operasjonaliseres på forskjellige måter. Læringsteori og tidligere forskning på lærere brukes til å utvikle det analytiske rammeverket videre og diskutere funnene. Den metodiske fremgangsmåten er hovedsakelig bruk av forskjellige spørreskjemaundersøkelser. I artikkel 1 og 2 brukes StudData, som følger studenter fra ulike profesjonsutdanninger fra starten av utdanningen, gjennom utdanningen og ut i arbeidslivet. Dette gjør det mulig å koble utdanning og arbeidsliv empirisk. Nyutdannede lærere sammenlignes med nyutdannede sykepleiere (artikkel 1) og leger (artikkel 2). Sammenligningen gjør det mulig å diskutere de spesifikke trekkene ved lærerprofesjonen. I artikkel 3 og 4 brukes LU‐data, en spørreskjemaundersøkelse av lærerutdannere og lærere ved praksisskoler i lærerutdanningen. Lærerutdannere, nyutdannede lærere og erfarne lærere har blitt stilt de samme spørsmålene, og dette gjør det mulig å sammenligne gruppene. I tillegg er det benyttet data fra intervjuer og observasjoner i skolen i artikkel 3. Artikkel 1 heter Aspects of professionalism. Collective nursing–personalized teaching? I denne artikkelen diskuteres service‐orientering og profesjonskunnskap som grunnlaget for profesjonsutøvernes autonomi. Den empiriske undersøkelsen sammenligner sykepleier‐ og lærerprofesjonens autonomi, service‐orientering og profesjonskunnskap. Både lærere og sykepleiere kan beskrives som svært orienterte mot å hjelpe andre under studiene, og de får også i stor grad utløp for dette i sitt arbeid som nyutdannede. Nyutdannede lærere oppgir å ha mer kontroll over eget arbeid enn sykepleiere. Det argumenteres for at dette til en viss grad kan sees som uttrykk for forskjellen mellom skoler og sykehus som arbeidsplasser, men at svaret også kan finnes i utviklingen av sykepleie og læreryrket som profesjoner. Opplevelsen av en høy grad av autonomi hos den individuelle lærer kan også sees som et uttrykk for individualiseringen av lærerarbeidet, som er et trekk ved organiseringen av skolen som har blitt påpekt jevnlig i undersøkelser av læreres arbeid. Lærere holdes individuelt ansvarlig for sin egen faglige utvikling, og bruker i liten grad kollegaer som faglig støtte. Dette har man forsøkt å endre gjennom reformer og andre tiltak, men norske og internasjonale undersøkelser viser fortsatt at lærersamarbeid ofte foregår på en faglig lite forpliktende måte. I artikkelen kommer dette også til uttrykk i diskusjonen omkring kunnskap hos nyutdannede lærere og sykepleiere. I starten av utdanningen ser lærere fagkunnskap som lite viktig for profesjonsutøvelsen, og enda færre anser det som viktig mot slutten av utdanningen. Flere av sykepleiestudentene anser fagkunnskap som viktig i starten, og enda flere anser det som viktig mot slutten av studiene. Det diskuteres i artikkelen hvorvidt dette kan sies å gjenspeile en generell holdning til fagkunnskap i de to yrkene, og hvorvidt dette også kommer til uttrykk i artikkelens siste funn: mangelen på oppfølging av nyutdannede lærere i arbeidslivet. Mer enn 50 % av lærerne sier at de ikke har mottatt noen form for oppfølging som nyutdannede i skolen, mens kun 25 % av sykepleierne oppgir det samme. Lærere, i motsetning til sykepleiere, har heller ikke et lovpålagt krav om faglig utvikling og oppdatering. Forskning har også vist at lærernes profesjonsorganisasjoner har hatt en strategi der praksisbasert og personlig kunnskap har blitt vektlagt, i tillegg til å sikre en høy grad av autonomi over eget arbeid. Strategien har vært tilbakeskuende, i det at oppmerksomheten har vært rettet mot å gjenreise læreryrkets tidligere status og innflytelse. Artikkel 2 heter Teachers' learning activities in the workplace: How does education matter? Spørsmålet som undersøkes er hvilken rolle nyutdannede selv kan spille i sin egen profesjonelle utvikling, og hvor mye arbeidsplassfaktorer betyr. Tidligere forskning på læreres arbeidslivslæring har ikke kommet frem til klare resultater på hvilke faktorer som har betydning, og det undersøkes hvorvidt dette kan skyldes at individuell læringsorientering og utbytte fra lærerutdanningen har vært utelatt. Individuell læringsorientering kan også sees som noe lærerutdanningen kan være med på å påvirke og utvikle. Nyutdannede læreres læringsaktiviteter (hva de gjør når de trenger mer kunnskap for å løse krevende situasjoner) sammenlignes med nyutdannede legers. Betydningen av opplevde krav, kontroll og støtte fra kollegaer og ledelse på jobben sammenlignes med betydningen av studiestrategier under utdanningen og opplevd utbytte av utdanningen. Nyutdannede lærere er jevnt over mindre aktive enn nyutdannede leger, noe som kan tenkes å være uttrykk for både trekk ved arbeidet og arbeidets organisering, samt også en svakere kunnskapsorientering i lærerprofesjonen, slik det diskuteres i artikkel 1. Ved å ta inn studiestrategier i analysene blir modellene sterkt forbedret, noe som peker på at lærerutdanning kan spille en viktig rolle i å danne fremtidige lærere som er aktive kunnskapssøkere i sitt eget arbeid. Artikkel 3 heter Novice teachers and how they cope. Nyutdannede læreres møte med arbeidet som lærer i skolen beskrives ofte som en vanskelig opplevelse, og til og med som et sjokk. I artikkelen sammenlignes nyutdannede og erfarne læreres mestring av yrket ved hjelp av kvantitative og kvalitative data. En teoretisk modell for mestring av læreryrket utvikles og testes i artikkelen, og resultatene viser, i motsetning til hva man kunne forvente fra tidligere forskning, at nyutdannede og erfarne læreres mestring ikke skiller seg mye fra hverandre, og beskrivelsen av et sjokk støttes ikke. De detaljerte analysene viser at støtte fra kollegaer er viktig for både nyutdannede og erfarne, men viktigst for nyutdannede. Samarbeid med kollegaer, derimot, påvirket nyutdannede læreres mestring negativt, men erfarne læreres mestring positivt. I de kvalitative datakildene fremkom det at dette kunne være et resultat av nyutdannede læreres manglende evne til å uttrykke sine egne profesjonelle behov, og at dette gjør det stressende og vanskelig å involvere seg med kollegaer på en faglig forpliktende måte. Skoleledelsen var også viktigere for erfarne læreres mestring enn nyutdannedes. Samarbeid som ikke var faglig krevende eller forpliktende var mest vanlig. I artikkelens siste del drøftes det at når forholdet mellom utdanning og arbeidsliv ikke diskuteres skapes det forventninger om at nyutdannede skal være i stand til å gjøre det samme som sine erfarne kollegaer fra første stund. Dette kan også se ut til å være en forventning nyutdannede lærere i skolen møter. Artikkel 4 heter The valuation of knowledge and normative reflection in teacher qualification. A comparison of teacher educators, novice and experienced teachers. Lærerutdanningen beskrives ofte som i utakt med kravene som stilles i skolen. Nyutdannede og erfarne læreres vurdering av hva som er viktig kompetanse for lærere sammenlignes i artikkelen med lærerutdanneres vurdering. Læreres beslutninger er også formet av deres normative vurderinger. Gruppenes syn på et av de viktigste normative dilemmaene i skolen, inklusjon av elever med særskilte behov i ordinær undervisning, sammenlignes derfor også. Resultatene viser at lærerutdannerne hadde et noe mer positivt syn på inklusjon, men alle tre gruppene fremholdt at både fagkunnskap og praktiske ferdigheter var svært viktige for å være en god lærer. Det var altså få indikasjoner på utakt mellom lærere i skolen og lærerutdannere på disse spørsmålene, selv om noen forskjeller ble funnet. Nyutdannede lærere var noe likere sine erfarne kollegaer enn lærerutdannerne, noe som kan tyde på at de nyutdannede raskt er sosialisert inn i skolekulturen, eller at de aldri har vært like sine lærerutdannere. Lærerne i skolen var noe mer praktisk orientert og opptatt av å holde kontroll enn lærerutdannerne, som på sin side i større grad vektla å kunne begrunne sine valg og vurderinger, og læreplananalyse. Til tross for disse forskjellene er hovedinntrykket at beskrivelsen av lærerutdannerne som i utakt med den virkelige verden i skolen må nyanseres. Et viktigere spørsmål er hvorvidt lærerutdanningen bør være i takt med kravene i skolen på alle områder? I artikkelen diskuteres det om lærerutdanningen kan ha en viktig rolle ved å vektlegge områder og tema som lett blir skjøvet til side i en hektisk skolehverdag, og om endringer og reformer i skolen og lærerutdanning skjer på bakgrunn av forskningsutviklingen eller andre initiativ. Jeg argumenterer for at det viktige spørsmålet ikke er hvor store forskjellene mellom utdanning og arbeidsliv er, men hvilke forskjeller som er passende og hvilke som ikke er det. I alle fire artiklene diskuteres det om idealene som møter nyutdannede lærere er realistiske. Ideen om at en nyutdannet skal kunne gjøre alt det en erfaren lærer kan gjøre kan knyttes til et tradisjonelt bilde av læreren: Kunnskap sees som det eneste formålet med utdanningen, og moral og normative vurderinger knyttes til tradisjonelle forestillinger om dyd og kall. Hvis dette er forventningene nyutdannede møtes med, er det lett å finne bekreftelse på at lærerutdanningen er utilstrekkelig eller ute av takt. Dersom andre læreridealer gjøres gjeldende, vil også nye perspektiver på forholdet mellom utdanning og arbeidsliv, og på kvalifisering av lærere, bli mulige. De profesjonssosiologiske kjernebegrepene gir et rammeverk som gjør det mulig med komparative studier av profesjoner og dermed få frem de spesifikke trekkene ved læreryrket. I avhandlingen trekkes det frem at læreryrket kan se ut til å ha en svak kunnskapsorientering, og dette er igjen med på å undergrave de nyutdannede lærernes mulighet til å utføre sitt profesjonelle arbeid på et tilfredsstillende vis. De profesjonssosiologiske begrepene blir nyttige analytiske verktøy i studiet av lærerkvalifisering og lærerprofesjonen. Samtidig har profesjonssosiologien også sine klare begrensninger, fremfor alt i at forholdet mellom utdanning og arbeidsliv i liten grad er gjenstand for diskusjon. Læringsteorier utfordrer og kritiserer dette, og diskuterer hvordan ferdigheter for profesjonell yrkesutøvelse utvikler seg i forskjellige kontekster til forskjellige tider. I avhandlingen kan artikkel 2 trekkes frem som et spesielt tydelig, empirisk, eksempel på dette. Det longitudinelle designet gjør det mulig å undersøke den spesifikke påvirkningen fra lærerutdanningen, samtidig som arbeidsplassens betingelser for læring tas hensyn til. ; Teachers are among the main agents of socialisation and upbringing. They are the ones who teach, judge and evaluate the future citizens of our society, and their competence, abilities and skills affect the outcome and experience of an individual's education. Their behaviour and belief in their own abilities influences student performance. To learn more about how the teaching profession and teachers organize and develops their work, the spotlight is thrown at novice teachers. Novices are more clearly exposed to the specific characteristics of the organization and profession, as they are new and not necessarily socialized or aligned with the habits of the profession and organization, at the same time as they have to uphold professional standards. Research has indicated that novice teachers tend to adopt inflexible, rule‐based ways of teaching so as to cope with the uncertainty of their work. The meeting with work in schools is often characterised as troublesome or even as a shock. The main empirical research question in this thesis is: How do novice teachers think, act, cope and perceive knowledge? The thesis consists of an introductory essay and four papers. How novice teachers think, act, cope and perceive knowledge is seen as expressions of professionalism, and how professionalism is accommodated in teaching. Sociological approaches to professions and professionalism provide a comparative framework, and have in common the understanding that professions are knowledge‐based occupations that perform specific tasks in modern societies. Professionalism is seen as a normative‐value system, where professionals are granted autonomy to perform their work (individually and collectively) as they are competent performers with a will to use their competence for the common good. Professionalism is at the same time also an ideological tool, providing professions with opportunity to develop and strengthen their position (professionalism from within), but also using the arguments of professional standards and accountability to steer professions in certain directions in line with broader political trends and reforms (professionalism from above). Qualification (the development and acquisition of professional knowledge, skills and values, and the relationship between education and work in terms of preparing for specific tasks) is rarely discussed in sociological traditions. This is a key omission, given that education and professional knowledge is seen as the important vehicle for upholding a status as professions. In theories of professional learning, in which most research on teachers finds its theoretical framework, the nature of knowledge and learning is more frequently questioned, and different theoretical positions and metaphors have been used to frame the problems that novice teachers face. Some have referred to this issue as an encounter with the difference between theory and practice. Others have referred to the problems of transferring knowledge, or recontextualising knowledge, from teacher education to the classroom. Research has also suggested that teaching as a profession lacks a knowledge base that can support teachers in their work and provide teachers with the necessary tools. Although much research has been undertaken on novice teachers, and the research‐based knowledge has accumulated steadily, it has it has been pointed out that there is a need to address challenges in terms of validity and generalisability, and to approach teaching as a research subject with new theories and methodologies not inherent to teacher education. The main empirical research question of this thesis is analysed through four papers, addressing four more specific research questions: 1. How do novice teachers report on their self‐assessed levels of autonomy, service orientation and professional knowledge, and what can this tell us about characteristics of the teaching profession? 2. What characterises novice teachers' professional development strategies? 3. How do novice teachers' assess their own coping, and how is coping related to collaboration and support? 4. What do novice teachers perceive as important knowledge and how do they value the normative aspects of teachers' work? In paper 1 and 2, StudData is used, a survey following teacher students from the end of their education and into their first few years of work. This makes it possible to examine novices' situation and experiences, while also empirically linking together the education and the subsequent working career of the respondents. Teaching is compared to nursing (paper 1) and medicine (paper 2) in order to point out the specific characteristics of teaching as a profession. In paper 3 and 4 TeData is used, a survey of teacher educators and teachers in school. Teacher educators, novice teachers and experienced teachers are compared, making it possible to point out any differences or similarities between the groups. Interviews and observational data are also included in paper 3. Paper 1 is called Aspects of professionalism. Collective nursing—personalised teaching? The results showed that both teachers and nurses can be described as service‐oriented or other‐oriented during their studies, and both groups find opportunities to realise these other‐oriented values in their work. The results also showed that teachers have more control over their own work (i.e., technical autonomy) than do nurses. The paper argued that this result could be explained in part by the differences in work organisations (mostly hospitals versus schools) and in the development of teaching and nursing as independent professions. High technical autonomy could also be interpreted as being in line with the individualism that is typical in teaching, i.e. the teacher is held individually responsible for his or her own professional development, and seldom seeks advice from colleagues. This is partly due to the legacy of teacher work, which traditionally has been undertaken by one teacher in one classroom, reinforced by the architecture of schools. Although efforts have been made to change the way teacher work is organised, it is again and again pointed out that collaborative teacher work, however fruitful, is rare and often not undertaken in a binding way. Finally, the concept of professional knowledge, or expertise, in teaching and nursing was also discussed. Previous research has shown that teachers beginning their education place a low value on formal knowledge, and the percentage of students who value formal knowledge actually decreases during education. By contrast, nursing students placed a high value on theoretical knowledge at the start of their studies, and even more nurses deemed it important at the end of their studies. The paper suggested that this disparity reflects a general difference in the understanding of professional competence in teaching and nursing. This difference was also manifest in a systemic lack of follow‐up and professional training programmes for novice teachers. More than 50% of the teachers reported having received no systematic training during their first three years, whereas only 25% of the nurses reported the same. Unlike nursing, teaching has no statutory provision for CPD. The professional association of teachers has chosen a professional development strategy that emphasises practicebased and personal knowledge, as well as individual autonomy and individual decision making, and a restorative strategy that focuses on reinstating lost power and influence. Paper 2 is called Teachers' learning activities in the workplace: How does education matter? and focused on questions of professional knowledge and development. Novice teachers' role in their own professional development was examined and compared with workplace characteristics. How are variables describing autonomy and collegiality (support) related to what is referred to as knowledge strategies, i.e. what novices do when in need of additional knowledge to handle situations at work? Ambiguities and a lack of conclusive results in a specific line of research on teachers' learning are addressed. The models used by others were developed further, mainly by the inclusion of educational outcomes and study strategies during education. Novice teachers were shown to be overall less active than novice physicians in seeking out new knowledge, suggesting a difference in the professional knowledge culture. The inclusion of study strategies in the analyses of workplace learning substantially improved the explanation of workplace learning behaviour, also in the knowledge‐weak teaching profession. This points out a role for teacher education in terms of preparing teachers as knowledge seekers, and it also emphasises the effect of individual knowledge orientation that goes beyond professional boundaries. Paper 3 is called Novice teachers and how they cope. A novice teacher's first encounters with working as a teacher are often referred to as a shock or as a particularly troublesome experience. In this paper, novice teachers' ability to cope with their work was compared with that of more experienced teachers, using both quantitative and qualitative methods. A model for coping with teaching (measured as perceived self‐efficacy and teacher certainty) was developed. The most striking finding, contrary to common reports of a shock among novices, is that novice teachers do not differ much from their experienced colleagues in self‐efficacy, and have only slightly lower certainty. These small differences do not support an interpretation that novice teachers have extra low levels of coping, which is assumed to be implicit in the description of a shock. It may very well be that novice teachers experience the transition from education to work as stressful in the initial phases, but the effect seems to diminish rather fast. Collegial support, an important coping tool for experienced teachers, was found to be even more so for novice teachers. Collaboration with colleagues was found to decrease coping in novices but had a more positive effect among experienced teachers. The observations and interviews suggested that this might be because of the novices' lack of ability to express themselves professionally, which makes interaction with colleagues stressful. Superiors at the school seemed to become more important for coping as teachers gained experience. Lower commitment forms of teacher collaboration were also more common than forms demanding more involvement (such as deliberation on the consequences of teaching instead of just organising and sharing the workload). Newer contributions in learning theory have theoretically discussed and analysed the potential troubles when individuals cross the boundaries between the different contexts of education and work. The metaphor of a shock seems to rest on expectations that novice professionals should be able to perform their work as well as their more experienced colleagues, and neglect the fact that these troubles are an inherent part of the transition from education to work. They also implicitly suggest that problems are due to a teacher education that did not prepare them sufficiently. The responsibility of schools for introducing novices in an appropriate way should not be neglected, and the findings indicate that colleagues are an important factor in these processes. Again, as supported by the findings in paper 1, novice teachers seem to receive less attention than novices in other professions. Paper 4 is called The valuation of knowledge and normative reflection in teacher qualification, and is a comparison of teacher educators, novice and experienced teachers. As teachers' professional practice also is dependent upon normative judgement, the views of teacher educators and teachers on one of the important normative dilemmas in teaching — the inclusion or exclusion in classes of students with learning challenges — was compared, along with their understanding of what kind of knowledge and skills are important for working as a teacher. Surprisingly, and again contrary to common reports and beliefs, also within research on teaching, the differences between the groups on their understanding of what constitutes important knowledge in teaching were very small. The description of teacher education as being "out of step" with the real world of teaching should be nuanced. Furthermore, the often‐discussed tension between an academic discipline orientation and a practical occupational orientation was examined at an individual level, and the findings indicated that both teacher educators and teachers in schools saw both parts of the professional knowledge base as important. The clearest difference found was that teacher educators generally had a more positive view on inclusion than did novice teachers and experienced teachers. School teachers were somewhat more practically oriented and more concerned with keeping control in the classroom than were teacher educators, whereas teacher educators emphasised being able to give reasons for choices, actions and curriculum analyses. The discussion was framed by pointing out the tension between ideals and goals for teacher education set from the outside (such as the introduction of the Qualifications Frameworks) and the integrative purpose of teacher education in terms of developing academic knowledge, practical skills and ethical/normative judgment in the students. It was argued that the goals for teacher education should be set with such integration as a goal, not on transferability, compatibility, measurability and transparency primarily. Thus, the paper highlights an area where a battle between professionalism from within and professionalism from above might take place in the future, by pointing out the importance of setting the right goal for teacher education. ; Doctoral thesis without published articles

Issue 12.5 of the Review for Religious, 1953. ; A.M.D.G. Review for Religious SEPTEMBER 15, 1953 Pleasure and Ascetical Life . Joseph P. Fisher intergroup Relations " Wiiliam H. Gremley The Religion Teacher . Sls~er M. Acjneslne Practice of the Holy See ¯ Joseph F. Gallen Discipline . c.A. Herbst Questions and Answers Rural Parish Wo~'kers VOLUME XII NUMBER RI VII:::W FOR RI::LI IOUS VOLUME XlI SEPTEMBER, 15, 1953 NUMBER 5 CONTENTS SOME THOUGHTS ON PLEASURE AND THE ASCETICAL LIFE-- Joseph P, Fisher, S.J . 225 OUR CONTRIBUTORS . 230 ABOUT BOOKS . 230 SOME DEVELOPMENTS IN INTERGROUP RELATIONS-- William H. Gremley . . . . . 231 A YEAR WITH THE RURAL PARISH WORKERS . 242 PAGING THE RELIGION "TEACHER--Sister M. Agnesine, S.S.N.D. 248 PRACTICE OF THE HOLY SEE--Joseph F. Gallen, S.J .2.5.2 DISCIPLINE--C. A. Herbst, S.J . 272 QUESTIONS AND ANSWERS-- 25. Second Year of Novitiate . 276 26. Authority of Superior and Novice Master . 278 27. Sleeping Quarters of Novices . 279 28. Fugitive Religious and Dowry . 280 REVIEW FOR RELIGIOUS, September, 1953, Vol. XII, No. 5. Published bi-monthly: January, March, May, July, September, and November at the College Press, 606 Harrison Street, Topeka, Kansas, by St. Mary's College, St. Marys, Kansas, with ecclesiastical approbation. Entered as second class matter January 15, 1942, at the Post Office, Topeka, Kansas, under the act of March 3, 1879. Editorial Board: Jerome Breunig, S.J., Augustine G. Ellard, S.J., Adam C. Ellis, S.J., Gerald Kelly, s.,j., Francis N. Korth, S.J. Copyright 1953, by Adam C. Ellis, S.J. Permission is her.eby gra,nted for quota-tions of reasonable length, provided due credit be given this review and the author. Subscription price: 3 dollars a year; 50 cents a copy. Printed in U. S. A. Before wrlt;ncj to us, please consult notice on inside back cover. Some Thought:s on Pleasure and !:he Ascet:ical Life Joseph P. Fisher, S.J. ¯|T IS ALMOST INEVITABLE that a good many young reli- | gious, especially among the more fervent, run into certain difficul-ties in squaring their attitude toward pleasure and their acceptance of it with certain ascetical ideals. Practically all ascetical literature, as in a certain sense it must, enlarges on the danger of pleasure and sometimes almost gives the idea to inexperienced minds that pleasure is evil in itself. Likewise there is the insistence that the harder, the more painful, a thing is, the better. While this is true ~rightly under-stood, . young minds frequently make. no qualifications and hence fall into error. Often enough the lives of the saints seem to confirm their exaggerations. The, attitude of mind engendered by such misunder-standings makes for certain practical difficulties in the conduct of these young religious. They are constantly ill-at-ease when faced with pleasure. They feel their ascetical ideals conflict with the mode of action encouraged by customs, by more experienced religious, friends, or relatives. On certain occasions, for instance, feast days, picnics, visiting, it seems they are expected t~o enjoy food, entertain-ment, comforts of various kinds. But they feel that to do so means they must go back on the truest ascetical principles. Or it may be that they are encouraged to enjoy literature but feel that to do so would be. to lessen their ideals. As a matter of fact in the more. ex-treme cases a young religious may have his or her outlook so shaped by the conviction that pleasure is evil (or at least always very. sus-pect) and pain always good that the whole spiritual life is nothing but a kind of self-torture. As is evident, all religious should know the truth about this mat-ter. In general it may be said that not only is it no sin ~o enjoy moderate pleasure but it can easily be an act of virtue. And the goodness of the act can be indefinitely increased by the inte.ntion of directing it to a higher and nobler end, and even actually and ex-plicitly to our ultimate end. For example, a religious who likes honey may eat it with relish and glorify God by so doing. The religious knows there is no sin in such an action and implicitly understands that the action is in accord with God's designs for human life. As a 225 JOSEPH P. FISHER Reoiew ~or Religious matter of fact, the religious could make this an act of the love of God by quietly considering the Wisdom and Goodness of God manifested in this expe.rience of human life. And so with the various simple pleasures that might conceivably, come into an ordinary day. Thdre is a field of pleasure that may well call for special atten-tion. Nowadays many religious are called upon to teach the fine arts, whose whole purpose is to please. This does not mean of.course that this pleasure may be regarded as man's absolutely last end, but it is a relatively ultimate end. Unlike "practical" arts, the fine arts are not aimed at producing something useful, but something beautiful, which causes pleasure. Now if what w,e said above about the possibility of elevating the goodness of sensible pleasures is true, this possibility is even truer in regard to the pleasures of art. For the pleasure of art is a nobler pleasure than that of eating, for instance. Accordingly, it ought to be easier to sublimate the "good" present in an aesthetic ex-perience. Some may doubt this, recalling what they have heard about the immorality of artists of various kinds a~id the. warnings against being a vapid aesthete. And it must be admitted that for certain temperaments there is a danger. Father Graham, in his book, The Looe of God, puts !t stronglywhen.he says: "Artistic sensibility can and should, when controlled by prudence, lend grace and attractive-ness to the moral life. But it frequently happens that the allure-ments of beauty prove so strong that the response to them tends to degenerate into mere aesthetic indulgence. The lover of beauty is con-cerned above all else with the joyous experience of what is pleasing; when unchecked by other considerations he seeks logically an ecstatic existence of perpetual intoxication, through eye and ear and mind, with beautiful objects." It may be added that if a person is of such a temperament and gives in to it, he will undoubtedly do it to the neglect of duty. Even those who are not especially sensitive to beauty can at times be drawn from stern duty by the siren of pleasure. However, it seems that among Catholics and certainly among religious such aesthetes are rather rare. The difficulty is oftentimes the other way about. Even those whose duty it is to study literature and other works of art try to do so without apprec,iating and enjoying the beauty of them. Such an approach is obviously wrong, for unless literature and the other works of art are enjoyed, they are not correctly comprehended. And one who himself does not comprehend can hardly expect to teach others with any success. So it comes about that some rather fail in 226 September, 1953 PLEASURE AND ASCETICAL LIFE their du~;y by not enjoying what is God's Will that theyshould enjoy than by over-indulgence. For example, if Brother Aquinas is pre-paring to teach English and fears to allow himself aesthetic pleasure in reading Shakespeare's Merchant of Venice, he certainly will fail to a great extent in both his studies and his teaching. Moreover, it would be well for men if the right kind of people created and appreciated beauty. Too often the enjoyment of beauty appears to be the monopoly of sentimental, anti-intellectual, or at least non-intellectual, and irreligious escapists. "All things are yours" (I Cor. 3/33) but they won't be if we fear immod'~rately, unreasonably, the enjoyment of the beautiful. Since there is an intimate relationship between nature ahd art. it will help to see first something about the enjoyment of nature. Ac-cording to St. Paul, "All the creatures of God are good and nothing is to be rejected that is received with thanksgiving . " (I. Tim. 4/4). And "From the foundations of the world men have caught sight of his invisible nature, his eternal power and his divinity, as they are knowri through his creatures" (Romans, 1/20). The beau-ties of nature ought to lead us to God, Who is reflected in nature, the work of His bands. Many misunderstand the place of "creatures" in God'splan for men. They are normally the means by which man rises to a knowledge and love of the Creator. Too many look upon them as "absolutes," things apart from God, things which, if appre-ciated, draw us to themselves and away from God. Such a view is based upon a n.isunderstandlng of. their true nature. Creatures, finite beings, are of their very nature dependent beings, relative beings, not absolutes. They must, if properly understood, be related to the In-finite; they point to the Infinite; their participated qualities are finite reflections of the infinite attributes and should more than remind us of their prototype. For one who understands the truth about the nature of finite beings, they ought to be stepping stones or rather springboards by Which he rises to that full Being Who is the ever-active cause of their ever-dependent existence. "The Contemplation for Obtaining L6ve," which crowns the Exercises of St. Ignatius, tries to impress men with this truth, but many, satisfied with a super-ficial approach, never really understand it. But the saints have understood it. It is a commonplace that St. Francis of Assisi made much of the sacrament of nature. A biographer relates "the following of St. Francis during his last days. "Meanwhile Francis was suffering greatly. Yet amidst his bodily 227 JOSEPH P. FISHEI~ agonies .be continued to find a~ absorbing sweetness in meditating upon the be.auty of God ifiHis creationl All the.crea'tion seemed to sing of the glory of its Creator to his pain-racked senses: and this is the more wonderful when w~ rememb& ho'~ 'pain is 'apt to turn all sensible comfort into bitterness. One day,' when he was suffering more than u~ual in eyes ~ifid head, he had a great desire to hear the viol. One of the brothers attending him, had been a violist in the world. Francis called for him and said: 'Biother, th~ children of th~ world do not understand divine sacraments: and musical instru-ments, which in former times were set apart for. the praise of God, man's wantonness has converted to the mere delight of the ear. Now I would hav~ you go secretly and borrow a vi01 and bring comfort with some honest melody to Brother Body who is so full of pains.' " Now without entering into controversy about the relationship between nature and art, we can certainly transfer 'much 6f what we have said about nature and God to art and God. Whether you say that art copies nature, perfects or .sublimates nature, or helps one ap-preciate nature, in any case, artistic works ~re finite participations of Infinite Beauty an'd, if appreciated as such, can and should aid one to appreciate this Infinite Beauty. In o{her words, art ~can help one use creatures for "contemplation." A man who is impressed by finite beauty can thereby be better prepared to appreciate the Source of all beauty. One may, for instance, never have realized how a cloud re-flects God's beauty Until he has read and appreciated Shelley's poem, ."The Cloud." Pleasure, though an end in its own o~der, may, if handled prop-erly, be a means of drawing closer to God. A certain puritanical bent of mind prevents many from appreciating this fact. This is not to deny that one can practice virtue" by foregoing the enjoyment of l~gitimate pleasure. It is often said that such abstinence from legiti-mate pleasure strengthens the will so,that it wili be strong in temp-tation. There is certainly much truth in this statement, but it is well to rememberthat motivation rather than exercise is the best means of strengthening the will. However, it is clear that a religious would scarcely be imitating Christ very seriously if he endeavored to fill life with every legitimate pleasure. Christ being rich became poor for us. All who are in the way of the love of Christ know that they can manifest and add to their love by sacrifice. Even here it is well to remember that' ChriSt made use of at least some.pleasures of Ills, ¯ such as the enjoyment of friendship and of.natur~al beauty. And 228 September, 19~ 3 PLEASURE AND ASCETICAL LIFE theology will not allow us to forget the fact that all His life Christ enjoyed the Beatific Vision, even though it is true at least at times the proper effects were divinely withheld. As to whether Christ enjoyed the beauty of human art, we do not have much evidence. If he did not, it would seem that was Simply due to circumstances; cer-tainly the enjoyment of finite beauty is a very worthy human ex-perience, and Christ was a complete man. God it is who has given the artistic urge and God it is Who has created the arts in which man "imitates" the Creator. The artist, even though unconsciously, casts an illuminating light on some facet of a created good, and aids us to appreciate more fully, the beauty .of God's handiwork. Of course Christ did not need this aid, but there were many things Christ did not need that He made His own to be like us and give us an example. The question as to how far an individual religious ought togo in the renouncemen(' of even legitimate pleasure is a very personal question. Even one who wishes to go far in this regard ought to understand the truth of the matter, so that he knows to what he is bound and where he begins to practice supererogation. It is likewise well to remember that what may be or appear objectively best is not always subjectively so. An individual's nature, vocation, training, ¯ and the grace of God must always be considered in settling such questions. What is good for one may be bad for another. A novice in the spiritual life cannot do what a tried religious can do; an active religious cannot do what a contemplative can. It dbes seem that most active religious, at least in the early years of their religious life, may well use pleasure, the higher pleasur.es and even moderate sensible pleasures, to help them rise to the knowledge and love of their Cre-ator. In doing this they should not feel that they are turning their backs on Christ, for as they 'get to know His "mind" better and begin to love Him more, they will spontaneously and with peace.and equanimity begin to give themselves to what St. Ignatius styles the Third Degree of Humility, the imitation of Christ in s~ffering and humiliations through love. Certain young religious seem to think that what is really the strong meat of the mystic way is already for them early in their reli-gious lives, for they try to get to God without the use of creatures. Cardinal Bellarinine points them the way quite clearly: "But we mortal men (as it seemeth) can find no other ladder whereby to ascend unto God, but by the works of God. For those who by the singular gift of God have (by another way) been admitted into 2.29 ~JoSEPH P. FISHER Paradise to hear God's secrets, which it is not lawful for a man to speak, and are not said to have a'scended, 13ut to have been wrapt.". At death some religious who have been striving to fly without wings will agree v~itb this statement of Father Martindale: "But may not one of the great 'difficulties' of dying be this--not that yo~u. have worshipped idols--loved created things ~oo much--but that you have not loved them nearly enough? What suddenly appals one is,' that God surrc~unded one with a myriad things of unbeliev-able beauty--like butterflies, or the sea, or uneducated p, eople--and that one has allowed them to slip by almost unnoticed." Certainly one reason many do not get more out of life is that they fail to make Christlike use of one of God's good creatures-- pleasure. "For all things are yours, whether Paul, or Apollos, or Cephas; or the world, or life, or death; or things present, or things to cg.me--all are yours, and you are Christ's, and Christ is God's" (I Cor. 3/22:23). OU R CONTRIBUTORS ¯ "JOSEPH P. FISHER is master of novices at the Jesuit novitiate, Florissant, Mo." WILLIAM H. GREMLEY is Executive Secretary for the. Commission on Human Rela-tions, Kansas City, Mo. SISTER M. AGNESINE is nationally known as an expert on methods of teaching religion. JOSEPH F. GALLEN is professor of canon law at Woodstock Coll~ge, Woodstock, Md. C. A. HERBST is on the faculty of the Jesuit juniorate .at Florissant, Mo. ABOUT BOOKS It will be noticed that in this number of the REVIEW; book reviews, book. notices, and book announcements are conspicuous by their absence. The' reason for this is that the varied summer assignments of the editors made it impossible to do the ol~ice work necessary for organizing reviews, notices, etc. The deficiency will be remedied in the November number. 230 Some Developments in Intergroup Relations William H. Gremley IT IS almost anti-climactic these, days to dwell at length on the importance of social and political problems in America occasioned by intergroup relationships. The volume of press stories and magazine articles on the subject,, such as Supreme Court decisions, legislative action of one kind or another or "incidents," either posi-tive or negative in nature, increases daily and 'has come to be almost routine. Scarcely a Week passes without some high official, go+tern-ment or civic, making a major address regarding the international aspects of this issue. That it may be one of the most important topics of our day can-not be denied since, in degree, it permeates almost all other major nation~il concerns, yet, like all social or political issues, it must have proper perspective to be abso'rbed and understood. Unfortunately, the drama and emotion inherent in the problem is a barrier to this perspective. All ioo often the negative--the headlines on race-riots, the grim warnings that we are losing overseas allies, the economic loss from discrimination--dominates the over-all picture with scant emphasis on the positive. And, all too often, the positive is usu~illy limited to gome assertion that "ihe Negro has come a long way since slavery." A brief analysis of some developments in intergroup relations over the past ten years will disclose some positive aspects of far more importance and profundity than the latter remark. The objectives of this article will be to present some analysis of those developments, primarily as they relate to daily situations familiar to most readers. and to attempt a balance of both fiegative and pgsitive aspects so as to present a proper over-all perspecttive. " I Initially, some definitions may be of value as follows: t) The terminology of the problem has, in the past, often been misunderstood. To call it a "Negro problem" is a. misnomer for, in actuality, there is no such thing as a. N, eoro problem in the. United ~tates--nor,.for that matter, a ,Jewish, Mexi.c.o.n, or Puerto Rican .231 X~qlLLIAM H. GREMLEY Review/:or Religious problem or any other issue involving people of one race, .religion, or national origin. The problem, in. terms of a situation demanding attention or correction, is one involving re[ationsfiips between mem-bers of different groups. It is, thus, more accurate to define it as a Negro-white, Jewisb-Gentilel etc., relationship problem. Nothing in the entire range of group discrimination or prejudice has roots solely in one group. A sub-problem, for example, of employment discrimination against Jews or Negroes is dynamically related to the fears, myths, and prejudices of the white Gentile em-ployer. Moreover,. defining the issue as a "Negro problem"-implies a detached and overly-objective attitude toward 15,000,000 people that is quite unrelated to the facts of group discrimination. 2) The term, "intergroup relations" is replacing, in g~neral, such terms as "race-relations" or "human relations." The word "intergroup" obviously pinpoints the is~sue far more than either a phrase excluding religious or nationality conflicts or one embracing all personal relationships, both "inter" a'nd "intra." 3) "Minority groups," as a phrase, is confined solely to a group that, because of some facet of assumed ~roup identity--skin color, religion, language, or group, custom--suffers social, economic, or political discrimination against it. Actually, however, i'minority group" is divisive in itself since it segments people from others and should be used with caution and clarity. 4) " The phrase "civil rights" is distinct from "civil liberties" in that the latter refers to the political or quasi-political freedoms guar-anteed to all by Constitutional safeguards. These would include freedom of speech, press, assembly, religion, or right to petition or bear arms. On the other hand, "civil rights" ~ire much rffore social in nature, referring to rights involving places of piablic accommoda-tion, public or privately owned, employment, housing, health and welfare facilities, recreation or education. Somewhere in between the two terms would come rights concerning voting and police pro-tection. II. Perhaps tb~ most important single,development in intergroup relations in the last decade has been th~ establishment of official city agencies to deal with urban problems of this type. Known, for the most part, as "commissions" or "councils" followed by the words "on civic unity," "community relations," or "human relations," they represent a significant phase in the over-all advancement toward September, 1953 INTERGROUP RELATIONS solutions of these problems. In essence,, such, city agencies mean a full realization of and acknowledgement by city authorities that in-tergroup relationships in the diverse populations making up most of America's urban areas can no longer be left to chance or haphazard methods. Just as in decades past, public health, transportation, wa-ter supply, street maintenance, and a host of other various civic con-cerns have been progressively added to the functions of American city government, so too the concerns of intergroup violence, dis-crimination, and individual civil rights are now the official tax- " supported duties of more than 60 American cities. The origins of such city agendes, most of which are goyerned by city ordinance, date from the Detroit race riots of 1943. Shortly after that catast~rophe, a group of Chicago citizens, headed by the late Edwin Embree, then head of the Rosenwald Fund, persuaded the late Mayor Edward Kelly to establish the first such agency. In time, other cities followed suit ~nd today the list includes such arras as Detroit, Milwaukee, Cleveland, Buffalo, Toledo, Kansas City (Mo.), St. Louis, Cincinnati, Pittsburgh, Denver. Seattle, and scores of others. In addition, many cities, both North and South. lacking a tax-supported agency, have privately supported groups working to-ward similar ends. Basically, these agencies, composed, for the most part, of mayoral appointees serving without salary but with a paid professional staff, have three aims: 1) To prevent or lessen intergroup violence~ u~hether of the col-lective mob type or as an isolated action (i.e., a bombing or an indi-vidual attack). The most singular success in this regard has taken place in Chicago where the police force, after utilizing the guidance and resources of the Chicago Commission on Human Relations, has achieved a high degree of efficiency in the prevention of intergroup mob violence. (The Cicero riot of 1951 is a case in point. So strict and effective were police measures taken to prevent a "spilling"'over Of ¯ this affair into Chicago that, while law and order broke down com-pletely in Cicero--adjacent to Chicago-the prevalent tensions in the latter city were kept completely in check.) 2) To d~oelop harmonious relationships bettveen all groups And eliminate the causes of group friction and. prejudice. In this regard, such~ city~ag.encies have,available.,a vast.amount of resource material built up over the last ten years. The material available to schools of 233 WILLIAM H. GREMLEY Review for Religious all type~ and a~ all levels will illustrate. Audio-visual aids, teacher training workshops, and curriculum and school-community relation-ship material are some of the areas where resources may be obtained. In addition, ~xtensive tl~eoretical and practical research has been ac-complisbed regarding such problem areas a~ community organization, employment, housing, health, welfare, recreatiom and civil rights. 3) To safeguard and protect the ci~)il rights" of all groups. A greater divergence among such agencies is found in this objective th~an in the other two for an obvious reason~ The degree of civil rights legally accorded to citizens, for the most part, depends on the local or state laws on the subject. Many states, like New York and Rhode Island, have effective Fair Employment PracticeLaws. In addition, New York has a Fair Education Practice Law that prohibits school "quotas" based on group differences. Conversely the s~gregation laws of the South deny civil rights to manycitizens. Thus an inter-group city agericy relies on laws if they exist and persuasion to pro-tect such rights. In "border" states like Missouri, the agency must depend on persuasion alone to accomplish this objective. In general, the types of intergroup probiems faced by a city agency will depend on the population make-up of the city itself. In cities like Chicago, Detroit, and Kansas City, perhaps 90% of such problems spring from Negro-white relationships. New York City with a Puerto-Rican population of.some 500,000 must consider this particular problem along with Negro-white and Jewish-Gentile con-cerns. West Coast cities with people of Japanese descent comprising large .segments of the Ipopulation, Texas urban areas containing sig-nificant percentages of Mexican-Americans, and Rocky-Mountain or North Mid-West states with American Indian reservations, all have different kinds of problem areas sometim_es calling for different kinds of treatment techniques or materi~ils. III An inevitableconsequehce or ,concomitant.of the growth of both" intergroup city agencies and the extensive resource material men-tioned has beeh the development of the 'intergroup relations "pro-fessioni" For the most part, the usual frame ofreference associated with any profession--research material, academic courses and,degrees, job personnel standards, establishment of a national organization (in this case the National Association of Intergroup Relations,Offi-cials)--- characterize intergroup, relations. Over and above these cri- 234 Sgptember, 1953 teria, however, certain premises exist regarding this'field Which have strong foundation~ not only in law where the c'ase may be but, in all cases, in democratic and religious principles as well. -It may be un-necessars; to ~dd that such principles are wholly consonant with those of the two major religious traditions in America. Both Judaic and Christian concepts of individual dignity, of course, are clear and defined. Man is an individual with God-given rights as well as .God-given responsibilities. In addition, it is inher-ent in his nature to mingle and commune.with his fellowmen. Both singly and collectively, he has rights and responsibilities to others and to himself in'a social sense. It ,is thus essential to th~ nature and work of these city agencies that the premise of natural rights for all should underscore and per-meate their functions and programs. The assumption that the hu-man family is one under God, that variations between peoples of genes or customs do not detract from this assumption., and that, in keeping with this "oneness" under God, all are equally entitled, to basic rights, are fundamental four~ations for inte, rgroup wozk' not only of.the "official" city agency type but in the private an'd volun-teer area as well. Some exa.mples may help, to illustrate these concepts. Labor 1) The dignity of labor, exalted by Christ and sustained by the Popes through encyclicals, certainly means the right to fully utilize one's skills. Yet the record ~f denial ofthis righ[ by r~fusals to hire or to upgrade extends back to the mid~lle 19th Century when (and continuing almost to the 20th Century) such denial to Irish Cath-olics was illustrated by factory signs--"Help Wanted--No Irish Need Apply." Tod~y, through cultural assimilation, neither the Irish immigrant nor those of Irish descent suffer this indignity. In their place, the Negro or those of Jewish. faith.are the major victims of job discrimination. It may be said that, to some extent, every racial, religious, or nationality group whether indigenous or not to America has suffered this type of injustice. Recent advances, however, in this problem 'area give hope for the future. The numerous state and city FEPC laws, the changing atti-tude of many industries, aware of the great economic loss in wasted skills, the strong stand of the American Catholic hierarchy as well as other religious bodies against job discriminatioh--all developments INTERGROUP RELATIONS 235 WILLIAM H. GRE/vlLEY Review/:or ReligiOus for the most part of just the "past decade--indicate .a point in time when this problem will no longer be major. Health 2) Perhaps no area of life involves more compassion or human feelings than suffering brought about by sickness or accident, and in this area, perhaps above all others, divine precepts of mercy and brotherly .love should prevail. Yet, this compassion is, strangely lacking in many American cities when hospital facilities for Negroes are considered. Segregation, even in many Northern cities is the rule despite worthy exceptions and it would be impossible to estimate the amount of loss of life or unnecessary pain caused by refusals of hos-pitals to admit Negro patients. 'For example, in the Kansas City area recently, a young Negro woman, injured in an auto accident, was refused admittance to or hastily transferred from four different hospitals because of her color. Eventually taken to her home, she died shortly after. Competent medical authorities definitely asserted that, with prompt and adequate attention, she might well have survived. ' Adding to this problem is the inability of qualified minority-groups doctors, nurses, and medical technicians to obtain staff ap-pointments to hospitals practicing discrimination. Thus the ,hos-pital rationalizes--"We have no Negro doctors so we don't have Negro patients." In this aria as well as employment, however, encouraging prog-ress has been made in ~ecent years. Laws in many states have been .passed prohibiting hospitals from refusing emergency patients Because of race, color, creed, or national origin. Many single hospitals in ~ities like Chicago, New York, Kansas City, and others have taken the initiative in eliminating color bars and given Negro or Jewish doctors and nurses staff appointments. The number of Negro medi-cal students in formerly all-white attended schools is on the increase, and Negro graduates are finding it easier to obtain interr;ships, par-ticularly in municipal hospitals. Education 3) In the, field of education as well, divine concepts of justice and decency to all mankind are just as strong as the above, but school segregation, with its foolish emphasis on the "separate but'~qual" tbegry, at a time when equal facilitiesAor .minority grqups i.s .p.hy.~si.-~ cally and economically t;nfeasible, continues as a burning, national 236 September, 1953 INTERGROUP RELATIONS issue. The waste, not only in dollars but in imperfect or thwarted personal development because of these barriers amohg children is in-calculable. To fully equalize, for example, the separate public schools of the State of Missouri alone wduld cost $20,000,000 according to a re-cent surveyl--without counting the cost of continuing extra trans-portation for Negro pupils. 'On the other hand, it was estimated that approximately $.1,150.000 a year of tax-monies could be saved by integrating the Missouri public school system. It is in the field of education, however, that the record of ad-vancement in the last decade is brightest. U.S. Supreme Court deci-sions have opened ~graduate schools in the South to all applicants. (Those in the North, for the most part, have been integrated sinc'e the 19th Century.) The forthcoming Supreme Court decision on public school segregati.on may well mean thd eventual end of this-anomaly on American democracy. The record of Catholic school authorities in school segregation matters is most significant. In community after community, in-cluding' Kansas City and St. Louis and even in Deep South areas where school segregation was deep-rooted custom, boId and cou-rageous action by diocesan' or arch-diocesan officials have integrated Catholic schools at all l~vels. Jesuit colleges and high schools, in particular, have a record of many "firsts'" in this respect, welcoming all stu~tents in communities otherwise strongly segregated. " IV Despite the. admirable record of Catholic schools in eliminating school segregation, many serious problems still remain to be faced. Perhaps chief among these is that regarding the efficacy of teachers as well as curriculum material in instilling sound intergroup attitudes among pupils. Chiefly. because of existing residential segregation of minority groups in most American cities, the elimination of segregation in Catholic schools where ~t has been.accomplished does not always mean extensive integration. As a rule, a school attended wholly by white pupils remained white-attended With the reverse true for schools Wholly attended by Negroes or children of Mexican descent. It has been usually in the "fringe" areas--where the population was 1"The Cost of Segregated Schools"--Study by Stuart A. Queen, Washi~gtoa Uni-. versity. Available from Missouri Association for Social Welfare, 113 ~ West High Street, Jefferson City, Missouri. " " 237 WILLIAM H. GREMLEY mixed racially or ethnically--that significant integration of different groups took place. Such "fringe" schools are usually in a minority compared to the total number in any given urban community. Ex-ceptions should be made with reference to any isolated Negro-occupied areas outside .the main such area in an urban center. Even in those cases, however, usually not more than a handful of new Negro pupils were registered after the integration order. This residential segregation has, in some areas where the popu-lation is predominantly Catholic, stimulated several situations of racial violence in which the role of the Catholic school has severely been called into question. Following the Cicero anti-Negro riot of 1951, which occurred in a community estimated to be 65 % Cath-olic, the writer interviewed an official of a local Catholic ~chool. In response to questions concerning the use of curriculum material pro-moting positive intergroup attitudes, it" was indicated, that the teaching of such attitudes was confined to the history classes. Worthy as such teaching may be, it was hardly sufficient to relate present-day intergroup problems to the pupils. Since many of the youthful par-ticipants in that affair were observed wearing Catholic insignia of some type, such limitations were not effective as a deterrent to vio-lence. The Peoria Street violehce of 1949 in Chicago, in which extreme ¯ anti-Semitism as well as anti-Negro prejudice took the form of severe assaults and beatings on bystanders allegedly "3ewish-looking," oc-curred in an area estimated to be 90% Catholic. Teen-agers in both incidents played a predominant role in the violence. It is true, of course, that such incidents of racial and religious violence are by no means confined to areas predominantly or heavily Catholic in population. Numerous other disturbances equally or even more severe than those cited have occurred in urban localities pr(~dominantly non-Catholic. The immediate concern, however, is with the role of the local Catholic school, in social situations involv-ing pre.judice and intergroup violence and in localities where ~ignifi-cant portions of the population¯ are of the Catholic faith. Something Lacking? The percentage figures and role of teenagers in the above two af-fairs pose an important question--what was lacking in the teaching techniques of the local Catholic school that could have prevented such expressions of violence and prejudice at least by participants who 238 September, 1955 INTERGROUP RELATIONS may have been Catholic? That something was--perhaps is-- lacking is obvious. While it may be that such a lack is due to com-munity pressures and mores hostile toward p~ople of different color or religion, it is possible that lack of awareness by teachers of the problem coupled with teaching materials that possibly create disre-spect and prejudice for different groups, may also account for this deficiency. For example, in one type of reader used in Catholic ele-mentary schools, the following quotation is f6und: (The reference is to the American Indian.) "Hello, Mother," cried Tom, as he ran into the apartment house where he lived. On the table in the kitchen Tom saw a large white cake. 'Tm glad that I'm an American boy tonight," he said. "Indians never had cake for supper, did they. Mother?" "I'm afraid not, Tom," answered his mother. "They didn't wash their faces before supper, either, but American boys do that.''2 Apart from the "1o, the poor Indian" attitude implied, it is manifestly unfair to deprive tbe native American of his nationality. The matter of bodily cleanliness, of course, varied in custom among the numerous Indian tribes. It is hardly possible that- respect and dignity for the American Indian as an individual created by God could be implanted in children's minds from this passage. On the other hand, an example of the type of curriculum material that can advance positive attitudes in a realistic social situation sense is found in another reader containing the story, "Toward a Promised Land.''3 Dealin~ with effort~, based on race prejudice; to oust a competent Negro doctor from a hospital, the tale. resolves the situa-tion satisfactorily from both a moral and practical viewpoint. The efforts fail, the ~doctor is retained, and his little son sees another ad-vance toward "a promised land." Both examples above perhaps will illustrate the social impor-tance of developing proper intergroup attitudes among children, ad-mittedly often a difficult task in the face of possible parental prejudice and objections. This social importance, however, is far overshadowed by the spiritual importance. To permit or ignore the development in children of prejudiced attitudes, unchecked or not counteracted in 2"This is Our Town," Faith ~ Freedom Series, Book 3, by Sr. M. Marguerite, 'Ginn E4 Company, 1952, p. 46~ 3"These Are Our Horizons," Faith ~3 Freedom Series, Book 7, by Sr. M. Charlotte, and Mary Syron, LL.D. Ginn E4 Company, 1945, p. 136. 239 WILLIAM H. GREMLEY Review for Religious the school, may be almost as much a negation of. ~hrist'~ ~eaching.as the actual encouragement of group prejudice or bigotry. The re-sponsibility, ofcourse, is no less in the home than in.the school, but in the Catholic school the duty to ~each the'ethics of the brotherhood of man unde~ the Fatherhood of God seems of particular concern. The concern is that of Christ. In her excellent study4 on attitudes towards Jews~ by .Catholic school children, Sr. Mary Jeanine Gruesser states: "Interest in the social attitudes of Catholic children is bound up with Catholic belief and practice. Today the. tremendous~octrine of the Mystical Body of Christ is being .preached and taught with new stress and emphasis. In language that he can understand, the youngest Catholic school child is learning to live the fact that all are members, one of another, in Christ. But the teacher who is really concerned that the child take this lesson away from the classroom and back to his play group in the neighborhood, rnus~ know some-thing about the situations and conditions of intergroup interaction of which the child is.a part, of the attitudes toward other people, other religious and nationality groups, that be has already formed. These are the realities to which the doctrine' must be applied, but the two must be related t:or th~ child." Having stated and, it is hoped, adequately illustrated the prob-lem, some positive resources may be listed that may be of value. Available Resources 1) As indicated, a local city intergroup agency can be of as-sistance in suggesting acceptable audio-visual and curriculum ma-terial designed to counteract prejudice and develop healthy and wholesome attitudes in children regarding people of different groups. ~2) Private agencies such as local community relations bureaus,. some school or teacher associations or local offices of the National, Conference of Christians and Jews also have resources ~eadily avail-able for this purpose. 3) Teacher workshop~ in intergroup r61ations are now available each summer in practically every section of the country. For tb~ most part, these workshops are given at local universities and colleges. A lis[ of them may be secured from the office of the National Associa- 4"Categorical Valuations of Jews Among Catholic Parochial School Children," St. Mary Jeanine Gruesser. Dissertation, Catholic University of America Press, Washington, D. C., 1950, p. 8. 240 September, 1953 INTERGRouP RELATIONS tion of Intergroup Relations Offici'als.s Most of these institutes are secular in nature and sponsorship. They are open to all applicants and usually held during the day. A special workshop designed for Catholic religious teachers has been instituted in the Shell School 6f" Social Studies in Chicago. 4) Competent rating scales for determining children's attitudes toward members of other groups are available. Examples are the "Wrightstone Scale of Civic Beliefs," the "Bogardus Social Distance Scale," and the "Grice Scale for.Measuring Attitudes Toward Races and Nationalities." (The latter is available in Sr. 3eanine's study.) As initial steps, such s~ales are extremely valuable in determining an inventory of such .attitudes and measuring the extent of such prob-lems existing in any school. V In conclusion, the international significance of official city agen-cies as resources leading to solutions of group problems of education, employment, health, or welfare facilities is manifest. In essence, they indicatd a "coming of age" for America, a growing realization that America must and can fight its own dilemma on its own grounds. For too long the Communists have pointed a distorted finger of shame at this dilemma in our democracy withoutwas is natural for them--mention of the earnest and valiant efforts made to work 6ut these problems within the framework of our democratic tr'aditions. That we can and will continue to do so, that all group~ and re-ligious bodies, Catholic and 'iaon-Catholic alike, will strive to give substance and body to our great political and religious heritage, is inevitable. Despite the discordancies, whether of violence, discrim-inations, or prejudice, the record of progress in the over-all march of American democracy toward its fulfillment for all, is clear and pro-. found. SNational Association of Intergroup Relations Officials, 565 North Erie Street, Toledo 2, Ohio. "'Opposed to all of these and a billion times rhore powerful is that Love repre-sented by the Sacred pierced Heart of Christ. It is the love for all men, who have equal opportunity tOoshare that tremendous Love, and to return it according as they will, for it has "first loved them and gone down to death for them singly and col-lec/ tively. Such a Lo~,e, even more than the common hand of the Creator unites all men before God. Can men be so callous as to remember race-hatred while kneeling around the Cross of the Crucifie~[ Christ?" '(The Most Rev. Vincent S. Waters, 'Bishop of Raleigh, in his Pastoral Letter of June 12, 1953.) 241 A Year wit:h the Rural Parish Workers [EDITORS' NOTE: The Rural Parish Workers of Christ the King are laywomen de-voted to works oi~ the apostolate in rural areas. Father Edward A. Bruemmer, in whose parish they bare worked for several years, says of them: "[ am convinced that theE are as essential to the welfare of a rural parish as the teaching sisters in the parish school. Perform!ng the corporal and spiritual works" of mercy on a scal~ hitherto undreamed of, they have renovated the face of the earth here." We had planned to give a rather complete sketch of the beginning and growth~ of this work but it is impossible to do that in our present issue. We hope however, to give it later, because we believe it is very important for our readers to know about the va-rious possibilities ot: the lay apostolate. For the present, we content ourselves with printing this informal article written by a Rural Parish Worker who signs herself, Miss Mary. The material in this article can be obtained in brochure form from: The Rural Parish Wokers of Christ the King, Route 1, Box 194, Cadet, Mis-souri.] THE residence and center of the Rural Parish Workers of Christ the King (laywomen dedicated to the service of their neighbors in rural areas) is at Fertile.in the large rural parish of St. ,Joa-chim, Washington County, Missouri'. This is picturesque with its rolling hills, great trees and valleys, but there is evidence of poverty everywhere to mar its beauty. The inhabitanl~s for the most part are a poor, uneducated, generous, loving, and appreciative people. The Rural Parish Workers, cooperating with the pastor, do much to edu-cate, see social justice done, relieve want, spread Catholic Action in the area. I'm spending a year with the Rural Parish Workers, participating in their work and sharing in all their activities. This means sharing in the spiritual life also . . . daily Mass, Prime and Compline or Lauds and Vespers in English, individual recitation ot: the. Rosary, reading and study. This summer when I first arrived, along with two other volun-teers, Miss Pat and Miss Christina, plans for the Open House were already under way. This project is given yearly under the sponsor-ship of a group of men to make new friends for the Parish Workers and spread word of their work. We three pitched right in, helping clean up house and grounds with the neighbors and others who came to help. A week later the big day came. So did 1000 visitors. About the middle of the afternoon Mol~her .Nature came along with the 242 RURAL PARISH WORKERS biggest rain of the season! Many persgns hurried home, but many stayed, so we served food all over the house and on the porches until everyone was happily fed. That night we washed up the biggest gobs of mud and thanked God for a very wonderful day in spite of the rain. Not long after Open House we had a Clothing Giveaway for the needy people. Several times we went on visits in different parts of the parish which is 150 square miles in size. Can you imagine people who live only 50 miles from St. Louis being so isolated as not to see other human beings for weeks at a time? Well, I can state this is the truth. In 3uly a neighbor took us to visit such a family. You can imagine how glad the old couple were to see us. Even though we had been jostled around on the back of a truck (the only way we could get through the woods) and then soaked in a sudden down-pour of rain! Baptisms During another visit a littl~ girl came running across the road. "Could we come over right" away?" A neighbor's new-born baby was dying and the parents wanted Miss LaDonna or Miss Alice to baptize it. So we thankfully watched another child added to God's family in the car of the doctor who was taking the baby to the hos- ¯ pithl. We were present for many weddings in the parish church this summer. But one morning the celebration was for a different reason ¯ . . the baptism of an entire family instructed by Miss LaDonna. We volunteers were happy to witness the event and to take part in 'their joy. Although life with the Parish Workers is anything but routine, there are some things that must be done regularly. Each of us kept her own room neat and clean, and helped with the thorough weekly cleaning. We took turns, two together, in preparing meals and washing the dishes. Each evening one of us volunteers got to milk the goat. This was quite a thrill for us city girls. We volunteers helped Miss Alice with the outside work such as tying up grape vines, wa-tering trees, pulling weeds, raking gravel in the newly-made drive, etc. The Parish Workers' clean-up activities aren't limited t6 their own home, however. One afternoon we all went to watch the completing of the purifi-cation of the spring used by the people of the immediate area. The 243 RURAL PARISH WORKERS Reoieu) for Religious Parish Workers had had the spring cleaned and enclosed in 'concrete with a pipefor'tbe water to run through. This prevents people from dipping their buckets into the .waterand has greatly improved the health of the children in the neighborhood. After an especially b,u~y week we were all preparing for a day of rest when an elderly man came to the door. He bad walked several miles to tell us that his grandson was suffering from a brain tumor and must be rushed to the hospital ira.mediately. Could we get him in? So, this ended our day of rest and sent us on an errand of mercy. Several times this summer Father Bede, O.S.B., spiritual director of the Rural Parish Workers, visited us and gave us many interesting and enlightening talks which broadened our knowledge of the lay ¯ apostolate and helped our spiritual growth. Seven Weeks for doing something you thoroughly enjoy are too short as we three volunteers discovered when the Summer Session came to an end. We all left with heavy hearts. Miss Pat had to re-turn to school. Miss Christina was needed at borne. And I went borne to prepare my winter clothing and tell my family that I in-tended to return in September for a year.of service. Instructions Upon my return [ entered more fuIly into the life of a Parish Worker. Activities began with the start of weekly religious instruc-tions for the public scl~ool children. My class of twenty youngsters is made up of 2nd to 4th graders who have received their First Holy Communion. I find them very attentive and well-behaved with a thirst for knowledge. I had returned to Fertile when the country was most beautiful and the large pears on our tree were ready for picking. I donned a ¯ pair of blue jeans and an old shirt and had the time of my life climbing the tree and shaking down the pears, using the garden rake for the hi~hest branches. Seven bushels of delicious fruit were added to our pantry and shared with our neighbors. In October we entertained the members of the Parish Workers' Advisor~ Board and their wives ata buffet supper. Miss Par'and Miss Christina came to help with this gala affair., We all had so much fun together they were reluctant to leave. But plans were made to get together again when time came for selecting and packing Christmas gifts for.the 250 children in the families we assist during the year. 244 September, 1953 RURAL PARISH WORKERS Travel The distribution and sorting of clothes for these families has been given me as my special project, and I must admit I find it both interesting and helpful. Interesting because of a natural woman's instinct wondering what I will discover in each box I open, for these boxes and packages come to Fertile from all over, sometifnes from as far away as NeW York. And helpful, for in this exploited area wages are very low. Many times we bear of a child out of school bedause of no shoes or other clothing. And for many families the only new baby clothes are those we are able to supply in the layettes generously donated by women and college girls interested in this apostolate I am learning to drive. " If you ask'the Parish Workers how I am doing they ~vill answer, "Wonderfully well." But if.y6u put the question to me ~ am afraid you would receive a different answer. However, I shall keep on-, for often I could help out if I were able to drive the station wagon myself. We travel many miles,each month. Over two thousand is the average now. A number of trips are made to St. Louis, eSl~ecially to clinics and hospitals. One such trip concerned my special ,family. While visiting them one day I noticed the baby looked ill. He was terribly undernourished anyway, and I was truly worried about him. We telephoned a St. Louis hospital and the Sister told us a bed'would be available as soon as we could get.him there. The familywere un-able to pay anything but the baby remained in the hospital seven weeks and is now doing wonderfully. From.time to time I ~ake visits with ~ne of thd Parish Workers. One morning it was necessary to make a trip to the courthouse to see the judge about a f~imily we were helping. I was more than giad to be risked to go along as I would get the opportunity to meet some of the civic officials and learn how,they and the Parish Workers work together to help others. Since I have been here I have learned much about Secularigm and Communism and the inroads tb~y baremade in our country. I am also learning how to detect their prop~an~la in radio programs, newspaper articles, etc. Accompanying Miss LaDonna to the Well-Baby Clinic was al-ways a pleasure., until one day she pulled a fastone and asked the County nurse to give me a typhoid shot. Of course I knew about"it beforehand, but being a city girl I really h~d.~'tthought, much about it., We take pure drinking, water, for gr~inted' in the city, but out here 245 RURAL PARISH WORKERS Review for Religious it's different. All the water is from creel~s and springs like the one the Parish Workers fixed up last summer. The home of the Parish Workers is an old brick house. Major remodeling has made it into a modern home with many conveniences so that they may devote as, much time as possible to their apostolate of serving others. Minor work in the house proceeds slowly, one room at a time, and furniture is supplied by donations. Most of it we repair or repaint, but recently a women's group brought out a complete flew bedroom outfit which the Parish Workers placed in .my room. "Harmonious surroundings help in the development of a Christian home'," they always say. I know for sure they are relaxing at the end of a busy day. The apostolate of the Rural Parish Workers is not well known, although for several years, under the patronage of the Most Reverend Archbishop of St. Louis, they have been quietly working among the poor and downtrodden. So now we send out a monthly memo of recent news to The King's Men, an auxiliary of the Parish Workers. This and other secretarial work enables me to make good use of my typing learned in high school. Christmas There is always activity here at Fertile, but preparations for Christmas are something to behold. First, making of the Advent wreath. Three days before Advent we gathered pine from a large pine forest nearby. I had the pleasure of helping make thewreath, which we hung from the living room ceiling. ¯ With its four candles. magenta-colored ribbons and fresh green l~ine it was a beautiful re-minder of the season of preparation for the great Feast of the Nativ-ity as well as of the long period of waiting for the first "coming .of Christ over 1900 years ago. Decorations in the house were c.hanged to conform with the spirit of the season, and each evening after sup-per, as we lit the candles, one the first week, two the second, and so on, and asked God's help and blessing, we seemed to come closer to the Divine Infant soon to be born again in our hearts on Christmas Day. It was during one of these evenings when all felt in a gay and joyous mood that we selected the °"jewels" for our decorated cross. We finally all agreed on the selection and then could hardly wait for Christmas to hang the beautiful cross with its sparkling stones of red, yellow and blue. Several trips were made to St. Louis and near- 246 September, 1953 RURAL PARISH WORKERS by towns for Christmas shoppi.ng ~and to pick up clothes, canned goods, toys and candy donated by generous friends for "the needy. Also to distribute gifts to our families and friends~ Miss Pat and Miss Christina returned for a week-e.nd to help with the toys, sacramentals, and candy for the children. We were all busily engaged in this task when the Auxiliary Bishop, Most Reverend Charles H. Helrrising, arrived for a short visit with the ¯ Parish Workers. He .gave us his blessing and told us to tell others ot the need for volunteers in this rural apostolate. The following week we packed food for all the needy people of the area. We could gix;e large boxes, due to the generosity of our friends. Gifts and candy were also prepared for our children in the Sunday classes. Several trips were made to the parish church with the station wagon full of people. We live eight miles from church and "many neighbors .would have no way to get to. confession or Holy Mass if it were not for the Parish Workers. Even on the day before Christmas as we worked on the Crib and tree, time was taken so that no one would miss the opportunity to receive Holy Communion on the great feast. As we finished trimming the tree we realized the season of prepa-ration bad ended. Gifts had been hung on the tree ready for the children when they came to visit during Christmas week. They would come with hearts full 6f joyand expectancy to receive their gifts. And we were ready, too . . ." for the greatest Gift of all, ~he Son of God Himself. At Vespers on Christmas Eve the lights from the four candles of the wreath flickered and caught in the jeWels of the decorated cross. A feel!ng of peace and joy filled each of us. Later when we drove with our neighbors to Midnight Mass we could almost hear the Angels singing, "Glory to God in the.highest . . ." And afterwards the gently falling snow seemed to enhance the feeling of peace and love as all exchanged the Merry Christmas greeting. I have written of many things during my first six months with the Rural Parish Workers. There are many more, all pointed to the development of Christian homes, wi~:h interest in government, edu-cation, culture and religious welfarel But you have not the time, ¯ nor I the space to include them here. UPon reading this you may. ti~ink all is Work and no play. But that is not true. Recreation is impor~tar~t in the life of a Parish. Worker. And in the evening you may find us reading, listening to. 247 SISTER M. AGNESINE, Review [or Religious the radio, playing cards, doing hand work according to one's inte~- "ests, and occasionally going to a movie. This summer we even took time out to, go swimming, hiking, picnicking, or for an evening drive. You see, we are just one happy family and all share in one another's joys or" sorrows, working, praying and p, laying together for the glory of God and the service, of.our neighbors. " If I intend becoming a Rural Parish Worker I must spend a pe-riod of reading and instruction, and learning what my duties would be in this area or any area to which I may be sent. Already I have seen the need of the work and the good the Parish Workers are doing. So I say, "God bless them and all their under-takings, and please send more workers for this vineyard." Paging !:he Religion Teacher Sister M. Agnesine, S.S.N.D. " " THE story is told of a prosperous business man who claimed that allMs success was due to a single statement left him as a legacy by his father: "My son, when everything goes wrong with you and ill luck seems to pursue you, then look around and see where you are mismanaging things." Instead of throwing up our hands in despair, as we realize the cryi~ag needs of a world strayed far from its. Maker, suppose that we, too, look around to see whether by any chance we religion teachers might be mismanaging things. Making Religion a Living Reality Granted that we are thoroughly equipped, theologically and in-tellectually, what else is required to assure our success? Let us as-sume that we teach our religion classes regularly and cgnscientiously. We may even boast that our pupils know all the answers. But have we any assurance that they also accept these truths and are prepared to live them? In other words, have we set their hearts on fire with love and motivated their wills with .a strong determination to live their religion intelligently and consistently all th'rough life? Their words alone are not sutticient assurance: neither is their more or less praiseworthy conduct in school. Their religion must be a-living re-ality. It must be~:gme so much a part, of their being that they can- 248 SeptemSer, 1953 PAGING THE RELIGION TEACHER not. lose it without losing life itself. To imbue children with such. a living faith means more than merely teaching Christian Doctrine. It means keeping in mind the fundamental needs of our times and directing pupils to meet these needs according to God's plan. It means, therefore, to help them un~derstand and appreciate God's complete ownership of the world and all it holds, and instilling in them a deep reverence for His au-thority. ,It means helping them to evaluate the things of time in the light of eternity; of making them seeall of life from God's point of view. It means preparing them to meet the problems of life, whether as humble employees, as members of a Christian family, or as leaders of a nation. It means impressing them with a sense of responsibility not only toward God but toward their fellowmen, whom they must recognize as members of the My.stical Body of Christ. It means, finally, giving them a sense of direction, so that they will always and above all things keep clearly in view their eternal destiny. Knou)ing Not Onlg What But Also Hou) to Teach How can the religion teacher,acco, mplisb so tremendous a task? He dare not excuse himself by saying that it is primarily the function of the home to train theyoung for Christian living. For, while he cannot, exempt parents from their duties, the wise teacher will first re-establish Christian ideals in the home through the boys and girls in his classes by teaching them to understand and accept the responsi-bilities of Christian marriage and Christian family life. All of this means more than imparting knowledge. It is not the printed or spoken word alone, no matter bow important in itself, that is necessarily convincing. If the teacher is to gain the desired effect, be must know not only u)bat to teach but how to teach. He must not only inform the pupil's mind but also aim to arouse his emotions to love the faith and to move his will to accept and live it. "Religion is no use" says Father Drinkwater, "until it is accepted and" lived." Teaching b~j Example To teach religion for Christian li~ing, therefore, we must pene-trate the thick shell of modern materialism which surrounds the n~en-tality of even our Catholic pupils. But to be able to do so, we must first of all be living examples of the truths we teach. To the young--. and to the old as well--we are the Church, ~ve are religion, we are 249 SISTER M. AGNESINE Review [or Religious Christ. And unless we outrival in all that is ¯good and true,.in all that is. noble and beautiful in the highest sense Of tl~e ~word, those who, knowingly or otherwise, contrive to shape .the aims, the atti-tudes, and the ideals of the young, we cannot hope to influence them for life. If we.teach that religion must take prec.edence over all other values in life and that therefore the religion lesson is the most imPor-tant of all subjects on the program, then we ourselves ¯will have to put first things first and prove by our regularity and zeal that we mean what we say. Then, too, we will quite naturally do all in our power to make the lesson the most fascinating and interesting sub-ject taught in the school. That means, ir~ the second place, that the teacher must have some knowledge of the techniques of teaching. All too many instructors of religion are still under the impression that all they need to do is to explain the subject ~ind that the child will naturally imbibe what is being said. They do not realize that in spite of a seemingly atten-tive attitude, the pupil is often miles ~way during the religion period : like the boy who, after hearing a long explanation of what it means to be selfish and unselfish, innocently asked the teacher what kind of fish that was. Making the Lesson Purposeful and Effectit)e The following questions may help the teacher to see more clearly whether the proper means are being used to make the lesson effective. Do I know how best to appeal to the child's heart, in language adapted to his age and ability? Do I strive not only to teach the Catechism lesson but more particularly to give children a lasting love and appreciation of those sacred truths? If they are leaving the Cath-olic school or study group shortly after these instructions, am I rea-sonably sure that I have instilled into their hearts the desire to grow in the knowledge and love of their faith, through the grace of the sacraments and also through a desire for further study and readir~g? Do I have a fund of convincing illustrations and stories, prefer-ably out of everyday life, that come close to the experience and un-derstanding of my pupils, so that they will the more' readily retain what I have tried to impress upon. them? Do I giye my students an opportunity to do things for them-selves, to ask questions, and think things througb.? Or do I do all the talking myself and take it for granted that th~ pupils are thinking and learning? 250 SISTER M. AGNESlNE, Review for Religious Do I know how to motivate their wills to action so that th~ knowledge of the truths they have learned will carry over to future years? When I teach the Mass, for example, do my pupils giadually learn to live and apply its beautiful prayers and lessons to themselves, not only for the present but especially for th~ years to come? Do I aim to bridge the gap between the day's seemingly unrelated lesson to tomorrow's realities? The sacrament of matrimony with all its implications is a case in point. How well do I prepare espe-cially those pupils who are about to leave the Catholic school, to ac-cept and appreciate the Church's teachings on the subject, and to lay firm hold on high ideals of Christian family life for future use? Am I familiar with the many teaching aids that are at my dis-posal to make my work more interesting and to help deepen the im-pression? Do I know how to use them to the best advantage? There are charts and pictures, fil~ns and slides in abundance. Can I distin-guish between what is most helpful and what is merely ~ntertaining? Do I realize the importance of making careful preparation for the daily.lesson? To outline my objectives? To divide the subject mat-ter according to its imporian~e and time allotment? To test pupil knowledge and particularly to evaluate my own teaching? reading By wrong, things. Acquiring Skill in Techniques How can the religion teacher acquire a fuller knowledge of those procedures that will best insure success? Here are a few suggestions: By accepting wholeheartedly the~ responsibility to teach ~eligion for living, that is, in a manner that will help those whom he teaches to lead fully integrated Christian lives. By keeping an open mind and realizing that no matter how ex-perienced or learned he may become, there is always room for im-- provement. " By prayerfully and conscientiously preparing the daily lessons and by carefully thinking the subject matter through himself, so that he may present it most effectively. .By keeping in touch with modern methods of teaching, through and lectures, and by observing experts in the field. looking around occasionally, especially when things go to see whether by any chance he might be mismanaging If, then, we are willing to face our problems and to set about en-thusiastically learning how to meet them, we may hope to add our little share in the great work of restoring 'all things in Christ. 251 Prac :ice: ot: !:he I-Ioly . ee Joseph F. Gallen, S.J. ~ T IS both profitable and commendable for religious to study the ~ d0~uments of the Holy See that affec~ their state of life., .This is particularly true at present, when the Sacred Congregation of Religious is exercising a more .positive and directive influence on the lives of religious. This article is devoted prin~ipally to' documents addr,essed to individual religious institutes. These are evidently not a matter of general knowledge but they are of general utility, since they reveal the practice and thee principles of the Holy See. I. ERECTION AND PONTIFICAL. APPROVAL OF CONGREGATIONS 1.Constituti.ons of. a new diocesan congregation. For at least the licit erection of a new diocesan congregation, the local Ordinary must first consult the Sacred ,Congregation of Religious.1 This. con-sultation is to be addressed to the S. C. of the Propagation of the Faith for the .erection of native congregations in missionary countries. Diocesafi constitutions should be compiled in conformity with the Code of Canon Law and the practice of the Holy See as found in the approved constitutions of pontifical congregations. They ate to dif-fer from pontifical constitutions only in the matters proper to dioce- .san congregations. For the attainment of this end the practice of the S. C. of the Propagati~'n of the Faith had already commanded that after the erection of the new congregation: "The Constitutions of the new congregation, in Latin and in the vernacular (at least six copies), must as soon as possible be submitted to this Sacred Congregation so that they may be duly examined, amended, and returned with suit-able remarks to the Ordinary, to be approved by him.''2 The S. C. of Religious now follows the same practice and demands that the local Ordinary present the complete text of the 'constitutions with the con-sultation for the erection of the new diocesan congregation.3 At least one author had previously recommended such a practice to local Or-dinaries.~ The fear, already expressed by some authors, that this oractice 1Can. 492. § 1. 2Bouscaren, II, 158, n. 10. 3Larraona, CpR, XXVIII (1949), 228, nota ). 4Muzzarelli, n. 53. 252 PRACTICE OF THE HOLY SEE will ~ause an excessive similarity in the constitutions of various insti-tutes can be avoided by greater care in the. compil~tion of the spir-itual, as distinct from the canonical, ~rticles of the constitutions. The practice will also preclu,de the opposition that often arises when the ihstitute wishes to become pontifical. This opposition is usually con-cerned" with matters that are thought to be new but which should have been contained in the diocesan constitutions of the congregation, for example,~e system of delegates for the. general chapter and the six-year term~'Bf the superior general. 2. Mbtters to be presented fora decree of praise. A diocesan con-gregat! on ordinarily becomes pontifical by a decree of praise, With which the Holy See practically always now grants an experimental approval of the constitutions for seven years. The conditions neces-sary for pontifical approval are: the congregation by a sufficient test~ of time should have given proof of stability, religious observance, and of spirituai profit in its work; it is sufficient that the congregation number one hundred and fifty ~nembers and.is not necessary that the congregation have houses in more than one diocese. These facts are established primarily from the testimonial letters of the local Ordi-naries. To obtain a decree of praise the following matters are to be sent to the S. C. of Religious: a) A petition for the decree, of praise addressed to the Ron~an Pontiff and signed by the superior general and his or her c~uncillors. b) The testimonial letters of all the local Ordinaries in whose dioceses or territories the congregation has houses. Each local Ordi-nary is to send his letter directly to the S. Congregation. c) The"number of religious and houses. The S. Congregation will be aided in its judgment on the system of delegates for the gen-eral chapter !f the houses are listed in a tabular form that gives sepa-rarely the number of professed of perpetual and temporary vows in each house. d) The name in religion, full name in the world, and a brief biography of the founder or foundress and of the first superior of the congregation. e) The S. Congregation is to be informed of any extraordinary facts, such as visions and the like, .that occurred at the foundation of the congregation or thereafte~ and also of the special devotions and special and. favored religious exercises of the congregation. f) A copy of any special book of prayers in use in the congrega-tion. 253 ,JOSEPH F. GALLEN Review for Religious g) A colored picture of the habit of the professed and of the novices. h) 30 typed copies of the constitutions. These should prefer-ably be in Latin, but French or Italian is admissible. The constitu-tions should have been revised, for the new pontifical status and have been previously examined and approved by the local Ordinary of the motherhouse. They are to conform to the Code of Canon Law and the practice .of FheHoly See, and are to contain the norms and safe-guards necessary for attaining the special end of the c~regation. A recent form letter of the S. Congregati6n appears to demand only two copies of the constitutions, but it is not certain that the former num-ber of thirty is no longer obligatory,s i) Information is to be given as to the number of members who were formerly in other religious institutes. j) An historico-juridical account of the congregation from its beginning. k) A quinquennial report, which may be in the vernacular, for the five years immediately preceding the petition and compiled ac-cording to the questions of the new quinquennial report for pontifical institutes. 'A question that can apply only. to a pontifical institute will obviously not be pertinent. ¯ l) It is to be stated whether there are other religious institutes in the diocese with the same special purpose. m) If the congregation is a third order, an attestation of aggre-gation from the superior general of the first order must accompany the petition. n) The. superior general, with the consent of the local Ordinary of the motherhouse, is to designate a secular or religious priest resident in Rome to act as agent for the matter with the S. Congregation. 3. Miscellaneous details. The expense incurred at Rome for the de:- cree of praise is to be classed as insignificant. The. process can be quite slow. One American congregation mailed the necessary mat-ters to Rome in June, 1950, and received the reply in March, i953. During the pontificate of Pius XII (1939-1952) the decree of praise has been obtained by ninety-two congregations; the highest number in any one year was twelve;" and eight of the congregations listed have their motherbouses in the United States.6 4. Continuance of superiors in ottice. Muzzarelli states that on the scf. Guti,%rez, CpR, XXXIV (1953), 129. 6Cf.Guti~rrez, ibid., 130-138. 254 September, 1953 PRACTICE OF THE HOLY SEE occasion of obtaining pontifical approval .or of a new approbation of the constitutions the general, provincial, and local superiors.remain in office but only for the time for which they had been elected or ap-pointed. At the expiration of this period a new election or appoint-ment is necessary. The ~ame principle is to be applied to general, provincial, and local councillors and officials. Canon la.w regulate.s precisely the duration in office of a local su-perior, who may not have more than two successive full three-year terms in the sam~ house inclusive of the time in office hnder the for-mer and the new constitutions. However, in the case of higher su-periors the Code merely.prescribes that they are to be temporary and leaves the determined legislation on the duration.and re-election or re-appointment to the constitutions. The almost universal practice of the Holy See in approving constitutions now gives the superior gen-eral a term of six years and permits an immediate re-election only for a second ttrm. A mother general who had two full six-year terms expiring after the approval of the new constitutions is fully eligible for a six-year term, and even for immediate re-election on the expira-tion of this term, under the newly approved constitutions. The time spent in office under the former constitutions is not to be computed, since these have now lost all force.7 II. LAW 1, Observance ot: laud. It is evidently the duty of superiors to en-force the exact observance of all the pertinent laws of the Church on religious, the Rule, and the constitutions. Negligence in the observ-ance of inual[dating laws on religious can have most serious conse-quences, and this is especially true of invalidating laws on the novice-. ship and professions. The S. C. of Religious gently admonished the superiors of one institute to be more diligent in the future in com-plying with all the laws on the noviceship and the professions. 2. Exaggerated custom books. Customs are necessary for order, effi-ciency, and reasonable uniformity, but some custom books have been too minute and oppressive. From unofficial reports and summaries this appears to have been the thought at the meeting of superioresses general of pontifical institutes held at Rome in September, 1952. Greater attention is to be given to the spirit of the law, since the law of any institute should be the incarnation of its spirit. Not many prayers, but prayer is what is necessary. Formalism, legalism, and ;Muzzarelli, pp. 206-207. 255 JOSgPH F. GALLEN ' Revietv for Religious externalism are to be avoided. The centering of the religious life in the fulfillment of innumerable details, formalities, and observances should be abandoned. Religious are magnanimgus souls who have sacrificed everything to attain and intensify the love of God, not fussy externalists. III. HABIT OF RELIGIOUS WOMEN 1. Form o~ the "~abit. Pius XII expressed the. general principle on the habit of religious women when he state~l that it should manifest the consecration to Christ, religious simplicity and modesty, and be in conformity with time, place, work, and hygiene.8 This norm does not demand any universal and fundamental change in the traditional habit of religious women. Furthermore, the prin, ciple is not new in the practice of the Holy See. The Normae of 1901 stated that the habit in material, form, arrangement, and color~ should conform to religious dignity, gravity, modesty, and poverty, and that "it should exclude any adornment that was apt to l~rovoke adverse comment or ridicule.9 In its typical constitutions for diocesan missio.nary con-gregations the S. C. of tl~e Propagation of the' Faith enjoined: "The habit is to be simple, accommodated to the usages of the people and the climate and not to European customs.''1° In the Statutes for Ex-tern Sisters the S. C. of Religious cdmmanded that the habit of these sisters was to be suitably adapted to their external work and also to external and local circumstances.1~ Sincere reverence for the religio~s habit does not exclude neces-sary modifications. The more practical doubts that arise about some habits seem to be of the following nature: Is sufficient allowance made in .the habit as a whole for the heat of summer and the cgld of winter? The cove~ing of tl~e head and face often causes a questiQn in the chance observer by its stiffness, closeness, ornateness, the time evi-dently necessary for laundering, the extension of the covering beyond the face, and in a.few cases this part of the habit appears to be pro-vocative of adverse comment. We may be permitted one illustration of these observations. The extension beyond the, face does not con-tribute to safety in driving an au.tomobile, frequently makes conver-sation somewhat unnatural, and ~nust be an obstacle in such cases as working on .a patient with a doctor. This is not the most serious SAAS, 43 (1951), 741; 44 (1952),.825. . 9Normae of 1901, nn. 66-67. ' lONormae pro Constitutionibus" Cong(egationum luris Dioecesani, n. 19. IIStatuta a Sororibus Externis Seruanda, n. 26. 256 September, 1953 PRACTICE OF THE HOLY SEE defect that has b~en noted in some religious habits. The sane and practical principles of the Holy See are clear in themselves. Each habit should be sincerely examined on its conformity with these prin-ciples. 2. White habit. The Holy See has f~equently approved in constitu'- tions an ;irticl~ permitting the use of the white habit to hospital sis-ters and to those for whom such dress is necessitated or counselled by other duties or the climate. This habit is accordingly in use in sev-" eral institutes in the infirmary, kitchen, in teaching home economics, and. in similar duties. We can argue safely from the practic~ of the Holy See that such a use of th~ white habit is permitted in all insti-tutes of religious women. The white habit should be as similar as possibl'e to the ordinary habit within the demands of hospital effi-ciency, which is its primary use. The ordinary habit does not have. to be worn under the white habit. 3. Change in the habit. A change in the habit of a pontifical insti-tute or of a diocesan congregation whose habit had been submitted to the judgment of the Holy See may not be made wit,ho,ut the permis-sion of the Holy See; in other diocesan congregations the permissior{ of all the Ordinaries in whose dioceses the congregation has houses is necessary and sufficient.12 Since the habit ik prescribed by the consti-tutions, a change must also have been previously approved by the general chapter. It can be safely held that only a change in the ex-ternal appearance of the habit demands these formalities. The Nor-mae of 1901 required the permission of the S. Congregation only for a change in the appearance (t:orrna) of the habit,13 and the Holy See approves constitutions that demand the permission of the S. Congre-gation only for a change-in the form or color. These constitutions. permit the mother general with at least the advice of her council to, make other changes in the habit, for example, in the material, and this norm should be followed by all institutes for a change that does hot affect the externa! appearance of the habit. IV. DOWRY AND RENUNCIATION OF PATRIMONY IN CONGREGATIONS l. Dowrg. The dowry'is and always has been proper to institutes of women. An amount larger than the one prescribed may be re-ceived as a dowry. An institute that does not exact a dowry may ~2Can. 495, '§ 2. 13Normae of 1901, n. 70; cf. n. 69. 257 JOSEPH F. GALLEN Reviev2/:or Religious receive a dowry that is f~eely offered as such. A subject may give, comple'te, or augment a dowry during the novic~ship and after first or final simple profession. In all the cases listed above the amount that may be given is unlimited, but any amount accepted as a dowry is subject to the laws on the dowry. ' These statements are accepted canonical doctrine.14 2. Renunciation of patrimong in'a congregation of women. The point here can be more clearly proposed in the form of a case. Sister M. Anita, a professed sister in a congregation, has a patrimony of $50,000. She wishes to give the entire amount to her institute, but can. 583, 1°, forbids her, whether her congregation is pontifical or diocesan, to give away this money during her life without a _dispensa-tion from the Holy See. When asked recently for such a dispensa-tion, the S. Congregation replied that the sister, without any permis-sion. of the Holy See~ could give the money to her institute as a dowry or as an increase in her dowry. If the institute wishes to spend any part of the $50,000, permission of the Holy See will be necessary, because can. 549 forbids the expenditure of the dowry. This per-missio, n will be given if the. institute furnishes satisfactory guarantee of returning the capital sum to the sister in the event of her departure from the institute. The interest on the $50,000 is acquired abso-lutely by the institute, but the capital sum must be restored to Sister M. Anita if she definitively leaves the institute, licitly or illicitly, whether her vows have been dispensed or not,15 This is the prefer-able solution of the case, since it was proposed by the S. Congrega-tion itself. The same solution may be followed in any congregation of reli-gious women for either a professed or a novice. A dowry given during the noviceship passes into the revocable proprietorship of the institute only at first profession and thus is not a violation of can. 568, which invalidates any renunciation or obligation that a novice places on his or her patrimony during the noviceship.16 The institute is the mere depositary of the dowry, without p~oprietorship, use, or usufruct during the postulancy and noviceship. 3. Renunciation of patrimonV in a congregation of men or women. The prohibitior~ of can. 583, 1°, quoted above, applies to all congre-gations of men Or women. However, according to the common in- 14Cf. q. 194 of the Quinquennial Report [or Pontifical Institutes. 1SCan. 551, § I. 16Cf. Larraona, CpR, XIX (1938), nora 17. 258 September, 1953 PRACTICE OF THE HOLY SEE terpretation, this prohibition does not ~xtend to the case in which t'he patrimony is given away, wholly or partially, on the agreement and with secure guarantee that it will be restored if- the religious should leave the institute or be dismissed. Professed religious in congrega-tions of men may thus follow this solution, for example, to give their patrimony to their institute. If this solution is follbwed, no law of the Code obliges the institute to secure the permission of the Holy See for the spending of the money. 4. Partial renunciation of patrimony in a congregation of men or women. Without any permission .of the Holy See, professed reli-gious iri congregations of men or women may with safe pr6bability give away absolutely to anyone even a large part of their patrimony provided the amount retained is sufficient to take care of the support of the religious in the event of departure from the.institute. A patri-mony that is. so small as to be entirely inadequate for such support does not fall under the prohibition of can. 583, 1% and may be given away absolutely to anyone,a7 5. New tendency in povert~l of congregations. There are indications that some wish the poverty arising from the simple vow in congre-gations to be made the same or at least to approach more closely the poverty effected by solemn profession, for example, by permitting the professed of simple perpetual vows in congregations to give away all their patrimony.~8 Only one known concession has thus far been granted by the Holy See in this matter. An institflte of religious women of simple vows obtained the following indult from the Holy See in February, 1951: "With the consent of the Prioress General and of bet Council, and upon a favourable report from the Mother .I_n_st_ructor, the religiou.s __m_a.y.at. tb.e _e.n_~ of .tb_e!_r tert.ianship, that is, about ten years after their first profession in the Institute, and pro-vided they have made perpetual vows, renounce their personal prop-erty present and future in favour of the persons or institutions whom they judge before God to merit their preference." V. ADMISSION OF ASPIRANTS The following articles, found in some constitutions recently ap-proved by the Holy See, will be of interest to other institutes. The candidate is obliged to present a testimonial of her free state, that is, lvCf. Bastien, n. 543, 3; Larraona. CpR, II (1921), 71-76. lSCf. Acta et Documenta Congressus Generalis de Statibus Perfectionis, I, 377,429- 431. 259 3OSEPH'F. GALLEN " Ret~ietu for .Religious ¯ of her freedom from impediments. The testimonial of good character is to ,be obtained from the pastor or another known priest. ,The S. Congregation inserted the following article in one set of' constitu-tions: "The Mother General is to interrogate accuratgly on the mat-ter of health, especially concerning diseases that are classed as heredi-tary, and she is to record in writing the replies of both the aspirant and her.parents or guardians." VI. P0STULANCY Although the practice of the Holy See was said to demand that the time of the postul~ncy be accurately determined in the constitu-tions, thre'e sets of constitutions recently approved for congregations of sisters state this time only indefinitely, that is, "for .at least six months," and "not less than six months." A. congregation 6f sisters, whose postulancy is six months, re-quested and,received from the Holy See an indult for fivel years to prolong the postulancy two and a half months for all. This pro-longation will make it possible to complet~ a full coll~ge year during the postulancy. The Apostolic Delegate possesses the faculty of shortening or prolonging the postulancy prescribed by canon law.19 VII. SECOND YEAR OF NOVICESHIP 1. Dispensation. Canon law commands only one year of novice-ship, but many institutes prescribe a second year by the law of their own constitutions. The Holy See evidently does not wish an insti-tute to make a ~practice of asking dispensations from this second year. One pontifical congregation added the second year only recently, and {he Holy See granted an indult for three yeats to one of its provinces to have only. one year of noviceship. The province was.in extra-ordinary and urge.nt need of personnel. 2. Ernptogment in external" works. On November 3, 1921, the "S. C. of Religious issued an Instruction for all congregations, pon-tifical and diocesan, on the employment of novices in the external works of the institute during the second year of noviceship. " The Holy See inserts the principles of this Instruction in the constitutions of pontifical congregations. They should, therefore, be contained also in'diocesan constitutions, either approved 6riginally or revised after the promulgation of the Instruction.' These princil~!es are: (a) The spiritual formation proper to the noviceship.must be pri- 19Bouscaren, 1948 Supplement, 131. 260 September, 1953 PRACTICE OF THE HOLY SEE mary in the second year, employment in external works secondary. (b) This employment is allowable only if permitted by the consti- . tutions, custom, or usage of the congregation. (c) The only licit motive for such employment is the instruction of the novices, never th,e utility or advantage of the congregaiion. (d) The employment is to be carried out witb.~ruderice and moderation. Novices are never to have the sole charge of any external employment but are to work under the direction and supervision of an experienced and exemMary religious. (e) Novices may not be sent out of the novitiate house for such employment unless this is permitted by the constitutions, custom, or usage and the motive is exceptional, extraordinary, seri-otis, and based solely on ~be requirements of the. novice's t~aining, never on the necessity or advantage of the congregation. (F) All such employments must be given up for the two full months pre-ceding first profession, and this time is to be devoted wholly to svir-itual formation and to preparation for profession in the novitiate house?0 A congregation of sisters stated simply in a quinq.uennial report that i~ employed the second-year novices in external works. The reply of the Holy See contained the statement that the Instruction quoted above was to be observed.21 An unofficial summary of the Roman meeting of superioresses general quotes the Secretary of the S. Congregation, Father Larraona, as having r~asserted the principles of the Instruction. He is also reported as having stated that there are always dangers attendant upon this work outside the novitiate. The motive for a second year of noviceship has b~en the necessity of a deeper spiritual formation in institutes, devoted to a very active life. This motive is verified in practically all modern congre, gations. No one experienced in the training of young religious will deny that two years are too brief a period for a proper spiritual formation. It is not very reasonable to prescribe prudently a second year of novice-ship in law and then imprudently overturn the law in fact. This is the reason why the S. Congregation insists on the fundamental prin-ciple that the second year must be maintained as a year of novicesbip. Employment outside the novitiate house should be even mor~ care-fully avoided. The practical consequence of separation from the master or mistress o'f novices is almost always'the lack of any spir-itual formation proper to a noviceship. A sincere examination of the ~°Bouscaren I, 302-304. ¯ 21Cf. q. 176 of the Quinquenn:,al Ro~ort for Pontifical Institutes. 261 JOSEPH F. (3ALLEN ReOiew for Religio,,s effects of employing the second-yehr novices in external works will lead to a more universal observance of this most important Instruc-tion of the Holy See. VIII. PROFESSION I. Dispensation from longer period of temporary vows. The Code of Canon Law prescribes that a perpetual profession, solemn or simple, is invalid unless preceded by three full years of temporary vows.zz Only the Holy See may wholly or partially abbreviate this triennium in any institute; since the abbreviation would be a dispen-sation from the law of the Roman Pontiff. The same principle and reason are true with regard to permitting perpetual profession before the completion of the twenty-first year.23 Some institutes impose a longer period of temporary vows by the law of tfieir own constitutions. This period is usually five, much more rarely six, years. These added years are required only for the liceity o~ perpetual profession unless the constitutions certainly de~ mand them for validity. The latter is practically never permitted by the Holy See in approving constitutions. The constitutions of one pontifical congregation of brothers state that the prescribed five years of temporary .vows are required for the validity of its simple per-petual profession. ¯ In diocesan congregations the local Ordinary may dispense from the entir~ added duration of temporary vows if it is required only for the liceity of perpetual profession24 and probably also when it is demanded for the validity of the latter,25 since he is the legislator for such congregations.~6 Many canonis~s would very likely demand that the dispensation be secured from the Holy See in the latter case, if we mawr argue from their similar doctrine on a dispensation from the second.year of noviceship. The local Ordinary has no power to dispense in this matter in pontifical congregations. Some authors .permitted the religious superior who admits to perpetual profession to abbreviate briefly the added duration of tem-porary vows, for example, to dispense from three months of a six-year period, but they restricted this faculty to the case. in which the 2ZCan. 572, § 2; 574, § 1. ~Can. 572, § 1, I°;. 573; 574, § 1. z4Cf. Bouscaren, II, 167. 25Cf. Regatillo," Interpretatio et lurisprudentia, 172; Instituti'ones furls Canonici, I, n. 698. Z6Can. 492, § 2: 495, § 2; 80. 262 September, 1953 PRACTICE OF THE HOLY SEE added duration was required only for the liceity of perpetual pro-fession. 27 However, in the constitutions of pontifical congregations recently approved, the S. C. of Religious ,has been adding the clause that the Holy Seealone may dispense wholly or partially from the added duration, even when required only for the liceity of perpetual profession. Therefore, the faculty of abbreviation given to religious superiors in the doctrine of authors quoted above is more probably not true. The better doctrine is that they possess this power only if it is expressly granted to them by a general or. particular principle of their law. Otherwise any dispensation from the added duration in pontifical congregations should be secured from the Holy See .and in diocesan congregations from the local Ordinary. 2. Prolongation of temporary prot:ession beyond six years forbidden. The point here also can be more clearly proposed in a case. Brotl~er Francis Joseph made his temporary profession at the age of seven-teen. His profession extended to the completion of his twenty-first ~'ear. At the latter time and after the brother has spent four years in temporary vows, his higher superior is doubtful of his suitability for perpetual profession. May this superior prolong the temporary vows for another three years? Tlhe source of the difficulty is can. 574, § 2, which states: "The legitimate superior may prolong this period but not beyond a second term of three years . " The more probable interpretation of this canon has been that a pro.longation is illicit if thereby the entire pe-riod of temporary vows exceeds six years. The. contrary opinion was admitted to be probable and safe. One of the arguments for the first opi.nion has been the practice of the Holy See. The S. C. of Religious has constantly admitted a prolongation of only one year when the constitutions prescribed five years of temporary vows and has excluded any prolongation when the constitutions imposed six years of temporary vows. It was con-cluded that the S. Congregation did not wish the period of temporary vows to exceed six years. This argument is strengthened by the cur-rent practice of the S. Congregation, since recently approved consti-tutions contain the explicit statement that the entire period of tem-porary vows may not exceed six years. Furthermore, Larraona states that the 1)emporary profession may never be prolonged beyond six years without violating the Code and affirms that this has been de- 27Cervia, 128; Goyeneche, CpR, IX (1928), 325; Schafer, n. 973. 263 J(~SEPH F. G?~LLEN for Religious tided in plenary sessions of the S. Congregation and in audiences.28 He and Guti~rrez state that this same doctrine is based on a reply of the Code~ Commission, has been the constant in(erpretation and prac-tice of the S. CongrFgation, and conclude that a prolongation beyond six years in any institute demands an indult of the Holy See?9 This conclusion is justified by the arguments, even though the reply of the Code Commission has not been published. The solution of the case given at the beginning of t.bis number is accordingly that the vows of Brother Francis Joseph may be pro-longed for two years but a prolo,ngation beyond the six years de-mands an indult from the Holy See, whether the institute is pontifical or diocesan. 3. Place of first ternporar~lprofession. Can. 574, § 1, commands for liceity that the first temporary profession be made in the novitiate house. The Code prescribes nothing concerning the place of sub'se-quent temporary professions nor of perpetual profession, solemn or . simple. Constitutions frequently explicitly state that these may be made in" any house of the institute. For a proportionate reason, the S. C. of Religious.will grant a dispensation permitting the first temporary profession to be m~ide outside the novitiate house. If a motherhouse is under the authority of the one local superior and consists of a novitiate, juniorate, ter-tianship, and an academy for girls, the first profession may be made in any part of such a motberhous~ without a dispen.sation from the Holy See. The canon does not demand that the first profession be made within the part of the house reserved for or used by the novices but in the novitiate bourse. Th.erefore, a first profession m~ide any- .where in the latter satisfies the prescription of this canon. 4. Private devotional renetoal of vows. Constitutions approved by the Holy See often counsel th~ freqiient private .renewal of vows, especially after the reception of Holy Communion. Such constitu-tions usually add that special indulgences are attached t'o the latter ¯ practice. It is true that an indulgence, of three years is attached to such a renewal after the celebration of Mass or the reception of Holy Communion,3° but it is difficult to see why such a fact should be men-tioned in the constitutions, which are to contain.the more funda-mental laws of the institute. ,- 2SLarraona, CpR, XXVIII (1949), 196, nota 17. ~Larraona-Guti~rrez, ibid., 332~ .nota 42. 3ORaccolta, n. 695. 264 September, 1953 5. Special vows. The Holy~ See manifested from at least 1892 that it would no longer approve special vows in new institutes.31 The -same principle has been reaffirmed on more than one occasion. congregation of sisters, approved by the Holy See before 1850, re-cently asked the S. Congregation of Religious for an authentic inter-pretation of its constitutions on the. existence of a fourth and fifth vow. The S. Congregation in its first reply affirmed the existence of ¯ both vows, since the language of the formula of profession and the history of the matter clearly indicated that these were intended as special vows. The fourth vow was the ser'~ice of the poor, sick, and ignorant. This is especially the 'type of vow'that the Holy See will not ~dmit in new institutes, since it constitutes the special end of the institute, is already an obligation of the constitutions, and is accordingly pri-mary remot~ matter of the vow of obedience. The fifth vow, taken also in temporary profession, was that ofperseverance. A. second reply of the S. Congregation clarified this fifth vow: "The fifth vow of persevering in the same vows is to be understood in the following sense. The obligation of persevering temporarily or perpetually, ac-cording to the mind and practice of this Sacred Congregation, is in-cluded in the temporary or perpetual profession. Accordingly the words of the formula of profession on perseverance are not to be ¯ understood in th~ sense of another vow." The Holy See and authors have also defined the special vow of stability, taken in imitation of the Benedictine vow, as being con-tained in the obligation of perpetual profession,aa The vow of s~a-bility of Benedictine Sisters is defined: "By the vow of stability the Sisters attach themselves to the hbuse of their profession and ufiite themselves with the religious family there existing, and promise never to 'wrest their necks from under the yoke of the Rule.' " It is not impossible to find different and approved definitions of these special vows in theconstitutions of pon.tifical institutes, for example, that of stability. IX. TELEPHONE AND RADIO In a recent approval of the constitutions of a congregation of sis-ters, the H01y See inserted the.article: "The use of the telephone and alBattandier, n. 186¯ 32Normae'of 1901, n. 102¯ 33Bastien, n. 481. 2: Battandier, n. 187. 265 ,JOSEPH F. (3ALLEN ,Review [or Religious radio is to be regulated by the superior." In its reply to the quin-quennial report of the same type of congregation, the Holy See stated: "Listening to the radio in private does not appear becoming; therefore it would be better to forbid it." X. WORKS OF THE INSTITUTE § 1 Teaching Sisters and School~ 1. duniorates. This section on the works of the institute contains the most practical matter of this article. Unless otherwise noted, the articles quoted in this section have been inserted by the Holy See in constitutions approved during the past two or three years. The articles on the juniorate are: "After their profes,sion the Mother General shall assemble the junior professed in houses of formation, where, under the direction of a competent, l~Iistress, they shall attend Catholic schools, if. such exist. They shall be supplied with all m~ans necessary' for the pur-pose and shall apply themselves diligently to the attainment of diplo-mas that will be recognized also civilly." ¯ "During this time of formation it will be profitable to supple-ment the classes with lectures and instructions by learned Catholics, who shall emphasize the relation of teaching with Catholic faith and morals." The question of juniorates was discussed at the meeting o~ the superioresses general in Rome. The value and necessity of juniorates were clearly seen, but their immediate initiation, program, extension, and duration were left. to the individual institutes. The necessity of appointing a special Mistress of Junior Professed, distinct from the local superior, . was stated more categorically. It is to be noted that the article quoted above is far more absolute than the unofficial ,re-ports of the Roman meeting. I doubt that any experienced higher superior of congregatio,ns of brothers or sisters denies the necessity of juniorates for the proper spiritual formation and education of subjects. I personally believe that the necessity of juniorates has passed the point of discussion and opinion; it is now a matter of conviction and urgency. Congrega-tions of brothers and sisters should immediately institute a juniorate. This means that the junior professed will not be applied to the ex-ternal works of the institute until they. have completed their under-graduate studies. Extyerience proves that there is only one way of attaining this supremely important object: the superior general must 266 September, PRACTICE OF THE HOLY rise to his or her strongest moment and command it. Let no one swell the low notes of those who chant mournfully that it cannot be done: whaf has been done can be done. If the argument is proposed that the junior professed should be tested in the external works and life of the institute before perpetual profession, the answer is easy. The institute can study the expediency of increasing, with proper permission, the prescribed period of temporary vows to five or six years. The juniorate for those destined to be nurses will require study and investigation for the attainment of a suitable program. 2. Preparation for perpetual profession. This number and the pre-. ceding apply equally to brotbe~s and sisters destined for works other than teaching. At the Roman meeting of superioresses general the withdrawal of the junior professed from the ordinary life of the in-stitute for one or several months of renovation of spirit and of deeper and more mature spiritual formation before perpetual profession ap-pears to have been authoritatively favored. However, this can scarcely be held as necessary if the institute has an-adequate junior-ate. It will also be very close to the noviceship, since most institutes have only three years of temporary vows. While I do not deny the merit of this suggestion, it seems to me to be far more necessary for institutes of brothers and sisters to study the initiation of such a program several years after perpetual profession, when the religious has spent more years in the ordinary life and works of the institute and is in the age group of thirty to thirty-five. This is the critical age for religious. The vision and heart of spiritual youth have often suffered a slow death from worldliness, selfishness, the gradual e'xclu-sion of mortification, the abandonment of real prayer, and the de-structive, disillusioning, and even embittering example of others. It is. the age that needs spiritual revivification and rejuvenation. If this is not had, the soul can readily grow old with the body and crawl into eternity as enfeebled by mediocrity as the body is by age. A longer period is desirable, but it would be sufficient to devote one full summer to such a renovation. This plan does not exclude the advisability of the renovation before perpetual profession, but the necessity, value, intensity, and duration of such a renovation would depend on the length of the noviceship, the existence of a juniorate, the number of years spent in the active life, and the adop-tion of the later renovation here recommended. 3. Continuation of studies after the junforate. "After they have received their diplomas, it is the duty of the 267 JOSEPH F.'GAIzLEN Rebiew For Religious Sisters t6 advance their k~towledge by unremitting study anal reading of the books that are constantly being published." Th~ sense of this article admits no doubt, but its present observ-ance is more than doubtful; It is safe to assert that the daily average time granted to sisters for preparation for class and advancement is about an hour. If this is sufficient for preparation for class and ad-vancement, it seems equally safe to hold that only a genius may am-bition the life of a sister. ¯ The article is merely a dictate of common sense for instittites de-voted, to teaching. It will never be properly observed unless careful thought is given to such headings¯ as the following: learning is not incompatible with true piety: a solid and inspiring education in the juni0rate; the elimination of interminable vocal prayers in common: the realization tbat some spiritual duties may be made privately; the quick and painless death of the restlesshorarium that finds peace only in the clangor of. the bell; peaceful acquiescence in the fact that study in'one's room or cell is not forbidden by the natural'or canon law:~ sufficient sleep, holidays, and vacations; .a notable lessening of the time given to domestic work; the employment of more lay teachers and more secular help for domestic work; finally and especially; the elimination of the present totally unreasonable overwork. We can aptly add the admonition given by the Holy See in its reply to the quinquennial report of one institute. There are very few institutes of brothers and sisters that cannot profit by. this ~idmoniti6n: "If possible, something should be done to correct the situation whereby the' sisters, exhausted by excessive labor, are apparently exposed to many difficulties and dangers and consequently fail in carrying out, the religious life." An unofficial summary of the Roman meeting ~f superioresses general contains some very pertinent thoughts on this heading. Let us hope that the superiors subscribed .to these thoughts as actualities to be attained and not as 'the dreams of a waning summer. These thoughts are: "Maternai care must be taken of the health of the religious; the work of each must be orderly and moderate; each religious must have time for her exercises of piety." "The schedules must always be reasonable and adapted to the various regions and apostolic ministries today confided to religious." "In their individual houses, the Superiors General will provide for all the Religious the possibility and facility; 'of a Christian life 268 September, 1953 PRACTICE OF: THE HOLY SEE (with the Sacraments, the Word of God, Spiritual Direction, etc.) and of Religious life with the posiibility of carrying out the duties imposed on them by their consecration to God (day~ of Retreat, Spir-itual Exercises, and spiritual practices common to the individual In-stitute) ." "It must be remembered that the a~ostolate is also a science and an art and that the Holy See insists on the elevation of the literary. technical and professional culture of the Religious, on the absolute necessity of degrees required for the exercise of the various profes-sions: on the necessity of aspirin~ to a greater degree of proficiency, never thinking that one's culture is adequate f9r the present need." 4. Progress and annual meeting. "The Congregation is to adopt, the prhisewortby custom of an annual meeting of all the Sister teachers, under the presidency of the Mother General. for a discussion of methods of teaching and of the traditional pedagogy of the Congregation, in order that the schools of the Congregation may not only equal but surpass secular schools." 5. Subjects at~o to be studied. The following article will encourage those who are promoting courses of theology for brothers or sisters. Such a course should be partially completed in the juniorate. "They ar~ to study also dogmatic and moral theology, ecclesiasti-cal history, sociology, liturgy, Gregorian chant, and similar matters. For all of these studies the Sisters are to be" supplied with books for their individual and constant use." 6. Library. The community library, especially in small religious houses, can readily be neglected. If we had the pen and unction of Kempis, we would lament that the food of the modern monk is more abundant than his books. The library should be augmented con-stantly with books appert~aining to the subjects taught in the school and also with newly published spiritual and cultural books. The article of the Holy See On the library is: "Each house shall have a library containing Catholic books on the entire field of pedagogy." 7. Teaching of Christian doctrine. "The Sisters shall not forget that they must be approved by the local Ordinary for the teaching of Christian doctrine." "In explaining Christian doctrine, the Sisters .shall proceed gradually and, as far as possible, they shall aim to instill into the minds ,of their, pupils a thorough knowl~edge of the tt, u_ths of o~faith rather than to have them commit to memory a series of formulas." 269 JOSI~PH F. GALLEN Review For Religious The following articles were inserted' by the Holy See in the con-stitutions of a congregation especially dedicated to the teaching of Christian doctrin~ and approved finally by the Holy See in 1949. "Since the sacred sciences are especially helpful to an' understand-ing of Christian doctrine, the Sisters shall place great emphasis on the .study bf dogmatic, moral, and pastoral theology, eccl~siastical history, and similar subjects. A collection of books on Christian doctrine, especially ~f recent worthwhile publications, is to be ac-cessible to the Sisters and others who devote themselves to the teaching of Christian doctrine." ""It will be very advantageous for the Sisters, with the proper authorization', to publish and distribut~ printed works on Christian doctrine." 8. Some norms of teachin~l. , "The Sisters. shall take care that order and cleanliness are ob-served in the classroom." "They should stu.dy the character and disposition of mind of all their pupils and are to unite a certain gentleness of treatment with strictness, when/he latter is necessary." "The 'inordinate inclinations oi the children are to be corrected gradually, and they are to be aided in the acquisition of good habits by the stimulus of admdnition, opportune advice, and by bringing to light the law Of conscience, which,'as is well known, appears from the earliest years." "Offensive speech~ blows, and intemperate anger are to be avoided in punishments. A moral sense of responsibility for theii actions rather than servile fear is to be inculcated in the minds of the chil-dren." "The Sisters are to refrain absolutely from partiality and prefer-ence in their relations with the children. The deportment and coun-tenance of the.Sisters should manifest an evenness of disposition and kind.heSS united with something of reverence." "" "Experience proves that the fostering of the interior life, which is developed by good actions, faith in God, and self-sacrifice, appears even in young children as the right and safe path along which life is to be guided." "A love of modesty is to be developed in girls with regard to dress, deportment and their conduct with others." 270 " September, 1953 .PRACTICE OF THE HOLY SEE § 2 Sister Nurses arid Hospitals 9. Training and.continued pr6gress. "['he problem of overwork is particularly acute in the case of brothers and sisters applied to hos-pitals. In some religious hospitals a weekly holiday is apparently unknown. The continuation of this practice is unthinkable. Every brother and sister nurse should have at least one day a week that is completely free from hqspital duties, and it would contribute' much to 'their health, quiet of mind, and spirituality to spend as often as possiblea notable part of this weekly holiday awa.y from the hos-pital environment. Overwork will not facilitate the continued study and progress demanded by th~ following article that is inserted in constitutions by .the Holy See: "The Sister nurse must strive to increase her knowledge after she has secured a diploma valid also according to civil law." I0. Medical ethics. "A Sister is to refrain from administering medicines or assisting at Operations that are forbidden by the Church. In cases of doubt she is to consult the Superior." "Especially in extraordinary and important cases where there are at stake .the preservation of a human life, reverence for the human person, and care for the conscience of the patient, even if it is a case of extreme pain and gi.ves rise to such questions as euthanasia and others of similar nature,, the Sister shall be careful to give no help to an ac-tion that is contrary to Catholic principles." 11. Mod~stg¢. The Holy See has been inserting the following article in constitutions for several years past: "In certain cases where the care to be given is Of a particularly delicate nature, the Sisters shall dvail themselves, if possible, of the services of .the secular personnel or of the members of the sick per-son's family; for extraordinary cases the Superior should designate Sisters of proven piety and mature age who are williog to perform such works of chhrity. It is the duty of the General Chapter or Council to enact measures in this regard, to which the Sisters must con form." 12. Education as doctors. The following article, proposed to the Holy See in the genera] revision of the constitutions of two. congrega-tions, was approved by the S. C. of Religibus: "The Sisters assigned to the hospitals must be thoroughly pre-pared for the efficient discharge oftheir duties. There should be some Sisters educated as doctors and qualified for th6 various .departments 271 , C. A. HERBST Review for Religious ¯ of the hospital." Canon law does not forbid clerics or religious to study medicine or surgery. Canons 139, § 2, and 592 forl~id clerics and religious of both sexes to devote themselves avowedly, habitually, and for profit to the practice of medicine or surgery. Religious institutes devoted to nursing have by their approbation as such permission to practice the medicine and slight surgery demanded of nurses. Local Ordinaries in missionary countries may permit their missionaries, priests and re-ligious men or women, to practice medicine and surgery provided they are skilled in these arts, demand no payment, and observe rood-esty intreating the opposite sex. In other countries clerics, brothers, and sisters Who wish to i~ractice medicine or surgery must secure an indult from the Holy See. The article quoted above and approved by the Holy See implicitly grants to the two congregations a dispen-sation from th~ canonical prohibition of the practice of medicine and surgery for those qualified as doctors. Care is always to be taken to secure prbper civil authorization for the practice of these arts. [EDITORS' NOTE: Father Gallen's article will be concluded in November.] Discipline C. A. Herbst, S.J. It"I"HE very first step towards wisdom is the desire for discipline, .,| .and how should a man care for discipline without loving ~t, or love it without heeding its laws, or heed its laws with-out winning immortality, or .win immortality without drawing nearer to God" (Wis. 6:18, 19) ? Who could explain more clear!y or_show more beautifully than the Holy Spirit Himself does the place of discipline in the life of one who really wants to love God? "Order is heaven's first law" the proverb says. ¯ This conformity to law comes from discipline. Discipline in the passive sense is con-trol gained by enforcing obedience or order. There is order even in heaven, where God is supreme and the angels are ministering spirits. Where there is disorder chaos soon appears and it is impossible to at-tain the end of any organized society, which is the common good. The modern "autonomous man" is a law unto himself, a tyrant, an outlaw. Were the order established by discipline removed, "the bounded waters would lift higher than the shores," as Shakespeare says~ ?and make,a sop bf, all this.solid globe.';o ~ Then might, is right, "and the rude son should strike his father dead." Unleashed from 272 September, 1953 DISCIPLINE discipline, power obtained by our modern Hitlers and Stalins whets the appetite for more power. "And appetite, an universal wolf, must make perforce an universal prey, and last eat up himself." (Troilus and Cressida, I, iii.) Discipline corrects. This is its first function: a negative one, surely, but basic and important ever since the beginning when man short-circuited his powers through original sin and "to err is human" became a proverb. It is only too clear that in younger religious fre-quent correction is necessary. It helps to make away with the "old man," and who can put on the "new man" before putting off the old? The ways of the world (and they are gaining mightily with each decade) are not God's ways. In men of good will. which we presume aspirants to the religious life to be, correction should lead to prompt reform, or at least to a prompt attempt at reform. In those. who have already spent some time in religion it should lead not only to prompt but to thorougl~ and lasting reform. ReForm. That is a distasteful word to the worldling but opens up a vast field white for the harvest for the ease-loving religious. And we need not look across the table and plan reform for him. As Father said: "If ever you want to start a reform, start on yourself." "Charity begins at home" is true even in this negative aspect. Reform is the correlative and result of correction, and d'iscipline's first work is to correct. Discipline molds. It forms a religious after thi~ likeness of Christ. It shapes him. A character, a soul, is like clay in the hands of the p.otter. As defects are removed by correction the new man takes form under the interior influence of grace and the external influence of dis-cipline. It is exhilarating to see the young religious grow. That an earnest and fervent religious does grow even those who live with him can see. Those, however, who had known him i'n the world and after a few years see him as a religious are the ones who are really amazed at the change. The religious life is a school of perfection. One ex-pects a school to teach and mold and form and change and enlighten. ¯ .Discipline educates a soul, "leads out" its powers, the mind and the will, and induces them to make the most of the wonderful gifts God has given to each one of His children. Discipline strengthens. It gives one moral and spiritual power to act, live, and carry on enduringly and vigorously. This is conspicu-ous in the athletic world. Those who achieve fame in the field of sports do so because they have acquired physical strength, speed, and" accuracy of sense and muscle through long and severe disciplinary 273 C. A. HEI~BST Review for Religious train!ng. This extended and careful practice, their abstinence from food and luxuries and entertainment, is more rigorous than most re-ligious have to submit to. ."And they for a corruptibl( crown, but we for an incorruptible one." ~ Through discipline we store up resources of moral and spiritual strength whict~ we may draw upon in times of trial and temptation. A well-trained sc~ldier will come through many a difficult'and dang(r- ~ ous battle where an undisciplined one will succumb, as we found out in World War II. Through'discipline one acquires a great power of resistance. Discipline causes a soul to become effective and efficient in the direction~ of spiritual achievement, and to be foiceful in its life and work. A strong soul is ardent and zealous, too, and enthusiastic for, the things of God. Neither is a well-disciplined soul easily injured, subdued, or taken in. He is like a fortress, strong and firm. It is vigorous, healthy~ and tough, like an oak. Discipline makes a soul sturdy and unyielding. In the religious life we consider religious discipline in connection v~ith obedience. From an analysis of the word itself, discipline means teaching, training. "Considered in the authority which governs, re-ligious discipline is the sum total' of the rules with their ~anction. By the rules superiors teach the way which is to be followed; by pen- "ances in ~ase of infraction they bring back those who have strayed and repair the scandal given. Considered in inferiors, discipline is also c~lled regular observance, and is the ,faithful observance of the rules, in which observance all the members of the community unite in holy harmony. So important is religious discipline that it must be con-sidered as morally necessary for the conservation of the order as a whole, for that of.the religious life in a community, and for that of the spiritual life in each individual. According to what has been said, it is easy to see that superiors are under grave obligation to maintain religious discipline in the community; and in this regard, "connivance. on their part can easily become a consideiable sin" (Cotel, Catechism of the Vows, 137- 140.), In this connection we might note Canon 593: "Each and every religious, superiors as well as. subjects, must not only keep faithfully and completely'the vows they have taken, but also lead a life in conformity with the rules and constitutions of their own in-stitute and thus strive ~fter the perfection of their state." The rule of each religi0us.institute urges regular observance on ¯ all Each institute must first and foremost, of course, observe the law 274 ' September, 1953 D~SCIPLINE of the Church for religious. In Canons 594-612 we have mentioned especially the careful observance by all of th~ common llfe with re-gard to food, dress, and furniture; the careful performance of gpir-itual exercises; the wearing of the religious habit;

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T™,.r . f One volume (ten months), . fii.oo iERUS'l Single copies, 15 Payable in Advance. All Students arc requested to hand us matter for publication. The Alumni and ex-members of the College will favor us by send-ing 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 MERCURY, Gettysburg, Pa. eONTENTS. DEDICATORY, i EDITORIAL I COLLEGE LOCALS, 3 GENERAL COLLEGE NEWS, 7 ALUMNI, 8 FRATERNITY NOTES, 10 ATHLETICS, 12 TOWN AND SEMINARY 13 LITERARY SOCIETIES, . . . 14 DEDICATORY. Up and down went Mercury, In classic days of yore ; Down from proud Olympus' height Jove's messages he bore ; Up and down and up again He went on winged feet, The faithful herald of the skies, Willing, prompt, and fleet. Up and down throughout the land Our MERCURY shall go, College chat and college news To scatter high and low. Up and down goes mercury, In a house of glass ; Down it glides with falling leaves, Up with springing grass; Touched by warmth of summer days, Or chill of autumn rain, Up and down and up it goes, And down and up again. Up and down, 'twixt smile and sigh, Our MERCURY shall go, College toil and college fun Faithfully to show. MARGARET R. HIMES. EDITO-RIAL. THE COLLEGE MERCURY doffs its cap and makes its bow to the reader. It seems eminently proper at this point to make a statement concerning the origin of this magazine, and to outline the policy proposed for the future. The Pennsylvania College Monthly, now The Gettysburg College Monthly, was established 16 years ago by action of the Faculty. It is now edited and owned, not by the students, but by a member of the Faculty, and whatever benefits arise from the publication do not go to the stu-dents- or societies but to an individual. The sentiment is universal among the students that THE COLLEGE MERCURY. the magazine should be in the hands of the students for the following reasons : That the precedent of the great majority of the college publications is that the journals are under the exclusive control of the students. That whatever profits may arise from the publication of a college journal should be de-voted to the literary societies. That the Gettysburg College Monthly is not thoroughly representative of the student-body and the institution. That should the students edit and publish the magazine they would feel a responsibility which they could not possibly realize under the present circumstances. Furthermore, the Alumni and friends of the college would be brought into closer contact with the institution and more readily understand its needs. Although the matter had been talked over for some time, nothing was accomplished till a self-constituted committee took charge of the affair and gave it their earnest attention. Vari-ous plans were proposed and discussed, and it was decided that the committee ask Dr. Bikle, with the consent of the Faculty, to turn over the College Monthly into the hands of the Liter-ary Societies, and in case he decided not to do this, to ask the Faculty for permission to pub-lish the new magazine. Dr. Bikle was seen and asked under what consideration he would turn the Monthly over to the students. As no conclusion was arrived at by the Doctor, the matter was presented to the Faculty, and that body was asked either to con-cur with Dr. Bikle in handing the magazine over to the societies, or, in case of the failure to grant the request, to give permission for the publication of a new journal, to be under the exclusive control of the students. After care-ful deliberation the Faculty decided to take a position of neutrality, which will be seen from the following action : " In the matter of the petition of certain stu-dents requesting permission to publish a ' Monthly.Periodical' to be conducted by stu-dents we take the following action : " WHEREAS, The College Monthly, now in existence, was established by the Faculty in in-terest of the college and has successfully represented these interests for 16 years, "Resolved, That we cannot encourage, but at present we do not object to the publication of another journal. "Resolved, That if the publication is made the Board of Editors shall be held personally responsible to the Faculty for all matters pub-lished." A joint session of the Phrenakosmian and Philomathasan Societies was held, and the matter laid before the joint body. The committee asked the members to express their attitude toward the project. After a thorough discussion of the plans, full confidence was expressed by a unanimous vote. The result of the endeavor is before the reader. At the first meeting of the Societies, THE COLLEGE MERCURY will be formally handed over to the Societies, and they will elect editors and managers to continue its publication. A word as to the future : It will be the object of this magazine to give the news of the college and alumni, and to discuss the questions relating to the welfare of the institu-tion. In order that we may successfully ac-complish these objects we must have the hearty co-operation of every one, and we earnestly solicit the Alumni as well as others interested in us to send in contributions and news that would be interesting for publication. Some one has said : " No college man squares his account with his Alma Mater with the payment of his last term's bill. He still owes her more than Desdemonia owed father and lover both, and among the most important and simplest of those duties is to subscribe for, read and encourage in every possible way the publication of the students of his own college." The students will do all in their power to make THE MERCURY an interesting and successful publication. Let all our friends do their part. / THE COLLEGE MERCURY. We are indebted to the Swartlimorc Phmnix, yhich we have taken as a model in the form land arrangement of our publication. WITH this issue a new feature is added to the curriculum of our college. We ight say the students have endowed a new chair—the editorial chair. The knowledge gind experience gained by the editing and anaging of a college paper cannot easily be ver-estimated. The intellect and judgment like are trained. The precautionary means :o keep out all objectional matter, the solicit-g and selecting of articles, the writing of criticisms on books and magazines, the reading ofproof sheets, the bringing of the managers in connection with the outside business world—all these are in themselves forces which are power-ful auxiliaries in developing the faculties of the tudent. We stated that the students endowed his chair. We should add that the endow-ment is not yet completed. Send in your sub-scription and aid in accomplishing the object. V THE growth of college publications during the last decade has been phenomenal. The first college that started on the venture of issuing a periodical was Dartmouth, and Daniel Webster was selected as the first editor of the aper. The prospects shortly afterward were not o encouraging, and the publication of college magazines did not spring up in very rapid suc-cession. But a new impetus was given to the atter a few years ago, and each college felt an urgent need for representation through its own periodical. To-day 13 colleges and uni-ersities publish daily papers and quite a num-ber publish weeklies. The whole number of daily, weekly, and monthly publications edited and published by the students of the various colleges at the present time is 217. This cer-tainly looks like evolution in college jour-alism. ^ * * N a few days a new administration will take charge of affairs at Washington. In hinking over some of the events that have transpired during the last four years, we have been struck with one thing particularly—the alarming depletion within the ranks of the great men of our country. Many who, on ac-count of their farsightedness and pre-eminent qualifications, have stood in the vanguard as counsellors of our nation have, during the last administration, been " stricken from the things that be." Whitman', Whittier, and Lowell, whose verses have been the solace and delight of many, will not be permitted to add to their collection by the addition of a single line. Sherman will plan no more campaigns nor will he tell again the deeds of heroes of the past. Lamar will hand down no more judicial deci-sions, and the eloquent voice of Blaine will ne'er again be heard in his country's behalf. These are dead. But no man is indispensable. He falls, but some one steps in and takes his place in the ranks. The question comes to us : Who are the men who are to fill these positions ? The contest for position is a competitive one, with the nation as examiner. Those who expect to win must be men of thorough preparation, in order that they may be able to deal with the exigency that may arise under circumstances which are unforeseen. Experience has been said to be the best school, but preliminary to this experience must be the camp-life of drill, discipline, and acquisition of knowledge. And this discipline is best obtained in a college. The opportunities present themselves, and the men who are masters of the situation are the ones who will be intrusted with the responsi-ble positions. These facts certainly have a peculiar significance to college men. COLLEGE LOCALS. MARION J. KLINE, Editor. ACKNOWLEDGMENTS. THE following collections for the Contin-gent Fund of Pennsylvania College are gratefully acknowledged : . . St. James, Ashland, Rev. Wm. M. B. Gland- THE COLLEGE MERCURY. ing, pastor, $4.75 ; St. James, Phillipsburg, N. J., Rev. T. C. Pritchard, pastor, $5.00; Christ's, Gettysburg, $20.73; St. Paul's, Allentown, Rev. J. A. Singmaster, pastor, $7.50; Newport, Rev. S. E. Smith, pastor, $4.36; Apollo, Rev. M. L. Culler, pastor, $5.00; Coalpark, $1.72, and Glascow, $3.96, Rev. W. M. Spangler, pastor; Meyersdale, Rev. M. L. Young, Ph. D.i pastor, $5.00; York, Rev. M. J. Alleman, D. D., pastor, $1.00; Christ's, Baltimore, Rev. L. M. Zimmerman, pastor, $10.00; Stoyes-town charge, Rev. E. S. Johnston, pastor, $7.25 ; St. Paul's, Easton, Rev. R. W. Hufford, D. D., pastor, $23.07; Altoona, Rev. E. J. Metzler, pastor, $2.81; Maytown charge, Rev. W. H. Harding, pastor, $3.10; St. Luke's, York, Rev. G. S. Bowers, pastor, $2.00; Clarion, Rev. H. E. Wieand, pastor, $5.50; Spring Forge, Rev. A. A. Parr, pastor, $33.00; Ta-neytown, Md., Rev. G. W. McSherry, pastor, $6.60 ; St. Mark's, Hanover, Rev. C. M. Stock, pastor, $16.00; St. John's, Mahanoy City, Rev. I. P. Zimmerman, pastor, $6.81; St. Peter's, Easton, Rev. Edgar G. Miller, pastor, $6.60; St. Peter's, Middletown, Rev. F. W. Staley, pastor, $14.00; Trinity, Hazleton, Rev. John Wagner, pastor, $5.00; Personal Contribution, $5.00; Zion, Chambersburg, Rev. E. H. Leis-enring, pastor, $13.85; Westminster, Md., Rev. S. A. Diehl, pastor, $5.00; Zion, Leb-anon, Rev. W. H. Dunbar, D. D., pastor, $25.49; Second Church, Baltimore, Rev. G-W. Miller, D. D., pastor, $5.00; Zion, Harris-burg, Rev. D. M. Gilbert, D. D., pastor, $22.61; Arendtsville charge, Rev. D. F. Koser, pastor, $5.00; Friend's Cove charge, Rev. W. H. Set-tlemyer, pastor, $4.75; Grace, Westminster, Md., Rev. P. H. Miller, pastor, $6.00; First Church, Carlisle, Rev. H. B. Wile, pastor, $25.00; Trinity, Allegheny, Rev. J. G. Joett-man, D. D., pastor, $25.00; Blairsville, Rev. F. J. Crissman, pastor, $6.54; Trinity, Milton, Rev. J. M. Reimensnyder, pastor, $6.00; St. John's, Lancaster, Rev. B. F. Alleman, D. D., pastor, $8.00; Jefferson, Md., Rev. T. A. Hedges, pastor, $3.50; Leistersburg charge, Md., Rev. V. Miller, pastor, $6.43 ; Glade, Rev. A. B. Miller, pastor, $4.00; Messiah, Philadelphia, Rev. M.Valentine,pastor, $25.00; Trinity, Hagerstown, Md., Rev. E. W. Delk, pastor, $12.50. Total amount of returns to March 20th, $414.53. H. W. MCKNIGHT. LOCALS. Dr. M.—" To what declension does ' Der Mensch, Die Menschen ' belong ?" Mr. R., of '93.—" Feminine." A pious Sophomore says his motto is " Watch and pray." Beware Socio. It undoubtedly " would not hurt the ('adja-tive') Sophomore to learn a little English even in the German department." Prof. H.—" Give an illustration of the sec-ond law of the syllogism." "The law of contraries." Mr. M., of '95.—A black board must be either white or black ; it cannot be both at the | same time." This is almost as brilliant as the sign " white-washing in all colors." Messrs. H., of '94, and W., of '95, report that I they have changed their shooting gallery in West College into a dime museum. Among other attractions they have an exhibition of the quarrel scene between Brutus and Cassius every ten minutes. Makers of " horses " and translators of Hor-ace take notice of the latest rendering, by a very I bright and original Soph., of the passage, " ut I cantat absentum amicitam," " as he sings of the girl he left behind him." Hanover on top. Mr. B., of'93, says that international law on sea prevents fishermen from fishing on a strip of land. (Class laugh.) Mr. B.—" I don't see anything to laugh at. Prof. H.—"No; except that fishermen] usually do not fish on land." THE COLLEGE MERCURY. 5 Mr. ]., of '95.—"You fellows ought to be glad that I am the only J-n-s in college. It is a wonder there are not a dozen of them. Just wait until I send my ancestors here. I mean my prodigy." Mr. R., of '95, talks grandiloquently and orates eloquently of "petted larceny." Possibly they designate it in that way in New York. One of our fair Juniors received a photo of \five young ladies on St. Valentine's Day. Johnny, are you thinking of emigrating to Utah ? President K., of Philo (after several of our " co-eds " have been initiated).—" It has been moved and seconded that we take up the head of new members," and then after the applause had subsided, " It has been moved and sec-onded that we be under the head of new mem- Ibers." Mr. R., of'93, is making remarkable prog-ress in the study of Geology. He often hires a horse and buggy to study the granite forma-tions near Gettysburg. " Ring the bell and let the curtain drop." Mr. W., of'95 (examining a fancy beer-tank-ird in a friend's room).—" This is the funniest molasses-jug I ever saw. Why, it has no Spout to it." Mr. B., of '93 (after he has been told to let in idea percolate through his cranium).— ;" Chum, does that mean ' swelled head' ?" Dr. S.—" What is an artificial ventilation ?" Mr. N., of '93.—" Artificial ventilation is -ah! not natural ventilation." Wasn't that a jem of a thought ? Prof. H.—" What do you have to say about the ' remedies of love' ?" Mr. H., Jr., of '95 (who is reading Chau- ! cer).—" Professor, I don't know ; I have never [experienced them." Eat pickles, old boy. Our Baltimore City Soph., in speaking of laking hay, says : " You must never put lay in a barn when wet, because it will catch on fire. Now, I know, because I used to make hay for my goat." Corn-cake and molasses, " Reddy." Mr. E., of '95 (after having heard the ele-phant joke).—" The blind man stuck his trunk in the grate and flew." Mr. N. L. J Gron, '93, recently delivered his lecture on " Scandinavia, the Land of the Midnight Sun," to a large and appreciative audience in the chapel of Trinity Lutheran Church, Lancaster, Pa. The Daily Examiner says : " The lecturer is a young man, with a pleasing personality, and a manner of delivery which at times is very oratorical, and at all times entertaining. He treats his subject skillfully and connectedly." Mr. Gron also delivered his lecture at New-ville on February 23d to a large and delighted audience. Our " Homeric friend," of '94, has given up his idea of theology, and has decided to make his debut on the stage as a " skirt dancer." Another evil effect of Juvenal's satires. The Sophomores and Freshmen have adopted class colors. The Sophomore colors are garnet and black. The Freshmen colors are copper and apple-green. The University Extension course in the Constitutional History of the United States has just been completed. The lectures were fairly well attended, but the class work before the lectures was the more popular. The centre decided on a course in history, to be given during the fall term. The Senior class have appointed a commit-tee to have charge of the Commencement exer-cises exclusive of class-day. All the duties which may devolve upon the class in connec-tion with their graduation will be in charge of this committee. Messrs. Hain, Turner, Ehr-hart, Sr., Dundore, and Bortner are the com-mittee The committee recently appointed to ar-range for a Senior class banquet are Messrs. THE COLLEGE MERCURY. Diffenderfer, Gron, Baum, Leitzell, and Wolfe. The class anticipate a very enjoyable and pleasant time. Mr. H., of '93, translating from Plato's Pli&do: " And the stones here that are so highly prized are but fragments of them, as the sardine stones, jaspers, and emeralds." Mr. B., of '95, after having gazed long and earnestly at the picttire of a lover embracing his lady-love, turns the back of the picture around and, after some mediation, says: " Chum, where is the back of that fellow's arm ?" Prof. D., of"93, bids fair to rival Edison as an electrician. We would advise the latter gentleman to look to his laurels. Dr. B.—" In Germany the people often go to the beer gardens and sit down with a paper, and while they read they drink their beer, not from an ordinary beer-glass, but from a large —I can't recall the name just now—what is it!" Mr. L., of '96.—" Schooner, do you mean, Doctor ?" Dr. B.—" That's it; you seem to be familiar with the subject." Dr. B.—" What kind of a question does ■nortpov introduce?" Mr. B., of '96.—" An interrogative question." Undoubtedly correct. Mr. K.—" Why are some pavements like a man who has the rheumatism ?" Papa H.—" Because they are subject to changes in the weather." A first class student, a Freshman, had on previous occasions acted the Cavalier and es-corted Miss T. over Balto's hill. He was greatly chagrined one evening as she unmer-cifully informed him that his service was no longer desired. We may truly infer from this that Miss T. already possesses an Ice{eii)-lieart. The following has been adopted as the song of the Sophomore class. It was composed by J. H. Diehl, and is adapted to tune, " March-ing through Georgia." We're the boys of ninety-five, who'll sing for you a song, Class of all the college pride that cheers the boys along j Singing our delightful song with five and forty strong While we are students of Gettysburg. CHORUS. Hoop ! Lah ! Boom ! Yah ! we all are yet alive ! Hoop ! Lah ! Boom ! Yah ! great class of ninety-five ! So we sing the chorus over in our college life While we are students of Gettysburg. How the Freshies trembled when they heard that we were strong, How thy gathered all their men to fight our mighty throng ; How they summoned all the Juniors out to aid their throng. While we are students of Gettysburg. Oh ! my fellow Sophomores, you always are so true When we fight in Roman wars, in Greek and German, too; For we never shall forget the way we did pursue While we were students of Gettysburg. Yes, and we are jolly boys who came here to obtain Knowledge for our eager minds, which we will ne'er dis-dain ; So that every one shall feel that work was not in vain While we were students of Gettysburg. The Chess Club is now doing regular prac-tice. As chess is the most intellectual of all games, it may, more than any other game, in-dicate the intellectual power of an institution. Our Club has had several challenges from other colleges which it will most likely accept. The members are : Niels S. J. Gron, '93 ; Geo. Baum, '93 ; Horace Whitman, '95; Herbert | Richards, '95 ; Henry Clare, '95 ; Charles ¥■ Wiest, '95. MUSICAL CLUBS. Our college has for several years been striving to organize musical organizations to compare favorably with the other colleges of I the land, and has finally succeeded in organiz- [ ing one of the best equipped clubs of the country. The organization consists of a Glee Club of I 17 members, who have been under the instruc-tion of a competent musician from Harrisburg, and have been in daily training for several months. They sing comic glees, serenades, in mi)» THE COLLEGE MERCURY. and"have a splendid college song called "■ Get-tysburgia," composed by Mr. Hoffmann, '95, a young man of fine musical talent, who promises to make his mark in this line as well as in instrumental music. The Banjo Club consists of 10 men under the direction of Mr. Hersh, '91, and is as finely a developed club as can be found in any college in the land. A banjo burlesque, by Messrs. Hoffmann and Madara, are one of its special features. The club has no equal among college clubs for uniformity of time. The Mandolin Club of eight members, the only college Mandolin Club to-day-, except Harvard, renders on their sweet Spanish mandolins the tender, soul-touching strains which only can be rendered on that instrument by trained men. Mr. Baum, '93, the leader of the club, is an ex-perienced artist, and the guitar accompan-ists are led by C. G. Bikle, '92, a competent musician. Prof. C. E. Leslie, the famous musician and composer of Chicago, says of the clubs; " They are far .above the average college club in time and harmony." Prof. John De Motte, of Indiana State University, says: " They cannot be excelled in time or expression save by professionals." The opening concert was given in Brua Chapel, Gettysburg, February 22d, to a large and appreciative audience; the clubs were encored again and again, the vocal solo, by Mr. Herr, '97, was vigorously applauded, as was Mr. Hoffmann's " Gettysburgia." The " Sueno De Amor," by the Mandolin Club, was considered as one of the sweetest strains of the mandolin ever rendered here. The " Merry Monarch," by the Banjo Club, is a production which called forth the loudest applause, and won for Mr. Hersh and his nine men the highest admiration. The lively strains of this selection are softened by Mr. Bannis' mandolin. On February 23d the clubs gave their enter-tainment at York, and at Hanover- on February 24th. The papers speak well of them. Manager Duttera has arranged the following dates for the clubs : Chambersburg, Pa., March 2d. Shippensburg, Pa., March 3d. Martinsburg, W. Va., March 9th. Hagerstown, Md., March 10th. Harrisburg, Pa., March 24th. He is just now arranging a trip through the central and northeastern parts of this State for Easter vacation. Members of the Faculty and fellow-students, the success of a good college musical organi-zation depends largely upon your support and encouragement. Alumni, you can assist in putting Alma Mater to the front, not only in athletics but in the sweetest gift of God— music, by giving us hearty and earnest co-operation. GENERAL COLLEGE NEWS. President Harper, of the University of Chi-cago, in a recent address said : " This Univer-sity is to stand for graduate work, first in the grade school and in the divinity school; and when the medical and law schools are estab-lished I shall be surprised if they admit any but graduates."—Ex. Chauncey Depew said to the students at Yale recently : "What made the class of '53 so famous is that half its members went into journalism and praised the other half."—Ex. Wednesday, February 22d, the Mechanics' Art Building at State College was dedicated. Prominent men from all parts of the country attended. Governor Pattison, Secretary of the Interior Noble, Francis A. Walker, and President Schurman, of Cornell, delivered ad-dresses. The celebration closed with '93's assembly ball.—Ex. The campus of the Leland Stanford Univer-sity covers 70,000 acres and contains a drive-way 17 miles in length.—Ex. 8 THE COLLEGE MERCURY. The matter of dealing with cheating at ex-aminations has been left in the hands of the student body at Princeton. A'committee ap-pointed from the students to investigate dis-honesty during the recent examinations found four men guilty and sentenced them to a dilemma—the choice of applying to the several professors for re-examination, or being recom-mended for expulsion. This leniency was granted on account of the offense being the first under the new regime. Hereafter no alternation to expulsion will be allowed. The students, put upon their honor, are determined to maintain honor. Thus it always works. This phase ofco-operation works amazingly well, and is actually the only successful method to enforce honest work. The offense allows no distinc-tion between giving help and receiving it. Harvard is another institution where women will be admitted, this time with the purchase price of $250,000. The sore for which this salve is always required is never stated. If it is proper to admit them at all, they should not be required to break down moss-covered walls of exclusion with gold and silver weapons. Many and varied estimates are made of the value of collegiate training, in known quantities, as so much invested, by so much cash. The fact remains, however, that it is a variable quantity and can hardly be reckoned as convertible capital. " Economically the money value of a college education depends on the man who possesses it, and is com-mensurate with the amount of labor expended in acquiring it." Here follows the yell of the theologues at De Pauw : " Hurrah ! hurrah ! hurrah ! the gospel does away with law, We're theologues of old De Pauw, a greater school none ever saw.—Amen !" Ex. The custom of wearing cap and gown is becoming more popular. The senior classes of Harvard, Yale, Princeton, Amherst, Williams, and Dartmouth have adopted them. The JEgis says : " The three greatest things in college at present are the cap and gown, university extension, and foot-ball."—Ex. President Jordon, of the Leland Stanford, Jr., University, has given his ideas on the conser-vative custom of most American institutions : " College marks, college honors, college courses, college degrees—all these things be-long, with the college cap and gown and wreath of laurel berries, to the babyhood of culture. They are part of our inheritance from the past, from the time scholarship was hot manhood, when the life of the student had no relation to the life of the world." The number of "cuts " allowed in some of the leading colleges is as follows: Yale 24 per year to Juniors and Seniors; to Sophs and Freshmen, 18; Williams, 30; Dartmouth, 21. At Amherst and Wesleyan a student must be present at nine-tenths of the recitations. At Harvard, Ann Arbor, Cornell, and Johns Hop-kins the attendance is said to be optional.—Ex. ALUM/MI. FRED. H. KMUBLE, Editor. * • IN this, the first number of THE COLLEGE MERCURY, the Alumni Department is necessarily not as complete as it should be, since communication with the alumni can be commenced only after this issue. It is intended to make it a special feature of the paper in the future. It will contain a resume of all that is important in the doings of those who have in past days received instruction within the walls of Pennsylvania College. It will thus form in effect a history of Pennsylvania College men. The present student shall hear of what those who have gone before are making of life; the far-off graduate shall be brought into closer touch and sympathy with the other sons of Alma Mater. To all we hope to make the alumni notes readable, interesting, and attrac-tive. Brevity shall be another of their charac-teristics. No available source of information THE COLLEGE MERCURY. o shall be neglected, but we would earnestly in-vite correspondence and information from the alumni concerning either themselves or others. Let us hear from you, brothers. PHILADELPHIA ALUMNI REUNION. On Tuesday evening, January 31st, the Phila-delphiaAlumni Association held its tenth annual reunion and banquet at the Hotel Vendig. It was an enthusiastic and enjoyable gather-ing. When the menu had been discussed, the flow of soul" commenced. P. K. Erdman, '68, was symposiarch, and spoke to the toast: " Our Association." Other speakers and sub-jects were: Rev. H. W. McKnight, D. D, LL. D., '65, " Pennsylvania College ;" Rev. W. E. Parson, D. D., '67, " Mason and Dixon's Line;" Rev. L. E. Albert, D. D., '47, " Our Trustees;" Dr. J. Marshall, '76, "University of Pennsylvania." Other interesting speakers discussed interesting subjects. Alma Mater's praise ran high. Among those present, in addition to the aforementioned, were : Rev. W. M. Baum, D. D., '46; Rev. H. M. Bickel, D. D., "48; Prof. V. L. Conrad, D. D., '48; the Revs. A. H. F. Fischer, '80 ; M. H. Valen-tine, '82; M. R. Minich, '70; T. R. Beeber, D. D., '69; Sylvanus Stall, '72; Prof. Edgar F.' Smith, '74 ; Prof. G. D. Stahley, M. D., '71 ; Dr. G. E. Tetus, '74; Dr. W. R. Hoch, '77 ; Dr. J. C. Felty, '70; Dr. M. B. Hartzell, '74; Prof. S. P. Sadtler, '67; Mr. John E. Graeff, '43; Rudolph M. Shick, Esq., '60; Hon. B. F. Hughes, '71 ; T. D. Beeber, Esq., '74; James Strong, founder of the Strong Professorship of English Bible and Chaplaincy, and Mr. Wm. Buehler, '85. A set of resolu-tions were adopted, requesting the Board of Trustees of the College to give the Associa-tion representation on the Board. A reason-able request. At the tenth annual banquet of the Martin Luther Society, of New York, on February 10th, there were among the toasts the follow-ing : " The Past of the Lutheran Church in the United States," responded to by Rev. W. H. Dunbar, D. D., '71; "The Future of the Lutheran Church in the United States," Rev. J. B. Remensnyder, D. D., '61 ; " The Clergy," Rev. G. U. Wenner, D. D., '63. The speeches of all three gentlemen were highly commended by the large number of Lutherans present. On the evening of February 15th, Gettys-burg Lodge No. 124, I. O. O. F., held a banquet in Gettysburg for all the Odd Fellows of Adams County. The occasion is of inter-est to Pennsylvania College, inasmuch as among the guests were the following sons of hers : Mr. Hart Gilbert, '67 ; Rev. E. Manges, '70 ; Mr. A. A. Lechlider, '60 ; Rev. John F. Mackley, '78 ; Mr. N. L. J. Gron, '93 ; Mr. A. Reist Rutt, '93 ; Mr. John Axe, '91 ; Mr. J. F. Kempfer, '93. We obtained this informa-tion from one of the brethren. '44. Rev. P. Anstadt, D. D., of York, Pa., is temporarily supplying the pulpits of several of the churches of the Manchester, Pa., charge. '46. Rev. A. C. Wedekind, D. D., has left for San Diego, Cal, where his daughter resides. He intends to remain there. His health has improved somewhat. '51. Hon. David Wills left for Florida recently; his stay there will be short. '56. Rev. H. W. Kuhns, D. D., expects to be present at the next meeting of the General Synod, as a delegate from the Nebraska Synod. He will also attend the Commence-ment exercises of the college. '61. Rev. J. R. Williams was in town visit- . ing his son, R. Williams, '94. '62. Rev. S. B. Barnitz, D. D., Western Secretary of the Board of Home Missions, presented the special cause to the Gettysburg churches, Sunday, February 12th. He held a conference on Monday with the Seminary students. '65. Rev. H. W. McKnight, D. D., has been selected a member of the Advisory Board of IO THE COLLEGE MERCURY. the Columbian Religious Congress, and elected one of the Vice-Presidents of the Evangelical Alliance of the United States. As the Doctor's health is not of the best, he intends to make his Easter vacation somewhat longer by leaving Gettysburg several weeks before the close of the college term. '68. Rev. J. W. Richards, D. D., has, with the assistance of Rev. F. V. N. Painter, pub-lished a valuable book on Christian Worship ; Its Principles and Forms. Two chapters are contributed by Rev. M. Valentine, D. D., LL. D., '50. Dr. Richards expects to leave Europe for America early in April. 'yy. Rev. F. P. Manhart has been elected Financial Agent of Missionary Institute, Selinsgrove, Pa. 'jy. Rev. W. N. Baum, Jr., celebrated the tenth anniversary of his pastorate of St. Mark's Lutheran Church, Canajoharie, N. Y., on February 3d. He was the recipient of many tokens of regard from his devoted congrega-tion. '80. Rev. L. B. Wolf, with Dr. Kugler and Miss Dryden, took worthy part in the great conference at Bombay, India. There were 550 members of various denominations in at-tendance. '80. Rev. M. P. Hocker recently celebrated the tenth anniversary of his pastorate of St. John's Lutheran Church, Steelton, Pa. Statis-tics shown at the time indicate wonderful success in his work. Excellent progress is being made on the congregation's new church. '81. Rev. S. J. Taylor has received a very flattering call to the pulpit of St. Paul's Lutheran Church, Littlestown, Pa. '82. Rev. M. H. Valentine is doing well in his new charge in Philadelphia. '83. Rev. W. W. Anstadt, Huntington, Pa., has received a unanimous call from the English Lutheran Church of Bedford, Pa. '83. The congregation of Rev. L. N. Kuhns is contemplating the building of anew church." Rev. Kuhns is editorially active in Y. P. S. C. E. work. '84. J. B. Hileman, M. D., whose wherea-bouts has been asked for by several, is ex-amining physician for the Relief Department of the Pennsylvania Railroad. His office is at Broad and Filbert Streets, Philadelphia. '85. Rev. A. F. Richardson was installed as pastor of the Lutheran Church, Grafton, W. Va., on February 5th. '85. Rev. Chas. Reinewald was installed as pastor of the Lutheran Church, Emmettsburg, Md., on January 29th, by Rev. M. Valentine, D. D., LL. D., '50, and Rev. L. Kuhlman, '79, President of the Maryland Synod. '86. Rev. Prof. O. G. Klinger, A. M., de-livered the first of a series of lectures to the students of Irving College on February 10th. He is also President of a Chautuaqua Circle at Emmettsburg, Md. '88. The congregation of Rev. L. Goetz, Newberry, Pa., expects to build a church. Prosperity reigns in the charge. '88. Rev. L. S. Black will take charge of Christ Church, Gettysburg, about April 1st. '88. Rev. W. H. Harding was married to Miss Emma Minnick, of Wrightsville, Pa. Our congratulations and best wishes. '89. Concerning Rev. J. F. Seibert and his mission church at Ft. Madison, Iowa, Dr. Barnitz said: " I feel like falling upon my knees before that consecrated, successful young man." F-RATEHNITy MOTES. JOHN J. BRALLIER, Editor. ' Come rain, come snow, Rest wind, or blow, Or fair or stormy weather For yes, or no, With hearts aglow We stem the tide together. ***** ■MMMMMMMMMMHM THE COLLEGE MERCURY. II Time, change, and pain, Will strive in vain, To sever bands fraternal. O'er tide, o'er plain, We'll wear love's chain, And prove a bond fraternal." PHI KAPPA PSI. The next meeting of the District Councils of the Phi Kappa Psi Fraternity will be held on April 5th and 6th, 1893. District I will convene under the auspices of Pa. I. and K., at Philadelphia. Bros. H. W. McKnight and Geo. D. Stahley were present at the annual banquet of the Philadelphia Alumni Association, January 31st, 1893. Among the addresses delivered before that body was the very pleasing speech of Bro. McKnight. Bro. Geo. S. Bowers, '77, has recently been elected editor of York Lutheran. On Sunday, February 12th, Bro. Samuel Barnitz, Western Secretary of Home Missions, being in Gettysburg on performance of affairs pertaining to his office, spoke to audiences in the morning and evening, which were alike captivated by his methods and impressed with the wholesomeness of his matter. Bros. R. Kephart Russell, '95, and Luther P. Eisenhart were initiated on Jan. 28th, 1893. PHI GAMMA DELTA. Bro. Fitt, '98, is again out, having recovered from a two weeks' attack of the mumps. Bro. Blint, '90, preached at Chambersburg, Pa., on Sunday, February 12th. Graduate Chapters of F d have been organized at Seattle, Washington, and at Chicago. Bro. F. V. Filbert, '92, is being trained by manager Irwin, of the University of Pennsyl-vania Base-ball Team, along with pitchers Reese and Bayne, and will likely distinguish himself in the coming season. Bro. Huber G. Buehler, Professor of English, Lakeville Preparatory School, closed on account of scarlet fever, is home on a short visit. He gives a glowing account both of the school and the place. PHI DELTA THETA. Our number has lately been increased by the initiation of Bros. Barndt, '94, and Leitzell, '93- Bro. Beerits, who left us last Commence-ment, has just returned to his home at Somer-set, Pa., from Poughkeepsie, where he com-pleted a general business course. Bro. E. J. Cook, '92, is now occupying the position of Principal of Bel Air Academy, Md. He has under his supervision five assist-ants, and is meeting with good success. Bro. Addison, who left us last Commence-ment to accept a position in the Census Office at Washington, has been employed as private secretary of the Paymaster of the U. S. Navy. In this new position he will soon start upon a trip around the world. Our best wishes go with him. Phis who go to Washington March 4th will have the pleasure of seeing the out-going President, Bro. Harrison, '57, of Ohio Alpha, give place to the in-coming Vice-President, Bro. Stevenson, of Kentucky Alpha. ALPHA TAU OMEGA. Bro. Geo. E. Hipsley, '93, of Baltimore, Md., was initiated February 1st. Bro. Geo. A. Kyner, Esq., '89, of Chambers-burg, Pa., paid us a week's visit recently. A T Q, of Gettysburg, sends hearty greeting to THE MERCURY. May it live long and ever be truly representative of college life at Gettys-burg. One of the many things of interest to fra-ternity men who will go to the World's Fair will be the exhibit of College Fraternities. It will consist of catalogues, song-books, maga- 12 THE COLLEGE MERCURY. zines, badges, flags, banners, and souvenirs of chapters, coats of arms, pictures of chapter-houses, and photos of active and alumni chapters, and of prominent men of the differ-ent chapters. The exhibit promises to be a very good and interesting one, and well worthy the attention of all fraternity men. At present there is no little interest at the University of Chicago in regard to the fra-ternity question, while the Faculty have not outright forbidden the establishment of fra-ternity chapters, it is their opinion that such action is unadvisable. They have laid down certain rules by which a chapter, if it be estab-lished, is to be guided. The rules are, on the whole, very fair. Professor Frink, of Amherst, has lately, in an article on the " College Chapter-House," ex-pressed a very opposite opinion. He speaks in the highest terms of the fraternity move-ment, and " claims that the chapter-house is one of the strongest allies of the college and college discipline." The fraternity and chapter-house have been given their place in college life, and from present appearances are here to stay. They are not only tolerated, but are also recognized. ATHLETICS. PAUL W. ROLLER, Editor. ALTHOUGH this is winter and athletics are supposed to be hibernating, there are many things which can and must be done preparatory to the coming season. The base-ball manager must obtain a list of applicants for the respective positions and see to it that they take proper exercise in the gymnasium, not forgetting to secure a large number of good games, for how often have we with a superior team been compelled to play the en-tire season with inferior teams. The foot-ball manager and captain could be looking up a suitable coach and preparing a new code of signals. The matter of having a good coach to take the team in hand at the beginning of the sea-son is a very important one. We have been successful heretofore in plac-ing good teams in the field, and this can only be continued by hard and earnest preparatory work. A gymnastic organization known as the " Sons of Hercules " is preparing, under the supervision of physical director Pohlman and Mr. Povall, '96, to give an exhibition in bar and mat work. The exhibition will take place about the second week in March. The mem-bers are Povall, Rice, Snyder, Billheimer, Weist, Bastain, Roller, McCartney, and Rudi-sil. They are working hard and faithfully, and will give a very instructive and interesting performance. We look for an interesting and exciting season of base-ball under the management of Mr. Fickinger, '94. He is at present trying to secure as many games as possible. The fol-lowing is the list of secured and possible games. The secured games are: April 26th, Western Maryland, at Gettysburg. May 3d, " " at Westminster. May 26th, State College, at Gettysburg. May 30th, Indian School at Gettysburg. June 2d, Slate College, at State College. June 3d, Bucknell, at Gettysburg. The possible games are: three with Dickin-son, two with F. and M., return games with Indian School and Bucknell; also games with Lafayette, Lehigh, Johns Hopkins, St. John's, Columbia A. C, and Georgetown. The following men have applied for posi-tions on the team. Each man will be given a fair and impartial trial, and those making the best showing will be chosen as the team. The men are Keefer, Gies, Nicholas, Erb, Enders, Hoffman, Cook, Leisenring, Steitz, McCartney, Nicholas, Sr., Fair, Feldman, Williams, White, Gable, Lesher, Gilbert, and I THE COLLEGE MERCURY. 13 Tate. All others desiring to become appli-cants should report as soon as possible to the manager so as to obtain the benefit of the training. Mr. Chas. Huber, '92, has been elected, by the Athletic Association, manager of field and track athletics. We have always possessed men who showed ability in this line, but it was always confined to a few individual efforts. An effort will now be made to put an athletic team in the field which will compare favorably with the teams of other colleges. TOW/N A/St> SEMI/MTVRy. FLAVIUS HILTON, Editor. TOWN. At the Borough election held February 21st, Major Benner, Democrat, was again elected Burgess over Captain Gilbert, Repub-lican. George Walter, '82, Democrat, was also elected Justice of the Peace. Of the Town Council the Republicans elected three, a gain of two, and the control of the body. General Daniel Sickles estimates to the New York Legislature that $57,000 will be needed to properly dedicate their magnificent monument in the cemetery. Dr. McKnight has sold the William Spang-ler property on Carlisle Street to J. L. Butt, Esq., for $2,925. Mr. J. Ed. McCammon purchased his late mother's residence on Carlisle Street. The entire contents of the house will be sold March nth. Colonel Maish, ex-Congressman from this district, will be marshal of Pennsylvania's : civic parade, March 4th. In '87 a meteorite was discovered in Mount Joy Township, and sold four years later to a gentleman from Washington. Weight, 847 rounds. An analysis of the crust showed: Iron, 94.80; nickel, 4.81; cobalt, .51; copper, .005; lead, 19; sulphur, .01. The bill introduced by Senator Quay to mark the Confederate lines at Gettysburg has been the occasion of many personal attacks upon Colonel Bachelder. Representative Zeigler, of Adams, was called upon to defend the Colonel a few days ago in the lower House. SEMINARY. Messrs. Shantz and Pohlman attended the Inter-Seminary Alliance February 15th to 17th, at New Brunswick, N. J. Mr. Pohlman read a paper on " Consecration and Self- Sacrifice in Missions." The discussion of the subject was opened by Mr. Shantz. Some time ago a class was formed for the discussion of missionary topics. The class has found it necessaiy to catalogue and index the library books that have any bearing on the subject of missions. The books are few indeed, and for an intelligent discussion of the subject the most recent publications are needed. Any one who will feel moved to give books, or the money necessary to obtain them, can have their gifts properly cared for by Mr. George Beiswanger, Gettysburg, Pa. The following Seniors have secured charges : Mr. Kitzmyer, at Davis, W. Va.; Mr. Good, at Lyons, Berks County; Mr. Bettle, at Mt. Zion, Allegheny. Four or five of the Seniors have volunteered for Home Mission work in the West. Rev. W. H. Fishburn, of Harrisburg, has resigned the care of the Bethlehem Lutheran Tabernacle. Rev. W. H. Harding and Miss Martha R. Minnich were married February 14th, at Wrightsville, Pa. At home February 27th, Maytown, Pa. E. E. Shantz, of the Junior class, is instruct-ing a class in botany. A class has been formed for the study of the Life of Christ. They are using the Blakesley Graded Lessons. A steady interest is main-tained. j H THE COLLEGE MERCURY. Horace E. Zimmerman, '92, visited the boys February 6th. The election of officers of the Missionary j Society resulted as follows : President, Gruber; t Vice-President, Bellheimer; Treasurer, Ball; Recording Secretary, Albert; Corresponding Secretary, Dunlap; Curator of Athenaeum, Franz. The question among the Seniors now is, ■ "Are you going to Nebraska?" How few are j the " Here am I, send me." LITE-RAHy SOCIETIES. NIELS L. J. GRON, Editor. MANY who have noticed the wonderful developments of the educational facili-ties at our college, which has taken place during the last few years, have asked: "But what has become of the Literary Societies ? Dear old Philo. and Phrena., are they, too, ad-vancing in their influence for good?" To such a question we can answer most emphatically, Yes. The new and magnificent buildings which now grace our college campus had scarcely been erected before the two societies vacated the halls, which they had occupied for nearly sixty years, in order to take possession of more spacious and more elegant quarters. The two large halls which they now occupy in the new recitation building are richly and artistically furnished and decorated. There is hardly a Senate Chamber, in this land of wealth, more tastily ornamented. The credit for this is due not only to the efforts of the students but, to a large extent, to the liberality of the Alumni members. No sooner had the members of Phrena. and Philo. completed the decorations of their halls than they at once put into practice the signifi-cance of the names of their respective societies. They proceeded, without delay," to adorn their minds," and to show that they were, indeed, " true lovers of learning." The result has been that many students who, although bright and studious, could not stand upon the plat-form and render " The boy stood on the burn-ing deck " without manifesting great timidity and painful embarrassment, can now take the parts of Hamlet and Ccesar before any au-dience. At present excellent work is being done in both societies. Essays and orations are well prepared and show a great deal of originality. The debates which are so earnestly and vigor-ously indulged in every Friday evening have rewarded the participants with readiness and self-reliance. There are now in both societies many students who, in their extemporaneous speeches, are able to treat, logically and with force, very difficult subjects. In this day of free speech it is of the great-est importance that a man should be able to express his thoughts and ideas clearly and without hesitancy. Freedom of speech, self-possession on the platform, are of as much practical value as all the other things that can be gained from the branches included in a col-lege curriculum. The.Literary Societies alone, in a college, promote and develop these two essentials. The interest taken in the societies betokens well for the future of the students. We are exceeding pleased to note that al-though there is a rivalry between the two soci-eties for supremacy, yet the most friendly rela-tions exists between them. Fertile brains are resorted to rather than slandering and depre-cating tongues. That the bond of friendship between Phrena. and Philo. will be strengthened when they shall unite for the purpose of editing and publishing THE COLLEGE MERCURY can-not be questioned. PHRENA. NOTE. The following have been initiated as mem-bers of the society: Maynard and Russell, '95 ; Shimer, Earnest, Spayde, Brubaker, and Povall, '96. . The following have been elected: Stahl, '94; Hoover and Cook, '95 ; Fleck, Stahl, and Manges, '97. ADVERTISEMENTS. 111 Wanamaker's. PROFESSIONAL CARDS. There are two ways of selling Books. One lis keep the prices as high as possible—that's the ordinary book.store style; the other is to ;rowd the prices as low as possible—that's the IWanamaker method. The result is that the Wanamaker Book business has grown and grown until it is the largest in America. You can depend on two things if you go to /anamaker's for Books: First, That any proper Book is there, or if not that it will be Riickly got for you; second, That the price [Is as little as anybody's, and very likely littler. BOOK NEWS is a monthly guide to the new Books and an echoing of the interesting ioings of the whole book world. 5c, 50c. a ean JOHN WANAMAKER. CHARLIES S. DTjflCA^, '82, ATTORNEY AND COUNSELLOR-AT-LAW, Baltimore Street, GETTYSBURG, PA. CHflS. E. STRHiiEY, '87, ATTORNEY-AT-LAW, Baltimore Street, GETTYSBURG. PA. . STANLEY HART, PRESIDENT. GEORGE MASTERS, TREASURER. WILLIAM JOHN CALLAHAN, GENERAL f DR. CHAS. B, STOFFER, Bimtist, OFFICE, STAR AND SENTINEL BUILDING, GETTYSBURG. PA. fj liber's Dril2 Store, Baltimore Street, GETTYSBURG, PA. Prescriptions Carefully Compounded. LAWRENCE FELL, VICE-PRESIDENT. TatgSt StVlCS YD M C. 8PROUL, SECRETARY. I MANAGER. "~^^S> Hats, Shoes, AND Gents' Furnishings, R. M. ELLIOTT'S. ranklin Printing Company I A. D. BUEHLER & co., 516-J18 MINOR STREET, N. B.—Stiff Hats made to Fit the Head in two minutes. PHILADELPHIA, PA. Headquarters for Stationery and Blank Books. TELEPHONE 1044. ENTRANCE TO ELEVATOR, 518 MINOR ST. LOWEST CASH PRICES- ADVERTISEMENTS. Absolute Evenness of Touch, Richness and Brilliancy of Tone,| Extraordinary Singing Quality, Unequaled Workmanship, I Power of Standing in Tune longer than any other Piano) made, are among the characteristic qualities of DECKER BROS. PIANOS, 33 Union Square, fteui York. Used in Philo. Hall at Pennsylvania College. The Hatter, will be in Gettysburg at the College shortly with the latest fashions and best quality of Gents' Furnishing Goods. LOOK OUT FOR HIM. ■ Hi ir II ii ■■■■■! i ADVERTISEMENTS. R. H. REINNIGER, RJVIOS ECItEST, iMerchant * * DEALER IN Tailor. THE BEST WORK AT THE LOWEST PRICES. Post Office Block, CENTRAL SQUARE. PETE THORNE, •having t Hair Cutting Parlors. FIHST CLASS 7VRTISTS. CENTRAL SQUARE. Hats, Shirts, Shoes, Ties, Umbrellas, Gloves, Satchels, Hose, Pocket Books, Trunks, Telescopes, Rubbers, Etc., Etc. AMOS ECKERT. SPECIAL* TO STUDENTS. Fine Tailoring. JOSEPH JACOBS, Merchant Tailor, Shambersburg Street, (Helow Eagle Howl) GETTYSBURG, PA. 'LEMMING & TROXEL, Billiard 7»rNt> 'ool "Rooms. BALTIMORE STREET. Red Front Cigar Store R. H. RUPP, Proprietor. fio. 8 Baltimore St., Gettysburg. The.place for a fine Cigar or a good chew. Solid Havana filler, 5 for 25c. An elegant article. A FINE ASSORTMENT OF PIPES AND SMOKING MIXTURES. VI ADVKRTISEMENTS. ESTABLISHED 1876. Mary had a Little Lamb, PE/N-ROSE MyEKS, VV/rtTCHn/IKER ™ (Stamp jour Memory.; JEWELEK. liafge Stoek of LUatehes,Cloeks, Je«ielpy, etc., on Hand. GETTYSBURG SOUVENIR SPOONS, COLLEGE SOUVENIR 10 BALTIMORE STREET, GETTYSBURG, PA. Students' Headquarters IS AT J. R. STINE S. SON'S CLOTHING STORE The Cheapest Clothing and Gents' Furnishings in Gettysburg. It's wool was all the go— We make it up in BUSINESS SUITS for $1 5.00 you know. These Custom-Made Suits are popular throughout Africa— because they represent the very 0-Internee of Kobby Drccc, and are essential to every business man who cares one lota for economy and APPEAR-ANCE. Send- us ti cents in stamps, stating kind of gar metit or suit desired, and we will forward you SAMPLES of Cheviots, Cassimeres, etc., Self-measurement rules ana fashion plate. YOU DO THIS and we do the rest. Haiti more cheapest market. KEELER the largest custon. producer. Full Dais Suits, - $25.00 Up. Trousers, - - - - $4.00 lie. Frock Butts, - - $18.00 Up Overcoats, - - - $18.00 Up. JOnN M. KEELER, 5 N. Calvert St. Baltimore, Hd, "buffer no longer the extortions uf loc'-l tniiors Correspondence Solicited With Responsible Parties Desiring to Act as Agents. DfflTLLTIELD LlVERT Rear of Washington House, Opposite W. M. R. R. Depot. GETTYSBURG, PA. MERCHANT TAILORING All Kinds of Teams. Good Riding Horses A SPECIALTY. COMK AND SEE US. J. R. STINE & SON, THE LEADING CLOTHIERS, MAIN STREET, GETTYSBURG, PA. The Battlefield a Specialty, With First-Class Guides.! "Wm DAVID McCLEARY, Propl

ERROR ANALYSIS OF SPOKEN RECOUNT TEXT MADE BY THE EIGHTH GRADERS OF BILINGUAL CLASS AT SMP NEGERI 1 BABAT Muhammad Anwar Habibi English Language Education, Language and Arts Faculty, Surabaya State University anwarhabibi@rocketmail.com Esti Kurniasih, S.Pd., M.Pd. English Language Education, Language and Arts Faculty, Surabaya State University Abstrak Kemampuan berbiara siswa merupakan kemampuan yang alami. Pada satu sisi, siswa mampu menggunakan ilmu kebahasaan mereka dengan berbciara. Pada sisi yang lain, celah dari ilmu kebahasaan yang rendah akan terlihat dari bahasa lisan mereka yang didefinisikan sebagai kesalahan siswa atau Error. Untuk itu, bahasa lisan siswa bisa dijadikan sebagi tolok ukur yang tepat dalam mengukur kemampuan berbahasa mereka. Analisa kesalahan berbahasa siswa adalah salah satu metode yang berarti untuk mengisi celah ilmu kebahasaan siswa. Selanjutnya melalui evaluasi kesalahan berbahasa yang suah mereka buat, mereka mampu meningkatkan kecakapan berbahasa mereka secara bertahap. Studi deskriptif kualitatif ini bertujuan untuk menganalisa dan menjelaskan sebab dari macam-macam error yang telah dibuat oleh subjek penelitian ini dalam teks lisan berbentuk recount. Peneliti menggunakan klasifikasi kesalahan yang diusulkan oleh Hendrickson (1983) dan sebab kesalahan dari James dalam Ellis (2005). Peneliti juga menggunakan teori analisa data kualitaif yang diusulkan oleh Ary et al (2010). Untuk memperoleh data, peneliti merekam dan menuliskan teks lisan siswa berbentuk recount. Dari keseluruhan teks lisan siswa berbentuk recount ditemukan banyak kesalahan yang pada umumnya terjadi pada morphology dan phonology. Peneliti juga menemukan kesalahan yang terjadi pada lexicon dan syntax namun jarang terjadi. Dari keseluruhan kesalahan dalam morphology kebanyakan terjadi pada tense markers dan plural markers. Misanalysis dalam tata bahasa dan kurangnya kesadaran siswa untuk menggunakan tata bahasa yang baik dan benar dalam bahasa lisan merupakan sebab utama dari kesalahan-kesalahan siswa dalam teks lisan berbentuk recount mereka. Kata Kunci: analisa kesalahan, ketrampilan berbicara, teks recount, kelas bilingual, siswa kelas 8. Abstract Students' spoken language is natural. On one hand, through the spoken language the students are going to be able to implement any language knowledge that they have learned. On the other hand, spoken language also provides the students' gaps concern with lack of language knowledge that is referred as an error. Therefore, the students' spoken language could be viewed as an exact object to measure their language ability. Analyzing the errors in learner's language is a significant method to fill the students' gaps. Then they are capable of enhancing their language aptitude through errors evaluation. This descriptive qualitative study is chiefly aimed to analyze the types and causes of errors that were made by the subject of this study on their spoken recount text. In this errors analysis of the students' spoken recount text, error classification by Hendrickson (1983) and causes of error by James in Ellis (2005) are implemented to analyze and describe the errors and their causes. The spoken language data bring the researcher into recording and transcribing the students' spoken recount text before analysis takes place to gain the data of this error analysis study. Theory of qualitative data proposed by Ary (2010) is implemented in analyzing the data of this study. The researcher found very many errors from the entire spoken recount texts. The errors are mostly occurred in morphology, then phonology. Lexicon and syntax are rarely occurred in the students' spoken recount text. Morphological errors mostly occur in tense and plural markers. Misanalysis of the structure rules and lack of consciousness of applying them in oral communication mostly caused those errors occurred. Key words: error analysis, speaking skill, recount text, bilingual class, eighth graders. INTRODUCTION The very heart of using foreign language is able to speak the foreign language (Luoma, 2004). English has been included into the Indonesian education curriculum and taught since Elementary School level and recently young learners are also introduced to English in early age such as in Preschool class. The spoken form has been regarded as the primary form of language (Vachek, 1973 in Hughes, 2002). In fact, oral or written language produced by learners (Ellis, 2005:4) has the same purpose that is as means of communication. In addition, the main point of producing a language is that the speakers or the writers can extend any information they want to share using the senses they have. Learning language and constructing learner strategies (Wenden et al, 1987) are executed by the children through the instruction of the teacher inside the classroom as the continuation of childhood developmental phase in constructing language. Language learners will be curious about the language they are learning (McKay, 2006), so they are willing to accept any feedback that will upgrade their language knowledge. Then they will get into the evaluation part of learning language and the students will be able to use words and phrases fluently without very much conscious thought (Harmer, 2007). It seems rather peculiar to evaluate the students' oral language by showing the errors they have made rather than the right one (Ellis, 1997). Students' oral language is produced by the students naturally as the language features they have learned. Showing the error then noticing the right one will help the students to revise the students' misunderstanding about a certain language feature then their language learning could develop gradually over the time. Yet, to show the students' errors should be extended by the teacher as wise as possible. Ellis (1997) defines the error as reflection of learner's knowledge and it occurs because the learner does not know the correct one. Lack of language knowledge such as pronunciation, accents, words use, vocabulary, and structure can be addressed to the students because of their error occurred. Therefore, they will learn this language knowledge gradually over the time. It means that the students will get their errors at the early moment of learning a new knowledge of a language lesson. Referring to the new lesson of the students in formal language learning level, recount and descriptive text are the new genres text for the 8th graders as in the Basic Competence of Junior High School students in speaking skill of the Badan Standar Nasional Pendidikan (BSNP), 2006. Giving information and sharing an account of what happened is the definition of the recount as the typical genre of Derewianka, 1992 in McKay, 2006. Giving and sharing an account of what happened to each of the students would be a fair topic of this error analysis study. Because, they will tell what in their mind using the represent words, phrase, and sentence rather than describing something because, they are going to have opportunities to cheat their friends' words and it will limit their language knowledge. The spoken recount will refer to one of the genre texts for the 8th graders of Junior High School but it will be extended in the form of oral language not in written form. Based on the Basic Competence of Junior High School students in speaking skill of the BSNP, 2006 recount text is one of the genre texts that should be learned by the 8th graders as a new lesson because it is oriented in the first semester and they do not learn this text at the previous grade. Therefore, the new thing for the students will turn up the error of producing oral language. Therefore, they will be able to evaluate and revise their errors by knowing the errors they have made which are going to be the main data of this spoken recount text analysis study. The students will learn such text in the next semester. Thus, it is important to strengthen their language feature of recount text as oral language foundation. Different skill was analyzed in this study than others that differentiate the following error analysis study. Related to error analysis study, Prastiwi (2013) conducted a written error analysis of the eight graders on the problems of students' competence in writing recount text in terms of its content and organization. In addition, the result of this study is that the content and organization of recount composition written by the 8th graders was categorized into average level. Therefore, this error analysis study is different from others error analysis studies that are mostly conducted in analyzing written language of the students. This error analysis study is chiefly aimed to analyze the errors and their causes that are found in spoken recount text made by the 8th graders of bilingual class at SMP Negeri 1 Babat. The students or the error maker will obtain more luck from this error analysis study because they will know and realize the error they have made when they are learning a new material. Being shown the error they have made sometimes will be brought up next to their mind so that they will be aware of having the similar errors. They will be noticeable about the language features as well and it will possibly help the students to self-correct the errors they have made (Ellis, 1997). Teacher is another one who will obtain the luck from this study; the errors known will be the reflection of some aspects of the teacher that they could be attributed to. For example, the teaching method, practice frequency, pronunciation, production, etc. He or she will know the measurement of the speaking skill mastered by the students from the errors they have made. The teacher will know which material should be emphasized in language teaching activity to cover the errors of the students in speaking skill particularly in spoken recount and recount text. METHOD In this study, the researcher used descriptive qualitative research. The researcher tried to describe and explain the students' spoken recount error objectively and naturally as it existed. The data which are described by the researcher were taken from the students' spoken recount text made by the 8th graders of bilingual class at SMP Negeri 1 Babat. The data of this study are in the form of words. Therefore, the researcher applied qualitative method where qualitative data are in the form of words or picture rather than numbers and statistics (Ary, 2010). The steps underwent by the researcher are collecting the students' spoken recount data then transcribing them into written words. After that, the researcher organized and analyzed the error made by the students. Finally, the researcher extended the error analysis study of the spoken recount in the form of words as the result of this study. In addition, there was no any treatment given to the subjects of this study. The subjects of this study are the 8th graders of bilingual class at SMP Negeri 1 Babat and the researcher chose the A cluster. The researcher chose the 8th graders because they are learning recount text particularly in the first semester and will be continued to the next semester so this grade is the appropriate one to be the subjects of this study. Therefore, the researcher would like to know the errors that usually occur in students' speaking. Ellis (2005) stated that the primary data of oral analysis are the recording of talk. The transcripts of the recording are not the data, but rather a representation of the data. However, the transcript and the recordings should be used together during the analysis. Data of this study are the errors which are found in the students' speaking performance and the motives of the students for doing those errors. In analyzing the students' spoken recount text, the researcher used the theory of Hendrickson (1983). The data source of this error analysis study is the spoken recount text performance made by the bilingual class of the 8th graders at SMP Negeri 1 Babat and the representation of the primary data are the transcript of the spoken recount text recording. The research instruments in this study were used to gain the answer of the research questions. In this study, the researcher used two instruments. The primary instrument used in qualitative research is the researcher himself (Ary, 2010). In fact, the researcher conducted the research, collected data until analyzed the data of the study by himself. So the researcher is the primary instrument of this study that is used to answer the first and second research question. To support the primary instrument gained the data, the researcher used a recording as a tool of instrument because the form of the primary data is in the form of audio recording. Audio recording is now widely used to show the language use occur naturally (Ellis et al, 2005). There are three principle methods of collecting sample, they are: (1). Pencil and paper; (2). Audio recording; (3). Video recording (Ellis et al, 2005). In this study, the researcher used the audio recording because the data of this study are in the form of spoken data. Therefore, the first step done by the researcher was recording the spoken recount text made by the bilingual class of the 8th graders at SMP Negeri 1 Babat. After recording the students' spoken recount text, the researcher transcribed the recording into written transcription to ease the researcher in analyzing the students' spoken recount text to find the type of errors. The recording perhaps eases an analysis to go back to the oral performance repeatedly. It helps to ensure that the transcription is detailed and accurate (Ellis et al, 2005). The next step is analyzing the students' spoken recount text through their transcription. The theory of Hendrickson (1983) was used to classify the students' errors found in their spoken performance. By classifying the categories of errors, the researcher will be able to construct the open questionnaire that was used to know the motives of the students for doing those errors. Then the researcher described the data systematically to get the best understanding based on the research questions. There are some theories which define the stages of qualitative data analysis, for instance, Cresswell (2007), Marshall and Roshman (2006), Maxwell (2005), Wolcott (1994), and Ary (2010). Moreover, they have different stages that should be done by the qualitative researcher in analyzing data. In this study, the researcher applied the theory of qualitative data analysis by Ary et al (2010) that consists of familiarizing-organizing, coding-reducing, and interpreting-representing. Familiarizing and organizing is the first stage of analyzing data of this study. In this study, the researcher familiarized himself with the data (Ary, 2010). Listening repeatedly is one way to familiarize with the data because the data of this study are in the form of spoken data. To ease the researcher, he made the transcription of the recording. After being familiar with the data, the researcher organized the data so that the researcher is capable of analyzing the data through the next stage. The second stage is coding and reducing. Coding itself is not to sum but to break apart the data (Ary, 2010). In this stage, the researcher coded the students' spoken recount transcriptions to separate the data based on the coding. In addition, this was used to ease the researcher in analyzing the error of each student's spoken transcription. After being coded and analyzed in detail based on the theory used, the data were then coded in larger coding. The large code is the part where the students' spoken transcription put into three codes based on the content and the errors found. Excellent, good, and poor are the codes used to divide the data into large group and each group will be represented by certain data to be presented in the finding and discussion part. In this stage, unfortunately the researcher did not reduce any data that had been collected because the researcher intentionally analyzed all the students' spoken recount text transcription. The last stage is interpreting and representing. Ary (2010) stated that interpretation is about emerging the meaning, telling whatever it exists, providing an explanation and developing the reasonable explanations. To interpret the data, the researcher used the theory of error analysis as the set of rule so that the researcher is able to interpret them in detail. In addition, this interpretation will be understandable by the availability of the visual representation of the data. The researcher used the table to explain the errors found in detail and chart to show the percentage of the error frequencies or amount. RESULT AND DISCUSSION After recording the spoken recount text then the researcher transcribed them into words with normal orthography supported with codes that are used to represent the data representation as it is existed. In analyzing the data, the researcher implemented familiarizing-organizing and coding-reducing theory of qualitative data analysis by Ari et al (2010). In this chapter, the researcher implemented the interpreting-representing stage of this theory. The entire errors that are found by the researcher occurred in each error linguistic proposed by Hendrickson (1983). After classifying the errors, the researcher found that the local errors found mostly occurred in morphology, phonology, syntax, and lexicon. While the global errors found by the researcher mostly occurred in lexicon, syntax, and morphology. In addition, the researcher did not find any global errors that occurred in phonology. Type of errors Number of local errors Number of global errors Lexicon 55 5 Syntax 63 2 Morphology 150 1 Phonology 95 - Total 363 8 Interlingual errors are caused by the mother tongue interference in learning either second or foreign language. This interference probably gives not only positive but also negative effects that is commonly called transfer. Ellis (1997) stated that facilitation given by the first language in learning second language is positive transfer. While negative transfer is the first language role as the source of errors. In this study, the researcher found so many negative transfer cases where most of the entire students' spoken recount texts were composed and spoken by applying the first language structure rather than the English structure. Interlingual errors in this study occurred in lexicon, syntax, morphology and phonology in particular as the speech of the language learner that contains the characteristic of transfer in its pronunciation and intonation pattern. The errors that were caused by interlingual are mostly occurred in morphology, phonology, syntax and lexicon. To be exact, the entire errors found in spoken recount text made by the subject of this study are assumed as interlingual errors. As Ellis (1997) stated that transfer is common in second language learners' speech. The second major in explaining errors is intralingual. This major reflects the universal process of learning strategy applied by the learners (Ellis, 1997). The intralingual consists of false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking co-occurrence restriction, and system-simplification (James, 1998 in Ellis, 1997). Each error made by the students may have more than one cause (Tarone, 2009). Therefore, the researcher found some errors that have more than one cause that will increase the number of cause of error than the errors itself. The researcher found fewer errors that are caused by the intralingual errors than others that are caused by interlingual. These because of the phonological errors are completely caused by interlingual. An error made by the students that is caused by the system-simplification is rarely occurred among the whole of errors. The cause of this error occurs is when the students simplified the rule of the system in English to communicate rather than use the complete one. In false analogy or a kind of overgeneralization error that are caused by the students' false analogy is higher than system simplification. This false analogy mostly occurs in incorrect chosen words where the speaker or the subject thought it was correct. For example, the subject prefers to use long to show the distance rather than far. Literally, those words have different meaning, but the subject's analogy call it same or similar. The subjects also overgeneralized forms that they have found to be easy to learn and process (Ellis, 1997). The use of 'eated' in the place of 'ate', for instance. The errors of overlooking co-occurrence are in same level as the false analogy errors. The errors caused by overlooking occur in inappropriate words chosen who have similar meaning with others but have different collocation. For example, one of the subjects used 'fourteen p.m.' in place of 'two p.m.'. The researcher found higher errors that are caused by incomplete rule application than the previous ones. Incomplete rule application occurs in inappropriate rules applied by the students. They prefer to restructure the grammatical systems with their own as Ellis (1997) stated that restructuring grammatical rules is prevalent in second language acquisition. Word order errors are mostly caused by the incomplete rule application where the students mentioned the part of speech component of a sentence, but they arranged it in the wrong arrangement that trespassing the grammatical rules of English language in particular. From the entire errors caused by incomplete rule application are mostly occurred in word order. Errors that are caused by exploiting redundancy often occurred in students' spoken recount text. James in Ellis (1997) stated that exploiting redundancy is leaving the grammatical features that do not contribute to the meaning of an utterance, for example, omitting –s in verbs of third person singular. The same case also occurs in plural markers and possessive adjectives errors where most of the students leave the –s in plural markers and –'s in possessive adjective. Learners find difficulties of speaking in full sentences so they often leave the words. In second language acquisition, this case is called propositional simplification that happens in the early second language learner speech (Ellis, 1997). Most of errors found in students' spoken recount text are caused by misanalysis. The errors that are caused by misanalysis mostly occurred in verbs and tense markers. The presence, absence, and inappropriateness of verbs are the consideration of the verb errors that are caused by misanalysis. While inappropriate form of verbs is the consideration of the tense marker errors, for example, the use of present participle verb in past tense verb. CONCLUSION AND SUGGESTIONS Conclusion The researcher found that the entire bilingual students made errors in their spoken recount text. From entire spoken recount texts made by each student of bilingual class, the errors are mostly occurred in morphology, phonology, syntax, and lexicon. The errors of lexicon are mostly occurred in verbs, noun, and adverb. And errors of adjective are rarely occurred. Therefore, from the whole errors of lexicon are mostly occurred in preposition, possessive adjective, articles, word order. Moreover, errors in syntactic class, modals, conjunction, and demonstrative adjective are rarely occurred. The errors of phonology occurred in mispronunciation entirely. Moreover, most of errors found by the researcher occurred in morphology and tense markers are dominants than plural and negative markers. The causes of the errors made by the students were concerned in the second research question of this study. The researcher found that errors made by the bilingual students are dominantly caused by the interlingual errors or the mother tongue interference. The researcher also found fewer errors that are caused by the intralingual errors than interlingual. System simplification rarely caused the production of errors found in intralingual. False analogy and overlooking co-occurrence caused errors production more than system simplification. In addition, the entire errors are mostly caused by misanalysis, exploiting redundancy, and incomplete rule application. Based on the result of this error analysis on the spoken recount text made by the bilingual students, the researcher concluded that the students' speaking ability is weak. It is reflected from the number of errors found by the researcher. On one hand, the advanced number of errors that is caused by the interlingual errors is possible because English language in the students' point of view is a foreign language that is implemented as the medium language in teaching and learning activity in bilingual class. Moreover, they should be aware of the interlingual errors so that they are not in fossilization (Ellis, 1997). In fact, the descending of students' consciousness and awareness in implementing grammatical rules in spoken language to turn up the readers' comprehension toward the content of the spoken recount text affected the errors production in their spoken language. Suggestions After conducting an error analysis on the students' spoken recount text and resulting the finding as above, the researcher suggests not only the teacher but also the students. In fact, the students made very many errors in their spoken recount then the teacher should evaluate the errors found so that the students are able to learn from their errors. From the teacher's evaluation, the students will be able to develop their language capability gradually, especially in speaking ability. The teacher should also emphasize the material where the errors occurred, it could be in the form of review or discussion. Moreover, the teacher should motivate the students to be aware of the grammar rules in speaking and to have self-consciousness in practicing English. Meanwhile, the researcher suggests the students to be able to learn the errors that they have made so that they could enhance their own language ability gradually. Then they also should raise their awareness and consciousness in implementing grammar rules in communication as well to turn up the readers' comprehension, on behalf of bilingual class tittle that requires them so that they are able to use English and Bahasa as means of oral and written communication. REFERENCES Ary, D., Jacobs, L. C., & Sorensen, C. K. (2010). Introduction to Research inEducation (8 ed.). Wadsworth: Cengage Learning. Beeby, C. E. (1979). Indonesian Education, an Experiment in Assessment. Willington: Oxford University Press. Brown, G., & Yule, G. (1983). Teaching the Spoken Language. New York: Cambridge University Press. Brown, H. D. (2000). Principles of Language Learning and Teaching (4 ed.). White Plains: Longman. Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press. Ellis, R. (2008). The Study of Second Language Acquisition (2 ed.). New York: Oxford University Press. Ellis, R., & Barkhuizen, G. (2005). Analysing Learner Language. Chennai: Oxford University Press. Harashima, H. D. (2006). An Error Analysis of the Speech of an Experienced Japanase Learner of English. (6), 37-58. Harmer, J. (2007a). How to Teach English. Harlow: Pearson. Harmer, J. (2007b). The Practice of English Language Teaching (4 ed.). Harlow: Pearson. Hendrickson, J. (1983). Error Analysis and Error Correction in Language Teaching. Tanglin: Seamo Regional Language Center. Hughes, R. (2002). Teaching and Researching Speaking. Harlow: Pearson Education. James, C. (1998). Errors in Language Learning and Use Exploring Error Analysis. Harlow: Longman. Kemendiknas. (2006). Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: Badan Standar Nasional Pendidikan. Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press. McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University Press. Prastiwi, A. (2013). A Study of Content and Organization Produced by the Eight Grade Students of SMP Negeri 1 Kudu Jombang in Writing Recount Text. Bachelor Degree, State University of Surabaya, Surabaya. Ramli, D. (2013). An Analysis on Students' Errors in Writing Recount Text. Research Journal. Richard, J. C. (1974). Error Analysis: perspective on second langauge acquisition. London: Longman. Santrock, W.J. (2008). Psikologi Pendidikan (2 ed.). Jakarta: Kencana. Schrampfer, A. B. (1991). Undertsanding and Using English Grammar (3 ed.). New York: Pearson Education. Secretariat, L. (2012). Engaging in and Exploring Recount Writing. Adelaide: Government of South Australia. Sobur, Alex. (2011). Psikologi Umum Dalam Lintasan Sejarah. Bandung: Pustaka Setia. Tarone, E., Swierzbin, B. (2009). Exploring Learner Language Oxford: Oxford University Press. Wenden, A., & Rubin, J. (1987). Learner Strategies in Language Learning. Hemel Hempstead: Prentice Hall International. Zakiah, N. (2012). Grammatical Error Analysis in Recount Text Made by the Eight Graders of SMP Negeri 1 Mojosari. Bachelor Degree, State University of Surabaya, Surabaya.

El estudio de la historia tiene un atractivo particular para los investigadores de las demás ciencias sociales. En el taller del historiador es donde naufragan nuestras más ambiciosas generalizaciones. Pero cuando un ejemplo histórico nos da la razón es el momento en el que nuestras hipótesis comienzan a parecerse a buenos argumentos teóricos. Esta doble faz de la investigación histórica hace que los demás cientistas sociales (sociólogos, politólogos, economistas) nos acerquemos a ella con cautela, sabiendo que estamos caminando sobre territorio ajeno. ¿Por qué esa sensación de ingresar en territorio ajeno? Porque en las ciencias sociales no históricas hay un fuerte predominio de los enfoques deductivistas de investigación. Esto hace que sociólogos, economistas y politólogos tengamos una fuerte inclinación a la teorización como paso previo a la investigación empírica. Por el contrario, en historia es donde más fuertemente los investigadores se inclinan a primero conocer los hechos y después teorizar (si es conveniente hacerlo o si queda tiempo). En suma, es en historia donde el enfoque es más inclinado hacia procedimientos de tipo inductivo. Esta diferencia hace que muchas veces los historiadores comenten las interpretaciones históricas de los sociólogos con un escéptico: "a esta investigación le falta trabajo de archivo". Y el archivo, suele ser un lugar poco frecuentado por sociólogos y politólogos. De ahí también surge cierta incomodidad: en las demás ciencias sociales hay muy sofisticados desarrollos metodológicos, pero algo tan básico como "saber moverse en un archivo" es un saber del que disfrutan casi exclusivamente los historiadores. Marc Trachtenberg (1), historiador con más de 40 años de experiencia de investigación en historia diplomática es consciente de estas ambigüedades y limitaciones. Por eso escribió un libro en el cual precisamente se concentra en demostrar la utilidad de la investigación histórica para el desarrollo de teoría en política internacional: The craft of international history. A guide tomethod (2). La lectura de este libro es altamente recomendable para aquellos estudiantes e investigadores en Relaciones Internacionales interesados en hacer investigación histórica. Las razones para esta recomendación son muy sencillas. Es un libro pensado para que el lector pueda entender el valor de la investigación histórica. Pero además es una buena fuente de consejos metodológicos sobre cómo realizar una investigación histórica. Podría bastar con estas dos afirmaciones para estimular la lectura del libro, puesto que si buscamos manuales de investigación la producción en sociología y ciencia política supera largamente a la producción en historia. Por tanto, estamos ante un libro infrecuente por su contenido y por el origen académico de quien lo escribe. Pero hay una razón más importante aún. Es un libro bien escrito, sistemáticamente dedicado a interesar al lector con ejemplos, a repetir argumentos para que se entiendan mejor y a mostrar desde la experiencia del autor cómo es que se hace investigación histórica en diplomacia. En suma, el libro tiene "lo que debe tener" un buen libro de metodología. En el resto del artículo nos dedicaremos a probar la verdad de la anterior afirmación (3).Estructura del libro. El libro consta de 7 capítulos y 2 anexos. Los dos primeros capítulos abordan problemas epistemológicos de la investigación histórica y tienen un alto valor para introducirse en los debates más relevantes acerca de la misma en los últimos 60 años. Los capítulos 3 y 5 ("The critical analysis of historical texts" y "Working with documents" respectivamente) son los capítulos donde se concentra el contenido metodológico del libro. En estos capítulos el autor intenta establecer una serie de consejos de experiencia para manipular creativamente dos herramientas básicas de la investigación histórica: los libros escritos por historiadores y las fuentes primarias. Entre estos dos capítulos centrales en el enfoque metodológico del autor hay un capítulo dedicado a mostrar un ejemplo de análisis textual que proviene de una investigación realizada por el autor (capítulo 4). Los capítulos finales abordan el problema de la escritura. El capítulo 6 aborda el problema de iniciar y escribir un proyecto de investigación histórica. El capítulo 7 está dedicado a la escritura de un informe de investigación. Los anexos cubren aspectos muy interesantes sobre la identificación de la literatura relevante en un tema y el trabajo con fuentes primarias. Ambos están centrados en Estados Unidos, Inglaterra, Francia y Alemania. El elemento más destacable del libro es cómo el autor ilustra sus ideas con ejemplos. En los mismos toma clásicos de la historiografía en política internacional (fundamentalmente centrados en temas de power politics) y desmenuza pacientemente sus argumentos mostrando aciertos y debilidades tanto en lo que respecta a fundamentación teórica como al aval empírico de sus afirmaciones. Por ejemplo, se repasan las obras clásicas de autores como Elie Halévy, A. J. P. Taylor y Fritz Fischer. Por tanto, el libro oficia también como una excelente introducción a argumentos clásicos de gran utilidad para quienes se están iniciando y ven en la historia un campo de estudios valioso. La perspectiva epistemológica. Los libros de metodología suelen evitar definiciones epistemológicas básicas. Estos tienden a escribirse con un criterio político. Todas las tendencias de las humanidades deben estar representadas y todas son igualmente válidas, más aún, suelen presentarse corrientes antitéticas como "formas diferentes" de hacer ciencia. Trachtenberg, por el contrario declara cuál es su visión epistemológica, pero lo hace luego de presentar de forma clara y amena los debates filosóficos que han tenido por objeto la meta y el contenido de la investigación histórica. El recuento del autor comienza con lo que él llama la perspectiva clásica y que remite a las posiciones de Carl G. Hempel (1905-1997) y R. G. Collingwood (1889-1943). En el modelo de Hempel una explicación de un hecho consiste en poder deducir el mismo de la operación de leyes que funcionan si se está frente a la presencia de ciertas condiciones iniciales claramente establecidas (4). Para Collingwood, por el contrario, explicar un evento histórico implica capturar los motivos de los agentes que participan en dicho fenómeno (5). Ambos modelos han sido discutidos largamente en las ciencias sociales (Little, 1991). En el campo de la historia, según Trachtenberg, ninguno fue recibido como especialmente fructífero al momento de ofrecer una guía filosófica a la investigación: "The two schools represented opposite ends of a spectrum: one emphasized structure and law-like regularity, and the other free will and human agency. But every practicing historian knows that both sorts of factors come into play. Part of the art of doing history is being able to figure out how exactly in any particular case the balance between them is to be struck, and this of course is an empirical and not a philosophical problem" (Trachtenberg, 2006, 7). A la discusión entre defensores de uno y otro enfoque explicativo durante los años '60 le sucede lo que Trachtenberg llama "el desafío constructivista". Se conoce por constructivismo (6) un variado grupo de enfoques en ciencias sociales que tiende a cuestionar la existencia de una realidad objetiva por fuera de las interpretaciones que una mente humana pueda concebir. En consecuencia, considera inútil todo intento de encontrar alguna realidad objetiva por fuera de los textos que producimos para interpretar dicha realidad. Aplicado a la historia esta concepción establece que el pasado no puede ser conocido directamente sino a través de los relatos acerca del mismo. Por tanto, el historiador no tiene nada objetivo que descubrir en el pasado, la investigación histórica es un acto creativo (poético) mediante el cual el investigador "construye" una cierta imagen del pasado. Esas imágenes pueden ser muy diferentes dependiendo de la perspectiva del investigador, y lo más importante, todas son igualmente legítimas. La consecuencia de la aplicación de este enfoque a la investigación histórica fue el descrédito de la vieja idea de "contar la verdad sobre el pasado" basándose en evidencia válida y confiable. Para tener una acercamiento vívido a la polémica entre constructivismo e historia "científica" (para llamarla de algún modo que sea identificable por el lector, aunque muchos objetarían esta denominación) puede leerse con provecho el capítulo IX de "Yo, Claudio" de Robert Graves (ambientada en los primeros años de la era cristiana). En dicho capítulo se sucede una discusión entre dos historiadores Tito Livio y Polión (7) en la biblioteca pública de Roma. El siguiente fragmento es ilustrativo, aunque es altamente recomendable leer el capítulo completo: "-Lo malo de Polión –dijo Livio- es que cuando escribe historia se cree obligado a suprimir sus sentimientos más delicados y poéticos, y a hacer que sus personajes se comporten con una vulgaridad concienzuda, y cuando los hace hablar les niega la menor capacidad oratoria. -Sí –replicó Polión-, la poesía es poesía, la oratoria oratoria, y la historia historia, y no es posible mezclarlas. -¿No se puede? Pues yo puedo –dijo Livio-. ¿Quieres decir que no debo escribir una historia con tema épico porque esa es una prerrogativa de la poesía, ni poner en boca de mis generales dignos discursos, en vísperas de las batallas, porque componer tales discursos es prerrogativa de la oratoria? -Eso es precisamente lo que quiero decir. La historia es un registro veraz de lo que ha sucedido, de cómo vivió y murió la gente, de lo que hizo y dijo. Un tema épico no hace más que deformar los hechos. En cuanto a los discursos de tus generales, son admirables como oratoria, pero condenables por anti históricos. No sólo no existe la más mínima prueba de su existencia, sino que además son inadecuados. He escuchado más discursos en vísperas de combate que la mayoría de los hombres, y aunque los generales que los pronunciaban, en especial César y Antonio, eran magníficos oradores, eran también soldados demasiado buenos para tratar de endilgar a las tropas un discurso de púlpito. Hablaban con ellos en tono de conversación familiar; no pronunciaban discursos" (Graves, 1996, 131-132). La visión de Trachtenberg sobre la investigación se ubica lejos del constructivismo y por tanto, es más cercana a las pretensiones de Polión que a las de Livio. Retoma las ideas del filósofo N. R. Hanson acerca de la investigación científica para proponer que una buena investigación en historia (así como en las ciencias naturales y sociales) se basa en la articulación de preguntas sustantivas orientadas teóricamente y evidencia empírica.Teoría de las Relaciones Internacionales e investigación. Las ideas de Trachtenberg tienen una gran afinidad con las ideas de A.Stinchcombe (8). Para ambos autores la investigación histórica no debe limitarse a ser el escenario para verificar teorías. La investigación histórica sirve para desarrollar, construir, limitar, modificar teorías. La primera recomendación de Trachtenberg es: haz que tu pregunta de investigación tenga sentido en términos teóricos. Si puedes hacerlo, tendrás resuelto un problema clave: cómo avanzar, qué evidencia es útil recoger, cómo analizarla. "But note the role that that theory, if you can call it that, actually plays. It does not provide any ready-made answers. Instead, it serves to generate a series of specific questions you can only answer by doing empirical research (…)The theory, in other words (if it used correctly), is not a substitute for empirical analysis. It is an engine of analysis. It helps you see which specific questions to focus on. It helps you see how big issues (like the origins of the First World War) turn on relatively narrow problems (like what Russia calculated about Britain and France, and how that affected its behavior in the crisis). It thus helps you develop a sense for the 'architecture' of the historical problem you are concerned with and helps you see how you can go about dealing with it. It thus play a crucial role in the development of an effective research strategy". (Trachtenberg, 2006, 31). Siempre hay un riesgo presente: al enamorarse de una teoría podemos forzar la evidencia para que se adapte a ella. Pero, éste es un riesgo manejable. Lo importante de pensar el problema de investigación desde una cierta perspectiva teórica es que ésta, en primera instancia, ayuda a focalizar las preguntas. Y es a partir de este foco que la evidencia comienza a tener sentido. En palabras del autor: "As you deal with a particular historical problem, you are constantly trying to see how things fit together. You never want to interpret history as just a bunch of events strung together over time. Your goal instead is to understand the logic that underlies the course of events. And it's in that context that theoretical notions come into play" (Trachtenberg, 2006, 32). El segundo punto que Trachtenberg establece con relación a la importancia de la teoría en la investigación en historia de las Relaciones Internacionales es que la misma ayuda a forjar una hipótesis guía sin la necesidad de hacer un gran esfuerzo en el estudio de la documentación sobre el asunto. Esta posibilidad, la de tener una hipótesis guía antes de zambullirse de lleno en el estudio del problema, tiene dos grandes valores. Primero permite discriminar qué es evidencia y qué no lo es. Por tanto, ayuda al investigador a economizar esfuerzos y concentrarse en los materiales empíricos que son importantes para responder su pregunta. En segundo lugar, una hipótesis es una de las herramientas más importante que posee el investigador al momento de analizar los datos recolectados. Los datos resultan sorprendentes sólo si los contrastamos explícitamente contra ciertas hipótesis iniciales. Al tratar de explicar la distancia entre lo esperado y lo encontrado en el terreno es que surge la posibilidad de "descubrir" la realidad tras las apariencias, o si se quiere, de aproximarse a la lógica oculta detrás de los hechos. Robert Jervis (citado por Trachtenberg) lo establece claramente de la siguiente manera: "Without a theory, you can´t be surprised by anything –i.e., events are surprising because they do not feet our expectations, and these can only come from implicit or explicit theories. People sometimes think that not being surprised is evidence for a great deal of knowledge; in fact, it is the reverse. People who know nothing cannot be surprised by anything" (Trachtenberg, 2006, 38).El historiador en acción. Para realizar investigación histórica, el investigador puede seguir (según Trachtenberg) dos caminos tradicionales: estudiar lo que otros historiadores han dicho sobre el problema de interés (fuentes secundarias) o ir directamente a las fuentes primarias del asunto (documentos, correspondencia diplomática, archivos gubernamentales, etc.). En los capítulos 3 y 5 el autor aborda por separado ambos caminos de investigación sugiriendo cómo proceder con la literatura y cómo trabajar con los documentos. Debido a que el autor considera que buena parte de las investigaciones históricas realizadas por investigadores de Relaciones Internacionales utilizan más fuentes secundarias que primarias, la discusión metodológica es complementada con un capítulo (el número 4) dedicado enteramente a mostrar cómo hacer un trabajo de investigación basándose exclusivamente en el análisis crítico de fuentes secundarias. Repasaremos aquí alguno de los principales consejos en el manejo de fuentes secundarias y primarias. La forma de proceder respecto a fuentes secundarias puede resumirse, según el autor, de la siguiente manera: Hallar el argumento. Se trata de encontrar cuál es la tesis que sostiene el autor sobre el problema de interés, para Trachtenberg se resume en la siguiente pregunta: "¿qué es lo que el autor que estamos leyendo nos quiere hacer creer?". Encontrar el argumento es una habilidad que se desarrolla con el tiempo. Sin embargo, Trachtenberg hace algunas recomendaciones muy útiles: leer selectivamente (privilegiando en esta etapa la lógica del argumento antes que la evidencia empírica que soporta al mismo), prestar especial atención a título, subtítulo, títulos de capítulos o secciones de interés para el trabajo que está realizando el lector, introducción, conclusiones, el primer y último párrafo del libro o artículo, el primer y último párrafo de cada capítulo o sección. Preguntarse por la lógica del argumento (y su cohesión a lo largo del texto). Una vez que se posee la estructura del argumento del autor que se está leyendo, el lector puede dedicarse a una lectura "activa" del conjunto del trabajo. Una lectura "activa" es una lectura orientada por preguntas específicas acerca del argumento y sus fundamentos. Esta condición es clave para desarrollar una lectura crítica de los materiales de investigación que han producido otros. Cuando se analiza la lógica de un argumento el lector debe responderse la siguiente pregunta: ¿las diferentes afirmaciones que hace el autor sobre el problema encajan o se disparan hacia direcciones disímiles? Preguntarse por la evidencia brindada para defender el argumento. Cuando se analiza el soporte empírico de un argumento el lector debe preguntarse: ¿la evidencia presentada permite probar las afirmaciones que hace el investigador sobre el problema? ¿hay evidencia presentada en el texto que permita dudar de las afirmaciones realizadas por el autor? Estos consejos promueven en el investigador el empleo de una lectura activa y crítica cuya consecuencia es desarrollar poco a poco una perspectiva propia sobre el problema de interés. En mi propia experiencia como profesor en Seminarios de investigación para tesistas he podido comprobar las dificultades que genera en el alumno el no poseer una metodología para interactuar críticamente con los materiales producidos por historiadores. La tendencia es a creer que el historiador está en lo cierto (¡por algo es historiador, por algo publicó un libro!), a no dudar ni cotejar afirmaciones versus información. Por tanto, es altamente recomendable prestar atención a estos consejos. Pero además, el libro de Trachtenberg no se limita a enunciar fórmulas, describe pacientemente, con múltiples ejemplos, cómo usar sus consejos. Respecto al manejo de fuentes primarias, los consejos de Trachtenberg se dividen en dos grandes tópicos: principios generales útiles para guiar la búsqueda y utilización de documentos; tips para evaluar la validez de la evidencia recolectada en documentos. En los principios generales de búsqueda de fuentes primarias Trachtenberg muestra su fuerte inclinación hacia el realismo (en teoría de Relaciones Internacionales). Para el autor, la disciplina tiene que ver con el estudio del conflicto entre Estados. Basado en esta idea recomienda ubicar las fuentes teniendo en mente las siguientes preguntas a la manera de guía: ¿Qué quería obtener cada Estado en el conflicto? ¿Qué tipo de política estaba persiguiendo? ¿En qué clase de perspectiva ideológica está enraizada dicha política? ¿Qué acciones efectivamente emprendió cada Estado? ¿Cómo reaccionaron los otros Estados a las acciones tomadas por sus contrapartes? El objetivo de responder a estas preguntas es tratar de construir una narrativa histórica que tenga un objetivo preciso: intentar reconstruir qué fue lo que ocurrió. Determinar, en palabrasdelautor: "What (…) is the basic story here? And by 'story' I mean not just a mindless chronicle of all the different things that happened. I mean a story with some sort of causal structure –a story that gives some sense for why things took the course they did, for how we get from point A to point B" (Trachtenberg, 2006, 141). El objetivo central de este trabajo tiene que ver con la búsqueda activa de preguntas, cada vez más focalizadas, que permitan al investigador estudiar problemas concretos y no perderse en una colección de hechos sin sentido. Porque ante todo, la investigación histórica debería responder a problemas llamativos o desconcertantes acerca del fenómeno de interés. ¿Cómo realizar esta tarea? Trachtenberg sugiere comenzar estudiando fuentes que permitan detectar los grandes momentos, las grandes decisiones que constituyen los hitos del fenómeno de interés. Para ello, recomienda trabajar en dos frentes: leer cronológicamente las fuentes diplomáticas y leer prensa (diarios y revistas) del período de interés. Este primer acercamiento sugiere los hitos, el paso subsecuente es entender el pensamiento que está detrás de quienes tomaron las grandes decisiones. Para ello es necesario leer documentos que registren el pensamiento de los hombres y mujeres clave en la toma de decisiones. Una primera tarea es ubicar documentos ya sea gubernamentales o partidarios en los que esté registrada la perspectiva sobre el problema que mantenían los principales actores. Una segunda tarea puede ser ubicar documentos personales de los involucrados, como ser memorias. Al realizar esto es necesario tener presente que en tanto evidencia los registros de discusiones a nivel gubernamental o partidario tienen un valor diferente que las memorias publicadas por los involucrados. En estas últimas los autores se dirigen al gran público y por tanto la selección de ideas y hechos está sujeta a la imagen que el autor quiere dejar sobre sí mismo para la posteridad. Un nivel más de profundización en el hecho histórico de interés es realizar trabajo de archivo. Este punto es abordado con profundidad por el autor, a lo largo del libro y en los apéndices. Por último, los consejos sobre la validación de información son muy útiles para quien se inicia en la investigación histórica. Sobre todo porque el autor sabe mostrar cómo la aplicación de criterios de sentido común puede ayudar a discriminar la validez de cierta información cuando no se tiene a disposición una opinión autorizada. Al respecto, ejemplifica el autor: "suppose, for example, you see President Eisenhower talking about the need for America to pull out of Europe and for Europe to become an independent force in world affairs. How can you tell if such comments are to be taken seriously? For one thing, you see him talking in that vein over and over again, in all kinds of situations and to all kinds of people, before he became president, throughout his presidency, and after he left office. You see him at times making that point quite passionately. You work out what implications of that sort of thinking would have had to be if the president were serious about it, and you look to see what was actually done. You do this sort of work and draw whatever conclusions you think are appropriate" (Trachtenberg, 2006, 156-157). Una afirmación polémica del autor es que siempre hay que preferir los documentos a las entrevistas personales (con los partícipes en el problema que se está investigando). En este punto, es cierto que las personas pueden adecuar su relato a sus intereses, también es cierto que la memoria es falible y el recuerdo selectivo. Pero también es cierto que es posible contraponer lo dicho por un entrevistado con lo que otros partícipes han declarado y de esta forma validar la información. Por tanto, y dependiendo de los objetivos de la investigación y de los materiales disponibles, las entrevistas pueden ser una valiosa fuente de información. Comentarios finales. Marc Trachtenberg ha escrito un libro valioso, más allá de las críticas que se le puedan hacer a su enfoque. Es inevitable escribir desde una cierta perspectiva sobre temas metodológicos (por mucho que las editoriales se esfuercen en producir manuales políticamente correctos). Es claro que el autor tiene un enfoque epistemológico determinado y que el mismo es discutible (como lo son todos), es claro que tiene un sesgo hacia el Realismo, es claro que privilegia la historia diplomática sobre otras variantes de historia importantes en Relaciones Internacionales, etc. Sin embargo, ninguno de estos sesgos le quita valor al conjunto de consejos metodológicos que hace el autor sobre cómo focalizar y ejecutar una investigación histórica.Bibliografía. GRAVES, Robert. 1996. [1934]. Yo, Claudio. Altaya, Barcelona. LITTLE, Daniel. 1991. Varieties of social explanation: An Introduction to the Philosophy of Social Science. Colorado: Westview Press. TRACHTENBERG, Marc. 2006. The craft of international history. A guide to method. Princeton University Press, New Jersey. (1) Para conocer el perfil del autor ver: http://www.polisci.ucla.edu/people/faculty-pages/marc-trachtenberg/ Lo más interesante de este link es que si se entra al Curriculum vitae de Trachtenberg es posible descargarse los dos primeros capítulos del libro que estamos reseñando y los dos apéndices. (2) Marc Trachtenberg. 2006. The craft of international history. A guide to method. Princeton University Press, New Jersey.(3) Para leer una crítica de este libro desde la perspectiva de académicos de Relaciones Internacionales es recomendable leer la siguiente mesa redonda: http://www.h-net.org/~diplo/roundtables/PDF/CraftofInternationalHistory-Roundtable.pdf(4) Para una exposición breve del covering law model de Hempel ver mi artículo "¿Para qué sirve la Historia? Los usos de la Historia en las ciencias sociales". Revista digital "Letras Internacionales", FACS, Universidad ORT. Disponible en: http://www.ort.edu.uy/facs/boletininternacionales/contenidos/117/baudean117.html. En dicho artículo también se refiere literatura ampliatoria sobre el tópico.(5) Giuseppina D'oro resume la concepción de Collingwood de la siguiente manera: "the subject matter of history, understood as a science of the mind, is actions--actions understood not simply as the doings of human beings but of human beings in so far as they are rational. Actions, in the sense in which they constitute the subject matter of historical investigation have an 'inside' that events lack. To explain an event all we need to do is to subsume it under a general law that is obtained by inductive generalization, through the observation of repeated events of type B following events of type A. In order to understand an action, by contrast, we need to render it intelligible by reconstructing the thought processes that inform it. Whereas in event-explanations the relation between the explanans and the explanandum is empirical, in action-explanations the relationship between the explanans and the explanandum is a logical or conceptual relation. To explain an action is not to look for an antecedent condition that, together with a general empirical law, explains the occurrence of an event, it is rather to look for the motive that renders behaviour intelligible and as such more than mere behaviour."Tomado de Stanford Encyclopedia of Philosophy. Disponible en: http://plato.stanford.edu/entries/collingwood/#HisStuMin Consultado el 26/06/12.(6) Quien desee profundizar en las tesis constructivistas y sus implicaciones puede leer dos obras escritas recientemente sobre el tema por eminentes filósofos: John Searle. 1997. La construcción de la realidad social. Paidos. Barcelona. Ian Hacking. 2001. ¿La construcción social de qué? Paidós, Madrid.(7) El diálogo es ficticio, pero Tito Livio y Polión son personajes históricos que fueron contemporáneos. No se conservan las obras de Polión pero se sabe que fue crítico con los trabajos de Tito Livio por las razones que aparecen en el diálogo imaginado por R. Graves.(8) Para conocer de manera simplificada los argumentos de Stinchcombe sobre los usos de la historia en sociología ver mi artículo "¿Para qué sirve la Historia? Los usos de la Historia en las ciencias sociales", ya citado. Sobre el autorProfesor de Fundamentos de la Investigación Social, Métodos de Investigación y Taller de Monografía. Dpto. de Estudios Internacionales. FACS, Universidad ORT Uruguay. (ma.baudean@gmail.com)

Issue 55.4 of the Review for Religious, July/August 1996. ; Revi for Retig ous i, a fo .m for shared res ea on on the lived experience of all who find that the church's rich heritages of spirituality support their personal and apostolic Christian lives. The articles in the journal are meant to be informative, practical, or inspirational, written from a tbeological or spiritual or sometimes canonical point of view. Review for Religious (ISSN 0034-639X) is published bi-monthly at Saint Louis UniversiD, by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393. Telephone: 314-977-7363 ¯ Fax: 314-977-7362 E-Mail: FOPPEMA@SL UVCA.SLU.EDU Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ¯ St. Louis, MO 63108-3393. Correspondence about the Canonical Counsel department: Elizabeth McDonough OP 1150 Cedar Cove Road ¯ Henderson, NC 27536 POSTMASTER Send address changes to Review for Religious ¯ P.O. Box 6070 ¯ Duluth, MN 55806. Periodical postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for information on subscription rates. ©1996 Review for Religious Permission is herewith granted to copy any material (articles, poems, reviews) contained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law. All copies made under this permission must bear notice of the source, date, and copyright owner on the first page. This permission is NOT extended to copying for commercial distribu-tion, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such permission will only be considered on written application to the Editor, Review for Religious. for religiou$ Editor Associate Editors Canonical Counsel Editor Editorial Staff Advisory Board David L. Fleming SJ Philip C. Fischer SJ Regina Siegfried ASC Elizabeth McDonough OP Mary Ann Foppe Tracy Gramm Jean Read James and Joan Felling Iris Ann Ledden SSND Joel Rippinger OSB Edmundo Rodriguez SJ David Werthmann CSSR Patricia Wittberg SC Christian Heritages and Contemporary Living JULY/AUGUST1996 *VOLUME55 *' NUMBER4 contents 342 symposium - part 3 Religious Life: Directions for a Future Albert Dilanni SM reviews three stages of religious-life renewal and sets forth those areas for future efforts. 365 expanding vision Internationality: Consciousness Raising and Conversion Janet Malone CND highlights six stages of consciousness raising in the process of a religious group's becoming purposefully international. 373 Toward Multiculturalizing a Religious Community Finian McGinn OFM presents the challenge of multicultural diversity in religious-life communities and some directions towards resolution. Review for Religious 388 396 new life It's Summer! A Letter to Young Religious Robert P. Maloney CM encourages those who are young to enjoy and use well the gifts of this summertime of life. Emerging Forms of U.S. Religious Life Marlene Weisenbeck FSPA identifies the motivations and the relationships between charism, mission, and ministry in the formation of new communities and styles of consecrated life. 414 425 340 431 436 witnessing I Guess and Fear Donald Macdonald SMM suggests some clarity points in the midst of current confusions in religious life. Force of Habit William Jud Weiksnar OFM reflects upon the sign and symbol value of the simple brown tunic of a Franciscan. departments Prisms Canonical Counsel: General Chapters: Current Legislation Book Reviews .~uly-August 1996 prisms FVhenT/~7 is "enough" enough? It is the common question: Did you get enough to eat? enough to drink? Is the room warm (cool) enough for you? Enough is a hard concept to define in our practical living. If people's perception of their own worth as persons is tied up in their work, when have they worked long enough or hard enough? Some people find it difficult to turn over responsibility to others or "to retire." Enough seems not to have a place in their vocabulary. Others at a younger age let work consume their days and evenings and weekends. They, too, seem oblivious to the possibil-ity of freely chosen limits. We have heard the phrase "get a life" and we know that it can be a criticism to the quick for such people. Besides questions of food and drink and work and rest, enough plays a similarly difficult role in determining security. When are there more lights outside and more locks and alarm systems than we need for reasonable secu-rity? When do we have enough money for travel and its surprises and emergencies? When is there enough money put aside for care of the elderly--others or ourselves? The danger with a money-focus is, as Jesus describes in a story, that our barns are never quite big enough to hold our piled-up wealth. When we consider healthcare in the industrialized countries, we find again the difficulty of knowing when enough medical care has been called upon and when we are moving into extraordinary and sometimes minimally enhancing medical procedures. The subtlety of enough allows us morally to steer our way between the always immoral assistdd suicide and the decision to refuse any extraordinary means to prolong life. Review for Religious For each of us, in our uniqueness, to know how to live enough and move enough and have being enough remains a rich grace-gift to be prayed for. We call the gift which helps us to say "enough" Christian discernment. To be a person who discerns demands that we be people attuned to the working of God's Spirit in our lives. Discernment is not a process of decision making that we stir up on a moment's whim. When we think of people (per-haps including ourselves) as being attuned to God, we mean that they have a serious and ongoing relationship with God in prayer and in reflecting on the Scriptures and God's workings in the world. Such people find themselves growing in a sensitivity, as all lovers do, to the ways of seeing, the desires, and the ways of acting of the one loved. That kind of sensitivity is the power source of our Christian discernment. Because sensitivity is involved, it is not something we learn by rulebooks although Jesus reminds us that "I have come, not to abolish [the law and the prophets], but to fulfill them" (Mt 5:17). As we can appreciate, the process of discerning is not a sometime thing that we can blithely manage at short notice unless we are sensitized lovers of God. The dailyness of prayer and Eucharist are privileged ways for us becoming lovers growing in sensitivity. Today we seem to live with the question of Enough? in many areas of our lives, and our personal decision about enough does not come easy. We need to enter deeply into our Catholic faith and experience Jesus' promise of "another Paraclete." Yet there is one instance of enough which remains a paradox. Can we ever grow enough in God's love that our sensitivity for discernment can say "enough"? David L. Fleming SJ NOTE: On our inside front cover we provide our E-mail address. For some of our domestic and international subscribers, it may give convenient and helpful access to our editorial office. ALBERT DI IANNI Religious Life: Directions for a Future symposium part 3 Today we often hear a question seldom asked before Vatican Council II: "How is it going with your congre-gation?" And We know immediately that the questioner is interested in vocations. Nearly always the answer is: "Quite good in the third world, but bad in the first world." After thirty years of renewal efforts, the average age of most congregations founded before the 20th century is in the 60s for male l~eligious.and in the 70s for female reli-gious. Patricia Wittberg speaks of "catastrophic decline," "collapse," and "probable demise," and Markham, of "mas-sive denial." In the 1960s religious women in the United States numbered over 200,000. They have suffered a 55 percent decline and now number about 90,000. Given their average age we can expect further decline. Male reli-gious have suffered a decline of over 30 percent. We can hedge about these cold facts, but they are a cause for deep concern. A moderate decline in vocations would be man-ageable, but such a steep decline demands that we ask searching questions about the process of renewal. There are disparities within the vocation situation. In the first world, some communities are attracting significant numbers of candidates. They are the newer communities like Mother Teresa's Missionaries of Charity and the Albert Dilanni SM last wrote for us in September-October 1993. He is now superior of the Marist novitiate, Our Lady of Mercy, at 15 Notre Dame Avenue; Cambridge, Massachusetts 02140. Review for Retigio'us Legionaries of Christ. In Mexico the Legionaries are referred to as the. new Jesuits and are subjected to criticisms similar to those launched against Jesuits in an earlier age. (A new group with a similar name, Cruzados de Cristo, has sprung up in Mexico and is enjoying similar vocational success.) The Fellowship of New Religious Communities had sixty-three new Catholic congrega-tions on its 1993 mailing list. There are at least two dozen oth-ers) Most of these groups are traditional in theology, but creative in developing community structures and prayer forms and in their integration of the laity. Even in the third world, vocational growth is not homoge-neous. The .main areas of growth are sub-Saharan Africa and parts of Asia, especially India and Indonesia. Brazil, on the other hand, is either stable or on the decline. The crucial factor seems to be that the churches of Africa and Asia, often surrounded by strong Muslim groups, tend to be more "conservative" of classical Catholic practices and spirituality, while the Brazilian church more than all others has adopted liberationist tendencies. Three Stages of Renewal I believe that we are in the second' phase of a three-step pro-cess in the renewal of religious life since Vatican II. The first step was the explosion immediately after Vatican II, an explosion pro-voked not only by the council but by the secular cultural revolu-tion. It was a time for rejecting all categories and trying to live in the in between. It was a time'of high experimentation in theology and lifestyles, of reexamination of all institutions including the family, traditional morality, and etiquette. In religious life we moved away from whatever seemed rigid, artificial, and stiflingly traditional, in favor of what seemed more dynamic, new, and life-giving. No longer defensive regarding the democratic ideals of the West, we sought to integrate them into our congregational existence. We dismantled structures that were in place for cen-turies, emphasized interpersonal dialogue and individual needs, decentralized authority, created leadership teams, redefined poverty, chastity, and obedience, abandoned institutional aposto-lates in favor of small-group work with the poor or the marginal, and reinterpreted community in terms of sharing quality time together. It was the best of times and the worst of times. It was a time of great creativity especially in the founding of new types J'ul),-./lugust 19~6 Dilanni ¯ ReligiousLife The second stage of the renewal, is the time of the winnowing fan, the stage of sober reassessment. of apostolate--Joan Chittister often stresses this and women's role in it--but also a time of great confusion, of loss of identity, of abandonment of loyalties, of many departures and few arrivals, of decline in morale and fear of the future. The second stage of the renewal, in which we presently find ourselves, is the time of the winnowing fan, the stage of sober reassessment. Recent books and articles from all "over the ideo-logical spectrum are calling for self-criticism and evaluation of the directions taken .by the renewal: Avery Dulles, Elizabeth McDonough, Joan Chittister, Patricia Wittberg, Martin Tripole, Mary Jo Leddy, Judith Merkle, David Nygren and Miriam Ukeritis, and on and on. Almos~ all urge a move beyond the individualism apparent in the so-called "liberal" model. They speak of the need of "common vision" and a "corporate sense" and "criteria by which the validity of their lives can be measured." The authors do not agree on the solution. Some call for a deeper retrieval of the community's charism (if it has a charism); others, for a real communal commit-ment to helping the poor and the oppressed; and still others, like MaryJo Leddy and Joan Chittister, for a move beyond liberalism to something even more radical or revolutionary. The third stage in this renewal process will be, I believe, a time of greater peace, when the good features of the new have been institutionalized and its excesses discarded and Catholics once again view religious life as a way to follow Christ in a more literal way. In this symposium, however, we are still at the stage of sober reassessment, discussing whether we need to shift into a new gear and or just stay on cruise-control. I approach this challenge not in despair but in hope, a hope that arises out of reading the his-tory of religious life. Before the French Revolution (1789) there were 300,000 male religious "in Europe. Forty years after the Revolution this number had decreased by more than two-thirds to 70,000. But in the 1830s a great revival began. Some 600 new Roman Catholic religious congregations were founded in the 19th century, more than at any other period, and the actual number of religious attained historic new heights. The Jesuits, who had been suppressed from 1773 to 1814, flourished as never before. A similar reflowering is not impossible in our time. Review for Religious o The contemporary crisis of religious life has been very deep. It is related to the .attempt to restate the Christian faith for an age called postmodernity. We have been adapting with great strain to a new kind of need for God, not a God of the gaps who fills in for the weaknesses of science, but a God at the center of life, a God who provides depth of meaning and answers our ultimate concern. Directions for a Future: Background Considerations ., George Aschenbrenner SJ felt that in my 1994 book I had set down criteria that might guide a reevaluation of the renewal and an effective move to the future.2 So for the present symposium he assigned me this topic: What are the criteria for judging whether a .proposed change of direction or structure in religious life will be a profitable change? What are the signs of a good change? I have interpreted his question as asking: In what directions should we move, and why? But, before we can entertain the question of directions, some background considerations are necessary. First, we must realize that the theological backdrop to religious life has shifted dra-matically. Up to thirty years ago, all religious, irrespective of their style of life, shared a theological consensus that dated back to the early church. Whether they were hermits, monks and nuns, medieval mendicants, apostolic Jesuit-type religious, or religious of the newer 19th-century type, all religious viewed themselves as primarily engaged in saving souls, their own and those of others. Christianity in general and religious life in particular were given a mystical and eschatological interpretation and were concerned with union with God and "the four last things." Intellectual activ-ity and teaching and care of the sick were important, but were subordinate to a concern for eternal salvation, the "one thing necessary." Since Vatican II, however, chinks have appeared in this higher unity, this sacred canopy, and basic questions have been asked about the meaning of Christianity and the place of religious within it. While the media and some religious focus on controversial issues of church polity like clerical celibacy and women's ordination, the deeper questions are: How should we conceive of our relationship to God? Does salvation begin on earth? What is the meaning of the kingdom of God? Within the mystical-eschatological emphasis, the dominant metaphor for women's congregations was that of becoming a ~uly-Aug~st 1996 Dilanni ¯ Reli~ous L~e "spouse of Christ." To some people of today, this may seem intol-erably sexist, patriarchal or "kyriarchal," but the image contains a core of meaning valid for both men and women. It underscores the need for an affective union with Christ and with a personal God. Mystical language was its common coinage. Commentators spoke of "spiritual marriage" and "transforming union." Many books were written about progress in mental prayer, contempla-tion, and the three stages of the interior life. Today a hunger for spirituality is still alive among religious, witness the popularity of directed retreats and the Ignatian Exercises. It is part of what David Tracy calls an "amazing resurgence in spirituality.''3 Nevertheless, our consuming interest has been elsewhere. Whereas previously religious sought to move outward from a deep interiority, we have preferred to begin with exteriority. Like behaviorists, we have been convinced that action shapes hearts and that congregational renewal would come from movement into relevant apostolates that reexpressed our charism. The "spouse of Christ" model was criticized as a "beautiful soul" spir-ituality, and its practitioners were compared to birds preening themselves. Salvation was brought down to earth, and holiness was linked with wholeness--becoming a well-integrated person-- and with service to others. "Crazy" saints like Philip Neri (who did outlandish things out of humility) were out. The fasting of Catherine of Siena and others has been understood as "holy anorexia" (Rudolph Bell's term), a subconscious protest against male domination. Unless mortification was relational--a sacri-fice involved in one's work for others--it was conside~'ed unhealthy. Better to work for and with the poor than to fast in adoration of God. As a result, a new metaphor for religious life replaced spouse of Christ. It was the image of the prophet at the cutting edge of social and political issues,, breaking new ground in the liberation and humanization of peoples, especially through systemic change in favor of the poor and oppressed. After the Jesuits' dramatic shift toward faith and justice, the charisms of most other active congregations, no matter how diverse, were suddenly found to center on these same concerns. The Roman synod of 1971 called social justice a "constitutive" part of the Christian apostolate, and many interpreted this as meaning that it was to be a necessary component of each apostolate. Most recently, however, a reac-tion has set in. Jesuits like Avery Dulles and Martin Tripole, while Review for Religious agreeing .that social justice should be a fundamental concern of religious life, resist the notion that it is an essential ingredient of each Jesuit apostolate. It is now reported that even Pedro Arrupe SJ, its principal protagonist, had second thoughts about how it was absolutized.4 Strangely, the metaphor of religious as social prophet did not attract numbers of vocations, certainly not in the first world. Marie Augusta Neal admits this and attributes it to fear of its inherent difficulty and risks. But, historically, danger did not deter but rather whetted the appetite of people intent on the religious adventure. Nineteenth-century missionaries like St. Peter Chanel boarded rickety ships on precarious one-way trips lasting eleven months to preach to peoples who had not yet emerged from can-nibalism. Could the resistance to the new prophetic stance be due to something other than fear? Could it be that, however admirable, it is not perceived by Christian consciousness to be at the center of the religious project? In what follows I will set out three directions in which we must move in future efforts toward renewal. The first two are sociological and could apply to almost any social group or cor-porate entity. They are actually dialogues with Wittberg and with Nygren and Ukeritis, whose studies I find revealing. The third direction is theological and addresses some of the questions just raised. Directions for a Future The first direction: An effective religious community must be visible. Recent authors have sounded the alarm that religious life, especially among women, is disappearing as a visible corporate entity, as an institutional presence. Joan Chittister writes that religious communities have "done a great deal to foster the prophetic individuals in their midst," but "at the same time, they have done very little to function as prophetic groups.''5 Elsewhere she dramatizes: "Religious must ask themselves what they stand for as a congregation and who knows it, because if nobody knows it we don't stand for it." She continues: "When we stood for edu-cation, health service, and the care of innocent children, everyone knew it. When we stood for insertion of Catholics into the white Anglo-Saxon world, no one called that political, and everyone knew what we were about, Religious congregations stood as bul-j~ uly-dug~st 1996 Dilanni ¯ Religious Life warks against ignorance, illiteracy, disease, abandonment, and secularism. We turned our resources in those directions. Now we have the best-educated groups in the world, each member of which is regarded with professional respect, and the most invisi-ble congregations.''6 " This is an important point that should guide future planning. If as religious we desire truly to influence others and attract new candidates, we cannot act as disembodied spirits, noncorporeal freedoms, anti-institutional angels. We must witness not only as individuals but as a collective unity. And to do so we must be vis-ible as a collective unity. Clearly, religious were more visible as members of a group when they worked in institutional commit-ments and wore an identifiable religious habit. When they left these institutions and took on secular jobs in social service, when they declined the habit and were absorbed into the crowd, they tended to lose corporate impact of all kinds, even the new one of being socioreligious prophets. "The more its members became unidentifiable," says Wittberg, "the more difficult it became for any order, as a corporate entity, to fulfill its newly defined prophetic role.''7 Another major cause of the current invisibility of religious congregations has been our readiness to embrace contemporary democracy's postmodern move toward absolute egalitarianism and nonelitism. Eager to abdicate every hint of triumphalism, we have become levelers. This is seen in the way we have interpreted Lumen gentium's universal call to holiness, which, according to Wittberg, hit like a bombshell and robbed religious of a sense of distinctive identity. It had this effect because theologians and reli-gious interpreted it politically rather than theologically or spiri-tually. "We are all called to holiness," said the commentators, emphasizing the word all, as if the point of the doctrine were to rule out all talk about more or less effective roads to holiness or about religious life being a way of perfection aspiring to something higher. But is the political point the central thrust of the decla-ration? Should we not place less stress on the "all" and more on what we are all called to, that is, holiness? Should religious not be less worried about standing out (or failing to stand out) and more concerned about redoubling their efforts to achieve holiness within their life and lifestyle? In fact, what happened was that the idea of striving for personal holiness dropped out as the cen-tral concern for religious. Review for Religious The reason for this overemphasis on the political may be due to the church's relative inexperience with democracy and moder-nity. In her sociological study of religious orders; Wittberg con-tends that the 19th-century religious congregations, sharing the restorationist mentality of the church, never really came to grips with the modern thrust toward liberty, fraternity, and equality. Rather, these congregations retreated into a fuga mundi (flight from the world), reinstated 17th-century practices, and lived in a time warp for years. In America this was exacerbated because most religious sprang from and ° worked in isolated immigrant subcultures. It is perhaps because of this that, when Vatican II opened the doors, the congre-gations went overboard in their embrace of the new forms of participative democ-racy. We eagerly adopted its absolute horror of distinctions for fear of elitism and played down all differences between religious and laypersons. As a result we vanished as visible corporate groups purporting to be on a different road to holiness.8 But can this continue? Can the concept of religious life long endure in an atmosphere of hyper-egalitarianism? Would reli-gious life ever have sprung up at all if some persons did not desire to be different and follow Jesus in a more literal way? Wittberg describes religious life as a form of virtuoso or (less frequently) heroic religiosity. Practitioners of virtuoso religiosity are those within a religion who want to go the extra mile. They want to create a zone of intensity within the field of holiness. They p(r-ceive themselves as different and, to some degree, as exemplars. Prospective virtuosi come together, says Wittberg, "in the expec-tation that their participation will help to maintain some collective good--the health and welfare of the destitute, or the conversion of heretics, or even the establishment of a utopia of saints on earth that can serve as a beacon to others.''9 Christianity and other religions have always spawned such virtuosi. Luther dissolved the vows of the monks and declared everyone equal in the quest for holiness, but soon Protestantism was crowded with Pietists, Mennonites, and Anabaptists. Later it was the Shakers and today the Pentecostals. Recently, new virtu-osi groups have mushroomed Within Catholicism: the Legionaries of Christ, the Missionaries of Charity, the Lion ofJuda, Les Fr~res We must witness not only as individuals but as a collective unity. July-August 1996 DiIanni ¯ Religious Life de. St. Jean, the Opus Dei, the Neo-catechumenate, the Focolare, the Sant' Egidio community of Rome, Comunione e liberazione, and so forth. All model themselves on the early Christian com-munity in Acts or the seventy disciples commissioned by Jesus (Lk 10), both of which seem to represent Christianity lived in its highest purity. Like the early Christians, these new groups believe that forming Christians is not easy, but requires being challenged to live one's baptism; requires a formation process, a "way" (some form of RCI& program), a sustaining community, and a partici-pative liturgy. We must accept the fact that as religious we desire to be dif-ferent and follow Christ in a distinctive way. If we are to influence others, to witness as prophets, our commitment must be in some way public and Visible. If this is perceived as a higher way, so be it. Chalk it up to diversity. We cannot blur all distinctions out of a fear of elitism. All groups that aspire for something more are in danger of elitism and must be warned against it, but their enthu-siasm should not be crushed. Members of religious congregations purport to live their Christianity in a way that is differently orga-nized, more regulated, more intense, and at times more difficult than that of other Christians. They will have an impact on oth-ers to the degree that their sacrifice is real and their corporate witness is visible. Whether through all this they always succeed in becoming men and women of God is another question. The second direction: Effective religious community should be inten-tional as opposed to merely associational, and this demands a transcen-dent corporate goal and adequate commitment mechanisms. An intentional community is a community with a purpose for the sake of which members are willing to make significant sacri-fices of their individual preferences. Examples are sports teams and the military. An intentional community is different from an associational community, which admits a plurality of goals and calls for a lesser degree of sacrificing of individual preferences. Intentional communities have a strong sense of direction. This is due to at least two things: a transcendent corporate cause and a set of commitment mechanisms, that is, common sacrificial prac-tices that reinforce commitment at a level deeper than rational persuasion. We will consider these two elements in turn. A transcendent corporate goal: Discussing visibility, we have already dealt with the need for a goal, for being clear on where the Review for Religious group stands. Here I make the further point that the goal must be one that transcends the community itself. I say this because some authors seem to believe that the goal of a community can be inter-nal to ~the community itself. Edwin Keel and Susan Beaudry, for example, propose a third ruling metaphor for religious life, beyond those of the spouse of Christ and prophecy. For them, religious life is best presented under the image of a journey together toward God. They maintain that "what religious have been seeking, whether they realize it or not, and what religious community can offer, is neither surrogate family life, nor friendship, nor the intio macy~of small groupings, but faith companionship on the spiritual journey." 10 They describe the common spiritual journey in terms of a discovery of one's personal vocation before God and an integra-tion of it with that of others. Spiritual maturity is achieved by getting in touch with what Jung calls the Self, which lies deeper than the ego and is the place where we truly meet God. The old perfection model of holiness with its rigid rules tended to flat-ten individual differences and to foster immaturity. The journey image with its new and democratic skills--province assemblies, mission statements, corporate reflection processes, confrontation techniques (all now permanent parts of religious life)--may seem messier, but is psychologically healthier. Community life is like a family going on a trip in a crowded van, constantly negotiating, sometimes bickering, always arriving, never reaching. Some of these spiritual-journey elements are valuable; but I wonder whether the journey can be the dominant metaphor of religious life. Does it not tempt us to remain in an associational model of community, which, to believe tl~e experts, does not endure beyond one generation?I' Does it not come too close to what Gerald Arbuckle has called the "therapeutic" community? Can it generate the needed intensity and direction? For all the benefits of psychology, are not psychological self-absorption and an overly intense regard for the internal aspects of community part of the cause of our present decline? Wittberg says, "'The dominant language of religious life., shifted from theological constructs to social and psychological paradigms,' that were inad-equate to explain what was distinct or desirable about the lifestyle."~2 This has gone so far that in some congregations com-munity members who desire entry into a new local community must first present a written evaluation of themselves from the July-August 1996 Dilanni ¯ Religious Life community they are leaving. In other congregations the .concern for personal autonomy and consensus has at times resulted in the election of effete leaders at the local level. Is there nota middle ground between the not-in-touch-with-their-feelings religious of the past and some present-day religious who have become too self-involved as individuals or as community? In order to form an intentional community, people must come together for the sake of a cause that transcends both themselves and their experience of journeying together. A clearly articulated spiritual or apostolic vision and ideal must draw them on. Each member must partially relinquish his or her personal, vocation in favor of the vocation of the congregation. One's personal project must be trimmed in favor of the community proiect, Older reli-gious tell stories of pioneer days in schools and hospitals when they roomed together in classrooms and toiled almost slave hours. They may stress the pain and suffering, but from the glee with which they tell the stoW we know they would not have exchanged it for the world. Their reward lies in having been part of some-thing greater thanthemselves, protagonists together in a great religious adventure. Commitment mechanisms: Historically, intentional religious groups have been sustained in their resolve not only by clear tran-scendent goals but also by a number of practices that sociologists call commitment mechanisms. These are practices, customs, or rituals that reinforce motivation by solidifying the affective ties between the members. Sociologist Benjamin Zablocki contends that the commitment mechanisms discarded by congregations after Vatican II were actually essential for community survival.~3 The primary types of commitment mechanisms were first developed in the monasteries and then adapted to other forms of religious life. They are (1) common rules and rituals, (2) boundary maintenance, (3) shared sacrifices, and (4) mortification practices. 1. Common rules or rituals include the daily horarium and schedule, spiritual exercises, meals :in common, reading at meals, and grand silence. They are found in the constitutions and in books of customs. 2. Boundary-maintenance mechanisms Fiave the purpose of maintaining a clear distinction between members of the group and other people. Examples of such mechanisms are: wearing a common habit, living together in cloistered convents, bestowing new names, and reducing the visits of family and outsiders. (Today Review for Religious the lack of vocations has spawned the phenomenon of associative membership, which renders the boundaries more fluid and lessens the sense of identity. Most recently commentators are beginning to bemoan an excessive fluidity. Their plea is that such a religious congregation cannot long endure unless there is a strong core group of full-fledged members who are strongly distinguished from others.) 3. Shared sacrifices arise out of involvement in common works of the congregation. Historically there was no stronger source of cohesion than shared sacrifices in behalf of an institute's common apostolates. 4. Mortification practices include such customs as culpas, the chapter of faults, receiving monition, fasting on certain days, taking the discipline, wearing a common habit, and wearing a veil. These worked to strip off an old identity in favor of a new one and in the process helped to cement people into a higher unity. In reviewing these mechanisms I am in no way advocating a return to all or to any of them. On the other hand, religious life cannot prosper without some structures that reinforce motivation at the affective level. To move beyond individualism we need to invent common rituals and symbols that speak to us at the level of the subcon-scious. We cannot build community by teaching a charism only conceptually while leaving it to each member to embody it in his or her own way. If our religious life has no face, our communities will end up being only comfortable hotels. In replacing outdated commitment mechanisms, we must employ new psychological insights and provide adequate room for personal differences. But these new mechanisms must have some relation to past ones. In creating them we must carefully study the older structures to see what purpose they had in the mind of the founder, to discover what aspect of the charism they expressed. The new structures must be more suited to our times, but they must also connect with and incarnate the charism and spirituality of the institute. The role of the superior is a commitment mechanism of tra-ditional religious life that is not often mentioned. We must admit, People must come together for the sake of a cause that transcends both themselves and their experience of journeying together. ~dy-AuKtwt 1996 Dilanni ¯ Religious Life however, that nothing worked better to reinforce collective unity than Mother Superior. The traditional superior, especially when he or she was also the founder, was considered a voice of God. Today, conversely, some 75 percent of religious communities of women have no superior in any traditional sense. Mother Superior has been replaced by the "director" or "animator" or by a "lead-ership team." Such language, it seems to me, confuses two dif-ferent realities, authority and leadership. The first is the attribute of an office; the second, the quality of a person. In some congregations the role of superior has been largely taken over by an appointed middle-management bureaucracy with tendencies to perpetuate itself.~4 One sister has written to me say-i. ng, "Our best leaders are in our cemetery." Without desiring to turn back the clock, I ask: Was there a resonance present in the traditional role of superior that has been lost? If past superiors were legalistic and overbearing, were the best of them not the true spiritual leaders that We still hanker for? Were they not per-sons who loved the congregation and its charism and knew how to stir hearts and shape a vision? Commitment mechanisms are making a comeback in the new congregations and in the new lay religious movements in Europe and Latin America. The Neo-catechumenate, for example, invites members into a "way" (camino), which comprises certain distinct steps, a kind of RCIA for Catholics, through which each mem-ber must pass before they are considered "formed Christians." Some of their techniques involve confrontation and mutual crit-icism. New seminaries using Neo-catechumenal techniques, all called Redemptoris Mater, are springing up in many parts of the world. The Sant' Egidio lay community of Rome invites its mem-bers to sung vespers and a commentary on the Scripture every evening. Many religious congregations use directed retreats and the renewed thirty-day Ignatian Exercises as a more personalized form of commitment mechanism. Other communities have intro-duced formal faith-sharing sessions, a kind of lectio divina in which members Ponder scripture passages or the constitutions together and then discuss them. Patricia Wittberg suggests that it might be profitable to explore the new religious movements to see how traditional Catholic frameworks for "religious virtuos-ity are being reworked, whether consciously or unconsciously. ¯ in order to address the assumptions and values of the late-20th-and early-21 st-century American culture." 1~ Review for Religiou~ Visibility, intentionality, a clear and transcendent goal, and some commitment mechanisms--these are the sociological aspects necessary to be effective as a group. For Wittberg, their lack has been the major reason why the new metaphor of religious as reli-gious prophets has not truly taken hold. Ithas failed to galvanize religious communities, she believes, because contemporary indi-vidualism and pluralism have been allowed to dominate religious life. As a good sociologist, she remains neutral with regard to the desirability of the new metaphor itself. I wonder, however, if this goes far enough. Are there not other and deeper reasons why the new metaphor of religious prophet has not really caught on? If prophecy means being on the cutting edge, the question remains: On the cutting edge of what? of politics? of social betterment? of all this, plus something more? I accept and welcome the model of prophecy, but I do question its content as expounded by many religious at the pres-ent time. I believe that the prophet must identify the deepest assumptions of the age and try to respond to its deepest hungers. Have we; aspiring religious prophets, truly engaged our culture at its deepest levels? This brings me to my third and last statement of direction. Third direction: Effective religious community demands a concept of prophecy that engages the surrounding culture at its deepest levels and responds to its most profound hungers. Wittherg and others believe that because of restorationism the 19th-century church and its many new religious orders did not come to grips with the problems of modernity. My question is: In the prophetic model as currently understood, do we do so even now? I concur with Nygren and Ukeritis, who say that those con-gregations will be revitalized that are "rooted in their relationship with God, and that, in a spirit of fidelity to their founding purpose and responsiveness to absolute human need, confront the current gap between Gospel and the culture.''16 1 agree with Chittister's formal principle that religious congregations must "release every-where in society, at every level, through every individual member, wherever the members are, and whatever separate things they do, the white heat of those congregations' charism in one great cor-porate mind and one easily seen communal heart.''17 We must engage the dominant first-world culture and do so as corporate .t~uly-August 1996 Dilanni ¯ Religious Life entities. We cannot run from it or remain indifferent. But, because we are religious, we must be careful to engage it at its deepest levels and not merely superficially. Historically, religious life flourished precisely when it was perceived as countering a culture's expressed values while answer-ing its deepest hungers. St. Francis of Assisi attracted followers, not because he was in conformity with his times, but because he challenged his times and in this way spoke to its heart of hearts. As we move toward the future, we must ask ourselves: What are the deepest hungers of our culture? Judith Merkle says that "the question which faces religious congregations today is what aspect of reality has the power to most deeply call us to life." 18. This is really the same question, for we are part of our culture, and our own deepest hungers will not differ much from those of the general culture. Some authors answer this question by insisting that we will be called to life by moving away from individualism and becoming a transformative community bent on creating a better world. In their eyes, the deepest need of contemporary culture is to achieve better rela-tionship with the poor, the oppressed, and the marginal; and this will be achieved by eradicating unjust social structures and oppos-ing oppressive ideologies like patriarchy, sexism, and racism. But is such a project sufficient? Is it at the center of religious prophecy? Is it where we address the deepest needs of our culture? Certainly, many of these ethical issues are important. They are a response to Gaudium et spes and in tune with the attempt of the-ologians to develop a more earth-centered interpretation of the kingdom. This new notion of the kingdom does not contradict the traditional view, but complements it. It asks us not to allow our desire for heaven to blind us to our duty to extirpate crass injus-tices in this world. In this view, the kingdom is not only a future heaven but the actual presence of God's power for transforming the world. So the religious project, the kingdom, has two loci. But, in many religious congregations, has the sociopolitical not become the solitary day-to-day focus? Is this not why the so-called prophetic model attracts so few first-world candidates? Have we not gone the route of liberal Protestantism, which in its social-gospel emphasis is fast losing ground to the Pentecostals and Evangelicals? In their nonparticipation and shifts of loyalty, are not lay Christians trying to tell us something? Review for Religious Can a religious congregation survive if its primary, all-inclu-sive goal is to solve complex and intractable social and moral issues? I doubt it. This is so especially when, in practice if not in theory, God is reduced to being a ground for human generativity or creativity in the social arena. Sociopolitical issues are impor-tant and can even be construed as religious in nature, but they are not at the center of the religious project. The center of the religious project is clear and simple: to affirm the existence and the love of God. This is true especially in our times, in which the major event has been the "death of God," the conviction that the idea of God is either meaningless or even detrimental. The first attitude comes from the side of science and the second from an existential-ist philosophy of life. The scientific picture as taught in many universities is one of a world that evolved by sheer chance from a big bang to con-scious, reflective beings. If through some. accident all conscious beings are destroyed, the Godless universe would be bereft of consciousness, and being would be a perpetual winter, In the sci-entistic worldview, sheer chance takes the place of God, and human life is voided of any objective meaning or purpose. Moral ¯ systems' become games contrived by human 'beings to bring about the maximal satisfaction of desires while avoiding conflict. The moral game is born of an enlightened egoism. For existentialists, following Nietzsche, religion must be ban-ished because it is repressive and life-denying and robs us of rad-ical freedom. It imposes an objective moral system that does not allow us to create values. We must choose between a life of free-dom and a God of enslavement. "Man dies at the touch of the Absolute," says Merleau-Ponty. One way in which existentialist atheism shows up in our culture is in its penchant for absolutiz-ing choice. No matter how dire the consequences, Americans will plump for choice on any issue. If there is no God, then each indi-vidual can be God, not only in general but at every moment and in every decision. This combination of scientific atheism and an existentialist absolutizing of individual power and choice has given rise, as Nietzsche predicted, to a sense of meaninglessness, to nihilism, to The center of the religious project is clear and simple: to affirm the existence and the love of God. July-August 1996 DiIanni ¯ Religious Life the banalizing of life, to the "unbearable lightness of being," The death of God has ushered in the death of man (and woman). Choosing and consuming, consuming and choosing, modern men and women are stranded on the anorexia-bulimia line--on the endless shuttle between fullness and emptiness." Is this all there is?" they ask. And many teenagers commit suicide or random murder, and others just keep on dancing. "Even more than athe-ism," says Walter Kasper, "the nihilism that flows from atheism is the real mark of the age."~9 This nihilism or voiding of meaning has its positive side. It is the modern expression of the hunger for God. It is in providing a lived response to this hunger that contemporary religious life will achieve its true prophetic role. Beyond all else, religious life must be a drumbeat proclaiming that God exists, that God's love for us through Jesus is unconditional, that it sustains us in suffering and continues beyond our death. The way for religious to engage the surrounding culture effectively is to witness that, far from crush-ing life, God alone gives it ultimate meaning and sense. I believe that at least two things must be retrieved by religious to help them achieve this truly religious end: interiority and, along .with it, an ardent desire to relate to the personal God who transcends the world. By interiorityI mean a new emphasis on the life of prayer and reflection and on being teachers of the spiritual life. Pierre Hadot, a French historian of philosophy, is influencing sophisticated the-ologians like David Tracy into bringing spirituality into the cen-ter of theology. He criticizes modern theology for its sharp division between theory and spiritual practice. Hadot insists that, unlike people of earlier times and of non-Western cultures, we Western moderns have not allowed theology to express itself in spiritual exercises. The old Stoics had spiritual exercises for com-ing into contact with the Logos, and this was one reason why Simone Weil loved the Stoics. The modern segmenting of the-ology and praxis--seen, for example, in the dropping of devo-tions since Vatican II--is one reason for the deep hunger for spirituality today. R~ligious must once again emphasize growth in personal holiness and speak to people about their experience of prayer, about their interior praxis with God. Our formation pro-grams must not fail to impart a sense that each person has 'a spir-itual life in which it is possible to make progress through prayer. Joan Chittister is correct when she insists that we cannot "confuse work with prayer, good intentions with the spiritual life:''2° Review for Religious We must regain a sense of the personal God who transcends the world, but with whom we can enter into intimate union. In a 1989 America article I spoke of our need to love God as well as our neighbor and said that the love of God cannot be totally expressed through neighbor love, Several weeks later, in a letter to the edi-tor, J. Robert Hilbert sJ wrote that "one must be careful" in draw-ing a distinction between love of God and love of neighbor. "God," he says, "is not an 'other' in the sense of a categorical object to be spoken of in parallel with other objects of my knowl-edge and love. It is rather precisely in God's transcendentality as the absolute Other that love of God and love of neighbor come together in a unique and necessary oneness.''2~ I do not know if such talk of God as the "absolute Other" does the job of maintaining the necessary balance between the immanence and transcendence of God. I am sure, however, that in their return to spirituality contemporary Christians are rebelling against attempts to blur the distinction between the love of God and the love of neighbor, even though both are absolutely necesshry and intimately intertwined. Classically God has been conceived of as higher than and dis-tinct from the world, a Creator who does not need us but who loves us even beyond our death and asks us to requite that love. In ~our effort to rethink the notion of God in a way acceptable to modernity, we must avoid the danger of turning God into some underlying catalyst for our doing :good, an ~lan vital or wisdom force. In the last thirty years, so many theologians liberationists, feminists, process theologians, all striving to develop an idea of a God who is intrinsic to our lives--may have fallen into just this trap, Have they not carried too far the idea that we are God's project for social betterment, that in some Hegelian way the Absolute is working through our creativity to achieve a world of peace and justice? I have two problems with the current political and this-worldly interpretations of the kingdom. The first is with the type of pol-itics it generally espouses, and the second with the primacy of politics itself. ¯ First, does not the particular type of politics espoused by some religious carry a great deal of questionable ideological baggage? A "politically correct" reading is .given to work with the poor and oppressed. The abortion question is often studiously avoided. Feminist publications of the most radical sort are taken seriously. 3~uly-August 1996 Dilanni ¯ Religious Life Environmentalism is fast becoming a new religion among some religious, while they fail to realize that it has become extremely big business filling many already fat pockets. A listening ear is not lent to the arguments of those who distinguish between good and bad ways of helping the poor, arguments presented in thoughtful books like Marvin Olasky's Tragedy of American Compassion. And yet anybody who is truly concerned about the poor should also be attentive to the ways in which, with the best of motives, we may be locking them into a perpetual victimhood. But, beyond these particular issues, I think there is an overem-phasis on the sociopolitical in general. Social justice and the fos-tering of the earthly kingdom is not the whole gospel nor even the center of it. The hunger for another justice beyond social justice is never altogether absent from the human heart, Social justice is important, of course, because it is the minimum, upon which an earthly Christian community can be built. When it is dramat-ically absent, we cannot remain passive. When it is dramatically absent for many years for great numbers of people, it can for a time even be a consuming passion. But we must be careful that the gospel not be totally reduced to it. For the fact remains that we die eventually and that no program of social justice exists that can prevent our death or provide meaning to our dying. Beyond social justice, the church must have something to say also, perhaps especially, to those who are about to conclude their earthly life.22 Most religious, no matter how radical their politics, do retain a strong belief in a transcendent and personal God and a faith in the resurrection of the dead. But often this does not appear to be the main focus of their life and action. Unsure of the existence~ of the devil, many religious are very adept at naming the demonic. They are sure that sin has changed and we now better understand what constitutes real sin and real virtue, Evil, they think, is not located primarily in personal sins of commission, but in 'political and economic structures and in the sins of omission that keep these structures in place. Along with this perception, they have the conviction that the new technological possibilities available to us bring new responsibilities. Thus, they are fond of repeating that, since it is now possible for the first time to feed everyone, we have a special duty to create political structures and delivery sys-tems to implement this possibility. There is doubtless much to be said in favor of this, but, religiously speaking, it contains little that is new. Systemic and structural change is simply a new aspect Review for Religious that the perennial Christian demand of love of neighbor and of the stranger has assumed today. There remains the caveat of humility: that we not think we possess the answers to complex structural problems of politics and economics and that we curb the thought that we can ever build utopia on earth. In spite ofmy theoretical recognition of social justice's impor-tance and in spite of my practical efforts, past and present, in behalf of civil rights and of the poor, I believe that, from a reli-gious point of view, the social project remains ,superficial. Metaphysically, it is ultimately uninteresting. Cornel West, the brilliant black theology professor at Harvard Divinity School, often discusses social issues on Boston television. One day he was especially aroused and ended his speech with: "My brothers and sisters, this is the real important stuf!!" I shook my head and thought: Millions of people are dead and everyone is going to die. How can a theologian give such ultimate importance to this transient consciousness show we call the world? I am more in tune with Wilfrid Duffy SM, a priest-poet friend of mine afflicted with Parkinson's, whom I took to visit Michelangelo's statue of Moses in Rome. Disappointed with Moses' worldly appearance, he wrote a poem called "The Death of Moses" which ends with these words: ~ There was no dirge-- Just hard marble, noble features, Well-spaced fingers and toes, a certain strength, and some magnificence. But no d~sert; no voice of God, Unless I was not listen.ing. Perhaps it was I who had died. In the sociopolitical vision of the kingdom as practiced by some, where is the magic Of Bernini's sculpture of St. Teresa of Avila in rapture with God? What is the meaning of fasting, prayer, personal mortification, the Eucharist, confession, the drama of conversion and grace, justification, of Jacob wrestling with an angel? Interiority and mystery seem to get short shrift in the cur-rent version of the prophetic vision, as do original sin and personal sanctification and, yes, even ultimate salvation. Have we learned the Marxist lesson too well? Annette Pelletier IHM asks some poignant questions in this regard. "Have any., of the adaptations since Vatican II pro-claimed to the people of God the basic message that grace works? yuly-August 1996 Dilanni ¯ Reli~ousLife Politics, justice, and even morality cannot be the absolute center of the religious-life agenda. What else will or can ever change the present identity crisis of consecrated persons and their various congregations into an opportunity for reform, revitalization, and renewal if not the power of Mystery to fascinate but also to convert? Has this pri-mal experience of the Judeo-Christian tradition fallen by the way-side?" She continues: "Since Vatican II, adaptation and renewal have bridged the gap between the world and the consecrated life, but of what metal has that bridge been forged? Could it be that in bridging the gap an essential element of the identity of persons consecrated to God some-how got lost? What credible and clear evi-dence do religious women and men give to show that contact with the Holy somehow, mysteriously, does make a difference?" She quotes Richard Fragomeni saying that "the Christian tradition ultimately stands in silence before the operation of grace, the wonder of surprise, and the movement of a power beyond that of human consciousness and performance.''23 To be truly prophetic in the religious sense, religious life requires an integration of these two points of view about the king-dom-- the mystical-eschatological and the sociopsychological-- both of which have their roots in the gospel. The first rightly stresses the need for a mystical union with God' in this life and the hope for ultimate union with God hereafter. The first com-mandment, said Jesus, is that we love God with our whole heart. On the other hand, the Jesus we meet in prayer and in the Scriptures is the very embodiment of a God of compassion. Jesus reveals that Yahweh is not a "generic" God (Brueggemann), but a God who is interested in justice. To be involved with the God of Jesus is to be involved with the poor and the marginal of this world. We cannot be satisfied with urging them to suffer in the hope of an eternal reward in heaven. And yet secularism remains the deepest problem of the dom-inant culture, and it is at the center of the religious project. It is in grappling with this aspect of our culture that religious ,;rill truly and most deeply engage it. The deconstructionists are hard at work trying to be rid of all "metanarratives," and the pragma-tists are banishing any attempt to ground any~statement as true, A valedictorian at Harvard recently said: "At Harvard they teach Review for Religious you that you can hold any value you want, as long as you don't hold it to be true." Television is not far behind. It continues to dis-place the deep and serious with celebrity, with hi-tech gossip, and with the tolerance morality of the talk shows. I strongly applaud Joan Chittister's suggestion that we must be corporately visible, but the principal goals she sets--educating the world about °the new social questions of the age, about sexism, racism, the environment, and multiculturalism, about the whole agenda of political correctness--all remain at the level of politics and sometimes debatable politics. There is justice and justice. Politics, justice, and even morality cannot be the absolute center of the religious-life agenda. But coming to grips with an atheis-tic secularism can, for it is a directly theological and religious issue. What is more countercultural, to say that we are going to save planet Earth or to say that Jesus rose from the dead and that this makes all the difference? Which answers our deepest and most ultimate concerns? Which, metaphysically speaking, and which, from a religious point of view, is more interesting? Perhaps the last thirty years of religious life have been fruit-ful after all. With T.S. Eliot we may be able now to cease our exploration, return home, anddiscover the place for the first time. For in thirty years we have changed and perhaps only now have the wisdom to plan a renewal and a future. In our planning for the 21st century, can we not truly join action and contemplation, this-worldly love and the inystical-eschatological--envisage, that is, a close friendship between oneself as prophet and oneself as spouse of Christ? And can we not then send them both off on a splendid quest that we might call, according to the metaphor Qf Keel and Beaudry, "a journey together toward God"? Notes * See Patricia Wittberg, The Rise and Fall of Catholic Religious Orders (Albany: SUNY Press, 1994), p. 269. 2 See Albert DiIanni, Religious Life as Adventure (Staten Island: Alba House, 1994). 3 William R. Burrows's interview with David Tracy in America, 14 October 1995, p. 16. 4 See Martin R. Tripole, "The Roots of Faith-and-Justice: Critical Assessment," Review for Religious 54, no. 5 (September-October 1995): passim. s Joan Chittister, "Religious Life Today: Response to Kerkhofs," Religious Life Review 32, no. 4' (1993): 203. Dilanni ¯ Religious Life 6 Joan Chittister, "Religious Orders," National Catholic Reporter, 18 February 1994, p. 16. 7 Wittberg, Rise and Fall, p. 239. s The findings of Nygren and Ukeritis also seem to confirm that the flight to democracy was not well thought out: "Assumption~ regarding the applicabilit~ of democratic forms of governance to religious life were made with little or no conversation regarding the appropriateness of this move. Centuries-old notions of obedience were dismissed and replaced with concepts such as ,listening to the Spirit' which, while challenging, lack a history of experience to provide a context that produces consis-tency in form or process" (David Nygren and Miriam Ukeritis, The Future of Religious Orders in the United States [FORUS] [Westport, Connecticut: Praeger, 1993], p. 240). 9 Wittberg, Rise and Fall, p. 27. ,0 Edwin L. Keel SM and Susan Beaudry PM, "Journeying to God Together," Review for Religious 53, no. 3 (May-June 1994): 441. 1, See Elizabeth McDonough, "The Past Is Prologue: Quid Agis?" Review for Religious 51, no. 1 (January-February 1992): 82, and also Wittberg, Rise and Fall, p. 193. ,2Wittberg, Rise and Fall, p. 256. 13 See Wittberg, Rise and Fall, p. xi. 14On developments of this sort, see Elizabeth McDonough, "Beyond the Liberal Model: Quo Vadis?" Review for Religious 50, no. 2 (March- April 1991), pp. 172-173 and 176-177, and her "Past Is Prologue," pp. 79- 82. In the latter article she is using material from Patricia Wittberg, Creating a Future for Religious Life (New York: Paulist Press, 1991). ,s Wittberg, Rise and Fall, p. 270. ,6 .Nygren and Ukeritis, FORUS, p. 244. ,7 Chittister, "Religious Orders," p. 16. 18 Judith A. Merkel, Committed by Choice (Collegeville: Liturgical Press, 1992), p. 54. ,9 Walter Kasper, The God of Jesus Christ (New York: Crossroad, 1986), p. ll. 20 Chittister, "Religious Orders," p. 17. 2,America, 2 September 1989, p. 127. 22 It is unjust to ask some to struggle to the death for a future utopia to be enjoyed only by others in the future. Even the Marxist philosopher Theodore Adorno was exercised by this problem and insisted that there must also be a justice for the dead. 23 Annette M. Pelletier, "Fascination with the Holy--and Conversion," Review for Religious 53, no. 4 (July-August 1994): 562-563,565. Review for Religious JANET MALONE Internationality: ConsciousnessRaising and Conversion nternationality in religious congregations has a price, and .l. congregations that in recent years have called themselves inter-national are now in the various stages of conversion requisite to being purposefully international or what Catherine Harmer has called intentionally international. At this point it is important for them to keep their eyes open to internationality's richness, for the changes and conversion that are requisite to being truly interna-tional bring the difficulties--the price--very much to the fore. Ways of Coping Change can be scary, and becoming an international congre-gation has been quite difficult for many communities, to the point where certain resistances have surfaced as ways of coping with this new "crisis." In working with such congregations, I have noted various ways of coping. Some groups want to downplay the full connotation of internationality in its mission sense of supra-nationality even when in fact, with acceptance and incorporation of some different cultures and nationalities, a new congregational culture has already come into being that, in many ways, goes well beyond being the mere sum of its older and newer parts. Other congregations that have called themselves international by reason of their physical expansion into other nations now deal Janet Malone CND wrote "Coming Home: The Journey Within" for our May-June 1995 issue. Her address is 24-1002 Dufferin Avenue; Saskatoon, Saskatchewan; S7H 2C1 Canada. ~uly-August 1996 Malone ¯ Internationality with subtle and varying aspects of resistance throughout their congregations. In still other congregations, the resistance has been quite subtle, with efforts by some members to have their congregations refer to themselves, not as "international," but as "multicultural" or "intercultural" or as congregations "with an international character." Some congregations seem ready to rescind the appellation of internationality because of the cost in terms of both personal and corporate conversion. They would justify this retrograde step by emphasizing that they are not really international because they are present in only.a few other nations. On the other hand, if a congregation purposefully decides to become or to remain an international one, it most likely must go through, both personally and corporately, an actual step-by-step process of conversion. This involves consciousness raising. The Process of Consciousness Rai sing In this article I want to highlight the different stages of con-sciousness raising. Being consciously aware of these stages can help change "hearts of stone to hearts of flesh" (Ez 36:26) in the process of becoming purposefully international. In my January- February 1992 article "Internationality--At What Price?" I spoke about conversion; herein I shall elaborate on what I now see as the intermediate steps of consciousness raising in the conversion process. Sometimes the dominant culture is replaced by another group's culture with the result that the oppressed become the oppressor. When that happens, a congregation--using power in a way that creates scarcity, and marginalization--plays'the game of musical chairs. Whether the oppression is conscious or not, those with power marginalize others and continue the injustice. It is normal for there to be resistances, biases, prejudices, and stereotypes as a congregation becomes truly international, for various members are at different stages of consciousness awareness (and conversion) in their own. enculturation, acculturation, and inculturation. It has been my experience in worki.'ng with inter-national groups that resistance to change in the form of preju-dices and stereotypes comes from very sincere people who feel threatened by the unknown and wonder how the proposed changes will affect them. Like most things in life, consciousness Review for Religious raising does not happen all at once. Rather, it is a process of awareness and evaluation of hitherto unperceived injustices that preclude the changes necessary for conversion. The rhythm of consciousness raising is different for different individuals, and it holds a particular challenge for those in lead-ership roles in a congregation. These need to be somewhat com-fortable with the unknown, with taking risks. Only then can they encourage the members to take some requisite steps toward becoming comfortable with the attitudinal and structural changes that can eliminate subtle oppressions of which many members may be quite unaware. In so doing, they model equality and mutuality. Consciousness raising he.lps to bring about real change in the attitudes of individuals and in congregational structures that reflect the dominant culture. Consciousness raising gradually brings a group to an honest evaluation of the ways of being and doing in the group that, in many instances, are distinctive of the domi-nant, founding group. Such an evaluation can then lead to the necessary changes in praxis. Stages of Consciousness Raising Adapting the work of Gaylor and Fitzpatrick, I will now high-light six differeht stages of consciousness raising in congregations becoming purposefully international. Not linear, these six stages in consciousness raising tend to overlap in a helical fashion. The first stage, the "no big deal" stage, is characterized by per-plexity and sometimes denial that there is a problem, This can be experienced by both sides of the internationality challenge: those who are the majority and see no oppression whatsoever and those who--unaware of it or only minimally aware--are the receivers of such oppression. Thus, there can be outright denial of the injustice and dismissal of any claims of it or a trivializa-tion of the injustice. For example, in a mixed-language group where there is "whisper" translation, people in the majority group may interrupt a minority speaker in midsentence and demand immediate translation. On the other hand, members of the major-ity group may carry on a full conversation among themselves while translation is being provided for the minority group. Members of a majority find it difficult to see this kind of problem even when it is pointed out. The minority group may see this as ,the way things have always been and display a certain ffuly-August 1996 Malone ¯ Internationality passivity or resignation. In both instances there is no awareness or almost none in this "~no big deal" stage. If, however, a congrega-tion is really serious about its internationality, then each language group, regardless of numbers, deserves a sacred space to under-stand and be understood. At this stage, discrepancies between the majority's demands and the needs of the minority can be trivialized by the majority with such statements as "Oh, it wasn't intentional" and by the minority with "They don't mean to be rude." In both instances there is no consciousness or only a minimal awareness of injustices and oppression, subtle or otherwise. The second, "eye-opening" stage occurs when a member of either group, the majority or the minority, experiences such types of oppression with some discomfort. Itis very easy here to revert back to the "no big deal" stage, but at .this second stage both groups can see previously status-quo experiences in a new light. Consciousness is being raised; as Ecclesiastes 3 observes, the "sea-son" for it has come. Experiences that were seen as normal are now evaluated some-what differently. Still, this evaluation is fragile. If, as a member of the dominant group, I am not much impressed by this new eval-uation, then I. may become ambivalent and protective of the sta-res quo. If I am a member of the minority group, I may not speak out on an injustice for fear of being rejectedand labeled a trou-blemaker. Members of the majority may realize for the first time that they refer to a minority group from a developing nation as "cute" and "innocent," with "so much to learn." In this stage they come to a deeper insight into what they are really saying. The third, "on the fence" stage is that point where, although: individuals or groups in an international congregation now se,e unequivocally the injustices within the congregation towards cer-tain groups, they still do not have the courage to "walk their talk." They still try to curry favor with both sides. Being "on the fence," they maneuver between the two sides without taking a firm stand on the side of the oppressed. Although it is important to see both sides of any situation, still it is critical at certain times to get "off: the fence." The warn-ing of Jesus about being lukewarm resounds here. For example, in a congregation which has called itself international, a particular group lobbies to change that term to something like intercultural because it thinks, that will solve the discontent of some of the Review for Religious majority group. Without a critical analysis of the issues involved, many congregation members may stay "on the fence" and not try to explore possible resistances underneath. The fourth, "coming home" stage of consciousness raising is that point where an individual or a group in the international congregation moves to making public various convictions on issues integral to internationality. It is the point where the personal convictions expressed heretofore only in safe, private spaces are now shared in more public places within the congregation, although still in rather circumspect ways. This stage is both diffi-cult and challenging because "the medium becomes the message." For example, a per-son or a group may submit to the congre~ gational leadership a proposal for specific structural changes to enhance the congre-gation's internationality. The private has become public, but not as yet within the public forum of a chapter or assembly of the total congregation. The fifth, "passion" stage of conscious-ness raising is a .more integrated stage involving both head and heart. Persons immediately come to mind who have had a passion for certain truths: "I have a dream."; "Ask not what your country can do for you."; "Go and gather up the drops of blood . " This stage challenges individuals and groups to lace their reasoned and dispassionate discourse with some emotion, such as anger at instances of oppression and injustice. When expressed construc-tively and nonviolently, such anger can be an energy and .catalyst for change. For example, at international meetings where an impasse has been reached because of fears and resistances, a spe-cial meeting might be called to get at these fears and blocks to any change. The danger here can be that the only interventions rec-ognized in the group are those which focus solely on "defini-tions," "constitutions," and "canon law." The challenge is to get underneath the words to the energy of the emotions. Only when the stories of personal experiences around such feelings are shared is there any movement in the group toward some deeper con-scious awareness. Members of the majority may realize that they refer to a minority group from a developing nation as "cute" and "innocent," with "so much to learn." Malone ¯ Internationality Patience and waiting are also critically important in this stage; planting the seeds of change and waiting for them to blossom is what being prophetic is all about. It is the process of going from "mine" to "ours." For example, an important component of being international is to have an international communications office and journal, both of which are grassroots and decentralized so that inculturation can gradually occur from the bottom up. It may take some time for that dream to move from being "mine" to "ours" in an international group because of many different variables, some of which may be subtle efforts to hold on to the status quo. The sixth and last stage, "acceptance/appropriation/incorpora-tion," is the crux of consciousness raising. It is that season in the life of a congregation where being international is not just the decision of a chapter or decision-making body. Rather, it is the season where internationality is the lived reality in the group. Such acceptance/appropriation/incorporation leads to a sense of equality and mutuality in the congregation and is reflected in both personal and corporate attitudinal and structural changes. Personal Conversion Having surveyed the stages of consciousness raising about biases, prejudices, stereotypes, and resultant injustices and oppres-sion, we now explore their implications for conversion. Personal conversion may take many different shapes including intellectual, moral, and spiritual conversion. Although conversion, like con-sciousness raising, is not a linear process but in many ways a gift of the grace of G6d, yet this helical process has some distinct aspects. Intellectual conversion interfaces directly with the stages of consciousness raising. It is a seeing with new eyes that continuing to support or collude with oppressive structures and ways of being in one's congregation is wrong. Now morally aware of behaviors in these matters that are actually sinful, the members of the dom-inant group must become morally aware also of their passivity in not speaking out about an ol6pressive status quo. An attitudinal shift must occur that moves them to do something about the injus-tice, be that something ever so small in the large scale of things. When people perceive the general pattern of increased aware-ness and its call for moral conversion, they may notice the :pattern in groups not only where they oppress others but also where oth- Review for Religious ers oppress them. They should notice, too, that it is very easy for the oppressed to become the oppressors in other circumstances. Unless there is a conscious intent to break the cycle of oppression, ¯ it is likely to continue. Spiritual conversion calls members of a congregation to live the gospel in .a radical way, such that there can be true love, for-giveness, and reconciliation as the different ways of oppressing come to light. Such conversion is countercultural when there is reconciliation and not revenge. "Love is patient, kind, not jealous, does not seek its own interests, is not quick-tempered, and does not brood over injury. It does not rejoice over wrongdoing but rejoices with.the truth" (1 Co 13:4-6). Corporate Conversion Corporate conversion requires changes within the organiza-tional structures of the congregation so thfit the sense Of mutuality and equality will exist both in word and in the lived praxis. Catherine Harmer details the structural changes required to become intentionally international. These changes are summa-rized here: 1. Each of the different provinces/regions/cultural entities in a congregation has the necessary autonomy to make local decisions regarding ministry choices, personnel changes, formation, and finances. 2. The leadership in each province/region/area should normally be made up of the people of that country. 3. International congregational committees and task forces must include representatives from all areas. 4. General chapters must also be representative of the total congregation not bnly in attendance but also in plan-ning and staff. 5. Provision must be made to accommodate diverse lan-guage groups at such meetings. 6. The members of the central administration of the con-gregation must reflect its internationality. 7. The founding group should eventually cease to domi-nate in all aspects of the congregational life. Conclusion Some congregations, ~n their beginnings, were not founded as international groups.~ In recent years they may have called July-August 1996 Malone * Internationali~ themselves international because of their "physical" expansion to different nations. They go through birthpangs when this acci-dental internationality becomes a purposeful or intentional inter-nationality. This article has affirmed that various resistances to the new and the temptation to go back to the "good old days" are a nor~ mal part of such a new birth. This process, for both personal and corporate conversion, has been clarified by the application of Gaylor and Fitzpatrick's stages of consciousness raising to the matter of becoming a truly international congregation. References Jean Alvarez. "Prejudice in Religious Congregations." Human Development, Winter 1983. Christine C. Gaylor and Annelle Fitzpatrick. "The Stages of Consciousness Raising." Human Development, Fall 1987. Catherine Harmer. "Internationality: Intentional or Accidental." Review for Religious 52, no. 1 (January-February 1993): 111-118. Janet Malone. "Internationality--At What Price?" Review for Religious 51, no. 1 (January-February 1992): 109-117. Dorcas Surely, there was time to miss what might be missed: garments made, acts of charity attested to by friends and neighbors, the complexities of a simple style, feel of wool well-woven, the breathless moment prior to a newborn's angry cry. Then, did you hesitate at all on that gruff apostle's word before, gazelle-like (how else), you leapt from there to here? Leonar~i Cochran OP Review for Religious FINIAN McGINN Toward Multiculturalizing a Religious Community ~nheaot happens when a community evolves from a homoge- us ethnic group to a heterogeneous ethnic group? Do the inner structures of the group change? Do they have to change; if so, how far? How can we change structures to meet the multi-cultural needs of the members? Do we have any models of recent attempts toward multiculturalization of institutions? With more Hispanic and southeast Asian membership in U.S. religious com-munities, what are the areas of greatest tension? How do we pre-pare our members for a multicultural institution? Is there a different type of preparation for the older members than for the younger? Does the same phenomenon happen to public educational institu-tions, businesses, and large corporations? These are but a few of the issues confronting provincials in the United States as they realize that they have been writing more letters in Spanish to their members than those of the previous administration and that they see more and more Vietnamese-- survivors of the fall of Saigon in 1975--in their houses of forma-tion. What has happened to the province we entered in the 1950s? At that time most of us were German, Italian, Polish, and Irish-- predominantly Westerners of European descent. Now, in the mid 1990s, we have become pluralistic, much more ethnically diverse, and the old ways of doing things have begun to change. As ministers of the local :church, most of us have witnessed our parishes and other apostolates change demographically, but we Finian McGinn OFM serves as vicar provincial for the Santa Barbara province of the Franciscan friars. His address is 1500 34th Avenue; Oakland, California 94601. ffuly-August 1996 McGinn * Toward Multiculturalizin~ a Reli~ous Communi~ have failed to look inward at our own religious communities. We have tried to prepare the people in our areas of work by inviting experts to give inservices and workshops to inform the parish-ioners about the new reality they face and to help them understand the new refugee and immigrant neighbors in their midst. We have applied multicultural solutions to our apostolates, but we have failed to prescribe them for our own religious communities. Immigrants and Refugees in General What are the differences of today? Ethnographers tell us that the Hispanic, the southeast Asian, and the African American have different ways of looking at the family, at community life, work, interpersonal relationships, prayer; recreation, decision making, and at many other issues which are essential to religious life. Even though 'we see out communities beginning to change demo-graphically we continue to do what we have been doing for years. Superiors are becoming aware that many of the strategies that were used before are no longer effective today because of the dif-ferent cultural values held by the members. Is there agreement on a common hierarchy of values? How does a superior take into consideration the Asian notion of "sav-ing face" in his or her decision making? If the culture affirms dependence and docility, how does one teach independence, assertiveness and confrontation? If the culture emphasizes family, interpersonal relationships with persons of the same culture and close-knit ingroupings, how does it embrace a larger community of muhiethnic members? How do different cultural groups view the vows; how do they see religious obedience? How much does a province change to accommodate the new cultures? .Multiculturalizing in the United States presents a rather polit-ically sticky problem. At present the United States offers a con-text where xenophobia is quite present. Historically we have gone from the melting pot model to a nonwelcoming model and from: "Come but assimilate quickly" to "Don't come and, in fact; you're not welcome!" Today movements against immigration are strong; foreigners are looked upon as inferior, their culture deficient, their language an obstacle to the acquisition of English. The province is aware of and perhaps may even pick up these negative attitudes by contagion or osmosis. Minority candidates who lived in the society where antiimmigration propaganda is prevalent Review for Religious approach the province wondering in what manner they will be received. R. Otheguy, commenting on the melting pot notion of the United States, remarks: "Because of their experience with racism in this country, many Hispanics have long ago given up hope of disappearing"--of blending into U.S. society. Baker takes the reasoning a step further and concludes that Hispanics found in multiculturalism a way to become at least somewhat American and keep their cultural values at the same time. He states, "Because of the [Hispanic's] history of being the victim of racism, the result may be the prevention of assimilation and integration with a consequent need to embrace some form of multicultural-ism for survival, security, status, and self-enhancement." Ethnic minorities themselves speak of additive biculturalism and bilingualism (Cummins, 1989). The melting pot paradigm has stressed a subtractive aspect: "Acquire English and lose your native language! Assimilate into U.S. society and forget your own culture; it's a deficit." Ethnographers and multiculturalists, on the other hand, speak of English-plus and acculturation to the host cul-ture. "ApprEciate your own language and learn English too. Take on the good U.S. cultural values, but don't lose your own culture in the process!" Most minorities lean toward maintenance of their language and culture as they adapt them-selves to the U.S. resettlement process (Lambert & Taylor). Paulo Freire describes the approach whereby the dominant culture wit-tingly or unwittingly attempts to impose the mainstream culture on new arrivals as "cultural invasion . a form of cultural domi-nation." Hopefully today's religious community advocates the addi-tive approach. As in many of these issues, however, it is much easier to speak about it than to do it. How do different cultural groups view the vows; how do they see religious obedience? How much does a province change to accommodate. the new cultures ? A Pluralistic Religious Community in Missionary Lands After some years in a missionary area, the superior general of a congregation in Rome insists that groups of a congregation 3~uly-August 1996 McGinn ¯ Toward Multiculturalizing a Religious Community from different nations in a foreign missionary country form one province. Each small group initially came to the mission country and received a portion of the mission territory within which to work. Members of the same ethnic group struggled with the lan-guage together, worked together, prayed together, evangelized the territory together, and accepted and formed native vocations. After some years this group and others in the missionary nation are asked to begin to form one entity together with the native religious of the area. This is an extremely difficult process and almost always poses a threat to both the foreigners and the native-born religious. The foreigners are no longer the majority in the group. They brought the faith, founded the missions, trained and even baptized and formed the native religious. In fact, they are still held in awe by the native religious members of the congregation. The foreigners are older and have been trained in a different the-ology of mission. The native religious, members of the host cul-ture, know the nation and its culture much better ,than do the foreigners. They have definite ideas on what should be done in their own country but are afraid to offend the foreigners who have given them the faith in the first place. This leads to a cultural impasse. To form the one entity from many disparate groups and to agree upon a common set of values is fraught with tension. In the United States In religious communities of the United States, however, usu-ally the majority membership of the institution is of white west-ern European stock; they are members of the host culture who have been living religious life for some time and have reached a consensus or implicit agreement upon certain common values of the institution. The tension arises as other multiethnic members become a sizeable minority, become visible, and begin to make their voices heard within the membership. How do the new mem-bers fit in? How does the larger group make room for them? What interior and exterior changes must take place to allow this to happen? How Other Institutions Meet the Challenge Businesses are learning new strategies to capitalize on inter-national markets and to improve communication with foreign Review for Religious nationals. Many public school districts, impacted by the influx of immigrants and refugees, offer classes, inservices and workshops on understanding cultural differences to relate with parents and members of the minority community and to enhance crosscul-tural communication. Business and education are presently publishing ma6~y books and articles dealing with multicultural differences and ways of adapting to and understanding people of other cultures. We, as religious, have not yet tapped these sources for our own com-munities. Business Since the Peace Corps in the early 1960s, many types of cross-cultural training programs have been designed to prepare indi-viduals for life in another culture. The goal of such programs is to help the business organization reduce and' prevent business losses and personal trauma. Harris and Moran. describe at least four models of training in cross-cultural orientation programs, ranging from lectures and readings about the culturel through simulation activities and sen-sitivity training to a cultural awareness model which seeks to develop one's ability to recognize ~cultural influence~ in personal values, behaviors, and cognitions. The goals of any training in cultural awareness are the following: a)to develop one's skill in diagnosing .difficulties in intercultural communication, b) to teach one when to suspend judgment when confronted with behavior which appears odd, c) to help one become aware of one's lack of sufficient knowledge of the other culture, and d) to increase one's motivation to learn more about the culture and the people. Public School Districts Public schools train cultural staff persons in cross cultural com-munication and hire. experts of the target 'cultural groups to present orientation and inservice to administrators and both certificated and classified personnel. These inservices and workshops are offered to both new and veteran teachers and staff. The host culture is compared to the immigrant or refugee culture. Culture brokers and the cultural specialists explain the areas of possible tension and/or misunderstanding; differing'values are examined, discussedL, 3-7-7- .~dy-Aug~tst 1996 McGinn ¯ Toward Multiculturalizing a Religious Community and understood. The goal of the process is twofold. It seeks to offer awareness and understanding of the newly arrived ethnic group and to examine the behavior of the teachers, administrators, and staff toward this group. James A. Banks distinguishes between two types of curricula in the schools: the manifest curriculum and the hidden curriculum. It is the hidden curriculum which is more cogent and which impo.ses the implicit norms and values of the school. Hopefully, the process of cultural awareness will shed some light on the hidden values and norms of the institution. Steps Religious Groups Are Taking By far one of the most multicultural communities in the United States and elsewhere is the international community of the Franciscan Missionaries of Mary. From its very foundation it has been international and universal in scope. It has no set policy governing ethnicity in the local house, yet from the beginning of the institute, its communities have been from different countries, ethnic groups, and cultures. Members of the institute have con-sistendy affirmed the intention that wherever possible, their com-munities be international in membership. Although they do not have formal courses in international living, the administration does try to provide the members with experiences locally, provincially, and at the general level that will expose them to the reality of living in a multicultural commu-nity. In recent years, two continuing formation programs have helped the members deepen this expression of international, mul-ticultural living in community: They also have regional meetings and meetings of administrators. "All of these gatherings, while addressing specific questions, give the opportunity for the sisters to get to know one another and to build up understanding and relationships. [The gatherings] deepen the sense of our being from many different places and our unity in diversity" (MOtte). It should be noted that in the gatherings the sisters use three linguae francae--French, Spanish, and English as official languages dur-ing the meetings. Maryknoll , Maryknoll has developed its Cross-Cultural Training Services for those who wish to discern theircall and prepare for cross- Review for Religious cultural ministry. A team of experts directs a month-long, inten-sive preparation, including a week retreat, for those planning to work abroad. The topics discussed during the training include culture and society, adjustment to a new culture, strategies for surviving culture and language shock, spirituality, inculturation, and discernment. As always, Maryknoll continues to offer a realistic prepara-tion to both religious and lay persons who find themselves called to a global ministry. Much of the content studied in the training sessions is vital and, with a little adaptation, can easily be used in workshops for religious institutions in the United States which are in the process of becoming multiethnic. Content of a Multicultural Awareness Program Should any province wish to set up a program to make itself more multicultural there shoul~t be certain key components of the content area. The actual training program could range from lectures, workshops to an institute, or any combination of the three. The speakers at the events should be experts in various areas of ethnic studies, preferably not members of the partici-pating religious group. In the world of language-minority students, J. Cummins speaks of certain "dimensions" necessary for the empowerment of minorities. The dimensions mentioned in Cummins's paradigm for empowerment touch the very center of multicultural living. They can easily be adapted from an educational institution to a reli-gious community. Cummins stresses four essential dimensions: language, collaboration, reciprocity, and advocacy. A. Language. The language issue is important. Theoreticians speak of language shock as. they describe, the early years of a person's resettlement in the United States. Bilingualists stress :the incor-poration of one's home language into the life of the school and its curriculum. The inclusion of the minority language and culture into the school has significant effects on the personality, attitudes, and the social and emotional well being of the students and their parents. The language issue in a religious community is also of impor-tance. The minority candidate must feel at ease in the language of the .host country. At times, both community and ministry err by failing to allow sufficient time f6r the acquisition of higher cog- 3~dy-.4ug~t 1996 McGinn * Toward Multiculturalizing a Religious Community The emotional drain of trying to live in a society that speaks one's second language is stressful for the minority religious. nitive and academic vocabulary to emerge in second-language acquisition, and, satisfied with the conversational idiom which we hear daily, tell the newly arrived religious, "There's a great need in the ministry for a Spanish-speaking religious. You know enough English now, get to work in a barrio parish. Fulfill our need in the Spanish-speaking ministry!" (The language learner, too, may become impatient with the slowness of the acquisition process and, in his or her impatience, opt to begin ministry sooner than he or she should.) This may be a great boon for the ministry of the province, but not for com-munity life. We have deprived the candi-date and the religious community of the depth and the wisdom which both can bring to community living. In this area it seems much better to err on the side of more English. rather than less. The'emotional drain of trying to live in a society that speaks one's second lan-guage is stressful for the minority religious. No matter how proficient one is in L2, there are times when learners simply shut down. Teachers, those who have studied abroad, and linguists describe the state of one who has paid attention all day to academic discourse in the weaker language and in the evening simply blanks out and is unable to comprehend even the simplest of phrases in L2. Larson and Smalley describe language shock as a component of culture shock that has profound effects on one who is trying to acquire the lan-guage of the host society. Rese~irchers point out that the disori-entation caused by language shock can induce a whole syndrome of rejection. The newly arrived must cope with the new stress and therefore must divert attention and energy from learning the second language. The learner begins to reject speakers of the tar-get language. These speakers become the source of his or her dis-orientation and, therefore, he or she has difficulty forming identifications necessary to learn the language of the host coun-try. The problem becomes even more complex if the learner per-ceives, erroneously or otherwise, that the speakers of the target language reject the learner and his or her culture .and language. Language has many paradoxical uses. Instead of opening doors, it can close them. It can,; at times, be used as a wall, or a Revlew for Religious defense to unite a group or to keep others out. Knowingly or unknowningly, fluently bilingual speakers will use the language which other members of the community do not understand to keep them out of the circle or to provide a feeling of belonging for themselves. Unless one knows the linguistic code--he or she can-not enter the inner circle. Opportunities to study the languages of the members of the community should also be offered and even encouraged for the majority members of the religious congregation. Bialystok and Hakuta treat the types of motivation in second-language learning and come to the conclusion that few of us learn a second lan-guage as an end in itself. Most of us learn it "to gain access, through verbal interaction, to cultural dealings with people who lay claim to that language." As most of us can read a language better than we can speak it, community liturgies and prayer of the hours could be said on alternate days in either language if the members of the local com-munity were in the process of~becoming bilingual. Fine language courses with new, nonthreatening and nonbelittling methodol-ogy are offered in practically every large city of the country. Corollary 1. Spending the time and energy in the attempt to learn a language used by a large number of the religious congregation (that of the host country and that of the minority cultures) is a good investment by the province in community life. B. Collaboration. Cummins claims that where the culture of the family is not given status in the school and communities and parents are kept powerless, then inferiority and lack of school progress may result. When there is parental collaboration with the teacher there is usually success. Religious communities at times tend to take the culture of origin of the member for granted and in no way envision it as a factor in the religious formation of the individual. We tend to think that their mother and dad are like our mother and dad and that their home is like our home. With the advent of people from many diverse areas of the world, the assumption no longer works if it ever did. The following is an example from education of this type of reasoning. A successful middle-school teacher recently remarked: "I just assumed that their home was like my home and for two years in middle school I demanded at least thirty minutes of written homework. Then I visited one of the homes. It was a revelation. ~dy-August 1996 McGinn ¯ Toward Multiculturalizing a Religious Community The.home and local community of the culturally different are areas that the religious province cannot afford to ignore. In a two-bedroom apartment three families were living (around 16 individuals). There was no quiet space, very lit.de furniture, and little ones were scurrying all around. If any homework could be done, it would be done at the kitchen-table, the only table in the home. This would be done while the five elders were watching television at the same time in the same room. I began to realize that doing homework in'a home such as that one was notan easy task. The example was not characteristic of only one family but of the vast majority of families of Hmong students at that school." Awareness of the culture and the val-ues of the minority religious is essential. Conchita Delgado-Gaitan has many stud-ies that analyze learning experiences in the home and parental strategies used to impart knowledge and values to the chil-dren. She compared the home strategies with those used by the school of the dom-inant culture to discover convergence or dissonance. She studied the linkage between the culture of the home and that of the school. The home and local community of the culturally different are areas that the religious province cannot afford to ignore. Culture shock, discussed in most cultural orientation work-shops, is not as easily remedied as one might think. This psychic ~hock is the anxiety which results from the disorientation encoun-tered upon entering a new culture. Larson and Smalley describe how essential characteristics of good mental health are often lost just by moving into a new culture. Extreme symptoms of culture shock may pass relatively quickly as ways of coping with the new environment are acquired. More subtle problems, however, may persist and produce stress which can last for years. Paul Pedersen, in his recent book, A Handbook for Developing Multicultural Awareness, confirms that culture shock is likely to last over the visitor's entire stay in an unfamiliar culture, reappear in a variety of forms, and not be limited to an initial adjustment. Spindler and Spindler, of Stanford University, have been train-ing people in ethnographic evaluation of educational environ, ments for many years. Cultural therapy, the term the ,Spindlers use to describe a procedure of reflective, cross-cultural analysis of Review for Religious individuals of different cultures through personal encounters, has become quite famous. The aim of the therapy is to promote cross cultural and intracultural behavioral understanding. The process involves open dialogue between people of different cultures (teacher and student or a member of the host culture and one of the cultural minority). It seeks to reveal to the educator and to the minority student unconscious biases and cultural ethnocentrism. Trueba shows how culture shock experienced by the culturally diverse can have an effect on the members of the host culture, and he observes: "Therefore, it is extremely important for teach-ers to realize that they are experiencing cultural shock when they try to function effectively with children who do not share their values and expectations. Academic success requires, then, that both teachers and students build learning environments in which success is possible for both." How can we make the local reli-gious communities places which assure success and fairness for all members of whatever culture? With each of the four dimensions paternalism on the part of the member of the host culture is a temptation, Among members of the religious institute, the environment should be one of equal-ity. A paternalistic attitude in this process would promote a depen-dency which would impede empowerment and fail to promote success. On the other hand, members of the religious commu-nity who have lived in other countries and those who have strug-gled to acquire another language--of host country or of the language minority--are equipped to act as culture brokers and even cultural therapists in helping to make the new culture more familiar and less strange and in creating an atmosphere which insures fairness and success. Corollary 2. Awareness of the new cultures in the religious community should be encouraged. Study of one's own culture and that of other members of the community should be pro-moted. Appreciation of the ethnic diversity of the community by listening and telling stories without ethnocentric bias and judgment will hopefully develop respect for the legitimate cultural differences of the religious community. C. Reciprocity. Cummi~as's third dimension stresses the fact that the language minority student must not simply receive the new knowledge passively but there should be a reciprocal inter-action, a dialogue in which the minority students bring their rich-ness to the process. 3n~uly-August 1996 McGinn ¯ Toward Multicultu~alizing a Religious Community In a religious community this type of sharing appears to be difficult to attain. It demands that those who have lived in the host country all their lives and have been in the religious com-munity for many more years must begin to listen to the new ones and look at the goals and mission of the congregation from their perspective. It requires a change of attitude. In a nonjudgmental manner, one can begin to act as an ethnographer and discover new realities and appreciate the vibrant faith and the beauty in approaches to the sacred which have not been part of one's own history. To do this one must allow a forum for the culturally dif-ferent and listen to them with respect. They become the teachers. Bilingual members and members who have lived in mission lands are an asset to the religious community. Religious of diverse cultures are at different levels of acculturation, and the bilingual and former missionary members of the community are equipped to act as bridge makers in opening the dialogue between the older religious of the host country and those who are culturally diverse. Corollary 3. Reciprocity is a step toward healing the rem-nants of cultural shock. "I struggle to understand and appre-ciate the minority religious' culture, language, approach to the divine, family, and community, and the newly arrived struggle to appreciate my culture, language, approach to the divine, family, and community." ~Many demands are involved in the process, but the struggle leads to mutual respect and understanding. D. Advocacy. In a school setting, Cummins insists that the majority teachers become advocates for the language minority children. Many of the instruments used in the evaluation of minor-ity students are based and standardized on the language of the majority population, and it is often easy to detect types of insti-tutionalized racism in the school and even in the hidden curric-ula. Therefore, the minority student needs someone who is able to open doors, give advice, and accompany him or her in situations which involve power and status relationships between dominant and dominated groups at different levels of a society. When we apply this to a religious community, we can begin to consider the customs of the congregation and its particular provincial statutes to discover cultural differences which could render harmonious living difficult. Advocacy involves seeing that house libraries have sufficient current books and periodicals in the mother tongue and insisting upon minority representation at Review for Religious various levels of formation and administration even to the actual selection of superiors who are open, tolerant and appreciative of other cultures represented in the community. Benjamin Schwarz states: "Dissatisfied minorities want, at a minimum, a real voice in determining their future--but a real voice for the minority means real sacrifice for the majority." Corollary. 4. Those who enjoy acceptance in the dominant society and who are comfortable with the everyday life in the religious community spontaneously offer direction and knowledgeable advocacy. They also help to provide a voice for the ethnic minority members of the community. Toward Multiculturalization Developing multicultural awareness in a community requires many changes. Pedersen concludes his work for cross-cultural counselors by stating that the many changes involved "will pro-duce a widening ripple effect as these changes bring about other changes." He continues: "We are moving toward a future that requires us to understand persons who are different from our-selves, whatever our culture might be. Developing multicultural awareness is the strategy for our survival as well as our growth in meeting the diverse needs of a multicultural global village." In a recent letter to all the friars, Herman Schaluck the gen-eral of the Order of Friars Minor, told his brothers that the new projects which the order has embarked upon in Africa, Thailand, and the former Soviet Union were intentionally international and multicultural in makeup to sign a new way of thinking. In spite of the difficulties inherent in the understanding of an international, multicultural fraternity, the order seeks this new quality of liv-ing together. The general explains: "Paul insistently states (Ga 6) that it is not a matter of being Jews or pagans, of being cir-cumcised or uncircumcised, but of being a 'new creature.' Life in an international [multicultural] fraternity is therefore not some-thing of secondary importance or a question of strategic maneu-vering: it is rather already evangelization itself by way of example." An Apostolic Challenge We considered a number of apparently hypothetical ques-tions about a religious community evolving from a homogeneous to a heterogeneous grouping. What happens? What changes ~uly-August 1996 McGinn ¯ Toward Multiculturalizing a Religious Community occur? Can it be done? Suppose we did design workshops and planning sessions on cross-cultural awareness for the total com-munity from the insights offered by education, business, and the training programs~for foreign missionaries. Suppose, to.o, we set up processes within the provincial structures for dialogue, reciprocity, and advocacy. Would the program be successful? Certainly many changes would occur, and change is almost always tension-filled and difficult to accept. However, it would be quite exciting to embark upon such a journey. It would demand much tolerance, patience, and charity on the part of the total member-ship to ensure that the program would succeed. What a sign of forgiveness, openness, trust, and conversion such a religious com-munity could offer the world around it. The approach would cer-tainly be countercultural. Only the members themselves know whether they are willing to do this. Perhaps a religious community is the only institution which can meet this challenge. I have spent many years trying to con-vince public schools, public school districts, and even welfare departments to become more multicultural but to no avail. Conversion, forgiveness, sacrifice, patience, understanding, and charity are woven into the very fabric of religious life. These are the same virtues required to make an institution multicultural. We religious are called to be a sign. Perhaps we Can be a sign to U.S. society that actually e pluribus unum is realizable. Bibliography Baker, C. Foundations of Bilingt~.al Education and Bilingualism. Clevedon: Multilingual Matters, 1993. Banks, J.A., and McGee Banks, C.A., eds. Multicultural Education. Boston: Allyn and Bacon, 1989. Bialystok, E., and Hakuta, K. In Other Words. New York: Basic Books, 1994. Cummins, J. Empowering Minority Students. Sacramento: CABE, 1989. Delgado-Gaitan, C. "Traditions and Transitions in the Learning Process of Mexican Children: A Ethnographic View." In Spindler, G. and L. (eds.) Interpretive Ethnography of Education: At Home and Abroad. Hillsdale: Laurence Erlbaum, 1987a. Delgado-Gaitan, C. "Parent Perceptions of School: Supportive Environments for Children." In Trueba, H. (ed.) Success or Failure? Learning and the Language Minority Student. Cambridge: Harper and Row, 1987b. Review for Religious Delgado-Gaitan, C~, and' Trueba, H. Crossing Cultural Borders: Education for Immigrant Families in America. New York: Falmer, 1991. Freire, P. Pedagogy of the Oppressed. New York: Seabury, 1970. Freire, P. The Politics of Education. Boston: Bergin and Garvey, 1985. Hanley, K., csj. Cross Cultural Training Services. Maryknoll, New York, Harr.is, ER., and Moran, R.T. Managing Cultural Differences. Houston: Gulf Publishing, 1991. Lambert, W.E., and Taylor, D.M. Coping with Cultural and Racial Diversi~y in Urban America. New York: Praeger, 1990. Larson, D.N., and Smalley,'W.A. Becoming Bilinguak A Guide to Learning Language. California: William Carey Library, 1972. Law, E.H.E The VVolf Shall Dwell with the Lamb. St. Louis: Chalice Press, 1993. Motte, personal correspondence, 1995. Otheguy, R. "Thinking about Bilingual Education: A Critical Appraisal." Harvard Educatiorial Review 52 (3), 1982. Pedersen, P. A Handbook for Developing Multicultural Awareness: Alexandria: A~. erican CounselingAssociation, 1994. Schaluck, H., OFM. "On the Way Towards a New Era," May 8. Prot. 083!.19. S'chwarz, B. "The Diversity Myth: America's Leading Export." The Atlantic Monthly 275 (5), 1985. Spindler, G., and Spindler, L., eds. Pathways to Cultural Awareness. Thousand Oaks: Sage, 1994. Trueba, H.T., Jacobs, L., and Kirton, E. Cultural Conflict and Adaptation: The Case of Hmong Children in American Society. New York: Falmer, 1990. JUST PUBLISHED-- The Best of the Review - 5 The Church and 'Consecrated Life (see insert at back of book for ordering) "At a time when hope for religious life and its future is once again on the rise, the articles in this book offer an exceptional and much needed panorama of the critical issues of renewal faced by contemporary men and women religious. Elizabeth McDonough and David Fleming have done us an enormous favor in bringing together the Best of the Review in this area. I recommend this book enthusiastically; its authors take us another step along the journey to that future for religious life for which we all long." --Se~nSammon FMS Vicar General Marist Brothers, Rome 3~uly-August 1996 new life ROBERT E MALONEY It's Summer! A Letter to Young Religious J My dear brothers and sisters, It is wonderful to be young. At least, most of us who have grown older think so! Young adulthood is the summer of life; autumn and winter follow only later. In the vibrant years of youth, heart, respiration, and physical strength are at their peak efficiency. Our inner drives, too, are fully alive: our quest for meaning, our longing for deeper rela-tionships, our yearning to create a better future. I am writ-ing today to encourage you who are young to enjoy, and use well, the gifts of this summertimh in your life. Youth has many striking advantages. As the superior general of a community, I often see these in the lives of young religious, both men and women. Let me describe some of them briefly. First, youth has drive and enthusiasm. It is good to rejoice in youth's vigor. I can remember a period in my life when I could interview ~tudents all day long, prepar.e classes until late at night, be up again at five the next morning for prayer and the Eucharist, and then teach a full schedule. The day arrived when I could no longer do that. But I still look back with happy memories on the vibrant energies of youth. Young people can give with zest. And they want to give their lives to something'worth-while. They seek a cause, and when they find one they Robert P. Maloney CM serves as superior general of the Vincentians. His address is Congregazione della Missione; Via dei Capasso, 30; 00164 Roma, Italy. Revie~ for Religious ? launch into it with enthusiasm. ,Their dreams, their~hopes, their vision of the future have not yet been dimmed by bitter experi-ences, or failures, or the harsh fact' that much of reality changes quite slowly. Young people gaze at the world's needs and believe that they can make a contribution. Second, youth has imagination and spontaneity. Young people bring new horizons to communities~ They have the capacity to envision new solutions, They often feel free from rigid categories or structures that have become creaky or clumsily reinforced over the years. They find it easy to identify with the words of Vincent' de Paul that "love is inventive even to infinity.''1 They are willing to "dream the impossible dream." Spontaneity is one of the refreshing aspects of youth. Young people say unexpected things. They question practices that some of us older people never had any doubts about. At times we may find that. their questions make us uncomfortable or defensive. But we should by no means be quick to interpret youth's spontaneity as a sign of aggres-siveness; rather, it often comes from a genuine desire to seek the truth. Third, youth is able to change. Those of us who are older have ploughed deep furrows. It becomes increasingly harder for us to climb out of the ruts we have dug. The furrows of the young are shal-lower. They can be ploughed over. Their direction can be changed so that new waters run through them and new life sprouts up. That is why good initial formation is important for the young. They are pliable enough to ~hink new thoughts, learn new.ways, and create new things. Of course, youth has its struggles too, its gnawing problems. Let me dwell just for a moment on a few of these. Because youth is searching, it is often uncertain about its goals or even its values. Experience tells us that, today especially, young people have diffi-culty making a permanent commitment. There is so much rapid change in society, there is so much disillusionment with those whose values the young may once have prized, that they find it hard to decide where to sink their roots. This means that young people are often confused. They are grappling with the meaning of their live~i They are hesitant about making a definitive commitment. Experience tells us that, today especially, young people have difficulty making a permanent commitment. ff~uly-August 1996 Malone~ * It's Summer? One of the greatest challenges in ministry today is to present attractive, even risky, alternatives to young people and accom-pany them in the difficult task of deciding, Several recent studies point out that young'people seek explicit religious goals, intense community life and solidarity, and explicit and worldwide service to the most needy. Young people can certainly find these goals realized in the call to follow Christ faithfully and to give them-selves to the church's preferential option for the poor. Young people often struggle with thei~ sexuality. Of course, those of us who are older are engaged in the same~struggle too. But the young experience in an~ awakening way strong physical drive; sex-ual energy, a desire for close, intimate relationships. And, unfor-tunately, the turbulent years of adolescence often do not come to a calm, peaceful resolution, but rather to a negotiated truce, after which war may soon break out again. It is~helpful for those of us who live in community to recognize that this is a basic human story, not just ours. It is also important for the young to speak about their sexual struggles with great simplicity with a wise spiritual guide. Youth lacks experience. This is an inevitable fact. All of us expe~ rience life's joys and its sorrows only gradually. Growth takes time. Yet there is a deep knowledge and love that come only from experience. There is gold that can be refined only in the fire. Of Course, not everyone who experiences life's joys and .suf-ferings grows, But, on the other hand, no one grows without a healthy dose of realistic experience. Our ongoing formation pro-grams must. help young people reflect on their experience and grow from it. Having said all this, let me acknowledge that I have painted with broad strokes. Some of the gifts that I have described as characterizing young people are often found in good measure in those who are older too. Likewise, some of the problems that have briefly touched on above plague not just the young, buvalso their elders. Today let me lay before you, young religious, a series of chal-lenges. As .the superior general of an apostolic community, I find that these are the most important things in my heart as I think of the many young men and women who long to live religious life generously today. I call them challenges because my own per-sonal experience, with its frequent failures, tells me they are not easy to respond to deeply. Review for Religious Be deeply rooted in the person of Jesus. This seems obvious, but there is nothing more important that as an older brother I could say to you. "Remember," St. Vincent de Paul once wrote, "that we live in Jesus Christ by the death of Jesus Christ and that we ought to die in Jesus Christ by the life of Jesus Christ and that our life ought to be hidden in Jesus Christ and full of Jesus Christ and that in order to die like Jesus Christ it is necessary to live like Jesus Christ.''2 The Gospels ring with this conviction: Jesus is the absolute center. "I am the way, the truth, and the life," Jesus says. "No one comes to the Father except through me." "I am the vine." "I am the gate." "I am the shepherd." "I am the light." "I am the true bread come down from heaven. The one who feeds on my flesh and drinks my blood will live forever.''3 Let me simply recall to you today the wonderful prayer attributed to St. Patrick: Chri]t be with me, Christ within me, Christ behind me, Christ before me, Christ beside me, Christ to win me, Christ to comfort and restore me. Christ beneath me, Christ above me, Christ in c~'uiet, Christ in danger, Christ in hearts of all that love me, Christ in mouth of friend and stranger. I recommend two principal means for focusing on the per-son of Jesus, The first is daily meditative prayer. Make Christ the center of that prayer, especially the crucified Lord. Engage in a well-defined period of reflective prayer each day (for example, a half hour), and let the Lord capture your mind and your heart. The second means--and it is not completely distinct from the .first--is to find, love, and serve Christ in the person of the poor. They are our lords and masters. Jesus li~es on in them in a special way, particularly in the crucified peoples. It is so easy for the "world," and for us too, to become numb to their plight: the 5.7 million people of Haiti, who have been so poor for so long that their pain is no longer news; the 2.5 million Bosnian refugees, victims of "ethnic cleansing"i the 1.5 million Somalians on the edge of death by starvation; the countless Rwandans who have been brutally slain. Our contemplation of the crucified Lord can-not remain merely a pious exercise, nor can it be simply medita-tion on a past event. The Lord lives on in his members. He is .~uly-Auffust 1996 Maloney ¯ It's Summer? crucified in individual persons and in suffering peoples. The call is to see him and to serve him there. "When I was hungry you gave me to eat. When Iwas thirsty you gave me to drink.When I was naked you clothed me" (Mt 25:35-36). Learn from. the poor, and be inventive in serving them. I say this to you very directly: it is only the simple and hum~ ble who really grow in the Lord's life. Only0 they can learn the depths of God's wisdom. The saints knew this very well because they had made the gospel teachings their own. That is why the founders of communities urge. all their members to grow in sim-plicity and humility. Learn especially from the poor. They can teach all of us about gratitude for small gifts, about patience in waiting, about hoping against hope, about loving those around us, even in the midst of suffering and oppression, and about shar-ing the little that we have with our brothers and sisters. It is only when we have learned from the poor that we can be inventive in serving them. It is they who will explain to us their deepest needs, and then we can bring them gifts that will really be helpful. Your creativity and imaginativeness as young people will be nourished by what you can learn from them. They will be a life-giving source in your ongoing formation. I encou

Transcript of an oral history interview with Priscilla Dole Hatch, conducted by Sarah Yahm on 11 June 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. The bulk of her interview focuses on Priscilla Dole Hatch's family and their long-standing relationship with Norwich University; also discussed are her experiences as an elementary school teacher and her memories of Northfield, Vermont. ; 1 Priscilla Dole Hatch, Oral History Interview June 11, 2015 Interviewed by Sarah Yahm SARAH YAHM: Hmm. Well, we'll keep trying. This may not work. We might need to reschedule but we're going to give it a shot. I've been having some trouble with my equipment. Um, okay, so you've been here for eighty-something years? PRISCILLA DOLE HATCH: Eighty years actually. SY: Eighty years. Was this the house you were born in? PH: No. No. When my family bought this house when I was four years old. SY: Wow. But you were born in Northfield. PH: Born in Northfield. SY: And where was your, what house were you born in? Where was your original house? PH: The house up on, um, the corner of Stagecoach and Route Twelve. SY: Wow. PH: Right across from the library. SY: Okay. So, you've seen a lot of big changes in your lifetime. PH: Oh, yes. SY: Yeah. So, I guess I'm wondering, so your family has a long-standing history with the University. Right? Could you talk about that relationship a little bit? PH: Okay. Which one? My grandfather? SY: Both. PH: Both of them. Okay. My grandfather Dole, Charles Dole, was acting president for two years. It was at a time when Norwich was having financial difficulties. So, he used his own money to pay the instructors. Of course, there were fewer instructors then than there are now but, um, he did that and then he had, four boys went to Norwich, his four sons. And then he had two brothers I believe that went to Norwich, at least one, maybe two. And then, my other grandfather, Ira Holden, he went to Norwich, I think, two years, because he liked to play football. That was the 2 reason. But then he had to go back and work on the farm. So, he only stayed in for two years. SY: So, I'm wondering, okay, so you were born in Northfield. You grew up here but I'm wondering what your first memory is. PH: My first memory. I don't know if it's from pictures or really a memory but I remember living on Cross Street. And it was a duplex house. We had a family living beside us. Excuse me. We had a family living beside us and there were two boys in the house. And they were, we all played together and had a good time. And let me tell you what I did. Uh oh. One day, I decided to take a walk and I was three, I think. So, I, my mother discovered that I was gone. And so, she started looking for me and they were digging a cesspool line all the way down Vine Street at that time. Of course, they're pretty deep. So, she went the whole length of the cesspool trying to find me. She thought I was fallen in there. Anyway, in the meantime, I had walked down Vine Street but didn't fall in the sewer, walked down Vine Street and then I went down over the bank, walked the tracks until I got into town, into the depot. And then, I went across the, I went across to, um, East Street. Now, I went to visit my mother's hairdresser. That was my point of travel. So, she, of course, was just about crazy and she went to, she finally got the telephone call from her friend, saying, "I have a little girl down here. She walked in just a little while ago." P.S. then, when I got home, I was put on a rope and I was able to, it was on a run and I could, I could move around that way. But I had to stay on that. The little boy next door, the reason I mention him, the little boy next door came running into the house one day, that day, and he said to my mother, "Don't worry, Mrs. Dole. Don't worry, Mrs. Dole. She's all right. I let her go." (Laughs.) SY: Uh oh. PH He thought was, that's pretty much, that's the first big memory I have. SY: How old were you when that happened? PH: About three. SY: About three, oh. So, that was a young memory. PH: I was young. Yes. SY: So, what was Northfield like as a kid? What were your favorite places? What did you do? Where'd you go? PH: Well, we had the, we had the concerts down on the common. We used to go to that in the summer. My father played in the cornet band and as he did at Norwich too. And, oh dear, what else did we do? We didn't have a lot. I mean, we just pretty 3 much played together as kids. My father worked in the post office. And so, he was busy all the time. We didn't have long vacations or anything like that. We pretty much lived at home. And then, I used to go up to my grandmother's, up on Twelve A and they had a farm. And that was when I really had fun, up there too. That was great, great sport. SY: What would you do? PH: Well, if you were really good, you were allowed to ride the hay, what do you call it? SY: Wagon? PH: Wagon! Thank you. The hay wagon, back from the field, when my grandfather was, you couldn't ride it when there was any hay on it. He was too nervous about that. But you could ride once. You could ride down. And so, we used to do that and in the summer, once in a while, I could take a friend and go up there. Then, in the winter, we used to go up to the sugar house because he made maple syrup. You went up over the tracks there and up on the hill behind the, I don't know how to describe that, um, he had a bridge that went across Dog River there and that he had built himself. And then, because he had to take horses upwards to draw the sap. Anyway, he had the sugar house up there and I was allowed to go up there. We would take an egg, one egg with us and it had to be a raw egg. We took that up. He'd put it in the sap. And then, come lunchtime, we had a hard-boiled egg that was cooked in the sap. SY: Oh! Did it have a maple-y taste? PH: Just a tinge. And if it didn't, we thought it did. (Laughs.) SY: Of course, it doesn't matter if it did for real. Yeah. PH: Right. SY: Absolutely. So, I'm wondering what your impressions were of Norwich were as a kid. Did you have much interactions with the cadets? Did you ever get on campus? Do you have any memories? PH: Oh, yes. Yes. Yes. Of course, they were always around. They had more freedom then. They were off campus more. Once we moved here, I don't know how it always happened but they used to come here and, you know, they'd get sick of campus food and they'd come over and have dinner or something like that. My father was acquainted with quite a few of them. And so, you know, I'm just talking three or four, something like that. But they, this kind of got to be their second home. 4 SY: And how did your father know them? Just through the post office or because he was an alum? PH: No. I think through the Masons. He was a Mason and they were learning to be Masons. So, they'd come over here and study, study the, whatever it is. Then, of course, they'd stay for dinner. I can remember my mother making homemade English muffins. They were so good. They would sit down and have those and coffee after their lessons. And they would come. It was interesting. They just seemed to be glad to have a home atmosphere and feel like they could come over whenever they want. Sit on the porch or what have you. So, I knew quite a few of them that way. Of course, we used to go the football games and the basketball games. Then, when I got older, I knew a few of them. Let's see. What did we do when I was older? I dated some of them. SY: Yes. So, you did. You dated indecipherable. So, what did that mean? Going to the balls? PH: I did. Some. Mm hmm. Went to the ball and to the fraternities. They had the fraternities there. We would have parties. One of the boys that I met that I really thought a lot of, after graduation, he came back to visit. On the way back, he was going to grad school in Ann Arbor, Michigan. And on the way back, he was on a flight that went down. So, he was killed unfortunately. Great, great, great cadet. Really nice, nice young man. Anyway, uh. SY: That's very sad. PH: Pardon me? SY: That's very sad. PH: It was terrible. SY: And how old were you when that happened? PH: I was, oh, by then, I was, I had dated him so I was, how old was I? I was nineteen, twenty. SY: And when were you allowed to start dating cadets? PH: It was interesting because then, if you dated a cadet, the town boys wouldn't date you. SY: Why was that? PH: They were jealous, I think. There was a definite demarcation there. You went with one of the other and you didn't go with both. You always had to make a decision. 5 SY: What, why'd you make the decision that you made? Do you remember your teenage thought process about it? PH: Actually, until after I got out of school, I did not date any cadets. I did date the town boys. But then, after that, I don't know. I don't know how it happened. A lot of the boys went away. That was '48 and it was getting close to the Korean War. A lot of them went in the service. Then, I met some through them coming here. I met two of them when they came here. And one of them I dated and we went to the ball, the junior, what was it called, junior. SY: The ring ceremony? PH: Pardon me? SY: The ring, uh, I always forget what it's called. The junior weekend. PH: There was junior weekend but there was a special name for I can't remember what it was. But anyway, it had the king and the queen and the whole nine yards. SY: Yeah. Yeah. PH: Yeah. SY: Would town boys be sort of mean about? PH: No. They just wouldn't date you. It was kind of a, a hidden thing, you know. Nobody talked about it. Nobody said, "I won't date you if you date." That wasn't even part of it but it just happened. That's the way it was. SY: That's very interesting. Let's rewind a little bit and let's talk about, because you're a teenager during World War II. Let's talk about what it was like during World War II in town. Do you have any memories of that? PH: I do. I do. SY: Could you talk about those? PH: I do because I had an uncle and two cousins that were in the War. They were Marines. I was, let's see, at that time, I was trying to think the other day how old I was when the Germans marched into Poland. That was '39, so I would have been eight. I can remember lying in bed and this was a direct route for the planes to go over from Portland to, I think, Massachusetts. I used to worry. I'd hear those planes and I think, "Oh. Are they going to?" You didn't know who they were. Whether they were our or theirs. I used to think about that, lying in bed and I used to think about my cousins, worrying about them, where they were and what they 6 were in to and so forth. Plus, other boys that were in town, you know. You worried about them too. It was an interesting time. I can remember when I heard that the Germans had gone into Poland in 1939. I was walking to school and I met up with somebody who had heard it on the radio and they mentioned it. It was a shock. It was a real shock. Because, of course, we didn't have TV and all of that to get instant information. So, it was hard to take. SY: Yeah. Do you remember deprivation during the War? Do you remember rationing? Do you remember blackout curtains? What was the day to day life like? PH: We had all the curtains on all the windows were all blacked out. SY: So, in this house, all of these windows were blacked out curtains. PH: All the windows were blacked out and, uh, then, they had the civil patrol. What was it called? I think it was called civil patrol. They would go out and canvas the town to see if they could see any light. If they did, they knocked on your door and told you something was leaking somewhere. SY: And was it your job to pull down the curtains? Whose job was it to pull down the curtains? PH: Whoever was near them at the time. Not anybody's job really. SY: Were those blackouts scary? PH: No. No. You just had them all the time. You pulled them down all the time. No. We got used to it. My mother and father were spotters, up on the hill up here. They would go up. Now, my father and friend went from six to twelve because they were working. My mother and the friend's wife went from twelve to six in the morning. So, they were up there all night. SY: Looking for planes? PH: Yes. When a plane went over, they had to notify. If it was going this way, they had to notify if Massachusetts. If it was going that way, they had to notify Portland. SY: And did they have phones with them? How did they? PH: Mm hmm. They had phone service up there. SY: Wow. PH: Mm hmm. SY: And they did that every night? 7 PH: No. Once a week. SY: Once a week. PH: They were scheduled. Different people were scheduled once a week. SY: And it was rotated. PH: It was rotated. It was constantly covered. Somebody was up there. SY: Anybody ever see anything? PH: Just the planes going over, you know. Yeah. No. Nothing happened. Thank goodness SY: No. Nothing did. Do you remember when all of the Norwich cadets left campus and enlisted? Do you remember that? Could you describe that? PH: I do. And then, the ASTP came in. SY: Yes. Could you describe that and tell that story? PH: Well, it's all of the sudden they just were, they left and there was no fanfare, not much fanfare anyway. There was more fanfare when ASTP left. They marched to the train and they went that way, as I remember. SY: Did you see them marching? PH: I think so. I know I saw the ASTP when they went down. SY: What does ASTP stand for? PH: I knew you were going to ask me that. SY: Ha! Ha! PH: Army training service? They were soldiers. SY: Yeah. PH: They were soldiers that, non-com soldiers, you called them, I think. They were up here to, I think they had different stretches like six weeks, six months, I mean. I don't know. I'm not sure what their schedules were. But they were up here and that was time we still had horses at Norwich. They had to, they had to take care of them. In fact, we had two friends, two of the AST people, their wives came and 8 stayed here. One, she could only get away like weekends. So, she'd come here. And then, the other one, she was, oh God bless her, she was only eighteen years old. She followed her husband up here. What the people did around here, they took them in. And they could live with, we had one that lived with us, the one I mentioned for room and board. And they just worked, you know, did the dishes. SY: And they weren't associated with Norwich? They were associated with the Guard or something else? PH: No. They were with ASTP that was up there. SY: But that was up on campus? PH: That was on campus. The boys were on campus. SY: Oh. I see. So, all the Norwich cadets left. And then, the campus was used probably to do some training for the military. PH: Exactly. SY: Okay. Now I understand. Okay. And you remember when they left. And you're a little kid, at this point, watching this happen, watching the country mobilize for war. What were you thinking watching all this? PH: Right. I had to, I don't know. It was just something else that was happening, I think mainly. I don't think, I mean, we knew about it and it was talked about and we were concerned. But we didn't really know what was happening, you know. We couldn't visualize. SY: Was there part of it, because when you're a little kid, any event is sort of exciting, even if it's scary. It's a little bit like a snow day like, "This is a new thing that's happening!" Do remember being excited by all the fanfare? PH: It wasn't that much fanfare, really. It really wasn't. Everything just sort of happened, you know. The fanfare was when they left and I can remember going down to the train with the girl that lived here. And, of course, she was weeping because he was going off. He was going to war then and she was going to have to go back home. She was very distraught. I can remember walking with her down to watch them march down, follow them and to get on the train. It was tough. It really was tough. SY: Was she waving? PH: Yeah. SY: Yeah. And crying? 9 PH: Crying. SY: That sounds hard. PH: They all were. All the girls that were here. Many, many people took the girls in so they could be near them. It just, they were friends forever. SY: Yeah. You stayed in touch with them? PH: Mm hmm. SY: Yeah. PH: Yeah. SY: Wow. Do you know what happened? PH: Went to visit them in Florida many, many years afterwards. SY: Oh. Look at that. So, what about rationing during the War? Were you able, what foods weren't you able to get? How did that, how did daily life change? Did the town feel empty without men? PH: Well, we didn't, we didn't have much trouble as far as meat was concerned because my grandfather had a farm and he butchered the cows or had them butchered. So, we were all right with that but butter and sugar were the two things that were difficult. And, of course, you had your stamps and your little coins that you use. It was an interesting time. You'd go to the store and, oh, and we'd take our fat, fat that you had that you dried out like if you had bacon, if you were lucky enough to have bacon. If you had bacon, then you'd dry that out and you'd take the fat down and they'd give you maybe two cents. SY: For the lard. PH: It was like a donation almost for the lard. SY: And what would they use it for? PH: They turned it back in for, they remade something with it in the war effort. SY: Interesting. Was cloth hard to get? I know that cloth was sometimes rationed. PH: I, probably, probably it was. I know my mother, my mother made everything. She made all the clothes and everything. I don't know if cloth was hard to get. I really don't. 10 SY: Okay. So, you remember your little ration book and stamps and going around and getting things. And was cooking different? Did you cook differently than you had before the war? PH: If you had a pound of bacon, you stretched, I mean a pound of hamburger. You stretched it. You put an egg in it because eggs we could get. You put an egg in it and you'd put some breadcrumbs in it. You really stretched it to make it go. SY: Do you feel like you kept some of those habits throughout the rest of your life? PH: Some of them. SY: Because you also were a Depression baby. You were born during the Depression. PH: Right. SY: Yeah. So, did you feel that that influenced you as an adult, those early years? PH: Oh, it has. SY: How so? PH: My children tell me is has. (Laughs.) SY: Oh, yeah? They're like, "Mom!" So, what types of things? PH: Oh, dear. Well, I'm frugal. That was one thing that I learned. Make it work. What other things? I don't know. Maybe the way I cook. I think that might have some influence on that. And making food go. When you're first married, you don't have much money no matter where you are. You tend to fall back on those old ideas. SY: Yeah. So, were there a lot of men missing in the town? Did it feel empty? PH: Yes. Quite a few. Quite a few of the boys went. Yeah. SY: And boys you grew up with too. PH: We lost one. Tom. Tom Mayall. We lost him. He was missing in action, finally declared dead. They had a funeral for him here. His body wasn't brought back. They had a funeral here. And then, about two years later, he came to life. He was not dead. He was prisoner. I think he was a prisoner. And he surfaced. SY: Do you remember how that news was spread? Tell me that story. That's a great story. 11 PH: Everybody was excited. Everybody, whether they knew Tom or not, they were excited. SY: And had you known him? PH: I did know him. SY: Yeah. So, do you remember where you were when you heard that he was alive? PH: I don't. I don't remember. SY: Do you remember when he first came back to town? Did he come by train? PH: I don't remember how he came to town. I remember just having him here and his mother being so excited and, oh, she was so excited. She had other boys that were in the service too. SY: What a reprieve! Can you imagine? Every mother who loses a son is like, "Maybe it's a mistake." What an incredible thing for it to have actually been a mistake. PH: Yeah. SY: Wow. You said your uncle and cousins were in the War and they were okay? PH: Yes. SY: Any aftereffects? Things like PTSD? Were they different afterwards? PH: No. SY: No. Did they talk about it or did they not talk about it? PH: They didn't a lot. No. My husband didn't either until shortly before he died. I mean, it wasn't that he wouldn't talk about it. He just didn't talk about it. If you asked him something, he would answer you, but he was not, he just didn't make a big deal out of it. That's the only way I can describe it. SY: But then, before he died, he felt the need to talk about it. PH: He did talk about it more. Yes. He was an avid Marine. He was very proud to be a Marine. The other two cousins, actually I had several, my favorite cousin, he was in and his brother and his father was in. And they met over in Okinawa. We have a picture of them where they met, the three of them in Okinawa. Uncle Ray, I think he was a general at that time. He graduated. He's on the flag up there at Norwich. Are they still there, the flags in the chapel? 12 SY: I think so. PH: And his two sons. He met his two sons over there. That was kind of nice. SY: So, he had been a Norwich graduate as well. PH: Mm hmm. SY: So how did you meet your husband? PH: In college. SY: And where did you go to school? PH: At Castleton. SY: You went to Castleton. You met him at Castleton. After the War? PH: Yes. Oh, yes. SY: What did you study? PH: On campus. SY: No. What did you study? PH: What did I study? Oh, teaching. I was a teacher too and he was a teacher. SY: What subject? Or did you teach elementary? PH: I taught elementary and he taught junior high. Then, another interesting thing that happened to me, I laugh about it now. They had a course. I don't know if you've heard about it. They had a course here in Norwich in aviation, in the summer. You've heard about it? Okay. I can't think of his name, the one that taught. Oh, he was wonderful. All of them were. Anyway, I took that course. One day, it hit me. I said, "I'm the first girl to go to Norwich, to take a course and go to Norwich in our family." It was like, okay, so there was my uncle, my grandfather, and my father and brothers. And then, I had the chance to go. SY: You might have been one of the first girls ever to take a class at Norwich! PH: That's right. SY: So, what year was this and tell me what it was like? 13 PH: I think it was 1950. Oh, we had a wonderful time. It was all teachers. I used the material a lot afterwards. I wish I could think of the man's name. SY: And what were you learning? Were you learning to actually fly? PH: Aviation. Mm hmm. Well, we had an hour, two hours in the simulator, the simulator here. We did a lot with, we learned how they studied air currents and all of that and the principals of flying. Enough so that we could take it back and give the kids an understanding of it. They loved it. I did a unit on it afterwards, the first year afterwards. Oh, it was so much fun because they got so excited to be able to do something so different. We had to make planes. They had to fly. I can't remember how long they had to fly but they did. We had to pass that. That was very important we passed that. SY: So, you had to make planes, like miniature planes, and they had to fly successfully so that you could demonstrate understanding aerodynamics. PH: Right. Right. SY: And you got to be in a flight simulator. PH: You got to be in the flight simulator. We took a trip to Sikorsky in Connecticut where, you know, they were building, they were building, I think, helicopters. Maybe they're doing that now. I'm not sure. Anyway, yeah. We had to fly. It was just a wonderful course. Nobody could ask for a better course. They were working so hard to make it successful. They really just put their all into it. SY: And it was other teachers. So, there were other women in that course. PH: Oh yes. SY: Lots of other women in that course. I wonder if you guys were technically the first group of women to take a course at Norwich. PH: I think we were. SY: Huh. How did that feel? PH: I was excited because I liked the idea of going there. SY: And your whole family had gone there. So, it makes sense that you were like, "What about me!?" Yeah. PH: It was really fun. It was a different experience. I'm trying to think how many were in the class. It must have been, I don't know. There were twenty-five of us, maybe. 14 SY: I wonder how long they ran that course for. PH: Only a couple, three years. They dropped it. I never knew why. I always felt bad that they did. SY: Yeah. PH: Because it was a wonderful teaching tool. SY: And it's exciting that they were also attempting to connect to elementary school teachers, right, and create an aviation curriculum. So, it sounds like you worked for most of your adult life. PH: I taught until I went down to New York. And then, I stopped teaching when I went down there. I substituted. That was all. And then, I decided I wanted to be home when my children came home. So, I stopped working. I didn't stop working. I stopped teaching. (Laughs.) SY: Yep. Let's not make that mistake. PH: No. SY: You were working hard. PH: But anyway, yes. That was it. We were there twenty-five years. Then, we came back here, retired back to this house. Been here since '82. SY: I have some more questions. I'm wondering, when you were a little girl, what you wanted to be when you grew up? What were your dreams of what you were going to do with your life? PH: You're going to laugh. I wanted to be a teacher. SY: I'm not going to laugh! And why did you want to be a teacher? PH: Probably because my mother was. I suspect that was my motivation. SY: Where did your mother get her teaching degree? PH: She got it at Montpelier Seminary. There's a seminary down there. SY: So, that was Vermont College, wasn't it? PH: And then it was Vermont College. Yes. But she did not want to teach in village schools. She only taught in the country schools. She loved it. She absolutely loved it. 15 SY: Why not the village schools? Why the country schools? PH: The children are entirely different, entirely different. They're so appreciative, everything you do. You can't do enough for them. They don't have a lot, you know. They just are super kids. SY: So, she was never your teacher. You were going to the village school and she was teaching in the country. Or did she stop teaching when you were born? PH: The way it happened was the superintendent came to her and he wanted her, because right after she got married, she was teaching down in Braintree. After they were married, she came, they came back here. About five years later, I was born. And then, she wanted to stay home with me. I guess I was four at the time because I was going to be five when school started. The superintendent wanted her to teach and she said, "No. I'm not going back in to teaching until Priscilla goes to school." He said, "Well, maybe I can arrange that." He said, "I can't put her in the village school because the cut-off date is six." And I would have been five. He said, "But maybe I could put her up here in the center across from the library, up on the hill." He said, "Maybe I could put her in there and it won't cause a ruckus. Then you could teach." (Laughs.) Who'd do that? SY: So, is that what happened? PH: That's exactly what happened. I went to school up there for a year. And then, I came back down and I went to second grade in the village school. SY: So, you come from a, your mother loved teaching, it sounds like and you love teaching. I guess, where was your first teaching job and what were your joys and failures? I've taught, so I know there are joys and failures. PH: There are. My first teaching job was right here in Northfield. SY: Where you'd gone to school. PH: Yep. And I had what I'd call the best class that ever went through the Northfield school system. 1957, the class of 1957. And they were, oh, they were just wonderful kids. I've kept in touch with them all these years. I go to their reunions. They're just wonderful. SY: What made them so great? Well, what grade were you teaching? PH: Then, I was teaching sixth grade. I was teaching in an overflow class, an overflow group, because there were so many, they divided them. So, I only had nineteen. Perfect! 16 SY: Oh, because this is the baby boom. This is the post-war boom. That was the first year of that. If they were twelve, then. PH: That's why there was so many and that's why they divided them. I really considered myself lucky. To have such a class. Oh! All just wonderful and they've done very, very well. SY: What types of stuff did you do with them? Do you remember some of the curriculum you did, some of your projects? PH: Oh, dear. We had to stick pretty much to the, you know, one time, it was a Friday afternoon and everybody was like this, you know. And so, I said to them, we had to do, it was a literature, world literature. We had a little unit on that. And so, they were working around the Australian area. So, I said, "How would you like to learn to sing Waltzing Matilda?" Well, they thought that was a good idea and I figured it was good for anything else, right. So, the only way that I could do it was by rote, because I had nothing to do it with. I was singing to them and there were two doors on either side. The superintendent could come in. Of course, anybody could come in either door. So, I'm singing away there to them and then, I'd have them do a part of it and then I'd sing some more and then we'd do all of it. I did it that way. I happened to be singing and I didn't have the voice I have now. I happened to be singing and Walt Gallagher was the superintendent and he came around the corner and I looked up and I saw him and I don't know what, there must have been a look on my face or something. He said, "Oh, I won't bother you now. I'll be back later." (Laughs.) SY: (singing) Waltzing Matilda! Waltzing Matilda! PH: That's exactly what I was doing. It was fun. I loved it. I did. I loved teaching. That's all I can say is I really enjoyed it. SY: Yeah. Yeah. Yeah. It must have been nice to teach in the school that you had gone to. You probably knew the, there were probably just a couple families and you knew all the families. PH: I knew the families but I also taught with some of the teachers that taught with my dad. SY: That's a strange experience, huh? PH: It was very strange. In fact, the eighth-grade teacher, I mean I always called Ms. Lyon, Ms. Lyon, you know. That's what you call her, I mean. She was very strict. When she was the principal, you know, you were scared to death of her. One day, she said, "Priscilla." And then she paused, she said, "Priscilla, call me Vesta. Don't call me Ms. Lyon anymore." Okay. (Laughs.) 17 SY: Yeah. PH: And it was the hardest thing for me to do. The others, there were a couple of others there, I didn't have any trouble with. But to call her, it was really wicked. Oh. I was so nervous. SY: That's hilarious. PH: I had been afraid of her in school and it sort of carried through. SY: What was your biggest challenge as a teacher? What was the thing that was hardest for you in the classroom? PH: What was the what now? SY: Your biggest challenge as a teacher. What was hardest for you in the classroom? PH: Discipline. SY: Yeah. What the expectation then of how you were supposed to discipline kids? PH: Well, of course you didn't harm. I wouldn't think of hitting them. No way. But, it just, I don't know, I never had that much trouble with it really. I had one incident and he's a graduate of Norwich. No names. He was a challenge personified, really. I knew I was going to get him. The others teachers had so much trouble with him and I determined, right at the beginning, I determined, "I'm going to win this child over." So, he came in. He did a couple of things but he came in one day and, uh, I don't know what he did. Oh. Yes. I had already put his desk down beside mine. I was headed this way and he was headed this way. So, he was sitting there for several things he had done and then, I don't know what he did now. I can't remember. I sat down and I put the children to work. I sat down and I wrote and I wrote and I wrote and I wrote. I put it in an envelope. And then, I put his mother's name on it and I put it on the corner of his desk. This is in the morning. He's got to look at this until lunch time. So, I guess you'd call it torture. I don't know. He sat there and looked at it. So, he went home. When he came back, I said, "Did you give your mother the note?" He said, "I threw it on the table as I was leaving." I said to him, "Well, that means you've got to wait all afternoon to find out the result. That's going to make it even worse. Isn't it?" And so, that was that. The next morning, I went in. He's sitting at his desk. Now, I went to school about 7:30. Early. I did my best work with planning in the morning. I went in. There sits Gary. I said, "Did you get locked in last night?" He said, "No." He said, "The janitor let me in this morning." I said, "Why are you here so early?" He said, "I just had to tell you," he said, "I didn't know how much you cared about me." Because in the note, I had written, "It's only because I care so much about so much about, that I really want him to do well. Seventh grade is very important because it will be the start of his really having to buckle down in high school and learn to do well. I 18 know he can do it but he's doing too much extracurricular fooling around." He said, "Nobody's ever liked me in school." SY: What a success that is! What a success! PH: It really was. I consider it the biggest success I had in all my teaching. I had written on the bottom to ask his mother to please come in to see me. She came in and we talked about it. She said, "What can I do? What can I do to help this along?" I said, "Well, I don't know." I said, "He's very fond of his football equipment." And so, she took his football equipment away from him and told him he couldn't have it back until I wrote a note saying that it was possible. So, I let him go about six weeks. I was going to win this one. Finally, one day, I sat down and I wrote a note. Put it on his desk. He took it home. The next morning, I came in, same time, there sits Gary, full football uniform on, hat, all this stuff they wear, ball under his arm. SY: That's very sweet. PH: Is that a wonderful story? I love it. I just love it. SY: And how did he end up doing? PH: All I can say is he now, I think he's the registrar of one of the biggest colleges in the country. SY: Look at that! He did all right, that kid! PH: I wish I could tell you his name, but I shouldn't. SY: No. Oh, you shouldn't. That's a very sweet story. PH: Oh, it was wonderful. I was so pleased. He was so cute. After I left teaching, he even wrote me. He would write me letters. He was one of the ones, when we had the, when I had the units on aviation, he really got into it. He did so well on that. He really did. He was interested and excited about it. I remember him probably being the most excited than any of them. SY: It sounds like you were a wonderful teacher. PH: Oh, I don't know about that. We did have a good time. We had a good time. Hopefully, they learned. SY: Were you sad when you were moving to New York, to leave teaching at the village school? Did you teach? PH: I did. I was. Yeah. 19 SY: Did you have a send-off when you left? PH: No. Not really. Not really. SY: So, why and you lived in Northfield your whole life so you must have been sad about leaving Northfield or were you excited about moving somewhere else? What was the, I assume your husband got a job. PH: I was excited about going down there. I just wanted to do something, you know, outside. I knew I could always come back. I liked New York. I really did. Teaching was different. SY: How was it different? PH: I had, I was called in to teach first grade one day and I was pregnant with my youngest son. And so, I kind of hesitated but I said, "Okay." I would go in. I had this little kid who, I had put them all to work and when you go in, you don't have any lesson plans and you've got to figure out something quick. You've taught school. You know. So, I worked on that and then, I was walking up the aisle, between the, of course, the seats were all together. I was walking up the aisle and this little kid stuck his foot out, tripped me and I just barely, just barely held myself up and got out of it. I got home that night. I said to Stanley, "That's it. No more. Not now." SY: What was, you know what? I'm just realizing your chair is kind of squeaky. I'm wondering if maybe we should switch chairs because the squeak is coming up. PH: Is it? SY: Do you think this chair is less squeaky? PH: Could be. SY: Let's try. We'll just move my chair over and hope it's a little less squeaky. Trade. PH: This one's more solid. SY: That's more solid? Okay. Then let's do that one. There we go. So, what was it like to live in Huntington after having lived in Northfield? How was life different? PH: We lived in Northport but he taught in Huntington. It was different but I had very nice neighbors. That made it, you know. SY: And it was suburb then, right? 20 PH: Yes. We even had some potato fields. SY: Really? PH: Yes! SY: Wow! PH: Not now. SY: I was trying to figure out where Huntington is. PH: North Shore. SY: North Shore. And where's Levittown? PH: Levittown is closer to the city. SY: Closer to the city. PH: And it's in the middle. SY: But these were, like, some of the early post-War suburbs, right? PH: Mm hmm. SY: Were all the houses kind of alike? Were they designed neighborhoods or were they older than that? PH: No. You know, Huntington was, Northport especially, they had a lot of cottages out there. People went out there in the summer. A lot of them were converted cottages. Now, they're McMansions. SY: Of course. Yeah. PH: It's entirely different. Even the house that we had, it was built in the fifties. When I go by, I can't believe it. They just sold it so I was able to look at the pictures of the inside and they've done some beautiful work in there. Good ideas. No. They're not side by side really. Now, it's condos and big senior units and things like that. SY: So, how did you like being a mom? PH: Oh, I loved being a mom. SY: You did? Some people like staying at home with their kids and some people don't. You liked it. 21 PH: I did. SY: You really like kids, it sounds like. PH: I do. SY: How many kids do you have? PH: Pardon me? SY: How many kids do you have? PH: Three. SY: Three. Okay. Are they still living out on the island or are they scattered? PH: They are. They're all down there. SY: That's good. So, you can spend winters down there with them. PH: Right. I said, "We left and they didn't." SY: Yep. What made you and your husband decide to retire back up here? PH: After my mother passed away, father passed in '60, after my mother passed away in '75, the house was ours. We'd come every summer, just doing the work that had to be done to keep it up. Other than that, we closed it. He was from Vermont. He was from Calais and I was from Northfield. It was just a given to do this. Get back to where it's quieter and less expensive to live. Right now, it's horrendous to live down there. Awful. SY: Were any of your old friends still around when you came back? Did you still feel like you knew people? PH: Oh, yeah. SY: So, it was easy to slip right back in. PH: Right. Oh, yes. No problem. Between relatives and friends, it was easy. SY: Yeah. PH: That's why I say I have the best of both worlds because I go down there for six months and I see all my friends down there and then I come up here and I have all my friends up here. 22 SY: So, of course, Northfield has changed over the course of your life but I bet there's also ways in which its stayed the same. I'm wondering your thoughts about that, ways it's different and ways it's similar. PH: Well, if you take this street, for instance, every house on this street, except for the one's that painted purple, every house is the same as it was. Off this here, we now have another street off it. That wasn't there. It wasn't spruces. It was grove up there of fir trees. It was gorgeous. They took them down. SY: Oh, that's sad. PH: It is. The Common, the Common down there has changed. And, of course, Norwich has changed. That's what we watched. SY: How have you seen Norwich change? PH: Oh, my goodness! As the buildings go up, it's just amazing. And all we ever had was the, you know, Plumley. SY: The armory. PH: Couldn't think of it. Yes. Plumley. But now they have Kreitzberg. It's just amazing. It's amazing what they've done. And that's all been since, except for the building up on the Quad, all these other new buildings have all been built since the '50s. SY: Yeah. Do you remember how you felt when you heard that girls were going to be allowed to come to Norwich? PH: Oh, that was great! Yeah. I thought it was great. Nothing wrong with that. And I was so glad when we had a girl cadet colonel. I was excited. Didn't know her but I was excited. SY: Yeah. What about it excited you? PH: Oh, I just thought it was wonderful. She did so well that she could do that. SY: Yeah. PH: She had to go over some hard bumps probably to get there. SY: I would imagine. For sure. Yeah. PH: That's, you know, the Common and Norwich, that's basically the changes that have been made around here. Not too many. 23 SY: No. I guess not too many. And, I guess, the house hasn't changed that much. No. PH: No. We haven't changed it. I had the kitchen redid. We made the kitchen larger. There was a sunporch out there and a little pantry. We put that window in which was just like this window. Did that when we first came back. Other than that, no. We haven't changed it much. I like a kitchen where people can sit when you're cooking and you can talk to them. SY: Who doesn't? That's what a kitchen is for. PH: That's right. SY: That's what a kitchen's for. I wonder if you have any last thoughts or reflections about Northfield, about Norwich, about I don't know, last thoughts. You're at this point where you're probably looking back on your life and thinking about it in some ways and, I don't know, what are you proudest of? Are there things that you regret? PH: Hmm. SY: That's a hard one. PH: That's a hard one. Yeah. That's a hard one. I probably do but I can't think of. SY: But mostly, it sounds like you feel pretty good. PH: Oh, I do. I do. SY: Yeah. PH: I don't have much to, I don't have anything to be upset about or sorry. Just getting older. SY: Yeah. PH: I said, "I don't mind." My son's going to be 60. I said, "Gee, I didn't mind when I was 60. That was a good age." I said, "70 wasn't bad either but 80 has been…" (Laughs.) SY: Yeah. It's been hard. Yeah. PH: Awful. SY: Really? 24 PH: Yeah. SY: Yeah. PH: But oh well. It's all a part of it. SY: It's part of the process. PH: It's part of the process. SY: Yeah. Exactly. PH: Nothing you can do about it. SY: No. There's nothing you can do about it. PH: I have such a marvelous support group here. SY: Yeah? Tell me about it. PH: Oh. I'm so lucky. I mean, everybody looks out for me. When I go away, of course, you see my one cat has been roaming around. Got a couple of those, another one, I mean. I have a cat sitter who comes in and lives here. He's very good. He just looks out for the cats. They like him I think better than they do me now. (Laughs.) That's what I tell him. He looks out for me. I get phone calls. "Anything you need at the store?" I am going to have a woman that I go to the store with because I don't have the stamina now to lift everything and put it in and do all of that so. She'll help me with that. At the end of the street, I have Bill Lyon, who, anything goes wrong, he's right here, fixes it. I had a leak in the basement down here along the edge. I have a friend that, her husband's an engineer and she said, "Oh, he should look at that. He can tell you what to do." So, he came down and looked at it. He said, "It's really bad. It's going to cost about $3,000 to fix that." And I go, "Okay." I'm thinking, "Oh, gosh!" Then, Bill said, "Let me take a look at it." He takes a look at it. The next thing I know, the next morning, I wake up and I hear pound, pound, pound. What is that? I go around and I look and he's down there. He's working on it. He's fixing it. He fixed it! All fixed. SY: They're taking good care of you. PH: Yeah. SY: Yeah. I know another question I have – town/gown relations. How have you seen the relationship between Norwich and the town change over time? PH: Very good question. Very good question, because there's always been, the only word I can use is jealousy, a bit of jealousy of Norwich. I always say, "If it wasn't 25 for Norwich, Northfield would be Bethel." You know Bethel? Northfield would be Bethel! I said, "I don't know how you can say that because, I mean, yes, they've taken a lot of the houses over here, down." They've done things that are maybe not to everybody's liking but the good they do. Helping with the EMTs. There's just so many things that they are responsible for, helping with the police department, the money they give for that. Sure, granted, they use them. I think people resent the fact that there's no tax and nothing coming in to the tax indecipherable, but it's a college. SY: Did the cadets also have a reputation for being kind of wild at different points in time? PH: Yes. SY: Carousing in town. PH: But it depends who you ask, you know. It really does. They were boys! (Laughs.) They would do some things some times. I don't know if you ever notice the centennial stairs had chips on them. Those chips were made, if I can remember, those chips were made, I believe, I'm going to say 1950 but give it a couple years either way. They did things like that. They rolled a cannonball down those stairs. SY: Oh my. PH: That was bad. SY: Wow. PH: It was bad but it's kind of funny now. SY: Do you remember when all the horses, during the War, all the horses left at one point, didn't they? Do you remember that? Visually, what was it like? How did the leave? PH: They must have put them on a train. Must have. SY: You didn't see it? PH: I didn't see that. That was right after the ASTP left, about that same time, '40s that they left. Oh, I know what I wanted to show you. SY: Okay. I'm ready. I won't go anywhere. I'll stay right here. PH: Oh. I'm sorry. Are we still working? SY: No. No. Is it something that should be on tape or not on tape? 26 PH: Not on tape. I don't think so. It's about the drum. SY: Oh. PH: I mentioned the drum. SY: And where does the drum come from again? PH: Will that be all right? SY: Yeah. Okay. So, tell me again about William Holden. PH: He was in Gettysburg. He came back here to Northfield. He was a very active man. It will tell you some of this in there. No. Maybe it won't. He ended up having a farm up on 12A. He was in the slate business with my other grandfather that lived on Dole Hill. That's where that comes from. I forgot how hold he was when he went into the Corp. Anyway, he was there for the duration of that. Then, he came back. He did a lot of things but he was a great part of the town business, things that went on. I believe he was also in the legislature. He just kind of had his hand in every pot. SY: Did you hear stories about him growing up? PH: Let's see. I was pretty young when he died. I can just barely remember him. SY: This is Holden or Dole? PH: Holden. SY: Holden. So, your grandfather you remember? PH: Yes. SY: Yes. PH: Well, not very well. Grandfather Dole, no not very well because died in, actually I can't remember him. He died in '29 and I was born in '31. SY: Okay. So, you never met him. PH: Never met him. SY: Yeah. 27 PH: No. I just know stories about him. Change the subject here, there's a book. There are two journals, big fat books like this. You know them. I think they go from 1885 to – SY: This is Norwich history? PH: Yeah. SY: The Ellis? Ellis? Yeah. PH: Okay? All right. It tells you about Dole. SY: About Dole? Yeah. I actually wonder about your father too. Do you know what his experiences were like at Norwich as a cadet and did he enter the service afterwards? PH: I could tell you a story. SY: Yeah. Tell me a story. PH: When he was at Norwich, he used to go home on the weekend. You could go home on the weekend. His mother made all sorts of goodies, little pies, cakes, and everything. He'd come down and he'd sell them to the cadets. There's stories about him coming back with great big boxes of goodies. They'd all be waiting for him when he got there. SY: He was a little entrepreneur. PH: Yes. He was. SY: Do you also remember, after the War, when married Norwich students were living in this sort of family housing? Do you remember that? PH: Mm hmm. SY: And it was, I guess it was over by the intersection with Route - PH: It's on 12A. SY: Yeah. Do you remember that? PH: Mm hmm. SY: What was that like? 28 PH: They were little duplex houses. There was one bedroom, one living room, sort of a dining room, and the kitchen was off that. That's what they were, pretty crude, but livable. That's where, they lived there. A lot of professors lived there too. SY: Yeah. PH: For housing. SY: For housing. People were desperate for housing after the War. Well, I don't think I have any other questions. That was great. Then, this article about the drum, where was this from? What newspaper? PH: Okay. I don't know. See, my grandmother, great-grandmother, W.W.'s wife, so that's in the late 1800s, she would take anything that was happening in the paper about them. See, even down here, there's something, I think. Isn't there? SY: Yeah. PH: Right here. Were they celebrating a – SY: Yeah. PH: She had a book, a medical book and I wish I had it downstairs. She would paste articles in it. So, I don't know whether that came from a Vermont paper or, doesn't look like a Northfield paper. SY: No. It doesn't. I don't know. Well, I'll hand it over and we'll see if we can figure it out. PH: I figured it's documentation. As you read it, you'll see, because they never had anything to know. SY: Anything about the drum. PH: Anything about the drum. SY: Your family donated it but they don't know anything about it. PH: W.W. donated it. SY: I'll go find out what the deal is with it. PH: I'd love to know when you find out. SY: I will. 29 PH: Because I've never known. I mentioned it once when I was up there and they didn't have a clue. SY: There's a new registrar. He's very conscientious. End of Recording

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Headquarters —FOR-HATS, SHOES, AND GENT'S FURNISHING. Sol« Ag**nt tor WALK-OVER SHOE ECKERT'S STORE. Prices Always Right Tlje Lutheran PuhlicmioJi Society No 1424 Arch Street, PH LADtLPHIA, PA Acknowledged Headquarters for anything and everything in the way of Books for Churches, Colleg'es, 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 inj stitutionr- with pecuniary ad-vantage to yourself. Address HENRY S. BONER, Sup't. T^ M ERCURV The Literary Journal of Gettysburg College. VOL. XV GETTYSBURG, PA., NOVEMBER, 1907 No. 6 CONTENTS ABRAHAM LINCOLN GEO. \V. KESSLBR '08. * t ANOTHER BOPHOMORE TRICK A. E. C'HAMliBRLLN '08. THREE GREAT PHILOSOPHERS Socrates—Part II. CHAKI.ES W. HEATHCOTE '05. GUSTAVUS ADOLPHUS HAKRV DOLLMAN '08 14 THE TREND OF GOVERNMENT E. A MILLER '08. 18 THANKSGIVING DAY EARL J. BOWMAN '11: 22 CRISIS E. F. RICE '10. 2;5 THE METAMORPHOSIS J. F. MERCER '08. 26 EDITORIALS EXCHANGES 2!) 32 THE MERCURY ABRAHAM LINCOLN. (IKO. W. KJESSLER, '08. ROM the union of the colonies, from the straight-ening of their purposes and the crossing of their blood, slow perfecting through a century, came he who stands as the first typical American, the first who comprehended within himself all the strength andgen- • tleness, all the majesty and grace of this republic—Abraham Lincoln.'' Tell the story of the brightest star in your galaxy of popular heroes, of one who. rising from Lowliest origin, of one who, un-aided by any of the advantages of education or culture or good family, or good looks or social graces, of one who. entirely self-taughl and self-trained, of one who. obliged to fighl all his life againsl adverse circumstances, of one who; with a world against him, and with no other weapon than an unquenchable Love for right and justice, anil with an immovable conviction thai truth will be, must he victorious in the end. dared all and conquered all. and when you have told that story, compare it with that of Abraham Lincoln, and then tell me which is the more illustri-ous, which the more inspiring of the two. There has never Lived a hero whose life and deeds have so kin-dled a love of true heroism in the hear! of the reader as does the story of the life of Lincoln. It is almost impossible for von to rise from the reading of his biography, and not have a morM as the greatest calamity to the South next to the failure of the confederacy; and all the nations of the earth vied with each other in doing reverence to bis memory, and in sym-pathizing with the nation for its irreparable loss. What was the miracle that wrought the mighty change within so short a time? It was. thst of all, the simplicity of his nature. His was a mind as open as the woodland in which he was raised; his a soul as dear and sunny as the sky under which lie was born. A com-moner bv birth, a commoner he remained all his life. Honors could never spoil him: position could never make him forget his worse than bumble birth—a childhood with little of a mother's eaxe ,"■ of a father's guidance, with scarcely any schooling, with but few books, few friends, few of those pleasures that make m THE MERCURY childhood a happy memory. He never tried, not even when in the zenith of his glory, to assume a polish or grace or manner that was not his by nature or training. This plainness it was that kepi him elose to the great majority of the people whose kinsman he was by birth and fortune. Being of the common people, he knew their wants, he had iiis ear close to their hearts, and when lie said and did a thing it was the utterance or the deed of the people incarnate in himself. What a beautiful say-ing that was of his, "God must love the common people, or He would not have made so many of them." What a flash of genius in that answer of his, to the question what his coat of arms would be, "A pair of shirt-sleeves." The second cause that wrought that miricle lay in his sterling Honesty. Other men have risen from lowly estates to positions of eminence, but seldom with the aid of such uncompromising integrity as that which distinguished the life'of Lincoln. Ene-mies derided, newspapers earricatured him, but no one could ever point a finger of calumny at his honor or honesty. Almost unlimited was the power he possessed, vast was the national treasure under bis administration, yet no one was ever able to say that lie used his power for personal glqry or disposed of treasure for personal ends. \o one was ever able to charge him with consulting other interests than those of his country, or of seeking any other welfare than that of his people. His very face disarmed suspicion. He never mingled enough with society to have learned the art of posing or dissembling. His greatness lay in his goodness. Remarkable as was the power with which lie could bear abuse, bis ability to forgive was more remarkable still That beautiful saying of his in his inaugural address:"With malice toward none, uitb charily toward all." was the guiding principle of his entire public career, and often under most trying and vexing condi-tions. He could afford to be honest because lie never sought an honor and was never ruled by ambition. "Whatever office he held sought him; whatever honor lie had came unsolicited. When advised by friends one day to change a certain expression in an address he was about to deliver, lest it might lose him votes and lead to his defeat, he replied that that expression was his ma-tured conviction, that it was the truth and the whole truth, and THE MERCURY that he could better afford defeat with that expression than vic-torv without it. . It was in that sacred regard lor right wherein lay another ,aUse oi thai marvellous change in attitude of the nation toward one whom, hut a short time before the leaders scorned or dis-trusted, or whose ability to lead the nation through one of the areat crises even his friends seriously questioned. He had "een slavery in all its sinfulness, and he had sworn to himselt that if ever he should have the power, he would, with God s aid, Kive i, the blow that would crush it forever. He never forgot tlm1 pledge ■ "There is but one question before the American people" "said he early in his career, "Is slavery right or wrong?' and until that question is answered peace is impossible, aud the union is in danger." And all fearless of the conse-quent- to his political opportunities, he continued, saying : «You cannot, yon dare not say that slavery is right! Have the manhood then to sav that it is wrong, and the courage to stand bv your conviction. History, through the centuries, has been Aching us that .night makes right! Let it be our mission m this nineteenth century to reverse the maxim and to declare that right makes might !" Thcv who were present at that speech saw Ins lace, that at other times was almost ugly, made beautiful by the ecstasy of his wrath saw his stature, already six feet four inches m height, grow int. colossal proportions, and in his voice they heard the ring 'hat must have been heard at Pharoah's court, when Moses thundered forth: "Let my people free!" or that must haveibeeu heard at the Did of Worms, when Luther, in the lace ol death, gave utterance to his declaration of^conviction. "Here 1 stand, 1 cannot do otherwise. Gqd help me." \s a messenger of God spake*Lincoln on that day. and it his hearers did not know it at the beginning of his address, all doubt was dispelled when he concluded that memorable speech will, the words: "1 know that the Lord is always on the side of the right: hut it is my constant anxiety and prayer that I and this nation should be on the Lord's side." If men have been called saints because of the holiness of their lives then is our own Lincoln entitled to saintship. If men have'been called prophets because of the luminous truths they uttered because of their fearless exposure of wrong, and their 0 THE MERCURY defense of right, because of their clear prevision of the conse-quences of wrong, and their heroic efforts to ward them off by converting error into truth, and iniquity into righteousness, then was Lincoln a prophet, [f men have been called reform-ers and emancipators for abolishing the wrongs of ages and for setting free the oppressed and enslaved, then was Lincoln a re-former and an emancipator. If men have been called martyrs bn- purchasing other men's rights, and other men's freed,mi. and other men's happiness ai the cost of their own lives, then died Lincoln the deatli of martyrdom. ANOTHER SOPHOMORE TRICK. K. A. Crr.urHKiiLix. '08. HE full October moon had just risen in all the glory of her borrowed light, tier beams fell upon the towers of the old college buildings and cast great long shadows on every side. Almost all the windows »' Hamilton Hall were ablaze with light. Veils of laughter ami snatches of song floated out echoing for a second, then dying away in the distance. Along the street in front of Hie campus hurried a silent soli-tary creature. His coat collar turned, high about his neck con-cealed his features. Any of the men in "Senior Row" could have "spotted" him as a Freshman but to the uninitiated noth-ing could have been^eeri upon his person to denote the fact that he belonged, to that verdant tribe save for the green button which adorned his cap. His haste was t\uv to a rule which the Sophomores had created under the restrictions of which no "child" was allowed on the campus after eight o'clock unless ac-' companied by an upper class-man. ^ As he ueared the gates the figure of a young lady stepped bulb from a shadow and advanced towards him. "Good evening," she said in tones of liquid sweetness. "Isn't ihe moon just lovely? i simply a.lore a full moon." Our Freshman friend was taken aback but be had had experi-ence with girls before and in his own opinion was quite a heart THE MERCURY / breaker. His embarrassment therefore lasted but a second after which he answered:— "It's a swell night for a walk, isn't it?" "Xes, indeed," she said in accents which set: his heart beating against his ribs, '-would von care to take a walk?" With the ice thus broken how could he refuse? They strolled out the long avenue lined on either side by houses of the profes-sors into the open country-alone except fox the presence ol the brilliant moon. It is a long standing tradition that when a Freshman walks under the moon with a girl he of necessity acts silly. This was no exception to the rule, hut of this we need not further speak— suffice it to say that before'they had gone very tar lie had poured a w"rld of devotion into her ear and would have willingly burn-ed incense at her shrine. II,. thought to himself of the sensation bis new friendship had ever been able to fall in love with any other girl, and co on. would create among his classmates. Pie could not see how he \s they again neared the college -ate there was a wdd yd! from the campus and before he could realize what had happened ho was surrounded by a whole host of Sophomores on the look-out for the breaker of their rules. As be trembled bis fair com-panion laughed—a low masculine laugh which made him turn toward her—low. she had removed her bat and veil ami'stood there in the moonlight—the president of the Sophomore class. The hoax had worked perfectly and as the Freshman marched up over the campus between two Ion- lines of bis rival class to the tune of 'How Green 1 Am." he decided in bis youthful heart that henceforth lie would remember that be came to college to study and not waste his time with strange girls. W THE MERCURY THREE GREAT PHILOSOPHERS. Socrates—Part II. CHARLES W. HE.ATHCOTK, '05. OCRATES heard orators, poets, statesmen and others using the terms virtue, piety, justice, honor, etc., indiscriminately and without understanding their real basic meaning. For instance, one day he met Euthyphro at King Arclion's court and lie discussed with Euthyphro the true meaning of piety It seemed that Socrates had also come to King Archon's court because of an indictment which had-been brought against him by Meletus, on the ground that Socrates had been accused of impiousness. Euthyphro was bringing prosecution against his father, because a laboring man on their farm had had a. quarrel with a slave and had slain him, and Euthyphro's father had caused the death of the laborer by permitting him to perish from cold and starvation. Socrates was greatly impressed with the facts of the case. Eu-thyphro claimed that his action was pious by bringing his father to trial for this homicidal offense. Socrates was very anxious to have Eutlvyphro define to him what he believed to be the true meaning of pious and impious-ness to be. Euthyphro replies, "Piety is doing as I" am now doing." (^y said men forsook the temple of Dagon even to this day. But Iti'nlv in this day they have moulded in the shape of the ancient , an image of gold and most precious stones, and have set fcliout his head a crown of dollars, ground from the hearts and jsiails themselves of human man. And the Liberty of our fath-ers has become an exile, driven out from his rightful habitation, man's Intellect and Heart, and Soul, and in her place this hate-d worship has become the all. Small wonder that we should 28 THE MERCURY blush with shame when we think of our fathers, struggling for the freedom which we have bartered so ruthlessly, that we should hide our faces from the free indeed, those who have clung to the old regime, and who perpetuate the rule of Liberty. What a power is this golden god! How he has enslaved men, so that they lay down their lives, and sell their very souls in loyalty to him. lie has perverted the most sacred vows of mankind and has stolen his way into the state and nation, yet we fall to our knees in homage to him. He has made as if there were not the holy bonds of marriage, and has seen hideous crimes com-mitted against every moral law in his name, yet we lay our sac-rifices on his knees. 0, that men had preferred the humble liberty of our fathers ;then would we have laughter where now we have tears, and joy where sorrow.now abounds; then would men say, "what wonder, what majesty, what glory of Grod, are to be seen in yonder falls,"' not "what power there is there for the run-ning of mills and elevators." It has indeed passed the time of real submission to tyrants of flesh, and deistjc despots: when men were held by iron links of superstition and by fear to unseen terrors, and avengers of every fault. But the time of subservience to this tyrant of gold has come, the time when men look upon the dollar with laughter of satisfaction, with no thought of fairness scorned or perished chastity; when the sacred things of our forefathers are as noth-ing in our sight, and where freedom is trampled under foot. Yet the time is coming when man will say to his conscience, "Woe is me, for 1 have spurned good, and upheld evil: I have left off from the things that aie right, and am living in sin ami ■ degradation." And the usurper in the rightful temple of Liber- ,tv will fall forever because of man's awakening. T H E M- E RC U RV Entered at the I'ostoffice at Oetlysburg as second-class Matter. VOL. XV GETTYSBURG, PA., NOVEMBER 1907 No. 6 Editor in-Chief KDMUND 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 F. BLOOMHARDT, '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. Jublished ea,ck month, from October to June inclusive, by the point literary societies of Pennsylvania (Gettysburg) College. Subscription price, oue dollar a year in advance : single copies 16 cents. Notice to discontinue sending THE MERCURY to any address mu.Kt be accompanied by all arrearages. I Students, Professors and Alumni are cordially invited to contri-bute. I All subscriptions and business matter should be addressed to the Business Manager. I Articles for publication should be addressed to the Editor. . Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. THE VALUE °ne f till' most OF READING. efficient and en-joyable means of augmenting ma-store of knowledge, of broadening our intellects, and of making keen our perceptive powers is reading—careful, systematic and thoughtful reading. ■ It matters little what we read. Whether we read poetry, fiction or history or philosophy or what not is of little To peruse a book simply for the sake of getting ■3° THE MERCURY through it is fruitless and a waste of time, but to read carefully and with a desire to fathom the author's depth of thought is of inestimable benefit to the reader. We can utilize our spare mo-ments in no better way than by leading standard literature. Gettysburg College is the possessor of three separate libraries containing thousands of volumes of books on any and every sub-ject to which the student may wish to refer. Each individual student lias access to these books, and it is his duty to take ad-vantage of ibis opportunity which is given him for self-improve-ment by frequent visitations to the different libraries. This is a privilege not to be scorned. Let those who do not. read, by all means, begin at once, ami those who do read, read more. Let us all cultivate a desire to read, not only fiction, hut also hooks that "are made of sterner stuff" so that our intellects may be fortified against an attack from any source. UITERARY What should we expect in the line of literary ACTIVITY. activity in a college whose main effort is de-voted to a classical training, as our own college is? Should wo expect the. students to do anything of a Literary nature beside their regular curriculum work? We may answer that outside of regular work, the literary spiiit should predominate. To (he latter we need not try to offer an answer. It is too self-evident. When we consider what ought to be done and what really is done we can fully appreciate that we are far from reaching the mark we should. Then it is not only a question f quantity. Quality too unisl be considered. It is a fact that we have our literary societies and our publications, organs which should lie incentives for work. But instead they seem to he a burden to us. We take an interest in them because we are practically compelled to keep them in existence. In a school that has several hundred stu-dents enrolled, it should he an easy matter to obtain materia ^enough Eor a small monthly publication. In fact it is not sucl a hard matter to get the necessary amount but then the question! of quality and appropriateness enters. Further, if by quantity we limit ourselves to material that has been especially written] for the publication, we find it very scarce. As a result our THE MERCURY 3* erary journal suffers because it must be, to a great extent, made-up of articles which were written because (hey were required in the college course What are the causes in this laok of interest in literary pro-duction'/ We fully realize what it would mean to us to rouse our-selves from our lethargic state and become energetic. Likely E e of us fail to keep in mind the real object for which we are here. Do not most of our students wish to become professional men? How are the minister and the lawyer going to succeed without being proficient in composing sermons and arguments? Do we expect to learn to do this after entering upon our pro-fessions? Then we will realize what we have lost by our careless-ness and our lack of interest. Instead of taking advantage of our opportunities and working we would rather seek some fickle? amusement. To say that this state of affairs is deplorable is not pulling it too strongly. We have felt for some time that this fact should be spoken of, but refrained hoping that conditions would gradu-ally grow better. If conditions have grown better, our ideas of Iwhat it should be must have grown proportionately for there seems to be no change. So let us throw off this indifference to literary work and. help ourselves%o something better, something Eitbstantial for us all in future days. A yell suggested for the Freshmen':— "I want to go home, Boo. boo. boo, ha. 1 want to go home To Pa and Ma. Rah, Rah, Bah!—Ex. 32 THE MERCURY EXCHANGES. XCE again for another short period we have resumed our pleasant privilege of laboring together in the field of literary activity, and nothing is'so delightful as pouring over the well written pages of our ex-changes. By this duty there is developed more than the alertness of a critic. The great satisfaction that we obtain by the association with other journals must not be depreciated. AVe look forward to a very propitious year ami we hope that our former exchanges! will lind their customary places mi our desk. AVe also hope that I new bonds might be formed and that this year might be (lie ban-ner year in college journalism. We hare not the spirit to dis-parge the excellent beginnings already made, but our remarks! must all be of commendation. In the October number of The "Western Maryland College Monthly"' is found a well written article entitled "The Modem Nerve Panacea." also "The Rescue," of the same number de-serves mention. The end is brought about very nicely by boti parties going to their fathers to receive their blessings. She—I was out last night and caught cold, and I'm a little- "hoarse.2' He—Well, it is conceded by all that I'm a little—"buggy," so let's get hitched up.—Ex. The October number of "The Washington .Iclt'ersonian" ■whole is the best exchange we have received this month. It i well arranged, and each article shows thought and preparation The article entitled "The Bronco Buster," deserves special n >* tion for its construction and division of subject. The new garb of the "Albright Bulletin" covers nothing bill good articles. "Lampoon" still continues as spicy as heretofore :i: :!: :■: -.;: $ WTe acknowledge the "Sorosis," "Muhlenberg," "'Owl," "Foj rum," "State Collegian," "Drury Mirror," and "Dickinsonian. ■ PATRONIZE OUR ADVERTISERS. THE BEST PEN FOB 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 your 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 COIVRLIIX |3 FILLING FOUNTAIN PEN "THE PEN WITH THE CRESCENT-FlCLER" 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 perfect 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"Fi!ler and refuse substitutes. Prices, $3.00 and Send at once for handsome new catalog. THE CONKLIN PEN CO., 310 Manhattan Building, Toledo, Ohio. PATRONIZE OUR ADVERTISERS. 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Part one of an interview with George Antonioni. Topics include: Family history. How his mother started in the restaurant business and opened the Lazy A and then the Il Camino. What it was like making pizza and working in the Lazy A. How his parents came to the U.S. from Italy. His parents settled in Leominster. Italian clubs in the Fitchburg-Leominster area. George's childhood memories of food, reading, and travel. Speaking English at home. His mother's work history. Working in the family restaurant business. George's education and work as a principal and teacher in the Leominster school system. How he knew Norma, his wife. ; 1 WENDY: This is Wendy Rhodes online with the Center for Italian Culture at Fitchburg State College. It's Monday, September 24th, 10:20 AM, and we're here at the home of… GEORGE: George Antonioni, 24 Dillon Street, Leominster, Massachusetts. WENDY: Okay, and with us is… ANNE: Anne Masifero. WENDY: And… NORMA: With Norma. WENDY: Okay. So George, thank you for agreeing to do this, first of all, and maybe we should start with the restaurant business. Can you tell me about your parents? GEORGE: Yes. My parents came over as children; in fact, they came over the same year, 1916. My mother was 10 years old and my father was 12. And they grew up… my father at first was in Oakdale living with his uncle on a farm, and upon reaching 16, he moved back to the Leominster-Fitchburg area. My mother lived down on the Railroad Street with her parents until she, uh, married my father at which time they moved to Leominster because they both worked at DuPont. And over the years, my mother always had a yen to cook. WENDY: Could you just tell us your mother's name? Including… GEORGE: Ilda, Ilda Cattel. And, um, in fact they lived in Fitchburg. And as we grew up, my parents, of course, were not able to go to school too long. My mother stopped school at the age of 13, and my father at about 14 or 15. But my mother was tri-lingual; she could speak French, Italian, English and wrote as well as any high school student. And my father was a well-educated man for he always read, and they insisted on us studying at all times. We were at times a semi-Italian family and other times an American family. We did not speak Italian at home. But during the war, my mother finally convinced my father that perhaps she could have a restaurant.2 WENDY: And which for? Which restaurant? GEORGE: This was the Lazy A Restau-, at World War II. And upon coming home, my mother was cooking in the house and sending products out. She was making a lot of pizza and éclairs. And then, in 1948 they started The Lazy A Restaurant. It's not an Italian name, but that was the lazy Antonioni's. WENDY: [Unintelligible - 00:02:57] GEORGE: You could not be lazy there. WENDY: So where does the term "lazy" come from? GEORGE: My brother, I believe, thought of the name The Lazy A. And so we carried that restaurant for 10 years, I believe; and it probably was the third Italian restaurant that the city had had because Monti's was, I believe, the first and still in existence, and that was started way in the '30s. And then for a brief period there was another Italian restaurant, Concheto's. You probably remember that. That was very highly successful but did not stay in business for too long. And then The Lazy A came in. And The Lazy A is now called The Gondola and it's still in business. And then… WENDY: Where is The Lazy A? GEORGE: On Lancaster Street. WENDY: Now, is this close to where you lived? GEORGE: Yes, we lived on Longwood Avenue, so the house was on Longwood Avenue and the restaurant was on Lancaster Street. [We're home from three blocks] straight through, so there's no problem about having to travel; and I had married and my wife came to Leominster to live, and we stayed with my folks because I was still in college, and we're all working in the restaurant. And then we get out of the business, and my mother got anxious again and wanted to go back in business again, and so they started the Il Camino Restaurant, which is down on Central Street. And that too was a highly successful restaurant; but at this time they start and 3 get up in age, you know. My brother was not interested in taking it over; he was a lawyer and I had just been promoted to junior high school principalship, so I wasn't interested in taking the business over. Only my wife was, and we didn't do it. So it's a strange thing. We sold the Lazy A to Mary and Gus Lelli; and Gus is a partner in the business, and his wife is an Angelini. And then when we sold the Il Camino, that's Lelli's wife's sister is an Angelini also. Well, married and this [Chikielini], and her daughter bought the restaurant; so we actually sold it both times to Angelinis, but the Daigneault's on it 'cause the husband is a survivor. WENDY: Okay. The Angelini… GEORGE: Still a lot of Angelinis. WENDY: I haven't interviewed anyone yet by that name. But getting back to the restaurant business, can you explain a little bit more about your mother? You said that she started making éclairs and pizza? GEORGE: Yes. WENDY: So what does that mean? She made it for whom? GEORGE: Well, we lived at -- the Lancaster Street lots faced DuPont, and my mother was known as a very good cook. And she used to make pizza, and so they would order it from her. So when they left on Fridays especially, she would have a large number of pizzas and have it delivered at DuPont. And éclairs. Because of those, they didn't eat meat on Friday evening. So pizza was a big item. So we take over 30, 40, 50 pizzas; and so my father knew that the business would succeed. But just in case the business did not succeed, the original building was such that you could convert it easily into a four-room house. So the financial risk wasn't as great as it probably would have been if you built it as a restaurant per se. WENDY: Who made all of the bread dough or the pizza dough?4 GEORGE: We made it. What we would do on a Friday, my mother would be the cook and take care of all the restaurant part. My father and my brother would be making the pizzas, that is, putting the ingredients on; and we had another person who'd be rolling the dough. We didn't flip it like they do now; we bought a pie-making machine, okay, down in Boston, and my mother had bought some dough down there and she worked it around and they could get a nice round pizza right there, so. I think they bought it from Johnson and Johnson, and I think after that Johnson and Johnson's [unintelligible - 00:07:51] the pie-making machine is a pizza machine also, because it's… WENDY: Can you explain the workings of it? GEORGE: Well, I guess if you… all it was a set of rollers, and you would feed the dough through the roller and it'd shape it as you push the tube. And you get any size you want depending on how big the pizza dough you put through. And then you put it in the pan and you put all of them aside and let them raise. Because on those days, raised pizza dough was the rage. It wasn't like today where you have all the thin pizza crust. It was still thick dough on those days. WENDY: Now, is that called Sicilian? GEORGE: Now they call it Sicilian pizza, but everybody who made pizza in the old days was more of a half-inch thick. WENDY: And what kind of toppings? GEORGE: On the toppings, my brother and my father would put tomato, a little bit of oregano, grated cheese -- the mozzarella hadn't really come in yet because mozzarella's a later thing. But those days it was grated cheese, and we put on anchovies. Friday was popular. At the end of the week, you put peppers, onions and hamburg. We use to call that The Summer Special. And while they did all that work, I had the easy job; all I did was answer the telephone, wrap 5 it in, give the pizzas to the customers. For two hours that's all I did. WENDY: That's all you do? GEORGE: That's how big a business it was. WENDY: We can stop and take a break. GEORGE: Excuse me? WENDY: Would you like to stop? GEORGE: Yeah, I get a… WENDY: Okay. GEORGE: We had a very big business, very big business. And of course, Norma was out, blown all the way to sink. As I said, Norma would be there also and she'll be a waitress and take care of the dining room; and then when the other girls came in, Norma's day was not done. Now she became my mother's assistant and go on with cooking also. WENDY: So you must have liked it. NORMA: I did like it. WENDY: Sounds like a lot NORMA: [Unintelligible - 00:10:08] WENDY: You don't mind doing it. NORMA: I don't mind doing it. GEORGE: When I married Norma, she didn't know how to cook. WENDY: I guess that helps [laughter]. GEORGE: Norma was working… well, in the economy [unintelligible - 00:10:25] things like that. Actually she was down at the MIT Lincoln Lab a while also. So she had been around, but she didn't cook, assisted with the cooking at home. NORMA: I was the cleaner. WENDY: You were the cleaner? I could see why you'd want to learn how to cook then.6 GEORGE: But now she's an excellent cook. My brother said she's the best in the family on cooking. From a beginner to the top. And that's pretty how much we did it. WENDY: Let me clarify something. You said that your mother began with the pizzas and the éclairs because she was primarily catering to the DuPont crowd and you would bring them. Now, was the restaurant open? GEORGE: No, not at that time. And just before we opened, actually, she was delivering pizzas on Friday noontime to Foster [Grant], which was a big company in town on those days, and -- I still have one of the big pants that we used to use. And we'd take those up there and they would sell them in their lunchroom, because they had a lunchroom. It was such a big place and they'd buy four to six sheets of pizza every Friday. WENDY: And then they would reheat them, or…? GEORGE: Well, they come up hot and we'd give them right up there to them. And I don't think they had to reheat them, but they would sell them. And it's quite a thing. She had a going business before she was even opening the door. WENDY: Yeah, when did she begin making the pizzas to deliver on that Friday? GEORGE: The delivering of the pizzas started during the war after I had gone into the service. So by 1945 I'd say she started doing it regularly. WENDY: But as she began making the pizzas, you said that she would deliver them on Fridays but it must have been a process all week? Can you… GEORGE: No, no. WENDY: No? GEORGE: No, to make the pizza, you can make the dough couple hours ahead of time to get it raised, and then we'll start cooking them. Doesn't7 take long. Pizza's a quick item, actually, and it cooks in 15 minutes at the most. WENDY: So there wasn't a lot of preparation? NORMA: She got up early in the morning. GEORGE: On that day, yeah. WENDY: Preparing time. GEORGE: Because she did éclairs also, she'd make huge trays of éclairs. She used to make them with a custard filling, and people liked them. She'd been making those before. My mother was an excellent baker. She was very good at baking, and people knew it and they would call up and ask her to make éclairs. She wasn't a cookie person, you know. People think of Italians as cookie persons, but my mother was more cakes and éclairs, cream puffs. WENDY: Did she bring any of those recipes from the old country? GEORGE: No, I don't believe so, 'cause she came over as a -- as I say she was nine, ten years old depending on what part of the year she came over 'cause she was born on 1906 and she came over in 1916, so. WENDY: But her mother -- did she travel with her mother to this country? GEORGE: She came over with her mother. In fact, [pure witness of the game], she came over on the same trip. We have a picture of them in my daughter's house. My daughter's great aunt [unintelligible - 00:14:01] old family pictures, and she's got one on the wall there, my grandmother coming over with the girls. [Unintelligible - 00:14:10] four with my Ma on that picture? NORMA: Four of them at that time. GEORGE: See? That had to be quite a trip. Mother coming with four daughters. WENDY: Did you hear anything about the trip? GEORGE: My mother used to talk about it, yeah. They had a lot of trouble on that ship coming over. I think there was a murder. The ship had 8 been used when they came over to transport some beef, and all these people going back spat up and get rowdy and they had trouble amongst themselves, and there were submarines. It was not a pleasure cruise. So it was… I imagine it was a howling experience. WENDY: So she traveled here with her and mother and her sisters. GEORGE: Yeah, came directly to Fitchburg. WENDY: Did anyone else travel with them? GEORGE: Not to my knowledge. They came as a family unit, and that was it. WENDY: But you have an uncle or a brother. GEORGE: Well, my grandfather was already over here, and she had been over here before. WENDY: Your grandmother? GEORGE: Yeah. She had been over here before. My mother had never been here before. My grandmother had been here to visit my grandfather obviously; and same thing with my father, he came over with his father, though, and then his mother was supposed to come over with the sisters. So one of the sisters was [unintelligible - 00:15:47] and they had to wait 'til she got married, you know, before they could come over. And in the meantime, my grandfather on my father's side went back, but he left my father here with his brother down in Oakdale. And my father never saw his father again, actually, 'cause he didn't go back. WENDY: Okay. GEORGE: He was working on the railroad, the reservoir, one or the other. Because right there in Oakdale, we have a big sand area that they were using, and my uncle's farm was probably half a mile away to the woods, which I've traveled many times. So it wasn't too far to go to work, and he's kept working there, and then he'd go back to Italy. All these men in the old days used to leave home and go to 9 work, make some money and go back the other way. So they have made many trips. In fact, they have a watch. It's in the bank vault right now, but it was my grandfather's watch and it's 1885. So he had made trips over here previous of that trip. WENDY: Your grandfather was here and your father was here. GEORGE: Yeah, they stayed on the farm. WENDY: Okay, and how old was your father when he made the trip? GEORGE: He would be 12. WENDY: About 12. What part of Italy did they come from, your father? GEORGE: My father came from what you'd call Central Italy on the Adriatic side, and it is what they call them the Marque. And [unintelligible - 00:17:38] is the big city where he came from; they lived around the city. Then my mother came from up in Revine. That's not the one everybody thinks of. They always think of Ravena along Maine, this is only Revine, it's R-E-V-I-N-E, and it's way, way up in the mountains. The closest town you'd recognize would probably be Cortina. It was a mile away, up in the Dolomites. I was there, so. WENDY: Oh. GEORGE: I was there this past November. I've been there twice, actually. It's really out there, it's really out there. Oh yeah, one of the cousins. They're at Pieve di Cadore. We visit those places twice. I've been to my father's area once. We stayed there four days when I went to visit my uncles, you know. We took the children over one time to see the whole place. WENDY: When you say they're out there, what did you mean by that? GEORGE: You mean…? WENDY: You said the village with your uncle. GEORGE: Oh, it's really out there, way out in the boonies. It's really interesting. In fact, the village is practically dying, but now we went back this last time, this restaurant is building a huge 10 conference [sauna there]. So that might revive town. I think there was 60 to… like 60 children on the school system, so that tells you how the town was going down, down, down. But as I say, there's a hotel-restaurant that's building a -- 100 or 500 units they wanna build there. It's gonna be big. And you wonder how anybody's gonna get there, but they're gonna get there, you know. NORMA: I forgot to tell you that his mother lived in a castle. GEORGE: [Laughter] NORMA: They called it a castle, and it looks like a castle. GEORGE: But it's not really a castle, you know… NORMA: They called it's a castle, though. GEORGE: Yeah. That had to had been either some nobleman's home or a religious site at one time, but you still got the [slots] where they used to pick the gums on the arrow, so you know, it's interesting. WENDY: And they lived there just their family? GEORGE: That time it was just their family, yeah. But now, I think it's just their family again. But they have a system over in Italy that they sold parts of the houses. So… you own this section and you own that section and I own this section, but they bought the whole thing back now, so they own the whole thing. But [unintelligible - 00:20:24] of Pieve di Cadore, we three families that own parts of that house, it's almost like each one had own tenement; and we're not talking condos. These are old houses, and that's the way it was. WENDY: Do they all have a private bathroom? GEORGE: They have private bathrooms, but then there's a general bathroom on one floor that you can use. They're well-constructed houses, nice houses, and it's a nice area [unintelligible - 00:21:15] 'cause the air is clear as a bell, and… the scenery is magnificent. WENDY: Are there any tales about Ma leaving the village and going to the port city to come here?11 GEORGE: No, no. My mother didn't say too much about that. But once again, her family had been in the United States, aunts and uncles, what have you. They have been coming here since the 1800s at the Civil War. In fact, one part of the family had an open-air kitchen; they used to sell down in Pennsylvania down in the coal mine areas. But if you're familiar with the United States' history, the coalminers' staff had a lot of trouble unionizing and all that stuff, and things got very, very… bad. And fighting and things were going on, so they came back home. And they also had a catering business up in Pieve di Cadore. So they were hardworking people; they've been all over. My grandfather had been all over Europe and [unintelligible - 00:22:33] in Turkey as well as United States before he decided to settle here. WENDY: And why is it that they decided to… GEORGE: Well, it's like everybody else. They're looking for a good life and avoid turmoil. In Europe, there was always turmoil, or had always been, always building fortifications and things like that type of war, so they come over here. WENDY: And then specifically took the [unintelligible - 00:23:00]? GEORGE: Well, someone went to Fitchburg, maybe to work up in the quarry, because the Venetians, which my mother is, they're [unintelligible - 00:23:14] way up on top of the hill over towards the quarry. And that's where they lived, most of them. My grandfather lived down in the, what we call the patch area, but most of the Venetians didn't live there; they lived way up to what we call [unintelligible - 00:23:33]. And I don't know how many families there were about, but there weren't too many Venetians. They had their own club and everything; they tended to segregate just like all the Italians in -- you came from one section of Italy, you went to that club, you didn't go to any other clubs. Like in Leominster, there were six or seven Italian clubs. Can you imagine that? They 12 work, and all of those, I would say, work within a half-mile radius, seven clubs, six or seven clubs. WENDY: The club brings up an interesting question. Do people consider themselves Italian or do they consider themselves part of a particular region? GEORGE: I think when they talk amongst themselves, they were Veneziano, [unintelligible - 00:24:31], Sicilian or whatever. Of course the Sicilians tend to think of themselves as separate anyway. If you've ever been to Sicily, they don't call themselves Italians; they're Sicilians. But on Lancaster Street itself, there were one, two, three, four, five clubs within a quarter mile. We go from [unintelligible - 00:24:56], there were five clubs. And there was one on the back of [unintelligible - 00:25:01], I was a Saladini and then you had Colombo Hall on the [unintelligible - 00:25:06]. Can you imagine? What other nationality would do that? WENDY: Right. GEORGE: They did it, and Fitchburg -- or at least three, I think. That doesn't help you any, you know. In those days when you want them to do something, you need political power. You still do, and they were fragmented, you know. WENDY: Is there any attempt to unify? GEORGE: There was the Sons of Italy, but the Sons of Italy was never strong up in this area. In fact, even to this day it's basically a social club, I think, if anything. I think it exists, but that's what it is. They don't get that involved in politics, to my knowledge. But I don't know. WENDY: Why don't we talk about the particular club that your parents had joined? GEORGE: My father, even though we lived in Leominster, did not join one of the clubs in Leominster because he'd grown up in, you know, from 16 on or 17, he had lived in Fitchburg; so all his friends were up 13 there and he was one of the incorporators of the Marconi Club, [unintelligible - 00:26:23] founder of the club. And so he never left that club. And in fact I joined it for a while, but there was no call for me to go up to Fitchburg if I want to join the club, so I stayed there for two years. But I remember that club, they started up in, you know, room in a three-decker, and they move around, I guess to find the cheapest rent, and they finally decided to build the club that they had still in existence. They were hardworking people. I remember them working in the wintertime building that thing. And imagine, you'd get some man outside, [unintelligible - 00:27:09] out there, banging away on its soles and soils, trying to get the trench in so they could get the water. And [unintelligible - 00:27:19] was doing some of the brick masonry, and you know, lock in all that [unintelligible - 00:27:24] working away, donating their services for their club. WENDY: Why do you think they found it important to join? GEORGE: I think everybody has to belong to something, and that was their -- they're with a feeling they belong and they felt safe with these people. They grew up with them; a lot of them were childhood friends from the old country. It's like talking… well, if you went to the California and suddenly there's 10 Leominster people there, families, they'll just have to stick together. Especially in those days when language was a problem. WENDY: Do different regions of Italians have trouble talking to each other? GEORGE: It can happen. The language picks up certain sounds. For example, in the [uplands] who probably pick up a little of the French accent; and if you live up where my mother comes from, sometimes the words sound almost Germanic. I still maintain that when I sit there and listen to some of these people talk from that region, "strada" was almost like "strasa" at times, you know. And then if you go down to Sicily, I think the two regions are so far 14 apart that language is a part of the problem. They all had their own idiosyncrasies and what have you. See, in the United States, it isn't quite as bad, you know. We all understand each other. Some of those have their pronunciation, but it isn't that much different than the [unintelligible - 00:29:15], you know. WENDY: On Americanization classes, I realize that both of your parents came here at a young age, so they maybe learned in a public school. What about your grandparents? GEORGE: My grandparents, I'm not sure what they did. I think in those days, you could -- if my grandfather, which he must have done, gone to classes, I think you could get your whole family in under your citizenship. You didn't have to go yourself. The wife and children, I think, automatically could become citizens when you did. So, I'm sure when he was back in Italy, he'd be going to night school, because he was another person who loves to read. I still remember my grandfather reading all the time. He's like my father. The two men in my life were men who liked to read with an educating process on. My father still read the Italian newspaper almost 'til the day he died; and the only reason why he read it was so he wouldn't lose his language because there was no one to speak to anymore in Italian, a very few people. So he kept getting the Italian newspaper. WENDY: Now, is that something that the club perpetuated, with the Italian language? GEORGE: No, no. When I became a member of the club which was after the War of Ceylon, 1947, '48, a lot of the discussions were in English even though they're all old Italians, most of them. They all would speak in English at the meetings. Otherwise, the guys like myself who would be new members and young -- you know what happens to the young guy, he becomes the secretary. They were talking in 15 Italian, it wouldn't come out like so. They pretty well-learned how to speak English. The men did anyway. Some of the women… I won't say their station in life, but what they did, they didn't go anywhere in those days. You know, it's not like today; we all get in the car and take off. The women tended to stay home more. Now, the women do the driving half the time, so. But those days, women didn't go too far. WENDY: What kinds of things do they do at the club? GEORGE: Well, the men, if they went on their own, the Marconi Club was a little different. For a while they even had a [unintelligible - 00:32:06], but that didn't last too long because it's kinda noisy when they're busy playing cards. Most of the men would play a game they call three-seven, and they played for the beverages or candy bars or whatever you wanted. If you won the game, you either could have a glass of beer or candy bar or whatever. But big gambling games, I never witnessed any of them. They might have had some, but most of the men were there just for recreation; they weren't there to make a fortune. And actually, before I went to the service, there were a group of bakers. They would come in on Friday night at 11 o'clock, they're all done working for the weekend, and they started to bring in pizzas; they bring a tray of pizza, and they hand it out. After a while they began to smarten up, you know, but more and more people were coming, and now they bring two trays, three trays, so they start to sell the pizza. But I remember my father waiting for them to come in on a Friday night so we could have a slice of pizza, each of them. We'd take one home to my mother, maybe two slices probably 'cause my brother was old enough, so we have family pizza by the pan they were selling it, you know. And it became a big business up there. I think the Marconi Club kept 16 selling pizza, spaghetti, and cola very recently. It's quite a business. WENDY: Was the club open every day? GEORGE: The club used to open up generally at night because most of the days the men were working. But then later on the club opened up in the afternoon, and I don't know what it's doing now. I hadn't been there in many, many, many years. WENDY: So who would round the club? GEORGE: They would have the board of directors, so to speak; and then they would have a bartender, and then the treasurer acted like the steward. So that's how they ran it. And you had your monthly meetings, and the steward would get up and explain how much money came in, how much money went out, all that, you know. Every month was a big time financial statement. We got news of how little money came in or how much, it was always the important thing. WENDY: Were there dues? GEORGE: Yeah, we used to pay, I think $1 a month, and it was a… we'll get [in club] in that if you get sick, you would pay the sick benefit. It wasn't very much money, I mean, it could probably get $8, $10 a week, which was not big money, but it helped out with the fee, with the salaries were in those days. But if you were very, very careful, you just didn't get it for staying home. You had to be sick; and if you're sick, you get the benefit. 'Cause the sick committee was always checking, so it's quite a thing. You had to see it to believe it, because everybody want to take care of everybody but nobody wanted anybody checking what they were supposed to be doing, you know. So it's good, it was a nice club. Then they used to run some dances. Dances weren't too successful there for some reason, but they ran a few. In fact, and I played for 17 a couple of them with our sisters. Yeah, we talked about all-girl band [laughter]. NORMA: I can't believe I'm hearing those stuff. GEORGE: They were the originals. So that worked out. And one of the strange things was—I don't know if Anne remembers this—we even had Italian prisoners of war up there one time. Were you there? [Laughter] ANNE: [Unintelligible - 00:36:17] GEORGE: [Laughter] World War II. A lot of Italians were taken prisoner, so there are a lot of them down in Boston. And apparently Italian prisoners of war weren't considered dangerous, so on a Saturday night they would take them out or something and -- to different club and organizations. So we have a dance or something, they came up once or twice to my knowledge, and they circulated with the people, and they'll look at and then women talk to them because they see if they knew anybody from where they came from, you know, hope against hope, you know my family or something, you know. But down in Boston, they'd be there out all the time. In fact, some of them married Boston girls after the war. WENDY: Was there any marriage in here? GEORGE: Not to my knowledge, no. But down in Boston, there were. They used to have the fence and the girls would go over them and talk to them. In fact, I was just reading a book about the Italian prisoners of war down in Alabama and how friendly they became with the girls down there. They'd go up to work in the fields and what have you as prisoners of war. So everybody knew them. And I ran into one of them when I was in the army. I was going overseas in California, and the Italian prisoners of war were doing the cooking and I was with the KP to get that one out. When you stand there and you're cleaning out a soup tureen and the Italian isn't, you won the war. We're winning this war. And they used to say they 18 had, you know, an American soldier got this beer garden at the camp; they used to say the Italians and the wine garden—I don't know how true that was but that was one of the stories. That's when I was on camp Enza, guess that was outside of Riverside, California. But a lot of strange things in this world. WENDY: Let's get back to your childhood. You said that you grew up in a home that was half-American, half-Italian? GEORGE: Yeah. On a Wednesday night, you know, they say that's Italian spaghetti night, we might be having corned beef and cabbage. My father since he was alone used to eat in diners a lot, 'cause he lived in boarding houses 'til he get married. So he picked up all these habits of different food, and when he married my mother, my mother said, "What would you like to eat?" And he'd say, "I like those, I like that." So we used to eat a lot of those things, you know. WENDY: Now, how did she learn how to cook corned beef and cabbage? GEORGE: What? WENDY: How did she learn how to cook something like that? GEORGE: My mother was very clever when it came to cooking. She could make almost anything taste great. In fact, I used to go up to my mother's after I was married many, many years. We'd go up and have corned beef. I still like corned beef. So we just have all these -- lot of American food. We were not heavy on ravioli and things of that type 'cause my mother worked in the factory all the time, so those things took time to prepare. You gotta make the ravioli and things like that, you've got to… so we [unintelligible - 00:40:01] things like that, but not all the time. WENDY: But there must have been other differences besides the food. GEORGE: Well, we're only two boys in those days, so we traveled around a lot, and my father had a car, we always had a car. And most of the people stay pretty much in the neighborhood, so we would always 19 be going someplace. Like they had taken me to the World's Fair back in late '30s, things of that type. So we're going places. My father -- I still remember my father taking me to the library when I was -- my first trip to the library. When I took my daughter to the first trip to the library, things hadn't changed in the Leominster Library in those days, so we went there. It reminded me of when I went with my father. And they always let me read, you know. On those days, you weren't supposed to read comic books because they weren't good for you. My father let me read comic books, and that was very good because you picked up vocabulary. You learn a lot of vocabulary and you learn a lot of history. And so he constantly would buy me -- books were never a problem. WENDY: You said you went to the World's Fair. GEORGE: Yeah. WENDY: He drove to New York? GEORGE: We took the bus. WENDY: Okay. GEORGE: We took the bus. Of course that was quite an experience because, you know, the bus stops periodically for a rest stop and something to eat, so my brother and I thought it was the greatest thing ever because every time we stop, we get something to eat, you know, candy bars or something. I always had something. And we got to New York and we stayed at my aunt's. She was a nurse in New York, Mrs. Andriski, and she goes down in Oakdale actually, and she and her girlfriend who came from Fitchburg also were nurses. So they worked nights, so we were there and there was no [intrusion] upon them 'cause they weren't there anyway. And during the day we'd go to the fair. It's quite a thing. WENDY: World Fair in Italian Pavilion? GEORGE: Oh, yeah, we went to the Italian Pavilion. That was a one-week first stops, and then we went to the G Building and we did our 20 rounds. It was quite a thing. [Unintelligible - 00:42:35] obviously to see the Magna Carta, still remember that. And Crown Jewels. So it was interesting. My mother was -- I keep saying my father, but my mother was a real [unintelligible - 00:42:51] on this occasion. She made sure there was a Parent's Day; she made sure my father went because he would be working nights so he could go on the daytime. Those days, you'd want in the daytime for most of these things, so he would go. He'd be the only man on the room unless Mr. Anderson -- he was the only other man that'd be there. Usually all these Italian women are sitting there, listening, and there'd be my father and Mr. Anderson. At nighttime, it was a far from -- she'd be there. She'd always be there. School was important to her; and in fact, more important than my father. My father always believed that you could trade some things like that, and he was like trades can do the same thing for you that college can. But she was always, "You gotta go to school." WENDY: So there was never a question of you or your brother going to college. GEORGE: No. We'll always gonna go to school, that was a given. And make sure we got enough good grades to go [unintelligible - 00:44:07] hear about it when report card came. It worked out good. WENDY: So you never felt any influence to go into the restaurant business? GEORGE: No, no. They never tried to talk me into [unintelligible - 00:44:22] restaurant business. I have, when it comes to cooking and labor, I have two left hands, so it wouldn't work. Right, Norma? It would not work. NORMA: [Unintelligible - 00:44:37]. I couldn't tell. GEORGE: They used to put me out front. You're the maître d'. Get [unintelligible - 00:44:43] kitchen. It's dangerous. WENDY: Did you say that your mother was tri-lingual, or is that your grandmother?21 GEORGE: My mother. She would -- spoke French fluently, and she could speak Croatian French. WENDY: [Unintelligible - 00:45:00] she lived in the [unintelligible - 00:45:03] area? GEORGE: No, she lived down the patch, that's Italian. Italian and Sicilian. But when she worked in the factory as a little girl -- 'cause she was only 13 when she started, she started to pick up all these languages. All of that language -- as you well know; the younger you are on foreign languages, the better off you are. And she's being young like that, she paid attention, and she could talk French. WENDY: Did she ever try to teach you? GEORGE: Teach me French? No. Once I got into the… fourth, fifth grade, I think they decided that they might have made a mistake in not teaching us Italian. So they'd send me off to St. Anthony's for a couple of weeks in the summertime, and my mother got a whole set of Italian grammar books for kids, and she start to teach me some Italian. But by that time, it was too late. I did take Italian in high school, though. It was too late. I understood it and I could read it, but I couldn't speak it. WENDY: In the home, they always spoke English, too? GEORGE: No, they talk Italian when they didn't want us to understand, but they soon discovered that was a mistake, especially with me. They knew I could talk Italian, I could understand it. I wouldn't speak it, but -- in fact, my grandmother was very upset that they weren't teaching us to speak Italian when we were little kids, but I think my father wanted to make sure we were fluent in English, learn what would be our mother tongue, English, you know, and I was -- so that's what you had to do. WENDY: It's interesting that your grandmother felt differently. GEORGE: Yeah, yeah. WENDY: Can you remember any discussions or anything?22 GEORGE: No, I just… I know that she was upset that we didn't speak Italian. My grandfather didn't seem to bother at, all but he always talked English to me anyway so, you know, you'll never -- my grandmother would mix the two languages a lot but my grandfather was -- you'd think he came from America too. WENDY: Although she started working in a factory at 13? GEORGE: Thirteen. WENDY: [Unintelligible - 00:47:27] GEORGE: Had to be in Fitchburg, I don't know which factory. It was supposed to be 14, but she got in at 13. WENDY: She ever talked of those days? GEORGE: Not too much. The only thing she regretted was she had to leave school. She liked school, but… I don't know how many children were there, six or something like that in those days, and I guess times were tough. She was the last one they pulled out of school; she and her oldest sister did not go to school. From then on, my Aunt Toni who was next. She became a registered nurse and Ere, I think, went to business school; Doris didn't go to school beyond high school. Ellen got married, so she didn't go beyond high school; my Uncle became a dentist; and my other Uncle had a high position on industrial business down in Connecticut—he was a Holy Cross graduate. In fact, he and I graduated together… the same class. That was due to the war, yeah. WENDY: What year was that? GEORGE: '49. 1949. WENDY: [Unintelligible - 00:48:53] strongly about your education? GEORGE: I think she felt strongly because her home aren't going to school, my father not going to school. But those days, it was quite common. They didn't go to school. I still remember living on Longwood Avenue and boys becoming 16 or girls becoming 16, 23 that was beyond the school, get a job and they make $12 a week, something like that, if they went to work. WENDY: And you never felt that call to begin making money? GEORGE: No. Actually we were two boys. Most of the families had three, four, five kids, probably be a widow or a widower, you know. We lived well compared to a lot of them. So it never happened, you know. We had always had a small garden, we had chickens, we had some rabbits, and so it was always plenty of food; and my mother was an excellent person on canning. She could can almost anything. You'd talk about buying corn on the cob -- she didn't freeze it; she knew how to can it, corn on the cob. And it wouldn't be a lot of log. Remember that, Norma? She just had a lot of corn left over one time, hated to see it go to waste or fed to the chickens, so she just vacuum-packed it. That was good. She can do the same thing with -- I remember being in the service, I'd get a jar, and then it would be fried rabbit. Oh yeah, I like rabbit, I like rabbit. But she wouldn't waste anything, it was amazing. And she could sew, she make my trousers, shirts, and then my father bought her an ironing machine one time. I don't know if you remember those things, they used to call them a [mangle]. It's a circular item, and she had it, and my father bought an old electric sewing machine, and the man came to look at it and show how to run those sewing machine, they saw that and they [unintelligible - 00:51:23] "What can you do with that?" She says, "They can iron shirts," everything. I see her do something, so she'd get all this things and says, "I'll give you a job on Saturdays to demonstrate these ironing machines at Sears and Roebuck." So for a year or two, that's what she did. Every Saturday afternoon she'd go up there, take all our laundry, and iron it to people. She's a very clever woman, my mother. WENDY: So did she work while you were in school?24 GEORGE: When I came back from the service, she didn't work anymore in the factory, because now I had a sister and then a child after I came back, our second sister. We're two families; we got two younger sisters and my brother and I. I'm 20 years older than my younger sister, almost to the day. She's December what, Norma? Fifth? NORMA: December 2nd. GEORGE: Second, she's the 2nd and I'm 15th. 20 years difference. WENDY: Is she working prior to the… GEORGE: Yeah, she always worked in the factory. My mother always work. My mother couldn't sit still. She had to work all the time. My wife is like her; she can't sit down. WENDY: I'm always in awe of everything these people were able to get done, but they'd still work. It's amazing. GEORGE: She would can all of it. We had canned blueberries, canned raspberries, strawberries, all kinds of tomatoes, jelly. She used to make [unintelligible - 00:53:02] school when they used have what they used to call hospital days, and you would bring canned goods and things like that. And my mother gave me some apple jelly to bring, and the teacher looked at it and looked out to the window, it was clear as a bell. She went down and got another teacher, "Come over here, I wanna show you something." She's still [unintelligible - 00:53:22] she hold it and, "Look at that." WENDY: Without machine? GEORGE: Without machines. Norma could tell you stories about my mother. She knew my mother all her life, so… very clever. Her mother was an excellent cook, and mother was a real cook. WENDY: You wanna talk? You wanna say anything? NORMA: She looked tremendous, she knew everything and she could do anything. Anything you ask her do, she could do it. WENDY: How could she do all these work, working during the day? Was it weekends, or after…?25 GEORGE: When she came home at night. My father would start to prepare some of the things for her, you know, then he'd go to work and she'd come home and… and since he wasn't home, you know, he's at work and then were just two boys, so she'd get working on something, keep busy, and that was it. WENDY: So when you were [unintelligible - 00:54:17] passed away? GEORGE: No, my father died around, what, 86, Norma? NORMA: 80 when he died. GEORGE: He was 80 when he died. So, around 80, about 1984 when he died. Or no? NORMA: No, [unintelligible - 00:54:43]? WENDY: Okay. Maybe I just assumed, but you said there were two families. But I think what you said was you're… GEORGE: Oh, I'm different. WENDY: Okay. GEORGE: There was a girl who died in between, and she always wanted a daughter, so then they had the girl. Then they figured she's growing up alone, so they had a second one. WENDY: She wasn't busy enough? GEORGE: No, no, no. By the time the girls came, my brother and I were fairly grown up. I was 16, so I can help out with the little girl and keep her busy and things. And then when I went to service, my brother was old enough to help out. Like he'd deliver a lot of the stuff. He wasn't in school, so, you know, he was -- it's quite a thing. WENDY: So let's go back to the restaurant business. So after she became successful with these pizzas, can you fill in the blanks? They aren't, for example -- I get the impression that they had always thought they would open up a restaurant when these pizzas became popular.26 GEORGE: Yeah. My mother was really strong, and my father was conservative, you know. He had reached the point that DuPont were, you know, your job is secured for life now and do we really wanna get involved in this when they had two little children. And my mother kept insisting, so they get the building. We bought the land in the back there because my father want the [unintelligible - 00:56:28] to go to work. Those were on empty lots that DuPont owned then. The DuPont was selling all the lots they had, and the buildings. Because in the old days, the factory used to buy up a lot of land and houses, and then the people would then rent them from them. Well after the war—just prior to the war, rather—they started to sell some of the stuff up during the Depression. And there was this one lot sitting there which was directly in back of ours, so my father was able to buy it for a very ridiculously low price in those days, and just cut a hole in our fence and we had an entry to the Lancaster Street. And we put a little garden there, and… since the lot was there and the expense of buying land was no longer a problem, we'd put the building up. And as I say, it was not a huge building. I got a picture of this some place, the original building. So they started, and the business was so successful. It was so successful I think within six months they had to add to the back part of it for kitchen expansion. And then a year or two later, they added to the dining room section; they doubled that up in size. Then later they put an entrance on the side to get down into the basement area. We were there 10 years, that's all. By that time, everybody is getting tired; 'cause in a family business, everybody's gotta work. WENDY: So when did she expand the menu? Was that immediately? GEORGE: Immediately. We had a full menu right away. She didn't do just the pizza. She wanted a restaurant. And so we had all the different 27 types of spaghettis and manicottis and all that stuff. It was an Italian restaurant. WENDY: So you said she really didn't cook ravioli or manicotti at home? GEORGE: No. WENDY: So she determined… GEORGE: But she was an excellent cook. A successful restaurant is one that -- where there is no waste. So if you make something and it's not going to sell, you get two choices: you've got to find a way to use it or throw it away. My mother was so clever. We used to have veal, for example, and there'll be little pieces left over when they churn the cutlets from the bone, just little pieces, and what are you gonna do with it? So it's still on the menu, veal casserole. [Unintelligible - 00:59:24] wine and [unintelligible - 00:59:25], and all of a sudden something that was waste is a big seller. In fact, if I were to go to one of the restaurants now, that's what I would have. WENDY: Historically, I hear of something. I hope that hasn't been happening a lot in time. It's just suddenly, but suddenly [unintelligible - 00:59:47]. Okay. Thank you. So were these all her recipes that she used? GEORGE: Yeah. WENDY: Was she the only cook? GEORGE: She was always the lead cook. She had help, but she still made the determinations of what would go in and what wouldn't. Norma would work with her, and if my mother wasn't there and then Norma would be the lead cook. But it's always family. WENDY: How many [unintelligible - 01:00:21] was it open? GEORGE: Six. We had long hours in those days, not like today where the restaurant opens for six, eight hours. Those days it opened at 12 noon, it closed at 12 midnight. 28 WENDY: Incredible. [Unintelligible - 01:00:39] dad worked at the restaurant? GEORGE: My father would work there during the day, and then he would go to work at 4 o'clock at DuPont, then he gave that up once he got the -- after he got his 25-year pin, he left and stayed just at the restaurant. WENDY: And you said you and your brother also worked there? GEORGE: Yeah, we worked there. My brother was a good cook too. He's the one that can do many things. He takes after my mother on that respect. He can cook and he can do electrical work and do tile work. You name it, he can do it. WENDY: And what is his name? GEORGE: Attilo. WENDY: Attilo. Is he called [unintelligible - 01:01:28] GEORGE: Oh, Tony. WENDY: So can you tell us a little bit about what it was like working in a restaurant? NORMA: It was hectic. I have a little girl with me and she used to stay with me while I waitressed and worked in the kitchen. [Unintelligible - 01:01:43] my daughter, and then when the [unintelligible - 01:01:45] stay with me too and he'd hold on behind me while I was waitressing… with his finger, he used to -- he know how to play [unintelligible - 01:01:54] jukebox. He'd know every song that was there. And he used to dance, and army people used to come in and just watch him. And we really wanted him to be something, but [unintelligible - 01:02:08]. GEORGE: Wow. I didn't want… NORMA: He was good. He's staying and he danced, and he was about three or four years old when he was doing this. GEORGE: Younger than that when he started.29 NORMA: When he started. But somebody signed him somewhere, but I'm not [unintelligible - 01:02:23]. No? GEORGE: No. NORMA: No, he stopped her after that. And he was [unintelligible - 01:02:29]. Soldiers used to come just to see him. GEORGE: Yeah, with them [unintelligible - 01:02:35] big in those days and they -- we had a lot of army trade, and they'd come up and they look to him and give him a quarter, so he'd play five songs and … NORMA: And he knew every song there was, too. WENDY: So how did he learn to sing? [Unintelligible - 01:02:52] GEORGE: Just listening. We'd have a stack of records like that, 'cause we had a jukebox, people would come around and they changed them, and they'd give him a bunch of them, you know. And he'd pick one up and he was four years old and maybe at best pick the record up and say, "What's this one, Georgie?" "It's a concerto." WENDY: Wow. GEORGE: [Unintelligible - 01:03:20] concerto. He couldn't read. It was scary. That's why he could do it though, unbelievable. WENDY: Do you think your mother enjoyed the restaurant? GEORGE: Oh, she loved it. She loved it. She didn't wanna get out of it; but everybody was tired, everybody was tired. We reached a point that you don't wanna do it anymore, so we got out. But then they went back in again, and… WENDY: What year do you think that was? GEORGE: I think it was 1958, about 1958 they got out. Then by '62, something like that, they went back in again. When they get through, they went cross country with my two sisters. I think they went for about six weeks; they made this trip down to Mexico all around the United States and back to Leominster. And again, went back to Italy, you know. They wanna see America first. He liked the United States. He was always… he'd be what you call a 30 patriot. He was in the National Guard; he always loved to talk about his being in the National Guard, you know. He loved the United States. He went back when his sisters became ill, and after that he made several trips to Italy. WENDY: 1958, and they were back into it by '62? GEORGE: '62 or '63, they went back in. WENDY: So what happened? They got some left and… GEORGE: And my mother was ready to again. But they didn't stay that many years after that because [unintelligible - 01:05:10] going to sixties now. And my brother and I were not really that interested in doing it. In fact, I'd worked Friday night and he'd work Saturday night. And all I did was… I was the maître d', so I wasn't doing much of anything. But she wanted us there, my brother and I, and he was on Saturday and I was Friday nights. WENDY: Did you work there too? ANNA: I only worked there about a year and a half. WENDY: With the Il Camino? GEORGE: Yeah. WENDY: Can you tell me about the history of it? For example, did she purchase the restaurant from someone else? GEORGE: No. She wanted to go back in business, and so she had my brother start looking for land; and that's pretty much what he does, a lot of titles—he's a title man. And he found this piece of land that was just sitting there and was surrounded by, I think, the land owned by [Blocks] Incorporated, but there was one watch just sitting there. And so they bought it, and they started off with the original building. And this restaurant was not quite like the Lazy A; it was more of an -- I won't say it's upscale, but it was basically a restaurant, not a pizza combination. Times have changed and the pizza was no longer the big thing for a restaurant, we thought, and so they built this restaurant with the idea of [unintelligible -31 01:06:48]. And it took off right away. In fact, it's about so fast that they had to add a little room in front. They had to -- was it two rooms, Norma? NORMA: Two. GEORGE: Yeah, put two rooms in the front. One was a lounge and the other one was another restaurant, dining area. And then they added in the back so the place, just kept growing; but as I say, as a full restaurant, delay gets even more intense than a… I was not going stay that much more, and my brother as I say, was -- his practice was starting to pick up, so. And the girls were too young. Well, Jeannie was in college and Margaret was at the restaurant, but she had got married, so. WENDY: Mother is still doing most of the cooking at the time? GEORGE: All 'til the last day, 'til the last day. She loved it. Her mother was the same way. When they had their restaurant, I think they were happiest when they were in the kitchens. Wouldn't you say, Norma? NORMA: Oh, yeah. She loved to cook. [Unintelligible - 01:07:59] and my mother did all the cooking. WENDY: That's a good trainer. Was there a push for education for your sisters? GEORGE: Yes. Margaret went to Rivier for one semester. She did not like college, and she came back and went to work with my mother; and she married and had three children. She's a widow now. And my sister Jeanie went to -- up in -- what is it? NORMA: Merrimack. GEORGE: Merrimack, Merrimack College. And she [unintelligible - 01:08:39] she has a good job. She's been there for many, many years. In fact, starting next year she can even retire. When you're 55, you can do that nowadays. And she's the boss; she has no children. But she takes after us, and that she's a reader too. She 32 loves to read, read, read, read. In fact, she just came back from China with my sister Margaret. They both went and Margaret said -- Norma asked her, she's too much talking, so the first two days, she didn't said anything, she just read. [Laughter] WENDY: [Laughter] So tell us a little bit about your schooling. I know you're a graduate of Holy Cross? GEORGE: Yeah. WENDY: Prior to that? GEORGE: I went to Leominster High School and graduated in '44. I started college in July because it was wartime, and I figured I could get some time in before I went to the service. It would also guarantee me a place when I came back. So I finished my freshman year in February of '45, and I was in the army in March of '45. I came back and went back to school, and I've taken some extra courses, somewhere by accident, and so I found out if I went to summer school I wouldn't have to do my second semester junior year, and I graduated in '49 instead of '50. Then I went to [unintelligible - 01:10:24] and I stayed up there for a few months teaching elementary school, but I didn't like it. And so I came back to Leominster in 1952; I was in the Leominster school system. I became a principal of junior high school. I was the first Italian secondary principal. Christine McDowell was the first elementary one; her name was [unintelligible - 01:10:52]. She was the first, I believe, elementary school principal of Italian descent. WENDY: But you were the first secondary? GEORGE: Yeah, and I became the high school principal, and I was the first one there full-time. Dr. [Anthony] did it temporarily while they found a principal. And then I succeeded the man that they had found, [unintelligible - 01:11:20] two and a half came in. And he was not the first curriculum coordinator of Italian decent, Robert 33 Duppal would come to Leominster and worked for a couple of years, but Robert Anthony, Dr. Anthony, he became the first assistant superintendent of curriculum. He was a native son also. And Dr. Amadeo became the first Italian superintendent in Leominster. But after I became junior high school principal, a whole wave of Italian descent children of Leominster became elementary school principals. Salvatalis and Negliosis and Sardeli, Bacani, they all came in after. And then Chino Salvatori became a junior high school principal. There was a whole wave of us, but that's the way of America anyway. If you've studied history, whatever wave comes, through they take those jobs and their children will want different types of jobs. Just like the old story of the Irish cop, they had their wave and they moved on, their children did not become policemen, they took better jobs. And same thing with the Italians, they moved up, [unintelligible - 01:02:46] loaded with doctors and lawyers and everything now are of Italian descent. WENDY: Did you ever considered going anywhere else to teach? GEORGE: I had taught as I say in [unintelligible - 01:12:58] for a short time, but I didn't like elementary. So I came back to Leominster and waited for a slot opened. And as I say, did that until 1988, and when I was 62 and I retired. But I went down at St. Andrews, and I did the five-year short-term—it was supposed to be shot-term, but it was five years before I left as elementary school principal down there. So I taught everything from pre-K to high school. WENDY: And how did you meet Norma? GEORGE: I've known Norma all my life. NORMA: His father and my father lived in a duplex house in Italy. And my mother and his father used to go to school, elementary school in Italy with each other, and we were friends… GEORGE: Yeah. I've known her from day one.34 WENDY: Wow. Did anyone suggest that you get married? NORMA: No. WENDY: No. NORMA: I asked him to go to my high school prom, but he had to go into service so that was the end of that. But while he was in the service he used to write to me, and when he got home, started going together, and that was it. GEORGE: Fifty-three years later. WENDY: Fifty-three [unintelligible - 01:14:20] and 54 in February? GEORGE: Yeah, it'll be 54 years in February. WENDY: I have a friend who's talking to her the other day, and she said that a lot of marriage nowadays is anything over seven years. GEORGE: My daughter was 25 last week. Twenty-five years of marriage. WENDY: So the parents feel when you came to Leominster to teach? GEORGE: Oh, they were happy 'cause I was gonna stay. Nobody wants their children to move, you know that. So they're happy that I got a job in Leominster. WENDY: But it wasn't just a job. You became a teacher. GEORGE: But I never left the community, [laughter] actually. I mean, when I went to Holy Cross, I was a base student. I didn't live there. And they always knew I was gonna be a teacher 'cause I always said I was gonna be a teacher. That was always… I'd made up my mind. By the time I'm in seventh grade, I knew I want to be a schoolteacher, so that was it. So there was no big surprise, and they accepted it. I don't know if they wanted me to be a lawyer or something else. My brother became a lawyer but I didn't, I just wanted to be a schoolteacher. I was happy. I used to be a very happy schoolteacher. WENDY: What made you become a… GEORGE: Combination of things. Like my wife said, "Before you take the job, are you sure you wanna be one? Don't do it for the money." 35 And I said, "No, I won't do it for the money." But the money was good compared to teaching, and it was a new challenge. But if I didn't become a principal, I'd have been happy anyway. Like my wife said, I always used to sing going to school in the morning, so I was happy. I had a happy life. I was also the audio-visual director, so I had a couple periods off every day to do that. So it was a combination that you didn't get bored, you know, you taught your classes and then you went into these audio-visual materials. And I always kept busy and never had any big problems with children, so that's fine. In fact, I still run into students who remember our days in class and the punishments, which are big jokes, you know, and it was fun. And even when I was looking for better jobs, I'd go to the school boards; some of them were my pupils, and they would joke with me what we used to do in class and all. I actually get people coming up—Norma can tell you that—they still come up and say, "Remember when…" NORMA: [Unintelligible - 01:17:23] write papers, that's what I always hear. WENDY: Write papers. What subject did you teach? GEORGE: I was a Social Studies teacher. I had taught a little bit of English in junior high when I was a long-term sub there, but basically a Social Studies teacher. I teach world history and geography and economics, current events, government, depending upon what they needed in that particular year. I always used to like to teach three subjects. I didn't like teaching one subject all day, so I teach three. And every year I get a new set of textbooks so I wouldn't bog down, repeating the same things all the time. This year I'd get a new history book and next year I'd get a new geography book, the next year I'd get a new economics book or government book. So it's always something different, and it was a lot of fun.36 WENDY: How did you see education change from the time that you were at Leominster High School? GEORGE: Well, of course, there's more technology involved now, but they haven't changed that much, you know. They're not as reluctant to speak as they were in the old days, but you can still control them, you can still -- they still can be reasonable. They have to know why more now than they did in the old days. For example, I would punish children as a principal, then I would say, "What did you do? Did you egg the teacher on?" And most of them would say, "Yeah." So, "Then what do you want me to do about it? [Unintelligible - 01:19:13] punishment coming?" But he said this, "Did you egg him on?" "Yeah, I did." "I'll speak to him, but I also have to punish you too because you egged him on." And he was, "Okay." That's that. They wanna be treated fairly. The old days, you know, they're the boss and we're not. But today, you let them know the ground rules and it works out pretty well. At least I think it that. I haven't taught for a few years now, but when I was at the end of my career, they would come in and see me and they'd sit and talk. And I always had a jar of candy, you know./AT/jf/rs/es

The Implementation of Animated Film as Media to Teach Writing Narrative Text to the Eighth Grade Students of Junior High School Fatimatus Zahroh English Education, Languages and Arts Faculty, State Unuversity of Surabaya Fatim.english@yahoo.com Dosen pembimbing Him'mawan Adi Nugroho, S.Pd., M.Pd English Education, Languages and Arts Faculty, State University of Surabaya Him'mawan_19@yahoo.com Abstrak Menulis adalah salah satu kopetensi dalam bahasa inggris.Bagi murid,Menulis di anggap keahlian yang sangat sulit, karena tidak hanya mengorganisir ide, tetapi menterjemahkan suatu ide pada text sehingga bisa di baca. Animasi film adalah salah satu media yang dapat di gunakan dalam mengajar khususnya Menulis. Tujuan dari studi ini mempunyai tiga rumusan masalah: (1) penerapan animasi film sebagai media pembelajaran narrative text pada kelas delapan SMP N 1 Bangkalan. (2) masalah yang dihadapi oleh guru dalam pembelajaran narrative text engan menggunakan animasi film pada kelas delapan SMP N 1 Bangakalan.(3) respon murid dalam penggunaan animasi film dalam pembelajaran menulis text narrative pada kelas delapan SMP N 1 Bangkalan. Design penelitian ini menggunakan penelitian deskriptif kualitatif. Subject yang di gunakan pada penelitian ini adalah guru dan murid kelas VIIIG SMP N 1 Bangkalan. Adapun instrument yang di gunakan pada penelitian ini, di antaranya menggunakan Checklist, Field note, wawancara dan angket. Hasil dari penerapan animasi film dalam mengajar menulis text narrative di katakan sukses. Hampir seluruh siswa bisa menulis text narrative dengan baik penerapan animasi flm dalam mengajar text narrative mendapatkan positif respon dari murid. Dan permasalahan yang di hadapi oleh guru dalam mengajar narrative text dengan menggunakan animasi film, salah satunya adalah murid merasa kesulitan dalam menangkap maksud dari pembicara pada animasi film tersebut. Kesimpulan, dari penerapan animasi film dalam mengajar text narrative mendapatkan positive respon dari murid. Dengan menggunakan animasi film sebagai media pada pembelajaran menulis narrative text bisa menambah motivasi siswa dan juga antusias dalam pembelajaran text narrative. Dan bisa di simpulkan media yang di gunakan pada pembelajaran text narrative di kelas sangat menarik dan menyenangkan. Kata Kunci: menulis, teks narrative, animasi film Abstract Writing is one of the competences in English. It is considered as the most difficult skill for the students because not only generating and organizing ideas, but also translating these ideas into text which can be read. Animation is kind of media that can be used in teaching writing. The purpose of this study was to describe : (1) the implementation of animated film as a media in teaching writing narrative text to the eight grade student of SMP N 1 Bangkalan.(2) problems are faced by the teacher in teaching writing narrative of using animated film text to the eight grade student of SMP N 1 Bangkalan.(3) the students' responses toward the use of animated film in teaching writing narrative text to the eight grade students of SMP N 1 Bangkalan This research is a descriptive qualitative research. The subjects are the teacher and the students of VIII G SMP Negeri 1 Bangkalan. The instruments which are used in this research are observation checklist, field note, Interview and questionnaires. The result of the implementation of animated film in teaching writing narrative was successes. Most of students were able to composing a good narrative text. The implementation of animated film gets positives responses from the students. Students are willing to compose a narrative text. For the problem faced by the teacher, by using animated the teacher was the students difficult to catch the native speaker. In conclusion, the implementation of animated film in teaching writing narrative text gets positives responses from the students. By watching animated film as media in teaching writing narrative can gains the students motivation, and also their enthusiasm in teaching learning writing narrative text. It could be concluded that techniques applied in the class were more fun and enjoyable. Key Words : Writing, Narrative text, Animated Film INTRODUCTION Writing is one of the competences in English. It is considered as the most difficult skill for the students. selecting the topic is the important thing that students have to do before they start writing. But the fact, when th students start to write, they get difficulty. In teaching writing, the teacher can use various media. Video film is a kind of media that is usually used in the classroom. According to Stemplesky and Tomalin (1990:6-7) animated film has difference types of purpose, there are : active viewing, vocabulary, grammar, pronunciations, listening and speaking skill, reading and writing skill, cross-cultural concern, and testing. Teaching with video can be exciting. Four or five minutes video tape material can easily provide enough stimulating input for one hour's teaching, Lonergan (1984:2). Animated films are the ones in which individual drawing, paintings, or illustrating is photographed frame by frame. According to Hornby, (1995:171) animated film is a film made photographing a series of a gradually changing drawing, so they look as if they are moving. Animation videos are often directed by to apply by most children, but easily can be enjoyed by all. It means that by using animated film in teaching writing can bring new atmosphere for the students in teaching and learning process. In junior high school up to senior high school students are obliged to master short functional text such as descriptive text, recount text and also narrative text. Narrative is text which tells a story and entertains or informs the reader or listener (Anderson 1998:8). Narrative usually tells one's experiences or a short story which states and resolution of problem. In teaching writing nnarrative,The researcher wants to take a research entitled "the implementation of animated film as material to teach narrative text to eight graders student". According to Harmer (2007, 4-5), There are four step how to teach writing, (1).Planning.Writers plan what they are going to write, before starting to write or type, they Try and decide what it is they are going to say. To make easy, for some writers this may involve making detailed note. When planning, writers have to think about three main issues, the first place they have to consider, the purpose of their writing since this will influence. Not only the type of the text the wish to produce, but also the language they use, and the information they choose to include. The secondly, the writers think of the audience, this will influence not only the shape of the writing, but also the choice of language. For example, it is formal or informal in tone. Thirdly, writers have to consider the content structure of the piece, which means how best to sequence the fact, ideas, or arguments which they have decide to include. (2) Drafting. it can refer to the first version of a piece of writing as a draft. This first 'go' at Text is often done on the assumption that it will be amended later. At the writing process proceeds into editing, a number of drafts may be produced on the way the final version. (3)Editing .(Reflecting and Revising) Writers have to produce a draft, they then, usually, read though what they have Written to see where it works and where it does not. Although, the order of information is not clear and also the ambiguous or confusing, they can move paragraph around or write a new introduction and also they may use a different form of words for a particular sentence. Reflection and revising are often helped by other readers who comment and make suggestion. For another reader's reaction to piece of writing will help the author to make a appropriate revisions. (5)Final Version Writers have edited their draft, making changes they consider to be necessary, They produce their final version. This may look considerably different from both the original plan and the first draft, because things have changed in the editing process. For the writer is now ready to send the written text to it intended audience Those stage in the following by: Planning à drafting à editing à final version Media is one of the ways in teaching new material to the students is to use many kinds of media. Commonly, media can be divided into three types. They are visual media, audio media, and audio visual There are some steps that have to be done in order to reach the successful in teaching writing using video, especially there stages in writing: pre writing, whilst writing, and post writing. (a) Pre writing activities. In pre writing activities, include pre-viewing activity and viewing activity. (b) Pre viewing activities,In pre- viewing activity, the teacher gives information about what will be played, the theme of animated film. The teacher asks to the students to keep silent and also gives command about what students should do during the viewing activity. (c) Viewing activity During the viewing activity, the teacher plays animated film twice. The animated video is about 7 minutes. In this activity students should take a note about the important part in the animated film. (d) Whilst Writing activities,In whilst writing activity is includes the post viewing activity. The students are asked to make summary about way they have watched in the form of narrative composition. (e)Post writing activities.The teacher collects the student work then asks some students to present their work in front of the class. The teacher gives comment orally.In the end of observation, the researcher interviewed the teacher toward the implementation of animated film in teaching writing narrative text. Also the researcher gave some questionnaire toward the responses of students by using animated film. Based on the background above, the research questions are formulated to the following: 1. How is the implementation of animated film as a material in teaching writing narrative text to the eight grade student of SMP N 1 Bangkalan ? 2. What problems are faced by the teacher in teaching writing narrative of using animated film text to the eight grade student of SMP N 1 Bangkalan ? 3. How are the students' responses toward the use of animated film in teaching writing narrative text to the eight grade students of SMP N 1 Bangkalan? According to research question above, the objectives of study are to: Todescribe the implementation of animated film as a material to teach writing narrative text to the eighth grade student of SMP N 1 Bangkalan. To identify problems faced by teacher in animated film in teaching writing narrative text to the eighth grade student of SMP N1 Bangkalan. Describe the students' responses toward the use of animated film in teaching writing narrative text to the eighth grade students of SMP N 1 Bangkalan. From this study, the researcher expects that this study will be useful and beneficial for the English teachers by using animated film as a media in writing narrative texts. The finding of this study will give the valuable and useful information for the English teacher in the junior high school as feedback or reflection of their teaching. The teacher can use the information to reflect whether they have achieved the objectives of their teaching or not, so they can improve their teaching media. In addition, the student participation toward the media can become feedback for the teacher whether the media used in the class have already aroused the student interest or not. METHOD The research design in this study is descriptive qualitative. The design is used since this study is aimed to describe the media applied by the teacher in teaching writing narrative. According to Bogdan & Biklen (1992:29-32), a study is categorized as qualitative if the study meets one of the following characteristics. First, the setting and the data are natural. It means that there is no intervention from the researchers so that the events being observed happened as the natural condition. Second, qualitative data are described in the forms of words rather than number. Third, the sample taken is determined purposefully. Fourth, data analysis is one while collecting and interpreting data. The last, a context and meaning is an essential concern to the qualitative approach. It means that the research that uses this approach focuses on how people make sense of their experience. There is no attempt to predict what will happen in the future but rather to understand a unique and particular context. This study is categorized as descriptive qualitative since it met those five characteristics above. In this study, the writer tries to describe, explain, and report the application of animated film to teach writing narrative texts. The subject of the study conducted the students of class VIII of SMP N 1 Bangkalan priode 2013/2014 which consists of 32 students and also their teacher, Ms. Husnul khotimah, S.Pd. it was supposed to learn narrative text for their material in the second semester. The teacher used animated film in teaching writing narrative text. The setting of this study conducted in SMP N 1 Bangkalan. It is located in jalan Trunojoyo no.2, Bangkalan. In SMP N 1 Bangkalan these are first, second and third grades. Meanwhile the researcher chooses the second graders. The setting is chosen based on some consideration. The first consideration is because the location of this school is strategies. The second consideration is because this school was appointed by the government to be national school. Therefore, the school is believed to have a better quality in term of curriculum, teacher, students, facilities, headmaster, officers' and management of the school. Therefore, English teachers and the students of SMP N 1 Bangkalan will be the sources of data in this study. According to Ary et.al (2006:453), the instruments in qualitative research used by researcher are field notes, interview guides and documentation. In this study to gain the data, the researcher will used checklist, field notes during observation as the primary instrument, students' writing task, and interview guide and questionnaire sheet. 1. Observation Checklist During the observation, the researcher used the observation checklist to help the collecting data. The research will observe all the activities of writing during teaching learning process. The checklist consisted list of the material used by the teacher when she is explaining the lesson in teaching learning process. The observation checklist is in the form yes or no answer. (see appendix 1) 2. Field Notes According to Ary et.al (2006:477), field notes are the instrument to collect data during the observation. In this study, the field notes become the primary instrumentation since they are used to get data about the kinds of techniques, the procedures or activities in applying them, students' participation towards the techniques, material and media in the classroom. To gain the data during observation, the researcher writes the events happening in the class. The field notes are used since field notes in qualitative research are brief notes included of all written reports during the observation (Ary et.Al,2006:477). The purpose of applying the daily field note is to make the researcher remembers the facts and details that happened during observation. It is used to observe the implementation of animated film as material to teach writing narrative. 3. Interview Guide This instrument is used to get-depth information from the teachers about the media of teaching writing narrative. The interview guide for the teacher consist of the question that the problem face by the teacher. These questions are based on the indicators of the sub variables with the data. The questions in the interview guide are asked one of the team teachers in the regular class. As stated by Good (1972:238-239), interview can provide many types of information that can only be secured though face-to-face contacts an more complete answers since the interviewer can ask the answer directly. 4. Questionnaire In this research, questionnaire is given to the students to know their response about teaching writing narrative text by using animated film. It would be given at the end of the observation to enable the students to answer all the questions. She asked the students to answer 8 questions in written form. For number one up to number two are about English in writing, For number three up to number five are about narrative text and last for number six up to number are about the implementation of animated film in teaching writing narrative. The data of observation sheet are collected by observing teacher's and students' activities when animated film is implemented in the teaching writing in the classroom. The problem faced by the teacher, the researcher used interviewed. And also the last the result of the questionnaires described the students' responses toward the used of animated film as a material in teaching writing narrative text the research observed the activity during the teaching and learning process in detail. checklist, Field note, interview guide and Questionnaires. In doing the observation, the researcher will enter the classroom and become a passive observer since the beginning of the lesson until the period of the English time ended. A passive observer means that the researcher observed the events happening in the class and made notes on the field note and checklist. The last observation, the researcher interviewed the teacher problems faced by the teacher in teaching writing narrative by using animated film. Next questionnaires the researcher would ask the students to do the questionnaires about students' responses to the implementation of writing narrative text by using animated film. The data of the study analyzed qualitatively by using descriptive analysis. The first analysis of process was based on the result of checklist, field note, The teacher faced problem in teaching writing narrative text. The last the students' responses analyzed based on opinion during the implementation of animated film to teach writing narrative text. It got from result of observation sheet, interview guided, and questionnaires. The data of observation sheet are collected by observing teacher's and students' activities when animated film is implemented in the teaching writing in the classroom. For the result of interviewed that faced the problem by the teacher, in using animated film. In the end of observation, the researcher interview the teacher dealing with the used of animated film also, the result of the questionnaires described the students' responses toward the used of animated film as a material in teaching writing narrative text THE FINDINGS OF THE CLASSROOM OBSERVATION The first observation was conducted on January 7th. It was on Tuesday and the class began at 08.05 am until 09.25 a.m. On the first meeting the teacher and researcher entered the class, the students were noisy and most of the students were not in the class, the leader of the class called several students comes to the class. The teacher started the class by greeting them and introduced the researcher to the students. After that the teacher checked the attendance list; there were two students who were absent in that day and the class consisted 32 students. Before teaching learning process started, the teacher asked the students the example of narrative text, the teacher helped the students in order to get the idea of the narrative text; the teacher brainstormed the students and gave the students about a minute to think. Then, the students told their opinion dealing with the example of narrative text. After all the students gave their opinion about example of narrative text, the teacher added the example of narrative text. The teacher stated that brainstorming was applied in the classroom to make the students think more easily in finding out ideas about the material that the teacher gave. Therefore, they could give their opinion as many as possible guided by the example of narrative text. Besides, the question-answer technique was chosen to improve the students' to gave their opinion of the example of narrative text. before started the material since they had to think fast and speak spontaneously in answering some question that related with the teacher commanded. The teacher used some media to help the teaching and learning process. The first media used in the class was visual media, that were the LCD projector and whiteboard. LCD was the main media since it helped the teacher in showing the materials and read the material directly. The teacher told the students that they were going to learn about tenses that used to tell past activity, the teacher started to explained about simple past tense, However the teacher repeated the explanation in Indonesian to make sure students could understood. Next activity, the teacher told the students the material, the teacher showed some slides and explained about narrative text, The Purpose of Narrative Text and also the generic structure of narrative text, narrative text consists of three parts: orientation, complication, and resolution, and also language feature, then the teacher repeated the material in order that they could understand. Sometimes the teacher mixed language; she used Indonesian, especially in explanation narrative text to the students. To measure the understanding of narrative text to the students, the teacher gave an example of narrative text in her slide, in narrative text there are factual and non factual (imaginary).The examples of factual texts are: someone's experience, adventure, historical narratives, etc. The examples of non factual (imaginary) texts are : fairytales, fables and moral tales, myths and legends. The teacher gave example of narrative text the title was Timun Mas there are four paragraph in the story of Timun Mas. Timun Mas one of story tells in the past, in Timun Mas story has orientation, complication, and the last is resolution She asked one student to read the first paragraph of story. After the student read the story based on the slide, teacher explained that the first paragraph on story is Orientatation. Teacher asked the student to read the second and third paragraph after that, the teacher explained that the second and third paragraph were Complication. For the last paragraph the teacher read by her and explained for the last paragraph was Resolution. In the first observation the teacher use pre writing activity, means that in pre writing activity consist of pre viewing activity also viewing activity, in pre viewing activity, the teacher gives information about what will be played, the theme of animated film. The teacher asks to the students to keep silent and also gives command about what students should do during the viewing activity. Also in viewing activity, During the viewing activity, the teacher plays animated film twice. The animated video is about 7 minutes. In this activity students should take a note about the important part in the animated film. Then, several minutes before the class was ended. The teacher showed an animated film with the title Malin Kundang, It took ten minutes, Then the teacher played the animated film and repeated the film twice. After watching animated film, the teacher asked to the students some important thing related to the film and made same note about the characters, setting, and conflict which was found in the film. Finally the teacher left the class by giving nice greeting. The second observation was conducted on January 11th. It was on Saturday and the class began at 06.45 am until 08.05 a.m. The class was started in the same greeting and checking the students' attendance list. All the students were presents in that time. Before started the lesson the teacher checked the students' understanding in previous meeting by asking a several students about narrative text, the generic structure and language feature of narrative text. Then, the teacher prepared all the instruments, material, media, etc that were needed because they were going to watch animated film again. Then, the teacher started to play two films like in previous meeting, the first film was about Little Red Riding Hood it took eight minutes and replay the film was twice, the second film was about Malin Kundang it took ten minutes in the film and replay the film twice. They had to choose one film to write by using owns words. The teacher remained the students about the generic structure, language feature of narrative text. In narrative text used past activities in simple past tense, the past form of verb, and also the time signal of past tense. The teacher gave a paper to the students' to write the story based on the film. The class was silent because the student concentrated the animated film. The teacher asked the students to write the information based on that film, The teacher used Bahasa to make students understood the instruction and to stimulate and arouse the students' activeness. The participation of the students was enthusiastic when they watched the film, but there were two students who felt sleepy when they were watched animated film. While the students were watching film, they took some notes, to get information's about the characters, setting, conflict, etc. They also tried to get some important point from that film. The teacher used of LCD or white board as visual media were to make the students understand the materials more clearly since they could directly see what was being explained by teacher. And also made the students get an enjoyable atmosphere in learning English. After watching the film and writing the important thing based on the story, the teacher asked the students' to write whole story based on the information on the film. The teacher let the students to write as they could; the teacher let their students to open their dictionary for finding the correct past form. It seems that the important thing for the teacher is that the students were able to write the story based on the film. The teacher moved around the class and check whether the students got difficulty or not. Before the class was ended the teacher asked the students to submit their work. There were 32 students submitted their works. The teacher did not forget reviewing of the material in that time. For the last meeting the teacher will gave the result of the students' writing. In the second observation, the teacher in the implementation of animated film in teaching writing narrative use in pre viewing activity, the teacher gives information about what will be played, the theme of animated film. viewing activity, also in during the viewing activity, the teacher plays animated film twice the last whilst writing activities means that the teacher asked the students to compose a narrative text based on the film. Also the teacher gives 30 minute to the students to write a narrative text. The trird observation was conducted on January 18th. It was on Saturday and the class began at 06.45 am until 08.05 am. It was Saturday and it was the last meeting of the observation. When the teacher and the researcher came to the class, one of the students came late and the teacher let the student followed teaching learning process in the class. Then, the teacher greeted and checked students' attendance list. All students' were present at the time. The teacher gave the students' last meeting work. For students' who got less ability had to revise their task also the teacher prepared the media that would be taught. The teacher explained narrative text and played the film again and discussed the student task on the previous meeting. For the students' who got excellent ability, they helped the students' who got poor ability. The teacher gave several times to students' to revise their writing. Some students did it well, while the rest still needed more attention in using the past form of the verbs. After they finished in writing task, at the time they submitted their works, the teacher corrected and gave score to them. In post writing activity, the teacher collects the students work, then asks some student to present their work in front the class, also the teacher give comments orally. Next activity, the teacher checked students understanding dealing animated film as the media in teaching narrative text by asking a questions in term of narrative. The teacher Also told the students' to answer the questionnaires that the researcher gave. The questionnaires were about finding the students' responses toward the implementation of writing narrative text that had been done by the teacher. The researcher interviewed the teacher related with the teaching writing narrative by using animated film. After all questionnaires were submitted, the teacher closed the class with the same way as usual. Finally, the researcher was greatful to all participants for three-day meeting and class over. The Problem Faced by the Teacher in Teaching and Learning Writing Narrative Text by Using Animated Film.This part deals with the second research question which is about the problems faced by the teacher during the implementation of animated film. In the end of observation the researcher interviewed the teacher. In this part, the researcher used interview to know the problems face by the teacher in using animated film. The question was the problem of teaching narrative text with animated film. There are many problem faced by the teacher using animate film, the first about in teaching writing narrative by using film for the students who sitting in back of the classroom get difficulties to watched animated film so they must move to front sit. Also in given command to the students to keep off and focus to the film need several time to make the class become quiet. The Second was the student difficult to catch the native speaker, because some of them have limited vocabulary, lastly the students difficult to string up grammar when they had to retell the story in writing form The students' responses was discussed in the third research question. It got from the questionnaires. The first one is about the students' opinion toward the implementation of animated film in teaching writing narrative text. There were 32 students who filled the questionnaire. During the process of the teaching narrative text, the researcher gave the questionnaire which consist of eight question. a) Yes, b) No, c) Optional based on the given choice from the researcher such as: hard enough, necessary enough, fairly clear, pretty understand, and pretty interesting. CONCLUSION The researcher conducted observation in eighth grades of the junior high school 1 Bangkalan. In junor high school 1 Bangkalan taught English three times in a week. However in implementation of animated film in teaching writing narrative text there were three steps. In the first step, pre-writing activities included of giving instruction, watched animated film, told the student to take note about the important part of the animated film. The second step,whilst-writing, the teacher asked the students to compose narrative writing based on the animated film that had watched, while the teacher let the student to checked dictionary and guidance the students when there were witting. For the last in post writing, the students writing were submitted and checked by the teacher. By watching animated film as media in teaching writing narrative can gains the students motivation, and also their enthusiasm in teaching learning writing narrative text. it could be concluded that techniques applied in the class were more fun and enjoyable. Visual media used were LCD and whiteboard to help the students watched the film in teaching writing narrative also help teacher in students' listening skill and the last make more fun atmosphere in the class. For the problem faced by the teacher, the teacher made good conditional to overcome the problem by the teacher, although some of students difficult to catch the native speaker, because some of them have limited vocabulary also the students difficult to string up grammar when they had to retell the story in writing form. It can be seen from their result of students writing in narrative text, some of them had excellent very good, Good Average, fair to poor also Very poor. The students were interested by using animated film. It could be seen that almost of the students gets positive responses of this animated film in teaching narrative text. In result of student writing, the result can be concluded that most of students were able to write narrative text. Although some of students faced some problem in using grammar. SUGGESTION Based on the findings of this study, there are several suggestions offered. The suggestions are addressed to the English teachers of junior high school 1 Bangkalan, the teacher should know the students level when delivering material, and the teacher should create an enjoyable condition in teaching narrative by using animated film. Also, the teachers should encourage the students more to make the students accustomed to using English Reviewing at students' scores is important because it can give feedback. The teacher should use English optimally so that the student will be accustomed to hear that REFERENCES Alkire, S. 2002. Teaching English as a Foreign Language. New York: Longman Inc. Bogdan, R. C. & Biklen, S. K. 1982. Qualitative Research for Education. An Introduction to Theory and Methods. Boston: Allyn & Bacon Inc. Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, Second Edition. New York: Longman Inc. Callahan, J. F. & Clark, L. H. 1982. 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Glatfelter, Charles H.; Oral History Collection To read the transcript and access the audio/video (if available) of this interview at the same time, first download the pdf of the transcript by clicking on the link at the top of this screen. The transcript will open in a separate window. Next, select the or option to the right of the screen to access the media player. Special Collections & College Archives Musselman Library Interview with Michael Birkner Interviewer: Rebecca Duffy Interview Date: November 22, 2013 Interview with Michael Birkner Rebecca Duffy, November 22, 2013 1 Rebecca Duffy: [Today is November 22, 2013. I am Rebecca Duffy and I will be interviewing Professor Michael Birkner in Special Collections at Gettysburg College's Musselman Library.] We will start with you as a student here, so that we can get some insight. I think that's really special that we have an alumnus [that is so accessible] from the 1970s. You graduated in 1972? Michael Birkner: Yes. Duffy: Did you start here in 1968 and go straight through the four years? Birkner: Yes, I did. Duffy: You were a History major. Did you have any other majors or minors? Birkner: Actually, I was a back-ended History major. I was a Political Science major for three years and I intended to go into political journalism. That was my interest. I was always a politics junkie, so it was a natural for me to be interested in that. If you know anything about American History from 1968 to 1972, you know it was a very tumultuous time. Being interested in history as it was being made was particularly attractive to me. But by the time I was finishing my junior year as a student I looked back and thought about what I had done in Political Science and what I still had to do and I wasn't impressed by the coherence of the Political Science major. Specifically, I also had been avoiding a particular faculty member who was terrible and who taught a required course in International Affairs. I thought about it and I said [to myself], "I don't want to take this person's course just for the sake of getting a major that I'm not even convinced is worth having. So I went over to see Dr. [Charles] Glatfelter. I said to him, "I realize I am a second semester junior, but I think I would rather major in history. Is that possible?" [Pause] I don't want to make myself out to be special, but the people in the History department knew me and I had taken courses in history because I had liked history. They [Norman Forness, George Fick, and Charles Glatfelter] pitched to me that I should switch majors and become a history major. The important thing was they said, "if you just take this and this and this, you have got your major." So I did. I had probably seven or eight courses in Political Science, but I didn't [think well enough of my 2 experience to] declare it a minor. I just left and became a History major and then wound up going on to graduate school. Duffy: What were some of the courses that you took in History while you were here? Birkner: Well, I won't go into all the details because that will bog you down, but I will say that the program in History at the time was Euro-centric. If you look at the catalogue you will see that there really was very little World History. You took courses on the western historical tradition, you took courses on the European and British history, and you took courses on American history. There was no Africanist in the department, there was no Latin Americanist, and there was no Middle Eastern person. We did have a person that did Asian history, but half of that person's courses were focused on American diplomatic history which was not unusual at that time. So, essentially outside of the West we actually had half of a person to do anything else in the world. It was a provincial kind of historical learning. I did take a course in Chinese history, but I cannot say I had a good grounding in anything more than the Western traditions. The other thing I can abstract for you about my experience is that I was again unusual in that my interests were American history, but I took more non-American history than American history. My attitude- and I think it was justifiable- was that if I went to graduate school in History, I would be doing almost all American history and why should I not have the opportunity now to get a little wider range. In retrospect now there are all kinds of ways I could have broadened my education in college [with]. I was not adventurous and the college wasn't particularly adventurous in its curriculum. When you think about it, the one smart thing I did was not do all of that American history when I was going to get [plenty of] it in graduate school. Duffy: That Professor that you had for Chinese history, was that Professor Stemen? Birkner: Yes, Roger Stemen. Duffy: He was in charge of anything East Asian, sometimes even Indian history, I think I noticed? 3 Birkner: He might have done that once and that was it. He wasn't really interested in Indian history. We had a woman named Janet Gemmill [whose maiden name was Powers], so [after her divorce] she is Janet Powers. She taught Indian Civilization, but for reasons I have never really understood- this is before my time as a faculty member -I think she and the History department were not on the same wavelength, so she didn't teach it through the History department, she taught it through IDS. Mr. Stemen was the Asianist. He came in 1961 and he was the first to teach that. Duffy: I noticed that. I also noticed that the courses at that time [during the 1960's primarily] were dual courses, such as 201 and 202. Were you required to take both of them if you took one? Birkner: No, but you are right, they were sequenced. I'm guessing a lot of that was because a good percentage of undergraduates in those days went on to social studies education. They probably wanted to fill out a card of having the 201, 202 of History. That wasn't anything that affected me as a student. That wasn't a requirement. [Pauses to collect thoughts] The only requirement where we had to go through both parts of the sequence were interdisciplinary courses called "Contemporary Civilization" and "Literary Foundations of Western Civilization." Duffy: What was required by the History department [when you were a student] was passing a few three hundred level courses, the Methods course and Senior Seminar, right? Birkner: Right. Duffy: So you completed all of those? Birkner: Absolutely. Duffy: Did you have Professor Glatfelter for Methods? Birkner: Absolutely, everybody took Methods with Dr. Glatfelter. Except for the semesters when he was on sabbatical, he was it. Duffy: What was that experience like? How would you have described it when you were in the class? 4 Birkner: Maybe, it was a lot like what you experience with me. However, Dr. Glatfelter was a very different personality than I am . He was very Germanic. He had been trained originally to be a high school social studies teacher. Now he was a very smart man and wound up getting a PhD from Johns Hopkins. You don't do that unless you have some brains. He was one of these people who went by categories--one, two, three- which is not the way I do things. His approach to teaching was not very exciting to me. Just to give you an example of the way he taught Methods, one-third of the course he lectured about the historiography of Western Civilization, the writing of the history of the West from Herodotus until the Progressive Era in the early 20th century. Each day he would come in for seventy-five minutes and lecture about Herodotus or Livy or Gibbon or Voltaire- who was a historian not a very good one, but a historian [none the less]- [hand motions and voice indicating droning on], Prescott and Parkman and Bancroft. Your first big paper in the course was to read three of these historians--one from the Ancient World, one from Early Modern Europe and one from the 18th or 191h century--and write a comparative [paper]. He did that every semester. I benefited from it, though I have not read those historians since. But [in general] this was dull. The second part of the course was more "Nuts and Bolts." That's where he talked about doing footnotes and bibliographies and reference books. Of course [this was] the pre-computer age so he would bring in a cart and show you reference books. Again, it wasn't too exciting. The third part of the course was the "Philosophy of History'' in which he would talk about a range of things from why we do history to the discourses of history. It was very conservative. As I may have said in class, we read one article about Oral History and he basically said, "I made you read this because it is possible this may be interesting, but it is also possible that it may just be a fad." We didn't do anything more with that. We did the same thing with Psychohistory; maybe we read an article on it. Now Psychohistory came and went really, it is not much today talked about. But he was not an adventurous person. So why is it that he is remembered? Because Dr. Glatfelter had extremely high standards and he challenged you to be the best that you could be. He was a very demanding task-master. 5 When you handed in a paper, he read every line and corrected every line. You got away with nothing. He was a person of tremendous integrity and he wanted you to be. That's what really affected me the most, to be honest with you. The specifics of what he was teaching didn't grab me much, but his ethos, that's what really grabbed me. I don't know what students think about me, but I would guess I am considered "old school" and that's okay, because you need to authentic. Dr. Glatfelter was authentic. And I like to think I am. Some students probably think it is good and some maybe think I am too hard [and demand too much work]. Again, I don't know what the word on the street is, but you've got to be what you are as long as you're nice and fair and all those things- some [professors] can be mean and that's not a good thing [chuckles], but I don't think I am that! [In the end] I think I took away [Dr. Glatfelter's] sensibility about doing history and that has always had an impact on me- [even] forty years on. If you talk to other graduates, I bet you would get similar responses. Duffy: That he was a challenging teacher, but certainly worth it in the end for [the experiences] you get out of it? Birkner: Yeah, sure. Duffy: More than [simply] as a historian? Birkner: [Thoughtful] Yeah, absolutely. [Pauses to collect thoughts] He and I were colleagues for a year when I was back in the late seventies teaching here. When he retired [in 1989], I took his job. We became close [friends] and for the last 24 years of his life- he died in February [2013]- we did a lot of things together. For [many] years I brought him into the Methods class to talk to the students about a specific project or brought the students down to Weidensalllobby to talk with him if they had questions about a particular topic. He was wonderful. Duffy: What was that like when you first came back here having Professor Glatfelter and I can't remember exactly who was still here then who had been here when you were a student­Birkner: Everyone 6 Duffy: Everyone? Birkner: Everybody. Duffy: [So then,] what was that department dynamic like when you joined, having your old professors [as colleagues]? Birkner: . As a student was I was very close with faculty, more close than I think [most] students are today. Just to give you an example, there was no Specialty Dining in those days, there was the Bullet Hole- [though] it was in a different part of the CUB- and there was a group of about 8-10 faculty that ate there every day and talked politics- remember, it's a very interesting time- and they talked campus business as well. They invited me to eat lunch with them. So, I ate lunch in the Bullet Hole every day with the faculty. Now, you say you already know a creepy amount of information about me, but one thing [is that] I belonged to a fraternity. The fraternity I belonged to only ate dinner together in our house; we didn't eat breakfast or lunch together. We were on our own for lunch. Most of my fraternity brothers after class went back to the house and ate lunch together; probably watched Jeopardy or something and just hung out. I never did. I always went to the Bullet Hole and ate lunch with the faculty. Secondly, I was the editor of the Gettysburgian. At the time newspapers were different then they are now. They were really newspapers as opposed to mostly opinion. [Pauses to collect thoughts] The paper [during my years in college] was well respected. So, faculty members wrote for it, faculty members called me up. I had a kind of elevated sense of myself. To answer your question, it wasn't a hard transition to come back in 1978 to teach because people had always treated me collegially as opposed to say you were simply a student. Duffy: As a subordinate71 Birkner: Yeah, well [Pauses to collect thoughts] I hope I don't treat you [quite] like that. We all have different roles to play. It was an easy transition is the short of it. 1 Intended to say something which more conveyed the mentor-student relationship 7 Duffy: What about the transition that we started to talk about before- when you took over the Methods class? What was that like? Did you see that you wanted to make a lot of changes? Did you make them right away? Birkner: That's a good question. Dr. Glatfelter was not a controlling person, but on the other hand he was a very "tracked" person. As I said there wasn't a lot of change [over time] . I was hired, in some measure, because [members of the History department] felt the Methods course was an important course and they felt that I would be the person who could make it matter in the future. When I came back, Dr. Glatfelter said [something like], "You do what you want with the Methods course, but here's the way I do it." The first year I tried to teach it along the track he laid out. I used some different books, but I basically had the same structure he had. I was bored teaching it! Teaching about Medieval historians and giving students bits and pieces about historians -I could see that nothing was going to stick with them. I just said [to myself], "I can't do this!" That's when I said to myself, "this course is going to need re-tooling." That's how you have more or less greater extent what you are experiencing [this semester in Methods]. Dr. Glatfelter was the one who had the three projects and I have three projects, but he never would have assigned an Oral History! Here's the other interesting thing, he didn't assign any manuscript, original material research because we didn't have an archive for the students to work in! We really couldn't do a lot of that. Dr. Glatfelter's laboratory was the Adams County Historical Society where he was the director. He never had the students [go there]. I was surprised about this because we could have done that. We had an archive [at the college]; it just wasn't a place where you could work. He could have assigned us to have stuff to work on and under controlled conditions we could have done it. He just never did it. The part that really surprised me was that here he is the director of the Adams County Historical Society, which has tons of great [material] to work on. I've used it many times in my Methods class- just not this semester because they have had some difficulties moving out of the old Schmucker building [and into a much smaller facility]. So, one of the things I said was that 8 were going to start doing this! What I did [was encourage the creation of a facility for storing a working with archival material on Gettysburg College's campus]. I had something to do with the fact that this [special collections research room] exists because [as department chair] I was able to get a very unusual bequest which had not originally been directed to Gettysburg College. I was able to convince Homer Rosenberger's executor [Attorney William Duck of Waynesboro, PA] that Gettysburg College would be the place to house the Rosenberger Collection, with the idea we would get his estate. The money we got from that estate allowed Robin Wagner, the library director, to hypothecate into other money which enabled them to build this room- which is an enormous asset to students of history, and not just in Methods. Plus we have all of these great internships etc. which we didn't have before that. So, [to go back for a second] in 1990-1991, which was my second year here, I revamped the course really along the lines of what you are taking now. Duffy: So has it not changed so much in the past few decades? What would you say has changed? Birkner: What has changed in part is that the discourses in history have grown increasingly focused on anthropology. The opportunity for students to do more intensive work in Special Collections has probably been the biggest change. They can do much more in Special Collections than they could when I first started teaching here. The idea is always to give students opportunity to work with the stuff of history and be historians rather than just write about [secondary works]. I'm a little off sync with some of my colleagues who are so emphatic that what students need to learn is historiography and what I think is what students need to learn is to feel confident about doing history and that means doing it, instead of writing about historians doing it. I want you to do it. Now, of course the two are not mutually exclusive. You should learn that history is an evolving discipline and there is always an on-going dialogue -that's of course important. But to me, for the Methods course, what's really important- if I can put it this way- is to get your hands dirty doing it, [for example] have that one-on-one experience doing an Oral History with a senior citizen; it will stick with you for a long time. 9 Duffy: Definitely. I think I have noticed that. I feel like I live in Special Collections sometimes! Birkner: And that's a great thing because it is your laboratory! You may have friends that are Environmental Science majors, they're working in a lab. Your lab is right here. Duffy: [Pauses] [So then,] If we could just go back one moment to when you were a student and there weren't as many opportunities [to research in-depth on campus]. I know the senior seminar was molded into a course throughout the sixties Uust before and during your time here as a student]. so I was wondering about your experience in the senior seminar and how you were able to do the research you needed to do [without the facilities here]? Birkner: That's a good question; I think it was only in the late 1960s that they developed the senior seminar more or less the way we know it. Until then, students had to take comprehensive exams and they also wrote a senior thesis, [but there was no senior seminar]. The problem with that program is number one: camps terrify students. A high percentage of the students were not capable of engaging them very effectively, which depressed the faculty. [Further], the quality of the senior theses was generally pretty low, in part because there was little faculty supervision. If you have say forty seniors who are majors and you've got the faculty you have, they just weren't [able to] give the time to the students on an independent study basis to do the senior thesis. So that is when they came up with the seminar notion. As far as being able to do the research- it was unusual for you to be able to spend time doing anything original. Today, more and more of our students [are doing original research]. I was talking to Lincoln Fitch the other day, he's a senior and he is doing his senior thesis on Reconstruction and he's going down to the Library of Congress and working with the papers there and he is making some interesting finds. We wouldn't have thought of that because nobody was encouraging us to do that. I wrote my senior thesis on Christian Humanism in England in the early 16th century. I read a lot of first-hand accounts, they were printed, but they were still primary sources. I read secondary sources about the Humanist movement, which is part of the Renaissance, as it affected life in England. 10 Duffy: So you feel that students now have a better opportunity to delve in deeper? Birkner: Yeah. The other thing that should be emphasized is that our faculty are more "teacher-scholars" or "scholar-teachers" than was the case in the sixties when their primary emphasis was on teaching. Again, you can't draw with too broad a brush because Dr. Glatfelter was always doing scholarship of a kind. He was very productive, but his focus tended to be narrow--on Adams or York counties or religions of York and maybe Pennsylvania. Few people in the department were pursuing active research agendas because they didn't have the same emphasis on scholarship and mentoring students as scholars as we have today. I think having a teaching faculty that is also a scholarly faculty is going to make for better mentors at the senior level or any level. Think about someone like David Wemer, who is a senior History major and just won a prize for the best paper by an undergraduate in the United States. [The prize was sponsored by the American Historical Association.] It was published in a student scholarly journal. What a great recognition for Gettysburg College. He is an exceedingly talented person, but having someone like Dr. Bowman advising him and mentoring him made it [possible]. I mentored three students [over the past several years] who were [George C. Marshall] Scholars. Each was invited down, at my nomination, to become an undergraduate fellow in Lexington, Virginia [under the auspices of] the George C. Marshall Foundation. Each of them did outstanding work and each was recognized for that work. By coincidence, I had lunch today with one of those students. He was a History major and now works as an archivist for the CIA and wanted to come back and talk to me about graduate school. That kind of mentoring I don't think would have happened forty years ago. [However,] I have a certain reputation in the field, I know people, I know what my students are doing and I can then recommend them. The sad thing with the Marshall Program is that they blew through all their money. So, after the program existed for four or five years they ran out of money and I can't recommend students to it anymore because it doesn't exist. The two other students who I recommended for it and got accepted, 11 one is now working on his PhD in Cold War History at Ohio State and the other one is doing a PhD in Early American History at William and Mary, so clearly they moved on and did good things. Duffy: So you would say that the faculty dynamic today- [a group made up of a dozen or so] individuals each scholars and, I would say talented, teachers is creating these opportunities for students? Birkner: I think it enhances and enriches the environment for our History students; hence, it gives them an extra boost toward having a valuable college experience. Dr. Glatfelter had the right standards and the right spirit. But I think that what we have today, is not only that among most of our faculty -I wouldn't say everyone does because Dr. Glatfelter was pretty much the top of the line in that- but they are committed on both the teaching and scholarly side and that's good modeling for students. When you are a senior taking a seminar you will be asked to attend a seminar session in which you will read a faculty member's paper in advance and then go in and hear that faculty member describe how he or she got into writing that paper and then you will be able to ask questions of that member about it. We do that every semester. That's a bit of modeling. You can see what the faculty member does and say to yourself, "Maybe that's how I can do it." That didn't exist forty years ago. We do a lot more stuff you would take for granted, but didn't exist then. Such as, Career Night, Grad School Night, bringing in alumni who are successful in the field of history to talk, the Justin DeWitt Lecture. How about two student journals? The Civil War Journal and The Gettysburg Journal of History again didn't exist forty or even, fifteen years ago, but they do now. That's how David [Wemer] got this national recognition, because he published his article in the History journal. [Earlier today] I was talking to Sam Cooper-Wall today about his thesis for me and I was saying how he really had potential to publish it or expand it as his master's thesis. "Don't forget," he said, "I published it in the Gettysburg Historical Journal." That's right, he did. That's the kind of thing that gives you value added. 12 Duffy: I guess my last question is just going back, once again in a more comparative way, you said the time that you were here was a very [tumultuous] time. Did the faculty use any of those current issues as teaching moments in the classroom? Birkner: Not really. I think one faculty member who taught American Cultural History picked up on environmental issues, which was one of the pieces of the puzzle in the late sixties. Earth Day started when I was college student. He tried to connect Post- Civil War environmentalism, Darwinism, with the new environmental ethic of the late sixties- early seventies. I thought that was good, but he was the only [one]. Professor Stemen, who taught Chinese history, was teaching at the very time that Nixon made his initiative to open doors to China, and he would mention it, but it wasn't integral to the teaching. We were aware of it. I think people made a definite effort not to politicize the classroom. It's not a good idea for teachers at any level to voice their ideas about politics to students. So, that didn't happen really. People were very focused on the subject matter. Duffy: I think that is about it for the questions that I have- Birkner: I think that the one piece of this you are not getting is the student side. You don't want to assume that everything is always [better each year]. I think, today, our students are more sophisticated in many ways about history. You are much more cosmopolitan and you are much more adventurous than our generation in many respects. Just think about that fact that students take courses in fields I never took courses in because they weren't even there, but nobody is afraid to take a course in Middle Eastern history or Australian history or African history. [Today's] students are interested. That's a very good sign. On the other side ofthe coin, I wouldn't disparage students from the late Sixties who were, like me, first generation college students who had a hunger for education and were willing to work hard . . , , There were a lot of people in that circumstance. So, the students were a little bit more aggressive for their education in the late sSxties. Now I will tell you also, that when I came back in the late Seventies the students were not what I remembered them being. They were very self-focused and 13 [pauses to collect thoughts] uninterested it seems to me in the same kinds of issues I had been interested in in college, so that was a little bit of a disappointment. Duffy: I read that I think in one of the oral histories with Professor Glatfelter. He had realized a shift around the mid-Seventies. [He noticed] students were changing what they wanted out of school and how they felt about school. So, I think he saw as well, a decline in the level of learning or [rather] interest in learning. Birkner: I think this is not just a Gettysburg story. Duffy: Right. Birkner: I think it would [have been the case] at you name the place. I remember when I taught my first class at the University of Virginia. This is almost hilarious in a way because I taught a course in [19]74 at the University of Virginia as a grad student. It was a seminar and we read a book on the Sixties. The kids were all like [Raises voice, indicates excitement], "What were the sixties like? What were the sixties like?" and I was thinking [Chuckling between words], "Whoa, whoa!" [To them] It was like "what was World War One like?" It was 1974 and I thought, "Whoa, how quickly the gestalt of the times changes." So, what Glatfelter noticed is certainly what I noticed. Now, particular students, of course, were terrific. They are wonderful and friends of mine now, but the mentality [gestalt] of the campus was very different. Just as an example, the fraternity that I was in had disappeared by the time I came back to teach because it was a more alternative, non-conformist fraternity [and there was no market for that at Gettysburg after 1975]. We didn't do hazing and hell week. We invited the faculty to our parties and they came. Duffy: [Laughs] Birkner: Seriously! It was kind of an admixture of fraternalism, but not the dopey stuff. Obviously, to each his own, but I never had a use for anything [like that]. I remember Dr. Glatfelter- he was not a funny man- but I remember one of the funniest things he ever said. I once said, "Charlie, I know when 14 you were a student at Gettysburg College they still had traditions during orientation where they would punish [underclass] students [for infractions of the rules]. They would cut men's hair off, make women wear side-boards over their front and back with their hometown and phone number on it." Duffy: [Laughs] Birkner: Oh yeah, absolutely! And I said to him, "What if you had ever been brought up by the Tribunal for some infraction when you were a first year student?" Without missing a beat he said to me, "I know exactly what would have happened. I would have packed up my suitcase and gone home because I wouldn't have put up with that nonsense for one second!" That was Charlie. I can't claim that I was as individualistic as he was. For all I know I would have accepted [hazing], but it was nice to find a home [in a fraternity] where it really wasn't practiced. But by the late seventies students weren't into that. They didn't want an alternative fraternity, they wanted a gung-ho fraternity experience. Again, that's okay. I would wish that a fraternity like the one I was in would exist again today because I think there is something to be learned from living in a house with people from different backgrounds [with] different values in some cases. Learning how to live together, learning how to keep a place up [is important]. I don't regret for one minute that I did that. I also had a [fine] experience in that I was a free agent to do what I wanted. Duffy: You got to go to lunch! Birkner: Yeah, I got to go to lunch and I got to eat dinner with my fraternity brothers and party with them and make those horrible road trips down to Wilson College. You did the things that college students do, but you also did it on a slightly different track. When I came back in the late eighties the college was in transition. It had become by then a more national institution, so students were coming from a larger swath of the country, which was a good thing. [It reflected] a more cosmopolitan view. [The population] was still very white, not as diverse as it is today, but moving in the right direction, I think. I would honestly say that your generation of students on the whole is a lot more fun to teach than 15 any generation I have taught before. Just take for example class yesterday on the "Cat Massacre." You are willing to buy into reading something challenging, thinking about it and then talking about it. To me that is learning. But that wasn't really the pedagogy [in the 1960s and 1970s] and when the transition was made a lot of students just wouldn't buy into it because they were [satisfied] being more passive. Learning should be active. It seems to me we have got that buy in from our majors and more generally, too. Hopefully, what you do in my class and your other history classes carries over into Poli Sci and the other courses you are taking, because again, why should it not? [From here we continue to talk for the next few minutes about the intersections between disciplines in the case of myself and my partner Ryan, as well as the possibilities of support from the government for public history and the National Park Service]. 16

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The difficulties and peculiar disadvantages suffered and surmounted by these models for all time in their struggle to the top reveals to us something of the nature of the perilous ascent. It does more. It shows the long period of •development and training of the equilibrium necessary to the keeping of the heights once reached. And next for an intelligent combat we would know what is and makes success ? We are compelled once again to force the rusty lock and cast a rapid glance thro the moldy pages of the past. In a critical analysis of the characters that have pre-served to us their sacred memory we find—no matter in what sphere their greatness has been achieved, in war or politics, letters or trade, supremacy in any and all—four mighty forces blending in perfect harmony and forming the prime factors, the foundation rock upon which has been constructed the tow-ers of strength, wisdom, leadership and learning of all time. Docility, Receptivity—with power to assimilate, indomitable Virility and Be-at-it-ive-ness. These are the weapons with which success is conquered and by the keen edges of which names are inscribed in immortality. Subtract from this super-structure one block or modify it an iota and the edifice of fame will crumble and fall, leaving, not success, but pitiful ruin. If then success and the ship of fortune rests with greater safety and more frequency in the four harbors herein designated; if the crowns of ivy and laurel, resting upon the heads of the world's greatest men, commemorate bloody battles, years of endurance and hardships; and finally, if what is commonly understood as " a good chance in life " is in nowise conducive to a strong development of the requisites necessary for success, as shown by the adverse circumstances in connection with the early lives of our honored living and dead, then it must be conceded that for this present age and generation " a good chance in life " has not much to do with success. c. E. B. '05. .1 >.,. ,11 II,, 234 THE MERCURY. ' i THE FASCINATION OF WAR. [Contributed for the Pen and Sword Prise Essay contest.'] "GEORGE MERITT." IN these modern times when eminent men, representing the most advanced nations in the world, assemble for the pur-pose of promoting international comity and universal peace, the subject ol war, in whatsoever phase, is receiving wide con-sideration. And yet, in this present period of the world's his-tory, during which the most rapid strides are being made to-ward the peaceful solution of all difficulties between nations, there is being waged a mighty war in the East, a conflict of tremendous import not only to the contesting empires, Russia and Japan, but to the world at large. Thus the propagation of the world's peace movement and, in direct contrast, the struggle between the subjects of the Czar and the Mikado have both, on accoimt of their overshadowing importance, given rise to wide discussion as to the nature of war, its general causes and some of its subjective properties. It is one of these pro-perties, the fascination of war, which will form the subject of this essay. From time immemorial war has had a peculiar fascination for all peoples. The barbaric warfare, with all its cruelty, appeals ever to the savage, and the glory of military renown continues to attract the civilized soldier. Though among the more advanced countries the main causes of war lie in agres-sion, territorial or otherwise, devotion to some great principle, or racial enmity, nevertheless struggles between barbarous or semi-civilized peoples are in part due to an eagerness for the clash of arms—a desire to find some outlet for savage instincts. True, the more important causes manifest themselves but back of it all is that fascination for war, that longing for military re-nown to be gained by heroism on the field of battle. And even in our modern times do not "the trumpet's call, the roll of drums and the tramp of marching feet" thrill our hearts with patriotic pride and exercise a strange fascination for us ? Do we not gaze upon the soldier, arrayed in uniform of military splendor, with envious though admiring eyes ? Human nature never fails to manifest itself and from ages back all have worship- ,.,.Miiw mMiwwi>w."■■»!> - THE MERCURY. 235 ped at the shrine of the soldier-hero. The recital of mighty con-flicts, in which innumerable hosts incurred every danger and countless thousands bled and died, never fails to arouse to the highest pitch of excitement and to fascinate by sublime awful-ness. The valor, us services rendered on the field of battle by the phalanxes of Philip of Macedon, the fierce charges of the Roman legions of old, the mighty victories of the Saxons over the Saracen hordes, the brilliant campaigns of Napoleon Bona-parte and the heroism of the Japanese armies in the. present struggle, arouse the intensest interest and exercise a strong fascination over all. And not only is this fascination displayed on occasions of renowned and brilliant martial achievments but it is manifest in the lesser experiences of military life. So thor-oughly has the admiration for martial pomp been implanted within our natures, that we are captivated, as it were, by camp and barrack life, with its drill, dress parade and reviews. We applaud the marching troops of state militia and flock in great numbers to view their annual camps. The soldierly young cadets of West Point and the well trained ensigns from Anna-polis inspire admiration and enthusiastic praise at all times. Thus we see the fascination, which all things martial has for us, is no idle term but is deeply imbued within us. Having shown that war truly means a potent spell of fascina-tion, the question naturally arises, Will this love of conflict, this attraction for war materially hinder the success of the world's peace movement ? General Sherman's famous utterance, "War is hell," ex-presses with keen and incisive force what men have been think-ing for years, and it is a gratifying fact that to-day the most eminent statesmen in the world are allied on the side of uni-versal peace. They are striving to settle all difficulties by arbitration and The Hague Tribunal stands as a monument to their splendid efforts. There are those who believe that war can never be made simply a thing of the past. They claim, despite the rapid strides made by the peace movement, that nations will continue to be more inclined to settle their disputes through force of arms than to submit them to a mediator. They assert, in addition, that the inherent love of all peoples 236 THE MERCURY. for military glory and the fascination warlike achievments ex-ercise over them will render the attainment of universal peace impossible. Faulty statements at best, as has been shown by the decided inclination of nearly every advanced country, through its head ruler, minister of state and other eminent men, to be identified with such a cause, and in every instance that nation's position has met with the approval of the great majority of subjects, who do not allow the fascination that war may exert over them to obscure their judgment or weaken their sympathetic concern for humanity's welfare. Our own worthy President and his distinguished Secretary of State have been allowed with the World's Peace idea, no abler presenta-tion of the question having been made?' than that delivered by the latter in his address to the World's Peace Congress, re-cently assembled at Boston. Also in other countries the trend seems to be toward the just conclusion that "war is useless slaughter" and should be prevented. Therefore, we are justified in saying that the fascination of war, strong as is its influence, cannot seriously impede the ad-vance of this noblest of ideas, which gaining strength with every day, and enlisting in its service the truly great men of the world, sTtall finally achieve a glorious triumph and secure for the earth Universal peace. WHO IS AMERICA'S GREATEST POET? BY "LAEUUS." EDGAR ALLEN POE, whom many foreign critics regard as the one American poet possessed of the elusive quality called genius, was born in Boston in 1809 and died in Baltimore forty years later. Like Scotland's great Burns, he is one of whom we can not but ask, what might have been? With respect to each, the question was pertinent until death closed the scene and put its warning finger on the lips of the scorner. We may ask the question ; but there we must stop. A friend wise enough, and strong enough, might have guided Poe's steps into the path of respectability, just as one wise enough and strong enough might have made of Burns a fit companion for THE MERCURY. 237 the languid gentility of his time. The lightning, controlled, is no longer the lightning; and genius in the leading strings of respectable mediocrity is no longer genius. The day of vindictive discussions of Poe is long passed. We of the present generation may grieve over his weaknesses and "his excesses; but we can not profit ourselves or others, by blaming him for being what he was. True, it is a thousand •pities, that he was not himself, plus the power of self-direction, that could have made of him as great a man as he was a poet. This one thing he lacked. He paid the price of weakness and waywardness, dying in disgrace at an age, when Bryant, Lowell, Longfellow and Whittier were in the midst of their careers as poets, and as men whom the nation delighted to honor. It is to be fixed in mind that these men who, like Poe, were New Englanders by birth, were also New Englandersby inheritance and by education. The Puritan spirit was the guide of their lives. Poe was of the South, born though he was in Boston. His parents were nomadic actors, and the child's first impress-ions were those of the unreal and dangerous life of the stage. Besides, he was a wonderfully precocious boy, and was robbed of the real childhood that ought to be the birthright of all who come into the world. The real drama of life is dramatic enough ; the real tragedies of life are tragic enough. Is it any wonder, that the child trained in an environment of pretense should lose or never acquire that balance of char-acter and of conduct, without which no man is completely a man. Under the thin disguise of the title, this essay is intended to be a suggestive study of the poetry of the man, whose passage across the heavens of our literature was not entirely like that of the lightning uncontrolled. There was the brilliant flashing of his strange genius; there remains the memory of the strik-ing impression he made upon his own generation. He was one •of the first American authors, who dared to have a literary opinion different from that of England. He did more to es-tablish a native American literature than all the writers that preceded him. Let it never be forgotten, that Poe conferred upon our country the glory of having produced the most origi- 238 THE MERCURY. nal poet of the century. He, like obscurity, that takes its shape in a glimmer of light, ascended the "Acropolis" of Literary-fame. His master poems stand alone in poetry, as the Venus-in sculpture, and the Transfiguration in painting. He left more than an empty name. The line of light that follows the meteor dies and disappears quickly, and leaves the darkness as it was. Poe's meteoric career was more than meteoric. He is and will be a genuine force in our literature. The power that was-in him, and that made him what he was has not disappeared from the earth. Bryant wrote his first boyish verses before Poe was born, and, long after Poe's ashes had been laid in the grave, Bryant continued to sing in his high, pure and manly-strain; yet as a poet, Poe, with his handful of appealing versesr counts for much more in the world of literature than the author of "Thanatopsis," in spite of the latter's long and blameless-life, devoted to high ideals in literature, journalism, and citizen-ship. Such is the irony of the fate, that almost shapes the man's career before his birth ! Of its kind, there is nothing better in the language than Longfellow's "Skeleton in Armor," with its splendid lyric swing; and the "Village Blacksmith," and "The Wreck of the Hesperus" are almost as good in their humble sphere. "Evan-geline," his masterpiece, is the most beautiful and the most •touching tale in verse yet told by any American poet; its-charm is increased greatly by the natural scenery of America, and our varying seasons. The easy verses sing themselves into> the memory of all who read his poems. His poetic gift con-tinued to ripen and to bear mellow fruit to the end of his life- The chief reason for Longfellow's popularity as a poet, both at home and abroad, is due to his firm belief and ardent trust iro his fellowmen. He, however, is not a musician in verse like: Poe, neither are his poems so characteristic of his own life, as Poe's masterpieces are of their author. Whittier was early brought into that intimate communion; with Mother Earth, and with Nature, which comes not by mere to observation, and which gives such a peculiar charm of pictur-esque truth to so many of his poems. How much he thus-learned, and to how good profit he put it, are visible in many of ■ . ■ > .1 ' '.' ■ 111111 i>iiPiiiyi.iMHiii>nii>i|pipiiWi'-w~--^j- • m THE MERCURY. 239 his poems, but specially in his "Snow-Bound," which, in addi-tion to its other merits, has now also an historical value, as a vivid picture of modes of life, even then obsolescent, and now almost as far away as those pictures of Homer. And not only will the scenery of New England, both outward and domestic, live in his verse ; but it is worth remark, that the nobler quali-ties of the Puritans have nowhere found such adequate literary expression since Milton, as in this member of a sect which they did their utmost to suppress. "Maud Muller" is perhaps the most popular of all his briefpoems. In some of his stanzas there is a lyrical melody, that sings itself into the memory. The best of his ballads have an easy grace of movement. True, he has won his place among American poets, and is very popular. Yet his poems are not interpreted and recited by our great en-tertainers, as are the masterpieces of Longfellow and Poe. I began with the suggestion that Poe was to be understood through his poetry, rather than through any analysis of his life. Indeed, all real and vital literature must be appreciated at first hand, or not be appreciated at all. To know the names and dates of all Poe's poems, and to be able to describe every drunken debauch of his unfortunate career, is not to know Poe as a poet, as a composer of literature, which appeals to the instincts of the possible, and yet impos-sible poet, in every man, who dares to dream dreams, and to build air-castles. Poe touches our inner feelings. It may well be questioned if he quite gets at what is truest and best within us. Certainly he "glides into our darker musings;" but he does not steal away their sadness, he rather intensifies it, and makes us feel what strange compounds we are of the simple, the sublime and the mysterious. In his essay on " The Poetic Principle," Poe said, in praise of Bryant's poem entitled "June," that it always affected him in a remarkable manner. The intense melancholy which seems to well up, perforce, to the surface of all the poet's cheerful sayings about his grave, we find thrilling us to the soul, while there is the truest poetic elevation in the thrill. The impres-sion left is one of pleasurable sadness. /, ■ranvMiBHiwtiiqi^^ttriffltfifl^ 24O THE MERCURY. With Poe, the "feeling of sadness and longing " was real and very present during the most of his life. Perhaps this fact suggests, as powerfully as any other, his title to greatness as a poet. In his " Fable for Critics," Lowell describes himself as a poet burdened with a pack of isms—a burden which was certain to keep him from reaching the greatest success as a poet. Poe had no isms. His one passion was pure poetry—the poetry that is divorced from preaching and moralizing, and which exists for itself, or as a purposeless ex-pression of the poet's feeling for beauty. So, whatever theme he touched, he made musical aud beautiful. However disgraceful Poe's life may have been in many of its outward manifestations, there can be no doubt, but that it had its beautiful side. He knew beauty, purity and truth, even though he also knew their opposites too well. His best poems are almost perfect in their beauty : but with this beauty, there occasionally come incongruous suggestions, that make the flesh of the spirit creep. Perhaps it is no mean service to make sorrow and suffering beautiful in themselves. Some of our best loved poets help us to see the beauty and the joy, which are seen the better through tears, and after pain. Poe would seem to have in-tended to show the sweetness of the bitter, the very joy of sorrow, the exquisite pleasure of pain—so strange, so seemingly contradictory to the man and his writings. It has been hinted that Poe is better understood now, than fifty years ago. He came into the realm of American litera-ture very much as an interloper. But before death closed the scene, the splendor of poetical brilliancy shown through his drooping eye-brows with marked clearness. He was unlike other poets of the first rank. They were men of irreproachable character, with a vital interest in the life that was being lived, and the thought that dominated their generation. Here was a man, who represented poetry from another side. Here was a man who professed to speak the language of the poets, but who lived almost the life of an out-cast. And he seemed to care very little—so much the worse for him then!—for the feelings and the conventionalities of the time. • mrm'1+r r?; T f-fmriwiV THE MERCURY. 24I The puzzling first stanza of " Dreamland " is very character-istic of Poe's life ; for even yet he is a good deal of an enigma— out of space, out of time—to those who know him best. "By a route obscure and lonely, Haunted by ill-angels only, Where an Eidolon, named night, On a black throne reigns upright, I have reached these lands, but newly, From an ultimate dim Thule— From a wild, weird clime that lieth sublime Out of space—out of time." BEGIN NOW. You will read in song or story Of the men of sturdy will Who have fought for^jold and glory And have scaled Achievement's Hill; But to make the application And to draw the moral true, If you'd win that lofty station, Start today ! It's up to you! EARNEST NEAL LYON IN|N. Y. PRESS. "I'll try to steal her heart," quothjhe, "And win her sweetest smiles." "I'll try to steel my heart," said she, "Against love's subtle wiles." So both in steel began to deal And, as you may opine, Love soon declared a dividend And started a combine.—Ex. There was a crowd, for there were three, The girl, the parlor lamp and he ; Two is company, and no doubt That's the reason the lamp went out.—Ex. Ill . u iBimmiteHftt THE MERCURY Entered at the Postoffice at Gettysburg as second-class matter Vol. XIII GETTYSBURG, PA., DECEMBER, 1904 No. 7 Editor-in-chief C. EDWIN BUTLER, '05 Exchange Editor CHARLES GAUGER, '05 Business Manager A. L. DILLENBECK, '05 Asst. Business Manage} JOHN M. VAN DORKN, '06 Associate Editors H. C. BRILLHART, '06 ALBERT BILLHEIMER, '06 H. BRUA CAMPBELL, '06 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 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. Our college weekly, The Gettysburgian, very profitably de-votes two pages, in each issue, to the discussion of the impor-tant, vital and present needs of the college and student body. Consequently topics of immediate interest are limited and the difficulty of finding subjects which may be treated with the brevity required in these columns suggests the theme of want. Surely, at this season, few topics more apropos or relevant could claim our interest and attention. Just now, we want, more time for study, more time for lec-tures and recitations, more time for collateral reading, more time for recreation, more time for thought on the problems that confront us. Indeed we could almost wish for a thousand hours in one day. Our wants are legion. We want more un-selfishness, a wider dispensation of the little cups of cold water ; we want to make every one happy and cheerful. •"** in THE MERCURY. 243 Ask a fellow-student to participate in this little service, to make himself responsible for some worthy project, to do this or that and the ever ready cry is "no time, too busy." What a multitude of unperformed ideal services could be accomplished if we only had more time! But what use do we make of the many odd ten and fifteen minute periods in each day ? An-other year has almost passed and a statement will need to be' forthcoming. Count the debit and credit columns and ascer-tain the heavy losses sustained. Is there sufficient capital to engage in business for another year? As a suggestion, ■"The Economical use of Time" might afford abundant material for the pen of some brilliant essayist. . I > Culture in its wide ethnographic sense means a thorough acquaintance with all intellectual activity. It comprises know-ledge, art, belief, morals, law, custom and numerous habits and capabilities of man when considered as a member of society. All men are more or less cultured ; some more but a vast num-ber less. While a college is intended to and does impart, to a degree, polish and culture yet a brilliant lustre is impossible if the material be crude and unsculptural. "One gets out of life just what he puts into it" and this is especially true of college life. Many men go through the course for the culture that can be had, others with a more definite aim in view and quite a number with no aim or purpose. The two former will in all probability attain their object but what of the latter ? His lackadaisical spirit somehow gets a diploma for him, which sig-nifies neither culture nor purpose, and with this he takes his exit to help advertise his fostering mother. How incongruous! Shall his class-fellows, with the interest and welfare of their alma mater burning in their hearts, permit such an one to leave the ranks, with none of the distinguishing characteristics of a •college man, uncultured, and unenthusiastic ? This type of student is no stranger in any of our colleges. Engage him in conversation and he is soon distinguished as profoundly ignor-ant of the topic under discussion ; in his very gait he gives no •chance for a false conception as to his general make-up. Is it impossible to invent some moral or physical law, designing it to ll-nl'lUUI 244 THE MERCURY. operate on his kind, so that within the next decade perhaps the species may become extinct ? Could such a happy solution of the difficulty be reached it would confer untold blessings upon all institutions and add a very valuable specimen to collections-in the museum. But not in books, alone or a close application to what might be termed college duties is culture to be found. These are often pursued at the sacrifice of other things which have not a little of the polishing element in them. Culture is synonymous with civilization and for its perfection and realiza-tion must have a wider scope than is found immediately within a college curriculum. Fortunate is the institution that has a variety and number of societies and social organizations, the doors of which are ever open to all students, and wise is the man who enters and improves the social and literary oppor-tunities offered there. Contact with the other man is bound tc» augment personality, develop consideration, create thought power and as a consequence impart a depth of culture or civili-zation obtainable in no other manner. EXCHANGES. There is a growing tendency on the part of our exchangesr to picture in burning colors the hero and the coward; the brawny champion of the grid-iron and the insignificant strip-ling ; the bluffer and the grind ; the society man and the "Stag ;" the busy-body and the recluse, in short, every character, whether unique or commonplace, of the academic world. We remark that this is a healthy tendency ; for it not only displays college life in its excentricities but also gives us a glimpse of human character, in its formative period, as found in different colleges. It further sets up ideals, in part, creations of the mind tho they may be, as goals toward which many a student strives or from which he turns in contempt and disgust according as he either sees his ideal or the reverse of his ideal exemplified on the pages of his alma mater journal. Evidently the writer of "The New Sphere for Women" in the Washington Collegian was limited in printing space or is of very tender years and rather inclined to partiality. ■ • • ■ PATKOMZE OUK ADVEKTISEKS. FURNITURE Mattresses, Bed Springs, Iron Beds, Picture Frames, Repair Work done promptly. Under-taking a specialty. * Telephone No. 97. H- IB. Bendei 37 Baltimore St., Gettysburg, Pa. THE STEWART & STEEN CO. College Engravers cuncL (P-rinteTS 1024 ArchJSt., Philadelphia, Pa. MAKERS AND PUBLISHERS OF Commencement, Class Day Invitations and Programs, Class Pins and Buttons in Gold and Other Metals, Wedding Invitations and Announcements, At Home Cards, Reception Cards and Visiting Cards, Visiting Cards—Plate and 50 cards, 75 cents. Special Discount to Students. A. G. Spaiding «S Bros. Largest Manufacturers In the World of Official Athletic Supplies. The foot ball supplies manufactured by A. G. SPALDING & BKOS. are the best that can absolutely be produced ; they are of superior make ; they have stood the test for over twenty-eight years, a,nd are used by all inter-collegiate, interscholastic and prominent football teams of the country. No expense is spared in making the goods bearing the Spalding Trade-Mark as near perfect as it is possible to produce a manufactured article, and if it bears this mark of perfection it is the best. SPALDING'S OFFICIAL FOOT BALL GUIDE. Edited by Wal-ter Camp. Contains the. NEW RULES FOR 1904. Special articles on the game. It is, in fact, a complete encyclopedia of the game. Price 10 cents. SPALDING'S HOW TO PLAY FOOT BALL. Edited by Walter Camp. Newly revised for 1904. Un-doubtedly the best book ever published on the gome, for it contains all a beginner should know, and many inter-esting facts for the experienced player. Price 10 cents. " If it pertains to athletics, we make it." A. G. SPALDING & BROS. New York, Chicago. Denver, Kansas City, Baltimore, Philadelphia. Minneapolis. Boston, Buffalo, St. Louis, San Francisco, Montreal, Canada : London England. Send for a copy of Spalding's Fall and Winter Sports Catalogue. It's free. i W-MftttW \m\u'mmmmBmt(MiiBai PATRONIZE OUR ADVERTISERS. EGKENRODE & 1EGKEK CHAMBERSBUEG ST., Dealers in Beef, Veal, Lamb, Pork, Sausage, Pudding, Bologna, Hams, Sides, Shoulders, Lard, Prime Corned Beef. SEFTON & FLEMMING'S LIVERY Baltimore Street, First Square, Gettysburg, Pa. Competent Guides for all parts of the Battlefield. Arrangements by telegram or letter. 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Bread, Rolls, Cakes,Pretzels, etc At short notice and reason-able rates. 103 West Middle St., Gettysburg Shoes Repaired —BY— J. H. Bft^ER, 115 Baltimore St., near Court House. Good Work Guaranteed. J. W. BUMBAUGH'S City Cafe and Dining Room Meals and lunches served at short notice. Fresh pies and sandwiches always on hand. Oysters furnished al year. 53 Chambersburg1 St. 1 F2.-u.pp Btxilding, YORK, PENN'A. Watch for his Representative when he visits the College. n-i-E^E SI^/L^EST SET. A MACAZINE OF CLEVERNESS Magazines should have a well defined purpose. Genuine entertainment, amusement and mental recreation are the motives of The Smart Set. the most successful of magazines. Its novels (a complete one in each number) are by the most brilliant authors of both hemispheres. Its short stories are matchless—clean and full of human interest. Its poetry covering the entire field of verse—pathos, love, humor, tenderness—is by the most popular poets, men and women, of the day. 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The Mercury December, 1909 HELP THOSE WHO HELP US. The Intercollegiate Bureau of Academic Costume. Cotrell & Leonard ALBANY, N. Y. Makers of CAPS AND GOWNS To Gettysburg College. Lafayette, Lehigh. Dickinson. State College, Univ. of Penn sylvania, Harvard, Yale, Princeton. Wellesley, Bryn Mawrand 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 Bummer. Over 25,000 employers look to Hapgoods for their men in sales, offices and technical positions in all departments. Most of these firms use college men. They arrange with us to cover the entire college world for them. We have a unique proposition o* immediate interest to any college man who will be open for a propo-sition. Let us tell you about it. Write to-day. !\\ITMOJVJMJ OttGJJVIZjlTlOJV UJf BltjiMJV ItUliKIillS. Commonwealth Trust Building, Philadelphia, Pa. THE) RIGHT TAILOR IN THE) WRONG LEGATION J. W. 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PLEASE REMEMBER That by sending your orders to us you help build up ami develop one of the church in-stitutions with pecuniary ad-vantage to yourself. THE IUI ERCURV The Literar7 Journal of Gettysburg College. VOL. XVII GETTYSBURG, PA., DECEMBER, 1909 No. 7 CONTENTS. THE IMPORTANCE OP HEREDITY IN DECIDING A MAN'S OCCUPATION 2 WM. A. LOGAN, '10. THE FIRST CHRISTMAS.—Poem ' 5 NEWTON D. SWANK, '11. THE MUNICIPAL BATHING BEACH AT WASHING-TON G D. E. A. K. HER REASON 8 JI. IT. KRUMRINE, '11. ART. II.—TENNYSON'S CENTENARY, AUGUST 1809- 1909 12 REV. CHARLES WILLIAM HEATHCOTE, A.M., B.D. THE HONOR SYSTEM SHOULD PREVAIL AT PENN-SYLVANIA COLLEGE 15 MARY M. BAUSCH, '11. THE AMERICAN BUSINESS MAN 17 HARVEY W. STRAYER, '10. NEITHER PESSIMISM NOR OPTIMISM 20 FLORENCE G. HEATHCOTE, '10. DOES SMOKING AND DRINKING INTERFERE WITH INTELLECTUAL PROGRESS ? 22 H. F. BAUGHMAN, '10. SPAIN'S CRIME 24 EARL S. RUDISILL, '12. THE POSSIBILITIES FOR IMPROVEMENTS IN GET-TYSBURG 26 HARVEY S. HOSIIOUR, '10. EDITORIALS 28 EXCHANGES 31 z. THE MERCURY. THE IMPORTANCE OF HEREDITY IN DECIDING A MAN'S OCCUPATION. WM. A. LOGAN, '10. jO consider the question of the importance of heredity in determining a man's occupation we must see what effect heredity has in general upon the life of a man, and since occupation is an outgrowth of imitation, we must determine the effect of heredity, in particular, upon imitation. But let us first see what heredity means in this connection. There are those who would tamper with the term "heredity" in its purity, corrupting it by making it cover its own natural ground and that-rightly belonging to "early environment." We prefer, and justifiably so, to look upon it in its own sphere and to exclude any contribution from this other factor. Hence, we define heredity as the name given to the transmission of gains or losses in organic development from parent to child. And upon this definition rests the solution of our question. Heredity, certainly, has importance, however limited, in de-termining a man's line of work—in fact it has importance as a determining factor in man's whole life. Taking our definition, we admit a transmission takes place in the generation of chil-dren, but note that it is a transmission of gains or losses in organic development, and hence, becomes a question of large or small capacity; for it is easy to understand that the parent who lias gained in organic development will transmit to the child an organism of superior development and therefore of greater ca-pacity. The reverse is also true of the parent who has lost in organic development. And now, although we admit this, at the same time we know from observation, that unless favorable con-ditions are brought to bear upon the life of that child of superior development, that superiority will be overcome, largely, by the lack of said conditions, and, by the time the person is ready for occupation the factor of superior development will be so subju-gated to the unfavorable conditions that it will be recognized as playing a very small part in determining the occupation which the person will take up. On the other hand, let the child of in-ferior organic development be surrounded by favorable condi- THE MERCURY. tions—what do we notice ? Simply this, that although it cannot exceed a certain limit of development, it can and will, by virtue of these favorable conditions, overcome its inferiority, and, again, we find it true that heredity plays a part, but a very small part, in determining the occupation the child will follow. This ex-plains the phenomenon of great, powerful men born of lowly and sometimes ignorant parents, yet by virtue of later environment they become the powers that they are. Now, that we may get the really vital factor which solves our question, we must consider the element, "conscious imitation." It is this, after all, which determines the occupation however true it is that it too, has its detriments. To be concise we shall quote Baldwin, who sets forth plainly the rise of conscious imi-tation, and heredity's part in this rise. He cites the fact of the late rise of conscious imitation: sixth or seventh month. This fact may be accounted for on the very evident ground of the distinction of congenital functions from the new accommo-dations of the individual child. The child's early months are taken up with its vegetative functions. The machinery of he-redity is working itself out in the new individual." And fur-ther: "In the main, therefore, there is instinctive tendency to functions of the imitative type, and to some direct organic imi-tations; but those clear conscious imitations which represent new accommodations and acquirement are not as such instinc-tive, but come later as individual acquirements." Here we see heredity limited to the determining of action in the early months of the individual's life, and giving way to that more potent fac-tor, conscious imitation which in turn is determined by environ-ment. But we have not said that heredity has no power in de-termining a man's occupation and it is for us to show now, how it limits environment. Tins has been indicated above, but not explained. Let us take the ease of transmission of losses. The parent is frail and weak and the child inherits a similar frame and weak-ness; then no amount of habit, custom or education will make that child capable to assume an occupation which requires a large, strong body. And so with the inheritance of weak organs of whatever name—a weak heart, brain, a diseased stomach, etc. —inheritance of any of these means that habit, custom or educa- THE MERCURY. tion, in a word, environment, can only succeed in making the individual fit for an occupation which will not involve any strains whatever upon the weak or diseased organs. On the side of the trasmission of gains environment docs not have this limiting influence, but, as was stated explicitly above, a favorable environment tends to produce further gains, while an unfavorable environment limits even the organism of su-perior development. To take a specific case, we know a man, born of strong, healthy, intellectual parents, whose life was somewhat in this order—school (where he ranked high) work, (first in a store then in a factory with his father, then at a trade); night school, college, seminary, and ministry. The observed facts show that the man was born with an organism of superior development which was favorably environed during his early years,—then a less favorable influence came to bear, and, (that he might have more money), he went to work. Here we see environment showing itself in two directions—from store down to factory, and from factory up to trade. But finally, en-vironment lets his organism work along favorable lines, giving him a continuous uplift through the stages from night school to college, to seminary, and to his occupation. To sum up briefly, then, we admit that a transmission of ca-pacity takes place in generation of children, but we contend that this capacity may be limited or increased according to the un-favorable or favorable environment of the individual. We say that heredity is replaced by conscious imitation, to a large de-gree and imitation is the performing of those things which we see being performed about us. And when it comes to the de-termination of an occupation wc, in choosing, imitate those whom we have found it pleasant to imitate in other matters, or we choose an occupation for which our habits, customs or educa-tion has made us adept. And all this leads to the truth: "Man is a creature of environment," however true it may be that lie himself determines largely, his environment. THE MERCURY. THE FIRST CHRISTMAS. NEWTON D. SWANK, '11. In snowy-white December's dreary days, There comes to mind that bright'ning tale of glory; Of how the angels chanted hymns of praise, And to the shepherds told the wondrous story. Good shepherds, keeping watch o'er flocks by night In that same country where the Christ was born, Were dazed as they beheld a glorious sight Ere they had caught a glimpse of waking morn. They, sore afraid, drew back with cries of fear From that great shining light sent by the Lord. Then God's own angel did to them appear; Above, in radiant brilliancy, he soared. The angel to the shepherds softly said: "Fear not, I bring you tidings of great joy, Which to all people shall be widely spread; For unto you the Christ, your king, is born! This new-born babe is Christ, the Lord of men; In manger lying wrapped in swaddling clothes, Him .you will find in David's Bethlehem"— Then suddenly a host of angels rose. They chanted soft in heavenly array, And then sang: "Glory be to God on high, And on earth peace, good-will toward men alway." The joyous shepherds were no longer shy. As these celestial angels went from them The shepherds spoke to one another thus: "Let us now even go to Bethlehem To see this Son that God hath sent to us." THE MEECUEY. They came with haste, and found sweet Mary mild, Good Joseph with the oxen standing by; Within the manger lay the Holy Child,— God's gift to man His Love doth verify. When they the babe had seen they spread abroad The saying, which was told to them about This child, the precious gift for man from God; And all who heard sent up a prayer devout. The shepherds, glorifying God, returned; With great rejoicing they left Bethlehem, Where they such wondrous things had seen and learned; But Mary kept these things and pondered them. THE MUNICIPAL BATHING BEACH AT WASHINGTON. D. E. A. K. |ASHIN"GT01ST, the city beautiful, home of great men and fair women, has like many other large cities come to realize that not only in the palaces of kings, but also in the homes of the poor, are brain and brawn, beauty and grace to be found, for although frequently styled, "the city of diplomats and politicians," she has within her confines many from the poorer classes to whom are denied many of the neces-sities, not to speak of the luxuries of life. The children of these poor, compelled to bear the sweltering heat of summer, suffered without any means of relief. Seaboard cities are fanned by cooling breezes and afford to the younger element all the bathing facilities the ocean allows. Country towns have woods and the inevitable swimming hole. Washington, although situated on the Potomac, is blessed with none of these natural bounties, for due to the depth of the water and the currents, the river has been shunned rather than sought. What was to be done in the face of such conditions? Action THE MERCURY. 7 followed swift on the heels of the realization of the necessity. The citizens of the district petitioned the commissioners and they readily granted to the committee appointed, the old Fish Commission pools and grounds and a money appropriation to make the necessary repairs and alterations. Thus one of the city's most beneficent charities had its beginning. It was but a beginning, and that only, for since this the labor expended has been almost herculean. Unused pools have been filled in, low ground has been graded, drainage has been put in, locker houses and office buildings have been provided and con-crete swimming pools built. Has it been worth while? For an answer I would ask you to go to the Bathing Beach grounds some afternoon about one o'clock. When one is a full half mile from the pools already the small boy with his bathing suit is in evidence. Although Wash-ington is a city of "magnificent distances," yet from the out-skirts they come, rich and poor, big and little, young and old, and all in a hurry. When they arrive at the grouds all willingly get in line to receive their free admission slips, for a record of the name, age and residence of all patrons is kept. At the small boys' hours the big fellow declares, "he's only a kid;" at the older boys' hours, the little one is a man grown, supports a family, "and has chewed tobacco for a year;" few such excuses however, are offered during the ladies' hours. If the troubled waters in the pools at Washington could work miraculous cures ,many would be the number healed, for from early morning to evening few are the minutes in which the pools are not "disturbed"—and not always by angels either. Splash! Splash! Splash ! All day long. One can see hundreds in the pools or waiting on the wharves. Here a senate page is having a game of tag with a "newsy" who for an hour has dropped his cry of "Sta'-Times- -Evenin' Pape," and is enjoying a dip; there "Tubby" Regan, winner of many races, paddles in his inevitable tub, joyfully ignorant of the fact that Johnny Shugrne is just ready to spill him from his slippery throne. There are shallow pools for waders, deep ones for swimmers,. "muddy" ones for the dusky patrons; all are accomodated, all are-happy, all are safe. Swimming instructors and life guards with 8 THE MERCURY. ceaseless vigil keep careful watch over the bathers, so accidents are few, fatalities none. And who is largely responsible for the instruction and con-tinuance of this factor which has proved to be an unspeakable blessing to many? Dr. Wm. B. Hudson, the present superin-tendent, "the swimmer's friend, looked Up to by the boys, re-spected by the men, asked for by the ladies; a "West Point man^ a University of Pennsylvania graduate who has entrusted to other hands his large profitable practice that he might for a mere pittance give his time and energy for the good of "the other man." All honor to such truly great men, who in a spirit of widest altruism forget self in their consideration for their fel-lows. ± ± HER REASON. M. H. KRUJIBIXE, '11. SJSPT this a grand night? Beyond description!" "It certainly is." "It is an ideal night to take a walk. Nothing would be quite as enjoyable to me as a walk. Will we take one?" Oh !— The t-t-ti—w-well! Let's take a walk." Such were the words exchanged between Jack Roberts, the big Sophomore class president and Miss Drew, the Freshman co-ed, respectively, as the former was leaving Miss Drew after having spent a most enjoyable evening in the company of the Fresh-man co-ed. It was at 11 o'clock and the walk came as a sur-prise to both. It was quite a novelty to these two representa-tives of hostile classes. True, Miss Drew had reflected on the time but the night was too grand to resist. Then, too, we must not forget that one was a class president and the other a class secretary and loyal Freshman co-ed. "Hustle on your wraps, Miss Drew, and we'll be out enjoying the glorious night," said Jack, his head in a whirl. The very fact that he had spent the evening with Miss Drew was enough THE MERCURY. to fluster him for a week and the walk in addition was enough to cause a brain-storm. He had eyed the Freshman co-ed with hungry eyes many a time as she appeared in chapel, on the campus, in dining hall or wherever she chanced to come within sight. Many a time had the rustle of her dress, the wave of her golden tresses or the sparkle of her beautiful, blue eyes caused his heart to take a sud-den leap and flutter beyond control. What this present occasion did we can only conjecture. Then, too, Mis Drew, the popidar and generally admired Freshman co-ed had not been entirely averse to the attentions paid her by the big Sophomore president. In fact, she had played several games of tennis with him, but never had Jack teen honored with her company as he was to-night. But the walk is not yet taken. "Oh! I am ready," was the quick reply, as Margaret, the co-ed, hastily donned her wraps. Soon they were off for a stroll in the country, under the open canopy of heaven, bestudded with countless stars. The silvery moon, too, was shedding its gor-geous light on the earth beneath. Thus they went forth to drink in the fresh air and beauties of the night. ISTor was their en-joyment of the walk unexpressed. "Isn't this evening perfectly charming. It is an ideal ni , I mean, it is an ideal evening. An evening such as poets love to describe. How grand it is and my enjoyment of it cannot be expressed." Such were the words of Margaret as they went along. "You have expressed my feelings exactly, Miss Drew," was the scant reply of Jack. He had other feelings to contend with. Feelings such as scarcely permitted him to open his mouth lest they give utterance,—to his sorrow—perhaps. He was perplexed and rather meditative. But he was well aware of all that hap-pened and was a very earnest audience to Margaret, reflecting carefully on all she said, which was much. Margaret apparently was enjoying the walk so much that she did not think of any-thing else. She was very talkative, as if for some specific pur-pose. As the walk was continued the perplexity of Jack did not cease, but rather increased. He was perturbed and it was only 10 THE MERCURY. a matter of time when it would become evident to his companion. '"Shall I say it ?—Will I tell her ?" mused the big class president. "How will she take it? No. I dare not, I must not, for when I mentioned Borneo and Juliet in connection with this night, she made a queer move and uttered an unexplainable sound. She objected to any such thought. Did she object? Perhaps she winced for another reason," mused Jack further. At this time the representatives of the two hostile classes were quite some distance from the college. It would take them about half an hour to get back and then they would have to walk briskly. Yet they kept on apparently unaware of the time and distance. All of a sudden an outrageous yell and din reached their ears. It was a din and it kept up for some time. Pres-ently Jack broke the silence caused by the din with the words, "What noise?" Margaret, innocent as a Freshman only can be, of course did not know. But all of a sudden, as if becoming suddenly aware of the time and distance from the college, she exclaimed rather excitedly, "Let's turn back. I fear the hour is growing late and we are some distance from the college—a good half hour's walk!" "Say a good hour's walk," said Jack as he turned to go back before he was aware of it. They journeyed back but the hideous noise and din marred their walk. How they did not know, but even Margaret was silent and Jack could not muse as before, with such an uproar going on. Furthermore he was afraid that he should be back at college, on the campus where the noise was made according to all indications. He was a class president and a Sophomore, too. What might not his class be doing. They were trained to "work" under him and without him they were as sheep without a shepherd. Perhaps the Freshmen are busy. He became alarmed the closer they came. His nerves were all a-tinkle. Just then they had come close enough to distinguish some words. "Sophomores! ""Sophomores!" "Freshmen!" "Freshmen!" "Freshmen!" burst upon their ears. "The Flagscrap!" burst forth Jack, as he made a sudden leap as if to run. THE MERCURY. 11 "Pardon me, Miss Drew, I—I forgot." "Merely class spirit," was the reply. The fact was only too well known to both now. The long looked for flag scrap had at last "come off." Then Jack did think. Here he was while the flag scrap was. going on, on the college campus. To him the walk ended in a tragedy, at least so he thought then. As they hastened back they wished their respective classes suc-cess as was only natural. Since the journey before them lasted about half an hour more, the former feelings of Jack came back. He had not said anything yet, but had come to the conclusion ihat Margaret was rather favorably inclined towards him. He gave that as her reason for taking a walk with him at such an hour. He could see no other reason. She surely must have had one and this to him seemed most plausible. Finally they reached their destination and in delicious pain Jack left the Freshman co-ed. He had not forgotten the class fight and so at the top of his speed he arrived on the college cam-pus. Yelling was at par now but it was all for the Freshmen for they had withstood the Sophomores for thirty-five minutes and their flag was still intact. Thus they had won the scrap since thirty minutes was the required time. The reason the Sophomores could not harm the Freshman flag-was because they lacked a leader—their president. No one knew where he was. That night Jack went to his room rather crestfallen. But then again he was happy for he had not forgotten the walk with one whom he idolized—yes that's what he really did. He still had hope, more strongly than ever, now, that he had left her and had time to reflect, that she had a good reason for taking the walk with him. "Yes, love was her reason" thought Jack. Next day one could see the Freshmen strutting about in high glee over the victory of the night before. After chapel, they all, at different times, and in small groups, congratulated Miss Drew, their secretary, on the noble part she had played in the flag scrap. Yes, the Freshman co-ed had a reason for taking a walk, at midnight, with the big, husky Sophomore president. 12 THE MERCURY. ART II.—TENNYSON CENTENARY AUGUST 1809-1909— Tennyson and In Memoriam. BY REV. CHARLES WILLIAM HEATHCOTE, A.M., Ji.U. IEOM the selections of Tennyson's poems you will notice his work is beautiful for its melody, and harmony. You notice that he possesses a true love for nature and has a noble Christian character. This is manifested in his friendship for Iiallam. There has been very few classic friendships in the history of the world that have come down to us. We know the story of the true friendship, Damon, a Pythago-rean, bore for Pythias. Pythias had been condemned to death by Dionysius I, of Syracuse. Pythias asked to be set at liberty for a short time to settle up his affairs. Damon pledged his own life for that of his friend, who he knew would return. Pythias did return before the day appointed for his execution. Diony-sius was so deeply impressed that he released Damon from his pledge and gave Pythias his freedom. Again we know the true friendship David bore toward Jona-than. In the account given in I Samuel, 23:17-18, we see this friendship manifested. "And he said unto him: Fear not for the hand of Saul my father shall not find thee; and thou shalt be king over Israel, and I shall be next unto thee; and that also Saul my father knoweth. And they two made a covenant before the Lord: and David abode in the woods, and Jonathan went to his house." Thus Tennyson had a true deep friendship founded on love for Arthur Henry Hallam. He reveals his friendship and love in "In Memoriam." Arthur Henry Hallam, the son of the historian Henry Hal-lam, was born Feb. 1, 1811, in London. At an early age he traveled with his parents in Italy and Switzerland. As a youth he was very precocious. After attending a private school, he was sent to Eton. Here he remained until 1827. In October, 1828, he matriculated at Trinity College, Cam-bridge. Here he became acquainted with Tennyson. There THE MERCURY. 13 was formed a friendship which was to iast forever and which was destined to be immortalized in literature. Thus should all friendships be made, not to be broken at will, but to last forever. Friendships should not be made with the purpose of using those friends for selfish motives, but that true communion of soul and spirit might exist here on earth and in the realms of eternal life. Thus the best friendships are made in mature years when one. understands the congenialities of human nature. Furthermore, the true friendships formed in college days last on through life. You know Cicero speaks of friendship thus: "Virtus, virtus inquam C. Fanni et tu Q Muci et conciliat amicitias et eonser-rat. C. De Amit XXVIII, 53 page. Emerson also says: "My careful heart was free again, 0 friend, my bosom said. Through thee alone the sky is arched, Through thee the rose is red; All things through thee take nobler form, And look beyond the earth, The mill—round of our fate appears A sim path in thy worth." Young Hallam did not distinguish himself in Greek, Latin or Mathematics while at college. His work in literature and essay writing was brilliant. He was an orator of strong ability, for he obtained a prize on declamation in 1831. He was well versed in history. He graduated from Trinity in 1832 and in October 1832, he took up the study of law. In August of 1833, Arthur accompanied his father on a trip to the continent from which he was not to return alive. He died at Vienna, Sept. 15, 1833, from an attack of intermittent fever. His remains were brought to England and interred on the 3rd of January, 1834, in Clevedin Church, Somersetshire. Hallam as a young man in his earlier college days wrote many poems which were graceful, and pleasing. We quote this one: 14 THE MERCURY. '"Alfred, I would that you beheld me now, Sitting beneath a mossy wild wall. On a quaint bench which to that structure old Winds an accordant curve." He also wrote several essays of a philosophic character, which show careful thought and preparation. Thus Tennyson as a tribute of honor to his beloved friend wrote "In Memoriam" which was first published in 1850. It is probable when Tennyson first wrote this poem that it was not his intention to publish it. There is no regular order in the poem. Tennyson wrote as his soul passed through its various states, conditions, and feelings. At one time Tennyson lost his note book. We can imagine the deep distress of the poet until it was recovered. Hallam had made a deep impression on Tennyson's life and character. He was a congenial, winsome fellow. Hallam's death was a double shock to Tennyson. In the first place his friendship was clear and indissoluble. In the second place Hal-lam was betrothed to the poet's sister Emily at the time of his death. Thus Tennyson depicts his sorrow, varied feelings, love, etc., in the poem. Prof. Genung says the theme of the poem is: "That love is intrinsically immortal." He also divides the poem thus: Prologue. Introductory Stage I—XXVII. First Cycle—XXVIII—LXXVI1. Second Cycle—LXXVIII—CIII. Third Cycle—CIV—CXXXI. Epilogue. Clianibersburg, Pa. THE 3IEKCU1SY. IB THE HONOR SYSTEM SHOULD PREVAIL AT PENNSYL-VANIA COLLEGE. MARY M. BAUSCH, '11. iX.tlic discussion of this subject, first it must be shown what is meant by the honor system. By this we mean that men and women are put on their honor, that they are pledged to perform all duties with truth, with hon-esty, and with, fairness. They are pledged not to cheat. When a man is put on his honor he is given an opportunity to prove himself a responsible being. The honor system should prevail at Pennsylvania College for two reasons. First, because the morality of the student body would be improved. Second, because the reputation of the institution would be raised in the eyes of the public. The question may be ashed, Is there any honor in our student body? The only way to prove that this exists is to have the honor system introduced into the college government. When once a student is placed on his honor he comes to realization of his position. He is no longer a mere high school boy. He is a man and must be responsible. If he is not responsible he must be taught to be. And the only way to teach responsibility is by placing the student in a responsible position. This in itself is Fufficient reason why the honor system should prevail. Our honor is our most highly prized possession. Can we en-trust our honor to another? Can we place it in the care of pro-fessors, while under his instructions and receive it at will when we pass through the portals of the institution? The four years passed here are to the average student the most formative period of his life. This is the time for you to learn to depend on your-self, to be a leader even if you have not acquired ability suffici-ent to do so. The honor system will help to accomplish these things. It will arouse in the student the desire to do right. The objection is raised that the honor system does not make all honest. This is true. No system can make a man do his work honestly if he is determined to cheat. But a public feeling is aroused against cheating, this public feeling has greater influ-ence than anything else in governing man's actions. 1G THE HEKCUKY. For the honor system to succeed at Pennsylvania College it is necessary for the student to be willing to undergo the conditions which the honor system demands. He must be ready to inform against anyone who cheats. The student must be wholly impar-tial. He cannot allow private friendships and claims to inter-fere with the discharge of his duty. This is one of the greatest principles in the training of the future citizens for our country. A keen sense of honor is especially in demand in piiblic and pri-vate life. It is even more important than education. The educated man who lacks high moral character is more at a disad-vantage than the honest man who is uneducated. The honor system is a stimulus to better work in general. It does not cover examinations only, but it also covers assigned tasks and private work. Besides the greatest cheating does not occur in examinations. It occurs more in written work done out of the class-room where the authority of the instructor does not extend. For example the writing of themes and in mathemati-cal problems. It has been said, "To cheat is one thing, to cheat a teacher is another." This especially applies to private work over which the instructor has no immediate authority. The only way to root out this fault is through the honor system. For only through the students themselves can any reform in this di-rection take place. I have said that the honor system would raise the reputation of the college in the eyes of the public. The most important part of the college is its student body. The student in a large sense makes the college. If he is dishonest, he causes a shadow of dishonesty to be cast over the institution from which he is graduated. The value of his diploma is lowered when the pub-lic once learns that by cheating he is able to pass his examina-tions. The standard of the college is made manifest by the standard of integrity and ability of its students and alumni. If the honor system prevailed at Pennsylvania College, the faculty, or rather the individual professors would be relieved of a very unpleasant duty. The duty of a spy. The imputation that the professor is a policeman would be removed. This is a very strong reason why the honor system should be adopted here. There are many students who have good impulses but lack moral strength. We all recognize the power, a strong personality . u THE MERCURY. 17 has over a group of minds. The boy upon entering college is most easily influenced by the older memebrs of the institution. Xow, if a high sense of honor were fostered in the college, the morals of the Freshman would be strengthened by the example of high honor existing among i\pperelassmen. The student who sees a high standard of honor in a fellow-student may in time be brought to adopt it for himself. Again, there are students who object to giving help, both in examinations and in private work from a sense of honesty to their professors and from principle. Consequently they are open to much criticism. If the honor system were established, they would be supported by the student body as a whole and freed from the charge of selfishness and stinginess. Finally the honor system would be the means for rooting out the idler, the man who will not work, the man who depends on getting through on somebody else's goods. Many of our institutions have established the honor system in all departments and a number of them in several departments. Among those institutions where the honor system has proven suc-cessful are Princeton, Cornell, Lehigh, Virginia, Washington and Jefferson, Washington and Lee, North Carolina, Williams, and Amherst. The methods of teaching at our college are simi-lar to those of the above named institutions, and since in general the character of students is much the same, there is no reason why the honor system should not be as successful here as in those institutions. The only to test its efficiency is to try it. THE AMERICAN BUSINESS MAN. HARVEY W. STRAYER, '10. HE American business man is one who makes an honest effort to earn a livelihood. He is the marvel of the world. He is the culmination of American industrial development. He is the one great, single, vital force responsible for America's supremacy in commerce and industry. To him we must bow our thanks for an hundred comforts which were but yesterday luxuries. 18 THE MERCURY. Through the energy, perseverance, imagination and ingenuity of the business man, feats can be performed undreamed of by the most optimistic ancestor. He has bound our country together by bands of steel; he has harnessed Niagara and a thousand other water-falls and lighted our cities with that indefinable something —electricity. He has laid the Atlantic cable and made Great Britain our own neighbor. He has united New York with San Francisco and made the State of the Golden Gate our door-mat to the Orient. He has braved the dangers of the subterranean depths and digs up for our use the precious stones and metals, and pipes to the surface the no less precious fluids. These things the American business man has done and more. He is no longer subject to nature's laws but defying even the power of gravity, sails through the air whither-so-ever he will. The American business man is above all a man of ingenuity. He harnesses nature and guides her in her own work of produc-tion. In our western country, the arid plains of yesterday are the gardens of to-day. By great engineering feats, water streams are coaxed from original courses and by proper care are made to make the parched and burned desert to bloom and blossom as the rose. In a word our business men have made living a pleasure when a century ago it was a positive pain. But our description of the business man lacks perfection until we see him in his home. See him there and you have the secret of his success. For it is there he receives encouragement and inspiration from that fount of American helpfulness—the American woman. To speak, further of the business man in his relation to the home is needless for an American reader. You may think my eulogy overdone, for I am painting the business man at his best in the home and in the industries. But even this superb creature has defects, the greatest of which it the utilization of ever moment of time for family and self at the expense of the State. For our business men too often neglect to give even a moment to the nation—to the State—to the city. They are pigmies in politics and state-craft and invite upon themselves the opprobium of the more patriotic citizens. Under these conditions of indifference the unscrupulous poli-tician springs up even as the mushroom in the night, but alas! his tenacity for life is a thousand times that of the tender and THE MERCURY. 19 short-lived mushroom. dies and never resigns. "The unscrupulous politician seldom This was the truism expressed by Jef-ferson and this fact makes it a double task to root out the American grafter, once he has attained his power. But let us thank Providence, the seat of the grafter is not al-ways unshaken. There are always some honest business men aware of the public dishonesties; always somebody ready to lead the people in their crusades against public evils; always some men ready with public confidence behind them to clean the legis-lative halls of their reeking political filth. Such men as Berry of Pennsylvania, Folk of Missouri, and Heney of California, are simply repaid for their herculean tasks by the public confidence—a thing not measured in dollars and cents. Yes, we want our business men to be honest and our honest business men to be politicians. Not until our business men be-come politicians and place politics on the high plane where it deserves to be, can we hope for continued good government. If our public officials are not honest and our business men not politicians enough to understand the public questions of the day, we tremble for the perpetuity of our country. But there is a better spirit abroad in the land. Politics is being cleansed and officials are learning the lesson that public office is a public trust. Slowly but surely we are evolving the American business man who finds time for his community and his country. This busi-ness man then, supreme in the commercial world; loving in the-home; and watchful in the State will be the hope of the future. Trusting in him in the days to come, we expect our offices to be filled with men of unimpeached integrity and the destiny of our country to be made secure. 20 THE SIEECURY. NEITHER PESSIMISM NOR OPTIMISM. FLORENCE G. HEATHCOTE '10. |MOJS"G the philosophers who have flourished during past ages the most varied theories of the universe have pre-vailed. Some have radically propounded the theory of optimism while others advocated that of pessimism. Schopenhauer's is a philosophy of despair. His belief was that the world, in which we live, with its social conditions, is the worst that ever could exist. Thus unhappiness was the inevi-table and moral rule of the human life. Leibniz's idea of this life was diametrically opposed to that of Schopenhauer's; for him happiness greatly overbalanced the pain of this world and the present world-order is the best possible. But these same two ideas exist among every class of men. The Europeans, as a whole, are rather pessimistic. This is probably on account of their less progressive condition. The Americans, on the other hand, are considered to be very optimistic on ac-count of being in a condition of prosperity. Yet America has to-day many "Schopenhauer's" as well as "Leibnizs" and their theories are just as radical as those of either of these philoso-phers. For the truly pessimistic man of to-day unhappiness is the prime element of life and the quicker death comes, the better for him. His religious, social, and business activities appear to him as only things of misery and torture. It is very evident that there is very little progress in anything a man undertakes when he upholds such a theory. "Despair is death," is a true saying. The pessimist can do very little, if anything, for the uplift of the human race, and especially for the progress of his country, with such a sombre view of life. His gloomy theory paralyzes effort. His theory, however, is only a misrepresentation, which is due to the magnifying of the various misfortunes and sorrows of this life which he has experienced. He sees no honor or justice in anything and thus he deliberately rales God out of his thoughts entirely. In such a state of mind no one is able to appreciate nature or to help others to see the right. On the other hand a radical optimist is just as far from real- THE MEitcuny. 21 izing what this life really is as the pessimist with his dark view of the universe. The optimist has, indeed, heen one of the main factors in the steady development of our land, but he, too often, forgets what true happiness really means. Everything is life and sunshine to him; misfortunes are immediately overlooked without affecting his character in the least, and thus he is car-ried on by the whirl of success, forgetting all and only looking for his own selfish joy and pleasure. Yet he is helping to pro-mote a rapid growth, perhaps, in the industrial world, but with no other thought in view except his own selfish end. Thus he has no sympathy for those who are his inferiors financially or socially and in the end he must discover that his is not the truly great happiness after all. "A man's lot is not really happy when all his desires are always and fully realized, but when he obtains a proper share of joy and sorrow, success and failure, plenty and want, straggle and peace, work and rest, and obtains it at the right time." But the truth is that there must be a blending of the opti-mistic and the pessimistic ideas, if life would appear to us reah There should be sufficient recognition of evil, so as not to ignore its presence, and a due appreciation of the good, to serve as an inspiration to high endeavor. "Life is hope" and what benefit can there be derived if one is continually in despair. The dangers and misunderstandings are well balanced by the numer-ous gifts in nature and the joy of good health. Our nation can advance only if its citizens have a "common-sense" view of life. It is by pain and persecution that their characters can be strengthened to fight the battles of life. Some great scholar has said, "This earth is dear to mortal men, not merely in spite of its tears and crosses, but also on account of them." It has been just through those men, who have held the "com-mon- sense" view that our nation is what it is to-day. Their foremost thought has been that the first thing to be done is to care for one's fellow-men. Through this noble thought there have been innumerable improvements along all lines. To make life pleasant and enjoyable for man, the construction of rail-roads, telephone, and telegraph lines have been accomplished. Useful arts and sciences have been inculcated; free schools and 22 I'll E .MI'.IICIJIIY. colleges have been opened; public libraries and churches have been erected all over the country. Even criminals of to-day are put into healthy and clean prisons where they are compelled :to do some work or to learn a trade. One of the great fruits of man's helping his fellow-men is very evident in the provision of free sanitoriums for curing various diseases and the preven-tion of epidemics. In a land where there is so much liberty offered to all and whose laws are so just, every citizen should endeavor to do his best for its welfare and advancement. To sit idly by and look at its darkest side or its brightest side will never be fruitful of any good, but let us be encouraged by the good and do our best in abolishing evil so that "this government of the people, for the people, and by the people may never perish from the earth." DOES SMOKING AND DRINKING INTERFERE WITH IN-TELLECTUAL PROGRESS. II. F. BAUGIIMAN, '10. NE of the most familiar terms used in athletic circles is the term "training." By it is expressed careful selec-tion of diet, early bed hours, clean morals and above all a strict abstinence from alcoholic beverages and to-bacco. The trainers and players all recognize the evil effects of these dissipations upon the physical system, so when football and track seasons at college come around, the candidates for these teams sign a pledge to "keep training." Perhaps after these di-versions have passed out of season, the same men who have trained faithfully for weeks may "break training" and drink and carouse as though attempting to make up for time lost. At least most men at college indulge in the use of tobacco, and a few in the use of intoxicants. 3Tow it is suggested that if such indulgences are not good for the physical system, are they not also detrimental to intellectual progress? From the statements given above it wovild appear that the majority of students think they are not, but we must remember that men do not always do THE MEBCUEY. 23 what is of the most advantage to them. We will consider the effects of each separately upon the mind, taking smoking first as it is most prevalent. Medical science shows us that smoking, especially cigarette smoking, is most injurious to the brain tissues. The smoker in-hales the poisonous nicotine and it is taken to the lungs where the blood is carried for purification, instead of receiving cleans-ing, it is acted upon by this freighted with poisonous matter. This blood is carried to the brain, there to feed the tissues with poison. Of course not all the poison is carried by the blood, be-cause the blood corpuscles and other scavengers act upon it to purify it, but they are taxed excessively by this extra task and sooner or later these organs lose part of their power and permit more poison to be carried to the brain to build up unhealthy tis-sues, which of course cannot perform their functions to any great degree, thus hindering intellectual progress. Men of experience have recognized the injurious effects of the poison, and legislators in many States are working for legisla-tion which will keep this cause of mental and physical degenera-tion from the boys in school; they recognize the fact that sound, healthy minds cannot develop in bodies that are poisoned by the same substance which must be carried also to the brain. Ke-cently in the "Philadelphia Press" there was an account of the case of a school boy whose excessive practice of the cigarette habit cost him his liberty. The account states that his mind was dulled and the boy was becoming incorrigible. This shows the effect of smoking upon one child, and its effects must be simi-lar, though not always to so great a degree, upon every smoker. Certainly the habit hinders greatly intellectual progress. Drinking is much more injurious and its effects are more plainly seen than the effects of smoking. Alcohol has a deaden-ing effect upon a man's mental powers which is well manifested while he is under the influence of liquor. He regains his pow-ers to a certain degree soon after the stimulant loses its power, hut he cannot forever do this. Gradually the brain must weaken, because a man cannot abuse any organ repeatedly without its having an evil effect upon that organ. I have seen performed an experiment with alcohol on the brain of a pigeon. When the alcohol came in contact with the tissues 24 THE MEIiCtfUY. the whole mass stiffened and congealed and remained so for quite a while. This is what happens to a less degree in a man's brain when he becomes subject to drink. The blood always carries the poison to the brain and there is does its harmful work. The ha-bitual drinker so impairs his mental powers that at last he loses 1hem entirely and becomes insane; there are perhaps more cases of insanity due to drink than to all other caiises combined. Now the liquor must have the same effect on every brain in propor-tion to the amount used and the strength of that organ for re-sisting, so no one can indulge in alcoholic beverages without im-paring his mind, and he must of necessity hinder his own men-tal progress. Smoking and drinking interfere most effectively with intel-lectual progress, and the man who wishes to always have a clear brain and do rational thinking to a point of supermacy must ab-stain from these indulgences. SPAIN'S CRIME. EARL S. RUDISILIi, '12. IING ALFONSO of Spain, in ten minutes rendered fruitless his country's ten-year diplomatic struggle for a place among the world powers when he permitted the execution of Professor Francisco Ferrer. Investiga-tions have shown that Ferrer was entirely innocent of the charge laid at his door and even if this had not been proven, the con-demnation of such a scholar against the will of all Europe, could not but reflect on the intelligence of the Spanish Government and impair its influence with the other powers. Professor Ferrer was a man of courage and great principles, a firm believer in democracy and the founder of the "Modern Schools" in Spain. It was his manly courage that spoke forth when he uttered his last words, "Aim straight; long live the Modern Schools." His democratic spirit was the indirect cause of his execution, for it was on account of this spirit that he was suspected of partaking in the outbreaks in Cataloma and Barce- THE MERCURY. lona. As the founder of schools, lie rendered the same service to Spain which our Thaddeus Stevens rendered to Pennsylva-nia and in both instances was it done in spite of strong opposi-tion. During the last decade Spain has been regaining much of the importance and influence which she seemed to have lost. Since she has been without colonial possessions she has been conserv-ing her resources for domestic improvements and great things have been accomplished. Railroads have been built, agriculture has become more important, commerce has increased and Span-ish influence at court has been doubled. Her relations with ■neighboring nations have become closer. The marriage of the king to the English Victoria has drawn England and Spain closer than ever while France also has become more closely con-nected with her. All this has taken place since the war with the United States and that conflict was largely responsible for it. Even Alfonso himself, has declared that the war was a blessing in disguise. ISTow in the midst of prosperity and improvement Spain has blighted her progress by a self-inflicted wound, and greatly im-paired her increasing prestige among the powers. Instead of friendly greetings she has received from all the world condemna-tion, and King Alfonso, who signed the death Avarrant, by shift-ing the blame on to his prime minister, caused the resignation of the entire cabinet. The government was demoralized. However, the king has appointed a new cabinet with Senor Moret at its head and it will act with a conciliatory policy but it cannot bring back to life the martyr.ed Ferrer, nor can it re-store the moral order of things so soon as it was broken. It will be an uphill struggle and one not soon over, for such a gross de-fiance of moral law will not soon be forgotten. May the future of Spain profit by the past. 26 THE MERCURY. THE POSSIBILITIES FOR IMPROVEMENTS IN GETTYSBURG. HARVEY S. HOSHOUR, "10. E it located where it may, there is no town in America which has been so honored and so revered, as Gettys-burg. This little village among the hills is known the world over. To the foreigner it is the scene of one of the world's most decisive battles; to the American it marks the turning point of the struggle which meant national life to our country; to the Gettysburg man it means all this and more. Four years' sojourn at Gettysburg cannot but add with a peculiar emphasis to our appreciation of the last full measure of devo-tion of those who fought here. But for us there is more than even this. Surrounded by the battlefield at the outskirts of town there is a little college which to every Gettysburg student is one of the dearest places on earth. This is our Alma Mater. It is a small college but there are those who love it. There is a certain atmosphere pervading the place, which seems to have taken the best from the ordinary college town life and happily blended it with the historical halo which surrounds all fields of battle. So far as the town is concerned there seem to be but few chances for improvements. It is not that the place is perfect, but it seems to me that development has already been made along the proper lines and that any departure from them in prin-ciple, would be detrimental. For example, the plan has been to make Gettysburg a residential place and not an industrial com-munity. Development along these lines is the thing needed, not any change in them. It may seem old-fashioned to argue in this strain and the objection would be justified in many places, but for Gettysburg there is a difference. Gettysburg may live behind the times of the modern factory community, but we live, not merely subsist, as is done in many such localities. To me it seems that residential growth is to be encouraged, the old tradi-tions preserved, and factory development discouraged, if Get-tysburg is to be really improved as a town. THE JIEKCUKY. 27 As a college the conditions are somewhat different. There are many radical improvements needed which do not seem to me to be a detriment to the spirit in which the institution has been fostered. The new science hall, the Y. M. C. A. building, the new gymnasium, and the newly arranged curriculum are all needed improvements. A better arrangement of the dormitory life should be attempted. The experience of other colleges seem to justify the efficacy of allowing the various fraternities to pro-vide their own sleeping departments. If this is not done, a new dormitory should be erected in the near future. While improvements in the college curriculum are strongly urged, a departure from the old classical standards is far from being desired. Gettysburg is first of all a school of classical traditions, which are too dear to every alumnus and undergradu-ate, to be discarded. We urge the addition of new courses, but not the abandonment of the old ones. This may seem to be an argument in favor of the life which lives behind the times and to a certain extent it is. Our traditions are dear to us and they last with a tenacity which only such a place as Gettysburg could develop. Every college man lores his Alma Mater, if he is worthy of her name, but the Gettysburg man has something more than this. With four years of such life as we live here, one forms a fabric-work of dreams so to speak, which, if it break or be shattered, was only an influence for good, and which if it lasts through one's lifetime is bound to be an acting force in every man's life. T^ ERCURV Entered fit the I'ostoffice at Gettysburg as second-class Matter. VOL. XVII GETTYSBURG, PA., DECEMBER, 1909 No. 7 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. BIKXE, FH. D. PROF. C. J. GRIMM, Pit. 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 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. OF tilings worth while, we often consider whether it is worth the time and money for women to re-ceive a college education. When we glance at the Greeks, we find it was the disgrace and finally the ruin of their civilization that their wives were uneducated. There vir-tue and ignorance, vice and culture were hand in hand, but America has always been distinguished for judgment and justice accorded THE MERCURY. 29 to the gentler sex. Although there is great antagonism as to the co-ed idea, yet we, being thrust into the environment of them and seeing their scholarship and influence, are convinced of their ability to successfully compete with their brothers in every field of study and research. The alumni of our colleges are seeing to it that their hoys are being educated and are urging them to work for greater college facilities. It is such spirit that has created such female institutions as Barnard, Wellesley, Smith and Vassar. Glancingatthe co-ed educational training at Cornell as to their effect on young men, we find that they have cultivated the best traits and most chivalric characteristics of manhood. Their am-bition and success have stimulated every department of college and university to a more earnest effort and higher ideal. Ignorance is no longer an excuse for keeping others ignorant, and to-day college education fits the female for the field which needs her labor, and the world is made richer for her skill and fidelity and better, too, for the independence, that we can do nothing better but quote the words of Pope: "Tis education forms the common mind, Just as the twig is bent, the tree inclined." THE TRUE To-day we hear much concerning the meeaninar PERSPEC- ° TIVE. of that modest word, "success." What constitutes success? It all depends upon the viewpoint, upon the perspec-tive. Hence at one glance, we obtain a realizing sense of the im-portance of perspective. No two persons have the same perspec-tive. The educational and hereditary traits are different for each of us. Hence our perspectives are affected differently. We all see tilings through glasses more or less colored by prejudice and bias. Although our perspectives are very different, they are not necessarily wrong. The farmer boy from Illinois will have an entirely different perspective from the son of a New York millionaire, and yet the two perspectives may be legitimate in every sense. But, that these young men should have the true perspectives of life, they must have a true sense of values. 30 THE MERCURY. It is the same with us all. We must spend a great part of out-lives in attaining the right perspective. The success of one's college career depends largely upon his sense of values. Shall the college student bend his energies in one direction or shall he aim at becoming the "all around man?" Shall he be a recluse, neglecting the social life entirely? Shall he be a social butter-fly, without intellectual ambitions? Shall he strike a happy medium between these extremes? The college student who thinks of nothing but football is a pitiable spectacle. That student is narrow—narrow in every sense, and yet the student who cannot enjoy a lively energetic football game is also to be pitied. The true perspective of life as the world sees it is to work hard, play hard, and at the same time to practice the simple life. This is the aim of the small college—to give one the right per-spective ; to give him lofty ideals, and to place in his hands the means of attaining them. Let us, therefore, second the college in her efforts: let us learn what is worth while and then go after it. GOOD The contention as to what constitutes good reading READING, is an old one. The idea that "No book is so bad but that there is some good in it," has few ardent supporters to-day. There may be something of value in every book but too often that thing of value is neutralized by the baneful. Tell me, good reader, how much of good there is in a novel such as that one en-titled, "A Woman's Temptation," by Bertha Clay. To see a col-lege man read such a book would be ludicrous, were it not that the waste of profitable time has a serious side to it. We admit that the so-called light reading may sometimes be justifiable as a temporary diversion, but let that light reading be from the more admirable writers. Why not read something from Washington Irving, Dickens, or even Jules Vernes in pref-erence to the silly, contemptible, sensational novels which flood our country. To possess a taste for really good literature is a mark of cul-ture, and true appreciation of the masters of our language is not ___^^__ THE MERCURY. 31 attained by the perusal of second-rate productions. No college man can afford to be lacking in intimacy with such men as Mil-ton, Shakespeare, Burns, Emerson and all the others who form that brilliant galaxy of pensmen that has given imperishable fame to the English language. j* EXCHANGES. IHE November exchanges are especially attractive, many being special Thanksgiving numbers, and containing essays and poems suitable to the great national holiday. We notice in reading the various papers that much of the material is contributed by alumni of the various schools. In some instances the entire literary section of the papers are given to alumni productions. What does this indicate ? In one respect it shows a healthy alumni spirit which is indeed com-mendable and in many respects desired. But on the other hand it displays a lack of literary interest on the part of the present generation of students or a disposition on the part of some edi-tors to sacrifice the best interests of their fellow-students in order to fill the magazine with articles having a higher degree of polish. After all the college paper is primarily the students' pa-per, and when it once loses the interest caused by the personal touch given by student articles, its time of service to the college community is ended. We must therefore conclude that when-ever possible literary departments should be filled with good, live articles by those in direct touch with the college life. The literary department of "The Western Maryland College Monthly" is again well filled with interesting articles, the ora-tion, "The Submerged Truth," deals in a broad and clear man-ner with the great problem of the poor in our industrial divi-sions. "The American Home" pictures in a pleasing style, and with patriotic light this greatest of American institutions. "How They Changed Their minds," and "The Eeturn of the Wan-derer" are hardly equal to the usual standard of short stories found in your magazine. We consider "The Haverfordian" as among the best exchanges we receive. Its literary tone and pleasing style are necessary 32 THE MERCURY. characteristics of a good college paper. The numerous short poems always found in its pages, shows that the love and appre-ciation of poetry still exists at Haverford. "The Albright Bulletin" contains some literary productions of high order. Its leading article, "Beacon Lights of American Poetry," is of high merit. Its author pays a glowing tribute to the world-honored Bryant. Yet we believe too much praise can-not be given a poet, who has painted pictures such as has Bryant, or who has moralized as he has in his immortal "Thanatopsis." The mild and gentle Longfellow is fairly dealt with. Oft times we are inclined to think slightingly of Longfellow because he lacks that profundity of thought found in Bryant, Lowell, and Emerson, but we must never forget that "his life and work stand as a true poem." In the article, "A Crisis in Great Britain," a powerful argument in favor of our protective system is pre-sented. A GLIMPSE OF MOONLIGHT. The moon comes up with sudden light, And each star fades to a distant spark, And from the valleys, the gloom of night, And from the hills the dark. The mountains slumber against the skies, And fade in the distance far away- Arid the wind weaves beaiitiful mysteries On the mist where the moonbeams play. And far away, in the moonlight fair, Runs the thread of a silver stream; And (lie white mists float on the soft night air, As tin angel floats through dream. —From the •'•'Southern Collegian." PATRONIZE OUR ADVERTISERS. I"N 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 Me (roll). Every summer Uuudreds of students make BIG MONEY selliug Aluminum Cooking Uteusils. For particulars address LOUIS HETZEL, Gettysburg College, GETTYSBURG, PA. THE STEWART & STEEN CO., COLLEGE ENGRAVERS, 1024 Arch Street, PHILADELPHIA. MAKERS OF INVITATIONS, PROGBAMS, MENUS, VISITING CARDS, DANCE CARDS, MONOGRAMS, CLASS AND FRATERNITY STATIONERY. P. S. MILLER, 'to, Representative, Who has a full line of samples. (%;< 1 HI The times an ! the Schools demand that the best things shall be done and in the best manner. gai ±l\ accomplishes everything- that can be required of a good writing- in-strument. Made to last for years oJ service and give its owner the satisfaction which comes with owning "the best." From a31 dealers. TSie Globe trademark is our guarantee citco. 1.76 St. J«i 1 St., Monlrenl 12 I . I.0.I.1.' CRU- da Hi PATRONIZE OUR ADVERTISERS. FU^NTTl/fp Mattresses, Sed 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. Soul's f^estaupcmt, Ice (sPeaEQ. aiyiC (^uicl^ ISIAI^CII, No. 7 Chambersburg Street. PATRONIZE OUR ADVERTISERS. EMIL ZOTHE, College Emblems, Engraver, Designer and Manufacturing Jeweler, 722 Chestnut St., Phildelphia. Specialti es: Masonic Marks, Society Badgs, College Buttons, Pi ns, Scarf Pins, Stick Pins and Atletic Prizes. All Goods ordered through E. J. Bowman. Charles S. Mumper, DEALS FURNITURE, DEALER IN PICTURE FRAMES OF ALL SORTS REPAIR WORK DONE PROMPTLY I will also BUY or EXCHANGE any SECOND-HAND FURNITURE No. 4 Charnbersburg street, Gettysburg, Pa. CULP'S RESTAURANT, First National Bank Bld'g. The place to eat the best Ice Cream. QUICK LUNCH and Oysters in season. D. J. Swartz, DEALER IN COUNTRY PRODUCE, GROCERIES, CIGARS AND TOBACCO. GETTYSBURG. —IS— J. I MUMPER Your Photographer, If not, why not? 41 Baltimore St., Gettysburg. FLEMMING X BAIR'S LIVERY, Baltimore Street, First Square, Gettysburg, Pa. Competent Guides for all parts of the Battlefield. Arrange-ments by telegram or letter. Lock Bock 257. PATRONIZE OUR ADVERTISERS. WINDSOR HOTEL, Midway between Broad St. Station and Reading Terminal on Filbert St. American Plan $2.50 per day- European Plan $1.00 per day The only moderate prieed hotel of reputation and consequence in PHILADELPHIA. The Modern Steam Laundry . . OF YORK . . Offers the COLLEGE STUDENTS first-class work at Special L,ow Prices. E. C. STOUFPER, 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 WORI MEANS TASTY WORK CAREFULLY LONE. MENU CARDS WINDOW POSTERS LETTER HEADS ENVELOPES DANCE CARDS TICKETS Programs of all kinds. Everything the College Man wants in lJaper and Ink. Specially designed work. Latest Effects in Paper done in Colors along lines of College Men's Associations. Catalog and Book work. The Cettysbuig Compiler will keep old and new students in touch with town and college life.