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ERRORS OF LINGUISTICS COMPONENTS FOUND IN THE BACKGROUND OF THE STUDY OF THE S1 STUDENTS' THESES Dewi Anggraini English Education Department, Language and Arts Faculty, Surabaya State University. email: dedewanggara@ymail.com Prof. Dr. Susanto, M.Pd. English Education Department, Language and Arts Faculty, Surabaya State University. Abstrak Membuat kesalahan adalah salah satu hal yang tak dapat dihindari di dunia, terutama di pempelajaran bahasa, karena ini adalah bagian yang alami dari proces pembelajaran. Kesalahan siswa dapat diamati, dianalisis, dikelompokkan, dan dipelajari menggunakan error analysis dan hasil dari analisis tersebut dapat menunjukkan perkembangan siswa dalm penguasaan bahasa dan membantu guru dalam proses belajar dan mengajar. Penelitian ini menganalisa komponen bahasa dalam latar belakang permasalahan dalam skripsi mahasiswa jurusan Bahasa Inggris Universitas Negeri Surabaya. Peneliti menggunakan metode penelitian deskriptif kualitatif karena tujuan dari penelitian ini adalah untuk mendeskripsikan gambaran dari kesalahan morfologikal, leksikal, sintaktik, dan mekanikal yang dibuat oleh mahasiswa dalam latar belakang permasalahan skripsi mereka. Peneliti mengambil enem skripsi dari tiga kelompok. Peneliti mengambil dua skripsi dari mahasiswa yang lulus lebih cepat (kurang dari empat tahun), dua skripsi dari mahasiswa yang lulus tepat waktu (empat tahun), dan dua skripsi dari mahasiswa yang lulus lambat (lebih dari empat tahun). Kemudian, dalam menganalisa dan menafsirkan data, peneliti menggunakan Ferris's error analysis model sebagai acuan. Hasil dari penelitian menunjukkan bahwa: 1) Untuk kesalahan morfologikal, peneliti menemukan bahwa dari semua macam kesalahan morfologikal, kesalahan yang paling utama adalah subject-verb agreement dan kesalahan artikel/determiner, terutama kesalahan penggunaan artikel kosong (Ø) untuk the. 2) Untuk kesalahan leksikal, siswa hanya membuat sedikit kesalahan dalam preposisi dan sub kategori lain di kesalahan leksikal. Ini menunjukkan bahwa siswa telah menguasai kosa kata Bahasa Inggris untuk menyusun kalimat yang benar. 3) Untuk kesalahan sintaktik, peneliti menemukan bahwa siswa membuat kesalahan paling banyak di penghilangan kata dan run-on sentence. Dan 4.) untuk kesalahan mekanikal, peneliti menemukan bahwa kealahan tanda baca, terutama dalam penggunaan koma, adalah kesalahan yang paling banyak muncul diikuti kesalahan kapitalisasi. Kata Kunci: Error Analysis, Kesalahan Morfologikal, Kesalahan Leksikal, Kesalahan Sintaktik, Kesalahan Mekanikal. Abstract Making errors is one of the most inevitable things in the world, especially in language learning, since it is a natural part of learning process. Students' errors can be observed, analyzed, classified, and studied by using error analysis and the result of analysis can indicate the students' development in mastering the language and help the teachers in teaching and learning process. This study analyzes the linguistics components in the theses' background of the study of the English Department's students in Surabaya State University. The researcher used descriptive qualitative as the research design because the objectives of this study were to describe the profile of morphological, lexical, syntactic, and mechanical errors made by the university students in their theses' background of the study. The researcher took six theses from three groups randomly. She took two theses from the students who graduated earlier (less than four years), two theses from the students who graduated on time (four years) and two theses from the students who graduated late. Then, in analyzing and interpreting the data, the researcher used Ferris's error analysis model as the guidline.The findings of this study revealed that: 1) For the morphological error, the researcher found that from all kind of errors in morphological error, the most problematic errors were subject-verb agreement errors and article/determiner errors, especially for misused of zero article (Ø) for the. 2) For the lexical error, the students only made few preposition errors and other subcategories errors in lexical error. It indicated that the students had already mastered the English vocabularies to construct the appropriate sentences. 3) For the syntactic error, she found that the students made the most errors in omitted word and run-on sentence. And 4) for the mechanical error, she found that punctuation error, especially in using comma, was the most problematic error followed by capitalization error. Keywords: Error Analysis, Morphological Error, Lexical Error, Syntactic Error, Mechanical Error. introduction Making errors is one of the most inevitable things in the world, especially in language learning, since it is a natural part of learning process (Makino: 1993). In the language learning process, the students continuously explore and improve their knowledge about the rules of the target language. Consequently, when they do not complete or lack of the knowledge, they will make errors. According to Brown (2000: 217), an error occurs because the students do not know what is correct and it cannot be self-corrected. They need helps or feedbacks from the teacher to correct it. Thus, an error is no longer seen as a bad thing which has to be avoided in language learning process as in the past since it can indicate the students' development in mastering the language and help the teachers in teaching and learning process. Maicusi, T., Maicusi, P., and Lopez (2000) state that errors take place when the deviation arises as a result of lacking of knowledge. Then, Choiriyah (2007) defines errors as any deviation from a selected norm of language performances, no matter the possibility of the characteristic or causes of the deviation. In a few words, from the definitions above, it can be concluded that errors are the result of the deviation from the target language's norms and lack of knowledge about the target language itself. Brown (2000: 217) states that error and mistake are different. He states that a mistake occurs because of slip or lack of attention or carelessness in utilizing the language system and it can be self-corrected whereas an error occurs since the learner does not know what is correct, and it cannot be self-corrected. In the other hand, Ellis (2007:18) states that the difference between an error and a mistake may not be clear since the learners sometimes constantly use a feature in some contexts and constantly fail to use it in others. Error is categorized as local and global error. Heaton (1988: 149) states that local errors are errors which do not cause significant trouble and misunderstanding for the readers in comprehending the sentences (e.g. misuse of articles, omission of preposition, etc.), whereas global errors are errors which influence the overall structure of the sentences and make the readers get difficulty to understand the sentence (misuse of connective, omission of relative pronoun). According to Brown (2000: 223-227), there are four sources of errors. They are interlingual transfer, intralingual transfer, context of learning, and communication strategies. 1. Interlingual transfer is caused by the interference of the mother-tongue; it makes students have a tendency to copy every word or grammar rules of their native language into the target language. 2. Intralingual transfer is the negative transfer of items within the target language or the incorrect generalization of the target language's rule. 3. Context of learning can be called as false concept, the learner makes faulty hypothesis because of misleading explanation from the teacher or faulty presentation of the structure of word in textbook. 4. Communication strategy is the learning style of the learners; they use wrong strategies when getting their massages, so it causes the errors. Then, according to Touchie (1986: 77-79), there are two main sources of errors in second language learning. The first source is interference from the native language/ mother-tongue. Errors due to the influence of the native language are called interlingual errors. Interlingual errors are also called transfer or interference errors. The second source is intralingual and developmental factors. Intralingual and developmental errors are due to the difficulty of the second/target language. Intralingual and developmental factors include the following: Simplification: Learners often choose simple forms and constructions instead of more complex ones. An example of simplification might involve the use of simple present instead of the present perfect continuous. 2. Overgeneralization: This is the use of one form or construction in one context and extending its application to other contexts where it should not apply. Examples of overgeneralization include the use of buyed and goed as the past tense forms of buy and go. It should be noted that simplification and overgeneralization are used by learners in order to reduce their linguistic burden. 3. Hypercorrection: Sometimes the keen efforts of teachers in correcting their students' errors induce the students to make errors in otherwise correct forms. 4. Faulty teaching: Sometimes it happens that learners' errors are teacher-induced ones, i.e., caused by the teacher, teaching materials, or the order of presentation. This factor is closely related to hypercorrection above. Also, it is interesting to note that some teachers are even influenced by their pupils' errors in the course of long teaching. 5. Fossilization: Some errors, especially errors in pronunciation, persist for long periods and become quite difficult to get rid of. Examples of fossilized errors are the lack of distinction between /p/ and /b/ in English produced by these learners. 6. Avoidance: Some syntactic structures are difficult to produce by some learners. Consequently, these learners avoid these structures and use instead simpler structures. 7. Inadequate learning: This is mainly caused by ignorance of rule restrictions or under differentiation and incomplete learning. An example is omission of the third person singular s as in: He want. 8. False concepts hypothesized: Many learners' errors can be attributed to wrong hypotheses formed by these learners about the target language. For example, some learners think that is is the marker of the present tense. So, they produce: He is talk to the teacher. Similarly, they think that was is the past tense marker. Hence they say: It was happened last night. Brown (2000: 218) states that errors can be observed, analyzed, classified, and studied by using error analysis. James (1998) as cited in Gustilo and Magno (2012) defines error analysis as the analyses of the errors made by L2 learners by comparing and explaining the learners' norms with the target language norms. Then, Yang (2010) states that "error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language". Furthermore, Hariri (2012) defines error analysis as a systematic procedure which includes collecting, identifying, describing, explaining, and evaluating errors from a collection of language learner data by analyzing and comparing it to the target language. Hence, it can be concluded that error analysis can discover the students' weakness in the process of language learning through studying the students' errors. By conducting it, the teachers can be sensitive to their students' errors and notice what kind of errors which the students often make. Then, they can modify their teaching materials in order to adapt to the students' needs. According to Ellis (2007: 15-20), there are four steps in analyzing students' errors. They are identifying, describing, explaining, and evaluating errors. 1. Identifying Errors In identifying errors, the researcher compares the sentences which are produces by learners with the correct sentences in the target language. If the sentences are judged incorrect for the target language or inappropriate for a particular context, they are categorized as errors. 2. Describing Errors In this step, all errors are described and classified into types. The researcher may categorize errors into types, such as grammatical, phonological, lexical, or morphological categories. 3. Explaining Errors In this step, the researcher tries to explain why errors occur. It enables the teachers to identify the process in the students' mind which have caused errors to occur. 4. Evaluating Errors In evaluating step, the researcher measures the comprehensibility of students' writing. Here, he/she can know whether the students' errors are included to global or local error. According to Touchie (1986:76), language learning errors involve all linguistics components. The linguistics components include phonology, morphology, lexicon, syntax and orthography. Then, errors in these linguistics components are called as phonological, morphological, lexical, syntactic, and orthography errors. When the teachers or the researchers want to analyze the students' composition, they can focus on analyzing the morphological, the lexical, the syntactic, and the orthography errors. Here, the phonological error is excluded since it does not deal with the students' composition. It is only analyzed when they want to investigate the students' speaking ability. Analyzing linguistics components of students' compositions is very important because linguistics components have an important role in a composition. Heaton (1988: 146) states that linguistics components contribute around 50% in scoring a composition. In scoring a composition, content takes 30% for the scoring, organization takes 20% for the scoring, vocabulary takes 20% for the scoring, language use takes 25% for the scoring, and mechanical takes 5% for the scoring. It can be concluded that in writing a good composition, we need not only good content and organization but also good vocabulary, language use, and mechanical (linguistics components). Some studies about error analysis on the students' compositions have been conducted. Most of them have shown that many students still make errors on their compositions. Gustilo and Magno (2012) investigated the sentence level errors in one hundred fifty essays written by freshmen college students in five private schools in Metro Manila, Philippine. They found that the top five errors which occur in the essays were comma (unnecessary or missing comma, missing comma after an introductory clause or phrase, and missing comma before a non-restrictive clause), word choice (wrong word form/word choice), verbs (s-v agreement, verb tense, and verb form), capitalization and punctuation, and sentence structure (fragment and run on sentences). Then, AbiSamra (2003) analyzed ten written works of Arabian students which were collected in their mid-term examination. The result showed that there were some errors which found in the ten students' essays. They were grammatical, 35 syntactic, lexical, semantic, and substance (mechanics & spelling) errors. In addition, Abushihab, El-Omari, and Tobat (2011) conducted a study to investigate and classify the grammatical errors in the writings of sixty two students of the Department of English Literature and Translation in one of private universities in Jordan. The students enrolled in a paragraph writing course in the first semester of the academic year 2009/2010. These errors were classified into six major categories: tenses, prepositions, articles, active and passive voice, verbs, and morphological errors. They found 345 grammatical errors in the students' paragraphs. It was observed that the largest number of errors was the errors of preposition. The next problematic areas were morphological errors, articles, verbs, active and passive voice, and tenses. From the previous studies above, it can be concluded that error analysis can indicate the students' competence in writing since it shows the area of students' problems in writing. After discovering these areas, the teachers can take some better treatments and more reinforcements, so it can be a feedback for the students and they can use it to develop their writing competence. Gustilo and Magno (2012) states that errors can be viewed as valuable information for the teachers, the researchers, and the students. For the teachers, it provides information about the students' errors which helps them to correct the students' errors and improves the effectiveness of their teaching. For the researchers, it gives them valuable data and information about how language is acquired or learned. Then, for the students, it enables them to reflect on their learning, so they can get feedback and develop their competence. In addition, Erdogan (2005) concludes that error analysis can identify the strategies that language learners use, find out the reason of the students' errors, determine the common difficulties in learning, and help teachers to develop materials for remedial teaching. Looking at the huge benefits of error analysis, the researcher is interested in conducting a study about analyzing errors in the students' compositions. Besides, the researcher had ever visited a library and read one of the English Department student's theses submitted there. She found that there were still any errors found in that thesis. That is why; she wants to analyze the theses of the English Department's students in one of state universities in Surabaya, Indonesia. She does not analyze all of the parts of the thesis, but only the background of the study of the thesis. She chooses to analyze the background of the study because it becomes the foundation, reason, and explanation why they conduct the study. In this case, the students in the English Department have taken Writing I, Writing II, Writing III, Academic Writing I, Academic Writing II, and Thesis Proposal before composing the thesis. Besides, they also had been taught how to write when they were in junior and senior high school. Therefore, it can be said that they have had enough knowledge about writing to compose their thesis. Looking at this fact, she is more curious whether there are errors found in the other students' theses, especially in the background of the study, or not. At least, the present study is intended to investigate the following problem: How are the profile of errors made by the university students in their theses' background of the study? In line with Touchie, Ferris (2005) as cited in Kato (2006) also includes all linguistics components in analyzing the students' compositions. She divides the common writing errors which occur in the students' compositions into four categories: 1) morphological, 2) lexical, 3) syntactic, and 4) mechanical errors. Morphological errors are errors which include the lack of grammatical processes of inflection and derivation, e.g. My brother is fattest than my sister (My brother is fatter than my sister). Lexical errors are errors which involve inappropriate direct translation from the learner's native language or the use of wrong lexical items in the second language, e.g. I will wait you when the clock is five (I will wait you at five o'clock). Syntactic errors are errors in sentence/clause boundaries (run-ons, fragments, and comma splices), word order, and other ungrammatical sentence constructions, e.g. Rini very beautiful (Rini is very beautiful). Then, Mechanical errors are errors in using punctuation, spelling, and capitalization, e.g. i will go to jakarta next week buying a refrigenerator (I will go to Jakarta next week to buy a refrigerator.) Based on these categories, the researcher formulates the research questions of this study as follows: (1) How are the profiles of morphological errors made by the university students in their theses' background of the study? (2) How are the profiles of lexical errors made by the university students in their theses' background of the study? (3) How are the profiles of syntactic errors made by the university students in their theses' background of the study? (4) How are the profiles of mechanical errors made by the university students in their theses' background of the study? METHOD This study was qualitative, especially descriptive qualitative. This design was used because the data of the study were in the form of words in written language rather than numbers, taken in natural setting, and explained descriptively. In this study, the researcher analyzed the English Department students' theses background of the study, which were submitted in the Language and Art Faculty library, to know the profile of morphological, lexical, syntactic, and mechanical errors. The data were analyzed and interpreted based on Ferris's error analysis model which categorized common writing errors into four categories: morphological, lexical, syntactic, and mechanical errors. The subject of this research is the English Department students of Surabaya State University who have graduated from the English Department and submitted their theses in the Language and Art Faculty library. In this case, the subjects had taken Writing I, Writing II, Writing III, Academic Writing I, Academic Writing II, and Thesis Proposal before composing the thesis. Besides, they also had been taught how to write when they were in junior and senior high school. Therefore, it can be said that they have had enough knowledge about writing to compose their thesis. Besides, their theses had been approved as their graduation requirement. In this study, the researcher chose six theses from thousands theses submitted in Language and Art Faculty library randomly. She took the theses from three groups. She took two theses from the students who graduated earlier (less than four years), two theses from the students who graduated on time (four years), and two theses from the students who graduated late (more than four years). She chose theses from the students who had different time of graduation since she wanted to know the differences between the errors they committed and for heterogeneity of the subject. The sources of data in this study were the theses' background of the study made by the English Department students which were taken from the Language and Art Faculty library. The data of the study were the sentences which contained of morphological, lexical, syntactic, and mechanical errors found in the students' background of the study. In this study, the researcher was the key instrument in collecting data. She went to the library to choose six theses which would be analyzed. After getting the theses, she copied all of the theses' background of the study, read, and identified the errors found in the students' background of the study. In analyzing the data, the researcher analyzed theses' background of the study using several steps. After identifying the errors, she classified them based on Ferris's error analysis model which categorized common writing errors into four categories: morphological, lexical, syntactic, and mechanical errors. After classifying the errors, in order to answer the research questions about the profile of morphological, lexical, syntactic, and mechanical errors made by the university students in their theses background of the study, she did the second classification. She classified the errors into some subcategories. For the morphological errors, the classification is done in the verb errors and noun errors. Verb errors consist of verb tense, verb form, and subject - verb agreement. Then, noun errors consist of articles/determiners and noun ending (plural and possessive). For the lexical errors, the classification is done in the word choice, word form, preposition errors, pronoun errors, and spelling errors. For the syntactic errors, the classification is done in the word order, omitted word/phrase, unnecessary word/phrase, run-on sentence, and fragments/incomplete sentence. For the mechanical errors, the classification is done in capitalization, spelling, and punctuation. After classifying the errors into some subcategories, the researcher described and evaluated the errors found to make conclusion from the result of the analysis. RESULT AND DISCUSSION The Profiles of Morphological Errors Made by the University Students in Their Theses' Background of the Study In this study, the classification of the morphological errors is done on the verb error and noun error. Verb error consists of verb tense, verb form, and subject - verb agreement. Then, noun error consists of articles/determiners and noun ending (plural and possessive). The further descriptions are explained below: Verb Error Subcategory Based on the Ferris's error analysis model, verb error subcategory consists of errors in verb tense, verb form (infinitive, gerund and other forms), and relevant subject-verb agreement. The following description explains the students' errors in verb errors subcategory from each group. A. Verb Tenses Error According to Ehrlich and Murphy (1991:49), verb tense can be the indicator of time when an action takes place. Therefore, we can indicate whether somebody writes or speaks about past, present, or future events from the tenses that he/she uses. There are some tenses in English, such as present, past, past perfect, present perfect, future, future perfect, etc. On the contrary, in the other languages, include the students' native language, there is no different tenses when somebody writes or speaks about past, present, or future events; the verbs that he/she uses are always in the same form. Therefore, most of the verb tense errors in this study were interlingual errors. Touchie (1986: 77-79) states that interlingual errors are errors due to the influence of the native language. In this study, because in the students' native language the verbs that the students use are always in the same form, they confused in using it since it's different to their native language. From the verb tenses errors which were found, most of the students from each group failed to identify the correct pattern of simple present tense. Here were some examples of verb tenses errors : [1] .without realizing that they have master several vocabulary and expressions in English. [2] The presented material was made by the students, the teacher only prepare some examples for them, and then they have to make their text as they want with the guidance from the teacher and their friends. (Student 1) In sentence [1], the student failed to identify the correct pattern of present perfect tense since he used simple present instead of the present perfect continuous. The verb in the present perfect tense should be in past participle (V3), but in this case he used simple form (V1). Therefore, the sentence should be: ".without realizing that they have mastered several vocabularies and expressions in English." Then, in sentence [2], he failed to identify the correct pattern of present tense; he should use to be for simple present tense (is) instead of to be for past tense (was). Besides, the second subject (the teacher) was singular. In simple present tense, the students should add verb ending –s or –es if the subject is singular. Therefore, the correct sentence should be: "The presented material is made by the students, the teacher only prepares some examples for them, and then they have to make their texts as they want with the guidance from the teacher and their friends." [3] Nowadays, the curriculum that we used is the 2006 English standard competence. (Student 3) [4] Realia are things that given an explanation about real life. (Student 4) In sentence [3], the student failed to identify the correct pattern of present tense. The verb in the present tense should be in the simple present form (V1), but in this case she used verb in the form of simple past (V2). Therefore, the sentence should be: "Nowadays, the curriculum that we use is the 2006 English Standard Competence." In sentence [4], the student also failed to identify the correct pattern of present tense. He used verb in the form of past participle (V3) instead of simple form (V1). Thus, the sentence should be: "Realia are things that give an explanation about real life." [5] A teacher could make the end goals of language learning seem nearer and more motivating. (Student 5) [6] Lado (1957:2) says that the students who came in contact with a foreign language will face some features. [7] Dulay (1989:138) stated that making error is an inevitable part of learning. (Student 6) In sentence [5], [6], and [7], the students also failed to identify the correct pattern of present tense. The verb in the present tense should be in the simple present form (V1), but in these cases they used verb in the form of simple past (V2). Therefore, the sentence should be: [6] A teacher can make the end goals of language learning seem nearer and more motivating. [7] Lado (1957:2) says that the students who come in contact with a foreign language will face some features.and [8] Dulay (1989:138) states that making error is an inevitable part of learning." B. Verb Form Error Verb form errors occur when the students cannot apply the rule of gerund, infinitive, and past voice well. Azar (1992:150) states that a gerund is an "ing" verb form used as a noun whereas an infinitive is a verb form which is preceded by "to" and its function is as noun, adjective or adverb. Then, in passive voice, the object of an active verb becomes the subject of the passive verb. Most of the students made errors in verb form errors because of overgeneralization. Overgeneralization is the use of one form or construction in one context and extending its application to other contexts where it should not apply (Touchie, 1986: 77-79). Here were some examples of verb form errors: [8] .the students are expected to be mastered in four skills listening, speaking, reading and writing. [9] . in speaking people put idea into words, talking about perception, feeling and intension. (Student 4) In sentence [8], the students failed to apply the rule in passive voice and infinitive. He should omit be and verb ending –ed. Therefore, the correct sentence should be: ".the students are expected to master the four skills: listening, speaking, reading and writing." In sentence [9], the first verb (put) is in the simple form (V1), so in the parallel structure, the second verb should in simple form (talk), not in gerund (talking). Therefore, the correct sentence should be: ". in speaking people put idea into words, talk about perception, feeling and intension." [10] They require choosing the proper method. (Student 5) [11] Oshima and Hogue (1991:2) defined that academic writing is a kind of students writing that require doing in school, college or university. (Student 6) In sentence [10] and [11], require is one of verbs that is followed by a noun + an infinitive. But in these cases, the students applied the rule of gerund in it. This cause of error was called overgeneralization. Besides, these sentences also should be in passive voice not in active voice. Therefore, the sentences should be: [10] They are required to choose the proper method. And [11] Oshima and Hogue (1991:2) define that academic writing is a kind of students' writing that is required to do by the students in school, college or university. C. Subject-Verb Agreement Error The subject–verb agreement occurs when the verb of a sentence does not match with the subject in number and in person. The students in every group made subject-verb agreement errors in their composition. It took place because in the students' native language, there was no subject-verb agreement. They use same verb for singular or plural subject. Some examples of error in subject-verb agreement from each group were: [12] So improving participation is an obvious goal in courses that include frequent discussions and small-group work. (Student 1) [13] The key feature of successful teaching receptive skills such as reading is the teacher concern on the comprehension. (Student 2) In sentence [12] and [13], the subjects were singular (improving participation, and the teacher), but the students tended to omit the verbal ending –s or –es in those sentences. Therefore, the correct sentences should be: "So improving participation is an obvious goal in courses that includes frequent discussions and small-group work." and "The key feature of successful teaching receptive skills such as reading is the teacher concerns on the comprehension." [14] It means that reading ability is very important and teaching reading need much time in the school environment. [15] The government need to seek the most appropriate curriculum. (Student 3) [16] The second, Student are usually bored with the classroom, because sometimes the teacher manage the the classroom monotonously. [17] Baker and Westrup (2003:5) states "students find it difficult to have conversation on a topic that they know little about." (Student 4) In sentence [14], [15], and [16], the subjects were also singular (teaching reading, government, and the teacher) but the students tended to omit the verbal ending –s or –es in those sentences. Therefore, the correct sentences should be: [14] It means that reading ability is very important and teaching reading needs much time in the school environment. [15] The government needs to seek the most appropriate curriculum. [16] The second, the students are usually bored with the classroom because sometimes the teacher manages the classroom monotonously. In contrary, in sentence [17], the subject was plural (Baker and Westrup), but the student added the verbal ending –s. He should omit it in order the subject matched with the verb. Therefore, the correct sentences should be: "Baker and Westrup (2003:5) state that "students find it difficult to have conversation on a topic that they know little about." [18] The teacher needs to find the exact approach, methods, and technique which is suitable for the junior high school students. (Student 5) [19] Students tends to make errors when they are studying a language. (Student 6) In sentence [18], the student misused of to be. The adjective clause "which is suitable for the junior high school student" was modified the noun "the exact approach, methods, and technique". Here, the noun was plural, so the correct sentence should be: "The teacher needs to find the exact approach, methods, and technique which are suitable for the junior high school students." In sentence [19], the subject were plural (students), but the student added the verbal ending –s. He should omit it in order the subject matched with the verb. Therefore, the correct sentences should be:" Students tend to make errors when they are studying a language." Noun Error Subcategory In the morphological errors category, noun errors consist of article/determine errors and ending noun errors. A. Article/Determiner Errors According to Bryant (1984), article/determiner errors are frequently encountered by Asian students since definite and indefinite articles do not exist in their languages. In these languages, the noun stands alone, often being modified only by descriptive and/or limiting adjectives (possessive adjectives, relative adjectives, interrogative adjectives, demonstrative adjectives, and indefinite adjectives). This statement was proven in this study, the students from all group made article/determiner errors, especially for misused of zero article (Ø) for the since in their native language (Indonesia) definite and indefinite articles do not exist. In this study the article/determiner errors were one of the most problematic errors faced by the students. It was in line with Han et al (2006:115) in Apriyanti (2013) who state that, "one of the most difficult challenges faced by non-native speakers of English is mastering the system of English articles. Here were some examples of article/determiner errors made by the students: [20] .the teacher could not maximize students' participation in learning and practicing the competence. [21] Although it is not easy to make students speak as the teacher wants. (Student 1) [22] Nowadays, English is taught formally in fourth graders of elementary school. [23] Moreover, to be a good reader, students need to be strategic readers first. (Student 2) In sentence [20] and [21], the words student' participation and students had been identified before by the writers. Then, in sentence [22], the word fourth graders was involving an ordinal form to show order/level. Therefore, according to its characteristics and the rules of using article the, these nouns needed the article the before those words. In sentence [23], the student should not use article a since the subject is plural (students). Therefore, the correct sentence should be: "Moreover, to be good readers, students need to be strategic readers first." [24] It is an important component because it can be used as resource for teachers in teaching and learning process. (Student 3) [25] So, in the end of study, students are expected to have competence to communicate fluently. (Student 4) In sentence [24] and [25], the words teachers and students had been identified before by the writers. Then, according to its characteristics and the rules of using article the proposed by Azar (1999:115), these nouns needed the article the before those words. [26] For example, the invention of internet, mobile phone, etc. [27] In functional level, students use language to fulfill the daily life, for example reading the newspaper, manual or direction. (Student 5) [28] The main function of teaching English as stated in 1994 curriculum is to enable students to acquire science. (Student 6) In sentence [26], internet and mobile phone are kinds of invention. In sentence [27], the words functional level had been identified before by the writers. Then, in sentence [28], the word 1994 curriculum is a specific thing. Therefore, according to its characteristics and the rules on using article the, these nouns needed the article the. B. Noun Ending Error Noun ending errors are divided into noun ending error in plural and possessive. In this case, the students made noun ending errors since in their native language, the rule of pluralization is different from the rule of pluralization in English. In Indonesian, when the noun is plural, it is indicated by the amount of the noun, whereas in English they should add –s or –es after the noun to show the pluralization. Then, in Indonesian, there are some words that show about possessive, such as –nya, -ku, mu, etc, whereas in English they must use appostrophe and noun ending –s or –es to show possessive. Here were some examples of noun ending errors : [29] Therefore it is important for the teacher to be able to manage active student participation. [30] Teacher and students activities are clearly mentioned, but it is quite difficult to understand and follow. (Student 1) In sentence [29], the student omitted the apostrophe and noun ending -s after the word student to show possession. Therefore, this sentence should be: "Therefore, it is important for the teacher to be able to manage active student's participation." In sentence [30], he also omitted the apostrophe after the word students to show possession. Therefore, this sentence should be: "The teacher and the students' activities are clearly mentioned, but they are quite difficult to understand and follow." [31] Celce-Murcia at al in Agustien (2004:2) explains five component of communicative communication. [32] .most of the student will be interested if the students are in condition that make students comfort in the class. (Student 4) In sentence [31], the noun was plural but the students omitted noun ending –s after the word component. Thus, the correct sentence should be: "Celce-Murcia et al in Agustien (2004:2) explain five components of communicative communication." In sentence [32], most of was an expression of quantity. It preceded specific plural count noun or noun count noun. Since the student was count noun, it should be in plural form. Therefore, the correct sentence should be: ".most of the students will be interested if the students are in condition that makes students comfort in the class." [33] As a foreign language it is taught and learned, either formally or informally in many part of our country. (Student 6) In sentence [33], the word many showed the expressions of quantity. A noun which is preceded by some and many should be in plural form. Therefore, the correct sentences should be: "As a foreign language, it is taught and learned either formally or informally in many parts of our country." The Profiles of Lexical Errors Made by the University Students in Their Theses' Background of the Study In this study, lexical errors consist of all errors in word choice, word form, preposition errors, pronoun errors and spelling errors. Spelling errors are included if only in misspelling resulted in an actual English word. Word Choice Errors Students usually encounter some difficulties when they write a composition. One of problems is lack of vocabulary. It makes the students unable to choose appropriate word for their sentences. Consequently, they make errors in word choice. In this study, most of the students made word choice errors in their theses' background of the study. Some examples of those errors were: [34] There are 32 students with most of them are female students. [35] .the students who did not get the change to present their narrative on the previous meeting must present on the second meeting. (Student 1) [36] Besides that, the extension of scientific books in English language makes students have to master reading skill. (Student 2) In sentence [34], the student should not use preposition with. He should use adjective clause to modify the noun students. In sentence [35], the word change that was used by the student was not appropriate. He should use the word chance in this sentence. In sentence [36], besides that is usually used in spoken language, but the student overgeneralize it and apply it in written language. The student should use besides in formal written language. Therefore, the correct sentences should be: [34] There are 32 students which most of them are female students. [35].the students who did not get the chance to present their narrative on the previous meeting must present on the second meeting. [36] Besides, the extension of scientific books in English language makes students have to master reading skill. [37] An English text book, in which the ninth graders students used, has to fulfill the 2006 English Standard Competence of BSNP [38] The researcher is concerned on analyzing the reading material in "English In Focus" for the ninth of Junior High School. (Student 3) [39] Schunke (1988:295) states that realia are tangible objects things that can be seen touch held and smelled that gives students a real life experience with the topic they have been studying. (Student 4) In sentence [37] and [38], the student should use the ninth graders instead of the ninth graders students or the ninth to show the students' grade at school. In sentence [39], the word objects and things are synonymous, so the students should choose between objects or things that can be used in that sentence. [40] In addition, English has been taught in elementary, junior, senior and university. (Student 5) In sentence [40], the bolded words elementary, junior, senior are ambiguous. The student should make it clear by changing the words into elementary school, junior high school, and senior high school. Word Form Errors In this study, there were two word form errors made by the student. It was committed by the student who graduated on time. [41] "the goal of classroom management is to creat classroom atmosphare conducive to interact in English meaningful." [42] So, the teacher can use realia as an alternative technique in teaching speaking and narrative oral production skill about fable can help student more interest to speak. (Student 4) In sentence [41], the student overgeneralized the use of part of speech, he should use adverb instead of adjective in this sentence. In sentence [42], he should use adjective instead of noun. Therefore, the correct sentence should be: "the goal of classroom management is to create conducive classroom atmosphere to interact in English meaningfully." And "So the teacher can use realia as an alternative technique in teaching speaking, and narrative oral production skill about fable can help the student more interested to speak." Preposition Error In English, there are so many prepositions and it has different uses and rules. Therefore, when the students misused, omitted, misplaced or added preposition in their sentence wrongly, preposition errors occur. Some examples of preposition errors in the students' compositions were: [43] .then let them to answer the question related with the text. (Student 2) In sentence [43], the student misused preposition after adjective related. It should be combined using preposition to instead of with. Therefore, the correct sentence should be: ".then let them to answer the question related to the text." [44] .this skill is very important to be practiced for student in the classroom. [45] However, the student will interest make the realia in attractive situation with story and narrative text is one of text types that provide attractive and experience situation (Student 4) In sentence [44], the student misused of preposition for. He should use preposition by since this sentence was passive form. Therefore, the correct sentence should be: ".this skill is very important to be practiced by student in the classroom." In sentence [45], the student failed to apply the correct pattern of passive voice. Besides, he omitted preposition in after the word interest. Therefore, the correct sentence should be: "However, the student will be interested in making the realia in attractive situation with story and narrative text is one of text types that provides attractive and experience situation." [46] .the students are able to communicate fluently oral and written form. (Student 6) In sentence [46], the students omitted preposition in. Therefore, the correct sentence should be: ".the students are able to communicate fluently in oral and written form. Pronoun Errors Pronoun errors took place when the students misused, misplaced, or omitted pronoun in their sentences. Some examples of pronoun errors in the students' compositions were: [47] Teacher and students activities are clearly mentioned, but it is quite difficult to understand and follow. (Student 1) In sentence [47], the subject was plural (teacher and students' activities), so the student should use personal pronoun they instead of it. Therefore, the correct sentence should be: "Teacher and students' activities are clearly mentioned, but it is quite difficult to understand and follow." [48] When the learner learns the target language, he will face more problems than they learn his own mother tongue [49] Errors made by the students can be identified as evidences that he is in the process of learning. (Student 6) In sentence [48], the subject is singular (learner), so the student should use personal pronoun he instead of they. In sentence [49], the subject is plural (the students), so the student should use they as the personal pronoun. Therefore, the correct sentence should be: "When the learner learns the target language, he will face more problems than when he learns his own mother tongue." and "Errors made by the students can be identified as evidences that they are in the process of learning." Spelling Errors In lexical error, spelling errors are included when they produce an actual English word or the combination of two actual English words. [50] Therefore, a good textbook should fullfill the standard competence and relevant to the curriculum. [51] But the teacher should be carefull and review the text book when choosing a book. (Student 3) [52] Therefor a teacher has to make variation in the ways of his or her teaching. (Student 4) In sentence [50] and [51], the word fullfill and carefull were spelling errors since the student added the letter l in the actual words. It was caused by overgeneralization since she thought that the word full in English always had double l , so she added letter l in words fulfill and careful. Therefore, the correct words were fulfill and careful. In sentence [52], the student omitted the letter e in the actual words. The correct word should be therefore. Those spelling errors are categorized as lexical error since they are combination of two actual English words. [53] It can be seen trough the science and technology development. (Student 5) In sentence [53], the word trough was a spelling error since the student omitted the letter h in the word through. This spelling error produced an actual English word trough .Therefore, it categorized as lexical error. The Profiles of Syntactic Errors Made by the University Students in Their Theses' Background of the Study The classification of syntactic error is done in the word order, omitted word/phrase, unnecessary word/phrase, run-on sentence, and fragments/incomplete sentence. Unidiomatic sentence constructions were not included in this study since they were not found in all students' compositions. Error in Word Order Word order refers to the order in which elements occur in a clause or sentence (Leech, 2006:126). Word order in English sometimes makes the students confused since it is different from their native language. The ordering of words in English is in reverse order to their native language (Indonesian). The following description explained the students' errors in word order from each group. [54] The result is at best highly imperfect translation, at worst frustation and incomprehension. (Student 3) [55] ."the goal of classroom management is to creat classroom atmosphare conducive to interact in English meaningful." (Student 4) In sentence [54] and [55], the students could not order the words very well. The correct sentences should be: "The best result is highly imperfect translation and the worst are frustration and incomprehension." And ".the goal of classroom management is to create conducive classroom atmosphere to interact in English meaningfully." Error in Omitted Word/Phrase Error in omitted word/phrase took place since the students omitted a word/phrase or some word/phrase in their sentences. The examples of error in omitted word/phrase found in the students' composition were: [56] English is an international language plays an important role to all aspects of human life. (Student 3) [57] Depdiknas (2004:30) states the English learning in senior high school is targeted to the learners in order to gain the functional level. [58] They have to communicate through speaking to gain much more information with their teacher friends in order to practice and improve their speaking skill. (Student 4) In sentence [56], the student omitted the subject pronoun which. This word modified the noun English. In sentence [57], the word states should be followed by that, but in this sentence the student omitted it. In sentence [58], He also omitted conjunction and to connect the words teacher and friends. Therefore, the correct sentences should be: "English is an international language which plays an important role to all aspects of human life", "Depdiknas (2004:30) states that the English learning in senior high school is targeted to the learners in order to gain the functional level." and "They have to communicate through speaking to gain much more information with their teacher and friends in order to practice and improve their speaking skill." [59] While the fact shows most of the teachers might not implement it in depth study. (Student 5) [60] According Brown (1980:41), the learning of foreign language (English) often meets a lot of difficulties. (Student 6) In sentence [59], the word shows should be followed by that and in sentence [60], the word according should be followed by to but in these sentences the students omitted those words. Therefore the correct sentence should be: "While the fact shows that most of the teachers might not implement it in depth study." and "According to Brown (1980:41), the learning of foreign language (English) often meets a lot of difficulties." Error in Unnecessary Word/Phrase Error in unnecessary word/phrase took place since the students added a word/phrase or some word/phrase which were unnecessary in their sentences. The examples of error in omitted word/phrase found in the students' composition were: [61] Speaking, one of skills that is very important thing in daily communication. [62] According to Chastain (1976:340) states that "Vocabulary is needed for the students to talk about some aspect of their lives." (Student 4) In sentence [61], there was an unnecessary word. The students should omit the noun thing since the word important had modified the word skills. In sentence [62], the student should choose between according to or states that since those words could not be used together. Therefore, the sentences should be: [61] Speaking is one of skills that is very important in daily communication. And [62] Chastain (1976:340) states that "vocabulary is needed for the students to talk about some aspect of their lives." [63] Writing is very important in the academic level, in as much as the students works are mostly in the written form. (Student 6) In sentence [63], the student should omit in much as since it was unnecessary and make the reader confused. Therefore, the correct sentence should be: Writing is very important in the academic level as the students' works are mostly in the written form. Run-On Sentence A run-on sentence is two or more independent clauses improperly strung together. It omits the connectors, for examples semicolon or a coordinate conjunction, and often uses comma (comma slice) or a conjunctive adverb by mistake. In this study, run-on sentences were still found. It showed that the students could not join two or more independent clauses using conjunction or punctuation correctly. It could be caused by inadequate learning. Inadequate learning is caused by ignorance of rule restrictions or under differentiation and incomplete learning (Touchie, 1986: 77-79). Students in Indonesia seldom have enough knowledge about run-on sentences since most of the teachers in Indonesia seldom warn their students about it, so they have no sufficient knowledge about it. Here were some examples of run-on sentences made by each group: [64] The class is clear enough, with clear sunlight from the windows, there is no fan or AC, but the air is not too hot, the chairs and tables are arranged perfectly by the students. [65] The activity to practice the speaking skill which was conducted by the teacher and students was storytelling, the students did monologue of narrative text individually. (Student 1) In sentence [64], there were three independent clauses and in sentence [65] there were two independent clauses. In these sentences, the student only joined those independent clauses using comma, so run-on sentence take placed. He should use a period or a semicolon between the independent clauses. Therefore, the sentences should be: [64] The class is clear enough with clear sunlight from the windows. There is no fan or AC, but the air is not too hot. The chairs and tables are arranged perfectly by the students. And [65] The activity to practice the speaking skill which was conducted by the teacher and students was storytelling; the students did monologue of narrative text individually. [66] The purpose of the teaching of English for Senior High School is to master informational competency, this purpose should be taken into account in order to make the students be able to access the knowledge in the academic purpose. [67] Realia that be used to teach speaking of narrative text can raise the students' interest, they can be used to break up the routine class activity and they can provide fun for student in different interpretation. (Student 4) In sentence [66] and [67], there were two independent clauses. In these sentences, the student also joined those independent clauses using comma, so run-on sentence take placed. He should use a period or a semicolon between the independent clauses. Therefore, the sentences should be: [66] The purpose of the teaching of English for Senior High School is to master informational competency. This purpose should be taken into account in order to make the students be able to access the knowledge in the academic purpose. And [67] Realia that are used to teach speaking of narrative text can raise the students' interest. They can be used to break up the routine class activity and provide fun for the student in different interpretation. [68] An academic writing has special audience that is the academic circle, the advisors and the students, it is formal and serious in tone, and its purpose is to explain. (Student 6) In sentence [68], run-on sentence occurred since the student joined two independent clauses using comma. He should use a period or a semicolon between the independent clauses. Therefore, the sentences should be: "An academic writing has special audiences that are the academic circle, the advisors and the students. It is formal and serious in tone, and its purpose is to explain." Fragments Sentence fragment is a group of words without a subject or predicate in an independent clause. It is usually called as incomplete sentence since a complete sentence in English must has at least a subject and a predicate. [69] .and the recent Level of Educational Unit Curriculum (2006-present) [70] .the objective of the reading skill on the ninth graders are expected to be able to understand the meaning of short functional text and short simple essay text, in the form of procedure, narrative and report in daily life context. (Student 3) [71] Speaking, one of skills that is very important thing in daily communication. (Student 4) Sentence [69] and [71] were fragments since there was no verb in these sentences. Therefore, the students should add to be in these sentences and the correct sentences should be: ".and the recent is Level of Educational Unit Curriculum (2006-present)" and "Speaking is one of skills that is very important in daily communication. Sentence [70] was fragment since it had no object. The object should be placed after the word expecting. Therefore, the correct sentence should be: ".the objective of the reading skill on the ninth graders are expecting the students to be able to understand the meaning

Jayeson Vance Leading Tour at Alcatraz, 2012 ; Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. ; The following is an oral history interview with Jayeson Vance. The interview was conducted on October 10, 2013, by Lorrie Rands. Jayeson discusses memories of Ogden and 25th Street. ; 35p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program Jayeson P. Vance Interviewed by Lorrie Rands 10 October 2013 Oral History Program Weber State University Stewart Library Ogden, Utah Jayeson P. Vance Interviewed by Lorrie Rands 10 October 2013 Copyright © 2014 by Weber State University, Stewart Library Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. After World War II, the railroad business declined. Some government agencies and businesses related to the defense industry continued to gravitate to Ogden after the war—including the Internal Revenue Regional Center, the Marquardt Corporation, Boeing Corporation, Volvo-White Truck Corporation, Morton-Thiokol, and several other smaller operations. However, the economy became more service oriented, with small businesses developing that appealed to changing demographics, including the growing Hispanic population. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management Special Collections All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Vance, Jayeson, an oral history by Lorrie Rands, 10 October 2013 , WSU Stewart Library Oral History Program, Special Collections, Stewart Library, Weber State University, Ogden, UT. iii Jayeson Vance Leading Tour at Alcatraz 2012 Abstract: The following is an oral history interview with Jayeson Vance. The interview was conducted on October 10, 2013, by Lorrie Rands. Jayeson discusses memories of Ogden and 25th Street. LR: Today is October 10, 2013 doing a phone interview with Mr. Jayeson Vance who is currently residing in San Francisco, about 25th street and Ogden. My name is Lorrie Rands and I will be conducting the interview. Jayeson, I, again, appreciate your time and your willingness to help us out with this. Let's begin with the simple basics of when and where were you born? JV: I was born at the old St. Benedict's hospital on 29th and Polk in Ogden, on June 26, 1947. LR: Where did you reside, where was your home in Ogden? JV: Our home was, when I was a boy, we were, first we lived in a post war housing, emergency housing for the GI's. My dad was at Hill Field as an Air Force Sergeant, an Army Air Corp Sergeant. That was at the old Bonneville Park, as they used to call it. It was an old cinder block, post war or emergency housing that, I don't know who paid for, probably the federal government. Then they, at some point around 1950 or 51, they destroyed those homes and we, my dad was able to get a home on 1362 Hudson, between 5th and 6th on, at just above Harrison, and we were just a quarter block below Polk. That's where I spent my early years and then we later moved to 108 Harrison, at first and Harrison. LR: So was Harrison at that time, was it paved all the way through? 1 JV: Yes, Harrison was paved, Hudson was primitive, it was unpaved, thank you for asking. We actually did not even have a phone in the house and my mother had to walk to Hudson and Polk, to a little phone booth as did all the neighbors in order to place a phone call. Actually, it seems funny now, and the street was dirt and it had a curb and gutter but it didn't have the sidewalks and it didn't have, you know, it was very primitive. It was like living out on the frontier in a way, and my grandfather used to say, "You can hear the coyotes at night up there where you live." He lived on 256 Harrisville Road which is still there, that structure is still standing. LR: You grew up then in that part of Ogden? JV: Yea, on that northeast bench, I went to Ben Lomond High and then my dad had gone to Weber and my mother, actually my mother was a USU graduate. I just said, "Well," I couldn't decide what to do after I graduated from Ben Lomond, so I decided on Weber, which was a great choice. I was pleased with, I always thought it had the best—a lot of people say about Weber that we had better professors than bigger schools because you didn't have teaching assistants teaching classes, you had Ph.D.'s teaching classes quite often and so I think in some ways we got a much better education at Weber than people maybe at the University of Utah had in some ways, so anyway, it was a good time to go to Weber. I briefly was the sophomore class president for a brief while, filled in for Mike Howe I believe was his name, cause he couldn't finish his term. My name at that time, I changed my name in 1982, and my born name was Clark Walker. So that's always strange, and I have to explain that, that I 2 changed my name. I was one of those kids that had kind of an identity crisis and so my legal name is Jayson P. Vance. I don't know how much you want to know about my personal life, but just to explain, if you look me up, you'll find me under Clark Walker. Weber State records, well, except I changed my diploma reads Jayeson Vance now, so I had that changed. LR: So, I'm just curious, why did you choose Jayeson Vance? JV: It was just one of those things that I had a friend who was a counselor, which said, "It's time for a change." I had just left a federal job and I wanted a new start in life and she said, "This would be a good time to change." She had done this to, she had changed her name and she said, "I don't know, it's great," and she was able to persuade me that I should do it. Then once you do that, and we'd had a house so we had to change the mortgage records so then and I had to go to court, to district court and officially change my name by law. I can't ever use the old name again and legally, so anyway, I have, for better or worse, that's my name. So I just have to accept that. In some ways I felt shouldn't be changing that because it's my family history, but then as I researched my family history, I found out that my father's father, who was an English immigrant during World War I, which is kind of odd, how do you get to where my father was born in California? It's a long story, but his father deserted the family, his name was reputedly, Sylvester Hodgson Walker. He deserted this mother and this infant boy, who was my father and said, "I'm a British subject, I don't want to have a kid." And he ran off to Canada, and he said, "You can't touch me, I'm a British subject." I don't even really know the man's name, I never saw a picture of him 3 and it's one of these great mysteries of life that I would love to see at least what he looked like and how did he end up in California during World War One. The British would have wanted any young man to be in the Army or something and so it's a—was his name really Walker, you know, all these mysteries like that. I didn't feel troubled about dropping the name Walker, so that's, anyway, we got off on a tangent. LR: No, that's great, I asked so, let's go ahead and go back then. You said that your dad worked at Hill Field as a sergeant in the Army Air Corps, what did your mom do? JV: My mother was a teacher in her later years, well, when they were first married she was a school teacher, then she dropped her job as a teacher to be a house wife and about 1959 she went back to Ogden public schools, worked at Edison school teaching second grade. Her name was Bonnie Ruth Murphy Walker and she passed away this month, just earlier this month, ten years ago the start of this month, she's been dead 10 years now. The family is all gone, my brother, my father and my mother are all gone and my wife and I live here. LR: You're kind of cutting out on me. JV: Oh, maybe if I hold the microphone up closer here. LR: I'm not sure if it's you or if it's me. That seems to be better, okay. I hate it when I get off on my flow. As you were growing up, what were some of the things you liked to do for fun? JV: I used to draw maps of the city actually. I loved history form early on. I read Land Mark Books, I was a boy scout. I got an Eagle Scout Award, I was an Eagle 4 Scout. I was very interested in police and crime, the FBI. I wanted to be an FBI agent at one time and I studied the history of, I was reading adult literature written for adults about the FBI, you know like the FBI story by Glen Whitehead I think it is, when I was twelve. I was trying to—it was not easy to read—but I was trying and I was just obsessed with that stuff and I saw the world very black and white, in a very black and white way. I remember giving—I had some really conservative, very, very conservative opinions about law and order and I wanted to—we had some milk stolen and I wanted my mother so badly to call the police department because I wanted to look at a real policeman in the face and we hardly had any crime in that area. I was so excited that was my amusement, anything to do with law and order or police, any TV show, Texas Rangers or Broderick Crawford, who starred in California Highway Patrol or anything like that. The Lone Ranger and all that stuff, I just loved all that. We played Army, it was post World War Two so we had, almost everybody I knew was the son or the daughter of a GI or a sailor from World War Two or a Marine. We had tons of Army Men and toys about World War Two and I had a whole Army and Navy set of toys that I just spent hours with. Then we would—the little kids in the neighborhood—we'd organize into tiny army, little army training things. Then I would build little model cities in the back yard with rocks and build a highway. I had a lot of fun doing that. I made a model of Ben Lomond peak at one time in my back yard out of clay and rocks and so I had a lot of fun as for Mount Ben Lomond and all that. I tried to make of Ogden out of rocks but it was a little over whelming. 5 LR: I'll bet. So did you ever have the chance to meet any Ogden Police officers when you were younger? JV: Yea, one of my friends, Gary Greenwood, became a police officer in Ogden and he and I were golfing buddies for quite a while, and I met him, just before I moved out of Ogden—I got married and moved away, I remember seeing him in his uniform with his shoes all polished. I was so proud of him and I so wished that I could be like him, be a policeman, but I never became a policeman, I became a park ranger. Not quite the same, but he was just kind of an inspiration when I saw him standing there with his highly polished shoes and his nice neat uniform and he was very proud of it, rightly so. I lost track of him, I would like to talk to him again but I tried to locate him on the internet and he was a probation officer for a while and I couldn't find any more about him. I haven't, if you know him or anybody knows him, I would love to talk to him. He was a great guy. I'm just joining the auxiliary law enforcement team here for the San Francisco police, I just applied to join that. It's a volunteer position, but my fantasy, my interest in crime and law and order has been lifelong. I guess it's no wonder I ended up on Alcatraz. LR: Did you ever hang out downtown? JV: Yea, we did, one of my stronger memories, my father would take me, well my father was a—after he left the Army Air Corps, he became a postman at the main post office and then later Gorder's station as they used to call the post office over there on the bench. He was, his route was the businesses along 25th and along Washington. He was the downtown postman, and he would drive all the 6 packages, they didn't have a UPS, and he would do all the package deliveries all over downtown. He was a gun lover, he loved guns and there was a gun shop on 25th that he loved to go to. He knew 25th very well, he knew the Porters and Waiters Club, he took me into the Depot Drug and there was some girly magazines one time. Oh, it was a little embarrassing, I was going through puberty. Oh we looked at those girly magazines a little bit, but that was among little things like that that I remember. Depot Drug was a hive of activity. It was scary, it was frightening, but it was exciting also. They had these barrels of toys. I loved anything with a plastic army man, or army soldiers like that, and they had just piles of that stuff. Even in the front window, or I think it could even have been on the sidewalk, I could remember my heart just pounding about it, and I only got to go in there a couple of times, but it was a just a hive of excitement. There was also a fear about 25th of course, the legend of all the possibility of heroin and prostitution and all those things that were going on around there. I could even I guess sense it in my father that he was a little bit on edge, but he never had anyone bother him or threaten him in any way while he was delivering mail. He had some rude business people that were pretty rude to him, you know, kind of abusive, but he didn't ever have any threats. He was very close with the black community in Ogden, he knew a lot of the black folks and he was very pro civil rights and he felt that they had gotten the bad end of the deal. The Porters and Waiters Club was famous, of course, for the railroad porters that worked on the Union Pacific that brought Jazz to Ogden. 7 It was also a street of sin certainly. Later in life, my best man at my wedding was Arnie Jacobson and his father was chief Jacobson of the Ogden police. Arnie told me some stories, but these are now second hand stories that he got from his father, so I don't have direct access to that information but it came through Arnie. His father put on black face because they didn't have any black police officers and went down onto 25th to purchase heroine, because the dealers on 25th were black. They did make some arrests and the Ogden police were known as the toughest police in Utah because of the street, because of patrolling 25th street they had to be tougher than the Salt Lake police, according to Arnie anyway. They would have this annual football, I believe football game between the Ogden Police and the Salt Lake police and the Ogden police would always win because they had to be tougher, even though it was a smaller department by far than the Salt Lake department. It really had quite a story there, I mean you could write a lot of, I could easily see someone writing a novel or a historical novel about it. Maybe that's what I should do, I don't know. Then my mother told me about working at the Union Laundry but she did all that Union Pacific linen as a young woman. She was a pretty young brunette and her father, Clarence Murphy, would warn her, he was a Union Pacific engineer. "Now Bonnie, you get down to Washington Boulevard and get on that street car and you run to Washington Boulevard," or somebody told her, or she told me that she was so scared on 25th that she ran all the way from Wall Avenue to Washington Boulevard as fast as she could run to get to Washington Boulevard to where she felt safe, and then get on the street car to go north to 8 Harrisville Road where they lived. She had a palpable fear of that street but she again never had anything happen to her so it just, there's a lot of stuff about that street. I've seen that, I don't know you've probably seen that DVD that that fellow put out about the history of Ogden I imagine. Are you aware of that one? LR: Yes, The one that was in 2007 or 11, not too long ago? Yes. JV: They explained that, I guess they alleged that Al Capone may have been on 25th, which I've never found any—I tried because I studied Al Capone quite a bit having been on Alcatraz where he was locked up for about five years, and I've never found any evidence, have you? To support that he was ever there. LR: I haven't, the only thing I have heard about are the rumors. JV: Yea, it's just legendary. When I worked on Alcatraz we'd have people from Canada and Saskatchewan Province was a place where he was reputed to have been. Oh, Al Capone, you hear this all the time, in Wisconsin he went to honey lodges and it is conceivable that he may have been in Ogden that he was really on, and it was called Little Chicago at one point. It was one of the nick names of Ogden, of that area of Ogden as you may know already. Of course, today, it's a very different street than it was and I'm looking at a picture of it right now, a modern picture. I guess there were some movies made there with that famous noddle parlor sign? LR: Yea, the Star Noodle, the one with the dragon? JV: There was a little China town there too of course, from the Chinese workers on the railroad. My grandfather, as a boy, his mother died when he was a youngster and his father was of course a railroad worker too, an engineer, and he was 9 basically raised himself on the streets. This would have been about 1900 or 1905 around in that era, used to run opium on a bicycle around China, the little Ogden, and helped these opium dealers. It was legal at that time to sell opium, and he would, as reprehensible as it sounds now, would sell opium to the Chinese, and make a little money that way, because they didn't have much money. He and his sister and his father, no mother, were kind of, you know, they had some kind of rough edges in his early years, and he remembered being pretty mean to some of the Chinese as a teenage boy, pulling there queue's. They used to wear their hair in queue's on the back of their head, doing some mean things like that and of course the Chinese were abused everywhere. Out here in San Francisco they were abused even more. The word Chink was frequently passed around. It was a racist time it was not fun to be black or Chinese in those days. It was rough for a lot of people. LR: So did you ever witness any of that discrimination in that part of Ogden? JV: No, that was way before my time. I think it went underground, I'm sure there was a feeling that Asians were odd or you know, they were kind of a curiosity. I don't remember. We used to eat at the Utah Noodle Parlor a lot and have the other—I forget the other noodle parlor name on Grant there. We used to, and we enjoyed all the food, the chop suey and all those things. So you'd hear little remarks like that, that were racists but it was, and of course it was. My grandfather had actually been a member of the Klan when he was a youngster. He had no education, he was brought up on the streets and he picked up whatever he picked up, and he picked up a lot of racists attitudes. I remember he, as a young 10 man—he wasn't that in his older years—but as a young man, there was a Klu Klux Klan Chapter there in Ogden. The Klan was all over the United States if you study the history of the Klan and it was very powerful in the early twenties and that's about the time he was starting his family. My grandfather was out there on Harrisville Road, but he I guess they had some Klan meetings up on the foothills in the early twenties where they burned crosses and stuff up on the foothills above. You can imagine how it must have felt to be a black person and see that going on, especially a tiny minority, there in that part of the world. A feeling, you must have been pretty much an emotional, a very unpleasant emotional experience anyway for a black or an Asian too. I think they were pretty mean to Asians, the Klan was, as well. He never said much about that, he did express racist attitudes which were part of that generation, occasionally. I had that wonderful contrast in my father who just really loved the black folks in Ogden. Marshall White, the police officer who was killed there, who was a hero of the police department. After they finally got a black officer, and then he got killed, but it was a rough town. There was somewhat open prostitution, if I remember, right along parts of Grant Avenue and Lincoln Avenue. Even in my early years, even as late as maybe 19, probably about 1970 even, there was still open prostitution going on, it was very limited, but it was there. As I've studied the street I know there was a back alley that ran heroin and a tunnel that ran heroin from the depot all along, I think on the north side of the street. Maybe that tunnel is still there, I've seen 11 some references that indicate that the tunnel went all the way to the Ben Lomond Hotel apparently. Are you aware of that? LR: I'm aware more of the rumors. JV: I saw something online about historic tunnel tours of Ogden and they, if I remember correctly were going into the basement of the Ben Lomond Hotel and somebody was leading a ghost tour or something like that. They were able to go under Washington Boulevard possibly and they said, "Well, who knows." Of course they want to enlarge everything and make it more exciting so they bring in Al Capone and all that. The danger of history is always that somebody tries to enlarge things or exaggerate things. I was never able to see that myself and I didn't even know, I'd heard rumors about it but I've never been in it. LR: Well I know that most of the businesses now have closed up there tunnels, so most of the people we have talked to, yea, it's possible, but now they're all closed up so. But yea, we've had a lot of references to them, a lot of people that remember being down in them, but none actually going form Ben Lomond to the depot. We can't actually verify that, so. It's fun to hear about though. JV: Well that was the big fancy hotel, I guess the Ben Lomond was built about 1927, and being a big, the highest building in town and anybody who wanted a prostitute probably would have wanted to bring them in underground into the hotel or something like that, or wanted maybe drugs and happened to be at the hotel. It does kind of make sense if you were in the, in the world of vice and you had money enough to stay in a nice room there and you wanted something, knowing the hotel business as I do, because I worked with it for a while here, 12 there are people in the hotels are bribable a lot of times, and if you want—they want some cash and if you have the cash, they'll find a way to get you what you want. Who knows, I wouldn't be surprised, I don't have any evidence of it, but I wouldn't be surprised if there was something like that going on. LR: I wouldn't be surprised either. Do you remember any of the people that used to live or work on 25th street? JV: Yes. Well, my mother worked at the Union Laundry I guess it was called as a— this would have been—she was born in 1919, so it would have been roughly around the time she graduated from Ogden High in 1938. So she was working at the Union Laundry, and that's where that tale about running down the street as fast as she could run, her heart pounding came from, that era. And then my grandfather, Clarence Patrick Murphy, a real Irish name, half Danish, but in fact his mother was Danish. He was working there from about age 16 and he was born about 1885 I believe, so he would have been there about 1901 and he was already working as a fireman as a teenage boy. He couldn't finish school, at Sacred Heart School on upper 25th where he went. He would bend over all the way to Wyoming shoveling coal. He told a tale later that even as a 16 year old boy of working with his back bent to shovel coal all the way from Ogden to Evanston and back just almost constantly shoveling coal to get up that grade to that high plateau in Wyoming. It was not the life that any of us would want to live I am sure, to spend back breaking hours to make a living. He was a devoted member of the Brotherhood of Locomotive Engineman and Firemen throughout his life and was a lifelong democrat of course, because of the 13 Democrats alliance with the labor unions. He was also one of the shop stewards of the Union Pacific in his later years. He also worked on the old Oregon Shortline Railroad, which was, he fondly would say, "Oregon Shortline," and his eyes would drift off as he thought about it. I guess the Oregon Shortline was, ran from Ogden to Pocatello, if I'm not mistaken, and didn't obviously it didn't go all the way to Oregon. He was the switching engineer which would be, he would build trains by bringing cars from one train and hauling them to join another train and then back and forth all day in the yards of Ogden. He'd go over those yards, and of course today, there's even I guess some activity there, but back in those days the yards were just a hive of energy and the sound of the rails and the squeaking of the iron against iron and you would hear all the noises associated with all that. The station where I went as, this would have been approximately 1955. My grandmother, my California grandmother, my father's mother, would come up from across the Lucin Cutoff across the Great Salt Lake on the Union Pacific from Promontory Point to West Weber and she would, we'd meet her at the Union Station whenever she'd come to visit us. That's where I got to see the Union Station quite a bit as a boy. There would be three or four taxi cabs, several cars coming and going and people were dressed—in those days the women wore gloves and hats and high heels all the time and the men wore business suits and big fedora hats. The railway express, REA railway express agency had a large outlet in the foyer of the station. 14 Just going in to the foyer of the Union Depot was to me, one of the most exciting things of my childhood because I would go in there and look around and seeing people coming and going, people making orders and carrying tickets, porters carrying baggage and porters with red caps on and white uniforms and white jackets. All black men, the only black people I had ever seen at that time in my life were down in the depot. Sorry, I get a little emotional sometimes when I'm talking about these things. I have to take a breath here for a moment. There was a very busy barbershop with an old fashioned striped aprons that, or whatever they called those things that they, smocks, that they would put around people being, having their hair cut. They had the talcum powder brushes and the barber clipping away furiously, and people in a hurry to get on, "I don't want to miss my train," and all those things. The station itself, getting inside was just, it seemed like the biggest building I had ever seen in my life at that time, probably was, and it, the big chandeliers and it was just, in its heyday was just packed with passengers and train schedules and the public address system announcing what was going on. I didn't even know what the people were doing as a boy, I had no concept of what riding a train was because we didn't actually get on the trains, so we never went out on the platforms and so all I saw was just the results of all that. What I observed was a little confusing because I didn't put it together that these people are coming from California or Chicago or wherever it may be. This really was the junction city of the Mountain West and it really was a big deal. It was so sad to see the old down town, as I'm sure you've heard from a 15 lot of people, to see what happened to that wonderful downtown on Washington Boulevard. Again, that's another subject for a book you could write about, Washington Boulevard in its heyday. Beuhler Bingham and B and B Clothiers, the Blue Door and all those fabulous clothing stores and Fred M. Nye that were able, because the economy was so powerful then with Hill Field and the Army Depot and the Naval Supply Depot and all those things, and then the railroad. Everybody was making money and it was sort of the golden age of Ogden. I guess from about the end of World War Two till roughly the time I graduated from Ben Lomond, about 1965, for about those twenty years that downtown district was just thriving. There was Watson and Tanner and 24th street was almost equal to Washington and its level of commercial activity and it was a really nice feeling to the town. There wasn't a lot of crime for the most part, you didn't hear about a lot of—we had, my mother had a friend, Officer Keith Burkdahl, who was a policeman. I remember she got—I guess one of the early beat nicks, there were a handful of beatniks I guess, in Ogden, that maybe were smoking marijuana and this guy hit her at 25th and Monroe. It was at night and he had dark glasses on, and he had sideburns and this would have been 1955 or 56 around the time Elvis was big. We just thought that was so bizarre that this fellow was dressed in this leather jacket and he had sideburns and he had dark glasses on and it's nighttime, you know, why are you wearing—it is kind of odd even now. Keith Burkdahl investigated this because my mother happen to. His wife was a good friend of my mothers and he was a patrolman and so he said, "Yea, we caught 16 this guy and arrested this guy." They finger printed him and everything. I was excited by that. It was, there were some rough characters in Ogden and who knows maybe he was using heroin or something too, or maybe he was associated with 25th street, but we never found out. Whenever I would encounter the Ogden police, I can remember in 1956, the Ogden Police had four brand new blue Fords that they got and they all, they had no markings, anywhere on the car. They were painted, I think, if I remember correctly they were a dark royal blue and they had just about the size of a coffee cup, maybe a large coffee cup, on top was a red, just a red light, and that's all, and a radio antenna, and not anywhere on the car did it say police, anywhere. It just is so funny to look back at that, we'd walk through City Hall Park and of course that was the police station back then. It was in the back of the city hall building, and you'd walk through city hall park and I'd see maybe eight or nine Fords with that bubble light on top, and maybe a couple of unmarked cars. That was the, such as it was, the Ogden police at that time. There's another story, you could do the history of the Ogden Police because they must have some tales to tell if you come across one of the retiree's from the Ogden police or somebody, the son of a police officer, I'd bet you'd get some great stories. Arnie Jacobson might be a good source because his dad. I don't know what became of him, I haven't been in touch with him in years, but his dad, I know was the chief about 1970, they had the police radio in their house because his dad was the chief, so he would hear all the radio calls in Ogden as a 17 boy. You get into some personal information sometimes, but he got run out of the house. LR: Well speaking of growing up, did you ever attend any of the theaters downtown? JV: Yes, the movies? LR: Yes. JV: Yea, we loved the Orpheum, thank you for reminding me. The Orpheum and the Egyptian, but the Orpheum even more so, it was sadly destroyed. The most exciting, fun thing we ever did I think was about 1959 and Ogden was just in its glory days at that time. We, there was a girl next door, Susanne Sylvester, who I had a crush on, and I forget who else. Anyway, we were all about 12 or 13 years old and our parents escorted us, and we got all dressed up and went to, I put on a tie and a sports coat and the girls were dressed up and we just, we just thought that was the most fun we had ever had. We went to the Orpheum and saw a movie, I can't remember what the movie was now. It was just going to the theater down, either the Egyptian or the Orpheum was just one of the special things about that time in life when you are coming of age. I think for almost anyone who was there at that time would remember it well. LR: So is that the theater that had the Popeye Club? JV: I don't know. You know, I don't know about the Popeye Club. Actually when you said that it was the first time I've heard that term. LR: Oh really, okay. JV: I must have missed out. LR: It might have been Paramount. I get my theaters mixed up, I apologize. 18 JV: The Popeye Club, maybe the Paramount was, Popeye Copper Club, Ogden, or Popeye—it says here, I am doing a little web search. I remember the Paramount was where the Paramount Bowl was, is that right? LR: I'm not sure. JV: Where the river, by the river bridge? Where the Ogden sign, is that right? LR: I'm honestly not sure, I thought it was downtown myself. I know the Orpheum and the Egyptian were. I thought the Paramount was too, so. JV: Let's see here, we had a friend who lived right by the Ogden bridge, the Ogden sign, where the Ogden sign in on the east side of Washington. There was this very interesting neighborhood there that reminds, as I got older and look back at it, I thought, "Oh my gosh, that's a lot like big city's back east." It reminded me of, in some ways. I remember the Paramount Bowling alley. When you said Paramount I thought more of a bowling alley then I did of a theater. Then there was a drive in too, and there may have been called the Paramount, there was the Riverdale Drive-in, and there was a drive-in on the south end of town was the Riverdale and going up towards North Ogden was, that Harrisville area there was a drive-in out that way, the North Point Drive- In. The drive-ins, of course, when you're a teenager in those days, it was where all the necking and all that went on. Exciting dates or all the wishful thinking for boys mostly was going on. I know there was a Paramount theater, maybe if I put movie theater, Ogden Utah, my search engine isn't generating a lot right now on that. Let's see, as it opened on the, oh, here it says, "The Paramount theater opened as the 19 Alhambra theater, March 17, 1915 with a concert by the Ogden Tabernacle Choir." There's one reference there, its Cinema treasure. Oh, here we go, 2429 Keisel Avenue. LR: Ah, that's right. JV: Oh, the Alhambra. So here is a, I vaguely remember this photo, I mean this store front. It's located on Keisel, just off of, I think just off 24th, because that looks like the Fred J. Keisel building. LR: Yes, it would have been on the opposite, it would have been closer to 25th. It's actually not there anymore, they tore it down. JV: Yea, I bet it's gone. That's my granddad's era for sure, those old street lights and globe street lights and the old early automobiles. LR: What are some of your favorite memories of downtown Ogden then? JV: Well, to be honest, it was the pretty girls you would see. You would see very, very pretty girls, you'd see dozens of girls that would just you know, traffic stop kind of thing where you'd go, "wow." It was also just the feeling that it was exciting, it was a pleasant city. There was a lunch counter near 25th and Washington, Keeley's Café. You'd go in, it was a bustling café, downtown café—going in and having lunch there. There was also a toy shop near there, and my grandfather doted on me, I was his favorite, out of the five grandchildren I was the oldest one and he liked, I don't know, he and I just bonded and he would take me in as a boy and bought me a pistol set, a cowboy pistol set from this store and I don't know the name. It was a toy store near the Broom hotel and it had just all kinds of cowboy toys all 20 over the walls, and this was a pretty big, pretty large, you know, reasonably large toy store and he bought me this holster and toy gun and toy bullets and I think it was probably one of my happiest moments in childhood. Then going on that date to the Orpheum was another one. The Utah Noodle Parlor was always fun to go to and having the big butterfly shrimp that they still make I think, I think they're still there somewhere. LR: No, they actually closed down. JV: Oh, they closed down? LR: Yea, it hasn't been that long, but Utah Noodle is no more. JV: Oh, that's too bad. That was a great tradition, but I guess Jimmies Flower shop is still there probably. That was a great flower shop. I didn't know the Glassman's, I guess you've come across A L Glassman, the name A L Glassman, but he was the operator of the Orpheum it says. Have you come across the Name Ira Huggins? He was the great attorney, probably the most famous attorney in Ogden. LR: I'm not sure. JV: Ira Huggins was—my mother would speak of him very fondly. I found a URL here, its Cinema Treasures, and it has a lot about the Paramount Theater, 2429 Keisel. This might be a page you want to look at it. It's Cinematreasures.org/theaters/26282, [some of the information that follows come directly from this website.] This is a lot of information I wasn't aware of here about the publisher . Glassman, of course, owned the Standard Examiner and apparently owned this theater also at some point and one of its premier 21 attractions was Cecil B. De Mill, The Ten Commandments. In 1925 it was leased by Public Theaters and renamed Paramount Theater so it started as the Alhambra, I guess. Glassman also owned the Orpheum but he bought the Alhambra in 1923 and then, according to this web site, during the summer months, Orpheum Vaudeville moved to the Alhambra, so they had Vaudeville, wow, now that's very interesting. In 1925 the Alhambra was leased by the Publix Theaters and renamed Paramount Theater, so that's where they got the Paramount. It underwent a complete renovation and seating was reduced to 1900 one of its premier attractions was Ten Commandments. Not the one in the 1950s but the original. By 1927 the theater was under the direction of Brooklyn-born Louis Marcus, who also owned major theaters in Salt Lake, including the Capital and other theaters in Idaho. Fanchon & Marco "Ideas" supplemented the screen attractions at the Paramount. With the demise of the American Theatre in Salt Lake in 1929, the Paramount boasted being Utah's largest theatre. Wow, I didn't know any of this. In 1929 Marcus said he was selling his interest to Publix Theaters and retiring. He was elected mayor of Salt Lake from 32 and served four years and died in 1939. 1934 it came under the ownership of Paramor Theatres who also operated the Orpheum Theatre, Lyceum Theatre and Colonial Theatre. The local Ogden Theatre was an independent. So there is quite a story there of just the theater industry in Ogden. In July of 1954, Paramor Theatres completed renovations which gave it all new seating and a 42' by 21' screen. In time for Christmas 1954, a new marquee and Paramount vertical sign in addition to the Formica snack bar 22 was added to the interior. And that's when "White Christmas" came out with Bing Crosby. So, you'll probably want to look at that website for sure. LR: Yea, I wrote it down so I'll be able to. JV: It's not that much information but it has this one wonderful old photo of the Alhambra. LR: Hmm, that's cool. JV: Yea, also, I would recommend to you to see UCR.edu. LR: Right, I wrote that down too. JV: Yea, and if you can't—that website is a little obtuse—it's something like digital newspaper survey and it's California papers, but remarkably, like I say, especially the San Francisco papers, have lots and lots of Ogden's lore and stories, especially around the time of 1890 to 1930, which would be of great value to anyone doing research at the university there. Then you can form a partnership with the UC Riverside, maybe the two schools could maybe get together on helping each other, because I know that educators always need support and they have to help each other and there is always the threats of budget cuts and things like that. I know he was, that fellow at UC Riverside was saying, "Oh we've got to prove to the regents of the university that we are doing something of value to the community so that they won't shut us down." I wrote, personally when I was a park ranger, wrote a couple of paragraphs saying how much value I've gotten out of it. You're able to, or course with your printer on your computer, you're able to print stories up if you want, or photos. They also have photos too, because you're looking at the actual paper and you can see the old historic ads. 23 LR: Right, that's fun. JV: Yea, it's really fun. You sound like you're a history lover too, so you'd have a field day with that probably. LR: I have two more questions if that's alright JV: It's been a lifelong love for me. ___________ being a park ranger, it was one of the great joys of being a park ranger was being able to give history tours, you know how it's just limited to Alcatraz history, which has quite a colorful history of course. LR: I know it's kind of getting, this has kind of gone long, but I have two more questions if that is ok. JV: Yeah, sure. LR: My first one is, you talked about your grandfather being involved in the Klan in Ogden, do you know much about that? JV: No, he was, I think he was a little ashamed of it. He, I know, it's really unfortunate I can't ask any of these folks any questions or maybe my aunt, who is still alive might know something about it. She lives in Portland, Oregon. I could ask her but she would have been embarrassed about it too. I know that he talked in racial terms about when he would watch the prize fights, Gillette Prize fights on television and he would, there was definitely a palpable racism present when he would—see a black man fighting a white man or something in a Prize fight. The only reason I know about the Klan was that my mother told me that, he didn't tell me himself he was a member of the Klan. I think he was embarrassed. He was certainly not proud of it. 24 I heard, now, I'm trying to place where I heard the recollection by some, probably from my mother, that they had put some burning crosses up on, I think the north east bench, up around, somewhere around where Ben Lomond High stands today. Up on 7th or 7th street, upper 7th street probably or somewhere where it would be seen for miles around or hoped anyway. Just to terrorize the poor black folks a little more, and probably it would have been, I'm sure they didn't like Asians either, or Jews of course. There were a handful of Jewish people too in Ogden so those groups would have been not too thrilled, I'm sure, to see that. I could try and ask Aunt Patty, she's Jennings Olsen's sister by the way, my aunt. He was the professor there at Weber for many years. She may know something about it also, and if you want, I could call you back if I'm able to find out more. The KKK was organized in all 48 states in the 1920s per public television documentary. LR: It's just a curiosity. I will leave that entirely up to you. It was just a—really, someone who was involved, so I wouldn't complain but I don't want you to feel like you have to do that or anything. JV: Well, I'm always willing to help, it's fascinating. What I have found with history and the more you dig, the more interesting it is. LR: Well this is true, I agree. JV: You reminded me of that little neighborhood around the Ogden sign there on the east side of Washington that, I wish I could relive that. Also there was something— I went to visit a friend who lived right there. There was a little alley that shot off of Washington and I think it said Paramount Bowl and it was across 25 from Bigler's Desert Inn, which was an old structure that is no longer there either. We fished in the Ogden river briefly, just once, it only happened once, I went to see him and we fished in the river. It was kind of odd, it seemed like, because here it is almost like in downtown but also almost like out in the country at the same time. It was a really nice little district there that I haven't seen any photos of, but I can picture it in my head as I close my eyes I can see it. There were store fronts right the river and I think a concrete fence or something against the river bank itself, but I'm sure it's all gone now. All that's left is the historic sign there now, but it's fun to reminisce anyway. LR: Well, my last question is this, how has Ogden changed since you were growing up here, do you think? JC: It had that timing, you know, 24th and Washington was the heart of the city and it was the heart of Ogden, it really was like the heart. It was just like a human body has a heart, it was the heart of the city and it was a thriving heartbeat. I remember a young boy yelling, "Standard," and he used to actually hold up the newspaper in his arm and wave it and people would run up and buy a newspaper. It was from the Bon Marché store which was at 22nd to about 26th or 27th along Washington, was just bustling with traffic, excitement. The ladies were dressed in their finest clothes and men were dressed in business suits, and not everyone dressed that way, but it was certainly a thriving place and then along 24th, almost the same scene. It's just sad to see that, well it's happened to many cities; it's not just Ogden, that the core of the city got gutted and changed irreparably. It's too bad 26 that it couldn't have been like what was done with Trolley Square in Salt Lake where they at least maybe changed the buildings, but don't gut every, just don't tear everything completely. The W. T. Grant store was a big deal on 24th and Washington and there was the Kiesel building and the Eccles building and the First Security Bank building and it had this little sky line and it was just, I don't know, it just seemed like a really, really positive. Overall, 25th kind of gave you the vice and a little excitement and drama, which was also kind of fun, and it just kind of was a really nice place to grow up. It sort of represented America, to me. I wrote a little article when I was a boy about it and I took a world book and I followed the outline they used to write about Chicago or New York and I just took every element, and Ogden had it all, in miniscule amounts. It had a little Asian neighborhood, it had a black neighborhood, it had everything in America and it was a, in a microcosm, it was the country. It's sad to a, I'm sorry, LR: It's okay. JV: Makes me feel bad to see that all that is lost. I know there is some of it there still. The Egyptian Theater is still there, but, LR: You're right, most of it is gone. JV: We would get, to go down to Washington Boulevard was a big deal and we would put on our best clothes and we would, yea, it was just a big deal. Even when I started working at the highway department on 17th and Wall or near, just off Wall, at the Utah Highway, Utah Road Commission, we looked forward to driving along Washington Boulevard just for the fun of seeing people on the street and seeing 27 all the excitement that it used to represent. I don't know, it's just, thank you for letting me share all that, and if I can come up with some more goodies I'll certainly call you. Also you're always welcome to call me if you need any more that I can provide, and thanks again for what you are doing. LR: Well, thank you for being so willing to help us out, I appreciate that, and for your stories, they've been wonderful and I appreciate you're willingness to work with us and to do this. We've been on the phone now for almost an hour and 20 minutes so I appreciate your time and your willingness, it means a lot. JV: Well great, Okay Lorrie, keep in touch, and any time I can be of assistance, who knows, maybe your or I or both of us may write books about it, who knows. LR: That would be fun. JV: It's worthy of some good books, I can think of three right now that would be worthy books about that era. But anyway, have a great day. 28

The Marriott,Slaterville City Oral History Collection was created by the residents of the town to document their history. Each participant was provided with a list of questions asking for; stories about their childhood, schools they attended, stories about their parents and grand,parents, activities they enjoyed, fashions they remember, difficulties or traumas they may have dealt with, and memories of community and church leaders. This endeavor has left behind rich histories, stories and important information regarding the history of the Marriott,Slaterville area. ; 28p.; 29cm.; 2 bound transcripts; 4 file folders. 1 sound disc: digital; 4 3/4 in.; 1 videodisc: digital; 4 3/4 in. ; Oral History Program 1an2Cd Fa e r2bl2 rH uM aoardyys 22o00n00 77 Oral History Program Weber State University Stewart Library Ogden, Utah Carl Hodson 12 February 2007 and 22 May 2007 Copyright © 2009 by Weber State University, Stewart Library Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees ( as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Marriott- Slaterville City Oral History Collection was created by the residents of the town to document their history. Each participant was provided with a list of questions asking for; stories about their childhood, schools they attended, stories about their parents and grand- parents, activities they enjoyed, fashions they remember, difficulties or traumas they may have dealt with, and memories of community and church leaders. This endeavor has left behind rich histories, stories and important information regarding the history of the Marriott- Slaterville area. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well- informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management Special Collections All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Carl Hodson, 12 February 2007 and 22 May 2007, WSU Stewart Library Oral History Program, Special Collections, Stewart Library, Weber State University, Ogden, UT. iii 1 Abstract: This is an oral history of Carl Hodson. These memories are from two different recordings conducted on February 12, 2007 and May 22, 2007 and concern his recollections of the history of the Marriott- Slaterville area. CH: I am Carl Hodson. I was born August 4th, 1921 in Marriott at my mother's Aunt's place. They lived in Marriott. They day that I was born my father was hauling hay and they were coming with a load of hay because he knew my mother was in labor and Carl Powell was helping him and he tipped a load of hay over on the way to the barn. They had to stop and take care of the load of hay. They always said they named me after him because my name is Carl. I have lived on West Wall Street all my life. Our old home is the home that is on the Nature Center today. My grandfather built the first part of it and then he deeded the place to my father and my father moved in with his father and mother and later on he remodeled the home and it is the way it was sitting in 1941 when the government took it from us, the remodeled home. We have pictures of the home when the government took it in 1941. I was married in 1941and my father moved what we called " the old wash house" from off of the old place and moved it across the street and made two rooms out of it. My wife Louise and I moved into it in 1941 and we lived there in the two rooms until we had three children. No running water, we heated our water on a coal stove and the bathroom was out in the backyard. Once a week was what we bathed at that time, we had a wash tub that we put our heated water in. 2 When I was young, 12th Street was practically a one lane road and it was dirt and hardly a car ever went up and down it. Once in awhile I used to drive a herd of milk cows up and down 12th Street to the pasture every night and morning. Once in awhile you would have to drive the cows off to the side so a car could go by. It was a dirt road and then it winded a little bit in asphalt. It has changed from that until today there is so much traffic on it you can hardly get out onto 12th Street. I don't remember the year it was paved, but at one time they didn't even have snow plows in Ogden. Weber County hired my father to put four head of horses on a big " V" and go up 12th Street and the city asked him to go right on up to Washington and he never did get paid by the city for plowing the snow for them. But he did it with four head of horses on a " V." As things went on, they kept widening 12th Street, industry changed. When I got a little older I started to farm, we started pretty young. In fact, I started thinning beets with my sister Dorothy. Dad would space them and we would crawl along behind him and thin the doubles out and take the weeds out. It was before I started school that we started thinning beets. As time progressed, we had a beet dump over next to the railroad track at 400 West. We hauled our beets over there with the horses and wagon. When I was in school my Uncle Dolph Perry, would always help Dad with the sugar beets and take them to the dump. My mother did the weighing of the sugar beets for years and years— probably as long as they had the dump over there. They had the dump there before I was born. 3 Later on, they did away with the dump and we had to take the sugar beets over to the factory. Julian Powell hauled them for us for awhile and then dad bought a truck and he hauled them with a truck for awhile. When the truck wore out we went back to horses. The last year I farmed I hauled 350 ton of sugar beets from 12th Street up where Peterson's is, that is the property that we owned and I hauled a lot of the sugar beets from there. I would make five loads a day with a team of horses. If I had them loaded up at night we made five and if I didn't have them loaded up at night then I got four. But I'd haul five and a half ton of sugar beets plus, with a team and wagon, over to the old sugar factory. By that time, the sugar factory had closed up. They piled them over there and shipped them up to the factory in Lewiston. I went from thinning beets and working in the field until they did away with sugar beets. We no longer have sugar beets around here. That was one of our main crops. Sugar beets, potatoes, tomatoes, grains, we grew everything. We had two tomato canning factories; Del Monte and Blackington. I hauled tomatoes to both of them with a team. I was about the only one that was still using team of horses. I hauled to Del Monte and I hauled potatoes to Stratford's potato seller with a team. I used horses until the day I quit farming for a living. I had farmed all my life but I quit farming for a living in the fall of 1951 and went to work for the Amalgamated Sugar Company stacking sugar over at the big warehouse on Wilson Lane. During the depression we had a drought. That was before Pineview Dam was built. My father was one of the instigators of getting the Pineview Dam up there. They had a drought and it got so dry that when we planted sugar beets, 4 there wasn't enough water to harvest part of them. The government put in a well and pumped water into the ditch but it wasn't enough to supply all the water we needed. Part of our crops we didn't even harvest that year. That was during the depression and that didn't help the depression situation either. I have lost my train of thought. With the canning factories here and the sugar beet factory it made a lot of difference to people around here because a lot of the women would work in the canning factories. That supplied a job for a lot of the women during the depression and even after the depression. After things got better, the canning factories were still here and a lot of the young girls and even some of the wives that were not tied down with their family would go to work in these canning factories peeling tomatoes and things like that. We raised peas— the old pea viner sits right in the middle of Marriott in the Marriott home and we would haul peas to the pea viner there. During the depression, the railroad was a main force here, it was the hub of Ogden. Anyone that had a railroad job during the depression was sitting pretty, and they were in good shape. One spring we sold potatoes we pitted them in the winter and then got them out of the pit in the spring and sold them for twenty cents per hundred, and they had to buy a sack to put them in on top of that. It was hard times, but I wouldn't change my childhood for anything. I would not trade my childhood for any of the childhoods of today. We were taught to work. Everyone had some milk cows, two, three, up to— we had between fifteen and twenty all the time and the milk check was our 5 main income until the crops came in in the fall. We traded veal calves to the grocery store for groceries. Even during the depression we were never hungry. We didn't have all the money that we wanted. I have a school ring, it cost eight dollar, and I graduated in 1939. Even at that time dad didn't have eight dollars to give me to buy a school ring. My brother Grant had eight dollars and give it to me and I bought my school ring and I still have it today. I remember the price of gas. Bingham's had a store on the corner of 1200 West and 1200 South. Gas was eighteen cents a gallon. I used to go home from school at noon for lunch part of the time if I didn't take lunch to school. I would go down to the old chicken coop and get three eggs and take it down to Bingham's store and trade the three eggs for an ice cream cone. Things were close, things were cheap, but everything was in comparison. Groceries were cheap so it didn't cost a lot of money for groceries and things like that. We had our own produce and our own potatoes and stuff like that, our own meat and milk so we were in good shape as far as something to eat. We never went hungry but we didn't have all the money we wanted to buy things. I had two pair of overalls, one to do the chores in and one to wear to school. I had two good pair I would wear one pair a week, one shirt and one pair of overalls a week and then they were washed the next Monday and I wore the other pair for a week. When I went to high school even at that time I had a pair of pants, one pair of pants for the school year and a couple of shirts. The teacher took us up to Malan's Peak, on a geology trip and I wore the whole cuff bottom of the pants off. The last two or three weeks of school I had to wear my 6 church pants to school because we didn't have enough money to buy another pair of pants. When I was over in the old home, we had a coal stove in the kitchen, and we had a dining room and a front room with a pot belly stove in there and it would heat them. That is the only heat we had in the house. We had the wash house that is my front room today. It was moved off of DDO and across the street when we lived in it. That was where mother did the washing. She had a coal stove up there and she would go up and heat the water in an old copper boiler on the coal stove and every Monday was wash day. She would heat the water up and that is the reason it got the name the wash house. We got running water in the house and we still had the coal stove, but we had a hot water heater where the water was heated with the coal stove, and it went through kind of a little reservoir in the side of the stove, circulated, and heated the water into the water tank. Then mother would get up at four o'clock in the morning and do the washing. In the winter time she would put the clothes out on the line and they would freeze dry and then she would bring them in and roll them up and put them in the basket. The next day she would iron them all. At that time we got an electric pump so we could pump water out to the barn so we had water for the horses and cows. Before that we had a well, with a bucket in it. You pulled the bucket up with a pulley and dumped it into the trough for the cows and the horses to drink. At one time we had a well out at the corner of the house, just off the corner of the house by the cement and we had a pitcher pump in it. Then we 7 would use the well to hang our butter and milk and stuff down into the well to keep it cool. A house was built so that the walls were thick and even when dad built on to the original adobe house he made a three brick wall where he built on. We never had pipes for inside the house even though we didn't have any heating in the house at night. Once in awhile they used to heat up an old flat iron and put it in the bottom of the bed and get your feet warm when you first went to bed. Ordinarily we never had to have anything. Me and my brother always fought to see who was going to get out behind the old kitchen stove. Dad would come out at a quarter to five in the morning and call us and he would light the fire in the kitchen stove. He would always have it prepared at night ready to light in the morning and he would light the fire in the stove and then we would run out and get behind the stove because it sat out a couple of feet from the wall. Me and my brother would go out and get behind where the heat was going up the stove pipes while we put our clothes on. That was our heat until we got out to do the chores. We always had the chores to do with the cows and the horses. We had six head of horses and around fifteen head of cows usually. We would go out in the morning, dad would get us up in the summer time, and we were up at quarter to five and we would go out. I don't know why but after I got older I loved horses and dad always let me get the six head of horses ready, curry them, feed them, water them, and put the harness on them. They would go and do the milking while I got the horses ready. Then we would go in and have breakfast and we 8 were out in the field by eight o'clock in the morning. In the winter we had to stable the cows so there were the stables to clean and the cows to take care of in the winter. We always had to feed and bed the cows and clean the stables in the winter. In the summer, sometimes we would put a little corral in the corner of the pasture and we would have our cows trained so we could just walk up and sit down to them and milk them right in the corner of the pasture and never had to put them in the stands to milk them. We fed our fields off in the fall that way. We would put the cows out in the hay field that had some after growth, the third crop hay and they would feed that off and we would go to the field and milk them. We had a place over in Wilson, forty acres over there and we usually left the cows over there until the first of the year because we had feed over there and the barn. We'd drive over there and milk them, me and my two brothers and dad. We'd put the two cans of milk in the back of the old car and the warmth from the milk would kind of keep us warm on the way home after that. I remember when we got the first side curtains for the car and we thought we were in heaven when we got those side curtains to keep that wind from jumping into the old car. The side curtain was just a flexible piece of canvas with a place in it we could see out. They just clipped onto the side of the car to the door and they opened with the door and stayed right on the door. I started school in the Marriott school in first grade and Miss Robins was my first grade teacher. At that time, if a teacher got married they couldn't teach school anymore. They only taught until they got married and then they couldn't 9 teach anymore. After they were married they were supposed to raise a family and take care of their family. So they wouldn't let married women teach in school. Dad and some of them talked to Miss Robins, she was engaged to Floyd Burnett and he was the principal of the Marriott school, and they were going to get married but they talked them into waiting a year and teaching one more year and she was the best first grade teacher that there ever was. I called her " Flossie," forget her name right now but they got married and they moved. Floyd Burnett was principal of the Marriott school and he started basketball in Marriott. He took us over to the old church, we had baskets in the top of the old Marriott church and they had the floor up there. The M- MEN even played games up there. He would take us over and practice us after school starting in the sixth grade. That is how one year, four out of the five starters on Weber High's team would have been from Marriott if Freddy Powell hadn't had a heart murmur. They wouldn't let him play first string, they used him as a substitute. But four out of the five of Weber High's team were from Marriott. Later on, we had three— the two Morris brothers, Clyde and Floyd Morris, and Delbert Bingham— they had been eligible to play on the M- MEN team but they decided to go up to Weber College. They were first string at Weber College for two years. It was just a junior college and then they went to Utah State and the three of them were first string at Utah State for three years. Marriott has had a good basketball team. I have a trophy that I am going to bring over here. It is a cup from North Weber Stake, at one time there was only four stakes, Weber, North Weber, Ogden and Mt. Ogden were the only four 10 stakes in the area. We played the M- MEN ball in those four stakes. They brought the other stakes in for a tournament at the old Weber College gyM-Menasium, that is where they held the playoff, and after that the two winners from that tournament went to the church finals in Salt Lake. The Marriott ward went to the church finals at that time once and later on we went twice. The last year was, I think, the spring of ' 44 and ' 45 Marriott went to the church finals down in Salt Lake. Julian Powell was our coach most of the years. We didn't have many players but we played Plain City the last year. We played Plain City three different times in three years and there was one point difference in all three games. They beat us twice and we beat them once. We both went to the church finals in Salt Lake. Marriott had a nice ward, a fairly good sized ward. We had all of what we called Butler's Bench and Broom's Bench. My mother was raised there and my grandfather farmed there, there were a lot of homes there. In 1940 the government decided they wanted a supply depot here in this area and the Ogden Chamber of Commerce was given the job of finding the place to locate it. There was a place out in Farr West that had about two homes on it, and it was just salt grass pastures. It would cost hardly anything, just the price of the ground to buy it. It wasn't even top soil. There was also a place out in Cainsville, and they both had railroad to them, they had spurs taken to them from the railroad. The place out in Cainsville was about the same, salt grass and sage brush and very few homes. The Ogden Chamber of Commerce said it has got to be close to Ogden. So they took— I counted them up one day and it was fifty- two homes just out of 11 Marriott that they took for— it was called Utah General Depot when they took it. We had to be out in 1941. I was married the twelfth of June in ' 41 and two weeks later my mother passed away— had a stroke or a heart attack because she was worried so much we had to get out with no place to go and no money to buy a place with. The government just foreclosed and told you to move out. She worried so much that she was standing at the table spreading my little sister a piece of bread and just feel over backwards. She lived ' til about four o'clock the next morning and passed away in the hospital. It cut the Marriott ward in half, it really upset things. The problem was, after they took it they never actually used over a third of the property that they took and then they gave it back to Ogden City and that is where the Nature Center is and where Defense Depot of Ogden ( DDO) is today. They just turned it back over to Ogden City when they closed up. During the war they had a prisoner of war camp for the German and Italian prisoners over on the northwest corner. They would bring the prisoners and have them work in the field. It really had an effect on Marriott. It was such a small ward that if you had a home that you could move off they would sell the home back very cheap. We moved our outbuildings off, moved them across the street. Our old home is the one that is the home on the Nature Center today. That is where I was born and raised, in the home that is still on the Nature Center. One of about two homes that is left in the whole area. It was there before the government took over. 12 After mother died, my sister and her husband, Mildred and Ellis Slater, moved the house that my uncle had lived in. It was a frame and they moved it off of the area and moved it across the street and just East of the railroad tracks. It was a fair- sized house. My father and my two younger sisters moved in with one of my older sisters and her husband. Dad lived there for eight years until he remarried. My other sisters finally got married too, a little later on. My uncle Leonard moved in with them too. We used to get by with what we had. Mother's death was quite a shock to us because it came so quickly. I had an old ' 29 Desoto car and she had been up to see my sisters, in it to see how they were getting along with the house. My sister and her husband were moving. She came back and got out of the car and I got in it to take one of the fellows home that was working for us on the farm and she went in and fell, had a heart attack or stroke, whatever it was. That was the last I talked to my mother. When Weber High School was first built they didn't have a football field. Dad let them use our pasture that was up there on 12th street to come down and practice football in. That is where they practiced football the first two or three years I think after Weber High School was built. When I was put in as Bishop, I think we had two hundred and eleven or two hundred and eighty- one members. It might have been two hundred and eighty- one members in the ward is all we had. Everyone had two or three jobs. At the time, before I was put in Bishop, I was explorer leader and superintendent of the Sunday school at the same time. I was in the Mutual Improvement Association ( MIA) and Clifford Blair was President and Martin Buck was the 13 counselor with me when we put on the ward reunions. The MIA used to put the ward reunions on at that time, so I had a chance to take care of that. I was the activity counselor so I am going to tell you a little bit about the ward reunions we used to have at this time. We used to have a two day ward reunion. On Friday they would let the Marriott school out at noon and we would go up there and they would have a program, dinner and a dance with an orchestra in the afternoon for the kids. Then on Saturday, we had a program in the morning, dinner, a dance in the afternoon, and then we would come back to another program at night and then a dance after that. During the intermission of the dance they would go down and finish up any food that was left down in the kitchen at night. We had to get the programs, at that time people were very giving of their time, it wasn't anything to ask a person to come and sing or play an instrument or to put on something. I remember getting the Osmond brothers. When they first started out they were stood them on what used to be our sacrament table. They were so small that the four of them stood on there to sing. They were just starting out singing and I got them to come and sing at our ward reunion. Marriott and Slaterville just traded back and forth. Everyone from Marriott would go down to Slaterville and everyone from Slaterville would come to Marriott. We had them in the old churches. In the basement of the old Marriott church we cooked everything on a coal stove, later we finally got two coal stoves down there. We cooked everything— had to pack water in and pack water out, dump the water in a tub and back it out. The toilet was out in back. We got 14 along with that for a good many years. We put the water in when I was a counselor in the bishopric. I went in the bishopric in ' 52 and that is when we got water in the church. Before, we had a pitcher pump that they used to put water in the boiler for the old heaters to heat the church. The old heaters would clang and clang when water would start coming into them. I was in the bishopric for nine years with Bishop Marion Powell and then I was called on the High Council and was in charge of the stake farm for six years until I got off the high council. When my oldest boy was old enough to go to Priesthood meeting I said, " I am going to take him, I am not going to send him," so I got off the high council at that time. I got back into the ward and then I was Explorer Leader and Sunday School Superintendent. Then I was made Bishop in June of ' 69. We were always one of the top wards as far as attendance for our Aaronic Priesthood. Even when I was in the bishopric over in the old building our ward was always the top ward in attendance, both boys and girls the MIA. We had real good attendance. That is the only way we was able to survive when they cut the ward in half. Everyone was so willing to work and we had good attendance, a high percentage of attendance. That made things work out pretty good. Dad was President of the Farm Bureau here in the ward for years and I remember when I was real small he used to have Farm Bureau days up at the Ogden Stadium. They would have horse pulling up there. Dad would always take us up to the horse pulling up to the old Warren Farr Park. Then later on they formed the Farm Bureau Baseball League. Dad got a team organized and they played up where Leland Stanger lives today. I don't know who the ground 15 really belonged to. Jimmy Reader put his cows in there for a long time, but I don't know who actually owned the ground. Whoever it was, let them build a baseball diamond on it. Then we had a Farm Bureau League in there for a few years. I don't remember just how many. Afterwards, the younger ones that played Farm Bureau ball had diamonds where they played. The Farm Bureau was quite important at that time. We had a good baseball team, I was old enough at the time, but we had a good baseball team. I never played. I went to the Marriott school for the first seven grades and then they moved the eighth grade from Marriott and Farr West into Harrisville. I went to Harrisville in the eighth grade. I played basketball on the Harrisville team in the eighth grade and then ninth through the twelfth I was at Weber High. For some reason they took Marriott and some of the ones around here. My sister said she started up there in the seventh grade, I don't know for sure but I think she said she went to school up there from the seventh grade on. I had four years at Weber High where most of them only got three. We didn't have a ball team in the ninth grade but I played for Weber in the tenth grade and the tenth grade league. I played for Weber in the tenth and then played for high school in eleventh and then the senior year I got cut off the team and I played M- MEN ball. We had a M- MEN team that year. I've lived here for eighty- five years now and it has been a wonderful place to live. I wouldn't trade my childhood for anything. We went out at night— when I was a kid, a bunch of us— we'd get together and go play " Kick The Can" or " Run Sheepy Run." After a hard day's work we would still have fun. We would go 16 swimming in the summer down in the old Mill Creek. just off of 1200 West. I was in Clifford Blair's place at that time and there was brush all the way around it, we didn't have to worry about a swimsuit. That is where I learned to swim. When we got older we went over to the river where there was a deeper hole. We had a couple of holes in the old river where we used to go swimming. I graduated from Weber High in 1939 and at that time, it wasn't actually during the depression, but things were not good. The economy was not good until after the war started, actually in ' 41 when the economy started to pick up. But, I have loved where I have lived and it has always been good to me. One thing that my dad pounded into our head was honesty. I have been tested so many times, I have been tested, I don't know why but I have always been given a little extra money or something and through dad's example I have seen that if my kids come out of the store with extra change I have seen that they took it back. When I was in the service down in Mineral Wells, Texas, my two oldest children and my wife were down there and my daughter wanted a whistle. Her mother told her that she couldn't have one and her and the lady she was with were walking down the street and here was this whistle blowing. She turned around and took her back and made her go back and give the whistle back to the man in the store and apologize. She was only three years old. That is the lesson we have tried to teach our children is to be honest. We have been tested. I found a ten dollar bill laying on the floor in the store one day and no idea who it belonged to. I didn't know what to do with it, if I gave it to somebody they would put it in their pocket, I didn't want to put it in my pocket so me and my wife just 17 stood there for a little while and there was a couple that came up and acted like they were looking around for something and they looked around and then they headed for the door. I just went over and walked up to the side of them and said, " Did you lose something?" The lady says, " I sure did. I lost a ten dollar bill. We were going to use it for a layaway for my boy for a Christmas present." She just thanked me. But I have been tested so many times that way. Just the other day I went to a store and bought some stuff and a fellow made a mistake so he didn't charge me tax and I spent almost a hundred dollars. So I called him back and told him and he says, " Well, don't make a special trip just to drop it off," then he stopped for a minute and said, " It was my mistake, just forget it." I told him, " If the mistake was the other way I'd be calling you too. I want to be honest," and he said, " just forget it." But so many times I have been given something extra and had to go and give it back because that is the way I was taught by my dad and the way he lived his life. When I was younger, 12th street went down and went on down past where the highway is today and then down through Slaterville and then over through Farr West andcrawled over the river and then into Plain City. I have seen the change from when we used to have to go over the old river bridge. There was no overpass. You went across the railroad and over the river bridge and over into Wilson Lane or else you went on down through Slaterville. Then they put the overpass in and changed and put 1900 West in and that was really a big deal for some time. Then they put in the freeway, it was another expansion and then the Willard Bay Canal went in. There has been a lot of changes that took place in 18 the years that I have been in the community. It has been a great community to live in. I had a chance to sell my place here awhile back. The government wanted it when r a contractor wanted it to build another Internal Revenue Service ( IRS) building. We told them we would sell and then my wife and I drove around looking for a place where we thought we would maybe like to build. We both drove back in the garage and said, " Let's just stay here." So we told them we changed our mind and we weren't going to sell and I'm still there today. 19 Interviewee: Carl Hodson May 22, 2007 (" UV" stands for " Unidentified Voice") CH: I am Carl William Hodson. I was born in 1921 here in Marriott. I have lived in Marriott all of my life. I lived in this house here since we were married. This room that we are in right here now was our home for the first seven years of our marriage. I think it was seven years. It was moved from over where the Nature Center is today. It was a storage shed, we call it the wash house because mother washed clothes in it all the time over there until we had water in the house. Mother used to have a coal stove with an old copper boiler and she would heat the water in this room and wash the clothes in the summer and winter in there and hang them out on the line to dry. When the government took over, Dad moved this over here and had it remodeled into two rooms. There was a petition put down. I suppose we had a bedroom and a kitchen and a coal stove and we had a big old radio that stood in the corner. We had three children in this one room and then for awhile my brother- in- law would pull up a cot in the kitchen and he slept here with us for a short time. This room here has been very special to us as a family. This is one of the Marriott ward basketball teams before I ever started playing with them. Starting from the right side on the back row is Clyde Hipwell, Deloss Bingham, Cornelius DeFriez, Marvin Buck, Wesley DeFriez, Clyde Morris, Euki DeFriez, Wayne Stanger, Julian Powell and Alma Slater. Clifford Blair was the coach and Delbert Bingham, Boss Bingham they called him, he assisted him at this time. He wasn't coach with him very long but he was at this time. The Marriott ward had some of the best basketball team there were in the state. They 20 took a lot of the championships and we got trophies and that. We had been to the church finals in Salt Lake three years for the Marriott Ward. This is Bill Morris's grandfather. Clyde was an outstanding athlete. He never did play high school basketball. He played M- MEN basketball and then he and his brother Floyd and Delbert Bingham decided to go to college. They went to the old Weber College when it was just a two year college and they played first string there, all three of them, for two years. Then they, all three, went to Utah State for two years and they finished their education and they were first string players on Utah State's team for two years up there. My first memories of growing up in Marriott were quite special to me. I was born in the home where the Nature Center is today. There were seven of us in the family and I had a wonderful childhood. Growing up on the farm, I started driving a team of horses before I was eight years old. I loved the farm and being able to be out on the farm. My sister and I started thinning beets before we was old enough to use the hoe. We just went along and took the double beets out after dad went down the row and spaced them. That way we could help him load faster and do some of the work with him. We had a wonderful childhood. It was during hard times, but we were never hungry and we enjoyed our family life when we were little. We played games in the evening and all together as a family. Especially the children would get together and play Crokinole and games like that. We enjoyed each other. Crokinole was you played on a board and it had four pockets, one in each corner of the board. It had rings that you flipped with your finger and you had 21 what they called a " tah," which was a white ring, and you put them all in a pile and you split them with this " tah" and then you would see how many you could get in the corner pockets. You played as partners. The two partners that got the most at the end would win the game. There was a black ring that you put it in the center of the pile. The one that got the black ring in got an extra twenty- five points. That is how you played the Crokinole game. We played " Kick The Can" when we would get together. We'd get some boys and go down on Bingham's corner. There was an arc light down there. In the summertime we would go down there and place a can out in the middle of the road and you'd go hide and somebody was supposed to go watch the can. You had to be able to slip in behind the one that was watching the can and kick the can. Everybody that had been caught was turned free again and they went and hid. Everyone had to be caught before the one that was watching the can got to go and hide. Then " Run- Sheepy- Run"— I am not as familiar with that right now as I used to be, but it was another game where we went and hid and someone would have to come and find you. In the summertime sometimes we'd go over a quarter mile away and hide. We'd have to go and search out the fields and find where they were hiding. My Grandmother come from England. They went up the Mississippi to Missouri, up the Missouri to Ashton, Kansas and at Ashton, Kansas they got off. They had been so short on food on the boat when they were coming that her father had left all the food for the kids. Just a few days after they got to Ashton, Kansas he passed away, and he is buried in there. Grandma was sixteen years old and she walked as a pioneer all the way to Salt Lake City. She came with 22 David Valentine, the company clear from England on the boat and he brought them right on out to Salt Lake. They came as a wagon train, not as a handcart company, but she walked all the way. There was not room in the wagons so she walked, a lot of it was bare foot. Grand- dad came from England too. He came a little later. He was about sixteen years old when he was in Nauvoo with the Prophet. He and his father, John Hodson, bid the Prophet goodbye as they went down the martyrdom trail and went to Carthage Jail where he was killed. My great- Grandfather was a wagon maker and they stayed— after they left Nauvoo they just went across the border, I don't know which state, and he made wagons for the pioneers to use to come out here to Utah. They both settled in the Kaysville/ Layton area and that is where my Grandmother and Grandfather met. Grandfather came up here, cleared ground and homesteaded. This is the ground that he homesteaded when they were first married out here. They lost seven children before they were five years old. Grandma lost her little girl and it upset her so bad she didn't want to stay here anymore so they went across the street and bought two acres of ground off of Allen who had married Grand- dad's sister. He had homesteaded across the street and sold them two acres over there. They built a log cabin on that and the log cabin is still here in the ward that they lived in. They raised several of their family in this log cabin. Dad farmed all his life. The boys all wanted to be farmers, but things were changing. There wasn't enough ground at that time for three or four to make a living on one farm. I farmed for several years after we were married, then I had 23 to go out and get a job. My brother Grant wanted to stay on the farm so I went and got a job and he went to work off the farm. I have had some ground to run even though I had a job on the side. I farmed all my life. Farming is what I was going to do so I never thought I needed to go to college. That is one occupation you need college experience for now, learn all these new techniques and all the pesticides and insecticides and everything. You need a college education to be a farmer nowadays. I think the golden age of the community here was when I was real small. Life was so simple, we traded farm equipment and we did everything together. The farmers would get together and take care of one another. If something happened to one of the farmers the others would go in and harvest his crops and do whatever they had to do. I think that was the golden age. It was a real special time in my life when my mother died. It was the time of the pea season. The whole ward turned out and harvested the whole pea crop and took them to the pea vinery and took care of the crop for dad when my mother died. She was only fifty- five years old. We had just been moved out of our home over where it was DDO. She was worried and had a stroke/ heart attack or something. She died and the ward came in and took care of us at that time. I think the greatest disaster that I ever remember in the ward was the first few months when we were married we lived in the upstairs of my Uncle Rudolph Perry's home. It was a two story building down on the corner of 1200 West and 1200 South. One Sunday morning it caught on fire and the fire department responded. They got down there but they didn't know how to get the water out of 24 the ditch. We had it all backed up so they could pump it out of the ditch, which they had to do at that time. The fireman wasn't experienced enough so the pump sucked air and they couldn't get it primed again and it burnt the house to the ground. All of our wedding presents that we had— all of the nice things that we didn't have room for in the two rooms here we had left down there in storage and it burned all of our best wedding presents that we had. That was the biggest disaster that we ever had in our life. I think some of the most influential people that I have known in the community is Bishop Richie and his counselor Lawrence Slater and some of the old timers that were leaders in the church. Bishop Richie was bishop for twenty-two years. Lawrence Slater was in there most of the time with him. They were a great influence on a lot of people. The Powell's have been a great influence. Bishop Marion Powell was bishop for eleven years. I was a counselor to him for nine out of the eleven years. He had a great knowledge of things and he really got the ward going financially after we were divided. They took away so many members when they took the DDO. He was a great influence. Julian Powell lived here and was quite an influence in the ward. There have been a lot of people that have been outstanding members of the ward. The DeFriez's— they were Dutch and they had a large family. They were a great influence to the ward. This is a Marriott Corporation of the Church of Jesus Christ of Latter- Day Saints seal that has been in the Marriott ward for ever since it was organized I 25 guess, and even before it was organized. I am not sure when it was made but it is the first seal of the Marriott Ward Corporation. I feel that the stamp, the corporation stamp, was the leadership of the church and the leaders of the community. They had these stamped to seal their official business as a corporation at the time that the ward was formed and when it was incorporated. The Bamburger railroad was an electric line that ran from Ogden to Salt Lake. I guess it must have took care of Salt Lake. My parents used to go out to Salt Air on the Bamburger. When I went into the service in 1945, the Bamburger was still running and I caught the Bamburger and went to Salt Lake. I was inducted into the army at Fort Douglas down there. At one time the railroad went clear to Manti. Whether that was the Bamburger I do not know, but my mother and dad were married in the Manti temple in 1911 and I was wondering why they went clear down to Manti? They went on the railroad, so the Bamburger must have been clear to Manti and my Grandmother's family, many of them were working in the Manti temple. That is where they wanted to be married, so they went on the railroad down there. When we were young there was a new family that moved into the ward and it was a young girl and a family. I kind of had my eye on her but she had her eye on somebody else. She moved in when she was twelve but I didn't get to know her for awhile. After she got older we were in a roadshow where the wards took roadshows around to all the different wards in the stake. We were in the roadshow together and on our first date we went to Farr West. It was our last 26 place to show the roadshow and I asked her if she would come home with me and mother and dad were kind of in charge of the roadshow at mutual, so there was the van and some of the others in the family and all the room left was for her to sit on my lap in the back seat. That was our first date, the first time I took her home. Then we got together and we were married in the Salt Lake temple on the 12th of June 1941. We moved in to these two rooms here and then we had Donna and Brant. I went into the service and then my wife Louise and Donna and Brant, they decided they were going to come down to Camp Wolters, Texas and be with me while I was in basic. Them and another girl whose husband went at the same time, they went down and stayed at the Crazy Water Hotel in Mineral Wells, Texas. Then they came home and I came home and went over to Korea as occupational forces in Korea at the end of World War II. I was gone a year to the day. Nancy came along, she was born in 1947. So there were the three children and Louise and I here in the home together. We have raised seven children. We lost a daughter when she was twenty- five or twenty- six years old. We have still got seven out of the eight with us and we sure have appreciated our family. Our courtship went for about four years, but we didn't have an expensive courtship, we had a lot of fun. There were four couples of us that got together and we were the only one of them that wasn't married actually. We went to all the dances in the ward and the stake and different activities. We went camping together especially after we were married. We had a wonderful time together. Some of us was playing basketball so we went to the basketball games. That 27 was the reason we were with the others mostly, were because we was playing basketball together. One fellow didn't play basketball. I remember one incident— we went to a formal dance. The oldest fellow that wasn't playing basketball— he had a Jeep Willey. They were just a little car and we went to a formal dance and eight of us got out of that little Willey. People stood there with their mouth open wondering how we all got into that Willey with the women having formals on. Julian Venice Powell was real close to us too. We did a lot of farming together and we used to get together and take potatoes out of the pit. We would go down and sit in the old barn at night with the lights on and cut the potato seed. Juke and Venice would come down and help us cut the potato seed. Then we went and planted them. When we were in the sugar beets we would harvest our sugar beets and then go down to Julian Powell's and harvest his sugar beets. We worked together on a lot of farm projects. They were very close, here in the second house east of us for many years. They came in to our home one night and our daughter had— it was our son that night— had croop and they had come down and were going to take him to the hospital for us and take us with him. When they got here the croop kind of loosened up so we didn't have to. They were always real close to us, and we went on trips with them. Our first trip up through Idaho and Oregon— the six out of the eight of us that are together in this group went as far as Vale, Oregon on a trip. We were real close and shared a lot of experiences together. Julian has had a lot of influence on our lives. 28 One other thing that I didn't find out until I was going through the records was that Hyrum Willard Marriott was the one that confirmed me a member of the Church of Jesus Christ of Latter- Day Saints I am not positive, but Moroni Marriott was the second bishop of the Marriott ward. My Uncle Dolph Perry bought his home from Moroni Marriott and there was a grainery on the property, and I am not positive but I would say, that Moroni Marriott probably built the grainery. After my Uncle died, my cousin Sarah Perry gave me the grainery and I moved it up here and it is still sitting behind my house here today. The house that Uncle Dolph lived in, it burnt down in the fire. It was on the northwest corner just off of 1200 West and 1200 South in Marriott.

Part one of an interview with Salvatore "Sal" Pisciotta. Topics include: How Sal became a barber and eventually quit because he didn't like the work. How his parents immigrated to the United States from Italy. His parents lived in Ashburnham, MA and then moved to Fitchburg, where Sal was born. His parents were uneducated and the disadvantages they faced because of that. Stories Sal's parents told about Italy. How his family felt when World War II broke out. Sal's feelings about the events of September 11th and terrorism in general. His father's work as a laborer. The differences in how girls and boys were treated in his family. Education. What his mother was like and what a typical day was like for her. The garden his parents kept. Memories from his childhood. The food his mother used to prepare. His mother's experience working at a mill. What it was like to buy groceries and have ice delivered. Making wine and sausages. What Fitchburg was like when Sal was growing up. The boarders his parents housed. ; 1 LINDA: This is Linda [Rosenwan] on Friday, November 9. It's 9:50 a.m. We're with Sal Pisciotta, 208 Woodland Street in Fitchburg. And hello, Sal. SAL: Hi. Hi, Linda. LINDA: Okay. Here we go. So why don't you tell me -- you were just telling me a little bit -- I hate to ask you again, but tell me what happened after you graduated from Fitchburg High School in 1948. SAL: Oh. I went to barber school in Boston; that was for six months. Six months course, and then brother Joe and I, we opened up a barber shop down the street here, you know, in Fitchburg. And I always disliked being a barber, but I was forced into it. I always wanted to be civil engineer, but I mean, in those days if your father or brother was a barber you had to be a barber or a tailor or a cobbler or what the heck ever they were. LINDA: So he was an older brother. SAL: Oh, yeah. He was 17 years. I never grew up with him. I mean, I never grew up he and I being brothers. I mean, he was 17 years. He was… I was 3 years old when he got married, so we never grew up being close as brothers. And then the Korean War came along, I got drafted, and I went to Korea. I was there for, well, 15 months in the 24th Division. When I came back I wanted to go to school but then I got married, and one thing led into another. I went back into barbering, but then that was it. I couldn't take it anymore. I just had to get the heck out of there. LINDA: Did your brother know that you hated it? SAL: Oh, yeah. He knew it. He didn't want to see me leave, but hey, I quit. I told him I was leaving, then I had problems with my wife and I couldn't find a job. The country was in a recession back in '63, '62. So finally I landed this job in Leominster for the Doyle Estate, which was a wonderful thing, working for this lady. She's been very gracious and great to me and my three children. And that's it. I'm supposed to be retired here. LINDA: Okay, so we're going to stop the interview. Again. SAL: Okay. What we said is all gone, right? LINDA: All gone. We were just starting. See, it's at two minutes again.2 SAL: Okay. LINDA: Because we were just talking about -- so we won't talk about her personally. SAL: No, please, no. Don't say it. Nothing about her personally. LINDA: Okay. So then let me thing back what we should talk about. SAL: [Unintelligible – 00:02:55]? LINDA: Yes, we could start there. So your parents, Antonio… SAL: Antonio and Antoinette. LINDA: Now, did they come from Italy together? SAL: Yes. He came -- Dad was born in 1883. He went into the Italian Army. I think he was in the Italian Army a couple of years. Then he came to America, I think it was in 1906, or '07, whatever it is. And he worked in the Sumner Tunnel in Boston, I'd say. And then I guess he got laid off. He got laid off, and then he was going to go back to Italy. You know, the Italian government was calling these people, these immigrants, these Italian people that came over here. There was no work, and for $5 you could get on ship and go back to Italy. And my father had bought a ticket; he was going back to Italy. He was down on Hanover Street or one of the streets in the North End, and he met another Italian man, and they asked my father where he was going, where he was working. And my father says, I have no job here. I'm going back to Italy. So he said, tomorrow you meet at a certain place here in Boston, and we're going to go to Wellesley. In Wellesley there was a very, very wealthy man that has horses and stables and greenhouses, exactly what these Italians could do. So that's how my father went to work there, and he worked there for a few months. Then he did go back to Italy, and he was going to go marry this woman that he had left that he was in love with.3 Come to find out, she didn't wait for him. She had already gotten married to somebody else. So he struck up a relationship, which I think actually was a fixed marriage, with my mother. And anyway, he met somebody on the street, another -- I think Papa says once he was the mailman or something and says, Tony, get married and go back to America. Italy is about ready to go to war with Tripoli. LINDA: Oh, so wait a minute. So he did go back to Italy? SAL: Yes. Yeah. He went back to Italy to get married, but the woman that he was in love with, that he liked, she already got married. A letter carrier said to him, go back to America; that Italy is ready to go to war with Tripoli and that's when the 1912, I think it was, Dad came back with -- and she was 19 years old and my dad was 27, I guess. In 1912 they came and they landed in Boston. LINDA: So at this time he had been -- it was a married arranged for him, to a 19-year-old Antoinette. SAL: Yes. It was just, in those days, it was all arranged marriages. LINDA: Yeah. So they both came back here? SAL: Yeah. And I think they settled in South Ashburnham, a little jerk town up the street here, in South Ashburnham. And then he raised his family there. LINDA: Now, why do you think he ended up there? SAL: In those days, Linda, if Joe came, or Frank came to America, he would call him brother and his brother, he comes to America and didn't even know how to speak English, so where do you go? You go with your brother, or you go with somebody that you knew that called you. Then when you get here, you call your father-in-law or your sister-in-law, whatever it is, and you all get together. Because in those days, they all came here to Fitchburg. There was quite a population there was here, they call it the patch down on Water Street, and there was a lot of Italian people.4 But had there been work here in Fitchburg, today the Italian population would have been greater than it is in the North End of Boston, because what had happened was the work stopped. There was no more work, they weren't building any more factories, and then they started building the State House in New York, and all the Italians -- not all the Italians, but a lot of Italians, picked up their roots here from Fitchburg and Leominster, and they went to Albany, New York to live. LINDA: So who did you father follow then to Ashburnham? Do you know who was living there? SAL: Oh, yeah. His brother. LINDA: His brother. SAL: Yeah. LINDA: Now, what kind of work was he doing there? SAL: Laborers. That's all they ever do. Laborers. In those days they were building the paper mills, and that's it. A pick and shovel. There was no call up the cement truck and the cement truck come over with some cement. Everything was made by hand. It was laborers. And they were getting maybe $5 or $6 a week, and that was it. A week. Not a day or an hour, a week. LINDA: Now, where were they living, do you know? Were they living in a boarding house? SAL: No. It was a regular house. In fact, my daughter, Cynthia, lives up the street but the house is demolished now. The house isn't there anymore. Then from there they moved from South Ashburnham, they came down here on Orchard Street here in Fitchburg. They lived there for a few years, then they moved to [Edlee] Street and that's where I was born 72 years ago. LINDA: So what made them come to Fitchburg? SAL: Because one of his brothers was here, and there was work. LINDA: So he had a brother in Ashburnham and then Fitchburg?5 SAL: Then they came to Fitchburg because there was work here. They were building the paper mills, there was work. That's what they would do. They would just follow wherever work was, and then these Italians, the woman, would take in their brothers as boarders, so maybe about 65, or 70, a dollar a week they would cook for these guys, they would wash their clothes, iron, for a dollar a week. Cook their meals, make their lunch. That was America. They were the ones that built this country, those immigrants. Not only the Italians, I'm talking about the Swedes, the French and all that. Of course, and then the Italians. And then you get the Englishmen that came to this country and those -- is this being…? LINDA: Go ahead. That's fine. That's what history's about. SAL: So we got all these people that came over from Ireland, those guys ended up with the good jobs because they knew how to speak English. You get the Italians, the French, the Polocks, what do they know? They don't even know English. And that's how all the Kennedys and the rest of those rich families survived. Or got started. LINDA: That's what was so interesting about my interview yesterday. I think I told you, the Italian Citizens Club, with the [unintelligible - 00:10:20], was that they formed so that the Italians, they could teach them English and get them to become citizens and then show them the way to get better jobs. So they had to do that because there was a language barrier. SAL: Yeah. A language barrier. Like my father. My father and mother never went to school a day in their life. LINDA: Did they ever learn English? SAL: Yeah, they learned English. Very, very broken English, but they never went to school. I mean, we spoke in the house; it was all Italian as we grew up. I mean, with my mother and father usually would speak Italian, but amongst us kids it was English. But amongst Mom and Dad it was always Italian. LINDA: So they never became citizens?6 SAL: Oh, they did. Yeah. LINDA: Oh, they did? SAL: Yeah, during the Second World War, and then I can still remember before the Second World War my father became an American citizen. He was the happiest guy in the world. Then my mother, she became a citizen because she had a son that was in the Navy and he was in the war, and automatically she became an American citizen. LINDA: Wait, how did that work? SAL: What's that? LINDA: She automatically became a citizen? SAL: Her son was in the service, and I guess contributed to his country, and she just went to city hall one day and they had the ceremony and she became a citizen. But she never went to school. She never even knew how to sign her name. LINDA: I have my grandmother's passport where she has just an "x" where it says, sign your name. SAL: Dad could sign his name but it was… anyway. LINDA: It's amazing, though, isn't it? That they could come here and… SAL: They're the ones that built this county, right? LINDA: So you said your dad was the happiest man in the world. SAL: Oh, yeah. He was so proud. He became an American citizen, and he never had any desire to go back to Italy. He says, America's my home now. I want to stay in America. I don't want to go to Italy anymore. LINDA: Isn't that amazing? I mean, can you imagine yourself going to another country and…? SAL: And not even speaking a word of English? LINDA: And not becoming a citizen? SAL: And then becoming a citizen. Yeah. LINDA: So where were they from in Italy? SAL: Salemi. LINDA: Is this in Sicily?7 SAL: Yes, it's in Salemi. S-A-L-E-M-I. Salemi. Province of Trepani. T-R-E-P-A-N-I, Sicily. LINDA: Spell the Salemi again? SAL: S-A-L-E-M-I. LINDA: All right. So both your parents were from there? SAL: Yes. LINDA: Okay. So do you ever remember them talking about the old country? SAL: Oh, yeah. My father told me -- he would tell me that when he was courting my mother—because where they came from was all hills and mountains and there was no flashlights in those days and they used to have like a lamp and the lantern and my mother lived in the hills—and at nighttime he would slip, he would fall 200 or 300 feet down the cliff running. She came from the hills, poor thing. Nineteen years old she came to this country. Never went back, never saw her mother or father anymore, but anyway. LINDA: Did she used to have anyone write letters? Well, they probably couldn't read them. SAL: No, they could. My sister could speak Italian, and they would call [unintelligible - 00:14:11], but then naturally when the Second World War broke out, they were, you know, we were against the war on Italy, against Italy, so there was no communication then. LINDA: How did your parents feel about that when the United States was at war with Italy? Do you remember anything? SAL: That was terrible because they figured they were Americans, and they thought it was stupid that he got -- Mussolini in those days, got involved with Hitler. They thought it was a disgrace. The Italians, you know, if you look at history, they were the ones that turned against Hitler and the Italian army gave up. Every time they would see the American army coming they would always wave their hands and give up. They didn't want to fight. LINDA: So did your father have any brothers or sisters that stayed in Italy?8 SAL: Oh, yeah. Yeah. There were two of them, I think, that stayed in Italy. Sisters, no he didn't have. He had brothers. One of them was here in American, and two of them, I think, stayed in Italy. But he never saw the ones in Italy anymore. LINDA: He didn't try to get them over here? SAL: No. LINDA: No? What about your mother's family? SAL: She tried to get her brother over here. I can still remember going to city hall, and she tried to get her brother, whose name was Salvatore also, and the girl at the city hall says there was a quota in those days of foreigners coming into this country, and we asked how long it would take before her brother came to America, and they told me seven years. In those days. Today, what the hell happened to this quota? Right? So I guess he got disgusted or discouraged and he moved to Venezuela. And he did come here. He was here to visit my mother. He was here for about four or five weeks and then went back to Venezuela. But what happened to the quota in this country where you had to wait to come in here? Now the doors are open and every [screwball] can come in and out as they please. Right, Linda? LINDA: Do you think we'll go back to a quota system? SAL: No. LINDA: No? SAL: Of course not. Hey, you've got Bush, who just says what? Mexicans, a couple of months ago he says there's three million of them and we're going to go make them all American citizens. LINDA: How did people of your generation -- I mean, do you talk to your friends about what happened on September 11th? SAL: No, it's a tragedy it happened. And like everybody else we haven't seen nothing here. What the hell? Everybody that's -- not everybody, but that's the consensus… anybody doesn't have to be a brain surgeon to 9 figure that out. That war's going to be worse. [Unintelligible - 00:17:32] watching the bridges, they're watching the water supplies, airports. It's too bad. LINDA: I just always wonder how veterans of the war feel, because at least you knew who the enemy was, and you knew the country to attack. SAL: Right. And we would attack the enemy. These people, September 11, they attack these poor civilians, which was terrible. I mean, if they want to attack an army base or a Navy base or a ship, okay, that's war, like Pearl Harbor was war. But these people… again, it's their faith in Allah and the Mohammed and the wacky people that they are. But they're never going to erase terrorism. You're not going to wipe it out in this world. Never. [Unintelligible – 00:18:37] Mohammed and [unintelligible - 00:18:38] what the hell. You know it. There's another hundred guys right behind him that are worse than him. Am I right, Linda? LINDA: I'm afraid you might be. I know. That's a bad situation. SAL: Yes is it. It's terrible. LINDA: You think back to how your parents were. Their concern was putting a roof over their children's heads and putting food on the table, and now… SAL: Now we -- right. That's terrible. Like you say, you've got to worry about your grandchildren and your children, and that's… we've seen the better days of America. Let's put it that way, Linda. LINDA: I think of how heartbroken my grandparents would be to see something like this. SAL: Oh, God. They wouldn't believe it. When you see two big buildings like that just crumbling down, it's unbelievable. LINDA: Well, so getting back to… SAL: Do you want a cup of coffee? LINDA: No, do you? SAL: No. LINDA: I'm all set. SAL: You're all set?10 LINDA: Thanks. Every time I talk about it I get a little… SAL: Well, naturally, of course. It's a terrible thing that's happening in this country, and in the whole world. Even Italians, in Italy they're having their problems, too. [Unintelligible - 00:20:10] a few more, they had explosives in their car, they don't know where they were going. Anyway. LINDA: Back in your father's day, or even when you were younger, people just loved America. They even liked to be here. Now there's such an anti-American sentiment. Just, you know, in a relatively few short years things have really changed. SAL: Well, you know, America is the greatest country in the world, there's no question about it, okay. But the trouble with this country, I mean, is we try to force democracy down the throats of a lot of these small countries. Hey, let them live the way they want to live. If they want to live in communism, let them live in communism. Why do we have to spread democracy all the time? Am I right? It's a good forum, it's like a lecture. They want the communist rule, I mean, there's no more communism out there, I guess, and there's more crime. But anyway. LINDA: So your father must have been somewhat old when you were born, not old but what, like 40 years old? SAL: Oh yeah, he was. I think he was 42 or 43. LINDA: So he was still working as a laborer. SAL: Yeah. No, he worked in Simon's, it was a steel -- it was near Fitchburg, it was where they fabricated saws and paper knives and stuff like that, [unintelligible - 00:21:53] Steel. He worked there for 32 years, then he retired when he was 65. LINDA: So what did he do for them? SAL: Labor. Just hard work, just a hard laborer. LINDA: But it must have seemed like kind of a cushy job after working outside with a shovel. SAL: Oh yeah, I'm sure it must have been. But I mean, the way he was talking I guess they had this kind of a stones of a brace of [unintelligible -11 00:22:23] and they'd grind them down. I'm sure it must have been hard work for the poor guy. Then he used to walk back and forth to work to save a nickel or a cop there in those days. LINDA: How far is that? SAL: It used to be on North Street, right on Main Street. Right here at [unintelligible - 00:22:40] College, North Street. LINDA: Okay. He would walk from here? SAL: He would walk, yeah just to save a nickel on the bus. LINDA: He probably didn't have a very -- he didn't have [unintelligible - 00:22:55] back then, right? SAL: Oh God, no. Just a hardworking man, that's all he was. Poor guy, I feel so sorry. What a life he lived. But anyway. LINDA: Why do you say that? Because he worked so hard? SAL: Oh, he worked so hard and didn't have all the conveniences that we have today. We didn't have a telephone in the house. I think we had to go to the fire station to use the telephone. There was no telephones back when I was growing up. I think I was about five years old before I ever sat in an automobile. LINDA: So tell me about making a phone call. You'd walk down to the fire station? SAL: Yeah, there was a fire station. So you'd make a telephone call to somebody. We didn't have a phone. LINDA: Did they charge you? SAL: I don't remember, that I don't remember. But the first one we got was a four-party telephone. The phone used to ring three or four, that's not ours, that's not ours. LINDA: I vaguely remember my grandmother having that, yeah. SAL: We had a four-party telephone. LINDA: So tell me what your mother was like. SAL: Very strict. She was a strict woman, yeah. She brought up five daughters, and not one of them ever crossed the line. Real proud girls.12 LINDA: Were girls and boys treated differently? SAL: Oh yeah. To an Italian woman the sons were always the favorite. Yeah, I was the favorite. Especially the oldest one, he was always the favorite one. LINDA: Now, was that Joe? SAL: Joe, yeah. LINDA: So he decided to be a barber. That was a good decision that you would have to follow? SAL: Well. LINDA: A good decision for him. SAL: Good for him I guess. And in those days we didn't have the opportunity to go to high school anyway. At 16 years old everybody had to quit and go to work. LINDA: Did you quit high school? SAL: No, I graduated in '48. Out of seven, my sister Millie and I were the only ones that graduated. LINDA: You were the youngest? SAL: I was the youngest, yeah. LINDA: And she must have been a young… SAL: Millie right now I think is 78, I think, 79. LINDA: So did your parents think that education was important? SAL: Yes, they did, but food on the table was more important, yeah. LINDA: So were the children expected to go out and get jobs and contribute? SAL: Yeah, we all had to pay board in those days. Yeah, whatever the pay was that you brought into the house, a certain percentage had to go to the household, to my mother. She was a strict woman, very strict. But she was a good lady. Poor thing, she spent eight years of her life, eight years was in a nursing home after Alzheimer's I guess, after the sclerosis. Poor thing, didn't know who the hell she was, she didn't know who we were either. LINDA: Did she die after your father?13 SAL: Yeah. LINDA: So what was her day like every day? SAL: Well, when she was younger [unintelligible - 00:26:50] with her kids. She even worked in one of the yarn mills here in Fitchburg; she even had a job. I mean, she was a hardworking woman. And I used to remember her doing the canning; she'd can tomatoes and beans and dad had a little garden a couple miles away from here, a little piece of land. And he used to make his own grape, his own wine, rather. And it was great. All the Italians around here were living the -- I mean a lot of [unintelligible - 00:27:22] and the trucks used to go by this time of the year loaded with grape from California, and we would go down south, he would buy the grape, and we'd go down in the cellar and we would make two or three barrels of wine. All the Italians used to make barrels of wine. It was interesting, it was very interesting. But it's all gone now. I've got fond memories of that. LINDA: So it seems like maybe it didn't seem like work. But it was the way of life. SAL: No, it wasn't. The way of life, right. LINDA: So was it typical for a family to buy a little piece of land to garden? SAL: Oh yeah. They all had to have their grape arbor, had their grape arbor and land. They all had to have their piece of land. They had to grow their squash and their tomatoes. Well, most of them anyway. LINDA: So who would take care of the garden? SAL: My dad and I would. Come home from school, my father, he would come home, and there was no cars in those days, we used to have a big wagon. We'd pull the wagon, the garden was maybe a quarter of a mile away, half a mile away from here, and we would go up there. After school there was no going to play football with the kids or going swimming; it was work, work, work. That's how it was. And I would help my father. He would plant this and plant that. The poor guy didn't know how to read how to 14 plant this and what you should do, and I used to read and explain everything to him. LINDA: So who owned the land? I mean, did one person own the land and they kind of subdivided it? SAL: No, he bought the piece of land from the seller, the man who owned a lot of pieces of land. Of course, they're all houses now, but in those days it was all woods and stones, and he would, one of my uncles with a horse, they cleared all the land, chopped down all the trees, piled up all the stones. They cleared the land themselves. There was no bulldozers in those days; everything was done by hand. LINDA: Where was that? Do you know the street? SAL: Yeah, it was off between Herd and Exeter Street. LINDA: Now, did he continue doing that all the way? SAL: Until he passed away, yeah. LINDA: And what happened to it? SAL: The land? His dream was always having a house on this land, but my mother, in those days, again, five daughters, she figured if he built a house there was no men or boys that was still bringing in the pay. In other words a girl gets married, she's out of the house, there's no more money coming in. So my father went to one of the lumberyards in those days, I think it was $4,000. It would have cleared the land, built them a six-room house, and turned over the keys for $4,000. And my mother says no. She says we've got five daughters, there will be no money coming in. So that broke my father's heart. He never seen a house on that piece of land that he had. So he passed away, and the funeral parlor up the street here -- next to the funeral parlor there was a house, and it belonged to, I guess, his aunt or something, and he bought the land from him, my brother Joe, and they moved the house to the land over there, and somebody else is on our place now. The land is gone. LINDA: So why is it that your generation didn't keep the garden still?15 SAL: Number one it was a lot of work. And then my sisters all got married, and they would have a little garden behind their house. But I mean, as far as that big piece of land that my father had, nobody was interested in it anymore. Then I went into the service, the land just got lost. My brother Joe sold it to this undertaker over here and he moved the house. The house is on the land now. LINDA: So do you think your father had that garden to feed his family mostly? SAL: Oh yeah. Oh yeah, definitely that's what it was for. And they used to have a little -- everybody had a shack, my father had a shack, [oceandino] they'd call it, a shack on there. And he had a little stove in there. I can still see my mother with the tomatoes cooking her tomatoes on the wood burning stove. And there was a little bed in the corner where my father would get tired during the day working, he'd lay on the bed and take a nap. That's one thing about him, every afternoon he used to take a nap. Even if it was for 20 minutes, Dad would always take a nap. LINDA: It's the Italian way, right? They still do that now. SAL: Yeah, he used to take his nap. And Mom used to do all the canning. We used to go up there, we were kids, we used to go up there and had a big table underneath the grapevine and there was a well. We used to pump water out of the well. It was fun. I mean, you don't see that anymore. LINDA: They used to have a shack right on the land? SAL: Oh yeah, there was a shack. LINDA: And what was it called? SAL: Well, in Italian oceandino. But yeah, there was a wood burning stove in there, a nice wood burning stove. And there was a bed. And Msom had a table in there and chairs, and when it would rain we would eat inside. If not we would go outside to eat under the -- it had a grape arbor with a well, the well, and then there was a grape arbor all around. LINDA: Was this on weekends mostly? SAL: Weekends, or even after school. Get out of school at 2:00 and we used to walk up there, and Mom was there doing the canning. There was no cars 16 in those days. We used to have a big wagon, put everything in the wagon, and come down through the streets with the wagon. LINDA: So can you still smell that sauce cooking? SAL: Sure can. Boy, she could make it wonderful. And pizza, she used to make that pizza, not that stuff you buy in the stores today, that little thin stuff. She used to make the regular Sicilian pizza with about a good inch thick, yeah. LINDA: What other kinds of things did she make? SAL: She wasn't a fancy cook. Like I said, she left Italy when she was 18, 19 years old. But no, not to knock my mother, but she used to make a tremendous sauce. She used to do a lot of cooking with ricotta, you know that cottage cheese, ricotta. And a lot of fried stuff in those days, like fried peppers and fried squash. But real fancy dishes, no, poor thing, she didn't know anything about that. LINDA: Did she make her own cheese? SAL: No, no. LINDA: Did she use a lot of fish? Did she… SAL: Not too much. Mom didn't go for fish so much. And the fact that she didn't… she really didn't cook with garlic. LINDA: No? SAL: You know why? The poor thing, she was in the mill down at [unintelligible - 00:35:25] yard, and all the Italian women, the bosses and those ladies, they used to call them hey, you garlic eaters, you garlic eaters. My mother got offended because they would call her a garlic eater, and she never would cook with garlic. That's something, huh? LINDA: So do you think she was afraid that she'd smell like it? SAL: Yeah, she'd smell the aroma. LINDA: So when did she work at the mill? SAL: Oh geez, it was when I was born. After I was born, actually. It could have been in the early '30s, had to be. LINDA: So who was taking care of you?17 SAL: My sisters. LINDA: What else can you tell me about her experiences at the mill? SAL: Well, other than they were known as garlic-eating Italians, women were known as garlic-eaters; that's about all I can remember. I know there were long hours. She used to leave here about half past five in the morning and start to work at six. She used to work from six to twelve I think it was, or six to one. Then come home, wash clothes. And really, there was no fancy washing machine like they have today. I still remember her with an old scrub board. LINDA: Did she ever get the washing machine with the rollers? SAL: Yeah, yeah. Old Maytag, I remember that with the rollers in the back and you feed the -- she got that… and had a wood-burning stove. And that thing used to shine, God you could see your reflection on that black [unintelligible - 00:37:20]. And that thing used to shine, and gosh it was clean. She was immaculate, my mom. She used to have a big couch, not a couch but a piece of furniture over there. The telephone would ring and she would be there. While she was on the phone she would have the rag and she was wiping it, and my father would say [unintelligible - 00:37:47] when you're dead in your box you're still going to have that rag, you're still going to be wiping and wiping. She was crazy clean. Oh God, clean. God, was she clean! LINDA: Did she expect all her kids to be clean? SAL: Yeah. LINDA: Were all the [unintelligible - 00:38:11] immaculate too? SAL: No, it's not. LINDA: Looks like it. SAL: No, never, far from it. Messy. Messy, messy, I've got to get that damn counter cleaned. LINDA: So what was life like for your sisters when they got home from school?18 SAL: They helped Mama do the cooking, wash the clothes, do the shopping. But like I said one of my sisters was the only one that had the opportunity to graduate high school. But the rest of them at 16, they all had to quit and they had to go to work. And they all did their share when they came home as far as working and housework. There was no fancy supermarkets like they are today. LINDA: So tell me, what was it like to buy groceries? SAL: There used to be a little First National store down here, First National store, okay. And then the bottom of the hill there used to be another [Gigopies] market. And you just used to buy groceries for the day, whatever you needed. The bread, they used to make their own bread. I can remember coming home and my mother having that big wooden shovel making the bread and making the dough rise. There used to be a big pan and she used to put that on there, that dough would rise up, and then the dough that was left over, she used to make pizza with it. Yeah, they used to make their own bread. LINDA: So would they make the bread for the week? In one day? SAL: Oh, yeah. Yeah. LINDA: So whose job was it to knead all the bread? SAL: She would do all that. LINDA: She would? SAL: And my sisters, too, would help her. But mostly she would do it with her flour. She used to buy flour by 50-pound sacks. LINDA: Now, did someone used to come around on a truck and sell the flour? SAL: Yeah. Then there used to be trucks that used to come around, and they used to -- I can still remember, they used to come around, they used to sell -- maybe even was -- oh, geez. There used to be -- next street over there used to be a guy that used to go around with a horse and the meat in the back, he had a covered thing and he used to sell meat. Imagine that? Unrefrigerated. With a horse. A horse-drawn cart and go around, and then maybe about once a week or twice a week there used to be trucks that 19 used to come in from Boston, and they had all kinds of Italian cheese and Italian food in these trucks, and the mother or the people would go down and go around the truck, and they'd have all these goodies that they would be selling. Cookies, Italian cookies, cheeses, olive oil. LINDA: So did they go up and down all the streets? SAL: Yeah, they would go down the street, but they would go mostly to where Italian families were. They knew where the Italian families were. There used to be a lot of Italian families here in Fitchburg at one time. Even in this area here. A lot of them. But now they've all passed away now and they're married and they're gone. LINDA: Did they used to ring a bell? How did you know they were coming? SAL: Sometimes, if they had selling dishes they used to [hit] the dishes together and you'd know they were coming, or they would lay out in the street and yell out [foreign language – 00:41:56], which meant, "chickens, chickens, chickens." They would sell chickens, too. And in those days, too, they used to sell the chickens. They weren't like going to the [unintelligible - 00:42:05] market or buy them all packaged. You had to buy them, and I remember my father on the shed, he used to take the chicken by the neck and pull it, and the poor bird would bop-bop-bop, and he'd have the hot water going, stick it in hot water right away. You had to pull all feathers off before the water got cold. That's the way they used to do it. LINDA: Did you ever learn how to do that? SAL: No, but I didn't want to learn how to do that. Put the place together while he went, and then I clean all the innards. Thank God for [unintelligible – 00:42:45]. LINDA: Did your family eat meat much? SAL: No. No. What we ate was mostly chicken, but she would cook a lot of Italian dishes. Peasant dishes. Like lentils. LINDA: Thank you. Thanks for understanding. So we were talking about cooking. What do you think about what we were talking about?20 SAL: She would make the peasant dishes. Ricotta with cheese, [unintelligible – 00:43:26] escargot, ricotta with [unintelligible - 00:43:29]. LINDA: What's that with the [unintelligible - 00:43:32]? SAL: The lentils. LINDA: Oh, lentils. SAL: Come on, Linda. Don't you understand? LINDA: I guess not. Now who made the decision to buy groceries? Who decided how much money to spend? SAL: Oh, no. Mama would do that. Mom would do that, yeah. On Friday night in Fitchburg there used to be -- on Main Street there used to be an old A&P store years ago. And Millie, who is the only one that knew how to drive then, we had a 1938 Dodge that Papa had bought then. Of course, he couldn't drive. Naturally he didn't drive, and she was the driver and she was the chauffer. And Friday nights I could still remember them, Mama and Millie, would go down to A&P and do the grocery shopping. Let's see. What else can I tell you? LINDA: Well, what about the -- I like the stories about the trucks coming in from the North End. What about ice? Do you remember ice being delivered? SAL: Yeah. Ice. There used to be an ice truck that used to come around, and then what you would do, the ice truck would stop, and we used to have iceboxes in those days, naturally. And there used to be a card that you put at the window and it was either 25, 50, 10 cents, or a nickel. In other words, if you wanted the 25-cent piece you would put that standing up, 25. Do you follow me? If you wanted a 10-cent piece then you turn the card over. And the iceman would chop a piece, put it on his back, and bring it up and put it in the icebox. And he put that -- most of it, the iceboxes were in the sheds. They used to have sheds. Do you know what a shed is? Outside of the house there used to be up on the porch, there used to be like another little, a little but no heat in there, and we put the [unintelligible - 00:45:33] stuff like that and 21 put the icebox -- we used to call it the icebox, was in there, and then there was a pail underneath for the water to drip. And sometimes if you forget to empty the pail, you would hear downstairs, they were knocking on the ceiling that the water was running down through the house. You had to empty this pail. Yeah. LINDA: So they keep it out there even in the summer? SAL: Yeah. Oh, yeah. That was the refrigeration was this icebox. LINDA: It probably wasn't very big? The icebox? SAL: Where we were living, I guess… is that too strong or what? LINDA: No, it's good. SAL: Okay. Because I make coffee too strong. LINDA: No, I like it. SAL: In the park, this man used to cut the ice. They used to cut the ice on Wayland Park, and then they used to bring it over and store it in the barn, and they used to put sawdust on it in the wintertime. That used to preserve it. In the summertime they would take the sawdust off the ice and ice was still there. It wouldn't melt. Did you know that? LINDA: No. I've heard it before. But where did they used to store it? SAL: They had a big, big shed, a big barn, and they used to store the ice in big, big cakes of ice. LINDA: Now, did the ragman come around? SAL: Yeah, the junk man would come around. The ragman. Yeah. Or the horse-drawn wagon. And if you had any rags they would sell it, pick it by weight and they used a scale, used to weigh it, and they used to give you maybe 10 or 15 cents for a bag of rags or whatever kind of junk you had. LINDA: What would they do with those rags? SAL: I have no idea. I don't know. And you would have the trucks that would come around at this time of year, all full of grape, and they would go to different places, the Italians, and the men would… I actually remember my father used to either 40-, 42-pound box of grape; maybe he'll sell it for 22 about a dollar, dollar 15 cents. Now, today, it would cost about 20, 21 dollars for the same sized box of grape. LINDA: So was that a family affair making wine? Or was it the boys? SAL: Mostly the boys. Dad and I would -- of course my brother had been… then I took over. We used to grind the grape by hand. And always my father, watch the fingers, watch the fingers, as you're grinding the grapes, all those spokes. You had the fingers stuck in there; your fingers would have been caught. But it was all done by hand. Now they have machines, a bunch of machines, dump a box in there, push the button, it's all done. LINDA: Did you keep that tradition? SAL: Yeah, I was making it up about three or four years ago, and then I had bad luck on a whole barrel of wine. I had to throw it down the sink. It went bad on me, and so I said, from now on if you want wine, go up to Kathy's Package Store. But I did. I was making my own wine, but anyway. I still make my own sausages. LINDA: Oh, you do? SAL: Yeah. LINDA: Is that a seasonal? SAL: Mostly, it's pork, but you eat in the wintertime. I don't like to eat pork in the summertime. But sausages, it's more seasonal. Like Thanksgiving and Christmas. LINDA: Have you made it yet? SAL: No but I just bought a new machine. I don't know, one of those KitchenAid machines, I just bought one of those a couple of weeks ago. LINDA: So explain to me how you make it. SAL: What, sausage? Well, you buy either the pork butt or the shoulder. Okay. You debone it, and then you take all the meat out and cut it into small pieces, and you put it through the grinder. Once you put it through the grinder, then you lay it out on the table, then you put your seasoning on it. Your fennel, salt, pepper, whatever you want for seasoning, okay? Then you put it through the grinder again, okay? Then you mix this all up, and 23 you can put wine in it if you want, then you got your casings. You know what casings are? All right. Then there's an attachment, you put the casing on there, you put the meat and you grind it up and go through the casings, and you make the sausage. LINDA: So do you freeze a lot? SAL: No. By the time you give some to this daughter, that to this guy, then some to my nephew, 20, 25 pounds disappears fast. LINDA: Now, did your mother used to make that? SAL: Oh, yeah. LINDA: So how are things different now? I'm sure she didn't have a grinder. SAL: They had a hand grinder, and I can always remember every time Mom and Dad got together to make sausage, boy, there was a war. You could hear them. LINDA: Why? About the seasoning? SAL: Oh, you're doing this wrong. You're going too fast. Watch your fingers. You don't do it this way, you do it that way. It was hell. Yeah. LINDA: So what about filling the casings though? That may have been a little harder back then? SAL: Well, it's… you've got to coincide with the one that's holding the casing and the one that's grinding it by hand. Now it's all done by electricity. It's powered. But that's the only tricky thing. As the machine is feeding the meat in the casing, you've got to make sure that you don't put too much all at once in the casing or it'll crack or break. LINDA: So probably every family has their own recipe. Sort of like meatballs. SAL: Well, I don't think anybody makes it. Very few people make their own sausages now. I know my sister Marilyn still makes it. I make it. That's about it. LINDA: What other things do you make that your mother used to make? SAL: Oh, green olives. Yeah. She used to -- this time of year, with green olives used to smash those and cure them. And pizza, naturally. Everybody 24 makes pizza. But some of her peasant dishes, once in a great while, but I was never too fond of them anyway. LINDA: No. So what about Christmas Eve, do you know? SAL: Christmas Eve, not like the ones years ago. Christmas Eve years ago was my uncle and my mother and father and all the Italians used to all get together, and they used to cook on the stove some kind of a fancy dish of fried dough, dumplings like. No more. We don't get that closeness of families anymore. LINDA: Why not? SAL: I don't know why. I think number one, there're cars. Everybody goes here, everybody goes there. I would say cars. Anyway, we used to get together years ago on holidays and Christmas. We still get together, but it's not the way it was on Christmas Eve. It's different. I'm sure it must be the same with your family, right? LINDA: Yeah. When my grandmother was growing up and even after she got married, all of her sisters lived close by. But then when they started having children, everyone moved on. SAL: That's right. That's the way it goes. From generation to generation is always different, which is good, in a way. But it's good to keep up traditions though, I think. LINDA: So have any of your daughters learned how to make the sausage? SAL: No. They wait for Daddy to call them up and say, okay, come and get your sausage. LINDA: Now, did your parents have chickens? SAL: Oh, God no. LINDA: No? Why do you say it like that? SAL: Because we lived in the neighborhood, and no, we didn't. But when we had that piece of land up there, my father used to raise pigs. I remember we had pigs, a couple of pigs, and he used to slaughter those. I remember that when I was a kid.25 LINDA: Now, what was that like? Was there a particular name of that day when people would slaughter their pigs? Would they call it anything? SAL: No. It was just at the end of the season, like at this time, winter was coming and people -- I can still remember that shed that he had with the water boiling and the poor pigs, shooting and killing the poor pigs. Thank God I don't have to go through all that anymore. LINDA: Did they use every piece of the pig? SAL: Oh, yeah. Even the squeal. Only the squeal is the only thing that you don't use on the pigs. LINDA: Oh yeah, I know. So was there a smokehouse in the area? Did anyone have one? SAL: No. Not that I remember. LINDA: What about buying groceries? Was that on credit? SAL: No, that was cash. Everything was cash. My folks, everything was cash. There was no plastic in those days. Even if there was, if they didn't have the money, the Italians, they didn't buy it. Everything was cash. LINDA: So what is this area of Fitchburg called? SAL: This section here? This is called Cleghorn. LINDA: This is? So this is really the French? SAL: It was the French district at one time, but now it's Puerto Rican and everything else. Fitchburg was in different sections. Like you had Cleghorn was the French. The patch was at 1st, 2nd, and 3rd Street. Okay. That was the Italians. Then you had Greektown. Naturally, that was the Greeks. They all stuck together. Then West Fitchburg was the English, then you have Southside, that was the Irish. LINDA: So when the Italians started moving in here, were your parents part of that group that started moving into Cleghorn? SAL: I don't know. When they left South Ashburnham, I don't know when it was, but then they moved on to Orchard Street. They lived here -- I guess a few of my sisters were born out here on Orchard Street. But I know I was the only one of the family that was born over here on Edward Street. 26 And then it was in '48, yeah, 1948 I guess it was that one of my sisters went back home. Of course, in those days the girls had boyfriends, and they wanted their boyfriends to pick them up at a nice house. So, one of my sisters saw this place over here that was for sale. And anyway, Dad would come over, and they finally looked at it and they bought it. The price that they paid for it, I just had the roof, and the roof cost me the same price. And they bought the whole house. LINDA: What was that about? Three thousand or something? SAL: They paid $11,000 for the house, and I just spent $11,000 for a new roof. LINDA: So they paid $11,000 for this, but your mother didn't want to pay $4,000 for the other house? SAL: Yeah. Because she had the money but she wasn't going to spend it. And she wouldn't spend $4,000 to have a brand new house up there. But a few years later she spent $11,000 and bought this house. LINDA: Oh, so this was bought after. SAL: Oh, yeah. After. LINDA: I see. So about the different sections in Fitchburg, was there any competition or rivalries or differences? SAL: No. No. Maybe this will be interesting. My father was here down on the bottom of the hill one day, and in those days, like the mafia, there was the Black Hand. And it was a society that was shaking down these immigrants, and they approached my father, and this guy from the Black Hand wanted $5 from my father, and my father told him, I got two kids at home, I haven't got no $5. The $5 I've got is a week's pay. I've got to feed my family. And he says, you have that money here tomorrow at a certain time, otherwise there's going to be harm that's going to come to you and your family. So in those days, my mother had boarders, and one of them was this fellow from Albany, New York. He was boardering in my father's and my mother's house, and so Papa came home and he told him. And he was 27 [unintelligible – 00:59:56]. So he told him what had happened, so this man said to my father, he says, yeah, you let me know where this guy is and what time you're supposed to meet him. And he says, I'll go to meet him. Anyway, he approached this guy and he never bothered my father anymore. LINDA: So who were these people? SAL: Black Hand. It's like a society that's like the mafia or something like that, but they were gangsters shaking down these fellow Italians. So this guy must've taken a knife and shoved it up to his throat and said you won't bother this man anymore. LINDA: Do you think it was a group living in Fitchburg? SAL: I think so. LINDA: You think so? SAL: Yeah. LINDA: Your parents would take in boarders? SAL: Yeah, she took in boarders for a while. Like men that she knew, like my father's -- like a cousin or something like that, they came to this county and they had no place to go, and where do you go? You go see your paisano, you go see your relative or brother until they get located or until they get situated, and they used to take care of these men. Cook for them, make their lunch. Mostly all the Italians would take in boarders. LINDA: So were there many paisanos living around? SAL: Oh, yeah. There was quite a few. Like I said, the work came to an end, and then a lot of them left. They went to Albany, New York. But yeah, my mother had one of her brothers living the next block over, and Dad had another brother that was a few blocks up the street [unintelligible - 01:01:50], and they grouped together. They stayed together. LINDA: Because even though there were a lot of Italians living here, some in different regions, they speak a different dialect. SAL: Oh, yeah. I was in Italy here about three years ago, I think there's about 150, 200 dialects in Italy. When I was growing up there used to be like 28 Beech Street over here that's a bunch of Italians not from Northern Italy, but once they start talking, I don't understand them. I really don't. /AT/pa/my/cy/es

Interview with Nunzio Roselli of Leominster, Massachusetts. Topics include: How he came to the U.S. with his family ten years prior, when he was seven years old. What he remembers about life in Sicily. His education in Sicily and then being put back two years, to first grade, when he came to the U.S. because he did not speak English. What his town was like in Sicily. What he remembers of when he first moved to the U.S. and how different things were from Europe. Stories he has heard from his family about World War II. His experiences in school. Italian traditions that his parents maintain. Cultural differences between life in the U.S. and life in Italy. How he started playing the drums. What school was like in Italy. How the food in the U.S. compares to the food in Italy. His plans to study music in college. ; 1 GREG CARCHIDI: Okay this is Greg Carchidi doing an interview, an oral history, with Nunzio Rosselli. NUNZIO ROSELLI: Buona sera, buona sera. GREG CARCHIDI: Okay, buona sera [laughter]. Okay. All right, this is Nunzio Rosselli [laughter]. We play in the same band [laughter]. All right. Nunz, how old are you? NUNZIO ROSELLI: Okay. I'm 17. GREG CARCHIDI: Seventeen years old, yeah. NUNZIO ROSELLI: Eighteen this January. GREG CARCHIDI: All right. Is that -- what's your full name? NUNZIO ROSELLI: My full name is Nunzio Roselli, exactly what you said. GREG CARCHIDI: Nunzio Rosselli. NUNZIO ROSELLI: That's it. No middle name, nothing. GREG CARCHIDI: All right. Could you tell us like where were you born? NUNZIO ROSELLI: Okay. I was born in Italy, first of all. Actually, in Sicily. Sicily. I came -- some 10 years ago, I came to this country, and I came with just my family. Actually, we came with my mother's sister, you know… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: And her family. But then they left after two years and we remained here because, you know, felt good here, felt comfortable, you know. GREG CARCHIDI: All right. NUNZIO ROSELLI: So, but like most of my relatives are in Italy. All I have here is an uncle in Boston, an uncle in Fitchburg. GREG CARCHIDI: Who else? NUNZIO ROSELLI: All alone, that's all. GREG CARCHIDI: So just you, and there's -- what is it, your mother and father? NUNZIO ROSELLI: Oh, we have a lot of friends. We have a lot of friends [unintelligible - 00:01:29].2 GREG CARCHIDI: Yeah. So how old were you when you came over here to America? NUNZIO ROSELLI: I was seven years old. GREG CARCHIDI: Seven years old, yeah? NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Well, what was the life like over there? Do you remember anything? NUNZIO ROSELLI: Oh, sure. You know, life -- well, it's a different type of things because people, they take it easier out there, you know what I mean? They worked less, okay? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: But they spend more of their time having a good time, you know what I mean? Like I'll give my uncle as an example, right? He's a constructor, okay. He works on houses and stuff like that, right? And he'll get work every now and then on his own, you know, to do something… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: And when he's not working, you know, well he's not making any money. But, still he sets money aside, goes out every night, you know, goes out with a few friends, go down to the local bar downtown or a café if you call it, go for a nice [speaking in Italian] or whatever you want to call it. And they'll have a few beers, right, have a few beers, you know. GREG CARCHIDI: They drink beer over there too? NUNZIO ROSELLI: Oh yeah, yeah, yeah. GREG CARCHIDI: Oh, that's good [laughter]. NUNZIO ROSELLI: Beers or whatever you like, you know, and go home late at night. They go to sleep late over there. Twelve o'clock is like same as 10 o'clock here, so you know, so… GREG CARCHIDI: They have a lot of churches over there. Do they have a lot of churches?3 NUNZIO ROSELLI: Yeah, yeah. Over there it's kind of -- the churches are all Catholic, you know. It's not, for instance, that you have your local Catholic church and your local Protestant church, you know. Everything is Catholic there. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Because the country itself is run by religion, [unintelligible - 00:03:09]. Not in that sense. You know I'm trying to say. GREG CARCHIDI: What town was it where you were…? NUNZIO ROSELLI: The name of the town is Santa Caterina, which means St. Catherine in Sicily [laughter]. GREG CARCHIDI: Santa Caterina. NUNZIO ROSELLI: Caterina. Hey you know how to spell that? Let's see… GREG CARCHIDI: Caterina? NUNZIO ROSELLI: Mm-hmm. GREG CARCHIDI: Did I spell it right [laughter]? NUNZIO ROSELLI: Wait a minute. You got an H there, right? GREG CARCHIDI: No H. NUNZIO ROSELLI: No H. GREG CARCHIDI: No H in Italian? NUNZIO ROSELLI: No, no. GREG CARCHIDI: Oh. NUNZIO ROSELLI: No H, just T. GREG CARCHIDI: Okay. NUNZIO ROSELLI: Yeah don't forget the T [laughter]. GREG CARCHIDI: Caterina. NUNZIO ROSELLI: St. Catherine. GREG CARCHIDI: I just want to remember here. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Okay. That's in Sicily, right? NUNZIO ROSELLI: That's in Sicily. GREG CARCHIDI: All the olive oil and the mafia?4 NUNZIO ROSELLI: That's right, that's right. GREG CARCHIDI: [Speaking in Italian] [laughter] Godfather, yeah. Let's see. You were seven when you came here, right? NUNZIO ROSELLI: Mm-hmm. GREG CARCHIDI: All right. You must have gone to school over there for a couple of years, right? NUNZIO ROSELLI: Yeah, two years I went to school there. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: I went first and second grade, and then I never finished the second, and I finished it over here. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: And then I got put back here two years. GREG CARCHIDI: That caused the…? NUNZIO ROSELLI: Yeah, instead of going to the third, I got put back in the first. GREG CARCHIDI: Really? NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Did you feel like that you knew -- like when you finally did start school in America, did you feel like you were ahead of the kids in here, in America, or was it about the same, or was there a language problem or what? NUNZIO ROSELLI: The only thing there was, was a language problem, but I think as far as knowing stuff like math or stuff that didn't involve the language, I would know more because second grade over there is like fourth or fifth grade over here. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: They teach you with the same difficulty in all. But with just the language, that's what my teacher told my relatives, you know, my aunt and uncle, when I didn't pass and then they put me back in the first. She said, well, you can't speak, so he's going to stay back and learn, you know… GREG CARCHIDI: Yeah. 5 NUNZIO ROSELLI: Just for the sake of the language, not so much the other things. GREG CARCHIDI: Yeah, oh that's…[laughter] NUNZIO ROSELLI: Oh I don't care [laughter]. This is a recording. We must keep everything [laughter]. GREG CARCHIDI: Keep it clean. NUNZIO ROSELLI: It's kind of hard to, you know, when you're used to talking… GREG CARCHIDI: Yeah [laughter]. All right. How about the people in your town there in Santa Caterina… NUNZIO ROSELLI: Santa Caterina… GREG CARCHIDI: Was it a rich town, or are they farmers? Or what do they do over there? What was the main…? NUNZIO ROSELLI: By all means, it's not a rich town. All right, if you were to judge it like, okay, a town in the United States. In other words, what kind of town would it be if it was translated to the United States, you know what I'm trying to say? GREG CARCHIDI: Yeah, yeah. NUNZIO ROSELLI: You know, it would be the equivalent of let's say something place Shirley or a small town like Princeton, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: But in size, it's small. I'd say it would be the size of… yeah, probably Shirley, would be the size of Shirley, real small, small town, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: You know, most of the people that live there, the older people like my father's age maybe in the 50s or mid-40s, probably they worked on their land. They have a piece of land that the governments rents to them or gives to them or whatever, and they work on that, you know. And younger generations, you know, they're mostly involved with either going to school or something construction or something maybe mechanics, you know. GREG CARCHIDI: Yeah. 6 NUNZIO ROSELLI: Stuff like that, you know. But it's by no means… it's not a big town. It's a real small town. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Nice town though. A lot of good times there [laughter]. A lot of nice, young people, you know, girls [laughter], people. GREG CARCHIDI: Yeah, a lot of young woman, huh? All right [laughter]. Did you have any room, did you think your family had any real reason why they wanted to come to America, or did they just…? NUNZIO ROSELLI: Well, all right, we had relatives here. You know, at the time they were living Leominster, my aunt and uncle, you know. Now they live in Boston. So I guess what we did was we were going to come here for a couple of years, see what it was like, because my father was having a hard time with jobs over there, you know. They weren't easy to come by. And so we said we'd come over here and try, you know. If we liked it, we stay a couple of years. If not, we'd leave. So we came over, we stayed. You know we've just been here ever since, you know. I've gone back a few times, two times. My brothers have gone back few times too, you know. You know, we've all gone back a few times. GREG CARCHIDI: The refrigerator just went on, huh? NUNZIO ROSELLI: Oh, sorry about that [laughter]. GREG CARCHIDI: It's okay [laughter]. All right. When you first got here, right, did you come by boat or you fly? NUNZIO ROSELLI: Oh, we fly. GREG CARCHIDI: You flew Alitalia? NUNZIO ROSELLI: Alitalia, yeah. What else? GREG CARCHIDI: Alitalia Airlines. NUNZIO ROSELLI: We're Italian. We can't use Pan Airlines, you see. GREG CARCHIDI: Oh, nah. NUNZIO ROSELLI: Yeah, it's going to be Alitalia [laughter]. GREG CARCHIDI: That's right. And you landed in Boston, right? 7 NUNZIO ROSELLI: We landed in Boston, right. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: That must have been what? What year was that? NUNZIO ROSELLI: That was '68, sessantotto. That's when President Nixon… GREG CARCHIDI: Yeah, that was when Nix -- you came [unintelligible - 00:08:28] [laughter]. NUNZIO ROSELLI: Right yeah, right. GREG CARCHIDI: They got the crook [laughter], the birth of the [unintelligible - 00:08:33]. NUNZIO ROSELLI: What the heck is this? What are you doing here [laughter]? GREG CARCHIDI: If you have any, you know, you can remember at all, like what are your first experiences? One of the first things that happened to you when you got here? NUNZIO ROSELLI: That was unique? GREG CARCHIDI: Yeah. That was like, you know. NUNZIO ROSELLI: Oh I got a few, but no [laughter]. GREG CARCHIDI: Well, so you were seven. NUNZIO ROSELLI: That's right. GREG CARCHIDI: You didn't have the [combats] on, did you? NUNZIO ROSELLI: No, no [laughter]. Well, I might have, you know [laughter]. No, let me see. I'm trying to think, actually. As far as the whole way of life, you know, it's so different when I got over here, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Because I mean, we weren't used to seeing all this many cars and things at the time, you know. But yeah, that probably have to be -- just the whole idea of the way of life over here, which is so different, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: People were different. It wasn't as close, you know what I mean? It wasn't like you know your neighbor.8 GREG CARCHIDI: Yeah, like in Sicily, you knew all your…? NUNZIO ROSELLI: Yeah, you knew what was going on. GREG CARCHIDI: Paisans and. NUNZIO ROSELLI: Right. Yeah, paisans. GREG CARCHIDI: I mean, of course you come to Boston, right? You landed in Boston. You must have freaked out when you saw [laughter]. NUNZIO ROSELLI: You say, "What the heck is this?" Oh, you know, I've seen big cities like -- you know, there were a few big cities near my hometown, you know, but it was just a different type of an atmosphere too, you know. It was set up different, you know. The cars were big, you know, so what the heck is this one, bus? GREG CARCHIDI: And when you came to Boston, you saw… NUNZIO ROSELLI: I used the small cars in Europe, you know, and you see all these [laughter] tanks. GREG CARCHIDI: The food is same thing. The first thing, is the food any -- like you eat different here, or…? NUNZIO ROSELLI: Yeah, when we get over here, I remember the first thing I think I tasted that was really big was potato chips. I didn't like it. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: I don't like potato chips at all. And I really didn't like it. But after a while, I developed at taste for it, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Well, I like potato chips, but you know, at that time, especially those Ruffles with the ridges, you know what I mean [laughter]? Funny flavor [unintelligible - 00:10:57] exactly what it was, you know. GREG CARCHIDI: Yeah [laughter]. NUNZIO ROSELLI: You know, any idea of hamburgers… GREG CARCHIDI: McDonalds and stuff… NUNZIO ROSELLI: McDonalds, you know. It was different, but I'd still rather eat Italian still.9 GREG CARCHIDI: Yeah. NUNZIO ROSELLI: You know, that's what we eat at home. We're not the gravy and potatoes type people, you know what I mean? GREG CARCHIDI: Oh yeah. NUNZIO ROSELLI: I mean potatoes… GREG CARCHIDI: Unless it's sausage and… NUNZIO ROSELLI: Yeah, unless it's sausage [laughter]… GREG CARCHIDI: Like the peppers and the onions and the garlic. They can keep McDonalds. NUNZIO ROSELLI: That's right [laughter]. GREG CARCHIDI: They can keep it, man. All right. When you first settled down, when you came to America, did you come right to Leominster? NUNZIO ROSELLI: Yeah, right. Like I said, we had a set of relatives here, and we lived with them for a couple of months until we found our own apartment. And we lived in an apartment for about eight months, then we found another apartment. We lived there about six years, then we moved here and we bought this house. GREG CARCHIDI: Yeah. Nice house. NUNZIO ROSELLI: Thank you. GREG CARCHIDI: You've got your drums on there, huh? NUNZIO ROSELLI: Yeah, I got all my stuff yeah [laughter]. We've been living here about four or five years, so. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: We enjoy it here. GREG CARCHIDI: Right, nice. NUNZIO ROSELLI: Yeah, nice part of town. GREG CARCHIDI: All right, I don't know maybe… when you were growing up, I mean, did your parents -- do you remember anything that your parents said to you about -- like they must have lived through the war in Italy.10 NUNZIO ROSELLI: Mm-hmm, yeah. They tell me a lot about their experiences, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Yeah, bad experiences. Good experiences too, you know. There were things that, you know, they remember about the war that they can relate too, but you know, I mean, what's there to say? It's just going to… GREG CARCHIDI: They made it through alive. NUNZIO ROSELLI: Yeah, they made it through, yeah. My mom always told me about her father. He joined the service. He had to join, you know. It was drafted for… GREG CARCHIDI: World War II or World War I? NUNZIO ROSELLI: World War II. GREG CARCHIDI: World War II. NUNZIO ROSELLI: Right, and he was there for about few months, then they send him back because he had too many kids, so many kids he couldn't really, you know, be involved with the war and take care of the family. Because, you know, in Italy, in other words, in Italy it's not like over here. I don't mean to get off the subject or anything… GREG CARCHIDI: No, that's okay. NUNZIO ROSELLI: In other words, there isn't as much… women's lib, you know what I'm trying to say? GREG CARCHIDI: Things like that? NUNZIO ROSELLI: Yeah. GREG CARCHIDI: You mean like white for the flag and the… NUNZIO ROSELLI: Well, no. What I'm saying is the woman's place is in the home, okay. In other words, my grandfather was out fighting, okay? GREG CARCHIDI: Yeah. 11 NUNZIO ROSELLI: And he wasn't home, and he had all these kids to take care of. Who's going to take care of them as far as supporting them, you understand? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: So they had to do things like that because of the way life is in Italy, you know. The woman really isn't as free as over here, not really free. I don't know if this is true with you. It's just… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Just a way of life, you know? I don't know. GREG CARCHIDI: It's definitely different, yeah? NUNZIO ROSELLI: Yeah, but you know, about the war, yeah. My parents told me stories about the soldiers used to come to town. Like all right, the soldiers used to come and used to give the kids candies and stuff like that, you know, and then they used to give food from some of the neighbors, you know, the Italian food, because [unintelligible - 00:14:26] or not. GREG CARCHIDI: Yeah? NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Wow. NUNZIO ROSELLI: [Unintelligible - 00:14:33] experiences. GREG CARCHIDI: Yeah. So what school did you go to when you started school over here in Leominster? NUNZIO ROSELLI: That was at Priest Street. GREG CARCHIDI: Priest Street School? NUNZIO ROSELLI: Right, up on… GREG CARCHIDI: Your Doyle Field up there? NUNZIO ROSELLI: No, no, wait. Pierce, I'm sorry. GREG CARCHIDI: Pierce Street? NUNZIO ROSELLI: I got it mixed up. Pierce Street, yeah. GREG CARCHIDI: So you lived up in North Leominster?12 NUNZIO ROSELLI: Right, that's where we moved to, right, yeah. I always get the two schools mixed up. GREG CARCHIDI: It's funny. I interviewed my grandmother. When my grandmother first came to America, that's the school she started. NUNZIO ROSELLI: Is that right? GREG CARCHIDI: Pierce Street. This is back in 19 -- oh Jesus, 1910, 1911, 1909, right around… NUNZIO ROSELLI: Amazing, that's [unintelligible - 00:15:16] [laughter]. Those of you who don't know what wig is [laughter] don't ask. That's great [laughter]. GREG CARCHIDI: So you started school there, and then you went right to like sixth grade and stuff? NUNZIO ROSELLI: Well, I moved to… Fallbrook. GREG CARCHIDI: Fallbrook. NUNZIO ROSELLI: Yeah, I went to Fallbrook, then I went to Lancaster Street, then I went to, you know… GREG CARCHIDI: How long did it really take you to kind of get the language, the English language, down? NUNZIO ROSELLI: I'd say after about a year and a half, you know, pretty good, you know, to it, you know… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Because I could speak pretty good after about a year or so. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: But still, it's a lot of the vocabulary, it takes years to pick up on everything, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Because you're never sure if some of the words they're saying, you know, what exactly are they saying, you know? I always said that to myself. GREG CARCHIDI: Did the kids in school act… how did they treat you in school, say like in fourth or fifth grade? Like if you spoke Italian in front of 13 them, did they look up to you like you were really something special, or…? NUNZIO ROSELLI: Well, yeah. In a way. GREG CARCHIDI: Celebrity like… NUNZIO ROSELLI: In a way, yeah. But I don't think there was that much of a difference, you know, between me. Once I got in the fourth grade, like when I was in second, I was different. But you know, like you say, you know, when I used to talk, I used to say well, what is this kid, you know? GREG CARCHIDI: Yeah [laughter]. Did they ever call you [guinea] or anything? NUNZIO ROSELLI: Oh yeah. GREG CARCHIDI: Did you ever get to any fights when you were little, you know? NUNZIO ROSELLI: Oh yeah. I got into a fight once, I remember. GREG CARCHIDI: Yeah? NUNZIO ROSELLI: Yeah. I used to detest them. They'd call me wop or guinea or something. I used to be hurt for that. I don't like that. No, you know, if a friend says, you know, let's knock it off at school. But when I was little, I used to be really serious about it, you know. But now, you know, unless the guy's really serious about it to me… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: That's the only time I take it. It's weird, but yeah. That happens. GREG CARCHIDI: Yeah. Did you and your family belong to any social clubs? When you first came over, did you get in like -- what do they have? They used to have the Corifinio Club and the…? NUNZIO ROSELLI: Oh, you mean Italian social clubs? GREG CARCHIDI: Italian clubs, or like the church or whatever. NUNZIO ROSELLI: No, not really. My parents really aren't much of, you know, people, like go out and get involved and like that you know… GREG CARCHIDI: Yeah. 14 NUNZIO ROSELLI: In Italy they were, because they felt safe. They felt, you know, more at home. GREG CARCHIDI: Everything was closed there. NUNZIO ROSELLI: Yeah everything is closed, you know. You know, the language, you go out… GREG CARCHIDI: Right. NUNZIO ROSELLI: Social people there. But you come over here, it's a different thing, you know. They sort of lost their -- how do you say it? You know, they don't do it anymore. GREG CARCHIDI: Free spirit, or like… NUNZIO ROSELLI: Yeah, their willingness to go out as much or stuff like that, you know, because it's just a total different, different country, you know. They're still not fully used to it. GREG CARCHIDI: Really? NUNZIO ROSELLI: Yeah, they aren't, you know. They speak their language a little much better, you know. They can understand what you're saying. You know, it's still… but like I said, we get a lot of friends, you know. They're always over at somebody's house or somebody's over here or something's going on. GREG CARCHIDI: Yeah, that's good. NUNZIO ROSELLI: Yeah, you know. What are you going to do when you don't have many relatives, you know? GREG CARCHIDI: Yeah. Do you remember like your first part-time job or something? NUNZIO ROSELLI: Yeah, probably [laughter]. Well, the first… probably I was a baby boy for about five years. GREG CARCHIDI: Yeah? NUNZIO ROSELLI: Yeah, I had two, three paper routes. I had one in Lancaster Street, and then I had one up here, five years [unintelligible - 00:19:19].15 GREG CARCHIDI: You're in a unique position. A lot of immigrants that -- you know, people that came over from Italy, the people that I know, it's usually like people my grandparents' age, you know? NUNZIO ROSELLI: Right, the older people. GREG CARCHIDI: Which makes my parents, you know, native-born Americans, you know what I mean? And you were born over there, and then you came here when you were, what, seven? Yeah? NUNZIO ROSELLI: Mm-hmm. GREG CARCHIDI: And so I guess, you know, it's safe to say that you've adjusted pretty well to America, you know, to the ways of life here. But still, I think -- would you say that you have preserved certain features about Italian lifestyle, the Italian culture? Have you preserved those at all? You know, not really specific, but I mean as far as relaxing like on Sunday? I know I do, my family. You know, nobody's going to catch me up raking leaves on Sunday afternoon, you know, at two o'clock. I'm gonna be in the house eating dinner. You know, I could give a sweet shit if World War III was coming, man. Sunday dinner is… NUNZIO ROSELLI: Is more important, right. GREG CARCHIDI: You know what I mean? NUNZIO ROSELLI: Well… GREG CARCHIDI: Do you still preserve certain things like that, or…? NUNZIO ROSELLI: Yeah. Well, my parents preserve a lot of things that are Italian. They have to, because I mean, you know most of their life was spent doing that, you know. It's only been 10 years that they've been here compared to 30 years in Italy or 40 years in Italy, you know? So they have a lot of things that -- I can't remember what, but [laughter]. Well, food's one thing, you know… GREG CARCHIDI: Food… NUNZIO ROSELLI: The way you celebrate certain holidays. GREG CARCHIDI: Right. 16 NUNZIO ROSELLI: Even the way you treat guests, you know? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: You know, like I said, my parents -- all right, in other words, as far as being hosts and stuff like that, they host more like an Italian host than somebody over here would host people, you know what I mean? It's a different type of… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: I don't know how to describe it… GREG CARCHIDI: I don't know. It seems to me like I've been… most of my friends were Italian, but I don't know. You can tell right away when you go into an Italian household… NUNZIO ROSELLI: Right, right. GREG CARCHIDI: Well, especially when the people are from Italy. NUNZIO ROSELLI: Because the house is set a certain way, and in other words, you know… I know a certain openness about the people, to strangers… GREG CARCHIDI: Right. Or for meetings… NUNZIO ROSELLI: Yeah, "Sit down, have a drink," you know, all the stuff like that, you know? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Want a drink? Want something to drink? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Want a beer? GREG CARCHIDI: Yeah, all right. NUNZIO ROSELLI: Yeah. I'll get upstairs… GREG CARCHIDI: Okay, we'll have a timeout here. NUNZIO ROSELLI: All right. GREG CARCHIDI: Time off against it [laughter]. Okay. NUNZIO ROSELLI: Even if it's all for just a quick call. GREG CARCHIDI: Yeah? NUNZIO ROSELLI: Oh yeah.17 GREG CARCHIDI: The hospitality is nice. Personally, yourself, have you ever had any bad experiences here or in America? Or is there anything that has ever affected you to the extent that you wish you were back in Italy? You wish you went, you know, you wish you still lived there? You wish you lived your life there, you know? NUNZIO ROSELLI: Yeah, when I first moved here, there were a lot of things that hit me. The biggest thing I'll tell you was the freedom, you know, like kids over there had a lot more freedom, okay? By that, what I mean is every night you go out [laughter]. I mean, a 7-year-old kid will be out downtown in a bar and with a few friends of his, seven, eight years old, nine, whatever. GREG CARCHIDI: Really? NUNZIO ROSELLI: They'd be out there, they'd order a beer, you know? GREG CARCHIDI: You can go order a beer or order a glass of wine? NUNZIO ROSELLI: You know what I'm trying to say? Or you know, even if you don't do that, you go out every night. You're out, and you're in a place where there are a lot of people, you can meet a lot of people, you know what I'm trying to say? But over here, you know, your nights would be spent home, you know? I've never seen winters in Sicily. The biggest winter I've seen is maybe 2 inches of snow, nothing really big, you know? GREG CARCHIDI: Really? NUNZIO ROSELLI: And then all of a sudden I come here, it's five feet, you know? [Laughter] You walk out the door and say, "What the hell is this?" you know? GREG CARCHIDI: With all the snow. NUNZIO ROSELLI: But I think it's mostly the freedom that I had over there as a kid that I never had here, that I'm starting to enjoy now that I'm, you know, 17, 18, that I can go out, you know, have a good time that way, you know. I couldn't do that when I was younger.18 GREG CARCHIDI: So you think over here, they kind of postponed everything? They make you wait? NUNZIO ROSELLI: Yeah, yeah. GREG CARCHIDI: They make you wait before they let you live. NUNZIO ROSELLI: Yeah, which in a way is good, in a way it's not. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: You know. GREG CARCHIDI: Yeah, you got to think. They got to have some rules. NUNZIO ROSELLI: How is it that a country like Italy manages and a white kid can't manage it here? I can't understand that. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: You know, I mean, see, in Italy, that whole attitude towards booze or something like that is different. You know, they don't think of it the way you think of a beer here. "Oh, kids having a beer! Oh! Hit him!" you know, do this… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Over there, the parents will get a kick out of giving the kid a beer, you know, "Drink it." Here, "Can you drink this?" [Laughter] No, no… GREG CARCHIDI: Yeah [laughter]. NUNZIO ROSELLI: Yeah, I had a little cousin, my uncle used to get a kick out of seeing him smoke. He was like two years old. GREG CARCHIDI: Really? NUNZIO ROSELLI: My uncle used to get a kick out of seeing the kid smoke and blow through his nose [laughter]. I couldn't believe it. I used to do it, yeah. It's the way Italians are, you know? We're, I don't know… different [laughter]. GREG CARCHIDI: Yeah. What the heck, I admit it. NUNZIO ROSELLI: I don't know [laughter]. GREG CARCHIDI: What the heck [laughter], I admit it… NUNZIO ROSELLI: I admit it about you too [laughter]. 19 GREG CARCHIDI: Yeah. Have you been able to form any opinion about the American political system? NUNZIO ROSELLI: I'm not much into that. I don't know about it because, you know… GREG CARCHIDI: Well, over here, you know, the politics kind of dictates how you live. I mean… NUNZIO ROSELLI: Yeah, well… GREG CARCHIDI: You pay tax, all kinds of taxes here. NUNZIO ROSELLI: All right, all right. As far as taxes, from what I see, it's too much over here, okay? It's good because the government is rich and all that and they can do a lot, and that's why the country's probably rich. But see, besides there being a lot of work and stuff like that -- but see, in Italy, you don't have the taxes that you got over here, okay? People make less money, okay? But they spend less on taxes, you know? And they don't work as hard. My parents always say how work over here is, you know, it's like hard compared to work in Italy. You work in Italy, you get a three-hour lunch break, you know? And if you work all year around, you get at least one month vacation, yeah, something like two weeks you get over here or one week, you know? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Plus the fact that every night, you go out having a good time, something like that, you know? It's more relaxed. People don't work as hard. They have more time to themselves. GREG CARCHIDI: Everything is competitive over here. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Have you noticed that? NUNZIO ROSELLI: Yeah that's right, that's right. GREG CARCHIDI: They compete for everything, I guess, [unintelligible - 00:27:01]. NUNZIO ROSELLI: Even for your job, even for your job. See, I don't know, it's just different. That's the only thing that I don't like. But I'm used to 20 it, you know? I mean, I can relate to other American, I could relate to it, you know, as far as work, you know. It doesn't bother me because I grew up here, you know, so. All right, good night. SPEAKER 2: Go out [laughter]. I'll go. NUNZIO ROSELLI: Bye. Yeah, they go out a lot, gonna have a good time [laughter]. GREG CARCHIDI: That's good [laughter], that's good. You've given me most of your opinions about the people who lived there. NUNZIO ROSELLI: [Unintelligible - 00:27:48]. GREG CARCHIDI: Yeah, yeah, [laughter], you know. What else? NUNZIO ROSELLI: Talk, talk. GREG CARCHIDI: I mean, like heck, you lived in Italy for seven years, you know? There must have been a few things that really… NUNZIO ROSELLI: Well, I like both countries, you know, as far as opinion and the way of life. I'm used to the way of life here. You know, I'm not against it. I like the way of life over here. I like staying at home at nights, or -- you know what I mean, as opposed to always going out, like in Italy. In other words, people over there relax by going out and talking to friends, you know? Well the people over here relax by staying at home, watching TV, you know? In Italy, you know, you don't have TVs like over here. You don't have the entertainment at home… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: To do over here. Just stay home and just listen to the radio or TV. So people go out more, people go out to socialize with their friends, or there's a group of friends that comes over to somebody's house, you know. It's just a mock. GREG CARCHIDI: They play cards… NUNZIO ROSELLI: Yeah, play cards, have wine. People are just crazy over there. Just, you know. GREG CARCHIDI: Yeah, they make a big thing out of it over here. NUNZIO ROSELLI: That's right.21 GREG CARCHIDI: They got to go out. The woman gets ready for four hours, you know. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: That's the way. NUNZIO ROSELLI: Well, it's different. I'm not saying one is better than the other. I'm just saying. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: It's a big difference. GREG CARCHIDI: It's true. NUNZIO ROSELLI: You know, and I could deal with either one. GREG CARCHIDI: Okay, I know probably your favorite hobby is music, because we play in the same band. So, did you start playing the drums when you were in Italy or when you were that young? NUNZIO ROSELLI: No, I just started playing that thing when I was 11. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: I was in the fifth grade over here. Matter of fact, I started playing because I was sort of forced into it by my fifth grade teacher. I studied with this real mean Italian lady. Her name was Ms. Holera… GREG CARCHIDI: Yeah [laughter]. NUNZIO ROSELLI: She was a nun at one time, you know. It was [unintelligible - 00:29:48] really mean [unintelligible - 00:29:50] you know [laughter]. Anyways, one day we got a call from the office, anybody wanted to try out for the band, you know, who could try out. And she goes I hope everybody in here is going to try out, because if you don't -- she made some remark or something. So I was afraid of her, you know. She said I'd better go down and try out, you know, or else she might get really mad at me, you know. I don't want that, so I went down. I was like -- hey, I thank her for it now, you know? GREG CARCHIDI: Really?22 NUNZIO ROSELLI: I wouldn't have gone down [laughter]. Hey, she was Italian, too. GREG CARCHIDI: But that's pretty good. But you never really had -- did you have any hobbies in Italy when you were, like, your first seven years of life over there? NUNZIO ROSELLI: Seven years? GREG CARCHIDI: You just did what the other kids did? NUNZIO ROSELLI: Well, what kind of a hobby does a kid have when he's seven? You know what I mean? GREG CARCHIDI: Yeah, they don't even start -- you know, over here, they don't even start with playing little league baseball until they're eight or nine, something. NUNZIO ROSELLI: You believe that I play any sports… GREG CARCHIDI: What did you do over there, you know, when you were little? NUNZIO ROSELLI: Oh, for fun? I played soccer… you know. What do kids do? They just hang out. GREG CARCHIDI: Hang out… NUNZIO ROSELLI: [Unintelligible - 00:31:05] when I was seven, you know. Yeah, that's mostly what I did. I had a few friends around the neighborhood. We used to always meet. We'd meet like at eight o'clock in the morning, you know, when there was no school. We'd be out till 12, go home eat 12, sleep a few hours, and then after… GREG CARCHIDI: Go back to school? NUNZIO ROSELLI: Well, go back on the afternoon, you know, and just play [laughter]. GREG CARCHIDI: How was the school over there in Italy? So you must have went '67, '66. You must have gone to school over there. Did you go like five days a week like here? NUNZIO ROSELLI: No. GREG CARCHIDI: Three or something or whatever? NUNZIO ROSELLI: Not at all. I went six days a week. It went longer as far as the weeks go, but you only went from 8 to 12. You don't have to go in 23 the afternoon, you know? You went Saturdays, but you don't have to go. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: That's good. NUNZIO ROSELLI: They ought to keep that up. I used to like school when I was in Italy. GREG CARCHIDI: Yeah? NUNZIO ROSELLI: I had a teacher that really liked me. She knew my mother, and just really liked me [laughter]. GREG CARCHIDI: You were only 6, 7 years old. NUNZIO ROSELLI: You know, people in Italy mature fast. GREG CARCHIDI: Yeah [laughter]. NUNZIO ROSELLI: No, I know. GREG CARCHIDI: Yeah, I had sideburns when I was about 13, 14. NUNZIO ROSELLI: Right, right. Don't you find that a lot of…? GREG CARCHIDI: I had full sideburns. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: When I was 14, I could have grown, you know… NUNZIO ROSELLI: Right. GREG CARCHIDI: I had to shave my sideburns and my mustache. NUNZIO ROSELLI: Yeah, I started shaving when I was in the sixth grade. GREG CARCHIDI: Really? NUNZIO ROSELLI: Uh-huh. But as far as maturing, I don't know if it means much, but when I went over there a few years ago, I find that girls are like 13, 14, I mean… GREG CARCHIDI: Developed, yeah? NUNZIO ROSELLI: Developed. They looked like they were 18, 19. GREG CARCHIDI: Well developed, yeah. NUNZIO ROSELLI: It's not [unintelligible - 00:32:58] I couldn't believe it. GREG CARCHIDI: Yeah. Hey, you want to go? Let's go, okay [laughter]?24 NUNZIO ROSELLI: No, no, it will freak you out. GREG CARCHIDI: Well, yeah. It's like over here. One of my other friends goes back every year, you know, Sandro Vittorioso. He goes back every year for [unintelligible - 00:33:16]. He goes to Italy. She has relatives that are still over there, and he says it's amazing, it's amazing. Just like what you're saying, he says exactly the same, because he's from a small, small town or village, you know. He says the same thing. He says people over here, you know, you can't beat this country for its richness and all that, but people over there, you know, open a store when they get up [laughter], when they get out. But when they have to wake up or when they do get up and all those siesta. NUNZIO ROSELLI: Is that [unintelligible - 00:33:53]? GREG CARCHIDI: Jeez, I wished they had that [laughter]. If we were good at our band, then we'd become good, real good… NUNZIO ROSELLI: We could have the same thing… GREG CARCHIDI: Real good, we could get rich. We could have a siesta every day, a little espresso [laughter]. NUNZIO ROSELLI: A little espresso. Yeah, that will keep you up if you get a siesta, isn't that right? GREG CARCHIDI: Yeah [laughter]. Well, do you think you would ever go back there to live? NUNZIO ROSELLI: I might. But I really -- well, I used to think about it a lot more, you know, when I was younger. Because after I lived here for a year or two, I got homesick, okay? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: I really got homesick. That happened, you know, all the way up to about five years, six years ago, you know, after -- I've lived for like seven years. Well, after I've lived here for about six, seven years, I started realizing, you know, I started growing up here, I started becoming, you know, more of an American, you know. I 25 grew up with kids that, you know, they were Americans. I talked to them in English. I did the same things they did, you know. I play football or whatever, you know? You know what I'm trying to say? So it's… GREG CARCHIDI: I don't know what you're saying. NUNZIO ROSELLI: So I sort of felt both ways… GREG CARCHIDI: You feel -- yeah… NUNZIO ROSELLI: You know, when I went over there for a vacation at summer, I stayed out there a month, and I'm just used to it over there. It was like I never came over here. And I came back here, and I have a hard time getting used to it. But once I get used to it, I could handle over here. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: You know. GREG CARCHIDI: All right. I got a couple of other questions. NUNZIO ROSELLI: You mean that hasn't run out yet? GREG CARCHIDI: All right. No, no, no [laughter]. About 10 minutes, Nunz. Hang in there. NUNZIO ROSELLI: No problem. GREG CARCHIDI: I want to ask you. Like I know that we all, like, all of us Italian Americans here, we like salami… NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Proscuitto, capicola, pepperoni with, you know, provolone cheese. I always wondered this. Now, the Italian cold cuts that we get over here, are they as good or close to what you get over there, the real thing? NUNZIO ROSELLI: No way. They're absolutely not, absolutely not. GREG CARCHIDI: You mean this is second-rate garbage? NUNZIO ROSELLI: This isn't even a second rate. I mean, this is… GREG CARCHIDI: This is real horse dung, man [laughter]? NUNZIO ROSELLI: If you want to compare it -- holy shit, you know, it is. 26 GREG CARCHIDI: So we're paying four, five dollars a pound for cured capicola over here? NUNZIO ROSELLI: Right. They have in a ball over there, you know, good stuff. It's a big difference. Even the stuff they import from Italy over here… GREG CARCHIDI: It's not as good? NUNZIO ROSELLI: Nothing compared to the real, you know… GREG CARCHIDI: It's nice over there. NUNZIO ROSELLI: Yeah, nothing compared to it. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Yeah. As a matter of fact, we just bought some capicola. GREG CARCHIDI: Yeah? NUNZIO ROSELLI: Gonna hang it up in the other room there. GREG CARCHIDI: Oh yeah? NUNZIO ROSELLI: Yeah. Hey, if you want a slice, you'll just slice it later on, man. GREG CARCHIDI: No, that's okay [laughter]. NUNZIO ROSELLI: You know, well… GREG CARCHIDI: What, you buy it from Italy? Somebody sent it over? NUNZIO ROSELLI: It's not from Italy, but it's from a store that's supposed to make it just like Italy. It's good. Don't get me wrong, it's good. GREG CARCHIDI: You know [unintelligible - 00:37:01] in Boston… NUNZIO ROSELLI: Yeah. GREG CARCHIDI: In the north end in Boston, that's pretty good. NUNZIO ROSELLI: They're from Italy? GREG CARCHIDI: Yeah, I think they make their own. Some they make their own, some they import. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Very expensive, but… NUNZIO ROSELLI: Well, you know, it's the same. The only thing about it that's kind of hard, the flavor's still not as good as the Italian. Anything, you just can't beat it, the sauce…27 GREG CARCHIDI: See what I mean? That's what I do on Sundays. You know, it's not what you like to do on a -- you gotta take a day in the weekend, you eat a capicola, sit down [laughter], pasta, antipasto… NUNZIO ROSELLI: Uh-huh, that's great [laughter]. GREG CARCHIDI: It's like Thanksgiving. The Americans, they feature the turkey Thanksgiving. We feature lasagna, you know [laughter]? NUNZIO ROSELLI: Manicotti. GREG CARCHIDI: Manicotti. NUNZIO ROSELLI: We had Manicotti in Thanksgiving. We had the turkey, but hey, you give them… GREG CARCHIDI: The turkey's last. NUNZIO ROSELLI: That's right [laughter]. GREG CARCHIDI: The turkey's last. NUNZIO ROSELLI: Right. GREG CARCHIDI: Nothing against the Americans, but I mean hey, when they can make a turkey that tastes as good as lasagna or manicotti, then we'll eat it first, you know [laughter]? Well, all right. This is one of the things I want to ask you. Yeah, that's right. Okay, you're a senior now at high school, at Leominster High School. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: You're the head drum major for the band, the marching band. You've been in the all-state concert band your junior, and you look like you've got a real good chance to have a decent career in music, like -- I know you do very well in school. Do you have any plans to, you know, go to college for your education, or -- what do you think you might like to do? NUNZIO ROSELLI: Sure, yeah I'd go for a [mortician's] job, no [laughter]. It's like a friend of mine who goes to college for philosophy and gets out and becomes a [mortician]. I'm going for music, yeah. Definitely. I've thought about it for four years now, you know? I kind of decided against for three or four years, but this year I realized that, 28 you know, I can't go for [unintelligible - 00:39:12] engineering. I'm going to go there, you know, I'm just going to flunk out, you know, just -- because I can't do it. You know, I got to do something I like. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: I just couldn't go for four years, four other years in school. I'll take some courses like calculus again, yeah. GREG CARCHIDI: Well, do what you like. NUNZIO ROSELLI: That's right. GREG CARCHIDI: That's good. NUNZIO ROSELLI: That's the way I feel about it. You know, my parents, they say, "Hey," you know, "what are you doing? You got to go for something that's," you know -- I think they kind of realized now that that's what I got to do. They have to respect me for it. GREG CARCHIDI: It's the same thing. A lot -- that's an American thing over here, [unintelligible - 00:39:48] parents. You're going to become a doctor, you're going to be a lawyer, you're going to be -- you know, my parents not as much as I know other parents… NUNZIO ROSELLI: Right. GREG CARCHIDI: But you know, over here, you got the freedom to do what you want, when you want, and why. You know, why you want to do what you're going to do. You might as well take advantage of it. NUNZIO ROSELLI: That's right. Well my parents, you know, "Why don't you go for something like lawyer stuff?" I said, "I just can't do that. I see no reason why I --" you know, I can't do something like that. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: See, all right, my parents grew up in a time when work was scarce, the war was going on. So they're more inclined to feel that [unintelligible - 00:40:29]. GREG CARCHIDI: Yeah. Well go ahead, go ahead. It's all right. NUNZIO ROSELLI: Can I stop over there?29 GREG CARCHIDI: No, no, okay [laughter]. No, it's okay [laughter]. Hurry up, the tape's running out. NUNZIO ROSELLI: All right, all right [laughter]. Well see, my parents feel, my parents feel -- they're more inclined to feel that work is something that you go to work, okay? That's not something that you have to enjoy as long as you make money out of it, you know what I mean? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Because they grew up in a time in Italy when work was scarce, you know, and you have to make a living and stuff, you know. But I think they understand that, you know… they're not giving me a hard time about it, you know. I told them once, like I'd decided, I've made up my mind a few months ago and I told them, you know, they opposed it, but they haven't said anything ever since, you know. They're not going to bug me about it. GREG CARCHIDI: Hold it against you, yeah. NUNZIO ROSELLI: They can't do that. GREG CARCHIDI: That's okay. This about wraps it up here. NUNZIO ROSELLI: Oh, finally. GREG CARCHIDI: But that's good. All right [laughter]. But it's interesting, Nunz, because… NUNZIO ROSELLI: Oh, nice talking to you. GREG CARCHIDI: Really, there's not many Italian immigrants that are, you know, your age around that can have and really express their opinion like you did. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: So this has been an interview, an oral history, [laughter] with Nunzio Roselli. You're 18, right? NUNZIO ROSELLI: I'm going to be 18. I'm sorry, I didn't tell it. January first. GREG CARCHIDI: And you skipped a grade, right? NUNZIO ROSELLI: Yeah.30 GREG CARCHIDI: They kept you back then you skipped a grade in school. NUNZIO ROSELLI: Right. GREG CARCHIDI: You must have, because you're 17. NUNZIO ROSELLI: Well, [unintelligible - 00:42:03] should be out. I should have been out last year. GREG CARCHIDI: Oh yeah? NUNZIO ROSELLI: Yeah. GREG CARCHIDI: But you did skip a grade? NUNZIO ROSELLI: Yeah, I did skip a grade because… GREG CARCHIDI: After you learned a lot? NUNZIO ROSELLI: Hey, they screwed me once, you know? They can't screw me all the time. GREG CARCHIDI: Hey, that's right [laughter]. Okay. So thank you very much, Nunz. Why don't you say goodbye to the people in your native tongue? NUNZIO ROSELLI: Arrivederci. [Speaking in Italian] and as long as you pay me an extra 10 bucks this week, you know [laughter]… GREG CARCHIDI: Say merry… NUNZIO ROSELLI: Buon Natale, Buon Natale. It means Merry Christmas. GREG CARCHIDI: Buon Natale. NUNZIO ROSELLI: Buon Natale. GREG CARCHIDI: All right gracias, gracias. NUNZIO ROSELLI: [Speaking in Italian]. GREG CARCHIDI: [Speaking in Italian], okay. This about wraps it up. NUNZIO ROSELLI: [Speaking in Italian]. GREG CARCHIDI: Now that's the way it is./AT/jf/cl/es

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Alleman Hardware Co., Manufacturer's Agent and Jobber of HARDWARE, OILS, PAINTS AND QUEENSWARE, GETTYSBURG, PA. The only Jobbing House in Adams County. PATRONIZE OUR ADVERTISERS. Vft Seligiiiqi] Am Gettysburg's Most Reliable THILOfjS «»»«* « « 0« « CO., MANUFACTURERS, YORK, PA . U S er Government for this murderous act, but he denied it and put all blame upon the natives, and furthermore, he declared that there was no great loss, because these two families were in the way of prosperity. The British flag was then raised on the place, and he called it British ter-ritory. The Boer Government complained bitterly on account of this act. England answered that it was done without her consent, but as the flag was flying, it could not be taken down, and that England was willing to pay damages to the sum of two million pounds. In 1878, gold was discovered in Zululand, and when Eng-land hoard'of this, she decided that she must have a part of it or all of it. I believe that England would claim the moon, if there were a way to rcn-n that celestial body, and if diamonds and gold were discovered on it And if she had no other rea-sons for her claims, she would say, "we have looked on it for so Jong." But Shoedanviia. the king of Zulaland, was not willing that the British should have their own way for he knew that this would end his rule and bring ruin to his people, and so he ■went to war with Engi-.nd. ' England was worsted in this war. Their army, after having received several defeat , was finally surrounded by the Zulus and would have been annihilated, had not the Boers interfered. Gen-eral Lewis Mover wa; sent from Pretoria with 5,000 Boers to aid the English. He siu.eeded in breaking through the lines, of IO THE MERCURY the Zulu- and relieved the English army. As soon as the Eng-lish gem al realized that he was no longer m danger, lie took matters into his own. hards and invited the Zulu king to visit the British camp under a flag of truce and make tei as soon as lie arrived lie was arrested and e> :>f peace; but on a small island off the western ooast of Africa. England thought that this would end the triibe with the Zulus, but the son of the exiled ruler proclaimed himself king and made preparations to continue the war, but England had enough, and secretly with-drew her arm}' into. Natal. The English Government was chagrined by this defeat at the hands of a savage nation, and the loss of men and money, with-out any corresponding gain of territory, consequently she de-cided to steal the Orange Free State and part of Transvaal. But the Boer Government watched them closely and made pre-parations to meet the invasion. In 18S1 the English army marched into Boer territory, but they were entrapped by an army of Boers numbering 600 men, who defeated the British army of 7,000 men. They killed about half of them and cap-tured the others. When Gladstone, the premier of England, received news of the battle, he said: "I can,not send soldiers to South Africa as fast as the Boers kill them. We ought to make peace with those people who know how to fight for their rights and liberty." A term of trust was agreed upon during which time hostilities should cease, and President Krueger was invit-ed to come to London to make definite terms of peace. Accord-ingly, in 1883, President Krueger, .Taubert, Dr. Reitz and mv-self, went to London where we were treated witli the greatest re-spect by the English. Oom Paul was regarded as a hero With the help of Mr Gladstone, a man of honor, who was friendly toward the Boers, a treaty was signed which favored the Boers. The Tinted States had already recognized the South African Republics as independent governments. In this treaty, Eng-land did likewise, and soon many other powers followed. We went on our way'rejoicing. First to Holland and from there to Germany, where Bismarck gave a dinner in honor of Krueger and hi;-, party. It was on this occasion that Bismarck said: "Krueger is the greatest statesman living, for he got the best of that political fox, Gladstone, and England will dig the grave of her wprld's power in South Africa."- THE MERCURY II The treatj' made in London in 1884 would probably never bave been broken, had not gold been discovered in Jobannsburg, Transvaal during the same year; and if Gladstone., Bismarck and James Blam had lived in 1899, the war would not have broken out. When it became known in England that plenty of gold could be found at Johannsburg. the English people at once began to flock thcTe. Cecil Rhodes, a heartless man without conscience, was one of the first arrivals, who at once made prep-arations to mine the gold. He realized that it would not do to bluff Krueger as he had done before, therefore, he began to treat with Krueger and .he Government in Pretoria. He offered to organize a company to dig the gold and give a certain percent-age to the Boer Government. This company was organized, and it was agreed that the Boer Government should receive 25 per cent, of all the gold mined. All went well for a time; but in the year 1891 the English capitalists began to complain about this percentage, claiming that it was too high. Cecil Rhodes, Barno Banato and Alfred Beit, as the heads of the company, forced the working people to strik.v This strike broke out in 1894 and was at once put down by the Government. In order to lower the wages of the working-men, the company brought in prisoners to work in the mines, but the Government would not allow them to remain. After this failure, the. company imported coolies from Japan, China and India, but these the Government also sent away. Then the company bought control of many Eng-lish newspapers and the newspapers of other countries and these papers slandered the Boers as being opposed to prosperity and progress. Joe Chamberlain, Secretary of the Colonies in Lon-don, now took up the matter and commanded the Boers to per-mit the importation of foreign laborers, and, furthermore, to give all British subjects the right to vote and to hold office. The Government was willing to grant this privilege providing these subjects should swear allegiance to the Transvaal Republic. This the British refused to do. Cecil Rhodes and his friends hired Dr. Jamison and a civil engineer from the United States to organize a mob, invade Jo-hannsburg and take the mines from the Boers; and if possible, to overthrow the Government in Pretoria. The two men organ-ized a mob of 3,000 men who marched up from Capetown and openly boasted that they would soon have the Boers under con- 12 THE MERCURY trol. But the Boers made preparations to meet the mob and were ready to interfere when the time came. Jamison and his men came on toward Johannsburg and expected to arrive there in the evening; hut 'he Boers intercepted them and made an at-tack about nine miles from Johannsburi;. Jamison and his men after a short fight, were captured and taken to Johannsburg. Dr. Jamison and nineteen other leaders were taken to Pretoria and there imprisoned, -while the remainder were condemned to be shot for high treason. The British Government claimed to have no knowledge of the matter, but declared that they would punish these men, if the Boers would turn them over to them. President Krueger obeyed their request and handed over the captives. They were taken to London, given a mock trial, sen-tenced to six months imprisonment, but were soon afterwards pardoned by the Queen. Chamberlain and Rhodes determined to bring on a war be-tween the two nations and, therefore, troops were constantly being brought into cur country. When we inquired as to the meaning of this, we were put off or received no answer at all. It was a kind of "cat and mouse" philosophy wdiich England wished to practice on the Boers; England being the cat and the Boers the mouse. England said, "I am a cat and am satisfied, while you ought to be willing to become a part of a cat." "Come," she said, "let me devour you that you may become a part of a cat as so many other mice have done before." But the Boers failed to see the wisdom of this kind of philosophy and refused the invitation to be eaten. m THE MERCURY , 13 WHAT THE TURKEY DID. ■ A Christmas Story. H. A. CHAMBERLIU, '08. KTHUK CLARKS01SF ceased his labors and, buried in thought, rested for a moment leaning upon his axe. Truly his life was a hard one. .Why should he be compelled to remain here on this farm to cut wood while his companions were enjoying themselves with their friends and relatives at their respective homes? When his chums had all left college he had turned sorrow-fully away and had gone slowly out to the nearby farm where he was to work during the Christmas vacation to pay his college expenses for the ensuing term. It is true he had found a pleas-ant place. Mr. Northwood, the farmer, and his wife had been very kind to him. He had also found Gladys, their only daugh-ter, a girl of seventeen, very interesting and friendly during the long evenings when he had rested before the open fire-place in the comfortable sitting room. But with all this—it was not his home. Often he had felt lonesome. But with that determination which had characterized his col-lege course and had won for him the latin prize in his Freshman year, he went to work again with renewed vigor. Higher and higher grew his pile of kindling wood—fewer and fewer became the number of pine blocks. Suddenly his attention was at-tracted to a figure coming slowly clown the walk which lead to the woodshed. It was Gladys. "I thought I'd come to watch you work a little," she said. "We have been so busy in the kitchen getting ready for Christmas." He would much rather have stopped his work and talked to her but he kept on plying the axe. She continued to chatter and he endeavored to listen as best he could, but it was hard to work and talk at the same time. All at once without the slightest warning the axe slipped, cut-ting a long gash in Irs hand. He felt a sharp pain but did-not cry out. He looked at the girl who had become deathly white. With a little cry she Ihrew up her hands and fell senseless upon the carpet of chips which covered the ground. He carried her tenderly to the house almost forgetting the ac- H THE MERCURY ciclent, which had caused her insensibility, in his efforts to bring her back to consciousness. Mrs. Northwood, at first, in her excitement did not know what to do. After a little work, however, Gladys opened her eyes, and the flow of biood from his hand had been stopped. That evening as they sat before the fire discussing the events of the day, Mrs. Northwood said: "Gladys, why don't you ever wear-that ring which your uncle sent you from Mexico ? The stone alone must be worth fifty dol-lars. I am afraid yon do not appreciate the gift." A bewildered look came over the girl's fa-^e and she exclaimed : "1 was wearing that ring this afternoon when I fainted." Mrs. ISTorthwood shot a sudden glance at Arthur which he did not fail to notice, but said nothing. They then separated for the night. The next morning as Arthur was about to begin his usual work in the shed, the old farmer came out to him with a stern expression on his face. "You need not woi-k any more for me," ho said slowly. "Gladys could hardly have lost the ring for we have all searched every-where for it, and you were the only one with her at the time she was unconscious. I will keep the affair quiet but you must go today. Go back to your college and try to learn that a college education consists of more than that which we get from the books." "Why"— Clarkson began but was checked by the farmer:— "No explanations are necessary, sir—go." Clarkson climbed the stairs to the little room they had given him and gathered together the few articles of clothing which he had brought with him. If he had ever been sad before he was doubly so now. A shadow fell across the floor. He looked up and saw Gladys standing in the doorway— her eyes red with crying. •'•'Oh, Mr. Clarkson,"' she began, "I am so sorry. I know that you would not take the ring but my mother—" With this she threw her apron over her head, and, in a flood of tears, left the room. As he went back to college where he must now spend a miser-able Christmas alone, h? bemoaned his fate. His good name bad been ruined. His tuition could not be paid. He was a vie- THE MERCURY 15 tim of circumstances. And yet she had said that he was inno-cent— that was one consolation. The next day he sauntered up to the postoffiee to see if he would receive a letter from home. Sure enough, the postmas-ter handed it through the bars, hut as he looked at it he noticed that the address was m a strange hand. He opened it and read: "My dear Mr. Clarkson:— Come out to the farm at once. I was too hasty You are innocent. Yours • very sincerely, Jacob Northwood." The note was very brief, but how it thrilled the heart of the youth. He lost no lime in getting to the farm where Gladys met him at the gate and said: "Oh. Mr. Clarkson, we have found the ring. When we killed the Christmas turkey we found it in its craw. The selfish old gobbler- had picked it up from the place where I must have lost it. Come into the house." It is not necessary to' relate all the pleasant things which fol-lowed. There was no more wood cutting and—such a Christ-inas! The Xorthwoods tried in every way to make amends for the wrong they had done him. AVhen he returned to college a week later he was the happiest boy to arrive, for he had not only had a delightful time, and found new friends, but best of all in his coat pocket was a cheque on Mr. aSTorthwood's account which would more than pay the expenses of the term. 16 THE MERCURY THREE GREAT PHILOSOPHERS. Plato—Part I. CHARLES W. HEATHCOTE, '05. LATO was born in Athens about 42' B C. He was the son of Aristo and Perictione, a noble family. His mother traced kinship to Solon, the great legislate-of Athens, and Solon was a desce. dant of Noleus the i?on of Poseidon. Aristo, his father, was a descendant of Codrns the last great Athenian king, and he traced kinship to the god Poseidon Tradition claims that the god Apollo especially foless-id fti.p marriage of Aristo and Perictione and endowed Plato with special divine qualities. At an early age he received instruction • rom alle teacher Dionysius taught him literature; Ariston, the Argiane,.,gym-nastics and Megillus of Arigentamj music. With the other youths he took part in the Pythian and Is hmian games. He also, probably, took part in the military expeditions to Tanagra, Corinth and Del him. ♦ In his youth he was actively engaged in writing poems. He look part in many literary contests and reveaied much power and ability. He was about to enter a contest with a poem upon which he had worked faithfully and careful'y, when he became acquainted with Socrates. He destroyed hi' poem and most of his other poetical writings. However, some fragments have come down to us and they reveal beauty, thought and simplicity in style. From the time he met Socrates, he began to devote ail of his time to philosophy Plato was a student. He was acquainted with the past history of Greece and the sy terns of the earlier philosophers. His poetic nature and temperament revolted against the course and flippant reasonings of many of the phi-losophers of his day. They sounded as it were the minor chord entirely in their reasonings and to this the nature of Plato re-fused to respond. Thu.-:, when he understood the teachings of Socrates and the truths he taught, it seemed as if he had touch-ed the inajoi chord, tha: beautiful melodious bell-like tone, in his heart, for at once his whole nature became attuned to the THK MERCURY 17 1 ruths of Socrates and Plato bee;■1 me his enthusiastic and power-ful disciple. Plato was.about twenty years of age w'jen ne came under 1 he influence of Socrates. He was yet in hie creative process of life. His master's power over him was absolute. Since Socrates' work was noble, inspiring and uplifting, he was able to make Plato a mighty power for good in the world. Plato remained faithful and true to his old teacher and mas-ter, lie was a true disciple. He followed his teacher through his varied caieer and after his death which had been inflicted by '.he Athenian people he became the leader oC the Socratic school •md taught and promulgated anew the immcital Socratic truth. His truth was ideal. Sometime after Socrates' death Plato went to Egypt and made himself acquainted with the religious thought of that land.Trad-i tion says that he also went to Persia, and the^e he was taught the Zorathushtrian doctrines. But this cannot oe definitely deter-mined. He also visited Italy and studied the organization of the Pythagorean schools. Plato very likely visited Euclid at Megara, as Megara was not very far from Athens. How much influence Euclid had over P'ato in the formation and the deeper '.evelopment of his philosophic system can not be definitely 1 nown On his return to Athens he was threatened with punishment and even death. He stood firm in his determination to carry nit his master's work and would not be swerved from his course. Plato look 1-0 active part in governmental affairs. He was not ?n orator. ' He had returned to Athens to open a philosophic school. He opened his academy in the grove of Aeschemus. Over the great philosophic sehoo! he presided until his death. There with his pupils he analyzed and developed the germs of ethics, psychology and logic as found in the Socratij teachings. It is said that Plato made several voyages to Sicily in the in-terests of his academy. ■ At the invitation of Dionysius, the Svracusan ruler, Plato discussed with him on the subjects of happiness, virtue, government and justice. Plutarch (610) rays, "Justice was the next topic; and when Plato asserted the happiness of the just, and the wretched condition of the unjust, 'he tyrant was stung: and being unable to answer his arguments, i8 THE MERCURY he expressed his resentment against those>uo seemed to listen -o him with pleasure. At last he was extremely exasperated, r.nd asked the philosopher what business he hsd rrr Sicily. Plato answered, 'that he came to seek an honest man.' 'And so, then/ replied the tyrant, 'it seems that you have lost your labor/' Dionysius had resolved to slay Plato but through the plead-ing of Piato's friends his life was spared and he was sold into flavery to the Aeginetans. He was finally ransomed and re-turned to his academy. When D-'onysius the younger ascended the throne Plato again visited Sicily, but he was unable to accomplish anything. Of Plato's family less is known then of Socrates' Ye: y likely ne was married although it is not known to whom. Neither ran he be called an ascetic as some writers of recent times have been accustomed to call him. A man of hi, social, intellectual and moral position could not live an ascetic life and do the work he did. Thus it has been mentioned that his power as a writer was revealed in his early youth. It was evidently in the prime of ' ife that he established his academy at Athms. It was there ".hat he was busily engaged in teaching philosophy and writing •:nd rewriting his lectures and "there at the ripe age of eighty-pne he died." Marshall rays, "Prom the scene of his labors bis philosophy las ever since been known as the Academic philosophy. Unlike .'Socrates, he was not content to leave only -i memory of himself and his conversations. Re was unwearied in bis reduction and correction of his written dialogues, altering them here and there both iu c;.; ression and in structure. It is impossible, there-fore, to be absolutely certain as to the historical order of compo-sition 01 publication among his numerous dialogues, but a cer-tain np proximate order may be fixed." A very large number of works have been attributed to Plato. Some ha -c ' een proved spurious Most historians of philosophy accept thi ivy-six compositions as written by Plato'. Most au-thors aeocy the works of P.'ato as follows: Charmides; Lvsis• Laches; Ion; Meno; Euthyphro; Apology; Crito; Phaedo; Pro-tagoras, ihithydemus; Cral.lus; Gorgias; Hippias Alcibiades: TIUC MKKCUKY 19 Meneseus; Symposinus; Phaedrus; The Republic; Timaeus; Philebus; Parinenides; Theoetetus and The Laws. Acccrdirg to TJeberueg (104), "Schleiermacher divides the-works into three groups. Elementary, mediatory or prepara-tory and constructive dialogues. As Plato's first composition he names the Phaderus; as his latest writings, the Republic. Li-malus, and the Laws." In all bis waitings the poetic nature and style predominates. Although he is a waiter of urose, he is a poet at heart. Some-one ha-5 called him, "the Shakespeare of Gre k philosophy on ac-count of hif fertility, variety, humor, imagination and poetic grace. The philosophy of Plato is the philosophy of Socrates. This philosophical reasoning is prevalent throughout Plato's works. His thoughts and principles are built upon a Socratic basis. As Plato analyzes the deep thoughts of Socrates, he, here and there, adds a finishing touch and makes it more complete. It must not bo thought that Plato was a mere imitator, he was to) great a genius for that. Plato had been trained in the true Soc aric school of hard reasoning ana logical thinking. His kn Avlcdge of philosophy in the largest sense was marvelous. His knocedge of the various systems of the wo-ld gave him power to produce a careful and logical system, of reasoning with the Socratic truths as basic philosophical principles. Zeller says, "In Plato's scientific method also, we recognize the deepeinng, the purification and the progress of the Socratic philosophy. Prom the principles of conceptual knowledge arises, as its inunediate consequence, that dialectic of which Socrates must bi considered the author. While Socrates in forming con-cepts, stiV.es from the contingencies of the given case, and never ■ goes b3.T!id the particular, Plato requires by continued analysis from the phenomenon to the idea, from particular ideas to the highest and most universal.' The Socratic form of discussion 111 the character and manner of the dialogue is prominent in Plato's writings. If there is an idea that Plato desires to have understood and- made clear, it is brought out in his writings by the manner if speech. Though in some places his logic may be distributed, yet taken on the whole it is not the case. He sets forth his philosophy with 20 THE MERCURY (.learner and in a scientific way. The dialogue enabled his readers to grasp his ideas more readily. There is another striking characteristic in his dialogues; that is, Sociites is the central figure. He not on;y xeads in the con-versation, , 'le best listener, but he is also the most acute reasoner and thinker. Though Plato in some instanc s may represent an idealized Socrates, nevertheless be remembers how great a debt of gratitude he owes his master. From Socrates he received his spiritual and tbeistic beliefs. In th'i Banquet by Plato (M. Ed. T. 81) we quote the follow-ing pan; of a dialogue in which Socrates is discussing with Agathon Jhe philosophical conception of Love. "Come," said SocratT-., 'let us review your concessions. Is Love anything else th:n die love first of something; and secondly, of those things of which it has need?"—"Nothing."—"Now, remember x-f these things jrou said in your discourse, thai Love was the love —if you wish I will remind \ou. I think you said something of this kin.i, 'hat all the affairs of the gods were admirably disposed through the love of the things which are beautiful for there was no love of ^hings deformed, did you not say so?"—"I confess that I did."—'You said th.pt what was most likely to be true, my frLnd: and if the matter be so, the lovs of beauty must be one thing, and the love of deformity another. '■—"Certainly." So eo'n],rehensive is Plalo's philosophical system that much is emh-ived in it. To divide it into distinct divisions is diffi-cult. KIP philosophical system may be divided into three parts: logic, physics and ethics. Whe., the dialogues are examined carefully it is found though the though! may seem to relaps too much in the following state-ments, nevertheless, every thought looks up to the idea that Plato wishes to unfold. There is no confusion. One idea explains another idea, one thought leads up to another thought and so on in true progressive and logical order. THE MERCURY THE BELLS. JOSEPH ARNOLD, '09. 21 "How soft the music of those village b'-Jie Falling at intervals upon the ear., In cadence tweet, now dying all away. Now pealing loud again and louder Btill Clear and sonorous as the gale comes on." —C'owper. Soft and SAveet, indeed, are the'tones as they set the calm quiet air on a Sunday morning vibrating. What a charm the strains of a familiar hymn have, as they reach the ear from some distant church! ' And yet the chimes and bells with all their pleasant memories of childhood days lingeringly attached to them, with all their melodious sweetness, have an interesting history. Almost at the very beginning of things, a certain Tubal Cain, sixth descendant from Adam, an artificer in all kinds of metals, probably discovered the sonorous qualities of metals. He may have manufactured some crude instrument, which, when struck gave forth a ringing sound These crude beginnings gradually were improved upon; for, in Exodus, we learn that bells of gold were attached to the robe of Aaron in order that his going in and coming out of the place of worship might "be made known to the people. Zechariah introduces us to another improvement; namely, the inscription, "HOLINESS UNTO THE LORD," upon the bells of the horses. Not only did, in those early times, the Children of Israel make use of the bells, hut also the Egyp-tians, Assyrians and Chaldeans. Those used by the Egyptians were as a means of announcing the feast of Osiris. In offering sacrifices the priests of Cyble of Assyria made use of the bells. So on down through the ages we come across the development of bells, some of gold and others of bronze. About bells were associated many superstitions, as records show us. Pliny and Juvenal, it is said, tell us of bells being rung during eclipses, which were, as it was believed, attended by evil spirits. The ringing of the bells would, according to their beliefs, drive these away. The belief can easily be evidenced 21 THE MERCURY by inscriptions upon the bells as follows: "Pesiem fugo" and "Dissipo veutos." During the early Christian era a number of such brief inscriptions were put into poetical form and became the common inscription upon bells. Laudo Deum verum, plebum voco, conjugu clerum Defunclus ploro, pesiem fugo, festa decoro. Funero pilango, fulgura frango, Sabaia pango Excito lentoSj dissipo ventos, paco crucntos." Bells, even at a very early period, were put to a practical pur-, pose, as may be gathered from the following records left by Aes-chylus and Euripedes: Greek warriors were accustomed to wear small bells-upon their shields so that they might when on guard duty inform the passing captain that they were awake. Even Plutarch is said to have mentioned in his record of the seige of Xanthus the fact that bells were attached to nets stretched acre-the river so that natives could not escape by way of the river without coming into contact with the bells thus attached. Thus far small bells only were referred to, since the large ones were not. in use for worship or alarm or to strike the hour, till some 400 A. D. The use of bells for churches doubtless gave rise to that feature of architecture, the bell tower. In the Middle Ages, bells played a prominent part. During that period whenever a bell was cast, before it was used in a church, it went through a form of consecration; for it was wash-ed with water, annoiuted with oil, and marked with the sign of the cross in the name of the Trinity, and, from what we can gather, archbishops officiated and persons of high rank, with great pomp, attended the ceremony of christening. As time went on nearly every form of worship had its bell. There was the Sanctus bell, tho Angelus or Ave Marie bell, the Vesper bell, the Complin bell, and the Passing bell. The Sanctus bell of today is a small bell and it is rung before the elevating of the Host by the priest. During the Middle Ages, this was a large bell and rung just when the "Sancte, sancte, sanete Deum Sab-baoth" was sung or chanted. All who heard bowed their heads in reverence and adoration. The Angelus was rung at fixed hours and called the mind from worldly duties toward a mo-ment's meditation and the blessed Virgin. It further marked THE MEKCURY 23 the time of beginning and cessation of labor. There still lingers with ns a sweet echo, as it were, of that beautiful 'custom in the famous painting, "The Angelus." The artist seems to have caught the charm and in the moment of God-given inspiration placed upon canvas the halo of bygone days. The Yesper bell was the call to evening prayer and the Complin bell closed the clay. Finally the most impressive was the solemn tolling of the Passing bell; it called for the prayers of the faithful in behalf of the passing of a soul from life. A little of the spirit of the Middle Ages still clings to us; for we still adhere to some of the customs of those times. The toll-ing of the bell during the passing of a funeral in a "God's acre" comes directly from the custom of the Passing bell. One rite or ceremony peculiar to the Dark Ages was t. pe tolling of a bell to summon an audience in order that a priest might read in their hearing an anathema; to blow out in their presence the candle and in that manner excommunicate a poor unfortunate from "bell, book and candle." The use of the curfew is familiar to all. It was probably in-troduced into. England from France by William the Conqueror. Alarm bells were a,so used at an early date. Is it not Shakes-peare who makes Macbeth say when Birnam wood was moving on the castle in which he had shut himself, "Eing the alarm bell!" ? Of course, in modern times, since the discovery of electricity, the use of bells for alarm has become more or less systematized. The composition of material which enters into bell making can readily be gathered from various sources. There are in the world some very large bells, marvelous and unique, arousing much wonder and creating great interest. It may be that the longing for display was accountable for sucli huge sizes. May we not likewise infer that their immensity in the eyes of the ignorant and semi-civilized made them more meritorious? Thus Russia, mostly in a state of semi-civiliza-tion, is noted for the largest bells. The large bell which espe-cially attracts universal attention is the "King of Bells," the hell of Moscow. Hs history may be read at a glance from one of the inscr (ions upon it. namelv ip- 24 THE MERCURY . This Bell :, was cast in 1733 by order of the Imperial Empress Anne, Daughter of John It was in the earth 103 years and by the will of the ■ r .: Imperial Emperor ^ Nicholas "' "'-■: :. was raised upon this pedestal in 1835, August 4th. It is not necessary here to enter into details concerning its history; the number of times it was recast, its enormous weight or colossal size or the stir it created among the nobility of Eu-rope. Sufficient to say, that it excells and stands alone. There is another very large bell of which mention should be made namely, the Assumption bell of Moscow, next in weight to the "King of Bells." Although it weighs one hundred and ten tons and its diameter is eighteen feet, it is hung and tolled once a year. A writer says, "When it sounds, a deep hollow murmur vibrates all over Moscow, like the fullest tones of a vast organ or the rolling of distant thunder/' One bell, though not a large one, is nevertheless dear to the heart of every loyal American. That bell announced to the peo-ple that the Declaration of Independence was signed; that free-dom was theirs. It bears the name of "Liberty Bell;" a name •deserved and a name *hat will last as long as time itself. Though iits life as a bell is but a brief one, there arfc gathered about it miemories saored to us. It still, as its inscription reads, "Pro-claims liberty throughout the land." Thus ends the stoiy of the bell imperfectly and briefly told ,ind yet let us not forget to mention the important part it plays in poetry. First upon the bells as we find them may be found couplets which run ns follows:— ■ »k and, also. "Jesus fulfil with thy good grace All that we beckon to this place." "I to the church the living call And to the grave do summon all." THE MERCURY "Be mec and loly To heare the word of God." 25 There are possibly as many quaint inscriptions on bells, as upon tombstones but space does not permit mentioning them. Most of the poets make mention of bells in connection with services. Longfellow says the Angelus called the Arcadian fanner from his work. Shiller in his remarkable "Lay of the Bell," portrays the life of a mortal. How clearly he associates the storms and calms of life in the tale of a belFs making. And who can, in such melodious rythmical splendor compare with Edgar Allen Poe, as he depicts the functions of the bells in that masterpiece of his? How it thrills one to hear that poem re-cited! One can almost hear the merry jingling of the sleigh bells o'er the icy fields, or the mellow wedding bell foretelling a world of happiness, or the banging and clanging of the loud alarm bells, or e'en the solemn tolling from the lips of the sombre iron bells of luckless destiny. What a world of thought is cre-ated in the reading of a poem such as that! How it carries us back, yea back to the days gone by! How we hear faintly the bells, sweetly echoing in our hearts some happy occurrence, or like a voice from heaven bringing us in close touch with a dear one gone before. Thus bells have played an important part in life from times immemorable to the present day. 26 THE MERCURY DO WE NEED POSTAL SAVINGS BANKS IN THIS COUNTRY? BY 1908. AST summer wtu'le spending some time in a rural dis-trict of a neighboring state, an instance of particular interest came to my notice. One day a resident of the small I village came into the postoffice and had a money order for a certain amount made out in his own name. The postmaster, being of an inquisitive nature, asked the man why it should be in his own name. The man said he didn't want to have the money in the house; that lie didn't have time to take it to the bank (for the nearest one was fifteen miles away); that it would cost him just as much to send it to the bank as to get a money order for it, besides the trouble of sending it: and that it would he safer in the hands of the Government than if it were in the bank. An instance of this nature to a person of ordinary intelligence would he very striking. Thoughts of the advantages of some people and the disadvantages of others naturally arise. This man evidently was'not in a position to enjoy the great privilege of. men in other districts of having a hank in which to deposit his money. Xext we would likely wonder how many men were in a similar circumstance hut who did not invest their money in money orders, having it hoarded up somewhere as cold cash. There are, no doubt, so great a number of them, even though their amounts of possession being small, that a vast sum of money is being held, hound up and kept from circulation. The man's last remark as to thfe safety of his money in the form of a money order, brings the fact to our notice that banks do not have the confidence of the people in general that the Government evidently has, for this man was willing to pay the Government to keep his money instead of receiving interest for the use of if from a bank. few people will deny that our present system of banks is a success considered in all its phases. But is it the best system that can be had? Does it efficiently meet all that is demanded of it? We think not. The present financial condition of our country leads us to this conclusion. The fact that banks in their present condition are subject to failure thereby causing the THE MERCURY .27 loss of the wealth of their depositors oftentimes inspires, more especially the small depositor, with fear and shatters all confi-dence in them. As a consequence great amounts are hoarded up in strong chests and other places and are practically a drag to the progress of our country where free circulation of money is such a necessary function in prosperity. The money strin-gency which necessitated the recent issue of Government bonds was largely due to the inadequacy of our banking institutions to supply the need. Ours is a country of gre"at natural wealth, so vast, indeed, in extent, that we can hardly get a definite conception of it. Though we are making rapid strides in developing these re-sources, we have not reached the greatest degree of efficiency. There are vast tracts of land that could be more efficiently cul-tivated; mines to be developed; products to be transported; and many other directions for progress, but no means of bettering this state of affairs. Why have we not reached the highest, de-gree of efficiency? This question is easily• answered by saying that the circulation of money is too small. Thus we see the great need of getting all money possible into circulation. Since there is such a great need for the circulation of all the money in the United States, we need to consider reasons why this circulation is hindered. Probably the most striking of these reasons is the lack of confidence that some people have in our banks. Circulation is not hindered by the lack of confi-dence of our people alone. There are vast numbers of foreigners in our country who. doubting the stability of our banks, and having explicit confidence in their own government banks, send their earnings home and deposit them there. In this way great sums of money are kept from circulating in our land and for this reason some industries must suffer because of being unable to secure sufficient funds for their-further development. The issue of bonds recently made shows the great need of money for circulation and, above all things, shows that the money will most likely he obtained from the-people who are afraid of investing money in other enterprises, but, because of their confidence in the Government, are willing to take her bonds at a lower rate of interest than could be gotten otherwise. We have been considering the fact that there are conditions in our country which are not as they should be for its better de- 28 THE ME.RCURY velopment and prosperity. To set forth these deficiencies with-out suggesting a means of correction would be foolish exertion. Anything that will right these conditions we may regard as the very thing needed by our country. Our suggestion for the cure of these conditions is a system of postal savings banks. Such a system would reach all conditions of people as the banking places would be the postoffices and postoffices are found scattered everywhere in the states. Then the great amount of money that is hoarded up, because there is no bank near enough, would be put.into circulation. Then tun, very many of our citi-zens who now hide their earnings and the foreign element who send their money abroad for deposit in their own government banks, because of their confidence in an institution with govern-ment backing, and not in our banks as they now are, would de-posit in the postal banks and thus by increasing the circulation of currency, help to remedy existing conditions. One with a different idea might wonder what would become oi our present banking institutions which are run by individuals who necessarily reap the benefits not only of their own money, hut also that of the Government which they get at a low rate of interest. He might ask, Shall we harm a fairly well working system for one that we only imagine Avould work? That a sys-tem of postal savings banks would harm our other banks is not likely, for it would obtain greater amounts of money for distri-bution to these banks at a lower rate of interest. With this view of the matter, the private banks would themselves be benefitted as Avell as the country at large. Then as to the working of the proposed banks we have no serious doubts. They are working-well in other countries and could easily be successful here. But someone may object; think of the great expense ami trouble the Government would have to undergo. It is true there would be some expense and labor connected with the en-terprise but the benefits derived would be so much'greater in proportion to the money formerly expended as most clearly to justify such a course. If our manufacturers today would re-fuse to increase their business because of more cost to them, we would have a pitiable state of affairs existing. Industries would be at a standstill. But they do not conduct business on this principle. They make a great sacrifice of monev and labor to THE MERCURY 29 a certain degree and in return make a greater proportional amount of gain. It is therefore an easy matter to see that the system would pay for itself and that is all we demand of it, since it is a gen-eral public undertaking and is not supposed to be run in order to make money. It would be for the welfare of the individual citizens of our nation. The idea of labor is no argument against it. We may rather consider it as a point in its favor. The extra labor would furnish excellent, well salaried positions for a great number of people. That there is need of some way of keeping the currency of our Government in circulation is very evident. The present pros-perity and welfare of our country demand it. If the present demands it, the same will be true of the future, only then the demand will be more intense. To meet this increasing demand necessitates, some system that will reach the portions of the country in which money is hoarded; that will have the confi-dence of the public in its favor. Our present system of banks has been, and is doing a great deal towards a free circulation of money yet they are proving insufficient. A system of postal savings banks, as we have shown, would meet the above named requirements; would furnish greater circulation of money; and would therefore add very materially to our progress as a nation. T H E ERCQRV Entered at the Postoffice at Gettysburg as second-class Matter. VOL. XV GETTYSBURG, PA., DECEMBER 1907 No. 7 Editor-in-Chief EDMUND L. MANGES, .'08 Exchange. Editor ROBERT W. MICHAEL, '08 Business Manager HENRY M. BOWER, '08 Ass't Bus. Managers LESLIE L. TAYLOR, '09 CHARLES L. KOPP, '09 Assistant Editor MARKLEY C. ALBRIGHT, '08 Associate Editors PAUL F. BLOOMHARDT, '09 E. E. SNYDER, '09 Advisory Board PROF. J. A. HIMES, LITT.D PROP. G. D. STAHLEY, M.D. PROP. J. W. RICHARD, D.D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance : single copies 15 cents. Notice to discontinue sending THE MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contri-bute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. GEN. DE WALI_'S It is with a great ARTICLE deal of pleasure that we present this number of the MHUCURY to its readers par-ticularly because of its article on the Boers. Some few years ago, when war broke out between these people and the English, we all read of the movements and ac-tions that took place in the Tran-svaal and Orange Free State with great interest. The war from beginning to end is doubt- THE MERCURY 31 less familiar to 11s, but we know very little of the Boer history prim- to this time. This article' gives us a very distinct and clear cut epitome of that earlier period. A thing that lends a peculiar interest'to this article is the fact that it was written by one of the most prominent men of the people with whom it deals, so that we get the facts first hand, it is needless to waste time or space in telling those of our read-ers who met General Dc Wall about his personal experience or service, but it may be of some interest to those who did not have the extreme pleasure of seeing or hearing him. Fifteen years in German schools and universities, a period before the war as pres-ident of the Volksraat or Congress of the Transvaal Eepublic, and during the war as a general in the Boer army, are three major items of his life. We have been rather fortunate this fall in having the privilege of coming in contact with a number of distinguished men, but most striking, most unique among them all stands Gen. l)e Wall. .He is a very extraordinary type of man. a type that is very sel-dom 'found. In this man we see one who has had the great privilege of a liberal education; one who has been successful in life, having at one time been a wealthy man and holding a posi-tion in South Africa second only to that of the distinguished and well known Oom Paul Krueger; one who experienced war in all its phases; one who has suffered as few men have and sur-vived, having lost wealth, position and family, and is now even an exile because he lefused to swear allegiance to the country that deprived him of wealth and family, all that was dear to him. He did not come to us'in state, but as a very common, man, yet the impression that he made upon us is one that will last longer for that very reason. Is it any wonder that a man of such a' varied experience both in quantity and quality is interesting? Although he has been a child of fortune and has known the extremes of joy and sorrow, he has come through them safely, with principles and faith in his God unshaken. We again say that we consider ourselves fortunate in having this interesting and instructive article to give to our readers, not because of the worth of the article alone, but because of its distinguished author. 32 THE MERCURY LITERARY It is with a feeling of pleasure that we write CONTEST. concerning the coming Inter-society Contest. We are pleased to announce that, after a lapse of two years, the two Literary Societies have settled their petty disagreements and have agreed to meet in a general literary contest and de-bate. The contest and debate were formerly leading features of the winter term; but in -recent years, as before stated, have not been held for various reasons. And now, inasmuch as all preliminary arrangements have been made and the contest is practically as-sured, it is our earnest wish that the.members of the societies realize the importance of the coming conflict. The individual members of both societies must know that without their interest the contest can not be a complete success. And, besides, honor, glory and renown, in no small measure, will be meted out to the participants, both th-5 victors and the vanquished. The contest and debate are bound to be interesting, and may the fickle Goddess of Victory smile upon the side best deserving her favors. j* I am a little country boy, I flunk ten times a week. But I guess few students know it, Cause for Muffing I'm a freak. It tickle? me to go to shows, But only when they're cheap. And when the Seniors turn me down, Then, Oh, how I do weep. I love to ride brown ]3onics, And wobble when I walk. I say I take the girls to shows, And I slobber when I talk. -Exchange. PATRONIZE OUR ADVERTISERS. THE BEST PEN FOR COLLEGE MEN There's no pen that gives such all-round satisfaction as Conklin's Self-Filling Fountain Pen. It's the best pen for College Men. When an ordinary fountain pen runs dry in the middle of a word, it means you've got to stop right there, hunt up a rubber squirt gun, fill your pen to overflowing, clean both pen and dropper, wash your hands, and then endeavor as best you can to collect your lost Crescent If train of thought It's different with Filler J. A. Kupp, L. E. Entei line. THE "R & E" STORE 36 Baltimore Street, Next Citizens' Trust Company, GETTYSBURG, PA. SUNDAY SCHOOL LESSON HELPS AND SUPPLIES, P. ANSTADT & SONS, Publishers, Book and Job Printing of all Kinds UJrUe for Prices. YOR K. PA, PATRONIZE OUR ADVERTISERS EMIL ZOTHE COLk^!EM3 ENGRAVER, DESIGNER, AND MANUFACTURING JEWELER 722 Chestnut St., Phila. SPECIALTIES : MASONIC MARKS, SOCIETY BADGES, COLLEGE BUTTONS, PINS, SCARF PINS, STICK PINS ANO ATHLETIC PRIZES. All Goods ordered through G. F. Kieffer, CHARLES S. MUMRER. UEJ1L.EU JJV TpTTTS TSTTTTTT? 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R.R. mm 46 THE MERCURY. A PHANTASY. CHARI.ES WELSEY WEISER, '01. ; 5 WO spirits floating through the air Leave their mark of passing there. The spirit of the scentless spring, And summer's scented spirit bring Their breath of life and breath of love, And wave ethereal wings above The weary brow. With soothing hand They stir to life the waiting land. The azure sky, the sun and flowers, The bursting bud of woodland bowers, The tender grass, the songsters' strain Compose for life love's sweet refrain Of fellowship. (lI 'Tis evening and the twilight gray Creeps o'er the half-forgotten way, As passing on in pensive mood, Through the ancient hemlock wood, I see beneath the massive trees, Fanned by the evening breeze, A stalwart man reposing lay Beside the lonely grassy way. Tall and brawny, noble., fair, With beaming eyes and wavy hair, He forms a picture good to see— Nature's perfect mastery Commanding all. He speaks—the tones in clarion notes Upward through the branches float. He smiles—and wins with glances bright, Fellowship's most welcome light. "Nature," says he, "perfect, strong, Note and strive for ; and prolong Your days ; and usefulness, and peace, And love, from life shall ne'er cease." I fain would speak, but wake to see 'Tis only a bright phantasy Wrought by Spring-tide on the mind, That seeks in life and love to find The perfect whole. I V* . THE MERCURY 47 "RABBI BEN EZRA." ABDEL R. WENTZ, '04. [Graeff Prize Essay.] ROBERT Browning's Rabbi Ben Ezra is a transcript from the natural experience of a human soul. The struggle between lower and higher ideals has already been fought on the battleground within the soul. The conflict between faith and doubt is over. Faith stands victorious. We have here por-trayed a picture not of action but of a soul in intellectual fer-mentation, the concomitant of action. The poet speaks from emotional imagination in expressing the wish of his soul to be in touch with the infinite. And the passion here described is one that is universal to mankind and one that is deepest and most widely felt in loving human nature. Other poets have attained the same depth of thought, a number have expressed somewhat the same ideas as are here set forth, but probably no poem stands in exactly the same relations as Rabbi Ben Ezra. We propose, therefore, to inquire briefly concerning the Rabbi and his part in the poem, to examine in a general way Brown-ing's philosophy of life as unfolded in the body of his religious poetry, to analyze the thought of this poem and see how the philosophy of life is here set forth, to ascertain what relation the poem sustains to the teachings of Christianity, and to make some observations concerning its rhetorical composition. Abraham ben Meir ben Ezra is the full name of the Rabbi to whom Browning assigns this monologue, but he is more commonly known as Ibn Ezra. Born in Toledo, Spain, about 1088, he started to travel early in life and visited all parts of western and southern Europe and northern Africa. His last days were spent in Rome and here he died in 1167. He was an earnest student of astronomy and won much fame not only as an astronomer but also as an astrologer and physician. In him the Platonic philosophy had an able advocate. Wherever he went he became distinguished for his great learning and his varied accomplishments, but his chief renown seems to have I im 48 THE MERCURY. been as grammarian, biblical commentator, and poet. But great as was the scholarship of the Rabbi, his piety was even greater. From all his writings and from the account of his life we gather that he was a man of extraordinary spiritual rectitude under the complete guidance of the word of God. Such was the man to whom Browning here attributes the philosophy of life. So thoroughly is Ibn Ezra adapted to the expression of such a philosophy and so well do the sentiments here expressed ac-cord with the writings of the Rabbi that the question has been raised whether Browning meant Rabbi Ben Ezra to serve as a statement of his own philosophy or that of Ibn Ezra. There are, indeed, a number of Jewish elements contained in the poem ; as, for instance, the abiding trust in a central righteous-ness. But Browning was specially fond of weaving such ele-ments into the woof of his thought; in fact, in his own nature, both spiritual and intellectual, he was not entirely free from cer-tain Jewish characteristics. Moreover, a great many of his il-lustrations and traditions are taken from among the Jews and no other English poet, with the single exception of Shakespeare, commands for the Jew the same admiration and compassion that Browning does. It seems only reasonable therefore that the poet in presenting his own views concerning life should draw some of his less important ideas from the writings of the Rabbi and thus weave into the poem sufficient coloring to ac-count for the idiosyncrasies of the individual whom he has chosen to give expression to those views. But the strongest proof that Rabbi Ben Ezra expresses Browning's own theory of life, lies in the fact that it is prac-tically a recapitulation of the very sentiments expressed in many of his other poems, as witness Sordello, Abt Vogeler, Saul, The Pope, A Death in the Desert, Reverie, and quite a number of others, all of which develop the same life-philosophy as Rabbi Ben Ezra does. Just as Cicero made use of the venerable Cato as his lay figure in setting forth his views on "Old Age," so Browning has used different personages to develop his philoso-phy, in each case adapting some of the incidentals to the indi- » ■ > THE MERCURY. 49 * * vidual personage. In Jochanan Hakkadosh we have another instance where Browning uses a Jew as his mouthpiece to give utterance to his theory of life. And in the poem under con-sideration he has placed this theory in the mouth of the Rabbi for no other purpose than merely to furnish it with a back-ground; for Browning himself explained of Sordello: "My stress lay on the incidents in the development of a soul; little else is worth study." Being assured then that Rabbi Ben Ezra is merely a restate-ment of Browning's theory of life, it may be well before pro-ceeding to the thought analysis of the poem to try to gain some idea concerning his philosophy of life as developed in the rest of his religious poetry. This philosophy begins in his very first publication, Pauline, where its crude outlines are to be seen; it is more carefully developed and at much greater length in his next production, Paracelsus, and then re-appears from time to time among his productions, and receives its final utterance in his very last poem, Reverie. It is a noteworthy fact that Browning formed this view of lite in his youth, and that no-thing in his life experiences gave him occasion to change it, so that traces and reiterations of it are to be seen in poems cover-ing a period of sixty years of his life. The whole trend of his philosophy might be summarized in the statement that the aspiration towards divine Power and Love is the most exalted ideal for the human soul. The intensity of the universal passion of human love reaching out towards some object which shall satisfy aspiration gives him the conception of God as infinite Love and of the future life as one in which Love incarnate shall have a place. This earthly life is merely a period of probation; man here is in constant pre-paration for another life. Past influences constitute the cri-terion by which to judge of the future, and our development here is determinative of our hereafter, either for growth or de-cay. But in this life we are surrounded by innumerable lim-itations and conditions. All our attainments are bounded by the finite. The divinity at the root of man's nature is too great for the sphere which contains him, arid yet it is this very di-vinity which gives rise to aspiration. Aspiration in turn causes ' ill i. 111 , ,., ,.j,i;iMl8M ■ 50 THE MERCURY. discontent, difficulties, and failures, and these point to infinite success and goodness. Thus we are made to realize the limi-tations and imperfections of our finite existence and to strive ever onward and upward to infinite freedom and perfection. It is precisely this imperfect nature in man which gives him the susceptibility to infinite growth and development; and this is "Man's distinctive mark alone," that which raises him higher in the scale than the brute and places him "a little lower than the angels." Only by our temporal failures are we led to see the possibility of eternal success. Internal dissatisfaction with our attainments on earth induces aspiration towards the divine. Man is "a living personality linked to the principle of restless-ness;" he must recognize his limitations and work within them, never losing sight of the infinite beyond nor ever ceasing to as-pire toward that perfection of freedom. To become content with even the highest attainable per-fection in this earthly life would mean to renounce all noble de-sires and to deny the inner light. This present state must not be regarded as an end in itself and submission to the conditions which it imposes would only result in fatal loss. To fail to recognize our imperfect nature would be to deny the possibility of spiritual growth. No, we must never be satisfied with this earth and its meagre successes; we must never rest content with this stage of imperfection. We must recognize the possi-bility of higher results than any attainable on earth and must aspire to something beyond the limits of time and space. "A man's reach should exceed his grasp, Or what's a heaven for?" It is this very quality—this constant discontent with earthly attainments, this endless aspiration for something higher—that makes life a struggle and the earth a bivouac of strife. Man must be actuated by a constant and conscious impetuosity to-wards the divine, drawing new impulses out of each failure, ever realizing with Tennyson, that, "Men may rise on stepping-stones From their dead selves to higher things." THE MERCURY. Si Each failure should give rise to greater effort and higher aspira-tion. According to Abt Vogeler, the musician accepts the pro-longed pause as an earnest of sweet music, and the discords as an evidence of more highly-prized harmony to follow. The limitations of this life are only suggestions of the infinitude of the life beyond. These. temporal barriers shall become the doors opening to the eternal life of infinite beauty, happiness, knowledge and love. The little mountain rill, as it flows down, has many rough places to cross, many obstacles to encounter, many rocks and precipices to pass, but continually receiving new life from other streams it grows deeper and stronger until at last it becomes a great, deep river, and, undisturbed now by the huge boulders beneath its surface, it flows calmly on to join the peaceful, powerful ocean. So the soul, weak at first and prone to despair, must work within its limitations and by an endless succession of aspirations and failures, each failure stimu-lating stronger endeavor, make its way to God and to the real-ization of perfect Power and Love. Having thus gotten a view of the philosophy of life as Brown-ing held it, we will be better able to follow in analysis the thought of Rabbi Ben Ezra, where this philosophy is stated with greater conciseness, perhaps, than anywhere else in Brown-ing. But -first it must be said, by way of explanation, that Rabbi Ben Ezra is not argumentative in its character; it is merely the statement of facts of positive knowledge. Its view is intuitive and it states conclusions without employing courses of reasoning. We shall not expect, therefore, that the thought of the different stanzas will in every instance be arranged in strict logical sequence. Mellowed with years, the venerable Rabbi gives to the young man the cheerful assurance, " The best is yet to be," and in the quietude of life's evening hour proposes a retrospect of the day and a prospect to the tomorrow. Bidding us to trust in God te reveal His whole plan, he first considers youth. This is a period of hesitation and ambition, of "hopes and fears." All of youth's brief years are passed in doubt and indecision. But for this the Rabbi has no remonstrances, for this very doubt is S2 THE MERCURY. the actuating influence—the "troubling spark"—which distin-guishes us from the brute creation; brutes have their end of living in self-satisfaction, and in the gratification of sense are free from care and doubt. But man's greatest glory and that which attests his affinity with the great Provider lies in his noble desires and lofty aspirations which can never be satisfied on earth; this is the disturbing spark that proves his spiritual nature. We should therefore endure with good cheer the lim-itations that are here placed upon us, and, despite life's difficul-ties and discomforts, ever strive and learn and dare. For the seeming failures of this earthly life simply prove our suscepti-bility to the achievement of eternal success. Our aspiration to the unattainable raises us higher in the scale than the unpro-gressive brute, and he, who hopes to succeed in his flesh and to that end subordinates soul to body, can scarcely deserve the noble name of man. And yet the body is not without its use; all past experi-ences in the flesh serve to teach valuable lessons in this train-ing- school for eternity, and the heart of the Rabbi beats in sin-cere gratitude for the opportunity of living as a man, a part in the one great plan of perfect Power and Love. He trusts him-self implicitly to the will of his Creator and hopes thus to gain the victory over low ideals and ignoble desires. For the soul is prone to yield to its rosy garment of flesh in the desire for rewards commeasurable with bodily endowments and physical attainments. But we should not measure ourselves by the ground gained in spite of flesh; we should realize that while flesh and soul are both subject to limitations here on earth, yet neither is to be despised as all is for the best. Youth must have its struggles and disappointments but old age reaps rich fruit in consequence. For here if is that the complete man is produced and that the tendency to God be-gins. The Rabbi, ripe with age, awaits the fight with death, the only struggle now before him. "Fearless and unperplexed" he contemplates the battle with perfect serenity of soul, for his experiences have taught him what weapons and what armor to employ. Now that his youth is ended he is in a position to L4fc THE MERCURY. 53 pass sentence on that period of life. The fires of'youth have culled out the gold from the dross and the life-struggle can now at length be estimated at its true value. In youth all was un-certainty ; with age comes knowledge absolute. Each sunset brings its certain moment which suddenly calling the glory from the gray announces the death of the day and invites esti-mation of its worth. So the period of old age, tinted with glory and free from the strife of youth, affords the opportunity to prove the past, pronounce judgment on its errors and pro-prieties, and thereby "sustained and soothed" to face the future. And more than this is not possible for man ; his highest duty is to practice tomorrow the lessons of today, to follow intently "the great Artificer of all that moves" and thus catch hints of real handicraft, of true workmanship. Youth is the proper time for growth and aspiration, the proper time to "strive to-ward making," and though the efforts to make be uncouth and seeming failures, nevertheless they are eminently successful in that they secure for old age exemption from strife and the blessed privilege of knowledge. Death can then be awaited without fear. Here the mind is not harassed by arguments of "Doctor and Saint"'as in youth, but the knowledge of the Right and Good and Infinite is as absolute as the knowledge of the possession of one's own hand. Age vindicates youth by defining and separating "great minds from small" and by determining whether the principles of Right were properly ap-plied in youth. Thctruth is revealed and peace of soul secured. But who shall act as judge to pass the sentence? It is no easy task, for men of very similar traits and qualities hold widely different views. Who shall decide? The answer: each man must be his own arbiter; he alone understands the circum-stances of his own life struggle. For life is not to be judged by its deeds and attainments, else others could pass the sentence. "Men appraise the outward product," but this vulgar mass, so easily recognized and valued by the low world, is not the proper standard to use in making up the main account. True, our "work" is pleasing in the eyes of our fellow-men and quickly plumbed and tested by the world's coarse thumb and finger, but 54 THE MERCURY. the true reckoning of man's worth takes into account all our undeveloped instincts tor good, all our unfulfilled purposes. These no one can know but ourselves and these God weighs and considers. He finds value in our thoughts which we were not able to express in a mere act and His records contain even our fleeting fancies :— "All I could never be, All, men ignored in me, This, I was worth to God. whose wheel the pitcher shaped." These lines contain the one great lesson of the poem, the very-theme of its thought, namely, the manifestation of God's love in his dealings with man. Our doubts He overrules for faith; our failures He overrules for success. Our aspirations to the impossible become the essentials of our spiritual growth. It is on the wings of God's love that the spirit of man mounts from earth to heaven. This thought pervades the entire poem. The thought that man is the pitcher shaped by the wheel of God leads to the expanding of that beautiful metaphor of the potter and the clay, and this occupies the concluding verses of the poem. We are invited to examine the metaphor and learn why time passes away so rapidly while our souls lie passive. Hugest folly is the proposition that nothing endures and that the past has no bearing on the present or the future. All that has ever really existed, lasts forever. The wheel indeed may vary as it turns, but potter and clay endure. So life fleets and earth changes, but God and Soul remain forever. We are not mere shadowy existences destined to pass into nothingness; we are eternal realities. But the changing motion of the wheel is needful to give the clay its proper form and make it useful; no less are the buffetings and evanescent influences of this life's dance intended by the all-wise Creator to give our souls their proper bent and temper and fit them for their highest useful-ness. What matters it, so far as the usefulness of the cup is concerned, if the potter in the course of his work ceases to adorn it with the beautiful figures wrought around its base and fashions stern, grim scull-things about the rim? And what I THE MERCURY. 55 matters it if our Maker diminish our pleasures and make this temporal life less attractive? Not in the decorations however beautiful is to be found the proper use of a cup; no more is the highest usefulness of the soul to be found in the pleasures and ornaments of life. Heaven's consummate cup has no need therefore of earth's wheel; his only need is the Potter, to amend the lurking flaws and use His work. The Rabbi declares that never once in the whole dizzy course of his lite with all its im-perfections and failures—never once did he lose sight of his end as a vessel to slake his Maker's thirst. Just as in the opening stanza he expressed his firm assurance of a better life to come, aud his abiding confidence in God's goodness, "Our times are in His hand," so after maintaining this sentiment through the entire poem, he reiterates it once more in his eloquent closing prayer: "So, take and use Thy work : Amend what flaws may lurk, What strain o' the stuff, what warpings past the aim ! My times be in Thy hand! Perfect the cup as planned ! Let age approve of youth, and death complete the same[" These noble sentiments, though expressed by a Jewish Rabbi, are entirely in accord with the teachings of Christianity. An eminent writer on ethics has pronounced Rabbi Ben Ezra to be "one of the completest descriptions of the ethical life in English literature." But it is even more than that; it is a statement of pure theism and a description of sublime religious faith. It abounds in Christian sentiment and contains numer-ous allusions to Scripture of both the Old and New Testament. If Rabbi Ben Ezra were a part ot the Bible, every sentence in the entire poem would long since have been quoted in substan-tiation of some Christian teaching. One of the salient teach-ings of the poem is that of absolute submission to the Divine will. This, one of the great teachings of our New Testament, is forcibly set forth in the poem. Moreover, Christ's mission on earth was to reveal the Father not only as Power but more specifically as Love. In the light of this fact, the sentiment 56 THE MERCURY. which the Rabbi expresses becomes quite striking, especially when he says, "I, who saw power, see now Love perfect too." L^fc, The Christian religion is preeminently a religion of love, and Rabbi Ben Ezra has its very basis on God's love for man. Then, too, Christianity is essentially a romantic religion. Literature furnishes numerous instances of Christian romance. And what can be more romantic than this idea of a future life with earthly hopes and aspirations realized and Love perfected, as developed in the poem ? This hope of future existence gives to the Chris-tian religion the very source of its life. And in Holy-Cross Day we have another instance where Browning represents this same Ben Ezra as a direct advocate of Christ and Christianity. When Rabbi Ben Ezra was first published (1864), the world stood in great need of just such a message of hope and faith as the poem conveys. That was a time when skepticism and des-pondency were rapidly growing. Matthew Arnold was busy promulgating his own unbelief. Fitzgerald had just published his'beautiful translation of Omar Khayyam, and this message o doubt was being very widely read. Epicureanism and sensualism were spreading. To all these Rabbi Ben Ezra was a check. It inculcated cheerfulness and hope, destroying doubt and set-ting up faith preeminent. Some readers of Browning find in him nothing more than what is purely humanitarian and ethical, while others narrow their vision to the romantic and Christian. In reality, Brown-ing includes both. His message is twofold : he treats both the Here and the Hereafter. An so Rabbi Ben Ezta combines the humanitarian and the ethical, on the one hand, with the roman-tic and Christian on the other, and sets forth a lofty type of Christian faith as held by a man of God. In rhetorical composition Rabbi Ben Ezra is typical of Brown-ing's religious poetry. Browning is noted for his great com-prehensiveness of meaning. Few writers have used single words with such great effect. In fact, so great is his conscise- THE MERCURY. 57 ness that he is often charged with being obscure, and the num-ber of his readers is comparatively small because not many peo-ple will take the trouble to disengage the poet's real thought irom the close-plaited web of his expression. Rabbi Ben Ezra is no exception to the rule. True, it is one of the most widely known of Browning's poems and has been considered one of the easiest, but its apparent simplicity disappears before any serious effort to drain it of its meaning. The poet thinks at lightning speed and records his thoughts as they occur to him, and nothing short of an alert mind and an open spirit will suf-fice to draw from the poem its full meaning. It is recondite almost to the extreme, in places even bordering on the verge of solecism. And yet it is only natural that such" sublime, weighty thought should receive striking expression. Every sentence is pregnant with vigorous meaning. And while the poem shows in its structure no regard whatever for symmetry or proportion and no view to clearness, beauty, or nobleness of form, yet it presents the greatest consistency of teaching from first to last. This poem will be read as long as the human race endures, because it has to do with a passion that is common to all man-kind. It deals with man's growth to the infinite in a spirit of the most healthful optimism, and inspires men everywhere to high and noble thinking. Browning himself gives an estimate of the loftiness of the theme when he says in a letter to a friend: "It is a great thing—the greatest—that a human being should have passed the probation of life, and sum up its experi-ence in a witness to the power and love of God." What Long-fellow contributes to literature in his "Psalm of Life," what Ten-nyson contributes in his "In Memoriam"-—this and more Brown-ing epitomizes in his Rabbi Ben Ezra. And the late Professor Everett of Harvard pronounces it "one of the most exalted of the poems of Browning * * * * one of the most exalted in the whole range of literature." 5« THE MERCURY. RUSSIAN AGGRESSION. [Second Prize in the Inter-Collegiate Oratorical Contest] W. W. BARKXEY, '04. PASSING events in the Far East draw the eyes of the world once more toward those parts which have engaged more or less constant attention for many years. The Asiatic question with its many difficulties and complications presents the unsolved international problem of the twentieth century. How shall the equilibrium of the East and the- integrity of China be maintained? How shall the commercial powers of the world preserve the equality of trading privileges along China's inviting coast? How shall the threatening advance of Russia upon Asia be checked? Shall Anglo-Saxon civiliza-tion or the civilization of the Muscovite stamp itself upon east-ern peoples ? The last two inquiries are primary and essential, it will be admitted, in dealing with the first two. Statesmen prophets have prophesied, but struggle is no longer a thing of the future. The foretold contest is on. and it is critical. Potent energies are now at work in the Orient. Asia is evidently un-dergoing transition. Pressing circumstances must soon force a solution of the grave problem of the East and provide answers to our questions. While grim-visaged war is raging between the little island empire of the Pacific and that gigantic nation of the north, it will not be untimely to follow the course of that ceaseless, un-tiring advance which has brought Russia all the way across the Eurasian continent from St. Petersburg to Vladivostok and Port Arthur. The declaration of open hostilities between these two con-flicting nations was no surprise, but rather was expected. War was inevitable in the face of Russian aggression and dogged-ness. The current strife is only one of a series of events which have been shaping themselves for years, yes for centuries, in the history of Russia. It is the natural, logical outcome of a policy of greed and grasp which has been at the bottom of THE MERCURY. 59 every national move which Russia has made since the days of her first note-worthy monarch, "Ivan the Terrible." The real cause of the war waging today can be clearly traced to this governing policy. Insatiate Russia is not satisfied with her tight grip on Manchuria which she now practically owns and controls, but looks with a covetous eye on the independent but small empire of Korea over which Japanese influence should justly extend. In fact it was reported, previous to the outbreak with Japan, that she already had obtained large interests in the important timber regions of the Yalu Valley, and that her rep-resentative stood over the weak and pliable Emperor at Seoul with almost dictatorial power. Such is her impudence and boldness. Will Russia recede from the prominent position she has taken in northeastern China ? Never, voluntarily ! She may make clever pretensions and employ shrewd diplomatic schemes, as is her custom, but she will never withdraw from an acquisi-tion which has been the object of her ambition for three cen-turies and more, until Japan or some other power drives her back into the north from whence she came. And then she will not remain there; onward, advance, conquer and expand have been the watchwords of this aggressor of nations since the close of the Middle Ages when the terrible autocrat of the six-teenth century assumed the ambitious title of Czar and began to push the lines of his government out in all directions. When Ivan came to the throne Russia was "a semi-savage, semi-Asiatic power, so hemmed in by barbarian lands and hos-tile races as to be almost entirely cut off from intercourse with the civilized world." Since then her growth in territory and power has been marvelous and amazing. From the compara-tively small and insignificant state in Central Europe, she has gradually extended her boundaries until now she dominates about one-half of the land area of Eurasia. The Tartars were attacked and driven beyond the Ural river, and thus the entire Volga and Caspian regions were acquired. An advance was started toward the Ural mountains and the Euxine. Under the powerful and energetic despot, Petet the Qreat, the Black and Baltic sea regions were both gained; Siberia was explored and 6o THE MERCURY. conquered from the Ural mountains to Kamtschatka, and afterwards colonized; far-reaching reforms were brought about, and Russia was lifted to a place among the first-class powers of Europe. Today her dominion extends from the borders of Per-sia, Afghanistan, and India on the south to Sweden and the Arctic ocean on the north ; and from the Chinese Empire and the Pacific on the east to Germany and Austria-Hungary on the west. What giant strides she has taken in territorial devel-opment ! What a magnificent stretch of country she has been able to consolidate into one sovereign State! No other nation in the history of the world has been able to secure such abso-lute control over so large an empire and that in the compara-tively short period of four centuries. Russia's advance is steady and never ceases. Her policy is well-outlined and the goal of her ambition is clearly defined., Her real governing purpose may be deduced from her actions. Russia needs some warm water harbors on the Pacific. She proposes first to secure, if possible, these advantageous outlets without which she can never develop her almost limitless na-tural resources. Secondly, Russia evidently aims to become the arbiter and controller of the East; and, therefore, she en-deavors to stamp her order of civilization on Asia, and obtain for herself the preponderance of power in the Far East. Back of these exalted aims and ambitions is a thorough conviction among her people that the day of Russian supremacy is near at hand. "Her students everywhere claim that the world had bee?i under the Romance type of civilization and that gave way in time to the Anglo- Teutonic type under which the world is now developing and this is about to give way to Slavonic civilization to which the future belongs." Surely, if written history and current actions count for anything in judging a nation, no other than these stupenduous designs and hopes, we have briefly stated, are the basis of her aggressive spirit. Surely no other than these form the main-spring of Russia's late historical movements. Russia's political,-.commercial and industrial interests demand a more extensive seacoast, and more and better harbors. Tur-r_* r THE MERCURY. 61 key and the Powers control the Bosphorus and deny her ingress to Mediterranean waters. The Baltic is ice-bound part of the year and that seriously hinders navigation there. Port Arthur and Vladivostok also present serious obstacles to successful commerce. Where shall Russia turn, if not southward along China's coast and toward the Persian gulf, in which directions the high wave of her influence and sovereignty has been roll-ing, now slowly, now rapidly, but ever rolling for almost four hundred years ? What does the construction of her great trans-Siberian railroad mean, which now stretches across an en-tire continent, if not easier access to the Pacific ? What does a similar trunk line mean, which is now being planned to extend from the Baltic to the Arabian sea, if not a freer outlet to the world's waters ? What does her sly seizure of Manchuria, her pretended foothold on Korea, signify ? What does a war with Japan signify, if not a fixed determination to extend her power along the Chinese seaboard and gain possession of China's warm water harbors? Russia aspires to be a great sea power, but as yet she is comparatively weak along that line, as was evinced too plainly by her recent defeats at the hands of Japanese sea-warriors. In order to be prepared in time of war she must have a stronger navy, and safer inlets to harbor it. That she may develop her boundless natural resources properly, both in Europe and Siberia, and thereby increase her wealth, she must be given an opportunity to open up her industries and enlarge her trade. To hold and maintain her place among the nations, she must establish herself on the sea. Russia's prophet states-men are shrewd and wide-awake to these facts. They look far ahead, see in Russia the nation of the future, and may be ex-pected to plan their every action in accordance with their in-tense ambition to make her glorious and paramount. There is no more room for doubt. The spread of Slavonic domination in Asia is truly alarming. No observer who has followed the course of current affairs in the East will have failed to notice that glacier-like movement of Russian power over Chinese territory. England sees it; Japan resents it. It is too evident, notwithstanding her cunning diplomacy, her insincere 62 THE MERCURY. promises and agreements, and her round-about manoeuvers at times, that Russia means to retain every foot of ground she possesses and that she will never cease to advance until she has conquered and absorbed and assimilated the whole of the Chi-nese Empire, Persia, and Afghanistan; stands triumphant on the summits of the lofty Himalyas, and looks with a threaten-ing eye down upon the rich and splendid empire of India, un-less, perchance, the Anglo-Saxon shall not delay longer, but come forth to contest such wholesale occupation of Asia. Some years ago, when it was proposed to retreat from the mouth of the Amur river, Emperor Nicholas said, "Where Russia's flag is carried once, there it shall remain forever." That shows the spirit of the nation. Russia is active; Russia is greedy; Rus-sia is strong and persistent. Give her the chance she seeks to relieve her latent energies and develop her dormant resources, and she will become the most influential, the wealthiest of world powers. Give her the opportunity she covets and she will scatter broadcast over the Orient her despotic principles of autocracy with its brutality, ignorance, and oppression; force her Greek Catholicism with its error and intolerance upon the unfortunate subjects of her conquest, and carry with her a spirit of exclusiveness and selfishness deadly to the advance of pure Christian civilization everywhere ig the world. Give her the right of way and she will attain the strategic points she desires and crush out of existence the Anglo-Saxon order of civiliza-tion, which means constitutional government, the Protestant religion, liberty, equality, and education characteristic of all Anglo Saxon peoples. Stand aside, and Holy Russia will rule the world. But will the rest of the world stand aside, passive and indif ferent, and let the great Czar forward his schemes of encroach-ment and aggrandizement unhindered? Japan says No! Japan acts promptly and firmly, and all hail! to the bravp little nation who with courage stout and strong goes out to battle with this giant aggressor of the north. We admit her claims be-cause we know they are just; we glory in her victories because we know she is right; deservedly do we give her our sympathies THE MERCURY. 63 because she has put herself in line with twentieth century progress and civilization and with dignity faces an avaricious foe still moved by the customs and principles of the sixteenth century. But can she stand against such might in the ultimate contest ? Can Japan alone hold Russia in check and stop the perilous ad-vance ? It is not to be expected. If not, what will England do, England who has check-mated Russia so often in Europe, and who now has such vast commercial interests on the coast and in the heart of China, and stands guardian over such a mighty empire as India, will she allow China to be Russianized and India to be menaced ? It would seem that the final struggle must be between Russia and England. Two great orders of modern civilization have met and are ready to clash, yes they have clashed, for Japan's prototype is England, and her civil-ization is Anglo-Saxon. On the one hand, Russia, who be-lieves thoroughly that the future lies with the Slav. On the other hand, the English-speaking nations, who contend that the future rests with the Anglo-Saxon. Both stand ready to fight, if need be, for the world's supremacy. One is a supremacy of personal absolutism and oppression; the other, a supremacy of democracy with its liberty and justice. Which shall it be? Should the struggle come now, Russia would likely be crushed ;• later, after she has had time to grow and strengthen to her full proportions, who shall prophesy the end and declare which shall rule the world, Anglo-Saxon or Slav ? THE PASSION FOR SCHOLARSHIP. PROF. OSCAR G. KXINGER. THE mental attitude of a man towards his vocation is all important. Tell me this and I will tell you the degree of success which he has won or will win. Where there is a lively interest there will be also the enthusiasm and tireless energy so necessary to the perfect performance of a task. A lackadaisical spirit defeats any enterprize. The captains of in- 64 THE MERCURY. dustry have always been men with a genius for hard work. The same is true of those who have won eminence in any of the learned professions. They have mounted high because they have been in love with their vocation. To the student who aims at some notable achievement in the domain of knowledge, an absorbing passion for scholarship is the first essential. By such a passion, I mean an insatiable desire to know the truth of things at first hand. Others may be satisfied to take their information on faith. He must get at the heart of reality ; he must know things in themselves and in their relations; and to attain this he must be willing to sacrifice everything— "To scorn delights and live laborious days." Unless this passion dominate him there will be lacking the fire and enthusiasm which are necessary to prolonged effort. To think is the most difficult task a man can ever set himself. It means absorption, critical acumen, a nice balancing of facts and unerring inference; in a word, it means the analysis of a fact or truth to its ultimates and a synthesis of these ultimates into a positive thought. The process prolonged wears out the brain and exhausts the nerves. To keep it up until the end demands a will which is animated by a passion for knowledge as burning as the desire to live. Then and then only can the mind come to its full stature and utter truth which men must hear whether they will or not. This longing to know is often inborn, but may be acquired in some degree by even the dullest. The main trouble with the latter sort of student is that his mind has never been a-wakened. About his intellect a dense haze has gathered and he cannot see his way nor does he know precisely where he is. A dull ambition stirs in his heart but he cannot discover its meaning. Intelligent study is to him unknown. He tries to go through his tasks but what he gets means little to him. Often it happens that young men of naturally capable minds almost finish their course before they acquire the mental aware-ness which is the first condition of successful study. When THE MERCURY. 65 they do wake up their progress is phenomenal. Perhaps therefore, the highest function of the teacher is to awaken mind and by his helpfulness keep it awake. ' No higher reward can come to him than the consciousness that he has set one intel-lect on fire with the passion to know. Before this is possible, however, a serious obstacle must be removed. It is a motion wellnigh unusual among students and grows out of a mistaken conception of education. The student finds the college equipped with a faculty of men more or less learned who are to be his teachers in the various subjects which the curriculum offers. He expects them to set him tasks for each day's performance. In the recitations they question him on the lessons and make the necessary explanations or pffer additional information. Consequently the idea is general and perhaps inevitable that the professors educate the pupil. How-ever natural, this notion is pernicious and works incalculable harm. In the sense that the teacher acts as guide and makes easier the road to intellectual development, it is true that he is an educator ; in any other sense it is misleading. The men-tal development zvhich any man gets is always the lesult of his own specific effort. A teacher helps, stimulates, guides, "but achieves nothing without the earnest response of the pupil.' This erroneous view is largely responsible for a wrong use of the textbook. The student imagines that doing his task-work in memoriter fashion is genuine study. Nothing could be farther from the truth. Even a parrot is capable of such exercise of memory and the world has no use for human "Pollys!" A memory stored with knowledge is a great boon, but will not go far in promoting a' man's interests. Some of the greatest failures have been walking encyclopedias of facts and theories. A bookworm always has a hard time to find enough to eat. The world demands men who can think and plan and execute,—practical men who can use their knowledge to meet and solve the intricate problems of business and poli-tics. "What new truth have you to offer?" is the question asked of every graduate and on his answer depends his sta-tion. A well written article which reproduces only the •ii% 66 THE MERCURY. thoughts of other men finds its way into the editor's waste bas-ket or into the pages of the cheapest magazine. The pulpit ■which is no longer a teaching platform will face empty pews. The "dead-line" in any profession is drawn where invention dies; years have nothing to do with it. The man who keeps pace with progress and is able to interpret to others the heart of the movement will never want a hearing. Such a man is never the product of a mere textbook. For a text in any sub ject is the resume of one man's interpretation of a body of facts. Its value depends wholly on the authority of its author. At best it is only an outline. Any student, therefore, who ac-cepts the teaching without examining the facts and bringing the theory to the test of facts, is doing two things—-depriving himself of the pleasure which comes with reasoned conviction, and missing the power which such additional research confers. Either is a great mistake. The worship of the textbook induces another grievous habit which when acquired blights original work in a literary way. When a theme has been adopted as the subject of an essay the student at once searches through the library for material which when found constitutes the subject matter of his essay. Of testing, of meditation, there is little or 'none. What he says is not what the subject means to him but to another. He is like a phonograph endowed with the power of changing the form of expression without altering the thought. It were well if the saying of Isocrates were written in letters of light above every alcove: "What has been said by one is not of equal value to him who repeats it; but he seems to be the most skillful who finds in a subject topics which have escaped the notice of others." Here is the truth in a nut-shell. Let a young man determine at the outset that he will not repeat what has once been uttered except as a quotation, but will give to the world his own thought tested and tried by an appeal to things, and what he has to say on any subject will command the attention of men. Servile devotion to the textbook; re-producing the thought of others; failure to experience the truth that is presented; these are the fatal rocks on which THE MERCURY. 67 many a promising career has been wrecked. There is, too, an ethical aspect of the case which must not be overlooked. No one has the moral right to ask another to spend time in read-ing or hearing what to him is old. Truth which concerns man is so illimitable in every direction and our knowledge of it so infinitesimal that he who repeats what is common to all is guilty of a grave wrong to his reader or hearer. This passion to know fully and at first hand, if it could be-come the dominant element in the college atmosphere, would transform college life. It would quickly bring men face to face with the mystery of things and take away the indolence, the trifling, the present tendency to follow the line of least resis-tance. The four years of effort would produce scholars whom the world would welcome and of whom the college could be proud. The spirit of the scholar can be acquired and cultivated and its possession means success, as its absence means failure, in all that is highest in life. COURTESY TO STRANGERS. H. S. DORNBERGKR, '06. A stranger,'no matter where he goes, is bound to receive a certain amount of courtesy. I will attempt to show in this essay that this amount of courtesy is increasing rather than decreasing. During all ages and especially the feudal age, every stranger was sure of receiving food and shelter if he stopped at any house or castle. This was due chiefly to the fact that hotels were not very common until our own age, nor did every village or hamlet have its hotel or inn as is now the case. Then as there were no newspapers until quite recently, a stranger was also received for the news he might bring. It might also be added that the number of travelers at that time cannot be com-pared with the number of the present time. At present this hospitality to strangers is not nearly so evi- '• J Uii. 68 THE MERCURY. dent as it was in former times. The chief cause of this is our modern hotel system. Everywhere one goes he will find some kind of a hotel, no matter what be the size of the place. It may also be stated here that travelers, in most cases, would much rather pay their hotel bills than trouble some one else with entertaining them during their sojourn in the locality. Even among friends one sees this. Very often a friend will come to your vicinity and, rather than bother you, will go to a hotel. Now let us consider whether a stranger would be welcomed did he ask for our hospitality. The ordinary beggar will serve as a good example of this. It is very difficult, indeed, for one to find a home where a beggar will not receive a good meal if he goes and asks for it. Who is so cold hearted that he would refuse anyone shelter from the'cold in winter or the rain in summer? Who would not offer his bed to a sick or wounded person at his door and strive to comfort the unfortu-nate being? In some countries a stranger was always regarded as an enemy unless he could prove himself a friend. In some in-stances it even went so far as to cause the person's death, could he not do this. As we come to more modern times this feel-ing of hostility toward strangers gradually diminished until it has passed entirely out of existence, except among semi-civi-lized peoples. Another example of the growth of courtesy toward strangers is the downfall of absolute monarchism and the rise of more democratic forms of government. This last example may be regarded as not exactly on the subject by some but as it con-sists of the regard of man for man, in my opinion it is after all nothing but courtesy. A still better example is the increase of the value of human life. At the dawn of history the life of a man was held less sacred than a mere dog's life is today. This brings up still another point. In former ages, capital punishment was the mode of exacting justice. Since that time the inflicting of capital punishment has been gradually modi- THE MERCURY. 69 fied from unspeakable tortures to the entire abandonment of this form of justice except in some few cases. The modern rules of etiquette require us to be courteous to strangers. We exert ourselves in every way to please them and try our best to make them feel at home. We even go so far as to deny ourselves comforts for their pleasure. We do not allow them to spend their money. We introduce them to our friends who try to outdo us in their courtesy toward these strangers. Take for example the visit of a noted person to a city or town. Arrangements for his reception are begun al-most as soon as the the news of his intended visit becomes known. Banquets and receptions are given in his honor. He is met at the railroad station by a committee and escorted to his stopping-place. He is cheered by the crowds that gather merely to get a glimpse of him. I believe that courtesy toward strangers is increasing rather than decreasing for we of the present day are just as hospitable toward strangers as were our brethern of former times; and I believe therefore that as the world becomes more civilized, mankind will become more courteous. da I In an up-to-datest tailor-made gown,U-pi-de-i-da The boys arc wild, and prex is, too, You never saw such a hulla-ba-loo. CHORUS. — U-pi-dee-i-dee-i-da 1 etc. Her voice is clear as a soaring lark's, And her wit Is like those trolley-car sparks I When 'cross a muddy street she flits. The boys all have conniption fits I The turn of her head turns all ours, too. There's always a strife to sit in her pew; 'Tis enough to make a parson drunk, To hear her sing old co-ca-che-lunk! The above, and three other NEW verses to U-PI-DEIi, '.'. and NEW WORDS, catchy, up-to-date, to manv fp others of the popular OLD FAMILIAR TUNES; be- ■■ ' JfflHf sides OLD FAVORITES ; and also many NEW SONGS. J*W uull S0NGS OF ALL THE COLLEGES. JjWJ Copyright, Pricei $rjo, postpaid. fa mm if IJLU HINDS & NOBLE, Publishers, New York City. ^ ft ft Schoolbooks of all publishers at one store. ff1' ■> Rupp Building, YORK, PENN'A. Watch for his Representative when he visits the College PATRONIZE OUR ADVERTISERS. Geo. E. Sparkler, PIANOS, ORGANS, MUSICAL MERCHANDISE MusiC Rooms, - York St. Telephone 181 GETTYSBURG C. B. KITZMILLE,R. DEALER IN HATS, CAPS, BOOTS AND DOUGLAS SHOE.S. McKnight Building, Baltimore St. Gettysburg, Pa. k M. AMrEMAN, Manufacturer's Agent and Jobber of Hardware, Oils, paints and (jueensware Gettysburg, Pa. THE ONLY JOBBING HOUSE IN ADAMS COUNTY W.F.Odori, ^DEALER IN^k- SPECIAL RATES TO CLUBS. mm* York Street, Gettysburg:, Pa. 1

THE GETTYSBURG MERCURY The Literary Journal of Pennsylvania College Entered at the Postofice at Gettysburg as second-class matter VOL. X GETTYSBURG, PA., OCTOBER, 1901 No. 5 TABLE OF CONTENTS Nature's Chain, . 137 The Survival of the Fittest, . . . .138 Man Was Not Made to Mourn, . . . 143 Some Important Deductions from a Comparative Study of My-thologies, . . . . . . 147 The Thunder Storm, . 1SS Editorial, . . 157 Resolutions of Respect, . . . . 158 Oration: The Character of Our Early American Forefathers, . 159 James Russell Eowell, . 165 Exchanges, . . . . . 170 NATURE'S CHAIN [From the "Essay on Man"] Look 'round our world; behold the chain of love Combining- all below and all above, See plastic nature working- to this end, The single atoms each to other tend, Attract, attracted to, the next in place, Formed and impelled its neighbor to embrace. See matter next, with various life endued, Press to one center still, the general good. See dying vegetables life sustain, See life dissolving, vegetate again; All forms that perish other forms supply (By turns we catch the vital breath, and die); Eike bubbles on the sea of matter borne, They rise, they break, and to that sea return. Nothing is foreign; parts relate to whole; One all-extending, all-preserving Soul Connects each being, greatest with the least; Made beast in aid of man, and man of beast; All served, all serving; nothing stands alone ; The chain holds on, and where it ends, unknown. —POPE. ^•jataut HHOMIHIHHBBHHHmBIBH 138 77/^ GETTYSBURG MERCURY THE SURVIVAL OF TME FITTEST D. C. BURNITE, '01 [dies Prize Essay—First Prize] "Ivives of great men all remind us We can make our lives sublime." —Longfellow. TV/fANKIND is like the face of a mountainous country. As we -*■'*■ view the human landscape, here and there, like peaks which rise above the plain and rear their snow-crowned heads among the clouds, appear, in bold contrast to the ordinary level of their fel-lows, the mighty men whose lives are the pages of history. And as we contemplate these epoch makers, there wells up in us, and quite naturally, too, a strong spirit of emulation. We admire them and would be like them. Of course, not every one of us can be a Napoleon, or a Wash-ington, or a Franklin, or a Grant; but each has abundant chances of becoming a less conspicuous, but yet quite prominent, feature in the plane of humanity. And it is the existence of such chances that prompts the youth of today to ask himself and others how best to pursue success. Geologists tell us that peaks owe their existence to their dur-able qualities. The surrounding material, by the action of aqueous erosion, has been carried away, leaving these tall projections which have been able to resist for ages the frictional action of water. Upon this same principle rests the success of the "makers of his-tory." Certain things in their make-up have enabled them to stand firm against the attrition of such circumstances as have swept their less sturdy fellows into the "realm of innocuous des-uetude." Their success is the result of the operation of the prin-ciple of the survival of the fittest. Ever since the world began, the principles and causes which have resulted in such changes as have been mentioned have al-ways been the same, and are the same, as those in operation to-day. And this is true of human affairs; so that the young man must realize that the same principles and causes which determined the success of great men, still operate. Ere he can resist the downward pressure of the busy, indifferent world about him, and, as Greely says, "bulge out over the top, where he is sure to be seen," it is necessary that he follows the same plan to secure suc-cess as that which has enabled others before him to become emi- THE GETTYSBURG MERCURY 139 nent. Just as they have survived innumerable discouragements and scaled the heights of fame because they have made themselves the fittest, so must the youth, in order to reach a high place, develop in himself those things which will render him, too, fit to combat opposing forces. And what are the elements of that fitness which has led to the success of men? Rvery person expects to be or do something, some day; that is, all have purposes. Yet most of these are more or less vague. But what we who would get on in the world must have, are defi-nite purposes. A race without a fixed goal is nothing. Without a definite end to strive for, life is a mere "struggle for existence," and existence is all we get. But life is more than this. The fu-ture holds out many prizes to each of us, to be won only by those who decide definitely for what prize they shall strive. The trav-eller must know, if not to what distance he desires to go, at least what is the bearing of the course he wants to pursue, or he may travel in a circle. If we want to move from our present positions, we must have purposes which, though they are not necessarily limited in extent, yet in direction must be definite. Napoleon, at the very outstart of his brilliant career, aimed at the rulership of the French nation. Lincoln had a definite intention, formed early in life, to do good to others. And how signally he suc-ceeded when he liberated those millions of sufferers! And to rise as these men did, we too must adopt this important element of their fitness,—a definiteness of purpose. Besides the fact that great men have had definite intentions, we observe that they all show elements of fitness in the characters they possessed. All the truly great—and we mean by truly great, not a Nero or Lord Byron, but those whom the good admire,— have been men of high morality. And the more elevated their moral traits, the more we admire them. High moral qualities are a part of the equipment which has bsought them, and will bring us, success. As a possessor of such characteristics, "Old Abe" stands pre-eminent,— a veritable personification of honesty; an honesty which did not allow him to support the unjust, though legal, side of a question; an honesty which made him lose in purse, but gain in esteem, till as a result of this quality he attained a world-wide re-spect, which will last as long as man and memory exist. Lincoln's is real fame, and the young man can do nothing better than adopt 140 THE GETTYSBURG MERCURY \ I in his character the prime element which brought renown to "Honest Old Abe." True courtesy is a moral quality, based upon thoughtfulness and consideration for others. Men must be gentlemen, if they want to make progress. Great men are not always polished models ot etiquette, but courtesy has always been a mark of their fitness to occupy the positions at which they have aimed. ' 'Jeffersonian simplicity" did not hinder the third President from reaching the place to which he was helped by Jeffersonian courtesy. Eet us avoid error, and imitate in ourselves this essential quality of fit-ness to advance. Impure and intemperate habits invariably destroy all chances of complete success. Neither Burns nor Poe have secured all the glory which steadier lives would have brought. Irregular habits undermine and weaken all the qualities of body, mind, and spirit, and under their influence complete triumph is impossible. Better adopt the kind of habits which rendered long and useful the lives of Greely, Bismarck, and Gladstone. Their temperate lives are models from which men may safely mould their conduct and there-by place themselves among the fittest to survive. Morality is admirable, but when heightened by the influence of Christian principles, it becomes sublime. Men like Luther and Washington, who have worked under the rule of Christianity, stand at the very summit of human esteem. Elijah Morse once said: "Young man, a good character; yes, and a clean, religious life, are the foundation stones for success." But the moral and religious traits we have spoken of are not all that bring success. It is true that they are the "foundation stones," but upon these there has always been built a structure of other materials, which have made their possessors able to sur-vive opposing forces. The extremely pious are not always re-membered, but those whomwe admire most and shall never for-get have linked their piety, as we should do, with other things essential to render them fittest to endure. L,et us speak also of these. Josh Billings says- "Energy is what wins. Many men fail to reach the mark because the powder in them is not proportional to the bullet." Men must have "vim," or they fail to remove what to them seem insurmountable obstacles. The Alps were no barrier to the vigor of Bonaparte. Neither must the young man THE GETTYSBURG MERCURY 141 of to-day lack this same sort of energy. It will enable him to sur-vive in the conflict with whatever comes between him and victory. The life of the man who would "fight it out on this line, if it takes all summer," testifies that the aspirant must try to imitate that in Grant which, in vulgar parlance, we call' 'sticktoitiveness.'' He must have a spirit of assiduity. Pluck cannot get along with-out Plod. Those who have become eminent have done so because they have hung to their purpose till triumph has crowned their persistence. Sir Isaac Newton, although met by what would seem to most men an impassable barrier, worked on for thirteen years before he was able to give the world the correct theory of gravity. The pursuit of success is up-hill work and a halt on the slope is fatal. Not one of the world's great men would have been able to survive the friction of ever-appearing hindrances, without this quality of persistency. Neither can any others who lack it hope to appear among the fittest. "Eternal vigilance is the price of success." It was on this principle that Mark Twain worked while becoming famous as a Mississippi River pilot, and later, while rising to his present lit-erary status. He himself testifies to the importance of this trait, when he gives this advice: "I say, young man, put all your eggs in one basket, and then watch that basket \" We must "Stop, look and listen !" for the multifarious dangers we are liable to en-counter. It was the "Father of the New York Tribune" who turned failure into success by following the principle he himself puts forth in these words: "Do the very best you can where you are!" Concentration and thoroughness have marked the lives of those we desire to emulate. We have all made a practice of doing one thing at a time, and doing that well. It was John Wanamaker who once wheeled the delivery barrow of a dry-goods firm through the streets of Philadelphia; and he did it well, too. Concentrated effort in one direction led him finally to make for us an excellent Post-Master-General. And we also can follow his plan and rise. Close attention to little things enabled Watt to notice and use the principle he saw in the movement of his mother's tea-kettle as the means whereby his steam-engine could be impelled. It is of little things the big are made. Nothing we see or experience is too small to receive attention. Andrew Carnegie knows all the details of his immense business,—none too small to be important \ i ■ I i 142 THE GETTYSBURG MERCURY to him. Nor must the youth who would succeed act differently from those whose fitness to rise included attention to little things. The best recommendation for the importance of a good educa-tion comes from those who have never had this advantage. Lin-coln's life-long regret was that he had not had a college education, and it limited his powers in many directions. However, self-taught men like he was have managed to climb the steep and reach the level of greatness without it. But just as one member of the body becomes stronger when its mate is injured, so such men, in the absence of higher education, have developed a substitute in the shape of great common sense. This we must have, or our fit-ness to survive the impositions of more shrewd men is impaired All these principles, and many, many others under which great men have worked, we must adopt if we want to aim at true great-ness. However, all cannot reach the topmost places. But an honest attempt to make the conditions in our lives conform to those manifested in the lives of successful men, will, at least, en-able us to rise far above mediocrity. Just as mountain peaks are formed of material most suitable to stand the wear and tear of ages, so must we young men be made of such stuff as will help us to throw off, without injury, those things which would keep us down, and rise till we attract the no-tice and elicit the worthy commendation of our fellows. Yet, let us not forget that the principle of the survival of the fittest extends farther than we have mentioned. For, away back, twenty centuries ago, there appeared a Great Man, a Model such as we find nowhere among the thousands of earthly great. He is the fittest and His survival is everlasting. Would we survive all the ills of this life, would we be classed among the truly fit, would we attain to higher praise than men can give,—heavenly praise ? Ifso, let us emulate him, the Model of all models, the Ideal! Then can we be like Him and join Him in the eternal survival of the fittest. "How void of reason are our hopes and fears 1 What in the conduct of our life appears So well designed, so luckily begun, But when we have our wish, we wish undone." DRYDHN. THE GETTYSBURG MERCURY 143 MAN WAS NOT MADE TO MOURN J. B. BAKER, '01 [Gies Prize Essay—Second Prize] OOBERT BURNS is the author of a varied and numerous array A * of beautiful poems. As a song writer he is the world's greatest. As rusticity's artist he ranks well with Shakespeare. His heart was great and his genius commensurate, winging its way to loftiest heights and recognizing the meanest things. He has been called the most directly inspired of all the poets. While the fame of other immortals rests upon the matured product of a life study, his finds its basis in the product of an hour. He goes out into the couutr)', disturbs a field mouse and ad-dresses it on the spot in quaint poetic style. A limping hare, a bank of flowers, a winding brook, a chilly blast, a neighbor's weal, a neighbor's woe, all appealed to his sensitive nature and won immediate response in verse. Such an one, however great he be, is in danger. Second thoughts, even in a Shakespeare, are preferable and it is neither a reflection upon the author nor a mark of conceit upon anyone to deferentially differ from him in a passing thought or hastily written verse. Burns said, "Man was made to Mourn.'.' The poem is sub-lime in its pathos but false, we believe, in sentiment. It shows the leaden sky but not the bow of promise. To study the end to which man was made we must ask time to turn backward in her flight for a moment or two and bring up the past. Oliver Wendell Holmes said we ought to begin a man's biog-raphy one hundred years before he is born. We would begin with generic man already when the idea of his creation was first formulated in the Divine Mind, for the idea of creation and the object of existence must have been coeval. They are concomitant notions and of a twin birth. What then was the mood of that pregnant mind at the event-ful date ? That question answered and our query is practically solved, for created things invariably bear the marks of their Creator. The readers of the world know the character and object of a literary production of a known author, before they open the book. They would not expect the sweet placid flow of an Irving from I I 144 THE GETTYSBURG MERCURY the rough and rugged Cooper. Nor would they hope to hear the strains of Whittier coming from Virgil's lyre. Neither could have produced the works of the other. Their gems, in prose and song, were merely the externalization of their own minds and they could not have written otherwise because they could not have externalized that which had not already had an anterior internal existence. Precisely so, in our crude, fragmentary, symbolic fashion must we conceive of the Alpha of all reality. We are wooed to believe that everything in this central universe bears marks of kinship with Him, and particularly do we believe it to be true of man. We are like Him. Is He glad or is He sad? Does He mourn? That is the question upon the solution of which depends the pur-posed end of man's existence. To attempt an answer to a question like that, however, involv-ing as it does, eons of time and a Being unfathomable, might ap-pear a bit presumptuous, but a little reflection will prove the con-trary. We cannot escape it. The question abides with us through every period of our rational life. It presses upon us as atmos-pheric air upon our frames. It fills the human mind as star dust fills the sky. We must think of God, but without attributes that is impossible. What then are the qualities discoverable in his na-ture to give us an antecedent probability that man was made to mourn? Those qualities discoverable by us and those recognized by ages before us are wisdom, power and goodness and these in an unlimited degree. The gradual unfolding of orderly arrangement, hitherto unknown, reveals the wisdom. The spangled robe of night reveals the power. While the goodness, as for it, it shines from His very nature as light from the noon-day sun. How One possessed at once of Omniscience, Omnipotence and Infinite Benevolence could ever be sad and in mourning is beyond the grasp of human reason. Mourning implies regret at something that has happened and surely nothing could grieve Him who had the ability and fore-sight to avert the offending cause. Mourning is incompatible with the idea of Divinity as held by the majority of men to-day. But some are disposed to call these qualities into question. Not a few thinkers of eminent ability and indubitable integrity find themselves unable to predicate them of Him. I | El l SOME IMPORTANT DEDUCTIONS FROM A COMPARATIVE STUDY OF MYTHOLOGIES C M. A. STINE, '01 [Gies Prize Essay—Third Prize] THE meaning of the word mythology is, literally, a treatise of *■ myths, or a writing composed of a number of fables. The term is applicable to the writings descriptive of ancient systems of religious beliefs, their various deities, and the attributes and the relations of these deities. Just as the child peoples the world about it with fairies both good and evil in their intentions toward human beings, so in a somewhat similar manner, the early races personified the phenom-ena of nature and sought to render intelligible the workings of nature thrust upon them for explanation, and which were to them otherwise inexplicable. Out of these explanations arose the vast bodies of legends descriptive of the various deities, their origin, adventures, attributes and relations. These personifications of nature with their body of attendant prerogatives arose from two principal causes: the necessity of pro-viding a cause for an observed effect, and the necessity of supply-ing a want felt in every human soul. Every human soul feels the need of a deity upon which to rest its faith and to whom it may look for aid. Whether the production is evolved by the human soul without a divine revelation does not concern us at present. To arrive at some explanation of the nature of the world, and the operation of those natural laws otherwise unintelligible, as well as of his own genesis, man invented the host of gods and demi-gods. The higher attributes ascribed to the divinities—their more purely spiritual qualities, arose out of man's need. Man is con- 148 THE GETTYSBURG MERCURY scious of those forces which we call good and evil. He realizes the constant antagonism between the two, and the ethical super-iority of the former. He feels that according to his sense of jus-tice good should be rewarded and evil punished; yet his experience teaches him that such is not always the case. Hence there arises a feeling of the need of some force which may be supernatural, and which will reconcile the apparent contradictions, and fill the hiatus which is felt to exist. Thus there is the necessity of a god and a future existence. The study of ancient mythology with a comparison of the dif-ferent systems, serves a number of purposes. We gain a knowl-edge of the varying degrees of complexity of the different systems of belief, the height of their spiritual conceptions, and their degree of knowledge of the true God—that is their relation to Monothe-ism, the resemblance of the different creeds in the attributes as-cribed to the different divinities, and the similarity in their names. First. We may judge of the character and location of the people—whether agricultural, pastoral, commercial, peaceful or warlike, inland or maritime; and as to the climatic conditions, and natural features of the territory occupied. Secondly. We may judge as to the degree of civilization at-tained. An enumeration of what is included in the term civil-ization may be in place. By civilization we mean the knowledge of the arts and sciences, mechanical and political; also the degree of purity of religious conception. Upon the true or erroneous ideas of God depends man's treatment of his fellow-man, his real-ization of the principles of universal brotherhood, and divine fatherhood, and all the altruistic impulses. There is certainly but little civilization where these latter are lacking, and upon the extent of the realization and adoption of these principles depends the greater or less degree of excellence to which a civilization may lay claim. Thirdly. A comparison of these systems affords a means whereby the knowledge of the common origin of various branches of the human family may be gained. In our consideration of ancient mythology, the chief form of belief to which we wish to devote our attention is that held by the Indo-Germanic family. The systems of mythology which we shall briefly study, are those of the Greeks, latins, Norse and THE GETTYSBURG MERCURY 149 Old Germans, Hindoos and Egyptians, as affording the best illus-tration of the principles enumerated. The system of mythology held and constructed by the Greeks is the one of which the most complete knowledge is attainable, excepting perhaps that of the Latins. But the resemblance be-tween these two is close, and the Greek may be taken as typical. Upon these, therefore, we shall base our conclusions. A study of Greek mythology reveals the following as to the character of the people, their location, and the climatic conditions of the territory occupied. The Greeks were an imaginative people, judging from the vast collection of myths relating to their deities, their doings among men. Every tree, blade of grass, fountain, streamlet and river; every breeze that blew and every raging storm, had its own particular presiding spirit. Gods, demigods, nymphs, satyrs, dryads and hamadryads are multiplied without number. The stories of the gods based upon nature, are given a vast body of detail, and an amount of local coloring which displays the workings of a national imagination of great activity and scope. The race seems also to have been somewhat mercurial in tem-perament. All of the earlier races are susceptible to changes in the seasons, and to the alternations of day and night, but the Greeks were particularly so. The approach of spring was heralded with the most extravagant rejoicings and sacrifices to various gods, especially to Dionysos. From the character of the deities worshiped they must have been a people engaged in pastoral, agricultural and commercial pursuits. We arrive at this conclusion because the people wor-shiped deities who were presumed to have the care of shepherds and their flocks, of farmers and their harvests, and of sailors. Some of the gods are themselves shepherds. Apollo is so repre-sented, although his flock is made up of the clouds in the fields of ether. Demeter is the goddess of the harvests. Hermes is the guardian of the sailor. The Greeks were extremely careful to preserve the favor of their gods, and maintained their sanctity to the last of their na-tional existence. They are extremely afraid of offending their deities, and must have been an exceedingly pious people. But all their piety did little for their morals. In all their business trans-actions we have evidence that they were a lying and a tricky I ; 'f. 150 THE GETTYSBURG MERCURY i people. Hermes, the god of liars, the protector of the knave, was greatly venerated. From what we have already said we would infer that the land of the Greeks was suitable for the pasturing of flocks and for the cultivation of the vine. Wewouldalso infer thatit was contiguous to the ocean. It must also have been alandsubject to the change of the seasons, for we have already seen that the festivals com-memorating the change of times and seasons, formed a part of his worship. That he made much of physical excellence is evident from the fact that he prayed often to a god whose chiefprerogativewasthe care of the athlete. Mythology and history are heartily agreed upon this point. He was evidently highly intellectual and capable of abstract thought; for he worshiped a goddess who was the personification of mind and intellectuality. Her attributes are those of mind and she is above the physical desires and passions that enslave. From this recounting of the physical enviroment and the in-tellectual attainment of the Greek we can readily determine the degree of civilization attained. We admit right here that myth-ology is not our only source of information, but we do maintain that we can determine the degree of civilization from the mythol-ogy of the people. Because the Greek engaged in commerce he came in contact with other nations, and thus acquired a knowledge of their arts and sciences. The Greek had his organized household, and was far in ad-vance of the wandering tribe; but not one of his deities is repre-sented as presiding over domestic life. The L,atins with their Lares and Penates, seem to come much nearer to the conception of our modern home. The number of muses presiding over the various forms of lit-erary composition, and the completeness of attributes, together with the veneration in which they were held, indicate literature to have been one of the chief pursuits of the people. The high degree of excellence attained in this respect confirms our position. The degree of his intellectuality is evinced in his conception of the goddess Athene. Then, too, if there had been no artists and sculptors there would have been no deities to inspire that class of men. The same may be said of government and the deities that preside over magistrates. ta THE GETTYSBURG MERCURY 151 The worship of a deity supposed to aid in the right government of a state, and to have the oversight of the fulfillment of the ends of justice presupposes a well organized system of government. All this is indicative of the degree of civilization of a people. But all these things are the mere externalities, the polish of civilization rather than the vital principle. Civilization of the heart, that is purity of life and worship, are the fundamental prin-ciples of civilization, and these are attained or not attained accord-ing to the character of the conception of the one true God. It is uncertain in how far the Greek attained to the idea of one God. Very high attributes and lofty conceptions were had by the Greeks, of divinity. This is plainly shown by attributes assigned to their different divinites. In a few cases Zeus is represented as exercis-ing a sort of supreme power over the other gods, which somewhat approaches the conception of the Bible of God and the angels as ministering spirits. As already stated, the Greek was pious in the extreme. His life was one of constant anxiety lest he offend, voluntary or involuntary, some one ofhis numerous deities. The names he applies to his deities are not those which would be ap-plied by a loving creature to a gracious Creator. In Aeschylus we find the words: "Zeus, wherever thou art, by whatever name it please thee to be named, I call on thee and pray." The Greeks made a constant effort to flatter and propitiate the gods, who were regarded as enemies of human happiness. Prob-ably the only god whom the Greeks truly loved was Dionysos. He was thought to rejoice in the happiness of men, and to his worship, in the festivals, the Greek surrendered himself with de-light. He was probably the only deity whom they worshipped from motives of affection rather than fear. Whilst many of the stories related of the various deities are incompatible with our conception of God; it must nevertheless be remembered that many of these stories are mere allegories created to typify and explain analogous happenings in nature. Thus they lose their revolting character. For a long time this was remem-bered by the worshipper himself, but it is feared that in later national history the Greek often gave himself up to excesses under the impression of divine sanction. Whilst many of the stories of the deities are revolting, many are very beautiful, and come close to the Christian conception of right conduct. Therefore there must i 152 THE GETTYSBURG MERCURY 1 i have existed a high ethical conception in the souls of many. But these conceptions are, after all, the exception and not the rule. The Greek's conception of life was largely fatalistic. Ananka, Necessity, loomed as a vast incontrovertible force from whose decrees there could be no escape. When a crime of any sort was committed the Erynys dogged the unhappy perpetrator with an awful insistence, and at some time, sooner or later, the crime was avenged. The conception of the hereafter as imagined by the Greek was gloom}' in the extreme. The spirit of the ordinary mortal passed at death to a domain of dimmest twilight, to the land of Hades. Here the shadow of the body lived an existence surrounded by in-tangible spectres, in the gloom of the mighty underworld. Only the souls of heroes and those semi-divine beings who were espe-cially, favored of the gods attained the happiness of the sunlit Elysian fields. The soul of the criminal passed to a region beneath Hades, to Tartaros, a place of torment and woe. The immortality of the soul held no joy to the mind of the Greek. His mythology gives us no reason to believe that he had the slightest conception of a hereafter portrayed in the bible. This affords us a complete understanding of the Greek mind. Polished in intellect, beautiful in body, in many ways possessing a refined nature, yet in this one essential the civilization of the Greek fell short. Self-sacrifice and unselfish devotion, whilst here and there in his mythology dimly hinted at, yet to the mass of the nation unknown, never animated the every-day life of the Greek. Thus in this cursory glance at the Greek nature we have pointed out the application of the first two principles enunciated at the beginning of this paper; but these same principles are equally well illustrated in the mythology of other peoples. Whilst our knowledge of the Norse and old German Mythol-ogies is much less complete, since the people were not literary, and preserved their traditions largely in memory and not in books, yet this mythology upon examination, is found to yield the same results as the Grecian. The conception of the god Odin for in-stance, shows the same conformity and coloring which that of the Greek Zeus exhibits. We cannot in this article enter into a de-tailed description of the mythology of the Latins, the Norse and old German, the Hindoo and the Egyptian, yet they all equally THE GETTYSBURG MERCURY 153 well serve to show the condition of the peoples who originated them. Let us now pass to the third fact, namely, that by a considera-tion of the mythologies of the peoples a knowledge of their common origin is obtained. No student of mythology will deny that in all the religious beliefs of the different nations there is a certain similarity. The Aztec system with the great god at the head and with its crowd of lesser deities, the North American Indians' conception of the Great Spirit with the host of lesser deities, in common with the nations of the Indo-Germanic family, had a degree of resemblance in the wider facts of their mythologies. The consideration of the conceptions of belief and worship of all the peoples and nations we have studied drives us to the conclusion that these peoples had a common origin. Let us glance at a few of the more marked resemblances which appear. Odin of the Norse, Zeus of the Greeks, Jupiter of the Latins, and Atmer of the Hin-doo- Brahmin systems are all alike personifications of the life-giv-ing properties of the air of heaven. The Egyptian system seems to be much farther advanced at the period with which our record begins, than the other systems enumerated. In fact it had reached a more metaphysical development. Consequently there is greater difficulty in the comparison of the Egyptian conception with the others, but in this system we notice the same overlapping of the attributes of one deity with those of another, and in some degree, an identity of attributes. Zeus is the father of the muses and Odin is the father of Saga, the goddess of poetry. Thor or Donar, another Norse divinity, is the god of thunder. As the god of thunder he resembles Zeus, and as the thunder bolts of Zeus were forged by the smith-god Hephaestus, who dwelt below ground, so the hammer of Thor was forged by the dwarves (Zwerge), or black elves who dwelt within the earth. Thor and Odin are identified with one another much the same as Vishnu and Indra in the Hindoo system. Thor and Vishnu go on foot to the councils of the gods. Vishnu is represented as traversing heaven in three strides. The Norse god, Tyr, is a personification of the brightness of the heavens. He is also named Zui and Saxuot. Here there appears a striking resemblance in names. Zui is iden-tical with the root meaning to shine. Sanscrit, Dyaus, the Greek Zeus, the Latin, Deus. Among the Vedic gods, Dyaus is the god of the shining heavens in the same way as Zeus of the Greeks. 154 THE GETTYSBURG MERCURY Dyaus-pater is the same as Jupiter, the dy being displaced by the J in the L,atin. Indra, of the Hindoos, who hurls the thunder-bolts, and is "the cloud compeller," corresponds in these func-tions with Zeus and Thor. His beard of lightning is the red beard of Thor. The goddess Ushas is the goddess of dawn among the Vedic deities. She corresponds to the Greek Eos. We notice the striking similarity between the two words, indicating deriva-tion from a common root. Thus we might go on multiplying in-stances and giving examples of this similarity. The attributes of the Egyptian deities are to a large extent interchangeable with those of the Greeks and the Norse. The Egyptian conceptions are arrived at by the same personifications of the powers of nature, and in their attributes represent the same mingling of the mater-ial with the spiritual, as do the Grecian, I,atin, Norse and Hindoo. They all represent the occurrences of nature under similar anal-ogies of deeds performed by the divinities. Their names have similar physical meanings. For in the resemblance thus illus-trated and existing to a much greater degree than we can stop to point out, we derived unquestionable proof of identity in the origin of these peoples. It is probable from the very close simil-arity of the I^atin and the Greek systems, that these two nations were less widely separated after the first division than were the other nations, or else that the separation of these two branches took place at some time after the original body had divided and migrated to different points of the compass. From this hasty glance at a few of the ancient systems ot mythology and a review of a number of their points ofresemblance, we obtain an idea of the vast importance which this study may assume. In conclusion we must remark what is palpable to every stu-dent of mythology, that the Christian religion could never have been evolved out of these systems. In its sweet simplicity, its purity and truth, it over-reaches all others in their utmost stretch. Of a truth there is no god but God, and no revelation but the bible. There is a majesty in simplicity which is far above the quaint-ness of wit.—Pope. THE GETTYSBURG MERCURY 155 THE THUNDER STORM C. W. WEISER, '01 [Gies Prize Essay—Honorable Mention] Upon a sultry August noon The scorching sun came beating down, And all was wrapt in smoky haze Swelt'ring 'neath the withering rays. Above the rugged mountain brink Arose a cloud as black as ink; Dark and motionless it loomed, As if the peak itself were doomed To bear the threat'ning, murky mass, Towering o'er the narrow pass. Then arose a sullen roar, A sudden rush and down it bore Along its path, As tho' in wrath It meant to take, To bend, or break; Destruction carry, Doom, or harry. Now on its course, In mutterings hoarse, It came with rumble Loud, and grumble. A peal, a mutter, A flash and flutter, And on it swept with dire confusion, And in its wake in swift profusion Came other clouds as swift, now dark, Then livid with old Vulcan's spark. Thro' the whirling and the roar Now the rain began to pour In torrents loud upon the roof, And the pine-tree tops aloof, Dashing 'gainst the shanty walls In a way that most appalls, Beating loudly oh the pane Were the dashing drops of rain. Flash of lightning Heavens bright'ning, Peals of thunder Fill with wonder. Crash ! we hear the loud report, Crash ! returns the dread retort. Heavens lighten, splinters flying 156 THE GETTYSBURG MERCURY From the mighty trees outlying ! Crash ! Flash ! Flash ! Crash I Rumble ! Roar! Crash ! Flash ! Hurling death and doom, destruction— Crash ! Flash ! in loud convulsion— Upon the forest, peaks disheveled, Rain-tossed, sighing, lowly leveled; Filling all with consternation At this freak of old creation. Flash !—growing dimmer its existence. Crash !—a pealing now in distance. Rumble, rumble, roar and rumble, Mutterings dull and muffled grumble; Rumble, rumble, rumble, roar, Down the dell, the mountains o'er. Gently now the rain is pattering, On the roof and windows clattering, While below the brook is gushing, Muddy wild and roaring, rushing. Clouds are flying, sky is clearing, The storm has passed, and sun appearing Smiles upon the world again Thro' the crystal drops of rain. i A populous solitude of bees and birds, And fairy-form'd and many colored things, Who worship him with notes more sweet than words, And innocently open their glad wings. Fearless and full of life, the gushing springs And fall of lofty fountains, and the bend Of stirring branches, and the bud which brings The swiftest thought of beauty, here extend, Mingling and made by love unto one mighty end. —BYRON. THE GETTYSBURG MERCURY Entered at the Postoffice at Gettysburg as second-class matter Voi,. X GETTYSBURG, PA., OCTOBER, 1901 No. 5 E. C. RUBY, '02, Editor-in- Chief R. ST. CLAIR POFFENBARGER,' 02, Business Manager J. F. NEWMAN, '02, Exchange Editor Assistant Editors Miss ANNIE M. SWARTZ, '02 A. B. RICHARD, '02 Advisory Board PROF. J. A. HIMES, A. M., LIT. D. PROF. G. D. STAHLEY, M. D. PROF. J. W. RICHARD, D. D. Assistant Business Manager CURTIS E. COOK, '03 Published eacli 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 Fifteen 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 Business Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. EDITORIAL '"pHIS issue of the MERCURY is made up largely of essaj's which *■ were in the Gies Prize Contest last year. Had it not been for this supply the editor might have had considerable difficulty in finding enough material for this number. We are looking for-ward to the future of our literary publication with a great deal of hope and firmly believe that our hope can be realized. We cer-tainly have among our fellow-students many who possess consid-erable literary talent, and others who desire the opportunity for development in the literary field. To such we would suggest that they should not neglect the opportunity which the MERCURY ex-tends to them. We shall be glad to have all who are interested in literary work place into our hands any manuscripts for publi-cation. We shall carefully examine them and always exercise 158 THE GETTYSBURG MERCURY I i our best judgment in the selections we make for presentation to the public. Fellow-students, it will depend largely upon the in-terest which you take in this work whether our hopes for the suc-cess of the MERCURY shall be realized or not. Let us not forget that this is a matter which pertains to the institution and not to any particular individual. By doing our duty towards this pub-lication we are making it a true index of the work that is being done in the literary departments ot our Alma Mater. RESOLUTIONS OP RESPECT CLASS VV7HEREAS, God in his divine wisdom has seen fit to sum- " mon from our midst to his eternal home one whom we most highly esteemed as a classmate and companion, Theodore Frank McAllister, Therefore, at a meeting of the class of '03, Pennsylvania Col-lege, September 7th, 1901, be it unanimously Resolved, That by this untimely visitation of Divine Providence we have lost one of the most worthy members of the class, one whose Christian character was such as to call forth universal ad-miration, whose amiable disposition gained the friendship of all whom he met, whose abilities as a student pointed to a most use-ful career; and also Resolved, That though we be saddened by this bereavement in the midst of our collegiate course, we humbly submit to the will of Him, who knoweth and doeth better than we, believing that our loss is his gain; and also Resolved, That by his death, by its great effect upon us, we have been led to a greater seriousness in the work of life; and also Resolved, That we extend to the family in its bereavement our sincere sympathy, and pray that God and Saviour, who has borne our griefs and carried our sorrows, to comfort them in their afflic-tion, and also Resolved, That a copy of these resolutions be sent to the sorrow-ing family, and to the college journals and town papers. DAVID S. WEIMER, ROSE E. PLANK, EDWARD B. HAY. THE GETTYSBURG MERCURY Y. M. C. A. 159 WHEREAS, it has pleased Almighty God in his all-wise provi-dence to remove from our association our friend and faithful co-worker, T. Frank McAllister, be it Resolved, That in his death the association has lost a member whose manly virtue and consistent Christian life were a help and inspiration to all, and be it Resolved, That the college has lost a faithful student and an en-thusiastic man in all college affairs, one who lived for the better-ment of his fellows and was happiest when promoting their wel-fare, and be it Resolved, That these resolutions be published in the town and college papers. WILBUR H. FLECK, FRANK DAYMAN, F. GARMAN MASTERS, Committee. nMHMWMHIWiill^HflUllil IHl|i|IMBillililll|H|IH 1v t jj 1 111 J GQgj ORATION: THE CHARACTER OP OUR EARLY AMERICAN FOREFATHERS P. H. R. MULLEN, '01 "PAR from me and my friends be such frigid philosophy as may ■*• conduct us indifferent, and unmoved, over any ground which has been dignified by wisdom, bravery or virtue. That man is little to be admired whose patriotism would not gain force on the plain of Marathon, or whose piety would not grow warmer among the ruins of Ionia." These noble words from the pen of Dr. Johnson express a sen-timent that ought to find a response in the heart of every Ameri-can citizen. We cannot visit the spots forever hallowed by the valorous deeds of enduring worth, wrought by the makers of our early history, without a sense of gratitude and profound reverence. To dwell upon such a theme without a thrill of emotion, would augur a spirit undeserving of the great legacy bequeathed to us by those venerable personages of the past. If the Greek could boast of an illustrious ancestry we can boast more; if the Roman could linger at the forum to hear the orators lavish their loftiest flights of eloquence upon the rising glory of the "eternal city," we may declare with great emphasis that its ■ 160 THE GETTYSBURG MERCURY splendor grows dim before the rising sun of our national glory, as the moon pales with the advancing day. No other nation has had such a beginning. The early history of every other great nation has a vague outline that marks its transition from lawlessness and barbarism to civilization, but America, comparatively speaking, sprung into being full grown, as "Athena from the brow of Zeus." We are alone among the nations of the earth in having such colossal founders. We need only mention the Pilgrim Fathers, and there is suggested a host of associations. At what a critical period in the world's history did they appear! They shattered the power of a dominant ecclesiasticism and gave to the world re-ligious freedom. We see them committing themselves in a frail bark to a "cruel, crawling sea," uncertain whether they should not all begin their long sleep, and fill a "wandering grave" beneath its restless bil-lows, before they should set foot on American soil. But, guided by their adored Jehovah, through the trackless waters, they at length disembark upon a rock on a desolate shore, and we hear their com-mingled prayers of gratitude break the monotonous voice of the sea. From this rock they go forth to sow the seeds of a mighty nation. We hear the blows of their axes against the primeval forest, ringing out on the frosty air like the pealing of liberty bells. In the light of their burning villages we see a band of savages danc-ing in taunting glee. With unabated zeal they resurrect another village from the ashes. From a miserly soil is forced, by untiring energy, a comfortable livelihood, and the "wilderness blossoms as the rose." A noted statesman has fittingly said: "We shall not stand unmoved on the shore of Plymouth while the sea con-tinues to wash it, nor will our brethren in future time forget the place of the nation's establishment till their river shall cease to flow by it. No vigor of youth, no maturity of age will lead the nation to forget the spots where its infancy was cradled and de-fended." The years of our nation's infancy were truly the most "sad and sublime'' in history. We have dwelt at some length upon the achievements of the Pilgrim Fathers because their deeds are the best interpreters of their character. It is a noteworthy fact, much to the credit of the Pilgrims, that they were the first colonists with sufficient "staying power" THE GETTYSBURG MERCURY 161 to establish a permanent colony in North America. Repeated efforts had been made in Mexico and in Florida, by the Spaniards, but those colonists had as often retreated in the face of unexpected difficulties, without accomplishing anything except the squander-ing of the resources of the borne government. France, likewise, had been unsuccessful for several reasons, chiefly because of the temper of her colonists. Several companies of English colonists also had attempted to take up land in the New World, but had repeatedly failed. It remained for the Pilgrims to be the honored founders of our great Republic, and their final success is fraught with great significance. They were constituted of ' 'sterner stuff'' than their predecessors and had an unchangeable purpose to prod their spirits in the presence of discouragement. To them physical pain was decidedly preferable to spiritual bondage, and they suffered on, unflinchingly, uncomplainingly, to the bitter end. "Religious Liberty" were the two words emblazoned upon the banner of the Pilgrims, and many times were those words des-tined to be written in blood before that banner was to be free from assault. They had, however, one harbor to which they repaired in every time of storm, one fortress in time of danger, one harbinger of hope in time of gloom, one source of truth amid the duplicity of oppressive and corrupt governors—the Bible, from which they received iron into their blood. This book was the Pilgrim's hope, his song, his prayer, his guide. The Old Testament, with its honor roll of immortal heroes, furnished the Pilgrims an ideal for their conduct in persecution and trial. The New Testament was the eternal pledge of final victory, an unfailing reward, an un-fading crown. The Puritans were characterized by a total lack of effeminacy. Their character was sturdy and masculine. No amusements were tolerated that had a tendency to destroy the severity and intensity of life. Severely religious, strict to a degree of intolerance, sternly resolute, stubbornly persistent, implicitly obedient to the dictates of conscience, the Puritans exhibit a massiveness and rugged grandeur of character that has never been surpassed. They were men of unblemished integrity, as distinguished for private pur-ity as for public virtue.'' We have never contemplated a group of men whose faults were so few, whose virtues so many, whose honor was so stainless, whose characters were so untarnished, as Stationery, Blank Books, Amateur Pho-tographic Supplies, Etc., Etc. BALTIMORE ST. R. fi. GULP PAPER HANGER, Second Square, York Street. COLLEGE EMBLEMS. EMIL ZOTHE, ENGRAVER. DESIGNER AND MANUFACTURING JEWELER. 19 S. NINTH ST. PHILADELPHIA SPECIALTIES: Masonic Marks, Society- Badges, College Buttons, Pins, Scarf Pins, Stick Pins and Athletic Prizes. All Goods ordered through A. N. Beau. A. G Miller Job Printer Students' Trade Solicited Best of Work Guaranteed Meneely Bell Co. TROY, N. 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Mención Internacional en el título de doctor ; Ciberespacio: la última frontera. Aquí es donde empieza la nueva misión de los juristas en buscar nuevas formas de ejercicio de los derechos humanos. Afortunadamente, no es una misión de ciencia ficción, sino un desafío real, actual y lleno de oportunidades. Consideramos que es el mejor momento para proponer esta tesis e iniciar un trabajo de investigación sobre la dinámica del derecho en la era de las nuevas tecnologías. La tesis está fundamentada en la investigación de este nuevo espacio donde ha entrado el ser humano, titular de los derechos y libertades fundamentales. Como cualquier entorno nuevo, despierta la curiosidad, la necesidad de explorar, pero también la necesidad de estar seguro. El ser humano está programado genéticamente para proteger su vida, integridad y libertad en cualquier entorno, tanto físico como virtual. La ciberseguridad es un tema nuevo, que empezó a fomentar los debates solo desde 1988. Estados, empresas privadas y especialistas se dieron cuenta rápidamente de la necesidad de regular este campo, incluso adaptando el derecho internacional a las nuevas realidades. Los conflictos, eventos frecuentes en la sociedad humana, han migrado rápidamente del espacio físico al espacio virtual, al igual que las armas. Los virus informáticos, las aplicaciones invasivas y el software de espionaje sustituyen a las armas y herramientas de guerra clásicas. Las medidas de seguridad propuestas e implementadas por las autoridades estatales con responsabilidades en el ámbito de la seguridad nacional, así como por empresas privadas que desarrollan programas para combatir ciberataques, basados en medidas de ciber espionaje o hack-back1, se adaptan a los nuevos desafíos tecnológicos, pero evitan solucionar problemas importantes para el individuo como el respeto a sus derechos fundamentales, cuyo reconocimiento y regulación le han costado años de lucha y fundamentación filosófico-legal. En este contexto, cuando la vida del ciudadano se traslada, cada vez más al espacio virtual con todos sus elementos - banca por internet, telemedicina, información e investigación de fuentes digitales, comercio electrónico, citas virtuales, realidad virtual - se deben proponer medidas para proteger el ciberespacio que pueden ser diseñadas en correlación directa con las medidas de seguridad aplicadas en el entorno offline. Si el entorno offline está claramente determinado, y hay actores con papeles muy claros (estados, territorios administrativos, instituciones con responsabilidades en el campo de la seguridad y protección de los ciudadanos, etc.), el espacio virtual sigue siendo una jungla, sin límites conocidos y con incipientes formas de órganos de control, que deberían proteger a los usuarios vulnerables para no ser víctimas de los manipuladores digitales. En este momento, las Naciones Unidas a través de sus comisiones y grupos de expertos, ha asumido el papel de garante de los derechos humanos en el ciberespacio, interpretando las disposiciones de los tratados internacionales y elaborando recomendaciones, para ciber conflictos y alianzas entre Estados y grandes empresas con control tecnológico sobre Internet, tanto en términos de contenido como de conexiones informáticas. A nivel de la Unión Europea, el papel de las instituciones comunitarias, bien definido en el proceso de desarrollo y aplicación de las normas jurídicas, permite diseñar un marco jurídico coherente para la política de ciberseguridad, asegurando un sistema de protección eficaz basado en la cooperación entre los Estados miembros, al mismo tiempo con una protección efectiva de los derechos individuales en el entorno virtual. La tradición democrática de los estados europeos contribuye a la identificación de soluciones viables con respecto a la libertad del ciberespacio y la importancia del individuo en la sociedad. El surgimiento y el fortalecimiento del papel de ENISA en la política europea de ciberseguridad, ofrece la ventaja de estandarizar, centralizar y explotar de manera coherente los datos comunicados por los Estados miembros con el fin de desarrollar normativas bien fundamentadas. Asimismo, esta tesis estudia algunas categorías de derechos fundamentales para descubrir la forma en que se ven influenciados por la nueva realidad de la vida cotidiana. El entorno en el que se ha estudiado y conceptualizado estos derechos a lo largo de la historia, hasta la confirmación en diversos instrumentos de derecho internacional, ha cambiado profundamente. Las amenazas comienzan a ser diversas, y para los juristas no especializados en informática, es un gran reto identificar las brechas en los mecanismos informáticos que garanticen y protejan los derechos fundamentales cuando el individuo actúa en el entorno online. Es posible que la generación de juristas nativos digitales se haga cargo del trabajo de los juristas adaptados digitalmente y sea capaz de construir un sistema legal aplicable a este nuevo entorno de vida del individuo. Esto será posible solo dentro de 10 años, cuando la nueva generación creada en la era de las nuevas tecnologías, posea la capacidad de analizar y proponer soluciones legales. La investigación se centra en el derecho a la privacidad y los elementos que lo componen, siendo considerado como uno de los derechos fundamentales más vulnerables en el entorno online. Los derechos derivados, como el derecho al nombre, la identidad, el honor, la dignidad y la integridad física se están transformando y adquiriendo nuevos valores en la era de las nuevas tecnologías. Algunos de estos derechos se transforman, se trasladan al ciberespacio, se adhieren al ser virtual y se convierten en derechos digitales, propios del nuevo entorno social. En el contenido de la tesis se desarrolló un capítulo dedicado a esta nueva categoría de derechos en el que se intenta establecer sus contenidos y las formas de manifestación. Con respecto a los mecanismos necesarios para garantizar el ejercicio de los derechos y libertades fundamentales, el trabajo analiza los distintos niveles de protección: desde el nivel supranacional (internacional), hasta el regional y nacional, específico de cada Estado. Los mecanismos institucionales y jurisdiccionales están organizados en gran medida de acuerdo con las mismas reglas, guiándose por las regulaciones internacionales sobre derechos humanos, en particular, continuando con las regulaciones a nivel regional y estatal. En el nuevo contexto tecnológico, es necesario revisar dichos mecanismos para que mantengan la misma eficiencia deseada en el momento de su creación. Un punto importante de la investigación consiste en el análisis de las restricciones aplicadas a los derechos humanos bajo el imperio de la Ley. Sin referirse a las injerencias ilegales, sino analizamos la injerencia permitida por la ley, especialmente en nombre de la seguridad colectiva. Seguidamente, se muestran los debates y análisis destinados a establecer el punto de equilibrio entre la importancia de un derecho fundamental u otro. Tanto el derecho a la vida privada como el derecho a la seguridad se consideran fundamentales, pero no absolutos. Desde esta perspectiva, se deben establecer límites claros para que la protección de uno no afecte la integridad del otro. Los Estados a veces imponen medidas excesivamente restrictivas del derecho a la privacidad en nombre de la seguridad nacional, y el ciberespacio es el entorno adecuado para tales prácticas. Cualquier práctica de este tipo, situada a uno de los dos extremos, ya sea muy invasiva en la esfera personal o ineficaz desde una perspectiva de seguridad, debe ser reevaluada y relacionada con los derechos humanos, tanto desde una perspectiva individual como colectiva. Por ejemplo, el derecho a la vida privada o el derecho a la seguridad del ser humano puede, dentro de límites razonables, restringir el derecho de otra persona a expresarse o manifestar ciertas necesidades mentales en el espacio digital. Teniendo en cuenta los objetivos propuestos al principio, aplicando los métodos de investigación correspondientes y analizando la literatura, el marco normativo vigente y la jurisprudencia en derechos humanos, esta tesis identifica y enfatiza la interacción entre los derechos humanos fundamentales y los efectos sociales de las nuevas tecnologías, incluyendo las consecuencias sobre los derechos conexos. En este contexto particularmente dinámico, el mayor desafío para la nueva generación de juristas será adaptar el marco legal actual, a las nuevas realidades del mundo digital. Dado que las normas de derecho que rigen nuestra vida cotidiana han evolucionado lentamente y durante un largo período de tiempo, la rápida evolución tecnológica y la migración del individuo al espacio virtual requieren una urgente adaptación del marco legal a las nuevas realidades para que la Ley pueda mantener su misión de guardián del bienestar público. Además, esta nueva pandemia, origina y causa inciertos ampliamente cuestionado en el entorno online, ha provocado una restricción en masa de los derechos humanos similar a la última guerra mundial. Se ha restringido el derecho a la: libertad de circulación, manifestación, reunión, expresión, educación, trabajo e incluso el derecho a buscar la felicidad. Por la limitación de estos derechos la gente, por temor al enemigo invisible e incomprendido, aceptó sin oposición la mayor parte todas estas injerencias de las autoridades en su vida privada y en el conjunto de sus libertades fundamentales. Solo pequeños grupos de activistas continúan luchando por defender sus derechos fundamentales. No sabemos si este evento global llamado pandemia COVID 19 reescribirá la historia de los derechos fundamentales, pero es cierto que su impacto en el ámbito de las libertades individuales ha tenido un efecto muy fuerte e inquietante con respecto a otra transformación, incluida la revolución tecnológica. En estas condiciones, nos queda una única opción o desafío: defender al individuo, con todos sus atributos, en una sociedad dinámica, caracterizada por transformaciones atípicas. ; Spațiul cibernetic – ultima frontieră. Aici începe misiunea juriștilor în căutarea noilor forme de exercitare a drepturilor omului. Din fericire, nu este o misiune science- fiction, ci este o provocare reală, actuală și plină de oportunități. Consider că am ales cel mai bun moment pentru a propune această teza și a iniția o muncă de cercetare asupra dinamicii dreptului în era noilor tehnologii. Această eră este abia la început. Lucrarea de față pornește de la cercetarea acestui nou spațiu în care a pătruns ființa umană deținătoare a drepturilor și libertăților fundamentale. Ca orice mediu nou, stârnește curiozitatea, nevoia de a explora dar și nevoia de a fi în siguranță. Ființa umană este programată genetic să își protejeze viața, integritatea și libertatea în orice mediu s-ar afla, atât fizic cât și virtual. Securitatea spațiului cibernetic este o temă nouă, se discută despre acest subiect abia din anul 1988. Statele, companiile private și specialiștii au conștientizat rapid necesitatea reglementării acestui domeniu, inclusiv prin adaptarea dreptului internațional la noile realități. Conflictele, evenimente frecvente în societatea umană, au migrat rapid din spațiul fizic în spațiul virtual, la fel și armele. Virușii informatici, aplicațiile intruzive, softurile de spionaj iau locul clasicelor arme și unelte de război. Măsurile de securitate propuse și implementate de autoritățile statale cu atribuții în domeniul securității naționale, cât și de companiile private care dezvoltă programe de combatere a atacurilor cibernetice, bazate pe spionaj cibernetic sau măsuri de tipul hack-back se adaptează noilor provocări tehnologice, dar ocolesc teme importante pentru individ cum ar fi respectarea drepturilor sale fundamentale, a căror recunoaștere și reglementare au costat ani buni de luptă și fundamentare filosofico-juridică. În contextul în care viața cetățeanului migrează din ce în ce mai mult către spațiul virtual, cu toate elementele ei – internet banking, telemedicină, informare și cercetare din surse digitale, comerț electronic, virtual dating, virtual reality – măsurile de protecție a spațiului cibernetic trebuie gândite în directă corelare cu măsurile de securitate aplicate în mediul off-line. Dacă mediul off-line este clar determinat și există actori cu roluri clare (state, teritorii administrative, instituții cu atribuții în domeniul securității și siguranței cetățeanului etc.), spațiul virtual este încă o junglă, fără limite cunoscute și cu organisme XIV de supraveghere în stadiu incipient de dezvoltare care ar trebui să poată proteja utilizatorii vulnerabili în cazul în care devin victime ale unor manipulatori digitali. La acest moment Organizația Națiunilor Unite, prin comisiile și grupurile de experți, și-a asumat rolul de garant al drepturilor omului în spațiul cibernetic, interpretând prevederile tratatelor internaționale și elaborând recomandări pentru conflictele cibernetice și parteneriatul dintre state și marile companii care dețin controlul tehnologic asupra Internetului, atât din perspectiva conținutului cât și al conexiunilor informatice. La nivelul Uniunii Europene, rolul instituțiilor comunitare, fiind bine definit în ceea ce privește elaborarea și implementarea normelor de drept, permite creionarea unui cadru legal coerent în ceea ce privește politica de securitate cibernetică, asigurarea unui sistem efectiv de protecție bazat pe cooperarea dintre statele membre, dar și protecția efectivă a drepturilor individuale în mediul online. Tradiția democratică a statelor europene contribuie la identificarea unor soluții viabile în ceea ce privește libertatea spațiului cibernetic și importanța individului în societate. Apariția și întărirea rolului ENISA în politica europeană de securitate cibernetică oferă avantajul uniformizării, centralizării și exploatării coerente a datelor raportate de statele membre în vederea elaborării unor reglementări corect fundamentate. Teza studiază și categoriile de drepturi fundamentale din perspectiva modului în care acestea se văd influențate de noua realitate a vieții cotidiene. Mediul în care aceste drepturi au fost studiate și conceptualizate de-a lungul istoriei până la momentul proclamării lor în diverse instrumente de drept internațional, s-a schimbat profund. Amenințările încep să fie altele decât cele cunoscute, iar pentru juriști, eminamente atehnici, este o mare provocare identificarea breșelor din mecanismele de garantare și protecție a drepturilor fundamentale atunci când individul acționează în mediul online. Este posibil ca generația juriștilor nativi digitali să preia munca juriștilor adaptați digitali și să poată construi un sistem legal aplicabil acestui nou mediu de viață al individului, dar acest lucru va fi posibil abia peste 10 ani când noua generație, născută în epoca noilor tehnologii, va avea capacitatea de a analiza și propune soluții juridice. Cercetarea s-a focalizat cu precădere asupra dreptului la viață privată și a elementelor care îl compun, considerat fiind ca unul dintre cele mai vulnerabile drepturi fundamentale în mediul on line. Drepturile derivate, precum dreptul la nume, la identitate, la onoare, la demnitate, la integritate fizică se transformă și capătă noi valențe în era noilor tehnologii. O parte dintre aceste drepturi se transformă, migrează în spațiul cibernetic, se atașează ființei virtuale și devin drepturi digitale, specifice noului mediul de viață socială. În cuprinsul tezei a fost dezvoltat un capitol dedicat acestei noi categorii de drepturi în care se încearcă stabilirea conținutului și a formei de manifestare. În ceea ce privește mecanismele de garantare a exercițiului drepturilor și libertăților fundamentale, lucrarea analizează diversele niveluri de protecție: de la nivelul suprastatal (internațional), la cel regional și cel național, specific fiecărui stat. Mecanismele instituționale și jurisdicționale se organizează în mare parte după aceleași reguli fiind ghidate de reglementările internaționale în materia drepturilor omului, cu precădere, continuând cu reglementările la nivel regional și statal. În noul context tehnologic, inclusiv aceste mecanisme necesită o revizuire astfel încât să își poată păstra eficiența dorită la momentul creării lor. Un punct important al lucrării îl reprezintă analiza restrângerilor aplicate drepturilor omului sub imperiul legii. Așadar nu ne referim la ingerințele aflate în sfera ilegalului, ci la ingerințele permise de lege, în special în numele securității colective. Aici apar dezbaterile și analizele care vizează stabilirea punctului de echilibru între importanța unui drept fundamental sau al altuia. Atât dreptul la viață privată, cât și dreptul la securitate sunt considerate fundamentale, dar nu absolute. Din această perspectivă, trebuie stabilite limite clare astfel încât protejarea unuia să nu afecteze integritatea celuilalt. Uneori statele stabilesc măsuri restrictive exagerate asupra dreptului la viață privată în numele securității naționale, iar spațiul cibernetic este mediul propice pentru acest gen de practici. Orice practică de acest gen, aflată la una dintre cele două extreme, fie intrusivă în sfera personală, fie ineficientă din perspectiva securității, trebuie reevaluată și corelată cu drepturile omului, atât din perspectivă individuală cât și colectivă. De exemplu, dreptul la viață privată sau dreptul la securitate al ființei umane poate restrânge, în limite rezonabile, dreptul altei persoane de a se exprima sau de a-și manifesta anumite nevoi psihice în spațiul digital. Ținând cont de obiectivele propuse, cu aplicarea metodelor de cercetare asumate și analizând literatura de specialitate, cadrul normativ în vigoare și jurisprudența referitoare la drepturile omului, această teză identifică și subliniază interacțiunea dintre drepturile fundamentale ale ființei umane și efectele sociale ale noilor tehnologii, inclusiv consecințele asupra drepturilor conexe. În acest context deosebit de dinamic, cea mai mare provocare pentru noua generație de juriști va fi adaptarea cadrului legal în vigoare la noile realități ale lumii digitale. În condițiile în care normele de drept care ne guvernează viața de zi cu zi au avut o evoluție lentă și extinsă pe o perioadă lungă de timp, evoluția tehnologică rapidă și migrarea individului în spațiul virtual impun o adaptare urgentă a cadrului legal la noile realități astfel încât norma de drept să își poată păstra misiunea de gardian al binelui public. Mai mult, această nouă pandemie, cu origini și cauze incerte, aprig dezbătute în mediul online, a determinat o restrângere în masă a drepturilor omului poate la fel de acerbă cu cea provocată de ultimul război mondial. Ne-au fost restrânse pe rând dreptul la libertatea de mișcare, dreptul la întruniri, dreptul la manifestări, dreptul la exprimare, dreptul la educație, dreptul la muncă și inclusiv dreptul la căutarea fericirii. Iar oamenii, de teama inamicului nevăzut și neînțeles, au acceptat în cea mai mare parte toate aceste ingerințe ale autorităților în viața lor privată și în cercul libertăților lor fundamentale. Grupuri mici de activiști continuă lupta de apărare a drepturilor lor fundamentale. Nu știm dacă acest eveniment global numit pandemie va rescrie istoria drepturilor fundamentale, dar cert este că impactul lui asupra sferei libertăților individuale a avut un efect mult mai abrupt și mai intrusiv decât orice altă transformare, inclusiv cea tehnologică. În aceste condiții, ne rămâne o singură opțiune: aceea de a apăra individul, cu toate atributele sale, într-o societate dinamică, caracterizată de transformări atipice. ; Cyberspace - the last frontier. This is where the mission of the lawyers begins: to search new forms of human rights manifestation. Fortunately, it is not a science-fiction mission, but a real, current and full of opportunities challenge. We consider that this is the best-chosen moment to propose this paper and to initiate a research work on the dynamics of law under the era of new technologies. Because this era has just begun. This thesis aims to explore this new space where the human being, holder of fundamental rights and freedoms, has entered. Like any new environment, the digital world arouses curiosity, engages the human need to explore but also activates the need to be safe. The human being is genetically programmed to protect his life, integrity and freedom in any type of environment, no matter if is real or virtual. Cybersecurity is a new topic; this topic has been brought in public debates only since 1988. States, private companies and specialists have quickly become aware of the need of regulation in this area, including by adapting international law to new realities. Conflicts, as frequent events in human society, have rapidly migrated from physical to the virtual space. The weapons as well. Cyber viruses, spyware, worms, malware took the place of the classic weapons and tools of war. The proposed security measures were implemented by state authorities with responsibilities in the field of national security, as well as by private companies. The efforts made to develop programs to fight against cyber-attacks, based on cyber espionage or hack-back measures, must be adapted to ever new technological challenges, but not forgetting the important issues for the individual human being, such the respect for his fundamental rights, whose recognition and regulation have cost years of legal struggle and philosophical debates. In this context, where the life of the citizen migrates more and more to the virtual space, with all its elements - internet banking, telemedicine, information and research from digital sources, electronic commerce, virtual dating, virtual reality – protective measures for cyberspace must designed in direct correlation with the security measures applied in the offline environment. If the offline environment is clearly determined, populated with actors playing key roles (states, administrative territories, institutions with responsibilities in the field of XVIII security and safety of citizens, etc.), the virtual space is still a jungle, with unknown limits and incipient supervisory bodies struggling to protect vulnerable users against digital criminals. At this moment, the United Nations, through its commissions and expert groups, has taken on the role of human rights protector in cyberspace, interpreting the provisions of international treaties and developing recommendations for cyber conflicts and partnerships between states and large companies with technological control over the Internet, both in terms of digital content and computer connections. In the European Union, the specific role of the public institutions in the legal area allows drafting a coherent legal framework for cybersecurity policy, ensuring an effective system of protection based on cooperation between Member States, also bringing an effective protection of individual rights in the online environment. Also, the democratic tradition of Member States contributes in finding viable solutions regarding the freedom of cyberspace respecting, in the same time, the social importance of the human being. The creation on ENISA, with its determined role in the European cybersecurity policy, offers the advantage of a coherent approach in standardizing, centralizing and exploiting the data reported by Member States in order to develop well-founded regulations. The thesis also studies some categories of fundamental rights observing the new perspective of human liberty and privacy induced by technology and digitalization of reality. It is obvious that the initial environment where these rights have been studied and conceptualized has radically changed and their legal confirmation in the international law must be adapted to the new reality. The new digital threats to human fundamental rights are different from the known ones, and for the lawyers, who are non-technical by nature, it is a great challenge to identify the gaps in the informatics mechanisms of protecting fundamental rights when the person acts in the online environment. Maybe the generation of digital native lawyers will take over the work of digitally adapted lawyers and will be able to build a legal system applicable to this new living environment of the individual, but this success will be possible only after the next 10 years, when the new generation, born in the age of new technologies, will have the ability to analyze and propose legal solutions. The research focused mainly on the right to privacy and its legal components, being considered as one of the most vulnerable fundamental rights in the online environment. Connected human rights, such as the right to a name and to a nationality, identity, honor, dignity, physical integrity, are transforming and gaining new values in the era of technology. Some of these rights are reinvented and relocated into cyberspace, where they attach to the virtual human being and become digital rights, specific to the digital social environment. In the thesis there we dedicated a chapter to this new category of human liberties, aiming to establish the content and the limits of these new digital rights. Regarding the mechanisms for guaranteeing the exercise of fundamental rights and freedoms, the paper analyzes the various levels of protection: from the supranational (international) level, to the regional and national level, specific to each state. The institutional and jurisdictional mechanisms are largely organized according to the same rules, being guided by international human rights framework, at a global level, and particularly regulated by regional or local specific legal regulations. In the new technological context, these mechanisms need to be revised so that they can maintain their desired efficiency as the moment of their creation. Another important point of this paper is the analysis of the restrictions applied to human rights under the rule of law. So, we are not referring to any illegal interference, but we analyze the limitations allowed by law, especially in the name of collective security. This is the point where debates and analyzes converge in finding the perfect balance between the importance of one fundamental right to another. Both right to privacy and right to security are considered fundamental, but not absolute. From this perspective, clear boundaries must be set so that the exercise of one right does not affect the integrity of the other. Sometimes states impose overly restrictive measures on the right to privacy in the name of national security, and cyberspace is the perfect environment for such practices. Any practice situated at one of the two extremes, either intrusive in the personal sphere or inefficient from a security perspective, must be re-evaluated and correlated with the human rights, both from an individual and a collective perspective. For example, the right to privacy or the right to security of one person may interfere, in reasonable limits, with the right of another person to express himself or herself or to manifest certain psychical needs in the digital space. Fallowing the proposed objectives, applying the specific research methods and analyzing the legal literature, the regulatory framework and the jurisprudence on human rights, this thesis identifies and emphasizes the interaction between fundamental human rights and the social effects of the new technologies, including the consequences on related rights. In this particularly dynamic context, the biggest challenge for the new generation of lawyers will be to adapt the current legal framework to the new realities of the digital world. Given that the rules of law governing our daily lives have a long and slow evolution, this rapid technological revolution and the migration of the individual into virtual space urge for a quick adjustment of the legal framework to new realities so that the rule of law to be able to keep its mission of guardian of the public welfare. Moreover, this new pandemic, with uncertain origins and causes, hotly debated in the online environment, has led to a more severe human rights restriction than the last world war. We have been restricted in our right to freedom of movement, right to public meeting, right to manifestation, right to expression, right to education, right to work and even our right to pursue happiness. Under the fear of the unseen and unknown enemy, people accepted the most part all these interferences from the authorities in their private lives and in their circle of fundamental freedoms. Small groups of activists continue the fight to defend their fundamental rights. We do not know whether this global event called the pandemic will rewrite the history of fundamental rights, but it is certain that its impact on the individual freedoms has already determined a huge and more intrusive impact than any other transformation, including technological. Under these conditions, we have only one challenge: to defend the human individual in this dynamic society, with all its attributes, characterized by atypical transformations. ; Programa de Doctorado en Estudios Avanzados en Derechos Humanos por la Universidad Carlos III de Madrid ; Presidente: Carlos Ramón Fernández Liesa.- Secretario: María Pilar Trinidad Núñez.- Vocal: Radu Carp

Abstract: Organizational and Work Psychology (POT) today faces great research and intervention challenges, given the current conditions in which work activities and the management of people are being developed in organizations, and since the world of work has been strongly affected in the last three decades as a result of the transformations that have been taking place in the management of organizations. The socio-economic and cultural political dynamics that we live in today demand a continuous change based on these changes. In this sense, organizational change has been associated with unexpected adaptation processes that arise to respond to the demands of the context. At present, the survival of organizations depends on the ability to project in the long term and not only on their ability to adapt, this implies on the part of organizations a management change that allows anticipating changes in the environment in such a way that long-term value is generated over the competition (Sandoval, 2014). In response to a series of phenomena such as the globalization of the economy, increasing competition and the emergence of new information technology, transport, and communications, among other factors, the use of strategies such as mergers between organizations has increased. Alliances, creation of networks, reduction of organizational macrostructures and outsourcing or subcontracting of the workforce, as mechanisms to achieve greater competitiveness in the market, aspects that have generated a dynamic of permanent change in the functioning of organizations in the world whole ( Lynch, & Mors , 2018). These changes are reflected in the impact they have on the climate of the organizations. The way workers understand the organization's climate depends on several aspects. G onzales , Pedraza and Sanchez (2015), identified that the work environment is important in understanding the relationship between employees and superiors, and that this relationship will be mediated by values, rules established by the organization at the individual level and group, and performance, these aspects that can generate satisfaction in the organization and in the collaborators. The organizational climate is important in understanding the organizational characteristics that impact on the behavior of individuals at work, as well as the attitudes of people towards organizations (Yoo, Huang & Lee, 2012). The organizational climate encompasses the structure, processes of the organization, as well as the management of compensation, employee behavior, performance expectations and growth opportunities. However, the organizational climate is the result of the interaction between the components of the company, such as structure, systems, culture, the behavior of the leader and the psychological needs of the employees ( Benjamin et al., 2013) . Organizational change and climate are framed in the psychosocial factors of organizations, which has a wide spectrum, they become an important issue for occupational health. The current situation that organizations and the labor market are going through generate important problems for organizations, therefore it is important to understand and deal with them properly. The new work arrangements involve short-term contracts. Additionally, the global market is becoming more competitive as a result, generates increasing pressure on the part of employees to be able to increase productivity and respond to the needs of the environment, forging as a result a report by employees of high levels of stress increasing risk of physical and psychological illness. The imminence of change in different spheres of the organization displaces workers, generating various reactions that affect the work-family balance, their performance and their perception of the organizational climate ( Connelly & Gallagher, 2004) Gil - Monte (2012) argues that technical changes, such as socioeconomic, demographic, political, economic, among others, have increased psychosocial risks . Some of the causes of these risks are: a) organizational changes are caused by internal factors (new processes, technology, workplace) or external (social, political, economic), b) new forms of hiring, c) little job stability , d) aging of the population, e) increase in workload, e) emotional demands at work, f) work-family imbalance . The author concludes that psychosocial risks have always been present, but what has been modified is the social perception of them , this is reflected in the increase of this type of risks in organizations, therefore it becomes a problem the which must be addressed in a timely manner by the managers of the organizations. Currently, with the public health threat generated by (COVID-19), several economic sectors are affected such as tourism, health, education, among others, which must develop new strategies and rethink new ways to be able to reach the population and reactivate its economy ( Wen , et al, 2020). These strategies create challenges that involve promoting new forms of work and assuming an increase in the demands of public and private sector employees that can have negative consequences for them ( Mañas, Estreder , Martinez -Tur, Díaz-Fúnez, & Pecino -Medina 2020). Similarly, in the face of these significant events such as the global pandemic, organizations must have the ability to develop tactics that allow them to adapt to change ( Beech , et al, 2020). In this order of ideas, in the face of adverse situations that arise due to the pandemic that affect the world economically, socially and politically, people who are part of organizations must be able to adapt to changes, which makes them more resilient ( Jiang , Jiang , Sun ,, & Li 2020). The resilience helps people overcome stress, which allows them to maintain an acceptable state of life or work ( Cope, Jones, & Hendricks, 2016). This implies that individuals must establish a balance between their work and family roles, which would not be possible to generate situations of emotional exhaustion as a psychological response to work stressors and in turn affect the performance of workers (Karatepe, 2013). As a result of the various changes that organizations have had to undertake such as the replacement of the workforce by younger generations, multicultural work, labor shortages, demographic challenges, the workplace has become a very demanding space. Additionally, people are expected to perform much more efficiently at work and at home ( Ilies , Schwind , Johnson, DeRue , & Ilgen , 2007). These changes have led to symptoms of stress in people in organizations that can affect them in their personal, family and work daily life (Biron, Cooper & Bond, 2009). These situations have generated research related to the different conditions of the human being in which sometimes they survive and thrive in the face of adversity. The study of positive human behavior gave rise to positive psychology (Seligman 199 8 ) and positive organizational behavior ( Luthans & Youssef , 2007). This paradigm shift from the study of negative to positive organizational behavior leads to new theories that propose that resilience is a flexible resource that anyone can learn and foster (Norman, Luthans & Luthans , 2005). Work is important for people, as it has many benefits for them (Henry, 2004). It helps them establish their identity, provides a possibility of social interaction beyond the purely work, encourages commitment, provides meaning, provides the possibility of having status and income. It is an activity that provides people with resources to live, in the same way, the family is an important part of people's daily lives that influences their sense of well-being ( Edwards & Rothbard, 2000). Ryan & Deci (2001), consider that the concept of work can be expanded and include aspects related to personal growth and well-being of people. For Voydanoff (2005), work and family are two important domains in people's lives and therefore can cause conflicts with each other (Allen, et al, 2000). However, these two elements can become synergistic and complement each other, the positive side of this interaction (work - family) can improve the well-being of the family unit (Greenhaus & Powell, 2006). According to Rahim (2011), he considers that effectively balancing work and family is important in organizations. The demands of the environment lead organizations to increase productivity, therefore, there is a greater demand for workers 'time and a reduction in workers' time with their families. Haar & Bardoel (2008) highlights that many changes have been generated that affect this work-family relationship, the composition of the workforce has changed, the number of women in the workplace has increased, families with two incomes, increased in the number of single parents. Greenhaus & Buetell (1985) argue that the work-family conflict occurs when the roles in which the pressures of work and family domains are not compatible. Wang, et to the, (2004), believe that regardless of the term that is used to describe the work - family conflict, this is mainly caused by excessive labor demands, which affect family negative results. For the current labor market, productivity is critical, managers aim to achieve maximum work performance by involving employees in this particular dynamic, it seeks that workers are willing to contribute in the organization beyond what is required by formal requirements. of work. In this logic the collaborators are caught between the demands of the family and those of the employer. The result of these multiple roles is the work-family conflict due to the incongruity between both areas, because the demands of one make it difficult to meet the demands of the other ( Rabenu , Tziner , & Gil, 2017). Liu, et al, (2019) highlight that the work-family balance is a perception that occurs simultaneously in two senses: low work-family conflict and high work-family enrichment, which implies that experiences are included among the roles both positive and negative. These positive or negative aspects are related to job performance. Pandey (2019) highlights the multidimensional nature of performance, classifying it in two aspects: a) resources: individual, work, organizational, social, b) stressors: individual, work, where the author points out that affective stressors such as burnout is an important variable that exhausts resources and decreases work performance, family, according to the author the variables at the family level are an inhibitor of work performance when they act as stressors. In this vein, the work-family conflict is an important variable that generates interference between the demands of these two domains with each other. Gragnano, Simbula, & Miglioretti (2020), highlight the fact that workers are aware of the importance of health to achieve a work-life balance, they showed that this balance is as important as the family domain, therefore, the researchers they must consider the health domain in the family domain when inquiring about work-life balance. Karatepe & Tenkiskus (2006) state that work-family conflict and emotional exhaustion are critical variables that have adverse effects on results. Yavas, Babacus & Karatepe (2008), consider the difficulties that front-line employees must balance the demands of their multiple roles can affect performance and as a consequence, employees can make the decision and leave the organizations. Wright & Cropanzano (1998), point out that an indicator of low work performance is emotional exhaustion, considered as a chronic state both physical and emotional, which is the product of overwork and continuous stress. Emotional exhaustion manifests itself in employees in a general loss of feeling of concern, trust, and interest (Maslach, 1982). Schaufeli & Greenglass (2001) consider that emotional exhaustion occurs when employees experience an emotional demand in a work situation over a long period of time. Studies carried out in the public sector contribute to understanding the manifestation of feelings of emotional exhaustion. The health professionals are under high pressure due to the long working days producing sleep disorders, professional responsibility which should provide a high-quality service with no margin for error. In the same way, their work implies a high emotional load given the nature of the work, this makes health professionals more vulnerable to emotional exhaustion (Babyar, 2017). According to Gerard (2018), it is necessary to take into account factors such as financial results, return on capital, which justifies success in health care organizations, which goes beyond the quality of care or the nature of activity. The structure of public health organizations is usually not very flexible, which makes the operation of these entities more difficult and therefore the work of the professionals who work in it, generating loss of energy and feelings of emotional exhaustion. Cropanzano, Rupp & Byrne (2003) argue that emotional exhaustion has a detrimental effect on the employee's job performance, which subsequently affects the productivity of the organization. The study carried out by Wang, et al (2019) shows the relationship between work-family conflict (WFC), family-work conflict (FWC), emotional exhaustion and performance. The results show that WFC is positively related to emotional exhaustion. Organizational care was also found to reduce WFC's influences on emotional exhaustion. In conclusion, it is important to highlight that all the variables that have been considered to carry out this study are related to each other. On the one hand, in a broad framework is organizational change, which influences the behavior and perception of people in the organization affecting the organizational climate. On the other hand, but in the same direction are the psychosocial factors that are also affected by changes in organizations and that would involve factors such as work-family balance, performance, emotional exhaustion. However, it should be highlighted that the way people in organizations face these aspects, will generate greater resilience and adaptation for the people in the organization. Resumen: La Psicología Organizacional y del Trabajo (POT) enfrenta hoy grandes desafíos de investigación e intervención, dadas las condiciones actuales en que se desarrollan las actividades de trabajo y de gestión de las personas en las organizaciones, ya que el mundo del trabajo se ha visto fuertemente afectado en las últimas tres décadas como resultado de las transformaciones que han estado ocurriendo en la gestión de las organizaciones. La dinámica política socioeconómica y cultural que se vive en la actualidad demanda un continuo cambio en función de estas. En este sentido el cambio organizacional ha estado asociado a procesos de adaptación inesperados que surgen para responder a las demandas del contexto. En la actualidad la supervivencia de las organizaciones depende de la capacidad de proyectarse a largo plazo y no solo de su capacidad de adaptación, esto implica por parte de las organizaciones una gestión del cambio que permita anticiparse a los cambios del ambiente de tal forma que se genere un valor a largo plazo sobre la competencia (Sandoval, 2014). Como respuesta a una serie de fenómenos como la globalización de la economía, la competencia cada vez más creciente y la emergencia de nuevas tecnologías de informática, transporte y comunicaciones, entre otros factores, se han incrementado el uso de estrategias como las fusiones entre organizaciones, alianzas, creación de redes, reducción de las macroestructuras organizativas y externalización o subcontratación de la fuerza de trabajo, como mecanismos para alcanzar una mayor competitividad en el mercado, aspectos que han generado una dinámica de cambio permanente en el funcionamiento de las organizaciones en el mundo entero (Lynch, & Mors, 2018). Estos cambios se ven reflejados en el impacto que tienen en el clima de las organizaciones. La forma como entienden los trabajadores el clima de la organización depende de varios aspectos. Gonzales, Pedraza y Sánchez (2015), identificaron que el ambiente laboral es importante en la comprensión de la relación entre empleados y superiores, ya que dicha relación va a estar mediada por los valores, las reglas establecidas por la organización a nivel individual y grupal, y el desempeño, estos aspectos que pueden generar satisfacción en la organización y en los colaboradores. El clima organizacional es importante en la comprensión de las características organizacionales impactan sobre la conducta de los individuos en el trabajo, así como las actitudes de las personas respecto a organizaciones (Yoo, Huang & Lee, 2012). El clima organizacional abarca la estructura, procesos de la organización, así como la gestión de la remuneración, el comportamiento del empleado, expectativa de rendimiento y oportunidades de crecimiento. No obstante, el clima organizacional es el resultado de la interacción entre los componentes de la empresa, tales como estructura, sistemas, la cultura, la conducta del líder y las necesidades psicológicas de los empleados (Benjamin et al., 2013). El cambio organizacional y el clima se enmarcan en los factores psicosociales de las organizaciones, los cuales tiene un amplio espectro, se convierten en un tema importante para la salud laboral. La situación actual por la que atraviesan las organizaciones y el mercado de trabajo generan problemas importantes para las organizaciones por lo tanto es importante entenderlos y afrontarlos de manera adecuada. Las nuevas modalidades de trabajo implican contratos a corto plazo. Adicionalmente el mercado global cada vez es más competitivo genera como resultado por parte de los empleados una creciente presión para poder aumentar la productividad y responder a las necesidades del entorno, forjando como resultado reporte por parte de los empleados de altos niveles de estrés incrementando el riesgo de enfermedad física y psicológica. La inminencia del cambio en diferentes esferas de la organización se desplaza a los trabajadores generando diversas reacciones que afectan el balance trabajo-familia, su desempeño y su percepción del clima organizacional (Connelly & Gallagher, 2004) Gil - Monte (2012) argumenta que los cambios técnicos, como los socioeconómicos, demográficos, políticos, económicos entre otros, han incrementado los riesgos psicosociales. Algunas de las causas de estos riesgos son: a) cambios organizacionales provocados por factores internos (nuevos procesos, tecnología, lugar de trabajo) o externos (sociales, políticos, económicos), b) nuevas formas de contratación, c) poca estabilidad laboral, d) envejecimiento de la población, e) incremento en la carga laboral, e) exigencias emocionales en el trabajo, f) desequilibrio trabajo – familia. El autor concluye que los riesgos psicosociales siempre han estado presentes, pero lo que se ha modificado es la percepción social que hay sobre ellos, esto se ve reflejado en el incremento de este tipo de riesgos en las organizaciones por tanto se convierte en un problema el cual se debe atender de manera oportuna por parte de los directivos de las organizaciones. En la actualidad con la amenaza de salud pública generada por el (COVID-19) se ven afectados varios sectores económicos como el turismo, la salud, la educación, entre otros, los cuales deben desarrollar nuevas estrategias y replantear nuevas formas para poder llegar a la población y reactivar su economía (Wen, et al, 2020). Estas estrategias crean retos que implican promover nuevas formas de trabajo y asumir un incremento en las demandas de los empleados del sector público y privado que pueden tener consecuencias negativas para éstos (Mañas, Estreder, Martinez-Tur, Díaz-Fúnez, & Pecino-Medina 2020). De igual forma, ante estos eventos significativos como la pandemia mundial las organizaciones deben tener la capacidad para desarrollar tácticas que le permitan adaptarse al cambio (Beech, et al, 2020). En este orden de ideas, ante las situaciones adversas que se presentan debido a la pandemia que afectan al mundo en lo económico, social y político, las personas que hacen parte de las organizaciones deben ser capaces de adaptase a los cambios lo cual los hace más resilientes (Jiang, Jiang, Sun,, & Li 2020). La capacidad de recuperación ayuda a las personas a superar las tensiones, lo cual permite mantener un estado de vida o un trabajo aceptable (Cope, Jones, & Hendricks, 2016). Esto implica que los individuos deben establecer un equilibrio entre sus roles laborales y los familiares, que no ser posible generarían situaciones de agotamiento emocional como una respuesta psicológica a los estresores laborales y a su vez afecta el desempeño de los trabajadores (Karatepe, 2013). Resultado de los diversos cambios que han debido asumir las organizaciones como el reemplazo de la fuerza laboral por generaciones más jóvenes, multiculturalidad de trabajo, escasez en la mano de obra, desafíos demográficos, el lugar de trabajo se ha convertido en un espacio muy exigente. Adicionalmente se espera que las personas de desempeñen de forma mucho más eficiente en el trabajo y en el hogar (Ilies, Schwind, Johnson, DeRue, & Ilgen, 2007). Estos cambios han propiciado en las personas que se encuentran en las organizaciones síntomas de estrés que pueden las pueden afectar en su cotidianida personal, familiar y laboral (Biron, Cooper & Bond, 2009). Estas situaciones han generado investigaciones relacionadas con las diferentes condiciones del ser humano en las que en algunas oportunidades sobreviven y prosperan ante la adversidad. El estudio del comportamiento humano positivo dio origen a la psicología positiva (Seligman 1998) y el comportamiento organizacional positivo (Luthans & Youssef, 2007). Este cambio de paradigma del estudio del comportamiento organizacional negativo al positivo deriva nuevas teorías que proponen que la resiliencia es un recurso flexible que cualquier persona puede aprender y fomentar (Norman, Luthans & Luthans, 2005). El trabajo es importante para las personas, ya que tiene muchos beneficios para éstas (Henry, 2004). Las ayuda a establecer su identidad, brinda una posibilidad de interacción social más allá de los netamente laboral, fomenta compromiso, brinda un significado, proporciona la posibilidad de tener estatus e ingresos. Es una actividad facilita a las personas recursos para vivir, de igual forma, la familia es una parte importante de la cotidianidad de las personas que influye en la sensación de bienestar de estas (Edwards & Rothbard, 2000). Ryan & Deci (2001), consideran que el concepto de trabajo se puede ampliar e incluyen aspectos relacionados con el crecimiento personal y el bienestar de las personas. Para Voydanoff (2005), el trabajo como la familia son dos dominios importantes en la vida de las personas y por tanto pueden llegar a causar conflictos entre sí (Allen, et al, 2000). Sin embargo, estos dos elementos pueden llegar a ser sinérgicos y complementarse, el lado positivo de esta interacción (trabajo – familia) puede mejorar el bienestar de la unidad familiar (Greenhaus & Powell, 2006). Según Rahim (2011) considera que equilibrar efectivamente el trabajo y la familia es importante en las organizaciones. Las demandas del ambiente conllevan a que las organizaciones aumenten la productividad, por lo tanto, hay una mayor demanda de tiempo de los trabajadores y una reducción el tiempo de los trabajadores con sus familias. Haar & Bardoel (2008) resalta que se han generado muchos cambios que afectan esta relación trabajo – familia, la composición de la fuerza laborar ha cambiado, se ha incrementado el número de mujeres en el lugar de trabajo, las familias con dos ingresos, aumento en el número de padres/madres solteras. Greenhaus & Buetell (1985), argumentan que el conflicto trabajo – familia se presenta cuando los roles en el que las presiones del trabajo y los dominios familiares no son compatibles. Wang, et al, (2004), consideran que independientemente del término que se utilice para describir el conflicto trabajo – familia, éste es causado principalmente por las excesivas demandas laborales, las cuales repercuten en resultados familiares negativos. Para el actual mercado laboral la productividad es crítica, los gerentes tienen como meta alcanzar el máximo rendimiento laboral involucrando a los empleados en esta particular dinámica, se busca que los trabajadores estén dispuestos a contribuir en la organización más allá de lo que exigen los requisitos formales de trabajo. En esta lógica los colaboradores se encuentran atrapados entre las demandas de la familia y las del empleador. El resultado de estos roles múltiples es el conflicto trabajo – familia debido a la incongruencia entre ambas áreas, debido a que las demandas de uno dificultan el cumplimiento de las demandas del otro (Rabenu, Tziner, & Gil, 2017). Liu, et al, (2019) resaltan que el equilibrio trabajo – familia es una percepción que se presenta de manera simultánea en dos sentidos: bajo conflicto trabajo - familia y alto enriquecimiento trabajo – familia, lo cual implica que se incluyen experiencias entre los roles tanto positivos como negativos. Es tos aspectos positivos o negativos tiene una relación con el desempeño laboral. Pandey (2019) destaca naturaleza multidimensional del desempeño clasificándola en dos aspectos: a) recursos: individuales, laborales, organizacionales, sociales, b) estresores: individuales, laborales en donde el autor señala que estresores afectivos como el agotamiento es una variable importante que agota los recursos y decrementa el rendimiento laboral, familiares, según el autor las variables a nivel familiar son un inhibidor del desempeño laboral cuando actúan como estresores. En este orden de ideas el conflicto trabajo familia es una variable importante que genera interferencia entre las demandas de estos dos dominios entre sí. Gragnano, Simbula, & Miglioretti (2020), resaltan el hecho de que los trabajadores son conscientes de la importancia de la salud para lograr un equilibrio trabajo-vida, demostraron que este equilibro es tan importante como el dominio familiar, por tanto, los investigadores deben considerar el dominio de la salud en el dominio familiar cuando se indaga el equilibrio trabajo – vida. Karatepe & Tenkiskus (2006), afirman que el conflicto trabajo – familia y el agotamiento emocional son variables críticas que tienen efectos adversos en los resultados. Yavas, Babacus & Karatepe (2008), consideran las dificultades que tienen los empleados de primera línea para equilibrar las demandas de sus múltiples roles pueden afectar el desempeño y como consecuencia los empleados pueden tomar la decisión e irse de las organizaciones. Wright & Cropanzano (1998), señalan que un indicador dé bajo desempeño laboral es el agotamiento emocional, considerado como un estado crónico tanto físico como emocional, el cual es producto del exceso de trabajo y el estrés continuo. El agotamiento emocional se manifiesta en los empleados en una perdida general de sentimiento de preocupación, confianza e interés (Maslach, 1982). Schaufeli & Greenglass (2001) consideran que el agotamiento emocional ocurre cuando los empleados experimentan una exigencia emocional ante una situación laboral en un período de tiempo prolongado. Estudios realizados en el sector público, contribuyen a entender la manifestación de sentimientos de agotamiento emocional. Los profesionales de la salud se encuentran bajo altos niveles de presión debido a las largas jornadas laborales que producen trastornos del sueño, la responsabilidad profesional en donde deben proporcionar un servicio de alta calidad sin margen de error. De igual forma, su trabajo implica alta carga emocional dada la naturaleza del trabajo, esto hace que los profesionales en la salud sean más vulnerables al agotamiento emocional (Babyar, 2017). De acuerdo con Gerard (2018), es necesario tener en cuenta factores como los resultados financieros, el rendimiento del capital, lo cual justifica el éxito en las organizaciones de atención médica, lo cual va vas allá de la calidad en la atención o la naturaleza de actividad. La estructura de las organizaciones de salud pública suele ser poco flexible lo cual hace más difícil el funcionamiento de estas entidades y por tanto el trabajo de los profesionales que laboran en ella generando perdida de energía y sentimientos de agotamiento emocional. Cropanzano, Rupp & Byrne (2003) argumentan que el agotamiento emocional tiene un efecto perjudicial en el desempeño laboral del empleado, lo cual repercute posteriormente en la productividad de la organización. El estudio realizado por Wang, et al (2019) muestran la relación entre el conflicto trabajo – familia (WFC), el conflicto familia – trabajo (FWC), el agotamiento emocional y el desempeño. Los resultados muestran que WFC se relaciona positivamente con el agotamiento emocional. También se encontró que el cuidado de la organización reduce las influencias de WFC en el agotamiento emocional. En conclusión, es importante resaltar que todas las variables que se han considerado para realizar este estudio se relacionan entre sí. Por un lado, en un marco amplio se encuentra el cambio organizacional, el cual influye en el comportamiento y la percepción de las personas en la organización afectando el clima organizacional. Por otro lado, pero en la misma dirección se encuentran los factores psicosociales que también se ven afectados por los cambios en las organizaciones y que involucrarían factores como el balance trabajo – familia, el desempeño, el agotamiento emocional. Sin embargo, se debe rescatar que la forma como las personas en las organizaciones afronten estos aspectos, va a generar una mayor capacidad de resiliencia y adaptación de las personas en la organización.

Technical Report 2018-08-ECE-138 Technical Report 2002-09-ECE-007 Enterprise Engineering - A Transdisciplinary Activity: Mapping IT to Core Competency Rajani S. Sadasivam Urcun J. Tanik Murat M. Tanik This technical report is a reissue of a technical report issued December 2002 Department of Electrical and Computer Engineering University of Alabama at Birmingham August 2018 Technical Report 2002-09-ECE-007 Enterprise Engineering- A Transdisciplinary Activity: Mapping IT to Core Competency Rajani S. Sadasivam Urcun J. Tanik Murat M. Tanik TECHNICAL REPORT Department of Electrical and Computer Engineering University of Alabama at Bi1mingham December 2002 ENGINEERING OF ENTERPRISES: A TRANSDISCIPLINARY ACTIVITY Mapping Information Technology to Core Competency Contributors: Murat M. Tanik, Rajani S. Sadasivam, lJrcun J. Tanik 1. ELEMENTS Qli' INTERNET ENTERPRISE ENGINEERING 1.1) Uusiness Language Structure Before any e n gin~ring takes place, the requirements of the project must be identified in as much detail as possible to satisfy the customer. Hence a customer-driven system is created, with the goal of ensuring that the end product is profitable. Business analysts should be able to accurately assess customer needs and break them down into manageable pieces for the technology analysts and engineering team, and that analysis can be effectively done on common ground with an object-oriented design language called Unified Modeling Language (UML). Introduced in November 1997, UML has quickly become the standard modeling language for software development, later adapted by business analysts to systematically design business processes [15]. UML has a business model approach that provides a pJan for engineering an orchestrated set of business functions. It provides a framework by which business is to be perf01med, allowing for changes and various improvements in the process. The model is designed to anticipate changes in business function and adapt software implementation accordingly in order for a business to maintain a competitive edge. One of the advantages of modeling in UML is that it can visually depict functions, relationships, and paradigms. UML is reconunended for business analysts to breakdown a large-scale business operation into its constituent parts for restructming and design. 1.2 Strategic Guidance One innovative approach to safely guiding an lEE venture through unce11ain waters is the Cosmos model, proposed by Yeh [10]. It is a model designed to assist a business manage change through holistic, three-dimensional modeling. One of the important aspects of this model is that it should be noted that three dimensions exist interdependently, as each dimension behaves as an enabler and an inhibitor to the other dimensions. The Cosmos model provides a conceptual tool for managers to guide their company along the best possible path by providing a structure for effective decision-making, while navigating from one point of an organizational situation to another over . time. The managerial decision made at each point in the path detetmines the future course of the company and the most optimum tradeoff's along the way. 1.3 General Business Types and Characterizations The Enterprise Maturity Model is introduced in the beginning of Chapter 2 to serve as a general reference for business and technology analysts working together to build an Intemet enterprise riO]. This model helps to accurately define the objectives for the specific type of organization they wish to build with respect to the maturity level of the organizational structure. In order to characterize a business in terms of its level of maturity, focus, activity, coordination, and infrastructure, these various faclors are covered explicitly. It is very helpful to understand the maturity level of a given organization in order to apply the most appropriate management techniques according to enterprise type. 1.4 Online Business Model Selection and Analysis An enterprise business model is one of the most important aspects in the construction of a viable business initiative. The combination of a company's policy, operations, technology, and ideology defines its business model [16]. Entrepreneurs who wish to launch e-businesses need to be aware of these models and how to implement them effectively. An array of business model types are provided that have proven profitable for actual enterprises in operation today, including the storefront model, auction model, portal model, and dynamic pricing model [11]. The case study is used as an example for online business model selection and analysis. 1.5 Online Financial Transactions In financial transactions, it is critical to have a reliable method to collect payment. Since the scope of this thesis covers lEE systems, this thesis describes those that would be relevant to Cyberspace operations. There are various methods and mechanisms that merchants online use to collect income through electronic transactions. The types of transactions covered include credit card, e­wallet, debit card, digital currency, peer-lo-peer, smartcard, micropayment and e­billing mechanisms [11]. 1.6 Online Legal Contracts In order for proper oversight of monetary operations, legal issues must be addressed for lEE projects, so the concept of the online contract is introduced. An online contract can be accomp.lished through the use of Digital Signatures [1 1]. These electronic signatures are the electronic equivalent of written signatures. The ";Electronic Signatures in Global and National Commerce Act of 2000" (E-sign Bill) was recently passed into law [ 1 I, 4]. This technology was developed for use in public-key cryptography to solve the problems of authentication and integrity. The purpose of a digital signature is for electronic authentication. The U.S. govemment's digital­authentication standard is called the Digital Signature Algorithm (DSA) [1 1]. The U.S. government also recently passed digital-signature legislation that makes digital signatures as legally binding as hand-written signatures. This legislation is designed to promote more activity in e-business by legitimizing online contractual agreements. 1.7 OnUne Security For centuries in human society whenever something of value was transferred, a method to protect that shipment or trade had to be established. Naturally, this subject is discussed to illustrate the measures taken by current security agencies to protect value on the Internet. For example, Netscape Communications developed the Secure Sockets Layer (SSL) protocol, developed as a non-proprietary protocol commonly used to secure communication on the Internet and the Web. SSL is designed to use public key technology and digital certificates to authenticate the server in a transaction and to protect private information as it passes f1·om one party to another over the Internet. Secure Electronic Transaction (SET) protocol was developed by Visa International and Mastercard and was designed specifically to protect e-commerce payment transactions [11, 12]. SET uses digital certificates to authenticate each party in an e-commerce transaction, induding the customer, the merchant, and the merchant's bank. 1 . 8 Online Business Prototyping Technologies and Development In order for technologists to satisfy the requirements set forth by the business analysts expressed in a language such as UML, various high-level tools are needed to develop an accepta~le solution. One such tool, Macromedia . Drumbeat 2000, recently released by Elemental Software, is capable of accepting and delivering complex information and functionality through a Web-interface [20). This technology is introduced as a recommended tool for building a professional enterprise through rapid prototyping. The tool aids a visually skilled Web designer to competitively build a website without necessarily having to do any coding. It is a sophisticated tool that interacts with the back-end database by building user-friendly client-side applications with Active Server Page (ASP) Web technology. 1.9 Government Initiatives in Cyberspace An enterprise planning for the future should consider the overall development of the global Internet infrastructure. It is important to understand the territory in which an Internet enterprise is to be launched. In addition to the current Intemet environment, a new government initiative is in the works, entitled The Next Generation Internet (NGI). This multi-agency, national U.S. research and development program began on October 1, 1997 with the partidpation of the following agencies: DARPA, DOE, NASA, NJH, NIST, and NSF. These agencies are charged with the responsibility of developing advanced networking technologies, developing revolutionary applications that require advanced networking, and demonstrating these capabilities on test beds that are 100 to 1,000 times faster th

Sylvester Daniels, photo taken at his home on October 28, 2013 ; The New Zion Community Advocates worked with community members age 80 years and older to have contributed to the history of Ogden city. The interviews looked at the legacy of the interviewees through armed services, work, social life, church, NAACP and educational systems in an environment where their culture was not predominant. This program has received funding from the Utah Humanities Council and the Utah Division of State history. ; The following is an oral history interview with Bettye B. Gillespie conducted on January 22, 2014 by Forrest C. Crawford. ; 21p.; 29cm.; 2 bound transcripts; 4 file folders. 1 sound disc: digital; 4 3/4 in. ; Oral History Program Bettye B. Gillespie Interviewed by Forrest C. Crawford 22 January 2014 Oral History Program Weber State University Stewart Library Ogden, Utah Bettye B. Gillespie Interviewed by Forrest C. Crawford 22 January 2014 Copyright © 2014 by Weber State University, Stewart Library Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The New Zion Community Advocates worked with community members age 80 years and older to have contributed to the history of Ogden city. The interviews looked at the legacy of the interviewees through armed services, work, social life, church, NAACP and educational systems in an environment where their culture was not predominant. This program has received funding from the Utah Humanities Council and the Utah Division of State history. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management Special Collections All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Gillespie, Bettye B., an oral history by Forrest C. Crawford, 22 January 2014, WSU Stewart Library Oral History Program, Special Collections, Stewart Library, Weber State University, Ogden, UT. iii Bettye Gillespie, photo taken at her home on January 22, 2014 Abstract: The following is an oral history interview with Bettye B. Gillespie conducted on January 22, 2014 by Forrest C. Crawford. FC: What we're doing, Bettye, is this. I've got a series of questions that I'll go through. Some of them will be follow-up questions. Feel comfortable to respond to these questions on whatever level you want. The whole objective is not just to capture all of your NAACP activist work, but to really catch a broader, deeper picture of who you are, your work and legacy in the community. So, that's my goal and it might take a little more than an hour. What we're trying to do is work through these questions, some of which might overlap a little, but we'll see how it goes. The point is that you answer whatever you feel comfortable answering. BG: O.K. FC: I think we're ready to get going – more on your life. The good thing about it, Bettye, is that in the past, Weber State has not had these kinds of histories on the local African American community members and we're really pushing to make sure we have some of that kind of history reflected in our Special Collections. I think I might have mentioned to you that we did Joe McQueen. Funny, he had different experiences than you relative to 25th Street. But then he was a jazz saxophone player. He doesn't mind telling you that he's 94 years old. BG: I remember Joe McQueen. I haven't seen him for years, but I've seen articles about him in the newspaper. As I recall the path of lower 25th Street ended (and still does) as it intercepted Wall Avenue on approach to Ogden's Union Station. The Davis Hotel and 1 Restaurant near the corner of 25th Street and Wall Avenue was owned by a gracious, widowed, "Negro" woman. I believe Mrs. Davis operated both of those facilities. As a child, I had no reason, nor was allowed to go anywhere on lower 25th Street. Billy Weakley, husband of Annabelle Weakley, owned the Porters and Waiters Club on lower 25th Street which was primarily patronized by the Black employees of the Union Pacific Railroad. My family's home was on Lincoln Avenue near 28th Street across the street from the St. Anne's Center. FC: O.K. Let's get started. My name is Dr. Forrest Crawford. I'm a professor at Weber State University and I'm here on this day, January 22, 2014 in the home of Bettye Gillespie to do an oral interview for the purpose of preserving for posterity the life and legacy of Bettye Gillespie. This is part of a variety of ongoing projects where Weber State University for many years has attempted to preserve the history of many of its patriarchs and matriarchs, and we want to make sure that Weber State does a good job of not only selecting those voices, but also making sure that those voices are representative of our diverse community, including the African American community. To that end, I am here to try to explore some questions with Bettye, and as a result, we will try to get a much wider and deeper picture of who she is, the work she has done, and the life she lives. And I might also say as a sideline, that Bettye's husband, Jim, who is no longer living, was president of the Ogden Branch of the NAACP for 33 years. FC: Those two individuals were my personal mentors when I came to this community as a student-transfer from Oklahoma to play football at Weber State. So, they were two of the first people I met when I arrived in Utah. So, it's really an honor for me to be here and it's almost like a full circle kind of experience for me and, I'm very excited about it 2 Thank you, Bettye, for giving us the privilege of filming you and, in particular, allowing me to explore these questions with you. FC: The first question is "Tell me you name." (I already know your name). What are you doing these days, what are you doing now? BG: Well, I can't say I'm doing a lot. I have done some work at Weber State and the Black Scholars United gave me a nice award and scarf; and I spoke on the occasion of a memorial honoring the life and times of Rosa Parks. I also received an award from the Weber State Alumni Association for community service. I remember when Weber State moved from 25th Street to the campus where it is now located. There were just a few buildings. The ones I remember were the Union Building and the Browning Center and the classrooms. FC: This is interesting. You earned a B.A. from the University of Utah in Political Science, and M.A. degree in Human Resource Management and received a Merit of Honor award from the Alumni Association from the University of Utah. You served two terms on the University of Utah, Board of Trustees. Since a lot of your work and legacy have been at the University of Utah, you have also been engaged in a number of activities in the Ogden area. So, the question I have is what important lessons have you learned in life to date, and if you had 25 youths sitting in front of you, what couple of things would you say are most important that they should know about. BG: My mother was from Dallas, TX and my father was from Ft. Worth, TX. When they married, they moved to Ft. Worth where the Berliner family lived. Berliner is my maiden name. A friend of my Dad's, who lived in Ogden, while visiting Ft. Worth told my Dad of the many jobs available out here, how pretty the mountains were, how nice the people 3 were and talked him into moving out here. I had heard of Utah, but I had never heard of Ogden and thought we were moving to Oregon. The first school I went to was Central Jr. High. I was 13 years old. As I recall, there were only two Black boys and I was the only Black girl attending Central at that time. I remember going to a little store across the street from Central - 25th and Monroe. The store owner and the two Black boys had some kind of incident and the store owner would not serve me and I could not understand why. I immediately went to the school principal and told him that the owner would not serve me because of some problems he'd had with the two Black boys. My principal, an imposing man, grabbed me by the arm, took me over to the store and asked "Why is it that you're not serving her because of something somebody else did?" The man explained what it was that the boys had done. The principal said that he would not allow any of the Central kids to shop at that store. Since that store sold candy, ice cream and that sort of thing he said, "Oh, no, no, no, I'll serve her, I'll serve her." As you can see I am little, always have been. He served me. This was one of the first things that happened to me after we moved from Texas. I didn't expect it. That fall, I went to Ogden High School, still only 13 years old. I turned 14 that December. One of the first things I learned was to "Hang in there." My friends were the Kinseys, Velma and Shirley. Did you know the Kinseys? FC: I remember the name. BG: Ogden High School has a large population and I believe there were about nine Black kids in attendance, five girls and four boys. I was in Ogden High's most prominent class at that time. My classmates became doctors, lawyers, dentists, business owners, 4 college professors, and one congressman. Since I was only 15 years old, I was the youngest graduate at that time – that was my "Claim to Fame." FC: Do you have an opportunity to go to any of the class reunions and that kind of thing? BG: Before my husband died, we went to all the class reunions. We quit going after my husband became ill. FC: That's interesting. Bettye, when you think of Ogden and all the time you've lived here, how has Ogden changed over the years? What are some of the things that stand out in your mind that convince you that Ogden is really evolving into a different place now? Share with us how Ogden has changed over the years. BG: When Marshall White was alive, I was a part of the Youth NAACP. We had many problems. Blacks were not allowed to swim in Ogden's public parks swimming pools. Some restaurants would not serve Blacks, nor would lunch counters, places of entertainment and some hotels. We went to the Ogden City Council meeting about Lorin Farr Park's swimming pool and some council members denied discrimination. As a result, I went home to get my swimming suit. NAACP members said I could not go out there by myself. They assigned Marion Carter and Frank Satterwhite to go with me. We were all denied. The press became involved and the incident appeared in the newspaper. Guess who said we could come and swim in their swimming pool? Weber State. FC: I remember reading about that. BG: Weber State was still on 25th Street. 5 FC: Interesting. Beautiful. You know, as you were talking about that, I remembered that in a previous interview you did with Weber State you had a chance to talk a little about the time when you and Jim moved into your home in Riverdale and there were some incidents there. Can you speak briefly on that? It had something to with someone who had thrown tar on your home. BG: We bought a home in the upper part of Riverdale, on the ledge, just a block or so away from Washington Terrace. We were just driving around and I saw a house for sale that I liked. We bought the home. Before we moved in, someone threw a bucket of tar through a large window. It caused quite a stir. The FBI, local law enforcement officers, the news media, became involved. Marshall White, President of the Ogden NAACP, was still living. My husband was the First Vice President. Since we had not moved in, we did not lose anything. But some of the neighbors decided to clean up the glass from the broken window and the tar. An elderly woman brought her grandson over, a Hispanic family from nearby Washington Terrace came. The man was a carpenter and he knew how to do a number of things. He did whatever needed to be done. The Laymen's League from Ogden's Congregational Church came out and encircled the block, joined by the Washington Terrace Methodist Church and the Young Democrats. Ogden's Episcopal Church did not have a priest at that time, but the Vicar came. A number of other individuals came, including one who sat on our porch with a rifle. We had two small children. The Stake President of the area's Mormon wards assigned his two big sons to "look out for the little Gillespie girls." Our house was on a corner with a very large yard and lots of playground equipment. We became everybody's best friend. Guess who moved across the street from us? 6 FC: The Rod Julander Family. BG: Rod was a Political Science professor at Weber State. I was a Political Science student at the University of Utah. We became good friends and solved all the world's problems almost "every day." FC: As you became more and more familiar with the greater Ogden area, who were the most outstanding characters of that time? Were there any large personalities that stood out in the community? BG: Marshall White. He was an Ogden Police Officer. He may have been the only Black policeman in the state of Utah. It was not long after we moved into Riverdale, Marshall White was shot and killed in the line of duty. My husband, Jim, became president of the Ogden Branch of NAACP. FC: Were there leaders among the non-minority who often times found themselves in collaboration and partnership with the minority community? BG: Yes. One of our lawyers was Attorney Ira, who was our consultant. Jim Kirkham was with us for 40 years and passed away just a few months ago. FC: What was life like for you? I know we talked about it a little bit, but did you feel like you had a fulfilling childhood? Did you have a nickname? BG: I was an only child. I had one white and one Japanese best friend in addition to the Kinseys, and lots of boyfriends. My mother was very protective and strict and she didn't know about my boyfriends. My other best friends were Hazel Johnson McEwen, who passed away last year and Ruby Lewis Coppadge who lives in Dover, DE. I did not 7 have a nickname. In high school, I told my gym teacher that I wanted to be in the Pep Club and since I was qualified, I got in. There was a group of boys, all of whom wore green T-shirts who stood around in the hall, meddled and made snide remarks to me. One of them was running for student body president, 14 years old and five feet tall. I stood before my very large Pep Club and gave a speech on behalf of another boy who was a much better candidate, who not only won, but also became a U.S. Congressman. The green shirt boys always hung out in the hall not too far from the girl's restroom. My gym teacher reported it to the principal. He put a stop to it. Would you believe that one of the boys ended up teaching law in one of Utah's most prestigious Law Schools? Whenever we went to a class reunion, he would always immediately run up to my husband and say "Jim, please don't let Bettye tell anyone I belonged to that green shirt gang in high school." We ended up being friends. FC: Life places all kinds of twists and turns, it's interesting. When and how did you meet Jim? BG: Well, it was quite a while. On "Game Day", we wore our orange and black uniforms. They were so cute. At that time, I had long hair. Jimmy and his military group did not know many people here. So they would attend Ogden High's basketball and football games. He saw me and wanted to know who the little girl with the long hair and the big eyes was. One of the students who knew me told him to "forget about it." "Her mother is not going to let her go anywhere with you. Her mother is really strict." After I graduated from high school, I went to Washington, D.C. where my Dad's only sister lived. I attended Howard University for two years. My father was ill and I came home 8 from time to time. I can't remember exactly when I met Jimmy, but as I recall long-time residents, Ray and Wilma Freeman introduced him to me. FC: You had three beautiful children, now all college graduates. They were actively involved in the community. They have come to be leaders in their own right and my suspicion is that this kind of shaping and influence really had an impact on their lives. The question that I have is, when you think about it in retrospect, all of them are now grown and out. How has being a parent changed you as an individual? Did it change you at all? BG: Well, it certainly influenced me. As with most mothers, I was involved in many things. I was secretary of the PTA, attended all kinds of activities and served on many committees. Our oldest daughter, Shauna, went to Sacred Heart Academy because she had no one to play with. She was only about four years old, but we told the nuns how smart she was. She knew her address and telephone number and would talk to anybody. (True) They let her in. When we took her over there, she immediately marched into the Priest's dining area to help him eat his breakfast. Everywhere she went, she took over. FC: It holds true today, huh? BG: Shauna went to kindergarten and first grade in the Ogden School District. We discovered that her first grade teacher, Mrs. Piper, was also her pediatrician's first grade teacher. When we moved to Riverdale, we had only two children, Shauna and Deon. Kendall arrived two years later. They attended school in the Weber County School 9 District. They were well behaved, honor roll students with warm personalities and far too many friends. They participated in both the school choir and orchestra – Shauna, soprano and first violin, Deon – alto and viola. Kendall was every teacher's dream – honor roll, sweet personality, too many friends, Pep Club and toyed with the clarinet and ukulele. Teachers sent her post cards from their vacation sites. For their good grades and behavior, they were rewarded with a little black Scottish terrier, "Raven", who was a member of our family for 14 years. Shauna graduated from the University of Utah in three years and taught Head Start. She is currently a Conservator Investigator for the California Superior Court in San Francisco, CA. To our surprise, Deon received scholarship offers from MIT and Georgia Tech (high math scores). She chose to go the University of Utah, majored in Broadcast Journalism, worked for KTVX and KSL for a short period of time and KUSA in Denver, CO. She is currently a writer for the Daniels College of Business at the University of Denver. After graduation, Kendall decided to go to Weber State University where she majored in Fashion Merchandising. She worked in the Ogden City Mall until she moved to California. She is currently a beauty consultant, promoter and distributor for Mary Kaye Cosmetics. Since their dad was still president of the NAACP, Ogden Branch, we took them to both Regional and National NAACP conventions. Deon and Shauna served on the National NAACP Youth Board and had an opportunity to attend meetings in New York City, NY. They both rode the subway despite my counsel and to my dismay. 10 FC: I think it's that fighting spirit that really, as a result of the way that you raised them was really a part of their upbringing, as they were growing up and in a lot of ways they couldn't help but to be the type of people that they are today, you know, so and I think that's wonderful and really a tribute to, you know, the very solid grounding that you gave them as parents. What about you? Let's see. You worked as Director of Equal Employment Opportunity at Hill Air Force Base. Is that right? BG: Yes. FC: For how long? BG: Twenty years. FC: For twenty years? For that long? BG: Yes. When the air force did some realignments, I received a collateral job of staffing for selective organizations. Not to worry, I received an additional staff of people who were already organized and trained. I remained the only Equal Opportunity Officer at Hill Air Force Base and the only woman Equal Opportunity Officer in the Air Force Logistic Command, our headquarters. The air force bases in our Command were located at Oklahoma City, OK; San Antonio, TX; Macon, GA; Sacramento, CA and San Bernardino, CA. We lost San Bernardino and some of our smaller bases to reorganizations. FC: I can recall in my early involvement in the NAACP, the presence of a lot of military men and women who were members of the NAACP here. I think it was because of the link between EEO, Hill Air Force Base and the Ogden Branch of NAACP and how Jim and others outreached to military personnel to become a part of the Ogden community and 11 so it makes sense to me now as I look at the bigger picture. It's wonderful that you and Jim were right in the middle of all that and helped make the NAACP the organization it is today. BG: My husband was the Equal Employment Opportunity Officer at the Defense Depot Ogden (Army). FC: Defense Depot, I remember that. BG: They had 1,400 civilians at that installation and we have 16,000 at Hill. His major job, his EEO job and his collateral job as Blood Drive Coordinator for the American Red Cross kept him plenty busy. FC: Wow! That's amazing. BG: The Social Action Office and The Judge Advocate Office had the responsibility of assuring equality among military personnel. Occasionally, a military wife would come to my office. FC: When you think about your life, when you think about your legacy, what would you say was the proudest of your life? BG: There were so many proud moments. When my children graduated from high school and college. When my EEO Office was declared the most distinguished office in the U.S. Air Force and many more - The Martin Luther King Commission, the University of Utah-Board of Trustees, the Equal Employment Opportunity Commission and many others. FC: There was a woman's organization you were involved, I am trying to remember the name. 12 BG: I was involved in many women's organizations – Delta Sigma Theta Sorority, YCC (formerly YWCA) and League of Women Voters. I don't know where I got the energy from, but I also taught Sunday school, third grade. I recently saw one of my third graders who is now 6'4". I also served on the Utah Merit Council (Civil Service Board), the National Endowment for the Humanities, Utah's Comprehensive Health Board, the Federal Executive Association, not all at the same time. I was president of the Ogden Alumnae Chapter of Delta Sigma Theta Sorority for two terms and Director of the Youth NAACP. I also served one term as president of the Habitat for Humanity (local). FC: Teacher, counselor, trainer, mother, oh, you name it, as you say, and you've kind of done it all. It makes me think because over the years, you've had a significant number of awards and accolades bestowed upon you. As you said earlier, Weber State just acknowledged you with an award through its Alumni Association and there have been many other awards. Would you care to share some of those awards that you have received over the years? BG: Yes, if I can remember. I received the YCC award, the Juneteenth Legacy of Freedom Award, Utah State Martin Luther King, Jr. Award, Minority Bar association, Habitat for Humanity, Delta Sigma Theta Women Make a Difference statue, NAACP Rosa Parks Award, University of Utah Merit of Honor award and a Mother and Child Wall Plaque constructed and presented by a talented co-worker. FC: It's truly amazing. As we conclude this, are there other thoughts you would like to share? I recall that you were in Washington D.C. during the signing of the Civil Rights Bill of 1964. 13 BG: We were at an NAACP Convention when an NAACP lawyer interrupted the session to announce that the Civil Rights Bill had passed and been signed. On a lighter note, the NAACP held a convention in Jackson, MS. George Romney, Governor of Michigan and Mitt's father was the only governor in the nation to come. We knew him from his many visits here in Utah. As we approached the Convention Center, his limousine pulled up. There were hugs, kisses and even a few tears as he explained to the Detroit delegation, "These are my friends from Utah." My husband, Jimmy, was from Oktibbeha County, Starkville, MS. He was one of 14 children, five girls and nine boys. His youngest brother was killed in a one car rollover in the only car in that town. Jimmy took us to the place where his family's farm was located. Their saw mill, sawdust, woodchips were still there. They also had a country store – long gone and a small burial area. He said that there was no noise pollution in that town and folks chopping wood could be heard miles away. FC: That's a great story, Bettye. I appreciate the time you have given me to interview you. I think that your legacy clearly outlines that the importance of family, the importance of faith, the importance of education and the importance of being involved in the community and activism. But I also think that it's a legacy of perseverance and having dignity throughout that perseverance and I think that's why you are a living legacy today. It is that you are a testament, really, to that living legacy, and I'm just hoping that I can shape my life to be at least a little bit the way that you've shaped yours. 14

CRITICAL DISCOURSE ANALYSIS OF RACISM IN DJANGO UNCHAINED MOVIE Tiara Magda Amelia English Literature Study Program, Faculty of Languages and Arts, Surabaya State University Tyara_46@hotmail.com Widyastuti, S.S., M.Pd. English Literature Study Program, Faculty of Languages and Arts, Surabaya State University Wid_unesa@yahoo.com Abstrak Rasisme masih muncul seperti halnya membandingakan antara ras orang jawa dan ras cina. Rasisme muncul karena dalam masyrakat, ada yang memiliki kekuasaan banyak ataupun sedikit. Jadi, dalam jurnal yang berjudul "Analisa Wacana Kritis Rasisme pada film Django Unchained" akan berfokus pada (1) tipe rasisme apa yang muncul pada pengucapan orang kulit putih sebagai grup yang dominan dan (2) bagaimana kekuasaan bisa mengontrol masyarakat yang di lakukan oleh orang kulit putih sebagai grup dominan. Analisa Wacana Kritis mempunyai hubungan istilah dengan kekuasaan, kesinambungan dan dominasi. Jadi, Analisa Wacana Kritis merupakan teori yang tepat untuk menganalisa tutur kata. Jurnal ini menggunakan metode qualitative untuk memberi penjelasan yang lebih jelas melalui teory Van Djik. Jurnal ini berfokus pada rasisme di film Django Unchained. "Django Unchained" berisi tentang rasisme yang dilakuakan orang kulit putih sebagi dominan grup. Jurnal ini berfokus pada tutur kata rasis yang dilakukan oleh orang kulit putih. Hasil dari jurnal ini yaitu ditemukan tutur kata yang mengandung representative, expressive, commisive and directives. Orang kulit putih menggunakan dasar kekuasaan mereka dan juga menggunakan kekuasaan akses dan discourse, dan pengontrol pikiran untuk mengontrol masyarakat. Selain menggunakan kekuasaan, orang kulit putih juga sosial dan kesadaran manipulasi untuk memanipulasi masyarakat. Keywords: rasisme, analisa wacana kritis, kontrol, kekuasaan dan manipulasi Abstract Racism still appears such as comparing race between javanesse and chinesse people. Racism appears because of having less or more power in society. So, this journal which title "Critical Discourse Analysis of Racism in Django Unchained Movie" will be focused on (1) in what way white people as dominant group show their racism and (2) how power can control society which is done by white people as dominant group. Critical Discourse Analysis has a great deal with the names of power, inequality and dominant. So, Critical Discourse Analysis is a good scholar to analyse the utterances. This study uses qualitative method in order to get clearer explanation through Van Djik's theory. This study focuses on racism in society in "Django Unchained" movie. "Django Unchained" movie contains of racism which is done by white people as dominant group. Thus, this data focuses on the utterances of dominant group as exerciser of racism. Here, the result of this study is white people as the dominant group utter racism in representative, expressive, commisive and directives. They also use the base of power rosurces, access and discourse and mind control to control over society. Besides using power, they also use social and cognition manipulation to manipulate society. Kata Kunci: racism, critical discourse analysis, control, power and manipulation INTRODUCTION Racism is not abstract systems of social inequality and dominance. Power abuse can be defined as dominance, for example in terms of the violation of norms and human social rights. Racist can be defined as ideology of racial thinking of people who have more power to do their belief in society. Fiske (1994) says racist discourse is in the media consists of a list of words, images and texts that threaded together, produce an understanding of the world and position and status of people of color in that world. Changing nature is the most complex aspect in racist. The racist behaviour can see by insulting, harrasing each other in the school, workplace or in public, doing racial graffiti, and similar aggressive anti-social acts. However, the beliefs and behaviours of social deviants are not limited in individual racism. Racism can be seen by how people act each other by their behaviour and talk. For example mocking, saying bad thing to other people, threatening or the other else by using their utterances. Yule (1996) says speech act is action which is done via utterances. According to Searle (1979) there are five kinds of classification speech act, they are : Declaration Declaration is the word which can change the world by using utterance. In declaration usually use expression of "I bet", " I declare", "I resign". For example : " I baptise this boy Michel Meyer". Representative Representative is type of speech act which is contain of believe. The statement consist of assertions (someone who say something clearly without any hestitation), conclusions (someone who has say everything all of the conversation, he or she conclude his conversation by saying "so" or "it means that" or "it can be said"), and description (someone who wants to describe something for example describe person, personality, events, news etc). Expressive Expressive is type of speech act which is about speaker's feel. The statement is like pleasure (someone who feels happy or exciting, joy ), pain ( someone who feels hurt by somebody else, the words which are usually used "hurt" and "sick" "pain"), like (someone who love or pond of something) , dislike (someone who does not like something and the words are usually used "dislike", "hate", "can not stand", "can not bear"), or sorrow (someone who is in bad condition or uncomfort zone ). The word of expressive such as: happy, sad, upset, love, like, hate, fear, and so on. For example "being rich is wonderful". Directives Directive is type of speech act which want to someone do something. Usually the word of directives contains of requesting, (using question words such as who, what, why, which, whose, and how), commanding is about how to people give a command to someone to do something, usually in imperative sentence like "open the door!"), inviting (a person who wants to invite someone to join or attend his or her event), forbiding (usually to ask someone not to do the harm thing), suggesting (the word, usually use in suggesting is should or ought to). Commisive Commisive is type of speech act which speaker wants to commit himself to some future actions. Like promising (the word which is used in promising is "promise", "will"), threatening (threatening is like someone who wants to say something rude and harm to person, it has impact to the future), refusing (the word which is usually appeared in refusing sentence is "no", it is like person who does not want to do something of accept a thing). For example : "I will pick up you tomorrow". Critical Discourse Analysis Critical Discourse Analysis (CDA) deals with social power abuse, dominance, inequality and the way these are reproduced by the social group member through text and talk (Van Djik, 1998a). Wodak and Meyer (2001) say that Critical Discourse Analysis is the term of language as social practice. CDA focuses on between discourse and society, the social problem is about rising inequality in the society. Moreover Fairclough (1941) explains more about CDA that CDA not only shows how to investigate language which has relationship with power , but also shows the discursive nature of much contemporary social and cultural change.In CDA, language is not the most powerful part but language can reach power which is done by powerful people who use power to maintain society for their interest. That is why CDA often chooses the perspective of those who suffer (powerless group), and critically analyses the language use of those in power, who are responsible for the existence of inequalities. Power Critical Discourse Analysis deals with power abuse. The meaning of power is, according to Max Webber in Empowerment and Community Planning, power as probability that someone follow somebody's will, eventhough his will resistance to it in social relationship. In addition, Robert Dahl (1961) argues that power is exercised which done by individuals who are prevented from doing what they want prefer to do in community. Access and Discourse The dominance can control society because they have the base resources. These are the base resources of power such as wealth, income, good job, status, knowledge and education. Social power has relation with access and discourse. In this case the language users or communicator or speaker can have more or less in the use special discourse or may be in specific communicative events and contexts. It means that the speaker have more or less to control and access the discourse. Mind Control Influencing mind, somehow influence readers and hearers in news report, political propaganda, advertising, religious sermons, corporate directives or scholarly articles. They influence by knowledge, affecting opinion or changing attitudes. In specific context, the hearers or reader who given knowledge and belief reject, disbelieve, or otherwise mentally act in opposition to the intentions of powerful speaker or writer. The powerful speakers or writers have relative freedom to use discourse in their own interest. There are points of discursive mind control is a form of power and dominance if such control is in the interest of the powerful and if the recipients have 'no alternatives', i.e., no other sources (speakers, writers), no other discourses, no other option but to listen or read, and no relevant other beliefs to evaluate such discourses. Eventhough, the speaker or writer has many freedom, in other hand in the recepients are many coercion. The status of powerful writer and speaker is the function of properties of text and talk. The powerful speaker may be lied to, manipulated, persuaded to influence in their interest. The "victims" who have lack of knowledge or lack of power resources, they can not detect lies and manipulation from powerful people. For example journalist or writers have enough experience to influence society by message in their mind idea. They know how to change opinion and knowledge of readers. It is notion of changing people's mind. They change opinion and knowledge by emphasizing specific topic (headline and summaries in newspaper). They may influence mental model structure include discourse comprehension. Manipulation Influencing people's mind by controlling their action and attitudes needs persuasion and manipulation way to do it. But in Critical Discourse Analysis, manipulation needed to require as further theoritical analysis (Van Djik, 2006). Besides using power to control society, some speakers do manipulation to affect people's opinion and belief. Manipulation is a form of talk in conversation or interaction among people, manipulation deals with power abuse. Manipulation is illegitimate notion because, manipulation not only consist of power but also power abuse which is done by dominance. Thus, manipulation has negative sense rather than persuasion. Pictures, photo, movie or other media are exercised of manipulation by influencing the "victim". Manipulation in Society Power dimension in society takes apart to involve control people who exercise over other. In exercising control over other, manipulation needs social actor to satisfy personal and social criteria which can influence other. The group membership can define their power by their position, profession, and material. For example, parent can manipulate their children because of their power and authority in the family and professors can manipulate their student because of position and their knowledge. Everyday, in society, people may practice the kind of social manipulation in their group rather than personal Cognition Manipulation Manipulating people, it can be called manipulating their mind. People's mind is about people's belief like their knowledge, opinion and ideology which reflect to their actions. The mind is very complex process. So, it needs real time and action to apply it efficiently. The manipulator will decrease understanding their explanation while speaking, by speaking faster, less clearly and speaking with complex sentence, difficult word and confused topic. So, the hearer will get no idea what manipulator say or get a weak understanding from manipulator. In the one hand, the dominant group will facilitate their understanding with their interest in their information while doing manipulation. It is mean that the context model of the speaker has a clear plan to hamper the understanding. This research uses 2 research questions. They are in what type of speech act white people as dominant people show their racist utterances and how white people control society by using their power. the puposes of this study is to describe and show white people do racism and to describe how white people control society by using their power. all of the research questions are about in "Django Unchained" movie. METODE This research uses descriptive qualitative. The differentiate qualitative and quantitative is qualitative concerned with how and why something is, while quantitative focused on how much or how many (Litosseliti, 2010). The use of qualitative method is to analyse in what type utterances which contain of racism utter by white people as dominant group, second to analyse how white people as dominant group control society by using their power. The data is taken from the movie of "Django Unchained", the source of data is taken from utterances in "Django Unchained" movie. The data is movie which contain of racism. The movie is directed by Quentin Taratino. Data collection techniques are done by observation. In this case, the writer using non-participation technique in which the writer observes the data through taking notes of the object and without making interview or questionnaire as what Wray, Trott, Bloomer, Reay, & Butler (1998) had said that observing data is consisting of recordings, transcriptions, and notes relating to your subject's behaviour and language (spoken and or written). In this study, the data are from the utterances which contain of racism and power in "Django Unchained" movie will be observed. By doing observation, the use of transcription is important to support the utterances of data. According to Miles and Huberman, they defined analysis as consisting of three current flows of activity: data reduction, data display, and conclusion drawing or verification (1994). In this data analysis, the writer also uses these three activities. Data Reduction. In this research, the writer reduced the data that she does not focused on and need. There are so many conversations that produced by the characters in this "Django Unchained" movie. In this case the writer reduced the conversation which does not contain of power and racism. Data Display After reducing the data, analysing will be the next step. The analysis will be display as in data display. The data is displayed by using two tables in first and second research question. The tables are used when collecting the data. The first (1) contains of scene, utterances, utterances of racism and types of speech act. The writer identifies the appearing racism in that movie. The racism utterances are like how white people behave to black people with racism behaviour such as mocking insulting, harrasing each other, doing racial act, and similar aggressive anti-social acts. After indentifying the writer will analyze appearing racism by using what types of speech act which related to utterances of the conversation. The table (2) contains of scene, utterances, power and manipulation. The writer tries to analyze how white people as dominant group controls society. The dominance group is white people who have more power than black people. So, the dominance group's conversation will analyze in concept how power can control society. After knowing conversation which contain of power, the writer will analyze how and which power of white people use to control the society. After that analyze the power by using manipulation way is taken from Van Djik. Table 3.1 Speech act of racism utterances by white people. No. Scene Utterances Utterances of Racism Types of Speech act Table 3.2 The use of power and manipulation by white people. No. Scene Utterances Power Manipulation Conclusion Drawing and Verification No. RACISM KIND OF SPEECH ACT R1 Poor devils Representative In data analysis technique, the data are obtained through several steps based on the research questions. Finally, after doing reducing and displaying data, the researcher can be drawn and verified by using theory which used are power and manipulation, racism by Van Djik. RESULTS AND DISCUSSION Table of Racism R2 It's against the law for niggers to ride horses in this territory. Representative R3 They ain't never seen no nigger on a horse before. Expressive R4 Not on my property. Not around my niggers, he can't. Expressive R5 your fancy-pants nigger Expressive R6 Get that nigger outta here Directives R7 your loveliest black creatures Directives Table of Power No. UTTERANCES POWER MANIPULATION P1 Mr. Bennet : You and your Jimmie rode from Texas to Tennessee to buy one of my nigger gals? No appointment, no nothin'? Access and dsicourse - P2 Mr. Bennet : Betina, sugar, could you take Django there and take him around the grounds here and show him all the pretty stuff. Betina : As you please, Big Daddy. Access and dsicourse - P3 Mr. Monsieur Candie : - No, no, no, no, no. no beggin'. No playin' on my soft heart. I done paid $500 for you. When I pay $500, then I expectto get five fights out of a nigger, - 'fore he roll over and play dead. Black people : sir. . Mr. Monsieur Candie : Mr. Stonesipher?, Let Marsha and her bitches, send D'Artagnan to nigger heaven. Access and dsicourse - P4 Mr. Monsieur Candie : One more moment, doctor! Dr. King Schultz : What? Mr. Monsieur Candie : It's a custom here in the South. once a business deal is concluded that the two parties shake hands. It implies good faith. Dr. King Schultz : - I'm not from the South. Mr. Monsieur Candie : - But you are. in my house, doctor. - So I'm afraid I must insist. Dr. King Schultz : -insist. On what? That I shake your hand? Access and dsicourse Social Manipulation and Cognition manipulation P5 Dr. King Schultz : Is there one amongst you who was formerly a resident of the Carrucan plantation? Djanggo : I'm from the Carrucan plantation. Dr. King Schultz : Who said that? What's your name? Django : Django Mind control - Based on the result, the data proved that racism appear in "Django Unchained" movie. Racism is kind of belief that ignoring people who have different color of skin and the status of them. In this case, white people are drawn as the dominant group who has more power than black people. The dominant appear in society because of having differences power. Having differences of power reproduces inequality. Reproducing inequality in society can make racism, as in "Django Unchained" movie. Appearing racism is because of having inequality of power in the movie. Because of inequality, white people in "Django Unchained" do power abuse in order to they want to control black people and society in their interest. White people do power abuse, because they have more power than black people and white people has more than one in the base power resources like money, status, and job. Thus, they have more access to control black people and society. The word inequality and power abuse make a deal with the theory of Critical Discourse Analysis (Van Djik, 1998a). CDA tents to power, inequality and dominant. In this case, the function of CDA is to improve the way of thinking of society through "Django Unchained" movie. "Django Unchained" movie contains of racism. Van Djik (1995) adds that CDA focuses on text and talk especially in discourse and society. Text and talk contain of words and utterances. Utterances have relationship with study of speech act. According to Yule (1996) speech act contains of action which is done by utterances. Deborah (1994) adds that specch act is basicly concerned with what people "do" with language. So, people can do act by using language via utterances. There are many utterances appear in "Django Unchained" movie. So, in this case, speech act takes apart in analysis utterances. The use of speech act is to describe the conversation of the actors in "Django Uncahined" movie. Why describing conversation through speech act, because speech act can explain the action of the speaker through utterances. According to Yule (1996) people do not only produce utterances which contain of grammartical structure and words, but also show their action through utterances. Searle (1979) adds that people express their feeling and attitude, and they do all of them via utternaces. Speakers will emphasize what they want to speak by using the clearer words. According to Searle (1979), he does classification speech act into five, they are declaration, representative, expressive, commisive, and directives. By using classification of speech act, the reseacher can analyse the type utterances of speech act which white people as dominant group do racism. Thus, as the examples of classification of speech act, in R1 shows that the utterances contain of racism in representative speech act. Like, white people mock black people with uncommon utterances, as in R1 the white people called black people with "poor devil". The word "poor devil" in this utterance means that black people as poor people, because job of black people is only as slave. White people are always under or lower than white people, so white people mock black people as a poor. The word "devil" is a part of the satan who never does a good thing in their life. White people describe the life of black people as a devil. The others example of racism in the data is like R8, racism appear in the rules of law, the law forbids the black riding a horse, the reason is the status of black people, and only white people can ride a horse. In the R1 and R2, show racism through the status between white people and white people. The status between them makes an inequality in society. From the data R1 and R2, those are the prove that racism show by doing discrimination which done by white people. According to Essed (1991) racism is done by discrimantion through intimidation minority group and law. Pendakurs (1995) adds that racism can do by insulting, harrasing minority group. Those can happend because dominanted group use their power to do power abuse. According to Van Djik (1998a), inequality in society appear because a group or people who have more power than other group do power abuse. It implies that the dominanted group can control other group in order to follow the interest of dominanted group. Like in P3, white poeple who have the base resources of power show such as money, job, and status acn control society by using their the base of power resources. The conversation shows that Mr. Candie has more money to pay the black people. The status of black people is lower than Mr. Candie because Mr. Candie is the boss of black people. Having all of the power white people do power abuse. Besides having the base of power, white people have power of access and discourse and mind control in order to get good way to control society. Here in P1 conversation shows that Mr. Bennet as the owner of plantation has the base resources of power. He has higher status than others, because he is the boss of the plantation. Absolutely, he has a good job than others. It means his financial is better than others. P1 shows, Mr. Bennet as the owner of plantation, he can do many things in his plantation because he has access in his own plantation to control his plantation and society around the plantation. In P5, Dr. Schultz do mind control by changing his attitude in good attitude in order to Django will do what he wants, usually white poeple do bad thing in black people but in this case white people do a good thing in order to get his interest. Besides controlling by using the base resources of power and, access and discourse and mind control, white people use social manipulation and cognition to manipulate society by using good actor in order to society can not detect the lie from the white people. Doing manipulation, according to Van Djik (2006) that manipulators make others believe do things that are in the interest of the manipulatorinterests of the manipulated. It can againts the interest of the victim of manipulation. Lacking of knowledge can make manipulator do his manipulation well. Because the "victim" has no choice to belief or accept the knowledge itself. Like in P4 Mr. Candie do social and cognition manipulation, he does manipulation to his interlocutor follow his will. Mr. Candie is good social to do manipulation, because he succes does manipulation, he also use their knowledge to manipulate his interlocutor, it supports by his interlocutor does not about custom knowledge in South, so his interlocutor has no choice to reject what Mr. Candie wants. The term of racism can not be separated from power. People who use racism will deal with power. They use power in order to control society, controling society has purpose is to get their will through society. CDA is the key to know how power, inequality and dominant take apart in this movie. After discussing how power works in "Django Unchained" movie, people know how to use power in order to avoid power abuse around society. CONCLUSION AND SUGGESTIONS Conclusion This study reveals the relationship between racism and power. Those can not be separated because racism appear because of having more or less power between each group society. White people abuse their power to do bad thing in black people. Thus, CDA is a term to take deeper analysis in order to get improvement among society through text and talk. Text and talk which contain of words and utterances can define what people act. It is term of speech act which scholar analises act through utterances. So, people can know how people act through their utterances. Based on the results of the study, there are some proves that the movie contains of racism utterances. The racism shows through utterances. The white people do racism by mocking them, the way they mock black people are using kind of speech act such as directives, expressive, commisive and representative. White people do racism because they ignore the kind of thing which is different with them like color of skin, status, job and wealth. Inequality in society reproduces racism. Racism contains of power and manipulation. The inequality in society appears because each group has more or less power, for example the base resources of power are job, status, and wealth and also access and discourse power, and mind control. Inequality itself reproduce dominant among society. In addition white people do manipulation instead of using power to get easier to control and manipulate society. Suggestions As sugesstion for the future researcher, needs to take a deep analysis racism in others mass media. In this study the researcher takes a movie as her data. Movie is one of the member of mass media. So, the next researcher ca take others mass media like news, magazine, newspaper, radio, news televison etc. Another suggestion is from the area in Critical Discourse Analysis. Critical Discourse Analysis has many areas such as politic and society. In this data the researcher takes society. It means that next researcher can take other area In CDA. In addition, the way of analysis is so widely in the data. CDA can analyse from the power or even in ideology. In this study researcher takes racism to be analyzed in the scope of power and how the way dominant group utter racism. Thus, the next researcher can analyse the data from the behaviour of dominant group in racism area pschology in racism. REFERENCES Dahl, Robert. (1961). Power In Empowerment and Community Planning. Essed, Philomena. (1991). Understanding Everyday Racism: An Interdisciplinary Theory. Newbury . In Frances Henry and Carol Tator (eds.) Racist Discourse in Canada's English Print Media. The Canadian Race Relations Foundation, 2000. Fairclough, N. L., (1941). Language and Power. New York : Longman. Fiske, John. (1994). Media Matters: Everyday Culture and Political Change. Minneapolis: University of Minnesota Press. In Frances Henry and Carol Tator (eds.) Racist Discourse in Canada's English Print Media. The Canadian Race Relations Foundation, 2000. Litosseliti, Lia. (2010). Research Methods In Linguistics. New York : Continuum. Miles, M. B., & Huberman, A, M. (1992). Qualitative Data Analysis. New Park: SAGE Publications, Inc. Pendakur, Krishna and Ravi Pendakur. 1995. The Colour of Money: Earning Differentials among Ethnic Groups in Canada. Strategic Research and Analysis. Ottawa: Department of Canadian Heritage. In Frances Henry and Carol Tator (eds.) Racist Discourse in Canada's English Print Media. The Canadian Race Relations Foundation, 2000. Searle, J. (1979). Expression and Meaning. Studies in the Theory of speech Act. New York: Cambrige University Press. Van Dijk, T.A. (1998a). Critical discourse analysis. In Jaffer Sheyholislami In Critical Discourse Analysis. Van Dijk, T. A. (2006). Discourse and Manipulation in Discourse and Society. London : Sage Wodak, R,. & Meyer, M. (2001). Methods Of Critical Discourse Analysis. London : Sage. Wray, A., Trot, K., Bloomer, A., Reay, S., & Butler, C. (1998). Project in Linguistics: A Pratical Guide to Researching Language. China: Edward Arnold PublisherLtd. Yule, George. (1996). Pragmatics. Oxford University Press.

FLORENS'S RESISTANCE AGAINST SLAVERY IN TONI MORRISON'S A MERCY Dwi Arum Maryati English Literature, Faculty of Languages and Arts, Surabaya State University dwiarummaryati@yahoo.com Drs. Much. Khoiri, M.Si English Department, Faculty of Languages and Arts, Surabaya State University much_choiri@yahoo.com Abstrak Studi ini berpusat pada Florens sebagai karakter utama dan sebagai orang kulit hitam dan pengalaman hidupnya dalam sistem perbudakan pada abad ketujuh belas di Virginia dan perlawanannya terhadap hal tersebut yang terungkap dalam novel A Mercy. Penelitian ini menggunakan kedua konsep, yaitu konsep perbudakan dan teori Marxis feminis oleh Karl Max. Selain itu, untuk perlawanan yang dilakukan oleh karakter utama, konsep pertahanan seperti istilah silent oleh Audre Lorde, divisi Lanser tentang feminisme dan konsep Engel tentang meniru kaum borjuis juga digunakan untuk melakukan analisis. Selain itu, latar belakang perbudakan di Virginia juga disampaikan untuk memberikan gambaran tentang perbudakan untuk menjawab alasan mengapa Florens ingin melawan sistem perbudakan. Data dalam bentuk kutipan, komentar, dan dialog dalam novel yang mengekspos perbudakan dan pengalaman hidup Florens dan perlawanannya. Analisis kehidupan perbudakan yang dialami oleh tokoh utama dalam novel ini menunjukkan bahwa ia telah hidup sebagai budak kulit hitam dan tidak memiliki hak untuk memiliki kehidupan yang lebih baik. Cara karakter utama mengungkapkan perasaannya tentang perbudakan melalui surat yang ditulis untuk majikannya dan sikap yang meniru kaum borjuis mencerminkan perlawanannya terhadap perbudakan. Kata Kunci: teori Marxist Feminist, perbudakan, orang kulit hitam, perlawanan. Abstract This study is centered on Florens as the main character and as a Negro and her life experiences of slavery in the seventeenth century in Virginia and her resistance against it in the novel A Mercy. The study uses both slavery concept and Marxist Feminist criticism by Karl Max. In addition, for the resistance that the main character does, the concept of resistance such as silent terms Audre Lorde, Lanser's division of feminism and Engel's concept about imitating bourgeoisie are also used to conduct the analysis. Moreover, slavery background in Virginia is also delivered to give a description about slavery to approach the reason why Florens wants to resist the slavery system. Data are in form of quotations, comments, and dialogues inside the novel that expose the slavery of Florens's life experiences and her resistance. The analysis of slavery life experienced by the main character in the novel shows that she has lived as Negro slave and has no rights to have a better life. The way the main character expresses her feeling about slavery through the letter that she writes for her master and her attitude that imitating the bourgeoisie is reflecting the resistance against slavery. Keywords: Marxist Feminist criticism, slavery, Negro, resistance. INTRODUCTION Slavery is a relationship in which one person is controlled by violence through violence, the threat of violence, or psychological coercion, has lost free will and free movement, is exploited economically, and paid nothing beyond subsistence. (http://en.wikipedia.org/wiki/Slavery retrieved on October 20th, 2013). Slave means a person who is legally owned by someone else and has to work for them, while slavery means the activity of having slaves or the condition of being a slave. Historically, slaves were institutionally recognized by many societies. They recognized slaves merely as property but others saw them as dependents who eventually might be integrated into the families of slave owners. By the end of 17th century, there were many slavery system and freedom power of the different classes. In America Literary Thought Book reveals that indispensible to the rich sugar economy of the British West Indies, slavery at first was more a convenience than a necessity in the thirteen colonies. Slavery had been practiced inBritish North Americafrom early colonial days. In 1619, twenty Africans were brought by a Dutch soldier who had seized them from a captured Spanish slave ship and sold to the English colony ofJamestown, Virginiaas"indentured servants". The Spanish usually baptized slaves in Africa before embarking them. As English law considered baptized Christians exempt from slavery, these Africans joined about 1,000 English indentured servants already in the colony. By Colonial America Period, in 1671 Governor Berkeley of Virginia reported 2.000 slaves in the colony as against 4.000 white servants, but after 1680 the Negro population began to grow enormously, and in 1715 had reached 23.000 in Virginia alone. (Horten and Edward, 1967: 376). The novel is A Mercy, and this novel has many sources in culture values and social status values. Both of them are combined into many action and many different events in each period at that time. Then, A Mercy by Toni Morrison depicts slavery which is happened in the end of 17th century. The author describes about the slavery situation, women slaves, the economic situation, and the resistance against slavery in Virginia to amuse reader in understanding this country. The issues are the slavery situation, women slaves, and resistance against slavery. These issues will be discussed more interesting and that the novel can reveal more complex than one perspective or a certain point in one character, or a setting of the study. Toni Morrison's ninth novel, A Mercy, published in 2008. It is set in the 1690s, in the slave era, at a time when it was perilous to be without the "protection" of a man, independent women were still suspected of being witches and paternalistic relations between men and women were still the norm. In this novel, Morrison brings together representatives of all the major racial categories in the New World—African, Native American, Anglo and mulatto. A Mercy is set in the America of the 1680s, a dangerous time for everyone, male or female, slave or free. There's Florens, Rebekka, Vaark's wife; Lina, a dependable servant who is also Rebekka's closest friend; Sorrow, an odd girl whose dreamy ways make her a poor slave; and Florens' mother. As Morrison makes clear, all women in this world are at the mercy of the men in their lives; without them, these women are as good as lost. As one character notes, "To be female in this place is to be an open wound that cannot heal. Even if scars form, the festering is ever below." By the slavery period in 1680's, the slavery status can be treated and ruled. They did nothing, because of powerless people in a discrepancy, and there was a choice of freedom to get satisfaction. Florens, Lina, Sorrow, Willard, and Scully were the sacrificed people to be exploited in work area of slavery system by the master of household, and slave trades. As the novel progresses, other characters bring the New World to life, and each struggles to survive in the face of the wilderness that surrounds them. In addition to Florens, several other women add perspective to the novel, and each proves that no woman is truly free, regardless of color or station. In accordance of background study above, it can be simplify to discuss among two problems that emerge as significant concern toward this novel. How is slavery experienced by Florens in Toni Morrison's A Mercy? How is Florens's resistance against slavery in Toni Morrison's A Mercy? This study will uses two concepts and one theory which are in line with the statement of the problems. The first problem is how slavery experienced by Florens depicted in A Mercy. To answer the first problem, this study uses the concept of slavery. Slavery is a system under which people are treated as property to be bought and sold, and are forced to work, (Brace, 2004: 163). There is also an additional slavery background in Virginia which is use to support the analysis. Then the second problem is how Florens's resistance against slavery. This statement will apply the concept of resistance and Marxist feminist. This concept is developed by Karl Marx. It is use to analyze the bad treatment that Florens had as the oppressed low class woman from the brutality of her owner, her experience to confront the slavery and finally her resistance from slavery. RESEARCH METHOD Research methodology that used in this analysis here must be qualified as an applying in literary appreciation. The thesis is regarded as a descriptive-qualitative study and uses a library research. This study uses novel of Toni Morrison entitled A Mercy that published in 2008 as the data source of this study. The datas are in the form of direct and indirect speech of the characters, dialogues, epilogues and quotations which indicate and represent aspect of slavery and the way it is expressed. This thesis is using the library method in collecting the data. It does not use the statistic method. That is why it is not served in numbering or tables. Library research used an approach in analyzing this study. The kind of library research which is used here is intensive or closely reading to search quotations or phrases. It also used to analyze the literary elements both intrinsic and extrinsic. The references are taken from library and contributing ideas about this study from internet that support the idea of analyzing. The analysis is done by the following steps: (1) Classification based on the statement of the problems. This classification is used to avoid the broad discussion. There are two classifications in this study. They are the depiction of slavery that experienced by Florens. (2) Describing the reason for being slave. Quotations classified the reason for being slave that was done by main character in the novel. (3) Describing the slavery that experienced by the main character. In this case, the quotations that showed and indicated the slavery experienced that was done by the main character. (4) Describing the main character's resistance against slavery. In this case, the quotations that are showed how the resistance was done by the main character. (5) Drawing the conclusion based on the analysis which is in line with the problems. ANALYSIS The first section is about the description of Florens's experiences being slave in Master Jacob house. Master Jacob brought Florens from Mr. D'Ortega to pay the whole amount he owes to Master Jacob. Sir saying he will take instead the woman and the girl, not the baby boy and the debt is gone. A minha mae begs no. Her baby is still at her breast. Take the girl, she says, my daughter, she says. Me. Me. Sir agrees and changes the balance due. (Morrison, 2008: 07) That quotation is revealed that Florens was a girl who had been purchased by the Master of Slave at America Slavery. Master Jacob brought Florens from Mr. D'Ortega to pay the whole amount he owes to Master Jacob. After losing the majority of his crew from bad management decisions, D'Ortega offers to give a slave to Jacob to settle their debt. Jacob initially refuses, but requests D'Ortega's favorite servant. Instead, the woman offers her daughter – Florens. The word "minha mae" here means a call for a mother in Portuguese language. She lived with her mother and her brother in Mr. D'Ortega's house. Her mother had been slaved in Senhor house, who is a Parliament member in Maryland. In the beginning of the novel, Florens still call Jacob as "Senhor" and call Mr. D'Ortega as Sir. It means that at that time when the story took place, Florens still Mr. D'Ortega's slave. In the other hand, if the slaveowner can sell or exchange their slave with a debt, the person who their change it must be a slave. Because if they change with a free person is set the law of human right, in that time (in 1690) slave usually can exchange with another materials for their Senhor. For the next psychical condition of Florens is she is known as the seven age years old when she firstly come to Master Jacob's house, and she grow up to the sixteen years when Rebekka as her Mistress Jacob's wife send her to find the blacksmith. Lina says from the state of my teeth I am maybe seven or eight when I am brought here. We boil wild plums for jam and cake eight times since then, so I must be sixteen. (Morrison, 2008: 05) When Florens firstly came to Master Jacob's house she just seven years old, and she did not much understand how and why someone must say and faithful, because she is too young for understanding all things. Here she actually do not know her age exactly, perhaps she never given knowledge of her age from her another, that is why she write with word "or". Here Florens just make statement "I am maybe seven or eight when I am brought here" it can be explained that she is seven ages when she bought to Master Jacob's house. And when she retells her story, she just grows up as a girl in sixteen. Then, Florens also passed her day as a slave with her mother in the previous master's house, as describe, Before this place I spend my days picking okra and sweeping tobacco sheds, my nights on the floor of the cookhouse with a minha mae. (Morrison, 2008: 05) This quotation above described Florens's work in the previous master, Mr. D'Ortega. Her mother had been slaved in Senhor house, who is a Parliament member in Maryland. This condition makes Florens became a slave, because she was born from a slave. She has to fulfill her duties and help her mother. Because she was very young when she lived in Mr. D'Ortega, she got an easy job. She spend her days picking okra and sweeping tobacco sheds. In the night, she sleeps on the floor of the cookhouse with her mother. As a slave, she had no right to ask for a room to sleep, even she was in good health or sick. Moreover, Florens also got a similar treatment when she lives in her new owner, Master Jacob. As follows, In cold weather we put planks around our part of the cowshed and wrap our arms together under pelts. […] in summer if our hammocks are hit by mosquitoes Lina makes a cool place to sleep out of branches. (Morrison, 2008: 06) From the quotation above indicates that Florens treated not too different from the old master. In Master Jacob's house, she sleeps in cowshed with Lina. They just use a planks to separated them with the cows and use the pelts to warm their hands and their body. And when summer comes, they sleep in hammocks that they bonded between two trees. If their hammocks are broken hit by mosquitoes, they build a bed from branches to sleep. Florens would do the slavery with a pleasure, and she wanted to a good treatment. Mistress Jacob had given her a training system to be a servant of household. And as a slave, she must obey all Mistress's order. As reflected in her statement "It proves I am no body's minion but my Mistress (Morrison, 2008: 111)", it means that there was inseparable relationship between slave and their master because the slave owner paid for unlimited work. They have to fulfill their duty from their master at everytime and everywhere. Because the slave master has complete control over all aspects of the life of the slave, whether the slave is educated or provided medical treatment, what the slave eats and wears, and when the slave can ends their work at that day and sleeps. In America Slavery, there were many servants of the Master who had power and powerless in slavery system implied by the Master and Plantation Owners at that time. All the slaves had suffered on the slavery, because of them had no hope to change in the life chances of slavery. With the same position of them, they had worked on the time regularly and they had worked where the slavery rules was obeyed by the slaves. Therefore, this issue would appear a resistance against the slavery. Resistance occurs when some people feels something wrong against their will or unaccepted behaving. Also according to Marx, resistance occurs as class struggle for exploitation as the fundamental cause, due to the extent which increases the size of the exploitation of working class. In this case, the resistance in this novel has been done by a woman slave, named Florens. In contrast, she lived under a tremendous burden. As woman there are treated as inherently inferior to men and are mostly viewed as servants. She has the freedom of movement when she met the blacksmith. She had the thought of being married and changed her life as a free woman. Thus she has the freedom of choice. Moreover, this freedom of choice is complemented by her freedom of thought. The impetus of the entire novel is testament to Florens's thought, as she narrates it to the reader. When a child I am never able to abide being barefoot and always beg for shoes, anybody's shoes, even on the hottest days. (Morrison, 2008: 04) On this quotation revealed that Florens always want to life better. She was born as a nigger, but her desire to live like bourgeoisies lady is huge. She always wanted the best for her. But, born as a slave cause limitations to achieve her dreams. Even for shoes she has to beg for anybody. She tried to convince herself to make a change for her and the other slave. They may poor and worthless, but they want to live like a normal people whose not slave. She never let her foot being barefoot and hurt when she step her foot on the ground, just like bourgeoisie lady. This quotation can supports Marx and Engels's prediction about woman and children in worker class will be a part of worker market, it is not impossible to them making reaction over the capitalism exploitation which increased not by doing revolution but slowly return woman and children into human source in order to imitate the bourgeoisie life style. Florens, she says, it's 1690. Who else these days has the hands of a slave and the feet of a Portuguese lady? (Morrison, 2008: 04) From this quotation then can be said that her heart start to resist and says "enough" for the slavery thing. She decided that one day she will get her freedom but she is not taking some act directly. She waits till the right time show up and she will use that chance. As a starting, she changes her attitude and her perspective like a Portuguese lady which always live in glamorous. Moreover, Florens can read and write among three women in Master's house. It can be seen in Lina's statement about Florens, "Already Florens could read, write. Already she did not have to be told repeatedly how to complete the chore." (Morrison, 2008: 61). That quotation revealed that Florens is a clever person, only herself who can read and write among three women. Master and Mistress also do not need to tell Florens many times to fulfill her work in the house. It means that Florens always one step ahead from others. This makes it easy for her to achieve her dream to be free and have a better life when she has a great thought. The highlight point on her resistance is she resists with non-violence actions as the author writing styles with full of simplicity. Until the time Master Jacob develops the pox while building his own grand home, and when close to death, he requests to be brought to the new house to die. After Jacob dies, Rebekka develops pox herself. It brings Florens to her passionate love for the unnamed man comes up again. Her obsession with the man illustrates her youth and inexperience in love. This man also happens to be Florens's lover, and she goes to him with hope in her heart for a new and different life. Lina sends her on a wagon to find the blacksmith since he was able to cure Sorrow of her pox previously. She thus begins her journey alone to find the man she loves with the medicine Rebekka needs. "I'm adoring you" Florens said "And a slave to that too" "You alone own me" (Morrison, 2008: 141) Indicates that her desire becomes stronger and she does not want to postpone it. This thinking is related to Lanser's theory about the first level of feminism. "Feminine: The main female character in that literary looking about respect for her existence and tries to find a space in togetherness live with other social classes (man)." She belongs to this level due to her thought about marriage things. She wants to find a man who will pay the refund for her to Vaark's family. Also her thinking also refers to find her existence while all the daylong she is considered as never existed. The blacksmith leaves almost immediately in order to reach Rebekka before the illness takes her life. The man who loved by Florens choose his child rather than being married with Florens. While Florens is overjoyed to be with the blacksmith again, she realizes that he may not feel the same way. He has adopted a young boy, and Florens is worried because the blacksmith acts as if the boy is his future. Not Florens. He tells her, "Own yourself, woman, and leave us be". Florens is in shock over her lost love and once again feels the pain of abandonment she first experienced when her mother urged Jacob to take her. It means her internal conflict appears again and she already thinks about getting her freedom. Her desire to get free is close enough and makes her thinks to leave Vaark's family as soon as she can. Since her way to get freedom from being married with the blacksmith is failed. Thus, Mistress is now paying Willard and Scully to help out on the farm, while Mistress herself "beats Sorrow, has Lina's hammock taken down, and advertises the sale of Florens" (Morrison, 2008: 155). This quotation revealed that as Florens's owner, Mistress uses her power and authority to anything to her slave, including sell her to the new owner. Scully allows these things to happen without remarking on them because he needs the money Rebekka is paying him in order to one day be free. As Rebekka considers selling Florens and giving Sorrow, the girl who has an imaginary friend and is too naive to understand her pregnancies away, Sorrow wants to escape. But, Florens wants to finish her story to the blacksmith and Mistress. Afterwards, she runs back to the Vaark farm. Florens is writing her story on the floor and walls of the big house Jacob insisted upon constructing. "You won't read my telling. You read the world but not the letters of talk." (Morrison, 2008: 160). She writes both in hopes that the blacksmith will one day read her account as well as a means to catharsis, to free herself from the pain of her multiple abandonments. Florens laments the changes Rebekka has undergone as a result of her new religious piety and the cruelty she has enacted upon the slaves, as described, Downstairs behind the door in the room where Sir dies. Mistress slaps her face. Many times. [….] Her churchgoing alters her but I don't believe they tell her to behave that way. (Morrison, 2008: 159) Florens' reiterates the blacksmith's conviction about intellectual slavery and writes "that it is the withering inside that enslaves and open the door for what is wild" (Morrison, 2008: 187). Even though the process of writing is painful, "My arms ache but I have need to tell you this" (Morrison, 2008: 188), it is necessary to do so in order for Florens to be free, as follows, I am become wilderness but I am also Florens. In full. Unforgiven. Unforgiving. No ruth, my love. None. Hear me? Slave. Free. I last. (Morrison, 2008: 161) From the quotation above indicates that she begins saying her opinion, her willing to get free through the letter. Like Audre Lorde's statement about silence transformed into an action, Florens statement is considered to be her action form and also as David B. Loughram stated about resistance types: speech and action. Actually she really in a crisis situation because she can get caught and killed by stating statements that she wants to be free by herself not by her master. Her action actually has a big risk, remembering the rule of slavery is they do not have any rights to speak or against their owner as the person who has the power in exploiting and controlling them. Declaring that she is free by herself clarified that she is truly freed from Mistress Jacob's slavery. This quotation strongly supports Florens to classify as the second level feminist according to Lanser. Therefore, she belongs to the second level feminism because she already takes an action by brave stating her freedom and took a defense from the physical abused from her owner. CONCLUSION In this chapter, the conclusion of the study of Florens's Resistance Against Slavery in Toni Morrison's A Mercy is stated. Based on the analysis of the study there are two conclusions which related with statements of the problems drawn: the depiction of Florens's experienced in Slavery in Toni Morrison's A Mercy, and the resistance against slavery in the novel. First, the study shows the events were depicted the slavery that experienced by the slave who served their master in the novel. There is a main character who is Florens and some other supporting character who had been slave. Florens is African Black Slave Girl, Lina is Native American Slave, Sorrow is a mixed – blood girl and she was an unpaid slave, Willard and Scully are indentured servants from Europe. Therefore, they get different responsibility and different treatment of Master Jacob's determination in the farm house, and companies. Toni Morrison shows up a certain illustration of a slavery background and how Florens was working and getting a different treatment and a different benefit that lead to resistance against slavery. Florens came from family in a poor line, and she was taken by Master Jacob Vaark, and she had helped to the Jacob's family as a household. At the last period, she was a Negrita Girl. Florens has worked to the tobaccos company, and Master provided to her in living, and he also gave a good care for her condition. After Master died, she did not find a protection from Mistress. She wanted to escape from a Big House when Mistress wants to sell Florens again for the second time. Same as Florens, Sorrow wanted to escape from a Big House after Master died, because Mistress Jacob gave displeasure treatment on her works in a garden and sewing training. She also treated by Mistress Jacob with displeasure when she took a care for her baby intensively. Mistress Jacob did not like Sorrow's baby while she had lost of her baby. Second, the main character, Florens, resists the system of slavery by doing resistance to her owners, Vaark's family. Her resistance can be seen from her action and also her speech through letter that she written in Big House as the types like David B. Loughram stated. Her resistance also categorized as non-violence resistance because she does not do anything harmful when she resists them. It also the way to fulfill her material needs; freedom (as in historical materialism discussed). She also categorized into second level feminism as Lanser observed; she declare her freedom by herself is categorized into the second level. Because she already brave to speak up and take some action to realized her dream. Moreover, she considers as young sophisticated woman because all education and knowledge that she got when she was working as slave in Vaark's family. This case also represents Engels's theory in his works which stated about "Imitating bourgeoisie". Florens in here is the represent from Engels's theory. She imitates the bourgeois life style. She speaks like them, her style like them, and also wants to marry and living like them. REFERENCE Brace, Laura. 2004. "Slaveries and Property: Freedom and Belonging". The politics of property: labour, freedom, and belonging. Edinburgh: University Press. Engels, Friedrich. 1884. The Origins of the Family, Private Property and the State. Atlanta: Pathfinder Press. Horton, Rod W and Herbet Edward. 1967. Background of American Literary Thought. New York: APPLETON-CENTURY-CROFTS Division of Meredith Corporation. Loughran, David B. 1998. Rebellion. Scotland: Stewarton Bible School Press. Marx, Karl. 1887. Das Capital. Moscow: Progress Publishers. Morrison, Toni. 2008. A Mercy. New York: A Division of Random House, Inc. Olson, Loster C. 1997. "On the Margins of Rhetoric: Audre Lorde Transforming Silence into Language and Action". Quarterly Journal of Speech 83. pp. 49-70. Internet Source: (http://en.wikipedia.org/wiki/History_of_slavery_in_Virginia) retrieved on October 20th, 2013. (http://en.wikipedia.org/wiki/Slavery) retrieved on October 20th, 2013.

Betty J. Ott ; The Weber and Davis County Communities Oral History Collection include interviews of citizens from several different walks of life. These interviews were conducted by Stewart Library personnel, WeberState University faculty and students, and other members of the community. The histories cover various topics and chronicle the personal everyday life experiences and other recollections regarding the history of the Weber and Davis County areas. ; 13p.; 29cm.; 2 bound transcripts; 4 file folders. 1 sound disc: digital; 4 3/4 in. ; i Oral History Program Betty J. Ott Interviewed by Rebecca Ory Hernandez 7 November 2011 ii Oral History Program Weber State University Stewart Library Ogden, Utah Betty J. Ott Interviewed by Rebecca Ory Hernandez 7 November 2011 Copyright © 2012 by Weber State University, Stewart Library iii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber and Davis County Communities Oral History Collection includes interviews of citizens from several different walks of life. These interviews were conducted by Stewart Library personnel, Weber State University faculty and students, and other members of the community. The histories date back to the early settlement of North Ogden, and cover various topics including the History of Fort Buenaventura, city government affairs, controversial issues, Latinos in Ogden, personal everyday life experiences and other recollections regarding the history of the Weber and Davis County areas. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Betty J. Ott, an oral history by Rebecca Ory Hernandez, 7 November 2011, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. Layton and Betty Ott Portrait,1952 Layton and Betty Ott Portrait, 1990 Ott Family Portrait, 1994 Back Row: Corinne Jensen, Debora Blade, Stephen Ott, Patricia Godfrey, Norma Meyers Front Row: Vickie Schwurack, Betty Ott, Layton Ott, Lorie Roe 1 Abstract: The following is an oral history interview with Betty J. Ott. Betty (b.1932) and her husband, the late Layton P. Ott (1930-2004), who generously named the Weber State University's Ott Planetarium. The oral history focuses on Layton's work in science and his love of astronomy and physics. The interview was conducted on November 7, 2011 by Rebecca Ory Hernandez in order to gather Betty and Layton's experiences with Weber State University, including philanthropy. The Ott's important gift to Weber State University assures that the Ott Planetarium continues to do quality production and also allows resources to continue the outreach programs and field trips that the Ott Planetarium staff is so great at implementing. Over 22,000 children go through the Ott Planetarium annually. The Ott Planetarium has received NASA awards as well as local and regional recognition due to their generous support. ROH: Today is November 10, 2011. We are in the home of Mrs. Betty Ott in St. George, Utah. Present are Rebecca Ory Hernandez from Weber State and Betty. We're going to talk a little about Betty's history and her husband's history. We'll also talk about their connection to Weber State University. Let's start with your name. BO: I was born Betty Byrd on November 25, 1932, in Phillips County, Arkansas. My mother was Mary Magdalene Brantly. My dad was Marvin Martin Byrd. I was the third of their eight children. We lived on a big farm. My dad raised lots of cotton and lots of corn. I attended school in West Helena, Arkansas. I graduated top in my class in 1950. Then I moved to Little Rock, Arkansas, where I was a 2 secretary for a company that sold feed to cattle. It was called Thibault Milling Company. I met my husband while he was an LDS missionary. I met him and his companion one day and my folks did not want me to have anything to do with the LDS Church. I was getting a lot of problems, so I moved to Little Rock so I could do what I wanted to do. There was an attorney who was a member of the Church there. He took me to meet the people at the Thibault Milling Company and they hired me to work for them as a secretary. I was there for about a year and a half. Layton was in Arkansas to start with and he got transferred to Oklahoma, where he spent the rest of his time. ROH: Where was Layton from? BO: He was from a little town called Tropic, Utah. It's by Bryce Canyon. His dad raised cattle and his mother taught elementary school. His mother had lived in Ogden, but when she graduated, she went to Weber when it was Weber Academy. It only took two years, at that time, to become a teacher; then the State sent her down to a little place in Garfield County to teach. That was the Ott-family area down there and that's how she met Layton's dad. Layton was born in West Point; they lived there for a time. He had a brother and a sister. I thought Layton was really wonderful, so I corresponded with him while he was in Oklahoma. He wrote me a letter and said, "Would you marry me after my mission?" And we did. When we got married, we lived in Provo for a while. He was going to BYU and we didn't have jobs. We moved to Salt Lake and he went to the University of Utah. 3 ROH: What year did you get married? BO: In 1952. ROH: Where did you marry? BO: In the Logan Temple. I had a job working for a finance company while he was doing every kind of odd job he could in order to keep us afloat. He went to the U for a year, and then he got drafted into the Army. He was trained in Fort Ord, California, but when he finished training, he got sent to Petersburg, Virginia. He taught classes for the military there. ROH: Where were you at that time? BO: I was with him—not during the Basic Training, but after that I got to go with him. In November 1953, we had our first daughter, Deborah. ROH: Where was she born? BO: When he first got drafted into the Army, I stayed here in St. George because I didn't have another place to go. So I had Deborah here in St. George. When he finished with his military service, we came back to Salt Lake and he finished his Bachelor's degree. He graduated top in his group and he was offered two scholarships. He took the one in Los Angeles. We moved there and he got his Master's degree from UCLA. We had a son while he was in the military and our second daughter was born at the UCLA Medical Center. Then we moved back to Utah and he went to the University of Utah for his doctoral work. He got hired at the University [of Utah] and taught in the Business Department for about seventeen years. He loved it and he loved the young people. He actually got an 4 award from the University of Utah students, who voted him as one of the best professors in that department. ROH: Was his Master's in business? BO: Yes, it was an MBA. After he'd been at the U for about seventeen years, he said, "I need to do something different." It was about this time that he met President Miller, who was Weber's president. Weber wanted to get a planetarium, but financially it wasn't there. Layton helped them by donating a lot of things—he donated land so they could sell it, he also donated a coin collection…I don't remember everything. But he helped them so they could get the planetarium. ROH: What is the connection between his work in business and the planetarium? BO: He had a telescope and he loved to take the children out at night and show them. When Weber wanted to get a planetarium, it hit Layton just right. ROH: He was passionate about stars and astronomy. BO: He was, really. ROH: Do you know if he always had that hobby? Even as a young person? BO: I'm not sure. The only thing I remember was that when he was in Boy Scouts, they could get a merit badge for astronomy. Maybe that's where it started. ROH: How involved were you in that process of donating and helping Weber get a planetarium? BO: I was tending children all that time. It was a neat thing for me because I was supportive of him and what he did and when it was dedicated, I got invited to come. That was good. ROH: It must have been a happy day when we had the planetarium grand opening. 5 BO: It was beautiful. Then, after Layton passed away—it was in 2005 or 2006—we gave the money to Weber to get a new telescope and new chairs and things. ROH: When did Layton pass away? BO: It was in 2004. ROH: Did he stay connected to Weber all those years after meeting President Miller? BO: He did. He had a passion for helping Weber get what they needed. We spent a lot of time there. We got acquainted with most of the presidents of the college. He was really happy when it was made a university, too. Actually, President Naduald was the president of Weber and now he's the president of Dixie. He's a very nice person. ROH: How have you stayed involved with the planetarium since Layton's been gone? BO: Every year, Dr. Ostile and Lisa would come down to visit me and I continually give money to take care of things. We've done that every year. I don't know how it happened, but I know Layton had a desire to really help people and the planetarium. I think it was two years ago that we agreed to donate a certain amount to Weber for ten years. My son is involved in that. ROH: I wanted to ask if all of your children have been involved. BO: Mainly my son. One of the professors there had taken a leave of absence and my son graduated with a Master's degree from BYU, so they called him and asked him if he'd be willing to substitute. It was an accounting class. For some reason, we have just always stayed close to Weber. It meant a lot for Lisa and Dr. Ostlie to take the time to come down to visit. ROH: Have you been able to go to any of the shows in the planetarium? 6 BO: Yes. All of my family came into town and they had a special showing when they got all the new equipment in. The kids loved it. Dr. Ostlie and the proctors were so kind. They said, "Anytime there's kids trying to get merit badges or something, bring them here and we'll do a show for them." They are very kind. My son was a bishop in Kaysville and they would take kids up to see a show. The boys would get a merit badge for it. Weber has been very kind to me and to our family. I can't think of any other way to say it. ROH: That's perfect. Has this project that you've helped with caused you to have a greater interest in astronomy? BO: I love it, but I don't have a telescope or anything. I love to sit out at night in the summer and see the stars and the moon and think, "We've got a beautiful world." Layton would take the kids outside with a telescope and find the Big Dipper and things like that and he'd tell the kids all about it. ROH: Have your children become more inquisitive about astronomy because of this? BO: I would say so, but not in a large way. Lots of grandsons have enjoyed going to Weber to see the shows. It was nice for the kids. ROH: Is there anything you'd like us to know about Layton? BO: Oh my goodness, it would take all day to tell you all the wonderful things about Layton. When he gave up teaching at the University of Utah, he had two partners in Salt Lake that asked him if the three of them could start a developing businesses together—shopping centers in the Salt Lake area and those sorts of things. Their big project was the Layton Hills Mall. He did a lot of developing. One of his partners was sent to Armenia to build a cement plant—they had an 7 enormous earthquake there that destroyed a lot. After about six years of being over there, he got burned and came home and passed away at the University of Utah's Medical Center. But these three really were the best partnership you could ever ask for. They were just completely in accord. Layton was the one that made sure the financial part of it was okay. David Horn was the builder. Then Paul and Bob Mendenhall were the two that got the companies into the mall. They were together probably ten or so years. ROH: How did they know one another? BO: Through church. ROH: Was he working in the business world at the same time that he was teaching? BO: No. When he first quit teaching at the U, he bought a business from a company in Tooele. It was called Vista International. For several years, that company made pieces that fit on the back of a truck—now they're just called campers, I think. They really expanded that quite a bit. ROH: Did your family go camping? BO: The people who were building these campers said to him one day, "We have built a camper just for you. You need to come and see it." They'd put carpet and all these various things in it…it was really pretty. We took the children and went to Yellowstone—by then, we had six of our children. We stayed one night—we stayed in the hotel and the kids stayed in the trailer. Layton took it back and told the guy, "Sell it, I don't need it." It was not for him. He did not like to camp. Even as an Eagle Scout, he didn't want to go into the wilderness and set up a tent. [Laughter] 8 ROH: How long did he teach? BO: About seventeen years. And that camper business was the first thing that he went into. Doing strip malls and things came later. ROH: You've mentioned a few of your children. Would you tell us who they are and the years they were born? BO: Deborah Kay was born November 11, 1953. Steven Layton was born July 11, 1955. Laurie was born June 24, 1957; she's the one who was born at UCLA. Then Vicki Lynn was born August 15, 1958. Then we decided, "Wow, we've got to slow this down!" [Laughter] So we waited six years and then had Corinne; she was born on March 16, 1964. Patricia was born March 14, 1966. She and her husband Darin are very involved in Weber State. ROH: Did she go to Weber? BO: She and her husband graduated from Weber. Trisha got her Bachelor's and Darin got his Master's. Then, our youngest child is Norma Jean; she was born May 28, 1970. Norma graduated from BYU Hawaii. She met a guy over there and when she came home for Christmas she said, "I've met someone and I want to get married." That's when we decided to move to St. George. We wanted to get out of the cold weather; plus, Layton's mother lived there and she was not in good health, so we were coming down a lot for her sake. ROH: Had she moved from Tropic to St. George? BO: Yes, she had actually moved to St. George quite a few years earlier because she taught first grade at the school here. ROH: Would talk a little about your son's involvement in Weber State? 9 BO: He takes care of all the financial things between us and Weber. Weber knows his phone number and address. He could tell you so much more than I could. His dad idolized him and they did everything together. He's actually the CFO of Living Scriptures in Ogden. At one point, he quit and they hired another guy, then the boss called and said, "Steve, we've got to have you back." I think he works three days a week there. He has golfed with Dr. Ostlie and Lisa. Plus, his daughter Melanie is going to Weber right now. She wants to get a degree where she can…you know how when someone writes a book and you get it reviewed by someone? That's what she's going to school for. She wants to be able to do reviews of things. ROH: Do you go back to Weber State on occasion? BO: I get invited, but it's so far away! [Laughter] ROH: I know. I was wondering if there are things that you attend sometimes or if you go to campus to see the planetarium. BO: I think the last time I saw the planetarium was when they did the remodeling and dedication and all the family was there. I'm kind of a person who doesn't do social things. ROH: Tell me a little about what you do here in St. George. BO: I really enjoy it here. I've been working at the temple as an ordinance worker. I got released just recently, so now I go over to do my work. It's a beautiful thing and the work is beautiful. Around 1999, Layton said, "Let's take the children and go traveling with them." So in 1999, we did a cruise and went to Russia. The next year, we did a cruise and went to New England and Canada. The year after, we 10 did a cruise to Alaska. Then he started taking all the grandkids, too. It was a job. Then, in 2003, he took the children on a Caribbean cruise around Thanksgiving time and he passed away the following January. ROH: How did he pass away? BO: In 1973…he had a cousin who was Chief of Police in Salt Lake. He had been in the military and he trained people what to do with the enemy or bombs and things. We went with them for a month and in that period of time, Layton picked up salmonella. Normally, that's only dysentery and you get rid of it. But the doctor assumed that Layton had an ulcer and it got in his ulcer. He was in the hospital all summer long and it was so bad that we assumed we were going to lose him. Well, it affected his liver the worst, but it affected all of his vital organs. He had a number of operations. They did a surgery on him that worked, but you never get rid of the salmonella virus. When we came here, we found a doctor who works with livers as his specialty. About two years before Layton passed away, the doctor said, "Layton, I've done all I can do for you. I'll give you two years." Layton lived two more years and a month. Of course, I didn't know about that. Layton didn't tell me. He told my son and my son told me after Layton passed away. ROH: I guess he didn't want to worry you. BO: That's what Steve said. ROH: I'm very sorry. You said that Layton did some military duty, did he ever go overseas? BO: No. He was at Fort Lee teaching classes for the military. Then he got sent to a place in California; for some reason they had not kept the books that had to do 11 with the NCO Club. There were a lot of things about it that were a mess and they were trying to close it. I can't remember the name of the base. ROH: Which branch of the military? BO: The Army. His job was to construct a set of books that looked legal. It passed and so he worked there until about the last of August. They gave him an early release so he could go back to school. He went back and got his Bachelor's degree. ROH: So he wasn't in the military very long. BO: About two years. ROH: Did he have anything to say about that time in the military? Based on the rest of his life, that's a really small period of time. BO: There were several guys from Utah that had all gotten drafted at the same time and gone to Basic Training together. One of them had a car there and on the way back, they had a wreck. Layton's back was broken in the accident. From February through the end of April he was in the hospital trying to get it fixed. In May, they sent him to Fort Lee, Virginia. Because he had a bad back, he never had to do KP or guard duty or anything like that, so that was a good thing. But anyway, he did so many wonderful things. ROH: What did the two of you enjoy doing together as far as family traditions? BO: I think the most we ever did was go to movies together. We were stay-at-home kind of people. If we did do things, we had all the kids with us. Friday night was his day with all the kids and me. Every Friday night, they got to go out to dinner and chose where they wanted to eat. Then we'd come home and play games. He 12 thought his kids were the only kids in the world, I think. [Laughter] We were both very active in the Church so we did a lot of things church-wise. But he worked long hours when he quit teaching, and he felt like any time he had, he had to spend it with the family. So that was what we did. When we went on vacation, they all went with us. Except when we went to Asia. ROH: When did you go to Asia? BO: In 1973, that was when he picked up salmonella. ROH: Were you with him? BO: Yes. The four of us had to be tested, but he was the only one who had gotten it. ROH: Do you recall where you were based? BO: We weren't really based anywhere. In Salt Lake, there was a sort of international police chief convention [International Association of Chiefs of Police Convention]. The first country we went to was Japan; they wanted him to come in and talk to their police department and say, "If this happens…this is what you can do." We went all over. We were in the Philippines and Singapore and Thailand. That was quite an experience. When we were in Thailand, they invited us to see some beautiful dance shows. We enjoyed Thai food. We got entertained as if we were VIPs. ROH: Layton was never a policeman though? BO: Layton wasn't, but Layton's cousin, Earl was a policeman. Earl and his wife asked us if we'd go with them. We had a wonderful time in Japan. We got to see them diving for pearls and various things. ROH: That sounds exciting. I've never seen pearl diving. 13 BO: Yes. They have to be in a certain place and a certain depth of water, so we were taken out to a place where we could see them diving for the pearls. ROH: Okay. So neither you nor Layton attended Weber State. BO: Just his mother. She knew President Miller and I think that was what started her interest. President Miller was from West Point, I believe, and that's where Layton's mother grew up. ROH: Next week, I have an appointment to talk to the five daughters of President Miller. BO: Oh, he was such a kind, good man. President Nadauld was, too. When we moved down here, we were trying to help him to keep some programs going, too. Layton was really a lover of education and he wanted all of his kids to be well-educated. I have twenty grandchildren and fourteen great-grandchildren. The oldest just turned twenty and he's going to Honduras to serve a mission for the Church. Trisha's son is in Norway. My daughter Corinne's third daughter is in the Singapore Mission in the Malaysian Islands. ROH: Three of your grandchildren on missions at the same time? BO: Yes. Other than that, I've got grandkids who have done wonderful things. Everybody does. ROH: Thank you so much for your time. We appreciate it.