Suchergebnisse

In the 15-years I have served in the United States Army, the focal point of my tactical and academic study has been almost entirely centered on the Middle East and its unique cultural complexities. As an Infantryman, I was embroiled in the early efforts to prevent a Sunni-Shia civil war in post-invasion Iraq, while also hunting down al-Qaeda operatives under the leadership of Abu Musab al-Zarqawi. A year later, during General Patraeus's troop surge, I was in the urban sprawl of Northwest Baghdad fighting not only a Sunni insurgency, but also the Iranian-backed Jaysh al-Mahdi, comprised of local Shia militia groups. In 2010, I led a battalion reconnaissance team in the Arghandab River Valley of Afghanistan against the Taliban near the very birthplace of their Salafi-jihadist movement. In subsequent years, following my graduation from the Special Forces Qualification Course, I served in the 5th Special Forces Group (SFG) on a variety of missions in support of Operation Inherent Resolve in Turkey and Syria. As a fluent Arabic speaker, I was heavily involved in early efforts to train and equip the Free Syrian Army for its fight against the Islamic State. Following this deployment, I served as a liaison officer to the United States Embassy and Turkish General Staff in Ankara, having daily interaction with foreign dignitaries, defense attachés, and military officials in strategic level planning and coordination efforts. I culminated my time with 5th SFG as the assistant operations sergeant of a detachment fighting the Islamic State in Syria. My understanding of the culture of jihad, the various jihadist groups operating throughout the Central Command (CENTCOM) area of responsibility, and the intricacy of Middle Eastern problem sets as a whole, has come from years of dedicated cultural analysis, in-depth study of Sunni and Shia Islam, and field experience from the strategic to the tactical level. It is because of this experience that I am compelled to discuss the culture of jihad in the 21st Century. ; Winner of the 2020 Friends of the Kreitzberg Library Award for Outstanding Research in the College of Graduate and Continuing Studies Degree Completion category. ; 1 The Culture of Jihad in the 21st Century Michael J. Bearden Norwich University SOCI401: Cultural and Anthropology Studies Dr. Timothy Maynard April 30, 2020 2 The Culture of Jihad in the 21st Century In the 15-years I have served in the United States Army, the focal point of my tactical and academic study has been almost entirely centered on the Middle East and its unique cultural complexities. As an Infantryman, I was embroiled in the early efforts to prevent a Sunni-Shia civil war in post-invasion Iraq, while also hunting down al-Qaeda operatives under the leadership of Abu Musab al-Zarqawi. A year later, during General Patraeus's troop surge, I was in the urban sprawl of Northwest Baghdad fighting not only a Sunni insurgency, but also the Iranian-backed Jaysh al-Mahdi, comprised of local Shia militia groups. In 2010, I led a battalion reconnaissance team in the Arghandab River Valley of Afghanistan against the Taliban near the very birthplace of their Salafi-jihadist movement. In subsequent years, following my graduation from the Special Forces Qualification Course, I served in the 5th Special Forces Group (SFG) on a variety of missions in support of Operation Inherent Resolve in Turkey and Syria. As a fluent Arabic speaker, I was heavily involved in early efforts to train and equip the Free Syrian Army for its fight against the Islamic State. Following this deployment, I served as a liaison officer to the United States Embassy and Turkish General Staff in Ankara, having daily interaction with foreign dignitaries, defense attachés, and military officials in strategic level planning and coordination efforts. I culminated my time with 5th SFG as the assistant operations sergeant of a detachment fighting the Islamic State in Syria. My understanding of the culture of jihad, the various jihadist groups operating throughout the Central Command (CENTCOM) area of responsibility, and the intricacy of Middle Eastern problem sets as a whole, has come from years of dedicated cultural analysis, in-depth study of Sunni and Shia Islam, and field experience from the strategic to the tactical level. It is because of this experience that I am compelled to discuss the culture of jihad in the 21st Century. 3 Since its beginning in circa 610 CE, when the prophet Muhammad ibn Abdullah was visited by the angel Gabriel in a cave near Mecca, Islam has shaken the foundations of the Middle East and remained in a state of near-perpetual conflict with the Western world. Islam is an Arabic term most closely relating to the English words submission or surrender. Mujahedeen, or holy warriors, spread this new religion by the sword throughout Asia, forcing the "submission" of thousands, and have hardly been at peace with their neighbors since. Centuries later, in the two decades following the attacks on the World Trade Center and Pentagon in the United States, radical Islam's stance against the West has altered the diplomatic landscape between the world's great powers, fundamentally changed the United States' national strategic direction, and caused youth from all walks of life to sacrifice the best years of their lives in holy war to protect the supra-national community of Islam. From the invasion of Afghanistan to the subsequent invasions of Iraq and Syria to the ongoing peace talks with the Taliban, diplomatic and military efforts to eradicate jihadists from the Middle East have to-date been nearly ineffectual. Not only have these efforts failed to contain or defeat jihad, but at times have served to strengthen Islamic extremists' resolve in their call to arms against the West. Because jihad is such a fundamental part of the Islamic faith, it can never be "defeated" in the sense of traditional military eradication of an enemy force, but it can be confronted, contained, or refocused, as this paper will address. I argue that enabling local solutions and promoting education, alongside tailored surgical strike and security cooperation operations where necessary, are the keys to confronting, containing, and countering jihad. 4 Background Defining Jihad and Salafism Jihad is a transliterated form of the Arabic word meaning to struggle or to strive. In the traditional teachings of the Islamic faith, jihad is broken into two distinct categories: Greater jihad and lesser jihad. Greater jihad includes the personal struggle against selfish desires, emphasizing discipline and morality, as well as the struggle against Satan and the forces of evil. It includes jihad of the heart, jihad of the mind, and jihad of the tongue, involving praise for those who follow the will of Allah and correction for those who have gone astray (Gorka, 2016). The second category, lesser jihad, is viewed as the struggle against the enemies of Islam and the defense of its people. Lesser jihad is commonly referred to as Jihad of the Sword. Gorka (p. 60) reveals that, over time, this category of jihad has been used as justification for at least seven different subsets of holy war: 1. Using holy war to build an empire 2. Going after apostate regimes or individuals 3. Revolting against non-pious Muslim leaders 4. Fighting against the forces of imperialism in Muslim lands 5. Countering the West's pagan influence 6. Guerrilla warfare against a foreign invader 7. Using jihad as justification for terrorist attacks against civilian targets In a broad sense, lesser jihad can be viewed as offensive or defensive martial action. On the offensive side, jihadists use religion to justify building an empire, such as the Islamic State, attack apostate regimes, like those of the Taliban against Afghan government forces, and use terrorism against civilians, like the attacks on the World Trade Center. This offensive action 5 often takes jihadists beyond the borders of the ummah, or the people of Islam, striking fear into hearts of unbelievers around the globe. The defensive variety, especially in recent history, has most often correlated directly with the use of guerrilla warfare against foreign invaders, such as al-Qaeda's attacks on the international military coalitions that invaded Afghanistan and Iraq. This radical view of Islam is mostly practiced by those who follow the way of the Salafi, or the pious predecessors from the time of Muhammad, who experienced Islam in its purest form. It is believed that the first three generations who practiced the teachings of the prophet Muhammad are the ones who all Muslims thereafter should try to emulate. Themes of Salafism focus on complete adherence to sharia law, the fight against apostate Muslim regimes, and the spread and protection of Islam and its followers. At its core, Salafism is a very traditionalist view of Islam and has been practiced by multiple 21st Century terrorist organizations. The terms jihad and Salafi have shared such a close relationship in the last few decades that they have become nearly synonymous, at times described as Salafi-Jihadism or Jihadi-Salafism (Gorka, 2016; Nilsson, 2019) What Cultural Influences Lead One to the Path of Jihad? Before the attacks on 9/11, the largest call to jihad answered by the international Muslim community was in response to the Soviet invasion of Afghanistan in 1979. Stopping the spread of communism and defending the ummah against the atrocities of Russian ground forces was seen as a noble and just cause for young Muslim men, and not just among Muslims (Gorka, 2016; Nilsson, 2019). Many nations, including the United States, funded, equipped, and trained the Afghan mujahedeen (those who conduct jihad) for the fight against the Soviet empire. Jihad in the 21st Century has been viewed in a much different light, as it is most closely associated with acts of extreme violence against Western nations. While the piles of rubble that used to be the 6 World Trade Center smoldered, and a gaping hole scarred the wall of the Pentagon, people of the world were forced to ask themselves, "How could a person do this? Why would someone take their own lives and thousands of others in the name of Allah?" Religious Justification for Jihad. Though jihad has become almost entirely associated with Islamic holy war, the term itself is still simply the Arabic word for striving. Struggling against one's selfish desires, striving to maintain traditional values, and defending a community against a common enemy are not just Islamic concepts, they are universal to most tightly-knit cultures. Similarly, Christians and Jews are taught self-discipline, adherence to moral codes, and defending their belief against enemies of their faith. So, why has the Islamic flavor of this common cultural theme become so violent, causing deep unrest around the world in our modern era? Verses from the Qur'an can begin to unpack why horrific public executions, suicide bombings, and advocating for generalized violence against non-Muslims may be justifiable in jihadist culture. The Qur'an (2015) lays out the following decree in chapter 9, verse 29: Fight those from among the People of the Book who believe not in Allah, nor in the Last Day, nor hold as unlawful what Allah and His Messenger have declared to be unlawful, nor follow the true religion, until they pay the tax with their own hand and acknowledge their subjection (p. 208). My personal study of Islam and conversations with Muslims in the field revealed that this bit of prose has been used as motivation and justification for jihad by groups like al-Qaeda, the Taliban, the Islamic State, and Hay'at Tahrir al-Sham of our modern age. Some of the following themes are evident in the translation: 7 • Jews and Christians are recognized as People of the Book, but are required to accept the following—Allah as the one true god, sharia as the acceptable law, and Islam as the one true religion. • If Jews and Christians refuse to accept these statutes, they must pay a tax called the jizyah to show their subjugation. • If they refuse to do either of these, they are to be put to the sword (p. 208). Salafi-jihadist groups such as the Taliban and Islamic State have tried to revive the jizyah tax in areas under their control. Likewise, hundreds of Christians, Jews, and even Muslims who refuse to adhere to strict sharia law have been publicly executed. This vehement enforcement of arcane Islamic law is seen as a return to the purest form of Islam, as pious as the first few generations who followed the Prophet Muhammad. Another common religious cultural theme that ties these jihadist organizations together is a message of religious oppression. They preach to young Muslims that the Islamic world is under siege by the West and that their god, their value systems, and their way of life are being threatened by the evils of capitalism and democracy (Venhaus, 2010). In joining organizations like al-Qaeda or the Islamic State, young men from across the globe find a sense of purpose and direction in their cause to protect the ummah. This theme is manifested in the teachings of Anwar al-Awlaki, the spiritual leader of al-Qaeda and the father of home-grown terrorism in the United States. He calls on Muslims living among those in the West: How can your conscience allow you to live in peaceful coexistence with a nation that is responsible for the tyranny and crimes committed against your own brothers and sisters? How can you have your loyalty to a government that is leading the war against Islam and Muslims? Hence, my advice to you is this, you have two choices: either hijra [migration 8 to an Islamic land] or jihad. You either leave or you fight. You leave and live among Muslims or you stay behind and fight with your hand, your wealth, and your word. I specifically invite the youth to either fight in the West or join their brothers on the fronts of jihad: Afghanistan, Iraq, and Somalia (as cited in Gorka, 2016). This way of thinking is also captured in chapter 9, verse 5 of the Qur'an (2015): Kill the idolaters wherever you find them and take them prisoners, and beleaguer them, and lie in wait for them at every place of ambush. But if they repent and observe Prayer and pay the Zakat, then leave their way free (p. 204). When taken literally, as they are by followers of Salafi-jihad, scriptures such as these leave no choice. To these men who have committed themselves fully to the ways of the pious ones, they are compelled to become shahid, or martyrs in the protection of the ummah. The Qur'an promises paradise for those who do: Surely, Allah has purchased of the believers their persons and their property in return for the Garden they shall have; they fight in the cause of Allah, and they slay and are slain—a promise the He has made incumbent on Himself in the Torah, and the Gospel, and the Qur'an. And who is more faithful to his promise than Allah? Rejoice, then, in your bargain which you have made with Him; and that it is which is the supreme triumph (p. 222). The concept of becoming a martyr in the struggle for Islam is romanticized by jihadist groups, like al-Qaeda and the Islamic State, and even state governments in local programming. In Lebanon, Mothers of Martyrs are interviewed to share the stories of their sons' glorious end while fighting abroad against the infidels (Venhaus, 2010). The Qur'an itself calls this sacrifice the supreme triumph for a jihadist, striving for the glory of Allah. 9 Though enforcing the jizyah, publicly executing those who do not follow sharia law, and seeking opportunities to kill infidels through suicide attacks represent a very small, extremist cultural sect of Islam, each of these practices is still justifiable if one looks to the Qur'an. This could be viewed as no different than a rural Pentecostal church in the Deep South who maintains strict standards for how women must dress and act: it all comes down to interpretation and a community's willingness to subjugate themselves to these standards. Spiritual leaders of jihadist groups in the 21st Century have used the Qur'an as continued justification for a variety of cruel, inhumane, and brutal actions that served to shock the West. The holy book of Islam acts as the essential glue, binding together all facets of Arab and Islamic culture. Artistic Inspiration for Jihad. A far cry from the harsh proclamations of the Qur'an, Arabic poetry predates Islam by centuries and serves as a bedrock of Arabic culture across the Middle East. Early desert nomads composed poems mostly in mono-rhyme and in one of sixteen standard canonical measures, which made them easy to commit to memory (Creswell & Haykel, 2015). Naturally, this beautiful form of cultural expression has found a home in the modern jihadist movement, where it has become an inspiration for new recruits to join the cause and crucial in the sustainment of those already fighting infidels abroad. Creswell and Haykel assert that although analysts have generally ignored this facet of jihadist culture, it is woven deeply into the fabric of modern Islamic extremism. Osama bin Laden, most recognized as the former head of al-Qaeda, was also a highly-celebrated jihadist poet. Without question, his lyrical genius inspired young Arabs with stories of a return to the heroic and chivalrous past of Islam. One of his most famous works celebrates the martyrdom of the 9/11 hijackers. This is a theme among modern jihadist poetry, which preserves the tales of suicide bombers, the conquered apostate regimes of Iraq and Syria, and the glories of jihadist heroes (Creswell & Haykel). Likewise, in a 10 group of individuals who have each traveled far from home to defend Islam against the kuffar, these poems help to establish a sense of cultural identity, strengthening their wartime bond and solidifying their resolve. In seeing the videos of the Islamic State as they carved a path of destruction across large swathes of Iraq in early 2014, it may be difficult for one to believe that its members were motivated by the rhythmic lines of jihadist poetry. It is hard to accept that the same young fighter who is willing to behead an infidel for all the free world to see, could also be found passionately reciting lines celebrating the glorious return of an Islamic caliphate. During its rise, the Islamic State capitalized on the lyrical talent of a Damascus-born woman named Ahlam al-Nasr. In her first broadcast, called the Blaze of Truth, she sang each one of her 107 works a cappella, in accordance with the Islamic State's ban on musical instruments. The video was uploaded to Youtube, receiving thousands of views and further shares on multiple social media platforms (Creswell & Haykel, 2015). In the early days of the group's brutal campaign in Iraq, al-Nasr celebrated victory in Mosul as a new dawn for the country: "Ask Mosul, city of Islam, about the lions— how their fierce struggle brought liberation. The land of glory has shed its humiliation and defeat and put on the raiment of splendor" (as cited in Creswell & Haykel, 2015). Her choice of words helps one sense her deep passion for jihad, hidden within the lines. Mujahedeen are called lions and liberators. Mosul is called both a city of Islam and a land of 11 glory that, because of its liberation, has been released from the chains of shame and can now live in the splendor and pride of its former renown. Poetry has succored those serving in times of war for hundreds, even thousands of years. In the same manner, this key element of artistic cultural expression has helped bind together the modern jihadi movement, capturing the heroic deeds of martyrs who would otherwise remain nameless and unrecognized by the outside world. Serving in lands far away from home, young jihadists find inspiration, strength, and a renewed sense of identity in these haunting bits of rhyme. Social Pressure to Join Jihad. Abdullah Anas was an Algerian who served as one of the mujahedeen in Afghanistan in the 1980s and spent several years studying under Abdullah Azzam, the Palestinian "Father of Resistance to the Soviets" (Gall, 2020). Working to help Algerians achieve nonviolent change in their government, Anas, now in his 60s, has spent a life living and working among jihadists. To Anas, jihad is a fundamental principle of Muslim culture through which mujahedeen receive rewards in heaven: "I will never denounce jihad. As a Muslim, I know this to be a noble deed—where man can be the most beastly" (Gall). In a study of three Swedish jihadists, with experiences ranging from 1980s Afghanistan to the modern fight in Syria, Nilsson (2019) suggests that one of the fundamental social justifications for joining jihad is the sense that Islam and Muslims are collectively under attack. This, again, is a theme that applies to more than just the modern jihadist movement: Americans lined up in droves outside recruiting stations following the attacks on Pearl Harbor and decades later after September 11, 2001. Following the invasion of Afghanistan and Iraq, many Muslims from around the world began to see this not as just the West going after the 9/11 conspirators, but as a global attack on Islam. Each day, fresh news stories of coalition soldiers' crimes against 12 Muslim civilians and pictures of burning villages continued to motivate men to join the fight to protect the ummah from the foreign invaders. Nilsson contends that since most jihadists are very young, in their teens and early twenties, they are very susceptible to the influences of close friends and social groups. Safet, a young Muslim living in Sweden, was pressured by a friend to join the Islamic State in Syria, saying that he became convinced by his friend Ahmed that the group was fighting to protect Muslims (Nilsson). However, after realizing that the Islamic State was actually killing other Muslims in a practice called takfir, or excommunication, Safet became disillusioned and returned to Sweden (Nilsson). From the fight against the foreign invaders in the early 2000s in Afghanistan and Iraq, to the struggle for the establishment of an Islamic caliphate in 2015, it seems jihadists have most often been motivated by the need to protect the international Muslim community. Aside from the social responsibility of defending their faith and people, the need for adventure also seems to permeate the ideations of young men seeking to join a jihadist group. One of Nilsson's (2019) most interesting theories is that jihad is not the radicalization of Islam, but rather the Islamization of radicalism. Individuals who are already naturally predisposed to such adventurous or nihilistic behavior get caught up in the social dynamics of their time, ending up in a jihadist movement. Venhaus (2010) explains that in interviews with over 2,000 al-Qaeda prisoners from Iraq to Guantanamo Bay, he found that young Muslim men sought the cause of jihad for a number of normal social pressures felt by normal teens worldwide: "Revenge seekers need an outlet for their frustration, status seekers need recognition, identity seekers need a group to join, and thrill seekers need adventure" (Venhaus). The Effects of Social Media and Technology on Jihad. In the modern era, news is no longer bound by the time it takes for an article to be published, printed, and distributed across 13 great distance in a community. Social media platforms like Facebook, Youtube, Twitter, and Instagram have made sharing news instantaneous. Additionally, the advent of the smartphone, which acts simultaneously as a hand-held computer, high definition camera, and telephone with nearly world-wide coverage has forever changed the media landscape. In the era of modern jihad, one can post a single video that moves the minds of thousands in a matter of seconds. Following the 2003 invasion of Iraq to topple Saddam Hussein's regime, news stories of atrocity among the efforts of coalition troops over the next decade served to further the cause of local and foreign jihadists to protect the ummah from these invaders. Accidental bombing of civilians, mistreatment of the prisoners at Abu Ghraib, and a general ignorance toward Muslim culture were fueled by social media and smartphone technology. Venhaus (2010) claims that throughout this early phase of the war in Iraq, al-Qaeda very rarely had to actively recruit, their global brand was aggressively promoted through satellite television, internet chat rooms, and social media platforms; willing candidates sought them out. This use of media continued to be perfected by jihadist organizations like the Islamic State, who published a digital magazine called Dabiq, named for the ideological capital of the proposed caliphate, which rallied Muslims to jihad through stories of glory and heroism in the cause for Islam. The Islamic State also posted grisly execution videos, with stunning music and production value, including super high-definition shots of their brutality. Publications and videos such as these could be copied, saved, shared, and re-shared before any sort of government intervention could stop them. Creswell and Haykel (2015) reveal that jihadists were running a massive, secret network of social media websites and fake accounts that could be rapidly assembled and dissembled by hackers. The effects of social media and technology on modern jihadist culture are easy to understand, but challenging to measure in scope and reach. Just as easily as videos of Islamic 14 State propaganda or poetry can be shared, so too can stories of coalition force atrocities in Afghanistan and Iraq. This has put strategists in a unique position, where it is nearly impossible to control the narrative. Unfortunately, the story that breaks first is still the one that is liked and shared the most, even if the truth comes out after. Effects of Western Culture on Jihad. Rapid globalization, including the widespread diffusion of the internet and technology into the Middle East in the last two decades has continued to foment jihadist hatred for the West. Personal conversations with multiple Muslims in Iraq and Afghanistan revealed that the decadence, lavish richness, and sinful lifestyles portrayed by Western movies and media served to fuel the fires of disdain among the pious Salafi-jihadists. Additionally, Muslim men living in Western nations following the attacks on the World Trade Center were ostracized and feared by society, often leading them to an eventual radicalization process. Being denied a peaceful coexistence because of continued Western misperception, caused many young Muslims to become angry and seek community and brotherhood among other Muslims experiencing the same problems. Venhaus (2010) notes that out of the over 2,000 captured jihadists interviewed, more than 30 per cent of them sought al-Qaeda because they were angry. Under the tutelage of local al-Qaeda mentors, the frustrations of these young men were then turned upon their neighbors through careful instruction and manipulation. They were taught to see the West as the enemy of Islam, with hundreds of the ummah being harmed by their military coalitions in Afghanistan and Iraq each day. They were instructed in the ways of the pious ones who came before them, inspiring them to turn from the sinfulness of their Western neighbors and take pride in their newfound self-discipline and righteousness in the eyes of Allah. Eventually, many of these young men would travel to their 15 ancestral homelands to join the struggle, or conduct terrorist attacks on their own Western communities. Analysis A Unique Challenge Given the litany of reasons one might join jihad, the incredibly complex cultural and social environment, and the fluidity of the modern jihadist movement, how can the United States begin to contain this problem? The reasons one individual might join a jihadist cause are as various and sundry as why one might choose to join any movement or profession over another. As Nilsson (2019) and Venhaus (2010) have detailed, there appears to be no singular marker: one could be an extremely religious or a passive Muslim, rich or poor, single or married with a family, have a completely stable social life or be isolated with no friends. Jihadists can be from any country, any walk of life, and usually do not widely broadcast their intentions prior to taking part in acts of violence for the cause of Islam. It is because of the near-impossibility of clearly identifying a pattern of distinguishable cultural markers that make it such a challenge for the United States government and its allies to address the threat of jihad. Targeting an individual before they become a jihadist or before they commit a terrorist act has been one of the most formidable challenges of our time for military and law enforcement professionals alike. Usually, the much simpler job is finding a jihadist who has allowed their communications discipline to slip before an act, or catching them in a pitched battle on foreign soil. In order to protect citizens of the West and East alike against jihadists' aims, the United States Government must be prepared to confront, contain, and counter the jihadist narrative "left of bang," before an attack occurs. 16 The Global War on Terrorism: Taking the Fight to the Jihadists. In the months that followed September 11, 2001, President George W. Bush deployed Central Intelligence Agency (CIA) paramilitary officers and US Special Operations Forces (SOF) to find, fix, and finish pockets of al-Qaeda militants being harbored by the Taliban in Afghanistan. A fierce campaign of relentless aerial bombardment and mounted assaults by the forces of the Afghan Northern Alliance led to a swift and decisive defeat of al-Qaeda and the Taliban. With Kabul and Kandahar in allied hands, and an interim government established under the leadership of the Pashtun Hamid Karzai, the future of a free and prosperous Afghanistan seemed assured, but what came to be known as The Long War had only just begun. Trillions of dollars, thousands of lives, and 19 years later, the United States and its allies have been forced to the negotiating table with the Salafi-jihadist Taliban. Likewise, after Saddam Hussein's continued disregard for international law, threats against the United States, and open violence against his own people, the administration of President Bush decided again to pursue a military option. Much like Afghanistan, the coalition was led by CIA operatives and SOF operators, coordinating airstrikes on key positions in a tactical display of American firepower affectionately titled Shock and Awe. However, unlike Afghanistan, a massive conventional invasion followed the bombing campaign, bent on toppling the Baathist regime and finding Saddam's chemical weapons stockpiles. What followed was a series of policy failures, leading to a steady influx of jihadists partnering with local insurgents seeking to oust the foreign invaders and protect the ummah from the atrocities of the kuffar. In my professional opinion, Iraq is still recovering from the decade-long military occupation, cleaning up the destruction left by the Islamic State, and on the brink of civil war due to concerns about being an Iranian puppet state. 17 Ineffective Military Methods to Combat Jihad Operation Iraqi Freedom. During my first combat rotation as an Infantryman in the Triangle of Death in southern Iraq in 2005-2006, I experienced the initial rumblings of a civil war between the Sunni and Shia Muslims in Iraq, each wrestling for power in a post-Saddam world. I was also witness to the inundation of foreign jihadists, joining the ranks of al-Qaeda in Iraq under the leadership of Abu Musab al-Zarqawi, who at times headquartered in my area of operations. As I analyze our highly-kinetic and aggressive initial campaigns years later, I can see that the coalition's fight, first against Saddam, then against al-Qaeda, only bolstered jihadist motivation. In being a foreign invader, we inadvertently created a jihadist resistance movement, bent on the removal of their occupiers. Kilcullen (2010) explains this dilemma by explaining that focusing on the wrong metrics in a fight against insurgents can be deceptive: If you kill 20 insurgents, they may have 40 relatives who are now in a blood feud with your unit and are compelled to take revenge. Again in 2007-2008, I was deployed to Iraq as an Infantry squad leader to the sacred city of Khadimiyah in Northwest Baghadad. This was during the famous troop surge, meant to fix the ongoing problems with stability throughout the country. Being in the home of the beautiful Shrine of the Seventh Imam, it was a predominantly Shia area. Over the course of 15 months, my unit fought several engagements against Iranian-backed Shia militias and worked on project after project to strengthen local civil infrastructure, all while maintaining the utmost discretion against damaging homes or creating civilian casualties. Yet again, although we had conducted a nearly perfect counterinsurgency fight, it seemed that Kilcullen's insurgent math still applied: Fighting the jihadists only served to create more unrest within the population, no matter if we were restoring essential services and reducing damage to homes or not. 18 Operation Enduring Freedom. Nearly a decade after the fall of al-Qaeda and its Taliban hosts, I was deployed to the mountains of Afghanistan from 2010-2011. Stationed along the Arghandab River, just north of Kandahar, we were in the heart of the Pashtun Taliban. Again, the same story remained true: We fought the Taliban jihadists almost daily, but could not seem to win over the true key terrain in a counterinsurgency fight: The hearts and minds of the people. The Taliban would harass our unit's base of operations with a few pop shots as we called them, which would unleash a massive response in firepower and resources. Thousands of rounds of machine gun ammunition would be fired into the farm fields surrounding our Combat Out Post (COP), squads would be sent in pursuit of the attackers, and helicopters would spend hours scouring the terrain in an attempt to heap justice on the insurgents. This massive effort against so few served to erode the unit's motivation, exhaust our supplies, and alienate the civilian population whose homes and fields had been damaged in the process. Reflections on Personal Combat Experience. After years of combat experience and deeply studying Muslim culture, I can now see how the mistakes the coalitions made early-on in both operations only fueled the fires of insurgency, resistance to foreign occupiers, and generalized hatred for the West. Porch (2013) argues brilliantly that US counterinsurgency doctrine made the same mistake as its imperialistic predecessors of centuries before: Believing that military action was a proper vehicle for providing Middle Easterners with Western values, as well as a foundation for governance, social programs, and economic transformation in a region. This became evident in my own experience, realizing that no matter what sort of social, infrastructure, or economic programs ran alongside our military efforts, the people of both Afghanistan and Iraq felt the enormous social weight of being occupied by a foreign power, rendering these efforts nearly ineffectual. On the contrary, local and foreign jihadist movements 19 capitalized on each and every mistake of coalition forces, increasing their recruitment and resolve against the West. Though our military may have been winning every major battle against the jihadists, our policy makers and field commanders made the fundamental mistake of believing that these non-Western nations lived in some sort of time-warp, in which the adoption of Western democracy, rule of law, and capitalism would allow them to thrive as a nation (Porch). Effective Military Methods to Combat Jihad Surgical Strike and Precision Targeting. A unique feature of the Global War on Terrorism was the US military's continued perfection of covert strike operations with surgical precision deep into enemy safe havens. This was put on display in the rout of al-Qaeda by CIA and SOF in Afghanistan, in the kill/capture missions against the Baathists in the deck of cards in Iraq, and later in the killing of Osama bin Laden in Pakistan and Sheik Abu Bakr al-Baghdadi in Iraq. Having the ability to appear out of nowhere in the middle of the night, kill or capture an intended target with zero damage to infrastructure or civilian casualties, and leave within minutes of arrival struck fear into the hearts and minds of jihadists across the globe. The success and efficacy of this type of operation was acknowledged in the 2015 National Military Strategy, which stated: "The best way to counter VEOs [violent extremist organizations] is by way of.military strengths such as ISR, precision strike [emphasis added], training, and logistical support" (p.11). Likewise, President Obama's massive expansion of the use of drones, which could watch individuals for days and execute a precise strike that only touched the intended target, has continued to sow fear and deny jihadists' freedom of maneuver on a global scale. The US military and its allies have only continued to master these types of operations throughout the 20 fights in Afghanistan, Iraq, Syria, and other locations. The jihadists know this, and realize that one wrong move at any time could mean disaster. Security Cooperation. An additional theme that has spelled the end for jihadists throughout the globe has been the training, advising, and equipping of security forces and partners within Afghanistan, Iraq, Syria, and other nations. Enabling the host-nation military to handle jihadist movements on their own helps the United States military work itself out of a job. US Army Special Forces are uniquely suited to accomplish this mission: With specialized training, language capability, and cultural understanding, they are able to train foreign security forces through a variety of Principle Tasks. These tasks include Foreign Internal Defense, which focuses on a holistic approach to internal security and protection of citizens against lawlessness and insurgency, and Security Force Assistance, which can be focused internally or externally against threats to a nation's stability and security. The success of these mission sets was evident in 2014, during my own experience with the Afghan Commando Kandaks' continued fight against the Taliban and in closely following the Iraqi Counterterrorism Service's efforts against the Islamic State. Both of these forces, built from the ground-up by US Army Special Forces have continually fortified weak conventional military force operations against jihadist groups in their respective nations. Muslim Youth Efforts Against Jihad Globalization, though it has been proven to bolster the jihadists' narrative against the West, has also been beneficial to the movement against jihad itself. Because youth of the world have access to technology that allows them to see the atrocities and lies associated with global jihadist organizations, they are beginning to turn the tide. During the Islamic State's rise to power in Iraq and Syria, Muslim youth from across Europe travelled to join the jihadists in their 21 fight against the West. However, groups of Muslim youth also spoke up to counter this narrative. In 2015 the Muslim Youth League, an anti-Islamic State cultural movement, declared a holy war against all extremist organizations (Dearden, 2015). The group called on all Muslims to stand united against those who have hijacked Islam and misrepresented the faith. Through engagement work in schools and communities, as well as a robust online campaign, the Muslim Youth League is fighting back against jihadist propaganda that bids young Muslims join the Islamic State and other extremist groups (Dearden). Since the time of this publication, the Muslim Youth League has spread to several countries throughout the Middle East, Asia, and Europe, each with their own social media presence, outreach programs, community events, and websites. Local Government Efforts Against Jihad In the years following the Islamic State's spread across Iraq and Syria, the United Kingdom has developed a robust strategy to help at-risk Muslims avoid the radicalization process. The program itself is called Contest, and includes four distinct categories: Prevent, Prepare, Protect, and Pursue (British Broadcasting Corporation [BBC], 2017). Police departments and social organizations have built relationships with doctors, faith leaders, teachers and others, who are required to report suspicious persons to the proper authorities. In response to these reporting requirements and recommendations, over 7,500 reports were filed between 2015-2016, with one in 10 being actionable intelligence for government and police forces (BBC). In 2015 alone, over 150 people, including 50 children, were kept from traveling to conflict zones in Iraq and Syria (BBC). The strategy has of course drawn criticism, for fear that it will further alienate Muslims from their local communities, but it presents as an excellent plan of action for identifying individuals who are at risk beyond just using traditional signals intelligence and 22 surveillance techniques. It does more than just target the individual, it also seeks to reform them through education, outreach, and community programs. Counterarguments You Can Kill an Idea. I have heard the opinion throughout my time in the military that jihad and the idea of Islamic supremacy can be completely eradicated. The example most often given is that Nazism, including the idea that the Aryan race was superior to all others, was effectively destroyed by a global military campaign. This argument is weak. The Nazis represented a very small portion of German culture, including among those serving in the military, so it was relatively easy to contain once there was an overwhelming military victory by the Allies. However, although the German Army of the 1940s was defeated militarily, the idea of white supremacy lives on in small social groups throughout the world to this day. The Ongoing Taliban Peace Talks. I have colleagues throughout the military who are convinced that the current negotiations with the Taliban are a key indicator of success in our two decades at war against the Salafi-jihadist group. The issue with this is that temporary cease fires have already been violated several times, leading one to believe that the strategic level leadership's messages are simply not reaching their subordinates or that local factions are not adhering to the agreement. Trusting that radical Muslim extremists will not allow Afghanistan to become a future safe haven for other jihadists, as it has in the past, is simply unrealistic. Believing some sort of quasi peace deal is going to miraculously pacify an organization that hates everything the West stands for is misguided. My own experiences throughout the Middle East have proven that the spirit of jihad and hatred will live on in Afghanistan. The Islamic State is Nearly Defeated. Multiple global media outlets continue to run stories about the dismantling of the Islamic State, as though the battle is won. Though Sheik Abu 23 Bakr al-Baghdadi has been killed, and the proposed Islamic caliphate was never fully realized, it would be naïve to think that the Islamic State's jihad is over. The movement will metastasize and take on new forms in other parts of the globe: It is already happening. Jihadists are continually leaving the battlefields of Iraq and Syria, headed back to their former homes in mainland Europe. As these individuals reenter the diaspora, the concern is that they will radicalize other individuals and conduct terrorist attacks within the continent. Conclusion The reasons an individual seeks to join a jihadist movement are deeply rooted in personal social dynamics, the security situation of their country, and a multitude of other religious, cultural, and economic factors. I agree with Venhaus (2010) and Gorka (2016) who assert that there is no singular military operation or strategy that can bring about a decisive victory against something so intangible as why one might join the modern jihadist movement. Use of the US military as a vehicle for the establishment of Western democracy and nation-building efforts in tribal nations like Afghanistan and Iraq only served to invigorate the jihadists' call to arms. Jihad is not something that can be eradicated completely by military force. Jihad must be confronted, contained, and countered through a comprehensive approach that empowers state and non-state actors to develop local solutions and directs expeditious military applications only where completely necessary. Recommendations Promote and Protect the Muslim Youth Leagues In order to truly create a cultural paradigm shift in Muslim youth at risk of radicalization, groups like the Muslim Youth League (BBC, 2017) should be promoted by governments worldwide as a bastion of true and peaceful Islam. While they should no doubt be supported, 24 governments must also protect these organizations from becoming targets for violent acts of terrorism or influence operations by jihadists. Through a combination of deep cultural understanding and positive messaging, the Muslim Youth League has already shown its effectiveness in the United Kingdom and beyond. Because the youth of each nation understand the social pressures and cultural influences that may lead one to seek jihad, they can effectively develop tailored, local solutions to persuade at-risk individuals. The Muslim Youth Leagues are on the front lines of countering the jihadist worldview, taking a stand and declaring war on jihad and its misrepresentations of Islam. Enable Local Solutions for Local Problems This should be accomplished through unified government action that involves all the United States' instruments of national power including diplomacy, information sharing, military action where necessary, and economic stimulus as needed. The specific issue with efforts like these, is that they cannot be accomplished during what is perceived by locals as a military occupation. This was proven true in Afghanistan and later in Iraq. Despite massive efforts to rebuild infrastructure, aid in agricultural processes, build schools, and organize community projects, the United States and its allies were still viewed as pushing Western values and democracy on nations through military occupation. As much as possible, we must limit our military presence in areas that are ripe for developing a jihadist movement, or in ones that are recovering. I have seen firsthand that government efforts against jihadist organizations or at-risk communities have often been fragmented, poorly staffed, and uncoordinated. Venhaus (2010) suggests the creation of an agency that is staffed, trained, funded, enabled, and equipped for strategic communications, calling it the United States Strategic Communications Agency. An 25 agency like this could ensure that a comprehensive national communications strategy is developed and achieved, with a focus on enabling local community efforts to counter the jihadist narrative. By promoting social outreach, religious education, and community programs, this agency could bolster the efforts of community leaders and stifle jihadist aims in their areas. Support Religious Education and Reintegration Reintegration programs in Saudi Arabia, Indonesia, Singapore and elsewhere have successfully rehabilitated former jihadists through religious education (Venhaus, 2010). Countering the apocalyptic world view of jihadist groups like al-Qaeda and the Islamic State requires local religious leaders who understand their community's issues to band together and refute the extremist narrative. Through careful, patient, and individually-tailored instruction, Muslim religious leaders can invalidate each and every one of the extremists' claims. Individuals who turn to jihad are often seeking this type of direction, they just find it in the wrong places. Counter Threats with Tailored Military Force Packages Continued themes among the military failures in counterinsurgency and counterterrorism operations during the early years of the Global War on Terrorism are indiscriminate use of force, lack of cultural understanding, and hyper-focus on tactical gains while failing at the strategic level. US government nation-building efforts on the backs of the military cost our country trillions of dollars, thousands of lives, and years of frustration, bogged-down in an endless quagmire of misunderstanding. US Army Special Forces are selected, trained, equipped, and enabled to clandestinely handle complex problem sets in denied or politically-sensitive environments. Each Special Forces Group is regionally-aligned, with Operational Detachments developing deep cultural understanding through Area Studies and continuous relationship-building with regional state and 26 non-state actors. Special Forces operators understand the complex cultural and security situations in their areas of responsibility and have the language capability and strategic understanding to operate with complete independence of outside support. Frankly, if given the authority and autonomy to do their jobs, Special Forces can coerce, disrupt, or overthrow jihadist organizations unilaterally, or train, advise, and equip foreign security forces to accomplish this task on their own. This can all be done independent of a large, slow, and expensive conventional military occupation. Organizations like al-Qaeda must be kept in a state of constant fear and uncertainty. US Special Operations Forces are uniquely suited to this task. Through structured, rapid application of military force, SOF can find, fix, and finish intended targets with surgical precision. This has proven true in the capture of Saddam Hussein and the elimination of Osama bin Laden and Abu Bakr al-Baghdadi, among numerous other targets throughout the Global War on Terrorism. Continuing to deny safe havens through short, precise applications of combat power is crucial and does not rely on a conventional military occupation of the target area. Operations such as these, characterized by discriminate use of force and strategic impact, should be the main avenue for denying the relative safety, security, and freedom of maneuver of jihadist organizations. 27 References British Broadcasting Corporation (2017, June 4). Reality check: What is the prevent strategy? Reality Check. https://www.bbc.com/news/election-2017-40151991. Creswell, R., & Haykel, B. (2015, June 1). Battle lines: Want to understand the jihadis? Read their poetry. The New Yorker. https://www.newyorker.com/magazine/2015/06/08/battle-lines-jihad-creswell-and-haykel. Dearden, L. (2015, March 21). Young British Muslims declare own jihad against ISIS and other terrorists who 'hijack' Islam. Independent. https://www.independent.co.uk/news/uk/home-news/young-british-muslims-declare-own-jihad-against-isis-and-other-terrorists-who-hijack-islam-10146534.html. Dempsey, M. (2015). The national military strategy of the United States of America 2015: The United States military's contribution to national security. The Joint Staff. https://www.jcs.mil/Portals/36/Documents/Publications/UNCLASS_2018_National_Military_Strategy_Description.pdf. Gall, C. (2020, January 31). From armed struggle to peaceful protest, a road still to travel: A veteran of the Afghan jihad working for nonviolent change in Algeria. The New York Times. https://www.nytimes.com/2020/01/31/world/middleeast/from-armed-struggle-to-peaceful-protest-a-road-still-to-travel.html. Gorka, S. L. (2016). Defeating jihad: The winnable war. Regnery Publishing. Kilcullen, D. J. (2010). Counterinsurgency. Oxford University Press. Nilsson, M. (2019, 18 June) Motivations for jihad and cognitive dissonance: A qualitative analysis of former Swedish jihadists. Studies in Conflict and Terrorism. https://doi.org/10.1080/1057610X.2019.1626091. 28 Porch, D. (2013). Counterinsurgency: Exposing the myths of the new way of war. Cambridge University Press. Qur'an (M. Ali, Trans.; 7th ed.) (2015). Islam International Publications. (Original work published ca. 1537). Venhaus, J. (2010). Why youth join al-Qaeda. Special Report, 236(1), 1-12. https://www.usip. org/sites/default/files/SR236Venhaus.pdf.

The Situation In The Middle East This Record Contains The Text Of Speeches Delivered In English And Of The Translation Of Speeches Delivered In Other Languages. ; United Nations S/PV.8164 Security Council Seventy-third year 8164th meeting Tuesday, 23 January 2018, 3 p.m. New York Provisional President: Mr. Umarov. . (Kazakhstan) Members: Bolivia (Plurinational State of). . Mr. Llorentty Solíz China. . Mr. Shen Bo Côte d'Ivoire. . Mr. Tanoh-Boutchoue Equatorial Guinea. . Mr. Ndong Mba Ethiopia. . Ms. Guadey France. . Mr. Delattre Kuwait. . Mr. Alotaibi Netherlands. . Mr. Van Oosterom Peru. . Mr. Tenya Poland. . Ms. Wronecka Russian Federation. . Mr. Nebenzia Sweden . Mr. Skoog United Kingdom of Great Britain and Northern Ireland . Mr. Allen United States of America. . Mrs. Haley Agenda The situation in the Middle East This record contains the text of speeches delivered in English and of the translation of speeches delivered in other languages. The final text will be printed in the Official Records of the Security Council. Corrections should be submitted to the original languages only. They should be incorporated in a copy of the record and sent under the signature of a member of the delegation concerned to the Chief of the Verbatim Reporting Service, room U-0506 (verbatimrecords@un.org). Corrected records will be reissued electronically on the Official Document System of the United Nations (http://documents.un.org). 18-01889 (E) *1801889* S/PV.8164 The situation in the Middle East 23/01/2018 2/11 18-01889 The meeting was called to order at 3.05 p.m. Adoption of the agenda The agenda was adopted. The situation in the Middle East The President: The Security Council will now begin its consideration of the item on its agenda. Mr. Nebenzia (Russian Federation) (spoke in Russian): I should like at the outset to apologize to the members of the Security Council and the Secretariat for the fact that I ruined their siesta today. We have requested the convening of an open meeting of the Security Council because the issue that we intend to raise is far too important for the discussion to be held in closed consultations. We have nothing to hide. When we discussed Syria in consultations yesterday, many touched on the importance of establishing a new structure to investigate instances of chemical-weapons use in Syria to supplement the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism (JIM), which fully discredited itself. We have never forgotten this issue, and we have consistently recalled in meetings our readiness to continue consultations on this matter, as noted by Minister Lavrov to the Secretary-General last week. Yesterday, however, we were unable to rise to that call. Today, upon instruction from our capital, it is my honour to report the following. Russia has consistently stressed the importance of taking the most serious approach to the problem of the manufacture and use of chemical weapons. We are troubled by manifestations of chemical-weapons terrorism in the Middle East, which are not limited to Syrian territory. Unfortunately, the JIM, which no longer exists, caused the collapse of the investigation, which from a scientific and technical perspective was an utter failure and became an instrument for political manipulation. Members of the international community and the Security Council were well aware of the Russian specialists' scrupulous analysis of the conclusions of the JIM. In an attempt to interpret certain elements of the Russian approach, during consultations on 9 January the United States delegation circulated the relevant document. However, at no point in the document was there even an attempt to approach the matter from a professional standpoint. The so-called refutations of our position do not stand up to any criticism. I invite Council members to familiarize themselves with the material supporting our position in the response that we circulated yesterday as an official Security Council document. Today, incidentally, senior representatives of the United States Department of State made further unfounded accusations alleging that Russia is hindering international verification of the facts of the use of chemical weapons in Syria. We have already responded to that, and anyone who wants to can read Russia's Deputy Foreign Minister Ryabkov's comments on the issue. No one has called more than we have for a further investigation — a professional one rather than a simulacrum — into the incidents involving the use of chemical weapons in Syria, and at the moment we are still trying to get the Organization for the Prohibition of Chemical Weapons (OPCW) to send its specialists to Syria to see for themselves the stockpiles of chemical weapons left by militants in liberated areas that the Syrian Government has discovered. By the way, during yesterday's consultations, following the reports of various recent incidents involving the use of toxic substances in Syria, which have yet to be verified, the representatives of the United States and the United Kingdom — without a second's pause or any evidence, let alone an investigation — hastened to declare them the work of what they refer to as the Syrian "regime". Now they are trying to drag Russia into it too. Secretary of State Tillerson brought this up in Paris today at the meeting of the so-called international partnership of States against impunity for the use of chemical weapons, basing his argument on an incident that allegedly occurred yesterday in eastern Ghouta. However, his statement was devoted almost exclusively to Russia. By the way, does nobody find it strange that this alleged incident, whose genuineness has yet to be confirmed — as does the identity of its perpetrators, if it is genuine — coincided very conveniently with the meeting in Paris and the forthcoming Syrian national dialogue conference in Sochi? An amazing coincidence. Some States are persisting in their attempts to push through an anti-Damascus verdict at the OPCW at all costs, and thereby undermining that respected organization's authority. Others are seeking to scrape together a narrow alliance of anti-impunity-ites through non-legitimate formats. In November of last year, Russia, working with others of like mind, put together draft resolution 23/01/2018 The situation in the Middle East S/PV.8164 18-01889 3/11 S/2017/968, which would have ensured that the JIM's activities conformed to the the high international standards of the Chemical Weapons Convention, which guarantee a genuinely impartial and professional investigation. The initiative was blocked by a number of delegations at the time. We want to rise above those differences and propose creating a new international investigative body that could establish the facts that the Security Council needs in order to identify those who used toxic substances as weapons, based on irreproachable, irrefutable information from transparent, credible sources. It must be professional and non-politicized. We have prepared a draft of such a resolution and ask that the Secretariat circulate it. We hope that Council members will study our initiative with their capitals as soon as possible. We are ready for substantive consultations. Mrs. Haley (United States of America): Russia has convened us with almost no notice, and then put forth a proposal that it hopes will distract from the new French initiative to hold accountable those who use chemical weapons. Today, Russia is again doing what it does best with regard to chemical weapons. It is running from the facts. It has the audacity to lecture the Security Council about how to stop the use of chemical weapons. I know that I have said this before, but it is worth repeating. In the past year, Russia exercised the right to veto three times to kill the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism (JIM) in Syria. All by itself, Russia killed the Mechanism, which we had specifically tasked with identifying those responsible for using chemical weapons in Syria. Russia should look in the mirror before bringing us into the Security Council to talk about chemical weapons. Earlier this week, we received yet another report that the Al-Assad regime had used chlorine gas on its own people. Dozens of civilians had to be treated for suffocation. Syrian children were literally gasping for breath as chlorine gas surrounded them. Of course, it is no coincidence that this week's chlorine-gas attack reportedly happened in the exact place that the Al-Assad regime is trying to take over militarily. We know that it resorts to such brutal tactics when it wants to retake territory, without any regard for innocent civilians, and we know that Russia has looked the other way for years while its Syrian friends use those despicable weapons of war. Russia is complicit in the Al-Assad regime's atrocities. Will the representative of the Russian Federation say anything at all today about the suffering caused by Al-Assad's barbaric tactics? Will it hold Al-Assad to account? Of course not. It never does. It is therefore fitting that Russia brought us here on the same day that a new initiative on accountability for chemical weapons has been introduced in Paris. Today, France launched an international partnership against impunity for chemical weapons. We strongly support that effort and commend France for its leadership. More than 25 like-minded countries have come together to share and preserve information on who has used chemical weapons and to make sure that the perpetrators will be held accountable. Make no mistake — the United States, together with the Council, will continue to pursue those who have used chemical weapons to ensure that they are held accountable for their atrocities. Russia says that it has concerns about this French initiative to share evidence of the use of chemical weapons. That is no surprise. Russia opposed the Joint Investigative Mechanism because it collected facts about who used chemical weapons in Syria. Now Russia is questioning the French effort to collect facts on who used chemical weapons. What can we conclude? To put it simply, when Russia does not like the facts, it tries to distract the conversation. That is because the facts come back over and over again to the truth that Russia wants to hide, which is that the Al-Assad regime continues to use chemical weapons against its own people. Today, Russia once again threw around many different accusations. Again, that is not surprising. Russia often puts out misleading and unfounded claims to confuse the conversation about chemical weapons. In fact, this happens so often that we recently wrote to the Security Council with a detailed assessment of Russia's misleading claims. The letter is public and available for anyone to see. We encourage everyone to take a look at it for themselves. Here is the bottom line. The Security Council gave the Joint Investigative Mechanism a mandate to tell us who used chemical weapons in Syria. When investigators found the Islamic State in Iraq and the Sham to be responsible, Russia was fine. When the investigators found that the Al-Assad regime had used them, Russia tried to find any excuse to poke holes in the investigation and threw up smoke to question the findings. But hat is not how independent investigations work. You do not get to question the findings when they do not go your way. We are therefore not going to accept any Russian proposal that undermines our S/PV.8164 The situation in the Middle East 23/01/2018 4/11 18-01889 ability to get to the truth or that politicizes what must be an independent and impartial investigation. If the Russians want to work in good faith towards that goal, we are ready to re-establish the JIM, with its original, independent and impartial mandate, right now. But anything less is unacceptable. To be crystal clear: the United States supports accountability for anyone who uses chemical weapons. We agree with Russia that the Islamic State in Iraq and the Sham must be held accountable for its use of such weapons, as the Joint Investigative Mechanism has found. But the difference between the United States and Russia is that we believe that no one should be let off the hook. Chemical weapons must never be used. Russia can continue to talk for as long as it wants about chemical weapons. It can bring it up in the Security Council Chamber as often as it wants. We welcome the debate. The United States and the international community will not be fooled. We remain steadfast in pursuing accountability for those who use chemical weapons. We stand strong in doing all we can to preserve the norm against their use. We remain forever committed to preserving the truth about what the Al-Assad regime has done in Syria and, sadly, what it will likely continue to do. Mr. Delattre (France) (spoke in French): We meet today after receiving news about another chemical attack in Syria — this time in Douma — which resulted in more than 20 victims, including women and children. Furthermore, the attack was penetrated in a de-escalation zone. We are closely following all available information. We expect that the international investigative mechanism in place — in particular the Fact-finding Mission — will shed light on the attack. As we commemorate the one hundredth anniversary this year of the end of the First World War, during which chemical weapons produced on an industrial scale were used for the first time in history, repeated chemical-weapon attacks in Syria are an affront to the human conscience and a violation of the most fundamental norms of international law. The facts prove that the scourge continues to exist. Last year in Syria, on 4 April, more than 80 people, including women and children, were killed by a powerful nerve agent. Four years prior, 2,000 Syrian civilians were gassed in Ghouta with sarin gas. The use of chemical weapons was confirmed by the Organization for the Prohibition of Chemical Weapons (OPCW). The OPCW-United Nations Joint Investigative Mechanism (JIM) clearly determined that the Syrian regime and Da'esh were responsible for those attacks. France itself independently confirmed that the Syrian regime was responsible for the attack perpetrated on 4 April. Since 2013, investigations have revealed more than 100 allegations of the use of chemical weapons, primarily in Syria but also in Iraq and Malaysia. Chlorine gas, sarin, mustard gas and VX — all deadly nerve agents — have returned to the forefront of the international arena a century after the horrors of the First World War. Gruesome images of the victims of such weapons of terror, which we thought we had long ago left behind, have also resurfaced. We cannot allow the use of such loathsome weapons to become commonplace. They destabilize entire regions and threaten everyone's security. They increase the risk of chemical terrorism, which we all fear. They also weaken the regime against chemical weapons as well as the entire non-proliferation regime. They undermine international law and call into question the outcome of international forums that have been held for decades. That is why we must take action. We owe it to history; it is a responsibility we must shoulder together. Those of us who claim to be committed to the non-proliferation regime and helped to build it should bear that in mind. Let us be clear: those who hamper our efforts to combat impunity endorse de facto impunity for the perpetrators of such chemical attacks. They prevent us from deterring and bringing to justice those who participated in chemical-weapon programmes and those Governments and entities that give the orders to carry out attacks. We therefore cannot turn a blind eye and allow them to continue — and all the more so, and I repeat this, given that the chemical-weapon non-proliferation regime is the most developed and successful of all international non-proliferation regimes. Allowing it to be weakened without taking action would be tantamount to accepting the erosion of the entire non-proliferation regime on weapons of mass destruction, which we built together, step by step, over decades and which now serves as the backbone of the international security architecture and one of multilateralism's main accomplishments. France has therefore proposed the establishment of a new international partnership to combat impunity for the use of chemical weapons by anyone — State and non-State actors alike. That partnership was launched yesterday in Paris at a conference convened by the 23/01/2018 The situation in the Middle East S/PV.8164 18-01889 5/11 French Minister for Foreign Affairs, Mr. Jean-Yves Le Drian, at which representatives of 24 States were in attendance to reiterate their willingness to work together to counter the threat. I should like to mention just a few of the partnership's ambitious commitments. They include the transfer and sharing of information, when possible, about the perpetrators of attacks; a commitment to impose national or international sanctions against entities and individuals concerned; assistance for building State capacity with regard to designations and sanctions; and the publication of a single, consolidated list of the names of individuals involved in attacks. Criminals who claim responsibility for developing and using such barbaric weapons must know that they will not go unpunished. Once again, this is about the future of the entire collective security system. One should not be able to violate the most basic norms without eventually facing the consequences. Owing to obstruction on the part of certain countries, we were unable to renew the JIM's mandate at the end of last year. Yesterday's consultations on Syria confirmed that an overwhelming majority of the members of the Security Council do not agree with the current impasse. In that regard, we take note of the proposal made today by Russia. We will consider it in the light of the principles I have just outlined. The new partnership launched in Paris does not aim to replace international instruments and the investigative mechanism established by the United Nations and the OPCW. Instead, it seeks to complement and bolster that structure by making a new operational instrument available to the multilateral system and the international community. It will assist investigations and help the international justice system in its work. It is neither an anti-Syrian instrument nor an exclusive club of countries. All countries can join this pragmatic and open partnership by adhering to its statement of principles. Through the partnership, they will show their commitment to law, international stability, justice and security in order to end impunity for the perpetrators of chemical attacks and their accomplices. We must therefore work through the partnership to consolidate the regime prohibiting chemical weapons. The cornerstone of the partnership was laid in Paris and embodies our faith in effective and demanding multilateralism. In an effort to take immediate action, I can confirm that France has imposed asset-freezes on networks involved in the proliferation of chemical weapons in Syria. In conclusion, I recall that there will be no justice or sustainable peace in Syria without putting an end to impunity. How can we continue to defend the regime and reiterate its willingness to speak in good faith and seek a political solution when that very same regime employs barbaric weapons against its own people? There has never been a larger gap between words and deeds. At the United Nations in both Vienna and Geneva, I said that we must work together to reach a political solution in Syria. Implementing an inclusive political solution as outlined in resolution 2254 (2015), which serves as our guidepost now more than ever, will depend upon a neutral environment in Syria guaranteed by the regime's clear commitment to credible constitutional change and democratic elections. It is the only way to permanently end the suffering of Syrians. We continue to believe that we can, and must, bring the Security Council together to proceed in that direction. Mr. Allen (United Kingdom): When I heard today that Russia had called for an urgent meeting on the use of chemical weapons in Syria, I was glad that we could return to an issue on which the Council has a duty to ensure that those responsible are held to account. That duty is even more pressing today, because yet another heinous attack on civilians was reported yesterday to the Council by the Secretariat. In that attack, in Douma, in eastern Ghouta, at least 21 civilians were treated for symptoms consistent with exposure to chlorine. That followed another reported attack in eastern Ghouta on 13 January, affecting six people. In 2016, the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism (JIM) found in three cases that the Syrian regime had used chlorine gas to attack civilians. Last year, it found that the regime had used sarin in Khan Shaykhun. Now, as the regime is escalating its attacks on eastern Ghouta in an attempt to force the besieged opposition to surrender, we remain deeply concerned about continuing reports of the use of chemical weapons in Syria. In all of this, we should not forget that it was the regime's 2013 attack on eastern Ghouta, using sarin, that led to the Council's adoption of resolution 2118 (2013), which had the clear, unanimously endorsed aim of disarming Syria's chemical-weapon programme. Throughout that process, Russia has claimed to be acting as a leading Power, a guarantor. But when the Al-Assad regime deliberately ignored its obligation to stop using chemical weapons and continued to do so with careless regard for human life, Russia chose to S/PV.8164 The situation in the Middle East 23/01/2018 6/11 18-01889 abuse its power of veto to protect that regime. Russia says that it supported the renewal of the JIM mandate and that it was the rest of us who killed it, because we could not agree with Russia's terms. Yet Russia's proposed draft resolution would have removed the JIM's ability to investigate the Al-Assad regime, which has been found responsible for multiple attacks. Russia has made it clear several times that it will not support a new investigative mechanism as long as it has the power to hold to account a State Member of the United Nations, and it seems, from a rapid reading of the latest text, that this proposal is another attempt to shift attention to non-State actors. The Russians have even claimed that Syria is a signatory in good standing to the Chemical Weapons Convention. It is not. It has not completed its declaration. The Organization for the Prohibition of Chemical Weapons has repeatedly warned of inconsistencies, gaps and omissions. Russia has great influence over the Al-Assad regime. For the sake of the Syrian people and for preventing the future use of chemical weapons, we call on Russia to persuade its Syrian friends to get rid of their chemical weapons and comply fully with the Chemical Weapons Convention. By ending the JIM, Russia also stopped its investigations of chemical attacks by Da'esh. The investigators had found that those terrorists had carried out at least two such attacks. We condemn Da'esh unreservedly for its use of these vile weapons, which is yet another reason why we must defeat those terrorists once and for all. The United Kingdom was proud to join the international partnership against impunity for the use of chemical weapons led by our French colleagues today in Paris. The use of chemical weapons is barbaric, illegal under international law and must stop. We must ensure that we can re-establish a mechanism to ensure accountability. We all know where the obstacle to that lies. In response, we will only redouble our efforts to pursue accountability for these crimes. Mr. Van Oosterom (Netherlands): The Kingdom of the Netherlands is deeply shocked by the ongoing attacks using chemical weapons in Syria. The Secretariat briefed the Council yesterday on yet another alleged chemical-weapon attack, the second this month. Two surface-to-surface projectiles targeted eastern Ghouta, releasing what is suspected to be chlorine. The attack resulted in injuring 21 people through exposure to chlorine, of whom eight were men, six women and seven children. Furthermore, there are shocking estimates of 130 chemical attacks between 2012 and 2017, with more than 60 pending allegations of chemical-weapon use in Syria still to be investigated by the Organization for the Prohibition of Chemical Weapons (OPCW) and its Fact-finding Mission. The Netherlands condemns in the strongest terms the use of chemical weapons by any State or non-State actor. I would now like to make three points. First, accountability for the use of chemical weapons in Syria is neither optional nor negotiable. Secondly, it is unacceptable that four years after Syria joined the Chemical Weapons Convention, its declaration is still unable to be verified as accurate and complete. Thirdly, the Netherlands will use its membership of the Security Council to bring accountability to the fore. We regret the dismantling of the OPCW-United Nations Joint Investigative Mechanism (JIM). We were convinced of the professionalism and independence of the JIM's work, and its results still stand. The Council should shoulder its responsibility in that regard. In particular, the countries on the Council with influence on Syria should use it with the Syrian regime to convince it to refrain from further chemical-weapon attacks, acknowledge its past use of such weapons and complete its chemical-weapon declaration. As long as the Council remains deadlocked, our focus on accountability will not stop here. We will look for complementary measures so that impunity will not prevail. We therefore thank France for taking the initiative to establish an international partnership against impunity for the use of chemical weapons. The Netherlands participated in the meeting of the partnership that took place in Paris today. The Paris initiative aims to collect evidence of the use of chemical weapons anywhere in the world. It will enable States to take action to uphold the international norms against the use of chemical weapons. It represents a political commitment to increasing pressure on those responsible for the use of chemical weapons, and the Kingdom of the Netherlands is fully committed to that goal. Furthermore, the International, Impartial, and Independent Mechanism to Assist in the Investigation and Prosecution of Persons Responsible for the Most Serious Crimes under International Law Committed in the Syrian Arab Republic since March 2011; the Independent International Commission of Inquiry on the Syrian Arab Republic; and national prosecution in third countries, as well as sanctions, remain instrumental for achieving accountability for the crimes committed 23/01/2018 The situation in the Middle East S/PV.8164 18-01889 7/11 against the Syrian people. We must use all the tools available to us to achieve accountability. In conclusion, the Netherlands remains convinced that a referral of the situation in Syria to the International Criminal Court in The Hague is by far the best option for achieving accountability for the extremely serious crimes that have taken place in Syria. Mr. Skoog (Sweden): Yesterday the Council members were briefed by Under-Secretary-General Jeffrey Feltman on yet another alleged chemical-weapon attack in Syria. Allegations of the use of such weapons continue to be reported. There are some 60 cases of the reported use of chemical weapons in Syria that are currently being examined by the Organization for the Prohibition of Chemical Weapons (OPCW) and that its Fact-finding Missions continue to investigate and report, including a case of a sarin attack in Lataminah in March of last year. I would like to reiterate once again that Sweden condemns the use of chemical weapons in the strongest terms. It is a serious violation of international law and its use in armed conflict amounts to a war crime. Bringing the perpetrators of such crimes to justice remains a high priority. There must be no impunity for those responsible. That is why we participated in the meeting of the international partnership against impunity for the use of chemical weapons held today in Paris. As a member of the Council and the OPCW Executive Council, Sweden attaches great importance to all international efforts to combat the use and proliferation of chemical weapons by State and non-State actors alike, anywhere in the world. We trust that the French initiative will complement and support our collective work in multilateral forums, as well as the existing multilateral mechanisms to achieve unity around those important goals. That also includes the Human Rights Council's Independent International Commission of Inquiry on the Syrian Arab Republic and the International, Impartial and Independent Mechanism for the Syrian Arab Republic, which play an important role in collecting information. It was highly regrettable that the Council was not able to agree on an extension of the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism. It is a critical to establish a similar new impartial and independent attributive mechanism now. The Council needs to come back together and speak with one voice. We need to be forward-looking and overcome our differences with a view to protecting the international disarmament and non-proliferation regime and ensuring accountability. That should be possible if everyone engages seriously, constructively and genuinely in good faith. We stand ready to engage in such efforts in order for the Council to fully shoulder its responsibilities. Ms. Wronecka (Poland): We are deeply concerned about the reported use of chemical weapons in eastern Ghouta, which is in clear violation of international law and deserves condemnation in the strongest possible terms. This alleged use of chemical weapons, as with other incidents, including in Talmenes, demonstrates the need to hold perpetrators accountable. There is no space for impunity in this regard. We support taking all the necessary measures to fill the gap left by the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism, so as to ensure that no one goes unpunished for using chemical weapons, which cause unacceptable harm and suffering. Those responsible for chemical attacks must realize that they will be held accountable because their acts are an affront to all humankind and the basic rules of civilization. We support the tireless work done by the Organization for the Prohibition of Chemical Weapons. We are convinced that it is the responsibility of the Security Council to establish and maintain a suitable institution to investigate alleged cases of the use of chemical weapons. Let me take this opportunity to thank France for today's hosting of a high-level meeting to launch a new initiative to protect the core values underpinning the credibility of the non-proliferation regime on chemical weapons established by the Chemical Weapons Convention. Poland joined that new partnership with the sole purpose of using all the tools at our disposal to end impunity for those responsible for chemical attacks and to promote and complement existing standards and mechanisms against the use of chemical weapons. We look forward to working on this issue in the Council in the months to come. Mr. Tenya (Peru) (spoke in Spanish): The Security Council has the highly sensitive responsibility of contributing to the prevention of the use of chemical weapons, which entails identifying and prosecuting those responsible for atrocities such as the one perpetrated yesterday in Syria. S/PV.8164 The situation in the Middle East 23/01/2018 8/11 18-01889 Peru participated in the meeting convened by France today to establish a partnership to combat impunity for the use of chemical weapons, at which a declaration of principles was adopted. The document sets out a series of measures aimed at ensuring that individuals and entities responsible for the use of chemical weapons are brought to justice. During that meeting, Peru's Ambassador to France referred in particular to paragraph 3 of the terms of reference, which had been circulated in advance, wherein it is expressly stated that the purpose of the initiative is not in any way meant to replace, reproduce or supersede international inquiry and investigation mechanisms that serve the same purpose. Our Ambassador also expressed his satisfaction with those words, insofar as Peru, as a member of the Security Council and a member of the Executive Council of the Organization for the Prohibition of Chemical Weapons, encourages the necessary action to be taken by those competent bodies. Peru condemns in the strongest possible terms the lack of accountability in the continuing incidents involving chemical weapons in Syria, for we believe it undermines international regimes on the matter and weakens peace efforts in the region. Mr. Shen Bo (China) (spoke in Chinese): China expresses its grave concern about the use of chemical weapons in Syria and extends its deepest sympathy to the Syrian people for their suffering. China's position on chemical weapons has been clear and consistent. We firmly oppose the use of chemical weapons by any country, group or individual for any purpose and under any circumstances. The use of chemical weapons is unacceptable, whenever or wherever they are used. China supports a comprehensive, objective and fair investigation into such incidents in order to arrive at a conclusion that can stand the test of time and to shed light on the facts in order to bring the perpetrators to justice. China welcomes the draft resolution circulated by the delegation of the Russian Federation that would establish a new investigative mechanism on Syrian chemical weapons. China appreciates the efforts made by Russia in the Security Council to continue to advance the work on the Syrian chemical weapons issue. China will seriously study the draft resolution and actively participate in consultations on it. It is imperative to establish a new investigative mechanism to find out the truth and to deter further use of chemical weapons in Syria. We hope that Council members will participate in the consultations in a constructive manner and strive to reach consensus on the establishment of a new mechanism. The Syrian chemical weapons issue is closely linked to a political settlement to the Syrian question, and it requires a comprehensive, balanced and integrated approach. China supports the role of the Security Council and of the Organization for the Prohibition of Chemical Weapons as the main channel for achieving an appropriate resolution to the Syrian chemical weapons issue. We hope that all the relevant parties will adopt a constructive attitude and seek appropriate solutions during consultations. We must maintain the unity of the Council and coordinate with the relevant parties in an effort to actively promote the political process in Syria. Mr. Llorentty Solíz (Plurinational State of Bolivia) (spoke in Spanish): Bolivia reiterates its strong, categorical condemnation of the use of chemical weapons and chemical substances as weapons as unjustifiable and criminal acts — wherever, whenever and by whomever they are committed. We believe that there can be no justification for the use of such weapons, regardless of the circumstances and of who uses them, as it constitutes a serious crime under international law and a threat to international peace and security. We emphatically condemn the reported use of chemical weapons in the city of Douma, in eastern Ghouta. That incident must be investigated in order to identify the perpetrators, bring them to justice and ensure that their actions do not go unpunished. Accordingly, we reiterate our support for the work carried out by the Organization for the Prohibition of Chemical Weapons and its Fact-finding Mission in the Syrian Arab Republic. However, as we have stated on other occasions, we emphasize the urgent need for an investigative mechanism with a clear mandate that can carry out its assigned tasks of investigating methodically, transparently, technically, faithfully, with assistance and in a fundamentally depoliticized way. We must have a mechanism that can develop an independent, impartial, complete and conclusive investigation to hold accountalbe those responsible for such horrific crimes. We believe that, if what we want is an independent and transparent mechanism, we have the challenge of not exploiting the Security Council by bringing geopolitical interests on the ground into the Chamber. We have 23/01/2018 The situation in the Middle East S/PV.8164 18-01889 9/11 the challenge of demonstrating to the international community the unity of the Council. To that end, we must not turn the Chamber into a sounding board for warring confrontation and, even less so, transfer the immediate interests of the battlefield to this setting. In that regard, we welcome the proposal put forward by the Russian Federation today. We will study the text, and we hope that consultations will be convened as soon as possible and that they will result in the Council and the international community having on an independent investigation mechanism. It is essential that we overcome the lack of trust that exists in the Council. Furthermore, we must always bear in mind that no initiative, however well intended, should supplant our responsibilities, as established by the Charter of the United Nations. Mr. Alotaibi (Kuwait) (spoke in Arabic): The ongoing use of chemical weapons in Syria represents one of the deplorable elements of this crisis, which has been continuing for seven years. It is all the more deplorable when we see that there is an absence of justice and accountability and that there is impunity for every criminal who has contributed to and participated in such crimes against civilians. Following the attack when chemical weapons were used in Ghouta, where most of the victims were civilians, we witnessed the unity of the Council in ensuring that such a crime would not be repeated and that perpetrators would be held accountable through the adoption of resolution 2118 (2013). However, unfortunately, we note that there are still reports of chemical attacks in Syria, most recently by Mr. Jeffrey Feltman, Under-Secretary-General for Political Affairs, yesterday regarding a chemical attack on the city of Duma on 13 January. We would therefore like to express our disappointment that the Security Council has been unable to reach consensus on renewing the mandate of the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism, which, we believe, carried out its work in a professional, impartial and independent way. As a result, the failure to renew the mandate meant the complete absence of a tool for accountability in Syria. For that reason, the perpetrators of such crimes will go unpunished and there is no guarantee of holding them, or any perpetrator of such crimes in future, accountable. The State of Kuwait has a firm, principled position strongly condemning any use of chemical weapons at any time, anywhere and by anyone, since the use of chemical weapons is a grave violation of international law. We underscore the need to hold perpetrators — individuals, entities, non-State groups or Governments — accountable. As members of the Security Council, we are responsible for maintaining international peace and security. We must therefore seek alternatives and mechanisms, agreeable to all members of the Security Council, to ensure the independence, impartiality and professionalism of any new future mechanism to ensure that criminals are held accountable. We note that there is a draft resolution before us on establishing a new mechanism. We recall the clear and decisive language in resolution 2118 (2013), which stipulates the need to hold accountable those responsible for the use of chemical weapons in Syria. In that regard, the State of Kuwait welcomes the French initiative to convene the Paris meeting on an international partnership against impunity for use of chemical weapons. Along with a number of countries, the State of Kuwait participated in that event to underscore the importance of strengthening the values of justice and accountability and to implement the principle of ending impunity. We support the international mechanisms established by the General Assembly and the Human Rights Council to gather evidence regarding any crimes related to human rights violations in Syria. In conclusion, we emphasize that it is important for the Security Council to stand united when dealing with issues that threaten international peace and security, such as the incidents mentioned in reports on the Syrian crisis, through the unanimous adoption of such resolutions as resolution 2118 (2013), on chemical weapons; resolution 2165 (2014), on the humanitarian situation; and resolution 2254 (2015), on the political track of the Syrian crisis. Mr. Tanoh-Boutchoue (Côte d'Ivoire) (spoke in French): My delegation thanks the Russian Federation for having called for this emergency meeting of the Security Council with a view to once again discussing the issue of the use of chemical weapons in general, and in Syria in particular, where, it seems, that atrocious weapon is being used. My country, which is opposed to the use of chemical weapons, ratified the Convention on the Prohibition S/PV.8164 The situation in the Middle East 23/01/2018 10/11 18-01889 of the Development, Production, Stockpiling and Use of Chemical Weapons and on Their Destruction in order to show the world our determination to work with other international stakeholders for the complete elimination of such weapons. To that end, on this very day, 23 January, we signed in Paris the declaration of principles, issued by the meeting held at the initiative of France on the topic of combating impunity through the international partnership against impunity for the use of chemical weapons. Côte d'Ivoire extends its full support to that initiative and vehemently condemns any use of chemical weapons, regardless of the reasons or perpetrators. In firm support of the values of equity and justice, Côte d'Ivoire wishes to draw the attention of the Security Council to the need to set up a new consensus mechanism aimed at combating the use of chemical weapons. In that regard, we welcome the Russian initiative to propose the establishment, by means of a resolution, of a new mechanism. We assume that such a mechanism, like the previous one, would be tasked with identifying perpetrators of the use of chemical weapons, in general. In the specific case of Syria, the perpetrators of such acts must be identified and be held accountable for their actions. Inaction by the Council on this important issue would be a bad sign and send a message of encouragement to those who indulge in the use of chemical weapons with impunity. To conclude, my delegation calls on the Council to act in a consensus-based and coordinated manner in order to establish a new mechanism, for our action must prompt us not only to protect and to help victims, who are martyrs in the endless war in Syria, but also to work to uphold international peace and security. Mr. Ndong Mba (Equatorial Guinea) (spoke in Spanish): The use of chemical weapons, the issue we are considering is critically important to the Republic of Equatorial Guinea. We categorically repudiate and condemn their use by any country, State or non-State actor. We also condemn in the strongest terms the recent chemical-weapon attacks in Syria. With regard to the issue of who is responsible for the use of such weapons, there is no consensus among the members of the Security Council on that. We realize that the Security Council must address the issue of the use of chemical weapons in a spirit of understanding and unanimity, with a view to combating impunity, thereby sending an unambiguous message to anyone who has used such weapons or is thinking of doing so that they will be held responsible for their actions. We repeat that we categorically condemn the production, stockpiling and use of chemical and other weapons of mass destruction. If we are to take steps against those who have used such weapons, we must clearly identify the responsible parties in a way that leaves no room for doubt. That is why, given the lack of consensus among the members of the Council and the need to identify those responsible for the use of such weapons, we are of the view that the proposal that the Russian Federation has just made is worth considering as a new opportunity for conducting a fully transparent investigation whose results all Council members would have to accept, thereby fostering the unanimity and consensus within the Council that would enable it to take the necessary steps against the perpetrators of the heinous act of using chemical weapons. The President: I shall now make a statement in my national capacity as the representative of Kazakhstan. We are deeply worried about the fact that chemical weapons continue to be used in Syria. It is regrettable that this inhuman and illegal type of weapon is being used with the specific purpose of intimidating ordinary people, since it mostly affects unprotected civilians. Another discouraging fact is the lack of unity and the deepening confrontation among the parties on the chemical dossier, which complicates our ability to address this threat in an appropriate way. It is therefore urgent to start thinking about developing a new investigative tool that can effectively counter all such chemical crimes. Any delay or inaction on the part of the Council could lead to an increase in the commission of such acts in the absence of clear plans and mechanisms to end impunity. We welcome the Russian Federation's proposal to establish a new mechanism, giving us a new opportunity to look into the matter. Since we will have to start over with the creation of an investigative mechanism, we must try to get it right from the very beginning, on a basis of consensus. The mechanism should be impartial, depoliticized, professional, representative, and with a clear mandate that will preclude any doubts and ensure the credibility of its work. That does not mean that we think the previous mechanism was unfit for its purpose, but it is obvious that accountability requires a Security Council that is united in its decision-making. 23/01/2018 The situation in the Middle East S/PV.8164 18-01889 11/11 Kazakhstan is ready to contribute and to assist in finding the best way to move forward together. I now resume my functions as President of the Council. The representative of the Russian Federation has asked to make a further statement. Mr. Nebenzia (Russian Federation) (spoke in Russian): I am taking the floor to further clarify our position. It is a pity that my friend Mrs. Haley has left the Chamber. She mentioned that we convened this meeting today on short notice, for which I apologize. As I recall, however, we have frequently been convened by Mrs. Haley's call, and we are ready to do it again. Please let her know that I am doing it because I am always very pleased to see her here. Once again, everything that we heard from the United States in its statement today was about Russia. The fact that it is rejecting our proposed draft resolution from the get-go says a great deal. It once again betrays a truth that we are sadly familiar with. The United States has no need of any independent professional mechanism. It is not only betraying a truth, it is betraying itself in the eyes of the international community. Let me say straight out what I spoke about before in a rhetorical question. It was no accident that the allegations — which will remain allegations until they are confirmed — about the use of chemical weapons in eastern Ghouta emerged on the eve of some important political events for Syria, the meeting in Vienna and the Syrian national dialogue conference in Sochi. Furthermore, I will say it again, why does the United States need an investigative mechanism when both yesterday and today, before any kind of investigation, it asserted, without apparently a shadow of doubt, that it was the Syrian Government that did it? It has taken the role of both judge and prosecutor. Does the United States at least understand that it is betraying itself by this? If it genuinely wants to establish a professional, independent attributive mechanism, it should at least read the draft resolution before rejecting it. Did we not discuss a new mechanism with Council members of the Council at the conclusion of the multiple acts in the political spectacle surrounding the closure of the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism? We did not time our draft resolution to coincide with any events or partnerships. However, I want to reiterate something that I spoke about at a Council meeting presided over by President Nazarbayev on 18 January, which is that no commissions, partnerships or so-called independent mechanisms in this area can be legitimate unless they are approved by the Security Council. That must be our premise. I would like to echo what the Permanent Representative of Sweden — and he was not the only one — said in his statement, which is that we must overcome our differences, engage in dialogue and try to restore the Council's lost unity. That is the aim of our proposal. The meeting rose at 4.10 p.m.

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

AGREEMENT SHEET This is to certify that the Journal with the title "AN ANALYSIS OF ENGLISH TEXTBOOK FOR FIRST GRADERS OF SENIOR HIGH SCHOOL "BAHASA INGGRIS UNTUK SMA/MA DAN SMK/MAK KELAS X" PUBLISHED BY PUTRA NUGRAHA AND USED IN SMAN 18 SURABAYA BASED ON BASIC COMPETENCES OF CURRICULUM 2013" written by ABU DARRIN (NIM.102084005) has been thoroughly checked and fulfilled the requirements for Yudisium. Surabaya, January 2014 Advisor Drs. Fahri, M.A. NIP. 19640819 199003 1 003 AN ANALYSIS OF ENGLISH TEXTBOOK FOR FIRST GRADERS OF SENIOR HIGH SCHOOL "BAHASA INGGRIS UNTUK SMA/MA DAN SMK/MAK KELAS X" PUBLISHED BY PUTRA NUGRAHA AND USED IN SMAN 18 SURABAYA BASED ON BASIC COMPETENCES OF CURRICULUM 2013 Abu Darrin English Education Department, Language and Art Faculty, Surabaya State University Email: abudarrin92@gmail.com Drs. Fahri, M.A. English Education Department, Language and Art Faculty, Surabaya State University. Email: fahri@unesa.ac.id Abstrak Kurikulum adalah sebuah alat untuk mengontrol implementasi dari pendidikan di semua negara tidak terkecuali Indonesia. Di tahun 2013, pemerintah Indonesia telah menerbitkan kurikulum yang baru yaitu kurikulum 2013. Kurikulum ini diklaim dapat meningkatkan kualitas pendidikan di Indonesia. Berkaitan dengan pentingnya hal tersebut, kesesuain antara materi di dalam buku pelajaran dengan kompetensi dasar di dalam kurikulum 2013 juga sangatlah penting. Hal ini juga didukung oleh fakta bahwa kebanyakan guru menggunakan buku pelajaran sebagai sumber utama pengajaran di dalam kelas karena pelatihan guru tentang kurikulum baru ini masih minim sekali. Penelitian ini dilakukan untuk mengetahui apakah komtensi dasar di dalam buku pelajaran dengan judul "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" yang diterbitkan oleh Putra Nugraha sesuai dengan kompetensi dasar yang tercantum di dalam silabus bahasa inggris kurikulum 2013. Selain itu, penelitian ini juga dilakukan untuk mengetaui dan mendeskripsikan materi-materi apa saja di dalam buku pelajaran tersebut diatas yang sesuai dengan kompetensi dasar di dalam silabus kurikulum 2013. Dengan menggunakan konsep deskriptif kualitatif, penelitian ini menggunakan field notes yang diadaptasi dari garis besar evaluasi buku pelajaran di dalam BSNP (Badan Standar Nasional Pendidikan). Materi di dalam buku pelajaran ini dianggap sesui apabila telah memenuhi indikator materi urutan dari kompetensi dasar kurikulum 2013. Dari hasil penelitian, dapat diketahui bahwa semua kompetensi dasar di dalam buku pelajaran sesuai dengan kompetensi dasar di dalam silabus kurikulum 2013. Selain itu, diketahui juga bahwa kebanyak materi di dalam buku pelajaran tersebut tidak sesuai dengan kompetensi dasar di dalam silabus kurikulum 2013. Materi yang sesuai antara lain adalan materi di dalam bab 1, 2, 3, 5 dan 7. Ketidaksesuain tersebut kebanyakan disebabkan oleh ketidaksesuaian urutan materi di dalam buku pelajaran dengan kompetensi dasar kurikulum 2013.Kata Kunci: Buku Pelajaran Bahasa Inggris, Kompetensi Dasar kurikulum 2013, kesesuaian. Abstract Curriculum is a tool to control the implementation of education in the country including Indonesia. In 2013, the Indonesian government has issued a new curriculum, namely, curriculum 2013. It is claimed as improving the education in Indonesia. Since it is very important, the conformity between the materials in the textbook to the 2013 English basic competence is also taking a vital role in implementing this new curriculum. It is supported by the fact that mostly the teachers uses textbook to deliver the material in the class because they are not well introduced yet to it. This research is conducted to figure out whether the basic competences in the textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha conform to the basic competences in the syllabus of English curriculum 2013 or not. Besides, this also figure out whether the materials in the textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha conform to the basic competences in the syllabus of English curriculum 2013 or not. By employing the concept of descriptive qualitative study, this research uses the field notes which are adapted from BSNP textbook evaluation guideline as the research instrument. The textbook is claimed as representing the basic competence of the syllabus in the curriculum if the materials completely conform to the basic competences and its sequence. The results of this study show that all of the basic competences in the textbook conform to the basic competences for first graders of Senior High School in the first semester syllabus of English curriculum 2013. Besides, it also shows that most of the materials in the textbook do not conform to the basic competences in the syllabus of English curriculum 2013. Few of the relevant materials are there in chapter 1, 2, 3, 5 and 7. In addition, most of the inconformity of the materials in the textbook is because they are not in the right sequence as mentioned in the Syllabus of English curriculum 2013. Key Words: English textbook, 2013 English basic competences, conformity. INTRODUCTION Students of all ages are learning to speak English all around the world (Harmer 2007). That is the evidence of the fact that English is the most popular International language used in the world. This language is used as a tool to transfer many kind of information from the others language. It is used to communicate importantly when the people do not know the certain unpopular international or even non international language. For the example; Indonesian that would like to communicate with Japanese, in case, both of them cannot speak Indonesian or Japanese, they can use English. It is rationally because English is the popular international language that mostly used by the people around the world both, in target language community or even in somewhere it is one of the main languages of culture or commerce. Target-language community is a place where English is used as the national language- e.g. Britain, Canada, New Zealand, etc. besides, India, Pakistan, Nigeria are the example of the countries where English is one of the main languages of culture and commerce (Harmer 2007). Those examples show us that English has widely used almost all around the world referring to the fact that the origin of English is from Germany. Besides, people can take a look on the point of view of education field and work field. English as a subject taught in school and college deals with the student's understanding and use of language (Guth 1973). Furthermore, the transfer of information and knowledge has been easily accessed whenever and wherever, seems there is not any limitation of time and place anymore. As the example, people can easily get the information from social media or internet. As long as they could use English to communicate, they could keep in touch with whoever or whatever around the world. As the concrete example, the student could use international references in doing their project or research. Moreover, it is not surprising news anymore knowing the transfer of the students around the world. According to the fact, it seems like not enough to study in the country for the specific purposes of certain people. They would rather choose to continue their study abroad than in their own country. This opportunity leads to make the use of English being more and more important than the other foreign language. Looking to another point of view, the use of English essentially spreads widely in the international business sector, so much so that English has become the standard language of world business (Yoneda 2008). Relating to the development of some international development, the use of English is also getting more important. For the example is the implementation of ASEAN Economic Community (AEC) in 2014. This agreement among ASEAN countries about free economic market in ASEAN open a new opportunity for every people in ASEAN countries to work in certain country in ASEAN (Community 2008). This also shows us that the role of English is very fundamental according to the fact that the countries in ASEAN have their own language. English as international language relates the people of ASEAN to communicate each other, so that there are not any difficulties anymore in term of communication of those different language countries. In addition, we can easily find the requirements of job field in our country that requires English whether written or oral skill to fulfill. In this circumstance, English also take a great importance in human social life even though it is not in English-native speaker country. Those great importance of English in daily life of the society and its prospect in the future lead the governance to put English as a major material begin in junior high school and senior high school. As the higher continuant education, senior high school has a significant role to build the extensive foundation of the student competence of English after the very basic level in elementary and junior high school. In this level, English is delivered more seriously and being a component of the syllabus of curriculum in Indonesia as stated in constitution of Indonesia number 68 2013. This curriculum has been launched in 2013. It has been used and being implemented in certain school all around Indonesia starts from the first class of junior and also senior high school. This curriculum was built based on two major challenges. Those are internal and external challenges (Permendikbud 2013a). The internal challenge is that the human resources of Indonesia are getting large and large. As the response of the government, the curriculum 2013 was build to increase the competence of the people itself. Furthermore, the global change and development are acting as the external challenge that encourages the development and the existence of curriculum 2013. The curriculum 2013 actually is developed from standard-based curriculum and competence based curriculum, that is why, the difference between this curriculum and the previous curriculum can be clearly seen from the format of the curriculum itself. In the other hand, textbook is getting a great role in education related with the implementation of the curriculum (Permendikbud 2013b). It is also supported by the fact that nowadays, there is a change of education paradigm. Begin with teacher as a center in learning in the class to the students as the center in the class. That is why, textbook as the main source of knowledge which is stated in the curriculum besides the teacher is holding a fundamental role in the education. A little bit different with the previous curriculum, especially in English object, the curriculum 2013 uses thematic approach. Based on the English textbook published by Putra Nugraha entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X", there is not any skill dividing such as in the English textbook of the previous curriculum. The skill such as listening, reading, writing and speaking are no longer used to divide the competences in the textbook. It uses the thematic approach that integrates those kinds of skill to be one competence. Those differences lead the researcher to figure out a problem, does the content of the textbook really conform to the content of the syllabus of curriculum 2013?. In addition, this textbook is published in 2013 and used in SMAN 18 Surabaya. It is the only one which is found in the field. Even though the English curriculum 2013 has been implemented, only SMAN 18 Surabaya that uses the English textbook to deliver the English material. The gap exists in the previous study also supports the researcher to conduct the research to answer the question. There are a lot of researches about textbook analysis of previous curriculum textbook such as a research conducted by the graduate of state University of Surabaya. The title is "An Analysis of Listening Material of English Textbook Entitled Get Along With English for Vocational High School Grade X Based on 2006 English Standard Competence" (Widiyawati 2012). This descriptive qualitative research is conducted to evaluate the book in the point of listening skill competence based on the 2006 English Standard Based Competence. The researcher take the Listening skill as the competence to be evaluated in the book because, in fact the book was made based on curriculum 2006 that still uses skill competence to divide the material in the book. Another one is a research conducted by Meta Chairani (2011) the graduate of Muria Kudus University entitled "The Analysis of English Textbook based on Competence Based Curriculum (CBC) for The First Year of Senior High School Published by Penerbit Erlangga and PT. Intan Pariwara. This research also analyzes the textbook of previous curriculum that is Competence Based Curriculum (CBC). So far, none of the researchers conduct a research of the textbook of curriculum 2013 that has been implemented since 2013. Recognizing this gap and urgency that it is a must for the content of the English textbook to conform with the Syllabus of the curriculum 2013, the researcher is supported to conduct this research. In addition, the researcher will use the instrument based on Badan Nasional Standart Pendidikan (BSNP) with also referring to another theory. This is to check the conformity between the basic competences in the syllabus of curriculum 2013 and the basic competences in the textbook and also the conformity between the materials in the English textbook to the basic competences in the syllabus of curriculum 2013. Based on the background and the reason above, it shows that conformity between the book and the basic competence is an urgent and important thing in the implementation of curriculum 2013. Based on the Background above, the researcher decide to research questions of this study are: How is the conformity between the basic competences in the English textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha and the basic competences in the syllabus of curriculum 2013? And How is the conformity between the materials in the English textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha and the basic competences in the syllabus of curriculum 2013? The result of this study is expected to give more information and input to the teacher in using the English textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X". It is expected to give them a brief overview of the textbook, so that they would know the appropriate use of it, whether they have to add some material of the syllabus that does not exist in the textbook or even skip some contents in the textbook that does not included in the syllabus of curriculum 2013. Furthermore, this research is also introduced to the writer and the editor of the textbook in order to give them input and guideline in making the next English textbook which is more relevant to the curriculum 2013. In addition, the researcher focuses on the English textbook for the first grade of senior high school entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" used in SMAN 18 Surabaya only to check the conformity of it to the basic competences of the syllabus of curriculum 2013. REVIEW LITERATURE Curriculum is a set of planning and setting of the objectives, contents, and the material of the teaching and learning process that is used as a guideline in realization of the teaching to achieve the goal of the certain education (UU No. 20 Th. 2003 Tentang Sistem Pendidikan Nasional). Besides, Tanner (1980) defined curriculum as "the planned and guided learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners' continuous and willful growth in personal social competence". It is used to develop and increase the even distribution of education. Every country usually has each own standard of the curriculum because it is related with the development of the country itself. Besides, it also depends on the students' needs in the each country. Since it depends on the students needs the curriculum always having the improvement time by time. It is caused by the global change that occur influence the needs of the learner. In case of English curriculum, there have been some changes or improvement of it in Indonesia. The changes are stated as follows: Old style, Grammar Translation Based Curriculum (1945), New Style, Audio Lingual Based Curriculum (1958), Revision, Audio Lingual Based Curriculum (1975), Structure Based Curriculum (1984), Communicative Based Curriculum (1994), Competency Based Curriculum (2004), Unit Level in Education Curriculum (2006) and Integrated English Curriculum (2013). The most recent curriculum is curriculum 2013 that has been launched in 2013. The English curriculum in it is no longer using skill as the point to divide the competence. It is integrated and thematic. Furthermore, Curriculum 2013 has been launched by the ministry of education and culture of Indonesia in more than 6000 schools all around Indonesia. This is the next step of the ministry of education and culture after holding some process- target teacher and instructor teacher training about curriculum 2013 (Sutiana 2013). Actually, the main substance of curriculum 2013 is the review of internal factors as a demand of education that refers to the 8 national education standards. Those include the management standard, expense standard, infrastructure standard, teacher standard, content standard, assessment standard and the competence standard of the alumnus. The other internal challenges are related with the development of Indonesia from the citizen productive age point of view (in 2020-2035 the productive age is abundant). Besides, the external challenge is also taking a role, the demand of the globalization that comes up with certain goals to achieve through future competence. Those are; communication competence, critical thinking competence, the competency to see the moral values of the problem, ready to work and the ability to live in global society, and etc (Permendikbud 2013a). So far, the global challenge in the society, especially in the future of work field that soon will be globalized, is the basic philosophical framework of this curriculum beside the past and the current condition of Indonesia. Those three values of point of view are taken to build the strength of the mental thinking of Indonesian to face the globalization above. Since the implementation of this curriculum is step by step, it is implemented in the first grade of junior high school. Based on the basic framework of this curriculum from the ministry of education and culture of Indonesia the description of English curriculum is something like the explanation as follows (Sutiana 2013). As stated in the constitution, there is a significant change in this curriculum 2013. That is the graduate standard competence or "standart kompetensi lulusan (SKL)" that related with all of the subjects. It means that the implementation of all subjects must refer to the standard. In the other side, the graduate standard competence itself is depending on the student's needs in the future that focusing on the balance soft skills and hard skills. Furthermore, the main competence is related with the basic competence that exists in every subject. In addition, the text distributing that will be the content in the linguistic material are:Interpersonal Text, Private expression such as greeting and the responds, leave taking and the responds, thanks giving and the responds, and apologizing and the responds; Transactional Text, asking and giving the information about the fact and feeling and also offering things and service; Special Functional Text, such as: name label, List (list of thing in one group), instruction, sign or traffic light, warning sign and song; Public Functional Text, such as: names of the day, month, time in a day, time in form of number, dates and years, self introduction, names of animal, things and public building, the characteristic of human, animal and things. The attitude/action/function of human/animal/things. Descriptive (human, things, and animal); Conversation Topic: related with human self and the social and natural environment around the house and school. Teaching process in curriculum 2013 using scientific approach, through some steps of the process: observing: the student read/watch/listen to the examples of texts that is being learned from many kind of sources, directly/ or using a recording that concerning to the social function, text structure, linguistic element or the delivery format or the writer; asking : through questions from the teacher, the students are asking many things based on the topic/ teaching material, such as social function, expression and text structure and etc; Exploration/ experiment : reading/watching/ listening the other examples of the text they learn; associating/analyzing : in an under control group work, the students are learning to mention the social function, expression and text structure, linguistic element, and the writing format of the type of text they learn. The feedback from the teacher and students in every result of group work are delivered. The last is, communicating: reading, listening, presenting/publishing/ speaking/reading the text they learn. In the other hand, 2006 English curriculum is unit level in education curriculum (KTSP). In this curriculum, each school in Indonesia has each own authority to develop the material based on the students' needs (Nahrowi 2013). Furthermore, this curriculum also concern on the skills as the point to deliver the competences in English such as listening, speaking, reading, and writing. It is completely different with the curriculum 2013. The government standardizes the curriculum as the same one for every school. It means that there is not any differences for every school in Indonesia, in fact, the condition of schools are different each other. Besides, the curriculum 2006 divides the competences into several point based on the skills. Then, The curriculum 2013 is integrated (Nahrowi 2013). This difference of course is included as a significant difference that also could significantly differentiate the previous textbook of the curriculum to the textbook of curriculum 2013. The textbook of curriculum 2013 is no longer divided based on the skill competence, but it is divided based on the theme as shown in the textbook of curriculum 2013 published by Putra Nugraha entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X". Textbook is used as a main guideline in language teaching especially where the teacher is least capable to deliver the material, but the fact said that not all the textbook can reflect the materials well (Williams 1983). This situation of also happens in Indonesia where the EFL classrooms are applied. Furthermore, the existence of the textbook also causes some questions. What the textbook actually is, what advantages of disadvantages of the textbook are, how to create the textbook, how to evaluate it, and also, the most important is, what the relationship between the textbook and the curriculum actually is. Textbook generally is a book contains some material of certain subject to learn by the students in the school. It is used as a main component to deliver the material framework designed in the curriculum. They may deliver the foundation for the content of the lessons, the balance of skills taught and the types of language practice the students take part in. In other hand, the textbook may provide primarily to supplement the teacher's instruction (Richards 2013). Besides, sauvignon (1983) stated that textbook contains a collection of written or oral texts with accompanying explanations that are selected and sequenced for the learners as cited in the previous study (Widiyawati 2012). As the definition above, we can see that actually, textbook can varies based on the language teaching stakeholders. It can adapt the curriculum, the teacher needs, and also the students' needs. That is why, we can find a different textbook used in a different schools. This chosen textbook is used as a basic guideline in teaching and learning process. It is stack because the teacher should follows the curriculum framework designed by the government beside they could adjust their needs. This textbook is very helpful because it contains the material instruction for the teacher that also can support the students to learn by themselves whenever and wherever they want. The material instructions usually could be varied as the curriculum framework. It could be in form of oral or written text, sounds for listening in form of CD that is very practice to use. The existence of the textbook is very crucial in language teaching. It has so many advantages to support the language learning and teaching process, but as the creation of human being, it also has some disadvantages. As the evidence, the textbook evaluation and its revision always applied time by time. The advantages and the advantages of the commercial textbook also depends on the how they are used and the contextual factors and the advantages are stated as (Richards 2013): It is providing structure and a syllabus for a program. Without textbooks a program may have no central core and learners may not receive the material as stated in the syllabus that has been systematically planned and developed by the government; It is helping standardize instruction. The textbook helps the government to implement the even distribution of the education by the similarity of the material taught in each school or even in each class; It is maintaining quality. If a good textbook is used, students are exposed to a tried and tested, that are based on certain pointed learning principles, and that are skipped appropriately; It is providing a variety of learning resources. Textbooks are usually accompanied by workbooks, CDs and cassettes, videos, CD ROMs, and comprehensive teaching guides, providing great resource for teachers and learners; It is efficient. The textbook save teachers' time, enabling teachers to devote time to teaching rather than material's delivering; It is providing effective language models and input. Textbooks can provide supports for non-native teachers and who may not be able to produce accurate language input on their own; They can train teachers. It can be a medium of initial teacher training or a limited teaching experience teacher; It is usually appealing. Commercial textbooks usually have high standards of design and production and hence are appealing to learners and teachers. Contradictory to that, the potential negative effects of the use of textbooks are: It may contain inauthentic language. Textbooks in some cases present inauthentic language since texts, dialogs and other aspects of content tend to be specially written to incorporate teaching points and are often not representing real language use; It may distort content. Textbooks often deliver an idealized view of the world or fail to represent real issues. In order to make fail represented view of material, controversial topics are avoided; It may not reflect students' needs. Textbook are produced in mass amount. That is why; usually the textbook doesn't match the certain needs of the students; It can deskill teachers. If the teacher just use the textbook as an over dominant centered, it can de skill the teacher. It occurs when the teacher is not having improvement in experiencing the class; It is expensive. Commercial textbook that is usually expensive can burden the students in low financial level; Those advantages and advantages gives the redline review for the teacher. If the disadvantages side of the textbook takes a dominant position in the class. The alternative action should be taken, such as adding some materials if there are some of them do not exist in the textbook and etc. Furthermore, what does differentiate the previous textbook curriculum and the textbook of curriculum 2013 especially in language teaching is the approach. The previous curriculum divide each skill competences in the material delivery, but, significantly different to that, the curriculum 2013 use an integrated approach that divide the material into several theme. This is considered more effective in language teaching just like the idea of Oxford (2001) that stated, the integrated approach in foreign language teaching must focus on the integration of language elements like vocabulary, pronunciation and the structure that support the language skill (sundayana 2013). Those two significance differences lead to the textbook construction difference. The textbook of previous curriculum uses the skill in dividing the material in the textbook, they divide listening, speaking, reading, and writing in every material. For the example, descriptive text teaching that is delivered by listening to the descriptive text sound, descriptive speech, descriptive reading, and descriptive writing. Different to that, based on the curriculum 2013framework that has been explained above, the textbook of English curriculum 2013 is constructed by referring to the basic competence in the syllabus. It is constructed as an integrated language material that integrates all language skill such as listening, speaking, reading, and writing into one thematic material. For the example, the language teaching in the first grade of senior high school with the theme "I am going to…". In this theme the material is given to lead the students to explore their language skill. By this theme, the teacher indirectly teaches listening, speaking, reading, and writing in the same time. In condition where there it is lack of trained Teacher, textbook has a vital position in language teaching (Williams 1983). This statement also strengthens the urgency of a well evaluated textbook because of the importance of the existence of textbook itself in the language teaching. The criteria of evaluating the textbook is also take a big role in defining and evaluating the textbook for the betterment of the language teaching. The criteria to build the instrument should be relevant and based on the trusted sources. Since it is important, this evaluation of the textbook should be done especially for the stakeholder of the teacher. The teacher could be given some practices in evaluating the textbook in order to figure out whether the organization of materials is consistent with the objectives of given English curriculum (Williams 1983). The statement of this English education scientist indirectly also shows us that the consistency between the objectives of given English curriculum and the organization of materials is holding an important urgency in the English language teaching. This could be the foundation in making an instrument to define an appropriate textbook based on the curriculum. Besides, there is a valid instrument for evaluating the textbook, including English textbook for senior high school. This instrument that is made by BSNP (Badan Standard Nasional Pendidikan) contains some components of textbook which are arranged based on characteristic of English learning and the criteria of English textbook development (Widiyawati 2012) . The textbook evaluation instrument made by BSNP consists of three main components; the feasibility of the content of the evaluated textbook, the feasibility of the language use of the evaluated textbook, and the feasibility of the presentation of the evaluated textbook. Furthermore, there are sub-components for each component of this evaluation instrument (BSNP 2007), they are: the feasibility of the content of the evaluated textbook; The feasibility of the language use of the evaluated textbook; the feasibility of the presentation of the evaluated textbook. Curriculum is a fundamental substance in the educational system. It drives how the education would look like and it controls the whole unit of education. For the betterment of education in Indonesia for example, the governance does not just revise improve the front liner of education here is the teacher, the facility, and the maintenance but also, the regular revision of curriculum. This fact leads us to understand that the basic change of education improvement is led by the curriculum. In addition, the recent curriculum has taken a serious focus on the equality of education. The equality of education support the potential talent (Rajakumar 2006). It is also reflected by this new policy of education that equal all the material for all school implemented with the standardized standard competence. This basic competence is the main reflection of the curriculum 2013 itself. All of the material guidelines are stated in this standard competence. Furthermore, as the competition of this new curriculum implementation, the teacher mostly uses the textbook as the main material in English teaching. It is caused by the less trained teacher that wants to give the most appropriate material based on the curriculum. Moreover, the well trained teacher uses the textbook as well as the main guideline based on many kind of reason. This idea is strengthen by the language researcher that stated "They can be given practice in analyzing textbooks in order to find out whether the organization of materials is consistent with the objectives of a given English language curriculum" (Williams 1983). Form this view, it can be seen that the role of appropriate textbook of curriculum 2013 is very fundamental and indirectly it also shows that their relationship is very close and can't be divided each other. There have been some previous studies about the textbook analysis, and some of them found that in certain point, there are irrelevancies between the textbook and the goals of English teaching as included in the curriculum. Those findings are clearly proves that the textbook used by school as a teaching guideline has a possibility to have the irrelevancy between the curriculum and the materials in the textbook itself. As the first example, a research conducted by a graduate of State University of Surabaya have found that there are some speaking indicators that are not covered in each unit of the textbook entitled " Mandiri: Practice your English Competence". For example, two indicators of basic competence 2.4 in Chapter 3; and two indicators of basic competence 2.3 in Chapter 6 (Xingli 2013). The second research is also conducted by the graduate of State University of Surabaya. Several text in the textbook entitled "kumpulan kegiatan siswa Bahasa Inggris" designed by Surabaya MGMP team have not fulfilled yet the requirement of the generic structures and the linguistic features yet as stated in 2004 English Curriculum (Sari 2007). Then, the last example of research is conducted by Meta Chairani, the undergraduate of Muria Kudus University (UMK) entitled "The Analysis of English textbook Based on Competence based Curriculum (CBC) for the First Year of Senior Higfh School Published by penerbit Erlangga and PT. Intan Pariwara. Different with the two previous research example, this research was comparing two different textbook to know which one is more appropriate to the curriculum. The result of this study is both of the textbook are fairly good, but only the book of PT. Intan Pariwara entitled "Bahasa Inggris Kelas 1 SMU" was appropriate in content and evaluation to cover the objective of Competence Based Curriculum (Chairani 2011). So far, based on the examples of researches above, it has been clearly found that there are some irrelevance between the textbook and the curriculum starts from Competence Based Curriculum (CBC) that was implemented since 2004 to 2006, and the Unit Level of Education Curriculum (KTSP) that was implemented in 2006 to 2013. This kind of evidences shows us that there is a big possibility of the textbook published by the Government that does not match with the curriculum in certain point. Of course, it is included the textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha as a guideline to implement the Curriculum 2013. This is the main reason why the researcher would like to conduct this study. RESEARCH METHODOLOGY Research Design This study is designed to answer the research question as stated in the Chapter I. It focuses on analyzing the conformity of the material in English textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha to the basic competencies in the syllabus of curriculum 2013. This English textbook is used by SMAN 18 Surabaya in the first year of curriculum 2013 implementation. Based on the objectives and the aim of the study above, this research is designed to analyze the English textbook that has been a phenomenon. Until nowadays, there is not any legal curriculum 2013 English textbook for senior high school published by the government. Since this study is descriptive qualitative research, the analysis of the study is presented in form of words rather than numbers without any statistical calculation (Fraenkel JR & Wallen, NE 1990; McMillan (as cited in Widiyawati 2012). Besides, this study is also documentary analysis research in which it describes the data gotten from the research instrument in detail and deeply. Object of the Study The Subject of this study is the English textbook for the first graders of Senior High School entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha. It was published in 2013. The materials in the textbook are organized in form of chapter in which the four skills of English such as Listening, Speaking, Reading, and writing are integrated to be one thematic chapter. There are seven chapters that cover one semester material, they are: I Live in Semarang, Wow! You Look So Pretty! , Are You Ok? , I'm Going to…, Congratulations, Simple Past Tense and Simple Present Perfect Tense, Descriptive Text. As stated above, those themes provide integrated English materials that also integrate the four skills of English. Data of the Study The data of this study are all of the English learning material presented in this textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha that covers one semester program of the first grade. The data are in the form of dialogues, passages, monologues, tasks, activities, instructions, tables, and etc. The textbook that is being analyzed contains seven chapters that are elaborated into 64 pages. Research Instruments As a device to collect the data, the research instrument is very important. It is a device to collect the data from the object of the study. As a descriptive qualitative study, the data of this study are in form of words rather than numbers in which the researcher is the main instrument. The main role of the researcher as the instrument in this study is profoundly to collect and analyze the data as deep as possible. However, the researcher cannot work alone. The researcher is assisted by the other research instruments; here is the field note. Others contrast field notes with data, defining field notes more along the lines of Field note is a daily input made in a field journal to record thoughts, impressions, initial ideas, working hypotheses, issues to pursue and so on. Besides, it is also everything collected in the fieldwork —the fieldwork journal, transcripts of conversations and interviews, photographs, audiotapes and videotapes, copies of documents, and artifacts (Schwandt 2007). In this study, the field note is used help the researcher to record the verbal data of the object of the study and verify the conformity of the materials in the textbook and the basic competences of curriculum 2013. The field notes are in form of table which contain the analyzed data and also the evidence of the materials. The first table of field note contains basic competences in the syllabus of curriculum 2013, basic competence in the analyzed textbook and relevant or irrelevant column. Besides, the second table of field note contains basic competences of curriculum 2013, main materials based on the Syllabus of English curriculum 2013, relevant or irrelevant column and the evidence of materials. Data Collection Technique In this study, the technique to collect the data is document analysis based on the checklist. The analysis deals with the conformity between the English learning material and the 2013 English basic competencies. There are two steps that use two tables in this study. The first is the researcher checks the conformity between the basic competences in the textbook to the basic competences in the syllabus of English curriculum 2013. The second is the researcher checks the conformity between the English materials in the textbook to the basic competences of English curriculum 2013. While it is done, the verbal data is also written in the field notes. After those two steps, the researcher collects the data and the result from the instrument table, after that, those data are analyzed and elaborated. Data Analysis Technique Since the English material in the textbook are integrated, the researcher directly describe the results of the study without any skill dividing in form of words rather than numbers. In addition, there are two steps in this study analysis. The first is describing conformity between the basic competences in the analyzed textbook and the basic competences in the syllabus of curriculum 2013. The second is describing the conformity between the materials in the textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha English and the basic competences in the 2013 English curriculum. RESULTS AND DISCUSSION The results of this study are divided into two parts. The first is describing the conformity field note of the basic competences in the textbook for the first grade of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" to the Basic competences in the syllabus of curriculum 2013. The second is describing the conformity field note of the content in the textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" to the Basic competences in the syllabus of curriculum 2013. The Conformity of the English Basic competences in the textbook to the English Basic Competences in the Syllabus of C urriculum 2013 This part of the results aims to describe the conformity of the basic competences in the textbook for first grader of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" to the basic competences in the syllabus of curriculum 2013. This part is describing the example of field note of Chapter 1 and 2 analyses in which it is described into words to be more specifically explained. The Conformity of the Basic Competences in the Textbook Chapter 1 to the Basic Competences in the Syllabus No. Basic Competence in the Syllabus of Curriculum 2013 Basic Competences in the textbook Conformity 1. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. relevant 2. 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman. 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman. relevant 3. 3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya. 3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya. relevant 4. 4.1 Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. 4.1 Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. relevant As can be seen above, all of the Basic competences in chapter 1 are relevant to what they are stated in the syllabus of English curriculum 2013. The basic competences are stated in the beginning of the chapter in the textbook. They are Basic Competences 1.1, 2.2, 3.1 and 4.1. The evidence of this analysis is a picture taken from the analyzed textbook as follows: The Basic Competences in Chapter 1 of the Textbook The picture above shows some basic competences in chapter 1 of the textbook. The basic competences in the textbook above conform to the basic competences in the syllabus as shown in table 4.1. The Conformity of the Basic Competences in the Textbook Chapter 2 to the Basic Competences in the Syllabus No. Basic Competence in the Syllabus of Curriculum 2013 Basic Competences in the textbook Conformity 1. 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. relevant 2. 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. relevant 3. 3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya 3.3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya. relevant 4. 4.2. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. 4.2 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. relevant Besides, the Filed note above also shows that all of the Basic competences in the chapter 2 are relevant to what they are stated in the syllabus of English curriculum 2013. The basic competences are stated in the beginning of the chapter in the textbook. They are Basic Competences 1.1, 2.1, 3.2 and 4.2. The evidence of this analysis is a picture taken from the analyzed textbook as follows: The Basic Competences in Chapter 2 of the Textbook The picture above shows some basic competences in chapter 2 of the textbook. It can be seen that the basic competences in the textbook above conform to the basic competences in the syllabus as shown in table 4.2. Overall, the study results that all of the basic competences in the textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" conforms to the basic competences in the syllabus of English Curriculum 2013 (see appendix 1). The conformity of the Materials in the Textbook to the Basic Competences in the Syllabus The textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra nugraha are claimed as representing the English Curriculum 2013. This book uses thematic and integrated material in delivering four English skills. Since it is integrated, no more skill dividing found in this book. The thematic and integrated material are delivered into seven chapters, they are: I Live in Semarang, Wow! You Look So Pretty, Are You Ok?, I'm Going to…, Congratulations, Simple Past Tense and Simple Present Perfect Tense and Descriptive Text. This part of the study explains and describes the result of the instrument to figure out whether or not materials in the English textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" conforms to the Basic competences in the Syllabus of Curriculum 2013. The data collection uses table of conformity (see Appendix 2) and the descriptions are divided chapter per chapter. The table analysis of the first and second chapter is presented as the example below: The Conformity of Materials in Chapter 1 to the Basic Competences in the Syllabus NO. Basic Competences in the Syllabus Main Materials Based on the Syllabus Conformity Evidence 1. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman. 3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya. 4.1. Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. Simple spoken text to explain self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant Simple spoken text to ask about self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant Simple spoken text to respond self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant Simple written text to explain self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. relevant Simple written text to ask about self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant Simple written text to respond self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant The table above shows that most of the materials in the textbook do not conform to the basic competences in the syllabus of Curriculum 2013. There is only one material in chapter 1 of the textbook that conform to the basic competences in the syllabus. It is as seen in the picture below. Simple Written Text of self Introduction The picture above shows a simple written text of introduction taken from the analyzed textbook. It conforms to the fourth main material in chapter 1 that represents the basic competences in the syllabus of curriculum 2013. The main material in chapter 1 is Simple written text to explain self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. The simple written text of introduction above fulfills the social function, text structure and linguistic element. The text above reflects the social function in which the students are hoped to get into a relationship among others. The text structures are reflected in form of expressions such as "My name is Arai", and "I am a student in Gemilang senior School". The last is linguistic element is reflected by the topic about family and brotherhood relationship, hobbies, occupation and the text is using simple present tense. The Conformity of Materials in Chapter 2 to the Basic Competences in the Syllabus NO. Basic Competences in the Syllabus Main Materials Based on the Syllabus Conformity Evidence 1. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. 3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya. 4.2.&nb

Issue 7.4 of the Review for Religious, 1948. ; "Review-for Rehg ous J:ULY 15, 1948 The Pres~ence of God . c.A. Herbsf ,An Ency~cllcal on the Lifurcjy . j. P~tz Plus XI! on Bees . ~Aucjustlne.Klaas Giftsto Relicjious-IV ." . Adam C. Ellis LaSallian Formula for Apos÷ola÷e--J.i Brother Charles Henry Book Reviews VOLUME VII Questions Answered NUMBER- ! REVIEW FOR RELIGIOUS VOLU~IE VII JULy, 1948 NUMBER CONTENTS THE PRESENCE OF GOD-~C. A. Herbst, S.J .1.6.9 " AN ENCYCLICAL ON THE LITURG'~--J. Putz, S.2 .1.7.5. OUR CONTRIBUTORS . . ". . 190 PIUS XII ON BEES-~-Augustine Klaas, S.2 .191 GIFTS TO RELIGIOUS--IV. SOME PRACTICAL CASES--, Adam C. Ellis. S.J . 195 QUESTIONS AND ANSWERS-- , 25. Place for Clergy at In~'estiture or Profession .208 " 26. Secret Vote in Council Meetings . 208 27. Extreme Unction for the Aged in "Danger of Death" . . . .208 28. Sister Renounces Right to Share in Father's Will . 209 29. Soliciting Votes Prohibited; Delegates Vote according t'o Own . Conscience . 210 30. Wills by Religious before and after the Code . 210 31. Absence from Public Recitation of Little Office .211 32.~Making the Sign of the Cross 4. . 211 33. Erlenmeyer Flasks as Cruets . . . 212 34. Genuflection after Receiving Holy Communion . . ." . . .212 ¯ THE LaSALLIAN FORMULA FOR A FRUITFUL APOSTOLATE--II.-- Brother Charles Henry, F.S.C . 213 'PENITENTIAL INSTRUMENTS" . . . . . - . 219 BOOK REVIEWS-- Come, Follow Mel; My God and My All .220 BOOK NOTICES . ' . 221 REVIEW FOR RELIGIOUS, July, 1948. Volume VII, No. 4. Published bi-monthly; January, March, May, July, September, and November at the College Pri'ss, 606 Harrison Street, Topeka. Kansas, by St. Mary's College, St. Mary's, Kansas, with ecclesiastical approbation. Entered as second class matter January 15, 1942, aS the Post Office, Topeka, Kansas, under the act of March 3, 1879. Editorial Board: Adam C.'E1iis, S.J., G. Augustine Ellard, S.J., Gerald Ke11y, Ed!torial Secretary: Alfred F. Schneider, S.J~ .Copyright, 1948, by Adam C. Ellis. Permission is hereby granted for quotations of reasonable length, provided due credi~ be given this review and the author. Subscription price: 2 d011ars a year. Printed in U. S. A. Before writing to us, please consult notice on Inside back, cover. "['he Presence of God C. A. Herbst, S.J. dr4-| N HIM~WE LIVE, and move, and are" ()~cts 17:28)? This is | ~the; classical e,x, pression in the New Testament of the presence of God. God s presence is brought incomparably closer'to us in the New Law through JeSus Christ, Our Lord. But this attribut~ is ~brought out strikingly in the Old Law, too. To the father of all believers and the head of the chosen people God said: "I am the Almighty God: walk.before me, and be perfect" (Gem 17:1). "I set the Lord always in my sight" sang the Psalmist (Ps. 15:8). and: "Whither "shall I .go from thy spirit? or whither shall I flee from thy face? If I ascend into ~heaven, thou art there: if I descend into hell, thou art. present. If I take my wings early in the mornirig," and dwell in the uttermost parts of the sea: Even there also_shall thy hand Idad me: and thy right hand shall hold me. And I said: Per-haps darkness'shall cover me: and night shall be my light in my pleasures. But darkness shall "not be dark to thee, and night shall be light as the day: the darkness thereof, and the light~ thereof are alike to thee." (Ps. 138:7-12.) In ~he New Law, Our Lord expressed it perfectly, of course. "If any one love me. he will keep my word, and my Father will love him. and we will come to him, and will make our abode with him" (John !4:23_). "And I will ask the Father, and he shall give you another Paraclete, that he may abide with you forever. The Spirit of truth, whom the world cannot receive, because it seeth him not, nor know-eth him: but you shall know him: because he shall ab.ide with you, and shall be in you." (John 14:16-17:) St. Paul wrote to the Ephe-sians: o''One God and Father of a11, who is above all, and through all, .and in us all" (Eph. 4:6), and to the Corinthians: "Know you not, that you are the temple of God, and that the Spirit of God dwelleth in you?" (I Cot. 3:16) : "Know" you not. that your members are the temple of the Holy Ghost, who is'in you?" (I Cor. 6!19). One can merely mention "here .the inexpressibly wonderful presence of God in the Holy Eucharist and in our hearts in Holy Communion. God is present in three ways, says St. Thomas (Summa I, q. villi, a. 3)'.He is present by His kn. owledge. "Neither is .there any creature invisible in his sight: but all things are naked and open to His eyes" 169 C: A. HERBST Review for Religiotts (Heb. 4:13). St. Augustin~ expands on this a little. "'He is to be " " 170 feared in public and in private. If you walk, He sees you. If yo.u go into the house, He sees you. If the light is burning, He sees you. If the light, is out, H~ sees you. Go into your room. He sees,,you. Withdraw into your own heart: H~ sees you. Fear Him: Him Whosd whole c.are it is that He keep His Eyes upon you. Fear Him and be pure. if you wish to sin, find a place whereHis Eyes are not upon yo,u and then do what you please." (Sermon 132.) This presence of God is most important and practical. That is why we find it emphasized for all Christians right in the beginning of the catechism. "God is,every-where. God sees us ~and watches over us. G6d knows all things, even our rhost secret thoughts, words and actions.': It is a simple truth, too. Cardinal Newman says: "It is my wish to take an ordinary .child, but still one who is s/fie frbm influences destructive of his re-hgious. instincts. Supposing he has offended his parents, he will all alone and without effort, as if it were the most natural of acts, place himself in the presence of God.~. We shall not be wrong in holding that this child has in his mind the image of an Invisible Being, who exercises-a partic.ular providence among us, who is present everywhere, who is heart-reading, heart-changing, ever-accessible; open- to impel~ra~ rion." (Grammar of Assent.) God is presen.t in all things by I/is power. All things are subject. ¯ to Him. He "works" in'all things, "reacheth from end to end mighti-ly, 'and ordereth" all 'things sweetly" (Wis. 8: 1), "upholding, all things by the Word of his power" (Heb. 1:3). St. Ignatius Loyola was deeply impressed by God at work in His'creatures. "Consider how God works and labors for me in all thingS'created on the face' of the earth--that is, behaves like one who labors -as in the hea~,ens, ele2 ments,'plants; fruits,~attle, etc., giving them beir~g, preserving tl~em, -giving them vegetation and sehsation, etc." (Contemplation for Gaining Love.) Without this presence of God we could not do any-. thing; He must concur with "us in every action. "He gives life to all our members by-His intimate presence, and so communicates life and strength to our faculties for their proper actions tfiat H~ walks with ° our feet, heaf~ with'our ears, sees with our eyes, and feels in our whol~'. body. Were He to withdraw, we could not act any, more; we should have no faculties or powers to act left." (Le Gaudier, De Perfectio.n~ Vitae Spi[itudlis, Pars V, Sectio viii, caput I.) How truly we say with I~aias: "Lord, thou hast wrought all our works for us" (Is. 26:1.2). ,lulg, 1948 THE 15RESENCE bF GOD By His essence also God is present in all things in thaLHe created them, gave them their ,very substance and,beihg. "I beseech thee, my son; look upon heaven and earth, andall thai isin them: and consider that God made them out of nothing, and'mankind also" (II Much. 7:28). '.'By him all thinigs consist'" (Col. 1:17). God is more present to usothan we are to ourselves. Lessius the theologian says: "God with all His goodness is in a way more .present to each thing than it is-present to. itself. For He is completely and intimately present to every single particle and indivisible point of the thing,~whereas the thing:itself~ is not completely present to" each single part,,of itself. Neither is one part intimately present to the other, nor is any part present tO the whole." (De Perfectionibus Moribusque Di~inis, Liber II, caput iii). God's presence shines forth from the works of His Handh. "I will behold thy heavens," the works of thy fingers: the moon arid the stars which thou,.hast fbunded. O Lord our Lord, how admirable is thy, name in all the earth" (Ps. 8: 4, 10). "For the invisible things of him, from-the creation of the world, are clearly seen, being understood by the things that are made; his eternal power also, and'divinity'' (Rom. 1:20). The seraphic St. Francis saw God in everything: the birds, the fishes, the Iambs,¯the trees,'the flowers, _fire, the wolf of Gubbio. "At eyery step he heard the thousand-fold Sursum Corda echoing from the works of creation, filling him with the knowledge, the praise, and the love of God" .(Felder, The ldealh o[ St. Francis o~ Assisi, 423). The preserice of God as presented by Sacred Scripture. the theo'- logians, and the saints is a great fact. It is a divine trhth. All solid devotion and genuine piet~r must be founded on'divine truth. But even a ~reat supernatural truth, a divine fact, will have no influence on spiritual living unless we put it to work in our lives. We must realize it, make it real for ourselves. The exercise of the presence ofo God is an aspect 6f recoll~ction.~" "By it we center our ,inner_ "actively.off God p~resent ~with us and in us throughout the day insofar as this ,is c?n_sonant,with the duties of our state in life. We must make our-selves consck~Us of G~d's presence if it is to help us grow in virtue. Wd must '°'wake up and live." We must recall the presence of God. "Sire must advert to it, think of it. We must cultivate this virtue by m~king acts so that it_may become a habit. At first the acts will be fear and sh6rt, as before mentafprayer, for instance. This is recommended in The Spiritual Exercises: "I will stand a step or two before the place where I am about to contemplate or meditate f_or~the Space of an 171 ~. A. HERBST Review for Religious~ Our Father, my mind raised or/high, considering how God'our'Lord sees me, and I will make an act of reverence, or humility" (Third Addition.). This sh6uld be done gently,,Without forcing the imagi-nation or straining the mirid. It is a restin9 in the presence of God. Gradually we can increase the number of times: before all prayer, when we change occupations, while moving down the stairs or through the hall,~and so on. A little ingenuity will find" or make many an occasion for rendering successful" this business of perfection ~s it does for making any business a success. The most common way, no doubt, and the simplest way to recall the presence of God is.by the use of ejaculat~ry prayers. Renewing one's good intentions is another fine means. Occasional short acts will gradually bedome more frequent and longer, and the habit will be formed. Then, since v~e,tr~asure God as oui greatest'good, our thoughts will lovingly turn to Him in those numerous free intervals throughout the day. "Where thy treasur~ is, there is thy heart also" (Matt. 6:21) St. Francis de Sales gives four ways of plating oneself in the presence of God. ~ The first consists in a lively and attentive apprehension'of the omnipresence 6f God. which means that God is in everyt~hing ai~d everywhere, and that there is not any place or thing in this world where he is not most assuredly present: so that, just as th: birds, wh:rever they. fly. always encounter the air. so. wherever we ~o, or wherever we are, we find God present. The second way of placing yourself in this holy present:e, is to think that not only is God in the place where you are. but that he is in, a very special manner in your heart and in the depth of your, spirit, which he quickens and animates with his divine presence, since he is there as the-heart of your heart, and the spirit 'of. yGur spirit. The third way is to consider our Saviour, who in his humanity looks from Heaven upon all'persons in the world, but particularly upon Christians who are his children, and more esRecially upon those who are in prayer, whose actions and be-l~ aviour he observe/, The fourth way consists in making use of the imagination alone, iepresenting te ourselves the Saviour in his sacred humanity, as though he were neat to us; just zs we are wont to represent our friends to ourselves. (Introduction to the Devout Life, II. 2.) The practice of the presence of God was a means to great sanc-tity for Brother Lawrence, a G I of seventeenth cen~tu~y France, who became a discalced Carmelite lay brother cook. The little book of his Conoersatt'ons and Letters is illuminating in this matter and has 'helped many. It may be well, therefore, to hear a few words from him. \ Thus I continued some years, app!ying my mind carefully the rest of the day, and even in the midst of my business, to the'Presence of~Gcrd, whom I considered 172 Jul~l, 1948 THE PRESENCE OF GOD always as wiih me, as in me. At length I came insensibly to do the same thing during my set time of praye~',' which caused in me great delight and consolation. This practice produced in me so high an esteem for God that faith alone was capable to satisfy me in that point. I havequitted all forms of devotion and set prayers but those to which my state obliges me. And I make it my only business to persevere in His holy Presence. wherein I keep myself by a simple attention and an absorbing passionate regard to God. which I may call an actual Presence of God: or. to speak better, a silent and seciet conversation of the soul with God. (Sixth Letter.) He is always near you and with you: leave Him nor alone. You think it rude to leave a friend alone who came to visit you: why, then. must God be neglected? Do not. then, forget Him. but think of Him often, adore Him continually, live and die with Him; this is the glorious empl~oyment of a Christian (Eleventh Letter.) When one deeply-loves another, one longs for him, l~ngs to be "with him. One is happy to be in that presence, just to rest there, though no words are spoken. The lover wants to be with the beloved. This brings great joy. With God, this brings full contentment and peace. Brother Lawrence said: "I know not what I shall become: it seems to me that peace of soul and repose of spirit descend on me. even in sleep. To be without the sense of this peace would be affliction indeed: but with this calm in my soul even for purgatory I would console myself." (Seventh Litter.) Great happiness must come from the ~ertain knowledge that that God is present who loves us beyond measure, who is infinitely ricla so that He can bestow every blessing, infinitely good and willing to give us what is belt for us. This will afford much consolation in time of trial. Men may not know our trials and sorrows, or, if they do, do not understand and do not care. But the ever-present God knows with an infinite knowledge my most secret sufferings. He understands perfectly, living as He does in my very heart. "And He cares. He will sustain and comfort me. But God present with us is infinitely great and holy, too. We must regard Him with profound respect. This, added to great love, gives reverence, a virtue which flows naturally from a realization of the presence of God, a virtue which the world today so woefully lacks. It is that gift of the Holy Ghost called fear of the Lord, that (ear Which is the beginning of supernatural wisdom. In the spiritual life ;c is a tempering virtue and will not permit ~ny undue familiarity in the creature's love for its Creator. This Creator-creature relation-ship, the most fundamental of all religious relationships, must be carefully preserved. Reverence is the etiquette.of the heavenly court. We must follow its norms if we are to act properly in God's presence. It will appear in our exterior not only when we pray but in the 173 C. A. HERBST modesty of the eyes, our poise, gentle, gravity, .custody of~ all the senses, and general external deportment. When I come to realize that the God Who cleated me to'praise, reverence, and serve Him and thus to save my ioul is present with me and in me, I c:innot but feel a deep sense of responsibility. And He has mad~e all else for me, too. I am the king of ~reation. "What is there that I ought to do more tomy vineyard, that I have not done to~ it?" (Is. 5:4). One cannot be too careful to live up to His expecta, tions, one just dare not be wanting in fidelity. Noblesse oblioe. "Un, to whomsoever much is given, of him much shall be required: and 'to whom they have committed much, of "him they will demand the mbre" (Luke~f2:48'). We certainl3~ must see how absolutely futile and stupid it is 'to act out of human respect when the dyes of God are Upon us. But to sin in His very presence, to violate the divine law in the very presence of God thr~eatening eternal death this is the height o~ ir~solence. Even the pure angels tremble in His sight. ,"Know, you not that you are the temple of God, and ~that the Spirit of God' dwelleth in you?' But if any man violate the temple of God, him shall God destroy. For the temple of God 'is holy, which you ar. ." (I Cot. 3:16, 17.) - We might well pray here as Lessius does at the end of his treatise on the immensity of God. "Turn, I beseech Thee, my heart inward to Thee in the depths of my soul, that I may live with Thee, the noise of creatures far away and the tumult of importuning thoughts silenced. May I ever see Thee present, love Thee, venerate Thee, hear Thy Vgice, present to Thee the miseries of my exile and find con-solation in Thee. May forgetfulness.of Thy presence never overtake me, my Light, the Sweetness of my soul! May I never forget Thee; but'always, whithersoeve~ I may turn, may the eyes of my soul be fixed on Thee" (olo. cir., II, iv). Or more briefly with St. Augustine, "Most sweet God, this shall be my agreement with Thee: I shall completely die to myself that Thou alone mayest live in me. I shall be absolutely silent, that Thou mayest speak in me. I shall be per-fectly quiet, that Thou alone mayest work in me." 174 An Encyclical on the Lit:urgy J. Putz, S.J. [EDITORS' NOTE: This article is reprinted with permission from The ~Montblg (Vol. XII, pp. 81-97), Since the official English version of the encyclical Mediator Dei was not available at the time of writing, the author worked on the Latin text and ~he Italian version. The Latin text has no subtitles: thbse given in the-article aie-practically identical wih those added in the Italian version., Part II of the encyclical treats of the Eucharistic Cult. As it is the longest and-most important part, we keep it over for a second article.] 44~mHE liturgical movement will one day be recognized as one~ of ¯ | the most ch.aracteristic phenomena o~ modern Catholicism."1 It, was initiated a century ago by Dora Gu~ranger and has developed as part of the Catholic revival which started as a reaction against eighteenth-century rationalism. At the beginning of the present century it received a new and powerful impulse from the " famous Motu proprio of Pius X. It has: ifievitabIy produced some faddists and extremists who have at times hindered its progress and provoked opposition; but in spite of this it has undoubtedly achieved very desirable and much-needed results. Its influence on the Catholic mind and life is evident: the liturgy is~better understood and appre- ¯ tinted; it is celebrated with greater care and devotion: the sacraments . are better frequented: the laity, to a large extent, has been brought to take a more active part in the Mass and th~ prayer of the Church. and to understand better its own organic function within the Mys-tical Bod~ of Christ. During these last ye,ars, the intense fermentation of Catholic - thought and life; which has been 6he remarkable'effect of the Second ¯ World War in several European countries, has been manifesting itself also in the liturgical field. The fervent activity of theologians and pastors ma~y be expected to lead up to an important renewal of liturgi-cal life. Bu~ impatien~t reformers are calling for ~quick changes and sdmetimes are taking the law into tl~eir own hands. Fads and efaggerations have also become bolder. Noris there complete agree-ment on the line to be followedo Some conceive the liturgical revival as a return to the past, while others, more desirous of a really popu-lar liturgy, stress the need for further evolution. ' Pope Plus XII thought the time had come to make an official ~These are the opening .words of Dora O. Rousseau's Histoi~e da Mouveraent Liturgique, Paris, 1945. 175 J. PUTZ Ret~ieto for Religious ,statement on the principles that must govern the "liturgical renewal,'~ in order.that the liturgy might be (as it should be) not an occasion of strife but°a bond of union. On November 20, 1947, he issued ~ln encyclical "On the Sacred Liturgy," which begins with the words Mediator Dei et hominum. The headlines of some Catholic news-papers have characterized it as a "warning against liturgical e~rrors.': But it is immensely more than that. It is primarily positive and doctrinal--an exposition of the meaning and greatness of the liturgy, and an exhortation to a genuine liturgical spirit. The very first v;rords put the liturgy in its true context: it is a continuation of Christ's priesthood. As a doctrinal document Mediatbr Dei supplements the great encyclical On the Mystical Body, the doctrine of which pervades. every page of it. After having in the previous encyclical made Cath-olics aware of the wonderful nature of the Church, the Holy Father now wants to lead them to a more intense and intelligent participa-tion in the life of the Church, of which the liturgy is the most impor-tant expression. While reproving those who, "too.keen on novel-ties, stray from the path of sound doctrine and prudefice," the Pope" also expresses his sorrow because in "some places the study of the liturgy is too much neglected. Therefore, while restraining the imprfident, whose exaggerations can only "compromise a holy" cause," he wants also to rouse those who are indolent or fearful of any progress. He encourages legitimate p~rogress: indeed, as one commentator puts it, "movement" in the liturgical movement" will date from Mediator Dei.2 After an introduction which ~xplains the reasons that have induced the Holy Father to speak on this matter, the encyclical devel-ops its theme in four parts: (1) the nature of the liturgy in general; (2) the Eucharistic cuIt; (3) the Divine Office and the liturgical year;. (4) pastoral directions. PART I. THE NATURE AND EVOLUTION OF THE LITURGY I. The Priesthood of Christ Continued Man's fundamental duty is to acknowledge and worship the divine Majesty--a duty, primarily of each indNidual man, but also a collective duty of the human community. The perfect cult of God, of which the Old Testament was but a shadow, began with Jesus Christ, the High Priest of the New Testa-ment. His whole life on earth was a priestly life, spe~t in prayer 2Gerald Ellard, S.J., in America, Jan. 10, 1948, p. 408. 176 Ja[~/, 1948 AN ENCYCLICAL ON THE LITURGY" and s'acrifice, consummated on the Cr(~ss; in all His actions He had but" one end in view, the glory of the Father and the,ever-gr.eater .~anctification of men, by which men-in turn give God the glory due to Him. His priest}~ood is to continue: "The divine Redeemer wished thatthe priestly life begun~ by Him in His mortal body should continue throughout the centuries~iri His Mystical Body which is the Church. For this~ end He instituted a visible priesthood to offer everywhere the 'pure oblatiofi,' in order that all men, from.East and West[ freed from sin, might spontane-ously and willihgly ~erve God." The Church, then, continues 'the priesthood of Christ, especially in, the sacred liturgy. She has the~sa'me purpose and function as the Word'Incarnate. By her teaching and her government, by her sacri-fice and sacraments, by her prayers and her blood, she tends to make Christ grow in the souls of men, to build up here on earth that "holy temple" (Eph. 2: 19-22) in which the divine Majesty may receive a' cult Well-pleasing to Him. The liturgy "is the public .worship of the Church, the worship of the Whole Christ, Head and m(mbers. "In every liturgical action, together with the Church is present her divine Founder. Christ isopresent in the august Sacrifice of the altar, both in the person of the~,minister and especially under the Eucharistic Species." He is present in the sacraments by His powkr, which He infuses into them to make them instruments effective of sanctity. He is present, finally, in the praises and .supplications addressed to God, acording to His promise, 'W~ere two or three are gathered in my name, I am in the midst of them.' " The litu~rgical action began with the foundation bf the Church. Wherever there was a group of Christians, there "we find an altar on which 'the sacrifice is offered and round which evolve the other rites that sanctify men and enable them to give glory to God." Among these rites are, first of all, the sacraments; then hymns and psalms for the praise of God; shcred readings; and, finally, the homily by the 6ne who presides at the hssembly: ' As time went on, the cult evolved according to circumstances and the needs of the faithful; it was enriehed' wi~h new rites and formulas. "Thus the priesthood of Jesus Christ is ever active, since the sacred liturgy is nothi'ng bu~ the exercise of that priesthood." 2. Interior and Exterior Cult This section treats the most fundamental problem~of the liturgy, the relation and "tension" that exists between exterior and interior worship, between objective and subjective elements 0f'spirituality~ between: socihl and individual oreligion. The cult due to God is both interior and ixterior. Exterior wor-ship requires rio justification as~ it is natural to ~.man, neclssary for social ~worship, and apt,' to stimulate and intensify/ interior religion. .But the esse~tial_ elsrrient of worship is interior self-dedication, without, hrhich ':religion becomes a vain and empty fdrmalism." (cf. Mark 7: 6: Is. 29: 13). The Chdrch never'separates the two; she wants exterior observances to be the expression 'of a sincere heart ~triving after perfection in the service of God. Theoliturgy " has a special power Of its own to sanctify the. soul. The Eucharistic sacrifice and the sacraments are-efficacious primarily ex opere operato; while the prayers and ceremonies with which the Church has adorned the sacrifice and the sacraments, or the sacra- "mentals, and other rites instituted by the hierarchy, draw their efficacy chiefly° ex oper~e operamis Ecclesiae, "in so far as the Church is holy and acts always in close union with her Head." But this objective power of the liturgy can be exaggerated or misunderstood. Its relation to private prayer and personal effort must be clearly grasped. There are some who, partially inspired by .a legitimate reaction against prevalent individualism; would have us practice an exclusive liturgical or "objective" spirituality, concen-trating on the mystery of the Mystical Body and seeking only to unite ourselves to the liturgy in union with the community. The liturgy with its merging, as it were, of one's personal life in the life of the community is held to be all-sufficient. To it is opposed what is called '~subjective" or individual piety. Under this. depreciatory lab~el are put all religious p.ra~c~tices not strict~l.y liturgical,, as pgiva~te prayer, meditation, asceticism. These ','new ,theories,',' ihe encyclical says, are "false, insidious, and m0st~pernicious.'' Pius XII has ~repeatedly. condemned such° tendencies. He now proceeds to show at length the necessary ufiity ¯ of the two aspects,, objective and subjective, of the spiritual fife.'~ The liturgy requires personal effort and in turn stimulates, it; li~turgical piety,and,,personal piety must vivify one another. Christ's action, v.g., in the Eucharist, produces-its effect onls, with the free co-operation of His members; for "they :ire living members endowe~l with reason and will; they°must., consume the life-giving food, transform it into themselves, remove whatever might 178 ,/ul~/, 1948 AN ENCYCLI~AI:. ON THE LITURGY " . hinder its efficacy." Hence private prayer, meditation, and other 9ractic~es not strictly liturgical, though t1"iey.cahnot replace the Mass ~nd,the sacraments, are most praiseworthy and altogether necessar'¢ insofar_ as ~they aim at enlightening.the intellect, aroi~sing and strengthefiing thd, will, withdrawing the soul fr6mosin, and-turning it ,towards whole'-hearted'service of God--all this through 2esus Christ whose life and power are active in all His members. This personal-activity and:ascetical effort disp6se the faithful to participate more intensely and with greater fruit in the liturgy,--~the sacrifice, the sacraments, and other sacred rites: and the liturgy in turn will further increase tl~ir zest for prayer and Christian abnegation, for :efiergetic c011ab'6ration congre-: gations positively f~rbade their subjects, to make: a will. Those con-s,. t.itu~ions which received papal approval after 1901 usually contain 210. - ' dulg, 1948 QUESTIONS AND ANSWERS a prescription of the Normae (Art. 120): "It is proper, 'however, that, before taking first, tempora~ry vows, each and every"Sistiff free!3r dispgse,,bly will bf all she actually possesses-or may', sub~.eql~ehtly p6ssess.:, °o This article did not absolutely order: the Sister t(~" make. a Will, but it c~rthinly' recomr~ended her°doihg so; and m mosUconL gr~gatiotis this'recommendation was carried~out~. ' ~'-:" ~ ~ ~ " ~ . If a Sister in a.¢ongregati0n had not rhade a will befok¢ tlqeCode, she is ri6t 6bilged~" tb' mal~e one now,~ though she may- d~ ]~ if she wishes. 'HoWever, if Shegdies intestate (withoht ~ will), wh~it~ver property she owns will go to'her r'e, lafi(,es according to tee civil law presc'riptions ~f the State in which she dies. If the Sister did make a will be'foree t~e Codei°sh~ may° not revise it after the Cowdeit h'o u~t t'h~e "pe ~rmission of the Holy See~; or, in, case of urgency when time does riot admit of such recourse, without the pdrmiSsioh of h~r higher superior; or, if that cannot be had, of "her local superior (cf. canon 583, 2°). Article 122 of the Plormae -of 1~901 con~ained'sin~ilar prc~isions regarding the changing°of the will .bf a religious in a congregation. " " : Our rulb prescribes ¢he recffaHbn of ¢he LiHle Office of ' he "Bless-ed Virgin on Sundays and holidays. Teaching cafechefical classes pre-venfs a Sis÷er from saying fhe~small hours on Sunday.mornlncj. Is she obliged fo reclfe a chaplef'df fhe Rosary as a subsfifufe for ÷his parr'of ¢he Office? The answer to this question depends hpon the ~wording of yot~r rul~'~ If°the obligatiozi is put upon the community ~s a Whoi¢; ~th~r~ the Sisters Who are unable to be present at the common recitation of the Little Office are 'not obliged~fo say it privately nor to substitute otherpray~rs in~its:place:,uhless "the--constitutions or the rule explicitly oblige them to do so. On the other hand, if the .obligation of the r~le is;pu.t on~ .the individual "Sist~er, then all are obliged'to sa~, the Little Office,-, either in common, if.that is the custom, or privately if Lhey~ are prevented~by their work from assisting at the common reci-ta. tion.~ They may not substitute other prayers for the Little Office unless the constitu~tions allow them to do so. ~Vhaf is the-proper° manner ~of maldng ,the sign of the cross, and how should the words be dlsffibuted? QuEsTIoNS AND .~NSWERS The Roman Missal (Ritus seroandus. III, 5) has the following prescriptions for the ~ign of the cross to be made by the celebrant at Mass: "When making the sign of the cross he always" puts his left hand below the breast: , . . Blessing himself~ he turns towards him-self the palm of the right hand, and with ~I1 its fingers joined.and exte~nded, he forms the sign of the cross from °the forehead fo the breast, and fron~ the left shoulder to the right." As to the distributlon 6f the words while making the sign of the Cross, there seems to be:no official prescription. Comn~entators on the rub~ics.~are ag,reed in pronouncing~'the word "Father" while t~)uching the forehead, the word "Son" while touching the br4ast, the word "Holy[' at the left shoulder, and the word "Ghost" at the right shoulder. They disagree as to when the word "Amen" is to be Said: while toudhJng the right shoulder a!ong with the word "Ghost"; or by itself after the sign of the Cross has been completed either while joining the hands or while placing them in any other position demanded by a subsequent action." One may follow either opinion. Can you suggest any special kind of cruet which delivers a steady flow without guggllng or splashing, and which makes it easy ~o pour the one ormore drops desired at the Offertory? Try Erlenrneger flasks, ]00 cc. or 125 cc. (about 30 cc. to the ounce). These flasks' are standard equipment~ in all chemistry laboratories., . They are made to deliver a steady stream without guggling. If only one drop is desired, the ,flow is easily' controlled~ ~4 In leaving the altar rall after receiving Holy Communion is it proper f,o, ge,nt~flecf or not? There, is n~thing prescribed regarding the manner of leaving the altar rail after receiving :Holy Communion.' One should follow~the custom of the diocese in which one resides. If there is no custom; it would seerfi advisable not to ~genuflect for the practical reason that usually it Causes confusion among the other Communicants, especially if they are numerous. There-is no disrespect shown to th4 Blessed Sacrament, for the commt~nicant himself is a tabernacle of the Body and Blood of Our Lord, which he has just received. 212 - The LaSallian Formula t:or a Fruit:t:ul Apost:olat:e--II. Brother Charles Henry, F.S.C. III. THE CHRISTIAN TEACHER EXERCISES THE APOSTOLATE WE MIGHT SUM UP the apostolate of the Christian teacher in the" following brief~tatement: to" give to the cl~ildren the spirit of Christianity, which is the spirit of Chris~. St. De La Salle says just that in so many~ words: "God sends the children to you that you may give them the spirit of Christianity." All ~he care of the Christian teacher should be devoted to this work. It is for this end that he is engaged in the apostolate of the Church. That the spirit of Christianity may reign in the lives of our pupils .we must bring them to l~now Our ,Lord Jesus Christ, the truths of His holy ,eligion, and the maxim~ He has left us in the Gospel. We shall accomplish this by our instruction, by our good example, and by our vigilance to keep from them all 'that might sully the purit~ of their souls. 1. The Apost.olate of Teachino =, ~ Since the spirit.of Christianity is the spirit of Christ, we cannot better impart it to our pupils than by presenting to them Him who is the embodiment of that spirit, and by teaching them the truths and the maxims of the Christian life taught by Jesus in the Gospel. Teaching Chr;st "First and foremost, our pupils should know Christ hi~fiself. Christ is the fbundation-stone of Christianity, the head of the body of Christendom. St. De La' Salle solemnly admonishes us "to instruct the children in the mysteries that ,lesus accomplished on earth; that is what St. Paul° calls "laying the foundation of the edifice of the Church.' " He likewise insists that God's choice of us for the apos~ tolate h:~s for end "to make 3esus Christ known and to announce Him. See that you make Him known to those whom you instruct." In one of the few lyrical passages in the writings of St. De La Salle, h~' says: "You are destined to beget 2esus Christ in the hearts of children, and to beget the children to 2esus Christ." ~This knowl- .~" edge must not be a merely historical survey but ""it s~hould lead' them 213 "BROTHER CHARLEs HENRY R~oieto for Religious to unite all their actions to ,those of Jesus Christ our Lord." So important is this-teachifig th=at tl~e Chri~kia~n teacher "must be tireless m announcing Jesus Christ and His maxims. ' " Maxims of the Gospel ' The saint ~rgds most earnestly that we teach these maxims and this fusion~of, the life and thought of Our'Lo[d with the life and thought of the child. No exhortatioh is more frequently reiterated than that of t'eachi_ng the maximi of the Gospel. In the~rule~of his institute, he makes it matter.of0obligation for the Brothers "to bring up the children in a tru~ly Christian spirit0accord_ing, to the rules and maxims .of the Gospel," making it, their "first and .principal care to teach t.heir~scholars the maxims and practices Our Lord has left us in .the~Holy Gospel." Time and again in his meditations he reminds us of this,,important obligation: "You are charged to teach the maxims of tl~e Holy Gospel; it is for that end that God sends the children to you: as a matter of state, you are obliged to teach-these maxims daily."~ .The Christian teacher should keep God in view, exhorting his pupils:~"as if God exhorted by l~im, since he is chosen by God to announce these'truths of the Gospel to young souls.'! "He .should look 6n himself as a visible guardian angel "to lead his pupils to the practice of the maxims of the Gospel, showing them the means pro-portionate to their age, so that being gradually accustomed to this ~ahner of acting in the]~ y6uth, they will be,able when older to practic~them~rom habit' and without difficulty:" The ~founder also points ou~ the,~naxim~ that'should especially be taughti hbrror' of th~ spirit Of 'the ~orld, happiness in persecutions, ~beafing of the-cross, spirit of poverty, not to seek justice after the manner of scribes and Pharisees, ~ , St. De La Salie recognized a dangerous tendency, that has had lamentab!~e results in religious education,-, viz., the;teaching of specu- !ati~r~e! re!igious .truth without making it concrete and practical for the life of the child. Therefore he warns the teacher: "It is not ~nbu, gh.to secure for the children the science of,Ch.ristianity and to. teach,them the mysterids and speculative truths; it is necessary in zd~i~ion ~to make them learn the maxims 9f, Christian riving, which zre fougd through.ou~ the. Holy Gospel. In, o~der.to lead, your pupils .to t~e,~ac.quisition of the spirit of Christianity you ,should teach the pract!ca~l t.r.uths o~ .~e. faith of ,Jesus~ Chris.t. and ~he, maxims ~of the Holy Go~speL.with ",at least as much care as you tea.ch the purely,, specu,o 21~4 LASALLIAN FORMULA FOR ~PO~TOLRTE lative truths. It is in the maxims of Our Lord that ~he Cld~ristian teacher will find the practicgl ~omplement'tb the speculative truths of the catechism, ind the life lessons that should be the outcome of religious truth well .explained and comprehended." Not tha~ the saint advocated the neglect bf the truths of 'faith. He frequentiy remi~ids us of~the importance of teaching the catechism and the sacred truths of the Creed. "If you wish your ministry to be as Useful tb the Church as it can be, you should teach your pupils the fufidamental truths of religion, following ther~ein the example of the apostles, which is that of Jesus Christ Himself.". ~ 'The Ho;nousness 'of Sin ~.An aspect of this practical teaching of the truths of faith is the saint's insistence on the duty of :the Christian teacher to inspire a horror of sin in his'pupils. It is a point of rule for his Brothers "to give the children a'greathorror for sin and for all that can make them losel purity/' "Consider. that ~the ~end of'the icomin~ of the Son of God into this world having been .the destruction of sin, that oul~ht also .to be the end of the institution of the Christian schools and con-sequentl~ r the first object .of your zeal." To be practical, he urges us especially to in'spire our pupils wit5 a horror'of evil i:ompany .that so, quickly and e~sily ~corrupts the best morals. He likewise urgds us to "inspire the pupils with~a horror for~th~ wisdom~of, the world~ which is,only a cloak for sin,. from which we cannot do too,much to preserve them." We must riot neglect to correct childrdn of their faults, for thisisa mbans of teaching them the.evil of sin. , .T~his0 then, is~,the first means,;of ~exerciiing .the apostleship that God~.and the Church confides~t0 us: to teach our pupils thd life les-sons taught by Christ's words and examples, to give thein a knowl', edge of both the sp, eculative and practical truths of Christ's. revela-tion, and to inspire them with a. horror for sin, which is diametri. cally opposed to Christ and the spirit of Christianity. But .in addi-tion to the teachifig of the spoken~word, there is also the teaching o,f e~xample and zealous but discreet vigilance. 2. The Apostolate of Good Example° If the example of the Christian teacher were to cry aloud that he is not himselt; a model of that which he teaches, no good can come of his'efforts. On the other hand, "what power and efficacy there is in example to convert souls and make them advance in perfection." Being called to labor for the salvation of souls the Christian teacher 215 BROTHER CHARLES HENRY " Revieto [or Religious .~sn ~ct begin by giving good example in order to gain them to God." In fact, he should be convinced that he is called to be a saint of uncommon sanctity since it is his mission, "not only by the words of salv.ation that he should daily address to his pupils but likewise by his good example, to'communicate sanctity." The whole~ burden of this thought the saint has summed up in one pointed, unequivocal. °~tatement: "You. can do nothing better in instructing your pupils than to edify them." 3. The Apostolate of Vigilance St. De La Salle addresses to the Christian teacher that solemn and terrifying warning of St. Paul: "You watch as having to render an account of their souls," The teacher labors as a.co-operator with Christ, -. tbe Good Shepherd, and like Christ he should-watch that none of the~sheep perish. He should examifie himself, asking,him-self. frequently: "Have I had such vigilance over tbeir conduct as to. prevent their doing the least wrong in my presence, andhave I fur-ni~ hed them with motives to avoid evil when they are far from my care?" The vigilance of St. Leo, a chief pastor of the Church, should inspire: the.Christian teacher, whose apostolate associates him with the pastors of the Church, to be watchful to prevent any evil from hindering the pupil's development in piety. It is because children are weak and lacking in understanding that God has appointed the "Christian teacher to be their protector, to watch over them lest any-thing tarnish their virtue, and to conduct them safely through the midst of all the dangers of the world. "Ask of God today the grace to be so vigilant as to take every means to prevent their falling into serious sin. Ask to be such guides that you will remove far from them all that can be an obstacle to the good of their" souls." IV. Tr~E SPIRITUAL LIFE OF THE CHRISTIAN TEACHER RENDERS HIS APOSTOLATE FRUITFUL The f6und(r of the Christian Schools would have the Christian ¯ teacher .to be keenly aware that only God can give ,the increase of grace and salvation. The teacher plants the good seed of word and example; God makes it fructify. But God demands that the seed be watered by the spiritual life of the teacher. St~ De La Salle insists, in season and out of season, on the vital importance of the spiritual life of the teacher that his apostolate may bear frui~ in souls. He espe: cially, emphasizes the . importance of prayer, mortification, detach-ment, and ~alth. 216 duly, 194 g LASAL~.IAN FORMULA FOR APOSTOLATE I. Pr,,a~er, especia[[~':Mental Pra~ter ' The saint devotes the meditations of the Rogation Days entirely to the importance of prayer, devoting that of Rogation Monday to -prayer for our pupils. The teacher should pray for the spiritual needs of his pupils that his instructions may bear fruit in them, :and, that they may be successful in the important affair of saving tl~ei~ imfi~ortal soul~: In the second point he urge.s us to have recourse to God to supply all those things which our human efforts cannot ach;.eve. But it is not only our direct prayers, for the students that are needed to make our apostolate bear fruit. It is our personal-prayer, our personal, daily converse with God. If the Christian teacher is to know how to lead his pupils to God he must first know God well himself. Th~s knowledge, of God is -gained b~y intimate contact with Him ir~ player. The obligations of his state "should engage him to be most assiduous in prayer that he may obtain from God the graces he needs." He will be faithful to sacred duties only in the measure that he is faithful to prayer. Since the daily work of the teacher becomes a continuous immolation and martyrdom, he must clothe himself with Christ for strength; and this is accomplished in mental prayer. In'prayer the teacher becomes a branch attached to Christ, the Vine, and draws from Him th~ means of producing fruit in his ministry among the pupils. Where else can the teacher obtain that uncommon holiness that he needs in order to sanctify his pupils, except in interior applicatio.n to prayer and fervor in his daily spiritual exercises? Ability in the art of speaking to God is'the secret of that eloquence that will gain souls for God. When the Christian teacher mounts daily to God by :men~al prayer, "he descends, equipped with what he should teach his pupils. It is in this holy exercise that he becomes skillful" in his~ apostolic work." '2. Mdrtification The link between prayer and mortification is indicated by St. De La Salle in the brief statement, "Frequently, prayer Withou't mortification is an illusion." He urges self-denial as a source of strength in prayer and as a means of attracting the divine benediction on the apostolic labors of the teacher. In St. John the Baptist, the Christian teacher will find.both a model and an incentive. "It was the example of his austere, retired life which gave him the power to -gain hearts and lead them to do penance for sin. You have the grace of 217 BROTHER CHARLES HENRY " Review for Religiou:s .being a successor in his ministry." The same is true of all the saints who have worked so successfully for the salvation of souls: "It is by theirs,. ~ mortified lives that the~; have produ~ce~ great fruito, in their min-istry." The great good that St. Basil was ~able to accomplish in the Church.Was due t6 his practice of solitude and fasting. ~'Nothing will aid you more, if you wish to do gre~t good to souls in the exer-cise of your ministry." "God gives us three means to prepare our-selves to teach our charges effectively. First we must study to have the knowledge requisite for the instructor of youth; .then we. must frequently give ourselves to prayer; thirdly, we'must practice mor-tification." 3. Detachment "If-you wish to be worthy to be employed in the salvation of Souls, be detached from all, and~the grace of God will be showered on you for yoursdf and for others. One has no idea how capable of doing good in the Church is he who is detached from all The two means most appropriate for doing good to souls are regularity of life' and detachment. Since the teacher is called to elevate children in piety, he ~hould live in complete detachment. This places him in a state to work usefully in his employ." The detachment inherent in poverty is e~pecially efficacious in making the Christian teacher suc-cessful in his aposto

A~ & & rczejty coTlheoo MAY, J899 Oettysbmr ercory CONTENTS. " She Stoops to Conquer," 81 A Lesson from an Inscription,. 86 America in the 20th Century,. 90 Wages of Massachusetts and Pennsylvania, 92 Moral Growth in College 9S A Bicycle Episode, 98 In Memoriam, Adonais Eycidas, 101 Editor's Desk 106 The Qualities of Present-day Wit 108 History of the Phrenakosmian Society.—1831-1882 no r FAVOR THOSE WHO FAVOR US. For Fine Printing GO TO ^illS The J. E. WIBLE m .PrintinQ Rouse Carlisle Street, GETTYSBURG, PA. C. B. Kitzmiller, Dealer in Hats, Caps, Boots and . Douglas Shoes GETTYSBURG, PA. J. H. Myers, Fashionable Tailor, Clothier and Gents' Furnisher. The best place in town to have your Cloth-ing made to order. All workmanship and Trimmings guaranteed. No charge for re-paVrsamlVessing for one year D.™ and Repairing a specialty. Ready-maae Clothing the largest stock in town Up-to-date styles. Bicycle Suits and Breeches Headquarters. 11 Baltimore St., Gettysburg, Pa. R. A. WONDERS, Corner Cigar Parlors. A full line of Cigars, Tobacco, Pipes, Etc. Scott's Corner, Opp. Eagle Hotel. QETTYSBURQ, PA. EDGAR S. MARTIN, Fi^CIGARS AND SMOKERS' ARTICLES. Chambersburg St., Gettysburg. ~JOHN M. MINNIGH, Confectionery, lee, .ndiee Cream* Oysters Stewed and Fried. No. 17 BALTIMORE ST. Like to ////// lam Spanish ? 2z An easy lan-guage to learn. Hossfeld's Spanish Method. Self-teaching. Sl.00 S"a"ish-English,English-Spanish Diction y. SI.00 HmsleWs Italian Method. Self-leaching. SI.00 Italian-English, English-Italian Dictionary. S1.00 IlossfehVs German Method. Belt-teaching. SI.00 German-Eiiolish.Higlish-GermanDictionary.^.m IlossfchVst \h Method. BclMnohiiig. $1.00 French-English, English-French Dictionary. $2.00 Brookt' \st Latin Hook-. SOcts. Latin-English, English-Latin Dictionary. 82.00 Urooks' 1st Greet: Lessons. 50 ctB. Greek-English, English-Greek Dictionary. S3.00 Literal Translations of the Classics—Latin, Greek, German, French. Eighty-live volume*, told separately, fiO cts. ea-c-hh,. Sendfor Int. HTHDS & NOBLE, Publishers t-5-13-14 Cooper Institute N. T. City Schoolboohs ofall pub- orsome other lishers at one store. 1////////// y\ language? .THE. GETTYSBURG MERCURY Entered at the Postoffice at Gettysburg as second-class matter. VOL. VIII. GETTYSBURG, PA., MAY, 1899. No. 3 Alumni Editor. REV. F. D. GARLAND. Editor-in- Chief. J. FRANK HEILMAN, '00, Assistant Editors. IlUTHER A. WEIGLE, '00. S. A. VAN ORMER, '01. Business Manager. Assistant Business Manager. JOHN K. HAMACHER, '00. CLARENCE MOORE, '02. Advisory Board. PROF. J. A. HIMES, LIT. D. PROF. G. D. STAHLEY, M. D. PROF. J. W. RICHARD, D. D. Published monthly by the students of Pennsylvania (Gettysburg') College. Subscription price One Dollar a year in advance, single copies Fifteen Cents. 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. 1 "SHE STOOPS TO CONQUER." AS in the world of nature, so in the realm of art and letters, there are varied phases of worth and beauty, different de-grees of excellence. But each separate work of art has its place in the grand whole of earth's literature, its mission to fulfill, just as every part of nature's unity is adapted to meet some one of the many needs, the varying moods of man. In the physical world the valley has a peace, as the mountain peak a grandeur ; the violet a tenderness, as the oak a strength ; the brook ripples ' tighter, while the cataract roars thunder. Each has an individual beauty, each performs its appointed task. L,ethim, to whose soul appeals the awful majesty of nature, stand in wonder at the brink of Niagara, or silent within the shadow of snow-capped Alps. One whose heart responds to a gentler touch may find greater joy in the sunlit meadows, or by a quiet stream. Perhaps he lacks strength to climb the steep mountain I 82 THE GETTYSBURG MERCURY. path, or courage to face the spray from a dashing torrent. Shall he less enjoy the breath of a forest flower, or the voice of a wood-land bird ? There are times when the soul struggles skyward, and stands with a Shakspere on some lofty summit, from whose height is caught a glimpse of the vast panorama of human history; or times when the soul loses itself in the sublime music of a Brown-ing's mighty thought; but there are also seasons where the mind turns for recreation and refreshment to rest by the laughing brook of a Goldsmith's fancy. So to-day we leave the heights of philos-ophy to spend an hour in the pleasant vale of humor. Someone has classified Man as the only animal having the power of laughter, and while the definition is hardly an exhaust-ive one, it is by no means inapt. And surely there can be no more wholesome sound than the audible expression of a pleasant emotion, the merry, ringing laugh whose spirit is everywhere in-fectious, whose very memory is refreshing, the beneficent effect of which can hardly be overestimated. The ancients recognized the value of a cheerful spirit when they ascribed joy and mirth to the Muse of Comedy, and prepared systematic entertainment for the cultivation of the humorous sense. Modern writers of high ability have deemed it not unworthy of their inspired pens to in-voke Thalia. A keen sense of the comical, a faculty for seeing the humorous side of life and depicting it, is everywhere regarded as a happy gift. Perhaps no author has possessed this gift in greater degree than Oliver Goldsmith, and surely no drama of modern times, in apt illustration of ludicrous situations, in the power to provoke expressions of mirth, can take the place of his comedy "She Stoops To Conquer." From the time of its first production on the stage, when it was unanimously granted by an enthusiastic audience chief place in comedy, up to the present time, " She Stoops To Conquer " has won commendation, both for its literary and its dramatic merit. As a play it is essentially a comedy. For tho' the situations are at times so ludicrous as almost to partake of the nature of a farce, yet the plan of the whole is connected, the conversations, while humorous, are not undignified, the incidents, tho' often ridiculous, are never grotesque ; and these considerations, to-gether with the real literary excellence displayed in skillful delineation of characters, in ready adaptation of words to thought, THE GETTYSBURG MERCURY. 83 unite in raising it above the level of mere farce to the plane of purest comedy. The plot of the play, while not entirely original with Gold-smith, is nevertheless handled by him in a new and attractive manner. He is not the first writer to conceive the idea of a lady's concealing her identity from a bashful lover, but the de-velopment of the story is marked by the author's peculiar mode of thought and expression. Some have even seen in the com-plication of events as portrayed a reference to some personal ex-perience, but be that as it may, the characteristic wit and humor, the individual style, are undoubtedly Goldsmith's own. Whether or not he himself ever committed the blunder of mistaking a private mansion for a public inn, we are not called upon to de-cide. But from what we learn of the man's disposition, such an error seems quite consistent—as is the plan of the play—with his per-sonal character. Eet us note the different actors as they pass before us on the stage. With the art of the true dramatist our author has given in the first scene the back-ground of his picture—in this case a chamber in an old-fashioned English country-house—and with a few brisk dashes of the pen sketched an outline of each character. In the very first conversation we catch the spirit of the situation. But a few words from the worthy dame of the house suffice to show us her shallow and rather vain, tho' withal good-natured disposition; her fondness for dress, only surpassed by a partiality toward her wayward son. Nor are we long in recognizing, from the stately manner, the testy temper of the Squire, a typical English gentleman of the old school, one who loves everything old, " old friends, old times, old manners, old books, old wine." A boisterous laugh, breaking iu on the domestic scene announces the spoiled boy " Tony," who throughout the play is destined to be the torment of his indulgent mother, the practical joker and scapegrace generally. The appearance of " Kate " in all the "pretty innocence" of her girlish finery, brings a breath of sweetness into the atmosphere of comedy. Her manner on re-ceiving the news of a lover's early arrival, while showing the dig-nity of her spirit, yet gives us a hint that she is not incapable of playing a dainty trick. In Miss Neville we have a portrait of the ordinary amiable girl of the period, whose love affair, being more conventional than Miss Hardcastle's, lacks the charm of novelty 84 THE GETTYSBURG MERCURY. attaching to that of the heroine. Leaving the mansion for an ale-house in scene second we catch another glimpse of "Tony's" disposition, and in the joke practised by him upon the two gentle-men who, he learns, are his father's expected guests, we find the clew to all the subsequent "mistakes of a night." Of the characters of the two lovers, thus tricked, enough is gleaned in the short conversation to excite a keen interest as to the outcome of the adventure. The play glides on with an easy, rapid movement, introducing scene after scene full of exquisite humor, ludicrous incident, and startling situations, yet all connected by the smoothness of a con-sistent whole. In the scene at the Three Pigeons one detects a spice of satire on the sentimental school of drama, in vogue at that time, a bit of pleasantry quite justified by the attitude of critics toward comedy. In the second act, the amusing sight of Mr. Handcastle training his awkward servants how to behave " when company comes " causes a ripple of merriment, but the quaint courtesy he employs in welcoming his guests recalls to our notice the dignity of the Squire, and makes it quite natural for him to be imperious enough on occasion, and very impatient, in the course of events. His indignation at the conduct of his visi-tors is not to be wondered at! Marlowe with his double nature of impudence and modesty is admirably drawn. What could be more delightfully ridiculous than his first meeting with the heroine ? His stammering diffidence, his embarrassed silence— but " Kate" with woman's keen insight, discovers the merit in him, and with woman's ready tact, evolves a scheme to bring it out. To match her lover's spirit she, too, assumes a double character, and well does she maintain it. Her sparkling wit, her lively spirit, her clever disguise, make the " conquest " a glorious one. Mr. Hastings with the policy of a would-be suitor flatters the the vanity of his lady's guardian with splendid effect. He also makes a friend of " Tony," who, glad to be rid of the " bitter bargain " of his Cousin Constance, is willing to serve Hastings to the last drop of his blood ! For all his mischief the boy is good-hearted, and his efforts of assistance tho' clumsy and bungling are well-meant. The theft of the jewels is eminently characteristic of "Tony." But the climax of the ludicrous certainly comes in the scene at the back THE GETTYSBURG MERCURY. 85 of the garden, when, after driving many miles in a circle, sup-posing herself lost and attacked by robbers, Mrs. Hardcastle falls at the feet of her husband, and begs him to " take compassion, good Mr. Highwayman"—within forty yards of her own door. The crisis past, as is usual in drama the closing scenes are given to making up differences and setting everything right, so that all ends " merry as a marriage bell," and we are left to sup-pose— as fairy-tales say—they " lived happy ever afterwards." In relation to its own time '' She Stoops To Conquer '' easily holds first place among dramas of the eighteenth century. For at the time of its presentation, as we are informed in the Prologue, the Comic Muse was on the point of breathing her last, having been almost smothered by the atmosphere of sickly sentimental-ity and affectation then prevailing. But the fresh, healthful air of Goldsmith's delightful humor seems to have revived her. Hence it is but true poetic justice that the " sweet maid " should award first honor to her rescuer. As regards our time, or indeed every time, little need be said of the function of comedy. All the world enjoys a laugh, and as long as this '' touch of nature '' remains to humanity the pure fun in Goldsmith's play will be appreciated. There is a permanent place—not only on the shelves of the world's library, but also in the hearts of earth's people, for " She Stoops To Conquer." " Sharan." —ANNA R. WBI,TY. Edition Consulted—Harold Littledale-s, with Introduction and Notes. The voice of one who goes before, to make The paths of June more beautiful, is thine, Sweet May! -Helen Hunt. Now the bright morning star, day's harbinger, Comes dancing from the east, and leads with her The flowery May, who, from her green lap, throws The yellow cowslip, and the pale primrose. Hail bounteous May, that dost inspire Mirth and youth, and warm desire! —Milton. ■ 86 THE GETTYSBURG MERCURY. A LESSON FROM AN INSCRIPTION. EARL,Y in June of their Junior year in Pennsylvania College, Will Gray and Harry Brane, as was their custom, left their boarding house immediately after supper for a stroll on the Battlefield. A shower, during the afternoon, had cooled the air, though it did not make walking unpleasant on the avenues. They walked leisurely past the National Cemetery, seemingly unconscious of their surroundings,—they had become accustomed to historic en-vironment,— and soon found themselves on Culp's Hill; where, partially hidden from the slanting rays of the sun by the foliage of the trees, they sat down for a little rest. They were somewhat warm by study, and especially by an ex-amination during the afternoon ; but as they sat here, thoughts of the examination were driven from their minds by the panorama that presented itself to their gaze. Eagerly they looked at the surrounding scenes: before them was that magnificent equestrian statue of Gen. Hancock and the group of monuments that sur-round it, all marking the spot where contending forces struggled. Farther in the distance they could but dimly distinguish the shafts on the field of the first day's fight; through the gathering haze of evening they could yet see the observatory on Big Round Top, and while looking in that direction they saw the emblem that waved in triumph there during the battle lowered over Meade's Headquarters. Feeling the need of more exercise and being somewhat rested, Will suggested that they go to Spangler's spring. Harry con-sented and soon they were descending the eastern slope of the ridge, shut off from the rays of the waning sun but enjoying the cool, invigorating breeze. As they proceeded Harry broke the silence. '' Will," said he, "the inscription on yonder stone fills me with sadness whenever I look at it, or even think of it; it seems too bad that the state of Maryland should have to make the distinction." They stopped and looked at the stone; its peculiar shape had attracted their attention before, but on no previous occasion had the inscription struck Will so forcibly, if, indeed, he had ever thought of it at all. Now he read aloud, '' Maryland's Tribute To Her Loyal Sons." THE GETTYSBURG MERCURY. 87 I Having passed a few comments on the great evil of holding human souls in subjugation, and on the great misfortune that it was started in this "Land of the Free," they walked leisurely on, little dreaming that at the end of their journey their attention should be called to the same inscription on another monument. As they proceeded they commented on the artistic design, the classic figure, the coat of arms, the corps badge, or whatever was particularly attractive about the several monuments along the avenue. Soon they arrived at the spring where they beheld a man sit-ting at the trunk of a large tree near by. As they advanced, the gentleman raised his head from a posture of meditation and said, "Good evening, young gentlemen." The boys returned the sal-utation, observing at the same time that his eyes were full of tears. He presented the general appearance of sadness. Will, extending a glass of water, addressed him, "Do you care for any?" "Thank you," said he, as he rose to his feet and took the glass in his large but pale hand. He was tall and well proportioned, though his face was some-what wrinkled and his hair and beard were gray with advancing years. The thirst of all having been satisfied, the stranger asked, "Are you students at Gettysburg?" Simultaneonsly they replied, "We are." "I assumed as much," said the gentleman, "for my long expe-rience and association with young men has led me to think I can tell students when I see them." "Then you are a teacher, I infer," said Harry. "Yes, I have taught in a North Carolina College since'68;" he replied, and continued, "I find delight in dealing with young men, I enjoy seeing the mental unfolding and the development of man-hood and character, but I shudder when I think of the possible course of each—excuse me, joung gentlemen, I do not wish to— I forget myself sometimes." Here the gentleman was filled with emotion by some thought that we were curious to know because of its effect upon him. While he thus struggled with some inward force there was a profound silence. The shades of night had already begun to settle, and through the leaf-latticed windows of the sheltering foliage we 88 THE GETTYSBURG MERCURY. could see scattered stars. The pale moon was also visible, for the sky had cleared and was without a cloud. The song of the whip-poorwill, mingled with the chirp of crickets and the croaking of frogs made it all the more dismal. As the boys looked upon the struggling man, many thoughts came to their minds, and finally Harry said, "My dear sir, you need not hesitate to point out to us anything that you, with your broad experience, have found detrimental." "Your observation may save us much trouble," added Will. "My story, boys, is the burden of my own heart; and this is, in many respects, the most impressive spot in the world to me. On yonder monument is an inscription that tells the sad story. '' My father owned a few slaves in southern Maryland at the break-ing out of the Civil War, and naturally, he favored the South. My mother, a Northern lady by birth, was opposed to slavery and had long plead with father to free those he then owned. This he would not do. She constantly prayed that her sons would not take up arms against their Nation's flag and fight for a 'curse' to humanity. Her only children, Charles and myself, had frequently during family worship, heard her offer this petition: in fact, we had promised that we would not do so. ' 'To avoid being pressed into the service both of us left home to visit mother's parents in Massachusetts. Before leaving, while on our knees, our mother asked God to give us strength to carry out our purpose. Both of us had graduated at Harvard, my brother in the class of '58 and I in in the class of '59. Charles responded to the President's call for troops and, by request, was assigned to a Maryland regiment. A few days after he left, I received a letter from a former associate of mine stating that I could have a Captain's commission in the Confederate army if I would ac-cept it. At first I spurned the idea, but I could not drive it from my mind. Later, I begati to consider that during the disturbance I could not engage in business, that father's property might be con-fiscated or destroyed, and I would be penniless in the world. These thoughts I could stifle, but when I would picture to myself the officer drawing big pay, and above all wearing epaulets, and holding a commission, I could not resist. I went south and joined the Confederate army ! O, why did I do it! I had gone through the great University and withstood all THE GETTYSBURG MERCURY. 89 temptations : I had abstained from the use of liquor in all forms ; I had done all my work honestly; in short, I had led a practically pure life throughout my college course, and now could not con-quer my desire for vain glory and aggrandizement! I had forgot-ten my mother's prayers and my promise to her. I was deaf, dumb ! I loved the 'Stars and Bars,' because under that emblem I received my honor. O delusive phantom !'' Here he sobbed as a child. Presently he continued,' 'The war progressed; my brother and I both fought here ; I as a captain un-der an unjust flag, a rebellious emblem; he as a private, under the Stars and Stripes of Liberty. He fell here on that fatal day of July '63; I retreated with the army to Virginia, not knowing that, had I listened during the night I might have heard him in his death agony ! He died a hero and a patriot; I lived a rebel. Yonder inscription, 'Maryland's Tribute To Her Loyal Sons,' in-cludes him, but oh! it condemns me ! Mother died during the war and father, a Confederate Colonel, was killed at Antietam. I alone remain, and I often wish I too had fallen on the field of bat-tle in the height of that vain glory and enshrouded in that uniform —wearing those gilded epaulets, that allured me from the path of duty and right. Young men, I came to a realization of my mis-take too late, but I endeavor by my experience to lead others to see the folly of worldly praise." During the recital of these events, their companion spoke with an impressive earnestness. At the conclusion they walked to town together. He gave them his card in exchange, and they left him at his hotel. Deep and lasting was the impression made by this sad story on the students ; so deep and permanent was it that after fifteen years, they refer to it as if it were lately heard. The impression made entered into and influenced the lives of the boys, and the good results are now visible in their ministry. The new-born May, As cradled yet in April's lap she lay. Born in yon blaze of orient sky, Sweet May ! thy radiant form unfold, Unclose thy blue voluptuous eye, And wave thy shadowy locks of gold. ■—Erasmus Darwin. go THE GETTYSBURG MERCURY. AMERICA IN THE 20TH CENTURY. THE history of the world is the sum of the histories of nations. Some have come into being, and like the mist of an early summer's morning, have passed into utter obli-vion ; others into comparative insignificance, yet each working out its own destiny. The story is one; the nations are but chap-ters. The story of the world is the story of a progress which had its beginnings, its marvelous advancement, but which has not yet attained its end. Each century is not only the heir of the past, but the past repeated in an ever enlarging horizon. The nineteenth century has gathered up into itself all that was of permanent value in the eras that have gone ; but is at the same time only the last expression of an impulse that has been strengthening from the beginning. At the dawn of the twentieth century we look out upon a new era in which not might but love shall be the dominant principle. The early stage of humanity made warfare and strife a neces-sary characteristic of the race. The survival of the fittest seemed to be the ruling spirit. But with the evolution of society the pre-texts of war have changed. The stream of history which had its origin on the coasts of the Mediteranean and is fast reaching the remotest parts of the earth, reveals human warfare in an entirely different light. It is the struggle of civilization against the modes of barbarity, each chapter describing its own influence upon society. May we not believe that the brightest chapter of the world's history is the history of America. Our political family is a pecu-liar one. Its citizens are representatives of almost every nation of the world. Men of different languages, manners and aptitudes are here thrown together, the result of which must be a new man. As the florist crosses and recrosses the various species of the lower order until there is developed a new plant of surpassing growth and beauty, so this silent yet continuous process of mixing is de-veloping in the American people a new race which promises to be the greatest factor of the 20th century civilization. I can not conceive that our government is only a fanciful creation of the mind, which like a bubble, floats gently and majestically on the placid bosom of the stream of history only at last to be seized by the swiftness of the tide and hurled against the rock of destruc- THE GETTYSBURG MERCURY. 91 tion. Rather is it the beginning of a realization of the Utopian dreams of the ancient philosophers. We are accustomed to censure the nations of Europe at whose hands our fathers were driven forth to the wilds of America, but we must not forget that such persecution was neces-sary to the ethical evolution of the race. Character can be formed only under freedom from political coercion. Such freedom was guaranteed by the constitution which united the American colo-nists into a great government '' of the people, by the people and for the people." The flower of character is love, which is only another name for altruism, the impulse which makes a man seek for his highest happiness in the welfare of another. And it is with a view to this altruistic spirit that we look for the future greatness and integrity of our land. Do you ask what we have done to merit such high claim. Is it nothing, then, that from the beginning of our existence as a government we have afforded a refuge for the oppressed and wretched of all lands ? Is it nothing that we have sent of our substance to the starving and distressed of far off India, China, and Africa? Is the justice and humanity which we have ex-hibited in our warfares only the passing dreams of a sleeping na-tion ? What was it that caused us to permit those who in our late Civil War wantonly caused the death of so many thousands of their fellowmeu to live in safe obscurity beneath the shelter of a government they sought to overthrow? For shame to those, who in our late war with Spain, could use the revengeful battlecry, " Remember the Maine." This was not the spirit of the nation. I,ove! Eove! was its motto. The great powers of Europe boast of their twentieth century civilization, yet before their very thresholds they permit the per-petrations of atrocities that can be compared to those of the Mid-dle Ages only. Humanity and justice are sacrificed for selfish interests. Not so with America ! The cry of the oppressed for liberty rings across the sea, and like a flash the answer flies back, "In the name of Humanity receive thou it." In the name of Humanity we have taught the world that here the progress of civilization has reached that stage of development where it can no longer permit the rude barbarism of the past ages, but will hurl itself before the iron tread of the oppressors, and having smit-tem them to the earth will yet look upon them with compassion, 92 THE GETTYSBURG MERCURY. and in the face of a glorious victory utter the tender admonition : " Boys, don't cheer, the poor fellows are dying." What though the arts have reared few monuments among us, and scarce the trace of the muse's footstep is found in the path of our forest, or along the banks of our rivers, yet our soil has been consecrated by the blood of heroes, and by great and holy deeds of peace. This the Goddess of Liberty is proclaiming to the very isles of the seas. A government standing on such principles can rightly claim the favor of the God of nations ! There are those who look with apprehension upon the newly proposed policy of the United States. They point us to Greece, whose very hills resounded under the eloquence of a Demos-thenes, to Rome who held the nations of the world spell-bound un-der her material powers. Yet, say they, to-day there is no Greece ; there is no Rome. It is not alone art and philosophy, nor politics and jurisprudence that form the safeguard of a nation. These are only the pharaphenalia of Government. Its true splendor is em-bodied in its ethical character, the ideals which it seeks to realize. It is this which has placed America on its proud eminence. It is this which at the end of the nineteenth century, we offer as our tribute to the new era upon which we are about to enter. Because America is the incarnation of this altruistic impulse, her integrity and stability are assured, and in the coming century she will direct the world's progress toward that far off period to which the human mind looks for the fulfillment of its vision of a perfect social state. —T. J. R., '99. WAGES OF MASSACHUSETTS AND PENNSYLVANIA. IT is surprising to note how that a state so heavily handicapped in the race for prosperity as Massachusetts is, may by good management and good political economy be placed in that en-viable position of being as is claimed, the state that pays its labor-ers the highest wages in the Union. Think of the various difficulties that she has to grapple with. She is compelled to bring all her raw materials, food and fuel vast distances, thus adding greatly to the cost of production, and hence necessarily subtracting from the wages; yet, notwithstand-ing these drawbacks, she stands at the head in the amount of wages paid to laborers. THE GETTYSBURG MERCURY. 93 Of course we must take into consideration the fact that the laborers of Massachusetts are of a comparatively high state of in-tellectual capability, and are as Walker says, "so gifted with mechanical insight and aptitude as to acquire the rudiments of any art in an astonishingly short time," thus by their very con-stitution helping in the race for prosperity. In the case of Pennsylvania, we have a state directly opposite to Massachusetts in many respects. She is not compelled to haul her raw materials, food, fuel, any great distances, for her soil amply supplies the wants of the people. To gain an adequate idea of how the two states compare in the wages paid to laborers, it is pertinent to give some data for the average individual wages of various occupations. The average number of laborers em-ployed in the particular industry and the average amount of wages paid per man per annum are given: ♦INDUSTRIES. Agricultural implements Baskets, rattan and willow ware Blacksmithiug and wheelwrighting Book-binding Man. boots and shoes Boxes, fancy and paper Bread and other bakery products Brick and tile Carpentering* Cotton goods, + Cutlery Foundry, machine and chop products- Hosiery and knit goods Iron and steel Masonry Painting and paper hanging Plumbing and gas-fitting Printing of newspapers Silk and silk goods Tobacco, cigars and Cigarettes S S 2 a d p.- a a & w 787 932 3,257 1,829 69,934 2,710 4,479 3,261 17,092 76,213 1,784 25,027 4,675 1,604 10,384 6,145 4,532 5,996 3,216 2,835 1,895 172 4,773 1,962 7,952 2,503 6,915 1,361 12,727 12,960 1,047 40,635 15,941 86,437 13,854 6,558 4,205 10,658 9,522 18,969 t»a o $570.17 $474.16 $96.01 387.07 422.56 641.29 507.76 133.53 445.67 440.65 5.02 499.75 421.20 78.55 354.94 279.60 76.34 553.96 495.06 58.90 334.39 342.67 707.29 683 51 23.78 344.16 369.29 509 53 484.61 24.92 619.04 592.29 26.75 319.84 296.89 22.95 491.31 563.13 701.75 665.85 35.94 667.33 660.06 7.27 665.73 642.22 23.51 691.19 616.21 74.98 403.10 313.09 90.01 517.63 341.19 176.44 0 K'n 135.49 8.28 25.13 71.82 * Statistics from 11th commercial census. X The difference may be accounted for by the fact that Massachusetts employs six women to one man. The Massachusetts data are obtained from the average reports of 26,923 industries, those of Pennsylvania from the averaged re-ports of 39,339 industries. In Massachusetts the average number of people employed is 485,182 receiving $239,670,509 in wages;in Pennsylvania the average number employed is 620,562 receiving $305,590,003 as wages. The average amount of wages paid a Massachusetts laborer is $494 per annum; average amount paid a Pennsylvania laborer is $492.44 per annum. 94 THE GETTYSBURG MERCURY. I say we wonder how it is that Massachusetts, destitute of agreeable climate, of navigable rivers and lakes, of iron and copper, silver and gold, cotton, wool and other raw materials, of coal, oil, wood and other fuels, wheat and corn, cattle, rice, sugar, fruit and other foods,—is able to pay more to her laborers than is Pennsylvania, which is admirably situated, plentifully supplied with the necessaries of life, with fuel and metals. How is it that Massachusetts being compelled to transport com-paratively all of her raw material can pay these wages ? Let us take a look at the people, at their qualities, and I think we can read our answer there. The people are intelligent, therefore are able to work to their best interests; are, because of their intelligence, capable after a short apprenticeship able to manipulate the most intricate machin-ery ; they are not strongly attached to any given community, but are ready to move about if their best interests call for it; are alert, aggressive, inquisitive, all of which qualities are essential to a la-borer in order that he may get what is properly his. The people of Massachusetts coming the nearer to having these qualities from the theoretical standpoint, obtain the larger wages, as must inevita-bly follow. Seeing now that the Massachusetts laborer obtains the more wages, it is pertinent for us to inquire whether the wage earner of Massachusetts has so much more left over from his earnings after his expenses have been paid than has the laborer of Pennsyl-vania. As has already been mentioned Massachusetts has prac-tically no raw materials, no fuel and no food. She is compelled to bring her raw materials, food and fuel vast distances, and it is undoubtedly true that this necessity of her's to transport her supplies, increases the prices of the things greatly. On the other hand Pennsylvania produces, within her own boundaries, all the raw materials that she needs, hence the retail price of goods is less than in Massachusetts. It is an acknowledged fact that the cost of living is higher in Massachusetts than in Pennsylvania. And since the average wages of the two states differ but by $1.56 in favor of Massachu-setts, we are justified in concluding without further demonstration, that the difference in the wages is not as great as supposed, and that the balance is in favor of Pennsylvania. —H. C. R. THE GETTYSBURG MERCURY. 95 MORAL GROWTH IN COLLEGE. TO those who have had the privilege of spending four years at college the affirmation of "moral growth in college" may-seem somewhat inconsistent with what they experienced. In regard to the individual, as a rule, the opposite is noticeable. We have seen young men, who came from Christian homes and were known to have been active in Christian work before entering college, from the beginning of their course, begin to decline mor-ally and ere long behaving in a manner unbecoming to any pro-fessed follower of the Master. The reason why it is so easy for students to become careless during their college course is obvious. Students in general live in a little world of their own. Many of them are completely iso-lated from society and all are free from the responsibilities of ac-tive life. Those with whom they come in contact, are young, hopeful, and vivacious. The jests and laughter of merry com-panions oftentimes cause them to forget the wise counsel of loving parents and drowns the sound of the still small voice." Other things being equal, our college days ought to be happy days in our life's history. We know, however, that many by forming a wrong conception of what their college days are for and by not heeding the obligations and responsibilities that are in-volved upon them as students, have turned the joy into sorrow, the blessing into a curse, and blighted the hopes of those who loved them best. The failures, that are made in college, are generally due to bad influences that are brought to bear upon students on entering col-lege. Some are very susceptible to the evils that are usually lurking around college and they become contaminated imme-diately. It is very seldom, if ever, that a student, who entered college without conditions, is dismissed for not being able to keep up with his class. If a student has been sick, he is treated very leniently by the professors, and when it is hard for a student to grasp his studies, if his instructors know that he is an honest, hard-working student, he is generally marked so that he can get along with the class; when a student has been expelled, it is quite likely that he has been careless and mischievous and al-though, at times, it may seem hard to do it, still in the end it may be best, for all concerned, that such severe measures are 96 THE GETTYSBURG MERCURY. taken. There is an evil idea that is prevalent in college: the notion that one is not held accountable for what he does morally. Students have been guilty of doing things, that outside of college, would have branded them as criminals. When we consider the matter thoughtfully we can readily see how misleading that feel-ing is. The fact, that what we do during that period is going to influence our future usefulness, ought to weigh heavily with us ; besides we owe it to our friends, to society, and to God, to make the most out of our opportunities and to remember that it is not only a preparation for life but that it is an important part of our lives. Among the different agencies, in college, that are intended to develop the moral side of the student, that of the Young Men's Christian Association is without doubt the one most potent in either preventing him from neglecting his Christian duties, or if he is not a Christian in leading him to accept his Master. The organization stands for all that is noblest and best in elevating the lives of the students to a higher plane of Christian manhood, and judging by the marked success with which it is meeting, it is deserving of the encouragement and prayers of all interested in higher education. For the benefit of the alumni and others who may be inter-ested but unacquainted with the work of the Y. M. C. A. in our own college, we can truthfully say that it is flourishing at pres-ent and the spiritual condition of the institution is considered to be at a high standard. The society has enthusiastic officers and leaders in the different departments of the work, who, we feel sure, will carry on the work very efficiently during the coming year. The improvement, in the moral condition of the college dur-ing the last few years, is recognized by all the older students of the institution, who are interested along the line we have been indicating. There are more students in college to-day with the idea, that to have a good time during their college days does not consist in disobeying divine and college laws, which would be likely to bring them into trouble and disgrace, but that there are innocent enjoyments to participate in, the validity of which is not questionable. Since we have been engaged in writing this article, it has given us pleasure to see the enthusiasm of those taking part in the THE GETTYSBURG MERCURY. 97 different college sports and manifesting what we consider to be true college spirit. The track team men are practicing hard and a good showing for the team can be expected. The baseball team is doing fairly well this spring and gives promise to be an honor to the college. The musical talent of the college has been gath-ering in front of the dormitory during the beautiful spring even-ings and the campus has rung with songs and merry laughter. If you were to have the pleasure of witnessing these scenes, it is not likely that you would have your ears insulted by bad language. We do not wish to create a false impression and have you think that profanity is obsolete around the college, for it is not; but we do not mean to intimate that it is not encouraged but rather is looked upon as detracting from the popularity of those who are guilty of it. We believe that all who are interested in the col-lege will agree with us that its moral condition is very essential, and our desire is that it may have its proper place in college in-terest. Alumni when inquiring about the college affairs ought to remember it, for perhaps the fulfillment of many of your hopes that are centered here is conditioned on the moral influence of the institution. Shall we not encourage and pray for all the agencies that are helpful in promoting it ? c*p The daisies peep from ev'ry field, And vi'lets sweet their odor yield'; The purple blossom paints the thorn, And streams reflect the blush of morn. —Peter Pindar. Among' the changing- months, May stands confessed The sweetest, and in fairest colors dressed. —Thomson. 98 THE GETTYSBURG MERCURY. A BICYCLE EPISODE. ALBERT LATIMER was a young man from a small town of Pennsylvania, who came to college when seventeen years old. Albert's father though not wealthy, was able to send his son to college with a modest allowance for pleasure and comfort. But when Albert left home his father said among other parental advices, " Now Albert be careful of your money, don't spend it foolishly." And I think his words were heeded. Young Latimer was a youth of ordinary ability, he had very good chances of making a scholar of himself, for he was ambi-tious. He had a strong, healthy body, a little above the average build and weight, and, as he grew older, he thought he would de-velop and perhaps become guard or tackle on the "Varsity" eleven. He had other ambitious, however, besides football. He was a plodder and hoped to become a professor upon receiving his degree. His intention was to make the most of his time and this he did. About a week after entering college, when he was comfort-ably settled in his college quarters, he began taking little trips over the battle-field, after his studies for the day were done, visiting some special point of interest each evening. He was delighted with the wheeling the excellent avenues afforded. Ever since he began the study of History in the public schools Abert always had admired "The Battle of Gettysburg" and that was one of the topics he always had "learned by heart." He had heard and read about Devil's Den, Little Round Top, the Peach Orchard, Valley of Death, the High Water Mark, Bloody Angle, and Culp's Hill. Now since he attended a college situated on this great field, he had an excellent opportunity of seeing and learning all about these places, and in less than a week he might have conducted a party of tourists over the field, lecturing as fluently and eloquently as any of the famous battle-field guides. One evening in September he took his wheel and started for Culp's Hill. It was at this place that some of the most bloody fighting occurred. Culp's Hill lies South of the town, and from a distance you can see an observatory on the summit. Numerous monuments mark the positions of the different divi-sions of troops. The earthworks are still noticeable. On the top of the hill stands a small monument that is pointed out to every THE GETTYSBURG MERCURY. 99 visitor because it is the only confederate monument on the field. Spangler's spring is at the base of the hill on the opposite side from which you approach. It was at this spring and over this hill that I ©utfite Complete Catalogue Spring and Summer Sports Free. The Name the Guar-antee." a. ©. Spalftlng 8. JBros. New York .\ Philadelphia •.• Chicago ROWE, .Your Grocer. Carries Full Line of Groceries, Canned Goods, Etc, Best Coal Oil and Brooms at most Reasonable Prices. OPPOSITE COLLEGE CAMPUS. S. J. CODORI, Jr. *M Druggist** Dealer in Drugs, Medicines, Toilet Articles, ^ Stationery, Blank Books, Amateur Pho-tographic Supplies, Etc., Etc. .Baltimore Street. R. H. Gulp, PAPER HANGER, Second Square, York St. COLLEGE EMBLEMS. EMIL ZOTHE, ENGRAVER, DESIGNER AND MANUFACTURING JEWELER. 19 S. NINTH ST., PHILADELPHIA, PA. SPECIALTIES: Masonic Marks, Society Badges, College Buttons, Pins, Scarf Pins, Stick Pins and Athletic Prizes. All Goods ordered through . H.Tilp. Gotrell Leonard! 472-474 Broadway, Albany, N. Y. makers of CAPS, GOWNS and. HOODS To the leading American Colleges. Illus-trated Manual, etc., upon application. Meneely Bell Co. TROY, N. Y. MANUFACTURERS OF SUPERIOR BELLS The 2000 pound bell now ringing in the tower of Pennsylvania Col-lege was manufactured at this foundry. PATRONIZE OUR ADVERTISERS. You can't expect to create the im-pression that yon are well dressed unless your clothes are MADE FOR YOU. Equivocate as you may, the fact remains that ready-made garments lack that air of exclusiveness which custom work possesses. J. D. LIPPY, Merchant Tailor 39 Chambersburg- St., Gettysburg-, Pa. G. E. SPANGLER, j» Dealer in Pianos, Organs, Music, Musical Instruments, Strings, Etc. YORK STREET, 1ST SQUARE. GETTYSBURG. L. D. Miller, Grocer, Confectioner and Fruiterer. Ice Cream and Oysters in Season . . . \9 Zrtairt St., Gettysburg. City Hotel, Main St. Gettysburg. J* Free 'Bus to and from all Trains Thirty seconds' walk from either depot Dinner with drive over field with four or more, $1.35 Rates $1.50 to $2.00 per day. John E. Hughes, Prop. WILL INSUREYQUR^ FAMILY ONEYEAR/ i pA6AINSTlLLNE55.1 PHYSiciANs"& PLUMBERS' BILLS.DUETO IMPURE AIR , iFROMCLOGGEDDRAINS., L To/ifrAiPf/i RLBANY.NYJ flew York. Bos/on. Sanfranc/sco. London. PamJerM Co/o^/je. CALL ON F. Mark Bream, The Carlisle Street Grocer Who always has on hand a full line of Fine Groceries. JfXLd^ .Photographer. No. 3 Main St., GETTYSBURG, PENNA. Our new effects in Portraiture are equal to photos made anywhere, and at any price.

Karen B. Lofgreen, May 9, 2014 ; The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ; The following is an oral history interview with Dr. Karen Lofgreen conducted on May 9, 2014 by Ruby Licona. Karen discusses her time at Weber State as a student from 1951 to 1953 and her experiences as a professor in the Teacher Education department from 1979 to 2005. ; 41p.; 29cm.; 2 bound transcripts; 4 file folders. 1 video disc: digital; 4 3/4 in. ; Oral History Program Karen B. Lofgreen Interviewed by Ruby A. Licona 9 May 2014 i Oral History Program Weber State University Stewart Library Ogden, Utah Karen B. Lofgreen Interviewed by Ruby A. Licona 9 May 2014 Copyright © 2014 by Weber State University, Stewart Library ii 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 University Archives. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Lofgreen, Karen B., an oral history by Ruby A. Licona, 9 May 2014, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Karen B. Lofgreen May 9, 2014 Abstract: The following is an oral history interview with Dr. Karen Lofgreen conducted on May 9, 2014 by Ruby Licona. Karen discusses her time at Weber State as a student from 1951 to 1953 and her experiences as a professor in the Teacher Education department from 1979 to 2005. RL: Good morning. Today is May 9, 2014 and we are meeting with Karen Lofgreen who came to Weber State in 1979 and retired a few years ago and is well and truly missed. My name is Ruby Licona and I am on the faculty in the Stewart Library at Weber State University. Karen, we are very thankful that you are able to meet with us today despite the weather and all the other obstacles. Welcome. KL: Thank you. RL: So, you came here in 1979, were you originally from Ogden? KL: Born and raised in Ogden—one of seven Blair children. Our parents believed in Weber College and although two or three of us had scholarships to other universities, all seven Blair children graduated from Weber College. I had a full tuition scholarship and it was $51.00 or $17.00 a quarter [Appendix Pg. 1 & 2]. I was employed by all of the coaches in the Athletic Office, plus Lawrence Burton, who was Director of Alumni Relations. It was such a fun job. I typed dupliMATS for the National Junior College Athletic Association's (NCAA), monthly publication. I made $15.00 in the Athletic Office and $20.00 a month for typing that publication. RL: It was called dupliMAT? 1 KL: DupliMATS. You used a stationary typewriter and the form was the dupliMAT. RL: Oh okay, it was the name of the form not the name of the process. KL: A dupliMAT was what you typed on. You fed it into a manual typewriter and you couldn't make a mistake because there was no way to correct it. Later, I used a new selectric typewriter with a correction key and that was a wonderful improvement. I graduated from Weber College in 1953 and attended BYU for one year and I graduated from Utah State. I became an elementary teacher in 1954. In the 1960's when the Teacher Education Department was awarded a Carnegie Foundation Grant to write a new teacher education program the faculty moved into the dorms for one year to collaborate on the new program. Five of us, who were public education teachers, came on campus and taught classes for the year. I also taught two summers for Olive McCarthy, a WSU faculty member who wanted to take a sabbatical during those summers. Olive taught the methods courses in art, music and social studies. I loved teaching those classes. RL: This was still in the Teacher Education Department? KL: Yes. Then, in 1979, I was called by Luan Ferrin, Elementary Education Department Chair, who said that Olive McCarthy was retiring and he asked me to apply for the job. I had, during the interim of the time, received a master's degree from BYU, so I began up with a master's degree, but was hired at the time as an assistant professor. You wouldn't hear of that now. RL: No, you have to have a terminal degree for that now. 2 KL: That's exactly right. If a terminal degree is granted in that field. So, I began in June of 1979 in Teacher Education and it was such fun. Caseel Burke, was the Dean of the College of Education and was a wonderful, outstanding leader. We would sit in a faculty meeting—we were only a faculty of seven in elementary education at that time—and Caseel could synthesize into two minutes a 45 minute meeting. He was a wonderful, wonderful leader. Burdett Johnson was the Elementary Education Chair and I reported directly to him. That first year I can remember having a dental appointment, so I went to Dr. Burdett and I said, "Dr. Burdett, I have a dental appointment, is it alright if I go a little early today." He said, "Karen, you're no longer in public education, you're in charge of your life here, so you don't have to ask the principal for permission to leave early." So, I learned a lot. Helena Watson was a faculty member, along with Cordell Perkes, Jimmy Merrill, Rich Blake, Luan Ferrin and Ruth Gardner, and we ran the elementary program. Secondary faculty was Blaine Parkinson, Harley Adamson, Evan Memmott, Blair Lowe, Florence Barton, Dave Cox, Keith Burnett, and Earl McCain [Appendix pg. 3]. RL: That was quite a bit larger than— KL: It was a larger department than ours. Most of secondary faculty specialized in one subject and most of elementary faculty taught at least three. Our staff at that time consisted of Lucy Isaacson and Marian Hines. Marguerite Favero was the Dean's secretary. Evan Christensen was in the library. I think he served in that capacity for nearly 40 years. Janet Lane, Kathleen Newman, Linda Olmsted, who is still a department secretary, and Sharon Allred, who later took Kathleen's 3 place, ran the audio visual lab. It was a wonderful group of folks. We had the Individualized Learning Program (IDP), which really meant that the students worked at their own speed. That's the one that the faculty wrote for the Carnegie Grant. It was an individualized approach to education and for the student who was self-motivated, it was a wonderful program. If the student depended on the classroom lecture and the rote feeding of the faculty, that student didn't do as well in the program. RL: So it was more like the English program at Oxford where you have a mentor, but you work at your own rate. KL: Yes. Our classes were extremely small with about 15 students. I had the best of both worlds because I taught college students and supervised student teacher where I was in public classrooms at least one day each week. I thought how much more meaningful it would be for our students if we could meet in the public school during the quarter rather than on campus. Since I didn't want to change schools every quarter, I arranged with the principals to be in their school for the academic year. I taught the university students lesson planning and methodology and then taught a classroom of elementary students where my students observed. The next day we would evaluate my lesson and the university students would write their lesson plans, peer teach them, receive feedback and then teach the students in the elementary classroom where I would observe and evaluate them. When we moved to semesters, I had more time to teach and observe. I was the first faculty to teach classes off campus in a public school setting. The students in these classes were seniors and they were very serious about 4 teaching and doing it well. As older faculty retired and new faculty members were hired, many of them did not agree with the individualized approach and slowly the old textbook method crept back and the IDP program was phased out. RL: But they still do field teaching. KL: Students do 150 hours of field experience before they do student teaching, so they're in the field a lot as a declared major. I had a tremendous professional career on Weber's campus. When Val and I were students from 1951 through 1953, we had about 750 students and we knew every faculty member and most of the students. I worked in the athletic office and President Henry Aldous Dixon's office was almost directly across from mine. My sister, Betty Bond, was assistant registrar to Clarice Hall and she was in the office next door. I can remember my sister pulled me out of class one day and she said, "Do you know how close you are to graduating with highest honors," and I said, "No." She said, "You have to have straight A's this quarter." I said, "Really?" She said, "Yes," So, with her encouragement we were able to pull that off. It was a delightful time to be a Wildcat and then to come up here as a full-time faculty. It doesn't get much better than that. RL: Now, when you came up here, who was the president then, Dr. Brady? KL: Yes. I served under Dr. Rodney Brady, Dr. Stephen Nadauld, Dr. Paul Thompson, and then Dr. Ann Milner. RL: You had four pretty good administrators right there. KL: Yes I did. I became very well acquainted with all of them. 5 RL: All were very approachable. KL: Oh, very approachable, I should say. RL: Now, who was Dean? KL: Caseel Burke was our Dean when I came and then I served with Dr. Blaine Parkinson, Dr. Richard Jones, and Dr. David Green. Dr. Jack Rasmussen, who been a faculty member left for North Dakota to become a Dean. When he got word that Dean Green was retiring, he called me and said, "Is this true?" I said, "Yes. Put your hat in the ring." We had a fun laugh because when we were hiring him as a faculty member we'd never met and I had to go to the airport with a sign that said, "Dr. Rasmussen." It was hard for me to do that. So, we laugh about that often. I served under quite a few Presidents and Deans. RL: You gave a list of people. Did any of them take a mentoring role when you came up here or were you advanced enough in your career that you didn't feel like you needed that? KL: Higher education is a lot different than public education. In public ed, you're working with a principal every day and that's about as far as you go unless the superintendent calls a meeting or he happens to come in the classroom. So, of course, the Dean was very close to us and each of these Deans, especially Caseel, mentored me well. I learned so much from him. They all played their role, I served on various committees with each President and occasionally he would come in our building, so I knew each one personally. RL: Were you ever involved with the Faculty Senate? 6 KL: Twice. I served two terms on the Faculty Senate. I enjoyed that. I served on the Executive Council for one term. The executive committee met separately and decided the agenda and topics that would be discussed in the Senate meetings. RL: They also decide all the things for the committees to consider during the year and so forth. KL: True. I had forgotten that part. RL: They're very—it's political, but it's also very organizing and influential. KL: And Tom Burton. RL: Oh he was a sweetheart. KL: Tom was a student body officer at Weber College with Val. Val was president and "Honest Tom, the people's choice," that's how he ran his campaign—was the treasurer. I taught Tom's children in elementary school. I think he served at least two terms as Faculty Senate president. RL: I think it might have been three. KL: It could have been. I so enjoyed having Tom as the president of Senate and we understood each other. RL: Did you serve as a liaison for any of the major committees or anything? KL: Yes, of course, The National College Accreditation for Teacher Education (NCATE) was a big thing that we had to go through every five years. We had two departments, elementary and secondary until we merged and became one known as the Teacher Education Department. I was Elementary Chair during one 7 of those reviews and it was a tremendous task to fulfill the requirements of the review, serve as an administrator and also teach a nine hour load. When Janice Fauske became department chair, she gave members of the NCATE committee three hours load and that helped considerably. During my tenure, I served on every NCATE review. I also taught classes in the master's program when it was taught jointly with Utah State. We had concern with this arrangement because we taught most of the classes and Utah State always wanted a bigger piece of the action. RL: And they got the credit. KL: They surely did. We fought the battle with the Board of Regents and although I didn't fight at that level, I fought at the local level to get that changed because we had a very impressive faculty and we were capable and willing to teach the classes. RL: That was still in the days of all the politics where it was flat out stated, "Weber College will stay Weber College and will never grant graduate degrees." Then the teacher ed program took off. I know when I came in 1990, we had three master's programs and that has blossomed and bloomed to quite a few more by now. KL: Yes, we laid the ground work for the masters' programs on campus. RL: And I think when I first got here, there was still a Utah State office over in one of the—I don't remember if it was in the tower or one of the dorms, but it was still here at that time. 8 KL: They wanted a presence on our campus. They still do. I fought for Ogden money to stay in Ogden. I came from a family who believed in Ogden. In 1955, when American Food Store opened on 40th and Washington, they had a contest. The contest winner would receive a new 1955 Chevrolet Station Wagon. You had to write a jingle and you had to estimate volume sales for a year. My father was a salesman for Swift & Company and he sold all of the meat to the local stores. We had that number, and that's a big volume in a grocery store. Val and I wrote a jingle, "We purchase locally, try never to shirk, for buying in Ogden provides us with work." And we won. RL: Oh, you won a new car! KL: We were married in 1954 and bought a new 1954 Buick, so we sold the 1955 Chevrolet and paid off the Buick. I was born and raised with a daily diet of, "We have to support locally," and I still believe that. So, I have a daughter who graduated from our elementary education program and then came back for a master's degree. I was the first female faculty to hood her daughter and that was quite an honor for me. Blair, our son, has an associate degree from Weber and of course Val and I have associate degrees, so we are a Weber State family. RL: You bleed purple. KL: We do bleed purple and I should have worn purple. I didn't know we'd be on camera or I would have worn the school colors! RL: Well, and you're still very active with the Alumni Association, aren't you? 9 KL: Not as much as I have been. I served on the Alumni Board in 1964 when we were instrumental in laying the groundwork for a four year college. That was a wonderful time. Reva Blair was my cousin and she was Chair that year and we fought hard for the four year status. RL: Well, I had seen you and Val at the Dixon Awards. KL: We support as many Weber State functions as possible. We knew President Dixon. Val served as student body president under President Dixon. RL: He got up and spoke under that hat. KL: He did, he told some fun stories, didn't he? RL: Yes he did. KL: He was part of the group that fought when they wanted the college to revert back to the LDS church. He told that story this year, so you're right. RL: Well, because, Weber had been public for many decades. KL: I can't recall. RL: But they wanted to give it back to the church and there was an uprising. KL: Absolutely, which there needed to be and it worked out. I've seen a lot of interesting things. I was here when we became a University. That was a wonderful event to see happen. RL: Oh that big, beautiful meeting that we had where everybody marched. KL: I had forgotten that. Weber State is home to a lot of wonderful people and, you know, a year ago I received an Honorary Degree (Appendix pg. 4) and my 10 daughter-in-law's parents attended from Salt Lake and they're very University of Utah oriented. They've had many grandchildren graduate from Utah State and from BYU, so they've attended a lot of commencements. They came up afterward and said, "This was so delightful." I said, "That's what we're all about here." It's a hometown feeling and I love that about Weber. RL: It is. I think there are people in Salt Lake who need to get past the whole, "Weber High" mentality because Weber State is no longer what it was when it first came up here on this campus. It has grown tremendously and it is no longer a community college or a college, it has become a full-fledged university. The fact that this is very much a teaching campus, I think makes a big difference. KL: Smaller class loads and full professors teaching classes is a song to sing and a sermon to preach! RL: Well, you mentioned earlier that you had been hired as an assistant professor which wouldn't necessarily happen now. I think a lot of things like that have changed over the years and someone else mentioned that pretty much you have to have a terminal degree depending on what field you're in. I know that with librarianship, a master's degree is considered a terminal degree, but we have several people on the faculty here with doctorates because people, if they're worth their salt, are going to want to go on and get more education regardless of whether they can get by on a master's or not. KL: I was fortunate because with a master's degree, I also became an associate professor. They felt that I was valuable to the department because of my 19 years in public education. So, fun story! Lucy Isaacson and Marian Hines were 11 responsible for the Weber Individualized Learning Kit (WILKIT) center. Students were issued a punch card showing the amount they owed for WILKIT purchases. When the card was full, it was taken to the treasurer's office where the student would pay money for the WILKIT packets. Lucy worked in the center for several years and when she retired I was in charge of her retirement reception that was held in the Sage Room. Tom Day, from the Department of Child and Family Studies, came up to me and said, "Are you available today?" I said, "What for?" Tom said, "Well, there are a group of us going to BYU to interview for a doctoral program and we need one more person to fill the college van. I said, "Oh my gosh," I hadn't even thought about that, so I called Val and told him that I was going to BYU with them. We took a written test and then we were interviewed. Within a month, I received notification that I had been accepted. I can remember that next Sunday sitting at the kitchen table—we had two children and the four of us were sitting there and I didn't know if I really wanted to accept. So, I said to the family, "What shall I do?" Of course, they said, "Mom, you just do whatever you feel comfortable doing." I asked, "Would you think any less of me if I decided not to do this?" They all started eating. I had my answer. RL: Didn't get a response, did you? Or maybe you got a response, but it was nonverbal. KL: It was a great program! I joined a cohort group consisting of six students from California and eight students from Utah. Our northern Utah group drove to BYU every Friday and had classes Friday evening until about 10:00 p.m. and all day Saturday and then we'd drive back. We were on campus in the summers and I 12 took a year sabbatical while I was working on a dissertation. Weber was very good to me because even being on sabbatical I still got a percentage of my salary. So, I finished in 1988 and then became a full professor in 1991. It was so worth it. The degree added $500 to my salary! It cost me $30,000 to get the degree. But, it paid dividends in terms of what I did in my professional life and my church life. RL: How so? KL: I served on the Primary General Board. So, when I did training—and we were worldwide, of course—and they would introduce me as Sister Lofgreen, a professor at Weber State University. RL: Dr. Karen Lofgreen of Weber State University. KL: Absolutely. Then it was surprising how many people would come up and say, "I went to Weber, or I lived in Ogden." I believe that was the main reason I got the degree because I don't think it changed my teaching. I was still a teacher who believed in a very practical approach. However, the experience gave me a broader spectrum of knowledge and new innovative teaching methods. Today I'm glad I did it. RL: That's good. Now, the students, when you first got here, I would imagine they've changed over the years. Were there things that you saw as you were here as far as changing student body? KL: I always felt that the majority of our students were here to learn. Occasionally, you would get a student where you had that feeling, "This is a bunch of garbage, 13 I don't need this stuff, just give me the diploma and let me go in the classroom." That was very seldom. I don't think students have changed too much except for the outside pressure of today's world. We still had many in teacher ed who were single parents—most of our students worked, although they should have only worked 20 hours a week, in some instances it had to be more than that. I think that the whole dynamics in the lives of our students have changed. I've been retired nine years and I would dare say that I didn't see a great deal of change in the thirst for knowledge after 27 years than I did when I first came. We were expected to keep up with the times in terms of what was going on in state mandates. I taught my art, music, creativity, and gifted classes mainly centered around what was expected of students when they became classroom teachers. So, I saw dedicated students. I saw a lot of respect for teaching and teachers while I was here. I'll say that in my 27 years a very infinitesimal group of students gave me that attitude, "Just let me out." RL: Are there students from over the years that you keep in contact with? KL: Yes! I am still invited to some missionary farewells of students that I taught whose children are leaving to serve LDS missions and occasionally, wedding receptions. Recently, I received a letter from a graduate of Weber State, who was a former sixth grade student at T.O. Smith Elementary School. She had moved away and become a curriculum development specialist in a district in Seattle and just wanted to renew some memories about sixth grade. It was fun when I traveled for Weber State and presented at conferences I seldom 14 presented that one of our graduates wasn't there. It was interesting to see how far they had progressed professionally and how far away they had moved. RL: So like National Association meetings and so forth? KL: Yes. Dr. Ann Ellis and I did a lot of presentations worldwide on gifted education. Of course, my strong field was creativity and that's a wonderful field. Faculty used to tease me, "Look at Karen, she teachers art, music, creativity, and gifted," I said, "You all made poor choices. I made the good choices." RL: You're bound to come up with some good students in that. KL: You know, the creativity class was an interesting class. It was an all-day class that met the five days during semester break. We began at 8:00 a.m. and we went straight through until 5:00 p.m. In fact, I didn't want to let them off campus during the noon hour, so before the first Monday, I had my class roll, I would call in five students and say, "You're in charge of lunch on Monday. You'll have a five dollar budget and you'll have 22 students." Of course, they had to furnish some things too. As I got into class the first day then I organized lunch groups for the rest of the week. During the week the students never slept. We still talk about that when I get together with students who took the creativity class. It was very hands-on because they finished the week with methods and materials to teach music, art, language arts, science, math and also creative ways to teach them. RL: Now, did you develop this course? 15 KL: Helena Watson developed the course first and then I took it from there. We had a Ukulele program. We played ukulele the first half hour in the morning and I only taught seven chords, but if you know seven chords you can play a lot of songs. RL: You can fake your way pretty well. I remember in first grade being in a rhythm group and knocking two sticks together. KL: We also did rhythm band instruments. RL: It made an impression. I was in first grade a long time ago. KL: We played rhythm band and orff instruments—those are small xylophones that most of the public schools now have. It was a rigorous course, but I taught it during my time. We finished the semester on Friday and then I picked up creativity the next Monday during break. The students could register for it and they had completed three hours of semester credit before the next semester even started. When I served in Salt Lake was when I started teaching creativity on my time. When Helena taught creativity, it was taught one afternoon per week for three hours all quarter. I talked to the Dean and I said, "I would like to buy some load time," because I needed to be in Salt Lake every Thursday. We worked out the schedule and I was able to perform my board duties. The kids loved the class because they didn't have to worry about other assignments during that week. RL: They got their time in and they got their money's worth. KL: We were able to buy 40 ukuleles. Then, we had enough money that we were able to buy cases for them. So, over in the education building, there are 40 ukes. 16 I met the professor who teaches creativity at this year's story-telling festival and I asked him, "Do you use the ukuleles?" He said, "Not yet, but I plan on it." I hope he does. In the public schools ukulele is a fifth grade experience, but if a teacher can play ukulele, they can accompany many of the songs, especially in the lower grades. RL: That sounds like a fun venture. KL: You know, the faculty and staff never knew what I was going to do in the Education Building. After we practiced a while we took our ukes (Appendix pg. 5) and went down the halls and in the classrooms where teachers were teaching and we'd play our ukes and sing a song or two. They all accepted that as they knew what I was like. RL: Now, as far as teacher ed. What were the effects of developing technology? KL: It didn't have a lot to do with my courses. RL: You were able to keep it pretty traditional? KL: In my courses, although I remember Evan Memott used to have the AV lab and he had a computer and that was it. Now, that whole area where he was is a computer center. I became a computer literate in the early 1980's. Cordell Perkes was my boss and one day he came to my office and said, "You have excellent typing skills, I'm going to put a computer in your office" I said, "No you're not." He said, "Oh yes I am." He continued, "Let me tell you something, Karen. When you learn the computer, you'll toss that selectric typewriter right out the window." I laughed at him and said, "Oh, this is the greatest typewriter on Earth." Soon after, 17 Cordell put an Apple computer in my office. I was the first faculty to have the little Apple with the tiny screen. RL: Seven inch screen I think. KL: Was it? I can't remember, but it was the tiniest thing I'd ever seen and that little tiny keyboard! I said to Val, "Oh my word, I don't know if this is for me." Of course, then as we became iMac savvy—and our department was very good, I had a great computer and every two or three years it was upgraded. I'm an Apple person at home. RL: You got to the big iMacs with the big 19 inch screens and the library just recently had a grant and we now have some iPads in about a seven inch and a ten inch, so it goes round about doesn't it? KL: It does. I just have a new iPad that I'm breaking in and it's tiny. I haven't iPhoned yet, but it probably is coming. RL: Got to keep up with the times, it keeps you young. KL: That's true. RL: Now, outside of teacher ed, what kinds of other things were you involved with on campus? You were on the Faculty Senate. Were you involved in any of the strategic planning things in the early 1990's? KL: Yes I was and Tom Burton was a big part of that. There were two goals that I had. One was to get an honorary degree for Wilma Gross. Wilma was the librarian on the old campus. When we moved from the old campus to the new campus, she hauled the complete library in her car. I don't know how many trips 18 she made between 25th Street and Harrison Boulevard. Did you know Wilma at all? RL: I did not. I think I met her once. KL: She was the most wonderful woman and you talk about professionalism, library skills and kindness. I served on the Honorary Degree Committee three or four times and a lot of the younger faculty had no idea who this woman was, but I just kept repeating my story and she received an honorary degree. The tears rolled down her cheeks the morning they hooded her. The second was to name the education building. When I started my crusade the education building was twenty some years old and never had been named. Well, you tell me what teachers we can ask that can afford to give enough money to have a building named after them. Can't do it. So, I had an idea, thanks to Bill Critchlow, who said, "You know the Timpanogos Storytelling Festival?" I said, "Oh, very well, because I know Karen Ashton as she served on the primary board with me." He said, "Why don't we start a storytelling festival and have the Ashton's buy in with the underlying reason being to name the education building the David O. McKay Education Building because Allan Ashton, Karen's husband, is David O. McKay's grandson." In 1994, a group of us went down and met with Karen Ashton and said, "Would you come up to Weber State and give us ideas on how to start a storytelling festival?" Which she did. I don't know when we approached the Ashtons for a donation, but they gave us a quarter of a million dollars. David O. McKay was a principal of Weber Academy and he taught here and he lived in Huntsville. So, that's what started the Storytelling Festival. They wanted me to 19 chair it and they said, "We'd like the first one to be in the fall of 1995." This was Christmas of 1994. I said, "I can't do it, it's too big and if we do it, we want to do it right so let's aim for fall of 1996." We pulled it off. RL: Now, you worked with the library on that. KL: I worked with Diane Wismer. KL: The Timpanogos Festival does everything in tents, so we wanted to use tents. Rental on the three tents was $30,000 bucks. RL: And that was only for like three days wasn't it? KL: Yes, it was a three day festival. We put it on the lower quad just prior to the starting of school in September. The night before it rained and there was a terrible wind. Val got out of bed, put on his street clothes and said, "I'm going over to check those tents." They were fine, but there was so much water the next morning, plus the main broke on the lower quad, so we had that water too. It was horrible. RL: Everybody was sloshing around, needed boots. KL: Oh yes! I thought the festival would be a one-year event, but it just celebrated its 18th year. It has grown in national recognition and it also serves as a recruitment tool for Weber State. That first year we put on a first class festival and were $40,000 in the red. President Paul Thompson said, "Karen, this could really be an outreach for our whole community. We need to continue this." He also told me that the University would pay our deficit and we would start the next year, debt free. 20 The festival steering committee agreed that we needed financial assistance from the community. We started raising money by asking Norm Skanchy to do an original watercolor that depicted storytelling. It took him most of the summer to complete the artwork and since he didn't charge us for his service, we hoped we could sell the original for some seed money for the festival. My sister, Maggie Favaro, is a relative to Jerry Moyes, who owns Swift Trucking Company and lives in Arizona. She called him on his cell phone and she said, "Jerry! Do I have a deal for you!" He replied, "How much do you need, Maggie?" She replied, "Five-thousand dollars." He asked, "What for?" Maggie explained, "You need to buy an original water color painting." He said, "A painting for $5000 must be quite a painting!" Maggie explained the reason and Jerry said, "The check will be in the morning mail." Jerry gave the original to Maggie and during this year's Storytelling Dinner that watercolor was presented to Norman Skanchy. He was thrilled! We not only sold prints of the painting, but Norm also designed the storytelling pin that many people have purchased. We also started the Storytelling Dinner that has helped with expenses. RL: At the Egyptian. KL: No. The first year we held a dinner for the festival steering committee, national storytellers and sponsors in the yard of Dr. Jack and Bonnie Wahlen. The second year we moved to the Eccles Conference Center and advertised to the public. About 100 attended the event and we included stories from the four national storytellers. This has been a very successful event for the University community. 21 The next year between the support of local schools, WSU, and private donors, the festival was nearly paid for when the doors opened. After the second festival, Dean Hurst called me and said that the Stewart Foundation would pay all expenses for the nest year's event. I was ecstatic! When the steering committee was informed of this, they voted to save the Stewart money and through WSU investments gain some interest on the money. The festival was also making a little money each year and with adding this to the Stewart donation it was our intent that someday we could pay the expenses of a national storyteller to come on campus for a year. To the best of my knowledge, that account has increased to where we can bring a national storyteller to campus and have him or her teach college classes and also work with public school students and educators and with parents. The festival continues to grow and has expanded to the Davis campus. The attendance at last year's festival was just over 14,000. RL: The family evening is always so well attended. Children just love it. KL: Isn't it fun? We patterned that after Timpanogos with our milk and animal cracker cookies. Remember Elaine Sandoval over in Continuing Education? She was always in charge of the refreshments and she'd go to stores and get them to donate animal crackers and milk. That was such a fun thing. We honored Karen J. Ashton by presenting the Karen J. Ashton award to a person who had significant influence in terms of either the festival or storytelling. This year Val and I attended some of the story sessions. I M.C.'d two sessions and then we went to the storytelling dinner because the Karen J. 22 Ashton Award was presented to Norm Skanchy, which I should have thought of years ago. If anyone deserved that award it was Norm for all that he did. RL: For all the ideas and— KL: Oh yes and he never charged us a cent. So, probably my claim to fame is the Wilma Gross library degree. When she died, at the viewing her honorary degree, hood and citation were displayed. It meant so much to her. Our building was 33 years old when it finally got a name. We had a big celebration that day. Hundreds of people attended. President Gordon B. Hinckley came from Salt Lake and spoke about President McKay. When we were planning the dedication event, we had a vice president who said, "Oh, we'll just have it in the Wattis building, to which Leslie Moore kept saying, "Think bigger, think bigger." The Browning Center was booked and I received a call from Leslie about ten days before the event and she was laughing and she said, "Guess what." I said, "You don't have to tell me. The prophet's coming and we get the Austad Auditorium." She said, "Absolutely." It was standing room only and we had to turn people away. They dedicated the building in the Browning Center and then everyone come over to the Education Building for tours and refreshments. I was an escort that day and John and Tita Lindquist were in my group. We had really spruced up the building. We had beautiful art and everything was repainted and John said, "Karen, this looks like a brand new building." I said, "John, this building is 33 years old." He said, "I never would have believed it." So, the Storytelling Festival brought about the naming of our building and that meant a lot to me. RL: So that was your big accomplishment. 23 KL: When you're 72 and you've taught 46 years, it's time to hang it up and go and do other things. So that's what I've been doing. RL: What have you been doing since you left? KL: Right now I'm serving on the Capital Campaign for the College of Education. We were instrumental in securing funds for the Boyd K. and Donna Packer Center that was dedicated last May 2013. I was so delighted with the 125th kickoff. RL: Things went off really well, didn't they? KL: I wish everyone could have attended. I talked to Karen Hurst and she said they had to turn people away. But, if you weren't a committed Wildcat before, that night had to do it. Jim Christian wrote and MC'd the program and it was masterfully done. So, I just keep a little finger in the pot. Right now I'm helping the Ogden Symphony Ballet organization to try to induce a younger audience to attend the symphonies and ballets. If you go to the Masterworks Symphonies, those attending are all my age or older and we don't have young people supporting it. So, we're trying to come up with an idea on how we can make that happen. We don't want to lose symphonic music. Good land, we have one of the finest orchestras in the United States. So I serve a little bit here and there. RL: Didn't I see recently that they had some pop performers or popular music performers? KL: They have three pop concerts a year and they each sell out. RL: Is it a younger audience? 24 KL: Oh absolutely. It's Weber State and that 20, 30, 40 age group. A week ago Thursday, they did the music of the sixties. I don't know how the Pops concerts could get any better. Val and I have had symphony tickets ever since we've been married which will be sixty years this fall. The orchestra used to be at Ogden High School and when they moved to the Browning Center, Val and I were one of the first to buy our tickets. So, we've had a rich life. We have two children, Launa lives in Mountain Green and she teaches school in Davis County. She and Reed are the parents of our three oldest grandchildren and our son, Blair, is a pilot with American Airlines and that little family lives in St. Louis. His oldest son is graduating from high school next week. We leave a week from tomorrow to go back for his graduation. RL: Now, was Val also up here at Weber State? KL: Val Lofgreen? RL: Yes. KL: He was a student body president. RL: Oh, but I mean he wasn't on the faculty or anything. KL: Oh no. Val worked for the Department of Defense. He ran their computer system. RL: I didn't know if you had made it a family affair. KL: No, Val has a degree in chemistry and math and he did graduate work in chemistry and then earned an MBA. He taught accounting at night for three or four years at Weber. Other than that, we've kept him pretty busy at home with a wife who had to commute for every degree. 25 RL: Now, you said you had two main goals— KL: Two major goals. RL: Two major goals. Did you have other goals that you weren't quite able to attain? KL: I'm goal oriented. One of your questions was do you have any regrets? RL: I guess that's what I'm trying to get at without using the word 'regrets'. KL: I'll tell you what I wrote. "What regrets do you have? None. If I had it to do over again I wouldn't change a thing." As I spoke at some of our faculty member's funerals—Florence Barton, for instance, retired the 12th of June—wonderful English professor—I spoke at her funeral in November. Burdett Johnson, Luan Ferrin, Ruth Gardner, Helena Watson, Betty Nowak, to name a few, were instrumental in bringing about the growth in teacher education that we enjoy today. Those of us who are still around have an annual fall social in the beautiful yard of Marlene and Keith Burnett. It reminds each of us of those days when we taught together, played together and most certainly laughed together. Weber State was very good to me. Last night as I went through papers in my desk I found an envelope with each of my salary contracts dating back to 1981. I don't know what I did with the 1979 and 1980 contracts. But I do know that my starting salary in 1979 was $18,000. I can remember how excited I was when Burdett called and said, "You have the job and your starting salary will be $18,000." That year I would have made $17,500 in public education, so a nice $500 bonus was great. RL: In those days, $500 was nothing to sneeze at. 26 KL: The largest raise I ever had at Weber was seven percent. Most raises are in the one's two's three's, and sometimes a four, but one year we had a seven percent. It was a wonderful job for me and I don't think I would have hung it up, but my husband had retired and he thought we should serve a mission for our church, so away we went. RL: Well, it's good to be able to talk to someone who has such fond memories and who donated so much time and effort to some of the really successful programs we've had here. KL: Thank you. RL: Thank you for taking the time to come and be with us. KL: Well, I hope it's worth your time. RL: It's the stories, the little stories. You know about storytelling festivals and stuff and it's the little stories that make up the personality of the place and you've added to that. KL: Thank you. Each year Val and I receive letters from the other universities asking for donations. Val and I have degrees from Utah State, University of Utah and BYU, but our answer is always the same, "We support Weber State University." My father's advice of supporting the local economy has remained ingrained in my heart. It thrills me when I meet a student and ask, "Why Weber State?" Since many of these students are from out of state or from other countries, I'm interested in why they are here and how they heard about Weber. The answers are surprising! But most come because of word-of-mouth by someone who had a 27 positive experience at the University. Last year, my niece's grandson from Alabama enrolled at Weber State. I asked him why and he replied that he would be close to his grandma and great grandma and would have some good home cooked food, but the other reason was that he heard so many good things about Weber from friends and family. He lived in the residence halls the first year and loved that experience. This young man is serving an LDS mission now, but he will return to graduate from Weber. I hear these kinds of stories all of the time from people just coming here and being happy and being treated with respect while learning from the best. Kindness also plays a big role in why they are here. That's very important. It doesn't cost a cent. Many times strong friendships develop as a result of mutual respect between teacher and student. My philosophy was that if friendship did develop as a result of good teaching, that's wonderful, but basically I didn't come here to be their friend, I came to be their teacher. A teacher and student are never on the same level. There has to be distance between the teacher and the learner and if that doesn't happen, learning will not take place. RL: It is a team effort. KL: It's a team effort and that desire to want to teach well and learn those skills that are necessary for a productive and caring classroom teacher makes all the difference. You must have that burning desire and that passion, "I chose the right thing and this is what I want to do for the rest of my professional career." Teaching is not for everyone and contrary to popular belief, all people cannot teach. Teaching requires a definite set of skills and relationships and knowledge 28 and when those three don't combine, it just doesn't happen. So, the majority of my students were here to learn and I was here to teach. RL: How many teachers have you sent out over the years, do you know? KL: Oh my glory. I had that figured out once because they asked me and it was into the thousands, but I did teach 27 of my former elementary students and that was wonderful. I taught those 27, plus I taught my daughter, my sister-in-law, Marilyn Lofgreen, and I taught two of my nieces! RL: Did you get to teach some of your students' children? KL: Yes! A few. One semester I had a student from Moses Lake, Washington. When she introduced herself and told where she was from, I found out that she was Dr. T.O. Smith's great granddaughter and the granddaughter of Dr. Smith's son, Vern, whom I dated in high school. She laughed as she said, "You could have been my grandmother!" I discovered that our students were dedicated professionals. When I observed them as they became cooperating teachers to our student teachers that I supervised I was thrilled that they were bona fide teachers. Who gets to do that? Have I convinced you both to go over and register as elementary education majors? RL: I'm getting ready to retire, I don't think I want to start over. KL: I think I'll grant you that. However, I think I was 53 when I began the doctorate program. RL: Well, you got it in 1988. 29 KL: I finished in 1988 at age 56. RL: It's never too late to learn. KL: No, and be in control of your life. Life has its mountains and valleys, but my dad always used to say, "Mind over matter." I keep that as a focal point because sometimes you have to drive yourself into the unknown and it has always worked for me. So, that's my good word for the day. RL: Well, I'm glad to see someone that was here and left with no regrets. KL: Absolutely none. RL: Thank you, Karen. KL: You're welcome. 30 1 Appendix 2 3 4

Jackie's Experiential Learning in Jack Gantos' Dead End In Norvelt Rheza Arief Dwi Piscesa English Literature Faculty of Languages and Arts State University of Surabaya rheza.arief@gmail.com Hujuala Rika Ayu, SS., MA. English Department Faculty of Languages and Arts State University of Surabaya ayuhujualarika@yahoo.com Abstrak Pembelajaran adalah suatu proses mengakuisisi sebuah pengetahuan. Karakter utama di novel ini, Jackie Gantos, mendapatkan berbagai macam ilmu melalui pengalaman, belajar, atau dengan diajarkan oleh orang lain. Di Dead End in Norvelt, proses pembelajaran yang banyak terjadi didapatkan melalui pengalaman. Jackie Gantos mendapatkan pengetahuan melalui pengalaman, hal ini dapat dianalisa menggunakan Kolb's experiential learning. Kolb's experiential learning adalah sebuah metode pembelajaran dengan cara mewariskan pengetahuan secara langsung melalui pengalaman ke dalam diri seseorang tersebut. Tujuan dari thesis ini adalah untuk memperlihatkan proses dari experiential learning di dalam hidup Jackie dan menemukan faktor-faktor yang mempengaruhi Jackie dalam usahanya untuk mengaplikasikan experiential learning dalam kehidupannya di kota Norvelt. Dengan memunculkan proses experiential learning, dapat diketahui bagaimana sebuah pengalaman diwariskan kepada orang lain serta faktor apa yang memunculkan experiential learning. Setelah experiential learning terjadi, Jackie mendapatkan banyak sekali pengetahuan, contohnya cara menggunakan senjata dengan aman, sejarah dari kota Norvelt, idealism dari seorang Eleanor Roosevelt dan lain lain. Proses mendapatkan pengetahuan ini tampak dalam tabel pembelajaran Kolb's dan faktor-faktor yang mempengaruhi terjadinya proses experiential learning dari Kolb's adalah social interaction dan self-realization. Kata Kunci: experiential learning, social interaction, self-realization. Abstract Learning is the acquisition of knowledge. The main character, Jackie Gantos, obtained skills through experience, study, or by being taught. In Dead End in Norvelt, most of the process of learning obtained through experience. Jackie Gantos' gaining knowledge through experience is analyzed by using Kolb's experiential learning. Kolb's experiential learning is a method of learning by inheriting the knowledge directly through experience that happened in a person. The objective of this thesis are to reveal the process of experiential learning in Jackie's life and finding factors that triggers Jackie's effort of applying experiential learning in his life in Norvelt. By revealing the experiential learning process, it can be found out how an experience is passed on to others and the factors that triggers experiential learning. After the experiential learning happened, Jackie gain knowledge on many things such as gun safety, history of Norvelt, Eleanor Roosevelt idealism and etc. This process of gaining knowledge is depicted through Kolb's learning table and the factors that trigger Kolb's experiential learning are social interaction and self-realization. Keywords: experiential learning, social interaction, self-realization. INTRODUCTION Learning is a process of acquiring knowledge through study. This process of learning usually occurs between students and lecturers in a formal educational school. Educational School gives courses and inheriting skillssuch as Physics, History, Chemist, Math and Language from teacher to children. There is also another way to learn something to gain knowledge and increase our understanding about the world. This way of learning is different from the original way of learning such as studying in a school and comprehend the knowledge that our teacher gives. For example, a farmer boy learn how to plough and plant seeds by seeing his father working at the field. After the boy grew up and strong enough, his father ask the boy to help him work at the field. His father showed him how to plough land, watering the field and keeping away birds from destroying the field. This boy gain knowledge through a different method than the original method of studying which is reading books and attending school. The way of the boy learning through experience, from the events of learning through his dad and working to help his dad, is the experiential learning. Experiential learning is a process of gaining knowledge through experience. This knowledge is a result from the combination of grasping and transforming the experience itself. This theory is a well-known model in education. David Kolb in his book, Experiential Learning Theory, presents a cycle of four elements to define the theory. Experiencing problem, observing the critical problem, making a concept of abstract to solve the problem, and actively experimenting to solve the problem. This process leads to a further critical reflection about the experiment and the result of the experiment. This learning theory is a development of various studies regarding to the cognitive development by Jean Piaget and philosophical perspective of pragmatism by John Dewey. Dewey's philosophical perspective of pragmatism is conveyed in his statement based on Kolb's: " If one attempts to formulate the philosophy of education implicit in the practices of the new education, we may, I think, discover certain common principles … To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity ;to learning from texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct vital appeal; to preparation for a more or less remote future is opposed making the most of the opportunities of present life; to static aims and materials is opposed acquaintance with a changing world … I take it that the fundamental unity of the newer philosophy is found in the idea that there is an intimate and necessary relation between the processes of actual experience and education." (1938, pp.19, 20) Based on the statement by Dewey, Piaget developed this philosophy and researched Dewey's perspective into a new method to differenciate the actual learning experience as a set of educational method which invoke a knowledge that build through a relation of experience and education. Piaget's theory describes how intelligence is built through experience. He defines that intelegence is not an innate internal characteristic of the individual but comes alive as a product of the interaction between the person and his or her environment and action is the key point for Piaget. A person who does experiment gathers experience and gains knowledge through the process. In this case, experiential learning studies the process of transforming the experience into a certain knowledge. Just like the saying of Julius Caesar, "Experience is the teacher of all things." (40s BC, Commentaries on the Civil War, 2. 8), this process of experiential learning can be found mainly in the character of Jack Gantos in Jack Gantos' "Dead End in Norvelt".Jackie Gantos, the main character, living his life of summer days in Norvelt and experiencesmany things through his adventure. Summer days are his moments of hunting season with his dad, helping Miss Volker writing obituaries for the local paper, examining dead body in a Morgue which Bunny's dad work, investigating the whereabout of Mrs. Dubicki. This actions is the sets of events that can be analyzed as a process of experiential learning of Jackie in the novel. Jackie is always curious about many things, that is why he always gets into trouble. He is a good boy, but his action sometimes make his mom got a headache. This because Jackie always gets a nosebleed everytime he gets too excited, which is his mother always worried about. His adventure in Norvelt somewhat he must complices with his nosebleed problem. In his adventure, Jackie experiences many things, he knows how to safely lock the gun to prevent it blasts accidentally by learning it from his hunting experience with his dad. He also learn how to write using a typewriter while helping Mrs. Volker to write her obituaries for the local paper. This process of learning gains him knowledge through experience that happened through his adventure. It is a concrete fact that people do learn from their experience and for nontraditional students such as minorities, the poor, and mature adults – experiential learning has become the method of choice for learning and personal development. (Kolb, 1984: 3) John Byran Gantos, Jr., better known asJack Gantos(born July 2, 1951) is anAmericanauthor ofchildren's booksrenowned for his fictional characterJoey Pigza, a boy withattention-deficit hyperactivity disorder(ADHD). Gantos has won several literary awards, including theNewbery Honor, thePrintz Honor, and theSibert Honorfrom theAmerican Library Association, and he has been a finalist for theNational Book Award. His latest book,Dead End in Norvelt(2011) won the 2012Newbery Medal. Jack Gantos received both hisBFAand hisMAfromEmerson College. While in college, Gantos began working on picture books with an illustrator friend. In 1976, they published their first book,Rotten Ralph. Gantos continued writing children's books and began teaching courses in children's book writing. He was a professor of creative writing and literature (1978–95) and a visiting professor at Brown University (1986), University of New Mexico (1993) and Vermont College (1996). He developed master's degree programs in children's book writing at Emerson College and Vermont College. Jack Gantos writing career began when he work together on picture books in college with his illustrator friend. In 1976, they published their first book, Rotten Ralph. Gantos cares so much about children by publishing dozens of book regarding to picture books for kids. In his last novel Dead End in Norvelt, he creates a master copy of his childhood life into a dazzling novel that easy to understand with a portion of historical value to give an early history lesson to children. The main point of this study is the experiential learning that Jackie Gantos experience in his hometown of Norvelt. His dad is a former WWII soldier, he kept possession of many memorabilia such as Japanesse rifle and other stuff of war. This interacts Jackie to play with his stuff such as Japanesse rifle and pretend to acts like Jackie is in a war that is played on the screenplay over the neighbor. The story of the novel continue about Jackie's adventure in his town and learning experience on events such as helping writing historical obituary for Miss Volker, and secretly build an airplane in his garage with his dad. Gantos' novel Dead End in Norvelt focused more on the life of Jackie Gantos that happened in Norvelt at summer of 1962and the social interaction that happened between him and the people in Norvelt. It leads to a great adventure of him, this makes Jackie learns about many topic that he experiences in his life. Jackie lives for a time in Norvelt, a real Pennsylvania town created during the Great Depression and based on the socialist idea of community farming. Jackie's summer of 1962 begins badly: plagued by frequent and explosive nosebleeds, Jackie is assigned to take dictation for the arthritic obituary writer, Miss Volker, and kept alarmingly busy by elderly residents dying in rapid succession. Then the Hells Angels roll in. Gore is a Gantos hallmark but the squeamish are forewarned that Jackie spends much of the book with blood pouring down his face and has a run-in with home cauterization. Gradually, Jackie learns to face death and his fears straight on while absorbing Miss Volker's theories about the importance of knowing history. Based on the explanation above, this study would like to discuss on Kolb's Experiential Learning Theory by focusing on Jackie Gantos character. And this experiential learning theory will guide us on how to elaborate the process of learning by experience that happens in Jack Gantos' Dead End in Norvelt by examining Jackie Gantos character and his social interaction with the people of Norvelt. RESEARCH METHOD This study takes the data source of a novel Dead End in Norvelt, written by Jack Gantos which is published in New York by Farrar Straus Giroux, with ISBN: 978-0-374-37993-3 in 2012. To collect the data, the first step is Extensive Reading. Extensive reading is denoted as reading the text of novel extensively in order to collect the data of analysis, such as narrations, monologues, dialogues, quotations, and so forth. After collecting the data by reading extensively, the second step is intensive reading. This step is used in order to reveal the hidden idea of the novel which is related to the data. After finding the hidden idea of the novel, the next step is classifying the data through the novel which needed in analyzing the data, such as speech, actions, characters, behavior, attitudes, and thoughts. The third step is observation the data. This step is the most important step because this step is used in order to find out the experiential learning. In Dead End in Norvelt, The main character Jackie experiences many things that gain him knowledge throughout the novel. Therefore, the experiential learning is very appropriate to be applied to this study. Last but not least, it reaches the final process of collecting data, which is placing the classified data into the table. It is done to simplify in reading the data for the purpose of doing analysis. After finding the experiential learning through the events that correlate Jackie with the major characters based on the novel, the last step is data analysis. This step attempts to answer the questions subsequently based on the statement of the problems by using relevant theory. Besides, this step also uses the data of the novel Dead End in Norvelt which consists of monologues, dialogues, and quotations. The first statement of problem is the occurance of experiential learning. The depiction of experiential learning is using the theory of Kolb. This depiction can be seen on the events that correlate Jackie with other main characters inside the novel. The second statement of problem is the factors that causes Jackie to apply experiential learning in his life which gain him knowledge through experience with other. The factors will be analyzed by using the theory of Rummels. EXPERIENTIAL LEARNING Experiential learning is a well-known model in education. Kolb's experiential learning theory defines experiential learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience." (1984:38) Kolb's Experiential Learning Theory (1984:42) presents a cycle of four elements: The cycle begins with an experience that the student has had, followed by an opportunity to reflect on that experience. Then students may conceptualize and draw conclusions about what they experienced and observed, leading to future actions in which the students experiment with different behaviors. This begins the cycle anew as students have new experiences based on their experimentation (Oxendine, Robinson and Willson, 2004). Although this continuum is presented as a cycle, the steps may occur in nearly any order. This learning cycle involves both concrete components (steps 1 and 4) and conceptual components (steps 2 and 3), which require a variety of cognitive and affective behaviors. Experiential learning can exist without a teacher and relates solely to the meaning of making process of the individual's direct experience. However, although the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to Kolb, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required: • The learner must be willing to be actively involved in the experience; • The learner must be able to reflect on the experience; • The learner must possess and use analytical skills to conceptualize the experience; and • The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience. Experiential activities are among the most powerful teaching and learning tools available. Experiential learning requires self-initiative, an "intention to learn" and an "active phase of learning". Kolb's cycle of experiential learning can be used as a framework for considering the different stages involved. Jennifer A. Moon has elaborated on this cycle to argue that experiential learning is the most effective when it involves: 1) a "reflective learning phase" 2) a phase of learning resulting from the actions inherent to experiential learning, and 3) "a further phase of learning from feedback". This process of learning can result in "changes in judgment, feeling or skills" for the individual and can provide direction for the "making of judgments as a guide to choice and action". Most educators understand the important role of experience in the learning process. The role of emotion and feelings in learning from experience has been recognised as an important part of experiential learning.While those factors may improve the likelihood of experiential learning occurring, it can occur without them. Rather, what is vital in experiential learning is that the individual is encouraged to directly involve themselves in the experience, and then to reflect on their experiences using analytical skills, so they gain a better understanding of the new knowledge and retain the information for a longer time. Reflection is a crucial part of the experiential learning process, and like experiential learning itself, it can be facilitated or independent. Dewey wrote that "successive portions of reflective thought grow out of one another and support one another", creating a scaffold for further learning, and allowing for further experiences and reflection. This reinforces the fact that experiential learning and reflective learning are iterative processes, and the learning builds and develops with further reflection and experience. Facilitation of experiential learning and reflection is challenging, but "a skilled facilitator, asking the right questions and guiding reflective conversation before, during, and after an experience, can help open a gateway to powerful new thinking and learning". Jacobson and Ruddy, building on Kolb's four-stage Experiential Learning Model and Pfeiffer and Jones's five stage Experiential Learning Cycle, took these theoretical frameworks and created a simple, practical questioning model for facilitators to use in promoting critical reflection in experiential learning. Their "5 Questions" model is as follows: • Did you notice.? • Why did that happen? • Does that happen in life? • Why does that happen? • How can you use that? These questions are posed by the facilitator after an experience, and gradually lead the group towards a critical reflection on their experience, and an understanding on how they can apply the learning to their own life. Although the questions are simple, they allow a relatively inexperienced facilitator to apply the theories of Kolb, Pfeiffer, and Jones, and deepen the learning of the group. SOCIAL INTERACTION According to R.J. Rummel (1976: Chapter 9 : Social Behavior And Interaction) , social interactions are the acts, actions, or practices of two or more people mutually oriented towards each other's selves, that is, any behavior that tries to affect or take account of each other's subjective experiences or intentions. This means that the parties to the social interaction must be aware of each other--have each other's self in mind. This does not mean being in sight of or directly behaving towards each other. Friends writing letters are socially interacting, as are enemy generals preparing opposing war plans. Social interaction is not defined by type of physical relation or behavior, or by physical distance. It is a matter of a mutual subjective orientation towards each other. Thus even when no physical behavior is involved, as with two rivals deliberately ignoring each other's professional work, there is social interaction. Moreover, social interaction requires a mutual orientation. The spying of one on another is not social interaction if the other is unaware. Nor do the behaviors of rapist and victim constitute social interaction if the victim is treated as a physical object; nor behavior between guard and prisoner, torturer and tortured, machine gunner and enemy soldier. Indeed, wherever people treat each other as object, things, or animals, or consider each other as reflex machines or only cause-effect phenomena, there is not social interaction such interaction may comprise a system; it may be organized, controlled, or regimented. According to Arnold W Green in his book Sociology an Analysis of life in Modern Society, Social interaction is "…the mutual influences that individuals and groups have upon one another in their attempts to solve problems and in their striving toward goals. Social interaction discloses the concrete results of striving behavior upon roles, statuses, and moral norms" (Green, 1964: 57) There are two types of social interaction, structured and unstructured. Structured social interaction is guided by previously establishing definitions and expectations, owing either to familiarity with the other as a person, as among family and friends, or to knowledge of the others formal position, as between lawyer and judge in court room proceedings, unstructured encounters lack prior expectations and must be defined as required in the course of action. Although at a proposition of intimate relationships are highly structured even the most familiar partners and friends remain capable of unpredictable and novel responses in relationships infact the most interesting trends and associates are those who widely improvise. Conversely rarely do we find a situation completely lacking in structure. Even two strangers come from quite diverse backgrounds, their interactions of likely to be governed by norms of physical safety, age, sex, etc. Thus special interaction may be viewed as partly governed by pre-established rules and expectations and as partly inventive, interpretive and improvisational. TYPES OF SOCIAL INTERACTION According to Chris Levy (earthlink.net: ch.4, 2), Social interaction is divided into five points: a. Exchange: The process in which people transfer goods, services, and other items with each other. Exchange is a social process whereby social behavior is exchanged for some type of reward for equal or greater value. b. Competition: Process by which two or more people/groups attempt to obtain the same goal. Scarce resources are unequally distributed. This concept is very familiar and important to Americans considering the idea of competition is built in to our economy and society. Yet, the jury is still out whether this competition produces the assumed results of the "best rising to the top" c. Cooperation: The process in which people work together to achieved shared goals. Usually this involves the giving up of individual goals for group goals d. Conflict: The process by which people attempt to physically or socially conquer each other. Although war is the most obvious example of this, this is done most often in social situations (ex. politics, threats, etc.) e. Coercion: Process by which people compel other people to do something against their will – based ultimately on force. The state usually handles this through official means (police, army, etc.) but individuals use it in social situations as well (parents, friends, lovers – sex) f. No one type of interaction describes social reality – it involves a mix and match of different ones. SELF-REALIZATION Self-realization is a concept where people realize on their own regarding a certain event that perceived through their behavior. Mortimer Adler defines self-realization as freedom from external coercion, including cultural expectations, political and economic freedom, and the freedom from worldly attachments and desires etc. (1958: 127, 135, 149). This concept is the opposite of social interaction because self-realization occur without any social interaction. The person is free to realize his own potential by absorbing the knowledge through his own way, for example reading books, without any interference from other person. PARADIGM OF ANALYSIS The analysis will utilize Kolb's experiential learning to classify the events into two triggering factors of experiential learning, social interaction and self-realization. The classification will further explain the process of gaining knowledge. The table of Kolb's experiential learning is used to reveal the process of learning that a person went through. The process of a person learning through experience consists of Experience phase, Critical Reflection phase, Abstract phase, Active Experimentation phase and reach into a further Critical Reflection to adjust the knowledge that gained through the process. The social interaction and the self-realization is used as a triggering factor of experiential learning process. THE DEPICTION OF JACKIE GANTOS' EXPERIENTIAL LEARNING Elaborating event in the novel to show the depiction of Jackie's effort in applying experiential learning is an important process. Before elaborating the event, knowing Jackie's character first is essential. The knowledge regarding Jackie's character is important because it is used as a guidance to define the social interaction between Jackie and other character in the event, to understand Jackie relation with others, and to understand the experiential learning process. Jack is a teenager in Norvelt around age of 11 to 12, He is a curious person, a rebel, nose bleeder, a book-worm, helpful to others and also full of action. These characteristics are described throughout the novel as Jack likes to read history when he was at home. His adventures rotates about the stories in Norvelt, how he spent his summer holiday at home grounded because of gun accident and helping Miss Volker out with her obituary thing. Jack is the main character that is full of action through all the novel. Based on Kolb's experiential learning model, Jackie's character experience and learn about many things that happens in his life, especially through his social interaction with others as one of the factor to trigger experiential learning. This experiential learning process appears in events that related to Jackie's action with other character, creating a situation which lead to a learning comprehension through experience. In this section, the events will be distinguished into the most unique event showing Jackie's learning through experience. This unique event will focus on Jackie's interaction with some of the most important characters in the novel, Jackie's parent, Miss Volker, Mr. Spizz, Bunny, and Mrs. Dubicky. THE EVENTS OF JACKIE'S PARENT There are several events that involve Jackie with his parents in the novel. Some of them can be classified as unique, one of them is about the Money and Barter concept. Norvelt is a community town based on barter or trading skills with neighbors. Norvelt is created to solve Great Depression problem. At that time, money is hard to get and crops prices fell so low so business all over town is bankrupt. The concept of Money and Barter shows differences of ages between Jackie's mom in the past and present time. This event happened between Jackie and his Mom when they visit the doctor to examine Jackie's nose problem. Jackie learn about the concept of Money and Barter from the conversation with her mom which happened while Jackie is on his way home. The concept of Money and Barter is one of the unique values of knowledge that Jackie experiences in the novel. The other unique event Jackie's experience with his Dad regarding gun safety that he experienced in the past. This event is important since it builds Jackie's character to be aware and always caution regarding gun safety. To describe the social interaction happened in the event, knowing the character of Jackie's parent character is compulsory. The character of a person can define the social interaction that occur between him and other people. In a family relation, social interaction that mostly happened is cooperation between family and also conflict which bonds family members. Jackie's Mom is a caring, loving mother but is also strict about the rules at home. She forbids Jackie to play with dangerous things like guns and stuffs from the Japanese war that Jackie's dad kept at basement. "Well, don't hurt yourself," Mom warned. "And if there is blood on some of that stuff, don't touch it. You might catch something, like Japanese polio." (Gantos, 2012: 1) Her love for Jack is strong even though Jack does things that make her mad like blasting the rifle or mowing the corn row. She always reminds him to be careful because of his nosebleed problem. She's afraid that her son has iron-poor blood he may not be getting enough oxygen to his brain. (Gantos, 2012: 3) Meanwhile Jackie's dad is a former war soldier, a hardworking father, and a loving and adventurous man. He learns almost everything from his dad. No wonder Jack is so hyperactive. Jackie's Dad is also a collector. He keeps stuff from the Japanese War era to make profit when it is valuable enough. This can be seen in the quotation below. … in fact, he never let me play with it, because as he put it, "This swag will be worth a bundle of money someday, so keep your grubby hands off it."(Gantos, 2012: 1) As the story goes, Jackie will get involved in something more than just a rifle to be blasted. MISS VOLKER'S EVENTS Miss Volker is a medical examiner of the town and also the chief nurse in town. Her job is to take notes of the people health records and writes people obituary as they are passed away. Unfortunately her hands are not as good as her youth. So she asks Jackie's mom to send Jack to help her with her writing. The job was a tribute of duty from Eleanor Roosevelt and also her way to thank Mrs. Roosevelt for building Norvelt into a friendly community town. "When Mrs. Roosevelt hired me to be the chief nurse and medical examiner of this town I was given a typewriter so I could keep health records on the original two hundred and fifty families. Now it's my closing tribute to Mrs. Roosevelt that I write their final health report – which, in this case, would be their obituary…" (Gantos, 2012: 16) Miss Volker important is the main point of the novel and her relation with Jackie as her scribe invoke Jackie's learning phase in experiential learning. By helping her to write obituary, Jackie finds many things that he doesn't know before and some of the most important and unique event that binds Jackie with Miss Volker are the Eleanor Roosevelt's idealism and also the history of Norvelt. Eleanor Roosevelt's idealism is conveyed through Miss Volker speech when she was dictating Jackie to write the obituary of Mrs. Dubicki. The event gives a unique description regarding Eleanor Roosevelt's thought and idealism of a strong community based town to start a helping neighborhood so people doesn't have to depend on money which is hard to get in Depression era. She made sure that the community had real houses which include bedrooms, a living room, a kitchen and a bathroom with bathtub. When the government reacts to this idea, they try to reject the plan by calling it luxury living. But Mrs. Roosevelt defended the plan by saying that this is not living in luxury but it is called living with dignity. (Gantos, 2012: 88) The other event is learning about the history of Norvelt. The basic role of society is by knowing your own neighborhood history. In this novel Jackie learnt about Norvelt history from many different perspectives but most of them came from Miss Volker's obituary dictation. The most important dictation is the one when Miss Volker does the obituary for Mrs. Bloodgood because it reveals the story of how the Norvelt name truly came and also the story of equality behind the making of Norvelt as one of the role model for every town in the United States of America. MRS. DUBICKI'S EVENTS Mrs. Dubicki is the old woman at the house of C-27. She is a loner and a grumpy person. There was a time when Mr. Spizz hands her ticket for having an old shabby house, she chase him with her husband's double-barreled shotgun. "This is her house," she said. "She hasn't painted it since 1934. I like Mrs. Dubicki because that busybody Spizz gave her a ticket for having a shabby-looking house and she chased him off the property with her dead husband's double-barreled shotgun." (Gantos, 2012: 47) After Jackie visited her in a disguise with Miss Volker to check about her, she reveals her polite side and also a loving grandparent since she didn't want to miss her grandson's birthday on July third. The appearances of Mrs. Dubicki in this novel is important because she plays an important role in helping Jackie learns about disguising skill, driving skill and also Eleanor Roosevelt's idealism. Eleanor Roosevelt's idealism has been described on the above section, it also correlates Jackie with Mrs. Dubicki since he learnt about Eleanor Roosevelt's idealism on the dictation of Mrs. Dubicki obituary. Eleanor Roosevelt is fond of Jeffersonian principle that later shaped the planning of Norvelt. She also agrees to Jefferson that every American should have a house with fertile property to be used as a farming site so when money was difficult to come by, a man and woman could always grow crops and have enough food to feed their family (Gantos, 2012: 97). Regarding Jackie's driving skill and his disguising skill, he learnt about all that when he was accompanying Miss Volker on an investigation on Mrs. Dubicki's missing a church appointment which then create a rumor of Mrs. Dubicki already resting in peace at her home. That's why Jackie tries to disguise himself to avoid a false information and he can get away without having to worry about trespassing someone else house. MR. SPIZZ'S EVENTS Mr. Spizz's events are considered important because Mr. Spizz works for the Norvelt Public Good whose objective is to create a law abiding situation for the good of the neighborhood. Mr. Spizz is a man who feel that he is the most important man in the town, he acts like a sheriff regardless his appearance running around in a giant tricycle. He secretly love Miss Volker since 1912, sending her a box of chocolate every week. …. It read, I'm still ready, willing and waiting. Your swain since 1912 with the patience of Job. – Edwin Spizz." (Gantos, 2012: 9) He usually looks bossy, law abiding man as he is strict about rules like grass tall law and house paint job law of the community. He always sticks to the rules and always reminded people in the neighborhood. Mr. Spizz's events is considered important since Jackie always met Mr. Spizz in the crime scene of the death of old women. But some of the most important events are Jackie's deal with Mr. Spizz and the murderer of old women. In Jackie's deal with Mr. Spizz, Jackie helps Mr. Spizz to buy a tin can of 1080 poison for an exchange of forgetting the gutter weed ticket fine and also ending the runway zoning law problem that Mr. Spizz wrung about with Jackie's Dad airplane project. The other event is the murderer of old women. This event takes place at the end of the novel when Mr. Spizz confessed to Miss Volker regarding the murderer that he has done in Norvelt. Jackie found out the story after saving Miss Volker from the basement. The social interaction happened in the events that include Mr. Spizz are coercion and conflict. This happened because Jackie always clashes with Mr. Spizz in one way or another. The example is the gutter ticket and Jackie's Dad runway. BUNNY'S EVENTS Bunny is a close friend of Jackie. She is a small, funny, brave and sometimes freaky girl with an enormous energy among her. … Bunny was a girl the size of one of Santa's little helpers. She was so short she could run full speed under her dining room table without ducking. She'd take double position at shortstop and second base… Because she grew up in a house full of dead people she wasn't afraid of anything." (Gantos, 2012: 27) She is not an ordinary girl, regarding the fact that her daily routine was watching her dad prepare the dead. Her dad, Mr. Huffer is the man who prepares dead body before burial. He owned the only funeral parlor in town. The events that correlate Jackie with Bunny is unique. The conversation related to the unique preparation of the dead for funeral give Jackie knowledge. He gain the knowledge that to prepare dead body you must sew the mouth shut so it doesn't open again. Other example of the event is the Hufferville plan. Jackie found out the plan after meeting up with Bunny to accompany her fire patrol duty. The plan give Jackie the knowledge that Mr. Huffer tried to expand his business to another kind of business, which is a plan to build a new town on the land of Norvelt by buying all the land and moving the old house to another location. The social interaction that mostly happened between Jackie and Bunny are cooperation, coercion and also conflict. These social interaction mostly happened in a close friend relationship and it is natural to have a coercion and conflict in this kind of relationship. THE INFLUENCING FACTORS OF JACKIE'S APPLYING EXPERIENTIAL LEARNING IN HIS LIFE To find out the elements of experiential learning the analysis will be divided into two different factors. The first one is the analysis which use social interaction found in the conversation between Jackie and other characters and the action that happened between Jackie and other characters that create an experience reward to be learned by Jackie. The second one is the analysis which doesn't involve any social interaction at all. So in this second analysis Jackie gain experience through his own critical thinking which can be called self-realization. This analysis will focus on Jackie's experience in reading history books and Jackie's thought. EXPERIENTIAL LEARNING INVOLVES SOCIAL INTERACTION The analysis will be divided into two parts, the conversation part between Jackie and other character in the novel and the other is Jackie's actual experience throughout the novel. The experience can be classified according to the type of social interaction that has been described in chapter two above. Conversation is the basic social interaction that happened between people in life. Conversation is a form of interactive, spontaneous communication between two or more people who are following rules of etiquette. It is a polite give and take of subjects thought of by people talking with each other for company (Conklin, 1912: 22). Conversation used as a tool to deliver thought of a person to another person. Occasionally, the conversation consist of small talk but it also may consist of something intelligent for example a conversation about history fact, which appears a lot in this novel, and other information on special topic such as war experience. In this part, the conversation will be focused on Jackie's conversation with other characters in the novel that generalize in some specific topic conveyed through the event. The first event considered an important experience learning is the conversation related to Eleanor Roosevelt and her Idealism. This event give Jackie knowledge on Eleanor Roosevelt's historical background in building Norvelt and also her Idealism through her point of view. Eleanor Roosevelt's idealism of living in dignity and living without fear of having no money conveyed in Norvelt town. It is originally her idea to build a community town that release the wrath of economic depression by sustaining life through helping each other out. Jackie learns this through several conversation portrayed inside the novel. Norvelt originally comes through a mind of Eleanor Roosevelt. The mind of having a community based town to increase the standard living of the coal miners. The first conversation about Eleanor Roosevelt appears between Jackie and Mr. Fenton. I had asked Mr. Fenton about it and he said he wanted a hundred bucks because it had historic value. "Eleanor Roosevelt was driven around Norvelt in it," …. Every time her name was mentioned everything went up in price, which was so backward because she wanted everything to go down in price. (Gantos, 2012: 21) Eleanor Roosevelt wanted to build a strong community within Norvelt, to start a helping neighborhood so people doesn't have to depend on money like they used to. Since the great depression era, Norvelt becomes a model community to start living in a better standard. This can be seen in the next quotation. "But Godmother Roosevelt came to the rescue. She made sure people had real houses - little New England-style houses – and they had bedrooms and a living room and a useful kitchen and a bathroom with a bathtub, and even a laundry room with washing machine. The government called this luxury living. But Mrs. Roosevelt called it living with dignity." (Gantos, 2012: 88) Eleanor Roosevelt fought for the people, to make sure they had a deserved place to live in. She especially fond of the principle of Thomas Jefferson the third President of USA that every American should have a house enough to plant their own food in their property. This is to maintain that when money was hard to get, they can still living by growing crops to feed their own family. This is also depicted in the quotation below when Miss Volker is making the obituary for Mrs. Dubicki. "Mrs. Roosevelt was especially fond of a Jeffersonian principle that shaped the planning of Norvelt. Jefferson believed that every American should have a house large enough piece of fertile property so that during hard times, when money was difficult to come by, a man and woman could always grow crops and have enough food to feed their family. Jefferson believed that the farmer was the key to America and that a well-run family farm was a model for a well-run government. Mrs. Roosevelt felt the same. And we in Norvelt keep that belief alive." (Gantos, 2012: 97) Jackie learns a bit of history of Norvelt and also the principal idea of Eleanor Roosevelt that wants to bring Norvelt family into a role model for every town in the United States. This intelligence came from a conversational subject between Jackie and Mr. Fenton and also Jackie and Miss Volker. The process of experiential learning can be seen on the table below. The event between Jackie and Bunny is the preparation of a dead man. In this event, Jackie learns about how the dead being prepared for the last tribute. This event occurs in a conversation between Jackie and Bunny while they were playing baseball on the field. Bunny was asking about Jackie's doing obituary for Mrs. Slater for the paper. She think that it was well written. So she gives Jackie a gift, dentures from Mrs. Slater funeral preparation. Jackie was surprised to know that Bunny had Mrs. Slater dentures. He thought that it was buried with Mrs. Slater body. Then Bunny tells him a story about how to prepare a dead body for funeral viewing. "You don't know anything about preparing dead people for a viewing," she bragged. "If you'll notice, the stiffs are always displayed with their mouths closed because my dad has to sew their mouths shut. If they don't have real teeth you just sew their gums together which is actually easier, so we keep the dentures. Dad saves them because when he gets a boxful he donates them to the retirement home and some of those old people reuse them." "You really have to sew the mouth shut?" I asked. That stunned me. It seemed so brutal. "With an upholstery needle and twine," she added, knowing she was making me nervous. "It's like sewing up a turkey after you stuff it, is how my dad puts it." (Gantos, 2012: 30) Bunny tells him about how his dad sews the dead's mouth to prevent them from opening. And she also tells him about how the dentures are being kept. Because if someone doesn't have teeth it is easier to sew the gum where the teeth belong rather than to keep the dentures inside. The dentures will be donated to the old house to be reused by seniors. Bunny also describes the sewing session was like sewing up turkey for Thanksgiving. Imagining it was already too much for Jackie as his nose starting to bleed. This makes Bunny curious and ask Jackie about what happened to his nose. And then Jackie tell Bunny about how his sickness correlated on all things, fear, excited, startled, imagining scary stuff and etc. I felt my blood surge like a tidal wave toward my face. "Are you always like this?" she asked, and pointed her stubby hand at my nose. "Yes," I croaked, and wiped away a few drops of blood. "You should see a doctor," she advised. "It's nothing," I said. "I have a very sensitive nose. Anything makes it bleed." (Gantos, 2012: 30) This event helps Jackie to understand more about how to prepare dead body for a funeral. It also helps him to share his problem about his nose to Bunny. It makes Jackie feels comfortable even though he had nose that bleeds a lot. The event of preparing dead body can be disassembled through the table below: Experience Bunny tells Jackie about how to prepare dead people for funeral viewing Critical Reflection Bunny reflected on the event in past about his dad sewing the dead's mouth Active Experimentation Bunny tell Jackie that the process of sewing the mouth was just like sewing up turkey Abstract Bunny explain further about how the dentures are being kept if the body doesn't have teeth Further Critical Reflection Jackie knew about how to prepare dead men. And Bunny knew about Jackie's sickness and what triggers his nose to bleed. EXPERIENTIAL LEARNING WITHOUT SOCIAL INTERACTION This part of analysis will conveyed events that happens in the novel which involving Jackie as the only person who experience it. It occurs without any social interaction with other character. Self-realization is a concept where people realize on their own regarding a certain event that perceived through their behavior. Mortimer Adler defines self-realization as freedom from external coercion, including cultural expectations, political and economic freedom, and the freedom from worldly attachments and desires etc. (1958: 127, 135, 149). In this novel, the self-realization comes into the mind of Jackie Gantos who realize his action and try to comprehend the effect of his action. The first event that reveal the concept of self-realization is the event of Jackie's rifle. In this part of the story, Jackie is playing with his dad rifle. The old Japanese rifle is still working well, so even though Jackie knew it was dangerous he still plays with it but he let loose the ammo clip to make sure it was not blasting accidentally. I lifted the rifle again and swung the tip of the barrel straight up into the air. I figured I could gradually lower the barrel at the screen, aim, and pick off one of the Japanese troops. With all my strength I slowly lowered the barrel and held it steady enough to finally get the ball centered inside the V, and when I saw a tiny Japanese soldier leap out of a bush I quickly pulled the trigger and let him have it. BLAM! The rifle fired off and violently kicked out of my grip. It flipped into the air before clattering down across the picnic table and sliding onto the ground. … (Gantos, 2012: 4) Based on the narration above, there are no social interaction that happened. According to R.J. Rummels, social interaction requires a mutual orientation. (Hawaii.edu, pars 8) This mean that there must be two or more person available in the interaction and they must be aware of each other. So the text above only represent experiential learning. It only happened because of Jackie's action, playing with his Dad's Japanese rifle. There is no other person involved in and there are on mutual orientation happened. The elaboration of the theory can be seen below on the table. Active Experimentation The rifle's blasting a bullet through the neighborhood yard Abstract Jackie aiming his rifle and pull the triggers like an actual soldier Experience Jackie playing with rifle Critical Reflection Jackie watching war movie and pretend to be a soldier Further Critical Reflection Jackie confuse and try to comprehend about what happened to the gun, why did it blast off and try to be more safe with gun in the future The table explains about how Kolb's experiential learning theoryworks in this novel. Experience is the first event that take notice of Jack playing with his Dad Japanese rifle. Critical Reflection tells us about Jackie's thought about his new toy by watching a war movie and pretend to be a soldier. Abstract is the conceptualization of Jackie's thought about being an actual soldier by aiming his rifle and pull the triggers as if he is in war. Then the Active Experimentation shows the cause of Jackie's action for playing with his gun. At last Jackie made another further Critical Reflection by showing his confusion about the matter and try to comprehend about what happened to the gun, why it blasted off and he will try to be more careful with gun in the future. The War concept is the next event that appear as a self-realization of Jackie. War is a devastating event. Jackie's dad is a former marine in World War II so when Jack was digging the bomb shelter he usually asked about war stuff to his dad. In chapter 9, Jackie asked his Dad about war. "Hey, Dad" I called behind him as he walked toward the tractor. "Which do you think is more deadly? Past history or future history?" He didn't even slow down to think about it. "Future history." He yelled back without hesitation. "Each war gets worse because we get better at killing each other." (Gantos, 2012: 52) Jackie then think about his dad statement and began to comprehend about war in the past such as the quotation below. That sounded so true. At first caveman bashed each other's heads in with rocks and sticks. By the time of the Crusaders it was long swords and arrows, and at Gettysburg they were blasting each other to bits from cannons filled with lead balls, iron chains, railroad spikes, and door knobs. And atomic bombs made future wars look even more hopeless. (Gantos, 2012: 52) He then think about the result of a nuclear war, the effect on earth and also the animals and human being after the radiation take effect. No humans will survive. All the animals will die. Fish will rot in acidic water. All vegetarian will wilt in the polluted air. There will be nothing left but enormous insects the size of dinosaurs. (Gantos, 2012: 52) Jackie then continue to march on his job to dig a bomb shelter. Knowing that the future might get worse than he thinks and the only hope for survival might be by building cities underground just like his Dad used to say that the army built one to protect the president and all the self-important government people. Jackie self-realization appear in the event after his dad tell him about how future war is more deadly because we get better in killing people. He then began to think about the war, how it effects on human life. Another war concept appear in Miss Volker dictation about Mrs. Vinyl when she entered the history part regarding the Hiroshima incident. " … Most people think that the atomic bombing of Hiroshima was necessary for ending the war." She continued. "And there is some truth to that, given that the Japanese were prepared to fight to the last person to protect their country. But what the atomic bombing of Hiroshima should teach everyone is that you don't win the war by being more moral or ethical or nicer or more democratic than your enemy. And God has nothing to do with winning or losing. … You win a war by being tougher and meaner and more ruthless than your enemy. You beat, burn, and crush them into the ground. This is the historic rule of winning a war. …" (Gantos, 2012: 126) But in this part Jackie learn by listening to Miss Volker speech about the obituary, which is not his own self-realization. So, this analysis regarding the Hiroshima incident will not appear in the experiential learning because the table will only focus on the self-realization part of Jackie's thought about the war. Actual Experimentation Jackie then think about how the caveman fight, and goes throughout history until the atomic incident Experience Jackie digging a bomb shelter he then asked his dad about the war Critical Reflection His dad then answer without doubt that future history is more deadly Abstract His dad give a clear perspective about how war in the future is more deadly by giving statement that people get better at killing people in the future Further Critical Reflection Agreeing his dad, he continued to dig for bomb shelter in hope for a future save compartment when they enter the future history war. CONCLUSION Based on the recent analysis, the result can be concluded that experiential learning appear through events that Jackie's going through in his summer holiday in Norvelt. Those event occured between Jackie and other characters in the novel. Jackie's parents, Miss Volker, Mr Spizz, and Bunny are some of the most important characters that build Jackie's intellectual mind. Experiential learning occured because of the influencing factors, the social interaction that happened between Jackie and the other characters in the novel and also Jackie's self-realization. The first conclusion is concerning about how the experiential learning happened. The experiential learning appeared because of the events that depict the learning process between Jackie and other characters in the novel. The experiential learning is represented through the Kolb's experiential learning table so the process of experiential learning can be seen clearly. The experience table shows the event of social interaction between Jackie and the other characters, or the event of self-realization by Jackie himself. These experience table then proceeds into a critical reflection of the problem and encourages Jackie to think about the event which stimulate an abstract conceptualization of the event. Jackie then actively experimented on the abstract that he created from the previous table, to gain a concrete experience which then enabled him to get knowledge regarding the matter. Jackie then created a further reflection of the experience, and think about the result of the experience. This further critical reflection create a scaffold for further learning, and allow for further experiences and reflection.Critical reflection reinforces the fact that experiential learning and reflective learning a

Social Class in Arundhati Roy's The God of Small Things TomyPriyoUtomo English Literature Faculty of Languages and Arts State University of Surabaya tomy.priyo@gmail.com Prof.Dr. FabiolaDharmawatiKurnia, M.Pd. English Department Faculty of Languages and Arts State University of Surabaya fabkurnia@gmail.com Abstrak Karyasastraadalahrepresentasikehidupansosial.Di dalamkehidupanmasyarakattertentu, seperti India, adasebuah system yang dinamakankelassosial.Kelassosialmembawamasalahsebagaidampak yang tereflekisdalam novel The God of Small Things karyaArundhati Roy.Tujuandaripenelitianiniadalahuntukmengungkappenggambarankelassosialpadatokoh-tokohdandampaknya.Dalamskripsiini, data yang digunakanadalah novel The God of Small Things karyaArundhati Roy yang diterbitkanpenerbit Flamingo.Dalammenyelesaikanmasalah yang sudahdipaparkan, penggunaanteorikelassosialmilik Karl Marx akandiaplikasikan. Penggambarantokoh-tokohkelassosialdianalisadenganmenggunakandefinisikelas yang didukungolehpelbagaiaspeknya.Sedangkandampakdarikelassosialdianalisadenganmenggunkankonsekuensidarikonsepkelassosial.Tokoh-tokohsosialkelasdigambarkanmelaluibeberapapoin yang mencangkupkekayaan, pekerjaan, danpendidikan.KelassosialatastergambarpadasosokPappachi,Mammachi, Baby Kochama, danChacko.SedangkanKelassosialbawahtergambarpadasosokAmmu, Velutha, Rahel, danEstha. Olehkarenaitu, kelassosialpadatokoh-tokohtersebutmemeberidampakpadakesehatanfisik, kesehatanjiwa, kehidupankeluarga, pendidikan, agama, dansistemkeadilanpadakasuskriminal.Jadi, halinisepertiduridalamdaging yang sudahmengakarpada system kehidupansosial di India. Hal ininampakpadakasusAmmu yang haruskehilangan status sosialnya, hargadiriPappachiterhadapMammachi, dantokoh-tokohlainnya yang meenghadapimasalahkelassosial. Kata Kunci: India, masyarakat, kelassosial. Abstract Literary work is the representation of social life. In a particular social life, such as India, there is social class. The social class dribbles the ball of problems as the impact in Arundhati Roy's The God of Small Things is one of the representation of it. This thesis is aimed to reveal depiction of character's social class and impact of their social class. In this thesis, Arundhati Roy's The God of Small Things published by Flamingo is used as the main data source. In answering the statement of the problems, theory of social class based on Karl Marx's view is applied. The depiction of the characters' social class is analyzed using definition of social class and supported by aspects of social class. The impact of the characters' social class is analyzed using the consequences concept of social class. The main characters' social class is portrayed through several points. They are wealth, occupation, and education. The Upper social class is portrayed on Pappachi, Mamachi, Baby Kochama, and Chacko. Then, The Lower Social class is portrayed on Ammu, Velutha, Rahel and Estha. Therefore, social class on the characters gives impact on Physical health, mental health, family life, education, religion and the criminal system justice. So, this thesis portrays the intimate enemy of the system that has been rooting in India that always brings problems caused by it, the social class. It can be looked at the fall of social status of Ammu, the dignity of Pappachi toward Mammachi, and other characters who face the same problem of social class. Keywords: India, society, social class. INTRODUCTION In social life, people are demanded to live in integrated individuals where each individual delivers different characteristics. These differences finally construct a problem within the social life, especially economic problems. Economic problem has been classic problem that cannot be avoided in modern life, thus people are categorized by their capability in economic status or class. This categorizing unconsciously creates a phenomenon where society is sorted. The sort of society based on the economic capability seems to have been articulated by Karl Marx, where society with low capability to product will be dominated by the society with high capability to product. Marx exclusively distinguishes three major classes, each of which is characterized in its role in the productive system by 'the factor of production' it controlled –the land-owners, obviously, by their ownership of land; the capitalists ('bourgeoisie') by their ownership of capital; and the proletariat (working class) by their 'ownership' of their labor-power (Worsley, et al., 1970: 302). Finally, social class turns to be tight and the distance among classes go further. In modernism, construction of society is shaped by the demands to live better. This way indirectly emerges competition that a one should defeat the other one just to earn the economic status. This also becomes the base of Western to colonize and dig the domination to Eastern and African. Indeed, colonization has been passed, and all people has freed, but it has not been clear at all. Behind this fact, colonization has leaved behind the effects toward the people who have been colonized. Sometimes, this fact slaughters keenly the problem of the post-colonized people, for instance in India. In India, there is known system of caste, Brahman, Kshatriyas, Vaishyas, and Sudras. Some 3500 years ago invaders from the north, known as Aryans, imposed the caste system; there is no conclusive evidence that they originated the idea of caste in India, but it seems to be the most likely explanation. The Hindu religion divides the population into five basic groups. The highest groups are known as Varnas (colors) and beneath them come a group without caste, the Untouchables. The four Varnas consist of: Brahmans (a priest caste), Kshatriyas (a military caste), Vaishyas (a merchant or agricultural caste), Sudras (a laboring caste). These caste has been like a stamp to people's destiny and it impacts to their statues in society. These statues are not decided by what they have economically but from what caste they are. Then, it turns to be interesting thing when this system is faced with the problem of economic in modern life (Nobs, 1980: 30—31). As modern people, ability of delivering feeling is not only through direct utterance. The freedom to think, to articulate what they feel finally reach the world of literacy based on the experiences. In the literacy, meanings are accommodated with the beauty of words. Hence, in literary work, especially novel, the view of society including the problem of class can be mediated. It is added by Richard Taylor's Understanding the Elements of Literature, he says that literature is art that essentially created by imagination of the author's experiences (Taylor, 1981: 1). Wellek and Warren even assert that literature can be treated as a document that contains of historical idea and philosophy (Wellek& Warren, 1984: 111). Subsequently, literature work can be something important, crucial, and even interesting thing to dig up with interpretation. The crucial things can be seen in Arundhati Roy's The God of Small Things. TheGod of Small Things depicted the life Indian society. The setting of the story takes place in Kerala. The story tells us that comunism or even religion which teach us about equality in human rights in the reality it can not change discrimination and patriarchy in society. The main characters in this novel are Estha and Rahel. They are twins. Their grandfather is the owner of a company from Christian which is very high class (touchable). But their mother has marry with the Hindust man, it means she must change become lower class (untouchable). Max Weber stated that the social class is divided into trhree layers- the upper class, the midle class and the lower class. The higest level is held by educated and wealthy family. This includes Pappachi family. Their social classes are in the high social classwhich gives the member of this class has different life styles,attitudes, educations, and opportunities in the society. The next class is lower class (untouchable), untouchable person can not touch high class. They are uneducated person. They are not allowed to work in high position. In this novel untochable personis Velutha. Velutha is a paravan. Paravan is the lowest caste in Indian. Furthermore, the richness of this novel has glimpsed on the awards that attaches on Arundhati Roy herself and hers. It needs to know that The God of Small Things has won The Man Booker Prize for fiction in 1997. Arundhati Roy herself is a famous Indian novelist and social activist. In 2002, she won the Lannan Foundation's Cultural Freedom Award for her work "about civil societies that are adversely affected by the world's most powerful governments and corporations," in order "to celebrate her life and her ongoing work in the struggle for freedom, justice and cultural diversity". In 2003, she was awarded 'special recognition' as a Woman of Peace at the Global Exchange Human Rights Awards in San Francisco with Bianca Jagger, Barbara Lee and Kathy Kelly. Roy also was awarded the Sydney Peace Prize in May 2004 for her work in social campaigns and her advocacy of non-violence. In January 2006, she was awarded the Sahitya Academy Award, a national award from India's Academy of Letters, for her collection of essays on contemporary issues, The Algebra of Infinite Justice, but she declined to accept it "in protest against the Indian Government toeing the US line by 'violently and ruthlessly pursuing policies of brutalization of industrial workers, increasing militarization and economic neo-liberalization". In November 2011, she was awarded the Norman Mailer Prize for Distinguished Writing. It shows that she is one of important writer in India. Her literary works always tell about social and tradition also symbols to be analyzed. In the instance Roy shows Indian culture as the identity in her literary work. Most of her master piece is showed about social class, tradition in Indian culture. She wrote many books such as an ordinary person's Guide to Empire, War talk, Public Power in the Age of Empire, Power Politics, The Checkbook and the Cruise Missile and The Cost of Living. After all, it is unarguable to be questioned that Arundhati Roy's The God of Small Things is full of crucial issues. Based on those facts, the crucial issue that emphasizes on this thesis is in the social classes, thus the potential title that can be put on it is "The Intimate Enemy of Social Class in Arundhati Roy's The God of Small Things". RESEARCH METHOD The used method is descriptive quality; it means that the essence or the quality of the data becomes the reference to work rather than the quantity of the data. With interpretation toward the data, the analysis can be worked. Interpretation becomes crucial step because with regardless this, the analysis cannot be maximally operated. It is also as the technique of the study. Then, the approach of the analysis sharpens to mimesis where the universe is used as comparative literature toward the result of the analysis. Indirectly, it includes in extrinsic approach where the sociality is referred as the universe. SOCIAL STRATIFICATION In social life, they always have something that is appreciated. That can be wealth, knowledge, education or economic. In Narwoko&Bagong'sSosiologi: TeksPengantardanTerapan, SoerjonoSoekanto states that in rural society, land and livestock are often considered more valuable than education. On the contrary, it does not happen in modern society. In society, people who have valuable goods in large quantities will be more appreciated rather than people who have a small amount. Thus, they will be considered as low class (Narwoko&Bagong, 2004: 152). This low class construction, because there is characteristic of "not" low class. This construction finally creates categorizing that can be called as stratification. Sorokin states that 'Stratification' is a term used to characterize a structure of inequality where individuals occupy differentiated structural positions and the positions are situated in layers (or strata) that are ranked hierarchically according to broadly recognized standards. The implied reference to sedimentary layers from geology reflects the relative permanence of the posited structure and the long history that is assumed to have generated it. Stratification researchers focus primarily on the empirical study of the sources of the rankings that generate the hierarchy of strata, the mobility of individuals between strata, and the mechanisms of integration that allow societies to cope with the existence of persistent inequalities between strata (Narwoko&Bagong, 2004: 153). Aristotle observed two millennia ago thatpopulations tended to be divided into three groups: the very rich, the very poor and those between. It shows that in ancient times people have come to know and recognize the hierarchy system in society. Social stratification can basically be distinguished into three kinds. They are Class, Status and Power (Worsley, 1970: 288). SOCIAL CLASS According to Karl Marx's Theory of Class, as quoted by Chris Livesey, it is stated that class is the motor of social development. Marx argues that society has developed through four main epochs ("period time"). They are Primitive Communism, Ancient Society, feudal Society, and Capitalist Society. For him, only the first epoch (the "primitive communism") is free from some form of social stratification on the basis of class. This is because, for Marx, class forms of social stratifications only come into existence once people start producing more goods than they require fulfill their everyday needs and gatherer society are basically subsistence societies; that is people can only manage to hunt/ gather enough food for their everyday needs (sociology.org.uk). To describe in detail this theory, it needs to be classified based on the definition, aspect, and consequences of social class. Karl Marx is one of the first writers who analyzes class differences. He sees class as a phenomenon of any society where the ownership of wealth and the means of production, factories or land, gives an economic basis for stratification. Marx also outlines different stages in history in which the ownership of property gives one group control over others. The group, which controls and owns the means of producing food and goods, is the dominant class. Furthermore, Marx argues that there is a constant struggle, a class struggle, and this conflict between the different classes brought about changes in society (Nobs, et al., 1980: 28). Therefore, the conflict among classes are grounded by the domination of a high class over the low class. Class itself, as Lenin says, is large groups of people differing from each other by the place they occupy in a historically determined system of social production, by their relation (in most cases fixed and formulated by law) to the means of production, by their role in the social organization of labor and consequently, and by the dimensions of the share of social wealth of which they dispose and the mode of acquiring it (Collected Works, Vol. 29: 421). Furthermore, Karl Marx divides social class into two classes. They are Capitalist class (or "bourgeoisie") and Working class (or "proletariat"). Capitalist class is those who own and control the means of production (which involves ownership of such things as land, factories, financial institutions and the like). And working class is those who own nothing but their ability to sell their labor power (that is, their ability to work) in return for wages (Henslin. 2003: 284). Similar to Karl Marx in discussing about social class, Max Weber tries to generate it with defining social class as a large group of people who rank close to another in wealth, power, and prestige. These three elements separate people into different lifestyles, give them different chances in life, and provide them with distinct ways of looking at the self and the world (Henslin, 2012: 276). Aspects of socials class are classified referred by wealth, by occupation and by educational level. Each can be used for different purposes or they can be combined (Worsley, 1970: 292). According to Henslin, the primary dimension of social class is wealth. Wealthconsists of property and income. Propertycomes in many forms, such as buildings, land, animals, machinery,cars, stocks, bonds, businesses, and bank accounts. Incomeis money received as wages, rents, interest, royalties, or the proceeds from a business (Henslin, 2003: 276). Furthermore, the spread of material resources among the population is an important indicator of social inequality, while changes in this distribution over time indicate whether society is becoming more or less equal. The investigation of the spread of personal income and wealth, however, is fraught with difficulty because of inaccuracies in the data, the problem of deciding the relevant unit of analysis (whether to use individuals, families or households), how to assess the non-monetary benefits derived from government expenditure, and the way individuals' positions may change over the life-cycle (Abrecombie, 1994: 120). Occupation is another aspect of class that definitely can be included as the ground of belonging to a class.People give less prestige to jobs that are lowpaying, require less preparation or education, involve more physical labor, and areclosely supervised. For example, people in every country rank collegeprofessors higher than nurses, nurses higher than social workers, and social workershigher than janitors. As soon as people develop of being specialized kinds of work, they also get the idea that some kinds of work are more prestige than others. The high prestige occupations generally receive the higherincomes; yet there are many exceptions. The next is factor is education. According to Lindemann, as quoted by Sharon Link & Alexandra Howson in Sociology Reference Guide: Defining Class, it is stated thateducation plays a significant role in one's social position, that is, to aperson's place in the social hierarchy and ultimatelyin stratification. Education also can provide equalityof opportunity and contributes directly to social mobility (that is, to one'sability to move upwardly from one's social class of origin). Social and economic indicators such as income and occupation are typically used to measure social class, and education plays a significant role in determining one's employability, employment, and income (Danziger& Reed, 1999). Education therefore plays a crucial role in the likelihood of people being able to improve their social class location by moving into higher occupational classes. Education is seen as having different functions. Within a consensus or functionalist perspective, associated with the work of Talcott Parsons, education is seen to have a role in socialization; it contributes to ensuring that children are 'trained' to comply with the demands of the social system. Indeed, for many people, education exists to ensure that individuals learn how to be good citizens and thereby maintain an efficient, stable social order. Consequently this view of education emphasizes merit, ability and effort and the needs of society or the economy. Such a view also expresses in the idea that education is about individual opportunity (Raines & McAdams, 2006). When social class exists in society, there will be many impacts given. According to Henslin (2003: 288), consequences of class are divided into six categories. It is very good to be applied as the impact of the social class in The God of Small Things. They are: (1) physical health (2) mental health (3) family life (4) education (5) religion and (6) criminal justice system. SYSTEM OF CASTES IN INDIA India is a country where system of caste grows basically. There were four original castes, separately created by Brahma: Brahmans, Kshatriyas, Vaishyas and Shudras. This fourfold division has its origin in the Vedas, the sacred books of the Hindus, and one of the 'most ancient books in the library of mankind'. They are admitted by all the adherents of the Hindu system to be the primary and infallible authority on the origin of the castes (Keanne, 1978: 24). Senart defines a caste as a close corporation, in theory at any rate rigorously hereditary : equipped with a certain traditional and independent organization, including a chief and a council, meeting on occasion in assemblies of more or less plenary authority and joining together at certain festivals : bound together by common occupations, which relate more particularly to marriage and to food and to questions of ceremonial pollution, and ruling its members by the exercise of jurisdiction, the extent of which varies, but which succeeds in making the authority of the community more felt by the sanction of certain penalties and, above all, by final irrevocable exclusion from the group. While, according to Sir. H. Risley, a caste may be defined as a collection of families or groups of families bearing a common name which usually denotes or is associated with specific occupation, claiming common descent from a mythical ancestor, human or divine, professing to follow the same professional, callings and are regarded by those who are competent to give an opinion as forming a single homogeneous community (Ambedkar, 1916: 3—5). In India, there is known system of class based on the caste. Thus the caste is having seemed to a thing that is flown in people's blood. Hindu religion divides the population into five basic groups. The four highest groups are known as Varnas (color) and beneath them come a group without caste, the Untouchables. The four Varnas consist of Brahmans (a priest caste), Ksathriyas (a military caste), Vaishyas (a merchant or agricultural caste) and Sudras (a laboring caste). Within these groups there are thousands of subdivision; among the Brahmans there are more than 500 subdivisions and there are over 200 divisions of people without caste (Nobs, et al., 1980: 31). India's majority population is Hindu (although it is worth noting that Hinduism is highly variable). Caste is often regarded as a social structure arising from Hindu practices and ideas. But, other religious groups in India also make caste distinctions. Muslims, Christians, Sikhs, Buddhists, and Jains have historically recognized and reinforced caste and/or varnadistinctions (Mines, 2009: 67). SYRIAN CHRISTIAN AND KERALA HISTORY Kerala provides a particularly interesting case study on race because religions are divided from each other based on caste. That is, not only do Hindus follow the caste system, but Christians as well (Sonja, 2001: 129).The Syrian Christians pride themselves on being one of the earliest Christians in the world and trace their conversion to the year 52 AD, when the Apostle of Jesus, St. Thomas arrived on the Kerala port city of Malankara near the bustling trade hub, Muziris.19 According to Syrian Christian communal history, after the death of Christ, the apostles went to different lands to spread the Word of God. St. Thomas went east through Babylon, present day Iraq and onto India. On arriving at the Kerala coast in 52AD, St. Thomas reportedly performed a miracle in front of Brahmins taking a ritual bath. He threw the water in which the Brahmins were bathing into air and it stayed there (Chittilaphilly, 2000:14). Then, The Brahmins impressed by this miracle, immediately asked to be baptized. St. Thomas established churches at Kottaickal, Kokamangalam, Paruetta, Chayel, Kurukkanikulam, and Palloor. He also established chapels and erected crosses at Niranam, Pallipooran, Vattamarry, Cranganore, Palloor and Kuthamana before he was martyred outside Chennai. During St. Thomas's tenure in Kerala, he performed miracles and acts of penance that draw pilgrims to St. Thomas sites to this day (Sonja, 2011: 31). "When I was young, low-castes had to get out of the way of an upper-caste. They would know to get out of the way because the upper-caste would travel with a servant. Every now and again, the servant would call out "hoi". When I was a young girl, I would hear that. "Hoi…" and then a little while later, "hoi". If the low-caste was on the path, he would hide off the path until the upper-caste passed. They used to get out of our way too. My mother told me that us Christians would have servants to sweep the ground before us as we walked so we would not step on any bugs. We were just like upper-caste Hindus" (Sonja, 2011: 36). Restrictions were also placed on worship—lower castes were not permitted to worship the 'high' Hindu Gods (Shiva, Vishnu, and Krishna) but were relegated to demon worship. Temple entry for low-castes was denied. Low-caste Hindus and Christians were prevented from obtaining and education and excluded from public service and government positions (Sonja, 2011: 36). Namboodiriswere exempted from land taxes while low-castes had to pay taxes and fees for even the right to use an umbrella or a palanquin. Namboodirisalso controlled the informal judicial system. While they were exempted from the death penalty, low-castes could receive the death penalty for ordinary offenses such as theft. The sentences of low-caste criminals were brutal: death by elephant trampling, blown from mouth of cannon, hung for 3 days, and mutilations (Sonja, 2011: 36). Historians have conjectured that regulating the oldest son to marry within the caste ensured that the illam(Brahmin property/residence) was kept caste pure (Sonja, 2011: 38). Only converted upper-caste Hindus would be accepted as part of the Syrian Christian fold (Palakunnel, 1999: 221). THE UPPER CLASS Characters who are Upper Class in the God of Small Things are: Pappachi, Mammachi, Chacko, BabbyKochama, Estha and Rahel. The novel tells us about social life in Ayemenem, a rural area in Kerala, India. Pappachi is one of the richest people in the area. He lives in a good wealth. Every single thing that he does shows that he is a rich person. Thus, Pappachi belongs to the upper social class. The higher class people, such as working class women or women who has rich husband usually have a higher life-style. It can be seen from the way of their life. Appearance becomes the most important thing for upper class women. They usually wear expensive clothes or expensive stuff to show off to other people that they are upper class. Mammachi here, in the novel, in the reality of the novel, is told as the wife of Pappachi, a Syrian Christian with high social class. Becoming a wife of the man from high class, indirectly, will lift up her status in front of the society's eyes. With that fact, Mammachi "should" have a life as upper class, with glamour life style, exclusive life, and everything with highest quality. Expensive, that is the proper word for her jewelries, as been exposed to this statement, "Margaret Kochamma took Mammachi's hand. The fingers were soft, the ruby rings were hard" (Roy, 1997: 83). There, the fact is barely exposed, how Mammachi's passions and desires toward jewelries, especially for the expensive ones. Wherever her body exists, wherever her feet step up, wherever her life strolls up to her social life, the jewelries never go to waste to be leaved, it is always following to decorate herself to become "like" upper or high class as usual. Probably, it can be related to the characteristics of women universally, that they likely to show off their jewelries to appear the impression of their status, class, and wealth. Chacko is the first child of Pappachi. As the oldest child, plus a fact of his sex is men, Chacko has privilege. Furthermore, in India, men are having high position especially in social life. It can be understood that India is Patriarch Country where men must have privilege to control everything including women. Going back to Chacko's fact, in the family system, Cahcko can claim to own all properties in the family. As Mamachi's Pickles company, the controller, the manager, the one who has major right is the oldest men child, and he is Chacko, it can be read on this statement, "Legally this was the case, because Ammu, as a daughter, had no claim to the property" (Roy, 1997: 28). Based on that fact, it can be supposed officially that Pappachi's and Mammachi's wealth will be inherited on Chacko, while Ammu, as the women child, has no right on that privilege above those wealth or properties. It presents that Chacko has a govern of Pickles Factory. It is strengthened with the statement of Chacko confesses that the factory is his own. That is clear factually that Chacko has good wealth that means he is a high-class man. Actually, it is important to add that Chacko also has a potential to manage the factory because Chacko has been educated, he has good level of education. Thus, it drives his brain being clear of thinking cleverly, managing something in a god way, and giving good profit. For additional information that supports it, "Chacko had been a Rhodes Scholar at Oxford and was permitted excesses and eccentricities nobody else was (Roy, 1997: 19). Baby Kochama is the sister of Pappachi, John Ipe. She is the most famous person in Kerala. "He was a priest of the Mar Thoma church. Reverend Ipe was well known in the Christian community as the man who had been blessed personally by the Patriarch of Antioch, the sovereign head of the Syrian Christian Church—an episode that had become a part of Ayemenem's folklore" (Roy, 1997: 12).John Ipe is not common priest, she becomes famous because she has been blessed personally by Patriarch of Antioch. Patriarch of Antioch is the Head of Christian Syrian Church. Because of that, after John Ipe has been blessed by the the Head of Christian Syrian Church, John Ipe is respected by the people around her. It means that John Ipe has high social class, especially for people in Ayemenem. Ammu is the last child from Pappachi's family. As the child of high-class family, Ammu automatically belongs to be high-class one. Her life, lifestyle, and education have shown that Ammu is high-class one. Education is something important for a one with high social class. It is usually considered as he step of a one to be high-class one. It is also a factor that can support a one to be high-class one because it can influence the sight and the view of people around him or her to consider as high-class one. Ammu is drawn as a woman that has good education, this educated woman continuously affects her status. It is seen by this statement, "Ammu finished her schooling the same year that her father retired from his job in Delhi and moved to Ayemenem." (Roy, 1997: 19). After finishing her education, Ammu marries to someone. Ammu marries to someone with good wealth. Ammu meets with her husband in a party, the party where rich men jostle and show their wealth off. It is accepted when it is called as a party where rich men assemble, because the irrational thing must be happening when the party is for poor men or low class because the Touchable and the Untouchable must not be touched each other. While Ammu is high-class one, and she comes to a party. The party logically must be a party for high class, and the man that marries to Ammu must be a man from high class. Several weeks pass, Ammu marries with him. "He was on vacation from his job in Assam, where he worked as an assistant manager of a tea estate. His family was once-wealthy zamindars who had migrated to Calcutta from East Bengal after Partition." (Roy, 1997: 19). THE LOWER CLASS Characters who are Lower Class in the God of Small Things are: Velutha, Ammu, Estha and Rahel. Lower social class in this novel is strongly drawn in Velutha's character. Velutha is black but he is so smart. Social class rises strongly through his life. He lives in poverty. As the main character, Velutha belongs to the lower social class. Life background has significance role and it makes his having lower class level as poor people. "He was called Velutha-which means White in Malayalam-because he was do black. His father, Vellya Paapen, was a Paravan. A today tapper (Roy. 1997: 35).The quotation shows Velutha's life background. Velutha is a son of Vellyan Paapen whom a Paravan. So, it automatically makes Velutha become a Paravan too. Paravan is the lowest caste in India. It is also called Untouchable. A Paravan contains of poor people because usually Paravan only work as a lower labor. Velyan Paapen works as a maid in Pappachi family, it means that he cannot deserve his son to get a good financial condition. It brings Velutha living under poverty. Social class rises through his poor condition, because the economic condition he has, indicates that Velutha belongs to lower class people. Ammu is a Christian Syrian from upper class. However, after she gets a divorce with her husband, her status also changes. From being a high class, he turns it in to lower class. After divorcing, Ammu comes back to Pappachi's home in Ayemenem, Pappachi welcomes it because of his compassion toward Ammu, his daughter. But, it does not take to many time for Ammu to decide to get off of the home. Because Ammu "secret" love with Veluthe has been revealed up, thus it drives Pappachi angry and Ammu gets off. Ammu has to fulfill all necessity for her life, she has to work to earn money. Before that, she works at the Pickle factory of her family, but when she has been dropped out of her home by Pappachi, Ammu search for other job in other place. Job is the important factor in dragging the strata in front of the eyes of society socially. People from high class usually have prestige job with good salary. Because it can influence to what life they choose, by buying everything, shopping everything, and establishing their arrogance of the wealth. Following that, the impression of being an upper class can be sought and decided. However, behind that fact, the lower class only has lower jobs, those lower jobs jail their economy. The limited economical conditions will never change their status and strata in front of the society's eyes, thus, their status will keep being lower and never being changed. Ammu, then decides to work at a hotel as a receptionist, and working as a receptionist is not a prestige one. Additionally, the hotel is not five stars hotel, it is only a small hotel with low standard, as has been quoted on this statement, "Ammu had lost the latest of her succession of jobs—as a receptionist in a cheap hotel—because she had been ill and had missed too many days of work." (Roy, 1997: 76). Nevertheless, working here has dropped the health of Ammu down. Probably, it is caused by her changing life, from living in good house with good treatment to living in a low life. His illness finally sharpens to the way she works, she often gets the absences on working, and it makes her getting the fire as a receptionist in that small hotel. Furthermore, working at a small hotel will not give gret significance of changing for a woman like Ammu, particularly for what she gets on his salaray. This quotation can be regarded, "On that last visit, Ammu spent the morning with Rahel in her room. With the last of her meager salary she had bought her daughter small presents wrapped in brown paper with colored paper hearts pasted on." (Roy, 1997: 77). 'Meager salary' explains clearly how small the salary that ammu gets, and it must not fulfill enough for her necessity. The work of Ammu like this is not the prestige one and the salary is too small. That is the main point of this talk, it is concluded that Ammu becomes a lowe class after facing divorcing. The divorcing is added by her love with a low class, Velutha, that facts slap her status in front of the society. Socially, her status collides and becomes one of low class masses. Estha and Rahel are the twin of Ammu with Baba. Estha and Rahel have unique life in this novel. When they are still child, Estha and Rahel are treated by Ammu in her family life that is from upper class. However, although they are live there, there is an unsaid rule that sets Ammu and her children have no right anymore to live in Pappachi's house. But, Pappachi's commission breaks that rule, so that is why they can still enjoy to live in Pappachi's house. It is clear to be understood that Estha and Rahel can be put in to a detail that they are children from upper class. Estha and Rahel can enjoy a trip with family private car that for low class that is the most greatful trip. The trip that they will ever enjoy. The trip they never imagine. The trip they never fantasize because they have been adapted to jostle in the public transportation with the bad smell and disgusting sweat of poor people. Their life is painted in that public transportation and tripping with privacy car is only a part of their fantasy. Estha and Rahel also often go to cinema, it is even told that they have watched film entitled "The Sound of Music" three times. After watching it, they go home to Ayemenem, with one night over sleep in a great hotel. Plus, the smell of food, their trip becomes perfect. The fact like that, is something that is only for upper class, it is important for low class of having it. This lifestyle, indeed, need much money, thus it belongs to upper class with good condition economically, besides that, it is also becomes the viewpoint of valuing the strata of a class. Rahel is a daughter of Ammu. After being left by her brother, Estha, who is sent back to his father, Rahel becomes sad, the sadness grows peaking up when she has to be leaved by Ammu. Rahel, then is treated by Mammachi. All the need of Rahel is fulfilled by Mammachi. As the grand daughter who grows in upper class family, Rahel gets good education. "She spent eight years in college without finishing the five-year undergraduate course and taking her degree. The fees were low and it wasn't hard to scratch out a living." (Roy, 1997: 9). Rahel then continuous her school to a university, and it is not a big problem for Mammachi to pay all the charge of the school. Rahel spends eight years in that university and ends it with no graduation, or it means that Rahel drops out. She even decides to marry to a man from America and go with him to America. Actually, that is not good marriage for Rahel. She is too hurry up to marry. "Rahel drifted into marriage like a passenger drifts towards an unoccupied chair in an airport lounge. With a Sitting Down sense." (Roy, 1997: 10). After deciding to marry and move to America, Rahel does not enjoy her life, because she is not treated as an upper class. Because Rahel has married, her life burden goes to her husband's own. Thus, Mammachi does not pay anything of Rahel's life anymore. However, the age of the marriage is too short, not long after that, the marriage is broken down. Rahel divorces with her husband, and it insists Rahel to work to stay alive and fulfill all necessity for her life in America. It is clear to see that Rahel live in the circle of low class life. She works as a waiter in an Indian restaurant in New York. It is easy to be classified that working as a waiter is one of low class job, it has no any prestige. That job just give little earn for her life daily. Life he has to pass is different with the life he gets in Ayemenem. Rahel also ever works as an employee in a gas station. This job is not a job that can give her good earn in salary. This fact, one day, makes a procure offers Rahel to become a sexual worker where she can get more money. This is simply clear to understand, how low Rahel life in America, and she can be put in to one of low class people. THE IMPACT OF THE SOCIAL CLASS In this section, the impact of social class will be explained. The impact of the social class will be revealed through several characters that have connection each other. The consequences of social class by Henslin (2003) will be used to analyze the impact of the class. The consequences of class that will be used to explain are family life, education, religion, and criminal justice system. Pappachi, the character who is drawn as Upper Class has some impact in his social life. Those are family life and mental health. Papachi has good education, he has prestigious job, besides that, he also has good wealth. It makes him becomes a character or a one who is upper class. The wealth and the prestigious job he has makes him always looks prefect. He desires to be looked as the perfect one around the people. As a man with upper class, Pappachi becomes very famous in Ayemenem. It can be seen to the quotation above, when Pappachi passes away, Indian Express, a newspaper with English letters, writes the news about the death and the funeral of Pappachi. It means that, Pappachi is not only an upper class one, he is more than that. However, the important part that can be informed in this fact is, the class of Pappachi. It is not easy for low class to be put on the newsletter, only important information that can be considered as the important news to be informed, and low class does not belong to. Mammachi is an Indian woman character. As an Indian woman, Mammachi receives all things happen to her. Mammachi marries to Pappachi who is an upper class. Thus, it can be seen that it is not easy to have a couple from different class, especially upper class. However, Mammachi has been ready of facing all the risks, the risks that bring the consequences of social class.Mammachi is accustomed to get hit from Pappachi. Mammachi does not do anything because for Indian women, women, as a wife,have to serve their husband. So whatever her husband does to his wife then his wife must accept it. "He never touched Mammachi again. But he never spoke to her either as long as he lived' (Roy, 1997: 23). So, Mammachi is never really touched or talked at all to Pappachi until Pappachi died. Besides family life, Consequence of social class also influences to the religion. People who are Christian Syrian, are supposed to be upper class than Hindus. In an intriguing chapter of Modernization and Effeminization in India, Anna Lindberg discusses how jobs within cashew factories in Kerala are dependent on one's caste. The dirtiest job, shelling the cashews, is done by the lowest castes of the factories. Shelling is the most unhealthy job as it involves removing the roasted nuts from the corrosive black oily shells. The next step up is peeling, or removing the brown skin from the cashews and is performed by both the scheduled castes and the Ezhavas caste (Linberg, 2005: 55). That quotation explains indirectly how caste affects the job of people in India. People with upper caste will throw the obligation and duty of the job to the lower caste, and people with upper caste prefer choosing clean and light works. Thus, the lower caste, people with the lower caste always works with dirtiness job, and low class job. Chacko is the first son of Pappachi and Mammachi. He was born from upper class family, and it makes the life of Chacko is surrounded by the wealth that can sink himself in the sea of this life. Upper class is portrayed clearly in this novel and it is reflected by Chacko's character. It can be looked at the background of education and of lifestyle of Chacko. The background of education of Chacko that is laid on Oxford and marries-divorces-re-marries, and gets back to Ayemenem, and ends it with heading the Pickle factory, have proven that it is the interesting life to have. However, this social class, finally affects his mental health. As the head of the Pickle factory, Chacko actually can do everything he wants, he has that chance. As has been exposed on this follows statement, "He would call pretty women who worked in the factory to his room, and on the pretext of lecturing them on labor rights and trade union law, flirt with them outrageously." (Roy, 1997: 31). Chacko has a habit of calling all beautiful women who work at the Pickle factor. He invites them with reason to teach them about the rights they have to have. However, Chacko does not do that, it is just a reason. Chacko tries to sleep those women with giving them money. For Chacko, spending much money for sleeping with women, is not a great problem. The condition of his economy, especially money, can guarantee it. Baby kochama is a character who has upper social class in the novel. Her social class then gives impact toward criminal justice system. One with upper social class is usually respected. Once, when Baby Kochama arrives at a police station, she is treated as if a queen. The police treat her very well, with great attitude, and so much respect that is never hidden in the police's mouth. She ever sells a lie to the police, and the police trust it by taking it for granted. Based on that fact, it can be articulated that the impact of Baby Kochama as the upper class is really affecting to her life, her life that is full of respect by the people or the society around her. For the support to proof it, this statement can be supposed to, "Baby Kochamma misrepresented the relationship between Ammu and Velutha, not for Ammu's sake, but to contain the scandal and salvage the family reputation in Inspector Thomas Mathew's eyes." (Roy, 1997: 122). It is clear when it is known that Baby Kochama sells the lie to the police just because she does not want her family gets down of reputation. The way Baby Kochama utilizes her status in the society is very tricky. She reconstructs the story of Ammu and Velutha because the relation between the two is such a shame thing for the family, especially for Baby Kochama's family that is from upper class. With no having any choices to save the reputation, Baby Kochama finally does the lie, with regardless the value of lying is lower than lower class status. Impact of Ammu as lower social class is drawn in physical health and criminal justice system. Ammu suffer from many diseases after he gets out of Ayemenem's house. As has been exposed on this follows statement, "Who came back to Ayemenem with asthma and a rattle in her chest that sounded like a faraway man shouting" (Roy,1997: 76). Her weak economical condition grave illnesses suffered by Ammu. There is not much that can be done by Ammu. Eventhought she is sick, she still has to work to meet all her needs. Living in poverty make Ammu can not treat her disease. Her physical changes occur from groomed Ammu and beautiful become Ammu who has disease and ugly. Ammu physical changes that profoundly changed drastically make her looks very different. When Baba, who is a Hindus, marriage with Ammu that makes the church doesn not want to bury Ammu. because for the church Ammu has different class from them. So, Chacko dicides to bring Ammu's bodies to the electric crematorium. Ammu's bodies are treated very badly, they wrap the body of Ammu on a dirty mattress. How Ammu's bodies are treated very clearly illustrates how Ammu's social class. Her marriage that is considered wrong, living in poverty and disease she has, it all led to Ammu suffer until she dies. Cremation place that is used to burry Ammu's bodies is very dirty. From the above quotation clearly seen what people is burned in that place. Only the bodies of beggars, criminals and police custody are burned on the ground. It is impossible for bodies of people wiyh high social class and have good econmomic condition is buried in that ground. Unfortunately again, no more families are present in addition to the ground except Chacko and Rahel. Impact on the character Velutha great looks of the criminal justice system. Velutha as a lower social class is treated badly in the criminal system. When velutha is accused of making a mistake then the police catch him in a bad way. They do the violence which is not a procedure of arrest. They woke Velutha with their boots (Roy, 1997: 144). The police wake Velutha who is asleep with their hard shoes. The police do not want to touch velutha because he is a lower class. Velutha gets injustice. The police directly commit violence on Velutha without asking first what happen actually. On Estha's character, social class gives impact on his mental health. Estha who is accustomed to luxury living in Ayemenem's house. One day he has to move because his mother send him bank to his father. Where the condition of his father is different with condition in Ayemenem's house. Estha finished school with mediocre results, but refused to go to college. Instead, much to the initial embarrassment of his father and stepmother, he began to do the housework. As though in his own way he was trying to earn his keep. He did the sweeping, swabbing and all the laundry. He learned to cook and shop for vegetables (Roy, 1997: 6). His mental health is disturbed after he decides not to continue his education into college. Estha starts doing what he should not do. He does all the homework that should be done by women. And since then Estha starts rarely speak until one day he really stop talking altogether. Estha performs regular activities without spending a single word. He does not care what the people around him are doing. He will still silent. Although his twin sister, Rahel, is next door and talk, then Estha still keep silent. This condition sometimes makes Rahel think whether Estha become mad, as has been exposed on this follows statement, "Had be seen her? Was be really mad? Did be know that she was there? They had never been shy of each other's bodies, but they had never been old enough (together) to know what shyness was" (Roy, 1997: 44).EStha's mental condition shows that social class can also give impact on mental health. Rahel is raised by mammachi after Ammu die. Of course being raised by mammachi will make life in very good socio economic condition. Raised by Upper class lifestyle makes an impact on family life of rahel. Rahel who has been abandoned by both parents become a very naughty girl. Because she never get a good attention from all her family. Uncle Chacko and Mammachi just give her all the material only. Rahel gets all the facilities that she need so she can reach high education. it is clearly explained how Rahel who are not given attention by all her families. They are just busy with their own affairs without considering the love that needed by Rahel. She is just given all the material she needs such as clothes, food, and money. That all makes Rahel become a naughty girl. Rahel is actually a beautifull smart kid, but she often makes the act that make her eventually are punished and expelled from the school. In the above quotation illustrated how Rahel delinquency in schools. Rahel is first convicted when she is at the Convent of Nazareth. She is caught decorate dorm room door with a flower head. And the next day she is tried and given punishment by the head monastery. Six months after, Rahel is expelled from school because she is already given many punishments and she still keeps naughty. It is all because of Rahel ever caught smoking, she also ever steal and burn bun of Houseministers. Rahel becomes naughty because of she never gets a good attention. Here, it clearly shows that social class olaso give impact to family life. Rahel eventually grows into adulthood without attention and affection of a family. As an Indian women, Rahel's future is determined also by her marriage. CONCLUSION Based on the recent analysis of the data, the result can be concluded that all the issues that have been revealed by statement of the problem can be drawn. There are two conclusions which can be concluded. The first is about the depiction of the social class, the second is about the impact of the social class on the character. The first conclusion is about the existence of social class experienced by the character in the novel. Karl Marx divides social class into two classes. They are Capitalist class (Upper Class) and Working Class (Lower Class). The existence of social class can be seen by wealth, occupation and educational level. As Worsley says that each of the aspects can be used for different purposes or they can be combined. So the character in the novel is divided into two classes. Upper class's characters are Pappachi, Mammachi, Chacko, BabyKochama. And the lower class's characters are Ammu, Velutha, rahel and Estha. The social class can be identified by their economic background, their way of life, their way of dressing, and the standard of living. The second conclusion is about the impact of social class on the character. The impacts of social class are divided into six categories. They are: physical health, mental health, family life, education, religion, criminal justice system. Every character has different social class impact. Furthemore, the writer also find some characters who have different social class. Here, Ammu, Rahel and Estha are Upper social class. Because of some problems, their social class is changed from Upper social class to Lower social class. And it also makes different impact for them. REFERENCES Abrecombie, Nicholas. et al,. 1994. The penguin dictionary of sociology (3rd edition). New York: Penguin Books Ltd. Al-Qudaeri, Golam Gaus & Muhammad Syaiful Islam. 2011. "Complicity and Resistance: Women in Arundhati Roy's The God of Small Things". ISSN No. 1948-1845 (Print); 1948-1853 (Electronic). Ambedkar, BR. 1916. Caste in India: their mechanism, genesis, and development. Julundur City: The Awami Press. Chittilapilly, Paul. 2000 The Life and Nature of the St. Thomas Christian Church in the Pre-Diamper Period. Kochi: LRC Publications. Chu, Yu Ru.2006. Recasting India: Caste, Trauma, and the Politics of Transgression in Arundhati Roy's The God of Small Things. Hegel, Georg Wilhelm Friederich. 2001. The Philoshopy of History. Ontario: Batoche Books. Henslin, James. 2003. Sociology. Boston: Pearson. Hornick, Barbara. 2011. Sociology Reference Guide: Defining Class. New Jersey: Salem Press. Keane, David. 1978. Caste-based Discrimination in International Human Rights Law. Hampshire: Ashgate Publishing Limited. Khori, Moh. 2010.Social Class and Political Satire in Mark Twain's The Prince and The Pauper. Lawrence, Wishart London. 1965. V. I. Lenin: Collected Works Vol. 29. Moscow: Progress Publisher. Mines, Diane P. 2009. Caste in India. Michigan: Association for Asian Studies, Inc. Narwoko, Dwi., Bagong Suyanto ed,. 2007. Sosiologi: Teks Pengantar & Terapan. Jakarta: Kencana Prenada Media Group. Nanda, Silima. 2012. "Women as the Oppressed in The God of Small Thing". ISSN 0976-8165. Neil, Stephen. 1984. A History of Christianity in India. Cambridge: Cambridge University Press. Nobs, Jack. Et al,. 1980. Sociology. London: Macmillan Education Ltd. Palakunnel, John. 2003. Christianity is Truly Indigenous inSt. Thomas Christians. Kochi: LRC Publications. Rao, Anupama. 2003. Introduction in Gender and Caste. New Delhi. Kali for Women. Renou, Louis. 1961. Hinduism. New York: George Braziller, Inc. Richards, WJ. 1908. The Indian Christian of St Thomas. London. Bemrose& Son Limited. Roy, Arundhati. 1997. The God of Small Things. London: Flamingo Taylor, Richard.1981. Understanding the Elements of Literature. New York: Palgrave Macmillan. Thomas, Sonja. 2011. From Chattas to Churindas: Syrian Christian Religious Minorities in a Secular Indian. New Jersey: The State University of New Jersey Wellek, Rene., Austin Warren.1984. Theory of Literature. New York: Mariner Books Worsley, Peter. 1970. Introducing Sociology. Baltimore: Cox & Wyman Ltd.

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

Van Summerill, July 16, 2013 ; 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 Van Summerill. The interview was conducted on July 16, 2013, by Sarah Langsdon. Van discusses his memories of Ogden and 25th Street. ; 34p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program Van Summerill Interviewed by Sarah Langsdon 16 July 2013 Oral History Program Weber State University Stewart Library Ogden, Utah Van Summerill Interviewed by Sarah Langsdon 16 July 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: Summerill, Van, an oral history by Sarah Langsdon, 16 July 2013 , WSU Stewart Library Oral History Program, Special Collections, Stewart Library, Weber State University, Ogden, UT. iii Van Summerill July 16, 2013 Abstract: The following is an oral history interview with Van Summerill. The interview was conducted on July 16, 2013, by Sarah Langsdon. Van discusses his memories of Ogden and 25th Street. SL: This is Sarah Langsdon and I'm here interviewing Van Summerill about his memories of the theaters in Ogden at his home in Ogden, Utah. It is July 16, 2013. Van, why don't you go ahead and tell us a little bit about when and where you were born? VS: I was born in Ogden, Utah. I've lived here all my life except when I was in basic training for the National Guard and that was at Fort Ord, California and I don't call that living particularly, in the old barracks and such. I was born in the old Dee hospital and lived just a block away from it all my youth on Van Buren just off of 24th Street. So, close to downtown, and close to the Hospital Drug Store that we'd go and get root beer floats and things as kids. SL: Did you have any siblings? VS: Yes, one brother, who's four years younger than I and a sister who's seven years younger. SL: What do you remember about going to the Egyptian Theater as a child? VS: Oh I have very vivid memories. The only thing I don't recall is exactly when I started going. I imagine my parents would have let me go to the kids' shows by myself maybe when I was seven or eight. That would have been about 1949 or 1950. That did two things, it kept us entertained—I'm speaking of my brother 1 when he got old enough to go with me. My sister, I don't remember her ever going to the show with us, because she was much younger and the kids shows at The Egyptian started at 9:30 on Saturday mornings, they were called "Kiddie Shows." Admission was 20 cents and I remember lining up in front of the Egyptian, some days in a lot of fresh, overnight snow. When you were a little kid, it seemed like it took forever to stand in line and work your way up to the box office and finally get in. Of course, we had to buy a soft drink or candy or something before the show started. Then, wow, did we ever have the entertainment. There was always a feature film and serial chapter with a weekly cliff-hanger ending. That's where I was introduced to, "The Little Rascals," the "Our Gang Comedies," "Laurel and Hardy," "The Three Stooges," "Abbott and Costello," to name a few. They had all kinds of short subjects and cartoons and cartoons and cartoons. I remember the big curtain would then come down momentarily and then magically rise again, and the screen had disappeared. I didn't know at the time where it went. Out would come a tall distinguished man, Ted Kirkmeyer, who was the manager of the Egyptian and probably had more influence on my life than, in some ways, than my parents—even my own father. They had contests on the stage and they drew lucky ticket numbers and gave away things such as Hi-C orange juice in cans. The final giveaway was a bicycle each week. I was a shy kid and scared to death that my ticket number would be called and I'd have to go up on stage. It didn't dawn on me at the time that I was the only one that knew what my ticket number was and I could just—if 2 they called it, just ignore it. But, I was always terrified I was going to be called on stage. I always remember Mr. Kirkmeyer would say to the 1,200 youngsters packed in the Egyptian after the drawings, "Now, boys and girls, I have a pin in my hand, it's just a straight pin, and if it's quiet enough in here, if you kids are quiet enough that I can hear this pin drop, we'll have five more cartoons." Well, the place turned into a morgue. I mean, you could hear everybody breathing except the ones holding their breath so they wouldn't make any noise, and he'd drop this pin and then the drama would build. Finally, he would say, "I heard the pin, there's five more cartoons." Well, that was like hitting the jackpot, so on would come the cartoons nearly drowned out by 1,200 appreciative yells and squeals. The Saturday morning Kiddie Matinees were where I watched my favorite cartoon character, Mighty Mouse. Mighty Mouse cartoons were shown at the Egyptian because they were released by 20th Century Fox and the Egyptian was a Fox theater. They also ran RKO Radio Pictures, which meant Walt Disney's cartoons were screened all the time too. That was before Buena Vista Releasing Corporation was formed; before RKO went out of business. The cartoon mainstays were: Pluto, Goofy, Donald, Mickey and Minnie, Mighty Mouse, and Heckle and Jeckle. I remember them well. I was also introduced to some of the great old Vaudevillians; Leon Errol, for one. He made a series of 18 minute short subjects for RKO. Also, a man by the name of Edgar Kennedy, famous for the, "Slow Burn." He also appeared in many Laurel and Hardy movies. 3 I remember one Saturday they showed, "Mighty Joe Young," which was made by the people who created, "King Kong." The stop motion animation was even better than it was in, "King Kong." They made the gorilla smaller, he wasn't as big, but he was still larger than life. I was fascinated by that show. It was basically the same story as, "King Kong," they captured a gorilla and brought him back to America to perform at a night club. He misbehaves, they're after him to kill him because of the danger that he presented to the people. I was just fascinated with the night club movie set. It had a long bar and this thick glass window in back of it. There were lions roaming around back and forth behind the big window. This film sparked this young boy's imagination more than any other. I remember there was a soft drink machine in the lobby. You'd put in, I think 20 cents, and the cup would drop down and then you'd push a flavor button. Well, I made, what I guess you would call a "suicide" because I'd push orange and then I'd push coke and then I'd push root beer and then 7-Up and then back and forth and back and forth. I thought that made the best drink. But my very favorite movie treats were ice cream bon-bons. They were the most expensive of everything the Egyptian sold. I think they were 25 cents for five ice cream bon-bons in an elongated cardboard box. And the thing I remember most about them, it didn't bother me, but the chocolate initially kind of tasted like the cardboard So anyway, I grew up going to the kids' shows and then I started noticing that there were all these announcements coming of Cinema Scope. That would have been in 1953. I remember one day after the kids' show—I always waited out in front of the theater for Dad to come pick me up. He had less than a mile to 4 drive to come and get me, but I knew that the regular movie starting shortly on this particular day was in Cinema Scope, and I wanted to see what it was. So, I just sat in the auditorium and no one came by to make me leave. So, on comes this wide Cinema Scope picture and I thought, "Oh, so that's what this is all about." Pretty soon I was tapped on the shoulder and it was my dad, who had gone around the block, I don't know how many times, and finally had to park the car and come in to see what had happened to me. I remember the remodeling in 1951, it was completed in December that year and it was a very nice job. By 1951, television competition was beginning to devastate attendance numbers at theaters. Fox's solution was to spend millions of dollars on their theaters, update them and redecorate them. They generally did an excellent job on the Egyptian, in spite of painting over some of the original colors, particularly on the lobby ceiling. But I remember going to the Egyptian the first day after the grand opening. I had never paid attention to the old original doors, but I did notice that there were brand new doors. They were all glass in simple aluminum frames, which in retrospect cheapened and clashed with the Egyptian art. To this day, I remember stepping through those doors and smelling the new paint. Looking around, I could tell some areas where they had repainted. Some I wasn't sure, but I knew it was different. The carpet felt as if it was two inches thick, very comfortable and very plush. The stage treatment was awesome. There were two new curtains installed and the front drape was what is called a Venetian curtain that rises in graceful scallops. Immediately behind the Venetian was a blue-gray curtain that opened sideways from the center, which 5 was called a traveler, or title curtain. So the audience never saw a blank screen at the movies. The studio logo would appear on that blue-gray curtain and then it would start to open sideways. At the end of the picture, the projectionist would time it so that just as the fade out on, "The End." That curtain would close again and then the Venetian curtain, gracefully descended. It was a fantastic addition to the Egyptian. SL: Did you go every weekend throughout the entire year or was it mostly summers? VS: No, I think it was generally in the winter and I honestly can't tell you how often, but I know we didn't go every weekend, but went enough that I saw my fill of cartoons and it seemed like I'd come home every Saturday with a headache. But what I used to like to do while I was waiting for my dad to come pick me up was stand out next to the box office. At that time, I was just tall enough to see in the box office side window. I liked to watch the cashier punch the keys on the change machine and watch the coins roll down a narrow trough and into a small dish-shaped container from which the customer could easily retrieve their change. In those days, adult tickets in the evening were 65 cents. Students got in for 50 cents if you had a student discount card and kids were 20 cents. That would have been the same for the Orpheum across the street. The Paramount was cheaper to go to and it was down on Kiesel, almost directly in back of the Egyptian. I think their price for kids was 15 cents anytime. I don't remember exactly what the adult fare was, but it was generally a little cheaper than the Egyptian and the Orpheum because it was considered a second rate theater, as was the Ogden Theater. 6 SL: Van, what do you remember about the former manager of the Egyptian? What was his name? VS: Ted Kirkmeyer was the manager when I was a kid and going to the movies there. He was later promoted to city manager in Salt Lake for Fox. He left Ogden in 1957 and then it was Bill Souttar. But, I kept in touch with Ted right up until his death and then Nellie, his wife, right up until she passed away. They both lived well into their nineties and Nellie told the story, Ted was sitting there listening— he was a very quiet, almost a shy person, when I'd go visit them and so Nellie was doing the talking—but she said that one Saturday morning it snowed the whole time that kids show was going on. It ended and the regular afternoon matinees started at 1:00. It was well after that mid-afternoon that this very upset woman called the theater and asked to speak to the manager and so Ted came on the phone and said, "This is Mr. Kirkmeyer," The woman said, "I'm so upset, my boy spent all his bus money on candy and then had to walk home in the snow storm and he just barely got home." Nellie said that the incident bothered Ted so much all week that he made it a point when he was up on the stage to explain to the audience that next Saturday, which could be as many as 1,200 kids in those days, just what happened to the young man. He said, "Now, boys and girls, I never want you to be in that position and I don't ever want this to happen again to any of you, so if you find yourself in a position where you don't have bus money to get home, my name is Mr. Kirkmeyer, my office is out in the lobby. You come and see me and I'll make sure you have money to ride the bus." 7 Nellie said, "Before Ted could get down off the stage and back out into the lobby, there was a line of kids that formed across the lobby and down the aisle in the theater waiting to collect their money for the bus." She said, "Ted didn't say anything, he indeed passed out whatever it took to ride the bus then—ten cents or whatever it was—to every single one of those kids that was in that line." Ted would never start a show or open the box office until he had a vase with a long-stemmed rose bud in the box office. He was just a class act. In fact, he was awarded the exhibitor of the year, but I think it was in 1938 or 1937, somewhere in there before he came to Ogden to run the Egyptian—I think he was still in Colorado. He was named motion picture exhibitor of the year by Darryl F. Zanuck himself, president of 20th Century Fox. The award was given to Ted in Paris, France. I have a picture of Ted and Zanuck and it's funny because Ted just towers over this little Darryl Zanuck. Ted Kirkmeyer paid attention to details. He had an eye for the ladies as far as having attractive young ladies work in his theaters. I have the pictures to prove it. Theater managers could win cash prizes and even vacations with photographic proof of what they did special to promote movies in their theaters. So, from time to time they would have a photographer come in and document promotion activities. One time, Ted had his staff of young ladies in swimming suits and they were photographed demonstrating ways of fighting fires if one happened to break out in the theater. They are holding fire extinguishers and containers of this and that retardant. It ended up a cheesecake instruction poster to my mind. 8 In 1948, the Miss Ogden Pageant was held in the Egyptian at Ted's urging. Miss Ogden went on to become Miss Utah and represented the state in the Miss America pageant. Ted was a great showman and someone that instilled in me a love of theater buildings. You want to hear about Bill Souttar too? SL: Sure. VS: Ted Kirkmeyer was promoted by Fox Intermountain Theaters to district manager over all Fox theaters in Salt Lake City. Then, out of the Midwest, came Bill Souttar, who was in so many ways, the exact opposite of Ted in management style. He could be bombastic. He seemed to be at his worst when we were the busiest at the theaters. It brought out, I don't know, nerves or something in him, but the way he reacted sometimes to the public, I thought, was amusing. I worked as Mr. Souttar's assistant manager for eight months at the age of 19 and I could always tell when he and Madge, his wife, had a disagreement at home before he came to work. It kind of slopped over, he kind of took it out on the staff. I saw him fire ushers on the spot for chewing gum, for having their hands in their pockets, or for the most grievous sin of all, sneaking popcorn out of the machine and eating it. So, he could be tough to work for, but after I quit as assistant manager at the Egyptian, it wasn't long before I went back as a part-time doorman one or two shifts a week just because I wanted to be in that building and part of that industry. When I went for National Guard basic training in California, Bill Souttar wrote me several times, keeping me informed what was going on at the Egyptian. 9 Eventually, I found myself in a situation where I was a quasi-assistant manager a lot of times. Mr. Souttar went through several assistant managers, so there were occasions in between I would be asked to fill in. I remember one New Year's Eve in particular. The lobby was filling up with people coming for the late show which was to begin about 10:00 p.m. It was timed to start so that somewhere in the movie, just minutes before midnight, the projectionist would insert a countdown to the New Year film clip. Precisely at midnight, the words to, "Auld Lang Syne," would come on the screen for the audience to sing. But anyway, the doorman noticed these two guys coming into the lobby and they were "happy." They were really happy, they had they're arms around each other singing to the top of their lungs and weaving side-to-side on their way to the doorman's stand. This particular doorman was kind of a wimpy guy anyway and didn't want to confront these drunks, so he hurried over to the office door, "Mr. Souttar, Mr. Souttar, come out here quick." So, Bill came out and stopped these guys and said, "Boys you're going to have to go back and get your money refunded because we can't let you in. You're a little bit under the weather, shall we say, and we'll get you a refund." Well, they said, "No, no, we're okay," and started arguing to the point where Bill had to get forceful with them and physically started nudging them back to the box office. About that time, I turned and was looking inside the theater at everybody standing around the concession stand who, in turn, were looking at what was going on with Souttar and these two guys out by the box office. The first thing I knew, I see everybody in unison go, [gasp], and I turned around just in 10 time to see Mr. Souttar's glasses go flying one way and he went flying the other. Well, those guys, I don't know what he said to them, but one of them knocked Bill for a loop. But other than a small cut on his nose, he was okay. It broke his glasses though. The hardest part about that deal for me was trying not to laugh when he came back in the theater. Of course, the staff loved it because, like I said, he was a tough nut to work for and he sometimes tested your ability to love your fellow man, so to speak. So, we're in the lobby kind of, "Hehehehe," and then all of a sudden, this booming voice out of the office, "Van, come in here." I thought, "Oh no, now I really have to control myself." Anyway, I went in the office and Bill says, "You're going to have to count tonight's money because my glasses are broken and I can't see." By the way, Mr. Souttar opted not to press charges against the two drunks. SL: How did you start working at the Egyptian Theater? VS: When I was 19, I must looked like I was about 15. I was in college, but I was downtown for a dentist appointment. After seeing the dentist I thought, "I'll go to a matinee movie." So I bought a ticket to the Egyptian, as I walked in Mr. Souttar saw me. He said, "What are you doing out of school?" I said, "Oh, I had a dentist appointment and decided to come to the movie afterward. I'm out of high school anyway; I'm in college." He'd seen me around and we chatted from time to time. He said, "I've got a position open if you're interested." I asked, "What's that?" Bill said, "Assistant manager." I felt that I would be in seventh heaven having that job and immediately accepted the offer. 11 VS: I was 1962. Candy girls were making 65 cents an hour; the box office girls likely were making about 15 cents more an hour than I was. I figured I was working about 50 hours a week, for 60 dollars. So, I wasn't making a heck of a lot of money but was spending a lot of time in that theater. When you're in the movie business, you work when everybody else plays. I recall an incident that happened at the Egyptian about this time that played out like a movie script. I was in the lobby one day and I just half-noticed a man come up to the box office—nothing unusual about that—then he walked away. Shortly, I noticed two guys at the box office and one of them looked as if he flashed a badge to the cashier. As they walked away, I approached the cashier and asked, "What's going on there?" The cashier said, "That's was the FBI, and they're tailing the person who just was at the box office. I said, "Oh, that one that just walked away/" She nodded. I asked if the suspect was coming back. The cashier told me he bought a ticket to the next show. Within a few minutes, here comes four or five other agents, in the front door and they were stationed all over the theater. They had questioned the cashier, so they knew they had about a half an hour before the next show started, so they got these guys all situated, and I thought, "Woah, this could be exciting." So then, in comes the guy, and goes in the theater and we're just all on pins and needles. This really livened up the night, but if that weren't enough, all of a sudden, we heard sirens coming down Washington Boulevard, and all these fire trucks stopped in front of the Egyptian. I walked out front to see what was going on. Schubach Jewelry Store occupied the north commercial space in the Egyptian building, adjacent to the lobby and the 12 box office. (On the south side was Standard Optical then). Anyway, Schubach Jewelry had this big diamond above their window that was covered with light bulbs that blinked and glittered. One of the guys that was staking out the theater in a car across the street saw that sign catch on fire, so he called the fire department. While I'm standing out front, I notice one particular man. He was just opening his wallet to buy tickets, and a couple of firemen rush by him hauling a hose into the Egyptian. The second fireman has one of those big axes, so this guy is looking at them, then he's looking at his wallet and he's trying to decide whether he's going to buy a ticket under the circumstances. I don't remember whether he bought tickets of not. Anyway, the movie went on and we were all waiting to see what happens next, and the suspect walks out, down the street, obviously being tailed, and that was the end of that. We never found out what was going on. There are always funny stories in theaters, funny things that happen. Mr. Souttar told me this story, and I don't know whether it happened at the Egyptian. He came to Ogden from the Midwest, out of Fox Midwest Theaters to manage the Egyptian. He said one day the custodian came in with a set of false teeth he found in the heater and Souttar told him, "Well, put them in the lost and found box," which he did, and then a couple of days went by and finally a man came in and asked, "Did you find a pair of false teeth in the theater?" Mr. Souttar nodded, "Yes, we did, and I'll have someone get them for you. May I ask how you happened to leave your false teeth here?" He said, "Well, I was watching the 13 movie and my teeth start hurting, so I took them out and put them on the chair next to me." Now, can imagine, something that's going in your mouth, resting on a theater seat next to you? SL: What other movie theaters did you end up working in? VS: The training theater for the Union, (I didn't really have to train very long because I had near-lifetime experience with 16mm film) was The Movie, a little theater built in what had been the Ben Lomond Hotel dining room. It was off of 25th Street. It was a nice room. The Stephens, I think they were brothers, or father and son, had built one of Ogden's first drive-ins, the Mt. Ogden, in 1948, located where the South Ogden Costco is now and K-Mart before that. I don't think there was just one reason why it was decided to move the drive-in. One was that Sears moved in across the street and the parking lot lights were interfering with the picture at the Mt. Ogden. Anyway, the North Star Drive-In, on the old highway to Brigham replaced the Mt. Ogden in about 1960. Then, Stephens ventured into building that little theater in the hotel, but anyway, that was the Union Projectionists training theater. After I was trained in the Union and working the Wilshire in South Ogden and the Northstar Drive-In, I still filled in position there for a while. We were running, "Jeremiah Johnson," I remember and I looked at the picture on the screen and the CinemaScope lens was a little crooked. What happens if you turn that lens just a little bit? It forms a parallelogram, where the two sides are parallel to each other, same thing for top and bottom. But the picture was running slightly uphill. I thought, "I'm going to fix that," so I started messing with that lens and the lens fell out of the projector. Luckily, it fell in the window sill. I quickly 14 checked and it was okay, but I was so nervous and shaking I had difficulty putting it back in its slot. Luckily, there were only a handful of customers in the place. I did most of my projecting work at the Wilshire. It was on Harrison Boulevard in South Ogden and was supposed to be the cornerstone of a mall to be built by John Hinckley, who also owned Hinckley Dodge. They built the theater first, but the mall was never built. I worked Saturday nights, which is unusual for a part-time projectionist to work the busiest night; normally the head projectionist works that night. I enjoyed that shift because it was busy and there were usually a lot of people there. I also worked a little bit at the Orpheum downtown. I'm glad I was able to do that because, of course, it's gone and has been for a long time. I happened to work opening day of Jaws, which of course was the big picture of the year. The place was packed for the first show and the rest of the say, and so I always remember that. The North Star; I didn't much like working the drive-in. I remember coming home from a shift one night and it was getting light. I was as if the sun would come up any minute. In the middle of summer, when your days are long, you have two extra-long movies. They always run the first movie, then the second and then run the first one again. That as one of those nights, so the birds were chirping and I was just getting home. Aaron Farr, our Union's business agent and one of the old timers, told this story: Aaron was a projectionist at the Northstar one night. He kept hearing these strange sounds and couldn't figure out what the heck they were. He decided they were coming from outside the booth. He discovered there was a carload of young guys who were drinking beers and 15 trying to throw the empty beer bottles through the projection room portal. Had they succeeded, the projector could have been damaged. Surprisingly, the Browning Fine Art Auditorium was Union house even though they ran just 16mm rather than the standard 35mm. We used to show travel logs and all kinds of things. I even met the movie star Charleston Heston who augmented his lecture with film clips. I also met the grandson of comedian, W.C. Fields, who showed scenes from his grandfather's films. That projector in the Fine Arts center was a German machine which threaded from the opposite side. It was somewhat confusing. I always panicked when I had to work there just because of the fact that it was such a different machine. SL: Did you ever work at the Ogden? VS: Oh yes. Besides the Egyptian, the Ogden was Peery's other theater. They leased them both to Fox and so it was also under the jurisdiction of Bill Souttar. When you were assistant manager at the Egyptian, you were kind of the manager of the Ogden Theater, which operated mostly on weekends, especially in the summer. Just weekends because the drive-ins killed the downtown theaters in the summer. Fox booked more money on a Sunday running Spanish films than the Egyptian did running first rate, first run movies. Even back then, there were that many transient far workers who labored summers in the area. Sometimes those people would talk, we knew they must be talking about us, but we didn't know for sure what they were saying. Hopefully it was nice. The staff was instructed to always be courteous. One time, I looked in on the screen, it was a Spanish language film of course, but it took place in India. 16 It just struck me so funny; here are all these Indians with turbans on their heads and they're speaking Spanish. The Ogden was a poor stepsister to the Egyptian. The screen had long since ceased to fly in the loft, so it was on wheels. Promoters tried everything in there to make a profit and they'd book either boxing matches or wrestling matches. To tell you the truth, I don't know which. They'd push that screen to the back of the stage and set the mats and ropes in place. Then afterwards, bring the screen back into position. But in moving it back and forth, all the black masking across the bottom became frayed and torn. It was a mess. The old gentleman— Chris—who was a projectionist had come out of retirement to run these Spanish movies. That's all he did. He'd lock himself in that projection booth for the one o'clock show and stay in there all day and run movies. I looked in the auditorium, it was intermission one day. Out of ten or so lights that shined on the stage curtains, four had light bulbs that were working. I remember the curtain motor was out of adjustment, so the curtains stopped about two feet short of closing. You could see the frayed black masking on the bottom, and to top things off, Christ, was playing 45 rpm Spanish records on a 78 rpm record player, resulting in the singer sounding like a Hispanic Minnie Mouse. I remember thinking, "So this is show business, huh?" But I loved that old theater. The Ogden had quite the history. It opened in December of 1909 as a legitimate theater. It wasn't a vaudeville house. It was for traveling plays that came through town. There was a trunk up in one of the dressing rooms there. It was just like you see in the movies—these theatrical trunks with the stickers from all over the 17 country and perhaps the world posted on it. I had half a notion to just go in and take it. I never did. They tore the theater down and I was lamenting to Mr. Souttar one day about that trunk. He says, "Well, why didn't you ask? You could have taken it." Those old theaters have an odor to them, not necessarily a bad one, and a patina to them, unlike new ones and restored ones. I learned to love that smell. The Paramount smelled that way, the Ogden had carpet in front of the concession stand that had been there since probably the forties that had so much soda pop and God knows what else spilled on it, it was glazed over. I mean, you could see the pile and the pattern, but you couldn't move it. It wouldn't move, it was just that solid—like a rock. SL: Where was The Ogden located? VS: The Ogden was located across 25th Street from the Ben Lomond. Well, not quite directly. East of the Ben Lomond where a motel sits now was an old hotel, the Ogden Hotel. It was five or six stories high and it looked like it had a lot of indigent people living there because whenever I glanced that way, there were always older men sitting in chairs in the lobby. When I was in high school, I went to the Ogden every week. They were running American International Pictures, a studio specializing in Schlocky, cheap horror movies and they were always double features. In my film collection, I have an American International Picture called, "Invasion of the Saucerman." It's these little green men, although you don't know they're green because the picture is black and white. When they got agitated, needle-like tubes would come out from 18 under their fingernails and they'd shoot the victim full of alcohol and they'd be drunk—sometimes to the point that they'd die. I remember they even stabbed a cow. Anyway, that was the cheap and silly second feature to go with, "I Was a Teenage Werewolf," which starred Michael Landon. I saw more crap, but at the time, enjoyed it at the Ogden Theater every Saturday afternoon. The Ogden was what they called a move over theater for the Egyptian. For instance, if a certain movie was held over at the Egyptian and there was commitment to bring in a new picture to the Egyptian on a certain date, the old picture—if still profitable—would be moved to the Ogden. The Orpheum did the same with the Paramount. A lot of times you'd open the Friday night paper, the day films often changed, and it'd say, "Held over, moved over." I remember they did that with, "Gypsy," with Natalie Wood. It was playing at the Orpheum for weeks. It moved down to the Paramount and had a successful run there. I remember the year, "The Apartment," won several Academy Awards, as did, "Elmer Gantry." Those pictures hadn't played in theaters for a while; they'd come out earlier that year. The two pictures were so honored, the studio rushed them back out as a double feature. It was the longest double feature I've ever been to in my life, both shows were well over two hours each. But, they looked into the Paramount and mobs of customers showed up. The staff was dumbfounded. They were not prepared to handle that many people. There hadn't been that size crowd in there for years. They had to hurry ushers up to the balcony to dust seats off that hadn't been used for a decade or so. That was an exciting night. I loved seeing all those people in the Paramount. 19 SL: Did you ever meet Harm Peery, when you were working? VS: No, I didn't. I remember that he died; I think I was in junior high maybe. I've got a copy of his obituary in my files, but I can't remember exactly when he died. SL: What would you say your favorite theater was that you worked? VS: Well, no question, for many reasons, the Egyptian, of course, has always been my favorite. As far as working, I so enjoyed the Wilshire. When I first started there it was a single theater, same size as the Egyptian, about 850 seats. Eventually, two two smaller 350 seat theaters were added off the lobby, so they were like spokes off the lobby. There were three separate projection booths all accessed in the lobby, so I got to do a lot of people watching and walking around constantly looking in on each booth. That was when the film platter system came into prominence where the films were all spliced together and laid flat on a great big platter. Sometimes those things didn't work the way they were supposed to. I recall one time, obviously you could only be in one of the booths at any time, in each booth a third of the time, technically, there's no other way about it. The Wilshire had run Barbara Streisand's version of, "A Star is Born," for months. For some reason, that picture was bigger in Utah than anywhere else. I was making my rounds and I walked in the booth where that film was running, and a loose splice, had gone down through the projector and was on its way back to go up on the platter when it split in half. It split the film in half, so when I walked in, instead of a film 35 millimeters wide, there was a little strip about the size of the 16 millimeter winding on the platter and the other half was piling up on the floor 20 about two feet deep. So, with the platter system, all I could do was stop it, discard the split segment, then splice the two halves together, missing about ten minutes of the movie. The Wilshire had just hired a new manager. I don't know why they hired this kid. He was likeable enough, but for whatever reason, he was a lousy manager. He didn't order a replacement reel for several days, if not a week or more. So, people, every show would come out and say, "There's part of this movie missing." The incident that finally got him fired was this: There was a protocol that management had to follow taking the days deposit in the zipper money bag to the bank. You always were accompanied by another staff person. Well, this manager never followed that. At that time there was a temporary bank set up in a mobile home at the edge of the Wilshire property. Somebody obviously had been staking the place out. The manager—alone—was walking over to the bank when a car starts up across the parking lot, and the wheels screech and this car is heading right for him. As the car zoomed up to him, the manager up and threw the bag of money into the open car window. That was the last seen of the money and the last day the young man was employed at the Wilshire. SL: Van, do you have any memories about 25th Street or downtown Ogden, other than the theaters? Any stores you remember going to? VS: Well, the story went like this, and I don't know whether it was true or not. I tend to believe it was true, that Ogden, in the late fifties, was, I don't know what you'd call it, whether it was a test city for fashion, for teenager's fashions, or what, but 21 we had some great clothing stores here. Individual, local stores. I loved the old Penney's building, which sat where that unsightly new Wells Fargo building is at Washington Blvd and 24th Street. That old Penney's building was originally a ZCMI most of its early life, then it was Wright's Department Store and finally Penney's. It was an old, old building and I remember the elevator was operated by a Penney's employee. When first in college, Irene White, a coed of mine, was one of the elevator girls there. I remember looking at the tiny little seat that she had to sit on that ever so slightly protruded from the wall. It was just kind of like a little shelf that must not have been very comfortable. I remember the pneumatic tubes, through which they'd send the cash for change and things, through those pipes all through that place. Then, of course, the code for the telephone. Each station had so many bell rings, "Bing, bing, bing," or whatever. So I remember that. The men's stores, Buehler-Bingham, occupied street-level space of what was then the Eccles Building. There was Block's, Levin's and Fred M. Nye's. I don't know why they tore the Nye's building down, kitty-corner across the street from the Egyptian. That was the nicest store. The downtown mall killed that and the local clothing stores. 25th Street; my dad had stories about 25th Street. Lear Summerill worked for the gas company for 43 years. He started in the Mountain Fuel Supply Company office and retired as District Manager. They would not let the gas men go down 25th Street alone. They'd have to go in pairs. All the stories about 22 underground tunnels everywhere; I have seen no proof whatsoever. Individual basements, were sometimes connected side-by-side with doorways. I have heard there is or was a tunnel that ran under Washington Boulevard between the old First Security Bank building and the Eccles Building, but know of no 25th Street tunnels. I remember one New Year's Eve, when we were kids, two neighbors, and I were playing on the phone and got the crazy idea to call a 25th Street bar. We dialed up the Porters and Waiters Club. My neighbor was on the phone and this woman answered. My neighbor asked, "Could ya'll check to see if my husband's in there?" She said, "Well, honey, what's your husband's name?" "Charles." "Just a minute…Is there a Charles in here?" Luckily, no one named Charles came to the phone. We thought that was the funniest thing that ever was. Now, having learned about the Porters and Waiters Club, and the important role it played in the world of Jazz and all the great musicians and singers who stayed and performed there, I only wish I could have witnessed some of it firsthand. During the 1940's, my parents would park on lower 25th Street to watch the characters who would go up and down that infamous street. My memories are mainly of Washington and "dragging that boulevard" and the drive in restaurants, we would make a turn-around to do it all over again. There was A&W and Mason's, to name a couple. There were other who's names escape me, but I remember most had car-hops. Where Warren's Drive-In is, at Wall Avenue and Riverdale Road, that was Rusty's. KLO was a top 20 station then and a pretty popular station. They set up, 23 right on that corner a broadcast booth. It had big windows all the way around and the big DJ on the weekends was named, "Big Pete." He used to broadcast from that booth out there at Warren's. I always thought he was kind of silly. KLO studios were up in the Ben Lomond Hotel on the seventh floor, I think it was. They'd been there since the forties and a friend of mine knew all these radio personalities there, so we were up there on a Saturday night and I remember going in a room that was the record library with hundreds of 78 rpm from the forties. I know that KLO in the forties had studios both in Salt Lake and Ogden. I was told that when KLO moved out of the hotel, no attempt was made to save that library. There were probably some valuable old records there. SL: How did you get involved in the restoration of the Egyptian Theater? VS: I wrote a "call to arms" letter published in the Standard-Examiner in March of 1985 that resulted in the formation of the Friends of the Egyptian, Inc., which would later become known as the Egyptian Theatre Foundation. This is my 40th year as a member of the Theatre Historical Society of America. Attending their national yearly conventions, I have visited between 800 and 900 theaters across the country and Canada. I had seen many times what would happen to the Egyptian if no attempt was made to save the Ogden's movie palace. It would be destroyed. In 1973, my first year I was a member of the Theatre Historical Society, I was asked to write an article about Peery's Egyptian for publication in their quarterly, "Marquee." And so I did. I had been researching the Egyptian since my high school days. 24 It is amazing how many theaters across the land end up parking lots, here in Ogden too. I knew we were about to get another parking lot. As a long time Theatre Historical Society member, over time, I discovered there usually are predictable signs to the probably fate of these theaters. An ugly fate was becoming a real possibility for the Egyptian. So, I was compelled to write the letter to the editor. The organizing meeting was held in special collections at Weber State in March of 1985. So, it took twelve years to save, raise the necessary funds and restore the Egyptian Theater. The Theatre Historical Society folks approached me about having the convention in Utah. Past conventions had been in Toronto, even London, not to mention, Chicago, San Francisco, Los Angeles, Boston, New York, Cincinnati, Cleveland, Seattle, and now they're coming to Utah. The only way we could line up enough theaters was to tour the northern Utah theaters and then bus through eastern Idaho and western Montana, and end up in Missoula. That's the most busing the society had ever done. I worried about that, but, you know, the scenery was so spectacular the members loved it. Our convention was originally scheduled for 1995, but was postponed twice in order for the Egyptian to be completed. The Utah convention finally took place in 1997. We made it so the Egyptian was the last theater that we visited in Utah before heading north. Our volunteer staff got a standing ovation when all was said and done. SL: What do you remember about some of the other theaters being torn down, since the Egyptian is the only one that's still standing? 25 VS: I remember three of them being torn down. I have some pictures of the Ogden Theater as a pile of rubble. Workers knocked a hole through the side of the Paramount. I took a couple of friends down there one really cold, gloomy February day. I took several minutes of movies in there. That the Orpheum collapsed was no surprise to me. Actually, it was the Orpheum apartments that collapsed which were in front of the Orpheum. The person who owned and was remodeling the Ben Lomond Hotel insisted he had to have an entrance and parking where the apartments and theater were located. It was controversial at the time, debris shoots jutting out from south-side hotel windows. That debris had nowhere to go but on the roof of the five-story high Orpheum Apartments. You pile enough demolition debris on the roof, of course the building is going to collapse. I got a phone call, somebody called me and said, "You've got to get downtown, the Orpheum apartments have collapsed. Upon arriving, the first thing I did was look up at those windows. All those chutes had disappeared inside. I had real mixed feelings about the Orpheum. Everything historic had long been lost and forgotten. There was no record of what that building originally looked like inside. On the other hand, if they saved the Orpheum, I thought, the bigger nightmare would be tearing down that hotel. I really would have liked to have seen the Paramount stay, but I've often asked myself if the Paramount and the Egyptian were both standing, which one would you pick to save? That would have been a tough decision. Ogden couldn't support two historic theaters. SL: How has Ogden changed since you were young? 26 VS: Well, there's no more drinking fountains on the downtown sidewalks as there used to be. It's changed, it has changed so much. When I was in high school, it was a vibrant downtown. It took me a long time to figure out what happened to this town. A major factor was the coming of the freeway. It is my understanding that Eisenhower's main reason for building the freeways was to facilitate moving troops and military equipment around during the Cold War. But what happened when you put the freeway in? Salt Lake City all of a sudden is a half hour closer to Ogden. It killed the railroads and this was a railroad town. All of the businesses that are connected to the railroad, the stock yard and everything else. SL: Well, thank you, Van. I appreciate you taking the time out. VS: Well, you're welcome. 27

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

THE « GETTYSBURG JBERGUHY The Literary Journal of Gettysburg College Vol. XII. GETTYSBURG, PA., NOVEMBER, 1903 No. 6 CONTENTS THE EVOLUTION OF OUR NATION'S PRINCIPLES . 174 JOSEPH E. ROWK, '04. ROOSEVELT AND MALTHUS 180 W. W. BARKLEY, '04. "THE RAVIN' " SCHOOLMASTER 1S4 B. A. STROHMEIER, '06. POLITICAL INDIFFERENCE 185 THE ANALYSIS OF A NURSERY RHYME . 188 JAMES G. DILLER, '04. A VISIT TO McKINLEY'S TOMB 191 BRUCE COBAUGH, '05. THE HOUSE WE BUILD i93 EDITORIALS . 196 EXCHANGES 199 174 'J'HE GETTYSBURG MEKCURV. THE EVOLUTION OF OUR NATION'S PRINCI-PLES. JOSEPH E. ROWE, '04. TIME continues to roll on in its eternal course. Nations are only born under the doom of decay. Men rise to heights of greatness, are cut off in the twinkling of an eye, and pass forever from this earthly habitation. But there is one principle whose evolution the vicissitudes of fortune have failed to arrest. It is the development and growth of government. From time immemorial men have lived under some sort o f government; its genesis antedates all history. As far back as the great Aryan migrations there existed established laws, but even these were not the first in the history of the world. Many centuries had passed away since the mighty Nimrod or the queenly Semiramis held sway in Babylon; the Israelites had al-ready grown into a great nation, and the valley of the Nile had become both the "cradle and the tomb" of kings. Even the most primitive and most degraded peoples recog-nize some sort of leadership or control. From the Bushman of Australia, and the Hottentot, down to the American Indian, there is the same idea, though vastly different in degree, of rul-ing and of being ruled. Slowly has the evolution of government progressed, but, as surely as there is a God from whom it flows, no obstacle has impeded its steady advance. It has grown under the law of "the survival of the fittest," and its triumphs are but the re-sults of natural law. The civil ideas which have been evolved from a less complete to a more perfect and more practical sys-tem were as irresistible in their course as decrees of fate. There seems to have been that same great but awful force at work for the development of the ideal nation which, to a great extent, "shapes our ends, rough hew them as we will." When con-ditions favored the established principles, epochs of peace and prosperity ensued; when circumstances were adverse, wars and revolutions necessarily arose to restore the equilibrium. THE GETTYSBURG MERCURY. 175 The path of their triumphal march down through the ages reeks with blood; where they have been opposed desolation reigns. The once glorious empires of the East are only dis-covered in their buried ruins; the pyramids are monuments of the dynasties which built them ; the crumbled statuary and art of Greece are but symbolic of her decay; and the ruins of Pompeii are the only vestiges of glorious Rome. Every at-tempt and apparent success to crush out the idea of further de-velopment in the governmental realm has virtually been a throwing of oil upon the fire glowing in the hearts of patriotic people. The pious Aeneas, exiled by fate, founded a nation greater than the victor of his fatherland. Carthage tried to crush aspiring Rome and only brought about her development. Pilgrims, deprived of liberty and exiled from the Old World, founded a mightier and freer commonwealth in the New. In this governmental evolution there have been two distinctly opposite principles warring against each other—Liberty and Unity. The spirit which has animated the heroes of liberty is active in its plans, uncontrollable in its measures and irresistible in reaching its goal; its doctrine is Radicalism. On the other hand, unity has been developed under the stern but careful plan of deliberation and statesmanship; its doctrine is Conservatism. Liberty is the harder to repress and was first evolved ; unity is the more difficult to maintain and its completion was last. The Goddess of Justice, determining the destiny of nations, holds in her hands a huge balance; on the one side is liberty, on the other unity. An uneven amount of either disturbs the equilibrium in the affairs of a nation; only a complete balanc-ing and blending of both can assure stability. The struggle which has shaken the world for so many centuries arose, first, from an excess of one and, then, of the other; the great beam rose and fell, and in turn the glory of nations grew resplendent or faded away. Every nation has been founded upon the plan of remedying one defect or the other. The people, furious at the remembrance of former injustice, drove Tarquin from the streets of Rome simply because he had been called king, but their freedom soon led to anarchy. Rulers of the Middle 1' 176 THE GETTYSBURG MERCURY. Ages, fearing such outbreaks, kept the people in virtual servi-tude, and the French Revolution was the inevitable reaction. The momentum of hatred for tyranny had so accumulated that no earthly force could withstand it. The equilibrium of the French nation was disturbed and it did not regain itself until Napoleon arose, who tried to force the great beam to the oppo-site extreme of one-man power. But France was not the only country in the world to groan beneath the horrors of revolution. In England there had been an almost continual contest between the King and Commons. The Magna Charta and the Declaration of Rights were both proclamations of liberty. James I brought about the "blood-less revolution of 1688," and later, George III forced the American Colonies into rebellion. But our forefathers felt the great importance of freedom. They fought with an invincible determination for liberty. For-mer examples of oppressed liberties made them desperate, and they sallied forth to meet the foe with the battle cry, "Give me liberty or give me death !" Thus, the seed, implanted in the heart of man from the be-ginning of the world, blossomed forth into newness of life. It had at last fallen upon good ground, taken deep root, and brought forth the blessings of liberty to all succeeding genera-tions. The United Colonies of America became free and inde-pendent states—the goal of liberty's evolution was reached. But unity was lacking. So long as there was a common foe, the States were as impenetrable as a Macedonian phalanx. But now there was no longer a common cause, and it looked as if there would be many little nations, each trying to main-tain its own place in the great struggle for existence. The States were jealous of one another, and bitter quarrels soon arose. Under the Articles of Confederation, the nation had no head. Congress could indeed pass laws, but could in no way enforce them. Conventions were called, but the States even refused to send representatives. Conditions grew worse and worse; so much so that the historian declares, "Instead of be-ing a united and friendly people, the States were fast growing THE GETTYSBURG MERCURY. 177 to be thirteen hostile nations, each ready to draw the sword upon its neighbor." Finally, in 1787 a convention was held in Philadelphia, the object of which was to form "a more perfect union." But the difficulties to be surmounted were indeed perplexing. The populous States insisted that representation in Congress should be apportioned according to population; the smaller States were equally emphatic in maintaining that each State, large or small, should have equal power. They finally compromised. There were to be two houses embodied in Congress: the one, whose representatives were to be apportioned according to pop-ulation ; the other, whose delegates were to be two from each State, vested with equal power. Thus, it is a blending of prin-ciples which lies at the foundation of our government. Accordingly, under the new Constitution, our nation entered upon a career of great success and national development. Dur-ing this period the Louisiana Purchase more than doubled our area. The pirates of Tripoli were disposed of with impunity. The war of 1812 proved beyond doubt the great power of American arms, whilst not one battle was lost by us in the war with Mexico. There had come into the heart of every true American a common national pride and devotion to country. So long as the foe was external the States fought together like brothers. But, in the near future, there were times to come when the foe would not be common. From the very foundation of our republic an awful tempest had been gathering its threatening clouds. Eminent men no longer .feared destruction or dismem-berment by any European power, but looked forward with great anxiety at the inevitable causes of internal disorder. Even in Jefferson's time the storm was already so menacing that he said: "In contemplating the future welfare of my country, there are troubles which startle me as a fire-bell in the night." It broke forth in its fury in the year 1861. The South claimed the right to secede. She looked upon the election of Abraham Lincoln as-a great step toward the abolition of slav-ery which, as she thought, meant her ruination. Eleven States f 178 THE GETTYSBURG MERCURY. seceded and set up a government of their own under the title of "The Confederate States of America." But the integrity of the country had to be maintained. War was declared; not to abolish slavery, but to prevent the disasters of permanent sepa-ration. The first gun was fired from Fort Sumter on April 12th. It is said to have been heard around the world, for it heralded a conflict which concerned not only our nation but the world. Men on both sides were inspired, not only by the prestige of the principles which they upheld, but by the love of home, country and family. The one represented freedom in the ex-treme, the other unity or common welfare. Both realized the vast importance of victory; each knew that defeat meant utter failure. They fought with the desperate valor of a wounded wild hart, which turns once more to make a final and supreme effort against its foe. Four long years of war left the country in desolation and ruin, which before had been the peaceful habitation of ttscbild-ren. For a long time the destiny of our beloved republic hung in the balance. Bull Run raised the fervor of the combatants to a white heat. Antietam favored the non Unionists. But, led on under the heat of passion and by the glory of victory, their "vaulting ambition o'erleaped itself." The Mason and Dixon line was crossed and the cause of secession was fighting against fate. But the valor of her constituents was mighty, and their spirit invincible. The crisis came. Something had to be immediately done or all would be lost. Fifteen thousand men rushed forth on open ground to dislodge the Unionists. Cannon after cannon ploughed through their gallant ranks, but on they came unfaltering. Even the cannon's mouth—the High Water Mark was reached, but their ranks had been mowed down and the cause of secession forever lost. The evolution of the ideal governmental principles was com-pleted, and the stability of our nation proven by test. She had long since shown her shores impregnable to a foreign foe, but now it was proven to the world that America, unlike the na-tions of the past, was not to be rent or overthrown by internal THE GETTYSBURG MERCURY. 179 disorder. The civil world was at last given a breathing spell, for the combating forces seemed glad to discontinue the con-flict and forget their quarrels. And now there is no longer a North, South, East or West, but all are blended into one in-separable compact—the United States of America. Her principles have spread throughout the world. They have leaped across the Atlantic and modified, if not completely changed, the spirit of the mother country; they have given new life to the sturdy mountaineer of 'Switzerland ; they have brought peace into Italy's sunny climes, and have made Greece long for a second "Golden Age." And it is only a matter of time, of progress, and of civilization until the world will recog-nize the efficiency of America's governmental principles, which are, in the words of her greatest statesman: "Liberty and Union now and forever, one and inseparable!" • Ever judge of men by their professions. For though the bright moment of promising is but a moment, and cannot be prolonged, yet if sincere in its moment's extravagant good-ness, why, trust it, and know the man by it, I say,—-not by his performance; which is half the world's work, interfere as • the world needs must with its accidents and circumstances: the profession was purely the man's own. 1 judge people by what they might be,-—not are, nor will be.—BROWNING. "Sow a thought and you reap an act, Sow an act and you reap a habit, Sow a habit and you reap a character, Sow a character and you reap a destiny." 180 THE GETTYSBURG MERCURY. ROOSEVELT AND MALTHUS. \V. W. BARKLEY, '04. The attitude which President Roosevelt has recently taken toward 'the increase of population in the United States, apparently challenging the theories of certain political econo-mists, particularly Mr. T. R. Malthus and his followers in Eng-land and America, puts before us a question worthy of our earnest consideration. Is it wise or unwise to advocate a con-tinuous increase in the population of our country ? In order to determine the wisdom of Mr. Roosevelt's position regarding this matter, we must go to our authorities, viz: Mr. Malthus and certain other political economists—to obtain a basis for our decision. The object of Mr. Malthus' investigations (1798-1803) were to find means for the improvement of society and to deliver it from its wretchedness and .poverty. He inquired into "the causes that had impeded the progress of mankind toward hap-piness," and offered a corrective for the same. Mr. Malthus advanced a theory (which is popularly known as the Malthusian Doctrine) in which he tried to prove that society could not hope to provide enough food to sustain all its members and that poverty, therefore, must be the inevitable outcome of a persistenee in increasing population, and that no blame could reasonably be attributed to society for its poverty. The Malthusians hold that population has a tendency to in-crease faster than subsistence, and that under such conditions some people, in the course of time, will not have sufficient food to maintain themselves, and poverty must be the inevitable re-sult, irremediable, unless the race in question adopts some means to prevent the possible increase of population. If the race fails to provide the necessary restriction, nature will step in and provide it for the race. Vice, disease, war, pestilence and famine—all these and more means may be adopted by na-ture to do her work of reducing numbers. In such a sifting process as this nature will make her selection and the fittest must ultimately survive. The above is a brief statement of the Malthusian Doctrine ^ THE GETTYSBURG MERCURY. l8l It has been substantially adopted and supported by many mod-ern political economists whose opinions we have consulted. The Malthusians show that the birth-rate among any people, when procreation is allowed to run free and unrestricted, will always be in advance of the death-rate, hence, there will be a continual rise in population. The possibilities of this increase are very large, according to the law of geometrical progression. The probabilities are considerable. The facts of history indi-cate that the birth-rate is almost always in the advance, in a higher or lower degree, in an undisturbed state of society. Population then increases steadily. We said that it increases or has a tendency to increase faster than subsistence. This conclusion is based upon the great law of Diminishing Returns in Agriculture. This law needs no proof or explanation. Walker proves it conclusively in his Economy. Briefly it is this: "There is a limit to the amount of labor and capital which can be advantageously employed or expended upon a given area of land." Subsistence increases according to the law of arithmetical progression in contradistinction to the law of geo-metrical progression, according to which population increases. It is easily seen, therefore, that, as population increases, subsist-ence pet capita decreases. If population be carried beyond the limit of sufficient production lor the maintenance of the whole bod)' of society, poverty will ensue among a people. In a crowded community, such as the above continued in-crease in population will lead to, the pressure will come first upon the man with the large family and will force him to struggle hard against the scarcity of food and comforts; dis-ease and starvation must finally come. We have illustrations of this among barbarians and some modern Oriental nations, such as India and China, where they experience frequent fam-ines. Improvements in the arts of agriculture, domestic man-agement and government may withstand this pressure for a time, but, no matter in what direction, or how great the im-provement may be, population will ultimately, under the above circumstances, reach the point where the products of the soil will not support it adequately. So, the only sure and reason-able remedy for such a condition of scarcity, according to Mai- 182 THE GETTYSBURG MERCURY. thus, is prevention of reproduction to an extent sufficient to insureamplesubsistence/ifrcapita forall. Malthus wouldemploy rnan's reason and prudence and make it a moral restraint in-stead of reducing numbers by means of vice and misery, which, as we have seen, become inevitable results unless the former method is adopted. Evidently, France has adopted this Mal-thusian theory and practices it. The population of France is decreasing, and there is a growing sufficiency of subsistence and comfort for the whole nation. However, it is a question among many whether France is not doing this at the expense of her moral and physical well-being. It seems to be leading her into gradual degeneration. After all, France is hardly a good illustration of the practicability and good common sense of what Malthus taught regarding prudence and moral restraint as a means of checking the too rapid increase of population. Now returning to the question asked at the start, we may inquire again whether President Roosevelt is right in encour-aging the enlargement of families and the consequent growth of the total population of our country. What reasons can he produce? Has America yet reached the point in her econ-omic development where the Malthusian precaution is needed to check population ? If she has, how can we account for President Roosevelt's attitude ? There are reasons, perhaps, outside of the field of political economy that prompt Mr. Roosevelt to take the position he holds, but, assuming that he accepts the doctrine of the Malthusians, there is, nevertheless, sufficient ground to justify his attitude. He certainly would not advocate recklessness and imprudence in a matter of so great importance to the welfare of his country. In the first place, I do not believe that the United States has yet reached the point of Diminishing Returns in Agricul-ture, taking the country as a whole. That it is rapidly ap-proaching that point is not to be doubted. As it is, however, the prevention under consideration is uncalled for. With our present population, we have hardly reached the limit of our highest economic usefulness and the greatest returns per capita, with our vast areas of farm land under cultivation and still capable of much greater returns by the addition of more la- THE GETTYSBURG MERCURY. 183 borers. I refer particularly to the broad expanse of arable land in our Great West. Undoubtedly, we have not yet reached the limit where we cannot advantageously add more laborers in agriculture. Surely there is no room for apprehension and fear. What poverty there is now in our country is largely due to shiftlessness, ignorance, laziness and vice. There is still a splendid chance for all who will take advantage of our educa-tional system and then go to work. Mr. Roosevelt is right from a moral standpoint also. The increase of population ought to be encouraged in our country. There are those among the wealthy and educated classes in the United States, holding erroneous ideas about "Social Standing," who deprecate large families and who consciously avoid them. This ought not to be true. It would be a blessing for our country if more children were born to the wealthy and cul-tured and fewer to the poorer classes, the ignorant and vicious. We need more citizens reared in the upper strata of society among our best people and fewer in the lower strata. Mr. Roosevelt is right and has given his country a splendid ex-ample in the honest pride he takes in his own large family. France is wrong. Without doubt she is carrying the Malthu-sian Doctrine to wicked extremes. We need to rid ourselves of the sinful tendencies abroad in France which are wasting her morals and reducing her national strength. We need to exercise prudence and reasonable restraint at all times and shun conscious and wicked checks to the increase of our population. The honor, hope and pride of a mother are her children. This is Mr. Roosevelt's opinion and he would have no father and mother consider them a disgrace, a dishonor or a burden. f» 184 THE GETTYSBURG MERCURY. "THE RAVIN'" SCHOOLMASTER. B. A. STROHMKIKR, '06. ONCE upon a school-day dreary, As I waited weak and "skeary," 'Waited nervously the verdict from the teacher's judgment seat; While my eyes were nearly sapping, Suddenly there came a tapping As of something loudly rapping, Rapping on my breeches' seat. 'Twas the music of the raw-hide as it mercilessly beat Tunes upon my breeches' seat. How the dust flew out those patches, As I felt the raw-hide's scratches ! Yet I didn't necessarily have to skirmish or to dance. Strange the sound those whacks were making As the Prof, great paiiis was taking To appear to have me aching ; But he didn't have a chance, For the force of all the muscle he could use could not advance Past my armor-plated pants. Suddenly there came a silence, And I stood in grim defiance, While the goggle-eyed Professor squinted at me long and hard. He was tired out and panting. And I thought I heard him chanting Words that told that he was granting I his record sad had marred. Then he started, paused, and said these words which cut me like a sword, "Hand me out that weather-board !" Robbed of all my former po.wer, Like a nation's final hour— Like a Sampson with his hair off—I grew weak and weaker still. Then a bright thought struck me : "Mister, I know that you court my sister, And I'll tell Pa that you kissed her, Hit me even with a quill!" Fire flashed his eyes ; but that was all—he dared not do his will. Glory hallelujah Bill! W THE GETTYSBURG MERCURY. I85 POLITICAL INDIFFERENCE. SECOND only to the claims of religion are the claims of country. This does not mean that the Christian should desecrate holy places with political harangue, or that he should become the willing servant of a political boss, but that he should discharge his political duties to free government in a manner befitting a noble, religious life and consistent with the patriotic ideals of our forefathers. The government that maintains liberty of thought, word and deed as a fundamental principle, and recognizes education and Christianity as the only safeguards of public liberty, has a just claim upon every citizen for patriotic vigilance of all political rights. If it is true, as has been said, that "the standard of personal morality in America is higher than in England, that of com-mercial morality probably a little lower, and that of political morality quite distinctly lower," let it not be said that it is a defect in our system of government, or that it is wholly a fault of those who are faithless and incompetent in office, for, here, every citizen, no difference what his race or creed, has equal power with his voice and vote, and can claim no exemption from the just responsibilities for the evils of the body politic. Ours is, in fact as well as in theory, a government of the peo-ple, and its administration is neither better nor worse than the people themselves. It was devised by patriotic men who faith-fully gave it their wisest thought, and so perfectly is its frame-work fashioned that an accidental mistake of the people, or the perfidy of an official, or the enactment of profligate laws are all held in such wholesome check by coordinate powers as to enable the chief executive to restrain or suppress almost every conceivable evil for the welfare of the nation. To achieve the highest results in our system of government, it is necessary that the citizens throw aside the theories and idealities of the philosophers for the practical guidance of the ship of state. But alas! he who is best fitted for governing f» 186 THE GETTYSBURG MERCURY. men too often loves it least, and he who is least fitted for teach-ing men moral and political truths too often turns his back upon his duty for the sake of more pleasurable occupations of litera-ture, art or science. If the reputable citizen refrains from bearing a just responsi-bility in our political conflicts, and thereby voluntarily surren-ders the safety of his person and things, as well as the good order and well-being-of society, into the hands of those who are least fitted for governing men, turn and place the responsi-bility where it belongs and do not blame the thief and adven-turer, for they are but plying their trade, and rob public rather than private treasure because men guard the one and do not guard the other. How often have we not seen good men swiftly invoking the avenging arm of Justice for an injury done to private property, but who are criminally indifferent to the public wrongs done by those who, in the enactment and exe-cution of the laws, directly affect their happiness and pros-perity? Do not excuse the indifference of the good citizen by saying that politics have become polluted. Such a declaration would be a confession of guilt, and he who utters it becomes his own accuser. If it be true that the politics of a state or municipality bave become degraded, who is to blame for it ? Surely not the country or ward politician, for they are a small minority in every community and in every party. If they have gained control of the political organizations, and thereby have secured their election to offices of high trust, it must have been with either the passive or the active assent of the good citizens who hold the actual control of the government in their own hands. Does not the official, who shames his constituents with disgraceful acts, owe his election to the silent assent or positive support of those who claim to be patriotic and intelli-gent citizens, but who lay aside their political duties because of some private interest ? If incompetent appointments have been made through the influence of some political boss, it is due to the fact that honest and good citizens have not protested with a manliness that would point to a sure and swift retribution for such wrongs and, at the same time, have not demanded a per- THE GETTVSBURG MERCURY. 187 manent and practical civil service whereby all dishonor, dis-honesty and incompetency in office would end. Can our presi-dents and governors be wholly responsible for the low standard of our officials? No; for if good men concede primary polit-ical control to those who wield it for sdftsh ends, and thereby make the appointing powers depend tit i-ir both counsel and support upon the worst political eU iiient, u ho is to blame when public sentiment is outraged by the selection of unworthy men to important offices ? The fruits are but the natural, logical results of good citizens refusing to accept their political re-sponsibilities. There is not a blot in our body politic to-day that the better element of the people cannot remove whenever they resolve to do so. There is not a defect nor a deformity in our political administration that they cannot correct in the legitimate way pointed out by our free institutions. If our country is to reach the ideal pictured for it by the framers of the Constitution, it must have the active support of those upon whom the burden of government should rest. It must have behind it more men like Nathan Hale, who was sorry that he had only one life to give his country. It must have the influence and best thought of every American scholar and not the scheme of the demagogue or the trickery of the partisan politician. Three millions of men lie buried beneath American battle-fields to give us that which we seem to prize so lightly : Politi-cal Freedom. But "that these dead shall not have died in vain," that the Utopia of Thomas More's imagination may become a realization, and "that this Republic, under the guidance of A1T mighty God, will live and prosper through the ages," we must bear our burdens patiently, accept our responsibilities courage-ously, and discharge our duties intelligently and with fidelity. "NASHY." 188 THE GETTYSBURG MERCURY. H THE ANALYSIS OF A NURSERY RHYME. JAMES G. DIJ.LER, '04. OVV often, in the care-free hours of childhood, have we repeated that alliterative verse of linen-book poetry,. with its halting meter and quaint simplicity of language: "Hickory, dickerv, dock. The mouse ran up the clock. The clock struck one, The mouse ran clown. Hickory, rlickery. dock.'' And yet, how many of us have ever discovered in this bit of seemingly senseless doggerel the hidden story of an appar-ently triffling incident, with all its philosophical suggestiveness and condensed moralizing upon the great truths of life? Lest the casual reader should condemn this writing as non-sensical at the very outset, let us begin at once to interpret the jingling and apparently meaningless and disconnected lines. Have you not always considered the first line, "hickory, dick-ery, dock," as merely a mechanical contrivance of words to-rhyme with the word "clock" in the line immediately follow-ing? Doubtless you have, and have regarded it as a useless corruption of our language made to subserve a trivial end. Hut stop to think, and to your surprise you realize that that very mechanical meter, with its abrupt ending, is a most accurate adaptation of words to imitate the ticking of a clock. This ticking of the tireless time-piece attracted the attention of a diminutive rodent, and gives us material for a bit of mor-alizing upon the next line, "the mouse ran up the clock."' Frightened, no doubt, at first, he overcomes his trepidation and hesitatingly approaches in the direction of the monotonous sound. Alas ! how many of us yield, as did the little mouse, to misdirected curiosity and flee, as he did, affrighted from that which was not meant for us to know! Incidentally, we call at-tention here to another concealed bit of information. The clock must have been one of the old-fashioned variety, with long, pendant weights exposed to the open air, else our little THE GETTYSBURG MERCURY. 189 friend could not have reached it in the course of his investiga-tions. The next line is of special value in our analysis, inasmuch as it gives us the time of this historic occurrence, the narration of which has doubtless entertained the younger generation since the days of the horn-book A, B, C. It may have been either broad-daylight in the early afternoon when, we are told, "the clock struck one;" or it may have been the hour immediately succeeding that— "—very witching time of night. When churchyards yawn." Hut our insight has already become sufficiently keen by our experience of the first two lines, so that we readily conclude it must have been one o'clock at night when his mouseship pur-sued his nocturnal meanderings. Had it been one o'clock in the afternoon, the bustle of the kitchen in clearing away the remnants of the mid-day meal, together with the presence and wide-awake activity of the dog or cat, would have entirely pre-cluded the possibility of the mouse performing his perpendicu-lar tight-rope-walk on the rope or chain of the hanging clock weights. And, now, the last line of pure English in this classic bit of nursery lore gives, perhaps,a larger scope of meaning than any of those preceding. Having accomplished his perilous ascent, and explored the intricate labyrinth of wheels, pinions and oscillating pendulum, he hesitates whether to retrace his steps or to delve still far-ther into the unexplored mysteries of this queer contrivance. But suddenly, close to his velvety ear, there breaks upon the silence of the night a loud, jarring sound, half stunning him by its proximity, and throwing him into a state, of quivering terror as he crouches behind the farthest clock wheel and lis-tens to the ebbing, throbbing waves of sound vibrating with the detonation of the stroke through the metallic fabric of the works. Then, the innate instinct of self-preservation asserting itself, he makes a dash for safety, half sliding, half tumbling down 190 THE GETTYSBURG MERCURY. the clock-weights' chain and scurries away to his dark abode. Does he not typify all too well that over-ambitious spirit which strives to attain impossible ends, and to climb to heights where the atmosphere is too rare when the summit is finally reached, and the baffled, disappointed and heart-sick seeker is glad to return to his allotted place in the universe, just as the frightened mouse besought his subterranean retreat ? The last line, a repetition of the first, is intended to show how the clock went on ticking, in its accustomed manner, after the mouse had fled. Even so the great world goes on. Man is born—a diminutive mouse in the vast mansion of creation— he explores for a brief time, as the mouse did, mysteries too great for his feeble comprehension, and then returns to that place whence he came. And now, dear reader, have you not formed a better opinion of this doggerel rhyme which haunted your childish memory; and have you not conceived for it that appreciation which it so richly deserves ? 1 "A soul to fear its maker and to feel The finer things of life in their full measure ; A soul to hear God in the twilight calm And see him in the varied hues of dawn. A heart to hold some loves that closer lie Than aught of earth comparable ; a heart That spells its charity in words of deeds, A mind to commonsense, and those high acts That, welded, shape great Labor in its glory ; An arm to wield and mould all that these three Design, contrive—this constitutes a man.-' - ** # THE GETTYSBURG MERCURY. 191 ■*• A VISIT TO McKINLEYS TOMB. BRUCE COBAUGH, '05. AT the end of a short avenue which leads from the main wes-tern street of Canton, Ohio, lies the beautiful West-lawn Cemetery. To the many visitors it is of special interest as being the burial place of our late President McKinley, and it is for the purpose of visiting his tomb that we pass through the large gate at the entrance on a Sunday afternoon in July. On entering we are greeted by a pleasant surprise as we note the natural beauty of the place, for it is a veritable park. We cannot help but contrast it with other burial grounds we have known, many of whose chief characteristics are the long rows of cold marble and granite with their intermittent spaces laid out with mathematical precision, as if old Mother Earth were jealous of giving one man more than an alotted resting place in her spacious bosom. Nor do we experience that cold un-comfortable feeling that often passes over one on entering a cemetery. On the contrary, as we stroll along the winding avenue which leads through the cemetery, we pause as our attention is attracted to some new beauty of the place. To our left rises a ridge covered with trees. Here the stately oaks are sighing softly in the summer breeze. From their branches comes the songs of their feathered tenants in joyful melody as if inviting all to rejoice. We pause in the shade of a large oak and listen while nature speaks with an eloquence that can never be surpassed. Descending below, to the right, is a slope whose gently un-dulating surface is covered with green. It is bounded below by a brook whose clear waters sparkle in the sunlight The bank is covered with willows which dip their overshadowing branches into the stream. Here and there along its course are ponds in which swim the little sunfish among the floating lilies. We follow a short path from the main avenue and this brings us to the object of our visit. On the eastern slope of the wooded ridge is the exterior of the ** 192 THE GETTYSBURG MERCURY. large vault. In the .stone front with its solid arch and massive pillars, hangs the heavy iron gate that guards the entrance. It gives one an impression of stability and its general appearance is plain. We can approach no nearer than a distance of about fifty feet for it is guarded day and night by armed sentries who are pacing to and fro about the tomb. As we gaze on the walls which enclose his mortal remains, our thoughts turn back on McKinley's life. Thoughts of his public career come to our mind. We think of how he rose step by step from one position to a higher by proving himself worthy of promotion. His ability as a statesman, his election to the office of chief ruler of our nation and the integrity with which he served his country are among our thoughts. He seems to us a true American in the highest sense of the word. No less than these, however, is his great example of charac-ter. Again, we think of his death, his patience in suffering and the spirit of forgiveness which he showed for the man who gave him a mortal wound. And his calm resignation in the dying hour along with his trust in God make him a worthy example of a true Christian spirit. The sun is sinking behind the treetops and we have time to stay no longer. We return with thoughts of our visit that will ever be pleasant in our memory. THE GETTYSBURG MERCURY. 193 THE HOUSE WE BUILD. IN the land of the East there once lived a king who gave to twelve of his subjects a sum of money with the command that each should build him a house. Each man took the allot-ted sum and set out to obey the command. Eleven bought the cheapest materials in the market and constructed their buildings on the simplest plan, so that they might save some money for their own use and complete their tasks; but the twelfth secured the most durable materials he could find and with painstaking care built his house as nearly perfect as pos-sible. When the buildings were finished, the king issued a de-cree that each subject, for the rest of his life, should live in the house which he himself had constructed. Imagine the chagrin of the eleven when they found that they must dwell in such unstable structures. Repairs soon became necessary as part after part gave way, and in a short time the buildings, too weak to stand the wear of time, collapsed. But the twelfth subject dwelt in his substantial home until the end of his days. Although this is only a legend, there is hidden vVithin it a truth which is applicable to mankind. Each individual must rear a building for himself—that unseen and uncomprehensible being or spirit—to dwell in. Perhaps we are carrying this on unconsciously, nevertheless, each day has its effect upon these structures. Either we are fashioning pillars and supports which will make our house a strong and beautiful one—fit to contain the noblest aims and purposes—or we are, by living lives of in-difference and ease, rearing such a structure as one finds on a neglected farm, which can contain nothing securely and which every adverse wind threatens to destroy. And there is no ex-change of property, no rental, sale or giving away. Each man must keep his own building and live in it as he himself has built it. Our acts, our thoughts, our feelings, our resolves, our aims and the influences which we receive from associates, books and surroundings are as really the material for our buildings as the t 194 THE GETTYSBURG MERCURY. lumber and nails for the carpenter. And just as essential for us is a plan. Each one should have a definite ideal as he takes up his work of art. For such an ideal, observe nature in her perfection as she manifests herself in the snowflake with its per-fect arrangement and whiteness, the globe of dew in its round-edness and purity, the new blown rose in its fresh beauty, the magnificent forests in their strength and grandeur,and the lofty mountains in their towering might. And the human body in itself, in its harmonious structure and workings, is a model for perfect symmetry and order. One of our writers speaks of it thus:— Not in the world of light alone, Where God hath built his blazing throne, Nor yet alone in earth below, With belted seas that come and go And endless isles of sunlit green, Is all thy maker's glory seen. Look in upon thy wondrous frame, Eternal wisdom still the same. One should carefully consider both the exterior and interior of the building which he erects. The exterior, while not most important, should receive some care. Have a good strong frame secured by temperate living and proper exercise, an erect form. A clear interior structure, with its furnishings, is import-ant, not only because it is the character, or at least what makes the character of the individual, but because it affects the exterior and makes it what it is to a very great extent. Our houses are more or less transparent, and one without can tell the nature of the man who lives within. On the outside we post the signs which describe the resident. Ruskin says on this subject: "There is no virtue, the exercise of which, even momentarily, will not impress a new fairness upon the features, neither on them only, but on the whole body." In the furnishings let a good strong individuality form the centre piece and let it secure for itself an appropriate setting; let it secure those qualities which make us noble and images of the divine. Let earnestness, enthusiasm, tenderness, a love for THE GETTYSBURG MERCURY. 195 beauty and harmony, observation, unselfishness and determina-tion be essentials in the equipments. If a man wished to build a perfect house, he would give his attention to every detail and try to make it complete. So in rearing our house, let us not polish and adorn one part to the neglect of another. The young girl who strives only for grace in a ball room and popularity in the social world, and the young man who develops only his muscles in athletics, are building very deficient houses. Symmetry and proportion are two qualities necessary to a beautiful building. In this work of building, we may often improve our own structures by helping our companions as they toil. While we are supporting a pillar or repairing a broken part for them, what is our surprise to find a new beauty in our own, while rough edges have become beautifully rounded curves. How delightful it is to live in a country that is adorned with beautiful and well constructed buildings ! In us lies the ability to adorn or mar the world by the structures which we rear in it. In addition to their improving our surroundings, they serve as incentives to others in perfecting their own buildings. The poet Holmes gives us an inspiration in the words: "Build ye more stately mansions, O my Soul, While the swift seasons roll. Leave thy low vaulted past, Let each new temple nobler than the last Shut thee from Heaven with a dome more vast, Till thou at length art free, Leaving thine outgrown shell, By life's unresting sea." "ORLANDO." THE GETTYSBURG MERCURY Entered at the Postoffi.ee at Gettysburg as second-class matter VOL. XII GETTYSBURG, PA., OCTOBER, 1903 No. 5 Editor-in-chief LYMAN A. GUSS, '04 Exchange Editor M. ROY HAMSHER, '04 Business Manager F. GARMAN MASTERS, '04 Asst. Business Manager A. TY. DTT.LENBECK, '05 Associate Editors M. ADA MCLINN, '04 BRUCE P. COBADGH, '05 C. EDWIN BUTLER, '05 Advisory Board PROF. J. A. HIMES, L-ITT. D. PROF. G. D. STAHI.EY, M.D. PROF. J. W. RICHARD, D.D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance; single copies 15 cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Busi-ness Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. EDITORIALS. What a great thing it is ! What a commendable TRUTH trait of character! What a power in everything! And yet how often debased, how often contaminated, how often distorted! It is our purpose to briefly set forth herein a few facts bear-ing directly on the welfare of this college; to reconstruct cer-tain distortions of the truth, which have been circulated by yel-low journalism to our detriment; and to assure our friends and supporters that Gettysburg is a college of gentlemen and not of "hoodlooms," as certain press manipulators, with clouded vision, would make us. During the past two months, there have been evil and ma-licious reports scattered broadcast, within no small radius of THE GETTYSBURG MERCURY. I97 our college community, in which the boys of Gettysburg have been deprecated as a gang of rowdies, rogues and general roustabouts ; have been designated in all sorts of terms, border-ing on the villiainous; have had epithets, becoming anything but gentlemen heaped upon them in profusion; and have been characterized as an aggregation of degenerates. If these things were true, ours it would be to "grin and bear," but no individual, without a word of protest, much less a body of loyal college students, can see such maledictions afloat and such slander indulged in with impunity. We labor with righteous indignation under the knowledge that the good name of our college, undefiled for decades, is being vitiated without provocation. Therefore, we refute with vigor these monstrous prevarications. To the friends of Gettysburg we would say that the reports referred to above are not true, are utter falsehoods, and are not warranted. Instead of all kinds of devilment, which these vile, disgraceful recitals portray, such a state of affairs is non-exist-ent almost in totality. Class spirit, college spirit—all kinds of spirit, we are loath to confess, is at a lower ebb than it has been for a number of years, and, consequently, the real and only ex-cess, conducted by the student body, is thereby removed; for, be it known, that there by no means exists an organized quota of students in the college whose aim and object is the destruc-tion of property, and the debasement of their fellow-students. Such personalities Gettysburg does not support. To be sure, occasionally, a sudden outburst of college en-thusiasm does impel prudence a little beyond the limit, but never, within the time during which we have been flailed with the confounded misstatements of a debauched press, has it been carried to an end approaching that which these enlarged, in-flated, falsified and perverse specimens of a journal of the "yellow" type would have you believe. To the source of this polluted literature we consider it be-neath our dignity to directly refer. It suffices to state the facts connected with its origin and promulgation. These we offer to you as explanatory of these disseminated articles so liberally 198 THE GETTYSBURG MERCURY. savored with prevarication. We trust they may serve to right your estimate of our college; to reinstate you in your former attitude of good will toward us, if you have fallen therefrom by the great injustice done, and being done, us without cause, real or sham; to lead you "to believe that we are not "hood-looms," but men, such as Gettysburg has merited and owned in the past, and yet finds perpetuated in our persons. We ask you to discount these reports, which appear at our expense, with a reduction of one-half or three-fourths, which they will readily bear, and then the residue may, perhaps, be taken at par. These remarks may seem somewhat eulogistic, but we are given to self-laudation only in case of stringent necessity. This is one such case. What we want you to believe, alumni and friends, is that Gettysburg is a college, not composed of men of ideal character,but equally on a level basis with our contemporary institutions. We are not tainted and debased in character, in a class of our own, but whole and sound as any. The Pennypacker press muzzle was met with derision and denunciation when it became law. It was fairly paralyzed with a storm of opposition. And yet there is quality in that piece of legislation. While its operation, for the most part, is out of harmony with American principle, it could be made to operate with admirable results in specific cases. It is not our intention to justify the "muzzier," but would it not justify itself in our instance ? It would purge e\^il from the local press, perchance. Shall we try it? DIALECT 1'ne fed °f writing stories in various dialects, STORIES. particularly that of the Negro, the Irishman, the Westerner or Backwoodsman, is becoming very contagious. These stories, while they are comical and interesting and serve the purpose intended perhaps well enough, may become very detrimental to our language and especially so if they continue to multiply. The colloquial form of the English language is now ungram- THE GETTYSBURG MERCURY. 199 matical enough, as every one will acknowledge, but what it might become if these corruptions are acquired, I should fear to state. For example the colloquy of the Westerner put into the speech of our fairly educated men of today would be unbecom-ing and distasteful, to say nothing of its effect. While this illustration may be an absurd one, yet it is not far in advance of the result of dialect writing. If we are given this species of literature we are going to acquire more and more of this kind of language. Another example only too realistic is that of the college student whose corrupt terms and phrases are understood only by himself and those associated with him. How often when speaking to an outside man does he find himself uttering these corruptions, which are, it may be, Hebrew to his hearer. This is an example of how easily we may acquire the lore of the different dialects if they are thrust upon us for our constant amusement or edification. Our tongues would be confused far more than the tongues of historic Babel. To the student of English, dialect stories, when they exceed the limit in number and quality, should be especially repulsive and, by heeding them with little or no regard, the student will be justified, the'offender punished, and the dignity of our English preserved. EXCHANGES. The most delightful bit of optimism, for it does seem to savor of the optimist, that we have noticed in our last month's reading, has been penned with regard to the college publica-tions. Hear some of the soul-cheering words of the Georgetown College Journal's ex-man, who has been so highly esteemed as to be re-elected to office: "They bring to us a message of the thousands of college men and women of this country who are giving their time to the study of letters and are becoming writ-ers of good English. We do most emphatically believe in col-lege journalism; and it is our firm conviction that out of the 200 THE GETTYSBURG MERCURY. humble efforts that the college editor is to-day making will come the great American novel, and the great American epic, and the great American essay; in short, will come the great American literature, a golden age, that will outshine all that have gone before it." May college journalism result in a de-velopment of our literature equal to the expectations of our sanguine friend. There is much in the college magazine that does not warrant such expectations. But there are some col-lege men who, although their literary efforts are now making but a feeble light, are, nevertheless, blazing a pathway for grander and nobler things in literature. The Carthage Collegia?i has this interesting preface to its last number, which is intended, no doubt, for critics who become cynical in their observations:— "Kind reader, ere you turn away From viewing this small booklet's pages, And judge, perchance, correctly too, That they who wrote it are not sages, Think well, before you place it on the shelf, You might have written it yourself. Forget the weak, the poor, and of the rest, Though it be poor, remember thou the best." If there were made a classification of the college magazines into those seemingly making a special effort to present college news, with one or more literary articles to fill up the space, and those devoted principally to literary work, we would, no doubt, place such magazines as Tlie Monthly Maroon and University of Virginia Magazine in the second class. They belong to the part of college journalism that will result in the "Great Ameri-can Literature." The Ursinus Weekly has just come out with its first Literary Supplement of the year. The essay on "Seventeenth Century Lyric Poetry" shows a knowledge of the spirit of that time. The writer compares the songs of the "light-hearted" Robert Herrick with the "deep, sonorous" notes of Tennyson in an in-teresting manner. The exchange editor seems to have a good word for every one.

MARCH, 1393. FRANKLIN PRINTING CO., 516-518 MINOR ST., PHILA. agTTYsaURG COLLEGE LIBRA® GETTYSBURG, PA. ADVERTISEMENTS. #LOOK AT US TOO^ As you scrutinize the pages of this initial number of THE COLLEGE MERCURY. ESTABLISH^ •M- ~m- •©- -©- -®- Then look at the handsome new Decker Bros. Concert Grand • • Piano • • IN PHILO. HALL AND THE FINE NEW CCleaVet* Organ IN COLLEGE Y. M. C. A. HALL. ■M- -M- -ffih -m- -m- We have more such bargains in store for those who apply. Catalogue and full particulars free. WEAVER ORGAN & PIANO CO., York, Pa. j PRIZE WO^ UNSURPASSED. UUE UlOUliD ]Wai^E SPECIflli OIENTION OF OUR CLtflSS CRJlES • ' SIMONS BRO. & CO. 616 & 618 Chestnvt St. and 611 & 613 Sansom St., PHILADELPHIA., PA. I ADVERTISEMENTS. GO TO C.A.BLOCHER'S Jeuuelfy Store for Souvenir * Spoons, Sword Pins, &c. ^TT r CHARLES C. SEFTON, PROPRIETOR. BALTIMORE STREET. THE PLACE FOR STUDENTS TO GO. ONLY FIRST-CLASS WORK. F. WEBEH & eo. Drawing Materials and Drawing Instruments DRAWING PAPER, PENCILS, &,C. A LARGE ASSORTMENT OF DRAWING MATERIALS OF ALL KINDS. J. WOODFIN MINIFE, Manager, No. 5 NORTH CHARLES STREET, BALTIMORE, MD. Special Attention to Orders by Mail. To the Students of Pennsylvania College: QANDERS & OTAYMAN Beg to call atten-tion to their splen-did exhibit of the eading makes of pianos at-|d Organs, . Including the fa- \ mousEsteyOrgan, Weber, Decker Bros., Estey, Fischer, and Ivers and Pond Pianos. Also a full line of Sheet Music, Music Books and Musical Instru-ments of all kinds, including Violins, Mandolins, Banjos, Guitars, Cornets, Autoharps, &c. SANDERS &. STAYMAN, 13 NORTH CHARLES ST., BALTIMORE, MD. 934 F STREET, N. W. WASHINGTON, D. C. Music Sent " On Selection." Catalogues Free. We are Sole Agents tor the Wonderlul " AEOLIAN.'" an Orchestra in Your Own Parlor. Wilh You as Musical Director. Spalding's Livery Stable, STRATTON ST., GETTYSBURG, PA. Branch Office, E. S. Faber's Cigar Store. Hacks, Carriages, Wagonettes, Double Teams, Riding Horses, Large Wagons Capable of Holding Sixty Persons at a Time. COMPETENT GUIDES FOR THE BATTLEFIELD. CHAS. J. SPALDING, Proprietor. -^!S)|'Mn™ imimmiiimiiniimini ■muni .MM i I1'! milmniilllllinn :■#- Gettysburg Carriage Works, CHAS. J. SPALDING, Proprietor. WEST MIDDLE STREET. BUILDER OF « REPAIRING PROMPTLY DONE. QETTYSiURG COLLEGt UB*A« GETTYSBURG, PA. ^i^° ADVERTISEMENTS. F- D. SCHRIVER, Draper, Importer, • AHD JVterehant Tailor, 23 Baltimore Street, GETTYSBURG, PA. The College Mercury. Vol. I. Gettysburg, Pa., March, 1893. No. 1. THE COLLEGE MERCURY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STARK. Editor : GELLERT ALLEMAN, '93. Associate Editors : MARION J. KLINE, '93. FRED. H. KNUBLE, '93. PAUL W. KOLLER, '94. NIELS L. J. GRON, '93. JOHN J. BRALLIER, '93. FLAVIUS HILTON, '93. Business Majtager; G. FRANK TURNER, '93. Assista7it Business Manager: BENJAMIN R. LANTZ, '94. T™,.r . f One volume (ten months), . fii.oo iERUS'l Single copies, 15 Payable in Advance. All Students arc requested to hand us matter for publication. The Alumni and ex-members of the College will favor us by send-ing information concerning their whereabouts, or any items they may think would be interesting for publication. All subscriptions and business matters should be addressed to the Business Manager. Matter intended for publication should be addressed to the Editor, Address, THE COLLEGE MERCURY, Gettysburg, Pa. eONTENTS. DEDICATORY, i EDITORIAL I COLLEGE LOCALS, 3 GENERAL COLLEGE NEWS, 7 ALUMNI, 8 FRATERNITY NOTES, 10 ATHLETICS, 12 TOWN AND SEMINARY 13 LITERARY SOCIETIES, . . . 14 DEDICATORY. Up and down went Mercury, In classic days of yore ; Down from proud Olympus' height Jove's messages he bore ; Up and down and up again He went on winged feet, The faithful herald of the skies, Willing, prompt, and fleet. Up and down throughout the land Our MERCURY shall go, College chat and college news To scatter high and low. Up and down goes mercury, In a house of glass ; Down it glides with falling leaves, Up with springing grass; Touched by warmth of summer days, Or chill of autumn rain, Up and down and up it goes, And down and up again. Up and down, 'twixt smile and sigh, Our MERCURY shall go, College toil and college fun Faithfully to show. MARGARET R. HIMES. EDITO-RIAL. THE COLLEGE MERCURY doffs its cap and makes its bow to the reader. It seems eminently proper at this point to make a statement concerning the origin of this magazine, and to outline the policy proposed for the future. The Pennsylvania College Monthly, now The Gettysburg College Monthly, was established 16 years ago by action of the Faculty. It is now edited and owned, not by the students, but by a member of the Faculty, and whatever benefits arise from the publication do not go to the stu-dents- or societies but to an individual. The sentiment is universal among the students that THE COLLEGE MERCURY. the magazine should be in the hands of the students for the following reasons : That the precedent of the great majority of the college publications is that the journals are under the exclusive control of the students. That whatever profits may arise from the publication of a college journal should be de-voted to the literary societies. That the Gettysburg College Monthly is not thoroughly representative of the student-body and the institution. That should the students edit and publish the magazine they would feel a responsibility which they could not possibly realize under the present circumstances. Furthermore, the Alumni and friends of the college would be brought into closer contact with the institution and more readily understand its needs. Although the matter had been talked over for some time, nothing was accomplished till a self-constituted committee took charge of the affair and gave it their earnest attention. Vari-ous plans were proposed and discussed, and it was decided that the committee ask Dr. Bikle, with the consent of the Faculty, to turn over the College Monthly into the hands of the Liter-ary Societies, and in case he decided not to do this, to ask the Faculty for permission to pub-lish the new magazine. Dr. Bikle was seen and asked under what consideration he would turn the Monthly over to the students. As no conclusion was arrived at by the Doctor, the matter was presented to the Faculty, and that body was asked either to con-cur with Dr. Bikle in handing the magazine over to the societies, or, in case of the failure to grant the request, to give permission for the publication of a new journal, to be under the exclusive control of the students. After care-ful deliberation the Faculty decided to take a position of neutrality, which will be seen from the following action : " In the matter of the petition of certain stu-dents requesting permission to publish a ' Monthly.Periodical' to be conducted by stu-dents we take the following action : " WHEREAS, The College Monthly, now in existence, was established by the Faculty in in-terest of the college and has successfully represented these interests for 16 years, "Resolved, That we cannot encourage, but at present we do not object to the publication of another journal. "Resolved, That if the publication is made the Board of Editors shall be held personally responsible to the Faculty for all matters pub-lished." A joint session of the Phrenakosmian and Philomathasan Societies was held, and the matter laid before the joint body. The committee asked the members to express their attitude toward the project. After a thorough discussion of the plans, full confidence was expressed by a unanimous vote. The result of the endeavor is before the reader. At the first meeting of the Societies, THE COLLEGE MERCURY will be formally handed over to the Societies, and they will elect editors and managers to continue its publication. A word as to the future : It will be the object of this magazine to give the news of the college and alumni, and to discuss the questions relating to the welfare of the institu-tion. In order that we may successfully ac-complish these objects we must have the hearty co-operation of every one, and we earnestly solicit the Alumni as well as others interested in us to send in contributions and news that would be interesting for publication. Some one has said : " No college man squares his account with his Alma Mater with the payment of his last term's bill. He still owes her more than Desdemonia owed father and lover both, and among the most important and simplest of those duties is to subscribe for, read and encourage in every possible way the publication of the students of his own college." The students will do all in their power to make THE MERCURY an interesting and successful publication. Let all our friends do their part. / THE COLLEGE MERCURY. We are indebted to the Swartlimorc Phmnix, yhich we have taken as a model in the form land arrangement of our publication. WITH this issue a new feature is added to the curriculum of our college. We ight say the students have endowed a new chair—the editorial chair. The knowledge gind experience gained by the editing and anaging of a college paper cannot easily be ver-estimated. The intellect and judgment like are trained. The precautionary means :o keep out all objectional matter, the solicit-g and selecting of articles, the writing of criticisms on books and magazines, the reading ofproof sheets, the bringing of the managers in connection with the outside business world—all these are in themselves forces which are power-ful auxiliaries in developing the faculties of the tudent. We stated that the students endowed his chair. We should add that the endow-ment is not yet completed. Send in your sub-scription and aid in accomplishing the object. V THE growth of college publications during the last decade has been phenomenal. The first college that started on the venture of issuing a periodical was Dartmouth, and Daniel Webster was selected as the first editor of the aper. The prospects shortly afterward were not o encouraging, and the publication of college magazines did not spring up in very rapid suc-cession. But a new impetus was given to the atter a few years ago, and each college felt an urgent need for representation through its own periodical. To-day 13 colleges and uni-ersities publish daily papers and quite a num-ber publish weeklies. The whole number of daily, weekly, and monthly publications edited and published by the students of the various colleges at the present time is 217. This cer-tainly looks like evolution in college jour-alism. ^ * * N a few days a new administration will take charge of affairs at Washington. In hinking over some of the events that have transpired during the last four years, we have been struck with one thing particularly—the alarming depletion within the ranks of the great men of our country. Many who, on ac-count of their farsightedness and pre-eminent qualifications, have stood in the vanguard as counsellors of our nation have, during the last administration, been " stricken from the things that be." Whitman', Whittier, and Lowell, whose verses have been the solace and delight of many, will not be permitted to add to their collection by the addition of a single line. Sherman will plan no more campaigns nor will he tell again the deeds of heroes of the past. Lamar will hand down no more judicial deci-sions, and the eloquent voice of Blaine will ne'er again be heard in his country's behalf. These are dead. But no man is indispensable. He falls, but some one steps in and takes his place in the ranks. The question comes to us : Who are the men who are to fill these positions ? The contest for position is a competitive one, with the nation as examiner. Those who expect to win must be men of thorough preparation, in order that they may be able to deal with the exigency that may arise under circumstances which are unforeseen. Experience has been said to be the best school, but preliminary to this experience must be the camp-life of drill, discipline, and acquisition of knowledge. And this discipline is best obtained in a college. The opportunities present themselves, and the men who are masters of the situation are the ones who will be intrusted with the responsi-ble positions. These facts certainly have a peculiar significance to college men. COLLEGE LOCALS. MARION J. KLINE, Editor. ACKNOWLEDGMENTS. THE following collections for the Contin-gent Fund of Pennsylvania College are gratefully acknowledged : . . St. James, Ashland, Rev. Wm. M. B. Gland- THE COLLEGE MERCURY. ing, pastor, $4.75 ; St. James, Phillipsburg, N. J., Rev. T. C. Pritchard, pastor, $5.00; Christ's, Gettysburg, $20.73; St. Paul's, Allentown, Rev. J. A. Singmaster, pastor, $7.50; Newport, Rev. S. E. Smith, pastor, $4.36; Apollo, Rev. M. L. Culler, pastor, $5.00; Coalpark, $1.72, and Glascow, $3.96, Rev. W. M. Spangler, pastor; Meyersdale, Rev. M. L. Young, Ph. D.i pastor, $5.00; York, Rev. M. J. Alleman, D. D., pastor, $1.00; Christ's, Baltimore, Rev. L. M. Zimmerman, pastor, $10.00; Stoyes-town charge, Rev. E. S. Johnston, pastor, $7.25 ; St. Paul's, Easton, Rev. R. W. Hufford, D. D., pastor, $23.07; Altoona, Rev. E. J. Metzler, pastor, $2.81; Maytown charge, Rev. W. H. Harding, pastor, $3.10; St. Luke's, York, Rev. G. S. Bowers, pastor, $2.00; Clarion, Rev. H. E. Wieand, pastor, $5.50; Spring Forge, Rev. A. A. Parr, pastor, $33.00; Ta-neytown, Md., Rev. G. W. McSherry, pastor, $6.60 ; St. Mark's, Hanover, Rev. C. M. Stock, pastor, $16.00; St. John's, Mahanoy City, Rev. I. P. Zimmerman, pastor, $6.81; St. Peter's, Easton, Rev. Edgar G. Miller, pastor, $6.60; St. Peter's, Middletown, Rev. F. W. Staley, pastor, $14.00; Trinity, Hazleton, Rev. John Wagner, pastor, $5.00; Personal Contribution, $5.00; Zion, Chambersburg, Rev. E. H. Leis-enring, pastor, $13.85; Westminster, Md., Rev. S. A. Diehl, pastor, $5.00; Zion, Leb-anon, Rev. W. H. Dunbar, D. D., pastor, $25.49; Second Church, Baltimore, Rev. G-W. Miller, D. D., pastor, $5.00; Zion, Harris-burg, Rev. D. M. Gilbert, D. D., pastor, $22.61; Arendtsville charge, Rev. D. F. Koser, pastor, $5.00; Friend's Cove charge, Rev. W. H. Set-tlemyer, pastor, $4.75; Grace, Westminster, Md., Rev. P. H. Miller, pastor, $6.00; First Church, Carlisle, Rev. H. B. Wile, pastor, $25.00; Trinity, Allegheny, Rev. J. G. Joett-man, D. D., pastor, $25.00; Blairsville, Rev. F. J. Crissman, pastor, $6.54; Trinity, Milton, Rev. J. M. Reimensnyder, pastor, $6.00; St. John's, Lancaster, Rev. B. F. Alleman, D. D., pastor, $8.00; Jefferson, Md., Rev. T. A. Hedges, pastor, $3.50; Leistersburg charge, Md., Rev. V. Miller, pastor, $6.43 ; Glade, Rev. A. B. Miller, pastor, $4.00; Messiah, Philadelphia, Rev. M.Valentine,pastor, $25.00; Trinity, Hagerstown, Md., Rev. E. W. Delk, pastor, $12.50. Total amount of returns to March 20th, $414.53. H. W. MCKNIGHT. LOCALS. Dr. M.—" To what declension does ' Der Mensch, Die Menschen ' belong ?" Mr. R., of '93.—" Feminine." A pious Sophomore says his motto is " Watch and pray." Beware Socio. It undoubtedly " would not hurt the ('adja-tive') Sophomore to learn a little English even in the German department." Prof. H.—" Give an illustration of the sec-ond law of the syllogism." "The law of contraries." Mr. M., of '95.—A black board must be either white or black ; it cannot be both at the | same time." This is almost as brilliant as the sign " white-washing in all colors." Messrs. H., of '94, and W., of '95, report that I they have changed their shooting gallery in West College into a dime museum. Among other attractions they have an exhibition of the quarrel scene between Brutus and Cassius every ten minutes. Makers of " horses " and translators of Hor-ace take notice of the latest rendering, by a very I bright and original Soph., of the passage, " ut I cantat absentum amicitam," " as he sings of the girl he left behind him." Hanover on top. Mr. B., of'93, says that international law on sea prevents fishermen from fishing on a strip of land. (Class laugh.) Mr. B.—" I don't see anything to laugh at. Prof. H.—"No; except that fishermen] usually do not fish on land." THE COLLEGE MERCURY. 5 Mr. ]., of '95.—"You fellows ought to be glad that I am the only J-n-s in college. It is a wonder there are not a dozen of them. Just wait until I send my ancestors here. I mean my prodigy." Mr. R., of '95, talks grandiloquently and orates eloquently of "petted larceny." Possibly they designate it in that way in New York. One of our fair Juniors received a photo of \five young ladies on St. Valentine's Day. Johnny, are you thinking of emigrating to Utah ? President K., of Philo (after several of our " co-eds " have been initiated).—" It has been moved and seconded that we take up the head of new members," and then after the applause had subsided, " It has been moved and sec-onded that we be under the head of new mem- Ibers." Mr. R., of'93, is making remarkable prog-ress in the study of Geology. He often hires a horse and buggy to study the granite forma-tions near Gettysburg. " Ring the bell and let the curtain drop." Mr. W., of'95 (examining a fancy beer-tank-ird in a friend's room).—" This is the funniest molasses-jug I ever saw. Why, it has no Spout to it." Mr. B., of '93 (after he has been told to let in idea percolate through his cranium).— ;" Chum, does that mean ' swelled head' ?" Dr. S.—" What is an artificial ventilation ?" Mr. N., of '93.—" Artificial ventilation is -ah! not natural ventilation." Wasn't that a jem of a thought ? Prof. H.—" What do you have to say about the ' remedies of love' ?" Mr. H., Jr., of '95 (who is reading Chau- ! cer).—" Professor, I don't know ; I have never [experienced them." Eat pickles, old boy. Our Baltimore City Soph., in speaking of laking hay, says : " You must never put lay in a barn when wet, because it will catch on fire. Now, I know, because I used to make hay for my goat." Corn-cake and molasses, " Reddy." Mr. E., of '95 (after having heard the ele-phant joke).—" The blind man stuck his trunk in the grate and flew." Mr. N. L. J Gron, '93, recently delivered his lecture on " Scandinavia, the Land of the Midnight Sun," to a large and appreciative audience in the chapel of Trinity Lutheran Church, Lancaster, Pa. The Daily Examiner says : " The lecturer is a young man, with a pleasing personality, and a manner of delivery which at times is very oratorical, and at all times entertaining. He treats his subject skillfully and connectedly." Mr. Gron also delivered his lecture at New-ville on February 23d to a large and delighted audience. Our " Homeric friend," of '94, has given up his idea of theology, and has decided to make his debut on the stage as a " skirt dancer." Another evil effect of Juvenal's satires. The Sophomores and Freshmen have adopted class colors. The Sophomore colors are garnet and black. The Freshmen colors are copper and apple-green. The University Extension course in the Constitutional History of the United States has just been completed. The lectures were fairly well attended, but the class work before the lectures was the more popular. The centre decided on a course in history, to be given during the fall term. The Senior class have appointed a commit-tee to have charge of the Commencement exer-cises exclusive of class-day. All the duties which may devolve upon the class in connec-tion with their graduation will be in charge of this committee. Messrs. Hain, Turner, Ehr-hart, Sr., Dundore, and Bortner are the com-mittee The committee recently appointed to ar-range for a Senior class banquet are Messrs. THE COLLEGE MERCURY. Diffenderfer, Gron, Baum, Leitzell, and Wolfe. The class anticipate a very enjoyable and pleasant time. Mr. H., of '93, translating from Plato's Pli&do: " And the stones here that are so highly prized are but fragments of them, as the sardine stones, jaspers, and emeralds." Mr. B., of '95, after having gazed long and earnestly at the picttire of a lover embracing his lady-love, turns the back of the picture around and, after some mediation, says: " Chum, where is the back of that fellow's arm ?" Prof. D., of"93, bids fair to rival Edison as an electrician. We would advise the latter gentleman to look to his laurels. Dr. B.—" In Germany the people often go to the beer gardens and sit down with a paper, and while they read they drink their beer, not from an ordinary beer-glass, but from a large —I can't recall the name just now—what is it!" Mr. L., of '96.—" Schooner, do you mean, Doctor ?" Dr. B.—" That's it; you seem to be familiar with the subject." Dr. B.—" What kind of a question does ■nortpov introduce?" Mr. B., of '96.—" An interrogative question." Undoubtedly correct. Mr. K.—" Why are some pavements like a man who has the rheumatism ?" Papa H.—" Because they are subject to changes in the weather." A first class student, a Freshman, had on previous occasions acted the Cavalier and es-corted Miss T. over Balto's hill. He was greatly chagrined one evening as she unmer-cifully informed him that his service was no longer desired. We may truly infer from this that Miss T. already possesses an Ice{eii)-lieart. The following has been adopted as the song of the Sophomore class. It was composed by J. H. Diehl, and is adapted to tune, " March-ing through Georgia." We're the boys of ninety-five, who'll sing for you a song, Class of all the college pride that cheers the boys along j Singing our delightful song with five and forty strong While we are students of Gettysburg. CHORUS. Hoop ! Lah ! Boom ! Yah ! we all are yet alive ! Hoop ! Lah ! Boom ! Yah ! great class of ninety-five ! So we sing the chorus over in our college life While we are students of Gettysburg. How the Freshies trembled when they heard that we were strong, How thy gathered all their men to fight our mighty throng ; How they summoned all the Juniors out to aid their throng. While we are students of Gettysburg. Oh ! my fellow Sophomores, you always are so true When we fight in Roman wars, in Greek and German, too; For we never shall forget the way we did pursue While we were students of Gettysburg. Yes, and we are jolly boys who came here to obtain Knowledge for our eager minds, which we will ne'er dis-dain ; So that every one shall feel that work was not in vain While we were students of Gettysburg. The Chess Club is now doing regular prac-tice. As chess is the most intellectual of all games, it may, more than any other game, in-dicate the intellectual power of an institution. Our Club has had several challenges from other colleges which it will most likely accept. The members are : Niels S. J. Gron, '93 ; Geo. Baum, '93 ; Horace Whitman, '95; Herbert | Richards, '95 ; Henry Clare, '95 ; Charles ¥■ Wiest, '95. MUSICAL CLUBS. Our college has for several years been striving to organize musical organizations to compare favorably with the other colleges of I the land, and has finally succeeded in organiz- [ ing one of the best equipped clubs of the country. The organization consists of a Glee Club of I 17 members, who have been under the instruc-tion of a competent musician from Harrisburg, and have been in daily training for several months. They sing comic glees, serenades, in mi)» THE COLLEGE MERCURY. and"have a splendid college song called "■ Get-tysburgia," composed by Mr. Hoffmann, '95, a young man of fine musical talent, who promises to make his mark in this line as well as in instrumental music. The Banjo Club consists of 10 men under the direction of Mr. Hersh, '91, and is as finely a developed club as can be found in any college in the land. A banjo burlesque, by Messrs. Hoffmann and Madara, are one of its special features. The club has no equal among college clubs for uniformity of time. The Mandolin Club of eight members, the only college Mandolin Club to-day-, except Harvard, renders on their sweet Spanish mandolins the tender, soul-touching strains which only can be rendered on that instrument by trained men. Mr. Baum, '93, the leader of the club, is an ex-perienced artist, and the guitar accompan-ists are led by C. G. Bikle, '92, a competent musician. Prof. C. E. Leslie, the famous musician and composer of Chicago, says of the clubs; " They are far .above the average college club in time and harmony." Prof. John De Motte, of Indiana State University, says: " They cannot be excelled in time or expression save by professionals." The opening concert was given in Brua Chapel, Gettysburg, February 22d, to a large and appreciative audience; the clubs were encored again and again, the vocal solo, by Mr. Herr, '97, was vigorously applauded, as was Mr. Hoffmann's " Gettysburgia." The " Sueno De Amor," by the Mandolin Club, was considered as one of the sweetest strains of the mandolin ever rendered here. The " Merry Monarch," by the Banjo Club, is a production which called forth the loudest applause, and won for Mr. Hersh and his nine men the highest admiration. The lively strains of this selection are softened by Mr. Bannis' mandolin. On February 23d the clubs gave their enter-tainment at York, and at Hanover- on February 24th. The papers speak well of them. Manager Duttera has arranged the following dates for the clubs : Chambersburg, Pa., March 2d. Shippensburg, Pa., March 3d. Martinsburg, W. Va., March 9th. Hagerstown, Md., March 10th. Harrisburg, Pa., March 24th. He is just now arranging a trip through the central and northeastern parts of this State for Easter vacation. Members of the Faculty and fellow-students, the success of a good college musical organi-zation depends largely upon your support and encouragement. Alumni, you can assist in putting Alma Mater to the front, not only in athletics but in the sweetest gift of God— music, by giving us hearty and earnest co-operation. GENERAL COLLEGE NEWS. President Harper, of the University of Chi-cago, in a recent address said : " This Univer-sity is to stand for graduate work, first in the grade school and in the divinity school; and when the medical and law schools are estab-lished I shall be surprised if they admit any but graduates."—Ex. Chauncey Depew said to the students at Yale recently : "What made the class of '53 so famous is that half its members went into journalism and praised the other half."—Ex. Wednesday, February 22d, the Mechanics' Art Building at State College was dedicated. Prominent men from all parts of the country attended. Governor Pattison, Secretary of the Interior Noble, Francis A. Walker, and President Schurman, of Cornell, delivered ad-dresses. The celebration closed with '93's assembly ball.—Ex. The campus of the Leland Stanford Univer-sity covers 70,000 acres and contains a drive-way 17 miles in length.—Ex. 8 THE COLLEGE MERCURY. The matter of dealing with cheating at ex-aminations has been left in the hands of the student body at Princeton. A'committee ap-pointed from the students to investigate dis-honesty during the recent examinations found four men guilty and sentenced them to a dilemma—the choice of applying to the several professors for re-examination, or being recom-mended for expulsion. This leniency was granted on account of the offense being the first under the new regime. Hereafter no alternation to expulsion will be allowed. The students, put upon their honor, are determined to maintain honor. Thus it always works. This phase ofco-operation works amazingly well, and is actually the only successful method to enforce honest work. The offense allows no distinc-tion between giving help and receiving it. Harvard is another institution where women will be admitted, this time with the purchase price of $250,000. The sore for which this salve is always required is never stated. If it is proper to admit them at all, they should not be required to break down moss-covered walls of exclusion with gold and silver weapons. Many and varied estimates are made of the value of collegiate training, in known quantities, as so much invested, by so much cash. The fact remains, however, that it is a variable quantity and can hardly be reckoned as convertible capital. " Economically the money value of a college education depends on the man who possesses it, and is com-mensurate with the amount of labor expended in acquiring it." Here follows the yell of the theologues at De Pauw : " Hurrah ! hurrah ! hurrah ! the gospel does away with law, We're theologues of old De Pauw, a greater school none ever saw.—Amen !" Ex. The custom of wearing cap and gown is becoming more popular. The senior classes of Harvard, Yale, Princeton, Amherst, Williams, and Dartmouth have adopted them. The JEgis says : " The three greatest things in college at present are the cap and gown, university extension, and foot-ball."—Ex. President Jordon, of the Leland Stanford, Jr., University, has given his ideas on the conser-vative custom of most American institutions : " College marks, college honors, college courses, college degrees—all these things be-long, with the college cap and gown and wreath of laurel berries, to the babyhood of culture. They are part of our inheritance from the past, from the time scholarship was hot manhood, when the life of the student had no relation to the life of the world." The number of "cuts " allowed in some of the leading colleges is as follows: Yale 24 per year to Juniors and Seniors; to Sophs and Freshmen, 18; Williams, 30; Dartmouth, 21. At Amherst and Wesleyan a student must be present at nine-tenths of the recitations. At Harvard, Ann Arbor, Cornell, and Johns Hop-kins the attendance is said to be optional.—Ex. ALUM/MI. FRED. H. KMUBLE, Editor. * • IN this, the first number of THE COLLEGE MERCURY, the Alumni Department is necessarily not as complete as it should be, since communication with the alumni can be commenced only after this issue. It is intended to make it a special feature of the paper in the future. It will contain a resume of all that is important in the doings of those who have in past days received instruction within the walls of Pennsylvania College. It will thus form in effect a history of Pennsylvania College men. The present student shall hear of what those who have gone before are making of life; the far-off graduate shall be brought into closer touch and sympathy with the other sons of Alma Mater. To all we hope to make the alumni notes readable, interesting, and attrac-tive. Brevity shall be another of their charac-teristics. No available source of information THE COLLEGE MERCURY. o shall be neglected, but we would earnestly in-vite correspondence and information from the alumni concerning either themselves or others. Let us hear from you, brothers. PHILADELPHIA ALUMNI REUNION. On Tuesday evening, January 31st, the Phila-delphiaAlumni Association held its tenth annual reunion and banquet at the Hotel Vendig. It was an enthusiastic and enjoyable gather-ing. When the menu had been discussed, the flow of soul" commenced. P. K. Erdman, '68, was symposiarch, and spoke to the toast: " Our Association." Other speakers and sub-jects were: Rev. H. W. McKnight, D. D, LL. D., '65, " Pennsylvania College ;" Rev. W. E. Parson, D. D., '67, " Mason and Dixon's Line;" Rev. L. E. Albert, D. D., '47, " Our Trustees;" Dr. J. Marshall, '76, "University of Pennsylvania." Other interesting speakers discussed interesting subjects. Alma Mater's praise ran high. Among those present, in addition to the aforementioned, were : Rev. W. M. Baum, D. D., '46; Rev. H. M. Bickel, D. D., "48; Prof. V. L. Conrad, D. D., '48; the Revs. A. H. F. Fischer, '80 ; M. H. Valen-tine, '82; M. R. Minich, '70; T. R. Beeber, D. D., '69; Sylvanus Stall, '72; Prof. Edgar F.' Smith, '74 ; Prof. G. D. Stahley, M. D., '71 ; Dr. G. E. Tetus, '74; Dr. W. R. Hoch, '77 ; Dr. J. C. Felty, '70; Dr. M. B. Hartzell, '74; Prof. S. P. Sadtler, '67; Mr. John E. Graeff, '43; Rudolph M. Shick, Esq., '60; Hon. B. F. Hughes, '71 ; T. D. Beeber, Esq., '74; James Strong, founder of the Strong Professorship of English Bible and Chaplaincy, and Mr. Wm. Buehler, '85. A set of resolu-tions were adopted, requesting the Board of Trustees of the College to give the Associa-tion representation on the Board. A reason-able request. At the tenth annual banquet of the Martin Luther Society, of New York, on February 10th, there were among the toasts the follow-ing : " The Past of the Lutheran Church in the United States," responded to by Rev. W. H. Dunbar, D. D., '71; "The Future of the Lutheran Church in the United States," Rev. J. B. Remensnyder, D. D., '61 ; " The Clergy," Rev. G. U. Wenner, D. D., '63. The speeches of all three gentlemen were highly commended by the large number of Lutherans present. On the evening of February 15th, Gettys-burg Lodge No. 124, I. O. O. F., held a banquet in Gettysburg for all the Odd Fellows of Adams County. The occasion is of inter-est to Pennsylvania College, inasmuch as among the guests were the following sons of hers : Mr. Hart Gilbert, '67 ; Rev. E. Manges, '70 ; Mr. A. A. Lechlider, '60 ; Rev. John F. Mackley, '78 ; Mr. N. L. J. Gron, '93 ; Mr. A. Reist Rutt, '93 ; Mr. John Axe, '91 ; Mr. J. F. Kempfer, '93. We obtained this informa-tion from one of the brethren. '44. Rev. P. Anstadt, D. D., of York, Pa., is temporarily supplying the pulpits of several of the churches of the Manchester, Pa., charge. '46. Rev. A. C. Wedekind, D. D., has left for San Diego, Cal, where his daughter resides. He intends to remain there. His health has improved somewhat. '51. Hon. David Wills left for Florida recently; his stay there will be short. '56. Rev. H. W. Kuhns, D. D., expects to be present at the next meeting of the General Synod, as a delegate from the Nebraska Synod. He will also attend the Commence-ment exercises of the college. '61. Rev. J. R. Williams was in town visit- . ing his son, R. Williams, '94. '62. Rev. S. B. Barnitz, D. D., Western Secretary of the Board of Home Missions, presented the special cause to the Gettysburg churches, Sunday, February 12th. He held a conference on Monday with the Seminary students. '65. Rev. H. W. McKnight, D. D., has been selected a member of the Advisory Board of IO THE COLLEGE MERCURY. the Columbian Religious Congress, and elected one of the Vice-Presidents of the Evangelical Alliance of the United States. As the Doctor's health is not of the best, he intends to make his Easter vacation somewhat longer by leaving Gettysburg several weeks before the close of the college term. '68. Rev. J. W. Richards, D. D., has, with the assistance of Rev. F. V. N. Painter, pub-lished a valuable book on Christian Worship ; Its Principles and Forms. Two chapters are contributed by Rev. M. Valentine, D. D., LL. D., '50. Dr. Richards expects to leave Europe for America early in April. 'yy. Rev. F. P. Manhart has been elected Financial Agent of Missionary Institute, Selinsgrove, Pa. 'jy. Rev. W. N. Baum, Jr., celebrated the tenth anniversary of his pastorate of St. Mark's Lutheran Church, Canajoharie, N. Y., on February 3d. He was the recipient of many tokens of regard from his devoted congrega-tion. '80. Rev. L. B. Wolf, with Dr. Kugler and Miss Dryden, took worthy part in the great conference at Bombay, India. There were 550 members of various denominations in at-tendance. '80. Rev. M. P. Hocker recently celebrated the tenth anniversary of his pastorate of St. John's Lutheran Church, Steelton, Pa. Statis-tics shown at the time indicate wonderful success in his work. Excellent progress is being made on the congregation's new church. '81. Rev. S. J. Taylor has received a very flattering call to the pulpit of St. Paul's Lutheran Church, Littlestown, Pa. '82. Rev. M. H. Valentine is doing well in his new charge in Philadelphia. '83. Rev. W. W. Anstadt, Huntington, Pa., has received a unanimous call from the English Lutheran Church of Bedford, Pa. '83. The congregation of Rev. L. N. Kuhns is contemplating the building of anew church." Rev. Kuhns is editorially active in Y. P. S. C. E. work. '84. J. B. Hileman, M. D., whose wherea-bouts has been asked for by several, is ex-amining physician for the Relief Department of the Pennsylvania Railroad. His office is at Broad and Filbert Streets, Philadelphia. '85. Rev. A. F. Richardson was installed as pastor of the Lutheran Church, Grafton, W. Va., on February 5th. '85. Rev. Chas. Reinewald was installed as pastor of the Lutheran Church, Emmettsburg, Md., on January 29th, by Rev. M. Valentine, D. D., LL. D., '50, and Rev. L. Kuhlman, '79, President of the Maryland Synod. '86. Rev. Prof. O. G. Klinger, A. M., de-livered the first of a series of lectures to the students of Irving College on February 10th. He is also President of a Chautuaqua Circle at Emmettsburg, Md. '88. The congregation of Rev. L. Goetz, Newberry, Pa., expects to build a church. Prosperity reigns in the charge. '88. Rev. L. S. Black will take charge of Christ Church, Gettysburg, about April 1st. '88. Rev. W. H. Harding was married to Miss Emma Minnick, of Wrightsville, Pa. Our congratulations and best wishes. '89. Concerning Rev. J. F. Seibert and his mission church at Ft. Madison, Iowa, Dr. Barnitz said: " I feel like falling upon my knees before that consecrated, successful young man." F-RATEHNITy MOTES. JOHN J. BRALLIER, Editor. ' Come rain, come snow, Rest wind, or blow, Or fair or stormy weather For yes, or no, With hearts aglow We stem the tide together. ***** ■MMMMMMMMMMHM THE COLLEGE MERCURY. II Time, change, and pain, Will strive in vain, To sever bands fraternal. O'er tide, o'er plain, We'll wear love's chain, And prove a bond fraternal." PHI KAPPA PSI. The next meeting of the District Councils of the Phi Kappa Psi Fraternity will be held on April 5th and 6th, 1893. District I will convene under the auspices of Pa. I. and K., at Philadelphia. Bros. H. W. McKnight and Geo. D. Stahley were present at the annual banquet of the Philadelphia Alumni Association, January 31st, 1893. Among the addresses delivered before that body was the very pleasing speech of Bro. McKnight. Bro. Geo. S. Bowers, '77, has recently been elected editor of York Lutheran. On Sunday, February 12th, Bro. Samuel Barnitz, Western Secretary of Home Missions, being in Gettysburg on performance of affairs pertaining to his office, spoke to audiences in the morning and evening, which were alike captivated by his methods and impressed with the wholesomeness of his matter. Bros. R. Kephart Russell, '95, and Luther P. Eisenhart were initiated on Jan. 28th, 1893. PHI GAMMA DELTA. Bro. Fitt, '98, is again out, having recovered from a two weeks' attack of the mumps. Bro. Blint, '90, preached at Chambersburg, Pa., on Sunday, February 12th. Graduate Chapters of F d have been organized at Seattle, Washington, and at Chicago. Bro. F. V. Filbert, '92, is being trained by manager Irwin, of the University of Pennsyl-vania Base-ball Team, along with pitchers Reese and Bayne, and will likely distinguish himself in the coming season. Bro. Huber G. Buehler, Professor of English, Lakeville Preparatory School, closed on account of scarlet fever, is home on a short visit. He gives a glowing account both of the school and the place. PHI DELTA THETA. Our number has lately been increased by the initiation of Bros. Barndt, '94, and Leitzell, '93- Bro. Beerits, who left us last Commence-ment, has just returned to his home at Somer-set, Pa., from Poughkeepsie, where he com-pleted a general business course. Bro. E. J. Cook, '92, is now occupying the position of Principal of Bel Air Academy, Md. He has under his supervision five assist-ants, and is meeting with good success. Bro. Addison, who left us last Commence-ment to accept a position in the Census Office at Washington, has been employed as private secretary of the Paymaster of the U. S. Navy. In this new position he will soon start upon a trip around the world. Our best wishes go with him. Phis who go to Washington March 4th will have the pleasure of seeing the out-going President, Bro. Harrison, '57, of Ohio Alpha, give place to the in-coming Vice-President, Bro. Stevenson, of Kentucky Alpha. ALPHA TAU OMEGA. Bro. Geo. E. Hipsley, '93, of Baltimore, Md., was initiated February 1st. Bro. Geo. A. Kyner, Esq., '89, of Chambers-burg, Pa., paid us a week's visit recently. A T Q, of Gettysburg, sends hearty greeting to THE MERCURY. May it live long and ever be truly representative of college life at Gettys-burg. One of the many things of interest to fra-ternity men who will go to the World's Fair will be the exhibit of College Fraternities. It will consist of catalogues, song-books, maga- 12 THE COLLEGE MERCURY. zines, badges, flags, banners, and souvenirs of chapters, coats of arms, pictures of chapter-houses, and photos of active and alumni chapters, and of prominent men of the differ-ent chapters. The exhibit promises to be a very good and interesting one, and well worthy the attention of all fraternity men. At present there is no little interest at the University of Chicago in regard to the fra-ternity question, while the Faculty have not outright forbidden the establishment of fra-ternity chapters, it is their opinion that such action is unadvisable. They have laid down certain rules by which a chapter, if it be estab-lished, is to be guided. The rules are, on the whole, very fair. Professor Frink, of Amherst, has lately, in an article on the " College Chapter-House," ex-pressed a very opposite opinion. He speaks in the highest terms of the fraternity move-ment, and " claims that the chapter-house is one of the strongest allies of the college and college discipline." The fraternity and chapter-house have been given their place in college life, and from present appearances are here to stay. They are not only tolerated, but are also recognized. ATHLETICS. PAUL W. ROLLER, Editor. ALTHOUGH this is winter and athletics are supposed to be hibernating, there are many things which can and must be done preparatory to the coming season. The base-ball manager must obtain a list of applicants for the respective positions and see to it that they take proper exercise in the gymnasium, not forgetting to secure a large number of good games, for how often have we with a superior team been compelled to play the en-tire season with inferior teams. The foot-ball manager and captain could be looking up a suitable coach and preparing a new code of signals. The matter of having a good coach to take the team in hand at the beginning of the sea-son is a very important one. We have been successful heretofore in plac-ing good teams in the field, and this can only be continued by hard and earnest preparatory work. A gymnastic organization known as the " Sons of Hercules " is preparing, under the supervision of physical director Pohlman and Mr. Povall, '96, to give an exhibition in bar and mat work. The exhibition will take place about the second week in March. The mem-bers are Povall, Rice, Snyder, Billheimer, Weist, Bastain, Roller, McCartney, and Rudi-sil. They are working hard and faithfully, and will give a very instructive and interesting performance. We look for an interesting and exciting season of base-ball under the management of Mr. Fickinger, '94. He is at present trying to secure as many games as possible. The fol-lowing is the list of secured and possible games. The secured games are: April 26th, Western Maryland, at Gettysburg. May 3d, " " at Westminster. May 26th, State College, at Gettysburg. May 30th, Indian School at Gettysburg. June 2d, Slate College, at State College. June 3d, Bucknell, at Gettysburg. The possible games are: three with Dickin-son, two with F. and M., return games with Indian School and Bucknell; also games with Lafayette, Lehigh, Johns Hopkins, St. John's, Columbia A. C, and Georgetown. The following men have applied for posi-tions on the team. Each man will be given a fair and impartial trial, and those making the best showing will be chosen as the team. The men are Keefer, Gies, Nicholas, Erb, Enders, Hoffman, Cook, Leisenring, Steitz, McCartney, Nicholas, Sr., Fair, Feldman, Williams, White, Gable, Lesher, Gilbert, and I THE COLLEGE MERCURY. 13 Tate. All others desiring to become appli-cants should report as soon as possible to the manager so as to obtain the benefit of the training. Mr. Chas. Huber, '92, has been elected, by the Athletic Association, manager of field and track athletics. We have always possessed men who showed ability in this line, but it was always confined to a few individual efforts. An effort will now be made to put an athletic team in the field which will compare favorably with the teams of other colleges. TOW/N A/St> SEMI/MTVRy. FLAVIUS HILTON, Editor. TOWN. At the Borough election held February 21st, Major Benner, Democrat, was again elected Burgess over Captain Gilbert, Repub-lican. George Walter, '82, Democrat, was also elected Justice of the Peace. Of the Town Council the Republicans elected three, a gain of two, and the control of the body. General Daniel Sickles estimates to the New York Legislature that $57,000 will be needed to properly dedicate their magnificent monument in the cemetery. Dr. McKnight has sold the William Spang-ler property on Carlisle Street to J. L. Butt, Esq., for $2,925. Mr. J. Ed. McCammon purchased his late mother's residence on Carlisle Street. The entire contents of the house will be sold March nth. Colonel Maish, ex-Congressman from this district, will be marshal of Pennsylvania's : civic parade, March 4th. In '87 a meteorite was discovered in Mount Joy Township, and sold four years later to a gentleman from Washington. Weight, 847 rounds. An analysis of the crust showed: Iron, 94.80; nickel, 4.81; cobalt, .51; copper, .005; lead, 19; sulphur, .01. The bill introduced by Senator Quay to mark the Confederate lines at Gettysburg has been the occasion of many personal attacks upon Colonel Bachelder. Representative Zeigler, of Adams, was called upon to defend the Colonel a few days ago in the lower House. SEMINARY. Messrs. Shantz and Pohlman attended the Inter-Seminary Alliance February 15th to 17th, at New Brunswick, N. J. Mr. Pohlman read a paper on " Consecration and Self- Sacrifice in Missions." The discussion of the subject was opened by Mr. Shantz. Some time ago a class was formed for the discussion of missionary topics. The class has found it necessaiy to catalogue and index the library books that have any bearing on the subject of missions. The books are few indeed, and for an intelligent discussion of the subject the most recent publications are needed. Any one who will feel moved to give books, or the money necessary to obtain them, can have their gifts properly cared for by Mr. George Beiswanger, Gettysburg, Pa. The following Seniors have secured charges : Mr. Kitzmyer, at Davis, W. Va.; Mr. Good, at Lyons, Berks County; Mr. Bettle, at Mt. Zion, Allegheny. Four or five of the Seniors have volunteered for Home Mission work in the West. Rev. W. H. Fishburn, of Harrisburg, has resigned the care of the Bethlehem Lutheran Tabernacle. Rev. W. H. Harding and Miss Martha R. Minnich were married February 14th, at Wrightsville, Pa. At home February 27th, Maytown, Pa. E. E. Shantz, of the Junior class, is instruct-ing a class in botany. A class has been formed for the study of the Life of Christ. They are using the Blakesley Graded Lessons. A steady interest is main-tained. j H THE COLLEGE MERCURY. Horace E. Zimmerman, '92, visited the boys February 6th. The election of officers of the Missionary j Society resulted as follows : President, Gruber; t Vice-President, Bellheimer; Treasurer, Ball; Recording Secretary, Albert; Corresponding Secretary, Dunlap; Curator of Athenaeum, Franz. The question among the Seniors now is, ■ "Are you going to Nebraska?" How few are j the " Here am I, send me." LITE-RAHy SOCIETIES. NIELS L. J. GRON, Editor. MANY who have noticed the wonderful developments of the educational facili-ties at our college, which has taken place during the last few years, have asked: "But what has become of the Literary Societies ? Dear old Philo. and Phrena., are they, too, ad-vancing in their influence for good?" To such a question we can answer most emphatically, Yes. The new and magnificent buildings which now grace our college campus had scarcely been erected before the two societies vacated the halls, which they had occupied for nearly sixty years, in order to take possession of more spacious and more elegant quarters. The two large halls which they now occupy in the new recitation building are richly and artistically furnished and decorated. There is hardly a Senate Chamber, in this land of wealth, more tastily ornamented. The credit for this is due not only to the efforts of the students but, to a large extent, to the liberality of the Alumni members. No sooner had the members of Phrena. and Philo. completed the decorations of their halls than they at once put into practice the signifi-cance of the names of their respective societies. They proceeded, without delay," to adorn their minds," and to show that they were, indeed, " true lovers of learning." The result has been that many students who, although bright and studious, could not stand upon the plat-form and render " The boy stood on the burn-ing deck " without manifesting great timidity and painful embarrassment, can now take the parts of Hamlet and Ccesar before any au-dience. At present excellent work is being done in both societies. Essays and orations are well prepared and show a great deal of originality. The debates which are so earnestly and vigor-ously indulged in every Friday evening have rewarded the participants with readiness and self-reliance. There are now in both societies many students who, in their extemporaneous speeches, are able to treat, logically and with force, very difficult subjects. In this day of free speech it is of the great-est importance that a man should be able to express his thoughts and ideas clearly and without hesitancy. Freedom of speech, self-possession on the platform, are of as much practical value as all the other things that can be gained from the branches included in a col-lege curriculum. The.Literary Societies alone, in a college, promote and develop these two essentials. The interest taken in the societies betokens well for the future of the students. We are exceeding pleased to note that al-though there is a rivalry between the two soci-eties for supremacy, yet the most friendly rela-tions exists between them. Fertile brains are resorted to rather than slandering and depre-cating tongues. That the bond of friendship between Phrena. and Philo. will be strengthened when they shall unite for the purpose of editing and publishing THE COLLEGE MERCURY can-not be questioned. PHRENA. NOTE. The following have been initiated as mem-bers of the society: Maynard and Russell, '95 ; Shimer, Earnest, Spayde, Brubaker, and Povall, '96. . The following have been elected: Stahl, '94; Hoover and Cook, '95 ; Fleck, Stahl, and Manges, '97. ADVERTISEMENTS. 111 Wanamaker's. PROFESSIONAL CARDS. There are two ways of selling Books. One lis keep the prices as high as possible—that's the ordinary book.store style; the other is to ;rowd the prices as low as possible—that's the IWanamaker method. The result is that the Wanamaker Book business has grown and grown until it is the largest in America. You can depend on two things if you go to /anamaker's for Books: First, That any proper Book is there, or if not that it will be Riickly got for you; second, That the price [Is as little as anybody's, and very likely littler. BOOK NEWS is a monthly guide to the new Books and an echoing of the interesting ioings of the whole book world. 5c, 50c. a ean JOHN WANAMAKER. CHARLIES S. DTjflCA^, '82, ATTORNEY AND COUNSELLOR-AT-LAW, Baltimore Street, GETTYSBURG, PA. CHflS. E. STRHiiEY, '87, ATTORNEY-AT-LAW, Baltimore Street, GETTYSBURG. PA. . STANLEY HART, PRESIDENT. GEORGE MASTERS, TREASURER. WILLIAM JOHN CALLAHAN, GENERAL f DR. CHAS. B, STOFFER, Bimtist, OFFICE, STAR AND SENTINEL BUILDING, GETTYSBURG. PA. fj liber's Dril2 Store, Baltimore Street, GETTYSBURG, PA. Prescriptions Carefully Compounded. LAWRENCE FELL, VICE-PRESIDENT. TatgSt StVlCS YD M C. 8PROUL, SECRETARY. I MANAGER. "~^^S> Hats, Shoes, AND Gents' Furnishings, R. M. ELLIOTT'S. ranklin Printing Company I A. D. BUEHLER & co., 516-J18 MINOR STREET, N. B.—Stiff Hats made to Fit the Head in two minutes. PHILADELPHIA, PA. Headquarters for Stationery and Blank Books. TELEPHONE 1044. ENTRANCE TO ELEVATOR, 518 MINOR ST. LOWEST CASH PRICES- ADVERTISEMENTS. Absolute Evenness of Touch, Richness and Brilliancy of Tone,| Extraordinary Singing Quality, Unequaled Workmanship, I Power of Standing in Tune longer than any other Piano) made, are among the characteristic qualities of DECKER BROS. PIANOS, 33 Union Square, fteui York. Used in Philo. Hall at Pennsylvania College. The Hatter, will be in Gettysburg at the College shortly with the latest fashions and best quality of Gents' Furnishing Goods. LOOK OUT FOR HIM. ■ Hi ir II ii ■■■■■! i ADVERTISEMENTS. R. H. REINNIGER, RJVIOS ECItEST, iMerchant * * DEALER IN Tailor. THE BEST WORK AT THE LOWEST PRICES. Post Office Block, CENTRAL SQUARE. PETE THORNE, •having t Hair Cutting Parlors. FIHST CLASS 7VRTISTS. CENTRAL SQUARE. Hats, Shirts, Shoes, Ties, Umbrellas, Gloves, Satchels, Hose, Pocket Books, Trunks, Telescopes, Rubbers, Etc., Etc. AMOS ECKERT. SPECIAL* TO STUDENTS. Fine Tailoring. JOSEPH JACOBS, Merchant Tailor, Shambersburg Street, (Helow Eagle Howl) GETTYSBURG, PA. 'LEMMING & TROXEL, Billiard 7»rNt> 'ool "Rooms. BALTIMORE STREET. Red Front Cigar Store R. H. RUPP, Proprietor. fio. 8 Baltimore St., Gettysburg. The.place for a fine Cigar or a good chew. Solid Havana filler, 5 for 25c. An elegant article. A FINE ASSORTMENT OF PIPES AND SMOKING MIXTURES. VI ADVKRTISEMENTS. ESTABLISHED 1876. Mary had a Little Lamb, PE/N-ROSE MyEKS, VV/rtTCHn/IKER ™ (Stamp jour Memory.; JEWELEK. liafge Stoek of LUatehes,Cloeks, Je«ielpy, etc., on Hand. GETTYSBURG SOUVENIR SPOONS, COLLEGE SOUVENIR 10 BALTIMORE STREET, GETTYSBURG, PA. Students' Headquarters IS AT J. R. STINE S. SON'S CLOTHING STORE The Cheapest Clothing and Gents' Furnishings in Gettysburg. It's wool was all the go— We make it up in BUSINESS SUITS for $1 5.00 you know. These Custom-Made Suits are popular throughout Africa— because they represent the very 0-Internee of Kobby Drccc, and are essential to every business man who cares one lota for economy and APPEAR-ANCE. Send- us ti cents in stamps, stating kind of gar metit or suit desired, and we will forward you SAMPLES of Cheviots, Cassimeres, etc., Self-measurement rules ana fashion plate. YOU DO THIS and we do the rest. Haiti more cheapest market. KEELER the largest custon. producer. Full Dais Suits, - $25.00 Up. Trousers, - - - - $4.00 lie. Frock Butts, - - $18.00 Up Overcoats, - - - $18.00 Up. JOnN M. KEELER, 5 N. Calvert St. Baltimore, Hd, "buffer no longer the extortions uf loc'-l tniiors Correspondence Solicited With Responsible Parties Desiring to Act as Agents. DfflTLLTIELD LlVERT Rear of Washington House, Opposite W. M. R. R. Depot. GETTYSBURG, PA. MERCHANT TAILORING All Kinds of Teams. Good Riding Horses A SPECIALTY. COMK AND SEE US. J. R. STINE & SON, THE LEADING CLOTHIERS, MAIN STREET, GETTYSBURG, PA. The Battlefield a Specialty, With First-Class Guides.! "Wm DAVID McCLEARY, Propl

Edward C. Boyle ; 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. ; 68p.; 29cm.; 2 bound transcripts; 4 file folders. 1 video disc: digital; 4 3/4 in. ; Oral History Program Edward C. Boyle Interviewed by Rebecca Ory Hernandez 9 November 2011 18 November 2011 Oral History Program Weber State University Stewart Library Ogden, Utah Edward C. Boyle Interviewed by Rebecca Ory Hernandez 9 November 2011 18 November 2011 Copyright © 2012 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 the University Archives. 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 University Archives 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: Edward C. Boyle, an oral history by Rebecca Ory Hernandez, 9 November 2011 and 18 November 2011, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Edward Boyle Roswell, New Mexico 1943 Edward Boyle New York, 1984 1 Abstract: The following is an oral history interview with Edward C. (Ted) Boyle (b. 1922). The interview was conducted by Rebecca Ory Hernandez, on November 9, 2011. In this interview Ted speaks of his early life growing up and attending school in Ogden, Utah and later attending Weber State University. The interview also highlights his life after graduating from Weber State University and going on to graduate school at the Thunderbird School of Management. Ted also talks about his career in international banking with Citibank, traveling the world and working as a bank executive. Ted is retired and now lives in St. George, Utah with his wife Hazel. ROH: I'm going to state the date and where we are. Today is November 8, 2011. We're in the home of Ted and Hazel Boyle in St. George, Utah. We are here conducting an oral history. I'll just start by asking you to repeat your name and where and when you were born. EB: My name is Edward Conrad Boyle, commonly known as Ted Boyle. I was born in Ogden, Utah, August the tenth, 1922 in the Thomas D. Dee Hospital in Ogden, Utah. I picked up the nickname of Ted Boyle when I was a youngster which came from my Uncle Albert. He used to call me Theodore Roosevelt and Ted stuck with me all my life. I was socially known as Ted Boyle. ROH: You were born in Ogden. Where did you grow up? EB: I grew up in Ogden, Utah on the east side of Ogden, which at that time was at the outskirts of the city. It was at 1470 26th Street which was between Taylor and Polk Avenue and was an area which was basically low income people on the 2 north side of the street and people of means on the south side of the street. Our house was very small by today's standards—two bedrooms, one bathroom, a small kitchen, a dining room, a living room, and a small lot. My brother and sister and I and my mother and my father only had two bedrooms. So my brother and I slept in the unheated basement of our home in unfinished bedrooms with my mother's washing machine between us. My sister had one bedroom and my father and mother had the other bedroom. It had no garage in as much as my father never owned a car. He was one of the very few in Ogden who didn't have a car. My original concept of this house was that it was purely acceptable for us during those trying times which would be the Depression era of 1920s and 1930s. We got along as we could and stayed out of each other's way. My father who was a furniture salesman with Boyle Furniture Company in Ogden would actually walk two miles through all kinds of weather to save a five cent bus fare. Without a car we all depended on friends to get around to social activities. My mother had to walk three to four blocks and bring back her groceries. I remember that very distinctly. At the tender age of six, seven, and eight years old, I was unaware of the differences in the economic status of people on the block. As I grew older I learned to understand that we were on the wrong side of the track as far as the economic aspect of it. It didn't really bother me that we grew up near the poverty line. My father was a good provider. My mother was a wonderful cook. We ate the staples, cornmeal and mush in the morning and things of that nature. We had an icebox, a small cubicle to eat in 3 and I got by. I learned to accept what we had. I had one pair of shoes and one suit. I learned early in my life that I was not conventional in the sense that I had no feel for solving mechanical problems. I couldn't do anything but maybe change a light bulb. That carried through my whole life as my wife knows very well. I was just not like that. I was not allowed to have a house pet. All my friends had dogs but my father adamantly said no dogs. So I grew up in the neighborhood by adopting dogs in the area. My earliest recollections of my schooling in elementary school were at Polk School, which was a block away from our house. It was a very modern school of that time. There were eight grades and it was very convenient. However, during the heavy winter storms that we had in Ogden in those days, we had snow days where I couldn't even get to school because the snow was piled up so high. ROH: How did you get school? EB: We would try and get through these snow drifts but we were basically snowed in. We used to build snow igloos in my front yard. In my early days at Polk School I was a very average student. I thought I had a knack for numbers but when it came to social studies, math, and others, I had trouble. The teachers at that time—our principal was named Florence Brown. If we got out of order then, at that time, we were called in the office and she took out a ruler and hit us on the butt. Today, you know what would happen. But we accepted that. Our parents accepted that if Johnny was out of order he would pay the price. My earliest contact with the female species was in the third grade when we had all the boys 4 sitting on one side of the room and the girls on the other with a phonograph record playing dance music. The teachers would pair us off and we'd go out and try to dance with each other. It was a very strange feeling. Among those girls was Rosanne Peery. She was in the same class I was. I had no skills of any sort. We had a shop organization where we went down in the basement of the school and made wooden things. By hook and crook I made a sewing cabinet for my mother and had it shellacked and it was a pride and joy for me. As I walked up to my house I stopped at the neighbors place and his Labrador retriever went over and did his thing on my sewing cabinet. I was devastated. It didn't matter when I took it home to my mother. She said, "Oh, that's fine." I think that really must have been the only thing I ever created. ROH: How old do you think you were? EB: I was probably about ten years old I guess. In the school I was not physically adept towards contact sports which bothered me enormously because we were always rough housing and I was afraid to get in the middle of it. So I became a finesser, trying to find a sport where I didn't have the contact. I developed a very fine arm. I used to throw stones and I developed a very strong pitching arm, so I became successful in softball and things like that. Going back on Polk School— my late brother (who was five years older) at one time, on the third floor, opened a window and got a hold of the ropes on the flag pole and swung out one hundred feet off the ground before hitting the ground. That was the beginning of my brother being an ultimate dare devil. He was afraid of nothing. My dad loved Sundays as it was his only day off. He was not a church man. He would go out 5 and tend his garden which included all kinds of fruit trees. Then in the afternoon he would go down on the bus to the Orpheum Theater and see a movie, then come back home with a bag of popcorn for the family. My mother of course was in church. I was encouraged at that time to go to church on Sunday. ROH: What church did your family go to? EB: It was the LDS church at 26th and Jackson. At that time it was a six block walk for my mother in all kinds of weather. Our bishop was David Romney. I had a group of friends while growing up and among them was Jennings Olson. Jennings was a person whose handicap was a club foot. We all tried to put that out of our minds when we were playing baseball and things. Jennings was always full of vim and vigor. One thing I remember about him was that he did not like carbonated drinks. He always had to have something non-carbonated. I remember that he read voraciously. His father was a very good medical doctor in Ogden. His mother was a dear but rather homespun. We formed cliques. We had what we called the 26th Street Gang which was the street we lived on. We had about six or seven of us that used to play football in the street and then we'd go skating over bumps and things like that. It became the center of activity. We all grew up to bond. Those people in my early ages were the people that stood with me through the ages and today are still my best friends. It was a phenomenon that we all had the same interests and it was a matter of getting along without any money. We created our own fun outside of the theaters. For instance, on Saturday I would go down to my dad's office at Boyle Furniture and I'd say, "Dad, I want to go to the movie." So he'd give me twenty five cents. That twenty five 6 cents covered my bus fare down and back from the Paramount Theater, a bag of popcorn and I would sit in the front row as close as I could get for these cowboy movies because it was thought at that time, the closer you were to the action, the better off. I'd get out of there and I'd be blurry eyed. I couldn't see for five minutes when I got out of the theater. One thing that I do remember very vividly was Christmas. In Ogden, in the thirties, there were several department stores including the Emporium and Lowe's where they had Christmas displays with electric trains and everything like that. I used to spend hours looking at these various things and hoping against hope that we would be able to get something of that note. Christmas night my brother, my sister and I would go to bed early hoping that Santa Claus would get down the chimney. We had a chimney. I never did understand how he was going to get down through there. My mother put out the cookies with milk and we'd go to bed early and get up at four o'clock in the morning to sneak up the stairs and look and see what Santa Claus had brought. Quite often it was a bowl of hard candy and an orange, a piece of clothing and an inexpensive game. We kept hoping for a train set but we made the best we could. We survived. I became aligned with my closest friends that I loved. About the church— my mother was a devout Mormon. She would have been in the bishopric if they had allowed women. My father was a non-believer, a great man but did not actively participate. I was obliged by my mother every Sunday to go to church with my friends. We diligently went in and passed the sacrament and obeyed what we thought were the laws of the church until such time when I think I was 7 about sixteen or seventeen. The bishop came down the aisle and got me by the arm and said, "Ted. I think it's time for you to go on a mission." That shocked me. I think I just said, not negatively, but that I was not really interested at that time. My truest friends—all of them followed the same line of reckoning, so I wondered at this time, what was it? Was it peer pressure? We all had the same idea at that time that we were not going on missions. It was etched in stone. After we graduated from Polk School, I went to Central High School down at 26th Street and Monroe. Believe it or not, those two years are negative. I have nothing really factual that I can remember of any note. In other words they passed by me without any real essence of any happenings at all except the music instructor there said, "Ted, you've got a wonderful voice. You should go out and use that voice." I remembered that. So off we went to High School at dear old Ogden High School on 28th and Harrison. We were the third class and that's when I really grew up. It was a new atmosphere. The ambiance, the people, the teachers, the location all struck me as being something super. I guess you could say I was a jokester all my life and I got by with my wits. In other words, I was always cracking jokes and breaking up people. I became very popular and joined the social clubs there. I knew quite a few people. But I do remember something, this was pre-war, they had ROTC. It was officer's training school. We were obliged to go out on the campus and parade around for an hour and then after that they selected officers from our group to lead. These were the power makers. This bothered me enormously. I was not selected. I was a private. All my friends were colonels, majors, captains, etc. I was obliged to walk through 8 the ranks as a private. I thought, "Well, this may be my life. Maybe I'm not going to make anything out of it." But I did make some very good connections there. I loved the people there. Our actual basketball team were the state champions. We were honored in Salt Lake. We had, what I think Tom Brokaw would call the finest generation. I would consider that our class of 1940 was exceptional as far as the quality of the people and what they did and the environment we were living in. ROH: Can I ask you a question real quick? Tell me the names of some of your friends at Ogden High. Who were your best friends? EB: Jack Luddington, who I'll talk about incessantly. Jack Dalton, Bill Hinds, Jennings Olson, Richard Stine, Parry Thomas. Here's something that you want to wire in. Parry Thomas and I were very close and Parry Thomas probably was the leader of the pack, as far as what happened to the graduates. Parry became president of a prestigious bank in Las Vegas. He became a very big factor in banking in Las Vegas. Bob Bishoff who was president of I think the Commercial Security Bank and Maurice Richards, a prominent attorney. It was a time when Ogden was at its apex as far as producing people of culture with the ability to move on. One thing I noted that in our parking lot there were probably five or six cars of people that owned cars. You go by today and there's hundreds of them out there which is an indication of time and change. I still, at that time, had no real love connections. I think a lot had depended upon that my family had no car so I depended a lot on double dating and taking girls out like that. I had a lot of very close female friends but nothing serious at 9 all. I would go to the prom by myself and my friends would put my name down and I'd dance with their female partners. ROH: Did you call that stag? We always call that stag when you went by yourself. EB: Yeah, I went stag. I enjoyed the dance with other people's partners. I was awe stricken by the campus. It was so beautiful in 1940. It was constructed for less than one million dollars and one of the advisors to building was Meryl McClanahan whose son was Richard, a classmate of mine. After we graduated many people went their different ways and I went home and I said, "Where do I go from here?" I knew we had very limited means. I had no money myself. My dad couldn't afford anything. So Dad scratched up enough money for tuition for Weber Junior College. Quite a few of the students there were on short hook as far as money. The money class went to Utah or BYU. We arrived down on the campus of Weber College and it was very, very small in relationship to what I had pictured. The student body and my class were something like 180 people. We were in a war by that time so that meant that there were very few people around. I thought while I was there that I still wanted to be a forest ranger because of my likes of being outside, hunting and fishing at the cost of the government, and so that was my theory. I wanted to graduate from Weber College and then go on to Utah State where they had a forestry school. I became involved with the Excelsior Club, which was the premier social club. I made lots of friends. I think my personality lent itself to making friends. I was like a loose cannon. I always felt like I had to make light of anything and I think that was a big hit down there. 10 I became very close to [Henry] Aldous Dixon who was president of the College. His son, John Dixon, became Director of the University of Utah Medical Center. I made new friends. I found at that time that Ogden had a history of being a Mormon town. In other words, if you were Catholic, you were on the wrong side of the track. I had wanted to date a girl who was a Catholic. My mother found out about it and she had a fit. She was very down to earth and strong in her beliefs of the LDS Church. ROH: Did you have any friends who were African American? EB: Here we go. In the student body there was one black. His name was Willy Thomas and he was a huge, black, muscular athlete from Kansas. He was an outstanding track man and basketball player. He ran the hundred meter dash. I became very close to him out on track. I ran the track there, the mile run. I would joke with him and he would sometimes take it as offensive and then he'd say, "After I thought about you Ted." I was chuckling to myself. I became very close to him. Another example was Wat Misaka who was of Japanese origin and an excellent basketball player. He has been honored nationally. I became very close to him. At that early stage in my life it became apparent that I had no racial problems. I had made my point there at Weber College and found that later on in life, that's what often led on to what I did and where I went. Anyway, I took fond memories from Weber College. I thought that the beauty of that college at that time was the smallest of the class, the informalities, the attention from the seniors as to coming in to classrooms and talking to you. You felt like it was a family operation, totally family. It was a wonderful thing. 11 Aldous Dixon lived on campus in a small house right there. Later on when I went in to the war—my family would tell him what I was doing over there and he would write to my family and say Ted was going to be okay. I also liked the small classes at Weber. We had a lot of help from a very professional teaching staff. As an aside, I purchased an expensive oil painting of Farrell Collett who was once the head of the art department at Weber College. ROH: Nice. EB: Anyway, I always imagined myself as being an athlete. I had a very strong arm and I could throw the football farther than anybody on the football team but I was so fragile that I knew that once I was hit I was down. So I never did participate in football or basketball. But I was on the tennis team at Weber College. By the way, while I was in high school I was city champion in several contests there and I would ride down on my bicycle to Liberty Park, and I would have one racket with maybe a string broken. In one case, a prominent citizen would come up in his convertible in white shorts with a racket and the contrast was startling. I had a tremendous forehand but no backhand so I would always attack from my forehand and try and cover up my backhand. I was fairly successful because when I was younger I used to pound the back of our house constantly with a ball. That's where I developed my forehand and the serve was tremendous. But my backhand did not exist so I lived by playing around that. It was one of those things. As we progress along, the war was coming closer and closer so a group of us, after graduation from Weber College, decided to go to Utah State. Five of us 12 went to Logan and moved into in a house near the campus. We managed to survive. I joined the Sigma Alpha Epsilon fraternity, which was a premier club. I was very comfortable on the campus. Then my dearest friend Jack Luddington, who I mentioned before, had been taking pilot training out at the old Ogden Airport, and he said, "Ted, things are closing in. The Air Force is having a meeting in Ogden for possible applicants to join the Air Force. Do you want to go along with me?" I said, "I don't know." Then he talked me into it. I said, "Yeah, we'll get drafted if we don't." So we went in there for the physical, I think I weighed 138 pounds. The Army Air Force medical guy said, "You don't qualify. You're too thin. But I want you in here. Go home and eat about three pounds of bananas and come back tomorrow. See if we can fudge you in there." Low and behold I gained a pound or two and he said, "You're in." My friend Luddington, who was not a genius either, as far as his ability to score well on tests, was the last one out of the class. He sat down and I said, "Come on Luddington." He finally made it and we both joined the Air Force and left Salt Lake City on the train for Santa Ana, California. We arrived and there were 20,000 cadets at our base. We were separated after we took the tests to find out what our abilities were. He was assigned as a potential pilot and I was assigned as a potential bombardier. So after we graduated from the base in Santa Ana I was assigned to Roswell, New Mexico which was a bombardier school. Jack went in to pilot training on the California coast. I arrived in Roswell and found that we were dealing with the Norden bomb sight which was highly prized by the German Air Force as being something they 13 would like to have in their power. So, while we were in training, we always had to carry a .45 revolver and treat the bomb sight as a most valuable item. We would practice bomb day and night. We were expected to drop the bomb in a five hundred foot circle from five miles high. The blue practice bombs had ninety-eight pounds of sand and two pounds of spotting powder. The Air Force kept washing out cadets. I would call my mother and say, "I'm still in here but the ranks are thinning." When I finished, I got a short leave to go home to Ogden and I showed off my wings. Then I was assigned to Hondo, Texas for navigational training. Hondo wasn't too far from Austin, Texas, where my Aunt Clara lived with her billionaire husband. She invited me to go up there on the weekends. She let me sleep late and she fed me well and I was in seventh heaven. After we were through with Hondo, we got our orders to form our strategic bomb group in Salt Lake City, at Kearns Army Base. I thought it was nice to be back near home for a few days. Our plane crew was made up of crewmen, pilot, copilot, bombardier, navigator, and six gunners. We named our plane 'Lassie and Her Lads' because we had a gorgeous spray painting of Betty Grable wearing a swim suit on the tail. We were a composite group of the Midwest and far West. We trained in Dyersburg, Tennessee. Then we moved on to West Palm Beach Florida for our final training. From there we got orders to go to Trinidad, West Indies. We flew by ourselves. The landing strip was in the jungle and we were in there overnight. The next day we took off for Belem, Brazil. We flew over the Brazilian forest for ten hours and I said to the navigator, "If we go down in 14 there, we're done for. They'll never find us." From an overnight in Belem we flew to Fortaleza, Brazil, which is on the tip of Brazil. The next stage was thirteen hours flying over the Atlantic Ocean. We took off at night. We were flying a thousand feet over the waves in order to save on fuel. I was in the nose, as usual, and we encountered St. Elmo's fire, which was an electrical discharge carried to our guns. I thought we were being fired on. It was phenomenal to see. We arrived in Dakar, Senegal in North Africa. That was an eye-opener. As we landed, a multitude of Senegalese warriors came out with guns and top hats and surrounded our plane in order to protect it. They put us in canvas tents and as we relaxed, the Senegalese came through with their spray guns for malaria and they sang as they went through and sprayed us. Our next stop was Marrakech, Morocco situated high in the Atlas Mountains of North Africa. We went into town to visit the markets and old French restaurants. Towards the evening we decided to visit the French Foreign Legion outpost in Marrakech. We asked the commander if we could watch their parade in the evening and he said we would be their guests of honor. That night we froze to death and slept in our plane. The next morning we got orders to go to Tunis, North Africa. We flew across the Sahara and landed at a deserted German Luftwafee air base that was used during the Montgomery and Rommel desert war. We visited the ancient aqueducts there and marveled at how they had been built. We also visited the ruins of various German Luftwafee planes and we were warned not to take anything because everything was booby trapped. 15 We received our combat orders and flew from Tunis to Foggia, Italy and landed at a deserted air field that had been occupied by the German Luftwafee. We went to our canvas tent and proceeded to locate the mess hall. We thought the food was not very tasteful, so we bartered our provisions for local products such as fresh eggs. Our group was the 463rd bombardment group commanded by Colonel Frank Kurtz, who went back in history to the invasion of the Philippines by the Japanese. His airfield was attacked by Japanese bombers and several of the American B-17 bombers were split in half. They put one piece of a bomber into another and called it the Swoose—half swan, half goose. Colonel Kurtz was the chief pilot of that plane, which is presently being restored in the United States. We got settled into our base and our first mission was what we called a 'milk run.' That was to indoctrinate one without fear of major casualties. As the bombing missions progressed, they became more deadly and losses mounted. Then it became one of marking down. You had to make fifty missions as related to a loss of three to four percent of the planes each time we went out. As the missions increased in intensity, we finally came to a mission where the target was Ploesti, Romania. For the Germans, the Ploesti oil fields were a source of oil for their entire military operation. It was heavily guarded by flak guns and F-190s and ME-109s. They were the elites of the German Air Force. When we found out we were going to Ploesti, everyone sighed, had their breakfast, went out to put in their bomb load, and proceeded to taxi out to the runway. 16 By the way, the air fields were metal strips, not cement, and the B-17 loaded with 6,000 pounds of bombs, 2700 gallons of high-octane gasoline, does not get off the ground very quickly. At the end of the runway there was a fence. I was in the nose of the plane and remarked to the navigator, "This plane's not going fast enough to get off the ground." Finally we cleared it by about a hundred yards and went up into our formation at 15,000 feet. Over the Adriatic Sea, everyone discharged their machine guns to make sure they were firing. Then we went over the Yugoslavian Alps. The Yugoslavians were not allies at that time and they had flak guns mounted on top of the mountains. They shot at us, but weren't very effective as they didn't have advanced radar. We flew into our target area and our escort fighters, which were P-38s and P-47s peeled off because they were short of fuel and headed back to their base. They left us unescorted as we approached the target area. There were three or four hundred planes forming a line at what was called, the 'initial point.' This enabled German aircraft guns to zero in on our direction and altitude. I took command of the plane, flying it as we approached the target area. As we neared the target area we saw a huge black cloud box where all the German flak guns were concentrated. I saw planes going through that box and going down on fire and we knew we were next. It was very trying and tested ones fortitutde to the maximum. As we approached closer to the target, I cranked in the airspeed, the velocity, the wind, and other data into the bomb sight. The two indices cross and you know you're on target. I'm watching carefully and finally the indices cross 17 and I say, "Bombs away." The bombs are released and we turn away with planes on fire on both sides of us. As we left the target, if any of the planes in our formation had an engine out and they trailed the pack, they were attacked incessantly. You had to keep a tight diamond formation with seven planes, which also gave you more firing power against the enemy. So as we came away from the target and headed back, we were still alive. Then we started talking about if we had enough fuel to get home. As we neared the Adriatic coast, we started planning whether we were going to make it or whether we were going to ditch. We'd all had training as far as what to do. We finally arrived in the vicinity of the airfield and landed. We were interrogated and had our hot chocolates and donuts and tried to unwind. In another mission, we lost all of our commanding officers and crew in a mid-air collision caused by cloud coverage. In another occasion after takeoff to return to base, we had instructions that the mission was aborted. Our chief pilot, who was later a noted neurologist from Boise, Idaho, turned to our copilot and said, "Why don't you handle this landing." We turned towards the runway and I noted there was a crosswind and the copilot wasn't factoring that in. As we approached the runway, I said, "We're in trouble." We hit on the left landing gear and bounced about fifty feet up in the air and came down with the engines chopping up the runway—with 6,000 pounds of bombs and 2,700 gallons of fuel. I said, "I'm dead." We slid for about five hundred yards and the minute we stopped I yelled for everyone to get out and I ran for about a half a mile and dropped down and covered my head. For some time the rescue crew wouldn't 18 get near the plane to deactivate the bomb load. I don't know why that plane didn't explode. [photo included] ROH: Let's pick up where we left off with World War II. You had survived a crash landing. You said it took a long time before anyone would go near it. EB: Gas was pouring out over the engines and the bombs were banging against each other. We stayed away for a long time and then the emergency crew hosed it down to cool it off. ROH: Did they send you on vacation after that? EB: No, the policy was that you could fly twenty-five missions and then you could take a week off and go to the Isle of Capri near Naples to unwind. My theory was that I wanted to get out of there as fast as possible so I didn't take the vacations. I flew my missions because I wanted to get back to the States. The B-17s flew between twenty and twenty-seven thousand feet. It was thirty degrees below zero—freezing. Non-pressurized cabins. Ice formed down the face of your gear. No relief tubes. We had flak suits on and our parachutes hooked on one side, then we had a helmet. It made it very hard for us to move around. On another mission, we had a misfire in the bomb bay as two bombs had banged together and did not detach. The pilot said, "Boyle, get back there and release those bombs before they blow up." In the B-17, between the front part of the plane, the bomb bay, and the back, was a rail and two supports. As I walked over it, I was looking down at the Mediterranean from 25,000 feet and holding on to a rail with one hand. I was trying to release the catch for the bomb that was 19 swinging against the plane. I managed to unhook the bomb and made a silent prayer as I returned to the nose of the plane. It was a terrible thing to fly eight hours on total oxygen at very low temperatures. It was bitterly cold. After a mission, the Red Cross would be there waiting for us with donuts and hot chocolate, then we'd be interviewed about the mission immediately. As the missions went on, I would write letters. I have over a hundred letters that I wrote to my mother that she kept. I began to wonder if I was going to make it or not. On my fiftieth mission I was flying with another Utahn, Clyde Hart, and he knew it was my fiftieth mission. When we landed, I got out of the plane and kissed the ground. Before that, on a raid over northern Italy, we had some terrible problems from damage to the plane. I managed to get the bombs on target and two weeks later I was awarded the Distinguished Flying Cross. After my fiftieth mission, I said, "I've done it!" We got ready to depart and the fifteenth Air Force came out with a memorandum saying, "Unfortunately, we have a shortage of flight crews, so you can have thirty days' leave in the United States, then come back and serve another fifty missions." I wrote to my mother and said that was a death sentence, I would never come back. Fortunately, they reversed that. I left Naples on a troop ship on July 26. We were in the upper part of the boat and on the decks they had thousands of people who were fleeing France and Italy. They had no place to sleep, so they slept on the deck. We were in a convoy surrounded by destroyers, but we had reports of submarines in the 20 area, so we were dropping death charges. That was scary. We arrived in New York. I took a train from New York to my home in Ogden. My first few nights in my family home, I would wake up screaming. I hadn't unwound yet. I would try to find ways and means of winding down. After resting at home, we were sent to a camp in Santa Monica to continue to decompress. My combat days were over, thank the Lord. I was assigned to San Antonio Air Base, and then I spent a series of time moving from one air base to another. I kept in mind that I might be called to duty again. I applied for pilot training in the Air Force and I was accepted. I was assigned to Thunderbird Field in Phoenix, Arizona. The field was also occupied by Chinese cadets who thought nothing of flying into you or on top of you because they had no reason for flying etiquette. In that area of Arizona, there are always hot air drafts. After I had gotten to the point where I was flying solo, I was landing the plane and unbeknownst to me, the pocket of hot air was pushing the plane up and I didn't compensate for that factor. I pancaked and spun around on the landing strip. Thankfully, I wasn't hurt. Immediately I went on a flight check. The instructor, a pilot named Carl Thigpen said, "Ted, you're a good pilot, it's unfortunate you've painted yourself into a corner." They washed me out of the program. I eventually ended up in Denver, Colorado where I was released from the Army-Air Force. ROH: Did your older brother serve as well? EB: No, he had a medical problem. He was a dare-devil—totally different than I am. He parachuted out of a plane in Ogden in 1934 at the age of seventeen. It was a 21 high school bet with his friends. The owner of the airport told him he had to have his father's permission, so Billy called our dad and said, "Dad, I'm going to jump out of a plane, you have to give permission." We sat on the front porch and watched this biplane circling up and then a parachute drop. He became a champion ski jumper in the 1930s. He became an expert on Ecker Hill which was adjacent to Park City. It was a humungous, steep hill, and it attracted a bevy of Norwegian ski jumpers. They formed a cartel and would have jumping contests. My dad and I would go to watch my brother jump. He did exceptionally well at that. After that, he went to California and raced cars. He had no fear at all. That was his life. Later, he became a dreamer. He got into real estate and everything was going to be a million dollars. He was an alcoholic. He became an advisor in Santa Monica for a bevy of movie stars and famous people who would call him at two o'clock in the morning, "Billy, I got a problem." He never quite made it financially. He was always engrossed and saying, "I just got to get this guy to sign this and then I've got it made." It was always touch-and-go with Billy. We were very different. ROH: Did he write to you while you were gone? EB: I've got a ton of letters. Hazel and I are always wondering about who's going to give a hoot about these letters after we're gone. Billy was a great personality. He could walk into a place and immediately have people around him. He eventually ended up in a nursing home in Santa Monica and Hazel and I would go diligently and take him milkshakes and candy bars. The next day he would say that people 22 had stolen them from him. I said to Hazel, "Now that I've seen this in my brother, when it comes time for me, I'm heading for the hills with a Pepsi." It taught me a lesson in assisted living. He was my protector when I was young. My sister was a beauty queen from the get go. She did modeling in Salt Lake City and she was a prom queen. She married well—Ed Haas who was one of the producers of "The Munsters." She traveled in high style in Santa Monica with him. We had the same experience with her in assisted living that we had with my brother. ROH: So none of you worked in the Boyle furniture store? EB: This is fun. I thought from day one that I was going to be selling furniture for the rest of my life. I worked in Boyles as a delivery boy and not withstanding my frail structure, they put me on a delivery truck to haul stoves to second floor premises. Then I handled the store elevator covering three stories which didn't have an automatic stop. During the Christmas season we'd have a pile of customers on the third floor and I'd try to judge where the first floor was and end up sliding clear to the bottom and have to go back up again. HB: You'd better start telling her what happened to change your life. EB: I haven't got that far yet. Anyways, after I got out of the war, I was twenty-three and I was looking for companionship. I had bought a car during the war for my family, who had never had one. I met a girl and we had a relationship. Her name was Gloria and her dad was the music instructor at Weber College. Things were progressing. I was an avid skier and we were in Snow Basin and I told her she 23 needed to learn to ski faster and she went down and fell and broke her leg. Things went from bad to worse after that. Another day, I was at Snow Basin skiing by myself. I was the last man on the hill. The ski patrol had gone and I wanted to do one more run. On the way down, I fell and spun around and stopped near where the gate was. I got up and decided I was okay, so I was going to do another run. Remember, there was nobody on the hill. I got on the ski lift and about half way up, my left knee started to hurt so bad I couldn't stand it. I rolled off the lift at the top. It was dark. I zigzagged my way down the hill, sitting down all the way. It took me an hour to get down. I went to the doctor and found out I'd blown all the tendons in my knee. I had my knee in a cast and I was the house boy at the Pi Phi house in Salt Lake. I was living in the basement with about thirty Pi Phi's as residents; one of them being my sister. I got all the dirt about what had happened on dates—the girls would sit at the kitchen table talking about their dates as if I didn't exist. One day a group of young men in the lounge were talking about the Thunderbird school in Glendale, Arizona. I thought, "Wow. That sounds good." So I made an application to enroll. I was accepted—I still had my leg in a cast. I set out for Phoenix by myself in the winter with my left leg in a cast. I got near Cedar City and it was black ice and I skidded off the road and tipped over in a ditch. This was 6:00 in the morning. I got out and hobbled down the road to an all-night café. There were several patrons in the bar who offered me a drink before they went out to put my car back on the road. I arrived to Thunderbird school and decided I wanted to live abroad and work for an international company. 24 I decided I needed to work on my command of the Spanish language. My friend and I traveled to a small university in Morelia, Mexico. We lived rather sparingly with a Mexican family. After studies in Spanish, it came time to go home. We had practically nothing in our pockets, so we boarded a bus to Guadalajara. There were more chickens than people on the bus. In Guadalajara, we had no money for a hotel, so we went to a flop house that had a hundred beds or so. Bill and I went in and paid and we agreed that one would sleep and the other would stay awake because someone might assault us if we were both asleep. We had to go third class on the train to Nogales, Mexico. That was a laugh because it was full of immigrants heading to the United States and they were all pretty liquored up. We had no money for food, so when the train would stop, we'd get a stock of bananas. We were on the train three days and all we ate was bananas. Close to the border, we got off the train. Bill left his U.S. passport on the seat and had it stolen. Going through customs in Nogales, Bill went to jail because he didn't have a passport. Then they put me in jail because my passport, when we'd gone into Mexico with friends, had been stamped that I had brought a car into the country. So I was put in jail until they called the owner of the car and verified that the car was in Mexico City. I don't remember how Bill got out of jail. That was a journey never to be forgotten. After we graduated from Thunderbird—the beauty of the school, is that the people who hire, came to campus. I was prepping to get a job with Sears Roebuck. A friend of mine had scheduled a meeting with a Citibank officer from New York. When Citibank found out my friend was married, they said no. My 25 friend said to me, "Ted, why don't you interview in my place?" I asked for an interview and the first question their man from New York—Gordon Bullock— asked was, "Why do you want to go to Latin America?" I said, "I have an uncle who runs the largest sugar cane factory in Puerto Rico and if you hire me, I think I can get the account." I made it up off the top of my head on the spot. [Laughter] I walked off to get ready for Sears Roebuck and a week later I got a telegram saying Citibank had accepted me. They had to write for references. Not far from me lived two very powerful lawyers, George Lowe and Roy Thatcher. They wrote letters to Citibank. Then I asked my dad, "Dad, I'm at a crossroads here. I don't know anything about Citibank." My dad said, "Ted, the only people who are important in Ogden are doctors, lawyers, and bankers. Go for it." I accepted Citibank and said goodbye to Ogden. I got on a train to New York and went to the YMCA with the other trainees. I stayed seven days in New York and they shipped me off to San Juan, Puerto Rico. San Juan was our training base for South America. The people there were very friendly, we practiced our Spanish, and we learned about banking—that including carrying the golf bag for the managers when they went golfing. My family came to see me. They had never been out of Ogden, Utah. My mother has a diary of everything that happened. She even wrote about my dad listening to the motors on the plane. We had a lovely time. I think that was the biggest thing to ever happen to them in their lives. As it came time to depart from San Juan, they told us, "You trainees have three choices, you can go to Havana, Cuba," which was pre-Castro, which was a 26 great place, "or you can go to Mexico City," which was number one, or Bogota, Colombia. I'd never heard of Bogota, Colombia. For some unknown reason, I chose Bogota. I arrived in Bogota at 8,600 feet in altitude. It rains about every other day. It's in the top of the Andes with ancient Indian culture all around it. I settled into an apartment with another trainee and we lived the buena vida—the good life. He was a football player from Ohio State named John Mack—a very joyful guy who would fit in any crowd. We played fifty-four holes of golf in one day. We had a great time. We dropped golf balls out of the windows to watch them bounce on cars and roll down the street. A friend who liked to drink went out and got locked up and couldn't find a way home. The police called the wife of the other man with him and asked if she wanted to come down and bail him out. She said, "Hell no. Leave him in there." She was furious. Anyway, we had a wonderful time. Our chief officers at the bank were Boice Nourse and Juan Sanchez, a Castilian from Spain. It was just idyllic. We would play Liars Dice at the Anglo- American club and whoever lost would pay for lunch. We'd play against the manager and he wasn't very good at concealing his thoughts, so we got a lot of free lunches. We used to have vacations—we would get three months off after every two years and they'd put us on the Grace Lines ships to go up to New York. I'd go back to home in Ogden and I'd bought a car—my original car was a 1942 Chrysler Sedan that I'd bought during the war, then I bought another that I think was a Ford. Back in Ogden, I reunited with my old friends but I felt like I was out of place with them. In the interim period, I was doing well in the bank and 27 learning about the theory of banking. Citibank was the world leader in international banking. We worked with governments and with major organzations and their subsidiaries. We were not oriented towards individual banking. We worked with big-ticket items. In one of my trips North, I met a young lady from New York City, who was on the cruise with her mother. We became involved and were engaged when I went back to Bogota. One day I was working on the bank platform in Bogota and this young woman walked in and stopped the music. She walked down that platform with her gorgeous black hair and I thought this was the girl of my life. I hadn't even met her. When she walked in, I just thought, "Where have you been all my life?" ROH: What year was that? EB: That was about 1951. We dated about eight months. The bank had a policy that you could not date employees and I was engaged. I had a dilemma. I talked to my general manager, Boice Nourse and he said, "Ted, we'll make an exception as long as you play the rules of the game." Hazel loved peach melbas, so I asked her out to get one with me. I kind of dallied around. Finally I went out to meet her parents and find out if they were willing to let her date me. To the very strict in Latin America, this is how you go about dating. When her father saw that we were getting serious, he wrote the State Department to find out if I was married. He was worried about the Mormon religion and if a polygamist might be after his daughter. 28 Hazel and I started dating and I was in seventh heaven. I couldn't believe it because of the age difference. But we dated and then I got really sick. We had an idiot bank doctor and I went to him and said I didn't feel good. He said, "Do you chew gum?" I said yes. He said, "Then stop chewing gum." Well, I got worse and I started turning yellow. Hazel got worried and I went to another doctor. He said I had Hepatitis and he wanted me in bed resting immediately. I was in bed for three months. All I can remember of the treatment was that I ate a lot of hard candy because the doctor wanted to build up the sugar in my body. I had written to my fiancé in New York and told her that things had changed. She showed up in Colombia. The bank was having a big party and I ended up with Hazel and my fiancé in the same room. I just about died. I said to myself, "What have I done to deserve this?" I managed to make it through the night. I made the break with my fiancé and she went back to New York. Hazel's dad came over all the time while I was sick. He taught me to play bridge and he spent a lot of time with me. I think he was trying to make sure that this thing was real. His name was Edward Pierce Roskruge. Let me interrupt here to say that Hazel's biological father was German who I think was connected with the Colombian Air Force. When the world war came, he was called to duty back in Germany. Then Edward Pierce Roskruge married Hazel's mother. He was a wonderful Englishman and always very correct. I fell in love with him right away. He was there when I needed him. Anyways, so I managed to get out of bed to get married. We had the wedding in her house with a Catholic priest. It went well but Hazel had an affinity 29 for dolls. She had a huge doll she loved that she wanted to take with her as we were packing for the airport. I said, "No way, you're not taking that doll on that plane." ROH: How old were you two when you got married? EB: That was 1952. I was thirty years old and Hazel was seventeen. Anyways, we got to Barranquilla, which is a seaport at the head of the Magdalena River. Hazel took to married life with vim and vigor. She learned how to cook. She was a wonderful hostess. People there loved her. She became very active in the American Woman's Society. At that time, we made a lot of friends in Barranquilla. They had an international golf tournament one year and one of the players was a young man named Arnold Palmer. We were privileged to meet him and have drinks with him. That was the beginning of his career. My mother and father came to Barranquilla to visit over Christmas and that was a real treat for them. At those times, I rode the city bus. We didn't have enough money to buy a car. At one point, we were in dire circumstances financially. Hazel's father had given her a very expensive bracelet with gold in it and unbeknownst to me, she went to a pawn shop and sold it. When I found out, we went back to get it but it was gone. It was tough in the early days, but it was a learning process. My supervisor was from Brooklyn and from the old school. He was very gruff. He and I had several personality clashes. He would say, "This is the way we're going to do it." But I had a feeling that my ideas were better. When we got to the point where we didn't get along, I would go take a walk around the block 30 and then come back and sit down. He knew what he was doing but he did it with the old style. He hadn't arrived into the twentieth century. Among the American counselors was a gentleman named Harry Shlaudeman, who was a vice council and a super golfer from Pasadena, California. Harry, through his career, became the right-hand man for Henry Kissinger in Washington. The head American council was an elderly Scotsman who loved golf. One morning we were alerted that he was missing. We looked for him for three days and eventually he showed up and said, "I just fell asleep." We really enjoyed life there. When it came time to start a family, I witnessed the birth of our first daughter, Sharon Elizabeth. Everyone said she was beautiful just like her mother. Our second daughter, Linda Kay, was born in Cali. We almost lost her but she survived. When it came time for us to move to Cali, Columbia, I had the title of Pro-Manager. It sounds better than it was. I had been a sub-accountant. ROH: Why did they call you a sub-accountant? EB: It was something to show that one was just starting a banking career. We got our orders to go to Cali, Colombia. Cali was a wonderful place and we settled into a very nice house and I became the second in command there. I eventually became manager of that branch, which was a big success. We were very prominent there. I was president of the American Men's Society and Hazel was president of the American Women's Society. ROH: Tell me a little about these societies. 31 EB: It was a consortium of Americans who were working abroad and assigned to Cali. It was similar to a Kiwanis Club. The Americans and some prominent Colombians worked together to promote service activities to the community. Cali was the a center for the production of sugar cane, which is a major source of income for the Colombian government. We also had many pharmaceuticals plants, Quaker Oats and other multi national companies. Political unrest and local violence were causes of concern. In one instance, we had gone to a cocktail party at the American councilor's home and when Hazel and I got back in the car, I said, "Oh, it's drafty." Then I realized someone had removed the entire front windshield of the car. After that we would go down to an automotive spare parts store and see our windshield and buy it back. It was petty thievery. Another thing was if you were driving in thick traffic and had your arm out the window thieves would take your watch off your wrist. Cali was in an earthquake fault zone. One night I heard this thunder like a train approaching the house. It was a tremendous noise and the house was shaking badly and shook for about two or three minutes. It was a major earthquake and there was a lot of property damage in Cali. The next day we had big cracks in the masonry of the house. We were very fortunate in the banking industry to deal with high class business houses and individuals. We also had banking relationships with the Colombian government. There were very little dealings with individuals. Kim, our third daughter was born in Cali. I never questioned the superb quality of medical facilities in Colombia. So, our third daughter arrived and I'd 32 send telegraphs to my mother and father, "I've got another queen in the family." The girls went to the American schools in Cali. All of my daughters had dual nationalities, Colombian-United States of American, until they were twenty one. They were brought up strictly by their mother in the Catholic Church. From Cali we were transferred to Medellin. People associate Medellin as the center of the narcotic industry in Colombia. At that time there were no problems with narcotic trade. The only political parties were liberals and conservatives. There was a fierce political battle which was a concern. We had problems with rioters in the street in Cali. We had to close the branch because people were being shot in the street. Castro arrived with Che Guevara in Bogota and from that sprung out these problems with peasants up in the mountains who were ill-prepared to make a decision. They entered the Colombian political system of 1949 in addition to the conservatives and the liberals. It was a problem if you were in the wrong place at the wrong time. There were instances when it was rather dicey to go certain places. An uprising would happen overnight and you would get caught unawares. But I do want to add that in Colombia, bull fighting was famous as it was in Spain. Bogota was very much connected to Spain. We still have films of bull fighting. My career was blossoming. I had been named manager of the branch, which was a major move. ROH: Can you give me an idea of the size of the branch? EB: I had over a hundred employees. The currency was pesos. When I arrived, the peso was at par with the dollar—if you had a peso, you had a dollar. When I left, 33 the peso was something like two cents to the dollar. It completely devalued. Much like what is happening in the United States right now, the government's economic policies were off-key. By the way, coffee represented a major portion of their exports and they lived off that, but they had almost every major natural resource but they lacked the funds to develop. They were passed by other world countries that didn't want to put money into Colombia at that time. So, the economics at times got out of balance at times. The Brazilian coffee was a lesser quality. The Colombian coffee was called "mam"; which meant "Medellin, Armenia, Manizales." That's the high grown coffee; the higher the area it grows the more valuable it is because it matures slower. Medellin was my next step. It was a larger area and more responsibility. It was the center of textiles for most of South America. Again, we were very favorably invited to join the community there. It was group of outstanding people we were associating with—both the Americans and Colombians. The manager of Citibank was on par with the American consul, as far as prominence, in any city we were in. So we were always on the top of the list as far as invitees for whatever might be going on. In Medellin, we had the fourth addition to our family. Sarah was born premature and it was almost a tragedy. The hospital there took such great care of her. There wasn't a minute when there wasn't a nurse there looking after her. That was our family. After our fourth daughter, I said, "That's it. I'm surrounded by women." But anyway, I think being in the international banking circle, you're dealing with people who are intelligent and sociable, usually the moneyed class. It was a 34 wonderful world. It encouraged you to step up and be a part of it. We dearly loved that. The one major incident when I took my life in hands was when I bought a car in Bogota. The individual had a late-model car for sale and I had to fly to Bogota to get it. My boss said, "What are you doing?" I said I was going to drive it back to Medellin. He said, "You're crazy." The road from Bogota to Medellin was undeveloped and had very few facilities. At that time, there were uprisings with the natives attacking buses, dragging people out and cutting their heads off. They called it "Corte de Franela." There were several massacres in that area. That was in the back of my mind, but I said I'd travel at night while they were asleep. So I left Bogota all by myself. I drove maybe seven or eight hours through areas where I saw nothing except a paved road. It was eerie and I kept thinking, "What am I doing?" I arrived in Medellin at about 5:00 in the morning. Hazel was thrilled that I made it. It was an idiotic thing for me to do. EB: Eventually, we sold that car and got a good price for it. Hazel was driving it about three days before we sold it and there was a truck parked with a piece of lumber sticking out of it. She went too close and the lumber went right through the front windshield and all the way back. She was okay. I went to the guy I sold it to and I was really upset. He said, "Don't worry. I can get a new one from Miami." We got a lot of letters from corporations saying thank you for the attention and help I'd given them as they got started in their business. I was on the board of directors of companies where we were involved in Medellin and Cali. They 35 wanted a local director with banking experience on their boards. They'd send the Chairman of the Board down to Colombia and I'd take him golfing. In Medellin, we were honored as a well-managed branch. I got letters saying that and that helped my career. I was a stickler for details and communication. ROH: Did you travel back to the states as part of your work? EB: No, we very seldom would go back to New York when we were in a foreign branch. Except when we were on furlough, I would normally spend a week or so in New York on my way to vacation. Hazel would take the children while I was in New York. I don't know how she did it—traveling with four young kids. She was a marvel. There was a group of expatriates in Medellin who ended up in Fort Lauderdale, Florida after their careers in Colombia ended. There seemed to be an exodus of American workers in Colombia going to Florida after. It had a Latin complex in Florida, and the weather was similar. After Medellin, I got a promotion and orders to go to San Salvador, Central America to be the manager of a huge branch there. They didn't have a house for us when we arrived, so we had the privilege of staying in a very high class hotel for about three months. That was a good life for Hazel. She didn't have to cook or anything like that. In El Salvador we had a problem with earthquakes. El Salvador lies right on a fault line. We had several earthquakes while we were there. Anyway, I was second in command at the branch in El Salvador. Our major clients there were coffee exporters, almost entirely. Then we also dealt with the Salvadorian government directly. We were on intimate terms with the president of El 36 Salvador. The ambassador to El Salvador was a gentleman from Phoenix, Arizona and his last name was Castro. He looked like a Mexican bandolero— black hair, moustache, had a gorgeous blond wife. He would call the American business leaders to a meeting on Wednesday and he wanted all the information he could get about what was happening so that he could report back to Washington. I was president of the American school there. We had Joe Borgatti, who was an innovative vice president. He did a lot of things of which nobody had ever heard. Nobody at CitiBank, at that time, had the privilege of having an airplane available to the chief officers. Joe said to them, "I'm in charge of Central America—Honduras, Guatemala, Nicaragua, Panama, and so forth. I want to get a plane." So we got a push-pull. It's a plane that has a propeller in the front and one in the back. One of the things I organized down there was a league of soccer teams. Citibank was the champion of the tournament. Two things while we were there. One was when President Lyndon B. Johnson was trying to form better relations with Latin America. They decided they were going to have a big meeting in San Salvador and invite the heads of state from Central American countries. Citibank was encouraged to be a part of this meeting. The Mexican embassy said that Johnson liked cuff links with coins from the country he was visiting, so I was assigned to get to the local jewelry store and get some coins that were delivered to him. We were part of the big entourage. We met the President and his wife and the two daughters. 37 The other thing that happened in San Salvador was the Chairman of our Board, George Moore, who was a genius in my estimation. He decided to come down with his wife, who was from a very prominent Mexican family. She was not very sociable. We decked out his room with flowers and when he walked in, he said, "Is this for my funeral?" He had all of the young, gung-ho businessmen in San Salvador come to the swimming pool at 6:00 in the morning and swim with him. Then he would have breakfast with them and talk about business. Hazel was in charge of a party for his wife. Hazel carried it off perfectly. The two big events were that we were going to take them around in our plane and show them Honduras. The plane was small and Mrs. Moore was rather large, so when we went to get on the plane, she said, "George, you think I'm going to get on that plane? Never." She walked off. We had to run around and get a commercial plane to take them. The crowning event was a party on an island resort owned by the coffee barons. I happened to be walking along the path and Mrs. Moore crossed in front of me and she wanted to sit down. I suggested she sit in a hammock. Well, she got in the hammock and it broke. She's on the ground and said, "Don't touch me." I said, "I'm going to get fired whatever I do." I didn't dare touch her. She rolled off and dusted herself off. One of our prominent clients was elderly but liked to fly. He flew his own plane over there, but the weather worsened. He insisted he was going to fly back to the air base. His son told him not to so he took off unbeknownst to them. He took off into the clouds and got lost. The Salvadorian air force had to find him and guide him down. 38 There was a war of sorts between Colombian and Honduras. They called it the "soccer war." They got very serious about soccer. I think the end result was a Honduran plane dropped a bomb in the ocean near a port city. There was no actual exchange, but there were a lot of words. The president of the country would ride around on a motorcycle; he was very flamboyant. He would come to our office like that. But the people we dealt with were delightful. Most had made their money exporting coffee. We carried a lot of memories out of that. A lot of our clients were from the moneyed class and they didn't want to deal with Salvadorians or Hondurans or Colombians for tax reasons, so they wanted to confide in us. We were an intermediary. ROH: How long were you in El Salvador? EB: Three years. I was the manager and we had about twelve officers reporting to me. ROH: Did you have the young rookie kids like you coming up through the ranks? EB: We had people who were doing what I was—coming up through the ranks just two steps behind me. We always had trainees or American staff. Then they decided that I needed to go back to the domestic side, so we packed up and ended up in Wilton, Connecticut. The agent who sold us the house was married to a man who was a Citibank manager. We had minimal funds to invest; I still was not making any money. But we let her take us around to see houses. This was 1965 or 1966. She asked how much money I had and I said I had about $46,000. So she started showing block houses to Hazel. Hazel didn't like them. Nora said she had another that might be available. It was a two-story colonial 39 home with two acres of woodland with an immaculate four bedrooms. It was everything you'd ever want. Hazel wanted it. Nora said it was out of our price range. Hazel said, "That's my house." We managed to get that house in the low-forties. It was idyllic. In Wilton, I commuted on the New Haven railroad for five years. I think it was from 1968 to 1973. I was working in our head office in what we called the Overseas Unit for Individual Banking. People from all over the world would come in and want to talk about their money in Liberia and Japan, and so on. I worked in that area during those years. Wilton was a wonderful area. The highlights there were two intercontinental trips from Wilton, Connecticut to Long Beach, California in a station wagon. Those trips were classic. I told the girls that they'd seen the United States from thirty-thousand feet but that they hadn't really seen it. Well, we got into the station wagon, loaded to the gills, with the four girls in the back trying to get comfortable. We'd go from one stop to another and see things along the way. We always stopped at the Holiday Inns and the girls went straight to the pool. We traversed the country and saw everything. The girls saw America and it was a great growing-up experience. My parents lived near Long Beach and whenever we went there, we went to Disneyland. The cross-country trips were invaluable. I kept them on their toes with games like, "First one to see a white horse or a yellow Volkswagen gets five cents." It was something that created memories. All of them talk about it. One memorable trip, our youngest, Sarah, was about five or six years old. We 40 stopped for gas and drove off and we were a mile away when we realized we'd left her. Nobody had counted noses. We got back and she was crying. It was one of those things. Hazel and I fell in love with Disneyland, too. On our fiftieth anniversary, we all went to Disneyland and they bought two blocks with our names on them in the area where they sell your name and it's there for eternity. ROH: When did your parents move to Long Beach? EB: After I left home. My dad had several close friends who had moved to Long Beach. Dad became an avid golfer at sixty-five and played almost until his death. My brother had lived there most of his life. My sister did very well there. Those trips across country were something else. The girls graduated from Wilton High School. Then they got ahold of me in New York and said, "Ted, how would you like to go to Monrovia, Liberia? We've got a branch there that is the central bank for Liberia and we also do international banking from there; it's an important link for us in West Africa." I went home and told Hazel. If I had been married to an American, I think I would never have had the opportunity to go because an American woman probably would not have adjusted. Hazel said, "Let's go." We got out library books and I got a post report. The first thing that caught my eye was that we had a house in a fifteen-acre strip with six other houses. That area around Liberia contained six of the most deadly snakes in the world. That influenced Hazel to buy riding boots for all the girls so that when they walked through the grass, there would be less of a chance they'd be bitten. There was also a lot of malaria. Our doctor gave us pills, which I think affected us all later in terms of our eyesight. We arrived there with a 41 dog and a cat. Our house had a river behind it that contained crocodiles. There were other animals, like apes and things. We were in the middle of an animal kingdom. When I got into the branch I got a shock. I didn't have a problem with blacks, but it was a cultural shock to walk in and see everyone in the branch was black except the manager and me. There was an adjustment there. We settled in and found out that we were the kingpins as far as the American banks there. The president of Liberia thought nothing of coming in at whatever hour of the day or night and saying to the manager of the bank, "I'm going to New York. I need some traveler's checks." We'd have to open the branch and get that for him. We had a problem with labor relations. The employees decided to strike because their white managers did not understand them—that was I and the other manager. We were in the hot seat there for a while. Hazel developed a friendship with the wife of the President through the American Club. They had a graduation ceremony and Hazel loaned Mrs. Tubman one of her chairs to sit on. During the ceremony, the lights went out and it was raining cats and dogs. They brought out some lanterns. It was a comic graduation. We were invited to a wedding of one of our employees. We were the only white couple there. When we saw the cake, there was a colony of ants crawling over the cake. The cultural shock—you learn to adjust to it and get involved with it. They had golf there but the greens were tarred, they weren't grass. The caddies didn't wear shoes so they'd go out into the rough and pick up 42 your ball—which is illegal in golf, but they wanted a tip—and there were snakes all along the fairway. From time to time, we would transfer money that was depreciated to the central bank. We had a cash officer and two guards when we took that money over to the central bank. On one day, we had branches up-country and he went to the cash officer said he wanted to take money over; I asked how he was going to do it. He said, "Our two Monrovia trucks are busy, so I'll get my chauffeur and my car and get a guard from the bank." I said, "So be it." So they drove over and parked in front of the Monrovia Central Bank. The guard got out and the driver stayed in his seat. Before the guard could get the money out of the car, the driver took off with the money in the trunk. We found the abandoned car. It was a national catastrophe—it was all over the news and all the borders were closed so they couldn't get out. For two days I was waiting. New York told me I'd better get the money back or I was in trouble. So, the guy who stole the money went to his brother's house and they buried it. The one who stole the money took enough to get to the Ivory Coast for vacation. There are two episodes. The guy with the money waiting for a taxi to take him to the Ivory Coast that's fifty miles away. The taxi driver said, "You haven't got enough money to get to the Ivory Coast." And the guy said, "Here." He put the money on the seat and the taxi driver drove off with the money. This is comic. Well, they got a hold of the guy and shook him down and he admitted to where the money was. It was wet and they were digging it up and all the bills were sticking together. So the Treasury Department said, "You've got to be down there 43 while we count this money." I spent three hours there while they were peeling dollar bills to be sure we got all the money back. Another thing—and this one was scary—Hazel and I, and our daughter, went to a show down in the center of Monrovia at night. Coming back, the car stopped. Hazel and our daughter pushed me over the bridge down to the bottom where there was a house. I knocked on the door and a guy came out. I said, "Here's ten dollars, if that car is still there in the morning, I'll give you another ten dollars." We took a taxi home. The funny thing was that our daughters were dating and they wanted me to take them into town. The roads were very narrow and had big drops. This was tribal country. So I'm going along the road at night and I see this car coming towards me on my side of the road. There was no shoulder and I dropped down about ten feet into a ravine—still upright with two of the girls in the back seat. Within five minutes, there was a tribe of indigenous people swarming the car. I thought we were going to be cannibal soup. Well, it took about twelve of these guys, but they helped get the car back up on the road. The compound had a guard at night. One of our junior officers was coming in at night and he went over to him and shook him. Well the native went over to his tribe headquarters and said he had been assaulted by an American. The tribal chief ordered that this man be arrested and go into a tribal court. The bank immediately said, "That's a problem." The only way we saved him was to transfer him out of the country. Then we had an incident of inside robbery. Hazel and I were sleeping in bed with our golden retriever next to me. My wallet was two feet from me. The 44 next morning I woke up and saw my wallet was gone. What had happened was we'd had a thief who had come in with a screw driver and broke through one of the windows. He got into our room and the dog growled but we didn't pay attention. The thief stole my wallet, then went down to the St. Paul River, took everything out and dumped the wallet. At that time, Liberia was ruled by elitists, the people who came by boat from the United States. They had the money and they ran the country. About ninety percent of the people had no money and had been kept under control by the people in power. Just after we left, they had an uprising where they took the president and his cabinet down to the beach, stripped them to their skivvies, and shot them. They gunned down the President of Liberia and eight counselors. That was when this John Doe became famous and was running the country and now things have calmed down. But it was a very serious uprising of the have-nots. Mind you, when they had a parade, they wore top hats and they wore canes—they didn't have any guns. It looked like Laurel and Hardy. We were there about three years and we were packing up to go back to the States—we'd about had it at that point. ROH: Were you doing better financially by this point? EB: No, we were barely hanging on. Anyway, we were scheduled to go back to New York after that tour and one of our senior officers from Athens, Greece was in Liberia visiting. I was talking to him and said I didn't want to go back to New York. He said, "Okay." And the next thing I know, my superior at the branch said, "How 45 would you like to go to Beirut, Lebanon." Well, there was a war going on there. But again, Hazel said, "Okay, let's go." It was eerily quiet when we landed at the Beirut airport. The taxi driver took us to the Bristol Hotel, which was one of the best in the city. We registered and Hazel and Sarah were the only females in that hotel for about three months. They were treated royally by the staff. It was an indication that it was a very dangerous situation. One day Hazel and I decided to go visit the ruins in Syria. Word got around that Boyle and his wife were going to visit the ruins. We got in a taxi with a reporter from New York. We rode up into the area occupied by the Syrian army. We got into Baalbek and we were stopped by Syrian police. They took our passports and wouldn't give them back until we left. The ruins were spectacular. We were the only tourists in any form in that area. We had so many near-misses in Lebanon. They burned the American Embassy. We were located on the Mediterranean in a high rise. We were on the seventh floor and there was a Saudi prince on the eighth floor. Unbeknownst to us, we were in a PLO area—the western side of Beirut was headquarters for Yasser Arafat. We had a bank there called the Bank of Lebanon and Kuwait. It was fifty-fifty with the Kuwait royal family. Our principle objective was to recover investments for our clients because of the war. We were in a tenuous situation. One of the most dangerous things I've ever done—I was obliged to do it. We had branches on the east and west sides of the city. The west was the Muslim side and the east was the Christian. There was a dividing line between them. At one point, the leaders of the Lebanese government decreed that they 46 were going to get some insurance money from the bankers in the area for protection purposes. They approached our offices on the east side and said, "We're going to keep people around here to protect your branch, but it's going to cost you this much." It was not a threat, but in order to continue to bank without being hustled or having people break into the bank, we sent the proposal to New York. They said, "Absolutely not. We cannot be taken to court on that type of issue. Just send down an ultimatum: we do not accept these terms." Well, someone had to take that message to the people in authority. We drew straws and I got the short straw. They said, "Ted, you are going to be an emissary. You're going to drive through an area that's highly contested on both sides and you're going to carry this message personally." I had to go down this road with enemies and firepower on both sides. We stopped near the headquarters of the Lebanese presidency. We were searched and they sat me in the hall to wait. One of the men that was ruling the country had been educated in the United States, so he had an English background. I was brief about it. I told him, "This is what has happened and we've been advised by our headquarters that we cannot do this." He said, "I understand." He shook my hand and I walked out. That was scary. With all this going on, it was very dangerous. Quite frequently, Hazel and our daughter would be flown down to Athens and I'd stay behind. When I'd get to go to Athens, I'd stay over the weekend and come back. The pilot would say, "I've got to find out which runway is open. There's firing on the north side, so I'm 47 coming on the south side so we won't be hit." While we were flying in, there were missiles flying around the airport. ROH: What did you think of Athens? EB: Athens was a dream come true. I had seen a little of the ancient history when I was in the Air Force in Tunisia—the aqueducts and all that. But when I walked around there, I just felt eerie, like it was unreal. It was hard to imagine the history that you were walking around. When we left Beirut, we didn't find out until we were ready to go that our body guards and the people who were hanging around in the lobby all the time were PLO—they were protecting us, unbeknownst to us. The golf course in Lebanon was laid out on the edge of the PLO firing range. The ambassador, I was told, carried a machine gun in his golf bag when he played. We had shrapnel coming down on us while we played. ROH: Did you have friends there? EB: Thanks to Hazel, we have had friends everywhere we've gone. We were involved with the government because of the banking industry. They had the American school there and this is where Hazel and our daughter were baptized. I got the idea, having bombed Europe and seen the desolation and the destruction, Beirut reminded me very much of a destroyed city. They had destroyed the business sector. Buildings were derelict. It was a mini world war for me. ROH: Did that cause problems in business for you? EB: Oh yes. This was an extreme case of merchants who took advantage of the situation and refused to pay us back. Recovery of assets was very difficult. They 48 knew what the situation was and we had very little clout. You never knew who would be the governing body. We were going to the airport, leaving Beirut, and our driver, innocently, drove through a road block of Syrian soldiers. They were ready to shoot us with machine guns. Another car drove into the line of fire and stopped—in other words, they couldn't see us anymore. He overtook us down the road and said, "I saved your life, what the hell were you thinking?" Our driver thought they were telling us to go on. That was our departure from Beirut. We went from there to Karachi, Pakistan. That was in turmoil too. The president had been convicted of crimes and they were going to execute him. They had killed several marines in our embassy in Islamabad. We got word from New York to get out of there. Hazel and our daughter were flown down to Athens again. I went underground with our people. It was a very tenuous situation when we first got there. There was a lot of demonstrating in front of the bank. Again, our bank worked closely with the government. Pakistan is famous for its textiles. They had an industry down on the coast that broke up old ships that were battle-worn. There was a big industry there for that. They had oil deposits, too, but textiles were their strongest industry. The entertainment there was centered around the American school, which was a premier school. In fact, the Pakistanis who had money would be on waiting lists for years to get their children in the American schools. I was on the board there. In fact, the head of that school was here recently in a tennis tournament for seniors—Tony Horton. He had traveled all over the world as the head of 49 American schools. We had, again, a very closely knit community. We were there for about three years. ROH: Was it better than when you were in Beirut? EB: Oh yes. There was an underlying community of the have-nots. The countries we were in at this time had a high rate of poverty. As a result, there were riots in the cities. It was a learning experience again. ROH: At this point were you thinking about retiring? EB: No, I was still active. I had become a resident vice president. My duties were managing our portfolio—the quality of our loans and making sure people were paying and all that. We took several tours up into the area where the book Three Cups of Tea was written. We were in that area, not quite as high as he was. It's very rural. It was kind of scary in a sense that there wasn't a real feeling that you didn't belong, but you had a feeling that you might be better off if you weren't there. The populous in Karachi was horrific in terms of slums—water and sanitation was a horrible mess. I understood why the have-nots had uprisings. Of course, spinning off from India, there was always a feeling that India was their big rival and there was a fear that India would come after them, and then they had the nuclear problem down there. Pakistan was a tinder box. After Pakistan, we moved over to Riyadh, Saudi Arabia. That was an eye-opener. The bank there was called Saudi-American Bank. It was fifty percent owned by Citibank and fifty percent owned by the royal family. We also had a subdivision for females only. There wasn't a male teller in that division. We had 50 lots of meetings and instances—one where we had a Saudi princess with a lot of money who had a farm development out in the desert. They desired to have their own wheat, which cost ten times as much as it would have to import it from Canada. They have pivot wheels out in the desert with the wheat growing out there, and then the Saudis would have their estates out there. I was invited by a Saudi and the princess arranged for a luncheon. She had about sixty pieces of chicken for three of us for lunch. Our dealings there were really something. If you invited a Saudi of any importance, the wife never came. You never saw their wives in a social engagement. And there was enormous segregation. One of the things they told me was, "If you're driving down the street and a Saudi runs into you, you're liable. They say it wouldn't have happened if you weren't there." The philosophy is that you caused the accident because you were residing in their country. I had a terrible incident there with my health. The Saudi hospitals are staffed by Americans and have our equipment; it's just like an American institution, but only Saudis can utilize those services. My condition worsened and it was decided that I would leave the Kingdom. Our driver took us to the airport and I found that I had a missing document. They said I had to go six blocks to another location to get the document, but the plane was on the runway taxing without me. We raced over and they actually held the plane for thirty minutes for us. I was on that plane for thirty hours in terrible straights. But what I'm going to say is that if anyone in the royal family has hay fever, they head to Walter Reed hospital and take up a whole wing. 51 We dealt with Osama bin Laden's father. He was one of our biggest clients and continues to be one of the biggest powers in industrial equipment in Saudi Arabia. I can't document it, but I think Bin Laden was employed there in Saudi Arabia while I was there. It's funny. You don't have any poverty in Saudi Arabia. It's set up so that if you get in line and go tell the king you need a washer or whatever, he gives you the royal handshake and gives an order. You don't see poverty because the people with oil money keep the populace happy with that type of thing. They say, "Hey, I've got money." But religion—if they think that you are even getting together for religious purposes, they kick you out of the country. They consider that a deterrent to the kingdom. So Hazel and her friends would have secret meetings. They were told not to park close to the house, they would walk so that no one would see the cars together and think, "We got one." Our Air Force guarding the kingdom is a deterrent to the kingdom being overthrown. I think, militarily, our presence has been a big thing in saving the kingdom. Another thing that's interesting is once the Saudis get into the Saudi planes, they'll exchange their royal robes and put on their jeans. ROH: While you were there, was your daughter still with you? EB: Our youngest daughter was a threat—in other words there were restrictions that a young female could not enter the kingdom. They didn't want any western women walking around with the Saudi boys looking at her. So she couldn't get a visa to get in. I don't remember, but I think their laws prohibit interest on loans, making it extremely difficult to bank at a profit. You had to protect yourself with 52 collateral outside of the kingdom because the laws there would make it so difficult to foreclose on a property. You have to play their rules. It's an extremely difficult area to bank in. After Saudi Arabia, we came back to Wilton, Connecticut. At that time, I was approaching retirement and I took an early retirement there. I was sixty-two. ROH: What position did you hold at the bank? EB: I was Vice President for Citibank. ROH: Were you finally doing okay financially? EB: I've always thought in terms of the investments and stocks. Over a period of forty years or so, I've been fortunate. But you have to be patient. The average investor today with this market and all this growling about Wall Street and what's wrong. But what do we produce now? We've lost our keys—we were the kings of electronics and technology. We've lost everything where we could say we dominated. I think most of it is a labor factor of the cost value. You cannot compete with China and India where the person is making a dollar or two dollars an hour but Detroit wants fifty or sixty dollars for the same product. But I want to talk about several vacations. We went to Cairo and went down the Nile on a houseboat from the Aswan Dam clear to Cairo. Doing everything that tourists do with all the royal burial grounds. We got off at Luxor, which is kind of a tourist trap, and Hazel wanted to get a cartouche for each girl. While Hazel was dealing in the jewelry store, the owner of the shop came over and said, "Mister, I give you a hundred racing camels for your wife!" [Laughter] 53 Racing camels were thousands of dollars; it was millions he was talking about. I told him, "Give me a few minutes to think about it." That was hilarious. Our trip to Nairobi, Kenya was fantastic. I've always thought about big game. We got down there with three of our girls and we decided not to go with a guided tour. We got out to the base of Mount Kilimanjaro and we were right in the middle of all kinds of wild game. The next day I decided to go out in our car, by myself, and find the animals. I was going along the trail and low and behold, I see three lions loping by the side of the car. We've got pictures of them. Anyway, we got in there and saw lions, elephants, and rhinos, you name it. On the way back to Nairobi, I tried to drive through a dry lake bed but it was sandy and we got stuck. I finally got onto what you'd call a road and one of the girls smelled gas. I stopped and found that the gas line had parted. The girls put it together and put some gum around it to patch it. We stopped in a village of Masai natives who were about six feet, ten inches tall. We are the only white people in the village. They all had spears and red paint. We dealt with them and got a couple of spears from them. When we got back to our hotel, we headed out towards Mount Kenya. It was a very sumptuous place which was owned by a famous movie star—William Holden. It was like an Elizabeth Taylor movie—there were all these natives with turbans on and holding rifles. At night, you had a fireplace in each cabin and they'd come in and light the fire. It was, again, something out of a fantasy land. 54 Going back with the same car, the car was stopping and starting. We had to coast into Nairobi. We lucked out. But that trip was worth a million dollars. We really roughed it. ROH: Did you hunt while you were there? EB: No, that's too expensive. We did it on an economy budget. The other tourists would get on a bus and see a lion off in the distance, but we had them running right alongside of us. That was something. We spent several vacations in Switzerland. We had a close friend from San Salvador whose husband was a hotel manager. He had a chalet in the Swiss Alps near the border with France. We spent a Christmas there. Switzerland is very orderly. They have a lot of rules and regulations, and it's hard to get in, but I said to Hazel I would live there. Then we spent a Christmas in the Spanish Alps. We did Spain while we were in Saudi Arabia. We saw bullfights and where they grew the wine and all that. We went into Russia during the Cold War. It was 1976. The big thing there was a train ride from Moscow to Leningrad overnight. There was supposed to be an elite coach, but there were four bunks—no beds. Hazel and I and Sarah got in the train leaving the station and a middle-aged Russian male came in and said, "Mine," and pointed to one of the bunks. Then he stripped down and went to sleep there in our cabin. I thought that was hilarious. We were an oddity in Russia. We were at the Kremlin looking at Lenin's tomb and they were parading some of their Mongolian soldiers all dressed up. Hazel was standing around and a Russian lieutenant came up to her and said, "I take you." He served as our 55 guide and took us up through this church we wanted to see. Then we had our English speaking guide, an attorney. I said I wanted to give him something and asked if I could give him money. He said, "Absolutely not. They'll put me in jail." But he said he liked my jeans. So Hazel and I left a package on the back seat of the bus with my jeans in it and he picked it up. ROH: Where haven't you been that you might want to go sometime? EB: I think Australia. We were in Thailand and Hong Kong. I admire the Australians. I lost one of my best friends in the battle with the Japanese down there. My dad used to sing from South Pacific. I'd like to go there. ROH: You were very successful in the banking industry. What do you attribute your success to? EB: I think it was doing the right thing, first of all. No monkey business and a perseverance in cultivating human contacts—relationships with your staff so you didn't talk down to them. Like when we went to Nellis Field and a general came out in a flight suit like a normal trainee and I thought, "That's success—getting down in the trenches." Assimilating customs of the people and trying to understand what makes them work. In other words, why are we banking here, what do they want from us, and how do we go about it. I think relationships and how you treat people are prime—also, towing the line. We went where we were told. I attribute that to my wife because she was very flexible. Without her, I may have stayed in New York and not done any of this. The minute I said, "Pakistan," she said, "Okay." There was never any discussion or complaining. I attribute my success to my wife. She was with me in the trying moments. You have to have 56 support. Now that I've been talking to you, I've asked myself, "What if I had stayed in Ogden?" I could very well have been a salesman for Boyle Furniture for the rest of my life. It's hard to picture who was pulling the strings. Hazel always said God was looking over us and I think she's right. I think somebody was directing us through all this that we did. That's my problem now, I've run the mill and I think I have no more bridges to cross as far as advance or travel I'm content to just kind of sit back. Here in St. George there is a difficulty of communication because of where we were and what we did and our thoughts and perceptions. A lot of times, people turn you off; they're not interested. You get the idea that they want to talk about the local scene and the lack of water here in St. George. If our leaders would at least look at the world and look at what makes the world go 'round—and I stress religion—and try to understand civilizations that have lived according to the Quran for thousands of years and overnight you want them to change and you said, "We've got something better than what you have." I don't like isolation. I think we've got to understand what makes the world go around. China, Cuba, trade wars, and now they're undercutting us—so what? They've done the right thing; let's learn from them. What are they doing that we're not doing? What happened to our manufacturing abilities from the '50s and '60s when we were king of the hill? I think a lot of it is political, unfortunately. But I just wonder where we are headed and what our children's future will be. ROH: Do you keep in touch with people from Citibank? 57 EB: Oh yes, I have a lot of friends in Florida who I met in Colombia. I have my ex-boss in San Salvador and New York. He owns a bank in Bulgaria. He's been featured in Fortune magazine because it's the best bank in Europe. Joe Borgatti was my favorite. He was down to earth. But you get other people who get ahead of themselves because of their title or they want to isolate themselves from you and make you a lesser factor in running the bank. I've had some wonderful associations with people above me and I've had some I didn't like. ROH: What do you think about the changes that have happened with Citibank since you left? EB: We started out with the Rockefellers. In fact, Citibank is the oldest bank in New York. Through the years, leaders of the bank came from high society and we had people in there who were bankers by trade and by inheritance and they stayed the line; in other words, they held on to tradition and what we were good at. There was no variance. We had enormous control over our assets by our auditing departments. We held on to tradition under George Moore and Walter Wriston, then John Reed who was a genius but had a failing in personal communication. After Reed, you drop off. He was the last of the Mohicans. Next you get Sandy Weil who brought all of his ideas about insurance and things we didn't normally get into. He wanted to build an empire and we lost control of what we did best. Sandy did a tremendous job of building up assets, but he lost control of the inner workings and delegated too much. Then they made a bad mistake in naming Prince the president. He was an attorney by profession and knew very little about banking. We got off track. There was a law earlier that prohibited 58 banking activities outside of a certain area, like the derivatives and things we got into later. The derivatives were the downfall, they were dealing with assets they had no control over. I think Citi Group will survive because of all the help from the government but it back-fired. The major corporations, who used to be the pillar for the banking community, now have their own in-house bank. A depositor asks, "Will my money be safe with Citibank?" This goes right back to the economy. We don't have jobs and there's no money in circulation. ROH: How did you decide to create an endowment at Weber State? EB: "I have accepted this assignment with immense feelings of inadequacy, humility, and privilege, keenly aware that the man we honor and memorialize here today was, and is, a giant whose character, thought and deeds can never receive can never receive justice by the mere force of human utterance. Dr. Jennings G. Olsen is the only person I have ever known who is unqualifiably deserving of the title genius. One who, in fact, came closer than any of my acquaintances, of being a man for all seasons, as was said of Thomas Moore. Indeed, a virtual superman. I was an eighteen year old freshman just out of high school, anything but passionate about the need for an education. Wet enough behind the ears to have narrowly escaped drowning, my friend and new found mentor Jennings G, on the other hand, a man of twenty-five soon to receive his doctorate in philosophy from UCLA, had even read and absorbed more than most academics do in an entire lifetime. Along with the rest of my fellow students, I promptly found myself astounded by his incredible knowledge and memory, prodigious vocabulary, and his uncanny ability to quote chapter and verse from everything 59 and anything he had ever read. Even more importantly, his power to analyze, synthesize, and contain this ever-growing information within a context amendable to the humblest of intellects. Impeccably dressed in starched white shirts, ties and a sport coat, slacks inevitably pressed to a crease that would cut your hand, his cheery countenance well-scrubbed and glowing with vitality. Jennings was also the quintessence of organization. His lessons on Plato, Socrates, Aristotle, and other greats, such as Augustine, were always carefully outlined on the blackboard and completed with articulate and meticulously exact due. One of his oft-expressed mottos read as follows, 'Organization and schedule are the keys to success.' Nevertheless, his presentations were rarely limited to straight lecture and he made ample provision for student response through carefully inter-related and challenging questions that required us to engage in the unique experience of actually thinking." ROH: Who wrote that? EB: Gordon Allred. This is a eulogy he wrote for the funeral. I'll give you a copy. [See Insert]. There's a picture of him at Weber College in his younger days. Let me tell you, Gordon Allred's father was Thatcher Allred, who was in a department at Weber College who was a dominating factor in stage production. His mother was a poet. He came from a very talented family. I have a book that Gordon wrote about the Japanese Kamikaze pilots. He spent some time over there with a pilot who had survived. The book is spellbinding if you're interested. HB: I don't think you told them that he was born with a handicap. 60 EB: He was born with a club foot and he participated in pole-vaulting. Nobody knew about it unless you were an intimate friend of his. He never divulged that. He had a professional singing voice. He performed in operas and sang on television. People that knew him, like I did from day one, admired his ability to surpass all of his difficulties. But he never, ever complained. I think he was a little bit above the crowd and very intellectually powerful. Perhaps it was overabundant to the average student. He delved into the topic of the origin of life in order to show students that there were two sides to the equation, but he never pushed it. He went into Darwinism and just said, "This is something that people think about it. I'm not telling you what to think." He opened their minds and wanted people to be able to think instead of just being told. From my perspective, Hazel and I had nothing to do with Weber State. Then we went into Ogden one day and saw the campus there and I decided to go take a look. Carol Biddle was the catalyst. I walked in to her office and I said, "I'm Ted Boyle and maybe I have some money to donate." She said, "First thing, I want you to read this book by Sadler." So I went home and read that book from front to back looking for indices of Jennings Olsen. There wasn't a single award. I noticed the lesser degree people were getting awards and I said, "What happened to Jennings Olsen? Why isn't he mentioned somewhere?" That triggered my interest. I went back to Carol and said, "I want to do something for Jennings Olsen." That's where it started. I think Jennings was probably not a sociable person. I think he may have isolated himself in his books and his will to increase 61 his knowledge of religion and the world. It was just his background. He came through hell and high water and he was a person who should have been eulogized at the highest level—with his physical problems and coming from kind of a broken home. I really think that Jennings was so worldly that Weber County wasn't ready for him. He got his doctorate from UCLA and I think he would have been president of the university there. I think he was misplaced and in this community he was misunderstood. He didn't get the recognition he deserved. ROH: You've created that recognition. EB: No, I haven't, and I am so displeased that not one dollar from his staff, his friends, his family—there hasn't been one. I say, "What am I missing?" You would have thought someone, in the total time he taught there, would have said, "He taught me something and I'm going to put ten dollars in." I'm being facetious. ROH: You should get credit for stepping up. EB: It's still not recognizable as something that is popular. I think it's something that's there, but it's not an attention-getter. I really think that Dr. Olsen was in the wrong place at the wrong time. His manner of attacking world religion and making people understand where we all came from. All he wanted was for students to open their minds and think. He wouldn't tell him it was right or wrong. I'm disappointed because I think I tried and there's nothing to show for it. I thought maybe it would catch fire but I think it's going to die a natural death. ROH: It's there and people can find it. We appreciate the fact that you did this because I, for one, wouldn't know anything about Dr. Olsen if not for you. But each person 62 who gives to the university does it in a way that they are passionate about. You never know what's going to happen. EB: Maybe someday it'll be like when they resurrect these ancient scholars. Unfortunately, he didn't produce any work of his own. I have personal letters but I don't know if they should be made public or not. We were so different—he was an intellectual and, as I told you, I barely got passing grades. Maybe opposites attract. ROH: Is there anything you would like to add before we finish? EB: I'm infatuated with Ogden still, though I've left, and I want to know what happened to the Ogden I knew in the 1930s and 1940s. I can imagine it was the railroad departure and the entrance of the supply depot and Hillfield. Maybe it attracted a lesser culture. But it was king of the hill—people from Salt Lake traveled to Ogden to shop. It was a place of honor. As Tom Brokaw said, "The greatest generation," I think the class of 1940 from Ogden High was the class of a generation. I'm not being facetious, but that class had more activity and more people who were going places and doing it with little resources. The final shot is the Ogden Standard Examiner. I felt that in the 1930s, and 1940s, and 1950s, the Standard Examiner got inside of what was happening in Ogden—the people and what they were doing and where they were going. It was a very informative paper about doings. It seems to me that they've gotten off track now. You don't feel like you're a part of it anymore. ROH: Thank you very much for your time.