AMÉRICA LATINASe lleva a cabo la Conferencia de la ONU sobre Desarrollo Sostenible: Río+20.Para más información: http://www.bbc.co.uk/news/science-environment-18507602 http://www.nytimes.com/2012/06/19/world/americas/rio20-summit-overshadowed-by-global-economy.html?ref=world&gwh=BE406A719046AEA47E41F511A7EA0126 http://usa.chinadaily.com.cn/world/2012-06/20/content_15514968.htm http://edition.cnn.com/2012/06/14/world/map-climate-change-c40/index.html?hpt=wo_t3 http://edition.cnn.com/2012/06/08/world/americas/rio-20-earth-summit-explainer/index.html?hpt=wo_bn8 http://worldnews.msnbc.msn.com/_news/2012/06/19/12122896-twenty-years-later-will-world-make-good-on-rio-earth-summits-broken-promises?lite http://www.latimes.com/news/nationworld/world/la-fg-brazil-global-summit-20120619,0,7734439.story http://www.lanacion.com.ar/1483470-el-derecho-a-la-tierra-eje-en-la-cumbre-de-rio20#comentar http://usa.chinadaily.com.cn/world/2012-06/20/content_15513978.htmAltercado entre Jefes de Estado de Argentina y Reino Unido en el G20.Para más información:http://oglobo.globo.com/mundo/kirchner-cameron-trocam-acusacoes-sobre-ilhas-malvinas-5258356#ixzz1yKgVaJkChttp://diario.elmercurio.com/2012/06/20/internacional/_portada/noticias/4EFA1EFE-54F5http://www.eltiempo.com/mundo/latinoamerica/altercado-entre-argentina-y-reino-unido-en-el-g20-por-malvinas_11957606-4Cumbre del G-20 en Los Cabos.Para más información: http://www.latimes.com/news/nationworld/world/la-fg-g20-obama-20120620,0,4286235.story http://www.lanacion.com.ar/1483595-el-g-20-llama-a-impulsar-el-crecimiento#comentar http://www.lanacion.com.ar/1483279-fuerte-presion-del-g-20-para-que-europa-solucione-su-crisis#comentarhttp://www.eltiempo.com/mundo/latinoamerica/el-g-20-promueve-pacto-por-crecimiento-econmico-mundial_11955854-4http://www.latimes.com/news/nationworld/world/la-fg-g20-greece-20120619,0,5853378.story http://www.nytimes.com/2012/06/18/world/americas/group-of-20-meets-in-a-mexico-outperforming-brazil.html?ref=world&gwh=AB8F6FE72C700DADD47003E08E309AAAAssange será arrestado si sale de la embajada de Ecuador.Para más información:http://edition.cnn.com/2012/06/20/world/europe/uk-assange-asylum/index.html?hpt=wo_c2http://www.bbc.co.uk/news/uk-18519380http://oglobo.globo.com/mundo/assange-pede-asilo-na-embaixada-do-equador-em-londres-5253607#ixzz1yKiShHgS http://www.bbc.co.uk/news/uk-18513976 http://www.eltiempo.com/mundo/latinoamerica/ecuador-estudia-conceder-asilo-politico-a-assange_11957517-4 http://worldnews.msnbc.msn.com/_news/2012/06/19/12302374-wikileaks-founder-julian-assange-seeks-asylum-in-ecuador?liteAl menos 16 muertos en el desalojo de una hacienda en el noreste de Paraguay.Para más información:http://internacional.elpais.com/internacional/2012/06/15/actualidad/1339782823_762410.htmlMahmud Ahmadineyad visita a su homólogo Evo Morales.Para más información: http://www.eltiempo.com/mundo/latinoamerica/mahmud-ahmadineyad-visita-a-su-homlogo-evo-morales_11957168-4 http://www.lanacion.com.ar/1483540-controvertido-viaje-de-ahmadinejad-a-bolivia#comentarDilma Rousseff dice no a encuentro oficial con el presidente de Irán. Para más información: http://diario.elmercurio.com/2012/06/20/internacional/internacional/noticias/C92B65D3-E4CB-493B-8393-0F49BEFB02DA.htm?id={C92B65D3-E4CB-493B-8393-0F49BEFB02DA}Un misterioso plan militar de Chávez, a cargo de un iraní.Para más información: http://www.lanacion.com.ar/1483541-un-misterioso-plan-militar-de-chavez-a-cargo-de-un-irani#comentarRafael Correa mostrará las fotos de periodistas críticos.Para más información: http://www.eltiempo.com/mundo/latinoamerica/rafael-correa-mostrar-las-fotos-de-periodistas-crticos_11955762-4Latinoamérica busca 250.000 millones para infraestructuras.Para más información: http://economia.elpais.com/economia/2012/06/17/actualidad/1339963810_855484.htmlPresidenciables en México debatieron con movimiento #Yosoy132.Para más información: http://www.eltiempo.com/mundo/latinoamerica/sin-pena-nieto-presidenciables-en-mexico-debatieron-con-grupo-yosoy132_11959572-4 http://www.latimes.com/news/nationworld/world/la-fg-mexico-pri-comeback-20120612,0,7734402.story"O Globo" analiza situación de los inmigrantes mexicanos en Estados Unidos. Para más información:http://oglobo.globo.com/mundo/milhares-de-menores-enfrentam-arriscada-travessia-ilegal-do-mexico-aos-eua-5229494#ixzz1yKiQHazY La capital industrial de México vive angustiada por la violencia.Para más información: http://internacional.elpais.com/internacional/2012/06/16/actualidad/1339865069_062483.htmlHuracán Carlotta deja 2 muertos en su paso por Acapulco. Para más información: http://www.msnbc.msn.com/id/47841097/ns/weather/#.T-HtFVLMqw4Escalada de violencia en México a medida que se acercan las elecciones.Para más información: http://www.latimes.com/news/nationworld/world/la-fg-mexico-violence-20120615,0,2293895.storyMás de 14.000 personas murieron en 2011 en las carreteras de México.Para más información:http://internacional.elpais.com/internacional/2012/06/18/actualidad/1339975634_041877.htmlViolencia continúa en Colombia.Para más información: http://internacional.elpais.com/internacional/2012/06/17/actualidad/1339908242_101244.html http://www.nytimes.com/2012/06/19/world/americas/us-accuses-colombian-in-drug-bribes.html?ref=world&gwh=75EBF95E9754E780AB448BD95DDAD8A9Nueva constitución de Haití modifica el status de haitianos en el extranjero.Para más información: http://www.bbc.co.uk/news/world-latin-america-18515499"O Globo" analiza situación de migrantes haitianos.Para más información: http://oglobo.globo.com/mundo/os-haitianos-tem-direito-se-quiserem-de-partir-para-brasil-5259480#ixzz1yKgOftE4Gran paso para libre comercio entre Costa Rica y Colombia.Para más información: http://www.eltiempo.com/mundo/latinoamerica/gran-paso-para-libre-comercio-entre-costa-rica-y-colombia_11949621-4Venezuela vive campaña electoral.Para más información: http://diario.elmercurio.com/2012/06/20/internacional/internacional/noticias/5463C842-F622-4CC9-BAEC-1C2F9833A796.htm?id={5463C842-F622-4CC9-BAEC-1C2F9833A796 http://www.economist.com/node/21556913'La OEA tiene que mejorar': presidente de Chile.Para más información: http://www.eltiempo.com/mundo/latinoamerica/entrevista-con-sebastin-piera-presidente-de-chile_11953401-4 ESTADOS UNIDOS / CANADÁMitt Romney recibiría el apetecido respaldo de Henry Kissinger. Para más información:http://diario.elmercurio.com/2012/06/20/internacional/internacional/noticias/6FB24C52-8562-493B-BE08-AFAAB2490839.htm?id={6FB24C52-8562-493B-BE08-AFAAB2490839}Un tercer Bush gana espacio en la política norteamericana.Para más información: http://oglobo.globo.com/mundo/um-terceiro-bush-ganha-terreno-na-politica-americana-5260087#ixzz1yKgHzBTB Obama en búsqueda de la reelección. Para más información:http://www.nytimes.com/2012/06/18/world/obama-re-election-complicated-by-world-events.html?ref=world&gwh=C16D0F3F518D7B540E86871DA6BA6D46http://clesnes.blog.lemonde.fr/2012/06/16/obama-et-les-dreamers-latinos/El presidente estadounidense no entregará información a la Cámara de Representantes sobre el fallido operativo que permitió la entrada ilegal de armamento a México.Para más información:http://www.eluniversal.com.mx/notas/854577.htmlSospechoso de tiroteo en campus de Canadá es arrestado.Para más información: http://www.nytimes.com/2012/06/18/world/americas/suspect-in-campus-shooting-in-canada-arrested-at-us-border.html?ref=world&gwh=0B1D2F810C22DE27B5FFE7A071748B8D"The Economist" estudia los intentos de la FED para controlar la inflación.Para más información:http://www.economist.com/blogs/freeexchange/2012/06/federal-reserves-inflation-targetPutin y Obama buscan acuerdos sobre Siria.Para más información:http://www.lanacion.com.ar/1483281-putin-y-obama-buscan-acuerdos-sobre-siria#comentarhttp://usa.chinadaily.com.cn/world/2012-06/20/content_15514041.htmhttp://www.eltiempo.com/mundo/estados-unidos/barack-obama-y-vladimir-putin-sobre-siria-y-escudo-antimisiles-en-europa_11955303-4http://internacional.elpais.com/internacional/2012/06/18/actualidad/1339971937_508212.htmlhttp://elpais.com/tag/elecciones_eeuu_2012/a/http://www.eltiempo.com/mundo/estados-unidos/inmigracin-asitica-supera-a-la-hispana-en-estados-unidos-segn-estudio_11956684-4EUROPATriunfo conservador en elecciones griegas modifica coyuntura europea.Para más información:http://www.bbc.co.uk/news/world-europe-18515185http://www.lemonde.fr/europe/article/2012/06/18/antonis-samaras-veut-un-gouvernement-de-consensus-national-pour-la-grece_1720449_3214.htmlhttp://www.lemonde.fr/international/article/2012/06/18/les-metamorphoses-successives-d-antonis-samaras_1720386_3210.htmlhttp://www.nytimes.com/2012/06/19/world/europe/samaras-begins-effort-to-form-a-government-in-greece.html?ref=world&gwh=C0F6F42D04D237E76D710BAFE098DE13http://www.nytimes.com/2012/06/19/world/europe/greek-vote-past-europe-returns-to-fiscal-rescue.html?_r=1&ref=world&gwh=CABBAF3AF6A1EBC942CB0CB4134F19B4http://internacional.elpais.com/internacional/2012/06/17/actualidad/1339926249_538416.htmlhttp://www.portafolio.co/internacional/triunfo-conservador-grecia-se-quedaria-la-eurozonahttp://oglobo.globo.com/mundo/esquerdistas-admitem-derrota-grecia-votou-para-ficar-no-euro-diz-vencedor-5232782#ixzz1yKiZ5QyJhttp://usa.chinadaily.com.cn/world/2012-06/18/content_15508129.htmhttp://edition.cnn.com/2012/06/20/world/europe/greece-election/index.html?hpt=wo_c2http://www.economist.com/blogs/newsbook/2012/06/greek-elections-0http://worldnews.msnbc.msn.com/_news/2012/06/20/12316852-new-greece-government-agreed-says-socialist-party-leader?litehttp://www.latimes.com/news/nationworld/world/la-fg-greece-election-20120618,0,4811844.storyEuropa enfría las esperanzas griegas de renegociar a fondo el rescate.Para más información:http://internacional.elpais.com/internacional/2012/06/18/actualidad/1340047024_832526.htmlLa Unión Europea considera renegociar el rescate de Grecia.Para más información:http://www.lanacion.com.ar/1483538-la-ue-considera-renegociar-el-rescate-de-grecia#comentarLos neonazis griegos revalidan su éxito electoral de mayo.Para más información:http://internacional.elpais.com/internacional/2012/06/17/actualidad/1339964479_141619.htmlEl temor a la debacle, un factor de unión.Para más información:http://www.lanacion.com.ar/1483593-el-temor-a-la-debacle-un-factor-de-union#comentarEuropa rechaza presión del G20, pero medios hablan de nuevo 'rescate'.Para más información:http://www.eltiempo.com/mundo/europa/europa-rechaza-presion-del-g20-pero-medios-hablan-de-nuevo-rescate_11959677-4http://www.bbc.co.uk/news/business-18517461http://www.eltiempo.com/mundo/latinoamerica/europa-se-compromete-a-mantener-integridad-de-la-zona-euro-ante-el-g20_11959582-4Los franceses otorgan todo el poder a François Hollande.Para más información:http://internacional.elpais.com/internacional/2012/06/17/actualidad/1339930131_814908.htmlhttp://www.eltiempo.com/mundo/europa/franois-hollande-con-va-libre-en-el-legislativo_11954776-4http://www.nytimes.com/2012/06/18/world/europe/french-socialists-win-majority-in-parliament.html?ref=world&gwh=B751F489F96C937D3A6A6EBAD20D8E8FAplazado hasta nuevo aviso el juicio contra Mladic.Para más información:http://www.nytimes.com/2012/06/18/world/europe/18iht-educside18.html?ref=world&gwh=720142F1AC44D7C28722A3D719524836http://internacional.elpais.com/internacional/2012/06/19/actualidad/1340065013_444531.htmlEl plan nuclear de Irán a debate en Moscú.Para más información:http://www.nytimes.com/2012/06/19/world/middleeast/iran-nuclear-talks-resume-in-moscow.html?ref=world&gwh=C7260784157BA7B3E1344A59E2C75B0Ehttp://internacional.elpais.com/internacional/2012/06/18/actualidad/1340050360_335679.htmlhttp://usa.chinadaily.com.cn/world/2012-06/20/content_15514767.htmChipre preferiría préstamo de Rusia a rescate.Para más información:http://www.nytimes.com/2012/06/19/world/europe/cyprus-counts-on-its-close-ties-to-russia.html?ref=world&gwh=2DD575B38AD12B9661978959A76BCF06Disputa: Londres impide a carguero ruso llevar armas a Siria. Para más información:http://diario.elmercurio.com/2012/06/20/internacional/internacional/noticias/ED921688-598F-4DAF-B25C-C59521E08C5D.htm?id={ED921688-598F-4DAF-B25C-C59521E08C5D}http://internacional.elpais.com/internacional/2012/06/18/actualidad/1340045518_588637.htmlhttp://worldnews.msnbc.msn.com/_news/2012/06/19/12294230-russian-shipment-of-attack-helicopters-for-syria-halted-off-scotland?liteToma de rehenes en banco de Toulouse. Para más información:http://oglobo.globo.com/mundo/homem-que-diz-ser-da-al-qaeda-faz-refens-em-toulouse-5260707#ixzz1yKidQNfu http://www.bbc.co.uk/news/world-europe-18516934http://edition.cnn.com/2012/06/20/world/europe/france-hostages/index.html?hpt=wo_c2http://worldnews.msnbc.msn.com/_news/2012/06/20/12314153-police-arrest-suspect-after-hostage-drama-at-french-bank?lite19 años después, Suu Kyi recoge título honorario de Oxford.Para más información:http://www.eluniversal.com.mx/notas/854565.htmlCombates al sureste de Turquía dejan 26 muertos.Para más información:http://edition.cnn.com/2012/06/19/world/europe/turkey-violence/index.html?hpt=wo_bn9ASIA- PACÍFICO/ MEDIO ORIENTEChina continua sufriendo las consecuencias de la política de hijo único.Para más información:http://www.economist.com/blogs/analects/2012/06/consequences-one-child-policyhttp://www.latimes.com/news/nationworld/world/la-fg-china-abortions-20120616,0,542822.storyEl príncipe Salmán, de 76 años, hereda el trono saudí para garantizar la estabilidad.Para más información:http://internacional.elpais.com/internacional/2012/06/18/actualidad/1340036188_529956.htmlhttp://www.nytimes.com/2012/06/19/world/middleeast/saudi-arabia-appoints-prince-salman-as-crown-prince.html?ref=world&gwh=9002B6F5D181C43D5D4D2C5D9C6A99CChttp://www.lemonde.fr/international/article/2012/06/18/arabie-saoudite-le-prince-salmane-nomme-prince-heritier_1720712_3210.htmlhttp://www.eltiempo.com/mundo/medio-oriente/muri-nayef-bin-abdelaziz-prncipe-heredero-de-arabia-saud_11951701-4Siria al borde de la guerra civil.Para más información:http://www.lemonde.fr/proche-orient/article/2012/06/18/l-onu-veut-juger-ceux-qui-ont-attaque-ses-observateurs-en-syrie_1720309_3218.htmlhttp://www.bbc.co.uk/news/world-middle-east-18520341http://usa.chinadaily.com.cn/world/2012-06/20/content_15515566.htmhttp://www.economist.com/node/21556952http://www.eltiempo.com/mundo/medio-oriente/ban-ki-moon-pidi-al-consejo-de-seguridad-que-evite-la-guerra-en-siria_11956683-4http://oglobo.globo.com/mundo/siria-um-caso-serio-de-fracasso-diz-comissaria-da-onu-5258452#ixzz1yKkTR9TZhttp://www.latimes.com/news/nationworld/world/middleeast/la-fg-lebanon-tripoli-violence-20120620,0,1539201.storyPor la violencia observadores de ONU suspenden actividades en Siria.Para más información:http://www.eltiempo.com/mundo/medio-oriente/observadores-de-onu-suspenden-actividades-en-siria_11951741-4Un atentado mata al jefe militar de la zona sur de Yemen.Para más información:http://internacional.elpais.com/internacional/2012/06/18/actualidad/1340004852_423600.htmlhttp://www.nytimes.com/2012/06/19/world/middleeast/military-commander-in-yemen-is-assassinated.html?ref=world&gwh=781FBCD130B26A65D826C28C349111CBhttp://worldnews.msnbc.msn.com/_news/2012/06/18/12275285-al-qaidas-revenge-leading-yemen-general-killed-by-suicide-bomber?liteJapón mercado de la energía solar.Para más información:http://www.nytimes.com/2012/06/19/business/global/japan-poised-to-become-second-biggest-market-for-solar-power.html?ref=world&gwh=BC826C74117D92731DD43912E1638ABBSegún la ONU existen 90000 desplazados en Myanmar.Para más información:http://www.bbc.co.uk/news/world-asia-18517412Irán y su programa de desarrollo nuclearPara más información:http://www.latimes.com/news/nationworld/world/la-fg-iran-nuclear-talks-20120619,0,7182546.storyhttp://www.latimes.com/news/nationworld/world/la-fg-iran-nuclear-talks-20120620,0,6723786.storyChina lanzó nave espacial Shenzhou IX con su primera mujer astronauta.Para más información:http://www.eltiempo.com/mundo/asia/china-lanz-nave-espacial-shenzhou-ix-con-su-primera-mujer-astronauta_11951781-4Partido Popular de Pakistán se reúne para elegir nuevo primer ministro.Para más información:http://edition.cnn.com/2012/06/19/world/asia/pakistan-prime-minister/index.html?hpt=wo_bn7http://edition.cnn.com/2012/06/20/world/asia/pakistan-qaeda-leader/index.html?hpt=wo_c2http://www.bbc.co.uk/news/world-asia-18517312http://www.latimes.com/news/nationworld/world/la-fg-pakistan-gilani-20120620,0,2429553.story18 muertos en ataque suicida en Afganistán.Para más información:http://www.lemonde.fr/asie-pacifique/article/2012/06/18/afghanistan-trois-hommes-en-uniforme-de-police-tuent-un-soldat-de-l-otan_1720827_3216.htmlhttp://worldnews.msnbc.msn.com/_news/2012/06/20/12317699-three-us-troops-at-least-18-afghans-killed-in-suicide-blast?liteBangladesh bajo presión internacional para apertura de fronteras a refugiados de Rohingya.Para más información:http://photoblog.msnbc.msn.com/_news/2012/06/18/12283828-bangladesh-under-international-pressure-to-open-border-to-rohingya-refugees?liteAtaque contra chiitas en Irak.Para más información:http://www.lemonde.fr/proche-orient/article/2012/06/18/vingt-deux-morts-dans-un-attentat-antichiite-en-irak_1720818_3218.htmlPrimer ministro de Japón decide reactivar dos reactores nucleares.Para más información:http://www.eltiempo.com/mundo/asia/primer-ministro-de-japn-decide-reactivar-dos-reactores-nucleares_11951661-4http://edition.cnn.com/2012/06/20/world/asia/japan-fukushima-report/index.html?hpt=wo_c2China y Singapur se comprometen a estrechar lazos militares.Para más información:http://usa.chinadaily.com.cn/world/2012-06/19/content_15510784.htm ÁFRICAHermanos Musulmanes toman la plaza Tahrir en protesta contra el aumento de poder de los militares.Para más información: http://worldnews.msnbc.msn.com/_news/2012/06/19/12301371-angry-crowds-in-egypt-as-west-warns-military-over-power-grab?liteMubarak 'clinically dead,' Egypt state news agency reportshttp://latimesblogs.latimes.com/world_now/2012/06/hold-mubarak.htmlhttp://www.latimes.com/news/nationworld/world/la-fg-egypt-brotherhood-20120619,0,6272082.storyhttp://worldnews.msnbc.msn.com/_news/2012/06/20/12312164-42000-modern-day-slaves-rescued-but-millions-in-bondage-trafficking-report-says?litehttp://www.latimes.com/news/nationworld/world/la-fg-egypt-tahrir-protest-20120620,0,7177984.storyhttp://internacional.elpais.com/internacional/2012/06/18/actualidad/1340033350_449765.htmlhttp://oglobo.globo.com/mundo/contra-militares-egipcios-ocupam-tahrir-na-marcha-do-milhao-5250606#ixzz1yKlDn1MIhttp://www.eltiempo.com/mundo/africa/elecciones-presidenciales-en-egipto-ejrcito-dice-que-30-de-junio-entregar-poder-a-presidente_11955081-4http://www.eltiempo.com/mundo/africa/en-medio-de-la-divisin-egipto-elige-presidente_11954778-4http://www.lemonde.fr/afrique/article/2012/06/16/egypte-60-ans-de-lutte-entre-islamistes-et-militaires_1719616_3212.htmlhttp://www.nytimes.com/2012/06/19/world/middleeast/islamist-candidate-is-apparent-victor-in-egypt-as-military-cements-its-powers.html?ref=world&gwh=3E9E32FD78F56DAF4AA9A05FFCDEECE5Incertidumbre por el estado de salud del ex Presidente egipcio.Para más información:http://diario.elmercurio.com/2012/06/20/internacional/_portada/noticias/D8D6F950-49B3-4E23-B8E1-0C0DA374F83E.htm?id={D8D6F950-49B3-4E23-B8E1-0C0DA374F83E}http://worldnews.msnbc.msn.com/_news/2012/06/19/12303160-egypts-hosni-mubarak-reportedly-clinging-to-life-in-military-hospital?litehttp://www.economist.com/node/21556941http://edition.cnn.com/2012/06/19/world/egypt-revolution-election/index.html?hpt=wo_c1http://oglobo.globo.com/mundo/mubarak-esta-clinicamente-morto-diz-agencia-estatal-5253837http://www.eltiempo.com/mundo/africa/la-vida-de-mubarak-penderia-de-un-hilo_11957624-4http://www.bbc.co.uk/news/world-middle-east-18515556http://usa.chinadaily.com.cn/world/2012-06/20/content_15513503.htm1.5 millones de niños inminentes víctimas de muerte por hambre en África occidental.Para más información:http://worldnews.msnbc.msn.com/_news/2012/06/20/12313643-15-million-children-in-imminent-danger-of-starvation-in-west-africa?liteDecenas de muertos en choques religiosos en Nigeria.Para más información:http://worldnews.msnbc.msn.com/_news/2012/06/19/12294892-dozens-killed-in-nigeria-religious-riots?litehttp://www.nytimes.com/2012/06/18/world/africa/3-churches-in-northern-nigeria-are-attacked.html?ref=world&gwh=798630F590299F7BDD634CB6F27E09A1http://usa.chinadaily.com.cn/world/2012-06/20/content_15513503.htmhttp://www.bbc.co.uk/news/world-africa-18517418http://www.lemonde.fr/afrique/article/2012/06/17/nouvelle-vague-de-violence-contre-des-eglises-au-nigeria_1719941_3212.htmlRuanda cierra oficialmente sus tribunales populares "gacaca" por genocidio.Para más información:http://www.lemonde.fr/afrique/article/2012/06/18/genocide-le-rwanda-clot-officiellement-ses-juridictions-populaires-gacaca_1720824_3212.htmlOTRASMás aportes al FMI, entre exigencias de los Brics.Para más información:http://www.lanacion.com.ar/1483592-mas-aportes-al-fmi-entre-exigencias-de-los-brics#comentarSegún reporte de ONG existen 21 millones de personas en situación de trabajo forzado.Para más información: http://thecnnfreedomproject.blogs.cnn.com/2012/06/01/rights-group-21-million-now-in-forced-labor/?hpt=wo_c2"The Economist" presenta su informe semanal: "Business this week".Para más información: http://www.economist.com/node/21556990
En la actualidad los procesos de migración son foco de atención de numerosas disciplinas científicas e instituciones gubernamentales. El estudio del uso de plantas medicinales entre comunidades migrantes que habitan las urbes, también ha sido una temática que ha cobrado un interés creciente en la etnobotánica, especialmente por las diversas preocupaciones sanitarias que este fenómeno conlleva. El caso particular de la migración boliviana hacia Argentina es una de las más relevantes en nuestro país, con varias décadas de intercambios culturales en todo el territorio. Estos grupos en su nuevo lugar pueden recrear su herbolaria, armarse de estrategias para conseguir los recursos vegetales provenientes de su lugar de origen, incorporar nuevas especies y prácticas de la sociedad receptora o, bien, disminuir los usos o la riqueza de sus plantas medicinales. En este sentido es pertinente mencionar la medicina tradicional como eje principal y representativo del modo de vida de las comunidades del territorio andino. Esta práctica médica ancestral parte del concepto de enfermedad como un estado de desajuste interno empleando principalmente elementos vegetales para la cura. La Etnobotánica, ciencia que estudia la relación ser humano-planta, nos permite analizar en un entorno de ciudad el conocimiento botánico local (CBL) que surge en dichos contextos interculturales. Por otra parte, un concepto útil que permite analizar el cambio y la flexibilidad del CBL en comunidades inmigrantes sobre especies medicinales es la hibridación cultural. Se han propuesto como marcos teóricos el estudio de subprocesos distinguibles que tienen como finalidad visualizar, contextualizar y caracterizar de manera más profunda los procesos de hibridación en trabajos de etnobotánica urbana. Estos subprocesos pueden mostrar un enriquecimiento de la riqueza total de especies (fusión o yuxtaposición), re-utilización de recursos y/o prácticas en un nuevo ambiente (re-localización); mezcla de elementos vegetales tradicionales y nuevos para aumentar una acción terapéutica (recombinación), cambios y/o sustituciones de algún recurso (re-estructuración); agrupamientos internos en especies y prácticas (segregación espacial); novedades en la producción, circulación y consumo; y coexistencia simultánea de distintos universos simbólicos. Asimismo, entender los mecanismos de transmisión cultural del CBL de una población migrante resultan claves para comprender las hibridaciones posibles, dado que de esta forma se puede tener una visión más acabada de los procesos que dinamizan los saberes intercambiados entre los integrantes de la comunidad. En este sentido, esta tesis tuvo los principales objetivos: 1) Caracterizar los estudios de etnobotánica urbana, realizados tanto en poblaciones migrantes como no migrantes, respecto al uso de plantas medicinales y analizar los procesos de hibridación; 2) Documentar la riqueza de especies vegetales de valor medicinal de mayor importancia cultural, y las prácticas y valores asociados que siguen vigentes, o aquellos que cambiaron, en una comunidad migrante boliviana que reside actualmente en la ciudad de San Salvador de Jujuy; 3) Determinar las principales dolencias para las cuáles se utilizan plantas como recurso medicinal y si la consulta a especialistas andinos sigue vigente entre los migrantes; 4) Indagar las formas de obtención y ambientes de recolección del recurso vegetal; 5) Analizar las formas de aprendizaje y el tipo de transmisión de los conocimientos sobre plantas entre sus miembros; 6) Indagar en el ámbito escolar el CBL relacionado al uso de especies medicinales y las formas de adquisición de ese conocimiento. Para abordar los objetivos se aplicaron distintas estrategias metodológicas propias de la disciplina, como el análisis bibliográfico cuali-cuantitativo, trabajo de campo con adultos y niños, que incluyeron entrevistas y talleres participativos, y metodología botánica de gabinete para la determinación taxonómica de especies, que incluyó también técnicas micrográficas. Los datos se analizaron cualitativa y cuantitativamente, mediante la aplicación de índices y pruebas no paramétricas y de regresión multinomial dada la naturaleza categórica de la mayoría de las variables. En los capítulos I y II, III se presentan los antecedentes y principales marcos conceptuales de esta tesis, dando cuenta del proceso histórico de inmigración boliviana en Argentina y particularmente en la ciudad de San Salvador de Jujuy. En el capítulo IV correspondiente al primer objetivo de esta tesis, se estudiaron las herbolarias urbanas provenientes de la literatura internacional usando el concepto de hibridación cultural como marco teórico. Se detectaron 63 trabajos de la temática que poseen un rango temporal corto (1991-2016). Los principales resultados muestran que en las ciudades se utilizan alrededor de 531 especies medicinales, principalmente cosmopolitas. Existe un creciente interés en el estudio de herbolarias inmigrantes correspondiente al 33% (21 trabajos). Los procesos de mayor visibilidad en la literatura fueron las Novedades (29%), Relocalización (20%) y Fusión (19%). Al analizar estos artículos a través de una regresión multinomial se advierte en la bibliografía que las herbolarias urbanas con migrantes son menos proclives a fusionar con elementos vegetales exógenos y se advierten más relocalizaciones y restructuraciones en las plantas a utilizar. Mientras que la bibliografía focalizada en el sector de la sociedad urbana sin inmigrantes las fusiones son los procesos más mencionados.En el capítulo V, se desarrollan del segundo al sexto objetivo, que consiste en el trabajo de campo realizado en una comunidad boliviana que reside en un sector urbano-periurbano (Barrios Los Ladrilleros y Los Huaicos) de la ciudad de San Salvador de Jujuy, (Jujuy-Argentina) dedicada a la industria artesanal del armado de ladrillo. Los datos etnobotánicos fueron obtenidos mediante la aplicación de técnicas etnográficas como observación participante, entrevistas abiertas, semi- estructuradas, enlistados libres e historias de vida. Se entrevistaron 24 personas adultas, principalmente mujeres con experiencia en el uso de especies medicinales. Se relevaron 89 especies medicinales (44% nativas y 56% exóticas), de las que lograron mayor consenso Matricaria chamomilla, ?manzanilla? (62%) y Ruta chalepensis, ?ruda? (50%). Las familias Lamiaceas y Asteraceas fueron las más representativas. Se registraron 43 dolencias tratadas con plantas respetando las categorías émicas . La mejor representada fue destinada al tratar los ?dolores de estómago? (18%) y plantas que les ?hacen bien? (12,4%), consideradas como ?adaptógenas?. Se distinguieron distintos ambientes de colección: ?casa y alrededores? (46%), ?comercio? (23%), ?campo? (15%), ?huerta? (15%) y ?trae de Bolivia? (2%). Finalmente, el capítulo VI que corresponde al último objetivo de esta tesis, se analiza el conocimiento botánico local de niños bolivianos e hijos de bolivianos que residen en los barrios Los Ladrilleros y Los Huaicos de San Salvador de Jujuy. Mediante la metodología aula-taller, en una escuela estatal de la ciudad, se indagaron los saberes sobre plantas medicinales que forman parte de los niños y las formas de adquisición de ese conocimiento, así como también el rol que cumple la institución educativa como espacio de apertura a temas vinculados a la realidad local. Se emplearon técnicas propias de la metodología participativa que se utilizan en la indagación etnobotánica. Los resultados arrojaron 42 especies con fines medicinales siendo la especie de mayor frecuencia de uso Ruta sp. ?ruda? (67%). El modo más significativo de transmisión de este conocimiento fue vertical, a través de los abuelos y padres. A modo de conclusión, a nivel global, se puede decir que los migrantes en las ciudades tratan de reproducir sus prácticas con las mismas plantas que conocían en sus sitios de origen, mayormente cosmopolitas y de fácil obtención, sin poner en riesgo su salud con intoxicaciones o usos incorrectos de plantas nuevas. En todo caso, los peligros que sufren se refieren a los impedimentos existentes para que estos colectivos puedan obtener sus plantas y reproducir sus prácticas. En cambio, los trabajos de etnobotánica urbana generales mostrarían que su población no migrante es más proclive a fusionar sin conocimientos previos. A nivel local, en los inmigrantes bolivianos de San Salvador de Jujuy, su farmacopea está dada por una relocalización y reestructuración en su elenco de especies medicinales, tomando en cuenta la importancia de la huerta y casas y alrededores para abastecerse de las plantas de uso medicinal. Se manifiesta una reestructuración de su herbolaria debido a la percepción de procesos de desactivación de conocimientos. Por otra parte, las soluciones locales se basarían en la redundancia, y no en la versatilidad de su herbolaria. Con ello se aseguran su eficacia terapéutica en el tratamiento de enfermedades específicas con especies muy conocidas, de amplia distribución. Con respecto a lo que aprendieron los niños acerca del conocimiento botánico sobre el uso de las plantas medicinales, prevalece una transmisión del conocimiento botánico vertical, principalmente por vía materna. Esto reflejaría un conocimiento botánico con poca incorporación de información exógena, es decir, desde fuera del ámbito familiar. ; Migratory processes are currently attracting the attention of numerous scientific disciplines and governmental institutions. The study of medicinal plant use among migrant communities living in urban areas is also a topic of growing interest, especially because of diverse public health concerns that accompany this phenomenon. The particular case of the Bolivian migration to Argentina is one of the most relevant to our country, with a history of various decades of cultural exchange throughout the country. In their new environments these groups can recreate their herbal medicine, developing strategies to acquire plant resources from their country of origin, incorporate new species and practices from the receiving society, or decrease the use or richness of their medicinal plants. At this point it is important to mention that traditional medicine is a key factor, representative of the lifestyle of Andean communities. This ancestral medical practice is based on the concept of illness as a state of internal imbalance, and employs mainly plants as the means of treatment. Rom the perspective of ethnobotany, a science that studies the relationship between humans and plants, we can analyse the local botanical knowledge (LBK) that develops in intercultural contexts in an urban setting. A useful concept for the analysis of change and the flexibility of LBK in terms of medicinal species in immigrant communities is cultural hybridization. As a theoretical framework the study of distinguishable sub-processes has been suggested, as they can visualise, contextualise and characterise hybridization processes in urban ethnobotanical studies in a more profound way. These sub-processes can result in an increase in the total richness of species (fusion or juxtaposition), the reuse of resources and/or practices in a new environment (relocalisation), the blending of traditional and new plant elements to enhance therapeutic action (recombination), changes and/or substitution of a resource (restructuring), internal grouping of species and practices (spatial segregation), innovation in production, circulation and consumption, and the simultaneous coexistence of different symbolic universes. Understanding the mechanisms of cultural transmission of LBK in a migrant population is key to our comprehension of possible hybridization, since we can obtain a more complete picture of the processes involved in the exchange of wisdom between members of the community. The main objectives of this thesis were: 1) To characterise urban ethnobotanical studies on the use of medicinal plants, whether carried out in migrant populations or not, and analyse their processes of hybridization; 2) Document the richness of medicinal plant species which are of most cultural importance, and the associated practices and values 12 which are still maintained, and those which have changed, in a Bolivian migrant community currently residing in the city of San Salvador de Jujuy; 3) Determine the principal illnesses which are treated with plant resources and whether Bolivian migrants still consult Andean specialists; 4) Investigate how plant resources are acquired and identify the gathering environments used by Bolivian migrants; 5) Analyse the ways of learning and the type of transmission of plant knowledge used among community members; 6) Investigate LBK related to the use of medicinal species in a school context, and the methods of acquisition of this knowledge. In order to carry out this study different methodological strategies were applied which are commonly used in the discipline of ethnobotany, such as a quali-quantitative bibliographical analysis, fieldwork with adults and children, including interviews and participative workshops, and botanical laboratory methodology for the taxonomical definition of species, which also included micrographic techniques. The data obtained were analysed quantitatively and qualitatively, through the application of non-parametric indices and tests, and multinomial regression, given the categorical nature of most of the variables. In chapters I, II and III, background information and the main conceptual frameworks of this thesis are presented, taking into account the historical process of Bolivian migration into Argentina, and particularly the city of Jujuy. In chapter 4, corresponding to the first objective, urban herbal medicine in international literature is studied, using the concept of cultural hybridization as a theoretical framework The bibliographical research was carried out using the following search engines: Scielo (www.scielo.org), Scopus (www.scopus.com) and Google Scholar, and 63 studies with a short time span (1991-2016) were found on this subject. The main results show that approximately 531 medicinal species are used in cities, mainly cosmopolitan species. There is increasing interest in the study of immigrant herbolaria, corresponding to 33% (21 studies) of those found. The most frequently mentioned processes in the literature were Innovation (29%), Relocalisation (20%) and Fusion (19%). Analysis of these articles through multinomial regression revealed that the urban herbal medicine of migrants is less likely to undergo fusion with exogenous plant elements and contains little incorporation of new elements in the list of species used. Relocalisation and restructuring of the plants are found more commonly in these groups. In contrast, fusion is the most frequently mentioned process in the bibliography focusing on the sector of urban society without immigrants. 13 Chapter V deals with objectives 2 – 6, and describes fieldwork carried out in a Bolivian community residing in an urban-periurban sector (Los Ladrilleros and Los Huaicos neighbourhoods) of San Salvador de Jujuy (Jujuy -Argentina). Prior informed consent was obtained from participants, who were selected by means of opportunistic and snowball interviews. The ethnobotanical data were obtained through ethnographic techniques such as participant observation, open and semi-structured interviews, free listing and life histories. Of the 24 adults interviewed most were women with experience of medicinal plant species. A total of 89 medicinal plants were registered (44% were native and 56% exotic), and those with highest consensus were: Matricaria chamomilla, "manzanilla" (62%) and Ruta chalepensis, "ruda" (50%). The Lamiaceae and Asteraceae families being the most represented. Illnesses treated with plants numbered 43, respecting the emic categories . The most common ailment treated was "stomach pains" (18%). The next most common use category is associated with plants that "do one good" (12.4%), considered "adaptogens". Different plant gathering environments were identified: close to the house (46%), shops (23%), countryside (15%), vegetable garden (15%) and "brought from Bolivia" (2%). Finally, chapter VI deals with the last objective of this thesis, the analysis of LBK of Bolivian children and the children of Bolivians who live in the Los Ladrilleros and Los Huaicos neighbourhoods of San Salvador de Jujuy. Using classroom-workshop methodology in a state school in the city, we investigated the children's knowledge of medicinal plants, and the ways they had learned about them. We also analysed the role played by the educational institution in offering an opportunity to deal with subjects related to the local context. Participative methodology was used, as commonly employed in ethnobotanical investigation. Results revealed that 42 medicinal species were known by the children, the species with highest use frequency being Ruta sp. "ruda" (67%). The most important method of transmission of this knowledge was vertical, through grandparents and parents. In conclusion, on a global level it can be said that migrants in cities attempt to reproduce their practices with the same plants as they used in their places of origin, so as not to put their health at risk with toxic plants or incorrect usage. The dangers faced by the communities are associated with the difficulties they experience in the acquisition of their plants and reproduction of their practices. In contrast, general urban ethnobotanical 14 studies show that the non-migrant population is more likely to employ processes of fusion, with no previous knowledge. At a local level, the pharmacopoeia of the immigrant Bolivians in San Salvador de Jujuy is the result of relocalisation and restructuring of their medicinal species, taking into account the importance of vegetable gardens and the areas around their houses to provide a supply of plants with medicinal uses. The restructuring of their herbal medicine is due to their perception of processes of deactivation of knowledge. Local solutions are based on redundancy, and not on the versatility of their herbal medicine. In this way they are assured of effective therapies for the treatment of specific illnesses with very well known species, which have a wide distribution. Regarding the children's LBK related to medicinal species, the vertical transmission of knowledge is predominant, mainly by mothers. This is reflected in the children's knowledge having little exogenous information; that is, from outside their family. ; Fil: Acosta, Marina Eva. Universidad Nacional de Jujuy. Instituto de Ecorregiones Andinas. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Salta. Instituto de Ecorregiones Andinas; Argentina
Why did Wilsonian ideals influence AEF actions in the First World War, and how did that affect the United States' involvement in the nation's first large-scale coalition operation? Wilsonian ideals influenced the AEF's actions in the First World War because most American leaders and soldiers shared Wilson's concepts of Progressivism and believed that the United States should play a role in saving Europe. Even if some did not agree with Wilson's politics, most doughboys shared his ideas of American Exceptionalism, and these views affected United States involvement in the nation's first large-scale coalition operation. In merging the two topic areas of Wilson's ideologies and AEF involvement in the war, this essay will attempt to answer how the American doughboy found motivation in the same principles that guided President Wilson. ; Master of Arts in Military History ; Week 11 Final Paper Wilsonianism in the First World War: Progressivism, American Exceptionalism, and the AEF Doughboy Brian P. Bailes A paper submitted in partial fulfillment of the requirements for the Master of Arts in Military History Norwich University MH 562B Dr. John Broom August 16, 2020 Bailes 2 While the duration of American Expeditionary Forces (AEF) involvement in First World War combat operations remained short compared to the armies of the European powers, the experience had a lasting impact on the United States' status as a global power. President Woodrow Wilson's mediation in the European affair throughout American neutrality, his integration of the AEF into Allied operations, and his contribution to the post-war peace process cast him as a central figure of the conflict as well as a harbinger of United States interventionist foreign policy. Through the more than a century since the end of the war, historians have analyzed and debated various facets of United States belligerency. Historians have explored President Wilson's ideologies and the decision making that ultimately led to him making his April 1917 appeal to Congress for American belligerency. Additionally, historians have expanded on AEF actions in Europe and argued how General Pershing's adamancy on maintaining an independent American command created tension with the Allied leaders. Historians have not connected these two topics to analyze how a reader can conceptually link Wilson's ideas and doughboy exploits in Europe. Why did Wilsonian ideals influence AEF actions in the First World War, and how did that affect the United States' involvement in the nation's first large-scale coalition operation? Throughout the historiography of United States involvement in the First World War, specific themes reoccur as significant areas of consensus. The historiography presents two primary arguments in which historians agree. Historians agree that Wilson's peace objectives drastically differed from those of the Allies, and historians agree that these differences motivated Wilson's decisions regarding how the United States would enter the war. Historians also agree that friction existed between General Pershing and the Allied Commanders once the AEF arrived in Europe and began combat operations. These two commonalities in the historiography remain Bailes 3 relatively constant throughout the past 50 years of historical research, and even when portraying more positive sentiments expressed between AEF and Allied soldiers, historians still note some tension between Pershing and the Allied commanders. Historians agree that Wilson's peace objectives differed significantly from those of the Allies. David Woodford argues that the gap between British imperial interests and Wilson's peace objectives affected the alliance between the United States and England throughout the war.1 William Widenor argues that Wilson failed in achieving his goals during the Versailles Peace Settlement because he attempted to make too many concessions for enduring peace, and he claims that Wilson grew at odds with the Allied leaders at the peace conference.2 George Egerton argues that British policymakers were closely monitoring the dispute within the United States Senate during the Treaty of Versailles conference, and he suggests that British leadership remained skeptical of Wilson's League of Nations.3 Historians capture Wilson's opposing peace aims throughout the European conflict, and they seemingly agree on how these aims influenced Wilson's policies and actions. Some historians cite the most significant gap in peace aims as existing between the United States and France. David Stevenson argues that French leaders were continually at odds with Wilson throughout the war as the French war aims focused much more on their national security, which they saw as requiring the destruction of Imperial Germany.4 Stevenson points out that while Wilson's peace aims differed from England as well as France, many French objectives 1 David R. Woodward, Trial by Friendship: Anglo-American Relations, 1917-1918 (Lexington: The University Press of Kentucky, 1993), 7-25, 35-43, 77-80, 125-9, 208-20. 2 William C. Widenor, "The United States and the Versailles Peace Settlement," Modern American Diplomacy, eds. John M. Carroll and George C. Herring (Lanham: SR Books, 1996), 46-59. 3 George W. Egerton, "Britain and the 'Great Betrayal': Anglo-American Relations and the Struggle for United States Ratification of the Treaty of Versailles, 1919-1920," The Historical Journal 21, no. 4 (December 1978): 885-911, https://www.jstor.org/stable/2638973. 4 David Stevenson, "French War Aims and the American Challenge, 1914-1918," The Historical Journal 22, no. 4 (December 1979): 877-894, https://www.jstor.org/stable/2638691. Bailes 4 were more aggressive against Germany as they involved reclaiming land lost to Germany in previous wars, specifically the 1870 Franco-Prussian War.5 Stevenson highlights the fact that Wilson could not get French officials to see the "two Germanys" concept that prevailed in American thinking at the time. While the American public generally saw two Germanys – the autocratic ruling party dominated by the Prussian elite and the German people living under that oppressive regime – Stevenson argues that France only saw Imperial Germany as a total enemy.6 Robert Bruce explains that during the post-war occupation period, the American doughboys perceived Frenchmen as distrustful and hateful toward German soldiers, and this sullied the alliance between France and the United States.7 In line with Wilson's ideology, historians cite Wilson's desire for Europe to achieve a "peace without victory" as he attempted to serve as a mediator during the United States period of neutrality. These historians ultimately conclude that Wilson believed any of the European powers achieving their aims through victory would lead to a continuation of balance of power politics in Europe. They argue that Wilson thought merely putting an end to the fighting would be the only way to achieve lasting peace. Ross Gregory argues that Wilson acted as a persistent mediator throughout the war as he strove for a "peace without victory."8 Arthur Link explains that Wilson believed a "peace without victory" and a "draw in Europe" proved the best solution for establishing a new system to replace the broken power structure in Europe.9 Ross Kennedy portrays Wilson as advocating the United States as a neutral mediator striving for a "peace 5 Stevenson, 884, 892-4. 6 Stevenson, 885. 7 Robert B. Bruce, A Fraternity of Arms: America & France in the Great War (Lawrence: The University Press of Kansas, 2003), 286-95. 8 Ross Gregory, The Origins of American Intervention in the First World War (New York: W.W. Norton & Company, Inc., 1971), 115-6. 9 Arthur Link, "Entry into World War I," Progress, War, and Reaction: 1900-1933, eds. Davis R.B. Ross, Alden T. Vaughan, and John B. Duff (New York: Thomas Y. Crowell Company, Inc., 1970), 141. Bailes 5 without victory" before the U.S. entered the war, then as an advocate of "just peace" after they entered the war.10 Kennedy argues that Wilson blamed the international system that led to power politics and wanted to have a separate voice in the peace process to shape a new diplomatic and global political order.11 Historians point to Wilson's ideology as a reason for his differing peace objectives, and historians point to Wilson's Christian faith as a significant motivation for his progressive philosophy. Lloyd Ambrosius highlights Wilson's four tenets of national self-determination, open-door economic globalization, collective security, and progressive history as the framework in which he envisioned a global order shaped by American democratic ideals that would bring the world to peace.12 Ambrosius examines Wilson's embrace of "American Exceptionalism" and looks at how his Anglo-American bias clouded his vision and prevented him from seeing the various cultural factors throughout the world.13 Ronald Pestritto examines Wilson's progressive form of history while arguing that Wilson saw democracy emerging within society as a phenomenon only natural to specific groups of people, and he only saw a few civilizations as "progressed."14 Pestritto notes Wilson's Christian inspiration, referencing early manuscripts written by Wilson titled "Christ's Army" and "Christian Progress."15 William Appleman Williams argues that Wilson maintained a Calvinist idealism that intensified the existing doctrine 10 Ross A. Kennedy, "Woodrow Wilson, World War I, and American National Security," Diplomatic History 25, no. 1 (Winter 2001): 15, 29, https://doi.org/10.1111/0145-2096.00247. 11 Kennedy, "Woodrow Wilson, World War I, and American National Security," 2-3. 12 Lloyd E. Ambrosius, Wilsonianism: Woodrow Wilson and His Legacy in American Foreign Relations (New York: Palgrave Macmillan, 2002), 2-47. 13 Ambrosius, Wilsonianism, 125-34; Lloyd E. Ambrosius, Woodrow Wilson and American Internationalism (New York: Cambridge University Press, 2017), 33-49; Lloyd E. Ambrosius, "World War I and the Paradox of Wilsonianism," The Journal of the Gilded Age and Progressive Era 17 (2018): 5-22, https://doi.org/10.1017/S1537781417000548. 14 Ronald J. Pestritto, Woodrow Wilson and the Roots of Modern Liberalism (Lanham: Rowman & Littlefield Publishers, Inc., 2005), 6-61. 15 Pestritto, Woodrow Wilson and the Roots of Modern Liberalism, 23, 40. Bailes 6 based on God's supposed ordination of American influence and expansion in the world.16 Richard Gamble explains that Wilson's vision and rhetoric nested with many of the Christian messages of progressive religious leaders in the United States during the First World War who saw the war as a Christian crusade to spread American ideals.17 Historians seem in unanimous agreement that Wilson's separate peace aims formed the primary impetus for him seeking an independent American presence in the war effort. David Esposito argues that Wilson wanted to have an American presence in the war because he realized that to establish a dominant American voice in the post-war peace talks, the United States needed to make a significant contribution to Allied victory.18 Edward Coffman details the United States' experiences in the First World War by explaining Wilson's desire to gain an independent voice in the peace process.19 David Trask maintains that Wilson wanted to "remain somewhat detached from the Allies" in defeating Imperial Germany to provide Wilson leverage so that he could directly influence the post-war peace process.20 Arthur Link explains that Wilson did see the benefit of not joining the Entente but keeping the United States independent of "any political commitments" with the Allies as providing a chance to ensure an American presence at the peace conference.21 Thomas Knock argues that Wilson faulted the "balance of power" politics of Europe and saw the United States as the actor to save Europe and create a new system of 16 William Appleman Williams, The Tragedy of American Diplomacy (New York: W.W. Norton & Company, 1959; New York: W.W. Norton & Company, 2009), 67-112. Page references are to the 2009 edition. 17 Richard M. Gamble, The War for Righteousness: Progressive Christianity, the Great War, and the Rise of the Messianic Nation (Wilmington: ISI Books, 2003), 22-3, 86-208, 254-5. 18 David M. Esposito, "Woodrow Wilson and the Origins of the AEF," Presidential Studies Quarterly 19 no. 1 (Winter 1989): 127-38, https://www.jstor.org/stable/40574570. 19 Edward M. Coffman, The War to End All Wars: The American Military Experience in World War I (Lexington: The University Press of Kentucky, 1968), 5-8. 20 David F. Trask, The AEF & Coalition Warmaking, 1917-1918 (Lawrence: The University Press of Kansas, 1993), 2-6. 21 Link, "Entry into World War I," 141. Bailes 7 diplomacy.22 Overall, historians agree that President Wilson desired very different peace outcomes for a post-war Europe, and this influenced him as he made decisions regarding United States actions throughout the war. In addition to the agreement that Wilson's peace aims differed from the Allies, historians also agree that once the United States did enter the war and the AEF arrived in Europe, friction quickly developed between General Pershing and the Allied commanders. David Trask argues many instances of "increasing friction" existed between Pershing and the French and British command. Trask includes a case where the Allies "attempted to bypass Pershing" by working directly with Wilson even though Wilson had appointed Pershing as Commander in Chief of the AEF.23 Trask argues that Pershing believed that the preceding few years of trench warfare had "deprived the French and even the British of offensive spirit," and he maintains that with Pershing's "open warfare" tactics, his methods of training drastically differed from the Allies.24 Michael Adas cites disagreement between Pershing and the Allied commanders immediately after Pershing arrived in France due to Pershing's unwillingness to listen to the experienced French and British leaders as they tried to suggest ways to employ the AEF.25 Adas argues that Pershing's desire to pursue "open warfare" did not take into account the realities of trench warfare and resulted in costly casualties.26 Russell Weigley cites frequent tensions between Pershing and the Allied commanders, including an example in September of 1918 in which AEF 22 Thomas J. Knock, To End All Wars: Woodrow Wilson and the Quest For a New World Order (New York: Oxford University Press, 1992; Princeton: Princeton University Press, 2019), 30-69. 23 Trask, AEF & Coalition Warmaking, 38-9. 24 Trask, AEF & Coalition Warmaking, 19. 25 Michael Adas, "Ambivalent Ally: American Military Intervention and the Endgame and Legacy of World War I," Diplomatic History 38 no. 4 (September 2014): 705-7, http://doi.org/10.1093/dh.dhu032. 26 Adas, "Ambivalent Ally," 710. Bailes 8 "traffic congestion" caused a significant disturbance in a visit from Georges Clemenceau.27 Weigley explains that Pershing's belief in "open warfare" would not work due to the enormous American divisions built for the trenches, arguing that Pershing would need "smaller, maneuverable divisions" if he wanted his open warfare to work.28 All historians agree that the issue of AEF amalgamation with the French and British forces served as the primary reason for the friction between the military leaders. David Woodford cites the notion that AEF amalgamation would "undermin[e] the significance of the American military role." Hence, Pershing remained adamant in his stance not to let the Allies use American soldiers to fight under French or British flags.29 Woodward notes that Pershing felt his AEF superior to the Allies as he "believed that the Americans had almost nothing to learn from French and British officers."30 Woodford explains that war aims and peace objectives formed the basis of a fractured Anglo-American relationship that finally crumbled during the peace conference.31 Mitchell Yockelson argues that despite tension between Pershing and the Allied leaders regarding the question of amalgamation, the 27th and 30th Divisions contributed significantly to the Allied effort under British command. Yockelson highlights a fascinating illustration of Pershing's stubbornness in noting that Pershing did not follow the exploits of these divisions even though they proved instrumental in the offensive against the Hindenburg Line.32 As an enduring theme throughout the amalgamation debate, historians point to Pershing's desire for the United States to deliver the decisive blow against Germany with an independent 27 Russell F. Weigley, "Strategy and Total War in the United States: Pershing and the American Military Tradition," Great War, Total War: Combat and Mobilization on the Western Front, 1914-1918, eds. Roger Chickering and Stig Förster (New York: Cambridge University Press, 2000), 333. 28 Weigley, "Pershing and the American Military Tradition," 341-2. 29 Woodward, Trial by Friendship, 57-8. 30 Woodward, 88. 31 Woodward, 7-80, 112-220. 32 Mitchell A. Yockelson, Borrowed Soldiers: Americans Under British Command, 1918 (Norman: University of Oklahoma Press, 2008), 92-228. Bailes 9 American army. Allan Millett argues that Wilson gave Pershing the explicit directive to keep the AEF separate from the Allies and allowed Pershing the freedom to make decisions on how to integrate the AEF.33 Millett cites Pershing's initial plan to use an AEF offensive on Metz as the critical blow that would decide the war and establish an American contribution to defeating Imperial Germany. Pershing would not have his AEF ready to carry out this offensive until 1919, and his stubbornness in dealing with the requests for amalgamation in the interim "frustrated the Allies."34 Bullitt Lowry narrates Pershing's attempt to shape the post-war peace terms by arguing that Pershing wanted to force Germany into an "unconditional surrender." While Lowry concludes that Pershing's effort to influence the political realm failed, he believed that the only way to "guarantee victory" would be to crush Germany in battle.35 David Woodward argues that Pershing believed that the AEF would decide the war by becoming "the dominant role in the war against Germany."36 Woodward cites Pershing's ideas regarding "the aggressive American rifleman, whose tradition of marksmanship and frontier warfare" could rid the Western Front of trench warfare and execute a great offensive against Germany.37 Historians cite the notion throughout the ranks of the AEF that the United States should remain independent from the Allies, and historians point to the fact that many doughboys saw themselves as superior soldiers to the Allies. Robert H. Zieger argues that "virtually the entire military establishment" agreed with Pershing's desire to have an independent American 33 Allan R. Millett, "Over Where? The AEF and the American Strategy for Victory, 1917-1918," Against All Enemies: Interpretations of American Military History from Colonial Times to the Present, eds. Kenneth J. Hagan and William R. Roberts (Westport: Greenwood Press, Inc., 1986), 237. 34 Millett, "Over Where?," 239. 35 Bullitt Lowry, "Pershing and the Armistice," The Journal of American History 55 no. 2, (September 1968): 281-291, https://www.jstor.org/stable/1899558. 36 Woodward, Trial by Friendship, 81. 37 Woodward, 89, 207. Bailes 10 command.38 Still, Zieger does note that this separate American command relied heavily on the Allies for logistics support, and the AEF "misunderstood the military dynamics of the Western Front."39 Richard Faulkner argues that Pershing's doctrine rested on his belief that the "superior American rifle marksmanship, aggressiveness, and skilled maneuvering" could win the fight for the Allies.40 Faulkner argues that American soldiers saw themselves as intervening in the war effort to help the failing French and British, taunting their British partners by claiming AEF stands for "After England Failed." He devotes a chapter named as such to explain the AEF belief in the superiority of the American fighting man.41 Harold Winton argues that Pershing believed that the United States soldier was superior to his European counterpart.42 Jennifer Keene argues that issues such as the treatment of African-American soldiers and disagreements about which nation contributed the most to the Allied victory created rifts between the two allies.43 In her full text, Keene narrates AEF interactions with their French Allies, and she claims that doughboys saw themselves as superior fighters who could help turn the tide of war.44 Michael Neiberg explains that United States citizens and soldiers came away from the conflict with the belief in the "inherent superiority" of the American system over that of Europe.45 38 Robert H. Zieger, America's Great War: World War I and the American Experience (Oxford: Rowman & Littlefield Publishers, Inc., 2000), 92-102. 39 Zieger, America's Great War, 96. 40 Faulkner, Pershing's Crusaders: The American Soldier in World War I (Lawrence: University Press of Kansas, 2017), 285. 41 Faulkner, 281-304. 42 Harold Winton, "Toward an American Philosophy of Command," The Journal of Military History 64, no. 4 (October 2000): 1059, https://www.jstor.org/stable/2677266. 43 Jennifer D. Keene, "Uneasy Alliances: French Military Intelligence and the American Army During the First World War," Intelligence and National Security 13, no. 1 (January 2008): 18-36, https://doi.org/10.1080/02684529808432461. 44 Jennifer D. Keene, Doughboys, the Great War, and the Remaking of America (Baltimore: The Johns Hopkins University Press, 2001), 105-11. 45 Michael S. Neiberg, The Path to War: How The First World War Created Modern America (New York: Oxford University Press, 2016), 23. Bailes 11 Even when historians convey a more positive relationship between the AEF and their Allied counterparts, they still address the tension between Pershing and Allied leadership. Robert Bruce portrays a much more positive partnership between the doughboy and his French ally. Bruce documents Marshal Joseph Joffre's visit to the United States after Congress declared war against Germany to muster American support for the French. By comparing France's visit to Britain's, Bruce argues that Joffre established the framework for an intimate Franco-American partnership.46 Bruce maintains that the French respected the American soldier and viewed the entry of the AEF into the war as the saving grace of the Allies. Bruce narrates a bond between doughboys and French troops that increased as they trained and fought together.47 Despite this positive portrayal by Bruce of the French and AEF bond, Bruce still highlights the tension in Pershing's interactions with French commanders as well as noting the general perception amongst French commanders that Pershing thought "he knew everything there was to know about modern warfare."48 Bruce adds that different peace aims and post-war sentiments towards Germany created disagreements amongst American and French soldiers that fractured the relationship built during the war.49 Of note, Bruce suggests that the doughboys harbored what they saw as a "perceived lack of aggressiveness in the French."50 After synthesizing the historiography, the question remains regarding how these two arguments can be linked. Why did Wilsonian ideals influence AEF actions in the First World War, and how did that affect the United States' involvement in the nation's first large-scale 46 Robert B. Bruce, "America Embraces France: Marshal Joseph Joffre and the French Mission to the United States, April-May 1917," Journal of Military History 66 no. 2 (April 2002): 407-441, http://doi.org/10.2307/3093066; Bruce, A Fraternity of Arms, 32-59. 47 Bruce, A Fraternity of Arms, 86-121. 48 Bruce, A Fraternity of Arms, 128, 143. 49 Bruce, A Fraternity of Arms, 286-95. 50 Bruce, A Fraternity of Arms, 122. Bailes 12 coalition operation? Wilsonian ideals influenced the AEF's actions in the First World War because most American leaders and soldiers shared Wilson's concepts of Progressivism and believed that the United States should play a role in saving Europe. Even if some did not agree with Wilson's politics, most doughboys shared his ideas of American Exceptionalism, and these views affected United States involvement in the nation's first large-scale coalition operation. In merging the two topic areas of Wilson's ideologies and AEF involvement in the war, this essay will attempt to answer how the American doughboy found motivation in the same principles that guided President Wilson. Perhaps a reader will identify that the AEF demonstrated trends in Europe that highlight an "American way of war" that still resonates in United States coalition operations today. When President Wilson brought the United States into the First World War in April of 1917, he sold it as an effort to make the world safe for democracy. In Wilson's war address to Congress, Wilson called Imperial Germany's resumption of their unrestricted submarine campaign "warfare against mankind."51 Wilson maintained that Imperial Germany had given the United States no other choice but to declare war when they resumed their submarine attacks on merchant ships in the early spring of 1917. Still, Wilson furthered his justification for war by appealing to the broader ideal of fighting to defeat the Imperial German autocracy. Wilson described the "selfish and autocratic power" against which a free people needed to wage war.52 Later in his address, Wilson stated that he found hope in what he saw as the restoration of power to the people demonstrated in the Russian Revolution. Wilson saw a pre-Lenin revolution as 51 Woodrow Wilson, "Address to a Joint Session of Congress Calling for a Declaration of War" in "President Wilson," Essential Writings and Speeches of the Scholar-President, ed. Mario R. DiNunzio (New York: NYU Press, 2006): 399, https://www.jstor.org/stable/j.ctt9qfgbg.15. 52 Wilson, "Declaration of War," 400. Bailes 13 bringing democracy to the people of Russia, and it opened the door for the realization that the Allies fought because "the world must be made safe for democracy."53 Arthur Link comments on Wilson's initial optimism on hearing of the Russian Revolution overthrowing Czar rule.54 While the Russian Revolution took a different turn in the following years, the initial news of the Russian people revolting against the Czar gave Wilson confidence that democracy could spread in Europe since now the Allies truly represented a democratic system. Wilson had spent the first years of the war trying to mediate peace in Europe through United States neutrality, and he tried to negotiate an end to the fighting without a victory for any of the imperial belligerents. Wilson did not see a lasting peace coming to Europe if any of the imperial powers achieved their peace objectives, so he attempted to mediate a truce. Kendrick Clements narrates how Wilson's desire to keep the United States neutral grew at odds with his economic support for the Allies. War for the United States rose to be more likely as Imperial Germany became increasingly aggravated with the United States for supplying aid to France and Britain while professing neutrality.55 Fraser Harbutt argues that at the initial outbreak of war in Europe, leaders as well as citizens of the United States concerned themselves with the economic impacts of the war primarily, and the United States benefited economically by supporting the Allies, specifically in the steel trade.56 Imperial Germany's resumption of unrestricted submarine warfare, as well as the capture of Germany's Zimmerman Telegram in January 1917, soliciting an alliance with Mexico, prompted Wilson to support waging war on Imperial Germany. Now American entry into the conflict presented Wilson with some new options for shaping the post- 53 Wilson, "Declaration of War," 401-2. 54 Link, "Entry into World War I," 122-3. 55 Kendrick A. Clements, "Woodrow Wilson and World War I," Presidential Studies Quarterly 34, no. 1 (March 2004: 62-82, https://www.jstor.org/stable/27552564. 56 Fraser J. Harbutt, "War, Peace, and Commerce: The American Reaction to the Outbreak of World War I in Europe 1914," An Improbable War? The Outbreak of World War I and European Political Culture Before 1914, eds. Holger Afflerbach and David Stevenson (New York: Berghahn Books, 2007), 320-1. Bailes 14 war world. Thomas Knock describes how even though the United States entry into the war meant the essential failure of Wilson's "Peace Without Victory," the international community had seemingly bought into Wilson's concept of "collective security."57 In the previous few years of American neutrality, Wilson had advocated for creating a collection of democratic nation-states to band together to prevent war, and by 1917 the international community seemed interested. Wilson would use American belligerency to shape his new world order for peace. Russia's withdrawal from the war in March of 1918 made the need for a United States presence all the more significant for the Allies. The American soldier would be a crusader of sorts, attempting to cure Europe of the diplomacy of old that had brought her to destruction. The European July crisis of 1914 that erupted in a full-scale war the following month proved to be the culmination of decades of the European balance of power diplomacy that led to rival alliances and an armament race between the feuding dynasties.58 European power politics had dominated the continent for centuries, which inevitably escalated into a world war, and the United States soldier would have the opportunity to save the nations from which most of their ancestors had descended. Michael Neiberg argues that by 1917, the American people felt an obligation to enter the war to save Europe. While the people of the United States supported neutrality initially, Neiberg explains that public opinion swayed over time toward a desire to save Europe from the terror of Imperial Germany.59 The United States Secretary of War from 1916-1921, Newton Baker, published a text almost two decades after the armistice in which he maintained that the United States went to war to stop Imperial Germany and make the world safe for democracy. Baker took issue with the 57 Knock, To End All Wars, 115. 58 James Joll and Gordon Martel, The Origins of the First World War, 3rd ed. (New York: Routledge, 2013), 9-291. 59 Neiberg, The Path to War, 7-8, 31-3, 235. Bailes 15 historians of the 20s and 30s who claimed that economic interest influenced the United States entry into the war, and he argued they ignored the necessity of U.S. involvement to stop Germany. Baker explained that the American public remained overwhelmingly critical of the German autocracy and desired to intervene to save the European people.60 Private Alexander Clay of the AEF's 33rd Division demonstrated this sense of duty as he wrote regarding his 1918 deployment to France. As Clay's ship passed the Statue of Liberty while leaving the New York harbor, he thought to himself of the French leader Lafayette's role in securing United States victory during the American Revolution. He wrote that the AEF went to France to "repay the debt of our gratitude to your country for your country's alliance with our country in obtaining liberty from an oppressor England."61 For the United States to effectively reshape the world, there needed to be an independent American command that would ensure the United States contributed to the victory over Imperial Germany, which would give Wilson his seat at the post-war peace talks. In a January 22, 1917 address to the Senate in which he articulated his vision for peace in Europe, Wilson claimed that the warring European nations could not shape a lasting peace. While Wilson still did not advocate for United States intervention at this point, he did state that to achieve peace "[i]t will be absolutely necessary that a force be created as a guarantor of the permanency of the settlement so much greater than the force of any nation now engaged or any alliance hitherto formed or projected that no nation, no probable combination of nations could face or withstand it."62 In this speech, Wilson advocated for a "peace without victory" because he did not envision a peaceful 60 Newton D. Baker, Why We Went to War (New York: Harper & Brothers, 1936), 4-10, 20, 160-3. 61 Private Alexander Clay in American Voices of World War I: Primary Source Documents, 1917-1920, ed. Martic Marix Evans (Chicago: Fitzroy Dearborn Publishers, 2001; New York: Routledge, 2013), 19, Kindle. 62 Woodrow Wilson, "Essential Terms for Peace in Europe" in "President Wilson," Essential Writings and Speeches of the Scholar-President, 393. Bailes 16 outcome if any of the imperial powers achieved victorious peace terms.63 Wilson reiterated his stance that the United States should play a decisive role in shaping post-war Europe and ensuring that "American principles" guided the rest of the world.64 When the United States declared war against Imperial Germany a few months after this speech, it essentially put Wilson's vision into motion. Diplomatic historian William Widenor argues that Wilson realized that the United States needed to participate in the war "rather than as an onlooker" to achieve his visions for peace.65 Widenor notes Wilson's desire for the United States to enter the war as an "associate" to the Entente as opposed to an "ally," and Widenor maintains that Wilson desired to change the world and "democratize and also, unfortunately, to Americanize it."66 The late international historian Elisabeth Glaser captures the Wilson administration's balancing between maintaining an economic relationship with the Entente powers while attempting to remain "an independent arbiter in the conflict."67 Wilson appointed General Pershing to lead the American effort, and Wilson gave him the simple instruction to keep the American Expeditionary Forces as a command separate from the Allies. In 1928, the Army War College published The Genesis of the American First Army, which documented the details surrounding how the War Department created an independent army of the United States. The text includes a caption from Secretary of War Baker's memorandum to Pershing. Baker informed Pershing of Wilson's order to "cooperate with the forces of the other countries employed against the enemy; but in so doing the underlying idea must be kept in view that the forces of the United States are a separate and distinct component of 63 Wilson, "Essential Terms for Peace in Europe," 394. 64 Wilson, 396-7. 65 William C. Widenor, "The United States and the Versailles Peace Settlement," 42. 66 Widenor, 42-3. 67 Elisabeth Glaser, "Better Late than Never: The American Economic War Effort, 1917-1918," Great War, Total War: Combat and Mobilization on the Western Front, 1914-1918, eds. Roger Chickering and Stig Förster (New York: Cambridge University Press, 2000), 390. Bailes 17 the combined forces, the identity of which must be preserved."68 The President did give Pershing the authority to decide how the AEF would integrate into Allied operations. Upon Pershing's June 13, 1917 arrival in Paris, he began making decisions regarding AEF employment as it pertained to logistics, training, and an initial American area of operations on the Western Front. With a plan of achieving a force of 1,328,448 men in France by the end of 1918, Pershing needed to ensure his troops were able to build combat power and prepare for war while simultaneously ensuring that he maintained a distinct American command.69 The following 17 months of conflict with American boots on the ground in Europe saw significant political and diplomatic friction between Pershing and the Allied commanders. Pershing attempted to keep his AEF intact while satisfying Allied requests for American soldiers to replace French and British casualties, especially when Germany launched their Spring 1918 offensives. Pershing described in his memoirs that the French and British requested American soldiers to fill their gaps on the front lines when they had each sent diplomatic missions to America shortly after the United States entered the war. Pershing maintained his adamancy against the United States "becoming a recruiting agency for either the French or British," and he recounted that the War Department retained his position as well.70 While Allied leaders ostensibly supported having an independent American army participate in the war effort, the need to replace casualties in the trenches proved to be their immediate concern. Russia withdrawing from the conflict allowed Germany to reinforce their strength on the Western Front and mount a series of offensives. Germany knew they had a limited window of time for victory 68 Army War College (U.S.) Historical Section, The Genesis of the American First Army (Army War College, 1928), Reprints from the collection of the University of Michigan Library (Coppell, TX, 2020), 2. 69 The Genesis of the American First Army, 2-9. 70 John J. Pershing, My Experiences in the World War, vol. 1 (New York: Frederick A. Stokes Company, 1931), 30-3. Bailes 18 with the United States continuing to build combat power, so they surged in the early months of 1918. Pershing faced a strategic dilemma of trying to support the Allies and get his troops in the fight while simultaneously attempting to build an independent American army. Ultimately, Pershing gave the Allies some of his army divisions as much needed replacements, and he made an effort to ensure that these divisions remained as intact as possible. Pershing endeavored to organize these divisions under a U.S. corps level command, but this corps command proved mostly administrative rather than tactical.71 By the time Pershing activated his independent American First Army, it only spent a few months in combat. The temporarily amalgamated doughboys Pershing gave to the Allies to meet their requests had contributed more to the defeat of Imperial Germany than Pershing's independent army. Mostly because Pershing had interspersed his divisions throughout the French and British fronts to meet the Allied requests for replacements, the American First Army did not activate until August of 1918. The September 20-25 Meuse-Argonne offensive would be the first significant operation for Pershing's independent army.72 David Trask concludes his critique of Pershing by recognizing the contribution that the American soldier played in providing manpower to the Allies. Trask commends the bravery of the American doughboy, but he argues that the amalgamated U.S. divisions contributed more to victory than the American First Army.73 In a similar vein, Mitchell Yockelson contends that the 27th and 30th Divisions who remained under British command throughout the war benefited over the rest of the AEF from extensive training led by the experienced British troops, and they contributed significantly to the Allied 71 The Genesis of the American First Army, 9-46. 72 John J. Pershing, Final Report of Gen. John J. Pershing: Commander-in-Chief American Expeditionary Forces. (Washington: Government Printing Office, 1919), 37-8; The Genesis of the American First Army, 45-58. 73 Trask, The AEF & Coalition Warmaking, 174-7. Bailes 19 victory.74 Pershing detailed his plans to capitalize on the initiative gained with his Meuse-Argonne offensive to deliver his decisive blow against Germany. The November 11 armistice came before he could achieve his grand vision.75 While the American doughboy played a critical role in providing an Allied victory over Imperial Germany, Pershing never realized his concept of an independent American command autonomously crushing the German army. The American soldier contributed most significantly to the Allied victory by taking part in offensives planned and conducted under the control of French and British Generals. Understanding American motivation during the war effort requires understanding the Progressive Movement taking place in the early-twentieth-century United States. Michael McGerr writes a detailed account of the cause and effect of the Progressive Movement. McGerr describes the wealth disparity brought about by Victorian society and the Gilded Age, and the class conflict emerging from this gave birth to a social and political movement that attempted to enact massive change in the American system.76 McGerr claims that the Progressive Movement attempted such major reform that no social or political action since has tried "anything as ambitious" due to the adverse reactions of such massive change.77 The Progressive Movement engulfed American society and brought about changes in family structures, race relations, and governmental powers. Herbert Croly illustrated the drive for monumental change rooted in the Progressive Movement with his text Progressive Democracy. In his narrative, Croly advocated for a complete overhaul of the American system to achieve freedom and alleviate wealth disparity. Croly saw governmental reform as the method for spreading democracy to all 74 Yockelson, Borrowed Soldiers, 213-23. 75 Pershing, My Experiences in the World War, vol. 2, 355-87. 76 McGerr, A Fierce Discontent, 3-146. 77 McGerr, 315-9. Bailes 20 citizens.78 In describing American public opinion during the time of United States entry into World War I, David Kennedy argues that for those Americans who championed progressive ideals, "the war's opportunities were not to be pursued in the kingdom of commerce but in the realm of the spirit."79 While the United States maintained a formidable economic link with the Allies throughout American neutrality, Wilson appealed to American ideals to garner public support for the war. United States entry into the war did not come as the natural development of the Progressive Movement. Still, the American public's reason for supporting the war certainly borrowed progressive sentiments. Wilson championed progressive initiatives that had ingrained themselves in the national mood of early-twentieth-century America. Wilson ran for President in 1912 on the principles he codified the following year in his text The New Freedom. Wilson argued that the Jefferson era of United States democracy had long ended. Wilson maintained that because of the new complexities found in American society, a "reconstruction in the United States" needed to occur to achieve real economic and social freedom.80 Ronald Pestritto articulates Wilson's vision for a governmental system as it relates to a society's history and progress. According to Wilson, the method of government that works for people depends on how far that population has progressed. In that manner, the government should always change to reflect the progression of its people best.81 Pestritto argues that a major theme found in Wilson's 1908 text Constitutional Government in the United States rests in the idea that: [T]here are four stages through which all governments pass: (1) government is the master and people are its subjects; (2) government remains the master, not through 78 Herbert Croly, Progressive Democracy (New York: Macmillan, 1914; New Brunswick: Transaction Publishers; Second printing 2006), 25, 103-18. 79 David M. Kennedy, Over Here: The First World War and American Society (New York: Oxford University Press, 1980; New York: Oxford University Press, 2004), 39. 80 Woodrow Wilson, The New Freedom: A Call for the Emancipation of the Generous Energies of a People (New York and Garden City: Doubleday, Page & Company, 1913), www.philosophical.space/303/Wilson.pdf. 81 Pestritto, Woodrow Wilson and the Roots of Modern Liberalism, 34-42. Bailes 21 force but by its fitness to lead; (3) a stage of agitation, when leaders of the people rise up to challenge the government for power; and (4) the final stage, where the people become fully self-conscious and have leaders of their own choosing.82 Wilson epitomized the Progressive Movement's ideals regarding the government adapting to the changes of the people to create a more representative system of government. He would appeal to these principles in advocating for United States intervention in Europe. An underlying sentiment existed within the Progressive Movement that sought to bring about massive change, and this energy extended into the war effort. Lloyd Ambrosius explains the rise of the United States as an imperial power during the Gilded Age and Progressive Era. The outcome of the American Civil War created a more powerful central government, and economic growth during the following decades allowed more opportunity for global expansion.83 As the United States extended its global presence, the ideals that formed the nation began to influence foreign policy. David Kennedy writes about the shift in prominent progressives toward support of the war effort. Kennedy references John Dewey as a significant advocate for utilizing the war to satisfy progressive initiatives. According to Kennedy, progressives found appeal in Wilson's reasons for American belligerency in Europe as "a war for democracy, a war to end war, a war to protect liberalism, a war against militarism, a war to redeem barbarous Europe, a crusade."84 Michael McGerr states that the First World War "brought the extraordinary culmination of the Progressive Movement."85 Regardless of the typical progressive view of war, progressives could find merit in Wilson's justification for United States involvement. 82 Pestritto, 37. 83 Ambrosius, Woodrow Wilson and American Internationalism, 26-32. 84 Kennedy, Over Here: The First World War and American Society, 50-3. 85 McGerr, A Fierce Discontent, 280. Bailes 22 Even though a vast segment of the United States population did not support going to war in Europe, the notion of saving Europe still permeated throughout American society. In a series of essays published in the July 1917 edition of The Annals of the American Academy of Political and Social Science, multiple thinkers of the time expressed the necessity of the United States entering the war to save Europe. Miles Dawson argued the importance of the United States' mission in the war by documenting the five "fundamentals" that made the United States unique, and he explained the importance of spreading those principles globally. Dawson advocated for the spreading of American ideals throughout the rest of the world.86 George Kirchwey argued that the United States must go to war to defeat Imperial Germany and secure peace. Kirchwey suggested that the war was a fight against an autocratic empire and a crusade to make the world safe for democracy. Kirchwey maintained that the United States needed to lead the effort in creating a world order for peace.87 Samuel Dutton saw the purpose of the United States as transcending party lines. Dutton suggested that the aim of defeating autocratic Imperial Germany needed to be a united American mission.88 Emily Greene Balch wrote that the United States "enters the war on grounds of the highest idealism, as the champion of democracy and world order."89 Walter Lippman argued that once the United States entered the war, they were obligated to fight to make the world safe for democracy. Lippman placed the blame for the war squarely on Germany and their aggression in Belgium and unrestricted submarine warfare. Similar to Wilson in his war address, Lippman drew parallels to the Russian Revolution and the 86 Miles M. Dawson, "The Significance of Our Mission in This War," The Annals of the American Academy of Political and Social Science 72 (July 1917): 10-13, http://www.jstor.com/stable/1013639. 87 George W. Kirchwey, "Pax Americana," Annals, 40-48, http://www.jstor.com/stable/1013645. 88 Samuel Dutton, "The United States and the War," Annals, 13-19, http://www.jstor.com/stable/1013640. 89 Emily Greene Balch, "The War in Its Relation to Democracy and World Order," Annals, 28-31, https://www.jstor.org/stable/1013643 Bailes 23 importance of it signaling that the Allies truly represented democracy.90 Wilson's reasons for war had found a voice in the academic circles of the United States, and they nested well with the progressive message. Wilson's goals for peace illustrate how Progressive initiatives manifested into the global sphere. In his August 18, 1914 address advocating for the American population to remain neutral during the European conflict, Wilson maintained that the United States held a responsibility "to play a part of impartial mediation and speak the counsels of peace and accommodation, not as a partisan, but as a friend."91 Similarly, when addressing the Senate over two years later communicating his persistent intent of mediating peace in Europe through American neutrality, Wilson criticized the demands for peace submitted by the Entente that sought revenge over Imperial Germany rather than a lasting peace. Wilson instructed that "peace must be followed by some definite concert of power which will make it virtually impossible that any such catastrophe should ever overwhelm us again."92 In line with his progressive ideology, Wilson believed in United States intervention in the European conflict that would fundamentally improve their diplomatic system entirely. The United States would intervene in Europe to not only end the conflict but restructure the political climate in a more peaceful, progressive manner. Kendrick Clements argues that Wilson's economic and diplomatic decisions throughout United States neutrality drew him into the war gradually as he continued to side with the Allies. Wilson attempted to maintain his ideals for peace as the United States continued to get closer to belligerency.93 When the United States entry into the war proved virtually inevitable, Wilson 90 Walter Lippman, "The World Conflict in Its Relation to American Democracy," Annals, 1-10, https://www.jstor.org/stable/1013638. 91 Woodrow Wilson, "An Appeal for Neutrality in World War I," 390. 92 Woodrow Wilson, "Essential Terms for Peace in Europe," 392. 93 Clements, "Woodrow Wilson and World War I," 63-81. Bailes 24 ensured that the reasons for fighting aligned with the progressive energy that moved within American society. A religious vigor inspired military action that can be seen as a product of the Progressive Movement as well. Richard Gamble narrates the origin of the opinion that the United States represented a light for the rest of the world, and he describes how this concept brought the nation into the war. Gamble argues that these Christian ideals drove the political climate as Wilson's vision echoed the religious sentiment, and they prompted men to fight.94 Gamble describes the "social gospel" movement that had energized progressive Christians in the United States as extending into the international realm. The same energy that had influenced Christians to enact domestic change had transcended into a desire to improve the world, and Wilson ensured these sentiments carried over into United States foreign policy.95 Ronald Pestritto argues Wilson's religious conviction and explains that Wilson linked his faith with his duty to help shape the rest of the world. Pestritto explains the belief that "America was a key battleground in the victory of good over evil."96 Richard Gamble's mention of literature such as Washington Gladden's 1886 "Applied Christianity" highlights the popular message of progressive faith that nests with Pestritto's argument.97 Wilson illustrated the linkage of religion and progressive reform when he spoke in Denver, Colorado, in a 1911 build-up to his run for the Presidency. Wilson commented that "liberty is a spiritual conception, and when men take up arms to set other men free, there is something sacred and holy in the warfare."98 Wilson went on to champion the necessity of finding truth in the Bible's message, and he concluded by warning against believing "that 94 Gamble, The War for Righteousness, 5-87. 95 Gamble, 69-87. 96 Pestritto, Woodrow Wilson and the Roots of Modern Liberalism, 40-3. 97 Gamble, The War for Righteousness, 49-67. 98 Woodrow Wilson, "The Bible and Progress" in "On Religion," Essential Writings and Speeches of the Scholar-President, https://www.jstor.org/stable/j.ctt9qfgbg.7, 54. Bailes 25 progress can be divorced from religion."99 To Wilson, Christianity taught the spiritual duty of working toward social progress, and most progressive men of faith believed in these same sentiments which carried over toward United States actions in France. At the core of this Progressive energy and Wilson's peace aims were the sentiments surrounding an idea of American Exceptionalism. Many of the same ideas found in the religious aspect of the need to work for social progression catered to a sense of American Exceptionalism. In the same May 7, 1911 address in Denver, Colorado, Wilson spoke of the greatness of the United States as a direct correlation to the religious zeal and Biblical principles with which the founders had established the nation. According to Wilson, "America has all along claimed the distinction of setting this example to the civilized world."100 Wilson believed that the United States should serve as the model of Christian values for the rest of the world as "America was born to exemplify that devotion to the elements of righteousness which are derived from the revelations of Holy Scripture."101 In his text In Search of the City on a Hill, Richard Gamble describes how the United States narrative utilized an interpretation of divine providence to create an image of a nation built on religious principles that should serve as an example for the rest of the world.102 Lloyd Ambrosius describes the prevalent belief in the early twentieth-century United States that considered the United States a "providential nation" as citizens attempted to justify global expansion.103 If the United States existed as a providential manifestation of God's will, then that could rationalize the spread of the American system into the international realm. 99 Wilson, "The Bible and Progress," 53-9. 100 Wilson, 56. 101 Wilson, 59. 102 Richard M. Gamble, In Search of the City on a Hill: The Making and Unmakng of an American Myth (London: Continuum International Publishng Group, 2012), 6-119. 103 Ambrosius, Woodrow Wilson and Ameriam Internationalism, 33. Bailes 26 Men of faith found a divine message in the need for the United States to intercede in the global sphere to mold the world in her image. Wilson's brand of progressive history nested well with his idea of American Exceptionalism. Lloyd Ambrosius explains Wilson's fundamental belief that "primitive peoples moved toward greater maturity over the generations."104 Wilson applied this to the history of the United States. As Ronald Perstritto describes, Wilson believed that "the history of human progress is the history of the progress of freedom."105 As people progressed, they, in turn, developed a governmental system that allowed for more representation for its citizens. According to Ambrosius, Wilson believed that "the United States represented the culmination of progressive historical development."106 The American people had achieved real progression in Wilson's historical model, and democracy achieved through the American Revolution solidified his theory. Wilson certainly made this point evident in his writings regarding history. Wilson suggests that "the history of the United States demonstrates the spiritual aspects of political development."107 The United States embodied the ideal form of Wilson's progressive history. Wilson saw it as the responsibility of the United States to spread its exceptional personification of progressive history with the rest of the world. Wilson acknowledged his views on the uniqueness of the United States in his New Freedom. While arguing for progressive reform in the states, Wilson stated that "[t]he reason that America was set up was that she might be different from all the nations of the world."108 Indeed, Wilson believed in the providential nature of the United States, and he desired to shape the rest of the world. 104 Ambrosius, Woodrow Wilson and American Internationalism, 236. 105 Pestritto, Woodrow Wilson and the Roots of Modern Liberalism, 37. 106 Ambrosius, Woodrow Wilson and American Internationalism, 236. 107 Woodrow Wilson, "The Historian," Essential Writings and Speeches of the Scholar-President, 216, https://www.jstor.org/stable/j.ctt9qfgbg.10. 108 Wilson, The New Freedom, 16. Bailes 27 Early in the war during the period of United States neutrality, Wilson's reasons for remaining neutral stemmed from his belief in the exceptional nature of the American system and his desire for the United States to stay clear of European affairs. Even in American neutrality, Wilson still sought to mediate a peace in Europe because he perceived a chance to spread the democracy of the United States to Europe. Wilson believed that he needed to mediate in the European conflict because "mere terms of peace between the belligerents will not satisfy even the belligerents themselves," and he questioned whether the Entente and Central powers fought "for a just and secure peace, or only for a new balance of power."109 Wilson's peace aims were in sharp contrast to the Allied leaders, which illustrated his emphasis that the United States should mold a post-war Europe, and this tied directly to American Exceptionalism. While the British leadership concerned themselves with imperial interests, the French sought revenge on Germany from the 1870 Franco-Prussian War. Wilson made it clear in his war address that the United States had "no quarrel with the German people."110 Wilson's vision for a post-war world remained focused on a lasting peace rather than what he perceived as selfish imperial gains or senseless revenge. American Exceptionalism formed the foundation for the interventionist foreign policy of the Progressive Era, and it profoundly motivated Wilson as well as the bulk of American society. Diplomatic historian William Appleman Williams details the rise of the United States as a global power. Williams argues that most Americans in the early twentieth-century United States agreed not only with "Wilson's nationalistic outlook," but they also agreed that the nation should serve as an example for the rest of the world.111 As mentioned previously, Miles Dawson contributed 109 Woodrow Wilson, "Essential Terms for Peace in Europe," 393. 110 Woodrow Wilson, "Declaration of War," 401. 111 Williams, The Tragedy of American Diplomacy, 86. Bailes 28 to the July 1917 The Annals of the American Academy of Political and Social Science to voice the justification of United States intervention in France. In his text, Dawson defined the five uniquely American fundamentals as: 1. The inalienable right of every man to life, liberty and the pursuit of happiness – not as a mere dead saying, but as a living reality. 2. The right of local self-government, within territories possessing or entitled to claim such right, embracing every power of government not expressly granted to the union. 3. The guaranty to each state of a forum for the redress of grievances of one state against another with full power to enforce the verdict of that forum. 4. The guaranty of a republican form of government to each constituent state. 5. The right and duty to maintain the union.112 To thinkers like Dawson, this unique set of traits not only provided United States citizens with a system of government that separated them from the rest of the world, but it inherently gave them a duty to spread the American ideology to the rest of the world. Fundamentally, the idea that the world should take the lead from the United States exemplified the broad theme of American Exceptionalism inspiring AEF actions in the war. With Progressivism and American Exceptionalism at the root of the war effort, the citizen-soldier of the AEF found inspiration in the same rhetoric. Nelson Lloyd described the "melting-pots" of the army cantonment areas in which soldiers who were born outside of the United States "have become true Americans. They have learned the language of America and the ideals of America and have turned willing soldiers in her cause."113 Michael Neiberg argues that a lasting legacy of United States involvement in the war became a unified American mission superseding any cultural allegiance, and "disagreements would no longer be based on ethnicity 112 Dawson, "The Significance of Our Mission in This War," 11. 113 Newson Lloyd, How We Went to War (New York: Charles Scribner's Sons, 1922), 58, https://archive.org/details/howwewenttowar00lloyrich/page/n7/mode/2up. Bailes 29 or religion."114 United States entry into the war gave the American citizen-soldier a reason for fighting to preserve a democratic system in Europe, and Wilson's belief that the United States would play a central role became widespread amongst the ranks of the AEF. Lieutenant Willard Hill of the Transport Division and 94th Aero Pursuit Squadron claimed when hearing of the United States entry into the war "that this war is not over yet and that the U.S. troops will play a very decisive factor."115 The purpose of United States entry into the war inspired an idealism that would unify soldiers and champion a belief that the AEF would save Europe from the autocracy of Imperial Germany. Private Willard Newton of the 105th Engineers, 30th Division, exclaimed his joy during the September offensives by stating, "[a]t last we are at the beginning of a real battle between Prussianism and Democracy! And we are to fight on the side of Democracy that the world may forever be free from the Prussian peril!"116 The sentiments of these soldiers expressed a voice that echoed Wilson's desire to utilize an American army to bring peace to Europe, and Pershing dutifully followed his instructions. Pershing's stubbornness in not giving in to the Allies' request to amalgamate troops remained the most significant source of friction between him and the Allied military leaders. Still, Pershing's belief that the doughboy remained a superior warrior to the French and British soldier intensified Pershing's negative feelings toward his Allied counterparts. Pershing did not hide his views regarding coalitions when he wrote early in his memoirs that "[h]istory is replete with the failures of coalitions and seemed to be repeating itself in the World War."117 Russell Weigley argues that Pershing believed "that only by fighting under American command would 114 Michael S. Neiberg, "Blinking Eyes Began to Open: Legacies from America's Road to the Great War, 1914-1917," Diplomatic History 38, no. 4 (2014): 812, https://doi:10.1093/dh/dhu023. 115 Lieutenant Willard D. Hill (Cleburne, Texas) in American Voices of World War I, 47. 116 Private Willard Newton (Gibson, North Carolina) in American Voices of World War I, 140. 117 Pershing, My Experiences in the World War, vol. 1, 34. Bailes 30 American soldiers retain the morale they needed to fight well."118 This assertion proved incorrect as those American doughboys who fought under French and British command performed extraordinarily.119 David Trask maintains that Pershing's "presumption that the American troops were superior to others in the war helps explain his stubborn insistence on an independent army even during the greatest crisis of the war."120 Although the German Spring Offensives of 1918 put the Allies in desperate need of replacements, Pershing held his ground in resisting amalgamation. He only agreed to temporary amalgamation after much deliberation. Pershing's plan required maintaining a separate and distinct American force if the United States was to play a critical role in defeating Imperial Germany. This plan did not always synchronize with General Foch's overall plan for the Allied strategy for defeating Imperial Germany. Mitchell Yockelson describes an instance in late September 1918 in which a newly established AEF officers' school near Pershing's headquarters pulled a bulk of American officers from the front lines, which "affected the AEF First Army divisions that were about to attack in the Meuse-Argonne operation."121 United States political leadership back home undoubtedly noticed the friction between Pershing and the Allied leaders. David Woodward mentioned that at one point, Wilson and Secretary Baker intervened to plead with Pershing to be more accommodating to the Allies. According to Woodward, "Pershing proved as immovable as ever when it came to wholesale amalgamation and introducing Americans to trench warfare before he deemed them ready for combat."122 118 Weigley, "Pershing and the U.S. Military Tradition," 335. 119 Weigley, 335. 120 Trask, The AEF & Coalition Warmaking, 61. 121 Yockelson, Borrowed Soldiers, 127. 122 Woodward, Trial by Friendship, 168-9. Bailes 31 Pershing's doctrine of "open warfare" proved predicated on a firm belief in the exceptional quality of the American fighting man. In his memoirs, Pershing documented his view that the results of the Battle of the Marne had placed the opposing forces in a trench defensive that had taken away their aggression and ability to fight an offensive battle. Pershing maintained that "victory could not be won by the costly process of attrition, but it must be won by driving the enemy out into the open and engaging him in a war of movement."123 Sergeant-major James Block of the 59th Infantry, 4th Division, wrote after an offensive near Belleau Wood that his troops "had proven to ourselves that we were the Hun's master, even in our present untrained condition. The Hun could not stand before us and battle man to man."124 David Trask argues that Pershing's reliance on the rifle and bayonet under his open warfare doctrine limited the AEF's ability to adapt to the combined arms fight as quickly as did the French and British.125 In his Final Report, Pershing praised the Allied training system that prepared his inexperienced troops for combat on the Western Front. Although he admitted that his soldiers needed to learn from the experiences of the combat tested French and British, he stated that "[t]he long period of trench warfare had so impressed itself upon the French and British that they had almost entirely dispensed with training for open warfare."126 Pershing relied heavily on his infantrymen, and he saw the rifle and the bayonet as the superior weapon. He did not factor advances in the machine gun, tanks, and artillery to integrate all lethal assets onto the battlefield. According to Richard Faulkner, Pershing planned on using his troops – who he believed were 123 Pershing, 151-4. 124 Sergeant-major James W. Block (Marquette, Michigan) in American Voices of World War I, 108. 125 Trask, The AEF & Coalition Warmaking, 19. 126 Pershing, Final Report, 13-5. Bailes 32 better suited for offensive warfare – to "force the Germans from their trenches into open terrain where the Allies' greater resources would then destroy the unprotected enemy army."127 Perhaps nothing exhibited Pershing's obtuse attitude toward his Allied counterparts more than his desire to beat the French in seizing Sedan from the Germans. Pershing outlined his wishes that his "troops should capture Sedan, which the French had lost in a decisive battle in 1870."128 Russell Weigley comments on Pershing's intent "to try to snatch from the French army the honor of recapturing the historic fortress city of Sedan, where the Emperor Napoleon III had surrendered to the Prussians on September 1-2, 1870."129 Sergeant-major Block described the fierce German resistance during the late September Allied offensives. Still, he claimed that "[o]nce the Americans penetrated that line, their advance northward would be comparatively easy. Sedan would fall next."130 The AEF performed well during the offensives in early November, and the crumbling Imperial German army made Sedan easily attainable for either Pershing's Second Army or the Franco-American armies.131 David Trask points out the diplomatic issue that would ensue if Pershing were to "deprive the French army of this honor."132 The new commander of the American First Army, General Liggett, ultimately did not carry out the attack, which undoubtably prevented a political and diplomatic disaster.133 Russell Weigley maintains that Liggett changed plans after "the offended French" updated him of Pershing's plans on November 7.134 The idea that Pershing wished to take away French retribution by giving 127 Faulkner, Pershing's Crusaders, 285. 128 Pershing, My Experiences in the World War, vol. 2, 381. 129 Weigley, "Pershing and the U.S. Military Tradition," 342. 130 Sergeant-major Block in American Voices of World War I, 135. 131 Bruce, A Fraternity of Arms, 282-3. 132 Trask, The AEF & Coalition Warmaking, 174. 133 Trask, 174, 134 Weigley, 343. Bailes 33 his troops a decisive victory and morale boost demonstrated his disconnect from the sentiments of his Allied counterparts. Pershing's belief in the superiority of the American soldier to his French and British counterpart extended to the lower ranks of the AEF. While perhaps sensationalizing his account, Scout Corporal Edward Radcliffe of the 109th Infantry, 28th Division wrote regarding actions around St Agnon "that the French of the 10th or 6th army had fallen back, their officers being shot by our men when they ordered them to retreat."135 In a post-World War I survey, Sergeant Donald Drake Kyler of the 16th Infantry, 1st Division answered a question about what he learned about America and Americans from the war. Sergeant Kyler stated that "Americans are inclined to brag about their systems and accomplishments which may or not be superior to those of other peoples or cultures."136 In many of the accounts of AEF actions in Europe, General Pershing and his doughboys showcased American Exceptionalism. Richard Faulkner devotes a chapter of his text to argue that most of the AEF doughboys perceived inferiority in the French way of life compared to the United States. The majority of white AEF soldiers came away from the war, believing that, in terms of technology as well as general health and welfare, American society remained superior to that of France and England.137 Faulkner makes note that "with the notable exception of the African Americans, the soldiers generally believed that their society was markedly superior to anything they encountered in Europe."138 Sergeant-major Block wrote a letter home to his parents during the post-war occupation period. He wrote of the perception that "Paris makes up for the backwardness of the rest of France."139 135 Corporal Edward Radcliffe in American Voices of World War I, 94. 136 Sergeant Donald Drake Kyler (Fort Thomas, Kentucky) in American Voices of World War I, 196. 137 Faulkner, Pershing's Crusaders, 188-93. 138 Faulkner, 189. 139 Sergeant-major Block in American Voices of World War I, 191. Bailes 34 While the bond formed between the French and British soldiers and the AEF doughboy proved strong, there still seemed to be a sentiment of American superiority amongst the AEF ranks. Tasker H. Bliss, who served as Army Chief of Staff from September 1917 to May 1918, documented the challenge of absent unified Allied command in a 1922 essay. Bliss wrote a detailed piece in which he criticized the lack of a unified Allied mission while praising General Foch and championing his eventual selection as "Allied Commander-in-Chief."140 Bliss condemned the Allied leaders for waiting so long before establishing any sort of unified command, and he argued that for the first years of the war, they fought for their national goals only. Bliss maintained that this hindered United States integration into the war effort as well.141 Charles Pettit wrote an account of his time on the Western Front. Initially serving in the British army, Pettit joined the AEF once they arrived and concluded his 42 months of combat with the Rainbow Division. Pettit commented that "[w]e know why the French and English didn't win the War. They was waiting for us."142 Robert Bruce expands on the relationship between the American and French soldiers during the post-war occupation period. The doughboys believed that the Allied victory had eliminated the threat of autocratic Imperial Germany. At the same time, the French soldiers still demonstrated distrust of the German for fear of a future war. According to Bruce, "Americans did not want to hear about the need to prepare for a future war with Germany. They believed that victory in the Great War and the conversion of Germany to a democracy was enough to end the menace; Americans were unwilling to do more."143 For the AEF doughboy, the United States' actions in the war had saved Europe from the threat of the 140 Tasker H. Bliss, "The Evolution of the Unified Command," Foreign Affairs 1, no. 2 (December 1922): 1-30, https://www.jstor.org/stable/20028211. 141 Bliss, 7-30. 142 Charles A. Pettit in Echoes From Over There: By the Men of the Army and Marine Corps who Fought in France, eds. Craig Hamilton and Louise Corbin (New York City: The Soldiers' Publishing Company, 1919), 107-9. 143 Bruce, A Fraternity of Arms, 289. Bailes 35 Imperial German autocracy. United States' involvement in its first large-scale coalition operation had solidified the dominance of the American soldier and the system for which he fought. The American doughboy contributed significantly to the Allied victory over Imperial Germany. Without American boots on the ground in France, Imperial Germany may have defeated the Allies. Allan Millett argues that Pershing's independent army did not achieve all that Pershing had hoped. Still, Millett maintains that an accurate assessment of the war would be that the "Allies might have lost the war without the American Expeditionary Forces."144 With the Russian withdrawal from the war and Germany's surge in the Western Front in the Spring of 1918, the Allies desperately needed more boots on the ground. AEF actions in Cantigny, Belleau Wood, and the attack on the Hindenburg line proved the value of the doughboys to the Allied victory over Imperial Germany and the Central Powers. Acknowledging the contribution of the American soldier to the Allied victory should remain a critical focus of any study of United States involvement in the war. While the presence of American troops on the ground benefited the Allies and did give Wilson his seat at the post-war peace talks, Pershing did not realize his grand vision of an independent American army crushing Imperial Germany. Bullitt Lowry documents Pershing's desire to capitalize on increasing the United States combat power to continue pressing a weakening German army and deliver a crushing blow.145 The Germans signed the armistice before Pershing could make this happen. While Wilson gained his seat at the peace conference and Pershing did not get his chance to win a tactical victory, the French and British still received their original desires and delivered Germany "harsh armistice terms."146 144 Millett, "Over Where?," 251. 145 Lowry, "Pershing and the Armistice," 286-91. 146 Lowry, 291. Bailes 36 With the eventual collapse of the League of Nations, Wilson never achieved his vision of a new world order for peace. Still, the United States government had established its importance and commenced its entry into the realm of global powers. United States involvement in the First World War helped solidify a national identity as well as establish an American presence on the international stage. Theodore Roosevelt Jr. wrote a letter on May 15, 1919, in which he documented the benefit of the war and what he saw as "Americanizing and democratizing" the soldiers through military service.147 Roosevelt commented that through service in support of the war effort, "love of the men for their country has been deepened, that their sense of real democracy has been sharpened and steadied and that insofar as any possible bad effect goes, the men are more than ever ready and determined to see order and fair play for all."148 In a similar vein, Italian born AEF Sergeant Morini wrote that the war provided him a chance "to make good on my Americanism."149 To Morini, fighting in the war provided him with "the right to the name Yankee all right."150 While the United States' efforts in the war were in support of the Allies, the war became a chance for the nation to claim its identity. A country that had been torn apart by civil war half a century before utilized the war effort to continue to unify and recover its self-proclaimed providence. The war ostensibly became an effort to Americanize its own citizens. The historiography of United States involvement in the First World War presents various arguments. Some historians such as David Trask and Russell Weigley remain critical of General Pershing and his decision making. While some scholarly history shows a narrative less scathing of Pershing, most of the description found in popular history showcases valiant actions of 147 Theodore Roosevelt in Echoes From Over There, 95. 148 Roosevelt, 95. 149 Sergeant Morini in Echoes From Over There, 115. 150 Morini, 115. Bailes 37 Pershing and his efforts in maneuvering the American Expeditionary Forces to achieve victory for the Allies against Imperial Germany. The fact remains that while the doughboys contributed significantly to the Allied victory, they helped the most when they were not fighting Pershing's fight. In his Final Report, Pershing highlights the benefit that the Allies provided to the American forces. In terms of training as well as logistics, the Allies provided the doughboys with the resources they needed to defeat Imperial Germany and the Central Powers effectively.151 Pershing recognized what the Allies had supplied him and his men, but his stubbornness and arrogance still clouded his vision to a degree. While Pershing did build a trusting relationship with the Allied commanders, and his troops were efficient, he did not always operate per their same vision. At times, Pershing's desire to maintain an independent American army superseded his desire to enable the Allied strategy. Pershing strived to meet Wilson's intent of keeping a distinct American command. The question remains if, in carrying out his President's instructions, Pershing prolonged the war and delayed the defeat of the Central Powers. Secondary and primary source literature from the First World War showcases both Wilson's peace aims – which were shaped by his ideology – as well as General Pershing and AEF actions while attempting to remain an independent command in the war. When war broke out in August 1914 in Europe, Wilson tried to mediate a peace while maintaining United States neutrality. When continued trade with the Allies brought the United States into the war in April of 1917, he seized the chance to shape a new world order by establishing an independent American command to defeat Imperial Germany. Primarily because of the Progressive Movement in the United States and the concepts surrounding American Exceptionalism, the American soldier embraced Wilson's ideologies for fighting and fought valiantly to defeat the 151 Pershing, Final Report, 90. Bailes 38 Imperial German autocracy. The Progressive Movement had established itself in American society by the time the citizen-soldier went to war in France, and the principles of American Exceptionalism permeated in virtually every facet of American culture. The American doughboy carried both of these concepts with him to France. Despite Pershing not attaining his decisive blow against the German army, and Wilson not achieving his vision for a new world order, the United States still met a significant amount of Wilson's original intent for entering the war. Wilson's ideologies influenced how the AEF fought in France. As the First World War shaped the United States standing as a global power, it also demonstrated the critical nature of maintaining relationships with coalition partners. Hew Strachan begins the conclusion to his history of the war by stating that "[t]he First World War was a coalition war."152 The American doughboy established a positive relationship with his French and British counterparts. The ability of the American soldier to learn from the experiences of the combat tested Allies, to adapt to the rigors of trench warfare, and to perform well in battle fighting beside his international partners shows the success of the AEF's performance in the nation's first large-scale coalition operation. Despite these successes, the AEF doughboy exhibited American Exceptionalism in the First World War. As the United States built its presence in the international realm over the following century, and the need for maintaining partnerships with allied nations continued to increase, the precedent set by the AEF in the nation's first large-scale coalition operation would be essential. 152 Hew Strachan, The First World War (New York: Viking Penguin, a member of Penguin Group, 2004; New York: Penguin Group, 2013), 303. Bailes 39 Bibliography Secondary Sources Adas, Michael. "Ambivalent Ally: American Military Intervention and the Endgame and Legacy of World War I." Diplomatic History 38 no. 4 (September 2014): 700-712, http://doi.org/10.1093/dh.dhu032. Ambrosius, Lloyd E. Wilsonianism: Woodrow Wilson and His Legacy in American Foreign Relations. New York: Palgrave Macmillan, 2002. Ambrosius, Lloyd E. Woodrow Wilson and American Internationalism. New York: Cambridge University Press, 2017. Ambrosius, Lloyd E. "World War I and the Paradox of Wilsonianism." 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Part two of an interview with Amelia Gallucci-Cirio. Topics include: The alternative school at the Fitchburg Art Museum. Amelia's thoughts on the current events of September 11th. How Amelia's parents met and married. How Amelia ended up at Boston University. How Amelia's parents came to the United States. Her mother took Americanization classes and learned English. The affect of the Depression on her family. What life was like during World War II. More talk about the events of September 11th. The Roma Club Amelia and her husband formed in Phoenix, Arizona. Speaking Italian. ; 1 AMELIA: It is he, really, my husband that started all this interest in Western civilization. Yeah. Mm-hmm. LINDA: Truly admirable. AMELIA: Yeah. Mm-hmm. LINDA: This cause of… AMELIA: I have -- I've given them, oh, many books on Western civilization to the - to the library, and um, yeah, they're going to establish it. It's gonna be set up, it should have been set up for two weeks I was here, but they don't, they haven't given us the space yet. Mm-hmm. And all those books are on Western civilization. ANNA: It will be [unintelligible - 00:00:35]. It will be. AMELIA: And that's why I'm so interested in what the Phoenix Art Museum is doing. They have… ANNA: Phoenix? AMELIA: Oh, I keep saying Phoenix, I mean Fitchburg. Fitchburg Art Museum. They, they teach young children there. They have a Mr. Roger, Roger Dale, who teaches his classes. ANNA: Yeah. Alternative school. AMELIA: Right. What do they call? ANNA: Alternative school. AMELIA: Alternative school. They go to the museum, and they -- he explains to them what the statues are and what the Romans have contributed and so on. And I think it's important that that be taught to the children when they're young. Mm-hmm. LINDA: That's right. AMELIA: Right, huh. LINDA: To have an appreciation. AMELIA: Yeah, right. Mm-hmm. LINDA: Okay. AMELIA: Yeah. And even in -- at the Fitchburg State College, they have nothing. They have Frenches, French. They teach French 2 language, they teach Spanish, they teach Russian, they teach German. There's no Italian. ANNA: I haven't seen the new catalog. AMELIA: But they are interested. They are planning Italian history, Italian language because they are interrelated history, and Italian languages are [unintelligible - 00:01:53]. And they promised that they would do that. ANNA: Yes. I think they will. AMELIA: Yeah. Well, they're not getting a penny until they do. [Laughter] ANNA: Yeah. I think you'll see it in the new catalog. AMELIA: Well, that's what they told me. LINDA: So getting back to today's horrific set of events. I mean, nothing like this would have ever happened when you were, let's say 30, 40, 50, 60 years old. AMELIA: No, no. LINDA: How do you feel about it? AMELIA: Well, I don't know. I think that years ago we were more isolated. There is now more of -- you know, it's one world. The United States is involved in helping all nations, and at one time we just kept to ourselves. But now that we are trying to help so many different people, it's getting so complicated, and life is not as safe… ANNA: It's not as safe? AMELIA: As safe. Right… I don't think this would have happened if the United States were not involved in helping Israel, shall I say. The Palestinians feel that we are doing more to help one country than the other. It's… it's really difficult. LINDA: Now, in your travels, do you ever see a sentiment against Americans? Or fear? AMELIA: No. No. They look up to Americans. In my travels in Italy, or whenever we went there, they're, "Oh, Americano!" You know, 3 they're very much interested in what we're doing and what we're doing for them. No, there was never any discrimination. LINDA: So would you like to speak about anything else? Let's see, that you have a lot of [unintelligible - 00:04:06]. AMELIA: Yeah, well I thought you were going to ask me when my mother came, or… so I jotted down a lot of notes, but I think… well, I think we told you that Grandpa came here with Aunt Sil and my mother in May 27, 1902. And my mother and father met at Lancaster Mills. Do they still have it there, Lancaster Mills? ANNA: I don't think so. AMELIA: And that's when they married and they went to Clinton. I think we talked about that. LINDA: Do you know anything about their early days when they met, or…? AMELIA: No, they worked at the Mills in Clinton, and that's where they… when they got married they went to Clinton there. And one -- my best girl from high school -- remember how [unintelligible - 00:04:55] they attended the affair? Helen Liz is originally from Clinton, and she told me -- I asked if she wouldn't go to the archives, you know, at the city hall, and get some information, and she found out that my father had a grocery store on Maple Street. And I do wanna get together with Anna, with Helen—I doubt whether I can this time—and go to visit Clinton. Yeah. So. LINDA: Look out if the building is still there? AMELIA: No. I don't think the building is still there. It's Maple Street, and she said that they did have a record of it, but I think that's it. LINDA: And why is it that they moved to Fitchburg? AMELIA: Well, because Grandpa had built that home, and I think my father had sold his store, and so they came to Fitchburg for about three or four years where my sister Christine and I were born, and then we went to Naugatuck. 4 LINDA: Did your mother enjoy coming back to Fitchburg to [unintelligible - 00:06:01]? AMELIA: Oh, yes. She loved it because she, her mother was here and her sisters and relatives and Anna's family, you know. Yes, she did. But unfortunately we had to go back to Connecticut. LINDA: And you really traveled back to Connecticut because your father's youngest sister…? AMELIA: Yeah. My father's youngest sister was in Connecticut, and you know how an older brother always looks over a younger sister, and that's what brought us to Connecticut. But… LINDA: But she married and moved to Connecticut? AMELIA: Yes. She had married, and she had moved to Connecticut, and I think she needed assistance. And so my father moved to -- unfortunately to -- we often say we wish we'd stayed in Fitchburg. LINDA: Wow. Did your mother ever write letters back to relatives in Fitchburg? AMELIA: Oh, yes. Yes. Unfortunately I don't have any of those letters. No, I don't. LINDA: So it's the natural progression, like we already talked about, for you to come back to Fitchburg. AMELIA: Yeah, right. LINDA: So it's [unintelligible - 00:07:09]. AMELIA: Right. And not only that, but if I had gone to one of the other schools, I would have to pay not only a tuition fee but boarding fees and so on, and we were not in the position, you know, to afford that. LINDA: Didn't you consider staying in Fitchburg after graduating? AMELIA: Well, I wanted to get back to my mother and my brothers and my sisters—we were always so close. And I went back to Connecticut, and that's where I started teaching. LINDA: And when did you attend Boston University? That was…? 5 AMELIA: I taught -- let's see, I taught for about seven or eight years in Connecticut, and my last teaching job in the seventh and eighth grade, I taught with a teacher who had been my English teacher when I was in the seventh grade. So when I went to her school to teach, I was both teaching the third grade—Miss Megan was her name. When Miss Megan found out that Miss Gallucci was coming to teach, she said, "I want you upstairs in the seventh and eighth grade." She taught Math, and I taught English and Science. And she said, "I want you upstairs with me." Well, it was the wrong thing to do. There was professional jealousy. She used to come in the rooms and interrupt my classes, and so I decided I was very unhappy the two years I was there. I decided to take a year's leave of absence, and that's when I went to B.U. So when I came back to Naugatuck, then I went into the high school teaching just English. Freshman English. LINDA: So then you -- how did you make the decision to go to Boston? Was it your uncle, and…? AMELIA: Oh, yeah. Uncle taught was, he was a member of the Boston Civic Symphony, and I thought it'd be easier, you know, commuting from Fitchburg. I used to commute by train. I had classes three times a week in Boston, and I learned to use the subway. I haven't been there in a long time. I'd like to go back again. So that's what brought me there. It was mostly because Uncle would go back and forth to Boston to the concerts, and I would take in schooling and a concert as well. LINDA: So you received your graduate degree in [unintelligible - 00:09:29]? AMELIA: Yeah. I got my masters, and then I returned to Naugatuck. LINDA: Okay. AMELIA: To be with my family. We were always very close. And then I'd come to Fitchburg to visit. 6 LINDA: Do you recall anything, being told of anything from the old country by your parents? AMELIA: Did I what? LINDA: Recall being told anything about the old country? AMELIA: No. My mother always said that the little town where she came from, she says a nice little town, and she spoke about living right next to the church. Ann, have you been there? No? ANNA: No. I haven't. AMELIA: Right next to the church was a -- to use the Neapolitan, [sotto campanar]. But their home was sotto campanar right under the bell tower, right next to the church. And she always talked about that and how she used to go the nuns to learn to sew and crochet and so on. Yeah. LINDA: And she left her parents behind to travel here? AMELIA: No. Her… you mean, my mother? LINDA: Mm-hmm. AMELIA: No. My mother was with Aunt Sil, Rachel's mother came with Grandpa to this country. And then the rest of the family came, Grandma with the other members of the family. LINDA: So they possibly sent money back so that they could…? AMELIA: I think, I think so, yes. Yeah. LINDA: And then your father? AMELIA: And then my father -- I don't know too much about… I know my father came shortly after my mother, but there was no relationship there whatsoever because they met here. Papa came, and he went to Providence. He had cousins in Providence. One of them was Dr. [Dillon], and Dr. Dillon and Aunt Sil was the maid of honor and the best man for Mama and Papa. Yeah. And he came to Providence, and then he must have come up to Massachusetts because that's where he met my mother, at the Lancaster Mills. LINDA: I wonder if he knew someone, a relative or someone… 7 AMELIA: He may have. Yeah. He may have because a lot of the other [paesan], they lived in this area. Yeah. LINDA: Do you remember that anyone, a padrone, I believe they used to call him padrone, a man who would, who worked in this country but would help his fellow Italians leave the country, start them up in business or tell them where to find work? AMELIA: What was the name? LINDA: A padrone. AMELIA: Oh, padrone. Oh, padrone. Oh, I see, yes. No… ANNA: It would be in the country, and… AMELIA: It would be in the country, and they would help them financially to set up. Oh, I see. ANNA: Mm-hmm. Financially, and you know, help them to become citizens. AMELIA: Yeah. Oh, I see… LINDA: I had read in a book about Fitchburg, a man named Tony Murphy. ANNA: Yes. Yeah. LINDA: And I had tried to ask Mrs. Collie, but I don't believe she was talking about the same one. ANNA: Yeah. So would Dad do, would he know? Probably not, huh? AMELIA: I don't -- no, because it would have been too early. ANNA: Too early. Yeah. Yeah. I don't know. LINDA: Yeah. ANNA: And moments that we had, the Italian citizens caught up, and there was one man who really helped the Italians to become citizens and to, you know, get… AMELIA: You mean there was someone in this area? ANNA: Yes. AMELIA: Oh, really? ANNA: In Leominster. I think we will be talking to him, too. He has some papers that he's already passed into the… 8 AMELIA: What is his name? ANNA: His name is Danny Taylor. And he is the one who now has the records of it, but he is not the one… his name was [Angelo Palumba]. AMELIA: Palumba. ANNA: I think he's the one that helped the Italian immigrants to establish in Leominster and become citizens. AMELIA: Oh, I see. ANNA: He was very helpful. LINDA: Do both of your parents speak English? AMELIA: Yes. Papa, not -- I don't recall because I was still a youngster, you know. He may have, you know, certain expressions. But my mother did speak English better than my father because she lived to be about 86 years of age, and you know, we were older and we'd understand. But it was mostly Italian that we spoke at home. And it was a Neapolitan Italian. LINDA: Do you believe that she may have taken Americanization classes? AMELIA: She did. She did. And it was just during time of the war right after world war, or during World War II when, not being a citizen, she had to apply permission to go to the wedding that we were having in Rhode Island. Did your mother become…? ANNA: She was. I think there was a Mary Berkeley who got here, and Margaret Kelty that helped the Italians to become citizens in Fitchburg. AMELIA: We figure there's a bigger Italian population here, so they did help one another. We were in Naugatuck at the time. Yeah. But I do know she was working towards her citizen papers, you know. We said, "Mommy, you've got to become a citizen." But, you know. LINDA: Did the Depression affect your family very much? AMELIA: Yes, it did. Very much so. Because we went to Naugatuck, and my father opened up the grocery store and the bakery shop, and we 9 were a different group with the people we lived within the Italian section. They're mostly some Ruotis in the southern part of Italy, and they were uneducated people, and -- not that we felt better than they, but they more patronized their own kind, and we were sort of isolated, and things did not go too well. And during Depression, so we'd lost everything. That's when my father decided to come to Italy to gain part of his inheritance. Yeah. It was a bad period. LINDA: So perhaps sometimes Italians really went by region or their group. AMELIA: Yeah. LINDA: More so than just Italians. So they would maybe frequent businesses? AMELIA: Yes. There was competition with more of the people from Ruoti in our area, and so the business, the bakery shop and so on, did not go too well. LINDA: How would you spell that village that you're… AMELIA: The what? LINDA: The Rioti. Is that Rioti? Where were the people farming…? AMELIA: The Ruoti. R-u-o-t-i. They were loosely called Ruotesi. They came from the lower region of the Italy. Where is Calabria? LINDA: The lower. AMELIA: Would it be the lower part? I think Ruoti is farther south. LINDA: Hmm, that could be. I never heard of it. It's probably just a tiny village. But I think you're right. The… generally speaking, the further south you go, people aren't educated. AMELIA: No. Not as educated as the people in the northern part or central part. LINDA: So could your mother read and write? Oh, she must have been able to if she was taking… AMELIA: Yeah. She did. She read the daily paper. And if she didn't understand something, she would ask us to explain it to her. Yeah. But all the dealings with my father—I can remember with the 10 salesman used to come to sell merchandise—was all in Italian. So I don't remember his speaking English at all. LINDA: Is that a lot to do -- did your family, did your mother and older brother ever consider returning to Fitchburg? AMELIA: No, because we thought that my father was coming back, and they didn't wanna make that move. And then my brother Joe was working and he was the only one supporting the family, so it would not have been a wise move. Or at least my uncle from Fitchburg didn't encourage us to make the move. I don't know which one. Yeah. LINDA: So your mother was waiting for your father? AMELIA: Yeah. We were waiting for him thinking that he would come back with some money so that we could, you know, start life anew, but it didn't materialize, no. Yeah. LINDA: What was it like living through World War II? AMELIA: I was teaching at the time, and I know in the grammar schools we were selling -- what, was it war bands, we were selling? It was like one time, you know, my brother Tommy, the… he was the fifth in the family, was called to service, and at the time we went to all the theaters of war. They went to London. They went to England on the Elizabeth, I think. It was a warship, wasn't it? They converted the Queen Elizabeth or the Queen Mary. And then they went down to North Africa, and they approached Italy from North Africa into Sicily. In time it wasn't all those war zones. In fact he was the one that came to visit my aunt, the oldest one of the Scalano family, her name was Josephine. [Zia Pepinella]. He went to visit them in Lacedonia during the war. And he also went to visit Serralunga, where my father was born, and he's the one that brought back the family tree. We have the great, big -- a huge one that he brought from Italy. I have it in Connecticut. 11 ANNA: That's great. AMELIA: Would you wanna picture that? I mean, is it necessary? LINDA: I think [unintelligible - 00:21:02]. AMELIA: Yeah. When I get back I'll get quite a few for you. LINDA: That would be great. AMELIA: Yeah. Right. LINDA: Would you like to share anything else? AMELIA: No. I think that's it. I think we've covered everything. LINDA: Can you think of anything, Anna? ANNA: No. AMELIA: Ann, you've been to Italy. You went to visit your father's place, didn't you? ANNA: Yeah. I've been to Father's place. I did not go to Lacedonia, though. AMELIA: Oh, you didn't go to Lacedonia. ANNA: My mother's sister is still living in Salerno, so we visited Salerno. AMELIA: Oh, I see. ANNA: And her other sister lives in Milan, and they were getting together for the summer for… AMELIA: Now, that was last year when you went to visit… ANNA: About three years ago. AMELIA: Three years ago. Yeah. ANNA: So that I saw both sisters, both aunts, and they're elderly, very elderly. One of them must be like 91 now. AMELIA: Oh, my Lord! ANNA: Yeah. And the other one was maybe 88. But they were very good, very nice. AMELIA: You went with your sister, didn't you? ANNA: Mm-hmm. AMELIA: Oh, that was nice. 12 ANNA: Yeah. But during the war, I was just getting out of high school, and many boys graduated from high school and went into service, never came back. And so… and the Depression, all those WPAs, with the, you know, there's no work, and then I think the government, Roosevelt, I think put on the WPA, and also the women in civil defense. If you didn't go into active service, I think a lot of the women do things at home. They would have blackouts, and you would have to go out to see if your neighborhood was safe. I learned to be in the motor corps; I was changing tires. [Laughter] I learned to do it. LINDA: You've got to learn to do it, I guess. ANNA: There were different classes that they would give, you know, so that women could -- Rosie the riveter; that became popular. So it's different in the '40s. LINDA: Right. I know how jittery I feel today. Did you wake up every morning like that, or did you get used to it? ANNA: Well, the war was over there, you know. And I think that we always felt there was a distance between the war and the United States territory. Or, as you know, it wasn't… today would not be very far with the planes that can cover the air so quickly. I think it's very scary today especially. AMELIA: Oh, we're terribly moved today. ANNA: When I heard the news for an hour or so, I'm wondering, I'm almost afraid to get the statistics. How many people have been injured? How many have been killed? AMELIA: And one of the towers really collapsed. ANNA: Collapsed. Exploded. LINDA: The… there is so many different levels now that they can get us. You know, there's [unintelligible - 00:24:36]. There's all the technical, everything technical that we have. ANNA: Will we ever be at peace? 13 LINDA: I don't know how we can be if somebody's actions… AMELIA: Technology has moved so fast. Very frightful. ANNA: Hope it moves for the good, but right now it's not. AMELIA: Not good news at all. ANNA: It's frightening today. We don't know half of what has happened. LINDA: That's true. I was thinking about… when I was driving here and all of the reports, I was thinking, I wonder what they really know, because they've always filtered what we find out. And I think that's what make me so nervous about my husband being in New York is that how do we know other things aren't being released? ANNA: I don't think they can see either. There's such black smoke, and they don't know what's under that, you know. AMELIA: How can they get to douse that fire? How can they get to it? ANNA: They haven't gotten to it. LINDA: I heard that every firefighter in New York, throughout the whole state, has gone to Manhattan. ANNA: Oh, that can't be. They must have, you know, reserve units. AMELIA: Yes. LINDA: Yes, it's devastating. I don't know. ANNA: And then Washington, too. You know. AMELIA: This requires very careful planning. Oh, my goodness! LINDA: Planes take off. AMELIA: I thought it was just the two towers. But then when they started mentioning the Pentagon and Washington – wow! ANNA: A third plane. AMELIA: Third plane. LINDA: And you know what made me nervous at the beginning today was that the first plane, I think, maybe hit at let's say 8:55, and then the second plane, 9:20. And then… AMELIA: Oh, my Lord! LINDA: … it's the same every 20 minutes or half hour. 14 ANNA: There's the traffic. LINDA: And the company. ANNA: They make that corner so fast. LINDA: Well, thank you, Amelia. AMELIA: Oh, you're welcome. LINDA: Anyway, I can't say enough kind words for what you're doing, really. AMELIA: Oh, thank you. Well, I'm now on my way out, I wanna make sure that these things really take place because we don't know… ANNA: I have notes there, Amelia. AMELIA: Yeah, well… ANNA: You have given us all that you want to give us? AMELIA: Yes. I think I have. I just… ANNA: I don't know whether Rachel and I have returned all those things. LINDA: Oh, is that all…? AMELIA: See, even when I… when we went to Phoenix, I forgot this. My husband was always interested in Roman, in Western civilization, in promoting the Italian language and culture. We formed a Roma Club, and we occupied a building. It was a hospital building right across the Phoenix Public Library, which is now the Phoenix Museum. And the… we went to Italy that summer and picked up a lot of these ceramics—there's one right there, and the vases on the fireplace – all the ceramics that I gave Rachel, Anna. We went to Italy and we got all kinds of ceramics, and we decorated these buildings, and we used to have people come in and we -- my husband would like to -- my husband gave a course in Italian. And most of the people who started, took the course were the professors from the Arizona State University. They weren't teaching Italian at the time. And that was our first, really first project in trying to establish a cultural center was in -- I just noticed that the Roma Club. 15 LINDA: And what year was that? AMELIA: That was late 1950s. Mm-hmm. That was the late 1950s. LINDA: What do you do? Scan your notes. We'll just keep that paper, and it looks nice without editing. We can just edit them. AMELIA: But you will delete certain things, won't you? LINDA: Oh, sure. AMELIA: Yeah. Right. And I used this quotation too, when I gave that talk on May 8. I said, "What we are, we owe to those before us. What we become, we owe to ourselves." So I'm trying to do my part. I guess that's it. LINDA: You know what, I think it's wonderful too, that you and Ann and everyone that I've met just want to share. And it's so refreshing, because oftentimes, we meet people and they don't feel like they have anything to offer. And somehow, I don't know that it's the water in Fitchburg. [Laughter] In hindsight, you all seem to not only want to share, I feel like you have a way to make other people feel good. I was wondering what -- how did that come about? ANNA: I think that you realize that a lot of the Italian culture and languages last. And unless something like this takes place, the next generation is not going to know anything about the heritage. AMELIA: And we've got to start them young. Therefore, I think even in the Alba classes that -- oh, you should see what they're doing in the Waterbury. ANNA: It's never too late. AMELIA: No. Right. ANNA: And I think even the older ones that don't speak Italian. I have sisters that don't speak Italian. They may understand what you're saying after a while, but they don't speak Italian. And I think it's because our parents wanted to learn English, wanted us to learn English and didn't speak at home, you know. Maybe they did, you 16 know, among themselves, but you were supposed to learn the English language right into the programs at school. LINDA: Was that the same way for you and your family? AMELIA: Yeah. LINDA: Do you speak Italian? AMELIA: Well, we don't -- you mean now? No, we don't. I may say something in Italian, and my sister Connie will -- now, we go to a restaurant where we always talk Italian, in Fitchburg, in Phoenix. One of the Italian-American restaurants, and when we go there they'd say, "Oh, le prendere sedeli." When we come in, you know. And the man who runs it is Italian, and they have very good food, and we talk Italian. Connie uses the dialect, you know, which is very colorful, but sometimes the grammar is incorrect, but yeah, we have a lot of fun. We do speak it when we go out, and I'll speak more of it at home with my sisters and my nieces -- well, my nieces all speak Italian because they got their – they studied and they got their doctorate. And they've been all over. Wonderful. ANNA: I think it would be beautiful to revive that, you know, to speak Italian to one another. Practice is always lacking. AMELIA: Well, I belong to the -- there is a center in Phoenix for Italian culture, and we attend the opera, of course, and we go out, we have lectures, and there is Italian spoken there. We try to speak it. In fact, they're teaching Italian conversation at the public library. You know, it Borders. LINDA: Borders? AMELIA: Borders. They will -- you cannot teach the language, you know, the way they do with the colleges. They -- it's Italian conversation. Borders will allow that. Do they do it here? ANNA: I don't think so. AMELIA: Yeah. We have that in Phoenix. So there… we do use the Italian. 17 ANNA: There is… at Leominster High School, I think there are students there, I don't know if it's a hundred, 120 students that are taking the Italian language. And it was started by a member of our board. AMELIA: Was that the woman that just…? ANNA: That was Margaret Morgan. AMELIA: Oh, Margaret Morgan. ANNA: She started it about three years ago with about 60 students. The next year she had 90, then now 120. She's no longer at Leominster High School now, but there is another Italian woman who is teaching the language today. AMELIA: But do you know in Connecticut, they're beginning to teach Italian in the public school system in the primary grades. LINDA: Good. ANNA: Good. AMELIA: They're getting help from the Italian government. Oh, yes. ANNA: That's very good. AMELIA: Although there is a bit of Italian-American population in southern Connecticut, at Hartford, Waterbury, Watertown. LINDA: And they're getting money from the Italian government? AMELIA: Yeah. They're teaching Italian in the third grade. The Italian government is giving money. LINDA: Wow! ANNA: It's pretty much linked into that. LINDA: Okay, well there's been recent studies, recent studies that show that. I mean, it's only common sense, really, but people have actually studied how you learn a language. And certainly before you're seven. AMELIA: Yes, oh, yes. Their minds are… they absorb it more quickly. LINDA: So it doesn't make any sense to introduce it when they're in grade seven, it's when they're 12 and 13… 18 AMELIA: I know we studied when we were at the high school, that's when started studying languages, Latin and French. In fact, those were the only two languages they taught. ANNA: That's right. LINDA: I know that. ANNA: But I don't want to speak when you and the people that you went to school with, but I know myself, we didn't learn your language. We took French like, say, the four years, but we didn't learn it conversationally. AMELIA: No, no. It was strictly the language. Right. ANNA: And it's forgotten. LINDA: It's forgotten. AMELIA: And I think there's my Latin. Latin is not being taught in this school because it has to be made more attractive to the students. In Phoenix, Latin has become very popular in the school system because the people who are teaching it are making it interesting to the students. For example, Saturnalia, which they celebrate the -- it was around Christmastime. They dressed up in Roman costumes and they dramatized, and that's more interesting than just sitting at the desk and learning to, you know. ANNA: Sure. LINDA: Right. It's the benefit of learning Latin, just, you know, like it affects every language. So it seems to me it should be a requirement that… AMELIA: I'm sorry. I didn't… ANNA: For a few years. AMELIA: Oh, yeah. In fact, I think that Phoenix may have been -- I have a letter that I'm gonna send to the editor. He makes fun of Latin. He says, "Who is studying Latin today?" And one of the things I do when I get back to Arizona is I'm gonna write him a letter. He's been sending me a letter wanting me to renew my 19 subscription. I'm not going to renew, and I'm gonna tell him why. He didn't speak Latin well at all. LINDA: Should we end here? AMELIA: Pardon? LINDA: Shall we end? AMELIA: Yeah, I think so. LINDA: Okay. AMELIA: What time is it? Are you getting hungry? LINDA: It's 20 to 12. This is the end of the interview with Amelia and Anna. This is Linda Rosenwann. Thank you so much. AMELIA: Oh, you're welcome. So happy we were able to do this./AT/jf/jc/es
The College Mefcufy. VOL. IV. GETTYSBURG, PA., DECEMBER, 1896. No. 8. THE COLLEGE MEftClPRY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STAFF. Editor: ROBBIN B. WOLF, '97. Associate Editors : LEWIS C. MANGES, '97. ED. W. MEISEN H ELDER, SAMUEL J. MILLER '97. CHARLES T. LARK '98. JOHN W. OTT, '97. CHARLES H. TILP, '98. E. L. KOLLER, '98. Alumni Association Editor: REV. D. FRANK GARLAND, A. M., Baltimore, Md. Business Manager: HARRY R, SMITH, '97. Assistant Business Manager: JOHN E. MEISENHELDER, '97. ".". jOne volume (ten months). . . . $l.no iMiMS-\Siuglecoples, . . .15 Payable in advance All Students are requested to hand us matter for publication The Alumni and ex-members or the College will favor us by-sending Information concerning their whereabouts or any Items they may think would be Interesting for publication. All subscriptions and business matters should be addressed to the business manager. Matter intended for publication should be addressed to the Editor. Address, THE COLLEGE MEHCUKY, Gettysburg, Pa. CONTENTS. EDITORIAL, 114 DE ORATORE, - --. --- 117 AN ADVENTURE (Poetry), --- 118 AN APPEAL, "9 A LULL FROM THE HIVE (Poetry), --- 120 COLLEGE LOCALS, 120 ALUMNI NOTES, -- 122 ATHLETIC NOTES, 125 TOWN AND SEMINARY NOTES, 127 FRATERNITY NOTES, - --- '--128 SUBJECTS FOR "ROMAN LAW" THESES, 129 LITERARY SOCIETIES, --- . - - 129 EXCHANGES, --- 129 EDITORIAL. REVIEWS ! Examinations ! ! Vacation ! ! ! The stereot3rped program is about to be ren-dered. The term, on the whole, has been un-usually pleasant. Seldom has there been a fall session of so much charming weather. This has been conducive to good spirits with the professors as well as with the bo}rs. Sev-eral interruptions broke the monotony of col-lege work—the foot-ball games, the visit of the Columbian Club, Election day, Thanksgiving day, Institute week and several others. The work in the class-room has been very good, and this is somewhat surprising in the face of the great temptation to stay out-of-doors. The moral and spiritual work of the term is shown in the excellent results in the Y. M. C. A., alike in the meeetings, in the efforts among the non-members, and in the continu-ation of the week of prayer during the second week. Neither has athletic activity been neglected. The "gridiron," bowling alleys, gymnasium and tennis courts have been well patronized. After all comes vacation, especially desired by the Freshmen. The MERCURY extends to all its heartiest wishes for a Merry Christmas and a Prosperous New Year. ' + * * INTER-COLLEGIATE ORATORICAL CONTEST TO BE HELD AT GETTYSBURG.—The annual meeting of the delegates composing the Com-mittee of Arrangements of the State Inter-collegiate Oratorical Union was held at the Windsor Hotel, Philadelphia, on Saturday, Nov. 21st. Fourteen representatives were present from the seven following colleges : Lafayette, Lehigh, Muhlenberg, Franklin and Marshal, Ursinus, Swarthmore and Gettys- "S THE COLLEGE MERCURY. burg. Our delegates were G. F. Abel, '97, from Philo, and R. B. Woll, '97, from Phrena. President Yetter, late of Muhlenberg, called the meeting to order. The unfinished business was then taken up and completed. The re-quest of Susquehanna University for admission was refused on the grounds that the Union is large enough and the University very young. After hearing the delegates, it was decided to hold the contest at Gettysburg on March 27th, 1897. Hon. John Stuart, of Chambers-burg; Hon. J. B. McPherson, of Harrisburg, and Hon. Rob't E. Pattison, of Philadelphia, were chosen to act as judges of the contest. The officers elected are: Pres., R. N. Hood, of Lehigh ; Vice Pres., W. E. Stoeckel, of Muhlenberg; Treas., G. F. Abel, of Get-tysburg; Sec, \V. H. Kready, of Franklin and Marshal ; Executive Committee, Blair, of Swarthmore; Shenk, of Lafayette; Wolf, of Gettysburg, and the Pres. and Sec. ex officio. A rotation system was adopted so as to have the contest held once in every seven years at each college. The contest will be held at Gettysburg, 1897; Lafayette, 1898; Lehigh, 1899; Muhlenberg, 1900; Ursinus, 1901; Franklin and Marshal, 1902, and Swarthmore, 1903. A communication has just been received from Muhlenberg asking Gettysburg to ex-change with her. The following considera-tions make such an exchange desirable : the expense and trouble attending the contest and the fact that our oratorical talent does not promise us the prize. The expense will be from sixty to one hundred dollars, even if we can overcome the trouble; but when Gettys-burg has the contest, she should have a fair prospect of the prize. The only objection to the exchange is that Muhlenburg has already had the contest there, while Gettysburg has never had it. No action has yet been taken on the matter. * * * IT is to be hoped that the article in our last issue, on the Gettysburg Club at New Haven, by Wm. J. Gies, has been thoughtfully read and pondered by the different Alumni. This is at present the only Gettysburg Alumni Club in existence, outside of the general associa-tion. There should be other clubs of this kind at such centres as York, Philadelphia, Balti-more, Harrisburg, Altooua and other places. Such organizations are not only pleasant for the members, but are beneficent to the institu-tion. One of the chief objects of the clubs should be to furnish recruits for the college. No doubt the motive which prompted the New Haven men to form a Gettysburg Club was their interest in their Alma Mater. There are few better ways of showing your interest in the college, than by the formation of such clubs. The New Haven men have already had let-ter heads printed. At the top of the page in large characters are the words, The Yale Get-tysburg Club, while to the left in small type is a list of the officers for i896-'g7. Pres., Wm. J. Gies, '93; Vice Pres., C. F. Kloss, '94; Historian, H. L. M. Hoffman, '95; Sec, A. H. Brown, '96; Treas., D. F. Culler, '93, * * * OUR RELATIONS WITH DICKINSON.—There has been considerable talk, throughout the present term, in favor of contracting friendly relations with Dickinson. Our neighbor has intimated that we ought to come on bended knees and uncovered heads and apologize for all the defeats which she has suffered at the hands of the Gettysburg athletic teams. Get-tysburg has too much dignity to submit to such conditions, but being eager to renew the annual games with Dickinson and desirous of being on friendty terms with her neighbors, the Gettysburg boys held a mass meeting and selected one of the professors to meet with rep-resentatives from Dickinson. So much for Gettysburg. What has been the response of Dickinson ? She sent fifty of her boys to Harrisburg on the day of our game with Swarthmore, who did their utmost to have Gettysburg defeated. The Dickinsonian in their issue of Nov. 7th, recog-nizing the disgraceful character of such be-havior, offers the following by way of apology: THE COLLEGE MERCURY. 116 "There were some men whose behavior at Har-risburg, had they been college men, would have disgraced Dickinson. The}7 were town boys and not students of the college, yet Dick-inson will, in all probability, get a bad repu-tation on account of the incident.'' This sounds plausible. But the facts are in evidence against it. Several of the Gettysburg boys, being fraternity men, went up and spoke with the Dickinson men belonging to their respect-ive fraternities and thus found out that the students had been doing all the mean work for which their Weekly blames the town men. But in glancing over the Dickinsonian, a second article is noticed. This was probably written by one of the associate editors, who was ignorant of the scheme to get out of the trouble. This article says : "Dickinson rooted lustilv for Swarthmore and we do not consider this in any degree objectionable. We do, however, think that the ungentlemanly con-duct and disgraceful language of a few of the students is deserving of the harshest censure. Just such actions as these are the cause of so much talk about college rowdyism." Let the readers form their own conclusions, from the two quotations, as to the attitude of Dickinson towards Gettysburg. * * * WE take pleasure in calling the attention of the readers to the publication of the '98 Spec-trum. The work is being pushed vigorously by the class, and judging from the present prospects, it will be an unusually interesting one. The men on the Staff are the leading members of the class and are exerting all their powers to make it a success. The Alumni department of which Win. J. Gies, '93, has been elected editor, will be one of the import-ant new features. The artist's corps is also very good as was seen in their work on the '97 Spectrum. Many new cuts will supplant the old ones which have been reproduced in nearly all the preceding issues. These and several other features point to a good book, one which deserves support. It comes only once a year. It need not be paid for till May, '96. Send in your subscriptions now and thus give them encouragement in their task. All suggestions which may tend to improve the publication will be very thankfully received by the Staff. * * * EVERYONE desires to enter the coming new year with a clean record for the past year. To this end, kindly pay your subscription fee to the MERCURY. Our treasury is very low and we, .too, would like to enter the new year with everything squared up for the old. If you are in doubt as to the amount of your ar-rears, consult the Business Manager. ' * * * FEVERISH HASTE.—Americans are always in a hurry. Proverbs on the foolishness of haste seem to have no influence. We work with one eye on the clock. Trains move too slow for us. Steamers are regular snails. We can "do" Europe in a month and he is a poor sight-seeing traveler who cannot see Rome in three days. We "run" down to the city. We "run" out west. We "rush" to conventions and "rush" through them as well. Every-thing must have the electric movement, in seeking wealth, in seeking pleasure, in ac-quiring an education and even in prayer and praise. We have gotten beyond the "long" sermon and there is no place in the liturgy of devotion for practical men and women for the "long" prayer. We sympathize with John Foster who longed for the power of touching men and women with the spell of "be quiet." No thorough work can be done in a hurry. No great picture was ever painted by contract against time. The author who writes the book that lives must have leisure, quiet and the seclusion of his stud}7, away from the rush-ing tide of busy life. The old "A B C" method may be slow but it is sensible. He is wise who takes time for thorough preparation for his life-work, who is willing to work and to wait. Feverish haste to get into college, feverish haste to get through and into the business or profession of one's choice is all a mistake, a costly blunder. The old proverb can be wisely applied to one seeking an edu-cation, "Make haste slowly." G. THE COLLEGE MERCURY. WILLING WORKERS.—There is always work awaiting the willing worker. He who puts his whole heart into his work will be success- ! Inl in it. He will always be wanted in his business or his profession. He who goes grumbling to his task will soon find himself going backward in his work until finally he may be "out of a job" altogether. In every business and in every profession we are told there is always "room at the top." Here at the top is where you find the willing worker. What an army of unwilling workers then there must be in the world. There are far too many workmen who throw down their tools where they stand on the instant the bell announces '•quit work" and who will wait next day. patiently for the signal to begin again. Where you find one man who magnifies his office, by throwing his whole soul in his work, and bending every energy to success in it, you must find nine or perhaps ninety-nine who work mechanically. Even in the ministry there are men who are forever haunted with the fear of doing unrewarded work. I sup-pose it is true in every profession that the few willingly work for the work's sake, and the many struggle along merely as a matter of business necessity. This characteristic of will-ingness to work is to be seen in student-life, where habits of work are formed and fixed. Many boys, and girls, too, for that matter, are in college merely to "finish" their education, as if that were a thing possible of achievement, or to get a diploma, to be graduated. The result is they "finish" when they get their diploma. They are at the end of advancement then, and have reached the limit of progress. For the remainder of life, as up to that time work pushes theni, they belong to the great army of Unwilling workers. But he, who comes to col-lege not to "finish," but to fit himself for life work, not to get a diploma, but to get a basis lor future growth and development, will prove himself in all his college work to be a willing worker. When he leaves the college halls he will join the army of willing workers who adorn their profession or their business, and who are a power in the world. May the army of willing workers inc. ease ! G. DE ORATORE. [In anticipation of the coming oratorical contest and in order to arouse more spirit in the society work, we publish in this issue an article, entitled "De Oratore," by Morris W. Croll, '89, Professor in the University School, Cleveland, Ohio. The article was taken from the University School Record^ There has recently been a noticeable revival of public speaking as an art. While we were deploring the decay of oratory, we suddenly found that we had a number of public men be-fore us who, whatever their failings, are at least successful students of eloquence. The platform, with its pine table and its semi-circle of influential citizens, has again become a feature of political campaigns, and the square-jawed orator once more receives, with his hand thrust between the first and second buttons of his frock-coat, the wild greetings of his fellow-citizens. There has been, moreover, whether it is or is not due to the revival of oratory in politics, a similar revival in some of the largest col-leges. Everyone who has read the news-papers must have noticed that the debating clubs of Princeton, Harvard, Yale and "the Tech" have taken a prominent position among the student organizations of their respective institutions. In most large colleges there are now two rival societies, which command the respect and enthusiastic support of the student-body by the direct, simple and convincing ex-temporaneous speaking of their members. In short, it is evident that the old-fashioned de-bate has become popular. This is a consummation which many of us have devoutedly wished. The debating-club was the school in which Americans of the last generation learned statecraft. And they learned not only that, but two yet more desir-able things—the power, namely, of thinking at once rapidly and logically, and the power of putting .thought readily into consecutive language. The=e ends are as desirable, surely, for us as they were for our fathers. It is useless, however, to insist upon the THE COLLEGE MERCURY. 118 profitableness of debating. That is obvious. It is as a form of amusement, as a sport, that debating I think, is not appreciated. "The spice of life," says Stevenson, "is battle." Who would compare the enjoyment of seeing the best horse in the world run against an invisible record with that of seeing six raw-boned trotters striving toward the line at a country fair ? And who would not go further to hear a subject tossed about between affirma-tive and negative than to hear the same sub-ject expounded by its most learned advocate ? There may be some pleasures of which rivalry is not an element, but the sum and substance of all that which we call sport is eager compe-tition. And, with this definition in mind, I venture to say that there is greater striving, closer application of the powers of a man to a desired object, a narrower watch for advantage, and a quicker grasp of opportunity in a lively debate than in a foot-ball match. Consider, for one thing, how much depends upon the manner of marshalling facts. When you have ended you know whether or not each one has fitted into its place and helped to strengthen the whole. You know whether or not they are real, significant facts, and whether, if they are not significant, you have made them seem so. You know, too, if it is a good, fair-and-square extemporaneous debate, what you have forgotten and where you lost your grasp and failed to make your point; and you squirm with eagerness to try again. But it is all over with you. You have had your chance and either won or lost with it. You must await patiently the decision of the judges, who sit, like the fair ladies in the tournaments of old, ready to award the prize to the better combat-ants. Here is sport enough in all conscience, and nothing said of the hundred details of the game—of the skill in anticipating the oppo-nents' plan of attack, of the incidents that oc-cur, so unexpectedly, diverting the fight to this issue and to that, of the fine fencing with the swords of rebuttal and rejoinder which be-gins after the opening speech. Is it not clear that success in the art—or, let us say the sport—of debating requires rare qualities ? Finally, like all good sports, debating demands a fine balance of temper, equal parts of spirit and good humor; and he will be most success-ful and win most judges who is "eager to fight, yet not averse to quarrel." M. W. C. AN ADVENTURE. While the western sun was sinking On that feast-day of the Fall, Through the corridors we wandered Of old "recitation hall." On Professor Bikle's blackboard, As through his room we did pass, We had written our initials For to morrow's I^atin class. We had viewed the halls where students Oft orating, raise their voice, "Phrenakosmian" was quite nice, but "Philomatheau" was our choice. On the walls the shadows, deepening. Plainly marked the close of day. Warning us we'd miss our supper, Should we longer dare to stay. Dearer joys there are than supper, (Leastways on Thanksgiving Day) So we tarried in the "Sweat-box" •Singing, "When I'm far away,'' "Sometimes you may think of me dear." And the old familiar song Had, to me, peculiar meaning As we sang it, lingering long. Groping then adowu the stairway, We were one and all quite shocked, On arriving at the entrance, There to find the door fast locked. We might shout from out a window To some passing boy or man, But, for several obvious reasons, We objected to this plan. In our minds there was strange mixture Of amusement and dismay, When we found to leave this prison There was but one other way. We must stumble up that stairway To the gloomy upper floors, Down the fire escape and exit Through two swinging iron doors. In this pleasant manner, took we, Down through tower dark and tall, Unconventional departure From the recitation hall. I will ne'er forget that visit, Neither do I think will you, To that building of the college Of the "orange and the blue." M. G. IK) THE COLLEGE MERCURY, AN APPEAL TO THE ALUMNI AND FRIENDS OF THE COL-LEGE FOR SUPPORT OF THE "SPECTRUM." The Junior class would respectfully call the attention of the alumni and friends of the col-lege to the Annual soon to be issued by its representatives, the '98 "Spectrum" Board. The "Spectrum" idea has always been cordi-ally endorsed by the Faculty ; the students in college are enthusiastically co-operating in the consummation of the special plans designed for the forthcoming Annual ; the class of '98 is unanimously as well as heartily supporting the work now devolving upon its chosen rep-resentatives, and the Staff of editors and man-agers itself is using every endeavor to publish a "Spectrum" that will be a lasting credit to the college and the class. That the Staff will be able to accomplish this desideratum, with the co-operation of the student body and the alumni, it feels entirely confident. Numerous decided improvements over former Annuals have been devised and several entirely new features will be presented. Sta-tistics and historical data in regard to college events of the past year and with reference to the classes, fraternities, societies, athletics, as-sociations, etc., etc., will receive special at-trition. Original literary contributions, of a character suitable for the "Spectrum," will be given the prominence they deserve. ' In order to make the '98 "Spectrum" of particular interest to the Gettysburg graduates a large section of the book will be devoted en-tirely to the alumni. This department will comprise all of the statistics, etc., given in the '93 "Spectrum," revised to date, and, besides, will comprehend many new and additional lads and features of interest and value to all who are in any way interested in the affairs of Gettysburg College. The Staff, in the arrange-ment and compilation of this department, have been fortunate in securing the kind assistance of an able and enthusiastic Gettysburg Alum-nus. The Staff feels assured that this part of the volume will be generally considered of special importance and no labor will be spared to make it the most complete and valuable alumni record issued within recent years. Suggestions in regard to this department as well as to any other matter relating to the book will be very thankfully received. General communications should be addressed to the Editor, E. W. Meisenhelder. The Staff earnestly appeals to the alumni for financial support of the "Spectrum." Prac-tically every student at Gettysburg has favor-ably responded to our solicitation for subscrip-tions and we respectfully urge every alumnus to do likewise. Many graduates have already placed their names on our subscription lists, but we hope to receive many more before the next term opens. Subscriptions given to any of the students during vacation will be promptly transmitted to the Staff. Business communications should be addressed to the Manager, S. M. Lutz. We hope to make the '98 "Spectrum" the very best annual ever published at Gettysburg. To do so, however, it is quite obvious that we must have the united support of the alumni. The student-body is doing its full share to aid us in every way. May we not hope that the alumni will freely give us the material assist-ance we need in order to publish an Annual that will be received by every friend of the college with a feeling of real pride and pro-nounced gratification? We mean to leave nothing undone to perform completely the part expected of us. Will the alumni do theirs ? We make an earnest appeal for unanimous support. May this sentiment now, and al-ways, receive universal approval and adop-tion—" Every Gettysburgian for the 'Spec-trum' and the 'Spectrum' for Gettysburg." THE STAFF. Why don't we have a few class games of foot-ball. Last year these were among the most interesting we had. Surely there is good material in all the classes—especially, the Freshman. THE COLLEGE MERCURY. 120 A LULL FROM THE HIVE. Be earnest forever ! Be this our endeavor ! Be honest, be cheerful, be kind ! Making the spirit the test of our merit, To outward appearance blind. Our memory Will cherished be By teachers and class mates and friends If efforts are made towards these ends- Whenever you roam from the pales of your home In the bright sunny days of a spring, You see the bees gather from forest, from heather, Golden stores while they buzz and they sing. They nectar sip From lilies' lip Which gives to them food and good cheer When days become cold, lone, and drear. In the spring of our life, when earth's joyous and rife, And all things are happy and gay, When song birds are filling the air with their trilling, Your honey, O store, while you may ! When days of gloom And sadness come. The heart and the memory will hold Its treasures more precious than gold. W. H. B. C, '99. COLLEGE LOCALS. EbMUND W. MEiSE.NHEi.niiR and E t,. ROLLER, Editors. Dr. N. (to 190b Cadet who is verj' much in-teiested in something between himself and the board)—Mr. K., you had better take that to the window where you have better light. Mr. S., '99, recently went out after turkeys. After a walk of about four miles and a half, he arrived at the desired place. Cautiously walk-ing along a fence, he is surprised by the owner of the property who immediately begins to shoot. Walton now held up his hands and said, "I surrender." But when three men strive to tie him he makes a brave fight and finally succeeds in gaining his freedom. Now knocking two of the men down he makes a bold dash for the road. The men follow in hot pursuit and Walton falls over a plow. Never losing his presence of mind, he immedi-ately jumps up and runs into a brook. Hav-ing thrown the pursuers from his track by this piece of strategy he proceeds to a neighboring woods where he lies behind a log. till late at night. Finally he makes his way home where he is received with open arms by his worried com-panions. The MERCURY extends its sympathy to Mr. S. for injuries received. Dr. N. (to Mr. D., 1900, who is up at the board and holding a book under his coat), "You might injure your arm.by holding things so tightly under your coat." Mr. E., '99, tells us "many of our presi-dents had a very humble beginning, for in-stance, George Washington the rail-splitter." Prof. Van O., in Prep. Greek, to Mr. M.— "Have you Kelsey's edition?" Mr. M.—"No, sir." Prof. Van O.—"Who's have you?" Mr. M.—"Anabasis'." Mr. D., 1900, says that "James II, of Eng-land, w7as of a weak character because he chewed tobacco." Dr. B.—"Mr. M., what was the Koran ?" Mr. M., '97.—"An officer appointed by—" Class laughs and Mr. M. stops short in his explanation. Mr. R., '99, would like to know who Mr. Hastings is and what position Mr. Hastings is holding in Penn'a. Mr. K., '98, (translating German),—"My hat fell down confused." Prof. K. (to Mr. B., '98, who has been sleeping and has been rudely awakened to re-cite)—" Mr. B. you ought to feel refreshed after your little nap." Dr. B.—"If your eyes were shut how would you recognize Br." Mr. F., '98.—"By its color." Mr. B., '99, (in gymnasium and talking to Mr. L., 1900)—"M. L,. don't get on those mats with your feet." William Harrison Winfield R., of Prep., re-cently jewed a town storekeeper five cents on a broom. After a vain effort to jew him more he asked him, "Wouldn't you just wrap it up since I don't like to carry a broom along the streets ? " Mr. M., '99, (explaining the habitability of the moon)—"The moon revolves around the sun and has its own moon and is inhabited and the inhabitants revolve on their axes. Mr. G. 1900, wishes to borrow a horn, on which he wishes to increase his breathing ca-pacity ; Dr. S. having marked him minus. Every evening, about dark, G. will stick his head out of the window and look around to see if any one is near. If no one is near, he will blow a feeble blast on the horn and quickly withdraw, appreciating the joke hugely. We wish Mr. G. all success in his efforts. Mr. E., 1900, recites with great feeling and with good effect, "God bless the man who first invented sleep." I .'I THE COLLEGE MERCURY. Prof. K (to Mr. B., who is reading an es-say)—" The last sentence is not correct. Can you tell me why ? " Mr. B., 1900—"It is too much like a Soph-omore's writing." Prof. K.—"That's right. Quite a number of pretty words which mean nothing." Overheard at the W. M. R. R. depot from the lips of a young lady : "Well, Mr. A., I think you are the nicest man on earth." Ernie, '97, is strictly in it. Several bright Sophs intending to have some fun paid a visit to "Jess" K. the other night. Cayenne pepper was wafted about the room and burnt in the flame of the lamp. "Jesse" stood the test very well and . the "Sophs," after a short while, were compelled to leave. A more crestfallen crowd would, with difficulty, have been found. It was plainly a case of "the hunter hunted." Josey K., '99, who is a remarkable wit, said that "T., '99, received a ten for night work." Joe had reference to the Prep. fire. "Stocky" recently asked on what date New Year came last year. Mr. F., '98, has a new way of getting off from reciting Greek—he hides his book when the recitation period comes. Prof. Klinger is on to it, however. Prof. K. (in Greek, to Mr. B., '98, who has just flunked)—"Mr. B., I supposed you would have been better prepared to recite after your pleasant little nap." The back row in Lab. of the Classical Jun-iors have suddenly been deprived of the sober-ing effects of the presence of Mr. A. B. B. V. O., who departed for more peaceable climes about a week ago. "How can a fellow do sat-isfactory work, Mr. Stover, when there are a lot of bums banging around ? " The standard of the college is surely being raised, at least the standard of the Sophomore class, when a '99 man discourses fluently upon the Darwin theory—as was heard a few days ago. Truly we have "all sorts and conditions of men" around here, Darwinites, Silverites, Atheists and Preps. Mr. H., 1900, received quite a "moist" re-ception at the rear door of middle division lately. It always pays for a Freshman to "look aloft," especially when he has his Sunday clothes on, for the more moisture greens re-ceive the longer they will retain their verd-ancy. Mr. S., 1900, was lately giving his opinion about a certain "dramist." We suppose he meant "dramatist," but then he's only a Freshman and will learn. Prof. H., in teaching Anglo Saxon, has at last succeeded in impressing upon the mind of Mr. L-, of the Dummies, '98, that we get from the old English gumena our word grootn. "You may have occasion to use it some time." Mr. F., '98, (in Anglo Saxon)—"And he hastened about an ell.'' Prof. H.—"Mr. F., he wouldn't have has-tened very far in that case, would he?" A word about the College Musical Clubs. The very creditable manner in which they fur-nished the music for the recent Adams County Institute has again brought them before the people. The music this year, both of the Glee Club and of the Violin Quartet, has been very much better than any before given— simply the result of diligent and frequent prac-tice. The Glee Club has been rather unfort-unate in losing temporarily its second bass, Mr. Manges, whose larynx was injured in foot-ball practice, but his active and neces-sary work as manager has still continued. The clubs are in good condition now and the stu-dents in general will lose nothing by taking an interest in them—for they represent the col-lege musically, as the foot-ball and base-ball teams represent it in the capacity of athletics. The Juniors are writing plays for Prof. Himes. The whole college is awaiting the re-sult anxiously, for they will no doubt revolu-tionize the whole dramatic science. They range all the way from Adam and Eve to the Judgment Day. One of the sources of pleasure of the last month, was Dr. Everett's lecture on "Our Girls." A fair sized audience greeted him, which, however, should have been considera-bly larger, in view of the frequent announce-ments. The lecture was very entertaining, brim full of humor and anecdotes. We all , want to hear the Dr. again. Overheard in the Shakespeare recitation : T., '98—Say, Nick, what does "Gervinus" mean in the notes to the plays ? Nick, '98—"Why, that's the German for the author of the notes.'' S., 1900, seems to take quite an interest in the establishment of the Battlefield Photo-grapher. If he wants his pictures taken free, he is certainly going to lots of trouble. There i may be other reasons. THE COLLEGE MERCURY. This is about the time when the Sophomores ; are beginning to put on a little dignity. How- ' ever, they cannot overcome their little habit of giving their class yell every time they see a Freshman walk across the campus—just to show him how brave they are. Our society reading rooms are being mis-used by some of the fellows—especially by non-society men. They ought to realize that the rooms are for "reading," and that for this absolute quiet is needed. They were not fitted up for club rooms or places to play foot-ball. If everyone would individually realize this fact and respect the rights of his fellow student, it would certainly be better for all concerned. "Bobby" W., '98, has lately been quite at-tentive to the fair sex—one of them. This is quite surprising, viewed from our past knowl-edge of W., but then it must happen to them all, and Bobby has been captured. Congrat- | illations. During the recent convention of the Adams County Teachers' Institute some of the college fellows—especially those of the musical clubs— had the pleasure of associating with Prof. Park-er, of Binghampton, N. Y., and who conducted the music. He is a jovial good fellow, and took quite an interest in the boys, as did the boys in him. He sang several solos at the In-stitute. "Herbie" F., '98, recently in chapel one morning uttered quite a feminine shriek. It is said he "saw snakes" —one, anyway. The latest capture that the girls of Gettys-burg have made is "Albertus." Well, well, will wonders never cease ? We thought he was hardened. It is said, too, that the young ladies have been also inquiring earnestly after Fv '98. One of the fellows recently in German used the word "compar-able," accenting the second syllable. Dr. M.—"I would pronounce that 'com-par-able.' " "Since when ? Thats the first time I ever heard it pronounced that way." Dr. M.—"Well, you are not so old that you can't learn a few new things. There are many things happening continu-ally in and about college that would make very interesting items among the locals, but which never get there because they never reach the ears of the editors. It is the duty of the fellows, and to the interest of them all, that they hand such things in to the local de-partment, and thus increase its interest. Very few items are handed in and the editors have to do entirely personal work in getting such as do appear. We ask your assistance. The skillful investigation of scientific intel-lect, expanding in every direction, will ever bring to light new and wonderful discoveries. Following close on the disclosures made by the now famous Roentgen, which prove that cer-tain rays of light can be made to pass through even the obtuse head of a Sophomore, the an-nouncement now issues from the Chemical Lab. Dept., that the fruit of the genus Dios-pysos Virginiana of the natural order Ebena-ceae, commonly called "persimmons," may be obtained from the Platanus Occidentalis or syc-amore tree. This startling fact, like so many others in the scientific world, was chanced upon by the "Professor" quite accidentally, but that makes it none the less interesting. Samples of the delicious fruit recently secured, and a full explanation showing with what ease and rapidity it is digested, may be obtained upon application. Be sure that vou are not faked. ALUMNI-I. C. MANGES and CHARLES H. TILP, Editars. '41. St. Paul's Lutheran church, of Steel-ton, Pa., and the new church at High Spire, Pa., are to be formed into one charge. Rev. E. Miller, D. D., will be the pastor. '44. Rev. Peter Anstadt, D. D., of York, Pa., is considering the question of publishing a biography of the Rev. Doctor Ezra Keller, '35- '45. Rev. J. F. Probst has left Asbury Park, and will spend part of the winter at Ashville, N. C. His health has not improved to such an extent that he is able to resume the active work of the ministry. '46. Rev. Conrad Kuhl, D. D., prepared the history of the Central Illinois Synod for the 50 years of its existence, that was read by Dr. Rhodes, at the convention held at Hills-boro, 111., in October. '48. Many requests have come to Rev. P. Born, D. D., especially from former Theolog-ical students, to have his Inductive Bible Study ot the Old and New Testament issued in book form. Now that he has retired from active work as professor the call comes louder than l-?l THE COLLEGE MERCURY. ever. The work will compose a volume of about 300 pages. '50. Dr. M. H. Valentine's new book on "Ethics," will be out before Jan. 1st. The work will be used as a text-book in our col-lege. '52. Rev. Prof. John J. Scherer, of Marion, Va., has returned from a trip to Texas. '54. Rev. John Tomlinson, Dixonville, Pa., has compiled some valuable statistics, which appear in the Lutheran World of Nov. 26th. They are worthy to be read and pondered. '55. Rev. P. Bergstresser, D. D., of Rock-wood, Pa., spent vSunday, Nov. 22, in Alle-gheny City and filled the pulpit of his son, Rev. Fuller Bergstresser. '57. Rev. H. L. Baugher, D. D., has been elected Managing Editor of The Lutheran Wo//,/. The Doctor will give his undivided attention to this arduous and responsible work. This excellent paper is indeed fortunate in se-curing the services of so learned a man. '58. The Lutheran Observer of Nov. 20, con-tains a poem entitled, "Nearer Home," by Rev. B. H. Hunt, that was written and pub-lished in the Observer while the author was a student at college. The song is found in many song books. '59. After nineteen yearsof editorial service, Rev. J. H. Sieker has transferred the editor-ship of Zeuge die Wahrheit, to pastor Stack- In^/., of Paterson, N. J. '60. Rev. Prof. M. H. Richards, D. D., de-livered the first of a series of lectures at the Moravian College, Bethlehem, Pa. His sub-ject was, "An Excursion to Eden." The lec-ture was highly praised and the students and friends are looking forward with pleasure to the second lecture, soon to be delivered. '61. Rev. L. Grab has accepted the call of St. Mark's church, Omaha, Neb., and is at work in his new field. '62. Rev J. B. Keller, late pastor at Smiths-burg, Md., will spend the winter in Georgia. '62. The corner stone for the new Lutheran church at Vandergrift, Pa., was laid on Thurs-day November 12th. The sermon was preached by Rev. M. I,. Culler, president of the Pitts-burg Synod, and the cornerstone was laid by Rev. J. W. Poffinberger, '72 of Leechburg, Pa. '62 Prof. H. E. Jacobs, D. D., LL- D., president of Mt. Airy Theological Seminary, Philadelphia, filled the pulpit of College church, Sunday, Nov. 15. '63. Rev. J. L. Smith, D. D., of Pittsburg, Pa., on Sunday, November 29, organized the St. Paul's Evangelical Lutheran church of Wilkinsburg, Pa. This is the first Lutheran congregation organized in that thriving town, and was brought about through the untiring efforts of Dr. Smith. '63. The November number of The Luth-eran contains an obituary and cut of the late Prof. Davis Garber, Ph. D. Muhlenberg Col-lege, where he labored for 26 years, has sus-tained a great loss in his death. '63. Rev. E. J. Wolf, D. D., recently at-tended a meeting of the Common Service Com-mittee at Alleutown, which is now preparing a Liturgy. '64. Friday evening, October 30th, the Rev. J. G. Griffith, pastor of the English Lutheran church, Lawrence, Kansas, by request, deliv-ered an address on the Reformation of the 16th century to about 400 Indians at Haskell Insti-tute. '64. The Zanesville, (O.,) Times Recorder of Nov. 30th, contains an account of the 20th anniversary service held in St. John's Evan-gelical Lutheran church of that city. It gives a review of the work done by the pastor, Rev. Frank Richard, D. D., during his long service in this church, and shows that the work has prospered in his hands, during the past fifth of of a century. The ladies of the church gave an elegant reception and reunion at the par-sonage, on Nov. 26, in honor of the occason. '65. Rev. Joseph Hillpot died on October 30th at Quakertown, Pa. He was a member of the Pennsylvania Ministerium. '69. Dr. J. A. Clutz and Rev. H. L. Yar-ger, '83, assisted at the dedication of the First church of St. Joseph, Mo., on November 15. '73. Rev. T. J. Yost, of Cumberland, Md., preached the sermon at the opening of the State Convention of the West Virginia C. E. Union held at Clarkesburg, W. Va. '73. Rev. J. A. Singmaster, D. D., Allen-town, preached the sermon at the dedication of St. Matthew's English Lutheran church, Brooklyn, on Nov. 12. He also presented the chancel windows given by Hon. and Mrs. Schieren. THK COLLEGE MERCURY. 124 '73. Rev. Chester H. Traver, late of Rhine-beck, New York, has taken charge of the Lutheran church at Churchtown, New York, and thus succeeds the late Doctor Marcus Empie. '77. Rev. J. A. West has taken charge of the Lutheran church at Londonville, O. He has been warmly received by the people of his I charge. '77. The congregation of Christ Lutheran | church, of Los Angeles, Cal., of which Rev. j M. H. Stine, Ph. D., is pastor, dedicated a new j pipe organ on Sunday, Nov. 15. Rev. Stine has been very successful as pastor of this church, j '78. The good Lutheran people of Palo, 111., are arranging to care for their pastor, Rev. Holmes Dysinger, right royally. The founda-tion is already laid for a fine $3000 parsonage, to be built of dressed stone in harmony with the church itself. '78. Rev. O. C. Roth, pastor of Grace Eng- ! lish Lutheran church, Broadway and Gough street, Baltimore, Md., commemorated his seventh year as pastor on November 2nd. He preached two sermons on the event. '79. The new Lutheran church in Benders-ville, Rev. U. A. Hankey, pastor, is to be dedicated on the second Sunday in December. Dr. E. J. Wolf and Rev. H. H. Weber will have charge of the services. '80. Rev. M. F. Troxell, D. D., of Spring-field, Ills., preached an eloquent sermon on the Reformation, in Grace Lutheran church of that city. '81. Rev. J. W. Byers, D. D., of Nevada, 0., and the people of his congregation royally entertained the Eastern Conference of Witten-berg Synod, during its 97th convention, which was held in Nevada, O. 82. Rev. Chas. R. Trowbridge will spend the winter in Easton, Pa., where he has taken up work in his new charge. '82. Frank E. Colom, Esq., is one of the best and most active lawyers at the Bedford Bar, and a worthy son of his Alma Mate). He was elected president of the Bedford County Sunday School Association, at its 15th annual convention, held at St. Clairsville, Pa. '83. Rev. W. W. Anstadt has accepted the call to Hollidaysburgh, Pa. He will take charge of his new field on the first Saturday in December. '83. Rev. L. M. Kuhns, of Omaha, Neb., laid the corner-stone for his new church a few weeks ago. Rev. H. W. Kuhns, D. D., '56, was present and participated in the services. '83. Rev. H. L. Yarger assisted Rev. W. F. Rentz, of Atchison, Kansas, in a series of special services, and proved himself a valuable assistant. '84. Rev. L. M. Zimmerman, Baltimore, Md., is preaching a series of sermons on "Pil-grim's Progress." One of the subjects was, "The Pitfalls to Young Men." '85. Rev. A. F. Richardson, of Grafton, Wt Va., was unanimously elected president, for his third term, of the West Virginia C. E. Union, which convened in Clarkesburg, W. Va., Nov. 18. '87. Rev. Herbert C. Alleman will be in-stalled pastor of College Church December 6, Rev. Alleman, D. D., of Lancaster, Pa., and Rev. J. C. Kohler, D. D., of Hanover, Pa., are the committee on installation. '90. On Nov. 8th, the cornerstone of Beth-any English Lutheran church, New York City, was laid by the pastor, Rev. J. Fred. W. Kitzmeyer. '90. Rev. Oscar H. Gruver has resigned as pastor of the First English Lutheran church, San Francisco, California. 91. Rev. Stanley Billheimer, Washington, D. C., was in Gettysburg Thanksgiving Day, visiting his parents, Dr. and Mrs. Billheimer, '91. Rev. S. Gring Heffelbower has been called to Mauheim, Pa. '92. Rev. George Beiswanger, pastor of Calvary Lutheran church, Baltimore, Md., en-tertained the members of the present and retir-ing church councils at the parsonage, Thurs-day night, October 22nd. '92. Rev. Edward O. Keen completed his studies in the Reformed Theological Seminary, Lancaster, Pa., in May last, and is now pastor of St. Paul's Reformed church of Waynesboro, Pa., having begun his work there Aug. 1, '92. Rev. D. P. Drawbaugh, McConnells-burg, Pa., has been doing faithful and thorough work in his field and his efforts have been crowned with excellent results. '93. Rev. Marion J. Kline preached the first of a series of four sermons on "The Life of Joseph" in Bethlehem Lutheran Tabernacle, Harrisburg, Pa., on Nov. 15th. The audience was large and the discourse was exceptionally fine. I •■■ THK COLLEGE MERCURY. •93. Rev. \V. S. Oberholtzer has changed his address from MifBjntown, Pa., to Harbin, Indiana. '93. Rev. F. II. Knubie, of New York city, has accepted a call to begin a new English Lutheran church on the west side of New York city. '93. The English Evangelical Lutheran church, Jersey City, Rev. E. E. Neudewitz, pastor, was the recipient of a very costly pul-pit Bible recently. It was given by a member of the same. '93! Rev. John C. Rowers was installed as pastor of St.'Mark's Lutheran church, Wash-ington, I). C, 011 Sunday, November 15th. The charge to the pastor was delivered by Rev. M. L. Beard, '75. of Middletown, Md., and that to the people by Rev. Geo. S. Bow-ers, of Hagetstown, Md. '93. Rev. G. W, haulers, Jr., of Argusville, N. Y., delivered a lecture on "Normal Train-ing in the Sunday School," before the Sharon Institute, at I.ecsville, N. Y., on November 17th. His address was instructive and well received. '93. On Sunday, Nov. 29th, Rev. Wm. C. 1U finer formally began work in his new field at Fayetteville, Pa. '93, The examining committee of the York Bar'met Nov. 20, to examine P. M. Bortner, who has been reading law with Niles ec Neff. Mr. Bortner passed a very creditable examina-tion, and on the motion of J. E. Vandersloot, Esq., a member of the committee, was admit-ted to practice at the York County Courts. '93. Rev. A. A. Kelley was installed pastor Of the Trindle Springs church, Sunday, Nov. 8. Since he has been pastor of this church the membership has been doubled. Rev. and Mrs. Kelley were visiting friends in Gettysburg, Thanksgiving Day. • '94. Herbert A. Allison is a member of the faculty of Susquehanna University. The Oc-tober "number of The Susquehanna contained a good cut of him. His department is the Greek language. '94. Prank E. Pickinger, principal of Cham-bersburg schools, was manager of the foot-ball team, composed of ex-college players, that played our team Nov. 21, on the new athletic held. '96. W. H. Mengcs was captain of the York V. M. C. A. foot-ball team tins fall. ATHLETICS. CHARLES T. LARK, Editor. Gettysburg, 6—Maryland University, o. Gettysburg, 58—Chambersburg ex-college plavers, o. Gettysburg, 64—Western Maryland Col-lege, o. Maryland University having 700 student from whom to select, as a matter of course, has a strong foot-ball team. This eleven, by its excellency on the gridiron, has won for itself the championship of Maryland. It is com-posed of a set of big fellows, almost all of whom have had years of experience in their respective positions. In spite of the fact that our grounds were wet and soggy, the game between Gettysburg and the above mentioned team, on Nov. 14th, was one of unusual inter-est. The players were about evenly matched as regards weight. The playing was so sharp and close that almost through the entire game it looked very much as though neither side would score. Deuson, the left half-back and Capt. of M. U., although the lightest man oh the team, played a most brilliant game. His three years experience on the University of North Carolina eleven, showed up to a good advantage and his work received merited ap-plause. Too much can not be said in praise of Capt. White and Lawyer for their magnificent play-ing. They always play a good game but in this particular one they excelled themselves. Their runs and tackles were the feature of the daw Had our team made more preparation for this game than it did, we would have won by a larger margin. M. U. kicked off and the ball was downed on our 30-yard line. By an elegant exhibition of team work," our fel-lows took the leather from this point to our opponents' 10-yard line, where it was lost on downs. Through the successful use of a quar-terback kick, and their quarter proved himself an adept at this, they captured the hall on their 30-yard line. The ball changed hands ofteu but we finally forced it to their 2-yard line where, on an account of an unfortunate I fumble, they obtained possession of it and again advanced it somewhat down the field, it being on their 20-yard line when the first half ended. The second half was marked by many fine plays. The ball was kept entirely within the territory of M. U., nevertheless it changed hands frequently. . During the last five min- THE COLLEGE MERCURY. [26 utes' play our men summoned all their strength for one mighty effort and after a series of de-termined, desperate rushes, the ball was taken across the line by Capt. White after a 25-yard run. The crowd yelled itself hoarse. Dale added two more points by kicking the goal— 6 to o. Time was called a few minutes after the ball was again put in play. Among the distinguished spectators present were Congressman-elect Benner and Judge Swope. This was one of the most exciting games of the year and we take great pride in placing it under our list of victories. The line-up follows : MARYLAND UNIVERSITY. POSITIONS. GETTYSBURG. Allen left end Moser Steele left tackle Byers Gauss left guard Koppenhaver Riley centre Stifel McCain right guard Hagerman Lewis right tackle Nicholas Dawson right end (Kite) Doty Riddington right half back Dale Barrow quarter back Lawyer Armstrong full back Sheely Touchdown—White. Goal—Dale. Refree—Kump. Umpire— Kuendig. Linesmen—Steward and Leisenring Time of halves—25 and 20 minutes. Our students had anticipated a closer con-test than that which took place on Nov. 21st, between Gettysburg and an eleven from Cham-bersburg, composed of ex-college players. Although somewhat heavier than the oppos-ing team we should by no means have had the walk-over we had. Fine individual playing but lack of team work tells the tale for Cham-bersburg. Our fellows made gains wherever and whenever they desired. "Willie" Burns, 1901, played the star game and seems to be as much at home on the foot-ball field as in the box. We scored 32 points in the first half and 26 iu the second, making the total 58-0. Dale, 1900, missed but one goal out of ten. ■ The following was the line- up : GETTYSBURG. POSITIONS, CHAMBERSBURG. Stifel centre Sherrod Koppenhaver left guard Plank Hagerman right guard Shaefer Ott left tackle Brown Nicholas right tackle Parrott Doty right end Wragg Young (Loudon) left end Pierson Lawyer quarter Orr Burns left half back Smith Dale right half-back G. Fletcher Sheely fullback F. Fletcher Touchdowns—Burns, 3; Dale, 3; Nicholas, 1; Stifel, 1; Sheely, 2. Goals—Dale, 9, Referee—White. Umpire—Kuendig. Lines-men— Leisenring and Lark. Timekeeper—Wheeler. As a matter of course interest on Thanks-giving Day centers around the turkey, but foot-ball comes in as a very close second. This is the first time for a number of years that our team has played at home on this holi-day, and, as the day was pleasant, an enthusi-astic crowd of 500 people turned out to see us line up against Western Maryland College. This was the best game of the year, at least in one respect —in point of attendance. Western Maryland started the game with a dash, and for the first ten minutes' play held our eleven very nicely. They then lost confi-dence and their playing during the remainder of the game looked to the foot-ballist like the first attempts of a lot of novices, while to the referee it looked like 64 to o. Lawyer, 1900, was, unfortunately, physically unable to be in the game, and his position, quarter-back, was ably filled by Capt. White, whose place at left-half was filled by Burns, 1901. Dale, igoo, did excellent work in kicking ten goals out of eleven. In short each player played his position well. Line up: WESTERN MARYLAND. POSITION. GETTYSBURG.' Stiaugh. Reckford left half-back Burns Johnson left end Fite Joice left tackle Nicholas Little left guard Ott Satlerwight '. center Stifel Warfield right guard Hagerman Baker right tackle Manges Edwards right end Doty Zepp right half back Dale Patton quarter back (Capt.) White Crockett full back Sheely Touchdowns —Dale, 7; Burns, 2; Manges, 1; Hagerman, I-Gials— Dale, 10. Time of halves—25 minutes. Referee— Kuendig Umpire—Murphy. Linesmen—Wolf and Whalen. The feelings of a Gettysburg man, in look-ing over our record in foot-ball for the season which is just now past, can be but those of gratification and pleasure. We have indeed been eminently successful, having won six games out of nine, and to-day stand higher iu the foot-ball world than we have ever stood before. In spite of the fact that we contested with some of the strongest elevens in the coun-try, we have to our credit an even hundred more points than have been scored against us, as is shown by the following: State College, 40—Gettysburg, University of Penn'a, - 32—Gettysburg, F. & M., - 24—Gettysburg, Baltimore City College, o—Gettysburg,' F. &. M., Swarthmore, University of Maryland, Chamb'sbg ex-Col. pl'ys, o- Western Maryland Col., o-o— Gettysburg, 4—Gettysburg, o—Gettysburg, -Gettysburg, -Gettysburg, o. o. o. 50. 10. 12. 6. 58. 64. Totals, 100 200 127 THE COLLEGE MERCURY. Certainly this happy result of a seasons work demonstrates most clearly the value of a coach. We were very fortunate in securing the services of Mr. Best and our success is largely due to his efforts. He did remarkably well iii developing such a team from so many inexperienced players. Koppenhaver, 1900, Stifel, 1900, and Hag-erman, 1901, at left guard, center and right guard respectively formed a center which held like a brick wall against all our opponents. Each member of this trio, averaging 195 pounds of solid muscle, at the beginning of the season was new at at the game, but their de-velopment has been remarkable. They broke through constantly and opened up well for the barks. Ott, '97, Manges, '97, and Nicholas, '98, are the men who efficiently filled the tackle positions. "Pop" Ott is one of our old relia- ' bles and always played an aggressive game. The reputation of Manges as a ground gainer is thoroughly established, while "Nick," be-sides taking ample care of his man and mak-ing gams when called on, kept things lively by his seemingly inexhaustible supply of jokes. Doty, '99, Fite, '98, Young, 1900, and Lou-don, 1901, at the end positions, upheld the orange and blue. Although this is their first year on the team, they played like veterans. Doty, after having been tackled, is fond of shaking the man from him and going on. He is a hard man to down. Eite, besides being a good tackier, is a snappy player and runs well. Young and London each played a steady game and made their presence felt. Lawyer, 1900, as this is his second year at the position, has become quite proficient as a quarter-back. He keeps his wits about him and gets into the interference well. Sheely, '97, made many fine tackles and struck the line hard, besides kicking very cleverly. burns, 1901, Dale, 1900, and White, '97, played at half. The first one mentioned kicks well and runs fast. Dale is adroit at kicking, is a swift runner, a fine tackier and an all around good player. Capt. White seems to be entirely at home in the game. It is quite unnecessary to enumer-ate liis achievements and abilities as a foot-ball player, as he is a heady player, was always in the game, and was a source of encouragement to his men. Perhaps the secret of his ground-gaining, is the fact that he sticks like a leech to his interference. We must not overlook the second team which, under the leadership of Kuendig, '98, turned out so faithfully. Their services were of great value to the first eleven, as they there-by were given sharp, hard practice. The scrub contains many players of promise, among whom are : '98, Kephardt, Tholan, Briner, Kuendig; '99, Herman, Brumbaugh, Trimble, Roehner; 1900, Good, Wisotzki, Brandt, Kohler. As we lose but a very few men, the prospects for next season's team are of the brightest. Our players may now retire from the grid-iron and take merited satisfaction in looking over a season well spent. TOWN AND SEWJINARY NOTES. S. J. MILLER, Editor. TOWN. It seems as if improvement has become the ' adopted watchword of the town. Telephone wires by the dozen have been stretched across the diamond, thus to communicate with all the important neighboring towns in the county. The Water Company has enlarged the water supply by replacing the old pipes with larger ones. Several new and costly buildidgs have been erected, among which is the new school building, known as the Meade High School, and which in all probability will be occupied at the beginning of the New Year. The association of the survivors of the Twenty-first Regiment of Pennsylvania' Cav-alry recently held its seventh annual reunion in this place. About seventy-five members were in attendance. At a business meeting the following officers were elected: President, Major Robert Bell, Adams county; Vice-Pres-ident, Captain E. McMillan, Lancaster; Secre-tary, J. Harvey Cobean. Gettysburg; Treas-urer, Captain Long, Gettysburg. The anniversary exercises of the Women's Bible Society were held on Sunday evening, Nov. 15th, in Christ Lutheran church. Rev. Dr. Huber presided. Prayer was offered by Rev. Dr. Richards, of Gettysburg, and ad-dresses were made by Rev. Dr. Jacobs, of Philadelphia, and Rev. Dr. Morrow, Secretary of the Pennsylvania Bible Society, after which a very creditable report of the society was read by Rev. A. R. Steck, pastor of the St. James Lutheran church, this place. THE COLLEGE MERCURY. 128 The semi-annual convention of the Adams County C. E. Union was held in the St. James Lutheran church, this place, on Friday and Saturday, Nov. 20th and 21st. The conven-tion opened on Friday at 2 P. M. The ad-dress of Welcome was delivered by Rev. A. R. Steck and the response was made by Presi-dent Longanecker. The sessions were very interesting and were largely attended through-out the whole convention. Rev. C. H. Rockey, of Shepherdstown, W. Va., preached in Christ Lutheran church on .Sunday, Nov. 22. The Christian Endeavor Society of St. James Lutheran church held their eighth anniversary exercises on Sunday, Nov. 22. In the morn-ing Rev. E. F. Jeffers, D. D., Principal of the York Collegiate Institute, preached the anni-versary sermon. At the evening service Rev. A. R. Steck presided. An excellent program was rendered. Rev. Rockey offered prayer and Rev. Dr. Jeffers delivered the address of the evening, his subject being, "Spiritual Power.'' The old tin roof on the Methodist church has been removed and a slate one put on. The St. James and Christ Lutheran congre-gations held a union Thanksgiving service in St. James Lutheran church on Thursday morn-ing, Nov. 26, at 10 o'clock. Services were also held in the Presbyterian and Reformed churches in the morning. SEMINARY. Rev. J. E. Byers preached at Williamsport, Md., on Sunday, November 1. Rev. J. H. Harmes filled the pulpit of St. John's Lutheran church, Hagerstown, Md., on Sunday, Nov. 8th. Rev.' Paul Koller preached at Hagerstown, Md., Shepherdstown, W. Va., on Nov. 15th and 22nd respectively. Rev. W. H. Feldman was sent as a delegate to attend the Inter-Seminary Missionary Al-liance at Chicago, on Nov. 12- 15th. While there he also had the pleasure of attending the Luther League Convention. The pulpit of the Second Lutheran church, Carlisle, Pa., was filled by Rev. Brady on Sunday, Nov. 22. Rev. M. S. Kump preached in Christ Luth-eran church on Sunday evening, Nov. 29. Prof. J. H. W. Stuckenberg will deliver the following lectures in Brua Chapel, beginning with Monday evening, Dec. 7th: Monday—"The Importance and the Method of of the Deeper Study of the Age." Tuesday—"Characteristics of the Age." Wednesday—"The Dominant Ideas." Thursday—"Social Trend." Friday—The New Social Era." Saturday—"Higher Education in Germany." This is a new course of lectures prepared es-pecially for Gettysburg, and we are indebted to the Seminary students for his coming. FRATERNITY NOTES. PHI KAPPA PSI. A. J. Smith, '83, a Professor of the Univer-sity of Texas, recently suffered the loss of his wife. We were pleased to meet Dr. Philips, Presi-dent of West Chester Normal School, who de-livered a lecture before the Teachers' Institute convened in this city last week. J. C. Bowers, '93, made a business trip here a few days since. W. F. Lutz, '94, is engaged in journalistic work at his home in Bedford. A. C. Carty, '96, attended the New York City rally on Dec. 4th. . PHI GAMMA DELTA. Bro. Jacobs, '62, preached in the College church recently. Bro. Knubel, '93, has started a mission in upper New York City. We wish him success in his undertaking. Bro. Roth, '95, of Bucknell, spent a few days in town recently. We were glad to have with us during the past month Bros. Brewer, '83, Garland, '85, Fickinger, '94. Bros. Fite, '98, and Albers, '99, spent a few days with Bro. Stahler, of Norristown, Pa. Bro. Kolb, 1900, spent Thanksgiving at Mechauicsburg. SIGMA CHI. Bruce Trimmer, Kappa, '98, of Bucknell, made us a visit several weeks ago. Leisenring spent Thanksgiving with his parents at Chambersburg. I2CJ THK COLLEGE MERCURY. Win. Hersh, '92, was elected District At-torney of Adams Co., by the largest majority ever given a candidate. Rosensteel was called to his home in Altoona several weeks ago on account of the death of his grandfather. Edwards, Alpha Psi, Vanderbilt University, played end on the Western Maryland College foot-ball team in the game here on Thanks-giving. Munro and Fredericks were at their homes in Lock Haven over Thanksgiving. Frank Hersh, '92, who was home for several weeks, has returned to his work in Braddock, Pa. Keith, '99, paid a flying visit to the Chapter at Dickinson several days ago. Fredericks stopped at Bucknell on his way home on Thanksgiving, and visited the Chap-ter there. Lawyer spent Thanksgiving at his home in Westminster. PHI DELTA THETA. J. A. Singmaster, '98, was initiated Novem-ber 23d. Kain, '97; Meisenhelder, '97, and Beerits, '99, attended the 24th Biennial Convention of the fraternity held in Philadelphia Nov. 25th to 30th. M. F. Holloway, '84, and A. S. Cook, '95, were also in attendance. Chas. Reinewald, '88, spent a few days in town recently. J. C. Moore, Jr., Pa Zeta, paid the Chapter a visit the beginning of the month. ALPHA TAU OMEGO. Saturday night, Nov. 21, the Chapter held a banquet in the meeting hall, which was pro-nounced by those present to have been a very enjoyable affair. Edward Gaines, a member of the U. of Md. foot-ball team, spent Sunday, Nov. 15, with the Chapter. William O. Nicklas, '93, has been admitted to the Chambersburg bar. William H. Menges, '96, visited the Chapter during Institute. Dr. Franklin Menges, '86, was with us In-stitute week. James P. Michler, '97, is at present a stu-dent at Washington and Lee. SUBJECTS FOR "ROMAN LAW" THESES. ABEL—Spread of the Roman Law Through Barharic Invasions. ARMSTRONG—Marriage and Divorce Among the Romans. HIKLE—Influence of the Laws and Organization of the Roman Empire on the Laws and Organization of the Early Church. CLUTE—The Extent and Limitations of the Patria Potestas. COBLE, Sr.—Slavery Among the Romans. DUCK—The Indebtedness of Modern States to Roman Juris-prudence. FRIDAY—The Roman Law of Succession. HUTTON—Roman Citizenship-Different Kinds, How Acquired and How Lost. Miss KEITH—The Nature and Authority of the Jus Respon-dendi. MILLER—The Functions of the Roman Praetor. Miss SIEBER—The Roman Method of Legal Procedure in a Province as Illustrated by the Trial of Christ in Pal-estine. SMITH—The Roman Judiciary System. WHEELER—The Change from Republic to Empire in Rome, a Change to nu Autocracy. WOLF—Influence of Christianity on Roman Legislation. LITERARY SOCIETIES. JOHN W. OTT, Editor. PHILO. Messrs. Baker and Markel were initiated during the past month. On Friday night, Dec. nth, Philo will render her last special program of the term. The program promises to eclipse all others. PHRENA. Messrs. Gilbert and Hitchner. both of 1900, were elected members last Friday evening. On account of the various interruptions 011 the several past Friday evenings, Phrena will not render.her next special program till next term. EXCHANGES. The MERCURY is at present receiving a very large number of exchanges. We mention some of them as follows: The Lafayette, Ursinus College Bulletin, Bucknell Mirror, F. and M. Weekly, College Folio, Phoenix, Wittenburg, Midland, Mer-cersburg Monthly, Roanoke Collegian, Dela-ware College Review, Dickinsoniau, Monthly and Weekly, Occident, Mielensian, Lutheran Ensign, National Educator, Muhlenberg, Ora-cle, Lutheran Observer, Perkiomen Seminary Bulletin, Free Lance, Susquehanna, Western Maryland College, Augustana Journal, George-town College Journal, The Reflector, The Mountaineer, The Crescent, Orange and White. ADVERTISEMENTS. Yale annually buys $7,000 worth of books for her library. Harvard expends $15,000 for the same purpose. Columbia expends$43,000 in the same way. A National University, under government control, is to be established in China. The faculty will consist of foreigners. The first president will be a former tutor of Li Hung Chang. "Age comes to every man, hut fate Is kind to women fair ; For when she reaches twenty-eight, She stops right then and there." FPU. H. WIlNNlCrl at onfeetionmj I OYSTERS Manufacturer, Wholesale and Retail Dealer in peam. ] SEASON. NEWS DEPOT & SUBSCRIPTION AGENGY. IVIaln street, - - Gettysburg, F=a. SOLE MANUFACTURER OF DR. TYLERS COUGH DROPS TIMNTCODORT DEALER IN BEEF, PORK, LAMB, VEAL, SAUSAGE, York Street, Gettysburg. a-Speclal Ratesto Clubs."a R. A WONDERS^ Corner Cigar tParlors. ,.A FULL LINE OF. CIGARS, TOBACCOS, PIPES, &C, Scott's Cor. Opp. Eagle Hotel, Gettysburg, Pa. T« F. HBNSTXG utn\.tR \u BREAD, ROILS, PRETZELS & CRACKERS YORK STREET, GETTYSBURG. 8@TReasonable Rates to Clubs. L. Dm lf|ILLLl\j GETTYSBURG, Qrocer, (^onfeotioneT and fruiterer. Ice Cream and Oysters in season. /,. Foot Ball Supplies. EVERYTHING FOR THE PLAYER, Jackets, SHoos, Stockings, Jerseys, Shin Guards, Etc. Spalding's Official Intercol- A^cj 'Mffift legiate Foot Ball, '*^^F^. Officially adopted by the Intercollegiate Association. COMPLETE CATALOGUE FALL AND WINTER SPORTS FREE. A. G. Spalding: & Bros. NEW YORK, PHILADELPHIA, CHICAGO. 1108 CHESTNUT STREET, PHILADELPHIA Xl/righi's Qngraving jfeouse 'AS become tile recognized leader in unique styles of COLLEGE and FRATERNITY EN-GRAVINGS and STATIONERY. College and Class-Day Invitations, engraved and printed from steel plates;. Programmes, Menus, Wedding and Reception Invitations, Announcements, etc., etc. Examine prices and styles before ordering elsewhere. 50 Visiting Cards from New Engraved Plate for $1.00. ERNEST A. WRIGHT, 1108 Chestnut Street, PHILADELPHIA Visitors to Settysburg College, Settj/sburg, !Penn'a, Will find the CUMBERLAND VALLEY RAILROAD running in a South-Westerly direction from Harrisbnrg, Pa., through Carlisle. Chambersburg, Hagerstown an I Martinsburg to Winchester, Va., a direct and available route from the North, East and West to Gettysburg, Pa., via. Harrisburg and Carlisle. Through tickets via, I his route on sale at all P. R. R. offices, and baggage checked through to destination. Also, a popular route to the South via. Carlisle. AsK for your tickets via. Cumberland Valley Railroad and Carlisle, Pa. J. F. BOYD, Superintendent. H. A. RIDDLE, Gen. Passenger Agent. ADVERTISEMENTS L M, BUEHLER, SUCOKSSOU TO A. D. BUEHLEK & CO., -HllBoofig st£giS —.A_isr:D— (gO TO ->M0TEL GETTYSBURG* -XBA'RBER SIIOPX-Centre Square. ^^B. M. SEFTON. 2/ou will find a full line of SPure 'Drugs dc J'ine Stationery ^People'a *Druff Store. {Prescriptions a Speci'ctity. Elliott & HOUSGP. H. B.—Stiff Hits mads to Fit the Head is two minutes. (Z>, B. KlTMpLEfJ, HATS, CAPS, —^ ^rr BOOTS* SHOES. CS^3=S=»tisfaiotion GSuara nteed.ii3 No. 6 S. Baltimore Street, GETTYSBURG. PA. por all the latest styles in Suitings and-Trousers, AND FULL LINE OP Cents' Furnishing Goods, CallonD. H. WELSH, York, F>a. ADVKRTISKMKNTS. DURING VACATION GO TO CHAUTAUQUA F~ F? El El FULL INSTRUCTIONS. NO EXPERIENCE REQUIRED H. B. WILLIAMS, Secretary, Geneva, N. Y. YOU CAN KAKN Sill To SUM) MONTHLY AND KXPKNSICS IF YOU WORK FOR THE NURSERY CO. Stock sold with a guarantee and replaced. ~R.$H.$REMINGER,~ MERCHANT TAILOR. fH?e Best Work at tJye Lowest Wees. NEXT DOOFJ TO POST OFFICE, UPSTAIRS. Suits from $121 to $40,00, Pants from $4,00 to $12,00, G^Centre Square, gQLLEGE OF PHYSIC&NS 1 SlTftGEONS, -BALTIMORE, W|D.-^ The College of Physicians and Surgeons of Balti-more, Maryland, is a well-equipped school. Four ses-sions are required for graduation. For full informa-tion send for the annual catalogue, or write to THOMAS OPIE. M. D. Dean, Cor. Calvert and Saratoga Sts. <_g^Established 1876.5^^—3 ^iPBNfiOSR MYBfiSjfe- WATGHMAKEE AND JEWELER, Gettysburg Souvenir Spoons, College Souvenir Spoons, No. 10 Baltimore Street, GETTYSBURG, PENN'A. J. A. TAWNEY Is ready to furnish clubs and boarding houses BREAD, ROLLS, &G., at short notice and reasonable rates. Cor.Washington and Middle Sts., Gettysburg. fiSSSS^Si^ m*w^i^^jid^wo^^*a WEiWIilHoNJflS DEALERS IN Fresh Beef, Veal, Lamb, PorkLJ Pudding, Sausage, HAMS, LARD, &c-., GETTYSBURG, l\jr\J'A. JOEKL. SHERDS. NEW CIGAR STORE Next door to W. M. Depot, Gettysburg,
The College Mefcufy. Toh. iv. GETTYSBURG, PA., MAY, 1896. No. 3. THE COLLEGE MEfiCUfiY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STAFF. Editor: D. EDGAR RICE, '96. Associate Editors : EDNA M. LOOMIS, '96. GRAYSON Z. STUP, '96. ;IENRY W. BIKLE, '97. WEBSTER C. SPAYDE, '96. ILLIAM E. WHEELER, '97. HERBERT D. SHIMER, '96. ROBBIN B. WOLF, '97. Alumni Association Editor: REV. D. FRANK GARLAND, A. M,, Baltimore, Md. Business Manager: WILLIAM G. BRUBAKER, '96. Assistant Business Manager: E. A. ARMSTRONG, '97. m™™. /One volume (ten months). . . . $1.(10 limns. |slngiecopies . . . .15 Payable in advanco. Ml Students are requested to hand us matter tor publication. The Alumni and ex-members or the College will tavor us by fending Information concerning their whereabouts or any Items hey may think would be Interesting tor publication. &U subscriptions and business matters should be addressed to he business manager. {Matter Intended for publication should be addressed to the Editor Address, THE COLLEGE MERCURY, Gettysburg, Pa. CONTENTS. DITORIALS, 32 JEED BUT NOT FREE, 35 ETURN OF PERSEPHONE. 37 HAD TO Go, 38 OLLEGE I.OCALS, 38 LUMNI NOTES, 41 THLETICS, 42 MATERNITY NOTES, 43 OWN AND SEMINARY NOTES, 44 ■ITERARY SOCIETIES, - - - • 45 EDITORIAL. With this number of the MERCURY the pres-ent staff completes its editorial work, and gives it over to its successors. Although the duties of our position have at times been trying, and there is a feeling of relief comes with the thought of being freed from them, yet the pleasure and profit connected with the position have been great, and the training and experi-ence have been well worth the trouble. We can hardly hope to have pleased all in the discharge of what we have considered our duty, but whatever failures of this kind may have been made are not chargeable to an ab-sence of the desire to please. Neither have we measured entirely up to the standard we had placed before us, and yet considering the small support which the staff receives from the student body, we believe they have done all that could reasonably be expected of them. The greater part of our support has come from members of the lower classes, and we hope that those who have begun to take an interest in the MERCURY will not grow weary, but will make even greater efforts in behalf of the new staff. The MERCURY, it must be remembered, is almost the only representative of the college among our alumni and other colleges, and to make a creditable showing it requires the hearty co-operation of all. * * * THE recent cowardly attack on two of our students, in which both were seriously injured, the one possibly being permanently disabled, is but an extreme case of the danger and in-sults to which we are daily exposed on the streets of Gettysburg. The students never molest any of the people of the town nor make themselves disagreeable in any way, and yet it is a very common occurrence for them to be 33 THE COEkEGE MERCURY. made the objects of insulting language, and sometimes even of personal injury. In winter, when there is snow on the ground, they are constantly made the targets of the small boy with his snow ball, and it becomes absolutely dangerous to walk along the streets, even when the supposed guardians of the peace are in full view of all that is occuring. The students expect nothing more of the town officials than protection in their rights to walk the streets unmolested, and if the authorities are too careless to guarantee these rights, it is time that strong steps be taken, and an example be made of some one. It is to be hoped that the perpetrators of the recent outrage be punished with the full penalty of the law, and that the rough element of the town be shown that even though only stud-ents, we yet have rights which the authorities are bound to protect for us. We do not de-sire to incur the enmity of any one, but we feel that our rights should be defended, let the consequences be what they may. * * * As we look forward to the end of the term, the query presents itself, what kind of a com-mencement will we have. It is a fact which must be admitted, that for the last several years there has been a noticeable lack of in-terest in the exercises of commencement week. Fewer of our alumni attend, than were present on former occasions, and some who come on special business, leave again before the final exercises. The students who remain feel more as if the college were closed for some sad occasion than that they are celebrating the close of another year's work. It is rather hard to acconnt for this lack of interest, but we are inclined to believe that it is due, in part, at least, to the regretable want of harmony which exists in the church in re-gard to Pennsylvania College. For one who is not very familiar with the inner workings of the matter it is by no means easy to see the good which is being done by this division of opinions, and even less easy to decide who is in the right. Of one thing, however, we feel quite certain, and that is that the sooner a compromise of some kind is effected, the better it will be for the college. Our institution is not in a condition at the present to remain un-injured by a conflict which is so fundamental, and the small attendance at commencements is not the greatest of the evils which arise from it. Another possible reason which may be of-fered as explaining the decline in the interest of commencement has been the lack of spirit of our students. All seem to be content to move along in an uneventful way, without an effort to enliven things. There are hopeful signs, however, that we are gradually awakening, and we believe that the students will do what they can this year to add to the pleasures of the week. Preparations are being made for field day sports, and the outlook is quite en-couraging. And in this connection we would again suggest that arrangements be made by the alumni to have several class reunions at that time. We have received several letters from alumni, urging this matter strongly. THE sixty-fourth annual catalogue of the college has recently been issued in its usual good form. The enrollment shows a very en-couraging increase, and we believe it is only twelve less than the highest enrollment we j have ever had. The college and graduate de-partments have the same number as last year, with an increase of ten in preparatory, making the total 227. As the Senior class this year is less than half the size of last year's class, the prospects are that next fall the number of | students will be greater than ever before. A noticeable improvement in the catalogue I is that the street address of students living in the town is given, instead of simply the name of the family with which they live. We would also call special attention to the description of the new course in anatomy under Dr. Stanley, which has been added during the last year. We are pleased to see that the MERCURY has I THE COLLEGE MERCURY. 34 [for the first time received a notice in the cata-logue. CONSIDERABLE dissatisfaction has been ex-pressed among the students with the careless way in which our athletics are being con- I ducted. Of the three games of base ball we have played thus far, we have succeeded in winning but one, and that was almost en- Itirely through the work of our pitcher, who [did so well as to leave the fielders very little to do. Of course, defeats are to be expected, and i are excusable when suffered at the hands of stronger teams, but when it is plainly seen that they are the result of want of practice, jthey are not excusable. The principal cause of complaint is that the practicing of our team is not done at all sys-tematically. Instead of being arranged in their positions, and required to do regular ' work, the players are allowed to do almost as they please, and only the better players get the practice, while those who need it most are being neglected. If the team wants the sup-port of the students, it must get down to work, and at least show that it is making its best ef-forts. Then if defeat comes it will be excus- ! able. About the same criticism is applicable to the [relay team which was sent to Philadelphia on ; April 25th. The general sentiment of the students before the race was that we had very poor hopes of winning, and the reasou for thinking so was that the team did not have sufficient practice. Since the race we are in-formed that if better preparation had been made, we would have had good prospects of winning. It may be consoling to think that, [but we feel that it shows very poor manage-ment to go to the expense of sending a team [to the contest, when we were conscious before-hand that it had not had as much practice as it might have had. It surely does not help our reputation much to enter the contest and Icome out in third place. It would have been much better to remain out entirely. If our athletic association would have a full treasury, it might be able to furnish these lit-tle pleasure excursions to its members, with-out seriously noticing it, but with the heavy expenses of our new athletic field on our hands, and when all our students are doing what they can to remove the debt, it looks like extravagance to incur the expenses of the relay contest, when no one expected our team to win. It is little wonder that the students are unwilling to make sacrifices for the athletic field, when so little economy is used in dis-pensing the funds contributed. We think that until this debt is paid, the management should be careful that every cent goes where it will do the most good. * * * IF an)' one has, from any reason, gone through college with an inadequate prepara-tion, it is his duty to warn others against this evil. Some may plead lack of time and money,' but let them think long before they enter upon any work for which they are not fully pre-pared. It will be done with small profit and less pleasure. What is the aim of a college course ? Is it to get through as quickly as possible or is it to know something ? The years of preparation are the ones that tell all through college life and all through the life afterwards. Two years of good drill when beginning the languages are worth more than two years of extra reading afterwards, without the drill. And the preparation in other branches is no less important. A good preparation is the key ; it has the power to unlock all the treas-ures of learning. Slight any other part of the course rather than this. L- * * * THE advantages and disadvantages ofexam-inations have been discussed until the ques-tion is an old one. But, to a body of students, the question is one, that, though old, is ever new. Examinations are, to some extent, a test of scholarship; but they are not the test that they might be. In many cases, over work and excitement unfit the student for his task 35 THE COLLEGE MERCURY. and he cannot do himself justice. At the end of the term, he is compelled to do an extra amount of hard work; and, when examinations are over, he is worn out, mentally and physi-cally. Besides this disadvantage, nothing af-fords such a temptation to dishonest work as examinations do. Too often, the idea is to "get through," and it does not matter much how it is done. So far as scholarship is con-cerned, any teacher usually knows from the daily recitations, about how his students stand. It may be said that the reviews pre-ceding examinations are valuable. This may be conceded, but might we not have the re-views, and with just as much profit, if they were not made solely for the sake of the exam-inations ? Some colleges have a system of examination that does not involve cramming for days and nights beforehand. The students never know when an examination is coming and so they never prepare especially for one. It may come any day, and so they do not leave all their work for the end of the term ; it is quite nec-essary to work regularly every day and it goes without saying that this is the work that counts. May it not be that examinations con-ducted in this way are a better test of scholar-ship, and better in every respect? It seems to us that if cramming and worrying and dishon-est work could be done away with, there would be a better chance of attaining the true end of examinations. L. * * * PRESENT REQUIREMENT FOR ADMISSION TO COLLEGES.—Not long since Prof. Ira Rem-sen delivered an address before the Johns Hop-kins university graduates, in which he took the ground that the present requirements for admission to our leading American colleges are too great, and should be modified. As at present, it is scarcely possible for a young man desiring to engage in one of the professions, to complete his course upon reaching his major-ity. A very few may, by reason of special ad-vantages in his life, be able to do so, but the many cannot. A young man will take his bachelor's degree at twenty-two. If he desires to fit himself for the medical profession, he must now pursue a further four years course, and should he desire special preparation, as many young men are ambitious to obtain, he will be close to the thirties before he is ready for his profession. The same is true of the law, and of the ministry. Might it not be well to require less in the number of subjects upon which examination is required for admission, and if possible, demand a greater degree of | thoroughness in preparation. Educators in general seem to agree in this, that our colleges are too much mingling with collegiate meth-ods university features, and so are raising the standard of admission too high for the average student seeking a collegiate education. The method leads to what is termed "coaching" for examination, which cannot be other than hurtful to the student. Preparatory work is all-important, but quality, rather than quan-tity, ought to be the aim. It is not the amount of Latin a man may have lead which ought to qualify him for admission to college, but the amount of Latin he knows. You cannot meas-ure knowledge by the yard-stick. A well-trained memory, thoroughness and accuracy— these are of the highest importance in the preparation for the pursuit of a collegiate edu-cation. G. FREED, BUT NOT FREE. Joel Chandler Harris, in one of his short stories called "Free Joe and the rest of the World," gives a short sketch of a freed negro | in ante-bellum days. Free Joe was shabby, poor, and almost friendless. Who cared for a ragged negro with a little dog trotting at his heels ? The better class of whites did not; they had their own negroes to care for, the I lower class were far above him because of their | color, and made him an exile. To them all, he was an object of suspicion. Poor, humble I Joe was freed, and, therefore, a subtle danger was lurking in all he did or said. THE COLLEGE MERCURY. 36 One, only one, was a friend to Free Joe. iThat was his wife, and she belonged to a slave [owner who did not allow "free niggers" on [his premises. For a long time the two met in Ithe woods near the Calderwood plantation, (but Mr. Calderwood found this out and hur- Iried Lucinda off to the cit}' where he sold her. Free Joe knew nothing of this. Night after night he waited under the old tree, but his {wife came no more. His simple heart never doubted Lucinda, but he could not understand Bier absence. He consulted a wise fortune-jteller who gave him no encouragement. Once [more he went back to the old trysting place ; perhaps she would come this time. He was so Inear the Calderwood plantation that he could [hear the darkies singing, and he almost thought he could distinguish Lucinda's voice. [There he sat all night; morning found him in Ithe same place with his head bowed upon his [breast. Was he asleep, dreaming of the Lu- [cinda who never came ? A white man, pass-ing by, shook him roughly but he did not [waken. The story-teller says; "His clothes jwere ragged, his hands rough and callous; his Bhoes literally tied together with strings; he Iwas shabby in the extreme. A passer-b}', [glancing at him, could have no idea that such [a humble creature had been summoned as a witness before the Lord God of Hosts." What was Free Joe's freedom to him? He Iwas an outcast even from his own race while [white people looked on him as less than a elave. His only friend beside a poor little dog Iwas an enslaved wife, and she was separated from him forever. He was affectionate and [hopeful, but he was also ignorant and super-stitious. There was no opening for Free Joe; lie had no talents, no friends, no ambition. 3orn and trained in slavery, in freedom he vas helpless. Free Joe is a type of the great class of ne-roes who, at the end of the Civil War were ireed men, but not free. At the Atlanta Ex-position was a plaster cast, made by a colored San. It represents a powerful negro with tragments of chains clinging to his limbs, and it bears the legend: "The chains are broken, but not off." The Emancipation proclamation was only the beginning of freedom for the colored race. It was the breaking, but not the removal of their fetters. They had black skins, and woolly hair, they were Africans; they had been slaves; therefore, they were despised. Not one of them had ever known a home in the true sense of the word. Their families were not their own. Their work had always been done at the command of others; they had no habits of industry and no sense of responsi-bility. They were careless and happy, affec-tionate and emotional. They were a race born under sunny skies in a tropic land, trained in the school of slavery, and then sent out to make their way among energetic, educated white people. Was the negro lazy and im-provident ? Why should he be otherwise ? Was he ignorant ? Slaves had no use for learning ; not even as much as the "three R's." Behind these people were generations of heathen life in Africa and generations of slavery in Amer-ica. Before them, what? When they were freed, they had very crude ideas of what that freedom meant, while only a few of the white people cared what it meant. While they were slaves they had learned one thing, and that was to reverence the white man's God. The negro is and always has been, religious. Even when he was worship-ing idols in his old heathen home, he was nevertheless religious. Now, his worship has been turned in the right direction, and the ne-groes are not only Christians, but Protestant Christians. This much the white man has done for him. What else has been undertaken for the sake of his progress ? He has been given the ballot, but he has not been allowed • its free use. If politicians cannot get round the law in one way they can in another. "The negro is not fitted for the rights of citizenship," they say, when they fear he is about to vote with the other party. But other benefits be-side the negro's political salvation have been attempted. Some are taken back to Africa 37 THE COLLEGE MERCURY. and placed in settlements, when missionaries ; teach them how to civilize their wild brethren, j "Africa is their home" it is said, "and that is the only place where they can develop." Others are educated here, and that education is enough to make one groan. In some schools they are found studying higher mathematics, when they do not know arithmetic, and Greek and Latin, regardless of the fact that they do not yet comprehend plain English. This pleases them, of course. With all their love for display and aptness for imitation, they feel that they are having "white studies" now. Their friends think their advancement is mar-vellous: Their teachers—if their teachers had more sense and courage, the pupils would get what they need, rather than what they want. But some are beginning to see the needs of the colored people and are establishing schools for them on a diffeient plan. Schools where they are given a practical training for a prac-tical life. Where they learn to be mechanics, architects, and whatever else a community needs. . They learn to do all kinds of work, and, more than this, they learn how to work every day. -They learn English, too, and after that, as much more as they can and will. When the negroes were freed, they were like children, and they were at the mercy of the civilized and cultured, but often selfish, white race. In many instances nothing has been done in the way of training them. In most cases when anything has been done, it has been in the form of experiment. One plan after another has been tried until Booker T. Washington, himself a negro, has adopted this plan of practical education; of giving his peo-ple just what they need; both industrial and intellectual training. Despised, neglected, and ■the subject of experiment, is it any wonder that the average negro does not yet stand be-side the average white man ? He has borne much at the hands of the white man; the one whose duty it is to befriend and teach him. White men brought the negroes to these shores and made them slaves; in a great political crisis they were presented with freedom; thrown upon their own resources when they had no resources. We, whose fathers favored or permitted slavery, owe it to the freed slaves to give him what recompense we can. He cannot change the color of his skin and become a white man; neither can he change his nature to that of the white man. He must always be himself; but when that self has been trained and developed, it will not be the lazy, careless self of the present day. The past thirty years mark much improvement, even under great disadvantages. Leaders have risen from among their own race and the habits of slavery are disappearing. But they cannot be white people; they must develop in their own way and keep their own individu-ality. Thus, and only thus, can they rid themselves of their broken chains. But the chains are falling; and we may look for the day when the negro will step forth, no longer a freedman, but a free man, and take his place among the great and good of the nation. In the meantime, the least that we can do, is to see that we put no occasion for stumbling in our neighbor's way. E. M. L-, '96. ♦ ♦ ♦ RETURN OF PERSEPHONE. Demeter decks the wood in green To greet Persephone, She carpets with a verdant sheen Each meadow, lawn and lea ; And every field and forest scene She brightens, silently. She bids the tiny bud unfold, The merry robin, sing ; The violet forget the cold. The arbutus upspring; The crocus too, in cup of gold, Its sweetest tribute.bring. She watches, with an anxious eye. Each shifting shade and light, And scans the ever changing sky From morning until night; Now heavy clouds go floating by, And now the sun shines bright. Oh, for a breath of summer breeze. To wake the sleeping flowers ; Oh, for the shade of budded trees, The balm of April showers ; Oh, for the green of grassy leas, For "glad and golden hours ! Oh, Earth, no more in silence be, In deepest, darkest night; Break forth in streams of melody, THE COLLEGE MERCURY. 38 Press onward to the light, Then shall my lost Persephone Return, all fair and bright. Persephone, Persephone, For many dreary days My heart has wandered, seeking thee In dark and desert ways. Persephone, come back to me, And fill my life with praise ! I hear her foot-step on the hills, Her smile the flowers hold ; Her laughter ripples in the rills, Sunshine, her hair of gold. Her sweetness all the Springtime fills With beauty never told. She comes. Her footsteps press the grass. And flowers spring beneath, And bloom, a perfect, perfumed mass, Her queenly brow to wreathe. The wild birds greet her, as they pass. And sweetest carols breathe. Oh, Earth, bring all thy treasures sweet, The flowers of the lea, And scatter at her fairy feet Who cometh now to me. And sea and sky grow fair, to greet Returned Persephone. A. R.W.,'99. IT HAD TO GO. 'Twas late at night, the halls were dark. All Freshmen were asleep. When slowly through the darkened halls The Sophs were heard to creep. They slowly wound their way around Until they reached Joe's door, And then they stopped and listened long ; At last they heard him snore. A knock awoke him from sweet dreams To things more real iu life. He learned the object of their call He saw their sharpened knife. Disguised with masks, they made for him In such a " friendly " way, That made him shake though half awake And beg them not to stay. "Take what you will, I'll pay the bill," (Combined strength Joseph feared), "There's only one thing that I ask, And that is, save my beard." A smile passed round the gathered mob, Then came the verdict, slow : "Sir, we decided 'ere we came Your beard would have to go." Then quick the knife sped o'er his face Held firm by willing hands, And in the morn Joe found his beard Was scattered like the sands. H.M.C. I On Thursday, April 9th, Mr. Beaver, trav-eling Sec'y of the State for the Y. M. C. A., Iwas here looking after the interest of the work. COLLEGE LOCALS. GRAYSON Z. STUP and ROBBIN B. WOLF, Editors. you come so Hot weather. Spring fever. New MERCURY staff elected. Bums put much big curve on ball for In-dian. Musselman and Armstrong have the strong-est room in college. "Why, darling, why did late?" Kitzmeyer, '98, is confined to his home with sickness. The Juniors are working hard on their ora-tions for the oratorical contest. The ten speakers for commencement are as follows : Rice,"England's Policy in Turkey;" Eisenhart, Valedictor}^; Miss Eoomis, "Liter-ature of the Home;" Stup, Salutatory; Shinier, "Revival of Olympic Games;" Spayde, "Christianity and the Working Classes;" Shaar, "The Earth a Remnant;" Reitzell, "The Primacy of the United States in the Western Hemisphere;" Baum, "Municipal Reform;" Loudon, "Cecil Rhodes." The Octet and Violin Quartet are contem-plating a trip to Millersburg in May. They are prepared to give a good concert. A good job for an overworked student : Plucking the dandelions out. of the grass on the campus. Two Sophomores, cogitating over Dr. B.'s head, propounded the following conumdrum : Why is Dr. B.'s head like a hound ? Because it makes a little hair go a great way. E.,'99—Oh! Mr. F., the MERCURY says that if anyone has a dispute that cannot be settled amiably he shall call around to 29 W. He must have been thinking of the amiable girls. B.,'99—What are you reading? There, you are designating the Sabbath again ! S.,'99—Who is the author of Milton's "Par-adise Dost?" H., '97—' 'Shakespeare, of course.'' A., '97, While walking up the street dur-ing vacation, was reading Spectrum proof, and not noticing a shoot that was conveying coal 39 THE COLLEGE MERCURY. into a cellar he fell over it, breaking it down, and at the same time considerably disturbing his own equanimity. A passer-by said it was possible to hear the coal hustler hurl all sorts of expletives, dashes, and question marks af-ter the editor. Shortly after the term opened two Sophs overslept themselves on Sunday evening, and finding their appetites too strong they decided to call at the store and get some apples. They knew the girls would let them have them, so they went without collars. When they got there, however, the ladies insisted that they should come in, which they finally agreed to do until the apples were procured. While sitting there, with coat collars turned up, L. said : F., why don't you put down your coat collar ? This was too much for the modest young man, and he blushed. Mr. H., '99, believes in the motto that "Bet-ter the day, better the deed," having arisen one Sunday morning at 5 o'clock to study a declamation. The report is circulated that Mr. C.,'99, has been kidnapped by the Millersville authorities. We hope he may enjoy this experience better than his previous one. Mr. K.,'99, has been blessed with his third set of teeth, which he finds very troublesome, especially when he wishes to flirt. He had a slight experience in that line, recently. For further information, apply to Josey. Mr. E., Prep., recently astounded a young lady by the remark that his mother expected him to bring an American wife with him when he returned. Sammy is doing pretty well, but he must remember he is not yet ready to return to Persia. Mr. B., '99, would like meditetaneous speaker. Mr. S.,'99, during vacation remarked to some lady friends : "Oh, I'm naturally bright in languages, and I read French at sight. Dr. M. begs leave to differ. If "conceit were consumption" he'd be dead this long time. to become a good Mr. W.,'99, on account of his "lovely hair," has found favor in the eyes of the '99 co-ed. The "son of an eminent divine" has so far advanced in his manhood that he can now go around with a pipe in his mouth and not get sick. Bravo ! Luther. Nearly all the Seniors have taken leave of their moustaches. The object is to make the class appear as young as possible. Those who I kept their moustaches were afraid that they could never raise another one. Mr. H., '99 was seen, or rather heard, at a late ball game with a deaf .young lady. The conversation ran somewhat as follows: He— "Is'nt that a fine pitcher?" She—"No, I don't think it will rain." One of the Juniors, who had ruined his eyes the night before, by writing fine print, was unusually disappointed to hear that the exam-ination was excused. The committee appointed by the board of trustees in regard to Dr. McKnight's resigna-tion, met in the reception room of the recita-tion hall last Tuesday morning. Nothing is known as to their action. The Spectrum will be out in a few days. The publishers have had the material for some time and will send the books about the first week in May. There will be a few extra copies. If you have not subscribed, you should do so at once. Again work in gymnasium has been deserted. Tennis and base ball, how-ever, have more than replaced it. Tennis spirit is running high. Nearly seventy of the boys have entered the tournament. Baseball is also getting its share of enthusi-asts. Very exciting and close class games are expected. At noon on Wednesday, April 29th, Miss Margaret Grayson Valentine, daughter of Dr. Milton Valentine, professor of theology in the Seminary, was united in marriage to Mr. Henry W. Siegrist, of Lebanon. The cere-mony occurred at the home of the bride, and was performed by Dr. Valentine, assisted by the bride's brother, Rev. Milton H. Valentine. The bridal procession was composed of the groom and his best man, two bridesmaids, the maid of honor, and the bride, leaning on the arm of her brother, Sterling Valentine, and marched to the altar to the strains of Tann-hauser's wedding march. The room in which the ceremony was per-formed was decorated most beautifully with apple blossoms, producing a charming, as well as novel effect. The wedding was very largely attended, and the presents were especially numerous | and handsome. THE COLLEGE MERCURY. 40 After congratulations were extended to the newly-married pair, most elegant refreshments were served to the guests. The bride and groom started on their tour on the afternoon train on the W. M. R. R. The MERCURY unites with their many friends in extending congratulations and best wishes. It is reported that a midnight flitting took I place at Prep, a few _ evenings ago. Some of the Preps, thinking that the attractions were too great for Mr. E., 1900, kindly helped him i to move. We are sorry to learn that the rooms sought for by Mr. E. were occupied, and Mr. E. was compelled to move back with all his possessions. The MERCURY extends its sympathy. At last things have come to an end, or, at least we hope so, in the line of fights. On Friday night, April 18, as Messrs. Smith, '98, land Spayde, '99, were returning to college, after having been up town for something to eat, they were stopped at the depot by three town fellows, who demanded "a dime to rush the growler." They were refused, when they followed our men down to and inside the col-i lege gates, where they made a desperate as-sault on them. One of the assailants, King, {by name, had a knife, and succeeded in cutting ;'both Smith and Spayde. Finally, the fight was ■ interrupted by the appearance of other college Imen on the scene, and the town men then withdrew. On account of not knowing the names of the assailants, warrants could not be issued as soon as needful, and King managed to escape for the time being. All three men jhave now been caught, tried and convicted. ■There is no doubt but that the}' will receive a |just sentence. On Friday evening, April 25th,- the last of a Ivery good course of Y. M. C. A. entertain- Imeuts was given. Dr. Willits was the speaker lof the evening, and his subject was "Sunshine, lor How to Enjoy Eife." Quite a large num- Iber of people were present, and the lecture ■was enjoyed by all. Dr. S. [in physiology]—Which is the bet-ter, Mr. B., to live upon a mixed diet all the time, or upon one consisting of the same kinds I of food ? 'Chummie" B.,'99—Why, Doctor, if you |iat the same kind of food all the time, you'll [die sometime, won't you ? Dr. B. [In Greek]—What is a man ? Mr. R.,'99 -Man is a quadruped. "Capt." D., famous as a '99 foot-ball player, is calling on a girl, when the college bell is heard to ring,— THE GIRE—Mr. D., do you hear, the bell for study hour is ringing. Mr. D.—Oh, that's all right, they'll excuse me. THE GIRE—Well, I'll excuse you, too, Mr. D. Mr. M., '99, of New York fame, while in Physiology, enumerating the different parts through which the food must pass before reaching the stomach, grew eloquent, men-tioning the throat, the pharynx, the gullet, the liver, the lungs, and would have included the heart and the brains, had Dr. S. allowed him. Dr. S. [in physiology]—Mr. E., what word in the English language do we get from bicus-pids ? Son-of-an-emineut-divine—Cuspidor ! Dr. M.—How are consonants at the end of the words pronounced ? Mr. S.,'99—They are pronounced silent. Dr. B. [In Sophomore Botany class, hold-ing up a flower stalk]—Does this resemble grass ? Chorus, on back row—Yes, sir ; it's green. Dr. B.—There are other things besides grass that are green. Chorus, on back row—Yes, sir—Freshmen. Mr. F.,'98, in Greek class the other morn-ing furnished some entertainment by reading about Alexander and Meualaos fighting for "the woman with long spears." "Doc." E.,'98, recently convulsed several of his friends by referring to the spray, which he uses for cologne, as his "itemizer." Und no huts ihn gewunert fer was sie lacha ! Mr. S.,'99, on being told that the Odyssey treated of the wanderings of Ulysses, said he couldn't see how that could be, because his Mythology said that Homer wrote about the wanderings of Ulysses. These Freshmen are always so exact. Mr. H., '99, insists that coquette is pro-nounced croquet! Perhaps there is some re-lation between the two in the place from which he comes. Charles F., '98, has taken to chewing to-bacco, and if any fellow wants a chew he knows where to get it. Gold Rope, No Tax, Finzer's Old Honesty and Battle Axe are some -M THE COLLEGE MERCURY. of his favorites. We have heard it reported that he did not commence this detestable habit voluntarily, but that he was prevailed upon by his friends. One short sentence will tell the whole story. His sideburns arc no more. We all know who wore them; we all know who did the college the service of removing them; and we all know that we are very thankful. It is not necessary to add, that he looks a great deal better with-out them. What strange freaks of nature we do read about—worse than earthquakes and landslides. Mr. H., '98, the other clay in Bible astonished the class by saying that "the Taurus mount-ains flow westward into the Mediterranean sea!" "Jerry" F.,'98, recently in English litera-ture, made a slight mistake when he said that among the books of the Elizabethan period was one on "railways." Zullinger, '98, is at his home in Waynes-boro, suffering with a severe attack of rheu-matism. McAllister, '98, was also on the sick list for about a week and a half, but is again back to his work. The exhibition given by the Sons of Her-cules in the Gymnasium, Tuesday evening, April 21, was one of the best for some years. The audience, however, should have been much larger, and it is to be regretted that the fellows did not turn out as they should have done. The performance consisted mainly of mat work, with some work on the horizontal and parallel bars, and concluded with a three round sparring match between Bechtel, 1900 and Kahler, 1900. All the performances and figures were very skillfully executed, and the Sons of Hercules are to be congratulated upon their successful entertainment. "The floral tributes to the favorites were many and beau-tiful." Those who took part in the perform-ances are : Wiest, '95, Stup, '96, Krafft, '98, Fuss,' 98, Hermann,' 99, Brumbaugh, '99, Straw,'99, Kahler 1900 and Bechtel, 1900. The College Octette and the Violin Quartette furnished the music, which was well appreci-ated— especially by the gallery, who rendered their applause in a very vociferous manner when the Octette closed with "Away down South in old Virginia." /\LUw|Ni- II. D. SHIMER AND H. W. BIKLE, Editors. '68. Rev. L. M. Heilmau, D. D., pastor of the Lutheran church at Harrisburg, is deliver-ing a series of five illustrated lectures covering subjects of history, travel and science. '72. Rev. J. A. Koser will occupy the new-parsonage by May 1st, at Sioux City, la. '74. Rev. W. L. Remsberg, of Omaha, Neb., has been called to the Myersville charge in Frederick county, Md. '75. Rev. E. G. Hay, of Red Hook, N. Y., delivered his illustrated lecture on Gettysburg in Story and in Art, in the Lutheran church at Albany, Rev. Dr. G. M. Heindel, pastor, on April 29th. '75. Since Rev. E. D. Weigle, D. D., as-sumed the pastorate of Trinity Lutheran church, Meclianicsburg, January 1st, 1896, sixty persons have been added to the member-ship of the church, increasing the roll of mem-bers to over two hundred. '78. Rev. A. R. Glaze has changed his ad-dress from Gordon to Maple Hill, Pa. '80. Rev. G. W. McSherry, of Taneytown, Md., has resigned. This leaves one of the most important charges in the Maryland Synod vacant. '82. The second edition of "Practical Exer-cises in English," by Rev. Prof. Huber Gray Buehler, published some months since by Harper Brothers, is now going through the presses. The author is at present engaged in the preparation of another book of an educa-tional character. '82. Rev. H. H. Weber, General Secretary of our Church Extension Board, immediately after the last meeting of the Board, suffered a relapse, and is now at his home, unable to leave it. It is thought the heavy work before Eas-ter is the cause. '82. Rev. H. L. Jacobs has resigned his charge at Hanover. His many friends and acquaintances will regret to lose him as a citi-zen, while his congregation must doubly re-gret their loss of a gifted pulpit orator and a faithful and earnest pastor. Mr. Jacobs will l go to Tyrone. '83. Field Secretary Rev. H. L. Yarger, of j the Church Extension Board, is visiting all ■ the churches of the General Synod in Califor- I nia. THE COLLEGE MERCURY. 42 '84. Rev. Geo. E- Faber, A. M., has pub-lished in tract form, a patriotic discourse, which he delivered before Wayne Council, No. 46, Jr. O. U. A. M., Nov. 24, 1895. Thesub-j jectof his discourse is "Four Horns and Four [ Carpenters.'' '88. Rev. D. Frank Garland, pastor of the Church of the Reformation, Baltimore, Md., has published a neat card of his special servi- Ices now being held. '91. Rev. Chas. Ritter, of Fayetteville was recently in town visiting H. T. Weaver and family. '91. Rev. W. G. Slifer, of Idaville, has re-ceived and accepted a unanimous call to St. John's Lutheran church of Davis, W. Va., j and will take charge in the near future. '91. Rev. August Pohlman, our medical [missionary-elect to Africa, was graduated from the Baltimore Medical College on commeuce- Imentday, April 22d. He had the honor of having been chosen class valedictorian. '91. Rev. Stanley Billheimer preached in [Bethlehem Lutheran church, Harrisburg, on Sunday, April 12. '93. Rev. W. H. Ehrhart, of the Gettys-burg Seminary, has been called to Silver Run, [Md. '93. Rev. John C. Grimes has been asigned Jto the Greencastle charge, Greencastles, Pa., [by the Central Pa., M. E. Conference. '95. Ivan L- Hoff has been admitted to the Ibar of Carrol county, Md., and is building up a good clientage. ATHLETICS. WILLIAM E. WHEELER. Editor. The base ball season was opened April 17th, by the game with Washington and Jefferson, Ion the home grounds. The game was quite Ian exciting one on account of the opportune jbatting on both teams. W. and J. made two |runs in their half of the third inning, and by a nome-run hit of Tate, Gettysburg tied the score in the second half of the third. Two nore runs were added to each nine in the fifth inning, and again enthusiasm ran high. W. and J., by bunching their hits in the sixth and seventh, added five more runs, and this lead IGettysburg was unable to overcome, and al-though adding three more to their favor, they were defeated by a score of nine to seven. The make-up of the home team was somewhat uncertain until the day for the game, and their playing was very good, only two errors being made. Rogers, for W. and J., pitched the better game, allowing Gettysburg but six hits. For the "blue and orange" Sheely and Tate led at the bat, while Heisey and Eicher carried off the honors for the visitors. Being the first game of the season, a large crowd was present, and between innings the Gettysburg band played appropriate strains. The following is the score in detail : GETTYSBURG. R H PO A White, 3b 0031 Sheel}', lb 1260 Leisenring, ss. 3 o o 6 'rate, c 1270 Wolf, e.f 0110 Hartzell, l.f. 0060 Huttou, r.f 0020 Wisotzski, r.f. 1 1 o o Courtney, p 1003 Licht'b'rg'r^b 0020 w AND j. R Nesbit, ib 2 Hughes, ss 1 Heisey, rf 2 Eicher, 3b 1 Moore, cf o Rogers, p o Thomson, c. . 1 Beason, 2b o Gamble, If 2 Totals 9 13 27 14 7 lotals 7 6 27 10 2 Earned runs—Gettysburg, 4; W. and J., 7. Two-base hits- Gettysburg, 1; W. and J., 1. Three-base hits—w. and J., i- Home runs—Gettysburg, 1. Stolen bases—Gettysburg, 5; w. and J., 6. Double plays—Hughes, Beason, Nesbit. Struck out—by Gettysburg, 6; by W. and J., 8. Passed balls—Thom-son, 2. Time of game—2,30. Umpire—Donald McPherson. The home team was again defeated on the 18th of April, at Lancastei,by the Franklin and Marshall team, by a score of nine to noth-ing. Inability to hit F. and M.'s pitcher, a State League man, was the cause of defeat. Gettysburg put up a pretty game in the field, and supported Burns in fine style. The latter struck out fourteen men, creating for himself an enviable record against F. and M.'s hard hitters. He allowed them but eight scattered hits. Harr did the best batting for F. and M., and Sheely and Leisenring for Gettysburg. The game was without any distinguishing fea-tures, since both teams showed considerable weakness at the bat. Cremer and Kready did the best fielding for F. and M. The fol-lowing is the score : GETTYSBURG. White, 3b Sheely, ib Leisenring, 2b Mulhall. c Diehl, cf Wisotzki, ss. Wolf, r. f Burns, p Hartzell, 1. f. R H PO Oil 013 o 1 3 o o 14 F, & M. R H PO A Hambright, 3b. 1 o 2 2 Cremer, c 2193 Sheckard, p I 1 2 1 Barthol'm'w.ib o 1 8 1 Sheibley, 2b I o 3 1 Gillan, cf 2120 Harr, rf 0210 Helman, If 1 1 o o Kreads', ss 1 1 o 2 Total o 3 23* 7 4 Total 9 8 27 10 ♦Sheckard out-hit by batted ball. Earned runs—F. and M., 1. Two-base hits—F. and M., 3. Double plays—Sheibley aud Bartholomew. Base on balls— Gettysburg, 1 ; F. and M" 6. Hit by pitched ball—Gettysburg, 1; F. and M., 2. Struck out—Burns, 14; by Sheckard, 8. Passed balls—Mulhall, 1. Time of game—2.05. Umpire—Mr. G arwood. 43 THE COLLEGE MERCURY. The third game of the season resulted in a decided victory for Gettysburg, whose oppon-ent was the strong nine from the Carlisle In-dian school. As is usual in all games with this institution, a large and appreciative crowd was present. The grand stands were filled. It was an ideal clay for base ball, and both teams entered the game with a de-termination to win. Stung by the two previ-ous defeats, Gettysburg made every effort to retrieve lost reputation at the expense of the Indians. But seven innings were played, to enable the visiting team to catch a train for home, and in that time Burns had them en-tirely'at his mercy, allowing the Indians but three hits. His ups and downs and deceptive, ins and outs were too much for the heavy hit-ters from Carlisle. Seventeen men fanned the air in vain attempts to hit the ball. Both teams played a pretty game in the field. Tate led at the bat for Gettysburg, getting three out of the five hits made. Jamison and Shelafo were the only ones able to touch Burns. Score in detail : GETTYSBURG. White, 3b 1 Sheely, ib o Leisenring, ss. 0 Tate, c 1 Wolf, cf 1 Hnrtzell, If o Licht'b'ger, 2b. o Hums, p o Mutton.rf o R II PO A 18 I 5 2I INDIANS. R H TO A Pierce, ib 0050 Roger, cf 0030 Shelafo, p 1203 Archiquette, If o o 2 o Jamison, 2b. o ] jackson, rf o Yrobe. ss o Louis, 3b o o Spenser, e o o o o o 1 Total. Earned runs—Gettysbnrg, 2. Total 1 3 18 7 3 Two-base hits—Indians, I" Stolen bases—Gettysburg, 2; Indians, 2. Double plays—Louis. Jamison, Pierce. Base on balls-Gettysburg, 3. Hit by pitched ball—Gettysburg, 1; Indians, I. Struck out—By Burns, 17; by Shelafo, 4. Time of game—1.55. Umpire-Paul Kuendig. The need of a good track team was clearly shown by the recent participation on the part of Gettysburg in the relay races held at Frank-lin Field, University of Pennsylvania on the 25th ult. With proper and sufficient training we could have undoubtedly won in our event; as it was our team secured third place. Many benefits are derived from such meets and the good obtained shows itself in subse-quent races. The meeting with the college athletic world, the exchanging of plans and purposes by the different men and coaches are of an inestimable benefit to any team, and es-pecially to our own team. Track work has hitherto been a minus quantity at Gettysburg and only an occasional spur would cause any-thing like a revival of the true athletic spirit. The result of this, our first participa-tion in relay racing, should not be disregarded, but all energy and power exerted to put into 1 the field a strong representative track team. This is the intention of the management and it should meet the hearty co-operation and sup-port of the students. Arrangements are now being made for a "field day" during com-mencement week. Further notice and needs will be made known. The prospects for our foot ball team next i year are now engaging the attention of the management. During the next few weeks the i old men as well as new ones will get out on i the field and practice kicking, running and I falling on the ball. This practice is absolutely I necessary for a successful team, and though a I little earlier than usual, means a great deal I toward the success of the eleven There is good material now in college and, with prom-ised accessions, our prospects for a winning team were never so bright. The manager is now arranging the schedule, and a number of dates have been secured. The drawings for the tennis tournament have not yet been made, but will be done in a few days. A greater number of entries have been secured this year than ever before. Manager Lark is working hard to make this tournament more successful financially and otherwise than previous ones; and from the entries and possible drawings a goodly number of close and exciting games will be witnessed. All tennis players should enter this tournament and uphold the record made by former players. FFJATERNHY NOTES. PHI KAPPA PSI. We were pleased to have among us recently for a few days, Rev. J. L. Smith, D. D., '62, ofPittsburg, Pa. F. G. Turner, '93, is studying law at the University of Maryland. Rev. J. G. Goetman, D. D., attended a com-mittee meeting held here several days since. Eisenhart and Reitzell, '96, are two of the ten speakers at the coming commencement, Eisenhart receiving the appointment of Vale-dictorian. E. W. Smith, '93, intends pursuing shortly a course of medicine at U. P. Paul F. W. Kuendig, '98, has been elected official umpire of the Cumberland Valley League. THE COLLEGE MERCURY. 44 PHI GAMMA DELTA. Bro. Walter H. Stifel, of Allegheny, Pa., was initiated on Tuesday, April 28th. We had the pleasure of entertaining Bros. Beason and Logan from W. and J. during the visit of their base ball team, Apr. 17. Bro. Swartz, '81, until recently pastor at Wilmington, Del., accepted a call to Pough-keepsie, N. Y. Bro. Fichthorn, '84, will sail from New York, June 24, on the Friesland, for a two months tour of England and Germany. Bros. Seabrook, '77, Gait, '85, and Anstadt, '90, were welcome visitors in Gettysburg re-cently. The following brothers were in town attend-ing the Siegrist-Valentine wedding last Tues-day : Hocker, '80, Valentine, '80, Stahler, '80, Valentine, '82, Alleman, '84, Fichthorn, '84, Kausler> '84, Miller, '85, DeYoe, '86, Garland, '88. Bro. Herr, ex-'97; is one of the performers [in the U. of P. "Mask and Whig" Club. Bro. Smith, '97, recently took a trip to Phila. on business in the interest of the Spec- : hum. Bros. Rice, Shaar and Baum are speakers chosen for Commencement. Bro. Norman Gait, '85, of Washington, D. C, was married to Miss Edith Boiling, at Wyethville, Va., Thursday morning, Apr. 30. Bro. H. R. Smith was recently elected Busi-ness Manager of the MERCURY for the coming I year. ALPHA TAU OMEGA. Rev. C. G. Bikle, '92, of Glen Gardner, N. J., paid the °hapter a visit, recently. Geo. A. Kyner, '89, of Chambersburg, Pa.,- was in Gettysburg some time ago. M. R. Zulliuger, '98, who was compelled to go home on account of sickness, has improved and will be back in a few weeks. Ralph L. Smith, '98, has gone home and will not return this term. W. E. Wheeler, '97; C. B. Erb, '97, andH. F. Grazier, '98, who were members of the relay team, report a fine time while at Phila-delphia, through the courtesy of Penn. Tau. F. S. Emmert, ex-'gs, has graduated from 1 Bellevue Hospital, New York, and is practic- | ing his profession there. Chas. H. Spayde, '99, was home for a few days, recently. PHI DELTA THETA. O. H. Melchor, '76, spent a few days in town recently. C. E. Reinewald, '85, paid us a visit on April 29th. J. C. Hughes and Alex. Eicher, of Penu'a Gamma, were the guests of the Chapter on April 17th and 18th. J. E. Meisenhelder,' 97, and J. W. Ott, '97, have been elected to positions on the MERCURY staff, the former as assistant business manager, and the latter as an associate editor. SIGMA CHI. . Emory L. Loudon, '87, of Altoona, Pa., paid the Chapter a Welcome visit April 29th. E. W. London, '96, was. one of the repre-sentatives from this college in the relay races at the University of Pennsylvania, at Philadel-phia, April 25th. He has also been chosen as one of the ten speakers for commencement. Frank Leisenring, '97, spent Saturday, 18th ult, at Lancaster, with the base ball team. TOWN ^D SEWIJNARY NOTES. WEBSTER C SPAYDE, Editor. TOWN. Among the bills passed by the New York Legislature and sent to Governor Morton for approval was one appropriating $25,000 for an equestrian statue at Gettysburg to Major Gen-eral H. W. Slocum. It is not at all. likely that the bill will be vetoed. Before many years the field will be dotted with works of sculptors. . The Senate has concurred in the House bill to improve the roads within the National Park at this place. Another observation tower is to be erected this summer. Sunday trains will likely be put on the Ship-pensburg, Carlisle and Gettysburg divisions of the Reading Railroad, again about the middle of May. The repair hands are getting the electric road in condition for operation. 45 THE COLLEGE MERCURY. The Union League of Philadelphia will be here on the 23rd and 24th of May on their an-nual excursion. At the oratorical contest between members of the Prohibition Club of the Seminary and College, held in the Court Room, Thursday, April 23d, J. S. Huddle, of the Seminary, was chosen to represent the association in the State contest, which will take place in Philadelphia, May 8th. The judges were Revs. T. P. Ege, Hugh Gilchrist and A. R. Steck and Wm. Arch McClean and D. P. McPherson, Esqs. The able and eloquent sermon of Rev. Dr. Billheimer in St. James Lutheran church on Sunday evening, April 26th was attended by over 100 members of Gettys Lodge of Odd Fellows in a body, and by an audience which crowded the spacious audience room. At a meeting of the Board of School Direc-tors Monday evening, April 27th, it was de-termined to buy from J. Emory Bair and Calvin Gilbert the tract of land which forms the triangle between the Chambersburg pike and the Springs road, from the railroad east to the monument. The price fixed is $1,500. Several architects have been notified of the in-tention to build, and plans are requested for a handsome, two-story brick building. SEMINARY. Rev. W. S. Oberholtzer, who was ill for quite a long time, is well again, and left for his home on Monday morning, April 27th. We extend to him our best wishes for the future. On Sunday, April 19th, Rev. Ervin Diet-erly preached at Greenvillage in the morning and at Fayetteville in the evening. Rev. L. H. Waring returned lately from Bloomington, 111., where he spent several weeks in mission work. Rev. L. B. Hafer preached for Rev. Jas. Guiney, at Cold Springs, Sunday, April 12th. On Sunday, April 12th, Rev. J. T. Huddle preached at Germantown, Pa. Rev. Charles P. Wiles has accepted a unan-imous call to the Rossville charge, York county. Rev. E. E. Neudewitz filled the pulpit for Rev. Weigle, at Mechanicsburg, on April 19. The joint council of the Myersville, Md., Lutheran charge has extended a call to Rev. Wilson L. Remsburg, of Omaha, Neb., to be-come their pastor, and it is understood that he will accept the call. Rev. Remsburg was graduated from the Gettysburg Seminary. The following Seminarians were out preach-ing on Sunday, April 26th : Rev. E. E. Par-son in the Messiah Lutheran church, Harris-burg ; Rev. C. P. Wiles at Rossville, York county, Pa.; Rev. A. A. Kelly at Mechanics-burg, Pa.; Rev. M. J. Kline in the Bethlehem Lutheran church, Harrisburg; Rev. L- F. Myers at Frederick, Md.; Rev. J. M. Guss in the Second Lutheran church, Carlisle ; Rev. J. C. Bowers at Lutherville, Md.; Rev. J. F. Crigler at Newport, Pa.; Rev. A. J. Rudisill at New Bloomfield, Pa.; Rev. Flavius Hilton at Martin's Creek, Pa., and Rev. W. H. Erhart at Silver Run, Md. LITERARY SOCIETIES. EDNA M. LOOMIS, Editor. PHILO. On Friday evening, April 17th, the Senior members of Philo Society, arra37ed in their gowns and mortarboards, followed the custom instituted by the class of '95, and rendered their valedictory program. Notwithstanding the great warmth of the evening, an unusually large audience assembled, and apparent^ were much pleased with the performance. The program was as follows : Instrumental Solo, - - - Miss DIEHL. Greeting, --- BADM. Roll Call, - RITTER. Essay, "Oratory as a Factor in Education," - - RICE. '96 on the Campus, REITZELL. Vocal Solo, - - - STOT. Poem, --- Miss LOOMIS. Oration, --- EISENHART. Retrospect, --- - MENGES. '96 on the Carpet, - ' - - - - CAKTY, Vocal Solo, - - - - - - REITZELL. '96 in I,ab., --- I,OUDO!(. Prophecy, --- YODER. Piano Solo, --- Miss DIEHL. At the close of the program, Mr. Stup, on behalf of the Senior members, presented the society with an excellent portrait of Dr. E. S. Breidenbaugh. The following men were elected to positions on the MERCURY staff for the ensuing year: Business Manager, H. R. Smith, '97; Asso-ciate Editors, S. J. Miller, '97; L- Kohler, '98; C. H. Tilp, '98; C. T. Lark, '98. The following officers were elected on Fri- THE COLLEGE MERCURY. 46 day evening, May 1st : Pres., Abel; V. Pres., Lark; Cor. Sec, Fuss; Rec. Sec, Herman; Treas., Fite; Critic, Miss Sieber; librarian, Englar; Ass't Librarian, Tilp; Subscriber for papers, Armstrong. PHRENA. On Friday evening, May 1, Phrena ren-dered the following special program before a large and attentive audience : Essay, "The Functions of the Farmers' Alliance,' Essay, "Woman's Eights," Essay, "The Complaints of the Populist Party," Music—Violin and Guitar, - - - - • - Recitation, "The Ship of Faith," Essay, "The Glory of the Democratic Party," Oration, "Why I am a Republican," Oration, "Why I am a Prohibitionist," Music—Violin and Guitar, - :- Oration, "The Know-Nothing Party," "Tang-an-ang-jeera," - Kline,'!!!) Finch,'98 0tt,'97 Manges Bros. Hickman,'99 - Spayde,'9C Shimer,'96 Brubaker,'9C Manges Bros. Woods,'98 - Weeter,'99 LITERARY QUESTIONS. Is Thomas Hardy now-a-days ? Is Rider Haggard pale ? Is Minot Savage ? Oscar Wilde ? And Edward Everett Hale ? Was Lawrence Sterne? Was Herman Grimm? Was Edward Young? John Gay? Jonathan Swift ? and old John Bright ? And why was Thomas Gray ? Was John Brown ? was J. A. White ? Chief Justice Taney quite? Is William Black ? R. D. Blackmore ? Mark Lemon? H. K. White? Was Francis Bacon lean in streaks ? John Suckling vealy, pray ? Was Hogg much given to the pen ? Are Lamb's tales sold to-day ? Did Mary Maple Dodge in time ? Did C. D. Warner ? How ? At what did Andrew Marvel so? Does Edward Whimper now ? What goodies did Rose Terry Cook ? Or Richard Boyle beside ? What gave the wicked Thomas Payne ? And made Mark Akenside ? Was Thomas Tickell-ish at all ? Did Richard Steel, 1 ask ? Tell me has George A. Sala suit? Did William Ware a mask ? Does Henry Cabot Lodge at home ? John Home Tooke what and when ? Is Gordon Cumming ? Has G. W. Cabled his friends again ?—Ex. DISAPPOINTED. T'd heard about the palisades ; One minute was enough To see that they were after all But one enormous bluff. —Yale Record. "My daughter," and his voice was stern, "You must set this matter right ; What time did the Sophomore leave, Who sent in his card last night? " "His work was pressing, father dear, And his love for it was great; He took his leave and went away Before a quarter of eight." Then a twinkle came to her bright blue eyes And her dimples deeper grew, " 'Tis surely no sin to tell him that, For a quarter of eight is two."—Ex. As Providence willed, By her bicycle killed, 'Twas thus that her epitaph ran : "In bloomers and cap Though sad the mishap She went to her death like a man."—Ex. A. G. SPALDIf k BROS "The Name is a Guarantee" that the article bearing it ia the best produced. Uniforms and Supplies of Every Description for. Base Ball = Tennis = Golf Send for Handsome Illustrated Catalogue. The Acme of Perfection— THE SPALDING BICYCLE FOP 1896. A. Q. Spalding & Bros., largest manufacturers of Bicycles and Athletic Goods in the world. NEW YORK, PHILADELPHIA. CHICAGO. ADVERTISEMENTS. DURING VACATION GO TO CHAUTAUQUA p-R El El FULL INSTRUCTIONS. NO EXPERIENCE REQUIRED H. B. WILLIAMS, Secretary, Geneva, N. 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Part four of an interview with educators in the Leominster, Massachusetts area. Topics include: Joeseph DeCarolis, a school principal in Leominster and other locations, introduces himself. Vincent DiNino, a teacher in Leominster, introduces himself. Why their families settled in Leominster. How immigrants learned English. What Leominster was like. Memories of early education. Social clubs for Italian Americans. Bilingual education and preserving cultural heritage. ; 1 SPEAKER 1: Actually, I think he already gave that anyway, especially during – we'll get back to you… SPEAKER 2: Sure. SPEAKER 1: Because you were actually born in Italy. SPEAKER 2: Yes. SPEAKER 1: And that's important. JOE: I'm Joe DeCarolis. SPEAKER 1: Mm-hmm. JOE: I was born in Pittsfield, Mass. All four of my grandparents came from Italy. Uh, my mother's folks came from Calabria and my grandparents in Leominster, I'm not quite sure. I should know that. Uh, principal in Leominster for 25 years, I was principal in other places, for a total of 31 years; uh, and in the local schools, Lincoln School, Leominster Junior High School, uh, Leominster High School, Fitchburg State College, University of Mass., University of New Hampshire. I was all over the place. Uh, I live in Leominster now. I did… uh, I traveled [a little] also with my family, came back to Leominster. I've four children living, grandchildren, out here in Leominster, attending Leominster schools. We have a business − an insurance business. My parents would have been very proud of their grandson, but unfortunately they're gone to the great beyond. But, uh, I look forward to the future of Leominster where our kids are in the public education right now. SPEAKER 2: He was also all over the football field. (FEMALE VOICE) GROUP: [Laughter] SPEAKER 2: He was a football player… SPEAKER 1: Were you ever a coach? JOE: Yes, I coached. I played and, uh, I help now with my grandson playing the [unintelligible - 00:01:24] and my son coaching the Leominster High School offensive line so we're still involved in it, in that activity. I belong to most clubs in town − the Sons of Italy, the Elks, the Knights of 2 Columbus, Board of Directors of the Leominster Credit Union and other activities. Leominster Country Club, where I play a lot of golf; and my sons and my grandson also do that. VINCENT: My name is Vincent DiNino, and I was born in Corfinio, Italy in 1940. I came to the United States when I was 16. I remember my boat's trip. The boats – the boat I came over was the uh, Christopher Columbus − and the sister ship of that boat was the Andrea Doria, which met, uh, an early uh, fate, sinking; and I always thought it could have been the, uh, Christopher Columbus that would be sunken instead of the Andrea Doria, and now where would I be? So I've always been thankful that I did reach the shores of the United States. And to give a brief perspective, I never really intended to come stateside because when I started schools in Italy, in the middle schools, they ask you what kind of career you intend to take and the choice was you could take foreign language to match the kind of career that you wanted. And for most intents and purposes, you cannot take German because Germany was defeated. Yes, you could take Italian. You should take Italian because that was your country. And French or English were the foreign languages that were recommended. Now, if you did not intend to go to Australia or Canada or the United States, you should take French, because French was the international language of trade and commerce, industry. And that's what I did. I took French in middle school, not knowing that later on, about three years later, we would be coming stateside and I would come to Leominster, Massachusetts, not knowing a word of English − but knowing French quite well, Italian, of course, and having some Latin. So when I started school at first at the junior high and then at the high school, I was fortunate enough to be able to take foreign languages − but not to learn the foreign languages, to do reverse engineering and learn English. So I took Italian. I took French. I took Latin. Of course, I already knew the languages insofar as they were being taught in those grades; but I would learn the vocabulary and the 3 structure that pertained to English. So that's how I got through high school and I was able to get to college. And I went to college in Worcester − first Assumption and then Clark. I did get a degree in Education. And I had a good background in Electronics. The Dean of Students at Clark was so impressed with my thesis that he said, "I've just been given a post to be President at Leicester Junior College. Would you join me and set up a language lab there?" "Oh," I said, "Fine." Beautiful first job − and it had some perks, like resident at a very subsidized rate, so it fit me perfectly. And I stayed with Leicester Junior College until Becker Junior College bought it out in1970. Then as I had been teaching foreign languages and one of those languages was Spanish, I saw that there was a need for bilingual education in the area and I applied to the Leominster public school system, which apparently saw me as a good candidate and I worked in the Leominster school system for 10 years, until my parents were both diagnosed with cancer. And I decided that at that time, since I was the only child stateside − I have two sisters in Italy, but far away when there is a sudden illness or a big problem. So I said, "Well, I'll take a couple of years leave of absence and see if I… if I can help." And of course, the school system was kind enough to allow me to do that. And while I took care of my parents, who were getting weaker and weaker, I also started to do a electronics repair business in my garage, a relatively large garage in which we didn't park cars anymore, but we had TVs and VCRs and all kinds of electronic stuff that I always liked to tinker with. So it seemed to be okay. And at this time too, one of my close relatives, my aunt, had a stroke and couldn't live by herself so we took her in. And I was also taking care of her while doing the electronics business. And when the time came to decide whether I should be back for the schools or continue with my business, I decided that probably at that time I wanted to see what's running your own business look like. And I started electronic equipment repair, which I'm still running, in spite of the 4 fact that the electronics business has met with great competition from overseas, especially Southeast Asia. And most consumer products are very inexpensive to purchase and are disposable. But we do some products which are not disposable, in the thousands of dollars cost area – like projection TV sets, which are still relatively good insofar as business profit. SPEAKER 1: Okay, thank you. I was wondering if each of you could tell me, why Leominster? Why did your family settle here? SPEAKER 2: Why did my family…? SPEAKER 1: [Unintelligible – 00:08:38]… settled here. First of all, I have to say, it's a lot of people to keep track of. So even though you may have said something at the beginning − for example, you may have said [unintelligible – 00:08:48] in Leominster, I just… sorry about that if I'm asking you a question that maybe you answered a little bit. SPEAKER 2: Okay. SPEAKER 1: But I really want to know, why is it that your particular family settled in Fitchburg or Leominster? Did they follow another relative or was it because of work or…? SPEAKER 2: I wish I knew all of that. SPEAKER 1: Mm-hmm. SPEAKER 2: My paternal grandparents were in Leominster. And my maternal grandparents were in Boston. But when people were coming here from Italy, my grandmother… I don't know what you would call her in this day and age. But she was the one that people went to, for some reason. And I don't know whether she had been established, maybe, for a few years − and most of the people that came from a [unintelligible - 00:09:50] settled in Leominster, on Lincoln Terrace. And that's the first house that I remember my grandparents being in. When my parents were married, they moved to Leominster. I guess it was the woman's place to move to wherever her husband was. And both my grandfather and my dad were 5 employed at Dupont. And then my dad went on… I think in 1937, was the first detective police officer in Leominster, part-time for two years. And then in 1939 was promoted to a full-time position. They had to pass the Civil Service Test and all that went with it. SPEAKER 1: Italian Citizens Club helped him with that? SPEAKER 2: I remember him studying for it as a child, even – though I'm not certain of that. But I do know he belonged to Italian social clubs − the Salvini Club up on Lincoln Terrace; going to the Elks and the Knights, and all of those things. I really can't speak to that. I was too young; I was only maybe five years old. PELINO: Because my family was kind of mixed, in that my father's family were all in Corfinio, Italy. On my mother's side, her parents came to the United States in the early 1900s and settled around Everett, Massachusetts. And my grandmother had her six children all born in Everett. My mother was one of them. But then after the first World War, my grandmother went back to Italy, went back to Corfinio, with all of her children; taking all of them with her, primarily to take care of her father, who was alone at the time. He was… so she went back to the family homestead, so to speak, in Corfinio. And that's where my mother and her brother and sisters, you know, grew up. At the time that they went back to Italy, they were – some of them six years old, eight years old, in that range. And my mother grew up and got married. Met my father and got married in late 1930s in Corfinio. And then after the war, we came to the United States. That was in 1949. And we went to Cokeburg, Pennsylvania. My mother had a great uncle who lived in Cokeburg and he had a small business. He had a bar room and a restaurant, you know, combination. Coal mining was the way that people make their living in that area unless you own some small business or perhaps you own land and farmed. So my father went to work in a coal mine. At that time, the mines went on strike. They were out for three to six months. It was a very difficult time. And my great uncle suggested to my parents that we should come to Leominster. We had 6 other relatives here. My grandmother had a brother living here in Leominster. And one of my mother's sisters − my aunt, who came in 1949 − settled here in Leominster. So he suggested that for the betterment of the family, for greater opportunity, we should move to Leominster, which we did, in 1950; and the family's been here ever since. That's how we came in to settle in Leominster. That was all on my mother's side. My father's family is still all in Italy. SPEAKER 1: Now in 1950, how old were you? PELINO: At that time I was 11 years old. I came in 1949; I was nine. I came early; I believe it was February 1 when we landed. I can't remember the name of the ship, but they were sister ships, I remember that. One was the Vulcania, and the other was the Saturnia. And I believe I came on the Vulcania; that was quite a trip − have a lot of fond memories about it, my first cruise [laughter]. JOE: Was it in the winter or the summertime…? PELINO: It was winter. SPEAKER 2: Sure. I'm real curious to know where – which port you came in to. Was it Boston or was it…? PELINO: New York. SPEAKER 2: Okay. JOE: Oh, yeah. SPEAKER 2: See, that's the thing. I don't know where my grandparents came in… PELINO: Oh, I can remember the ship going to Canada and making a stop and letting some people off in Canada, because that was another, you know, port of entry. But then it did go down to New York and that's where we landed. JOE: Pelino went to Pennsylvania. They couldn't pronounce his name so they called him Paul [unintelligible - 00:15:04]. So when he came to Leominster, he said it was Paul [unintelligible - 00:15:07].7 PELINO: That's true. That's true. My uncle changed my name to Paul Marshall. I have report cards… I had report cards with that name. But coming to Leominster and registering here, I went back to my given name. SPEAKER 1: Now why did he suggest that? PELINO: That was a funny story. I never knew until in the mid-50s, he came to visit, you know, the family here. And particularly, his brother that I mentioned, lived in Leominster. And I asked him. I said, "Uncle Frank, how come you changed my name?" And he said, "Well, you know, this is, you know, the land of opportunity. You could be almost anything you want to be. And someday you could grow up and be a lawyer, or you could be a doctor or whatever, and you're going to have your name on the door. And people are going to come by and see that long name, they're going to be afraid to pronounce it and they're not going to come in." [Laughter] That was his answer. I said, "How come you never changed yours? And he wouldn't answer that question [laughter]. But he was a wonderful man. He married − around 1935 – he married a lady from Yugoslavia. And the small town of Cokeburg had a number of ethnic groups, Serbians, Croatians, all regions of what we know as Yugoslavia; Polish, Russian, Italians, of course. And they all had their social clubs, you know, just like we found here in Leominster. But they all congregated − and my uncle's one of them – in a bar room, particularly on Friday nights, which was payday. So you heard all kinds of… all kinds of languages. And my aunt, Pauline, actually spoke − not only English and Italian, which she spoke much better than I ever did − but also a little bit of Russian, Polish, you name it. And she picked it up, you know, from working in the restaurant, in the bar room. And one of my best friends was a Croatian. His name was Sam. And I don't think I ever had anybody in my life that I was closest to and who influenced me more as a friend than Sam. And I only knew him for about a year and a half. SPEAKER 1: The bar room was in Pennsylvania then, not Leominster.8 PELINO: Yes, right. He was in Pennsylvania. And like I said, it was one of, you know, a number of ethnic little clubs. SPEAKER 1: Mm-hmm. JOE: [Unintelligible - 00:17:54]. My four grandparents came for family. They wanted a new life. My mother's family went to New York − to Rome, New York. Rome is a very highly populated Italian population. And then they migrated to Pittsfield, Mass.; GE was flourishing… Actually they were in the grocery business; Italian imported and [unintelligible - 00:18:23] goods. My father's family in Leominster migrated to Leominster because of family and got involved with plastics; DuPont's – my father later started his own factory. When I went in the Army and I came out thinking I was going to be a millionaire because I was going to take over this plastics factory, but he sold it to buy a bar. Then my grandfather was out of work and he wanted to put him to work, so he bought a bar and he worked the days and my father worked the nights. But we spent most of our lives in Leominster. I call Leominster home even though I was born in Pittsfield, grew up across [unintelligible - 00:19:10]. My father's a cop would watch over us at downtown and give me a good [unintelligible - 00:19:15] go home and [unintelligible - 00:19:17]. Because if he would have crossed the street and said [unintelligible - 00:19:19] and Dominic, I [unintelligible - 00:19:21] around downtown, they took care of that. Going to the public schools as a young Italian kid in the beginning was a little difficult, you know. And the good thing was that the area, Leominster in those days was set up in ethnic sections − the Italian section, the Irish section, the Protestant section. So you were comfortable in that way, okay. Eventually, we started to play ball against the other sections of town and that broke the ice, and you made friends with the kids from different sectors, the Irish section; and intermarriage started to happen. And all of my brothers and I married outside the Italian culture, maybe…9 SPEAKER 2: That was a no-no. That was a big no-no. JOE: It was a big no-no. You didn't marry outside your culture in those days. That just didn't happen. But as I say, as things went on and we played ball together. We went to school together. We went to college together. That kind of broke that ice and people intermarried. I say we had a bar – we were given the opportunity. We made the opportunity to start our own businesses, okay? My brother went into a very successful semiconductor business. Now the industry is on 128; it's huge… major, major. He retired young, okay. My son owns four agencies − insurance agencies − in town. He started one and bought three. So opportunity was there if you wanted to take it and there was a tremendous desire on the part of all the people that I knew − my best friends all wanted to either be in business, or be in education. We had some tremendous people who were Italian. I can think of Christine [unintelligible - 00:21:13] was my first Italian teacher that I had in Lincoln School. I had her for two years in a row. We went fourth and fifth grade in the same room and then we went… SPEAKER 2: She was the second Italian teacher in Leominster. There's Mary McCall and Christine [unintelligible - 00:21:27]. JOE: I didn't realize that. Then she became Mrs. Mcgrall; she married [unintelligible - 00:21:31]. JOE: That's right. JOE: And he had a business, Mr. Mcgrall. SPEAKER 2: Yes. JOE: But I became… and she took a liking to me and I would run all her errands, go down to the store, buy her lunch and that kind of stuff; but it got me kind of enthused towards education. And I liked the aspect of working with kids and doing things that I liked people doing for me. So while I got out – actually, when I got out… I went to school; all my friends were joining the Army. So I got out of school, went home, told my mother that, "Mom, I'm going into the Army." I was getting ready for the 10 football season. She almost passed out. But when I got out, I got married. And I had a new aspect, a new view on life; so I worked – I went to school 8:00 in the morning with Pelino. We went together and I would go to [unintelligible - 00:22:28] at 3:00 and work to 11:00. And I did this for four years; I had two children. And my wife is Irish and [Swedish] and she could cook good Italian [unintelligible - 00:22:40]. SPEAKER 2: Did you speak English when you started school? JOE: Yes, yes. I figure a little Italian… in fact, the good thing for the parents in those days, that they could speak Italian and say things and you didn't know, so that the – and that was common in all families. [Laughter] My friends, most of my friends, don't speak Italian, and that's sad. I did take Italian when we were [unintelligible - 00:22:59] high school, three years of Italian. I'm not sure I learned a lot for long. I did plenty to get by, got good marks and so forth, but don't think that I recall [unintelligible - 00:23:10] but I don't know [unintelligible - 00:23:11]. And I'm very sad about that. SPEAKER 3: It's a matter of not using it, you know. (FEMALE VOICE) JOE: Exactly. SPEAKER 3: And I went… I took lessons from Vinny. JOE: I'm very jealous of people who… You did, huh? SPEAKER 3: Yes, I did. JOE: [Unintelligible - 00:23:23] night school, right? SPEAKER 3: When my mother was here we get [unintelligible - 00:23:27]. Yeah, we had a great time. JOE: I'm very sad about that. I never used it and then never kept it, you know. It was like Geometry, if you didn't use it, you lost it. And that's true today. And I wish I could have passed it on to my four children and my grandchildren, you know, and I can't do that. SPEAKER 3: I agree. JOE: And none of them speak a second language, which just too bad.11 SPEAKER 4: It's amazing. Do you mind my breaking in? (FEMALE VOICE) JOE: No. SPEAKER 4: I knew you loved it. I hate [unintelligible - 00:23:52]. [Laughter] [PELINO]: You know her well, don't you? SPEAKER 4: Maybe 12 years difference in age, right, between Joe and me? And yet, when I went to school and all of my friends didn't speak English − so within 10 years, he's going to school now… JOE: That's true [unintelligible - 00:24:11]. That's true. But you know, I can remember − I think Jeannie talked about it [unintelligible - 00:24:17]. Leominster had about five, maybe more, Italian clubs. The Calabrese, the [unintelligible - 00:24:24] and my dad belonged to a couple, as you said yours did. And every Sunday, off we would go with my father to the club and they would play cards, and they would drink wine. And my father would come home with a homemade bottle of wine; it was like somebody gave him a thousand dollars. He had a homemade bottle of wine and it bought – that was his, okay. But that's – and the people that I met in those days, the kids are still my best friends today. It was ties; there were ties, neighborhood ties and club ties − and they never got broken. PELINO: No, I had Mrs. Mcgrall too. She was my first teacher when we moved to Leominster. And I got a little Mrs. Mcgrall story. First day, I got there, registered. He said to me now, "Now, Pelino, school starts at quarter past eight." I said, "Yes, Mrs. Mcgrall." And we don't live too far away, [unintelligible - 00:25:24] right around the corner from Lincoln School. And so that first morning, I showed up about 8:23 and she called me inside and said, "Pelino, you're late." I said, "Really?" She said, "Yes, school starts at quarter past eight." I said, "Okay, Mrs. Mcgrall, I'll be here." The next morning I showed up about 8:20. She pulled me aside again. "Pelino, you're late." "Mrs. Mcgrall, I promise, I'll be here on time." The third morning, I got there about 8:17 and she said, "Pelino, I 12 don't know what to do with you. I talked to you twice already. School starts at 8:15." And the minute she said 8:15, the light dawned on me. To me, quarter was 25, because I first learned 25 cents. You learn money first, right Vinny? [Laughter] So up until that moment, I didn't make the connection that quarter, you know, quarter of an hour was 15 minutes. I thought I was in plenty of time. I don't know why she's [unintelligible - 00:26:28] every morning. [Laughter] But it was a funny experience; but we're a Southeast school and we have the bilingual program. You know the—Vinny remembers—that was one of the things that I – having learned that. You're a little bit more sensitive to other ethnic groups, okay, and their particular cultural backgrounds, so that you're not quick to judge them based on your standards. That was a lesson for me; and another lesson was always talking to the kids and having them look at me. And if they didn't, you know, my finger would go under their chin, you know, I'm talking to you, you know, look at me. Until one of the bilingual teachers explained to me that in their culture, that's disrespectful to look at the adults' eyes when they're talking to you. And it – you know, something entirely different from what I was used to. I was looking for respect from the youngster by having the youngster look at me, and I was asking him to do something that was disrespectful to his culture. And it's one of the things that was not very helpful, you know, years later in helping the classroom teachers and others adjust to different ethnic groups. JOE: You asked a while ago if I spoke Italian or took Italian. I started the first bilingual program when [unintelligible - 00:27:57] down the Southeast school in 1972. PELINO: Seventy-two, 72. JOE: Okay. But when I was going to school, it was the desire of an Italian family to have their kids speak English; no bilingual education, okay? And it annoys me today that we are still having people fight to save their culture. Oh, I want to save the Italian culture. And I think the Irish people should have their culture. But I also feel that you've got to give in to the 13 flow of civilization and what's happening. And we had to speak English, okay? We had to go to school. Now, if I may put it crudely, if I felt lousy, you know, my mother would say, "Go to the bathroom and go to school." That was it. You went to school, okay? Today, if there is a little headache or a big test or something, the kids don't come to school. If it rains, lots of kids don't come to the school. That's the advantage I think we had over today's youth, okay? I have to tell my own children, you get those kids to school. That's your main job, you know. They cry about getting sick, you always can go get them out; you [unintelligible - 00:29:09]. SPEAKER 1: So what's the intent of bilingual education, initially? JOE: It's to teach kids English, but written in to the law was the fact that they had to have so many hours of their culture each day, okay? We didn't have that. The culture was… is the one that you decided to live in, okay? We decided to live in Leominster, in United States of America, who spoke English, okay, and you were going to speak English, okay. I said the only advantage of Italian in my family is my parents can speak and talk about us and we didn't know it. SPEAKER 3: They all do. JOE: I guess it's coming back now, because they're going to change that [battle] of the law but it took 28, 29 years, okay? SPEAKER 1: So was the intent to keep it for a short period of time? JOE: I think so. SPEAKER 1: And then to grow out of it, so to speak? [PELINO]: [Unintelligible - 00:30:05] maximum of three years. SPEAKER 3: Three years, I thought. JOE: Three years? VINCENT: The program was conditional… JOE: Right, right. VINCENT: Bilingual education, so I guess the first thing is that you have to allow for a transition. And sometimes in transition they take one, two, three years, 14 and sometimes it may take a lifetime. Of course, everything has got to be within certain limits, because money is involved, because people's feelings are involved. And you kind of strike a balance between what some people want and what the necessities of the system dictate, I think. SPEAKER 4: The other thing too is that I think it's shifted from being primarily Spanish-type bilingual education. And then we had this whole influx of Asians come in and how were we adapting to that − that was a big transition. And I don't know what role bilingual education played for them. JOE: But there wasn't such a thing, though, as bilingual education. SPEAKER 3: Not when we went to school. JOE: When the Italian who came from Italy… SPEAKER 4: That's right. JOE: Or the Italian kid grew up in an Italian household where the parents spoke Italian, there were no such thing as bilingual education. You go to school; you learn how to speak English. And that was it. SPEAKER 1: Is it possible that the other ethnic groups now coming in have assimilated more quickly because they don't have bilingual education [unintelligible - 00:31:36] Spanish? JOE: I hope so. The only answer I can give you is, I hope so; because they're going find out their success is going to come quicker. PELINO: Okay, I think that Vinny said it well, what he said [unintelligible - 00:31:48] was transitional bilingual education. And there is a transition that needs to take place. In my own experience, while I very quickly picked up, let's say, the street language, I was able to converse, you know, very quickly, inside of three, four months. Part of that was the fact that I spent my first summer with one of my great aunts in Michigan City, Indiana. And she had a nephew that came to visit that summer, who was also nine years old; you know, my age. She didn't speak any Italian. Her nephew did not. My uncle had his own business selling Italian grocery products and did a lot of traveling, so I spent the whole day with her and 15 her nephew Floyd; go to the beach every day, every couple of weeks. We saved up enough money from cashing in bottles and cans. She would take us to Chicago, and, you know, go to a museum. I remember the stockyards; huge, huge. I couldn't believe how big the stockyards were at the time. So I assimilated the English language quickly, but only in terms of being able to speak in everyday terms, okay. School was a different matter. And I think this is partly what, you know, Vinny is speaking about in that I had to − similar to what he… he used his other foreign languages to translate into English − okay, I was doing the same thing in Italian. It wasn't until the 7th Grade, in junior high school, that I was finally able to read a Science or Mathematics problem in English and think in English. Prior to that time, I read it in English. If Jean was my teacher, I could read that book, just like I can read Latin; doesn't mean I understand it but I can read it. I can pronounce, okay. The fact was that it wasn't until then that I was actually doing my thinking in English. Prior to that, my thought process was in Italian and it was slower; because I had to read it in English or hear what the person was saying in English, translate it internally into Italian, get the answer or get the understanding, and then send it back out in English. One of the differences, as Jean mentioned, some of the other ethnic groups is that they have an advantage in that they're smaller in numbers, okay. They also come with, perhaps, some different priorities. And the… most people in the area associate bilingual education with Hispanics. But that's only because that particular language group is here. If you go in to Boston, Vinny would tell you they probably have a couple dozen of bilingual programs in all kinds of languages, okay, because they have the population that required that and the program that was needed to support that population. There is a need for a transition. I know of family members, I know of others who came and, you know, you were drawn into school, sink or swim, immersion. That's the term they use, immersion, okay. And I was able to survive that; but there are others that did not. I 16 think if we think back into our own families and we go back and think long enough, we'll find a number of people who, because of that immersion − because perhaps the support wasn't there at home to say that education is a priority for you, I want you to succeed, that's your future.− it became easier sometimes because of family need or whatever, everybody else, they drop out of school and go to work to help support the family. And there was a lot of that that happened. If anything, the transitional bilingual education program helps to keep kids in school. We don't gain anything. The individual doesn't gain. The family doesn't gain. Society doesn't gain when anybody drops out of school. I mean we [unintelligible - 00:36:07] you that. Nobody gains by that experience. And I think that anything we can do to keep kids in school, you know, for the full term is going to pay dividends. And if bilingual education, you know, comes with a cost, − yes it does; and it should be transitional − but as Vinny said, you know, some people can do it in one year and we used to get kids out of the program in a year; some took two, most took three. We had very few that stayed beyond the four year – the three years. As a matter of fact, it was school committee policy; as Assistant Superintendent, I would have to present the case to the school committee and ask them to allow, upon recommendation of the Bilingual Director and the teachers and the principal, to allow youngsters to stay in their program for longer than three years. And I never made any request more than three or four or five in any given year, out of over a hundred, 120, 130 kids in the bilingual program. So you know there has to be a balance. Yes, I understand, you know… where Joe and others are coming from. I have the same feelings. You fear as an individual, you need to make an effort to assimilate into the society. I mean that's why you're here. SPEAKER 2: [Unintelligible - 00:37:20]. JOE: But you need to keep your own culture too. I'm sorry, the same way that you are that my kids don't speak Italian. That's my fault.17 SPEAKER 2: Yes, yes. They're with more pressure. VINCENT(?): [Unintelligible - 00:37:31] okay. JOE: Now my grandparents [unintelligible - 00:37:36]. Okay, because and you ask, why did they come to Leominster, why did they come to Pittsfield? Because family was there! There wasn't such a thing as aid welfare, okay. Families took care of families; so it was important that they learned quickly so they can go out and work, can make their money and get their own apartment. There were very few Italian people those days owned their own home, you know; families – if you lost your job, you moved in with a sister or brother, with your family, and you'd share. So the need to learn was much quicker then. Today, you sign up, you get welfare, you get relief. And for some that's very important, I understand that, okay? But we also have maybe taken away incentive for some of these people. We make it too easy for some. VINCENT: You know, it's very interesting to notice that these problems that the United States have been experiencing for maybe the past 20 or 30 years are now occurring all over the world. I mentioned that my niece was visiting from Italy just this summer and it was tied to all the terrorist happenings. So she was able to visit many areas in the United States very freely, without hindrance, which would probably not be the case now. But talking to her, she would mention that even in Italy, there are a lot of immigrants; Albania, for instance, from North Africa. And these are people that say we know our rights. They pitch their tent in the public square and they're expecting the municipal services to provide for them. And of course, one of the complaints was that you couldn't hear the church bells because they had their loudspeakers announcing the Muslim rituals of prayer every so many hours. And there too, you have a clash of cultures. Of course, they wouldn't come to Italy if they weren't looking for a little better life than what they had where they left. And what are you going to do with them? You have to take care of the children, make sure they go to school, make sure that you could teach them in whatever 18 language they're using. Now I'm sure that the resources are smaller in a country like Italy. They're not the same as the resources that are available in a country like United States − and yet the problem is there. And if you don't want to have problems like they have in the Balkan countries or in the Middle East, you have to try to accommodate these different cultures the best way you can. And I think education, although it will not solve all the problems, if you can keep the kids in school and if the kids can get along with other kids, Albanian, Italian, from Morocco, from Algeria, from Tunis, whatever, then maybe you wouldn't have a kind of topsy-turvy world that we're presented with or that we have to cope with. So this idea of education, in a narrow sense, yes, it's important to a certain ethnic cultural entity. But in a larger sense, the world is very small now. Email goes everywhere. CNN and all the public media present you with pictures that you can't turn off. And maybe we don't have the skills just yet to cope with this kind of change, but we have to use what we have and do the best we can. And I think that maybe education is the place to start. You got to figure out what do those people need. Well, they need a job and they need to make money. And they need to have a sense of self-worth. If you tell them that, you know, that in your country, new laws apply; they should go to church, not to a mosque. Well, then you start to challenge them at their very core and you started to develop resentment. And you can't do that anymore, because even though you may have the might, there are people that if you put them or their shoulder against the wall, just like an animal which can't escape, they'll do anything that may destroy themselves in the process but will harm you; and at all cost, you want to avoid that. So that's the way I see education as a central issue for the world. It may not solve all the problems, but it sure is a good start. SPEAKER 5: It's a common denominator. In the same way that Joe talked about breaking down some of the barriers between the state of French and the Italians. There were sports, okay. The minute they started to integrate to athletics and then you made friends, you know, from the different ethnic 19 groups and that started to break down the barriers. And in the larger sense, education I think, you know, serves in the same way. We have much more common in this world than we have differences. And maybe Vincent is right. We just don't have the skills yet, perhaps, and the knowledge not to recognize that or deal with it. SPEAKER 1: But it also seems to be a logistical nightmare and financially impossible to offer bilingual education to all ethnic groups, so where do we go from here? PELINO: Well, those are the limitations. SPEAKER 5: It boils down to people who are called legislators, telling us what to do because it is popular with some people, okay. Educators don't go into factories and tell people how to run the electronics factory, okay? Bilingual education and all the laws that are coming out now are made by people who really don't know about education. MCast, I don't think educators are quote against MCast as such but they're against the fact that people are making the rules for MCast and they really don't know what they're looking for, okay. And that's what's happening and that's what's turning people off about education. Educate – legislators, they've got their fingers into education, much too much, and should leave it to the people who are trained to do it. PELINO: But the legislators are the ones that provide the resources. VINCENT: Unfortunate. PELINO: You know I can think of so many things, I'm sure all of us, the hundred plus billion dollars, billion dollars that we spent fighting the Gulf War − and that was a very brief period of time − I don't know who's going to tally up how much you know disengagement is going to cost. But there's a cost. And what happens is that the need is felt to be so immediate, whether it's a threat or whatever, that all kinds of resources and money go into it without really balancing isn't worth it. And I'm not saying it's not, okay. But we seem to respond to those kinds of crisis in an immediate way with all kinds of resources and yet when you look at education, when 20 you look at some of the other health, you know, human needs that people have, we don't see those problems with the same kind of immediacy…/AT/jf/mjv/mm
The present study documents a language educator's reflection on two transitions that mirror current curricular changes in undergraduate language programs in the United States. The first chronicles her personal pedagogical transformation from a general-purposes Spanish language professor and her adjustment to teaching as a visiting professor in a Spanish for Specific Purposes (SSP) language-learning environment at the United States Air Force Academy. The second reports the evolution over several decades of the Spanish language program at University of Alabama at Birmingham from a traditional general Spanish-language program to a multipurpose program. The study suggests that SSP and liberal arts values are not mutually exclusive, and it explores what Spanish for General Purposes (SGP) can learn from SSP. Spanish programs that find common ground and hybridize to respond to multiple demands of today's Spanish learners are likely to be the most successful in the future. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 88 The Unexpected Spanish for Specific Purposes Professor: A Tale of Two Institutions Sheri Spaine Long United States Air Force Academy University of Alabama at Birmingham Abstract: The present study documents a language educator's reflection on two transitions that mirror current curricular changes in undergraduate language programs in the United States. The first chronicles her personal pedagogical transformation from a general-purposes Spanish language professor and her adjustment to teaching as a visiting professor in a Spanish for Specific Purposes (SSP) language-learning environment at the United States Air Force Academy. The second reports the evolution over several decades of the Spanish language program at University of Alabama at Birmingham from a traditional general Spanish-language program to a multipurpose program. The study suggests that SSP and liberal arts values are not mutually exclusive, and it explores what Spanish for General Purposes (SGP) can learn from SSP. Spanish programs that find common ground and hybridize to respond to multiple demands of today's Spanish learners are likely to be the most successful in the future. Keywords: language learning curriculum, liberal arts, medical Spanish, military language learning, Spanish for General Purposes (SGP), Spanish instruction, Spanish for Specific Purposes (SSP), United States Air Force Academy, University of Alabama at Birmingham (UAB) Introduction This academic year, I dubbed myself the unexpected Spanish for Specific Purposes (SSP) professor because specialized career-focused instruction became part of my pedagogical repertoire. Working in a SSP language-learning environment has made me take stock of what mainstream language educators can gain from exposure to the philosophy and instructional techniques of languages for specific purposes. I am serving currently as Distinguished Visiting Professor of Spanish at the United States Air Force Academy. I am a permanent Professor of Spanish at the University of Alabama at Birmingham (UAB). In this reflective paper, I chronicle two transitions. First, I share observations about my transition from general purposes language instruction to the more focused language-learning setting at the United States Air Force Academy. Language learning at the United States Air Force Academy exemplifies the definition of a Spanish for Specific Purposes (SSP) program because it is dedicated to the goal of educating future Air Force officer-leaders with a global perspective. Secondly, I narrate from an administrative/ administrator's point of view UAB's evolution from a traditional Spanish curriculum to a dual-purpose program that includes a SSP certificate. I conclude that both the United States Air Force Academy and UAB Spanish language programs provide unique insights into the curricular changes and challenges in language teaching that have emerged during the last several decades in higher education. My experiences in these respective undergraduate Spanish programs show that signature language curricula have been and can be developed to serve diverse missions of learners and institutions and that intellectual and practical needs simultaneously helped mold these A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 89 programs. The United States Air Force Academy and UAB Spanish language programs are traditional and nontraditional at the same time. I posit they will resemble our future hybridized Spanish language programs. For purposes of this paper, I understand hybridized to mean multipurpose programs that have SSP components and a liberal arts foundation. The subfield of SSP can be defined as a practice that gives language learners access to the Spanish that they need to accomplish their own academic or occupational goals (Sánchez-López, 2013). It is necessary to locate SSP within the domain of Second Language Acquisition (SLA) in order to recognize that SSP is not a departure from current theory or practices in foreign language education. The counterpoint to SSP is Spanish for General Purposes (SGP). SGP is a broad descriptor for the teaching and learning of Spanish in ways that can be exploratory in nature. It is language teaching and learning that is likely not to have a singular career focus. Along with the concept of language learning for cultural breadth, traditionally SGP has been ensconced within the notion of liberal arts education. After almost 20 years of teaching principally undergraduate SGP at UAB, I relocated to Colorado Springs to experience anew the teaching and learning of Spanish in a different context. The learning environment that I envisioned at the service academy would be focused on the specific Air Force mission within undergraduate higher education. By contrast, I am the product of a liberal arts education that was not singularly focused on a specific career. For the last several decades, I have taught students with a variety of goals, both professional and personal. The teaching and learning environment with which I am the most familiar is rooted in the model of a liberal education that has historically framed SGP programs across the United States over the last 75 years. Goals of the liberal arts education include such attributes as thinking critically, possessing broad analytical skills, learning how to learn, thinking independently, seeing all sides of an issue, communicating clearly (orally and in writing), exercising self-control for the sake of broader loyalties, showing self-assurance in leadership ability, and participating in and enjoying (cross-)cultural experience (Blaich, Bost, Chan, & Lynch, 2010). By reviewing some attributes commonly found in definitions of a liberal arts education, I highlight the cornerstone of numerous undergraduate programs in higher education. My goal is not to produce a comprehensive list of its characteristics. In fact, one finds variations in the definition of the liberal arts education tailored to suit institutional realities and needs. The elements that I emphasize in the present discussion are particular characteristics, such as analytical and critical thinking, leadership development, civic responsibility and cultural breadth, which are especially relevant to how these two Spanish language programs evolved at both the United States Air Force Academy and UAB. Although critical thinking may not be one of the characteristics that spring to mind within military education given the realities of obedience, discipline and hierarchy, critical thinking is an essential characteristic of military officers that must make decisions in complex situations. The teaching/learning of the ability to analyze critically is key in military service academies and in civilian institutions, such as UAB. UAB and arrived at the United States Air Force Academy in summer 2011. Because of the courses that I had been asked to design and teach, I knew that the United States Air Force Academy's curriculum was not about technical instruction as in Spanish for Military Purposes. In fact, my fall courses had mainstream course titles that one might find in any Spanish program: Literature and Film of Spain and Latin American Civilization and Culture. My military supervisors told me that I was invited here to bring a different perspective and pedagogy into the classroom. As my first semester unfolded, I set out to learn from diverse A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 90 pupils and faculty members and to absorb and adapt to the differences before me. The United States Air Force Academy's mission fits neatly on a sign that everyone reads upon entering the military installation: "Developing Leaders of Character." The United States Air Force Academy (2011) is an undergraduate institution, awarding the BS degree as part of its mission to inspire and develop officers with knowledge, character and discipline. Undergraduates are referred to as cadets, and this underscores both the military and academic focus of the learners. After a few weeks at the United States Air Force Academy, I realized that I had landed in a one-of-a-kind educational setting. The institution subscribes to and emphasizes many of the key core values that I associate with a liberal arts education while additionally providing technical training. As Pennington (2012) pointed out in her recent commentary in The Chronicle of Higher Education, we need to acknowledge that preparing for work and pursuing a liberal arts education are not mutually exclusive. Considering liberal arts principles and professional training as polar opposites is a deeply ingrained notion by many individuals in higher education and in society at large. This belief needs to change because of the type of complex preparation that today's students will need to flourish in the future. Below is the complete list of shared outcomes of the Unites States Air Force Academy. Even with a cursory examination, one finds intertwined traditional liberals arts concepts and elements associated with technical education for engineers, scientists and warriors: Shared United States Air Force Academy Outcomes (2011) Commission leaders of character who embody the Air Force core values. . . . . .committed to Societal, Professional, and Individual Responsibilities Ethical Reasoning and Action Respect for Human Dignity Service to the Nation Lifelong Development and Contributions Intercultural Competence and Involvement . . .empowered by integrated Intellectual and Warrior Skills Quantitative and Information Literacy Oral and Written Communication Critical Thinking Decision Making Stamina Courage Discipline Teamwork . . .grounded in essential Knowledge of the Profession of Arms and the Human & Physical Worlds Heritage and Application of Air, Space, and Cyberspace Power National Security and Full Spectrum of Joint and Coalition Warfare A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 91 Civic, Cultural and International Environments Ethics and the Foundations of Character Principles of Science and the Scientific Method Principles of Engineering and the Application of Technology Source: http://www.usafa.edu/df/usafaoutcomes.cfm?catname=Dean%20of%20Faculty Values such as critical thinking, ethics and ethical reasoning, respect for human dignity, lifelong development and contributions, intercultural competence, and oral and written communication are integral to a liberal arts education and are the foundation of cadet education. The first phrase that frames the entire list—"Commission leaders of character who embody the Air Force core values. . ."—is key to my contention that the United States Air Force Academy's type of SSP is the teaching and learning of languages in the broader context of leadership education. The direct relationship between what one associates with well-informed leaders and liberal arts values emphasizes the importance of nurturing future leaders (whether cadets or college students) that are civically and globally astute. Leadership development clearly underpins both liberal arts values and those of the United States Air Force Academy. Like many undergraduate institutions in the United States, Spanish is widely taught at the United States Air Force Academy. According to Diane K. Johnson, an institutional statistician, there are a total of more than 500 cadets (out of a total cadet enrollment of over 4,000) that are in Spanish classes (introductory through advanced) in spring semester 2012. There are also cadets enrolled in 7 other languages that are labeled strategic or enduring. Notably, there is no language major at the United States Air Force Academy. However, there is a Foreign Area Studies major. Also, cadets can declare a minor in a language. There were 327 cadets with minor in languages at the time of this spring semester 2012 snapshot. The specific mission statement of the United States Air Force Academy's Department of Foreign Languages is: "To develop leaders of character with a global perspective through world-class language and culture education." Language and culture are embedded in the concept of the kind of global perspective that a 21st-century leader must possess. From Washington DC to Wall Street, there is agreement that future leaders internationally—both military and civilian—need to be multilingual and culturally adept to be able to navigate and lead in the 21st century (Education for global leadership, 2006). According to Lt. Col. Western (2011), it is imperative that our military comprehend that maintaining world leadership and security requires a broad understanding of other languages, cultures and thought processes. Although the Department of Defense's report (2012) on "Sustaining United States Global Leadership: Priorities for 21st Century Defense" does not directly address language and cultural expertise, many of theses priorities rely on knowledge from military leaders with considerable language and cultural acumen. Historically, the language department has always had a dual purpose that has consisted of SSP focusing on developing future Air Force officers, while providing many elements of a liberal arts education. From the following list, you will see a sampling of the generic course titles. They are not a departure from what one might find at other institutions: Basic Spanish I & Basic Spanish II (Spanish 131–132), Intermediate Spanish A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 92 I & Intermediate Spanish II (Spanish 221–222), Advanced Spanish I & Advanced Spanish II (Spanish 321–322), Civilization and Culture (Spanish 365), Current Events in the Spanish-Speaking World (Spanish 371), Introduction to Peninsular Literature (Spanish 376), Introduction to Latin American Literature (Spanish 377), Advanced Spanish Readings (Spanish 491), and Special Topics (Spanish 495). The course titles do not offer clues as to how these classes might differ from the average civilian college or university classes with similar names. In my experience teaching and/or observing these classes, differences do stand out because language learners at the United States Air Force Academy focus on application of language as a skill combined with cultural and historical knowledge. The cadets also seek intellectual breadth through the analysis of multiple perspectives particularly found in intermediate- to upper-level Spanish language classes. In the first six months in residence at the United States Air Force Academy, I observed that cadets are more intellectually broad than I assumed at the outset. Cadets read about literature and culture, analyzed film, and even wrote poetry in Spanish with gusto. They do perform in the classroom with a defined career in mind. The focus on the military profession and leadership changes the daily routine in the language classroom. By emphasizing deliberate leadership and language teaching and/or learning opportunities, crosspollination enhances the classroom exper-ience and improves institutional learning outcomes. Form cannot be divorced from function in language learning, so the synthesis of leadership development and language/cultural learning occurs. Recent studies from interdisciplinary research with the neurosciences and education show that fusion between disciplines can provide effective pathways to learning (Coyle, Hood, & Marsh, 2010). Teaching Spanish at the United States Air Force Academy altered my preparations and delivery. Because of SSP, I adapted to differences that are administrative, operational, pedagogical, experiential and conceptual. First, I experienced the surface-level administrative transformations from SGP to the special brand of SSP at this institution. I learned about: Classroom rituals that include military protocols, such as calling the class to attention in Spanish, inspecting students' regulation dress and upholding other classroom standards in the target language; References to Air Force traditions and military rank in the target language; And, lock down, active shooter and natural disaster drills that might happen during class time in the target language. Additionally, there were different details in course design that reshaped my pedagogical filter. During an examination of all Spanish language course syllabi at the United States Air Force Academy, I noticed that the communities standard from the 5Cs in the Standards for Foreign Language Learning (1999) is often replaced with a different C that stands for Careers. The focus on the professional use of Spanish is starkly emphasized through this substitution. On an operational level in the classroom, staying abreast of current events in the Spanish-speaking world and being able to interpret them—such as changes in government officials, political and economic transitions in the target culture—take on greater importance while teaching at the United States Air Force Academy. For example, when A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 93 learners know that they might be assigned to carry out tasks in any Latin American country in the future, the learners understandably pay more attention to geographical details, how economic conditions impact political situations, how longstanding historical realities affect the current mood, and so on. The language-learning environment carries with it a cachet of practical information, and it also supplies complex situations and problem-solving scenarios on which future Air Force decision makers can cut their teeth. Language practice includes creating a number of hypothetical SSP situations in which cadets participate in order to foreshadow their leadership roles, such as role-play opportunities that are relevant to Air Force operations. For example, cadets might be asked what they would do and say as a United States Air Attaché or an intelligence officer stationed in Latin America. On the conceptual level, I am currently organizing and creating a seminar that is titled War in the Arts, Literature and Film in Spain and Latin America. It is a themed-humanities seminar that offers a rich lexical environment and an opportunity to focus on the profession of war, ethics, conflict and peacekeeping in the context of film, art and print texts of the Spanish-speaking world. Considering, for example, the representation of the warrior in a literary work provides an opportunity to discuss ethics and strategies and to analyze the representation of leaders across cultures. At the United States Air Force Academy, I have participated in preparing cadets to go on semester-long exchanges to foreign military academies. Some of this is done through wayside teaching at our Spanish conversation table, emphasizing the type of current and relevant social, linguistic, and cultural information that a cadet might need to function abroad in a variety of contexts and represent the United States. One way to prepare for going abroad has been to encourage and mentor cadets to volunteer for selection to host visiting military dignitaries, such as ranking delegations from the Colombian and Mexican Air Force. To prepare cadets, instructors share with them tips about how to interact appropriately and to display leadership through social intelligence and knowledge of protocol in the target language and culture. As a follow up, debriefing after these events is essential to discuss perceptions and observations and to develop cross-cultural competence. Much like teaching and interacting with SGP students, there are immediate needs, and then, there is the important long-range goal of encouraging life-long learning in Spanish. In the context of the United States Air Force, there are programs that make this objective more concrete than what is generally experienced by students in civilian colleges and universities. To take advantage of what the Air Force has to offer, I have also learned about LEAP (Language Enabled Airman Program), which provides for structured life-long language learning for specific purposes in the Air Force. According to the Air Force Culture and Language Center ("Air force culture," 2012), LEAP is designed to sustain, enhance and utilize the existing language skills and talents of Airmen in the program. The stated goal of LEAP is to develop a core group of Airmen across specialties and careers possessing the capability to communicate in one or more foreign languages. To become a participant in LEAP, Airmen must already possess moderate to high levels of proficiency in a foreign language. Individuals that apply and are accepted into the LEAP program receive regular training both face to face and online in the target language as well as have immersion opportunities at intervals during their careers. Working to encourage and help cadets apply for LEAP is another SSP goal at the United States Air Force. A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 94 These are an overview of my unexpected SSP experiences at the Air Force Academy. My transformation from SGP to SSP started with learning and applying new vocabulary that focuses on cadets' professional needs. Later, I began to think of my learners as future leaders that will need to perform and apply knowledge to make judgments about the Spanish-speaking individuals and groups. This motivated me to reorganize courses and reconceive of them with a keener eye toward performance and to explore ways to get cadets to think beyond their immediate milieu. With the overlay of leadership development and military culture, this teaching experience has driven me to operate in a more interdisciplinary fashion than before. I experienced first hand a teaching and learning climate that offers a unique hybrid of liberal arts and technical education in a military context. Perhaps the best lesson that SSP teaches is to constantly question the relevance of what you are doing in the classroom: to whom is it relevant and for what purpose? Within the Department of Foreign Languages at the United States Air Force Academy, the SSP focus on career preparation in language instruction and the liberal arts connection with leadership evolved simultaneously. This dual focus of the curriculum contrasts the reality in most civilian language departments where there was one general focus and departments are being (or have been retrofitted) to include new curricula and/or tracks. Many civilian language departments are currently transitioning from SGP programs and integrating more SSP language options. In the late 1980s and on into the 1990s, Spanish for Business and Medical Spanish courses appeared. The integration of professional courses happened in response to societal needs (Doyle, 2010). The Department of Foreign Languages at the United States Air Force Academy offers a rare, fully integrated model of the curricular common ground of career-focused language learning with an underpinning of liberal arts breadth. Conversely, civilian language programs have transitioned to dual-purpose or multipurpose programs for different reasons. In many cases, motives for transitioning programs have been to maintain relevance and enrollments. The latter was clearly the case with the Spanish language program at UAB in the 1990s. This two-fold reality raises the palpable issue of how best to organize these dual-purpose programs from both a curricular and an administrative point of view. Undergraduate language departments and programs have to meet the needs of both their general and specific constituencies. There is a general consensus in the language discipline that multiple paths to the language major, as advocated by the Modern Language Association in the report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007), will be a necessity for the future survival of undergraduate language programs. With curricular reform underway, how do traditional language programs best transition from general purposes programs to hybridized programs that also house languages for specific purposes? Another obvious driver of dual-purpose Spanish language programs is the limited support for language teaching and learning. As programs transform, we need to be mindful of the realities that face most undergraduate language programs: 1) limited financial resources to support language programs, 2) staffing limitations because of faculty back-ground and adaptability, 3) reward systems that favor faculty members who work in the more established subdisciplines in the language field, and 4) multifoci and/or shifting interests of undergraduate students. Because of these conditions, exploring ways that resources can be shared intentionally and constructively will be essential to benefit general A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 95 and specific purposes language programs at the same time. The UAB Spanish language program learned to share resources and evolved into a multipurpose program. The UAB Spanish language program transitioned from SGP to include SSP gradually over several decades. This transformation aligns the department with the institution's vision and mission, which is outlined below: The UAB Vision UAB's vision is to be an internationally renowned research university—a first choice for education and health care. The UAB Mission UAB's mission is to be a research university and academic health center that dis- covers, teaches and applies knowledge for the intellectual, cultural, social and eco- nomic benefit of Birmingham, the state and beyond. Source: http://www.uab.edu/plan/ Reflecting the mission and vision at UAB, these statements clearly present the dual role of the institution: it is both medical and educational. When I joined the faculty 20 years ago, we spoke of the medical side and the academic side of campus in a way that implied a scant relationship between the two. Therefore, the undergraduate curriculum in the language department in the early years of my appointment had no relationship with the health sciences. This separation slowly eroded over the years. When I was hired in 1992, the curriculum for the UAB undergraduate language major would best be described as traditional: language and literature. UAB students studied languages for a variety of reasons, ranging from enrichment to the fulfillment of the compulsory language requirement. We had a multiquarter language requirement that was rescinded in the mid-1990s as a result of the politics between the state's community colleges and the universities. Currently, UAB has no foreign language requirement. Almost 650 students were enrolled in Spanish in spring 2012 out of an undergraduate population of close to 12,000 students ("UAB student profile," 2011). Ironically, the lack of a language requirement in the undergraduate curriculum set the department on a path toward popularizing SSP. At that time, the UAB Department of Foreign Languages and Literatures began to turn its attention to providing courses that the students demanded. As a result in the mid-1990s, UAB offered its first medical Spanish classes for undergraduate students. From that time on, I became interested increasingly in SSP for reasons that had to do with the institution's human capital both faculty and student. Also from 2002–2009, I served as chairperson of the UAB Department of Foreign Languages and Literatures. I took an administrator's interest in growing and integrating a SSP program into the existing general Spanish program. The medical Spanish courses were a good match for the interests of our student body. Approximately 40% of the freshmen that enroll at UAB declare that they are on the premedicine track. Many students are attracted to our campus because UAB houses an internationally known School of Medicine, although many freshmen abandon the premedicine track for other health-related fields. A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 96 Student interest grew in professionally focused language courses and key faculty members invested in SSP as well. In 2001, our first applied linguist in Spanish was hired in the language department. She shared her vision of starting a SSP program by offering a few courses to appeal to pre-professionals. She became the director of the nascent SSP program. Over the years, the SSP program became so popular that it evolved into a more defined and elaborate SSP certificate program ("UAB Spanish for specific purposes program," 2012) that had 62 students enrolled in the program in spring 2012. It was the first undergraduate certificate program on the UAB campus. As the program grew, the SSP Director was successful in convincing existing junior faculty to take professional development seminars in SSP and develop additional SSP courses, such as Intermediate Spanish for the Professions, Advanced Business Spanish and Advanced Spanish for Health Professionals. In 2007, we hired a Spanish instructor to develop and expand the medical Spanish courses in the undergraduate curriculum under the umbrella of SSP. She began to collaborate with the Schools of Nursing, Medicine, and Dentistry to provide short courses to their graduate students. Over time, signs of curricular integration increased between the medical and academic sides of campus. Also, there was a confluence of external events in the state of Alabama and internal events on the UAB campus that occurred in the late 1990s and the first decade of the 21st century that promoted the success of the SSP program. Prior to the 2007 recession, a rapidly growing Spanish-speaking population in Alabama had health professionals in a reactive mode because they were not prepared to handle patients that spoke limited English ("Demographic profile of Hispanics in Alabama," 2012). In 2005, UAB hosted campus-wide events around its first freshmen discussion book The Spirit Catches you and you Fall Down: A Hmong Child, her American Doctors and the Collision of two Cultures by Ann Fadiman (1997). The book was widely read across campus, especially in the School of Medicine. Fadiman's volume chronicled Hmong (not Spanish) speakers. Nevertheless, the book captured the timely problem of the critical need for communication with the foreign born in the health professions. From that year on, the importance of cross-cultural communication became part of the UAB campus dialogue. Also around this time, UAB's prominent, grant-funded Minority Health and Research Center unofficially broadened its definition of minority to include Latinos. Meanwhile, within the UAB Department of Foreign Languages and Literatures we were able to offer our first scholarship award for a Spanish major on the premedicine track in 2003. Beginning in 2003, I recall anecdotally receiving periodic inquiries from ranking individuals in the School of Medicine that wanted to collaborate. Typically, they requested the assistance of Spanish-speaking faculty with informed-consent forms. There were repeated requests for help with interpretation until the UAB clinics developed protocols to deal with Spanish-language only patients. In January 2010, we piloted a short course in Spanish (Davidson & Long, 2012) that was offered as part of the medical school elective curriculum. In 2002, the staff of the language department informally observed a trend in the increase of undergraduate students who declared a double major in Spanish and Biology/Chemistry. I procured a modest donation from a local physician for the aforementioned scholarship. All of these events fueled the popularity of the UAB SSP program and clearly defined the need for it. The current SSP program and certificate houses a number of preprofessional courses that are not limited exclusively to SSP students. The full program description can A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 97 be viewed at http://www.uab.edu/languages/languages-programs/ssp. The number of general versus pre-professional students varies from course to course, but courses such as Spanish Translation and Interpretation tend to enroll students from both cohorts, whereas Spanish for the Health Professionals enrolls few general-purposes students. Of course, the faculty members have noticed over time that our student clientele had slowly changed: two very different types of students were sitting in the same classroom. Professionally focused Spanish students and general Spanish students enrolled in the some of the same courses. This presented new pedagogical challenges for our faculty members and raised the issue: how does one meet the needs of both groups (SSP and SGP) in the context of our institution's student body? To date, this matter has not been systematically dealt with in the UAB Spanish Division. Individual professors have developed strategies, like individualizing projects, and yet, other faculty members teach to one group to the exclusion of the other. The curricular changes discussed by the Modern Language Association have come about in many language departments, and they have been welcomed by some faculty members but not by all. Embracing the notion that the traditional liberal arts language learner can cohabitate with the interdisciplinary and/or career-focused language learner (as demonstrated at the United States Air Force Academy) is key. Highlighting the philo-sophical common ground rooted in a liberal arts education is what may be perceived by some individuals as strictly technical training may help ease the transition. The next phase will be to articulate relevant practices for educators and administrators, as well as shared values and outcomes, and to provide models that show transitional programs how to achieve what I would like to call 'constructive hybridity.' I define constructive hybridity as a positive and collective effort to sort out and integrate the best of traditional Spanish language programs with different SSP practices evidencing more focused professional goals. The next task is to define the 'shared canon' between the various tracks in any given Spanish program. Obviously, this is not a one-size-fits-all charge due to different student, societal and institutional needs, but there is foundational work to be done in order to come up with more consensuses. Given my administrative experiences as a faculty member at UAB and my teaching experience at the United States Air Force Academy, I have come to realize that both general and specific missions in Spanish-language learning are not mutually exclusive. In June 2011, I marched off to Colorado to teach and to learn. I have learned that there is a place for time-tested liberal arts values within SSP programs and that hybridized programs (liberal arts and SSP) can be successful and beneficial to the learner. As suggested by the United States Air Force Academy and UAB programs, future programs in Spanish-language instruction will need to focus on our common ground to serve multiple purposes. Thus, I return to the concept that I mentioned at the outset: it is time to think hybrid. Our future undergraduate language programs will have multiple tracks/purposes. This hybridization can be as positive and enriching for both faculty members and language learners as it has been for me during this phase of my career as a language educator. Returning to my own narrative as a committed, career Spanish professor, I have no doubt that, in the future, my newfound SSP instructional acumen and orientation will inform my future general purposes classes and improve them. A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 98 Disclaimer The views expressed in this paper are those of the author and do not necessarily represent those of the United States Air Force Academy, the United States Air Force, The Depart-ment of Defense or the United States Government. References Air force culture and language center. (2012, May). Retrieved from http://www.culture.af.mil/leap/index.aspx Blaich, C., Bost, A., Chan, E., & Lynch, R. (2010). Defining liberal arts education. Retrieved from http://www.liberalarts.wabash.edu/storage Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning (p. 25). Cambridge: Cambridge University Press. Davidson, L., & Long, S. S. (2012). Medical Spanish for US medical students: A pilot case study. Dimension, 1–13. Retrieved from http://scolt.webnode.com/ Demographic profile of Hispanics in Alabama. (2012). Retrieved from http://www.pewhispanic.org/states/state/al/ Doyle, M. S. (2010). A responsive, integrative Spanish curriculum at UNC Charlotte. Hispania, 93(1), 80–84. Education for global leadership: The importance of international studies and foreign language education for US economic and national security. (2006). Washington, DC: Committee for Economic Development. Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. NY: Farrar, Straus and Giroux. Foreign languages and higher education: new structures for a changed world. (2007) MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association, 2007 (May), 1–11. Pennington, H. (2012, April 13). For student success, stop debating and start improving. The Chronicle of Higher Education, pp. A33–A34. Sánchez-López, L. (2013). Spanish for specific purposes. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell. Standards for foreign language learning in the 21st century. (1999) Lawrence, KS: National Standards in Foreign Language Education Project, Allen Press. Sustaining US global leadership: Priorities for 21st century defense. (2012) Washington DC: Department of Defense. UAB Spanish for specific purposes program. (2012). Retrieved from http://www.uab.edu/languages/ssp UAB Student profile. (2011). Retrieved from http://www.uab.edu/home/about/student-profile-accomplishments United States Air Force Academy curriculum handbook 2011–2012. (2011). USAF Academy, CO: Academy Board. Western, D. J. (2011). How to say 'national security' in 1,100 languages. Air & Space Power Journal, 48–61. Retrieved from http://www.airpower.au.af.mil
La presente ricerca si è proposta di evidenziare le strategie di integrazione ovvero le pratiche di cittadinanza adottate in favore di un particolare segmento dei fenomeni migratori internazionali attuali: quello dei minori stranieri che soli varcano le frontiere del nostro paese alla ricerca di generiche migliori condizioni di vita. La conoscenza del loro patrimonio culturale e l'analisi delle procedure di accoglienza e di integrazione adottate nelle società di accoglienza, rappresentano una sfida stimolante nella prospettiva della disciplina antropologica, da sempre considerata la scienza 'dell'altro' e della 'differenza culturale' (Callari Galli, 2005). In generale, l'importanza di tale studio è resa evidente certamente dai numeri sempre più consistenti di minori stranieri non accompagnati presenti nel nostro paese, ma ancor più dalla necessità di ridefinire le strategie dell'integrazione sociale complessive se non si vuole alimentare quella che già dagli anni 70 è stata definita da alcuni criminologi come una "una bomba sociale a scoppio ritardato" (Bovenkerk 1973, cit. in Barbagli 2002, p. 31); tanto è la posta in gioco. Sebbene la letteratura sulle seconde generazioni e in particolare quella sui minori stranieri non accompagnati sia ormai cospicua tanto in Italia quanto a livello internazionale, mancano ancora monografie antropologiche su singole nazionalità immigrate soprattutto che siano capaci di accedere, investigare ed indagare il controverso universo emozionale dei minori. La presente ricerca nasce dall'esigenza di colmare questo gap esperienziale assumendo come protagonisti una frangia specifica della categoria minorile: i giovani di origine marocchina che si innescano su uno specifico segmento delle attuali tratte migratorie transnazionali, l'asse Khourigba – Roma. In accordo con le recenti acquisizioni degli studi antropologici (Persichetti, 2003; Riccio; 2007; Capello, 2008) si è ritenuto inoltre opportuno procedere con uno studio multisituato capace di ricomprendere al suo interno i due aspetti del binomio migratorio: il contesto di partenza e quello di arrivo dei giovani migranti. "Prima di diventare un immigrato, il migrante è sempre innanzitutto un emigrato" scrive il sociologo algerino Abdelmalek Sayad (2002) intendendo con tale affermazione che emigrazione ed immigrazione sono due facce della stessa realtà. Uno studio dei fenomeni migratori cioè dimentico delle condizioni di origine si condanna ad offrire degli stessi solo una versione parziale e connotata etnocentricamente. L'etnografia, iniziata nel 2006 e terminata nel 2008, è stata quindi integrata da due viaggi in Marocco con l'intenzione appunto di cogliere quella parte di vissuto fatto anche di suoni, colori, immagini altrimenti non "accessibile" e non "trasmissibile" nel solo contesto di accoglienza. Chiaramente si è fatto largo uso di metodologie qualitative (osservazione partecipante, focus group, interviste in profondità) in quanto maggiormente adatte ad indagare in profondità le complesse dinamiche caratterizzanti i vissuti esperienziali; a cogliere le sfumature di contesto e di restituire per queste stesse ragioni un quadro vivo e frastagliato fuori da logiche pre- costituite. La restituzione delle testimonianze raccolte - grazie a un capillare lavoro di conoscenza della realtà romana dell'immigrazione e a un 'patto' etnografico molto forte intrattenuto con i giovani testimoni nonché con gli operatori che in molte occasioni se ne fanno carico - fa risaltare gli aspetti non solo politico-culturali della questione, ma anche l'intreccio di emotività e fragilità che si cela al centro della loro condizione di minori non accompagnati. La particolare condizione di vulnerabilità di cui sono vittima deriva certamente da una condizione giuridica fortemente "incerta", ma anche dal doppio ruolo sociale che il minore straniero non accompagnato assume su di sé: come "minore" è soggetto di un tradizionale percorso pedagogico, come "straniero" è un pericolo per l'ordine pubblico. La tutela "naturale" viene in questo modo costantemente infranta o finisce per dissolversi in uno spazio che non può essere indirizzato o controllato su logiche o prassi proprie dell'ordine nazionale. Soggetto "anomalo" e "sovversivo"quindi, il minore straniero non accompagnato, spesso relegato negli ambiti bui e marginali delle metropoli odierne, con la sua stessa presenza pone seri interrogativi rispetto alla capacità della nostre società di accoglienza di produrre coesione sociale e di riformulare le regole del gioco di un sistema che sia realmente inclusivo delle parti. Adolescenti (e) immigrati la cui vita si svolge su rotte transnazionali. Il loro percorso è intessuto di piccole casualità - incontri, parole, piccoli gesti - che ne determinano l'intrigo. Sono storie fatte di alternanza di successi e sbandamenti, integrazione e devianza, intreccio di trame che si snodano sul confine tra ciò che è lecito e ciò che non lo è. Minori al "bivio", dunque, qualcuno dice, "tra integrazione e rimpatrio". Questi giovani, figli di una diaspora migratoria che ha tessuto legami sociali internazionali in vari continenti, tendono a pensarsi come cittadini del mondo e possono immaginare il loro futuro in Italia, nel paese d'origine, così come in un altro luogo, conoscono la fatica dell'adattamento, e stanno imparando a gestirlo; sanno che la loro "differenza", le loro conoscenze di un'altra lingua, cultura e religione, il loro aspetto, le loro esperienze non sempre facili di socializzazione, potranno rivelarsi un limite o una risorsa. E' questa nuova consapevolezza che si sta faticosamente facendo strada oggi tra le coscienze a far sperare oggi in un destino per loro diverso da quello vissuto dai loro coetanei delle banlieues francesi o delle inner cities britanniche, dove l'essere cresciuti in quartieri in cui problemi sociali e esistenziali simili tendono a sovrapporsi, ha portato molti giovani a sentirsi collettivamente parte di una generazione tradita e sacrificata, maturando così rancore sociale e desiderio di imporsi, attraverso un'identità fiera o desiderosa di ricreare una sua purezza. La scommessa di una integrazione sociale riuscita per i giovani stranieri cresciuti nel nostro paese, ma ancora più per i minori stranieri non accompagnati, si gioca essenzialmente quindi nelle reti dell'assistenza sociale e quindi nella scuola. Tale scelta pur essendo molto lontana dal conseguimento degli obiettivi economici, e quindi dall'ottemperamento del mandato migratorio, consente di rivendicare principi e ragioni di "somiglianza – uguaglianza" con i compagni di scuola autoctoni; confronto prima pressoché impossibile data la clandestinità cui sono di sovente costretti i minori stranieri non accompagnati e la peculiarità del tipo di lavoro svolto dai marocchini, quello ambulante, per sua natura itinerante e fortemente stigmatizzato dall'opinione comune. Nonostante le evidenti lacerazioni che questa scelta comporta in termini di: rottura con vecchi schemi di comportamento; ridefinizione dei ruoli all'interno della famiglia, nell'ambito societario di arrivo, così come in quello di appartenenza; riapporpiazione della propria identità, questa strada sembra a tutt'oggi l'unica in grado di preservare questi giovani migranti o di stornarli dal destino di devianza e marginalità che spesso si apre loro come scelta obbligata. La ricerca consta di due parti: la prima rende conto della letteratura in materia di seconde generazioni e la seconda restituisce i risultati dell'etnografia. In particolare il primo capitolo affronta i termini generali della questione con l'intenzione di chiarire i diversi misunderstanding che costellano il dibattito in materia di immigrazione attraverso una lettura critica della letteratura nazionale e internazionale. Il secondo e il terzo capitolo si occupano rispettivamente della normativa europea e italiana. Quanto al primo contesto sono evidenziate le diverse pratiche adottate in materia di ingresso dei minori stranieri non accompagnati all'interno dei confini di alcuni Paesi membri di vecchia e nuova immigrazione (Francia, Inghilterra, Germania, Belgio e Spagna) e posti in luce i gaps presenti così come le falle del sistema; quanto al contesto italiano, si mettono in rilievo le criticità che gli apparati giuridici presentano rispetto a una realtà concreta del fenomeno caratterizzata, come è ovvio, da straordinaria fluttuanza e informalità. Il quarto capitolo è stato dedicato alla scuola in quanto considerata la vera fucina del cambiamento sociale per la sua capacità di rappresentare l'occasione primaria di formazione linguistica, di costruzione di reti interne al Paese di accoglienza, di apprendimento di concetti e modalità didattiche ad esso omogenee; un paragrafo a parte è stato riservato all'inserimento lavorativo essendo questo il principale movente della migrazione di questi giovani. Infine il quinto capitolo si è prefisso di indagare il contesto di provenienza dei minori intervistati, il Marocco, ricostruendo l'eredità del passato coloniale, le scelte economiche del Marocco Indipendente, i fattori di push and pull dietro i flussi migratori di ieri e di oggi. Il quadro finale ha permesso di sondare la salute del sistema. Riconoscere diritto di parola e di ascolto dell'infanzia e dell'adolescenza ha significato fare un passo importante in avanti nella comprensione della loro soggettività, consentendo di fare emergere tutti quegli aspetti di conformità, progressivo adattamento ovvero di riottosità rispetto tanto alla propria comunità di appartenenza quanto alla società di arrivo. Considerare i minori come "soggetti di diritto" ha significato in altre parole ripensare sotto un altro punto di vista l'organizzazione e le strutture profonde che quella società regolano con il merito di porre in luce aspetti e problemi inediti, frizioni interne al gruppo normalmente sfuggevoli e molto riposte ed elementi di scarto rispetto a un modello omogeneo e granitico di una data cultura. Occorre sobriamente riconoscere che non si danno più né immigrati né emigrati, ma "pari" cittadini (o spiranti tali) che tessono relazioni effettivamente ed affettivamente collegate in un unico destino interdipendente. La consapevolezza di questo richiede competenza, intelligenza, impegno e determinazione nelle scelte operative da intraprendere; l'altra faccia della medaglia è solo devianza ed emarginazione. ; The following research is aimed to underline the strategies of integration and the practices of citizenship utilized in favor of a particular segment of the actual international migratory phenomenon: the one about foreign minors who alone pass the borders of our country to search for better conditions of life. The knowledge of their cultural background and the analysis of the procedures of the ways in which one is welcomed and the integration adopted by the receiving countries represent a stimulating challenge from the anthropological perspective, always considered the science of "cultural differences" (Callari Galli, 2005). The importance of this study is obviously given forth by the increasing numbers of "separated" minors in our country, but moreover by the necessity to re-define the strategies of social integration tout court if we don't want to feed what has, since 1970, been defined by some criminologists as a real "time bomb" (Bovenkerk 1973, cit. in Barbagli 2002, p. 31). Although nowadays both of the international and Italian literature, about the second generation and in particular those that talk of separated minors are conspicuous, we are still missing anthropological monographs on single nationalities of immigrants able to access, investigate and inquire into the complex emotional world of these minors. The following research was born from the necessity to fill in this experiential gap assuming as its subject a specific part of the category of minors: youth of Moroccan origin that are situated on a particular segment of the transnational migratory trades, the axis Khourigba- Rome. According to the recent anthropological acquisition (Persichetti, 2003; Riccio; 2007; Capello, 2008) it became appropriate to proceed with a multi-situated study able to embrace both of the aspects of the migrants lives: the context of origin and the context of arrival of the young migrants. "Before becoming an immigrant, the migrant is always an emigrant" wrote the Algerian sociologist Abdelmalek Sayad (2002), intending by this affirmation that immigration and emigration are both faces of the same reality. A study of the migrant phenomenon that forgets or leaves behind the condition of origin of immigrants people is condemned to offer only a partial and ethnocentric version of this phenomenon. The ethnography, started in 2006 and finished in 2008, has been integrated by two journeys in Morocco with the purpose to investigate those part of lives – made principally also by sounds, colors and images - not "accessible" and "communicable" in the receiving countries. Clearly the research has required a large use of qualitative methodologies (participant observation, focus group, interview in depth, etc) because of their characteristic to be more adapted to investigate the complex dynamics typical of the lived experience; to catch the shades of content and to give back, for these same reasons, a lively and unusual picture out of rules and schemes prior established. The feedback from the gathered stories – by a meticulous work which consisted in the knowledge of the Roman immigrants reality and a strong ethnographical "pact" with the minors on one hand and the social operators on the other – has brought to light not only the political and cultural aspects of the phenomenon, but moreover the tangle of sensitiveness and fragility hidden behind their condition of separated minors. The particular condition of vulnerability of which they are victims firstly came from an "uncertain" juridical condition, but more so by the double rule that the separated minor assumes on himself: as a "minor" he is subject to a traditional pedagogic approach and as a "stranger" he is considered dangerous to the public order. The natural guardianship which they should enjoy is continuously breached and threatened and dissolves in vague promises and empty rituals. Separated minors are "anomalous" and "subversive" subjects who too often are relegated to the dark and marginal spheres of the actual metropolis. Furthermore, their own presence, even if it is made invisible by the viewpoint of the system, impose serious and urgent questions to contemporary society; in respect of our capacity to produce social cohesion and re-formulate the rules of a game which has to be really inclusive in all its parts. It compromises the global issues of our society. Adolescents (and) immigrants who are living their lives on transnational routes. Their course is woven together by many little causalities - encounters, words and simple gestures that determine its outcome. These are stories made up of alternations of successes and disbandment, integration and deviance, a tangle of plots that lie on the border of what is licit and what is not. Minors on a "crossroad", some say, between "integration and repatriation". These young, son of numerous migratory diasporas that have banded together into international social links in many continents, tend to think themselves as citizens of the world and are able to imagine their future in Italy, in their own country or everywhere. They have lived the fatigue of adaptation and are learning to manage it. They know that their "difference" - the knowledge of another tongue, culture, religion, their physical appearance, their experiences of socialization, not always so simple and immediate - can be either a limit or a resource. Is this new consciousness - that nowadays is hardly rousing our consciences - to leave us the hope in a different destiny from that lived by their residing in the French banlieues or in Britain's inner cities. These communities, where to be brought up in districts in which social and existential problems tend to overlap, has brought many young persons to feel part of a generation betrayed and sacrificed and to foster social resentment and wishes of revenge through an identity that is proud and intent on recreating its original purity. The bet of a successful social integration for the young people growing up in our country, but moreover for the separated minors, is played on the circuits of social assistance and then on the capacity of school to create cohesion as an agency of socialization. This choice, though it is really far away from the fulfillment of their economic objectives and then from the attainment of the migratory cause, allows them to claim principles and reasons of " similarity – equality" with their coetaneous friends of school. This is a kind of comparison that was impossible before because of the irregular condition to which separated minors are often obliged and the peculiar characteristics of the type of job done by Moroccan people, usually pitchmen, from its nature an itinerant job hardly stigmatized by common opinion. Although the evident lacerations that this choice implies in terms of breaking old schemes of behaviours; redefinition of rules in the family, in the society of arrival (as well as in the society of origin); re-appropriation of one's own identity; this road appears uniquely to be able to preserve these young migrants from the solitude of a destiny otherwise made up of deviance and marginality. The research consists of two parts: the first one proposes a general framework about second generation literature and the second one provides the results of the ethnography. In particular, the first chapter copes with these questions in general terms with the intent to clarify the different misunderstandings in the debate about immigration, through a critical reading of national and international literature. The second and third chapters talk respectively of the European laws concerning separated minors and the Italian ones. In regard to the first context, it underlines the different practices adopted about the entry of separated minors in the territories of several old and new European immigration countries (such as France, Britain, Germany, Belgium and Spain) and point out the gaps and problems of these systems. As regards the Italian context, instead, emphasize is put on the critical points of the actual juridical systems in respect to a reality of the phenomenon characterized, as obviously it is, by remarkable unbalance and changeability. The fourth chapter has been dedicated to the school because it is considered the real forge of the social changing in its capacity to represent the primary occasion of: linguistic training, constructing of intern links in the receiving countries, learning of concepts and didactic modalities homogenous to it. A specific paragraph has been reserved to the introduction to the working environment because it is the main reason of the migration of these young people. The fifth chapter is aimed to investigate the context of provenience of minors interviewed, the Moroccan Country, reconstructing the heredity of the colonial past, the economic choices of the Independent Morocco, and the factors of push and pull behind the migratory flows of yesterday and today. The final picture is used to verify the health of the system. Recognizing the right of "speech" and "listening" to infancy and adolescence has meant to make an important step forward in the knowledge of their individuality, making arise all aspects of conformity and progressive adaptation or, on the contrary, their rebelliousness to their own culture as well as to the receiving society. In other worlds, considering minors "subjects of right" has meant rethinking the organization and obscure structures that manage the same societies in which they live, with the merit to point out aspects and elements of forsaking respect to a homogenous and given model of a culture. Nowadays more than ever it is necessary to admit that there are no more immigrants or emigrants, but "equal" citizens (or aspirant ones) who weave together elements of every type in a unique interdependent destiny. The consciousness of this claim calls for competence, intelligence, dedication and determination in the choice to engage; the rest is made by deviance, frustration, marginalization. ; Dottorato di ricerca in Tutela e Promozione dei Diritti dell'Infanzia (XXII ciclo)
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You will find a full line of Pure Drugs and Fine Stationery at the People's Drug Stoie Prescriptions a specialty. * f THE GETTYSBURG JIERGDRY The Literary Journal of Gettysburg College Vol. XII. GETTYSBURG, PA., FEBRUARY, 1904 No. 8 CONTENTS THE BEACON, 232 CHAS. W. WEISER, '01. THE PRESENT MOVEMENT TOWARD PROTECTION IN ENGLAND, 233 FRANK LAYMAN, '04 TALES OF A BACHELORS' CLUB—NO. 1, 238 JAMES GARFIELD DILLER, '04. THE NEED OF RENEWED INTEREST IN THELITER-ARY SOCIETIES OF OUR COLLEGE^ . . . 249 CONVERSATION AS AN ART 254 HARRIET A. MCGILL, '06. EDITORIALS, 256 EXCHANGES, ' . . 260 232 THE GETTYSBURG MERCURY THE BEACON. CHARI,ES \V. WEISER, 'OI. *AR across trie wooded valley, Miles and miles across the plain, On a distant hill top gleaming Thro' the mist and drizzling rain, A beacon light is glaring, Dancing, leaping, spluttering, flaring As it catches at new fagots, Licks and laps the heap of pine Built far out upon the coast line, Where the land meets foamy brine, Warning signal to the vessels, Rocked upon the stormy sea, Of the rocks and shoals that threaten As they're drifting to'_the lea. And the night comes down upon it, Folding close her sable wings ; Darkness reigns, save for the flaring Of the beacon as it flings Its ruddy light in warning Thro' the stormy night till morning. Heaped up by silent figures Silhouetted on the flame, As they wander round the beacon Heaping up the burning flame. And the night rolls on terrific, Loudly still the tempests roar, Wierd and mystic sounds and sights Flit along the storm-beat shore. THE GETTYSBURG MERCURY. 233 THE PRESENT MOVEMENT TOWARD PROTEC-TION IN ENGLAND. FRANK LAYMAN, '04. THE one live question in English politics today is that of tariff. For many years, while the United States and the nations of continental Europe have been hedging them-selves about with high protective tariffs, free trade has been the guiding principle in England's tariff legislation. This unique position of England is easily explained. For some reasons, and among them her great natural advantages in the immense deposits of coal and iron, England has become a great manu-facturing nation, and so it has been to her advantage* to get foodstuffs and raw materials free of duty, while no prohibitory tariff was needed on articles which she herself manufactures be-cause of her own advantages in their manufacture. In the world's division of labor, manufacturing has become her work and she has thought it unwise to increase, by import duties, the price of the food required while doing that work. There have not been lacking, however, efforts to establish a protective tariff, especially on grain. Of this nature were the so-called Corn Laws, passed in 1815 and repealed after long and bitter discussion in 1846. Then free trade held the field with-out interruption until the time of the Registration Act, passed in 1902 and repealed in 1903. The present movement for pro-tection, started by Mr. Chamberlain, is like the others in that a tax on grain is proposed, but it differs from them very ma-terially in the means proposed and the ends aimed at. What is Mr. Chamberlain's plan ? For the most part he has discussed it in rather vague and general terms, but on one oc-casion at least, speaking more specifically, he said that he does not advocate a tax on raw materials such as wool and cotton, but that his scheme included a tax of six cents a bushel on wheat and a five per cent duty on meat coming from the United States and other foreign countries, while the same arti-cles from the British colonies would be admitted free; also a 234 THE GETTYSBURG MERCURY. tax of ten per cent on manufactured articles and a reduction of the present duty on tea, coffee, sugar and cocoa. For this favored treatment of colonial goods a similar differential for the products of the English factories is expected in the colonial markets. According to Mr. Chamberlain, three good results will follow the adoption of this scheme. They are: (i) the encourage-ment of the agricultural and meat-producing industries of the colonies ; (2) the advancement of the manufacturing interests of England due particularly to favorable markets in the colon-ies; (3) the consolidation of the Empire by binding the colon-ies to the mother country by ties of self-interest. Let us ex-amine each of these separately and try to determine whether these results may reasonably be expected. The agricultural and meat-producing interests of the colonies will be encouraged without a doubt. The case of American and Canadian wheat will illustrate. The English people will pay just the same for their bread, whether it is made of wheat coming from the United States or from Canada, but the importer of wheat can and will offer just six cents more for Canadian than American wheat because of the six-cent tax that he must pay on the latter. This difference in price will encourage Ca-nadian farmers to the same extent to which it will discourage American farmers, and, as ordinarily happens in such cases, the higher price will greatly stimulate the production of Canadian wheat. The cost of transportation from the two countries is about equal, but the result will be the same wherever the cost of transportation from a colony does not exceed that of trans-portation from the United States or from other foreign countries by as much as six cents. This would include all or nearly all the colonies. On the second point, the advancement of England's manu-facturing interests, the scheme will fail for several reasons. In the first place, the cost of food for the English laborer will be increased almost in the same proportion in which colonial agri-culture is benefited. If,- as seems likely, the importer of wheat will offer six cents less for wheat from the United States and THE GETTYSBURG MERCURY. 335 other foreign countries, then, until agriculture in the colonies is further developed, the supply of wheat in the English market will be considerably reduced. The supply being lower, the price will necessarily be higher. It may be argued, however, that within a few years the stimulated production of the colonies will fur-nish such a supply that the price will be greatly lowered. This seems plausible upon the face of it, but certainly it is not reason-able to suppose that the price will thus become as low as it would if this colonial wheat had to compete in a free market with the wheat of the rest of the world. The same will be true of other food products affected by the tariff. That the price of bread and meat would thus be raised by the tariff is one of the disputed points in the debate now going on in England, but it was virtually admitted by Mr. Chamberlain himself, when, in answer to the cry that he would raise the cost of food for the people, he proposed a reduction of the duties on tea, coffee, sugar and cocoa as a compromise measure. It is hard to see, however, how a reduction of duties on these few luxuries can lower the total cost of living as much as a high tariffon the chief necessaries of life would tend to raise it. If the cost of food for the English laborer is thus increased, then, as Prof. Maxey, of the University of W. Va., points out, one of two results will follow—an increase of wages or a lower standard of living. As wages are determined by the demand for labor/and as no greater demand would necessarily be created, there is no reason to suppose that wages would be raised. A lower standard of living would injure the manufacturer in two ways— it would decrease the efficiency of his workmen and lessen the demand for manufactured goods. Now, the English manufac-turer is not prepared to sustain either of these injuries, especi-ally not the first. An impairment of the efficiency of the laborer would mean increased cost of production, and England is already meeting with such keen competition that this might suffice to shut her out of the market altogether. But further than this, the colonial markets would not offer the advantages to English goods that are hoped for. The pro-tectionist sentiment is growing in the great colonies, like Can- 236 THE GETTYSBURG MERCURY. ada and Australia. They are anxious for the" development of their agricultural interests, but they are not willing to have their manufactures ruined. They would be perfectly willing to-grant a differential in favor of England provided that the mini-mum tariff still be high enough to protect their own industries. But of what advantage would such a differential tariff be to England ? How would it benefit her, if, while the products of other countries are shut out of the colonial market, her own are shut out, though by a somewhat lower tariff? That this would be the case has already been proven by the working of a differ-ential in Canada for a number of years. This gave an advan-tage of thirty-three and one-third per cent to English products,, and yet during the time it was in operation, British exports, be-ing mostly manufactured articles, increased less than thirty per cent, while American and French exports in the same markets increased one hundred per cent. It must be granted, however, that if the smaller colonies,, which now have free trade, would change their policy and tax all imports except those coming from England, and if the smaller protectionist colonies would allow the articles now on the free list to come in free only when coming from England, English goods would acquire considerable advantages in these markets. But these are rather unimportant when compared with the great markets where no advantages would be gained. This slight advantage, however, would be more than off-set by a loss in another direction. Only a small fraction of England's exports now go, and for many years will go, to the colonies. The great bulk goes to foreign countries, where, as a free trade nation, she enjoys minimum tariff rates. When once she adopts a protective tariff this favored treatment can no longer be given her and a large part of her manufactures will be threatened with ruin. All in all, then, this tariff scheme would not only not benefit, but more likely would greatly injure, English manufactures. As to the third result aimed at, the consolidation of the Em-pire, many think that the scheme would work the contrary effect. To carry it out would be a tremendous problem. To THE GETTYSBURG MERCURY. 237 arrange a system of tariff duties that would be satisfactory to the United Kingdom and all the colonies would be too much for the intellect of any statesman of this generation. Exports to the various colonies differ both in quantity and kind; like-wise the imports from the colonies. Then, too, both imports and exports vary in these respects from year to year. For these reasons it would be impossible to hit upon a scheme satisfactory to all. There would be a constant fear and distrust lest one colony should be accorded more favorable treatment than another. Instead of harmony, discord would result; instead of consolidation, a tendency to disintegration. THE PI.AN OF SALVATION. O how unlike the complex works of man, Heaven's eazy, artless, unencumbered plan ! No meretricious graces to beguile, No clustering ornaments to clog the pile ; From ostentation, as from weakness, free, It stands like the cerulean arch we see, Majestic in its own simplicity. Inscribed above the portal, from afar Conspicuous as the brightness of a star, Legible only by the light they give Stand the soul-quickening words—Believe, and live. Too many, shock'd at what should charm them most, Despise the plain direction and are lost. WlLUAM COWPER. 2j8 THE GETTYSBURG MERCURY. TALES OF A BACHELORS' CLUB—NO. i. JAMES GARFIBI.D DIIAER, '04. THE great metropolis was struggling in the grasp of a mid-winter storm. Up and down the broad avenues and narrower thoroughfares the icy winds howled and blustered, the intermittent gusts catching up the harsh, granular snow and depositing it again in miniature drifts in the area-ways ot the larger buildings ; or, by its great velocity, creating a vacuum between the tall structures which sucked up the snow in swirl-ing cloud-masses and enveloped the chimneys in mantles of glistening white. The storm king was abroad in state, attended by a numberless array of his spotlessly livened retinue. A clock, in the tower of a building on one of the most fashionable thoroughfares of the city, was just announcing the hour of midnight, the strokes of the bell sounding alternately clear and distinct, and again muffled and far away, varying with the fluctuations of the storm. The street was almost deserted —only an occasional, belated pedestrian hurrying homeward, or some habitual night prowler stealing to an appointment at an uncertain rendezvous. As the night wore on, the storm abated and the subsiding wind left the air clear of snow. The electric lamps along the avenue shone forth again with an enhanced brilliancy, illumina-ting the dark corners with their ghostly glare, and revealing fan-tastic shapes of snow where the wind, cavorting with a too pretentious drift, had left evidence of his passage in the most erratic grotesquerie. Athwart the silence which succeeded the tumult of the ele-ments, the neighboring clock-tower chimed the hour of two and the last reverberation had scarcely died away when a little gust of wind, which seemed to have lost its way in the wake of the storm, hurried round the corner of an intersecting street and seemed to carry with it, in the midst of a flurry of snow, the muffled figure of a man. It was evidently no uncommon thing for this lone pedestrian THE GETTYSBURG MERCURY. 239 to be abroad at this hour, for he seemed to pursue his way-somewhat leisurely, as if well acquainted with the locality. He floundered along through the snow which now covered the side-walks to the depth of some inches, and seemed to main-tain his equilibrium fairly well, albeit he collided with a post or tree now and then, and once, when his silk hat blew off and wheeled its way to the middle of the street, he recovered it with an unsteady grasp which betrayed an evening spent in convivial enjoyment. When about halfway down the square he began to look up-ward as he passed along, scanning the handsome buildings for some distinctive architectural feature by which to recognize the one which was evidently his destination. Suddenly he paused, walked to the curb, and hesitated a moment, standing in the patch of rose-colored light which a large electric chandelier of stained glass and Venetian iron-work, hanging in the vestibule of the building, threw upon the side-walk. As he stands there undecided in his inebriated condition, whether or not he has found the right place, let us survey with him the exterior of the structure. It was the most impos-ing edifice on the whole avenue and was constructed almost entirely ot elaborately carved brownstone. The windows were of the triple style—a broad, square pane of heavy plate, with a narrower one on either side, surrounded by irregular, yet artistic, patches of vari-colored and heavily leaded glass, with miniature pilasters of carved brownstone intervening, the whole surmounted by a capping of heads of satyrs among twining vines in the form of those long, flat curves which in modern architecture give such a graceful and substantial effect. In the spaces between the windows, niches were let into the walls to accommodate statues—graceful figures, whose well defined out-lines and elegant curves caused one to forget that they were produced by the magic chisel, from the same hard, cold material as the rest of the building. At either end of the cornice a Cerberus head scowled, as if just emerging from its lofty lair, while just below a frieze of dancing nymphs completed the ex-terior of the modern palace, at which both the artist and the 240 THE GETTYSBURG MERCURY. craftsman might well gaze with self-satisfied pleasure, and each shake the other's hand in mutual congratulation. However, lest a too lengthy description of the building should become tedious to the reader, we will leave the interior of the structure to the imagination of those who can appreciate what prodigal extremes may be attained in the desire for modern convenience and luxurious ease. Such was the home of the Bachelors' Club, and the center of action for the stirring adventures which shall be recounted in this series of storiettes—of'which the following is the first, in their chronological order. Mr. Robert Carson, Esq., prominent in the legal profession and member of the Bachelors' Club, was—his bibulous tenden-cies notwithstanding—a most methodical man. In matters of dress and general decorum he was usually beyond reproach, while he never forgot an engagement, and was always courteous and friendly. With this estimate of his character in mind, one can well appreciate the astonishment of Rudolph, the colored attendant, who admitted him to the club in the small hours of the night. Rudolph was a sort of despot among the large corps of servants, asserting his position by right of long service in the employ of the club, and acquaintance with a majority of its membership. He had just dispatched a few of his subordinates and was making his nightly round of the building when a sharp summons of the bell brought him hurrying down the main hall-way to the front door. Having admitted Mr. Carson, the obsequious attendant pro-ceeded to relieve him of his hat and coat. Then, his practised eye noting that this late comer was inclined to stagger, Rudolph took the lawyer gently by the arm and escorted him into the spacious lounging-room, saw that he was comfortably ensconced in an easy chair, placed the latest newspaper on the table at his elbow and noiselessly withdrew. Not a word had passed be-tween them—the usually amiable and gentlemanly Carson and the faithful menial who was always eager to please and quick to detect any sign of gruff indifference. "He's surely got THE GETTYSBURG MERCURY. 241 somethin' on his mind," soliloquised Rudolph, as he re-ascended the broad staircase. Left to himself, the half-stupefied Carson fumbled in his breast pocket and produced a crumbled piece of note paper. Smoothing it on his knee he read aloud : "Meet me at the club tonight, after the Bench and Bar Banquet. Have some friends from the South visiting me. Will bring them around and we will make a night of it to-gether. "Sincerely, "NELSON BRENT." He refolded the paper without comment, replaced it in his pocket, and sat for some minutes lost in a reminiscent train of thought. Presently he began a mumbling, half coherent soliloquy: "Make a night of it, eh ?•—well; not the first time. Queer fellow, that Brent. Used to be one of my best friends at col-lege, until—oh ! Deuce take it. If the girl preferred me it wasn't my fault. And then, after all, her father forced her to break off the engage—, pshaw! Can I never forget it ? Strange, though, the way he seemed to forgive all when he voted me into the club,—looked a little suspicious for him to—there, there! I am getting nonsensical. Feel so dull and drowsy. That digestive tablet the young lawyer from Savannah passed me across the table musn't have worked right. Banquet was quite an enjoyable affair, though, made several new acquaint— friends—no; not yet—acquaintances." His talk became a mere jumble of words, spoken in a sort of petulant monotone. Slowly his head nodded back and forth. Then his chin rested upon his breast, his hands relaxed their grip on the arms of the chair, his eyelids dropped and he sank into a deep unnatural slumber. Half an hour passed, and again the musical whirr of the electric bell brought Rudolph to the door, this time to admit two men who entered quickly and with a certain wariness of manner, as if something of importance was about to be done surreptitiously. 242 THE GETTYSBURG MERCURY. "I say, Brent," blustered he who had entered first, "you cer-tainly get some beastly weather up here in the north states." And he rubbed his hands briskly. The other lifted a cautious finger and turned to Rudolph. "Has Carson come yet ?" "Yessir. He's in there now fast asleep," and Rudolph ges-tured toward the door of the smoking-room. Brent gave his companion a glance of mingled surprise and gratification, and the Southerner replied with a shy wink and a sinister smile. "You may go, Rudolph," said Brent, lifting his hand with a wave of dismissal, and the two passed into the apartment where Carson's regular breathing could be heard from the depths of a big easy chair. "There he is," whispered Brent, as he paused suddenly and laid a hand upon the Southerner's arm. That gentleman there-upon leaned over to get a better view of Carson's face, and nodded to the other. "The same fellow," he said. "One would not think, to look at him, that it would have been so easy to 'dope' him with a morphine tablet under the pretense that it was for his stomach's sake." "You did work it cleverly, though," observed Brent, with a ■complimentary accent. "How long do you think it will last?" "Oh !" was the careless rejoinder, he's good for a couple of hours anyway. And now, Brent, since I just got into the city this evening and went right to the hotel, so that we had no chance to talk, would you mind telling me what your idea was in getting me to assist you in what looks to me like the begin-ning of a dirty piece of work ?" "Steady, now, old man," said Brent, reassuringly. "I'll explain the whole affair if you give me time, and you'll agree that I am only exacting a just vengeance for a wrong which this man Carson did me years ago, and but for which I should now be a wealthy man, instead of being compelled to follow a meagre law practice, and scarcely able to keep up my membership in this club." THE GETTYSBURG MERCURY. 245 "Yes, I understand," interrupted his auditor, impatiently, "But what are you going to do with him now ?" "I'm coming to it," Brent replied hastily. "In order to understand the why and wherefore of what is going to happen tonight you must first know something of this man Carson's past, and, incidentally, a little of my own." He glanced at the sleeping figure in the easy chair, assured himself once more that the victim of his contemplated treachery was yet in the land of dreams, nonchalantly lighted a cigar, and settled himself to begin the narration of his tale. The little Southerner seated himself also, but with a reluc-tance which indicated that he was beginning to regret having taken a hand in this business, and was anxious to have it over with. "We were good friends at college," Brent began, "until—well,, it was the same old story. Two men and one woman. Her father was one of the wealthiest cotton planters of the South. By judicious manceuvering I succeeded in creating such a favor-able impression on the old man that he once told me himself that he thought I would make a good son-in-law. "But here steps in this fellow, Carson, and wins the affections of the heiress so completely that, from the time of his advent upon the field, I was gradually compelled to recede into the back-ground. In order to circumvent him I was obliged to concoct several false reports, which, by cleverly concealed methods, I managed to convey to the old gentleman's knowledge. The result was that her father forbade Carson the house. But the daughter, after several passionate scenes, declared her inten-tion to marry him, if she had to elope to do it. Finally, her father put her under the rigid surveillance of a strict spinster governess, and so the matter seemed to rest. Carson accepted his dismissal with an apparent good grace, and I gave the case up as hopeless. Thus the affair ended, neither of us gaining anything by it, and our former close friendship was replaced by a bitter enmity, which years seemed only to accentuate." "But how," ventured the other, "do you come to be members of the same club ?" 244 THE GETTYSBURG MERCURY. "I was coming to that," hurriedly asserted Brent, "and when I have told it you must give me credit, or rather discredit, for a piece of the most diabolical cunning. After we had gradu-ated from college I did not hear of Carson for some years. Meanwhile, I came here, built up a small law practice, and joined the Bachelors' Club. What was my surprise, one even-ing at our meeting, on learning that a certain Robert Carson was a candidate for membership. When I discovered that this prospective member and my old enemy were one and the same person, I hesitated. But it occurred to me that here was a splendid opportunity for revenge. I would vote him into the club, pretend to forgive and forget all that had formerly passed between us, and await my chance to strike the blow." "Yes, yes," said the Southerner impatiently, "that brings us up to the present time. I understand the circumstances now completely. But what do you intend to do with him ?" For answer a long, low whistle sounded from the street and Brent started in his chair and sat bolt upright. After some seconds the signal was repeated and he rose and went to one of the large windows. The Southerner heard the clicks of a latch, felt a draught of cold, outside air, and then the window was lowered and he turned to see a figure, muffled in a large storm coat and wearing fur driving gloves. The newcomer was talk-ing to Brent in an undertone and the listener could just catch the words: "Come near fergittin', Guv'nor, was just goin' ter ring th' bell when I minded as how you was t' let me in by th' winder, so as not t' rouse th' nigger." "Yes, yes," Brent whispered hurriedly. "But we must be quick, now. It's getting on toward morning and the thing must be done in time for me to catch the early train." He motioned his confederate toward the sleeping figure in the easy chair and, to the Southerner's astonishment, the burly fellow picked up the unconscious Carson as if he had been a child and carried him to the window. The perfidious Brent again raised the sash, revealing a cab in waiting at the curb-stone. The cabby lowered his burden to the sidewalk, slid THE GETTYSBURG MERCURY. 245 through the window and dropped below then again lifted the helpless form, carried it over and deposited it in a dark corner of the conveyance. Brent and his companion resumed their hats and coats and made their exit by the window, closing it after them. Crossing the sidewalk, with stealthy glances up and down the street, they entered the cab, the driver mounted his box and gave a sharp "cluck" to the horses. Only the faint crunching of the wheels in the snow was heard, as the vehicle rolled away into the darkness. Five minutes later the front door of the Bachelors' Club opened, a figure in dark blue livery stepped forth and a dusky face peered out into the gloom with an anxious and excited look. Rudolph had come into the smoking room, found Mr. Carson missing, his hat and coat left behind, the window-catch unfastened and many foot prints in the snow on the sidewalk just beneath. Hastening down to the curb, he observed, with a gleam of satisfaction, the tracks of wheels in the snow. In another moment he was hurrying back into the house, and up stairs to the servants' quarters, a grim determination written on his swarthy features. In a small, upper room of a low tenement house, on an obscure street of the slum district, an old man was sitting at a rough table, reading a week-old German newspaper by the light of a tallow dip. He was the common type of naturalized im-migrant of the lower classes. Teutonic features, snub-nose, double chin and ample girth were all present as the recognized signs of his nationality. He was clad in coarse, threadbare garments of antiquated pattern, the waistcoat unbuttoned for greater ease, and his feet slipped into loose goloshes with which he shuffled across the floor when, at frequent intervals, he arose and went to the window to peer with expectant gaze up the dark, narrow street. The room was scantily and poorly furnished, and gave evi-dence of those straitened circumstances which oftentimes force 246 THE GETTYSBURG MERCURY. honest and well-meaning folk to participate in deeds of rascality for the sake of the bare means of subsistence. And such was the case here. The old German had hesitat-ed, upon being approached by a refined-looking stranger with the offer of a handsome remuneration, if he should do just as the person dictated, for the space of a few days; but, when the al-luring proposition was reinforced by the guarantee of absolute safety from detection or punishment on the part of the German, the old man had consulted with his wife and, after sundry ar-guments pro and con, had accepted the offer. And now he was awaiting the arrival of the man to whom he had pledged himself to act as a tool. For the twentieth time, it seemed, he had gone to the window to watch for any sign of life up the de-serted thoroughfare. The fussy little clock in the corner pointed to five minutes of four, and the old man, weary of his vigil, re-sumed his chair and began to go over in his mind the plans which he and his unknown employer were about to carry into execution. It was three days, he mused, since he had been accosted on the street by a well-dressed gentleman, who, after some preliminary talk, conducted him to an obscure restaurant and, in the seclusion of a curtained booth, had made him the proposal which he had so reluctantly accepted. A wealthy young lawyer was to be kidnapped, smuggled into his humble quarters in the tenement, kept there against his will and forced to sign certain papers which the German's employer would turn into money and make good his escape before the victim of the plot could be located and rescued. It was all very neatly arranged, the old man thought, but was he not a fool to let the other fellow get away while he would have to remain and per-haps feel the strong arm of the law? He was just beginning to-regret his bargain and to wonder whether the pay justified the risk, when his attention was attracted by a noise in the street outside. Starting up, he snatched the candle from the table and rushed to the door. In the strong, upward draught from the steep stairway the feeble taper winked and spluttered and finally went out, leaving him in utter darkness. He groped his way down the dingy flight, in a tension of nervous" dread, THE GETTYSBURG MERCURY. 247 I . tore open the door and stepped out upon the front stoop. A cab was standing in the middle of the street, a short distance away. The horses were stamping the snow impatiently, the driver's box was vacant, the fur robe dangling from the seat and trailing upon the ground, and the door of the vehicle stood wide open. In the gloom about him the old gentleman heard the sounds of a scuffle, and could just make out the figures of half a dozen men who seemed to be engaged in a free-for-all fight. A familiar voice shouted dreadful oaths above the bab-ble of the melee, and a lithe, active little figure mingled in the struggle with furious vigor, hissing fierce invectives with a Southern accent. The battle royal lasted for some moments. Now and then one of the combatants would lose his footing and flounder about in the drifted snow, then regain his feet and plunge again into the conflict with redoubled fury. Finally, just as the terrorized witness was about to turn back and flee terror-stricken up the stairs, one of the factions in the contest seemed to gain the mastery. Three of the struggling forms broke away. Two of them sprang into the carriage and banged the door after them. The other clambered to his perch on the box, snatched up the reins, belabored the horses with vicious lashes of his whip, and, smarting with baffled rage, turned his head and hurled back a parting shot that was a veritable bomb-shell of besmirching epithets, as the cab rolled away. Some of those who remained on the sidewalk attempted to overtake the retreating vehicle, but, giving up the pursuit as fruitless, return-ed to join the little group which was now holding a hurried consultation. After a moment or two they picked up a limp figure and started away down the street, bearing the uncon-scious form as the trophy of their victory. ****** At a special meeting of the Bachelors' Club the next even-ing, a full account of the affair was given by one of the mem-bers, who gathered his information from those who had been most directly concerned in the disgraceful episode. From his disclosures it appeared that Rudolph, after noting the suspic-ious circumstances of Mr. Carson's disappearance and fearing 248 THE GETTYSBURG MERCURY. foul play, had aroused a half dozen of the servants and begun a search. The rescuing party tracked the cab to the street in the slum district by following the wheel marks in the snow. After overcoming the resistence of Mr. Carson's would-be ab-ductors, they had brought that gentleman back to the club-house, sent for a physician to resuscitate him from the effects of the drug and the rough handling he had received, and reported the affair to the police. When Brent's shameless duplicity became generally known, the assembly room of the Bachelors' Club was in a turmoil of indignation. A bitter, crushing letter of dismissal was drawn up and despatched to his law office, in case he should have the audacity to return and attempt to explain by some elaborate falsehood, as many of the members believed he would do. But the letter remained unopened upon the desk of Brent's deserted office and the shrewdest detectives of the city failed to obtain a single clew as to his whereabouts. Nelson Brent and his ac-complice, the little Southerner, had completely disappeared. THE GETTYSBURG MERCURY. 249 THE NEED OF RENEWED INTEREST IN THE LITERARY SOCIETIES OF OUR COLLEGE. THE subject of the advantages of membership in a literary society andof general literary discipline is an aggravatingly old one, and one which has been preached from the college ros-trum ever since the literary society found place as an appendage to an institution of learning. Notwithstanding, it is, with all its ponderous burden of repetition, a most vital and important phase of collegiate training, and its importance needs all the more to be emphasized in lieu of the widespread lack of ap-prehension among students in general of the highly beneficent results which it confers. At'Gettysburg the existing state of affairs needs considera-tion. The reason as to why our literary societies are so lethar-' gic demands investigation. As to the why and wherefore of this depression in the field of literary effort let us briefly in-quire, and try to recognize the necessity for improvement. It is quite in harmony with a reasonable supposition to in-fer that the chief cause of this apathy is to be discovered in a failure to realize just what the literary society means to the student. To start with, it offers a chance for development in composition. Writing, in an intelligent way and with the use of good diction, is an accomplishment every college man should own. To be able to write what one thinks and offer it to be read by others is as much a demand on the college man as to be able to carry on an intelligent conversation. If a man has a reasoning intellect, descriptive ability, poetic sentiment, or thought-power and observant faculties along any particular line—which we all have in greater or less degree—he should surely appreciate his endowment to an extent great enough to insure its permanency and highest efficiency by a proper amount of use. This state of affairs would be conclusively guaranteed by an occasional essay, poem, or story, which a keen interest in his society and college monthly should unhesitatingly lead him to construct with a gratifying result to both writer and reader or listener. 250 THE GETTYSBURG MERCURY. The aptitude to compose one's thoughts, which ability is also a thought-training process, is an accomplishment which no stu-dent of Gettysburg College will ever disdain.' Secondly, and somewhat interwoven with what we have just said, is to be recognized the happy knack of being able to stand before an audience and do clear thinking. This is a something that is of incalculable importance. Not one man in one hun-dred can do it. Every college graduate, to be worthy of the name, ought to be that one man. To face with self-poise a congregated mass of people and address them with a calm dig-nity and a smooth-working brain is a modern requirement of the college man, and justly so. The world insists upon and demands this qualification. He who possesses this proficiency will always cherish it, and he who lacks it will ever be sensible of a lost opportunity. With this showing, as manifested in two main ways, of what the student of our college, in many cases, is foregoing in his educational career, let us give heed to one or two phases of our literary society work which are sore in need of a rectifying remedy forthwith, and the existence of which implies another cause for general unprogressiveness. The literary contests between the Phrenakosmian and Philo-mathean societies should be the means by which a great and lasting enthusiasm would be aroused in and a powerful impetus given to general literary work in the college. The approach of these competitive performances should instigate a rival zest between the members of the respective societies which would be satisfied only after having placed him, whom it has ani-mated, on the program, or upon the accession thereto of some more competent person, whose position was gained only by dili-gent and effective work. Such conditions would conduce to a mighty good. They would establish a propensity for literary practice certain to be wholesome for both societies. But how different? This year there is scarcely a little bit of interest manifest. Neither society seems to consider the issue worth more than a meagre amount of preparation. As the time for the contests draws nigh a sort of stringent necessity does impel a preparation which has the appearance of a greater or less THE GETTYSBURG MERCURY. 251 amount of haphazardness. The training for these programs, instead of having been systematic, steady and critical, has par-taken too much of an abrupt, spasmodic and thoroughless course, which is bound to assert itself, we are afraid, in their rendition. Before this paper has appeared the literary contests shall have taken place. By them let our society members judge their tactics henceforth. To be sure, these programs are going to support some kind of success, but how much better might they not have been had they been subject to a more ap-propriate preparation by harder individual work, more enthusi-astic collective energizing? Who dares set the limit? Within the precincts of each society the indifference of in-. dividuul members to the success of a program of the usual routine order is most exasperating. Every society member is entitled to a performance at certain intervals. Each society member anticipates that privilege when he joins his society. Deny it him and he resists. Henceforth it becomes his duty as well. But at present the inclination to slight this duty and privilege is quite ad extremiun. If a member be posted for an appearance on any particular program, the liability of the actual reality of his presence for the purpose of doing his duty and enjoying his privilege is, in so many cases, quite remote. Nowadays the president of Philo, the president of Phrena never knows, with any degree of certainty, what his program is going to be until rt is over. Indeed sometimes doesn't know if it is going to be at all or not. A member if unable to be present, whether on account of unavoidable circumstances, or on account of an acute indisposition to move aggravated by an attack of voluntary brain inactivity, instead of procuring a substitute, which is certainly the only proper course, simply lets the affair drift until it produces its ruinous effect on some program, whose purpose to please gives way to a decided reactionary effect. When will you realize your duty to yourself and your society, my inactive friend? How will you retrieve your loss? And now, fellow-student, having been made conversant with the facts, will you avail yourself of this offer; this lasting and essential advantage extended to you ? You who are going to 252 THE GETTYSBURG MERCURY. become ministers and lawyers—will it pay you to wait until you are in the pulpit or before the bar to learn how to handle your faculties, to control your thoughts and temper your actions ? And you, doctor and man of science, can you afford to descry the work because it is beyond your immediate province ? The truth is that whatsoever we be—professional men, business men, or scientific men—we are going to be called upon to per-form certain functions in life because of the significant fact that we are college men. The college man stands in such vast pro-portion to his fellow-men that, with his superior ability, he will be compelled to assume certain obligations within the field of .his active life. Suppose, for instance, you should be asked to make an address, you who are so negligent in society work, at a certain place, after your college days have passed and you are in the great fight of the world whose finish is victory or defeat, or that you are prevailed upon to preside at some meeting, in both of which cases you could positively not escape, unless on the plea of inability, would it not be your sincere desire that your success, in either instance, should be somewhat commen-surate with what would be expected of you, and would it not be of vast humiliation, and even perhaps a check on your ma-terial advancement, to confess inability, or to fail in the under-taking? Such cases as this are not improbable ; on the other hand they are both very probable and almost certain. Prepare now, fellow-student, and escape the penalty of the future. With such conditions at Gettysburg we should try and im-prove. At the same time we may find relief, over against this depicted "depression, in the fact that ours is not the only insti-tution wherein there is a lack of concern for literary discipline. In looking over the magazines of many of our contemporary schools we find, apparently, just as deplorable a situation. In brief, the American college might conveniently stand a "renais-sance." But the fact that an analagous disinterest is prevalent in other colleges should lead us to recognize more fully the greater necessity for a revival. The necessity is becoming a stern one and our duty it is to set in operation causes that will be productive of more satisfying results. THE GETTYSBURG MERCURY. 253 Lastly, the welfare of Gettysburg demands that we get to work. Gettysburg College, we have reason to believe, is on the eve of a new departure. Nothing can long remain inactive. It must either advance or retrograde. For some time our col-lege has been in a state of comparative inactivity, but the spell is bound to be broken, and, judging from recent movements, we may judiciously conclude that the election of a president will soon be assured, and that such a step will be attended with success for Alma Mater. Anticipating such progressiveness, in no place can the student body initiate its expanding interest more appropriately than in literary society work. If we can make our two societies flourish, the influence will be far-reach-ing and the end worth the beginning. A few days ago the writer casually chanced upon the follow-ing : "Without good literary societies a college is certainly not worthy of patronage." This passage clearly defines the merit of the literary society. It is a necessary adjunct to the equip-ment of any institution of learning. Some of our neighboring colleges have valued this importance so highly as to make a certain amount of literary society membership compulsory. Our own school even has provision in its regulations for such membership with an alternative of certain extra work to be provided by the faculty. This rule, however, has not of recent years been subject to a rigorous enforcement, nor do we advo-cate its active operation after years of dormancy. Literary work should be voluntary. The student should find pleasure in it. The reward it offers should be its stimulus. No stu-dent is going to gain much from that into which he is forced. Now, if this work is so superlatively requisite, it certainly is worthy of support. It deserves a proportionate share of our labor. Recognizing the significence of our literary societies, let us upbuild them again, improve them by active work and by performing when called upon to do so. L. A. G. 254 THE GETTYSBURG MERCURY. CONVERSATION AS AN ART. HARRIET A. MCGILI;, '06. AGROUP of girls were talking about the expected visit of some college students to their town. The first and chief topic of their conversation was that pertinent to dress, and on all sides might be heard the statement, "I must have a new gown made for the occasion." The second, and by no means unim-portant consideration, was, "How shall we feed them; what shall we give them to eat?" This phase of the anticipated event was discussed in many ways, and with a due considera-tion of the fact that the appetite of the average college student is not easily satiated, but craves an abundant variety. After more or less of time had been indulged in this manner, it was suddenly discovered that by far the most attractive and intelli-gent girl in the company had been strangely quiet. She also happened to be of wealthy parentage and it was well known that she could easily afford many new gowns and tender many elaborate parties. " What are you thinking about?" asked her friends, almost in concert. "Why girls," was the reply, "to tell you the truth, I was just pondering as to how to formulate some scheme to put an intellectual edge on my ideas, in order to be able to entertain the boys when they are here with something interesting to talk about." Now, all girls like fine and beautiful dresses, and the elim-ination of hunger from the nature of the guest friend is, by no kind of argument, a meagre consideration, yet, despite these two pending necessities, the quiet girl, who had been thinking of interesting topics for conversation, had, without doubt, the proper conception about entertaining guests. We do not care about addressing statues, no matter how beautiful they may be; we gaze upon them for a while with admiring interest, and then pass on into contact with our liv-ing, breathing fellow-beings, less beautiful, it may be, but cer-tainty more attractive to us. The analogy finds its comple-ment in those persons who exist apparently for the sake of ap- THE GETTYSBURG MERCURY. 255 pcarance; to see and be seen; to attract attention by every device and to pass on their face value. They have no in-dividuality. They may be admired, but never loved, or even scarcely liked by those with whom they come to be associated. Such is the person, for the most part, who is unable to employ the conversational art. The cultivation of conversational abil-ity has suffered by an undivided attention to the superficial. But let such individual recognize the relative importance of conversational power and seek to attain it, and his or her per-sonality will assert itself; vanity will subside. Education is a great factor in advancing conversation as an art. However, it is only a factor; it cannot do all. One must, first of all, be unselfish and amiable, must have a real desire to please, and not have feelings tending to provoke the state-ment: "Well, I have been put here to.talk with this person, and I presume I must make the best of it." Conversation to be worth the time and effort must be a pleasure. To be in-structive it must be conducted with mutual interest. The re-moval of the selfish element is always advantageous. Some people are naturally somewhat bashful or reserved. Such an one the considerate talker will address with careful thought- He will use tact in endeavoring to draw him out, and in having him speak of himself, to a certain extent, his work and aims, friends, and those things which seem to savor of interest for him. Under such circumstances time will pass rapidly for all ■coucerned, and the intellectual intercourse will be thoroughly enjoyed and appreciated. Among the educated conversation certainly flows with great-er ease than among those who have had fewer advantages. It is a fact that, no matter where one lives, who has been well ed-ucated, the world's interests are his interests and, as a result, he is acquainted with those interests. He is more at ease, broad-er- minded than his less fortunate brother, since he has studied about the great deeds of men and has seen " Footprints on the sands of time." All these superiorities assert his greater abil-ity in conversational art. THE GETTYSBURG MERCURY Entered at the Postoffice at Gettysburg as second-class matter Vol. XII GETTYSBURG, PA., FEBRUARY, 1904 No. 8 Editor-in-ch ief LYMAN A. GUSS, '04 Exchange Editor M. ROY HAMSHER, '04 Business Manager F. GARMAN MASTERS, '04 Asst. Business Manager A. L. DlELENBECK, '05 Associate Editors JOHN B. BOYER, '04 BRUCE P. COBAUGH, '05 C. EDWIN BUTLER, '05 Advisory Board PROF. J. A. HIMES, LITT. D. PROF. G. D. STAHLEY, M.D. PROF. J. W. RICHARD, D.D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance; single copies 15 cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Busi-ness Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. EDITORIALS. SOME PARTING Upon the appearance of this issue of the WORDS. MERCURY the duties of the present editorial staff and management cease. We have performed the tasks incident to the publication of one volume of this paper and herewith surrender all obligation, together with the good will of the journal, to our successors. During our supervision we have tried to labor with a due sense of the responsibility rest-ing upon us, not only for the continuance of the heretofore es-tablished literary plane of the MERCURY, but for the constant exaltation of its general tone. We have felt strongly the neces-sity of unremitting, vigorous effort in the interest of the charge entrusted to us, and we have made it our particular concern to employ appropriate methods in our work. In short, our aim THE GETTYSBURG MERCURY 257 INDIFFERENCE. has been not mediocrity but perfection. To be sure, we have fallen short of this aim, and our ideal has been but imperfectly-realized, yet we feel we have done all possible in our desire to evolve improvement in our college monthly. That our exer-tions have been productive of good results at times we modestly admit, but that they have likewise borne barren fruit is beyond doubt. This lack of what might have been gain under different cir-cumstances is happily explainable, and a brief indulgence in the facts pertaining thereto may avail to remove the exigency henceforth. The first great drawback during the past year has been a manifestation of indifference, or lack of co-operation. This is one reason why the MERCURY has not been as creditable to the college as we conceive it should have been. There has been a general disinterestedness in its pages. Some one may say that there hasn't been such a great deal contained within its covers tending to inspire inter-est. This, we grant, is, in part, true. But, criticising friend, if you would remedy the situation you must set to work on the cause, not the effect. As every subscriber knows, this paper is published by the literary societies of the institution, and in them as publishers it expects to find hearty supporters and loyal contributors. In-stead it has found apparently hearty non-supporters and dis-loyal contributors. True it is that the articles appearing on the MERCURY'S pages from time to time have been mostly written by society men, yet there has been no united effort or obvious interest displayed by either society on behalf of this paper's general improvement. If it succeeds, good; if not, good again. Concern in and for it is dormant, dead. The very fact that it is the organ of the societies should cause every man interested in his society to subscribe for it; should make it the duty of each and every member so to do, but, to the contrary notwithstanding, a great many members of both Philo and Phrena do not take it. They are unaware, one would think, that financial support is absolutely a requisite to the ex- 258 THE GETTYSBURG MERCURY. istence of a college journal, even if they are deaf to the fact that a large subscription list gives editorial encouragement, and will later stand for merit. But if society men themselves, by general disregard, show no disposition to aid the paper, how can we expect a new initiate to voluntarily sink a dollar in something, which from a fellow" member's action is, according to indications, a losing game; so much of money wasted ? We are not given entirely to pessimism, but inflated optimism cannot long be floated on a stream of adverse conditions. These may seem to be strong statements. So we intend them, and we believe the means justifies the end, and if we hope to continue a monthly strictly creditable to Gettysburg something will have to happen. Therefore, let us take things as they are, and try to adminis-ter an antidote. Show more interest in this paper, member of Philo, member 'of Phrena, then we will seek other means of heightening its influence. It will pay an effort so expended, both in good to the college and individual development. DEARTH OF A second salient cause for non-progressiveness MATERIAL. lies in a deficiency of material, both in quan-tity and in variety. At the present time we are generously thankful to get almost any kind of a contribution. "Anything prints just now" is a sorry statement for the editor of a college magazine. By no means do we propose to disparage the pro-ductions of those who have aided us during the past year with their compositions. To them is due our grateful thanks. The point we wish to make is simply that the staff of such a paper as this purports to be, instead of being compelled to go a-beg-ging, should have some right to choice; instead of being forced to take what it can get, it should have the privilege, to a cer-tain extent at least, of selecting what it wants. When will you give us a chance, fellow student ? And further, we should not only have more than just enough to print in each issue, but some variety. Point out the student and general reader who doesn't tire of the forced essay—that which is produced as so much task work. "Dry as punk," he THE GETTYSBURG MERCURY. 259' says and flings away the paper containing it, and thereby all that is good therein goes unnoticed and unread. Indeed, some such essays are good and commendable, but they so often lack in spirit and enthusiasm, both of which are necessary traits of a good essay. No student can write anything worth reading on a subject in which he feels no concern. He may draw out a few facts and truths for argument's sake, but that is not the substance of a good literary production. What we need is good, solid, substantial essays to start with, full of life and con-viction, enthused with the personality of the writer. Again, give us something of fiction. This is, indeed, a form of variation of which we feel the sorest need. The short story is a powerful factor in adding to the charm ot a college maga-zine's pages. The creation of a healthy bit of romance is in-vigorating to the reader and beneficial to the author. It relieves the stern ruggedness of a journal otherwise filled, perchance,, with bleak prosaic composition. Fact and fancy will mix to advantage on the pages of the college paper if intermingled in the proper proportion. And, yet more, let us have an occasional poem. Poetry lightens the soul and stirs the reader to better things. We do not reckon upon an outpouring of full-toned poetry akin to that of the masters, but we do find justification in asking for poetic sentiment in verse such as many students are, without doubt, capable of contributing. Our exchanges contain it. Are we so much farther down the scale as to preclude all possibility of anything similar? Surely not. We can have poetry, fiction, and good essays, if you will, fellow-student. FOOD FOR Our monthly can be made better and must be THOUGHT. made better. Remember that to our Alumni and to other colleges this paper is the chief measure by which they judge our literary standard. That standard must always be kept high. A college displaying but meagre literary ability in its representative magazine is certain to feel the disadvan-tageous effects. And, last of all, remember that a paper can always be improved externally as well as internally by making it more attractive and elaborate, and that a full treasury, through 26o THE GETTYSBURG MERCURY the agency of a large subscription list, is the only way to gain this end. The foregoing has been written—a large proportion of its substance not for the first time—we believe, under the impulse of the right motive. Although, as said previously, we are about to relinquish active relations with the MERCURY, we are, under no circumstances, going to cast aside all interest in it. In fact, the contrary shall be the case. Its advancement will be our pleasure, and its prosperity our lasting desire. If you will but co-operate with us, student-friend, and if we let our good inten-tions take the form of material aid, all will be well. The pres-ent stringency will slacken. The MERCURY will improve and we shall indulge a just pride in our college monthly. ^^-^-^ EXCHANGES. THE Touchstone came out in January, clothed in a pretty gray and silver cover. We noticed at the foot of the cover-page—it may have been because of its attractive appear-ance— this sentence: "Published in the interest of Literary Lafayette." A sermon would be forthcoming on a theme which that sentence suggests, were it not for certain suggestions we have previously made concerning "much speaking." We would make that theme—"The Literary College." However, all honor to Lafayette if she is as thoroughly imbued with the literary spirit as she seems to be. There is one note to which most of our exchanges seem to be keyed : the warning of literary en-thusiasm. One comes out with an editorial declaring that at that particular institution literary spirit is dead. Another is continually appealing to the student body for poems and stories and essays. Were the productions of such a magazine as The Georgetown College Jo7irnal less worthy of praise, we might notice that the same group of men are the contributors month after month, and might draw our own conclusions. But we will not preach. Let us pray the oracle to send a great revival of literary spirit (f\ THE GETTYSBURG MERCURY. 26l upon our colleges, to make them centers of American literature. May the dead come io life again ! From the unassorted heap on our desk, we pick up the Mani-ton Messenger. We are made glad, as we read an announce-ment for the February number. It does not bewail a lack of material, but it announces such interesting subject material for the coming month that one becomes anxious to see next month's issue. We are not quite so pessimistic now. The article in the January number which warrants us in our expectations is a study of the leading character in "The Mer-chant of Venice." The author's interpretation of Shylock, as actuated by love for his persecuted race, places him in a some-what new light. "Side by side with the epithets, the Avarici-ous, and the Avenger, let us place the epithet, the Martyr." In a well-written article on "Panama," a rather partisan view is taken. The story of Herbert Spencer's life, with a statement of his theory, is very clearly shown. There is, however, a lack of the short story, and the poet does not venture to show him-self. Some of the ex-men have been quoting specimens of the college man's poetry. With apologies to the ex-man of the University of Va. Magazine, we quote: "The twilight palls The shadow falls And round me like a massive shawl The night descends." Author unknown. It may be better to lack poetry than to give the poet's Pegassus a chance to roam in such a way. But the magazine which carries something of this nature has at least the credit of having variety. We wish to acknowledge a new exchange, the Brown and White. It is a sprightly paper from Brown Preparatory School, Philadelphia. We wonder what the Dickinsonian might mean in her ex^ change notes, referring to the seven articles in the December number of The Gettysburgian, which is characterized as " a mediocre college weekly." No doubt the printer is at fault. 262 THE GETTYSBURG MERCURY Last night I held a little hand, So dainty and so neat, Methought my heart would burst with joy So wildly did it beat. No other hand into my heart Could greater solace bring, Than that I held last night, which was Four aces and a king. —Tlie Courant. The author of the following effort is nameless. Perhaps sometime he may come to college, and we can only hope that that time will be soon (for his own good). " The mouth is the front door to the face. It is patriotism's fountain and a tool-chest for pie. Without the mouth the pol-itician would go down to an unhonored grave. It is the gro-cer's friend and the dentist's hope. It has put some men on the rostrum and some in jail. It is temptation's lunch counter when attached to a maiden; tobacco's friend when attached to a man." The Review, edited by the students of Washington College,, has just arrived at our desk for the first time. " Why Brer Rabbit Has No Tail" seems to be an elaborate attempt at dia-lect. There is a tendency with some of the exchanges to arrive at least a month late. The St. Johns Collegian for January is at hand for the first time in several months. The issue, how-ever, is worthy of perusal, and the short story, although not particularly interesting as offered in this issue, unites with the essay to form a well-balanced college paper. The article on " The St. John's Spirit" should stir one's blood for his alma mater. "Spirit of Old-Fashioned Roses," Breathing the air of the spring, Spirit of far-away roses, Sweet as a song you sing. Now in the dusk of the twilight, As evening softly falls, Kiss the farewell of forever, Ere the thought of forever appalls ; Touch his lips gently and sweetly As leaves touch a castle's walls. —The Haverfordian. ma® PATRONIZE Ol'R ADVERTISERS. EAGLE HOTEL Rates $2.00, $2.50 and $3.00 per day. HAS A CAPACITY OF 400 GUESTS —=. FRANK EBERHART, PROP'R. Dealer in F Picture Frames of All Sorts. Repair work done promptly. Wl will also buy or exchange any second-hand furniture 40hanibersburgSt., - GETTYSBURG, PA. Buy Your^^^^s SUMMER SUIT -_A_T-IT FITS. IS STYLISH, LOOKS WELL, WEARS WELL. CLOTHING We mean Hand~TailoPed Ready-to-uuear Nobby Dress Hats, Swell Neckwear, Fancy Shirts, Men's Underwear. YORK, PENN'A. LWatch for his Representative when he visits the College j PATRONIZE OUR ADVERTISERS. Geo. E. Spacer, PIANOS, ORGANS, MUSIC/LL MERCHANDISE Music Rooms, - York St. Telephone 181 GETTYSBURG TEACHERS! TEACHERS! Teachers wishing to prepare for Examination should write im-mediately for our Teachers' Interstate Examination Course, as taught by mail. This course is endorsed by many leading educators, and every progressive teacher who wishes to advance in their profession should begin work immediately. Address nearest office, with stamp, for reply. AMERICAN TEACHERS' ASSOCIATION, 174 Randolph Building, 1423 Arch Street, Memphis, Tenn. Philadelphia. k M. ALLrEMAN, Manufacturer's Agent and Jobber of Hardware, Oils, Faints and Qieqiwar Gettysburg, Pa. THE ONLY JOBBING HOUSE IN ADAMS COUNTY W. F. Odori, -DEALER IN^ Beef, fork. Lamb, Veal, and Sausage, SPECIAL RATES TO CLUBS. York Street, Gettysburg:, Pa. PATRONIZE OUR ADVERTISERS. ECKENEOBE & BEGKER CHAMBERSBUBG ST., Dealers in Beef, Veal, Lamb, Pork, Sausage, Pudding, Bologna, Hams, Sides, Shoulders, Lard, Prime Corned Beef. The Medico-Chirurgical College of Philadelphia! DEPARTMENT OF MEDICINE Offers exceptional facilities to graduates of Gettysburg College, especially to those who have taken a medical preparatory orbiological course. The instruction is thoroughly practical, particular attention being given to laboratory work and bed-side and ward-class teaching. Ward-classes are limited in size. A modified seminar method is a special feature of the Course. Free quizzing in all branches by the Professors and a special staff of Tutors. The College has also a Department of Dentistry and a Department of Pharmacy. All Gettysburg College students are cordially invited to inspect the College and Clinical Amphitheatre at any time. For announcements or information apply to SENECA EGBERT, Dean of the Department of Medicine, 17th & Cherry Streets, PHILADELPHIA, PA. Wright, %j \ Co. 140-144 Woodward Avenue, DETROIT, MICH. Manufacturers of high grade Fraternity Emblems Fraternity Jewelry Fraternity Novelties Fraternity Stationery Fraternity Invitations Fraternity Announcements Fraternity Programs Send for Catalogue aad Price List. Special Designs on Applicatisn THESE FIKMS ARE O. K. -PATRONIZE THEM. DO YOU KNOW WHERE The Choicest Candies, The Finest Soda Water, The Largest Oysters, The Best Ice Cream, Can be found in town? Yes, at Young's Confectionary On Chambersburg Street, near City Hotel, Gettysburg, Pa. IF YOU CALL OH C. A. Bloehef, Jeuuelet*, Centre Square, He can serve you in anything you may want in REPAIRING or JEWELRY. SEFTON & FLEMMINGS LIVERY Baltimore Street, First Square, Gettysburg, Pa. Competent Guides for all parts of the Battlefield. Arrangements by-telegram or letter. Lock Box 257. J. I. 41 Baltimore St., Gettysburg, Pa, The improvements to our Studio have proven a perfect success and we are now better prepared than ever to give you satisfactory work. TEACHERS WANTED. We need at once a few more Teachers, both experienced and in-experienced. More calls this year than ever before. Schools supplied with competent teachers free of cost. Address, with stamp, AMERICAN TEACHERS' ASSOCIATION, 174 Randolph Building 1423 Arch Street, Memphis, Tenn. Philadelphia. HELP THOSE WHO HELP US. t Tie IntereoIIeglafe Bnrean of Academic Costume. Chartered igo2. Cotrsll S^ Leonard* jPs.lba.rxv, 3NC. IT. ffiakefs of the Caps, Gouuns and Hoods To the University of Pennsylvania, Harvard, Princeton, Yale, Cornell, Columbia, University of Chicago, University of Min-nesota, Leland Stanford, Tulape, University of the South, Wel-esley, Bryn Mawr, Wells, Mt. lolyoke and the others. Illustrated Bulletin, Samples, Etc., upon request. A. B. BLACK, Gettysburg College Representative. E. A. Wright's Engraving House, 1108 Chestnut St. PHILADELPHIA We have our own photograph gallery for half-tone and photo engraving. Fashionable Engraving and Stationery. 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MARCH, J900 Qettysbur Mercury CONTENTS. The Power of Ignorance, 1 Remembrance, 8 The Death of King Solomon 8 The Uses of Dreams,. 13 Editor's Desk, 17 A Word Deserved, 18 Meeting of The Pennsylvania College Alumni Association of Harrisburg, 19 The Veil of Separation 20 The Dead on Expansion, 21 The Old Chief and The Black-smith, 22 Why We Broke Camp, 27 At The Breakfast Table 30 GETTYSBURG COLLEGE LIBRARY .GETTYSBU^!§bRG C DUPLiCfA'. i FAVOR THOSE WHO FAVOR US. For Fine. Printing go to CARLISLE ST. GETTYSBURG, PA. C. B. Kitzmiller Dealer in Hats, Caps, Boots and . Douglas Shoes GETTYSBURG, PA. Have you an assured -&&& R. I. ELLIOTT Dealer in Hats, Caps, Shoes and. Gents' Furnishing Goods Corner Center Square and Carlisle Street GETTYSBURG, PA. EDGAR S. MARTIN, F^CIGARS AND SMOKERS' ARTICLES. %/& tgr? Mr* Chambersburg St., Gettysburg. Would you try for a government posi-tion, if you knew just how to am" and the kinds __ positions from which you can choose, and what to do to insure your getting on the list after you have applied 1 The Government of the United States is the best of employers. Fair compen-sation, regularity of payment, reason-ably sure tenure, tasks not too difficult, i ana hours not too long, offer strong at-tractions to young personsof both sexes whohavenosettledincome. Manyenter Government employ, spend their spare i hours in studying law or medicine, or finance, and save enough from their salaries to start In a professional or business career. We have just published a book from whlchemy candidate may learn just what is necessary and wliat tinnecessary in | brushing up his studies for an examina-tion: and what his chancesare, all things considered, for making his way into the I Civil Service, and staying there. The title of this book is "How to Prepare i'or a Civil Service Examination ; U Hh Recent Questions and An- , swers." It contains all Information which any candidate would require to firepare for any competitive office under he Government, and includes a "Ten weeks1 Course of Study,"ln the form of questions actually asked at recent ex-aminations, with the correct answers to , them. Besides the technical require- ' menta. It also covers all the elementary branches, like arithmetic, spelling, pen- | manship, geography, letter writing, civil government, etc., etc., so that one who masters this course of study would not only pass well an examination for o, yov- , ernment position, but would be cure of I preferment over other applicants for a clerkship in a business house. CLOTH—$2.00 Postpaid—560 PAGES Another booJciree(Quick atFigures)if you mention this paper when ordering. mros & NOBLE, Publishers ' 4-6-13-14 Cooper Institute, N. Y. City SchoolbooTcs ofall publishersat one store .THE. GETTYSBURG MERCURY. VOL. IX. GETTYSBURG, PA., MARCH, 1900. No. 1 THE POWER OP IGINORAINCE. [ABSTRACT OF A LECTURE BEFORE THE TEACHERS' INSTITUTE, JANUARY 27TH, BY PROF. O. G. KLINGER.] I AM here to engage your attention for a little while in a sub-ject which is too seldom considered, but rich in educational value. It is the " Power of Ignorance." We often hear of the power of knowledge—it has been the pet theme of platform speakers for many generations ; but who has stopped to consider the power of the unformed intellect, or of the intellect developed but dominated by some blinding prejudice, or pride of opinion ? And yet Ignorance has played as mighty a part in the world's drama as Knowledge. All the domain which Knowledge calls her own has been wrested from Ignorance. Ignorance, dark, gloomy, superstitious, destructive, first; knowledge second—at the beginning a glimmer, a mere insight, a guess, and then a growing light—at the present a great luminary, an hour above the horizon. All that makes our nineteenth century habitable for men and women, such as you, is the product of advancing science. No other age has been so great as our age, because Knowledge has stricken off the shackles of superstition, shaken the obstinacy of bigotry, deepened the sympathies, augmented the value of human life, converted the forces of nature into servants, established the dignity of self-hood, brought freedom to light, conquered the ocean and annihilated space. Her advance has been in the face of Ignorance, which at each moment has con-tested with pen and fire and sword her progress. My object this evening will be to set forth as clearly as I may be able the power of this antagonist of knowledge, that in the light of it you may see more clearly the sanctity of freedom of research, freedom of thought, and freedom of speech. QETTYSBU*G COLLEGE LIBRARY GETTYSBURG, PA^ THE GETTYSBURG MERCURY. Remember, that knowledge is power only when it informs some human will, and directs some human choice. Knowledge concealed within the lids of books is not power—it is so much waste paper so far as the world's progress is concerned. It must possess the mind, illumine the intellect, impel the will in its choices, and become a human force. And by ignorance I mean the mind that is not informed, a will that makes its choices in the dark ; a htiman force without direction. But this is not the only kind of ignorance. It has happened in the world's history that men and nations of large culture have been so dominated by pre-judice, by pride of opinion, by love of party, by bigotry, as to avert from themselves the best blessings which the merciful Father had designed for them. There are wise fools in the world as well as dullones, and bigotry, which is but a form of ignorance, has been a great obstacle in the path of progress. Our thought must search for its illustrations in the cabinet of History, and they will not be difficult to find. Every page is re-plete with them. We take those that strike the eye first, because of their magnitude—conspicuous examples of the blighting effects of gross ignorance, and the more refined but less hopeful bigotry. I refer to the Barbarian invasion of Rome, the fall of Alexandria, the massacre of St. Bartholomew, and England's loss of her American Colonies. The tidal wave of ancient civilization, which took its rise in Egypt and the Mesopotamia, never flowed farther north than the Black Sea, the Carpathian mountains, and the Rhine river. Be-yond these boundaries lay in dark obscurity the terra incognita. Of this whole, vast, indefinite stretch the ancients had only the most meagre information, and they peopled it with the most hor-rible, most fantastic creatures of the imagination, as children fill the dark with hobgoblins and spooks. And as though their fears had been prophetic, out of this very region were to come the forces which would overturn their government, raze their cities, crush their pride, and extinguish their culture. The old civilization reached its maximum development in Greece and Rome—the former leading and the latter following in the sequence of history. In Greece it was expressed in a litera-ture and art the most perfect the world has ever enjoyed ; in Rome it took the form of an architecture, " full of expression of gigantic power and strength of will." The former gave to the THE GETTYSBURG MERCURY. world the Parthenon ; the latter the Coliseum. The former fur-nished ideals of the beautiful; the latter ideals of social order. Greece has since been the teacher of all that pertains to the aesthetic nature ; Rome of all that pertains to government and jurisprudence. ?j£ ?|s *f% yf* 5|* 'J^ *f* *"p While Greece was achieving her greatest triumph—while adorning her cities with the most exquisite art, perfecting her language, and evolving her beautiful philosophy ; while Rome was rearing triumphal arches, sending nation after nation under the yoke, and welding together the whole civilized world into one massive empire—up in this region of the north there was a strange restlessness, of which the southern nations never dreamed, but which forbode for them the most direful consequences. A dreary stretch of forest, reaching from the Rhine to the North Sea, unbroken save here and there by patches of cultivated land—a wilderness of mighty trees, which bowed their heads be-fore the Blusterer of the north, or sank beneath the weight of years, but at whose root the woodman's axe was seldom laid— whose deep recesses furnished safe retreats for bear and the wild-boar— such was Europe in the third century Anno Domini when the Goths first emerged from its retreats and stood upon the banks of the Danube. Great people they were, tall and massive of shoulder, with great swelling muscles—a giant each one, whose tawny hair, reaching to the shoulder, was his especial pride. From under shaggy eye-brows gleamed eyes which seemed cut out of blue Arctic ice, reflecting every flash of passion, and terrible when lit up with the rage of battle. Great animals, with the germ in them of great souls, true to their word, loathing nothing so much as shame and cowardice, with heart attuned to carnage, afraid to die elsewhere than on the battlefield—whose Heaven even was a Val-halla of eternal conflict—such were the Goths. Beyond them towards the east dwelt the Huns, a Tartar tribe. Let Gibbon describe them : '' These savages of Scythia were com-pared to the animals which walk very awkwardly on two legs. They were distinguished from the rest of the human species by their broad shoulders, flat noses, and small black eyes, deeply buried in the head ; and as they were almost destitute of beards, THE GETTYSBURG MERCURY. they never enjoyed either the manly grace of youth or the vener-able aspect of age." To render them more hideous still, while they were yet of tender age their parents gashed their cheeks with knives that their faces might look more ferocious with the ugly scars. They were so constantly on horseback that their legs received the curve of the horse's body. Their hideous appear-ance was a true index of their character—ruthless, lustful; they struck terror into the hearts of their enemies on the field of battle. Beyond them dwelt another tribe of people, of whose origin we know nothing, and of whose character we know little. The Sienpi were the natural enemies of the Huns, into whose terri-tory they made frequent incursions. Brave and savage, skilled in the use of such weapons as they had, they were able to chill with terror even the hearts of such creatures as the Huns. It is probable that under the pressure of these implacable foes the Huns migrated from their ancient seats, near the Chinese Empire, towards the west. Their coming in countless hordes was an astonishment to the valiant Goths, who trembled before their uncouth enemies and retreated before their onslaught. Thus it happened that in the fourth century of our era, the Goths suddenly appeared upon the banks of the Danube and besought a refuge within the bounds of the Roman Empire. Their petition was at length granted, and the fate of the South was sealed. At once, on the death of the great Theodosius, occurred the revolt of the Gothic tribes. Under the leadership of Alaric, after various vicissitudes, they traversed the country from the Danube southward and sought a rich harvest of fame and treasure in the fair land of Greece. Passing, without opposition, through the pass of Thermopylae, they ravaged the whole country to the plains of Sparta. *A* *A* *1* *±* *1^ *Jf* ^^ *^ *f* ^ *j* *r» *T* *T* *r* 'T* You have read of, even if you have never seen, the devas-tating power of the cyclone. The sun rises upon a stretch of prairie, beautiful with swaying grain, and dotted with towns and villages. The sky overhead is flecked with shredded clouds, which reflect and refract the sun's rays—distant prisms of hazy texture. Suddenly from out the sky, with scarcely a moment's warning, comes a mighty shadow. Your ear is startled by the deep bellowing of winds as they struggle in the upper air. Dower THE GETTYSBURG MERCURY. and lower they force each other in their whirling conflict. The one from the west hurls back the one from the east, and, with in-conceivable rapidity, the storm-cloud, lightning-riven, skims the earth. You know the rest. The sun sets at evening upon a blighted land, filled with ruin and death. \1A *JJ «X* *.IA »L* *±? ^f *!_.* if* if* *f* ^f* *J* ^T* *J* 'I* The passing of Alaric and his Goths left Greece stripped of her beauty ; her temples lying in ruins; her sculpture broken and stripped of its golden plates ; her towns and villages a mass of burning embers. '' The whole territory of Attica, from the prom-ontory of Sunium to the town of Megara was blasted by his baleful presence ; and, if we may use the comparison of a contem-porary philosopher, Athens itself resembled the bleeding and empty skin of a slaughtered victim." The cyclone of ignorance has passed, and what the centuries had achieved of all that ap-peals to the aesthetic nature was in a day destroyed by the barba-rians, whose natures were insensible to the allurements of beauty, except as it was expressed in the grace and symmetry of the female form. Alexandria, founded at the mouth of the Nile by Alexander the Great, and coming under the sovereignty of Ptolemy Soter, and afterwards of his son, Philadelphus, became under their fostering care, and by reason of its location, the foremost city of its day, and the real center of the Hellenistic world. It was from her that the Romans received the Greek civilization, which wrought such a miracle among them ; from her that the literary and artistic in-fluences went forth to mold the taste of Europe ; it was in her that poets and critics wrote and labored in the Hellenistic period. For the Ptolemies were patrons of art and literature, and invited to their court the learned from all parts of the world. To facili-tate research, a great museum, similar in character to our modern university, and a great library were established. Here were gath-ered the manuscripts of all the Hellenic writers, great and small. These the scholars of Alexandria, from the third century B.C. downward, sifted, preserving what was of value and destroying what was worthless. The works of the great thinkers, from Homer to Demosthenes, were edited, and their scholia form the foundations of all modern critical study. This happy state of things continued until the time of Bishop THE GETTYSBURG MERCURY. Theophilus, " the perpetual enemy of peace and virtue ; a bold, bad man, whose hands were alternately polluted with gold and blood." This narrow-minded bigot, caring only for power, knowing little of the glory of Greek literature, and caring less, pillaged the library, destroyed the compositions of ancient genius, and forever impoverished the world of scholarship. " Nearly twenty years afterwards, the appearance of the empty shelves ex-cited the regret and indignation of every spectator whose mind was not totally darkened by religious prejudice." Nor did the exquisite art which adorned the streets, as well as temples and private homes, suffer a less bitter fate. Images of gold and silver were melted, and those of inferior material were broken to bits and cast into the streets. Thus could religious fanaticism, inflaming the heart of an unscrupulous, ecclesiastical politician, and blinding his eyes to the enormity of his crime, subvert and destroy in a few hours what scholarship had accumu-lated during six centuries of labor. *J* 5JC ftfi *jC *fs 3j£ ?JC 5JC The darkest page in the history of France is that which re-cords the power and influence of the Guises. Hand in hand with the Queen-mother, Catherine de Medici, they labored for the ex-termination of the Huguenots. To trace here the intricate schemes, the diabolical plottings, the attempts at assassination, the submission of truth and honor to accomplish their design, would require too great a space. After unwearying effort, con-tinued through several years, they at length succeeded in winning the King's reluctant consent to the massacre of St. Bartholomew. At a given signal, in the early morning, the work of destruction began with the murder of Coligni, and when it ceased three days later, fully thirty thousand Huguenots had miserably perished at the hands of the Catholics. The persecution of the Protestants of France continued with varying degrees of savage intensity until the time of Louis XIV. This monarch, when old, was tormented by the memory of his many evil deeds, and sought some way in which he might atone for them before Almighty God. That way was suggested by his Queen, Madame de Maintenon. In pursuance of her awful plan, L,ouis revoked the Edict of Nantes, and outlawed every Huguenot who refused to embrace the Catholic faith. By this act of religious bigotry '' fully three hundred thousand of the most THE GETTYSBURG MERCURY. skillful and industrious of the subjects of Louis were driven out of the kingdom. Several of the most important and flourishing of the French industries were ruined, while the manufacturing interests of other countries were correspondingly benefited by the energy, skill and capital which the exiles carried with them." Many of them found their way to America, and their descendants have been among our most distinguished citizens. It is hardly too much to say that France has never recovered fully from the disastrous effects of Iyouis' infamous policy. *(£ 5jC 5|C ^|C 5J» *j£ *(> *1^ In the history of the world it has never been the privilege of any other nation to have such colonial possessions as had England in the New World. Her government of the colonies was one colossal blunder from the beginning, but it remained for the ob-stinacy of George the Third to alienate them wholly and convert them into "a government of the people, by the people and for the people." " He had," says Green, " a smaller mind than any English king before him, save James the Second. He was wretchedly educated, and his natural powers were of the meanest sort.'' He had but one idea—to embody in himself all the powers of the government. " Be a king, George," had been the contin-ually repeated exhortation of his mother from his early youth, and to be a king George thought he must be a tyrant. The story of his tyrannical acts which before twenty years had passed by had driven the American colonies into revolution and independence, and brought England to the verge of ruin, is known to every schoolboy, and would be a twice-told tale if repeated before this audience. L,et it suffice that we in America owe the government, of which we are so proud, to the conceit of one who was the most conspicuous failure that ever disgraced the English throne—to him we owe all, but for it all owe him no thanks. *«i* xL* *1* ^U -J-* *£* •& ^S ^^ *X* *T* *T* *T* *T* I am done. My effort has been to suggest to you the de-structive and pernicious power of ignorance in some of its most common forms. In spite of advancing science, superstition and bigotry and fanaticism still persist, though happily their power is limited in our day to the pen. Our eye is set on that day, no longer far removed, when freedom of thought and speech shall no longer be challenged; when the minds of scholars shall be free from prejudice; when the common man of our land, as in ancient 8 THE GETTYSBURG MERCURY. Greece, shall be able to appreciate arid to enjoy the finest art and literature; when in the workshop and on the farm, at the anvil and before the mast, we shall have men who think. The dawn has already broken; the full day will come in its own good time. REMEMBRANCE, If, perchance, in days to come, A truant thought strays back to me, Pray, believe the kindest ones In turn, are entertained of thee. As the sands along- the shore, To-day are thrown upon the beach, And to-morrow waves return To hurl them far beyond our reach; So the friends of yesterday, The ones we always held so dear, Quietly vanish from our sight, And leave us waiting, lonely here. —B. THE DEATH OF KING SOLOMON. THE king paused in his walk and, leaning against one of the tall pillars of the porch of the palace, gazed long at the flashing glory of the temple which rested like a diadem upon the brow of Mount Moriah. The sun had set ablaze the towering pinnacles of the building, and the burnished gold burned and flashed in the red rays of the setting sun. Already the purple shadows were creeping between the columns, and as the king gazed his face was exceeding sad and the shadows on his brow were deep as those between the columns. His waving hair was whitened by the frosts of three score winters. His eyes had not lost their piercing gaze, but his forehead was furrowed by care and his face had much of the sadness which too much self-indul-gence and the too familiar knowledge of the heartless world en-gender. His cheekbones were high and his chin rather promi-nent. The very spirit of majestic command seemed expressed in all his features. Yet withal, there could be traced about the mouth and eyes those delicate markings which are the imprint of a kindly, generous nature, and which contradicted the cynical THE GETTYSBURG MERCURY. expression which sometimes swept like the hand of a demon across his features. In his eyes and towering forehead there was a suggestion of that gigantic intellect which had grappled with all the problems of the universe. Kindly, just and God-fearing, yet self-indulgent, and led astray in his quest of happiness, the sadness which burdened his great soul was mirrored in his coun-tenance. Solomon, the mighty ruler, the matchless judge, the wisest scholar, the profouudcst philosopher and the learned psy-chologist— this Solomon, was old, and weary, and brokenhearted, troubled by the disasters to his great empire, which he foresaw, sad at the thought of many wasted years. As the sun sank below the horizon, he turned away from the temple and cast a momentary glance at the magnificence about him ; then with a gesture of contempt, he walked slowly into the cool, shadowy gardens of his palace. Long but slowly he paced among the shadowy paths, engaged in profound thought. It seemed as if his God, with whom he had once walked very inti-mately, granted him a knowledge of the close approach of death ; for suddenly he straightened his stooping shoulders and lifting his hand beneath a light where the gesture might be seen, he summoned the ever alert attendants. It was the king's will that the court be summoned. Swift runners sped from palace to palace in luxurious Jerusalem. Lords and courtiers rose from banqueting tables and hastened, wonder-ing, toward the palace. For had they not been summoned by the royal word ? And who in all the land might delay when King Solomon called? Surely, none. The great hall of justice was ablaze with light. Throngs of whispering nobles were the evidence of surprise at this night summons. Suddenly all were hushed. The heavy curtains at the royal entrance had been held aside and now the solitary figure of the king moved past the kneeling nobles to the great throne of ivory and gold. The king took his seat between the huge, crouching, golden lions and looked awhile in silence from one face to another. Some were old and tried friends and counsellors who had been with him when as a young man he had received the sceptre from the hand of Israel's God and his father, the royal David. Others were younger, and as his eye glanced from one to another, he thought of their fathers, some of whom were mighty warriors, others wise counsellors. IO THE GETTYSBURG MERCURY. At length bespoke: "Oh Nobles, I have summoned you hither this night, at this unaccustomed hour, to bid you farewell. This evening, for the last time, I saw the red light of the depart-ing sun kiss the house of our God, resting upon it like a beuison from the Most High. "I go unto my fathers. To-night, ere the first rays of the morning sun laugh on the waters of Jordan and wake our queenly city from her slumbers, I go on the last, long journey. I am old and very weary of life, and I go to the grave, whither ye all are hastening. '' Oh Nobles—Counsellors and Warriors—ye whose heads are hoar, and who follow me soon, long have we labored together for beloved Israel. Some, perchance, even knew my father, David. Oh, grey-heads ! your king loves you. " And ye, whose raven locks the frosts of many winters may yet whiten, sons of mighty men, my young men, your king loves you not less. Be ye faithful as your fathers to the God of Israel and your king. " Ye have seen my race, which now is nearly run. To the dominions of my father I have added, and have made Israel ex-ceeding strong and mighty. Ye, too, saw me turn aside from following after Jehovah. Ye know the punishment—how I must have this fair kingdom rent and torn from me. But know that the God of Israel, in his measureless kindness and mercy, which are even as the fathomless space of the whirling orbs, has par-doned my transgression and forgiven my sin. " Now the hour is come and your king goes to the court of the Ruler of the universe. My nobles—counsellors, warriors and statesmen—remember your love for Solomon and stand faithful. Turn ye not aside after riches and honor. 'A good name is rather to be chosen than great riches, and loving favour rather than silver and gold. The rich and poor meet together; the Lord is the maker of them all. A good name is better than precious ointment; and the day of death than the day of one's birth.' " 'Fear God and keep his commandments, for this is the whole duty of man. For God shall bring every work into judgment, with every secret thing, whether it be good or whether it be evil.' " But the night flees and my strength fails. This night, ere the rosy morning descends from the hills and touches the purple vineyards, I will to be borne to my palace which is beyond Giloh. THE GETTYSBURG MERCURY. II For, oh Nobles, know that a weary old man wishes, in his weak-ness, to look once more upon his pleasant palace which gleams in its whiteness, amid the green gardens, and from there be gathered unto his fathers. ' Then shall the dust return to the earth as it was, and the spirit shall return unto God who gave it.' " And now, fare ye well, my Lords ; may the mighty God of Israel be with you. Oh my children, a long farewell." The king stood for a moment with hands outstretched in bless-ing over the silent, awe-struck nobles, then moved with calm and composed step down from the throne at whose base the world had bowed. He gazed a moment longer at the assemblage of grey-headed men, who were separate ; then with a last majestic wave of the hand he passed from the judgment hall and the sight of his nobles forever. He hastened to his waiting chariot and was borne slowly along the road which leads to Hebron. His palace and gardens, with their pools which lay like three turquoise amid a sea of emerald, were his destination. Only once did the king rouse himself from the reverie into which he had fallen. As the white splendor of Jerusalem, bathed in the tropic full-moon, was disappearing behind him, he stood up in the rocking chariot, and with a gesture of matchless dignity, bade a last adieu to his queenly capital. Then he lapsed again into reverie. And of what did he dream? Who can say? Perchance it was of the future, per-chance of the past. Of that past when he ruled at Jerusalem, while the wealth of the world was poured in front of the lions of his ivory throne. The memories of a sacred and glorious past must have thronged upon him. Along this very road the mighty David passed and repassed. Here he had kept his father's flocks as a youth. Back and forth in this vicinity the jealous Saul had hunted him. Yonder, in the velvetry blackness, sleeps Rachel, the beloved of Jacob. There, alone, through the centuries, her ashes rest. A little farther on, at Giloh, the house of Ahithophel, the faithful counsellor of David, suggests its train of memories ; or perhaps some glorious vision of this plain, as it was destined tq appear, bathed in glittering light and echoing to the " Glory, in the Highest" of the angels, may have been vouchsafed to this son of David. And now, beyond Giloh, the chariot approaches the palace, 12 THE GETTYSBURG MERCURY. in the midst of its gardens. The weary old monarch steps from his chariot as he has done so often before at this spot. Hither, in the past, he has come in the dewey morning to find rest and quiet. And now, in the evening of his life, the king comes to his beautiful gardens to die. How the heart of that mighty ruler must have grieved as he looked back over the desolate years of which he had exclaimed "Vanity of vanities, all is vanity!" Slowly the king passes between the sculptured columns of his marble palace which rise, slender and graceful, to the distant roof swimming in dusky shadow; on between the two statuesque guards in their golden armor ; on, into the palace with its purple velvets and its tapestries. Fountains murmur and tinkle about him ; rare birds, strange beasts, gathered from the four corners of the world for the pleasure of this mighty potentate, are all around him. The mingled odors of many flowers float to his nostrils. But they are all unnoticed. In sad and solemn quiet the king paces slowly to his chamber. It has been whispered that the king wishes quiet and to be left alone, and the palace which in the years of the past has been filled with music and oftentimes with the sounds of revelry, seems to be without human inhabitant, and as silent as some great, white mausoleum. Only once, at the break of day, the attendants steal to the chamber of the king, and behold his form outstretched upon the couch, then as if terrified by the sight of the angel of death hovering over the king, they disappear. So, not surrounded by the nobles of the land or by sorrowing dear ones, but alone, the spirit of King Solomon stands on the •brink of the dark waters of the river of death and awaits the sum-mons of the most high God. Thus, while in communion with Jehovah, his spirit unterrified by the approach of death, is con-ducted into the council-chamber of the universe. And Israel's greatest king is dead. For "God's finger touched him," and even as the stars began to fade the mighty spirit of King Solomon had winged its flight into the unknown. Once more the lord of day ascends the dark mountains of Moab, and gleams upon the white palace which rests on the crest of a hill amid its green gardens like the white foam upon the crest of some dark-green wave of the ocean. In this palace, designed only for pleasure and joy, there is sadness and gloom. But the features of the king are tranquil and placid in death. Fven as at THE GETTYSBURG MERCURY. 13 evening the setting sun may break through the clouds and shine over the gray ocean, soothing the tired waters to rest, so now the morning sun lights up the countenance of the king and shows the perfect peace which has taken the place of the sadness and trouble. Amid the grief of a nation the king has gone to his last, long rest. —Max. THE USES OF DREAMS. C. L. '01. IT may be of interest to note at the outset some of the physical and the psychological phenomena of dreams. " A dream is a train of thought, images or phantasies, that passes through the mind in sleep.'' In dreams we lose all voluntary control over our thoughts, and our minds are, as it were, freed from all re-straints, turned out of the boundaries set by will, and left to roam at pleasure through almost infinite areas of thought and imagina-tion. Some claim that the activity of the soul does not cease for a single moment, and that dreams are one of the results of this constant activity. Others affirm, with equal certainty, that the soul has periods of inactivity and rest, when our sleep is entirely devoid of dreams. But does it not seem more reasonable that we forget our dreams, or rather fail to recollect them ? It is true, of course, that the action of the soul during the hours of slumber is much more feeble than during waking hours, but even this statement cannot be made without exception. Un-doubtedly the imagination is, at times, more lively in sleep than at any other time. A person, whose imagination is notably dull and lifeless, can, oftentimes, especially when just lapsing into un-consciousness, picture before his mind the most lovely, Edenic bowers, fairy landscapes, and scenic views that divest even Alpine glories of their rapturous charms. Occasionally the mind is very active also during periods of somnolence. This is proved by the fact that mathematicians, after having worked for days and weeks, perhaps, on a difficult problem, have finally solved it while wrapped in sleep. Again many persons of small originality and creative genius have composed poems of a merit that would have justly surprised them when awake, and have preached sermons and delivered lectures to enraptured audiences. Some persons of little or no musical ability have in their dreams outrivaled Mozart 14 THE GETTYSBURG MERCURY. and Beethooven in their musical productions, and their render-ing of them, and surpassed Jenny Lind and Patti in their vocal successes. The idea that the ancients had of dreams was vastly different from that which prevails at present. When superstition and witchcraft were fastened to everybody's creed, when ghosts stalked to and fro in every graveyard and haunted the scene of every murder, when enchanting sprites, bewitching elves, and diabolical imps jostled each other in the minds of nobleman and peasant, a dream was thought to be something of great import-ance and of good or evil omen. As each succeeding age has broken one or more of the super-stitious fetters with which it was bound and has approached nature and nature's God, and looked at nature not as a blind in-congruous force, but as an orderly and harmonious creation, evil has been traced to its source and found to consist not in the un-accountable and uncontrollable flights of a fanciful imagination, but in natural laws that have been violated or broken. This contrast may be explained by the difference between ancient and modern philosophy in accounting for the origin of evil. In Homer the thought is often emphasized that " Dreams come from Zeus," and a dream often meant as much as the flight of birds or the con-dition of the inspected vitals. The undertaking of an important expedition or of a desperate conflict often turned upon a dream of an officer during the preceding night, and many an unsuc-cessful exploit or disastrous defeat was traced to an ill-omened dream. Just after the expedition of " The Ten Thousand Im-mortals " had started on its perilous journey toward the capital of " The Great King," Xenophon, the leader of the expedition, had a dream in which, in the midst of a terrific thunder storm, he saw a ball of lightning fall upon his father's house, enveloping it in flames. The report following the bolt waked him. He considered the dream favorable because it seemed to be a token sent from Zeus, the author of dreams. On the other hand it seemed like an evil omen in that it might be interpreted that the " Immortals " were to be surrounded by the barbarian hordes as the house had been by the flames. No doubt the wretched failure of the expedition was largely accounted for by the commander's dream. THE GETTYSBURG MERCURY. 15 Possibly no other book is so replete with stories of dreams as the Bible. It is reasonable to suppose that before the dawning of the " New Dispensation " divine communications were often sent to mortals through the media of dreams. Joseph's dreams seemed to his jealous brothers, and also to his devoted father, to be a mere idle, if not presumptuous, fancy of superiority over them. His brothers hated him because of their own interpreta-tion of his dreams. They were unable to free their minds of the unpleasant prophesies which they thought the dreams contained, so they cast him in a pit at Dothan, and then, as if to make more sure against the dreams' fulfillment they bartered him off to an Egypt-bound caravan of Ishmaelites. This " Dreamer " in-terpreted his own dream, and his brorhers were, afterwards, only too glad to make obeisance to his fruitful sheaf. Passing by many significant dreams, let us notice the dream which came to Joseph, husband of Man', the mother of Jesus. He was warned in a dream not to remain in Judea, but "to take the young child and his mother and flee into Egypt." Upon the prompt obedience to this dream depended the life of the infant Jesus. Had Pilate heeded the warning of his wife's dream, he would not have delivered up Jesus to be crucified. In these in-stances dreams seemed to be angelic messengers from God with important dispatches. We recall the dream of the late, venerable Dr. A. J. Gordon, pastor of the Clarendon Street Baptist Church, Boston, which in-spired him to write that popular book, "How Christ Came to Church." In his preface the author states that he is not so sup-erstitious as to believe that every dream has a good or a bad meaning, but he believes, as in his own dream, we may learn val-uable lessons and receive wonderful inspiration even from dreams. Indeed, there are many cases on record where a dream has in-spired the mind to accomplish a skillful and even a masterful fete. Coleridge's " Kubla Khan" was suggested to him by a dream while he sat napping in his chair. Upon awaking, he seized his pen and wrote from memory that composition. The great musician, Tartani, composed his famous "Devil's Sonata" under the influence of a dream, in which his Satanic Majesty en-chanted Tartani by his wonderful exhibition of skill upon the violin, and challenged the dreamer to a match. As soon as Tar- i6 THE GETTYSBURG MERCURY. tani awoke he took up his violin and composed, in answer to the challenge, the above named composition. In the time of Shakespeare dreams were often misunderstood, and one of the most unpleasant aspects of death was the frightful dreams which were thought to accompany it. In Hamlet's So-liloquy on Death, when contemplating suicide, the " dread of something after death"—harrowing dreams, prevents him from becoming his own murderer. "To die,—to sleep ; To sleep ! perchance to dream /—ay, there's the rub ; For in that sleep of death what dreams may come, When we have shuffled off this mortal coil, Must give us pause." It is the thought of these fearful dreams that makes him decide to bear " Those ills we have Than fly to others that we know not of." We owe a debt of gratitude to those promoters of civilization which have unveiled to us those harmless forces which were for centuries enshrouded in an awful mysticism. We recognize that dreams are simply the production of an unbridled fancy, of an imagination uncurbed by will, the "reflections of our waking thoughts." We no longer believe that to dream of gold is good luck, and to dream of silver, bad luck. We reply to such a thought the words of the proverb, " It is as idle as a dream.'' We sometimes gain some inspiration and profit from dreams, but we do not invest them with power to bring us either ill or harm. We see in them a proof of our immortality, and often associate them with our condition after death, but in no terrifying way, and as far as disturbing dreams are concerned, we may meet our death " Like one who wraps the drapery of his couch About him, and lies down to pleasant dreams." .THE. GETTYSBURG MERCURY. Entered at the Postojice at Gettysburg as second-class matter. Voi,. IX. GETTYSBURG, PA., MARCH, 1900. No. 1 Editor-in- Chief, . A. VAN ORMER, '01. Assistant Editors, W. H. HETRICK, W. A. KOHLER. Business Manager, H. C. HOFFMAN. Alumni Editor, REV. F. D. GARLAND. Assistant Business Manager, WILLIAM C. NEY. 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 Ten Cents. Notice to discontinue sending the MERCURY to any address" must be accompanied by all arrearages. Students, Professors, and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. EDITORS DESK. WITH this issue the ninth volume of THE GETTYSBURG MERCURY begins. The retiring staff, continuing the work of their predecessors, have delivered into our hands a journal that occupies a high place among college publi-cations of the state. Their encouraging words and helpful sug-gestion, together with the kindly expressions of THE GETTYS-BURGIAN, and. the readiness with which contributors have re-sponded to our call for material, give us encouragement. We now fully realize the burden of work that it is ours to bear; neither are we insensible of the responsibilities that rest upon us; hence we solicit a continuation of the same co-opera-tion thus far extended to us, that we may present to the students, alumni, and friends of the institution a literary journal worthy of Pennsylvania College. i8 THE GETTYSBURG MERCURY. The recurrence of the twenty-second of February naturally causes one to look back through the not yet dim vists of Ameri-can history to the days of the Great Commander, whose life is a panorama of noble, self-sacrificing, patriotic deeds. We read with admiration of his boyhood and youth ; we see his growing worth as he delivers Gov. Dinwiddie's message to the French officer ; we gaze upon him with }oy as he tells the British general how to fight the Indians ; we laud his bravery as we see him in the front of many battles, and as he crosses the raging Delaware on that fateful Christmas night; we raise our hats in reverence while he fervently implores the interposition of the God of Bat-tles in behalf of the Continental armies ; but to know his true worth we must follow him further—we must see him cast aside the proffered crown and become a private citizen; we must note his magnanimous spirit at Yorktown, read the record of his suc-cessful administrations, stud}' his farewell to the American people and follow him once more into private life ere we can fully ap-preciate him whom '' Providence left childless that he might be called the Father of his Country." A WORD DESERVED. THE business manager and the assistant business manager of the late MERCURY staff have done so much for the journal that they should receive special mention in its columns. The chief difficulty in the way of the monthly nearly always has been lack of money. Occasionally, but not often, a manager has been found who, at the expiration of his term, could give a respectable report to the literary societies. Two years ago, on account of financial embarrassment, the monthly was changed from a news and literary journal to a journal entirely literary, and its name was changed to "THE GETTYSBURG MERCURY." In the first year, during which at least one issue was not published for want of money, THE MERCURY ran in debt, and serious thought was at times entertained by the staff of giving up the paper altogether. Such was the pecuniary condition of THE MERCURY when it fell into the hands of Mr. Hamacher and Mr. Moore. As regards what was done, it is sufficient to say that at present the paper is THE GETTYSBURG MERCURY. 19 on the best financial basis she .ever has known, and considering the chaotic state in which the late staff received it, we may say-without exaggeration that Mr. Hamacher has proved himself an exemplary business manager. —H., '00. MEETING OP THE PENNSYLVANIA COLLEGE ALUMNI ASSOCIATION OP HARRISBURG. THE annual business meeting and banquet of the Pennsyl-vania College Alumni Association of Harrisburg and vi-cinity was held at the "Harrisburg Club" on the evening of February 27th. At the business meeting the Committee on Or-ganization and By-laws submitted a Constitution which, with several minor alterations, was duly adopted. An election was }hen held for the selection of officers for the current year, the following being elected : President, M. H. Buehler, Harrisburg ; Vice-Presidents, Capt. F. M. Ott, Harrisburg; Rev. D. H. Gilbert, Harrisburg; Rev. F. D. Weigel, Mechanicsburg; Secretary and Treasurer, Chas. Hollinger, Harrisburg. At the termination of the business meeting the members ad-journed to the banquet hall of the Club, the walls of which were gracefully draped with flags and college colors, while numerous palms and other tropical plants were tastily scattered about the hall. In an alcove to one side was seated a full orchestra and mandolin club which rendered classical selections during the pro-gress of the banquet. Covers were laid for forty-two and an ex-tensive menu, served in the highest style of the culinary art, was thoroughly enjoyed. The Association had the honor of entertaining as its guests prominent Alumni of the various educational institutions; Yale being represented by Hon. Lyman Gilbert, Harrisburg; Prince-ton by Charles A. Bergner, Harrisburg; Dickinson by its Pres-ident, Dr. George E. Reed ; Irving by President Campbell; Penn-sylvania College by President H. W. McKnight, Prof. O. F. Klinger and Prof. Chas. Huber ; other guests being Mr. Charles A. Kunkel, Harrisburg, and Dr. Leslie Kauffman, of Kauffman, Pa. The office of Toastmaster was ably filled by Capt. F. M. Ott, '70, and toasts were responded to as follows : "Pennsylvania Col- 20 THE GETTYSBURG MERCURY. - lege," Prof. 0. F. Klinger; "Yale," Hon. Eyman D. Gilbert; "Colleges for Our Sisters," Dr. E. E- Campbell; "Princeton," Charles H. Bergner, Esq.; "Our Rival," Dr. George E. Reed; "Our Alumni," M. W. Jacobs, Esq. Addresses were also made by President McKnightand Rev. Dr. D. M. Gilbert. This initial banquet of the Association proved to be an unqualified success and was one of the most successful and complete functions of the kind ever held in Harrisburg. The members of the association present were : Rev. T. B. Birch, Prof. C. F. Kloss, Prof J. F. Kempfer, Rev. E. D. Weigel, all of Mechanicsburg; Rev. M. P. Hocker, Steelton ; Rev. Benj. R. Lantz, Millersburg ; Rev. G. M. K. Diffenderfer, Newport; Dr. J. F. Staley, Mr. F. W. Staley, Middletown; J. S. Alleman, Esq., Arthur D. Bacon, M. H. Buehler, Jno. F. Dapp, Meade D. Detweiler, Esq., Rev. Luther DeYoe, Dr. C. B. Fager, Dr. V. H. Fager, Prof. L,. O. Foose, Rev. D. M. Gilbert, Jno. W. Hay, M. D., C. H. Hollinger, John Hoffer, Jr., M. W. Jacobs, Esq., Croll Keller, Dr. Geo. B. Kunkel, Rev. Marion J. Kline, Dr. J. B. Mc- Alister, Capt. F. M. Ott, Dr. C. A. Rahter, Rev. M. H. Stine, Dr. H. B. Walter, E. H. Wert, Esq., H. M. Witman, all of Har-risburg, and Rev. J. Edw. Byers, Penbrook. ^ THE VEIL OE SEPARATION. " Ah sir, there are times in the history of men and nations when they stand so near the veil that separates mortals from im-mortals, time from eternity, and men from their God, that they can almost hear the breathings and feel the pulsations of the heart of the Infinite. Through such a time has this Nation gone, and when two hundred and fifty thousand brave spirits passed from the field of honor through that thin veil to the presence of God, and when at last its parting folds admitted the martyred President to the dead heroes of the Republic, the Nation stood so near the veil that the whispers of God were heard by the children of men." —JAMBS A. GARFIBW. THE GETTYSBURG MERCURY. 21 E THE DEAD ON EXPANSION. XPANSION is in future the policy of our country, and only cowards fear and oppose it."—Buchanan. " It is of very dangerous tendency and doubtful con-sequences to enlarge the boundaries of this country. There must be some limit to the extent of our territory, if we would make our institutions permanent. I have always wished that the country should exhibit to the nations of the earth this example of a great, rich, powerful republic which is not possessed of the spirit of aggrandizement. It is an example, I think, due from us to the world in favor of the character of republican government." —Webster. " We are not seeking annexation of territory, certainly we do not desire it unless it should come by the volition of a people who might ask the priceless boon of a place under the flag of the Union. I feel sure that for a long time to come the people of the United States will be wisely content with our present area, and not launch upon any scheme of annexation."—Blaine. The editor of the School Gazette, after quoting the above, ex-plains that the utterances of Buchanan and Webster were made when the South sought to increase the territory of the Union, and that Blaine's statement is only ten years old. Her Dewey lips Hobsoned his, while like a Shaft'er glance, Schley-ly thrown with a Sampson's strength, pierced through his heart, Weyl'er true love was Miles away, suffering Cervera heart-pangs than this false woman could believe. "O'tis beyond me," said he," why I should Merritt this ?'.'—From the Lesbion Herald. " When you see a stately temple, Fair and beautiful and bright, With its lofty towers and turrets Glistening- in the sun's clear light, Think how soon the noble structure Would to shapeless ruin fall, Were it not for sure foundations Firmly laid beneath it all." —DR. C. H. PAYNB. II 22 THE GETTYSBURG MERCURY. THE OLD CHIEF AND THE BLACKSMITH. THE final day had come and the east was already bright with day. In golden splendor the pure sun mounted the hori-zon of a calm, cloudless sky. Its yellow rays lit up the green patches of corn and pasture in the most delicate colors and tiuted the distant mountains, stretched in majestic line far into the north, in soft purple. All was calm and peaceful. Silence seemed to rule the universe, as if it had hushed it for a great oc-casion. What an occasion it was ! Among those mountains the poor Indian was busy long before sunrise preparing with sorrow-ful mood a journey of the deepest woe and gloom. Yes, this was the day. The red man must change his home. Those hills so rich in fruit and grain were not his. The barren mountains had no place for him. He lived on the white man's ground. He hunted the white man's game. One last, lingering look on a happy home, the abode of his ancestors, his rightful inheritance, where once he enjoyed his wild day unmolested and drove his game over unclaimed land. He must go and the white man gives no farewell, no sign of sorrow, no clasp of the hand, save one, a hard laborer, an honest blacksmith. The early morning found his roughly-made work-shop at the foot of the mountains in full operation. Now the noisy anvil broke the deep silence and now the groaning bellows breathed loud and heavily, sending the black smoke far into the clear sky. Within and without in scattered heaps lay almost everything that a smith could make use of, and much more that he couldn't use at all. The workman stood by the side of the forge, his one hand bounding up and down with the handle of the bellows, the other poking at intervals the roaring flame with an iron rod. He was a large, broad-shouldered man, with slightly bended back, a re-sult of his much stooping. A thick gray beard swept his broad breast, which was partly exposed by an open shirt. His face was large and stout, of hard masculine expression, full of force and intelligence. A well proportioned head, broad, high forehead and prominent chin, showed a man of no low, trivial thought, but one of judgment and decision ; a man, who, if he would have a chance to develope his powers, might have been a genius, but by force of circumstances remained uneducated, possessing, however, THE GETTYSBURG MERCURY. 23 a great amount of good common sense, which he made use of when the occasion demanded it. As he stood by his work his brow was tightly contracted and his eyes firmly fixed on the flame. He was thinking. What were his thoughts ? Let us believe that he was thinking of the Indian. He ofteu thought of him. He pitied him. He believed that the Indian deserved a home and that he could love a home with as much tenderness and fidelity as any one else ; that he had feelings and that he had a soul as immortal as his own. Such were the thoughts of this poor workman as he stood in his shop on the last day for the Indian in his Eastern home. Suddenly a man appeared before the door. The smith, somewhat taken by surprise in the midst of his thought, quickly turned and beheld before him a neighbor; a farmer who was generally known in the community as being of a sour, selfish disposition ; a man with whom the smith could never become wholly reconciled. He was one of those many persons whose only care and thought is to en-large his borders, heap up his wealth, drive his wife and children at the first peep of day from their warm beds into the fields, and at evening reckon a profit of five cents a good day's work. He had no thought for the Indian. He hated him and could scarcely wait until he would leave the country forever. The reason for this was a selfish one. He found out that the Indians had dis-covered a silver mine iu the mountains and were working it with immense success. "They couldn't take this along," he argued, ' 'so the first man to find it would be its owner.'' He knew that the blacksmith was in close friendship with the redskins, and more than likely would know more about its locality and value than any other person in the neighborhood. He therefore came at an early hour to the shop. The smith began the conversation. " Good morning, Henry. A beautiful day?" "Splendid," replied the farmer. "They can't complain of bad weather.'' " No, they can't," answered the smith, " and I don't believe the weather bothers them much. They have other things to com-plain about; a lost home, for instance." "And lost produce and grain," quickly returned Henry. " I'll warrant they will have to raise their own now." " Henry," answered the smith with earnest expression, look-ing his visitor fair in the face, " I don't believe they ever stole a 24 THE GETTYSBURG MERCURY. cent's worth from you. You have not treated the Indian right and he knows it, and before he would steal your crops in revenge behind your back, he would meet you face to face like a man." " Well, what I see with my own eyes I guess I can believe," replied the farmer in great haste. " But whether they stole it or not, how about the mine? They can't take it along." " No, they surely can't," said the smith, sorrowfully, " but I would to God they could. Some of our greedy neighbors, ex-cuse the word, Henry, you know it's the truth, some of our greedy neighbors can hardly wait until the Indian leaves to lay hold on that mine, the only means the poor creatures have of making a livelihood. They are friendless, homeless, without pity or sympathy, and worse than all, an unknown west before them. It's shameful. But, Henry, one thing I wish with all my heart, and that is that these mountains might bury the treasure deep in their bosoms before the merciless white man pollutes it with his unworthy hand." "Come, come, come," began the other. "You're on your old subject again. That isn't the point. Some one will get it and so why not try for a share ?" No sooner had the last word slipped from the lips of the farmer than both were startled by the clatter of hoofs over the little road-bridge by the side of the shop. Henry walked briskly to the door, saw the Indian, immediately returned, somewhat paler, however, and whispered to the smith, " It's the chief." The Indian entered, dressed in all the gaudy decorations of his rank. His black silk hair fell gracefully about his muscular shoulders. His face was broad and brown, painted in circular stripes of various colors. A pair of black eyes, tightly pinched, glanced sharply over his high, prominent cheek-bones. Although old, as the wrinkles in his forehead would indicate, he seemed as agile and quick of motion as a young warrior on his first hunt. Bending himself slightly forward he made a becoming salute with his right arm, and, with eyes tenderly fixed on the old smith, ad-dressed him. '' What I have to say will not be long. You know all. The red man must leave his native hills for the barren west. The day has come when he must bid adieu to his mountain home. He comes to give good-bye to a friend. The Indian leaves many enemies, but he comes to give the blacksmith a kind farewell. He envies not his little home, his small fields, his blacksmith THE GETTYSBURG MERCURY. 25 shop. May he live in peace. May prosperity gladden his ad-vancing years. Ah, no more shall he bend his back beneath the horse. No more shall he swing the sledge. The red man's friend shall be rich in fields, proud in wealth, honored among men. The treasures of mines shall make happy his children's homes. His grand-children shall live well, they shall be truly fortunate. The Indian's silver shall be theirs and it shall prosper in their hands." " Come," continued the chief, drawing a silken scarf from his waist, " come, friend, let me bind your eyes and I will lead you to a treasure such as man never beheld before. Come, it is yours." The old smith was astonished at the chief's offer. He stood mute and silent. Recovering himself he approached nearer to the Indian and with broken speech humbly addressed him. "I thank you heartily, chief, for your ofier, but I cannot accept it. I live happy. I work hard all day long and am satis-fied with my little home and family. What do I want with all that wealth ? Why do I deserve it ? I could not rest night or day by living off of the Indian's silver. No, chief, I refuse it. I thank you for the offer, but give or sell the mine to one who could work it with untroubled conscience." The chief was greatly troubled by the smith's refusal and was on the point of pressing his offer further, when Henry broke in, his face beaming from ear to ear as though he was sure it was his already. " I'll let you bind my eyes, venerable chief. I'll take it." The Indian, with angry countenance, drew back in amaze-ment and with scorn answered him. "Youtakeit! Ah, no, no, no, white man ! Rather let it rot with the ages than have it en-rich the hand of an enemy." Approaching the smith again he kindly entreated him to accept. "It's yours, take it. Come, let me Show you your wealth ?" " No, I can't accept it," inter-rupted the smith humbly. " It would bring worriment upon my gray hairs and strife among my children. No, I can't manage so large a treasure." The chief, now aware that it would be useless to urge him further, quickly stepped forward and said : " Then, if you will not take my silver, take my hand. The mine will remain where it is. Man cannot find it. It is the Indian's treasure and ever shall be." Then bowing low before the old man he withdrew to his horse, mounted and departed for the mountains. The farmer, j| 26 THE GETTYSBURG MERCURY. not feeling very well, quietly walked to the door and was gone without a word. It was some time before the blacksmith returned to his work and resumed his place at the forge. He thought the matter over and over and finally concluded that he had done the right thing. He worked hard that whole day till evening, when he locked the shop, walked silently home and told his wife and children the whole story. They all in the old quaint way agreed that father had done the best and so went to bed and slept. The next morning the smith arose bright and early, as usual, greatly refreshed from the anxiety of the previous day. After breakfast he started for his shop, which was not far distant, thinking not so much of the fortune which he had refused as Of the wandering Indians, who must have been by that time far on their journey. Arriving at the shop he unlocked the shabby door, entered it and taking a small iron shovel from the wall stepped to the forge and began to clear away the ashes to start a fire. After thrusting his shovel several times into the heap, he became greatly astonished at the smallness of the hole. It seemed to have grown much smaller during the night. Bending over the forge he began to scrape away the ashes with his rough hand. To his surprise he found that at the bottom of the open-ing stood a bright, round kettle filled with silver blocks about an inch square. With trembling hands he lifted the treasure from its hiding place and stood it on the anvil, noticing at the same time a small piece of paper sticking out over the rim of the vessel. Drawing this gently from the blocks he unfolded it and saw drawn in rough outline the figure of an Indian, under which was written the words, " To the Indian's friend." —W. H. H., '01. " "When you see a mig-hty forest, With its tall and stately trees, Lifting' up their giant branches; Wrestling with the wintry breeze; Do not fail to learn the lesson Which the moaning winds resound, Every oak was once an acorn, All unnoticed on the ground." —DR. C. H. PAYNE. THE GETTYSBURG MERCURY. 27 WHY WE BROKE CAMP. TEIYL you a story? Well, if you have patience enough I'll tell you of an experience I had last summer vacation, while on a camping trip. You see, every summer vacation when I come home I spring it on the " old gent," that, after having worked so hard for nine months, my poor brain needs rest. Well, he takes it all in, and gives me a vacation of several weeks. Then the old gang gets together, and we go on a few weeks' loaf. Fun ? Well, I should say so. I^ast Summer, following our usual custom, we visited "Straw-berry Island," a beautiful little Island in the middle of the broad Susquehanna. Here there is but one small village of a few hun-dred population. The rest of the square mile of the island is heavily wooded, and affords an excellent place for campers. Usually there are anywhere from three to six parties camping on the island. But at the time we were there none of the others had yet arrived. Soon we were settled down, and were enjoying ourselves very much in hunting and fishing. One evening after we had been there about a week, I went to the village for our mail. When I got back, and distributed the letters to their respective owners, I took my own letters and drew apart a little to read them. The first one I opened was from my father. (You know my father is postmaster in the town in which I live, and, as it is a pretty large town, usually has large quantities of stamps, besides a good deal of money, on hand.) Well, to continue where I left off, the first letter was from my father, and the very first line conveyed to me the startling news that the post-office had been robbed the previous week of a considerable sum of money and about $400 worth of stamps. There was no clue to the robbers, and at present the officers were at a stand-still in their investigations. It is needless to tell you that I was surprised at the news. My first thought was to leave for home next day, but further in the letter father said I needn't let this spoil my fun, and that I should stay as long as I wished. So I decided to stay. The next afternoon I was appointed to run over the island in search of some stray chickens for our evening meal. I started about four o'clock, and leisurely made my way across the island. About a quarter-mile beyond the village I came upon a thick 28 THE GETTYSBURG MERCURY. clump of trees and undergrowth, situated about three hundred yards from a farmhouse. Thinking this would be a good place for the chickens, I cautiously made my way into the thickest part of the copse. Suddenly I was startled by hearing a gruff voice directly in front of me. I stopped at once, and soon heard another voice, raised in an altercation with the first speaker. He was cursing him roundly for a cheat and a rascal, saying that after having done the dirty work (I couldn't quite catch what), he wasn't going to take a cent less than half of the haul. I be-came interested in what was going on, and crept closer to the speakers, and saw two as villainous and rough looking toughs as ever I beheld. Between them they had a large bag of money, and beside the larger of them lay a peculiar oblong tin box, which somehow or other seemed very familiar to me. All at once it struck me that that was the stamp box which I had seen so often in my father's safe at home. Then it flashed upon me that these were the robbers who had so neatly eluded the officers of the law. My first impulse was to get back to camp at once, tell the other fellows about the robbery and my discovery, and then come and capture these fellows. But, on second thought, I saw it would be wiser to watch them, and find out where they took the booty. Soon the rascals came to an agreement, and decided that they would hide the " swag " until a convenient time should offer for them to dispose of it. They then picked up the bag and stamp box and made their way toward the other side of the island. It was now nearly dark, and I thought I could safely follow them. So I waited till they had gone, and then cautiously picked my way after them. After a half-hour's walk they came to a small tent pitched in a wooded hollow near the shore. They entered here, and I crept up close to catch every word concerning the disposal of the money and stamps. After a good deal of discussion they decided to bury it in the ground under the tent, and in order to do this I knew they would have to move the tent; so I quietly slipped away and hurried off as quickly as possible to our camp, and told the boys about the whole matter. They were eager to go at once, and even more so when I told them that the postoffice authorities had offered a re-ward of $500 for the capture of the robbers. Now, this meant $100 apiece for us, and we could do a good many things on $100. So we decided to go that very night. THE GETTYSBURG MERCURY. 29 We had with us several revolvers and hunting-guns. Each fellow armed himself with one of these, and was soon ready to set out. We started about eleven o'clock, and reached the village a half-hour later. Here I stepped into a store, telephoned to the police at home that I had caught the thieves, and then proceeded. About twelve o'clock we were nearly at the robbers' camp, and I told my chums to take it easy so that we might take the men by surprise. Every fellow cocked his revolver and made ready for business. We crept silently up to the tent, and, peering in, saw two dark forms lying within, sound asleep. Then we entered, and order-ing two of the boys to cover each man, I proceeded to awake the larger and tougher of them. I succeeded pretty quickly, and soon had him securely bound, and then proceeded to do the same for his partner. We found all the booty buried in the earth under the tent, and then loosening our prisoners' legs, ordered them to march on ahead. We soon reached our camp, and binding the men again so that they could not get away, we took turns at guarding them during the night. We held them till the next evening, when my father came with two officers. We all set out for home, and soon had the satisfaction of seeing the malefactors in prison. In due time we received the reward. I saved mine, and father added a substan-tial sum to it. That's the reason I am flush this term. Come up town and have some oysters on me, the whole gang. — " APFI,EBEB." '■ Oh, wad some power the g-iftie gie us To see oursels as ithers see us ! It wad frae monil a blunder free us And foolish notion, What airs in dress and g'ait wad lea' us And e'en devotion." -BURNS. i\ 30 THE GETTYSBURG MERCURY. AT THE BREAKFAST TABLE. GRACE had been said. The preacher of the village, whose gray hairs had never been endangered by conjugal wrath, in short, who was a bachelor, had performed that solemn office, as was his wont, at the Lyn boarding-house. Around the table sat six. The preacher, by right of his sober mien and broadcloth, of course, occupied the first place of honor, that is, he sat at the end of the table next the door leading into the pantry, from which issued the appetizing sound of the sizzling, sputtering and splashing of the cooking, or the rattle and clatter of pots and pans, and occasionally, to vary the program, the bang of falling dishes invariably followed by a lecture on culinary economy and general management by the matron of the establish-ment, who at divers times and in divers manners, delivered these emphatic and lengthy dissertations to the cook, a buxom, grin-ning lass of perhaps sixteen summers, who bore several red marks on her face, testifying to the violence of gesture with which the lecturer was accustomed to drive home her rather striking argu-ments. Next to the preacher sat Mr. Eyn, who boasted the empty title of " Eord of the House "—a little, pinched, henpecked piece of crusty mortality, who spoke with a very emphatic "I intend" or " I will," but, as I observed, only when his wife was in the pan-try and the door closed. In her presence, or within range of her eye through the open pantry door, he seemed to sink about six inches in stature, and peep slyly out of the corners of his e3'es, like a cat expecting a sudden and unannounced visitation of boot-jacks and stove-pokers. Beside the hard-fated Mr. Lyn was situated, geographically speaking, a volcano of sentimental effusion, or, perhaps better, sat the village poet. He looked like a poet, at least to a stranger, having all the visible qualifications—long hair, a sentimental air, a canary-like whimper that sometimes sounded like the sigh of a zephyr, and a box of dyspepsia tablets sticking out of his vest pocket, which would most strongly confirm the theory suggested by the unbarbered hair. At the end of the table, opposite the snowy-templed " shep-herd in Israel," sat the school-mistress, another very important functionary in the village, enthroned in dignity and starch. She THE GETTYSBURG MERCURY. 31 always dressed in a rusty shade of brown satin, evidently to match her complexion, and had it so thoroughly starched that she could sit down only in one way, there being only one hinge in the dress. She was always " precise" and plain, never bedecked herself with flowers, perhaps because she couldn't starch them. Slight in figure, in her rusty armor she looked not altogether unlike a mud-wasp— a dignified mud-wasp. Her features denoted character, but as Pat said, who sat around the corner from her, they looked a little smoke-dried. Pat was a red-nosed Irishman, with a broad, open, jolly Irish face, always lit up with an expression of bantering humor, and partly covered with a thin, scattered crop of stubble. He was the man of all work about the establishment, and bossed about by the lady of the house, curtly snapped at by the next highest power, Mr. Lyn, divinely stared at by the volcano, furiously glared at by the mud-wasp, and reproached every now and then by the preacher for profanity, he bad a very wretched time of it, and often gave that as a reason for the redness of his nose. "Be-jabbers," he would say, " Oi must droon moi troubles;" but how he drowned his troubles by reddening his nose I never could imagine. Grace had been said, as I stated before, and Jane began to serve roast chicken, starting with the preacher. " Thank you, my girl," said his reverence in his blandest tone as she turned from him to the poet, who took a wing with a smile—a very poetic smile—and, holding it up on a fork that all could see it, in his softest canary notes began : " Oh for the wings of an angel, To fly to that heavenly shore, I would leave this land of sorrow, There in joy to dwell evermore." " Oh, how delectable !" exclaimed the ecstatic teacher. "What spontaneity and brilliancy of genius ! Surely, Mr. Bilious, you have been endowed with those peculiar qualities of intellect which combine with a deep and susceptible emotional nature to consti-tute those favored and favorite mortals, whose function in life and society is to add to the general happiness of humanity ; one of those who drink of Olympian fountains and feast on the ambrosial —the ambrosial—feast on the ambrosial—in short, Mr. Bilious, you are a poet." She always rattled out her comments in a man- 32 THE GETTYSBURG MERCURY. \ ner something like a hysterical alarm-clock, and stopped for the same reason, too—because she was run down. The flattered rhymer, in his confusion and gratitude, blushed a sort of 3^ellow green, and fumbled about in his inspired cranium for a suitable answer, when Pat relieved him. " Ay, Midam, a pooet's boorn a pooet; ye can't make 'im." Though "Madam" rarely condescended to notice any of Pat's remarks, she replied: "Mr. O'Brien, I fully appreciate the force and significance of that sententious and universal truth to which you have just given utterance. I find it true, in my ramblings through the variegated fields of imaginative literature, that a skill-ful master of the poetic art must—must possess certain natural endowments of mind and feeling. He may avail himselfof the most efficient intellectual discipline in the most advanced institutions of learning, established in either hemisphere, the Eastern or the Western, fortne impartation of knowledge and mental develop-ment, and yet, sir, may never gain admission into the temple of the Muses." " Yis, a pooit's loike an iditor. Ye moight fade a goat tin years on newspaipers, but shtill ye couldn't make an iditor av 'im." Very much to Pat's annoyance—for he felt unusually honored in being patronized by such an able representative of scholarship and high English—the poet, who felt that they were both allud-ing to him, chimed in : " If Nature on you doth bestow it, To reveal her charms, to be a poet, In school or out you're bound to show it, And all the world will some time know it." "Och, bedad," supplemented Pat, with a dubious smile of malicious humor, intending to punish Mr. Bilious for this obtru-sive sally, "Ye remoindmeso much of Samson in the Scriptures." The poet shook out his tresses of black, hanging in Miltonic waves over his shoulder, proud to have them compared to Sam-son's immortal looks of strength, but Pat. continued : " Ye both use th' same wippin, only ye make pooetry with it and he slew the inimies of Israel." Of course, we laughed; the preacher till he was as red as Pat's nose, I till my sides ached, and even the school-mistress smiled as loud as the constitutional gravity of her deportment would permit, the poet, all the while, turning alter- THE GETTYSBURG MERCURY. 33 nately red, white and blue, and looking as though he had swal-lowed a smoothing-iron. Mr. Lyn alone did not smile—the pan-try door was open. The cook was seized with a fit of tittering that went nigh end-ing with her dropping the coffeepot, with which she had now reached the school-mistress, filling the cups as she went round the table. " O Miss Jane, do exercise more vigilant care lest you occa-sion some disastrous calamity. Just cogitate how seriously I might have been scalded by that liquid, in that state of violent ebullition, as you undoubtedly apprehend. Such inexcusable carelessness cannot, must not be tolerated, young lady." Jane, somewhat abashed, colored and would have attempted an apology, but the preacher, ever ready to rescue one in embar-rassment, interposed : " Nothing hurt, Jane; accidents will hap-pen everybody. I don't wish them to you," he added, with an air of cheerful gallantry, " but I like to see you blush up ; your cheeks look like peaches." " Yis, yer Riverence," added Pat, "and Oi am so fand of paiches," looking at the preacher and then at the cook. The teacher had, by far, too positive notions of propriety not to rebuke the facetious Patrick. " Undoubtedly, Mr. O'Brien, you have not had the advantages which the cultured usually de-nominate the ' privileges of high society,' those elements of good-breeding enjoyed in homes of education and refinement, or un-doubtedly you would not be guilty of the audacity, so boldly and improperly to allude to the female employee of the establishment in which you occupy the humble position of a menial. Mr. O'Brien, I certainly am surprised." Pat looked at me and winked, evidently not much discon-certed by the bombardment. •'You exhibit," she continued, angry because Pat did not wilt, " directly under and within the range of my ocular vision, such indecency towards me, one so manifestly your superior"— another wink. "Well, did I ever!" she ejaculated, closing her mouth with a snap like a pocketbook, looking daggers all the while at the unabashed Mr. O'Brien. "Did ye iver," rejoined the impregnable Patrick. "It's moire than Oi can till ye what ye iver did; yer auld enough to 34 THE GETTYSBURG MERCURY. have done imiything, judgin', as the poet says, 'by the silver min-gled mang th' gauld.' " '' Sir,'' sharply retorted the now thoroughly enraged pre-ceptress, "I do not propose—" " Nay, Midim," interrupted Pat., " Oi didn't ask ye to pro-pose, and there's no danger of innybody havin' ye innyhow, un-less p'rhaps yed propose in the dairk av th' moon." During this passage between the scholarly tongue of the out-raged pedagogue and the native wit of the mischievous Irishman none of us dared to laugh out, though we suffered severely with suppressed mirth, which, in my case, played a little game of earth-quake in my abdominal regions, made me drink two glasses of water in quick succession and spill half a cup of coffee over the table. Determined to beat a retreat with at least the honors of war, she turned from the Irishman, as if perfectly disgusted with his conduct, and addressed Jane, who was about to give her a^second cup of coffee. " No, thank you. If I should indulge in the sec-ond cup of this beverage, although I consider it exquisitely pal-atable and invigorating, when administered, or rather taken, in moderate quantities, my digestive organ would be greatly exag-gerated— I mean aggravated, and probably develop in the course of time sub-acute gastritis or some other modification of irritant poisoning. Indeed, I have entertained the greatest apprehension of"—just then the door bell rang, and I was called out. —A. N. ONYMOUS. PATRONIZE OUR ADVERTISERS. C. H. SOLT MERCHANT TAILOR Masonic Bldg., GETTYSBURG Our collection of Woolens for the coming Fall and Winter season cannot be surpassed for variety, attractive designs and general completeness. The latest styles of fashionable novelties in the most approved shades. Staples of exceptional merit, value and wearing durability. Also altering, repairing, dyeing and scouring at moderate prices. .FOR UP-TO-DATE. Clothing, Hats, Shoes, And Men's Furnishing' Goods, go to. I. HALLEM'S MAMMOTH CLOTHING HOUSE, Chambersburg St., GETTYSBURG, PA. ESTABLISHED 1867 BY ALLEN WALTON. ALLEN K. WALTON, President and Treasurer. ROBT. J. WALTON, Superintendent. flammelstomn Broom Stone Gompany Quarrymen and Manufacturers of Building Stone, Sawed Flagging and Tile Waltonville, Dauphin Co., Pa. Contractors for all kinds of Cut Stone Work. Parties visiting the Quarries will leave cars at Brownstone Station on the P Telegraph and Express Address. BROWNSTONE, PA. : R. R. R. PATRONIZE OUR ADVERTISERS. The Century ^^.0 Double-Feed Fountain Pen. ^^Poiated- GEO. EVELER, Agent for Gettysburg College PRICE LIST. .$2 SO . 2 50 No. 3. Chased 3 00 Hexag-on, Black or Mottled No. 3. 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Two doors from Court House. MODERN IMPROVEMENTS. Steam Heat, Electric Light and Call Bells all through the House. Closets and Bath Rooms on Every Floor. Sefton & Flem-ming's Livery is connected with this Hotel. Good Teams and Competent Guides for the Battlefield. Charges Moderate, Satisfaction Guaranteed. Rales $1.50 Per Day. R. A. WONDERS, Corner Cigar Parlors. A full line of Cigars, Tobacco, Pipes, Etc. Scott's Corner, Opp. Eagle Hotel. GETTYSBURG, PA. L Try My Choice Line of .' £ High-Grade Chocolates 3 L, at 40c per lb. Always fresh at ,\ C CHAS. H. McCLEARY "j C Carlisle St., Opposite W. M. R. R. ^ Also Foreign and Domestic Fruits '(' Always on Hand. JOHN M. MINNIQH, Confectionery, lee, -andIee Creams. Oysters Stewed and Fried. No. 17 BALTIMORE ST. BARBER SHOP®® CHARLES C. SEFTON, Proprietor. .Baltimore Street. The place for Students to go. Only First-class Tonsorial Work. LIVERY ATTACHED. 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Abstrak Seksisme merupakan suatu hal yang memegang peranan penting dalam film ini. Diskriminasi sangat erat kaitannya dengan kemunculan seksisme. Disini para tokoh yang didasari sifat, bahasa dan latar belakang masing-masing yang memerankan peranan penting dalam munculnya seksisme bahasa di alur cerita dalam studi ini. Dalam film yang di produseri oleh Saul Dibb ini, terdapat empat tokoh yang saling berkaitan dengan masalah internal pernikahan antara Duke dan Duchess dari Devonshire yang membuat keberadaan wanita diremehkan dan dipandang sebelah mata. Teori dari Sara Mills digunakan karena berkaitan dengan bahasa seksis baik secara langsung maupun tidak langsung seperti dalam pemilihan kata atau perumpamaan. Terdapat enam tipe bahasa seksis yaitu: kata generik, derivatif, istilah non-paralel yang menunjukkan semantik degenerasi, seksisme dalam pepatah, seksisme dalam kata-kata makian. Melalui hasil tersebut, studi ini mampu menunjukkan efek atau akibat dari keberadaan bahasa seksis dalam film yang berlatar belakang seksisme ini. Kata Kunci: gender, seksisme, bahasa seksis. Abstract Sexism plays an important role in this film. Discrimination is closely associated with the appearance of sexism. The figures here are based on the character personality, language and background of characters which plays an important role in the emergence of sexism in the language of the storyline in this study. The film which was produced by Saul Dibb, there are four interrelated characters with internal marital problem between the Duke and Duchess of Devonshire who makes women presence underrated and underestimated. Sara Mills theory is used because it is associated with sexist language either directly or indirectly as in the choice of words or metaphorical. There are six types of sexist language, namely: the generic, derivative, non-parallel terms that indicate semantic degeneration, sexism in proverb, sexism in swear words. Through these results, this study was able to demonstrate the effect or result of the presence of sexist language in the film which has a sexism background. Keywords: gender, sexism, sexist language. Introduction Socially, women almost differ in terms of social role in the society; they are considered as a person who does not need a high position and education as men had, women are only needed to maintain the housework and caring the children or having a domestic business in order can also keep their babies in the same time. Women always underestimated as the second or lower creature whereas man as the higher than women from any things. This fact will factually create discrimination and gap between men and women. Women is lack of reproductive, sexual harrasment, and men's violence againts women. In brief, the discourse of women discrimination definitely cannot be separated from the discourse of patriarchal culture. It shows in a lot of part in our country that women mistreatment is still and always exist. Attitudes and behaviour based on traditional assumptions about women, the stereotypes of women, sexual roles in society have been become phenomenon and belief in our life. It comes from every people minds to think and behave through that traditional assumptions. We know that as people no matter the sex wants to treat as well and equal in any aspect of life. Women inhabited a separate, private sphere, one suitable for the so called inherent qualities of femininity: emotion, passivity, submission, dependence, and selflessness, all derived, it was claimed insistently, form women's sexual and reproductive organization" (Kent, 1990: 30). Allowing the principle that has been made by men assumption and belief, women consciously made by men like dependence, passive, low and tractable. As Susan Kent observes: "Women were so exclusively identified by their sexual functions that nineteenth-century society came to regard them as 'the Sex'" (Kent, 1990:32). This research studies about some social phenomenon that are found in our society through the visual media such as movie. The aim of this research is to describe the sexist language that used by the characters in The Duchess movie. This research gives understanding of sexist language and the way how it is used in movie dialogue. The kinds of types of sexist language that found in The Duchess movie based on overt sexism and indirect sexism or contextually meaning and the diction based on Sara Mills theory. SEXIST LANGUAGE Researchers are mainly concerned about female and male differences in language use and the reasons behind the phenomenon. They stick to the view that language itself is not sexist, but the society is. The social sexism is transferred to language by human being, and at the same time, sexist and insulting words may reinforce biased view, and changes in the society may be reflected. So language is not only a guide, it is even a mirror that reflects the sexism in social reality, and at the same time, it makes people see the social reality more clearly. Sexist language is language that expresses bias in favor of one sex and thus treats the other sex in a discriminatory manner. In most cases, the bias is in favor of men and against women. All kinds of unequal phenomena in society including gender bias are bound to be reflected on its lexis. Gu Jiazu (2002) thinks English as a sexist language is marked with distinctive sexist factors, among which the lexis is the most important aspect. There also have been many critical feminist surveys of English lexis (Nilsen et al., 1977; Schulz, 1990) which have argued that sexism is inherent in many of the labels which English speakers use. Some feminists have pursued the idea that there exist lexical gaps in the language-aspects of women's lives which are commonplace, but have no words to describe them (Spender, 1985). So it is frequently argued that these usages are sexist. Mills suggests that there are two forms of sexism which are overt and indirect sexism. Overt sexism is clear and unambiguous, while indirect sexism can only be understood contextually in relation to the interpretation of surrounding utterances. Indirect sexism is extremely common and therefore need ways to challenge and analyze its usage in language. (Mills, 2008). OVERT SEXISM According the Sara Mills's theory, there are two types of sexism which are overt sexism and indirect sexism. Overt sexism is one of the parts of sexism which can be clearly be understood with some forms that can be generalized about linguistically and contextually. Overt or direct sexism is the type of usage which can be straightforwardly identified through the use of linguistics markers, or through the analysis of presupposition, which has historically been associated with the expression of discriminatory opinions about women, which signals to hearers that women are seen as an inferior group in relation to males. (Mills, 2008:11). There are some forms of overt sexism such as: Generic nouns, derivational, non-parallel term, sexism in proverb and sexism in swear words. In the other hand, there is also indirect sexism. It necessary to consider more details the proposition. It will be rather difficult to analyze because the reader can be understood because the reader must be really understand with the transparent source of data as like in the script. It shows indirectly in metaphor and irony that usually exaggerate in stereotyping one sex. In society, men are considered the norm of the human species. They are viewed as those representing all the human beings, male and female. Simply, it can be said that "male = "human" norm. This practice makes women invisible in language. In addition, it marginalizes women and reflects a male dominated society. In accordance to that, Sara Mills and some supporting linguists gives a guideline how to identify the linguistic structure differences used in English, we can analyze morphologically by these following ways: a. Generic nouns Another well-known example of generic masculine term is "man". Man and woman as two equal components of human race are actually not equal in English lexicon. Man, besides its reference to male human being can also refer to the whole race. The usage in a general sense of man makes woman invisible. For example; (1) All men must die. (2) Man is a social animal. It is easy to see that "man", and "men" can be used generically to refer to both male and female. In the first sentence the word Men refers to human being. Despite this, in the second sentence also state the word Man in which it is a human species or animal. Thus, man makes males linguistically visible and females linguistically invisible. From this, one can know that in English using "man" or "men" indicates "the human race", they treat man as the center of the society, an embodiment of criterion and totally ignore the existence of woman. b. Generic Pronouns (he, his, him) In English there are a group of nouns of common gender, which refer to either male or female such as student, person, teacher, etc. When such nouns are used with generic reference in single form, the traditional grammar advocates to use the masculine pronouns in the context for the purpose of coherence with generic nouns.( Zhang Zhenbang,1995). Generic pronouns are pronouns that are said to refer, with equal likelihood, to woman and men. But the English language ignores women by allowing masculine terms to be used specifically to refer to males and commonly to refer to human beings in general. According to the rule of traditional grammar when the indefinite pronoun one is used for generic reference, then in the context usually one, one's, or himself is used to be its relevance. But in order to avoid repetition, he, his, him, or himself is chosen, especially in American English (Zhang Zhenbang,1995) See the examples: (1) If one wants to see the ruins, he must find his own guide. (2) Everyone must do his work well. In the first and second sentences, one and Everyone refers to the concept of people, which is a concept of common gender, we do not know they are men or women but it uses masculine pronoun. He and his in the context formally manifests the imagery of men but semantically represents people of either gender. The operation of the grammatical rule conventionally elevates the status of the masculine pronouns and lowers the feminine ones. c. Derivational "In English, derivational morphemes are mainly prefixes and suffixes. These affixes often change the part of the stem. The affixes thereby help us to identify relationships within words". Derivation is a way of word formation. It forms a word with meaning and category distinct from that of its base through the addition of an affix. The original base is the core of the formed word and carries the main complements of its meaning. The affixes are always bound morphemes, which carries information about meaning or function. In English lexicon, one of the most obvious evidences of the sexism is the affixes which lead to a view of women as a derivation from a male term. The feminine one is always derivative of the masculine one by adding a feminine suffix such as -ess and –ette. Actor, for instance, with the meaning of "a person who plays the part of a character in a movie or play", when attached to a feminine suffix –ess, becomes actress with the meaning of "woman with profession similar to those of "actor" and as for –ette, when usher is adhered to –ette, it becomes usherette. Such pairs of the words are of long lists in English lexicon. Here just list some of sexist based on its derivational: Ambassador - ambassadress Prince - princess Poet - poetess Author – authoress Waiter – Waitress Manager – Manageress That some of lists of sexist derivational word have different meaning based on the classification usage for men or women. The examples show and prove that the suffixes -ette and –ess are for woman only. It is considered sexist because when men do not need any affixes to refer to them, women need it. Furthermore, the terms in the right side are the feminine terms which are only indicated to the women only. Those feminine accents in the words ambassadress, duchess, princess and poetess and so on are not referred to the men or even to all human being, but those are especially marked to the women. d. The Non-Parallel Term The non parallel term between men and women are also the real example how sexist the English is. In accordance to that, Lakoff pointed out that words that were once equivalent terms for males and females have often diverged in meaning over time. (Chaika, Elaine.1982:205). Non parallel term or semantic derogation between men and women are also the real example how sexist the English is. In accordance to that, Lakoff pointed out that words that were once equivalent terms for males and females have often diverged in meaning over time. Consider these following examples: Mrs, Ms – Mr Mister – Mistress Governor – Governess Lady –Lord Lady – gentleman From the description above, none of feminine terms in the list connotes the same degrees as the masculine terms and almost all of them acquired as secondary sexual connotation. Lexicographers have noted that, once a word or term becomes associated with women, it often acquires semantics characteristics that are congruent with social stereotypes and evaluations of women as a group, a process that has variously been termed 'semantic derogation' (Shulz, 1975), 'semantic degeneration' (Miller and Swift, 1976) and 'semantic polarization' (Eakins and Eakins, 1978). e. SEXISM IN PROVERBS Proverbs are a short pithy saying in common and recognized use; a concise sentence, often metaphorical or alliterative in form which is held to express some truth as-curtained by experience or observation. The fact that there are many English proverbs which contain the words discriminating, distinguishing women, making women are worry about it. Since proverbs are standard, it is hard to change and create new proverbs substituting the old ones. Consider these following examples of English proverbs: 1."A man is as old as he feels, and a woman as old as she looks" this example implicitly creates an image that this sexist saying suggest that men age better than women. 2. "A man's home is his castle". This example also discriminate the women. It implicitly create an image that the peaceful and lovely house is only man has. 3."A good man is hard to find" the proverbs means that the difficulties for woman to fin a good man that is suitable for them. Or in finding male patner. f. SEXISM IN SWEAR WORDS The swear words is an expression in sometimes conscious or unconsciously said by speaker who is in a bad condition. In some area swear words is a kind of taboo to say, but in the others are very common and probably become a habit. Those swear words are used to insult, to curse, to offend, or to mock at something or someone when the speaker strong emotion which the impact can trivialize women position. Swearing is the way someone uses obscene words orally to insult, to curse or even to offend something (someone or action). Also, for emphasizing when the persons have strong emotion (Hughes, 1991). Usually, when someone has been insulted, someone will feel offended and easy to be angry. According to Crystal (1997) as cited in (Adeoye: 2005), sexist swear words is regarded as an emotive or expressive function of language. Hughes (1991: 224-225) claims that people tend to swear when he/ she angry or disappointed. They are also likely to swear when they would like to express antagonism, frustration, surprise, anger, and shock. Usually some words that belong to this category are fuck, cunt, shit. Swear words are very common in people's ears, because it sometimes said in the public society or even in the movie. There are several reasons why does swearing occur: 1. To express feeling in words rather than in actions, especially if you do not have bigger vocabulary (Crystal, 1995: 156). 2. To express their anger and frustration. 3. To seem brave. 4. To make people afraid when they have been violence by someone in the form of sex or other violence. 5. To imitate what other people do. There are very little swear words have been written for language learners, yet nearly all- native speakers use it in daily communication. The term such as: "fuck", "damn","bastard", "son of a bitch, "motherfucker", "asshole", and "bitch". That can be used as the examples of sexist swear words which provoke the violent confrontation. In other words, according to Eisenson and Boase (in Liedlich, 1973: 107), there is some words that is not supposed to be say in the public society, because it brings the negative meaning for the speaker also the listeners. It also makes a bad habit that the speaker feels very common. If there is someone uses obscene words to swear other people will judge them as people who are impolite, do not have high and well education or having less vocabulary. Those examples above are definitely can refer to both sexes man and women. Unfortunately, in practice those words are mostly indicated to the women behaviors and attitudes. It is the fact that English has linguistic and semantic discrimination through the practice of language usage; it is briefly can be seen in the word motherfucker and bitch. INDIRECT SEXISM According to Sara Mills, she said that indirect sexism is ironising sexism. Since it both challenging overt sexism and keeps it in play. Benwell (2006) terms this type of indirect sexism 'new sexism'. She also adds that it's very reminiscent of, it is not identical to past forms of sexism which clearly shown. It differentiates of they way overt sexism and indirect sexism is used. This type of new sexism is bring the outdated notions of sexism become new term one. That is why Williamson also called this new type of sexism as 'retro-sexism'. The fact that the humor and irony are used when being sexist does not change the nature of sexism itself, but it just only interpreting simply and different way of respond the new sexism. This term of sexism used to categorize a set of stereotypical beliefs about women which cannot be directly related to a certain linguistic usage or features. (Mills, 2008:10). Overt sexism is now largely seen as anachronistic and so it has been driven underground; indirect sexism is one which in some ways attempts to deny responsibility for an utterance, mediating the utterance through irony or disguising the force of the sexism of the utterance through humor, innuendo, embedding sexism at the level of presupposition, or prefacing sexist statements with disclaimers or hesitation (Mills, 1998:135). Indirect sexism can be found in several aspects such as humor and irony, scripts and metaphor. For example in jokes, it is a complex way constituting women as 'minority group' without taking responsibility for that exclusion. Sexist jokes allow generally unacceptable views of women to be expressed, because the person usually tells the jokes generally can claim that they themselves did not make up the joke. (Mills, 2008:71). Metaphor The narrative pathway or script is brought to play in new reports about women and men in a public sphere. This indirect sexism refers to women implicitly. It uses things to refers to the object either men or women. Irony Irony is a common strategy for humorous remarks about women. The term of ironic sexism is often satire the object in polite way. Irony involves a difference or contrast between appearance and reality - that is a discrepancy between what appears to be true and what really is true. RESEARCH METHOD According to Bogdan and Taylor in Moleong (2007:4), descriptive qualitative research is a research procedure that represents data either written or spoken from the people and behaviors which can be observed. In addition, Krik and Miller in Moloeng (2007:4) defines the descriptive qualitative ad a certain tradition in social sciences fundamentally relies on human observation in its own religion and deals with these people in language and terminologies. Qualitative research is mostly associated with words, language and experiences rather than measurements, statistics and numeral figures. Furthermore, in analyzing the types of sexism which are used by the characters of The Duchess Movie, it will be conducted by using the descriptive qualitative research. Qualitative approach is taken because the decided research efforts in discussing, analyzing and finding the social phenomena which is running naturally; it is not a controlled or based on laboratory research. The collected data are the subjects of experiences and perspectives; the researcher attempts to arrive at a rich description of the people, objects, events or conversations and so on. The data are from the words, phrases, clauses, or sentences that found in the dialogues of some characters. The researcher uses this method because she wants to get a brief description and a rich understanding about the expressions of sexist language and the classification which categorized as sexist gender biased based on linguistics terms in The Duchess movie. The source of the data which is used by the researcher is taken from the conversation or dialogues which is in the script and the movie of The Duchess. The characters who will be analyzed are Georgiana as a Duchess, The Duke Devonshire, Lady Elizabeth (Bess), and Charles Grey. In addition, to avoid the research becomes wide and broad, the researcher used a theory to identify and to classify, identify and analyze the types of sexist language. There are some theory which is gathered some sexist theory to support and complete the main theory. This study used the theory of Sara Mills in "Language and Sexism" and Philip M. Smith "Language, The Sexes and Society". It also helpes and completes by some supporting theory from other linguists in describing the types of sexist language in journals. The reason of the researcher gathers and combines the theory because to make the analysis become details and complete. It also adds some information of sexist language types. Most of the data will be found in the types of overt and indirect sexism, because the researcher concern in the words, phrases, utterances or sentences in many setting in this movie. The researcher chooses those characters because the other characters do not influence much about the gender discrimination which appears in the story. The theme of this movie is about internal gender discrimination in The Duke and The Duchess marriage, so it is not possible for other characters to interfere. In the technique of the data analysis, the researcher begins to analyze the data toward the procedures. In conducting the research procedure, the researcher follows three steps. The first, the researcher classifies the data which are words, utterances or sentences in based on its types of sexism orderly. The second, the researcher describes those data based on the two classifications of sexism which are overt and indirect sexism. The data is in the form of words, proverbs and utterances. The third, the researcher describes the existence of the sexist language which exists in The Duchess movie. DISCUSSION The analysis of sexist language or expression in discriminating sexes inappropriately above is used to drawing attention to the way language used to represent women in that movie. According to the data analysis and finding of the types of sexist language linguistically above, the researcher found six types of sexist language in The Duchess movie. They are consist of sexism in word such as the use of generic noun, derivational, non-parallel term which shows semantics degeneration, sexism in proverbs, sexism in swear words, and indirect sexism such as metaphor and irony. Some characters such as The Duke (William Cavendish), Duchess (Georgiana Spencer), The Duke's mistress (Lady Elizabeth Foster) and Georgiana's secret affair (Charles Grey) are used some term in sexist language by Sara Mills in the movie. The generic noun is term which is used to refer both men and women, but in effect it often refers to men only. Generic noun perform very useful function of allowing us to refer to an entire class of entities with a single word, and most if not all languages have one or more forms that can be used to designate members of the human species in general. This term applied when the speaker Georgiana unconsciously says in her speech when The Duke and her held in Bath Assembly room at night. She said that, "only two specimens of this rare bird are known to man." The word man here is used to gather both men and women knowledge about the two rare bird. She uses that word because of the reason for the recent attention surrounding this term is the growth of awareness about the portrait of the social order implied in which the male are half of the species whose members dominate. The word "man" used by Georgiana is because to respect the dominating of male in the society. People often refer to themselves and using nouns that describe an occupation or performance of an activity, such as "Duchess" in the datum (2), "Let them talk! Grey makes me a fallen woman, well and good, now William may divorce me and Bess becomes Duchess of Devonshire!". It seems clear that the great majority of such terms more readily evoke the image of man than of a woman. Some feminists have argued that the addition of diminutive suffix to agent nouns results in the term that have less semantic potency than unaltered counterpart, and that this both causes and reflects a devaluation of those who occupy this agent roles (Smith, 1953:46). Derivational suffix which found in this movie takes when Georgiana or the speaker says emotionally that Bess can become a Duchess of Devonshire in The Duke allows and gives his arrangement to have a relationship with Charles Grey. Based on the definition of the word "Duchess", it means as a noblewoman or a woman holding a rank equivalent to duke in her own right. Duchess (female) can either be a monarch ruling over a duchy or a member of the nobility, historically of highest rank below the monarch. The word "duchess" is added by feminine suffix –ess to identify that the agent noun uses female reference. Based on the representation of Duke and "Duchess", they are different. Duke tends to manage the social economy, politic, and something which is valuable. In inversely different with the job description of "duchess" who is only manage about the simple thing. In addition, the position of "duchess" in this movie shows that also, she has no special except in little space in Whig, and for the rest she only cares about what she should care as a mother. Based on the job description of "duchess", it shows that the position of The Duke always becomes superior. So, when there are agents nouns placed in one sentences, it seems that the old maxim "Duke and Duchess" is more honored in the breach than the observance. In fact, little is known about the psychological significance of the word order pairs like this, and the fact that women often come second or may not signify to the listener that they have less status or importance than the male. In addition, the term of non-parallel implied because of some reason deals with women social status at that time. "Mr", "Mistress", "Lady/ladies - Gentlemen", "Governor", and "Lover" are the sexist language which found in the movie. From those words, we can see that there is no similar meaning from its pairs. Meanwhile, those words have implicit meaning which degenerates women become lower status from the pairs. It can be conclude that most women as the speaker of the words above are aware about the condition of women whom trivialized by men physically and mentally. From the word "mistress", "lady" and "lover", all of them have similar meaning as women who are become a man maid of desire or tend to be having lower status. While the word "Mr", "governor" and "gentlemen" are also treated as sexist because it has higher social status than its pairs. None of feminine terms in the list of data above connotes the same degree of strength or power as its masculine counterpart, and almost all of them have acquired as secondary sexual connotation. The character of The Duke in the datum (8), "That's one way of putting it. Your mother called it 'common decency before personal gratification', or some such thing… the exact words escape me…" shows about the sexism in proverb about the matter of social interest. He tries to give an example from Georgiana's mother quotation which grabs by him. According to the definition of proverb, it means short pithy saying in frequent and widespread use that expresses a basic truth or practical precept. In general use, that proverb states about a general truth or piece of advice to the hearer, Georgiana. That proverb has an implicit meaning that the position of the Duke is always strong in the matter of conducting his wife. In the other words, Georgiana has to follow what her husband as to do. In this circumstance, the position of Georgiana is awry. She has to choose between her children or her desire and affection of Charles Grey which she doesn't get from her husband. As the main Character, The Duke always becomes the centre of the society. He should speak politely. In the other hand, in some cases he cannot put himself in that situation. Based on The Duke character personality, he kinds of man who is introvert, cannot control his emotion and has a switch temper that can be changed in certain time. So, he often expresses his anger or dissatisfaction through something near him. He also often use sexist swear word to release it such as "damn", "hell", and "bastard". Those words are deal with death term which uses to mock or curse people. That term also to express The Duke feeling rather than in action, especially he does not have bigger vocabulary. In the datum (15), "Give me a son and then do what the hell you want, as long as you do it discreetly. Until then you stay here and do as I say." The Duke says "hell" to express his frustration of his failure to obtain a male heir from Georgiana. Furthermore, this sexist swears word helps by his action in intimidates his wife by hurting her in action. The other main characters, Georgiana often use parable or imagery to reflect her own circumstances. The imagery and parable itself categorized as indirect sexism term. The data which treated as indirect in the movie are "male company, "imprisoned", "throw", "you both of another world that does not exist and never will" and "love is an act! It's more than words and undying oaths!" That indirect sexism consists of metaphor and irony. As the definition of indirect sexism, it cannot be understood by linguistics markers but using contextual meaning. Metaphor is a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. It can also regards as representative or symbolic of something else, esp. something abstract. In this case, the character of Georgiana often uses this term to symbolize herself which is bridled in her own internal marriage problem. The other character, Bess also express her sadness and disappointment of being left by her husband because of his "mistress" in datum (5). The fact that metaphor and irony are used when being sexist does not change the nature of sexism itself, but it rather simply changes the way it can be responded to. From those terms of sexist languages which found in The Duchess movie, it can be concluded that the sexist language related with those character because of the impact of the sexist theme occurs in that internal marriage problem. The impact of those sexist languages to the theme of the movie is when those utterances make the women participation underestimated more. The significance effects shows when inequality between men and women, social inequalities which women have and the position of men who do not want to be defeated by circumstances of women influence to the theme of the movie. The existence of sexist language is also because the aspects of character personality, language, background and its context. Character personality takes part in the analysis because the speakers unconsciously speak it refers to their character. For example like The Duke, he often uses kind of sexist swear word in order to replace his anger in to the word or someone close. It is because The Duke is introvert, close and has a switch temper which can be changed in certain time. It similar with Charles Grey, as a man, he also temperamental when he knows something inappropriate as like Georgiana fake promise and prefer to go back for her children rather than him. In the other hand, if Georgiana and Bess as representative from women sides they tend to be polite and use their feeling rather than logic in their problem. The choice of word which used by those characters mostly reflects their circumstances as women at that time. From those characters personality, we can see that words which that use reflect each people characters. That choice of words absolutely influences to their language when they speak such as in the term of sexist swear word which mostly expressed by The Duke. Furthermore, character personality and language cannot be separated with the context and background of each people and movie at that time. The speakers will consider the language which they will use based on the context of the talks. The background here used to support the situation of the character based on place and time in their situation or in this case is in Victorian era. The background may be a stereotype or culture of certain gender. The most data commonly found in non-parallel term, indirect sexism and sexism in swear words. It is because the women condition cannot be equated with men. People at that time still holding patriarchal culture which means the position of men is superior and holding every aspect. They often underestimate women self-esteem to become men mistress whom can be throwing away anytime. Women seem like do not have strength to be independent without men position in front of them. Men are allowed to have more than one mistress even they are a centre of society. On the other hand, when women try to express their feeling to other men it considers as improper behavior and taboo. All of utterances which have been said by the characters are reflecting their character personality. Based on the explanation of the existing of sexist language above, there are some reasons that make the women circumstances become weak in physically and mentally. This evolutionary reasoning provided justification for the emotional and mental differences between men and women. At last, sexism can be existing because of stereotype of women and it reflects to the culture. The character personality helps to make it clear where the mental and emotional aspects involve in indicating their existence through language. Those stereotypes create morals and social values that applied until this time. The only way of changing that social structure is to make the position of men and women equally same no matter what. CONCLUSION This chapter presents the conclusion and suggestion based on the analysis and finding in chapter four. The finding shows the sexism by the characters in the movie involves overt and indirect sexism. Overt sexism is a type of usage which can be identified directly through the linguistic markers. While indirect sexism can only be understood contextually in relation to the interpretation of surrounding utterances. However, this term of sexism used to categorize a set of stereotypical beliefs about women which cannot directly analyzed by linguistic features. The linguistics features of sexism are divided into several types, as follows: (1) Sexism in words. The using of man in "Well, only two specimens of this rare bird are known to man" considers as generic nouns which should be referred to both of sex. (2) Sexism in words of using English pairs or word order of words showing non parallel term or semantic degeneration between men and women such as the word Mr "In the play this evening, there was a scene in which Lady Teazle and Mr. Surface discuss their affair", Ladies, gentlemen, and mistress "My husband, Mr. Foster, is enjoying his mistress in Bournemouth, and I wanted some diversion.". This non parallel term shows that there are semantic derogations between men and women position. (3) Sexism in words using suffix –ess in "Let them talk! Grey makes me a fallen woman, well and good, now William may divorce me and Bess becomes Duchess of Devonshire!" as job occupations of profession such as Duchess. This type of sexism in words shown that the discrimination through gender divisions still exists in the matter of word order. (4) Sexism in Proverb. There is only one analysis which found as sexism in proverb as like "common decency before personal gratification". It related to the high power of men than women. This kind of English proverb seems like the metaphorical of men who held to express the position of men that is always unbalance and prioritized than women. (5) Indirect sexism. This new term is not related to the certain set of linguistic usage and features but contextually of a diction which replace and describe their speaker situation. Indirect sexism which found in this research is about metaphor and irony such as "How about 'imprisoned' in my own house'?" and "I'm ill at ease with male company for the moment.". (6) The last is sexism in swear words. There are various kinds of swear words which used by the character of the movie such as "hell" as like this utterance: "Give me a son and then do what the hell you want, as long as you do it discreetly.", "bastard" in this utterance:"Three boys??? Do you think I can make those bastards my heirs? Well, do you?" and the insulting term for women such as "whore", "Be quite you fool! (to Georgiana). Are you his whore?!". The usage of sexist swear words express their disagreement, anger or objectionable depends on the context and problem of the character. In addition, there is no general neutral term to replace the words. The last is In addition, some aspects of sexist language existing in the movie are character personality, language, background and its context. All of those aspects are interrelated and interconnected each other. Based on the finding, the character personality influences more because it reflects to their language they use. Their language will refer to their position as a centre role model that perceived by public. While the background and context reflects women stereotypical knowledge in Victorian era which bring the character of women discriminated by men. SUGGESTION Using a language without regard to the gender classification is expected to minimize the woman discrimination in the language. So, the researcher wants to contribute some suggestion for the next researcher. First, the next researcher can use and complete the analysis by new sexism which is indirect sexism. It used to analyze sexism without directly using linguistics markers but, it uses diction like in metaphorical, humors, irony or satire which trivializes women. Second, the researcher hopes that the next researcher analyzes the source of data by putting the historical background so that they can find out the characteristic of their style of writing. The historical background can use to prove why those sexist languages occurred. 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Higher education (HE) systems worldwide are faced with three main challenges: providing young people with the skills required by the job market; improving access to high quality services; and seeking out new sources of financing to cope with the growing student demand. This document will provide evidence on the need to seek sustainable financing strategies for countries in Middle East and North Africa (MENA), whether they are high income economies, such as the oil producing countries, or low to middle income economies. Chapter one presents an overall description of HE graduates and the many challenges they face in their transition into the workforce. The different elements that affect this transition are discussed and special attention is given to the mismatches between labor supply and demand. Chapter two analyses the current levels of spending on HE, projects the future financing gaps taking into account the need to continue expanding access and improving quality and relevance, and provides a framework for funding approaches linked to meeting access, equity, and quality goals. Chapter three outlines ways of using current funds in more effective ways, emphasizing the need to align financing allocations with policy goals. Innovative funding allocations that link funding to performance and demand- as well as supply-side mechanisms are discussed. Chapter four discusses different ways to diversify sources of funding and presents alternative methods of cost-sharing. The chapter emphasizes the equity measures needed for cost-sharing mechanisms, such as student fees, and provides an overview of student loan programs used in MENA and elsewhere. Chapter five discusses the role of private provision of HE, and how this can be an alternative to increase access and quality, provided the necessary regulatory and quality controls are in place. Chapter six describes an alternative source of funding not yet common in MENA, namely the use of philanthropic resources to build endowments to support HE.
Although Sub-Saharan Africa has some of the worst nutrition indicators in the world, nutrition remains a low priority on the policy agendas of many African governments. This despite the fact that proven interventions are known and available and that investment in them is considered a cost-effective strategy for poverty reduction. This case study is one in a series seeking to understand (1) what keeps African governments from committing fully to reducing malnutrition, and (2) what is required for full commitment. It documents how the Ghanaian government has addressed the issue of malnutrition since Independence, examines what political and institutional factors have prevented full commitment, and identifies what conditions have moved the nutrition agenda forward at different points in time. The primary objective of this study as well as the series as a whole is to help African governments, development partners, and nutrition and health practitioners identify, understand and address the political and institutional obstacles preventing sustainable progress in nutrition.
