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Part one of an interview with Joseph Addante. Topics include: Joseph's family history. His parents were separated during WWI and reunited in Fitchburg, MA. The birth of Joseph's siblings and Joseph (he was the youngest). Catholic education. Americanization classes taught by Margaret Kelty. Speaking English and Italian. His father's experience trying to bring his mother (Joseph's grandmother) to the United States. Visiting relatives in Italy. How his father came to the United States. Family political differences in Italy. The villages in Italy where his parents grew up. The work his father did as a shoemaker in Italy and in Fitchburg. ; 1 SPEAKER 1: The Center for Italian Culture at Fitchburg State College, the [unintelligible - 00:00:06] project. It's Tuesday September 4th 9:30, 9:45 am. Our first interviewee is Joe Addante at his home at 535 South Street Number 22-2. Thanks Joe for taking time again to talk with me. I was hoping that you could give me some biographical information, specifically when you were born. What your birth name is. I was wondering is it Joseph or is it Giuseppe? JOE ADDANTE: I was born on the 25th of August in 1926 at 2:00 a.m. in the morning, by my father's little log that I found. They named me Joseph Bartholomew Addante; Bartholomew because the 24th of August is the big feast day in my father's village. There's a church that was built in 1100 or 1200 and it's a historical site in that area. And that's how I got the name: Joseph from my father, and Bartholomew from the feast day. SPEAKER 1: Mm-hmm. JOE ADDANTE: Uh, I was born in Fitchburg. I was the fourth child that my parents had. They had one in Italy that my father never saw again, that died when he was three or four years old. My mother and father were separated for 10 years because of World War I. My mother rejoined my father in 1920 in Fitchburg, and in 1922 my sister Mary was born, '23 my sister Rose was born. And three years later a son was born, which was a source of joy to my dad. And we grew up together. Uh, also living with us were my two uncles for a number of years, because they had come also from Italy. And I jokingly say I grew up with three fathers, my uncle Rocco and my uncle Dominic. Rocco has a son Rocco Jr., and Uncle Dominic remained a bachelor and was never married. Um, from there we lived on the Water Street lane, which was part of what was called "The Patch" in those days. I attended St. Bernard Grammar school, which was a Catholic parochial school for St. Bernard Parish. However, since my father's brother was a Franciscan priest, he was anxious for us to have a Roman 2 Catholic education. And being acquainted with Monsignor Donnelly, who was pastor of St. Bernard at that time, we were given the privilege of attending the quote unquote Irish parochial school. I graduated grammar school there, then I attended St. Bernard, which then became the Central Catholic High School, graduating in 1944. SPEAKER 1: Okay. I was hoping that you could go back a little bit. Last week when I was here… JOE ADDANTE: Yes. SPEAKER 1: You mentioned something about your mom and dad; your father had to wait nearly 10 years to bring your mother over. Is… did I hear that correctly? JOE ADDANTE: Yes, well, when my mother arrived of course the family started. And as I said, my sisters were born and so was I. My recollection of my early childhood goes back to about 1931 or '30 when I was probably five or six years old. My recollection is going to Americanization classes with my mother. Uh, these were held at what was the Registry of Motor Vehicles building, and the upstairs was sort of a classroom hall kind of arrangement where classes were given in English for immigrants, and also Americanization, which in today's terminology would be called Instructions for Assimilation. Very interesting, because the woman that taught this was Margaret [Kelty]. Margaret [Kelty] was a legend in her own time. Probably one of the most foremost people in adult education in the United States by the time she died. I remember fondly her talking about the 500 Basic English words – which I wonder why they can't be used today – done by some professor from England that came over here. She adopted that technique, and with the use of these 500 words apparently one could communicate and get along. 3 But above and beyond that, Margaret was a genuinely helpful person. She was the daughter of a pharmacist who had a drugstore in the area and in his time had learned to speak Italian to better serve his Italian-American clientele. Margaret has sort of been a legend in the memory of most of us in that particular period of history. She and her sister were always a helpful part of the community and probably helped bridge the differences between the Italian community, if you will, and the Irish community at a time when some saw the Italian movement as a quote unquote Latin invasion. Also at that time there were other people who were quite helpful to the Italian community. Miss [Courtney] and her sister, they were schoolteachers, and of course in those days they were unmarried. And also there was a Mary [Bartley] who was the principal of the Nolan School. These people all had a meaningful role and a large role in helping the Italo-Americans, or the newly arrived Italian immigrants, to get adjusted to the American way of life, learning the language and the expressions, and also sort of acted as a bridge in many cases between them and their Irish neighbors. SPEAKER 1: So how old were you when you remember going to these Americanization classes? JOE ADDANTE: Probably between five years old, six years old. Just prior to the first grade, and then also sometimes even after the first grade because some of them were conducted in the evening. SPEAKER 1: Was that your introduction to English, or did you hear it from friends? JOE ADDANTE: Well, we grew up speaking both languages without actually recognizing there was a difference. We spoke Italian at home; spoke English with our friends without even giving it a thought, frankly. Some of our friends who were attending the Immaculate Conception School had to learn French because the classes were conducted in French in those days. And some of 4 them grew up speaking English, Italian from home, and French from school, which became an advantage to them. SPEAKER 1: But prior to school you were probably living in an Italian neighborhood where there was… JOE ADDANTE: There was English spoken. My father, bear in mind my father had been 10 years before my mother had arrived. He had already become, I believe, a citizen. And he ran a checkbook, ran a business and spoke English in a very passable way, so that he did speak quite a bit of English at home in addition to Italian, hopefully encouraging my mother in her English, which she picked up very readily and read almost all the novels of those days, the classics. I remember her reading to me from Les Misérables in English, which I had forgotten until I saw the play in London and it all came back to me. Yeah. So my father was a very – and mother both, they were very literate people and they loved…they had read many of the classics in Italian and were sort of rediscovering them in English. SPEAKER 1: So tell me more. I tried to ask you this just a few minutes ago but your father, how he tried to get your mother to America and he had some sort of resistance or some… JOE ADDANTE: No. No. That was his mother. My father had no problem in those days getting his wife over here. But at the end of World War II my father had a love for bringing back his mother to this country, because he and both my uncles could have taken care of her very easily. But in going through the immigration papers it became complicated, and it dragged out. And my grandmother died in Italy without ever having seen her son again, and I never got to know her. And my father lost interest and decided never to return to Italy. It was a sad thing, because I had kind of hoped to go with him. In fact the first thing I did, meaningful thing, after his death was to go to Italy and to find out where his sister was, and my uncles, and the village and the home where he, the house where 5 he was born. And I have visited several times since. And I managed to bring my Franciscan uncle to this country for two visits, and so I began to bridge the communications between the cousins and uncles and aunts and that sort of thing. SPEAKER 1: So did Dominic or Rocco ever go back to Italy? JOE ADDANTE: Yes, my uncle Rocco went back in 1937, was married, and he had the same sad experience my father had. He was separated from his wife for 10 years until the end of World War II. When she came here then his son was born, Rocco. My uncle Dominic managed to go back a couple of times because he wanted to visit his sister, who was alive then, and his brother, which he did; then that was his last visit. SPEAKER 1: Okay. Now your father, how may siblings did he have? He had three brothers and… JOE ADDANTE: My father was from a family of 10 children. I think there were seven survivors: my father and his sister and three brothers that I knew, and another sister that I never knew but I met her children, and another sister that I never knew that survived to adulthood, if you will, you know. SPEAKER 1: And their names? JOE ADDANTE: Oh. SPEAKER 1 Do you remember them? JOE ADDANTE: My father's name was Joseph, his sister's name was Agatha, who was an extremely lucky woman in the very early days survived a double mastectomy and lived to be 85 or 86 years of age. SPEAKER 1: In the old country? JOE ADDANTE: In the old country, so it was done back in the days when surgery was primitive by today's standards. Then there was my uncle Rocco, was next. And I think there are a couple of sisters in between. One was [Anina]. To go down the list there was my father, Agatha, I think [Anina], Rocco, and then there was another sister whose name I don't remember, then my uncle 6 Dominic, and then my uncle Francesco who became the Franciscan. That I recall in the names and a couple others. SPEAKER 1: So I read somewhere that in the old days that a lot of marriages were arranged, but your father wished to choose his own wife? JOE ADDANTE: My father was a very independent person. He chose his own wife in a very romantic way and courted her with poetry. My father had a poetic flair. And I think he passed it on to his children, because we all love poetry. But the one problem was that they were of opposite political parties in their families. And my father's main reason for leaving Italy was not so much the opportunity, because he was a craftsman. He made handmade shoes and there was always a lot of work for him. So rather than stay home and get involved in squabbles, he left. He wrote to a friend of his who was in Maine. And the friend never answered but just sent him a ticket. I think it was a $35 steerage ticket in those days. My dad arrived in this country in 1910 and never went back. He landed in Boston, not Ellis Island. And then from there he went to Connecticut and got work with the railroad, because there were some Italian men that would take care of him as far as the language was concerned, while he was trying to learn English. And he stayed there for about three months. And they had an Italian daily newspaper in those days published in Italian for the immigrants. There were many such newspapers just like the Finnish [Raivaaja Press] here. There was an ad in the paper by a shoemaker in Fitchburg by the name of [Sisino], who was looking for a shoemaker. So my dad came to Fitchburg and he was here till he died. He worked for about four months with this man and because he could not arrange to have his evenings off to go to night school to learn English, he quit the job because his primary interest was in learning English. He got another job working at one of the 7 mills; I think the [Beuline] Mill was the name of it. And he worked there for a short period of time, finally saved enough to get a little shop started. And by 1912 he was able to send for his brother to help him in the business. And by 1915 he had bought a building of his own. Tried to send for my mother, World War I broke out and that became an impossibility until the 1920s when my mother and my other Uncle Dominic came together from Italy. SPEAKER 1: Mm-hmm. Now, what about the political party? Can you tell me more about – he didn't want to become involved in any squabbles in Italy and that his wife… JOE ADDANTE: Yeah, my father was not much of a political animal. He saw politics for what it was, in many ways, but not a very… in his mind a very constructive thing anyway. More than that I never heard. I guess he did like my uncle. My mother's brother was a very political person and very active. And I think the… if there was any antagonism it was between my mother's brother and my father's family, if you will, being opposing political persuasions. Whether it was conservative or liberal in those days I don't know. I never really got a handle on it. But my uncle Luigi, my mother's brother, was mayor of three villages at the same time. Because, you know, you had to be a property owner in order to run for political office and you had to be a property owner before you could vote. It was a democracy, but it was a selective democracy in those days. But he was very active, and his wife had died with only one surviving child after having gone through many pregnancies. So it was he and his daughter who actually grew up with my mother as a sister, although she was a niece, because my uncle was the oldest and my mother was the youngest of a large family; but they were the only two survivors. In those day that was not uncommon. And Giovannina, who was my mother's cousin, was almost like her sister and they grew up together 8 and they used to communicate a lot. But then my mother joined my dad here in 1920. But the political thing was not something that my father was interested in and he just got away from it. I think that is the best thing he did because he thoroughly enjoyed this country. SPEAKER 1: Now his wife, your mother, was from the same small village? JOE ADDANTE: Oh yes, they were practically across-the-street neighbors. I mean, the village today has only a population of about 1000. And in those days it was probably a little bigger because they had larger families, and it was mainly an agricultural village to begin with. It is now still slightly agricultural but more on a hobby basis and it has become the weekend place for those that grew up in the village and sought work in the cities nearby. And they go back there on weekends and they fixed up the maternal and paternal homes into the weekend places to rest and enjoy. It's very interesting what they've done with the village, because it has become a very pretty, enjoyable place, because there is very little work being done there except a few tomato plants here and there, and olive trees and that sort of thing. SPEAKER 1: Tell us the name of the village. JOE ADDANTE: The name of the village is [Carpineto Sulla Nora] because it's on the [Nora] River and it's in the province of [Piscada], which is on the Adriatic side of Italy and it is basically central Italy; almost directly East of Rome. SPEAKER 1: Okay. And what region would that be? JOE ADDANTE: That would be [Abruzzi], is the province. The [regione] is province. It is [Piscada]. They refer to their states as regions and then what we call counties they call provinces. SPEAKER 1: Right, so the region is… JOE ADDANTE: And what we call counties they call parishes. [La Paroche de]… SPEAKER 1: Okay.9 JOE ADDANTE: Yeah. SPEAKER 1: So your father, he learned the craft from his father? JOE ADDANTE: From his father, who had learned it from his father. No, but my father was actually apprenticed out, and he had to serve a three-year apprentice in order to be a master craftsman in those days. And he had to live and became almost like an indentured servant when you were an apprentice. You lived away from home, you lived with the master, and after the three years you came back home and you were considered a guild member kind of thing. SPEAKER 1: Where was he sent? Do you know? JOE ADDANTE: Probably 20 miles away. And I never got the name of the town. The only thing I ever heard was he did not enjoy the meals because they weren't like his mothers. [Laughter] SPEAKER 1: They never are. Now, why would your father not have learned from his father? JOE ADDANTE: It just wasn't done. It wasn't done in terms of you wouldn't be recognized as a true craftsman if you learned from your father. Although my father did teach his brothers, but that's the way it was done, and it cost money. He had to pay for it, and it was sort of a tuition, if you will. And that was done mainly for shoemakers, tailors, cabinetmakers, bearing in mind in those days you could not go out and buy finished furniture that easily, or even caskets for the dead. You know, these people had the cabinetmakers. My mother would tell me that they would have coffins half finished and they would just finish them for the day of the funeral. SPEAKER 1: Okay. JOE ADDANTE: Shoes had to be made, my father would actually go out to these large estates where they had tenant farmers and that sort of thing and they would make shoes for everybody there. They would stay probably a week. They would make 10 or 15 pairs of shoes and repair their saddles and all leatherwork. It was a whole kind of activity. And they would do that for 50 or 60 10 miles around. Very interesting kind of… they would go, they'd pack their tools, pack a mule, go off and get this work done and come back. SPEAKER 1: Did they work on the leather itself? JOE ADDANTE: Oh yes. They didn't tan it; they bought tanned leather. But then they would start from scratch. They made their own patterns, their own lasts, they did their own measurements. It was incredible. My father could look at a foot and with a piece of tape he would make a last to make a shoe. But that's the way they were trained, you know. SPEAKER 1: Now, did he continue doing that when he came here? Did it change much? JOE ADDANTE: When he came here the polio was a very prevalent problem, and he made a lot of shoes for polio victims, or he modified a lot of shoes. Then he got into the actual shoe repairing. In fact I, much of that influence rubbed off of me and I got interested in being a podiatrist because of that. I could see him put lifts on shoes. I remember I made my first pair of shoes with my dad when I was about nine or 10 years old, helping him out and learning how to do it. I sort of grew up with it. And my uncles worked with him and then we had three shoe repair shops going at one time. My dad also wholesaled leather and heels, and nails, and stitching material for the shoes. He became a finder. So he covered the whole gamut of the shoe thing. SPEAKER 1: Just so we can record this, tell me what the process was that you remember. For example, when someone wanted a pair of shoes they would come and see your father or his brothers and…? JOE ADDANTE: The first thing they would do is have them stand up on a piece of paper and they would outline the foot. And then – and my dad did this without half the education I had in terms of this. But he says, "You know, when you put the weight on the foot that is the real size." And he would measure this out. Then he would measure the girth of the foot, just like the waist of a11 body, around the foot. Then he'd also measure around the ankle and he got these measurements. Then if he had a ready-made last, he could use that. If he didn't he'd have to make one or modify one, because he had certain basic ones that had been pre-made, because manufactured lasts began to come out. They were made in [Lynn], Mass. In fact [Lynn] was apparently the foundation of the shoe trade in the United States. Then he would modify that. Then he would proceed to make a pattern of the leather and the lining. Now this was done in our living room, if you called it that. My father had this sewing machine, and this is where we could cut the patterns out and then assemble the upper of the shoe, and then he'd put it on the last. Now, putting that on the last, you cut off an insole that you put on the bottom of the last which would be the sole, the bottom of the foot. Then the leather was drawn over that. Then it was stitched and a welt was put on, called a Goodyear welt because that was an American process. And it was stitched by hand, and then to that was fastened the sole. And that was the intriguing part, because when you had a polio victim one foot usually was, or one leg would be shorter than the other, or sometimes you had to put a weight because as a shriveled-up limb, as a result of the polio, would not grow unless it was pulled on. So by adding weight to the shoe, as the youngsters would try to run it would pull on that leg and encourage a little extra growth. And I remember weighing those things and they were half a pound, or a pound or three pounds, whatever it was, to try to bring that leg to its fullest capacity, even though it had been affected by the polio.12 So there were a lot of interesting little details involved, but that is basically it. And then though we put the eyelets on, there was a machine that put the eyelets and laces and sometimes we had to cut laces and cut a special tip on, because on some of these patients they had a higher type of shoe: sort of a semi-boot like a trucker boot effect to hold it on a shriveled limb. SPEAKER 1: Were there different styles that people could choose from? JOE ADDANTE: Not as it is today. Far from it. Far from it. In fact, I remember the transitional period when shoes went from being nailed to being stitched. Because they would use little tacks, the old tacking shoemaker. When the machines came in, I think my dad was one of the first ones to have an electric stitching machine in New England. And other people who did shoes in the area would bring them to him. They'd do everything else but stitch them, and he would stitch them on the machine and he got a fee for stitching these shoes for them. SPEAKER 1: Where did he buy that machine? JOE ADDANTE: He couldn't buy it. SPEAKER 1: Oh, he had to… JOE ADDANTE: He couldn't buy it. He had to get it from the Goodyear stitching company and there was a royalty, there was actually a stitch meter. And you paid by the stitch. They would come and read the meter. And in fact his company, the Goodyear stitching company, not the rubber company, they actually were sued after World War II. It went that long before people were allowed to buy them because it was considered a monopoly and they were cracked. But the insidious part of it all, which was very unfair, following World War I they started making these machines. They were on royalty in this country, but they were being sold overseas, so that the overseas shoemakers began to compete with ours in a very unfair way, because the foreign laws did not protect the copyright, the patent laws that we have here. That was an interesting… SPEAKER 1: Must be. So how was it that your father was given this? 13 JOE ADDANTE: Well, he read about it and decided he needed one. He was sort of an avant-garde kind of person anyway. He got it. He had to pay for it. He couldn't own it outright. You had to buy it but then you have to pay the royalty on it, so it was a two-way hook-up, you know [laughter]. SPEAKER 1: So was he…did he follow…did he do each step of the shoe or did he do some of it and then handed it over to his brothers, or…? JOE ADDANTE: Well, they all did. They worked together. SPEAKER 1: They worked together? JOE ADDANTE: They worked independently, and they worked together. And sometimes it would be like a little mass production line on a small scale. One would do one and one would do the other, depending what they were doing that day. And of course to run these machines, you had to heat them up. They were gas fired because rosin was in there and rosin had to be… you had to melt the rosin till it was soft, because when the thread went through there to give it strength, it was dipped in and out of the rosin. So they didn't run that stitcher every day. They would run it like three times a week. So the other days would be in preparation for that. Much like the old tailors did when they had the steam presses. They would get all their work done, and they would press on Tuesdays and Thursdays, or Monday, Wednesday, and Friday. I used to see that in the neighboring tailor's shop. That was an interesting experience, too./AT/ca/sg

Interview with Mrs. Laasanen of Westminster, Massachusetts. Topics include: Mrs. Laasanen was born in Fitchburg, MA, but her parents brought her back to Finland when she was six weeks old. What life was like with her family in Finland. What life was like during the First Civil War in Finland. Why and how her parents moved between the United States and Finland. Mrs. Laasanen came to the United States when she was 18 and lived in Fitchburg, MA. What her life was like in the U.S. How she and her husband moved to Westminster, MA. What her children do for work. How she learned English. What she did with her leisure time. What she missed about Finland. Finnish traditions her family has kept. Her feelings about politics, freedom, and "the good old days." ; 1 SPEAKER 1: Mrs. Laasanen, where were you born? LAASANEN: Um, I was born in Fitchburg, Mass. SPEAKER 1: When was that? LAASANEN: 1911. SPEAKER 1: But you went back? LAASANEN: Yeah. When I was only six weeks old, my parents journeyed back to Finland. SPEAKER 1: And what part of Finland did they go to? LAASANEN: The center part of Finland, Karstula. SPEAKER 1: Okay. Could you briefly describe your early years there, with like your family or the jobs that your parents had? LAASANEN: Um, we lived on a farm and my parents had farmed it. And there were five of us children and schooling on elementary level and some higher. And the living conditions. my childhood memories, they are-are happy ones. SPEAKER 1: Yeah. LAASANEN: And there were no, uh, confusion or. just happy-happy years. SPEAKER 1: Yeah. LAASANEN: But I do remember vaguely some of the things that happened during the First Civil War. SPEAKER 1: Yeah. LAASANEN: The country was divided – the White Guards and the Red Guards. And brothers fought against brother. And I remember my uncle being drafted. It was very much against his will. And the sadness we felt when we said goodbye to him because he [unintelligible - 00:01:31] and saved, and he brought us girls beautiful dolls [unintelligible - 00:01:38]. And also, there was a shortness of bread and butter so the people turned to the forest and they used ground pine bark. SPEAKER 1: To eat? LAASANEN: Uh, yes. They mixed it with flour and made bread.2 SPEAKER 1: How did it taste? LAASANEN: Well, it's really. us children, we thought that was a lot of fun. And it didn't taste that bad but of course my parents didn't think it was too great. SPEAKER 1: Yeah. But you weren't. you were used to it. You got used to it because you were younger. LAASANEN: Well, we didn't have to do that very long because the war ended and things turned for the better. And this is another thing I remember, I was a little older then, that during the winter time, we used skis to go to school, ski over high snowdrifts. SPEAKER 1: How far did you have to go to school? LAASANEN: About two miles. SPEAKER 1: Two miles? Yeah? And was it a small school? One room? LAASANEN: One room and about 30 students. SPEAKER 1: All the same. all different ages? LAASANEN: All different ages. SPEAKER 1: Did you have a hard time learning that way? LAASANEN: No. INTERVIEWER: No? LAASANEN: No. [Laughs] SPEAKER 1: I never can understand how you can have, you know, like children who are 2 years old, or well, say 6 years old and those who are 10 years old and how you can teach them all at the same time. They break you up into groups sometimes? LAASANEN: Yes, they did. No difficulty. SPEAKER 1: No? LAASANEN: That's right. I enjoyed school, every minute of it. INTERVIEWER: So you were born in this country. Why did your parents take you back? LAASANEN: My father wanted to go back to Finland very much. INTERVIEWER: Why?3 LAASANEN: He was homesick. INTERVIEWER: Homesick? Yeah. How long had he been here? LAASANEN: Six years. INTERVIEWER: Oh, okay. What was the reason that he came here in the first place? Do you remember? LAASANEN: My mother had been here before. SPEAKER 1: She was? LAASANEN: Yes. And so he followed her into this country. INTERVIEWER: Before they were married? LAASANEN: They got married in Finland. SPEAKER 1: Oh, okay. So your father wanted to go back very badly. When he first came over here, was there any special reason just besides following your mother? Did he think possibly there were more opportunities or anything like that for jobs? LAASANEN: Perhaps so but he was very unhappy here. SPEAKER 1: As soon as you went back to Finland, did you go back to the same place that you had.? LAASANEN: Yes, in my father's hometown. SPEAKER 1: When your parents came the first time, do you remember how they came? Did they come by boat? LAASANEN: By boat. SPEAKER 1: By boat? Do you have any idea how long that might have taken them? LAASANEN: Well, I think in those days it must have taken over a month. SPEAKER 1: Really? Yeah. And that was probably inexpensive as compared to now. LAASANEN: Oh, yes. SPEAKER 1: Did you go back by boat, too? LAASANEN: Yes. SPEAKER 1: But you wouldn't remember that. LAASANEN: No. 4 SPEAKER 1: Did you just go back, just you and your parents? The whole family went back? Did you go with another family maybe? LAASANEN: No, just my family. SPEAKER 1: Okay. And do you remember them saying anything either way what the passage experience was like? Was it.? LAASANEN: The only thing I do remember was my mother being seasick. [Laughs] SPEAKER 1: Both times? Yeah, both? LAASANEN: All the way. [Laughs] SPEAKER 1: Yeah, really? That's what usually happens. So once your father came over here the first time, did he have any second thoughts about leaving Finland maybe? LAASANEN: I presume so. SPEAKER 1: Yeah. So he came over here just really to find your mother and bring her back? Probably mainly. LAASANEN: More less. Well, she wanted to come back to this country. She had been in this country already. SPEAKER 1: Yeah. She wasn't born here though? LAASANEN: No. Then she went to Finland and met my father and they got married and moved back to this country. SPEAKER 1: Were any of your brothers or sisters born in this country? LAASANEN: Yes, my sister. SPEAKER 1: Are you the youngest or the.? LAASANEN: I am the youngest of. well, my brother is first and then I have two younger sisters. SPEAKER 1: Oh, okay. What place did your parents enter the country when they first came? Do you remember? LAASANEN: In New York City. SPEAKER 1: New York? Ellis Island or.? LAASANEN: Well, they had to come through Ellis Island because they were immigrants. 5 SPEAKER 1: Did they ever mention to you what the first thing was that they saw when they came over here? Anything that made an impression? LAASANEN: I don't recall. SPEAKER 1: Yeah. What year was that that they did come? LAASANEN: Yeah. I was born 1911 when they went back to Finland. SPEAKER 1: The year they came would be 1905. LAASANEN: 1905. SPEAKER 1: Okay. LAASANEN: No. yes, 1905. SPEAKER 1: Yeah, I think so. Did they ever say how your father felt when he came over here? Did he feel. like was he with other Finnish people? LAASANEN: Yes. SPEAKER 1: So he wasn't a stranger. LAASANEN: No. Oh, no, no, no. SPEAKER 1: Oh, he had somebody with him. LAASANEN: Yes. SPEAKER 1: So was your mother there to meet him when he came? LAASANEN: Well, they came back from Finland together. SPEAKER 1: No, but when your father came over to New York to find your mother, did she meet him in New York? LAASANEN: She met him in Finland because my mother went back to Finland. That's where they met and they were married in Finland. SPEAKER 1: Oh, okay, all right. Because your father was not alone, he didn't have any communication problems here? LAASANEN: No, because my mother had been here before. SPEAKER 1: Could he speak any English? LAASANEN: My father? SPEAKER 1: Yeah. LAASANEN: Not when he first came, no. SPEAKER 1: No. But your mother could.6 LAASANEN: Some, yes. SPEAKER 1: Do you remember them ever telling you if they had to go through any physicals or any type of formalities? LAASANEN: They had, yes. SPEAKER 1: In Finland to get out of the country? LAASANEN: Not in Finland but when they arrived at the Ellis Island. SPEAKER 1: Did they ever say if they were treated badly maybe? LAASANEN: No, no. I don't seem to recall that. SPEAKER 1: When you went back with your parents, did your family have to go through physical exams again, especially the children who were born here in the States? LAASANEN: No, no, no. I don't seem to. they never mentioned anything. SPEAKER 1: Okay. So what brought you back to this country? LAASANEN: Well, my mother's admiration for this country. That was maybe the main reason. SPEAKER 1: How many years did they stay in Finland before they came back again? LAASANEN: They went back to Finland in 1911 and they never did come back to this country. SPEAKER 1: Oh, you were the one who came here? LAASANEN: Yes. First my sister and then my brother and then me. SPEAKER 1: Did you all come separately? LAASANEN: No. Oh, separately, yes. SPEAKER 1: Yes, all separately? LAASANEN: Yes. SPEAKER 1: What was it like when you came over here? How old were you? LAASANEN: I was 18. SPEAKER 1: And did you have to go through the whole process like your parents? LAASANEN: No, because I was an American citizen. SPEAKER 1: So you still kept your citizenship? 7 LAASANEN: Yes. Oh, I did. Yes. SPEAKER 1: So your parents assumed that maybe you would want to come back to America when you grow older? LAASANEN: Well, no. I don't know. I really don't [unintelligible - 00:09:13] because my mother used to always talk how wonderful everything is in America and maybe that's the best way to be. SPEAKER 1: Somebody telling you about it is the reason why you came over? LAASANEN: Most likely, yes. SPEAKER 1: Where did you settle when you came over here? LAASANEN: In Fitchburg, Mass. SPEAKER 1: You came right to Fitchburg? LAASANEN: Right. SPEAKER 1: Is that because your sister and brother were here? LAASANEN: Yes. SPEAKER 1: Do you know why they came here in the first place? LAASANEN: Well, perhaps the living conditions in Finland weren't really. at that time, they weren't as good. And also because my mother used to tell them that this is kind of a nice country. SPEAKER 1: So your mother liked. did your mother know about Fitchburg? LAASANEN: Well, she lived in Fitchburg. SPEAKER 1: Oh, she did live in.? LAASANEN: . when she was in this country. SPEAKER 1: When she was here? Okay. LAASANEN: Yes. SPEAKER 1: Okay. And so, when you and your sister and brother came back, you had friends sort of and relatives? LAASANEN: And relatives. SPEAKER 1: And relatives. LAASANEN: Yes. SPEAKER 1: So did you live in the Finnish section of Fitchburg? LAASANEN: Yes, we did. Can I just correct one thing?8 SPEAKER 1: Sure. LAASANEN: My brother first he came to Canada because he was born in Finland and he first came to Canada and lived there for three years before he came to Fitchburg. SPEAKER 1: Okay. Since you were very young, how about the second time that you came over here. Do you remember any differences like between Finland and here, like scenery or.? LAASANEN: Well, maybe. Perhaps the vegetation were lush. SPEAKER 1: But otherwise. was it a little bit flatter, the land flatter? LAASANEN: Mainly, people seem to think that New England is very much like Finland. SPEAKER 1: Really? Did you find.? LAASANEN: The ocean, lakes, and the forest, and. SPEAKER 1: So it's similar? LAASANEN: Yes. SPEAKER 1: Did you think that possibly maybe it was a little dirtier? LAASANEN: Yes. SPEAKER 1: Yeah. That's usually what people find, that they don't take good care of their country. Where did you say you landed when you came here yourself? LAASANEN: In New York. SPEAKER 1: In New York? And how did you get to Fitchburg from there? LAASANEN: By train. SPEAKER 1: By train? And so, was anybody with you? LAASANEN: No, I was alone. SPEAKER 1: You were all by yourself? LAASANEN: Right. SPEAKER 1: But you knew some English? LAASANEN: No, I didn't, not a word. SPEAKER 1: How did you manage to.?9 LAASANEN: Well, my cousin was there at the boat to meet me in New York Harbor. And she arranged everything for me and put me on the train at Grand Central in New York. SPEAKER 1: Were you excited about coming to Fitchburg? LAASANEN: Well, yes and no. [Laughs] So young yet and so much, you know. I was kind of lost in my thoughts. SPEAKER 1: Did you perhaps come to this country thinking you'd go back home to your parents? LAASANEN: Very much so. SPEAKER 1: But you changed your mind? LAASANEN: I did make a trip to Finland in 1934. SPEAKER 1: How long did you stay then? LAASANEN: About a year. SPEAKER 1: About a year. But you decided to come back? LAASANEN: Right. SPEAKER 1: How come? Why was that? LAASANEN: My plans were to go back to Finland again maybe around 1940 but then the war broke [unintelligible - 00:12:10]. SPEAKER 1: If you had gone back the second time, do you think you would have stayed there for good? LAASANEN: I think so. SPEAKER 1: Really? LAASANEN: Yes. SPEAKER 1: Was there anything that disappointed you in this country? LAASANEN: Well, not really, not to my recollection. SPEAKER 1: No? When you first came here, did you stay with your sister or your brother? LAASANEN: My sister. She had arranged living quarters for me and also helped me to locate a job. SPEAKER 1: What kind of job did you get? LAASANEN: Well, I did first domestic. 10 SPEAKER 1: Oh, and then what did you do? LAASANEN: Well, after a while, I got married. [Laughs] SPEAKER 1: Oh, you got married? What year was that? LAASANEN: Well, that was already in 1941. SPEAKER 1: You didn't work after you got married? LAASANEN: No. SPEAKER 1: Okay. So when did you come to Westminster? LAASANEN: 1948. SPEAKER 1: Why was that? Was it because your husband maybe wanted to move out? LAASANEN: And we wanted a home in the country. SPEAKER 1: So, Westminster has a Finnish population, too. Did that have any effect maybe? LAASANEN: He had a camp at [Wyman's] for many years and he liked this town and. SPEAKER 1: Did you stay at Wyman's for a while? LAASANEN: Our first home was. [I did housekeeping at Wyman's]. He had a camp. SPEAKER 1: So what kind of work did your husband do? LAASANEN: Well, he worked in a factory. SPEAKER 1: What factory? In Gardner? LAASANEN: Well, he is retired now [unintelligible – 00:13:40] in South Gardner. SPEAKER 1: Did he have a hard time adjusting. or was he from Finland? I'm sorry. LAASANEN: No, no, he was. he's never been to Finland. He was living in Gardner. SPEAKER 1: Oh, born in Gardner? Did you ever have any children? LAASANEN: Yes. SPEAKER 1: How did things work out for them? What about school for them?11 LAASANEN: Well, I'm happy to say that it has worked out very well for them. Our son is a doctor. He holds a PhD degree in Physics and he works in a laboratory. And our daughter is a registered nurse and she works in a hospital. SPEAKER 1: Do you think that they had a better chance in this country than they might have had in Finland? LAASANEN: Living conditions in Finland have changed so much for the better since I left that people over there have no difficulty now getting a higher education. I think it's just as easy over there now as it is over here. SPEAKER 1: When you came over here, did you ever think of going back to school? Did you go back to school to learn English maybe? LAASANEN: Night school. SPEAKER 1: Night school to learn English? LAASANEN: Five years. SPEAKER 1: Five years? Really? Well, that's so. you were really determined to do it. LAASANEN: Yes. SPEAKER 1: So when you first came to that neighborhood in Fitchburg when you were 18 or so, were the people very friendly to you? LAASANEN: They were friendly, very nice. SPEAKER 1: Did it take you much time to become involved in the social activities or religious activities? LAASANEN: No. Almost immediately, I joined youth group in the church and some other activities. SPEAKER 1: So you got mixed right in? LAASANEN: Yes. SPEAKER 1: That was right in the area. Did you ever go to any activities outside? LAASANEN: No. No, I didn't. 12 SPEAKER 1: What were some of the things that you miss most about your home? LAASANEN: I miss my home [so I'm being] terrible. I miss my long walks in the woods and I miss skiing. SPEAKER 1: You couldn't ski that much around here? LAASANEN: No. At that time. I mean, there's really not that much opportunity to go skiing. SPEAKER 1: How about the food? Did you miss that or did you still cook Finnish food over here? LAASANEN: I really didn't miss the Finnish food and I didn't have any difficulty getting used to the food in this country. SPEAKER 1: No? Do you tend to cook American food now even or Finnish food or a little of both? LAASANEN: Well, mostly, I mean. there really isn't anymore nowadays. I mean, it is the same. I mean, because we have some traditional Finnish foods that for instance, we cook, you know, at Christmas time. But other than that, I think it is pretty much the same. SPEAKER 1: Did you ever keep up any customs in this country that you have kept up at home or did you.? LAASANEN: Well, perhaps some followed some Finnish customs. For Christmastime, for instance, we follow some things. SPEAKER 1: What would be your typical Finnish Christmas? How much different is it than ours? LAASANEN: Well, I think that people perhaps they go more, that everything has to be clean for Christmas, do really a big house cleaning just before Christmas. And I think that Finnish people do a lot of baking, perhaps make like Finnish [unintelligible - 00:17:12] bread and perhaps some other Finnish dishes for Christmas. And then another thing, too, we open our Christmas presents on Christmas Eve. SPEAKER 1: Instead of Christmas day. 13 LAASANEN: Yes. SPEAKER 1: Do you have a Christmas tree and Santa Claus type things? LAASANEN: Well, when the children were small. SPEAKER 1: But still, it's a tradition? LAASANEN: Right. Yes. SPEAKER 1: Somebody delivering the presents. How about dances and things like that? Did you ever.? LAASANEN: Well, I didn't go to dances. SPEAKER 1: No? LAASANEN: No, I was a very quiet girl. SPEAKER 1: But they had dances though? LAASANEN: Oh, yes, very much so. SPEAKER 1: Did you ever get a chance to go out much, dating? Or were you shy? LAASANEN: I was a very shy girl. I didn't even look at the boys. SPEAKER 1: How did you meet your husband? LAASANEN: I met him at the camp. And I wasn't that young then anymore. SPEAKER 1: You must have naturally missed your relatives back home? LAASANEN: Very much. SPEAKER 1: So there was two other brothers and sisters plus your parents left in Finland? LAASANEN: Two sisters. SPEAKER 1: Two sisters? LAASANEN: Younger than I am. SPEAKER 1: Are they still there today? LAASANEN: Yeah. SPEAKER 1: And how about the rest of your brothers and sisters? Are they over here still? LAASANEN: Yes. SPEAKER 1: Really? Okay. What were some of the things that you enjoyed most about your new life?14 LAASANEN: Well, I remember I enjoyed going in the nice department stores and the silent movies were just coming then in 1929. So, that was kind of great, to go to see the movies. And also, Sunday afternoon automobile rides. Because in those days, there weren't that many cars on the road so we really enjoyed. and I got to see some of the surrounding cities and towns. SPEAKER 1: Did they have cars in Finland when you left? LAASANEN: Well, not that many. Not in those days. SPEAKER 1: It would probably be expensive, too. LAASANEN: Yes. Of course, now, everything has changed. It's very much the same as it is in this country. SPEAKER 1: You said you went to night school for five years. Were you able to understand any of the local newspapers? Did you try to read like the Fitchburg papers? LAASANEN: Yes, I did with the help of Finnish-English teacher. I got busy right away learning to understand the whole [unintelligible - 00:19:31] and so on. [Unintelligible - 00:19:34] I had no difficulty. SPEAKER 1: Did you get any magazines or newspapers in Finnish to read, too? LAASANEN: Well, at that time in Fitchburg, two papers were published in the Finnish language. SPEAKER 1: So you got both of them? You could keep up with the news in Finland. LAASANEN: But I was so much interested just to learn English that I spent most of my time trying to study the. SPEAKER 1: English papers. LAASANEN: . English papers. SPEAKER 1: Oh, that's really good. You enjoyed school then? Did you? LAASANEN: Yes, very much. SPEAKER 1: Did you just take English courses or.? LAASANEN: Yes.15 SPEAKER 1: They were at night? LAASANEN: Yes. SPEAKER 1: You did very well. All the people, they surprised me how much. because the tendency for Americans when they go to another people's country is to. it is very hard for Americans to learn another people's language, you know. Everybody always ends up speaking English to us and we never seem to be making the effort to speak Finnish or. LAASANEN: [Unintelligible - 00:20:33] it was more or less a must. SPEAKER 1: How about politics? Do you have any preference? LAASANEN: Yes. I have always been a Democrat. In my early youth, already I thought. I used to think that I belonged to the working class and to me it seems that the Democratic government does more for the working people than the Republican government. SPEAKER 1: What part have you taken in any politics, any active part? LAASANEN: No, no. I'm not interested in politics. SPEAKER 1: No, you just vote and things like that. Privileges. LAASANEN: Right. Yes, we do vote. Yes. I mean, I vote. SPEAKER 1: Did you keep up a correspondence back home, writing, things like that? LAASANEN: Yes, very much. And I still do. SPEAKER 1: Yeah? With all your friends, too? LAASANEN: And relatives. SPEAKER 1: And some relatives. You can call them up now on the phone though. Have you ever done that, tried that? LAASANEN: Not too many times. SPEAKER 1: I was wondering how it would be. Did you ever try to encourage any of your friends or relatives to come over? LAASANEN: No. SPEAKER 1: No? LAASANEN: No. 16 SPEAKER 1: Didn't you think maybe they would have a better chance here or maybe.? LAASANEN: Well, I always seem to think that the difficulty to learn a strange language is really something. Not too wonderful. SPEAKER 1: You figured maybe they had their own lives. LAASANEN: Right. And they are very happy and content. SPEAKER 1: Do you feel that life has worked out better for you here than it would have if you had stayed up. gone back to Finland? LAASANEN: There had been times I think that I have thought that way but then again, maybe at times perhaps it wouldn't have been better over there. SPEAKER 1: Yeah. Anything in particular that makes you feel that way? LAASANEN: Well, perhaps I miss the lakes and the forests and I had more opportunity to go swimming and things like that. SPEAKER 1: It is nicer looking appearance wise but. is it a quieter life, do you think? Less busy? LAASANEN: I don't think the life is. Perhaps it is getting more so now but perhaps it wasn't that hectic. SPEAKER 1: Yeah, that's the one I was. I think it is pretty hectic over here. Before, you said your children might have had a better chance but like you said, things are changing in Finland. LAASANEN: Yes. SPEAKER 1: So they could possibly have gotten the education just as well. LAASANEN: Yes, nowadays. SPEAKER 1: And probably just have gotten the jobs just as easy. How about jobs over in Finland? Are they easy to get? LAASANEN: Well, I suppose it depends, I mean, on what you do. I am afraid that there are certain [procedures] over there as it is in this country. SPEAKER 1: Did you have any special plans that you made when you came to this country, set any like goals for yourself?17 LAASANEN: Well, not really. I think I was too young yet to really set out too many. SPEAKER 1: But you probably intended like to learn English and you did that. LAASANEN: Right. Yes. SPEAKER 1: Maybe to get married and have a family? LAASANEN: Well, I suppose. every young girl I suppose those thoughts do enter your mind. [Laughs] SPEAKER 1: What is the most important advantage that you feel you have as a citizen of this country? LAASANEN: Well, there have been times when I have had thoughts that it is, you know, to be an American citizen but the way things are now, I guess it is not that. it don't make that much difference. SPEAKER 1: No. Sometimes that is true. So there's nothing really. Do you feel that maybe you had more freedom here than in Finland or not? LAASANEN: No. No. SPEAKER 1: There is not that much difference? LAASANEN: No, no, not really. I mean, that is something I think we always had. People had to have their freedom. [Unintelligible - 00:24:31] countries. SPEAKER 1: Many times you hear people say how they long for the good old days, like these are the times during the Depression and things like that. When you think back, do you prefer the good old days or would you take the way things are now? LAASANEN: Well I think what you prefer in the good old days is that people perhaps they had less but I think they were more content and they led a more peaceful life. That can't be now. I think that pace is pretty fast and also more confusing. And I think people have drifted too far from the nature. People should have spent more time in the nature, what there is left and studied the wonders, what god created. SPEAKER 1: Thank you very much for helping me./AT/jf/kc/mb

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

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Prices always right The Lutheran paWication^ocieiJ No. 1424 Arch Street PHILADELPHIA, PA. Acknowledged Headquarters for anything and everything in the way of Books for Churches, Col-leges, Families and Schools, and literature for Sunday Schools. PLEASE REMEMBER That by sending your orders to us you help build up and devel- • op one of the church institutions with pecuniary advantage to yourself. Address ■ HENRY. S. BONER, Supt. The CDerea^y. The Literary Journal of Gettysburg College. VOL. XIV. GETTYSBURG, PA., NOVEMBER 1906. No. 6 CONTENTS "THE POWER OF SMALL THINGS "—Oration. . . 152 ELSIE A. GERLACH, '07. "POE: WIZARD OR CHARLATAN "—Essay. . 155 W. WlSSLER HACKMAN, '08. "THE TRAGEDY OF A SOUL"—Oration. . . . 158 CLIFFORD E. HAYS, '07. "TIME—ITS DEMANDS AND GIFTS "—Oration. . . 164 SARA B. BRUMBAUGH, '07. " CONSCIENCE AND SUPERSTITION ''—Essay. . . 167 D. L. BAKER, '08. "CO-OPERATIVE COLLEGE GOVERNMENT "—Essay. 169 '08. "THE STUDENT AND COLLEGE "—A LIFE LONG RELA-TION— Essay . .171 ROY E. SMITH, '08. "A TOURNAMENT "—Story. 172 LEVERING TYSON, '09. EDITORIALS, . 176 EXCHANGES, 179 152 THE MERCURY. THE POWER OF SMALL THINGS. ELSIE A. GBRLACH, '07. EVER since Cartier discovered the St. Lawrence civilized people have stood in awe before the grandeur of the mighty flood of Niagara Falls. They have thought and talked and written about its tremendous power, its majesty and grand beauty; but no one ever considered its source, or thought of it in its parts. It was always thought of as one grand whole, until suddenly the world was startled by the fact that the beau-tiful Niagara was threatened. Then it was that the beauty loving Americans realized that out of small things great things grow, when they saw that the use of the great mass of water, little by little for supplying the manufacturing establishments, would steal away the greatness of the world's greatest falls. You all know the result of the awakening, that popular opinion prevailed and Niagara was saved from a gross sacrifice to mercenary motives. I have used the illustration only to show how often we forget the importance of little things. It is a world old subject, this fact of small beginnings. We know that the mighty avalanche, sweeping everything before it and burying whole towns with its millions of tons of snow, is made up of the feathery flakes. We know, in fact, that the entire universe, in all its immensity, is composed of atoms; yet do we realize the significance of the small things in nature. History speaks plainly of the power of little things. The importation of the first slaves into America may have seemed a thing of trifling moment; yet the war of the rebellion grew out of it. Again, it was but a small band of Pilgrims that landed at Plymouth Rock; yet their coming was the begin-ning of the career of the grandest nation of the world. The world of finance in the great Hippel embezzlement pre-sents a striking illustration of the principle we are considering. Do you think that when the respected banker stole seven million dollars, it was his first offence? Of course not. If all the facts were known his crime could be traced back along a line of ever lessening thefts, perhaps even to the small sum of a few dollars borrowed, but never returned to the bank. Mr THE MERCURY. 153 His first theft, whatever it was, may have seemed a trifling thing. But what a result! For an example in politics take the system of graft, recently uncovered in Philadelphia. No doubt the grafters were timid at first, and took but little from the public funds ; but they kept growing bolder until the enormity of their crimes could no longer be-concealed. We can see the value of a trifle in every day life. The true story, told of the man on the tower, goes to prove this fact. He was a common day-laborer and was assisting in the com-pletion of an immense chimney on a large factory. He was working on the farther side from the others, and did not notice that they had all finished and descended, and that the scaffold-ing was removed. In a very short time, however, his absence was noticed, and a large crowd gathered below, filled with horror at the thought of the awful death which stared him in the face, for the only possible way to reach him was by scaf-folding, which it would take weeks to build. But suddenly the crowd was quiet as the wife of the man, suspended between heaven and earth, appeared. She had evidently heard, for she was very pale, but calm. Putting her hands to her mouth she shouted, " Unravel your stocking." A cheer burst from the crowd, as they grasped at this feeble hope of rescue. Before long a thin grey thread was lowered, and to this they tied a cord. The yarn was homespun and it carried the cord in safety to the waiting man. The cord in turn drew up a rope and the rope a cable, by which the man descended. Practical application of the subject can be made in every phase of life. To be happy we must be careful of the little things in our home life. To be successful the business man applies the old adage, " Take care of the pennies and the dollars will take care of themselves." To become a college graduate, worthy of the name, the ambitious student must weigh the little things. It is a small thing to prepare a debate or read-ing for the literary society, or an essay for our monthly journal. It may not seem so at the time when you think you can't pos-sibly spare even an hour or so. But it is a small thing when compared to the benefit received from regular literary work: 154 THE MERCURY. first, of course, the benefit gained in preparation, then the power to think on your feet and to accustom yourself to hearing your voice in public speaking. The time given to athletics does not cost much, considering the benefit received. A short time spent in exercising every day helps to bring about the relation of "Sana metis in corpore sano." And it isn't much trouble to really study the lessons assigned. It takes only two hours to prepare a Latin or Greek lesson. To be sure the easier way, by means of " helps," sometimes seems almost pardonable when there is work to be made up on account of sickness, or when import-ant outside work demands the time. But this habit of shirk-ing grows so easily that it must be avoided or the college edu-cation will prove a failure. The seeming trifles at college are very numerous. But these few examples will serve to illustrate their value. The power of small things is strongly brought out by Longfellow in the words: . " Nothing useless is or low ; Each thing in its place is best; And what seems but idle show Strengthens and supports the rest." Oh, but how great a thing it is, how glad, To live in this our day ! when plain strong sense, Free knowledge and Religious influence, Build up a wall against the false and bad, And give the good both temple and defense : To live—when ancient enmities intense Turn to new brotherhood till now unknown ; When science and invention bless the world, Banishing half our pains and troubles hence ; When time seems lengthened, distance nearer grown ; When tyranny from every throne is hurled ; When Right is Might, and Reason holds her own : O, happy day ! fur prophets, priests and kings Have longed in vain to see such glorious things. —Tupper. THE MERCURY. 155 POE: WIZARD OR CHARLATAN? W. WISSLER HACKMAN. I. INTRODUCTION. THE ENIGMA. IN these papers it is not our purpose to rehash any biography of Poe, and such points of his life as may come up in these discussions will do so because they are, in our opinion, essen-tial in throwing light upon the problem in hand. That Poe's heredity, environment and temperament do as much toward heightening as toward solving the mystery that surrounds his literary attitudes and motives may not be denied, much less ignored. Brilliant, versatile, volatile; Byronic in egotism, Pickwickian in fantastic fancy, a Stevenson in action and a Uoyle in plot, he presents an enigma among American authors; an enigma that invites even while it defies investigation. Sensitive, proud and weak ; yes, almost despicably weak he stands the most tragic figure in the realm of American letters ; a tragic success ; a most brilliant failure. A graphic portraitist, a skillful manipulator of plot and atmosphere, a poet surcharged with a shadowy mysticism, a philosopher and scientist in amateur, possessed of an un-bridled daring of conception, a critic, dreamer and prophet— what is he not? Candid and unshrouded he sets himself be-fore us ; frankly and unhesitatingly he draws aside the mantle of his personality and uncloses to vulgar gaze the very wheels and cogs of his literary machinery. And yet, andyet— he is too like the famous chess player he so skillfully exploits, wheels and cogs and cunning mirrors casting deceptive re-cesses, and within, the man, whom none see, smiling derisively on the easy credulity of his admirers. That is just the ques-tion, that the crux of the entire matter of Poe, the genuine-ness of his attitudes. Let sincerity be the touchstone to the man. Is he a great soul struggling through an imperfect me-dium toward revelation, has his genius labored out of the in-tangible depths some magic philosophers stone whereby to convert the dross of earth into the divine gold of ideality ? Again, dare we accept his own implied claim, and treat him as 11 ■ 156 THE MERCURY. the clear-eyed discoverer of a profound unity of all substance and energy, or is he a mere mechanic who frames soul-stirring verse on an arithmetical basis making poetry a matter of mathematical proportions? Or after all is he a base juggler or at lea.st a clever trickster ? Is he king or impostor, prophet or pretender, wizard or charlatan ? Have you never felt the uncomfortable impression intrude itself through the charming plausibility of his philosophy, the eerie beauty of his verse, or the creeping horror of his tales that at your shoulder, as it were, stood Poe, his sensitive lips curled in proud scorn while about them played a smile of mockery and derision almost mephistophelian ? Take his por-trait, search his features carefully—do you not find an in-tangible contempt lurking there? Is it for you or for a stiff-necked, hard-headed people who will be sordid and material-istic ? Take his lighter stuff—plainly you can feel the under-current of banter, whether innocent or malevolent, I dare not yet say. That Poe's was an analytical intellect of the highest type must be conceded, for that he is capable of a keenness of in-sight abnormally acute, we have proof in his own exploits. The unravelling of the "Murders of the Rue Morgue" and the death of " Marie Roget" under circumstances that would have daunted the most optimistic of sleuths are evidences that go far toward establishing Poe's integrity. Had he been on or even near the scenes of these tragedies, for they were real, we might attribute his success to some fortunate discovery, some hidden inkling. But removed as he was from the pos-sible presence of data, his only aids newspaper clippings col-lected by himself, we must admit that success was—in fact could only be—due to the reasoning of a powerful intellect. Whatever Poe is, he is no shallow montebank ; if he resorts to dishonest trickery, it is not because he is incapable of higher things. Yet he does juggle, yet he does descend to the plane of monte-bank. How the same hand that projected " Eureka," that marvelous prose-poem, could perpetuate such worthless, school boy click-clack as abounds in the life of Thingum Bob, seems, - —--'-—- * w THE MERCURY. 157 to say the least, remarkable. It is just this apparent incon-sistency— it does not merit the term versatility—that makes Poe the enigma he is. The fabric of his literary work pre-sents a strange mosaic of pearls and tawdry brass side by side and intermingled in a strange, disconcerting confusion. Thus far we have dealt in generalities ; generalities of, I fear, a vague and dissatisfactory haziness. It has been our aim in this paper to, in a general manner, outline our intended method of procedure. The * following papers will be written with the author's text close to our elbow with a view of being read in like manner. Now in the conclusion of our introduction let us advance one tenet of our literary faith, to wit: Sincerity should be the guide and touchstone in all literary criticism. Much as we dislike the imputation of egotism we shall fear-lessly work out our conclusions independent of popular senti-ment or accepted views on this particular phase of Poe. Not in that we feel ourselves better equipped than others but because we believe that no man should suppress or subvert his own individuality to the authority of another while there exsits the faintest possibility of new discovery. * NOTE—This is the first of a series of six articles to appear in the MER-CURY treating on this particular phase of Poe viewed from four stand-points. Let it be suggested that the succeeding articles be read in con-nection with the authors text. The next article will treat him as Poet —ED. (AM,, .i 158 THE MERCURY. THE TRAGEDY OF A SOUL. CLIFFORD E. HAYS, '07. ALL progress lies through evolution or revolution. Start-ling as this may seem, nevertheless it is true in Religion, Politics and the Industrial World. Progress is the giving up of the old condition and the advance to the new. The pro-gress of a nation or organization is measured by that of the individuals who compose it, and every time a man gives up a long accustomed ideal there is enacted a tragedy of the soul. Two hundred years ago a handful of patriots decided to leave behind the old order of things and set sail on that dark and unknown sea of Democracy. All those men were the de-scendants of races accustomed to monarchy and Despotism, and it was natural that there should be a long and desperate struggle before they could give up the old. No American History disregards the bitter debates of that gloomy period when the Continental Congress was in secret session and our nation's destiny hung in the balance, yet few of us indeed realize what it meant for those men to affix their names to the Declaration of Independence. Up to July 4, 1776, but a few radical dreamers had thought of separation and fewer desired Democracy. The clanging of that old bell caused a struggle in the soul of many a true and noble man before he went either to the Revolutionists or the Torys. And the tragedy of their souls has often been repeated and is now being rehearsed in the Peterhof in Russia. On May 18, 1868 a boy baby was born in St. Petersburg in the recesses of a fortified palace during a period of darkest despotism, the reaction of the spasmodic lenient period of the stormy reign of Nicholas I. During the babes' early years his grandfather Alexander II was harassed by many for-eign wars and internal troubles which ended in the Czar's as-sassination. The 3rd Alexander, the boy's father, took control, but the revolutionists were so active that he remained in con-finement two years before his coronation. Thus this youth was born and reared in a household con-tinually threatened and fearing, yet a household which held sacred the belief in historic Czarism. All his education was THE MERCURY. 159 to prepare him to be a Czar such as former Czars had been, although the fierceness of his ancestors was somewhat miti-gated by the state of affairs during which he was born, yet that one idea, that he would some day be God's vicegerent to rule that vast empire by his own absolute will, was constantly drilled into him. Surrounded and influenced by the bureau-cracy, his inherited autocratic spirit was intensified. Accus-tomed to think and hear that alone, it is not at all surprising that he should come to the throne a thorough autocrat. When twenty-six his father died, after a stormy reign filled toward the close with attempts at assassination. Then Czar Nicholas the II, this youth brought up in utter ignorance of the true condition of his country, secluded and taught aristo-cracy, with a mind and body inherited from a long line of despots, took the government of the vast Empire of Russia and her 140,000,000 souls steeped in ignorance and practically slaves to the nobles for seven centuries. It is a wild dream to think that Nicholas, the crystallized product of a line of Czars ruling for centuries in the same despotic course, should come to the throne filled with noble determination to free his people and set up a democracy. He knew no more of his people and democracy than his people knew of him personally. At court he was surrounded by that crowd of political vam-pires, the Bureaucracy, that class of nobles, the offspring of the Middle Ages, which inherited its rights for centuries. It is a nobility such as no other country knows. Dependent on the Czar and Czarism for their life liberty and property, they cling to the tottering throne of despotism as a vine to a mould-ering wall. Planted when the wall was erected, they have grown old and useless with it, and although they see the wall crumbling and tottering with every fresh blow from the tides of Democracy, yet they must cling to the wall for life. All enlightenment and culture is limited to the palaces of the nobles. "With their enlightenment and widened horizon which includes in its circle both Czar and the people, they see clearer than anyone else the true condition and the only solu-tion. They loathe Czarism which they are forced to support, and fear the people whom they must keep in submission. til Ilk ill'.) I.,.I. 160 THE MERCURY. They see this and fear, yet are bound to the throne for the maintenance of their life; they cling with death like grip to the thing they looth, yet cannot leave. Bureaucracy hangs between life and death, despotism and Democracy, progression and retrogression, but worst of all, knows that either way the pendulum swings aristocracy must vanish as a dream and they with it. Thus it is to their interest to keep the Czar in ignor-ance and their heads above water. With such a spirit ruling them and such interests at stake they drove Nicholas I mad, and hindered his useful reforms. This Czar broke through the ignorance, superstition and teachings of the Czar's and tried to better his people. He instituted education, lessened the censorship of the press, heard embassies from the people, and emulated foreign progress. Yet all this was undone by the bureaucracy who saw in this their ruin. They as ministers bowed to the Czar and promised faithfully to further his work, but out of his presence issued counter orders and altogether blocked his reforms. Real conditions were kept from him, till harassed on all sides, the Czar lost faith in everything, loathed civilization, hated progress and instituted such a despotic re-action that the country was plunged deeper than ever in the dungeon of ignorance. Such is the pitiful struggle in Russia's high places that the nobles in their mad race for life and posi-tion bind upon the Czar, in childhood, the shackles which en-able them to hinder him all through his reign. Surrounded by such conditions, Nicholas II came upon the throne of Russia in the year 1904. Brought up in seclu-sion and study during childhood, taught autocracy and militar-ianism in his youth, surrounded completely by the Bureaucracy, knowing little of Democracy, considering himself the vicege-rent of God and responsible to Him alone, and entirely ignor-ant of the condition of his people he kept the beaten path of his ancestors and it should cause no surprise that he did not immediately accept our western views of things. The recent war broke out and during it the young ruler be-came acquainted with his people. Suddenly into the dark chamber in which he sat and ruled, shut off from the world, a ray of light entered. He heard low grumblings. Then *,. THE MERCURY. 161 his dazzled eyes and startled ears gave evidence of the flames of Revolution and the demands of his people. One minute he was sitting in unsuspecting security; the next he was swept from his feet by that awful whirlwind of plunder and murder. Stunned and lost for awhile it seemed as if all must give way. Forces on all sides dragged him hither and thither. The people clamored, they howled, burned, pillaged, murdered ! Some demanded liberty ; some representation ; while others urged harsher despotism. He had no rest; one said this, another that. One cried " The Police ! Suppress! Trample ! Lash ! " Now came the urgent appeal, give the con-stitution or all is lost. Throw Autocracy to the winds or Russia is lost. Hear your people or your are doomed. The whole world mocked, the nations laughed at this poor imbe-cillic prince, who sat and held the power yet did not act. Yet were they right? Was he imbecillic and weak ? Most assuredly, No! He had always aimed to do the right, and but one thing was opened up to him as the right; therefore he did it in sincerity. On that eventful morning when after sleep-less nights, he signed the decree for the national assembly, he said to Count Witte : " I have never valued aught but the weal of my subject, and have always used autocratic power for that and never wittingly exercised it for any other purposes, I was always convinced that the welfare of the empire demanded this, but now I lay a portion of my power aside because I have good reason to believe it is to the advantage of Russia to do so." Thus drilled and taught Czarism, he came to the crisis blinded ; and when his eyes were opened he did not imme-diately fly to Democracy, and the nations mocked. He, Czar Nicholas, who believed himself to be of divine appointment, descended from a line of despots, did not break away from all precedent, undo the work of his ancestors for ages, did not deny his entire nature and change his mode of thinking in a moment, in immediate need and under great stress without hesitation, thought, or fear, and they said he was a weakling, an imbecile, a child! He loves his country, his whole pride is Russia, therefore he could not deny his moderate and prudent nature, which he 162 THE MERCURY. undoubtedly has, and plunge his people headforemost into our occidental iorm of Government, so strange to a European mind. And, if the truth were only known, the world would see but a handful of rash extremists, followers of such as Maxim Gorky, raving for liberty. What the people want is not so much the reins of government, but a little release from the oppression of the hated nobles. In this awful whirlpool of unrest the Czar could not loose all moorings from absolu-tism and expect to sail clearly and safely to any definite condi-tion. Place our own beloved President in such a position. If he should suddenly awake to the fact that Democracy was crush-ing his people that he had always been deluded, and at the same time four ways of acting, all contrary to his very nature, should be opened to him, he could not tear himself from Democ-racy ; he could not in one day decide what was best for this enlightened people. Let us then be reasonable. Let us consider the Czar with his bias due to a weight of despotic ancestry, hedged about by the autocracy, living in ignorance of the true conditions of his people, coming suddenly to the realization that something must be decided ; pushed hither and thither, all the while re-maining cool and collected, and at last giving that most mag-nificent testimony of a- clear brain and a deep desire for the right by signing the ukase by which he limited his autocratic power, and brought to a close centuries of despotism, and gave an earnest of liberty to 140,000,000 of people. Universal suffrage, a right to levy taxes, supervision over all branches of the government, and " civic liberty based on real inviolability of the person and freedom of conscience, speech, union and association," were on the 19th of August, 1905, conferred on a nation which had remained in ignorance and serfdom for seven centuries. And all this was decided upon by a conservative, prudent and strong willed man. But the most marvelous of all things which this young Prince, this laughed at " Little Father," accomplished; was the inner vic-tory in his soul over his imperial psychic nature, the accumu-lation and inheritance of ages. We are told that in order to THE MERCURY. 163 judge fairly an individual's actions " we must take into consider-ation his position, his character, his past, his individual feel-ings, his moral and physical powers. We must keep in view the incentives from without, the circumstances and limitations among which he moves." Then we can say that the Czar was not a puppet. He was not a mirror reflecting every one's opinion. With but a few short months of earnest thought after his awakening and under tempestuous conditions, he signed that manifesto. On that eventful morning, when Russia's new sun arose and the darkness of absolutism received its first blow, Czar Nicho-las II arose, calmly attended to some minor duties, then went to the Chamber of State where spread upon the table was that document. Standing on his right was Count Witte that diplo-mat of Russia who saved his country's honor in the financial crisis; he who gained a bloodless victory at Portsmouth ; the champion of the people; stood trembling as the Czar made the cross and wrote N-i-c-o-l-a-i, thus signing away his in-herited power. In the ante-room were assembled the minis-ters of Russia, members of the Bureaucracy, waiting to see the doom of their class. As Nicholas calmly signed, arose, and without a word left the chamber as if routine business had been transacted and with stately dignity and composure, passed out, these ministers burst into tears and sank into uncontroll-able grief. As thus we take under review the events of the past few months, we see a man, by the power of his will, in response to the imperative of a noble nature, breaking through all the bounds of influence, throwing off the bias of his inheritance,, changing his whole psychic nature and giving the funda-mentals of freedom to one-tenth of the earth's population. The struggle through which he passed ; the heartache, the doubt, the fear, the loneliness—who shall measure it ? There in his palace, if anywhere on earth, was enacted the silent but awful Tragedy of a Soul. 164 THE MERCURY. TIME—ITS DEMANDS AND GIFTS. '07. IN this, the Autumn season, there sometimes intrudes upon us a resentful feeling, that Time, is ruthless in his van-dalism. We stand before the ruins of the past and read new meaning in the oft-repeated phrase " time passes by." Time passes by—ah, yes! — and never did Attilla leave more devastation in his wake. The wind whispers the news of his arrival and sweet flowers fade, myriads of bright leaves fall. He breathes over the child, and the sparkling eyes become dulled, the rosy cheeks pale and seared. Shaken by his heavy onward tread, mighty columns crumble, beautiful statues fall prostrate. He passes his hand over the masterpieces of a DeVinci or a Titian and the exquisite coloring fades. He steals away the rich voice of a prima donna by whose power and sweetness the world was uplifted and rejoiced. He cramps the flexible fingers of the musician and no more the ravishing strains are heard. He leads captive the devoted statesman to whom a distracted people are anxiously looking for direction. He stalks over a mighty nation and only the record of history remains. But what strange scene is this ? I see a scholar bending over to examine a yellow crumpled volume. With an indrawn sigh of pleasure he whispers—" Ah ! it is old, old." I see a cultured woman wave aside sparkling cut glass and fragile painted china, and picking out a bit of rude discolored ware she exclaims, " Oh, give me this." I see a romping boy eagerly grasp a ragged stamp or black-ened coin. He tosses his cap in thj air and shouts—" Whew this is old." I see a traveller turn his indifferent glance from the most magnificent, the most beautiful of modern architectural achieve-ments and with face lit up with admiration, almost reverence, feast his eyes upon the crumbling columns of the Parthenon or the gloomy walls of a mediaeval castle. I see one turn from the blooming freshness of childhood to the silver hair and lined face of age, as though he had dis-covered some rarer beauty there. - - THE MERCURY. I65 V-Why should we thus stoop to kiss the hand that smites us? Go, ask the scnolar and he will lead you back to the age when men first conceived the idea of transmitting their thoughts by laboriously hewing a few symbols out ot solid rock. Cen-turies pass by until the alphabet appears and slowly, fitfully, at the cost of inconceivable labor, and often personal danger, our great treasury of thought was added to. Now it is the immortal Epics of Homer, now the philosophy for which Socrates willingly forfeited his life. Here and there are scat-tered the works of a Shakespeare, Milton, Hegel, Bacon, and the scholar in gratitude exclaims: "These are my jewels, the gift of Father Time." Ask the scientist and he will place in your hand a clod of earth or lump of coal; then leading you through the once dark avenue of scientific research, with its many windings and stumbling blocks, will turn on one by one, the many illumina-ting theories, and laws by which the by-ways of medicine, mathematics, chemistry and astronomy, have been lit up by that master-workman Time. Ask the musician and he will tell you of the rude ancient lyres which were played by the wind blowing over the strings ; or of the Grecian pipes, having but two or three stops. Then he will place you in a dimly lighted cathedral while a mighty organ peals forth a Handel's Largo, or a full orchestra, one of Beethoven's Symphonies or a single violin—a melody of Reu-benstines. Ask the patriot and he will show you a brave pioneer hew-ing his way through the limitless forest, fighting savages, de-prived of every comfort. He will show you a brave little com-pany of men boldly signing their name to what semed virtu, ally their own death warrant. He will show you a Valley Forge and a Gettysburg. He will show you a country which is regarded as the Paradise of the World. Ask the little child and he will clap his hands and lead you into an enchanted land, peopled with elves and fairies—with Santa Claus, with giants, mermaids, and Grecian heroes. Ask the aged man and he will lay before you memory's book from which the kindly hand of Time has erased all small- j66 THE MERCURV. nesses and disfiguring blots ; and upon the last page you will find inscribed not " Finis," but the expression of the " great conception in which the belief in the human race and its des-tines triumphantly asserts itself"—continued through eternity. UP HIGHER. Every time you miss or fail, Start in on a higher scale, Let each tear, and sigh and moan, Only be a stepping stone ; Let each dark experience Point you to an eminence Up higher. Every stab that racks your heart, Fits you for a stronger part, Every stunning blow of pain, Lifts you to a broader plane. Every foe that can appear, Trains you for a larger sphere Up Higher. Never pause, and ne'er look back O'er the fast-receding track. There's a ghost there, grim and gaunt— IVhat's ahead is what you want. Turn; and you will stand aghast: Never search the bitter past, Look higher ! From each crushing blow of pain, Rise and go ahead again. Though your days fly swiftly past, Push to conquer to the last. Upward yet, and upward ever ; Onward still, and backward never ! Even when you hear the sound Of Death's whisper iook beyond, Up higher. —Joseph Bert Smiley THE MERCURY. l67 V-CONSCIENCE AND SUPERSTITION. D. L. BAKER, '08. conscience and Superstition—what relation can exist be-tween them ? A by no means readily seen one. It is only when we consider each in relation with a third, that their intimacy makes itself apparent. This third factor shall be Religion. Now every known religion sets forth certain staple rules for right living ; none but strives at a certain ethical standard; all hold out a certain reward, present or beyond, for faithful con-formance with its own particular doctrines and precepts. By even a mere passing analysis of the fundamental tenets of varied religion there may be readily discovered a startling con-flict in ethical ideals. Conscience is that peculiar essence which by common con-sent is credited with the office of approval and censure passed upon the actions of self. A violation of moral or ethical law is supposed to entail an unpleasant activity on the part of the conscience bearing a close resemblance and relation to remorse. Strange to say when we refer to the activities of conscience, it is almost always censure we note and rarely approval. Are we then to conclude that conscience is a threatening scourge, a lurking nemesis awaiting some unprotected Sin to pounce upon ? It is when we assume this attitude and then rake them, the infinite fields of superstition, that we are struck by a startling parallelism. As to-day the dreaded cellar fiends and garret spooks invariably lie in wait for the unruly youngster, so throughout the history of mythology it is the evil ones on whom the scourges of fiends and the terror of the Furies fell. Superstition is apparently as inherent in man as conscience itself. The most intelligent of us feel its icy fingers clutch our throats at certain limes—and those times—usually when our consciences are not easy. We perform a misdeed—the natural and legitimate result to expect, is punishment. The sin or crime may have been a secret one ; we know it was unwitnessed —yet racial habit is so over-ruling that we nevertheless expect punishment; intuitively, expect it. In such case, intelligence 168 THE MERCURY. or rather consciousness strives to justify and clothe intuition. Then there is nothing to fear from the human will; if fear con-tinues it must be of the superhuman. At night, when darkness hides danger, the hereditary ani-mal in us fears the lurking creatures of the dark pre-historic beasts of prey—but intelligence denies their existence. The animal fear triumphs and the mind creates a thousand super-stitious horrors to justify it. Any uneasy conscience multi-plies them a thousandfold, e. g., Fields' juvenile poem—"See-ing Things at Night," and Riley's, " Little Orphant Annie." Shall we then say, superstitious fear is merely a modified fear of retribution supernaturally administered because of absence of human agents ? We can say the same of conscience. Dare we then say conscience and superstition are merely dif-ferent manifestations of fear of punishment? If so, how can we explain that individuals of low intelligence are most susceptible to superstition and most callous in con-science ? Can we then define conscience as a source of super-stition ? Here we find ourselves in deep water—very deep ; conscience is supposed to set the standard for absolute right. If so, how can we explain the antagonism in religious dogmas cited in the beginning of this discussion? It seems then as though conscience was dependent on re-ligion. But every religion is burdened by a large amount of superstition, which superstition seems to exert a stimulus on conscience. Which shall we say—conscience is the product of superstition—or superstition, the product of conscience ? The revelation is undoubtedly close, closer in fact than we like or dare to admit. THE MERCURY. 109 CO-OPERATIVE COLLEGE GOVERNMENT. '08. BY cooperative college government we mean the uniting of the faculty with the student body, and the two operating jointly to promote the same end. We do not wish to make an attack on the present form of government with any malice whatever; but having been on trial before the faculty, and several times called into the Presi-dent's office, in company with a body of representative men, to consider questions relative to college government, we feel that a frank expression of our views will not be mistaken. Knowing the sentiments of many of our Alumni and that of the entire student body we are truly convinced that the present form of government is unsatisfactory, and believe that some form of cooperative government would meet with hearty approval. The predominating dissatisfaction with our present form of government is that our faculty do hot stand in close enough relation with the students, to readily understand each indi-vidual and thus are unable to correct his faults while they are yet in bud. Under the present form of government the will of the faculty is absolute. In this one body are vested the Legislative, the the Judicial and the Executive powers. The students are mute as far as government is concerned. The student upon entering the institution is handed a copy of the rules and regulations. He reads them and lays them aside. Soon he has forgotten their contents and violates a minor clause, soon another and then another till he has broken many, and it has now become a habit with him. Suddenly he is notified by the Proctor to appear before the faculty to give an account of himself. All available evidence has been collected by the faculty beforehand and he is asked to make his defense. Occasionally it so hap-pens that he cannot satisfy the faculty as to his innocence and he is given a period of suspension or expulsion, If at the outstart of his transgressions he had been visited by a com-mittee and cautioned as to his conduct, probably he would have avoided this humilation. 170 THE MERCURY. We do not believe that it would be wise to put all power of government into the hands of the students, but we believe they should be given some power. Where could be found a more fitting place for teaching the lessons of citizenship than in the govermental affairs of a college ? Our students have demonstrated that they are capable of taking up the various activities of college life and of hand-ling them successfully. We have our athletic council. In that council are representatives from every class. Why couldn't cooperative college government be run on the same plan ? The Faculty or Trustees electing their members, and each class electing theirs, this body being given full legislative power. Then a committee of students appointed by this couucil to educate the new men with the legislation, this same committee to watch a young man after he had been reported by some student for neglect or misconduct. Then if he persists in his efforts, cautioned, and then if he heeds not, brought before the com-mittee and then if they find him incorrigible, reported to the faculty, who finding out all the facts in the case take definite action. With a system of this kind, we think the faculty would be relieved of much of its burdensome care, and that all hazing and " rough housing " would be eliminated ; for those most annoyed, certainly would report to the committee and this committee being a body of honorable men could do nothing other than deal justice. Also a greater college spirit would be created, for no man would be permitted to become boorish in his manner, and each would know that part of the welfare of the college rested upon him the same as the true citizen knows that part of the nation's welfare rests upon him. When we get a system of college government such as this, then College Spirit will be a kin to Patriotism. THE MERCURY. 171 STUDENT AND COLLEGE LIFE—A LIFE LONG RELATION. ROY E. SMITH, '08. EVER since the custom of having a particular sight, dedi. cated to the instruction of those wishing to become more fully acquainted with the higher learning in science, philosophy, rhetoric and all departments of knowledge, was instituted; since certain ancients, renowned in their knowledge of certain arts, had their "schools" of followers, there has been a relation preserved between master and pupil; between their alma-mater and themselves, rivaling the ties of home and kindred and ever remembered as one of the dearest of their lives. What is this relation which binds with bonds of affection so strong that they last for a life time ? Why is it that we cling to one and repudiate the other ? ' It is the old story of affection through association. Since the beginning of time men have regarded with affection and left with regret things which may have seemed despicable to them at first. The thief does not follow his craft for love of it when he first takes it up, but later he glories in narrow es-capes and gloats over a successful raid. So it is with our college life. We, in time, become a part of our surroundings and when the time comes for our graduation, or when we must of necessity leave, it is with a pang of regret as if we were losing something that held a peculiarly warm spot in our hearts. And we are. For what is like the friendships formed be-tween instructors and those whom they teach ? What besides home affections, can rival those formed with our fellow stu-dents? Those who, having passed through their college life, are struggling with the difficult problems presented to them by the world can best answer these questions. How often do they live over again the good old days when they were Fresh-men ? They can again hear the soft knock at their door and feel over again their sensations of wonder, and then of terror, as they see man after man enter to demand entertainment. Then they thought that something like shame and humility 172 THE MERCURY. crept in as they rowed an imaginary boat in a veritable tem-pest for an imaginary shore, or gave extemporaneous speeches on subjects suggested by the audience. But no touch of bit-terness entered in now. Those things which appeared inde-corous then served only to stamp more vividly in their minds the wonderfnl good-fellowship which underlay all their gruff manners. They even wondered how they escaped getting it harder. Then they would think of their first admittance, involun-tarily and unwished for, let it be said, into the presence of the faculty; and of their mingled feelings as they were told that it was for the good of the College, generally, that they keep out of all scrapes or else go home. Truly these roses, albeit with their thorns, appear sweet and the thorns, as well as the roses, help to bind one more closely to his undergraduate life and also to his Alma Mater. Can we ever forget our undergraduate days ? As well forget the home of our childhood, or the love of a faithful friend ! A TOURNAMENT. LEVERING TYSON, '09. IN the central part of Germany, situated along the banks of the Rhine, and overlooking its surface, stood the stern fore-boding castle of Prince Vonholm. This imposing structure had been the residence of the Vonholm's for many centuries, and the aged, ivy grown walls had long since begun to crumble. The Prince and his family moved into the lowlands, shutting up the habitable part of the ancestral home, seeking the pleas-ures of court life and the education of his children. The Princes' one care was his son Richard. He was a stocky, medium-sized young fellow, muscular and especially well suited for the tournament, the principle source of amusement to the aristocrats of that day. It so happened that Sir Henry Dismusch, a favorite of the king, also had a son about Roger Vonholm's age. He was skilled in all manner of war-like exercises and held the office of head 'squire in the king's retinue. This he acquired by his strict attention to af- THE MERCURY. 173 fairs of the court and also by the aid of his father who, next to Prince Vonholm, was considered the best knight in all the country round about. While Henry Dismusch, Jr., was coursing with his father with blunt spears, Roger Vonholm would take his horse and game bag and would ride off into the woods, leaving the mes-sage that he was going hunting. This he continued to do for two years. Every evening he would come home, completely, tired out with his exertions, but with empty game bag; Yet he was as cheerful as any one in good health could possibly be. His mother was busy tending to Court affairs and his father was off to the war, so Roger's only companion was a middle aged soldier whom the Prince always left at home while he was away on his travels to guard his family. This soldier was the constant companion of Roger and was always by his side on his journeys through the woods; so the Princess Vonholm was not greatly alarmed about the safety of her son. Near the summer residence of the Vonholm's were the huge lists of Crancy. The arena was oval-shaped, six hundred feet long and about four hundred wide. Around this was a circular enclosure about twelve feet wide for the attendants, clerks of the course, and the heralds. This was to be the scene of one of the most interesting tournaments held within many miles of the castle. The young Squire Henry Dismusch was going to defend his title as head squire against all comers. Only young men under twenty years of age were eligible to compete for the honor. A contest of this kind had never been held in the Crancy lists, and the people of the surrounding country did all in their power to please their sovereign by their atten-dance. The all important day dawned fair and cloudless. Before it was time to commence the contest, every available seat in the huge amphitheatre was occupied, and still huge crowds surged through the entrances. Sir Dismusch and his family were seated near the king, awaiting with confidence the combats which meant so much to them. Prince Vonholm sat next to the king watching the surges of humanity for his son, who, for ,^,'^WuH'iti u 174 THE MERCURY. some reason or other, was delayed and could not accompany his father to the lists. At last the Prince turned his attention to the games, as the heralds had announced the preliminary contests. They were well waged but of little interest to the king and his court. These were awaiting anxiously the challenge fight for head 'squireship. The heralds had no sooner announced the proclamation of the knight defender, than a trumpet blast sounded from the far end of the lists, and there entered the arena a knight clad all in sable armor with a white cross upon his shield and a leopard rampant upon his helmet, accompanied by a knight clad all in crimson armor, a gold cross upon his shield and a double eagle on his helmet. The sable knight came forward to the centre of the lists, and raising the visor of his helmet, showed himself to be, King Howard, the brother of the king, the ruler of the neighboring kingdom. He acted as voucher for the knight challenger, saying that he wished to keep his identity unknown until after the contest. The heralds then sounded their trumpets for the contest to start. Various preliminaries were gone through, until at last the knight in crimson armor stood stock still at the northern end of the lists and the knight defendant, at the opposite station. The unknown knight was armed with a sword, mace, and dagger, and rode a huge black charger. His opponent be-strode a milk white steed and his armor was entirely white. He carried a mace hung at his saddle bow, and besides his dagger also carried^a kind of truncheon, a cross between a sword and one of the huge coursing spears generally used in tourna-ments. This last weapon was just becoming popular with the younger knights and 'squires, and Henry Dismusch had also adopted it. It could be convenien-tly wielded on horseback and was not as bulky as the spear. At the blast of the herald's trumpet, both men dug the spurs into the flanks of the horses and thundered down the lists nearer and nearer to each other. With the noise like a clap of thunder the two chargers met and recoiled, each rider doing his best to unseat the other. After the first recoil, the knights m THE MERCURY. 175 fought fiercely hand to hand. The horse of the unknown knight was unruly and the spectators could see that his actions were greatly retarding the strokes of his rider. The combat clashed on. The knight challenger was charging to meet the attack of the knight defendant, when his horse suddenly reared and received the point of the truncheon in his side. Giving a snort, he jumped forward, unseating his rider and falling heavily to the earth a short distance away, dragging the un-known knight with him in his fall. Then the knight defender seeing the knight challenger at his mercy rode over to him to end the contest. Riding his horse beside his fallen opponent, he thrust at him with his truncheon. The knight on the ground was powerless to rise, as the weight of his armor was too great for him. He knew death was imminent and waited for the finishing stroke. When the blow from the truncheon fell he seized the truncheon above the head and held. Had the knight chalen-ger just let go of the handle or stopped his steed, he would have conquered the fallen knight easily. The horse sprang forward and the very stroke that should have ended the knight's career was the means of saving him. He was dragged along the ground for a short distance and then managed to seize his opponent's stirrup. With this aid, he managed to seize the mace hanging to the saddle bow; and tearing it from its fas-tenings, with a mighty blow struck the knight challenger full in the neck and hurled him completely from the saddle. The clerks of the course declared the contest won by the knight challenger F.nd ran up just in time to catch him as he fell from exhaustion. A mighty shout arose when the result of the contest was seen ; but this changed to a roar, when the victor's name was declared by the herald. The surprise and wonder were universal and the amazement of the king was great, but none were more surprised or dumbfounded than Prince Von-holm ; for the name of the victor, which the herald announced, was " Richard Vonholm, this day rightlead squire to his Majesty, King Frederick." M tt,.»:\i,.'iii u THE MERCURY Entered at the Postoffice at Gettysburg as second-class Matter VOL. XIV GETTYSBURG, PA., NOVEMBER, 1906 No. 6 Associate Editors GEO. W. KESSI.BR, '08 J. K. ROBB, '08 EDMUND L. MANGES, '08 Advisory Board PROF. J. A. HIMES, LITT.D. PROF. G. D. STAHLEY, M.D. PROF. J. W. RICHARD, D.D. Editor-in-chief WARD B. S. RICE, '07 Exchange Editor THOS. E. SHEARER, '07 Business Manager THOMAS A. FAUST, '07 AssH Bus. Managers. HENRY M. BOWER, '08 H. WATSON DAVISON, '08 Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance; single copies 15 cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Busi-ness Manager. Articles for publication should be addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. POETRY. W e will acknowledge that some persons are more poetic in their thoughts than others, yet we believe that there are a larger number who could write poetry worth reading, if they would make the attempt. There is more of the mechanical in writing poetry than appears on the surface. In reading a poem we are so affected with the loftiness ot thought or the elegance of style that we do not think of the ground work or THE MERCURY. 177 plan by which it was effected. Poetry is not idle rhyme but a well developed plan, the discription of a beautiful thought. We notice a great difference between poetry and prose, both in style and effect. This distinction is difficult to describe; just as the metallic lustre, of a mineral, we know it is a prop-erty but can not thoroughly define it." We notice that poetry is more ornate; it is crowded with thought and beauty ; it pierces the very soul. For example take the quotation from Bell: " Rich were the sable robes she wore." This is animat-ing and suggestive ; but suppress the emphasis by a rearrange-ment of the words : " She wore rich sable robes." You now notice how flattered, how less attractive it is. Often too, rhyme lends charm to the poem, though not necssarily so, as some of the best are written in blank verse. The requisites for writing worthy poetry are out of the ordinary, but by no means unat-tainable. Furthermore we must not think that our work has been a failure because it does not measure up to the master-pieces, which are often the work of genius or years of exper-ience. THE READING One of the most important advantages afforded ROOMS. the students by the college authorities is the reading rooms and the provision for the management of the same. It is there that we have placed before us the daily news-papers, the weekly and monthly magazines. In them we have news of all kinds ; the daily occurrences and happenings, the papers depicting the sportive side of life, and the magazines which contain the latest discussions, from different points of view, by men who are leaders and thinkers. We are obliged to search the pages of history for the past, but we only have to open our eyes to see the present as it is being acted before us. It is surprising to note the small number who really take advantage of this great opportunity, and to see the large number of magazines on the shelves during the open hours. Many confine most of their time to the athletic news and the papers of jest. We do not condemn a certain amount of this kind of reading-but are obliged to do so when it is engaged in to a i78 THE MERCURY. fault. Our ignorance of the times places us at a decided dis-advantage especially in college life. We are unable to handle impromptu speaking ; we will find ourselves lacking in material for -debate, and are at a loss as to what to write on an essay subject, if we have not read an thus formed some opinion and conclusion of our own. Let us form a conclusion of our own, for what we have read is only an opinion and one of the pos-sible attitudes to the subject. By reading we become ac-quainted with the facts from which we are able to draw our conclusion. A short time each day spent in the reading rooms is not only the privilege but the duty of every one who is seek-ing a thorough college training. M The question ot literary societies is an old LITERARY SOCIETIES. Qne^ but js of such jmportance that it can not be emphasized to often. There seems to be somewhat of a renewal of the literary spirit this year; the weekly meetings show a larger attendance and a new enthusiasm in the work. This is to be highly commended ; for we can not say too much of the influence which this kind of work has upon those who actively engage in it. It seems to broaden a man in every way ; he learns to think and talk before audiences without pre-vious preparation; it is a good help in training one to express his thoughts clearly and concisely; one is soon aware of a cer-tain ease with which he recites his lessons; there is even noti-ceable more freedom in ordinary conversation. Over one half of the first term has passed. Have you joined one of the so-cieties ? If you have not done so, do it at once. Either one of them will amply repay you for the time spent in it. How-ever we do not wish to be understood to say that your name upon the roll or even your presence at the meetings will bene-fit you ; those facts only give you the opportunity; you must do the rest. For a time it may be burdensome for you to take part in the program, but through constant effort it will soon be-come a pleasure. We assure you that if you join with a de-termination to work, and make service your motto, success will be yours. THE MERCURY. 179 EXCHANGES. There are many excellent points about the exchanges this month, among which is an article in The Dickinsonian written by an alumnus, " Preparing a Debate." The writer is an ex-perienced and successful debatorand consequently the methods which he sets forth should not be passed over lightly by those who are desirous of becoming good debators. Only a few of the points can be reproduced here. " A debate is not won alone by the brilliant work done upon the platform, but is largely won in the laborious and silent days of preparation. It is then that they construct their line of defense and obtain the undeniable facts upon which they are to erect their fortress of argument. * * * * Again a whole volume of argument must be contracted into a ten minute thunderbolt, and victory usually rests with the men who can make the most of that fleeting ten minutes. This work requires ability and carelul thought. * * * * We collected all of the arguments, pro and con, and discussed them. Our next move was to construct as strong a brief as we possibly could of our opponents' case. This is well as it forces one to build his own case with a thorough understand-ing of the opposition, and he therefore puts a truer valuation on the worth of the arguments which enter into his brief of debate. After this was done we began the construction of our own cose. * * * * We took up every possible argu-ment for our opponents and carefully prepared an answer to each point which we thought they might present. Do not de-pend on constructing answers on your feet, from your general knowledge of the subject, but be prepared with facts, skill-fully marshalled, under whose fire their arguments will be swept away. In addition to this we endeavored to anticipate the possible answers which our opponents would make to our own arguments and to construct counter rebuttals." In addi-tion to all this, physical training is necessary ; for " nothing so requires vigor and thorough command of one's nerves as a debate contest; " so this debator trained just like an athlete. He was careful of his eating hours and of what he ate; he avoided pastry and most desserts; he took an extra amount of i8o THE MERCURY. light exercise in the open air, and took plenty of sleep—never buring the midnight oil. So when the night of debate came he was in the best possible condition both mentally and phy-sically. His success has given ample proof of the efficiency of his methods. " Extinction of The American Indian " in The Drury Mirror is one of those articles, often met with, which seem to be products of over-heated brains, or diseased imaginations. Do you think that it was after a calm, deliberate and just in-vestigation of the facts that the following was written ? " Call not this result barbarism succumbing to civilization ; call it not the survival of the fittest; call it rather the result of hypo-critical intrigue, of broken agreements. Let us lay the charge of this terrible obliteration at the doors of our own character. Avaricious, we mercilessly seized the Indian's lands; domi-neering, we overrode the rights of the Redman and disre-regarded our duty to him ; impatient, we refused the savage time and opportunity to accustom himself to the great change civilization brought; non-assimilative, we said, " the only good Indian was a dead one." * * * * And now! The last chapter has been written ; "congress, the vote-seeking, hold-out-your- had-for money congress, although breaking treaties and agreements, although shattering the sacred ho^e of the terri-tory Indians for separate statehood, has done the thing most feared and dreaded—brought Indian Territory and Oklahoma into the Union as one state, under the name Oklahoma." We are glad to acknowledge receipt of the following ex-changes : Otterbein Aegis, The Haverfordian, Western Mary-land Monthly, The Oivl, The Philomathean Monthly, The Col-lege Student, The Drnry Mirror, The Augsburg S. S. Teacher, The Mountaineer, The Dickinsonian, The State Collegian, The Forum, The Crimson and White, The Albright Bulletin, The Argus, The Youth's Companion, The Siisquehanna, The Jitniatd Echo, 'The Amulet, The Manitou Messenger, The Hartivick Seminary Monthly, The Augustana Observer, The High School News, (Lancaster), The Viatorian, and The Midland. PATRONIZE OUR ADVERTISER'S FURNITURE Mattresses, Bed Springs, Iron Beds, Picture Frames, Repair Work done promptly. Under-taking a specialty. * Telephone No. 97. H. IB. IBend-er 37 Baltimore St., Gettysburg, Pa. The Windsor Hotel 1217=2 Filbert St., Philadelphia. Headquarters for Students. Thoroughly Renovated, Refurnished and Remodeled FRANK M. SCHEIBLEY, Manager. ^Graduate of Lafayette College 1898. A* G. Spalding & Bros. Largest Manufacturers in the World of Official Athletic Supplies Base Ball Lawn Tennis Foot Ball Archery Roque Quoits Cricket Lacrosse Golf Implements for all Sports Spalding's Official Base Ball Guide for 1906. Edited by Henry Chadwick. The most complete and up-to-date book ever published oh the subject. Fully illustrated. Price 10 Cents. Spalding's Official League Ball is the adopted ball of the National League, and must be used in all match games. Every requisite for Lawn Ten-nis and Golf. For over a quarter of a century Spalding's Trade-Mark on Base Ball implements has marked the advancement in this particular sport. Spalding's Trade Mark on our Athletic Implement gives you an advantage over the other player as you have a better article, lasts longer, gives more satisfaction. Every Base Ball Manager should send at oncefor a copy of Spalding's Spring and Sun:' mer Catalogue—FREE. A. G. SPALDING «S BROS. New York, Chicago, Boston, Buffalo, Washington, San Francisco, Philadelphia, Kansas City, Montreal, Canada, New Orleans, London. England, Denver, Pittsburg, Cincinnati, Syracuse, St. Louis, Minneapolis, Baltimore, Hamburg, Germany PATRONIZE OUR ADVERTISERS. 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COMPILER PRINT i«»«~^««»«W5!*»$«!5!«««*«5»R#V W**^ GETTYSBURG COU.&.& .^irti' f GETTYSBURG COLLEGE | GETTYSBURG, * 1 g^^ pa> • | - L.RARY p s I HELP THOSE WHO HELP US. I I I |1 ! S ] The Intercollegiate Bureau of Academic Costume. Cotrell & Leonard, ALBANY, N. Y. "M****** CAPS AND GOWNS To Gettysburg College, Lafayette, Lehigh, Dickinson, State College, Univ. of Penn-sylvania, Harvard, Yale, Princeton, Wellesley, Bryn Mawr and the others. Class Contracts a Specialty. Correct Hoods for Degrees. MR. COLLEGE MAN '"' We are already lining up our clients for nextSpring. With our National Organization of 12 offices we will need over 2000 college men for technical, office, sales and teaching positions throughout the United States. We can also use at any time college men who are in the market for a position. Let us explain to you NOW. Write for the "College Man's Opportunity." It tells how Hapgoods, a great organization built up by college men has placed many thousand young men, has raised the standard of college men as a business factor throughout the world. State age, education, location desired. ^^C^.-——,^./?.---. TUJE JVATIOjr&X, ORGJJVIZATMOJY OF HP-PGrC)©©!}, JBJMJJT BHOKHUS. Commonwealth Trust Building, Philadelphia, Pa. HOTEL GETTYSBURG, Headquarters for BANQUETS. Electric Lights, Steam Heat, All Conveniences. Free Bus to and from station. Convenient for Commencement Visitors. RATES $2.00 PER DAY. JLivery CL-t-tcuchecl. Jotm P. !V(E|l 16 THE MEECUEY. the influences of the world and teach their children the ways of Christ, and, on the other side, to counsel and amuse, unless they will be able to put into practice the theory which they are learn-ing. The literary societies arc the practical agents whereby the ease of speech and calmness of expression are attained. Those of you who are neglecting the advantages of these societies, are losing the foundation for successful careers. The literary societies are the gates of opportunity which are open to us all. Shall we enter and avail ourselves of these opportunities, or shall we wait until the gate? are closed and allow the breezes to bear back the sad tidings, too late! too late! We are all desir-ous of power and success and it rests with ourselves to decide whether we shall be influential men and women, leaders among men, or whether we shall be weaklings and puppets in the hands of the strong to be utilized for whatever purpose they may see fit. When we enter upon the wild and stormy sea of life to per-form our little parts as members of this great universe, we will meet with many other ships, some of which will try to run us down and sink us in the waves of defeat; others will challenge us and utilize every advantage to beat us in reaching a certain goal, while derelicts and wrecks innumerable will approach and demand assistance. Moreover, on every hand we will encounter numerous mallstroms of indifference and shoals of discourage-ment upon which many a craft has been shattered, and whether we, as skippers, will be successful in steering safely by them will depend upon our practical education—our literary training and hence our ability to lead, to command and to express our views forcibly and in a clear and concise manner. All of us, I believe, realize the importance of literary train-ing and development, but only a few, triste distu, are taking advantage of the opportunity which our societies afford for self-improvement. Let us dispell this atmosphere of indifference which surrounds our literary activities. Pill to overflowing each week the literary rooms ana make those old halls sound and re-sound with the thunder of your oratory and the magnificence of your eloquence, and then go out into the world fully equipped to fight life's battles and prepared to make Demosthenes and Cicero turn in their graves and stare in amazement. THE MERCURY. 17 THREE GREAT PHILOSOPHERS. Aristotle—Part I. CHARLES W. HEATHCOTE, '05. BISTOTLE, one of Plato's best students, was born at Stagira in Thrace, B. C, 384, and died as an exile at Clialeis in Euboea, 322, B. C. Aristotle was the son of Mcomachns, an eminent physician, who held a high position under Amyntas, king of Macedonia. Mco-machus was also an eminent writer on natural history. Aristo-tle's father died about 367, B. C, and shortly after his death Aristotle came to Athens and became a student at Plato's acade-my He remained a student at the academy until after his master's death which occurred in 347, B. C. Aristotle ranked first among the students and would prob-ably have succeeded his teacher as Head-master of the academy, but he was lacking in respect for him. At a very early age Aristotle manifested an aptitude for philosophy. He was more original in his thinking than the other students. It is said that he broke the rules of discipline at the academy continually and was censured for his insubordination by Plato. After Plato's death Aristotle retired to Atarneus in Mysia where Hermias, his friend, was ruler. He remained at Atarneus three years and during this time he married Hermias' niece. It was during his brief residence at Atarneus that he was invited by King Philip of Macedon to become tutor to his thirteen year old son, Alexander. For eight years he was instructor to the 3roung Alexander. A strong friendship sprang up between the future great conqueror and the great master. In later years Alexander sent Aristotle gifts of money to aid him in his work at the academy he had founded in Athens. He also presented him with many valuable specimens of different things from the various places he conquered when he was on his great conquest of the world. His school at Athens became famous at once as a center of philosophic teaching. It is said that in the mornings he lec-tured to advanced students on the deep truths of philosophy. In the afternoon the lectures were on popular subjects and to these the common people were admitted. 18 THE MEGCUEY. Aristotle wrote and lectured on many subjects. To give the order of the composition of his works is almost impossible. He was rewriting and re-editing them continually. His writings treat on rhetoric, logic, moral and political philosophy, physics and metaphysics. Aristotle was deeply indebted to the philosophers who pre-ceded him. Problems are constantly recurring in philosophy for solution. Each time they appear their solution is made easier and an advance is made in reasoning. Socrates met diffi-cult problems and some he was only able to solve partially. Plato took up the work of his master and reasoned more deeply than he on the difficulties Aristotle continues the work and profiting by the triumphs of his predecessors is able to advance out upon many lines of investigation and speculation. The simple philosophy of Theoles of the earlier Greeks had con-tinued to grow more and more complex as the years went by and at the time of Aristotle such difficult problems had arisen .for solution that Thales had never dreamed of. ' •[Ttag as Aristotle endeavored to solve philosophical riddles "lie 'tried to interpret them practically by facts. He rejects the answers that are general in conception and he desires and seeks after the concrete. He is careful and clear in his reasoning. Aristotle can well be called the father of logic. Or as Wal-lace has well said: "If Socrates broke ground upon the subject ■of the concept, and Plato laid the foundation of a theory of pro-position, Aristotle in turn completed the analysis of knowledge iby adding his theory of syllogism. The characteristic feature t>f syllogism lies in emphasizing the fact that we discover the general characters of a nation by the help of some conception which is wider than this nation itself while narrower than the general idea with which we are seeking to connect it. And thus the aim of science is just the discovery of these media or middle terms by which our knowledge will be at once widened or uni-fied." His logic led him to believe in God. However, his concep-tion of God is not as lofty as set forth by Plato. He is not so deeply impressed with religious truths. He does not urge man to strive after the Highest Good in the sense that Plato does. Aristotle is indeed the practical philosopher. He urges the THE MERCUKY. 19 individual not to contemplate on some abstract thought of good-ness, but as members of the state and of society each individual must live a righteous life so that good may be done. He con-demns individual selfishness. Sin is the result of choice. He realizes that when men sin wilfully they are destroying their own character. When a man does true thinking he is living a happy life and will rise above sinful appetites. Contemplation forms the basis for the best life man can live. Man's whole nature must be consistently developed in order that the soul might be truly happy. Aristotle lays great stress upon present living. Each indi-vidual should live in closer social bonds with each other, in or-der that each one might understand the other better. Thus all would be able to understand the higher things better and the moral tone of society would be stronger. Statesmen and rulers would live truer lives and be more qualified to rule and govern. Since Aristotle lays much stress upon present living his ideas as to the continuance of life eternally are rather vague. He thinks that ideal life may be found in our present life. Aris-totle's conception of the ideal man is one who is willing to help others, strives after the good and unselfish, disdains favors, and presents many other fine qualities. The ideal is entirely too finite in its conception and is i.ot conceived after an infinite ideal which cannot be attained in its life on account of its perfection and infiniteness. In all human activities in the midst of the complexities of life true pleasure should be sought after. This pleasure or hap-piness will be helpful and beneficial to all if it is governed and controlled by consistent principles of living. Virtuous happi-ness may be cultivated and developed. Or, as Uberweg says, "Ethical virtue is that permanent direction of the will, which guards the mean proper for us, as determined for us by the-reason of the intelligent; hence it is the subordination of appe-tite to reason. Bravery is the mean between cowardice and te-merity; temperance, the mean between inordinate desire and stupid indifference; generosity, the mean between prodigality and parsimony, etc. The highest among the ethical virtues is justice or righteousness." Aristotle draws clear distinctions between mere impulses and 20 THE MERCURY. intelligent decisions. Man by his superior intellect is able to have such control over his will power that he is able to make decisions that are correct and proper. Since virtuous living is manifested in human activity the true practical side of it is manifested in the community. Aristotle, like Plato, believed that the best moral life should be lived for the sake of Stale. On the other hand Aristotle lays down the sublime truth and principle that every government will see that its constitution requires the development of the best moral life of its citizens Aristotle understands the past history of Greece. He sees wherein she has failed and has been truly successful. He reali-zes that one form of constitution grows out of another. Govern-ment is a process of evolutionary development. Through con-stitutional history men read the past and discover the possibili-ties of the future. Failure in one form of government may be and probably will be the stepping stone toward the establish-ment of a good and strong constitution. He strongly condemns mob rule, tyrants and despots. If the people are truly virtuous, righteous obedience will b'j readily rendered to the State. The State is the outgrowth of the family. There must be union of aim and of purpose. Or as Windeband says: "The good of the State, therefore, does not depend upon the external form." It is time that the individual has power in the State but he must be willing to subserve personal desires for the best interests of the State. The individual must give true obedience to the State and he who is not capable of true intelligent obedi-ence is only fit to be a slave. The union of citizens must be strong and firm and their unanimity must be above all artifici-ality." The most practical form of the State is, in general, a government in which monarchial, aristocratic, and democratic elements are combined; but in all individual cases this form must be accommodated to the given circumstances. Monarchy, Aristocracy,, and Timoeracy are, under the appropriate circum-stances, good forms of government; Democracy, Oligarchy, and Tyrany are degenerate forms, of which the latter, as being the corruption of the most excellent form, is the worst." (Uber-weg, 170.) THE MERCURY. . 21 POLITICAL REFORM. HERBERT W. GARNES, '08. ENNSYLVANTA! the Keystone State! once the pride and boast of the nation! with her great metropolis, the City of Brotherly Love, with her Capital, the seat of government, all fallen into the hands of thieves, robbers and traitors, with her civic affairs rotten from center to circumference! Is it not high time, my friends, for us to raise our voices in behalf of political reform. There was a time in the history of this great commonwealth, when political reform reigned supreme. A time when we enjoy-ed a government of the people, by the people and for the people. A time when we were not cursed by class legislation controlled by trusts and great corporations. A time when the political arena was not filled with rogues and bribers, when a man could go to the polls and vote with a free hand and a free conscience. A time when we heard nothing of the gang and grafters, when we were not compelled to bow in humble submission to their devilish machinations, but when we were free and enjoyed the blessings of liberty. But what has been the political condition of our State for the last few years? Go to the very center of government and what could you behold. A gang of political tricksters and freebooters has the city and State by the throat and is strangling truth and purity to death. The gang has prostituted the ballot, robbing citizenship of one of its most sacred privileges. It has passed laws for the protection of those who commit crimes against the ballot. It has utterly corrupted the public service and entered into the most appalling traffe with crime to defeat the will of the. people. It has robbed our public schools and oppressed our in-sane institutions. It has supported the trusts and corporations-in their extortion from the people. It has raided the State- Treasury and robbed it of millions of dollars to pay for the mag-nificent capitol made of putty and plaster-paris. But go to the city of Brotherly Love and behold the Demon is there f The monster holds in his powerful grasp every public interest of that great city. No class, creed race or condition is exempt from GETTYSBURG COLLEGE f Gettysburg, Pa. | = LIBRARY ws*J 22 THE MERCURY. the tyranny of the gang. Honesty has been outraged, municipal honor sacrificed, and crime upon crime has been committed. Go from the north to the south and from the east to the west of this great commonwealth; from city to town, from town to village, from village to hamlet, and you will not find a spot that has not been blighted by political tyranny. Is it not time, I repeat it. is it not time for us to rise in our strength and in our might in the interest of political reform? Why should a political gang, a gang of thieves and crooks, be permitted to rule this great State? Why should a great political octopus be allowed to wrap its coils about our free institutions and strangle them to death? Why should we allow the oil trust, the coal corporation and the railroad combines to draw the very life blood out of our veins? Are we free, or must we be slaves? Shall we sit down and al-low cunning, ambitious and unprincipled men to subvert the power of the people and usurp for themselves the reins of the government ? Shall we allow them to bind us with fetters more galling than those with which England bound the American colonies? Shall we sit idly by while corruption and graft which have existed in this State for a number of years, and have re-sulted in the suicide of a number of men who were made victims of the rotten system and brought suffering and disgrace to their families, goes on? Shall we allow the guilty ones to remain un-punished, living in luxury and squandering millions of the State's and taxpayers' money? Is it not time for us to rise and throw off the galling yoke and proclaim ourselves freemen in fact as well as in name. Our forefathers were wise and brave when they established their independence. But what shall be said of us, boasting that we are American freemen yet cringing and grovelling under the tyrannical despotism of a contemptible band of political buc-caneers. Are we cowards, or will we bravely rally around the standard bearers of political reform. This is our only hope. We must unite our forces A crisis in the affairs of our great State is at hand. Eepresentatives of graft and greed are still rampant and boldly challenge the very genus of civil law and civil liberty. Only a few weeks since they were making a mighty effort to control our legislature by getting THE MERCURY. 23 the legislators to break their solemn pledge to the people. They tried to defeat every measure intended for the common welfare, The battle for political reform has begun and it must be perpetu-ated. It behooves every man that loves liberty and freedom to rally to the support of those who are fighting so bravely and he-roically in the cause of political reform. The war between law-lessness and law, between plunder and patriotism, between crime and decency is now on, and it is for us to decide how it shall terminate. The enemy has chosen the battle ground. Their war cry has been proclaim d, "Let us end this talk of political reform." "We must arm for the struggle which is to decide whether po-litical reform shall survive or perish in this grand old State. In the name of virtue and truth, in the name of liberty and independence, let us register our solemn vow, that our struggle shall not cease until the enemy shall have surrendered, and the honor of our grand old State shall have been redeemed by the transforming power of Political Reform. 24 THE MERCURY. mm IS IT DESIRABLE THAT GETTYSBURG SHOULD IN-CREASE IN POPULATION? J. M. D., '08. HE population of a town may increase in several differ-ent ways. Several classes exist, the laboring class, which is divided into two,—the day-laborer and the skilled, the professional and the wealthy, retired class. These classes all have different effects on the town in which they settle. Some of the effects are desirable while others are entirely the opposite. According to the class of the new residents is the town benefitted or injured. The wealthy, retired business man, or financier is always wel-come to any small town. He brings lots of money, employs a certain number of servants, and adds to the appearance of the town by his large, well-kept residence, which in the building, dis-tributed money to a large number of people. He likes the best of food and clothing, and by his purchases adds to the profits of the local business man. His residence needs people to keep it in condition, and almost every class receives a part of his well dis-tributed funds. His taxes fill the treasury of the borough, and as far as money is concerned he is a benefit in every way. His fine residence leads others to build like houses and by this in-crease in building, the town is beautified and workmen are kept employed. Some envy is, of course, created, but this is only among the lower classes. To attract the professional man it is necessary to have employ-ment for him. Men of this class are a great benefit to the town in that they work out the higher problems and help sustain the working classes. Their services are very necessary, and the competent one of very greet benefit to the community. As a rule they arc comfortable in life, having enough money for a neat comfortable home, and the means to maintain it. Then-homes are generally attractive and add to the appearance of the thoroughfares. The education necessary to a profession lends them a certain air of refinement and by associations they have a good influence on the community. They are fairly good spend-ers and aid the local business as the business man aids them and THE MERCURY. 25 by dealing directly with the laboring class are also an aid to them. They are not generally fast and wild bnt sedate and quiet and lead a life of quiet at their homes. Skilled laborers are necessary to the erection of the buildings and the manufactures of the town. Most manufactures are pro-duced by men skilled in a certain line, and every town must have men who are competent in their respective trades. These labor-ers, as a rule, lead a happy-go-lucky life, taking no thought for the morrow. Nights of revelry and "fun" end days of hard toil, and one week's wages is consumed during the next. This is not the best class to dominate a community but it is generally neces-sary to a community's welfare. Day laborers, working wherever they can, with no steady job are not the most desirable associates, although they are a great help to farmers and contractors. They are hard working and barely make a living. Still they do work which must be performed, and work which is very necessary. Now, take Gettysburg. Here we have a town of few manu-facturing plants, and there is little for men to do. The battle-field seems to be our only source of income, and this is growing less each year. Too many of our people rely on the visitors for their year's salary. Winter is long and cold for them. No in-dustries advertise for men to work and consequently our "loaf-ing parlors" are full to the doors. Let us put manufactures here and find employment for men. Let us get men here to work. These laborers will bring others of all classes, and we should see great improvement in the town. A larger town means prosper-ity for all. More money will circulate. A better class of peo-ple will dwell here and all will thrive as in other towns. How many young men, whose parents live here, have found work in the cities, just because of the lack of work here. Why not keep these at home? A larger town means more money, better peo-ple as a whole, more visitors because of the facilities, and a gen-eral move toward prosperity for all. Let the town drift as it is, and we shall soon see the bad results of our idleness. 26 THE MEKCUEY. QUALIFICATIONS FOR LEADERSHIP. E. E. SNYDER, '09. 1 HE history of the world is to a large extent, the life stories of great leaders. In every age, in every na-tion, and in every phase of life's activity there have been great leaders., who by the power of their leader-ship have shaped the world's history. These leaders have dif-fered widely in their methods and their work and yet we find that they all possessed certain qualifications on which their lead-ership depended. Emerson has said that in a great leader we find an indescribable something, which at once makes us feel his power and while this is true we believe that every leader has cer-tain characteristics on which this power depends. First he must have perseverance. No truly great task has ever been accomplished without perseverance. Only those who through trials and discouragements have never faltered but have gone straight ahead, have become great leaders. Perseverance was one of the potent factoi s in Washington's success. Each de-feat but made him stronger and more determined and finally victory crowned his efforts As it was with Washington, so has it been with most of the world's great leaders. It was only by perseverance that success was made possible in the end. Again we find that a leader must have a tireless energy. The traveler who loiters by the wayside, seldom reaches his journey's end on time, so he who loiters in life's journey will fail to reach the heights of success and happiness. The leader has no time to play; he must ever be alert and active. Napoleon often slept but five hours per day. During the dark days at Valley Forge, Washington was incessantly active. Lincoln's life story was one of unceasing effort. He who has found time for life's so-called pleasures has seldom attained the ranks of leadership, and an un-tiring energy has characterized every great leader. The next qualification which we notice is unselfishness. "No man liveth to himself alone," saith the word of God, "and he who fails to consider his fellowman has failed also to lead them." Christ gave as his second great commandment, "Love thy neigh-bor as thyself," and this love has been manifest in the life of nearly all the world's leaders. Andrew Jackson, the man who THE MERCUKY. 27 appeared cold and stern and feelingless, was moved by the cry of an Indian babe on the bloody field of Tohopeka. Lincoln gave his life to bring freedom to a debased and ignorant race. Joan of Arc had freely offered up her life for France, years be-fore a grateful people strewed her grave with the lilies she loved so well. Moses prayed that he might die to save his people and Christ, the matchless leader, endured Gethsemane through spot-less love. Thus history <-mphasizes the unselfishness of her leaders. Self-reliance is another essential quality for a leader. The man who waits for the aid of another in life's battle, will merit few words of approbation at the battle's close. It is the man who goes ahead in his own strength who receives the willing aid of his fellowmen. Had Henry awaited the armies of England Agincourt would never have been won. Had Worden hesitated at the sight of the Merrimac, or Farragut feared the torpedoes of Mobile Bay, neither would have won the battle on which his fame depends. Both relied on their own strength and the help of God alone and both were victorious in a mighty contest. Then, too, the leader must be intelligent. No man can lead others to do a thing about which he is comparatively ignorant. The leader must be possessed of the traits he would inculcate; he must understand the work, if he would teach others to perform it. He must be able to see and quick to grasp all points of ad-vantage in his work and too intelligent to be deluded or mis-led by any adversary, however brilliant he may be. Last of all, he who would become a leader must have the power to organize and to execute. The man who lacks the power of organizing, has never affected greatly the world's history. The leader must be able to organize, to concentrate and to discipline his forces. He must be able to bring the greatest possible strength to bear on his most difficult questions. And finally he must be able to execute his plans. On no other qualification does leadership de-pend so much as on the executive ability of the leader. All other forces depend on this one a; one. It was the power which Christ gave to His disciples to execute their commands, that gave them their wonderful power of leadership which they possessed in such a marked degree. Then, too, we must not forget personality, will, adherence to truth and many other qualities which charac- GETTYSBURG COLLEGE ! Gettysburg, Pa. LIBRARY 28 THE MERCURY. terize the leader, but these, we believe, go hand in hand with those already named. The leader must combine with these qualifications, a knowl-edge of those whom he would lead. He who would lead well must first be led. He who would command aright must first learn to obey. The leader must understand the life, the trials, the difficulties and the weaknesses of his men. Their inner life must be as an open book to him. He must at all times be ab-solutely just, and often his justice must be tempered with mercy. He must have the power and qualifications of common men. He must have an invincible spirit and be faithful to his cause. Cromwell's great weapon was his fidelity to his cause and in that he neArer even for a momert wavered. The exemplification of the qualities of the leader we find in the lowly Nazarene. He is the world's greatest leader. He combines all the power of men. True, many leaders have not been His followers; Some hnve even opposeed Him, yet the quali-fications on which their power depended they unconsciously ac-quired from Him. Every leader, Christian, or non-Christian, soldier, statesman, author, martyr, whatever he may be, has found his power exemplified in the spotless man from Galilee. T H E ERCURV Entered at the Postoffice at Gettysburg as second-class Matter. VOL. XVI GETTYSBURG, PA., MARCH 1908 No. 1 Editor in-Chief P. F. BLOOMHARDT, '09 Exchange Editor H. REY WOLF, '09 Business Manager CHARLES L. KOPP, '09 Ass't Bus. Managers G. C. KNIPPLE, '10 PAUL S. MILLER, '10 Assistant Editor CHARLES F. V. HESSE, '09 Associate Editors SAMUEL FAUSOLD, '10 EDWARD N. FRYE, '10 Advisory Board PROF. J. A. HIMES, LITT.D PROF. G. D. STAHLEY, M.D. PROF. J. W. RICHARD, D.D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance ; single copies 15 cents. Notice to discontinue sending THE MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contri-bute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. GREETINGS. With vent the ad-of the new saff the MERCURY begins its sixteenth volume as the literary paper of Gettysburg Colelge. We have noticed the advance in liter-ary excellence and in the appear-ance of the paper during the past year, due to the earnest efforts of the retiring staff whom we con-gratulate on their success. It is our desire and purpose to continue to advance this excellence as 30 THE MERCURY. far as possible and in addition, an attempt will be made to make the magazine more interesting and readable. To what extent this can be done and yet preserve its literary form, remains to be seen. However, we believe that it is possible. But we realize that our efforts will be useless without the hearty support and cooperaiion of the student body and alumni, not only in contributions and subscriptions, but also in manifes-tation of an active interest in the welfare of the paper. We start this year's work most auspiciously. The retiring editor has had a very successful year. The retiring business manager has a good report to make, so let us all unite in our zeal to make the MERCURY a literary paper full of life and spirit and one that will be benefitting to such a college as Gettysburg. OUR PLANS It is becoming customary with the maga-zines of the day to publish in the initial num-ber of each volume, a few of their plans and purposes for the ensuing year. We deem it wise to follow this idea in the pres-ent issue. Our plan is to devote the four remaining numbers of this year to the various college classes, in the hope that such an arrangement will stir up a class spirit or rivalry in this line of activity which will benefit the paper. The present issue dis-plays the efforts of a few of the Freshmen. The April number will show the literary ability of the Sophomores. The season has arrived again for the installation of new books in the libraries of the literary societies. The publishing of their names in the WEEKLY GETTYSBURGIAN does not seem sufficient for practical purposes for we notice that there is a constant in-quiry throughout the year as to what books are valuable for read-ing. In order to satisfy this demand, several pages in the com-ing issues will be devoted to short reviews of some of these books. To stimulate interest in valuable reading, we propose to publish descriptions of the contents of the various libraries of the col-lege. We naturally feel a little timid in presenting these first efforts but with the welfare of the MERCURY at heart, we invite friendly suggestions and criticisms from those interested in this work. A wholesome college spirit is manifesting itself in the field of literary activity at Gettysburg. New inspiration has been im- THE MERCURY. 31 parted to all by the excellent work done in our literary societies. The old-time spirit of rivalry between Phrena and Philo has been revived, and we may anticipate greater literary achievements during the coming year. The proper spirit of rivalry must be commended. It inspires action and stimulates the student to produce his highest degree of excellence. We have every reason to believe that this same spirit of enthusiasm will continue, and bring to the MERCURY a year of phenomenal success. The de-sire to excell in original literary work marks the student as one already on the road to success. This important and encourag-ing feature of college life can be maintained only by the hearty cooperation of all the students. Jealousy and selfish desires must be suppressed, and personal worth recognized indiscrimin-ately. The large man is he who can recognize worth in the work of a fellow-student. Such men succeed. EXCHANGES. T has afforded the newly-elected editor much pleasure to read the numerous exchanges that have been re-ceived from time to time. In general, the subject matter is of a high order and several articles show scholarly attainments. Criticisms are of mutual benefit and it is by having our errors criticised that we can improve our efforts. We therefore invite criticism and on the other hand trust that all suggestions made will be received in the proper spirit. Among the best of our exchanges is "The Mountaineer." The first prose article, "A Criticism of Thackeray's Henry Esmond," is worthy of special mention The writer speaks, first of the novelist, then shows how Thackeray answered these require-ments in "Henry Esmond." His style of writing and his themes are then commented upon. The plot, and finally the different characters are discussed. The article is logically arranged and is worthy of perusal. "The Thief and "Public Speaking" are also worthy of mention. In "The Perkiomenite" we find an excellent article on "Im-pressions from Interpretative Beading of Hamlet." This will be especially valuable to all students of Shakespeare. The arti-cle, "Camp Life at North field," is very interesting. It is inter- 32 THE MEhCUKY. esting simply because the writer lias given a very truthful de-scription of the place and its religious atmosphere. "The Dickinsonian" contains an interesting, brief biography of "Schiller, Germany's National Poet." Missionary work, both foreign and home, are current subjects of discussion. In "The Midland" an excellent account is given of "The Social Settlement and Its Work." The writer gives some interesting historical facts concerning the work, states its purpose and chief object, and shows what lias been accomplish-ed. In the literary department of the "Juniata Echo" there is an able discussion of "Industrial Education and National Progress," by M. G. Brumbaugh, Ph.D. "The Blue and White" contains a few historical sketches of great value. We would ad-vise all to read "Chivalry: Past—Present," in "The Seminary Opinator" of Feb. 26th. We naturally laud and magnify men who hold positions of honor and trust, but are so apt to forget that around and about us, in the common vocations of life, there are those who are silently but surely protecting our interests. This article is well written and expresses a fine sentiment. "The Susquehanna" gives a fine survey of "Commercial America." The development of science is a matter of unusual interest to the student. The "Advancement of Civilization in Science" gives a brief and concise account of what has been done in the scientific world. It is not always necessary to read an entire book to get the vital points in the life of some hero. A careful perusal of "Julius Caesar" will verify this statement. The "Western Maryland College Monthly" contains several very good stories. "The Passing of the Bad" is especially worthy of mention. We acknowledge the receipt of "The Blue and White," "The Susquehanna," "Juniata E-.ho," "The Seminary Opinator," The . "B. S. N. S. Quarterly," "The Perkiomenite," "The Mountain-eer," "The Harvard Lampcon," "The Midland," "The Dickin-sonian," "The Mountain Echo," "The Sorosis," "The Manitou Messenger," "Western Maryland College Monthly," "The Touchstone," "The College Student," "The Owl," "The Al-bright Bulletin," "The Lesbian Herald," "The Philomathean Monthly," "The Eoanoke Collegian" "The Augustana Ob-server" and "The State Collegian." PATRONI7.fi OUR ADVERTISERS. There's no pen that gives such all-round satisfaction as Conklin's Self-Filling Fountain Pen. It's the best pen for College Men. When an ordinary fountain pen runs dry in the middle of a word, it means you've got to stop right there, hunt up a rubber squirt gun, fill your pen to overflowing, clean both pen and dropper, wash your hands, and then ideavor as best you can to collect your lost train of thought It's different with CONKLIN'S JSSb FOUNTAIN PEN "THE PEN WITH THE CRESCENT-FILLER" To fill, just dip it in any ink, press the 3rescent-Filler, and the Conklin is filled and ready to write instantly. \ou can't over-fill it Hence no inky fingers, no loss of time, no ruffled temper. The feed of the Conklin is No waiting for ink to come—no jerking—no slips, balks or blots. Leading dealers handle the Conlclin. If yours does not, order direct. Look for the Crescent-Filler and refuse substitutes. Prices, $3.00 and up. Send at once for handsome new catalog. THE CONKLIN PEN CO., 310 Manhattan Braiding, Toledo, Ohio. PATRONIZE OUR ADVERTISERS. 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The WSU Stewart Library Annual UC-UI Symposium took place from 2001-2007. The collection consists of memorabilia from the symposium including a yearly keepsake, posters, and presentations through panel discussions or individual lectures. ; Audio Recording ; The Wattis Brothers: Spanning Distances, Spanning Eras a commemorative lecture presented at the 2007 Utah Construction/ Utah International Symposium The Beginning of an Era by Dr. Stan Layton Thursday, October 18, 2007 2 Well thank you Gene for that very gracious introduction and thanks to all of you for being here today. I'm particularly gratified to see so many of my students in the audience. I am teaching a class in Utah history this very hour. I gave my students an exam two days ago and I told them if they didn't come here to listen to the old man they'd never get their exams back. Here they are. Not long ago as I was walking towards parking lot A1 a nicely dressed middle aged couple hailed me asked me for directions to the Waters Building. I was pleased to correct their pronunciation and point them toward the Wattis Building. Once again I found myself asking why the Wattis name is not better know in our larger community. Why is it not as immediately recognized as a Huntsman, Matheson, Bamberger, Eccles or Sadler? I've got to tell you my research assistance Stephanie as she read this paper last week and we talked about it over the weekend, she read that sentence and she said, " Wouldn't say, Dee be a better name for this purpose?" I said, " Stephanie, that's a joke." Edmund O. and William H. Wattis are men of towering importance in twentieth century Utah history. They put together a construction company that in true Horatio Alger fashion expanded in size and stature to become one of the largest in the nation and left an indelible mark on the Utah, Western American, Mexican and Australian landscapes. They served as model citizens, family men, community servants and philanthropists. Their business acumen still serves as a model for today's entrepreneurs and their eventful lives continue to fascinate historians. 3 I am sure that most of us in this room have had our lives impacted in some small way by the Wattis family. They influenced the place of my birth for example. For three generation on both sides of my family, as Gene intimated, all my forbearers had been born in Layton. All of the sudden there I was as a newborn in a hospital in Puyallup Washington. Condemn throughout my childhood to try to conceal my embarrassment at having entered the world at such an awful sounding place. That angst was not eased in the least by my mothers constant telling of a joke about two boys with the unlikely name of Atle and Allup who surprised a skunk as they were walking one day. " See Atle," yelled the one. " Pew Allup," replied the other. I even thought of having my dear old mom come and tell that joke for you, but unfortunately she passed away about three weeks ago. My parents had been gone to Washington a few years earlier. Having a small child but no money or prospects they gathered up their meager belongings and headed for the construction site of the Grand Cooley Dam, where Utah Construction Company was a major subcontractor. My mother gave me this magazine just a few days before she died. I didn't know that she had it, but she and my dad always, always treasured their time in Washington. Several other Davis County families in similar circumstances were already there and had gained work, maybe Stan and Viola Layton would be so lucky. They were. Ultimately the wielding skills my dad acquired on this job and others opened up greater opportunities, including employment at the Tacoma Ship Yard which was yet another Wattis related enterprise. It was then while he and my mother lived in 4 the neighboring community of Puyallup that I was born. I like to think that my dad was the man behind the wielding hood in this photo. How might your lives have been touched by the Wattis brothers, William H. and Edmund O? Perhaps simply by taking a class over here in our Wattis Building, or maybe flipping on a light switch in a Las Vegas hotel room, or enjoying fresh apple grown in irrigated orchards of central Washington, or maybe boating on our Pineview Reservoir. Certainly as President Milliner said tens of millions of lives have been impacted, and will continued to be impacted everyday by the dams built, transportation systems constructed and mines developed by the Wattis brothers, and their Utah Construction Company, later named Utah International. How delighted I am as a Utah historian to see William and Edmund Wattis begin to receive the recognition due them and what a special treat to have been selected for a research fund, fellowship funded by the heirs of their company and administered by the Stewart Library. Very, very much appreciated. Then to have these library administrators suggest that I focus specifically on the Wattis brothers was the perfect scenario for me. I had first run across W. H. in researching my master's thesis forty years ago. These same people, Joan Hubbard and others were also generous in funding two research assistants to help me with this work. Janice LeFevre who is in class now and didn't feel that she could be here, but her husband Steven is here and Steven we appreciate the sacrifices you and the rest of the family made in support of this fellowship this 5 summer. And Stephanie Combe who is here in right in front as is helping me with the visuals today. And they were just of immeasurable assistance all summer. For purposes of this research project the term the Wattis brothers means the two older brothers only. Edmund O. and William H. this is not to minimize the importance of younger brother Warren L. who also played a significant role in the company's success. Rather it is simply a necessity of establishing realistic limits on the scope of this work. Let us begin with a short survey of Utah Construction/ Utah International. Just to get a feel for the scope, diversification and significance of its enterprises. And this will be short. You've all seen the photos, you've heard Tom Alexander's excellent presentation, you have probably I see a number of you have some of the booklets published by the library and so you don't need a long survey here of the scope of their work. Utah Construction Company evolved from a twenty year affiliation with the four Corey Brothers. They were brothers to the Wattis mother. In a number of railroad and canal construction projects in Colorado, Utah, Wyoming, Montana and Oregon the Wattis brothers bought half the stock in the newly reorganized Corey Brothers incorporated in 1886. The company thrived for several years before collapsing in the financial crash of the mid 1890' s. From its ruins Utah Construction emerged without the Coreys as you heard last hour. Incorporated in the year 1900 Utah Construction Company first undertook small scale railroading projects in Idaho, then several larger ones in Nevada and California, which included that daunting 942 mile Feather River route and then in Utah which included a portion of the Denver and Rio Grande track between 6 Soldier Summit and Helper. Then in 1915 Utah Construction made its entry into dam building. Beginning with our own East Canyon Dam which is another way in which many of us have been impacted. Without East Canyon Dam and the irrigation water impounded there Davis County would never have enjoyed the prosperity it has. Gene mentioned our farm our 100 acre family farm. Every six days this summer I was there irrigating that farm and I took pride in the prosperity of the farm and green alpha and the corn that we produced and I couldn't have done it without that East Canyon Dam. Railroad construction and dam building projects much too numerous to be detailed here were the companies bread and butter throughout the 1920' s. Then came the granddaddy of all construction projects in 1931, Hoover Dam, began in 1931. Where in Utah Construction Company joined Morrison Knudson, Bechtel, Kaiser and others to form six companies, to form Six Companies the name of that conglomerate to span the mighty Colorado River. It is a measure of the reputation enjoyed by the Wattis brothers that William, and he according to the style of the day took to his initials W. H. and so I'm going to refer to him by that term throughout the remainder of the paper, he was named president of this huge conglomerate. And Edmund O., similarly went by his initials E. O., was named second vice president and they referred to each other by their respective initials and sign their names and other documents with those initials. As fate would have it both brothers died before the dam was completed in 1935. However the reputation gained by Utah Construction during this time allowed the company to continue to shine for another generation. Gene Sessions 7 and Sterling Sessions in their outstanding business biography list eighteen major dam building projects completed during the period 1936 and 1959 after their deaths by Utah Construction, including Pineview and Wanship in our own backyard. The warriors brought contracts in ship building including at that aforementioned Tacoma Ship Yard and road construction including the famous Alcan Highway. They had an important contract for a portion of that highway. After World War II the company entered into an entirely new phase, emphasizing mining which dominated its operations into the modern era, revived its financial strength and turned it into a multinational corporation. This paper advances the thesis that although E. O. and W. H. Wattis were not particularly well positioned by birth or education to achieve the remarkable success that they did, nevertheless we can identify certain character traits, experiences and opportunities that they took full advantage of in their quest for success. Pouring through hundreds of documents this summer my research assistance and I have identified six such factors of success we've called them, which I summarize in the following pages. First, these brothers had a remarkable knack for recognizing opportunity when they saw it and making the most of it. A good example of this aptitude is visible in their very first construction experience. Grading portions of the Union Pacific track as the initial transcontinental line approached Utah in 1868 and headed right for the Wattis farm in Uintah. The younger brother William was only ten years old and too young to hire on, but he undoubtedly observed the activity with wide eyed interest knowing that his older brother was one of the workers. 8 Edmund was only thirteen and had to have help in yoking his oxen, but his diligence paid off. And at the end of several months he brought home $ 225. This seemed like a small fortune to that cash strapped family. Of the 5,000 local men, Leonard Arrington tells us 5,000 worked on that project, only a handful used the experience as a career path in heavy construction. But E. O. Wattis was one. Opportunity came right down the tracks for these brothers and they jumped aboard. I'm indebted to my research assistant Janice LeFevre for putting it that way, but I love the way she said it. Opportunities came right down the tracks for these brothers and they jumped aboard. Second, both of these men reflected traditional agrarian values of hard work and perseverance. Farm youngsters learned the importance of looking after details and of staying with a task to its completion regardless of weather conditions. They learned safety consciousness and patience with animals. And it was of no small benefit to these boys that they were skilled in working with oxen, mules and draft horses. Both grew into large men who were strong and full of grit. Oh that's an excellent photo. I could not find a single job that they ever quit on. And I was interested in that Tom Alexander pointed out that that was a trait of David Eccles as well. Particularly revealing was E. O.' s involvement with the Coreys that is two uncles and three other men in the transportation of a wagon load of whiskey from Kelton, Utah to Boise, Idaho in the year 1868. Young Wattis was only thirteen years old but proved to be one of the steadiest of the group when bad weather 9 overtook them. All except him began nipping at that whiskey and all except him suffered frost bite. Third, was the development of the self confidence to stride forward on their own. Quite likely the single most fortuitous business decision they ever made was to end their partnership with the Coreys. Even though the implosion of Corey Brothers was cause by the panic of 1893, the break up of that company must have been difficult for the Wattis's on a personal level. The Coreys after all were family, uncles and cousins and the Wattis's had worked with them or for them since childhood and incorporated with them since 1886. Nevertheless the Coreys did not have the acumen or stability to thrive as a modern company. I'm convinced that they didn't, but that was only an intuitive and deductive conclusion and I was gratified as I listened to Tom's paper last hour that he apparently moved toward that same conclusion and he had the benefit of some primary source documentations to draw his conclusions from. But I know that numerous Corey cousins plugged in and out of the company. The elder Coreys insisted on dominating the decision making even though the Wattis brothers owned fifty- one percent of the stock and were better decision makers. And the elder uncle, Warren Corey, could be petty and vindictive and I was a little worried about advancing that point of view in those words, but I'm much reassured by Tom's paper. On of the truly remarkable document in twentieth century Utah political history is Warren Corey's open letter to his nephew W. H. Wattis published in the Salt Lake Tribune in August of 1928 reeking of spite this letter chides W. H. for being an unsuccessful candidate on 10 several previous occasions. Labels him a lame duck, obviously not understanding the meaning of that term and accuses him of being a disloyal party member and I know that that was not true based on a lot of years of research and so I wondered what was the cause of that animosity. There was something else there that I was not able to see from my research and again much indebted to Tom Alexander for having enlightened me and all of the audience this morning on that. The bitter animosity of this letter speaks volumes as to the Wattis' good fortune in being rid of the irascible man. By the same token the Wattis alignment with the Ogden financiers Thomas D. Dee, David Eccles and others following the breakup of the Coreys was undoubtedly the single most fortunate occurrence in their business lives. Fourth, was a commitment to a hands- on management style. No wonder they fit so well with David Eccles. Don't you agree? These were men who maximized their time on the construction site and minimized their time in the board room, especially during their early and middling years. They were comfortable with dust in their nose, blisters on their feet, calluses on their hands and dirt under their fingernails. In 1893 on one of his last jobs with Corey Brothers W. H. Wattis then 34 and a full partner was operating a slip plow on the Portland- Astoria job site when he received a surprise visit from his new financiers David Eccles, Thomas Dee and others and on that occasion one of them gave him a cigar. " I wish it had been a twenty- five cent piece," he later recalled, " Since I hadn't eaten food for a day and a half." This was a full partner. 11 The older brother held the same commitment to tenacity and detail the Wattis brothers were managers yes, and they grasped the big picture yes, but they were also detail men who understood the need to worry about on site activity. Incidentally this was no doubt the safety record of the company was so good even though their work involved blasting, working at great heights, spanning raging rivers, operating heavy equipment and sometimes supervising hundreds of men at a time. And while Tom could tell us of some dozen or so fatalities on that Feather River job that was nothing as compared to the hundreds, maybe as many as a thousand Chinese workers who were killed on the Central Pacific construction job in those two years of building the transcontinental railroad. Fifth, both men had the good fortune to marry talented, devoted and stable wives who liked each other and got on well together. The fact that both these women were well poised and possessed of good lucks would also be counted an advantage, especially in the 1920' s as the newspaper society pages found a growing audience of readers with and insatiable curiosity for news of the upper crust. Additionally such a spouse was essential to someone like W. H. who had developed political aspirations and began a series of campaigns for election to public office. W. H. married the striking Anna Maria Dorothea Sophie Standard and she went by Marie Dee, in 1889. He was nearly thirty she was twenty- three, her senior year report card from the Sacred Heart Academy reveals that she was as talented and sophisticated as she was beautiful. And isn't she something? 12 When I first met Stephanie as a student in my 1700 class three or four years ago, I was able to learn before the semester was over that her maiden name was Standard because her brother was also in the class and his name was Standard. When I got to know Marie Dee, I asked Stephanie about the relationship and she said yes, she's my great- great- grandmother and I was able to assure Stephanie that there is enough good looks represented in that woman to serve the Standard family for a hundred generations. She received a perfect score, 100, in all categories of citizenship that Sacred Heart Academy report card. Her academic achievement was equally impressive with scores ranging from ninety to ninety- eight in the nine subjects graded. She and W. H. had four children, two of whom died in childhood with in six months of each other. But I was pleased to learn that we have a great granddaughter of his. Say again? Okay Granddaughter and a great- great, oh how about? That's wonderful. E. O. on the other hand married the petite Martha Ann Bybee from nearby Riverdale in June 1879. When he was twenty- four and she was just sixteen, sixteen and a half. Martha was described by a grandson as a little on the plump side in her later years, though Stephanie and I wonder about that. The photos we have seen of her in her later years do not suggest that at all, including this one. But the grandson described her as full of energy and quote, " Very interested in civic activities." She was active in a local charity, the Martha Society that assisted the needy. And incidentally I have concluded that the Martha Society did not bear relationship to her name, but if somebody knows differently about that I would appreciate hearing the details. She also served as president of the Utah 13 Federation of Women's Clubs and she participated in countless other civic activities and municipal clubs. Having recovered from a serious illness through the healing hand of Christen Science she became an ardent convert to that faith. She and E. O. raised eight children, although one, a son Earl preceded him in death, the victim of an automobile accident. So is this the family? Oh the Child Culture Society that she was active in. Say it out loud Stephanie, she is where? The third one from the left? From my left as I'm looking at it? This one? Over here? Okay alright. Oh, that beautiful house, oh wow. 1915 Stephanie says. In looking at the personalities and lives of these men as individuals we can not improve on Linda Sillito's insightful taxonomy of W. H. as Mr. Outside and E. O. as Mr. Inside. William was gregarious, smiling, athletics and always at ease in the glare of the public spotlight. Edmund was comfortable with people, but somewhat more reserved more paperwork and detail oriented and a bit more inclined to worry. W. H. first came to my attention when I began researching my master's thesis as I mentioned. And I peaked in on that state republican convention of 1920. There he was front runner for the gubernatorial nomination moving easily among the delegates shaking hands smiling and asking for support. By the second vote he had begun to slip and by the third he had lost by a decisive margin to the nominee Charles Mabey. Newspaper accounts of the day pointed to W. H.' s recent indictment under the Lever Act as the likely reason for his fade. The Lever Act was a war time 14 measure that sought to prevent price gouging in the marketing of food and fuel. And W. H. as an executive of the U& I Sugar Company had been targeted by federal prosecutors. The act its self was poorly drawn and ill advised and was in fact declared unconstitutional in 1921 at which time all indictments were dismissed, but the damage had been done. The fact that W. H. was a Weber County man would not have worked in his favor. The Utah Republican Party was firmly controlled by a nepotistic Salt Lake City clique during that era and they played political hardball. By decades end W. H.' s sterling reputation as a business man hammered down all such barriers and won him the gubernatorial nomination. By then he was a man of such status that LDS Church President Heber Grant could write him saying, " I tried to get you on the phone all night last night until ten p. m." and then apologizing to him that he had to leave town for a week quote, " Before we had arrived on a decision on what do to in the affairs of the Utah- Idaho Sugar Company." W. H. was so popular with the local press that the press even reported on his fishing and hunting trips. He was a person so esteemed by his peers around the nation that he was named director of the U. S. Chamber of Commerce and entrepreneur so successful that he stood as president of one of the half dozen largest construction companies in the nation, a businessman so esteemed that the president of the United States sought his feed back on speeches. The nomination simply could not be denied him. But facing a very popular incumbent George Dern in the general election of 1928 W. H. was to garner only forty- one percent of the vote. 15 After that W. H. turned back to business and did not again seek public office. After all he had been defeated twice at the polls first in the congressional race on 1918 and now in the gubernatorial race 1928 and he had been frustrated three times in the nominating convention seeking the gubernatorial nomination in 1920, as previously mentioned, and in 1924 in seeking the U. S. senatorial nomination in 1922. By 1929 he had started to develop health problems nevertheless his natural charm and good humor continued on and served him well until death in 1931. Oft quoted, I'm sure many of you have heard this before but I can't resist repeating it here, it's a capsule that comes from the hospital room upon hearing of Six Companies successful bid on the Hoover Dam project. He's quoted by Linda Sillito in one of the Stewart Library booklets, comes from Joseph Lee Stevenson and goes as follows, " At St. Frances Hospital the press core found William H. sitting up wrapped in a silk bathrobe puffing on a long black stogy. His bushy white hair had been carefully brushed in to place by his wife and he was eager to talk. News of the winning bid had lifted his spirits. He grinned broadly for the photographers then said " Now this dam is just a dam, but it's a damn big dam," and his eyes twinkling. " Otherwise it was no different that others we've thrown up in a dozen place," end of that quote. Unlike his younger brother E. O. on the other hand had no political aspirations. Out side of business his constituency was his family. The only babies he kissed were his own and when he shook hands it was often for the purpose of slipping a dollar to his grandchildren. They call it the silver dollar handshake. 16 Unlike W. H. who loved golf, played it often and was photographed in golfing attire along with such celebrities as Heber J. Grant and Reed Smoot and Tom isn't Charles Nibley in there? Does that look like Nibley? Ya second from the right, ya. But unlike W. H. in this kind of environment and W. H. is second from the left E. O. played golf mostly as a social necessity. Simply taking off a suit coat he turned his suspenders the other way around and played in his business attire. E. O.' s idea of leisure time fun was being at home with his family riding scooters with the children, romping with the family dog, picking fruit and vegetables from his orchard and garden and joining in the many socials hosted at his beautiful home on Eccles Street or in the immediate neighborhood. Due to the press of business however E. O. was denied the time at home that he coveted. Christmas time was the exception. He always made it a point to be home for the holidays. Incidentally I should tell you that the E. O. Wattis family put together a wonderful twenty minute DVD featuring a number of clips from home videos shot by E. O.' s family when he was still alive and in that beautiful home on Eccles Avenue and I have watched that DVD its available here, its just wonderfully revealing and you can just feel how important it was to him to be home when ever he could be, which wasn't often. In fact that point is made in that DVD by one of his granddaughters that there was a time, almost a year when he was gone the entire time. 17 E. O. was quite tall for that day, standing a full six feet. Unlike his younger brother W. H. he never took on that middle age spread but remained slender. His curly hair, rosy cheeks, spectacles and pipe all fit the image of a dignified business man. E. O. was a bulldog, albeit a gentle one. His hallmark was tenacity and his genius was energy. One of his grandsons noted quote " My grandfather's education consisted of two or three years of formal schooling," unquote. He said that E. O. could write, but made a lot of grammatical mistakes and that he quote, " came up through the process with a long construction history of being on the site and doing the work," end of this quote. In today's vernacular he would probably be described as a workaholic. In a letter to his sister Mary Jane written from Oroville California in 1909 he mentioned that he had lost weight was down to 155 pounds, remember that's on a six foot frame. He said. " I am getting very tired of railroad work and I don't know whether I will ever take another job or not. It is very monotonous for me to always be away from home and I think that I am needed at home about as bad as anybody. Besides that I am fifty- four years old and have always worked very hard and have never had but very little pleasure in life. I don't think I have hardly had my share. My young life was spent in poverty and hard work and I am not in the best of health. W. H. left here a few days go and should reach Ogden tonight. I want to make a trip home very bad but am so badly crowded with the part of business that it is my duty to look after that I can not get away now," end of his quote. E. O. Worries in this letter that he will become even less happy as he 18 grows older, that he did or didn't, cannot be discerned from the historical record, but his health problems continued. In a letter written as early as 1914 he commented on his rheumatism. In 1927 he described his bladder infection and pending surgery which promised a ninety- five percent success probability. Two years later in 1929 he mentioned his cough, eczema, insomnia and urinary infection, puss in the urine. So he obviously did not enjoy that ninety- five percent probability success rate, but he was rather in the five percent. And in 1932 he complained of swollen feet, swollen feet and inner ear problems. What the historical record also reveals is that E. O. never did relax his work schedule to any significant degree. At the time of his death in 1934 he was president of six companies and Hoover Dam was in the final phase of construction and as always he was busy with on site visits production schedules, costs, press relations and dozens of other executive level tasks. The heart attack that took his like was sudden and massive. In approaching the conclusion of this paper I return to the thesis and advance the sixth factor of success, you thought I'd forgotten it. It's not a factor that can be offered for general applicability in a business management class for its unique to the Wattis brothers. Simply stated they had each other. E. O. and W. H. were a perfect match as business partners. Their individual personalities, aptitudes, likes and dislikes complemented the others to a consummate degree. Equally important they like and trusted each, a family trait. " There are very few families that have as strong as long a love for each other as ours have and none have any stronger," wrote E. O. in a 1909 letter noting that quote, " there have 19 never been any quarrels between any of us nor any hard feelings," unquote. Those are truly remarkable statements aren't they? As close as these two brothers were however they usually did not work in pairs. They were not joined at the hip to use that contemporary phrase. Indeed their trust was so implicit that they were frequently apart and engaged in different types of tasks. A revealing snap shot in time comes from the summer of 1922. I had hoped in pouring through those hundreds and hundreds of pages of documents I could I find them writing letters on the same day. And I could then share with you what different kinds of tasks and different approaches they were taking. I never was able quite to do that, but I see them close together here in the summer of 1922. W. H. who was then preparing his run for the U. S. Senate was participating in number of activities at Lagoon. They included umpiring a softball game between a Salt Lake and Ogden young men's republican clubs and attending several wrestling and boxing matches. In the distinctive newspaper style of the day that were topped off by a battle royal between five members of the Ethiopian race all in the ring at the same time. Contrast this with E. O. who's hectic travel schedule had made him almost invisible even to his wife, " I was surprise your father was in Kansas City," she wrote to a daughter June 15th after spending that anniversary alone. This is not to imply that E. O. worked while W. H. played. W. H. was just a little more extroverted, more readily given to conduction business on the golf course or in other recreational settings. And who can doubt that how important that is in the modern corporate world. E. O. took a quieter but more direct approach to 20 business. Again we see Mr. Outside and Mr. Inside in perfect compliment. The brothers used that friendship and bond to span distances over four thousand miles of track alone, plus many more of road, tunnels, canals, etc. and to span eras from the pre- railroad era, from the pre- railroad frontier to the industrial era when they died. Again going back to the comment President Millner made the monuments to industry they created would span many more eras and serve the purposes of society long into the indefinite future and you can take that from a historian who's maternity bill was paid by a father whose pay check was back in part by Wattis money long ago and far away in Puyallup Washington. Thank you. © 2007 WSU Stewart Library, All rights reserved.

Part two of an interview with Settimio "Babe" Pellechia. Topics include: His children's education. The Italian traditions Babe's family tries to keep. Memories from Lincoln School. How Italians in Leominster were treated while Babe was growing up. Social clubs in the Leominster area. Babe's experience in World War II. His thoughts about September 11th. The Italian Colonial cooperative grocery store. Pride in being Italian. ; 1 SETTIMIO: … did very, very good from the hill. But no, we felt that he lacked the basic knowledge at the very beginning in schooling. The first three years were completely lost. But I think it was no fault of his. He couldn't see, and we didn't know it. We didn't know that he couldn't until one day we had an exam for some reason. He had glasses and he said, "Now I can see the blackboard now." We said, "Why didn't you say that before?" He said, "I thought everybody saw it," you know. So that could have been part of it, too, that he just didn't get it. We believe in education: my daughter had paid for her own education, my daughter went to Smith, and she got a graduate from Harvard. So education is the number one priority. We didn't have it. Isn't that something else? Going through, paying for all that education? LINDA: It is. It's remarkable. So it sounds almost as if it wasn't an option for them to work at the motel or… SETTIMIO: No, no. They had to go to school. They had, definitely. My daughter -- my son-in law -- my daughter always, because she was, she graduated out of Smith with a 3.9, so she just ate up school, and as far as I could -- she just -- I used to help her do her spelling, she insisted. You know, there are three columns of spelling and I'm supposed to bring them down. So what I would do is one night I just went in diagonal and I go back, and she said, "Dad, you missed a word." I said, "Well then, that's enough for me." The only thing that I didn't do with her, which was mean, was on math. She had to struggle for math. And one day she did her homework and she did -- everyone was wrong. 'Cause I always used to help her. So just one night I said, "I'm not going to let her get away with that." So it was all set [unintelligible - 00:02:08]. The next night she comes home crying, she said, "You made me get a zero!" I said, "No, you got the zero yourself. You didn't put anything into it." So then I would help her, but she would check. And if I knew she didn't find [unintelligible - 00:02:22], which was, I think even though that she got a zero, it helped her, I think. 2 LINDA: You were talking about Lincoln Terrace and how people had pigs and chickens and gardens. Did you and your wife do that also? SETTIMIO: My wife? LINDA: You and your wife. Did you keep gardens and chickens? SETTIMIO: With all that we had to do? No. LINDA: I could have guessed. I just wanted to know the different generation. SETTIMIO: Nope. My wife always liked that work that she did out there, and I liked what I did. You know? LINDA: Have you kept many of the traditions alive in your family? The Italian traditions? SETTIMIO: Naturally it kind of falls apart. We do a big Christmas meal. We [unintelligible - 00:03:23] children come over, or if they can't make it, because there are times they couldn't make it, [unintelligible - 00:03:29] Thanksgiving. But [unintelligible - 00:03:32] when my mother-in-law was living, we spent a lot of time with her on weekends and so forth. That was strictly all-Italian, you know. Her mom lived to be 99, and she did all the things like that. She was -- she could crochet a bedspread in one month, she'd do a whole bedspread. [Unintelligible - 00:04:00] doing her own cooking, 99 and doing her own cooking and everything. So that's it, but we've got the tradition with that. We got close to her like that. Actually, my parents were gone. You know, they died long before that. LINDA: Who was your closest friend growing up? SETTIMIO: My closest friend when? LINDA: When you were growing up in Leominster. SETTIMIO: In Lincoln Terrace we were all friends; all the guys were very friendly. We all went together. In fact, being in school, in Lincoln School, when I was in sixth grade, I had all I could do to get Cs in spelling and English and anything like that. You know, I just worked hard and I just gotta get a C. But in math I was always a straight A. So at the end of the year, when the principal would ask who was the smartest one in the class, and by all means, I wasn't the smartest, but all of Lincoln Terrace would vote for me, 3 so she got sort of mad. She said, "Now I know Settimio knows math, but we've got people smarter than him in all subjects. Now, we'll have one more vote. We will not have any election this year," she said. That's how close people were. LINDA: So you were going to school at…? SETTIMIO: Lincoln School. LINDA: So was it mostly Italians there? SETTIMIO: Yeah, that school was. LINDA: Do you remember the teachers? SETTIMIO: Mrs. Blunt was the Principal, Mrs. Taylor was the fifth grade, Mrs. Benz was special. I think the others were the younger ones: Mrs. Heinz and Mrs. Lane was there. I think they had newer ones too. But I have to say I don't think they were fair to the Italian people on different things. I like to see justice and so forth, and I don't think there was any justice in that school for the Italian people. LINDA: Can you give me an example? SETTIMIO: Hmm? LINDA: Can you give me an example? SETTIMIO: Just remarks they'd make and so forth. [Unintelligible - 00:06:25] school system. LINDA: That's right. There's a lot of Italians there. A lot of Italians were in education. So you were giving me an example, or you were about to give me an example of how you thought maybe some of the teachers weren't fair at Lincoln School? SETTIMIO: That's the feeling you'd get. Describing something now would be difficult, but in one case, even my brother, the teacher asked, "What makes a good centerpiece in every Italian home that had a bottle of wine on the table?" And he said that he got expelled for a week. They asked the question, and that was his honest answer. So that the -- that was one case that really stuck out when they did that. 4 LINDA: So it sounds as though the teachers really didn't know anything about the culture or the tradition. SETTIMIO: I don't think they cared either. LINDA: They didn't need to care until one became a principal. SETTIMIO: Like I said, I went there six years, and I'm not talking -- mostly the higher up, two old ladies were what they were by then. So old that you could just see it, remarks, much like my remarks and so forth that they… LINDA: Well, speaking about ethnic differences, did you notice anything in Leominster growing up? SETTIMIO: I noticed while we were growing up that people of Italian descent had a rough deal as far as city hall, the banks, especially. They never got a fair shake. Never during that whole time. The difference today is that almost all of our politicians are Polish or Italian, like when you see almost any principal, all but one is Italian. So that's the biggest difference that I can see that's happened. I had a banker tell me when I was billing up and the president of the bank said to me -- I wanted to get some money, to borrow some money, and he says, "You know, you can spoil a baby by giving him too much candy." I said, "I really didn't come here to get candy. I came here to get money." He said, "Well, you've done well. You should just stay where you are," and let it go like that. That's the banker telling me, so I says, "Well, I didn't come here for your opinion either." I said, "I'm still looking for money." So with that, he said, "Well you've got money in this bank." So while I'm sitting at the time, I just saw the door of the bank had gold leaf at that time, Capital, and so forth, Reserve. So I said, "Could you explain to me why the bank would need a reserve?" He said, "Well, you've got to draw," he says, you know, "on the money," he says we've gotta -- I said, "You're asking me to do something you yourself believe in? You want me to take my reserve of my savings and go with other reserves?" With that, he finally gave me the money. 5 But that's funny with banks, with banks I always find it funny you've got to have an answer for everything because they just try to talk you out of things. That's what they do. When I built the motel, that was the time when -- this is the other bank, Savings Bank -- they said, "We'd like to loan you the money. We feel you can do it, but we don't know about your wife. What would she be able to do?" I said, "My wife is able to -- I can prove to you -- my wife was all upset thinking I'd get the loan." He said, "Well, yeah." But I says I've got so much insurance policy, and the whole loan would be paid up with insurance policy. "Is that good enough, sir?" Security, and I got the money. So you had to play with them at that time, and I still think it was because of who we were. LINDA: When did you see that start to change? SETTIMIO: Hmm? LINDA: When did you see that start to change? SETTIMIO: They started dying off and the Italian population kept increasing. They all knew that group for what it is there. We've got to look at [unintelligible - 00:11:31]. I'm sorry I keep… LINDA: That's okay. SETTIMIO: In 25, 30 years we'll probably learn the same thing with the Spanish people. If they fill out the note they're going to be allowed to do what we did, and I hope they do as well as we did. LINDA: Did you see your children go through any of the hardship that you went through? SETTIMIO: No. No. They don't know what hardship is. LINDA: But they're successful anyway? SETTIMIO: Hmm? LINDA: But they are successful anyway? SETTIMIO: Yeah, yeah. They are, yeah. LINDA: Why do you think that is? SETTIMIO: Well, of course they knew they would always have whatever they need from us, and then we always ingrained in them to go out and do better and 6 keep doing things, like -- my daughter didn't take that much, she absorbs education. She was very, very good at that. My son, we had to kind of push him a little bit, but he's glad now that we did that because he notices a difference. LINDA: So did you feel it was equally important for your daughter to have an education? Did she go to Worcester Academy too? SETTIMIO: No. She didn't need it. She graduated with all these kids [unintelligible - 00:12:56] while we lived in Sterling. So, National Honors Society. She got it all as far as marks. LINDA: Would you like to tell me a little bit about the clubs that you had joined? SETTIMIO: The one was -- we mentioned the Italian Society on there. I'm somewhat disappointed it wasn't what it was supposed to be. I really thought what I wanted was a culture society, where we have -- where they teach Italian, where they have Italian plays and Italian speakers, and it didn't turn out that way. They spent a lot of money and made a big place out of it. It's almost -- which they hardly use it, but you need somebody coming in to pay for the bills. So I just call it a glorified ballroom now. So that wasn't -- I didn't like that too much. LINDA: I didn't take the information. Were there any clubs that you had joined in your younger years, or ones that your father and mother had belonged to? SETTIMIO: No, because they faded out. My father belonged to a couple of clubs but they pretty much starting fading out by the time we would be ready for that. I was really active in a lot of other things, charitable things. I've been Director of the Red Cross. I spent 22 years in a hospital as a cooperator trustee and on the executive board. I was President of the [unintelligible - 00:14:46] Club, which is a men's Rotary Club in Sterling. And then I did my bit as far as charity work and so forth. I felt someone's been very, very good to me, and that's why I got into the charitable end of it, to help out.7 LINDA: You see that continuing with this next generation? Do you see that volunteer, that commitment to give back to the community in the next generation? SETTIMIO: I really don't know. I hope they do. I know I really felt -- and I used to say I like that the hospital I fought for was doing something for the benefit of the people. I would always say so, you know. They were going to do certain things, and I said, "This would be better and cheaper." And that's all I could contribute until it started getting away -- I finally left when we got an administrator that just liked to spend money. So after 22 years I said, "You don't need to spend money. Anybody could spend money." So I resigned at that time. The Historical Society, I've been a Director there for years. I'm still on there right now. LINDA: How did -- has faith played an important part of your life? An important role in your life? SETTIMIO: What was that? LINDA: Faith? SETTIMIO: Absolutely. Absolutely. You've got to have faith, you have to be charitable, gotta be fair to one another. That's all really, really important, I feel. LINDA: Think that's an Italian cultural …? SETTIMIO: I've always thought of it that way, yep. See, but oftentimes you take some of the older people, I say that they probably could have done even better, but because they had to work to get to where they were, they just didn't have time for some of those things. So I think they would have been a lot better off, a lot better. I know that. Yeah. LINDA: Another question: getting back to the banks and maybe how they weren't fair enough, did the Leominster Credit Union play a big part in our helping, let's say, Italians in Leominster? SETTIMIO: Italians in Leominster? They were sympathetic to the Italian calling I'd say, but whether they helped or not I don't know that part. Credit-wise, I know they didn't help us in the building. Nobody had the opportunity to 8 sell them anything. And I said this to [Seth] at the time. He was [unintelligible - 00:17:46] he called me up, said, "Some people want to see you. You've got to make money." So the last time I said, "Do you even realize, Seth, that the only way that people will give you money is they've got to earn it?" He had taken me to this bank in New Haven. Not once did they even entertain taking in a bid from me. I said, "You won't be able to get money anymore." The Credit Union did this. I was a little bitter. But they had the opportunity, which I didn't like. I didn't think that was fair; that was -- probably that's one of the things that bothers me most about as long as you belong to when all our lives you got the big jobs. You work hard to get it. I know that my father, it never bothered him how much time he spent figuring jobs as long as he had the opportunity to bid on it. But when they didn't even give you that opportunity, and if you're high you just say "We can get it done cheaper," and that's the end of it. But don't just ignore them. Or even at the hospital, one time we got some bids for some work and a friend of mine asked, he wanted to bid the job. I said, okay, so I talked to the board, I said, "This, also, would like to bid the job." I says, "He's a low bidder. You'll want to give a job." He became the lone bidder and they didn't give him a job. You know, that night, I told them at the meeting, I said, "I don't think this -- I've done this all my life and I don't believe in it. You shouldn't have had him bid if you didn't want to give him the job, because it takes time and money to do that bid. It just isn't fair." LINDA: Just two more things: what was your hardest experience in your life? SETTIMIO: Three years in World War II. That was quite difficult. LINDA: Would you like to explain a little bit? SETTIMIO: Huh? LINDA: Would you like to explain a little bit or share a story? SETTIMIO: No, we're always a family in our own home, and to be away like that. And then under the conditions that you had to live in that you would think you 9 did. But you said the worst thing, that's doing that, although it turned out, I came back, no problems. But even then I worked -- I had to fight to get -- to the top. Now, I was in heavy artillery and, my job was handling 96-pound shells, and of course I just felt that there were better things in life than handling 96-pound shells. There was no future in it. So I hung out with the boys in the survey section, there were eight of them. They did the computing, running the transits, computing for these -- because we had this survey, anything you did on it. And I learned anything that there was to learn on it, and when OCS came, that's officer's training, they get anybody to go that likes to go, and of course the survey is supposedly the brains of the battalion, there's six of them that left for OCS. So I asked permission from -- through the first sergeant and my captain that I'd like to get on survey. And he was nice to me, real nice. He took me a bunch of papers like this here, and they had all these on all circled around, and then they put parts between them. And he said, "I'm going to shake this, and all the cards that fall out, if your name's in there, you can get on survey." My name didn't fall out. And he said, "Now let's see why." Ninth grade -- you have to be a minimum of a high school graduate to get on it, because it required trigonometry and you don't get trigonometry in the ninth grade. You get algebra but you don't get trig. So I said, "But I can do it." He said, "I can't promise you nothing." He said, "You stay with your shells." I still kept there, I started doing it, and I became the -- I became the chief computer -- the [unintelligible - 00:22:24] operator, which wasn't all too good with all the shell people in back now that I'm on the front-line. If we can see the enemy, they can see us. So the payoff. LINDA: I just want you to end with asking you about how you feel about September 11th, what's happening in the country now. SETTIMIO: Terrible, the whole thing is real, real uncalled for. I don't know why you'd have to do something like that. You know, it's murder -- it just gets 10 me that they, that they [unintelligible - 00:23:05] for the world and shelling them and killing civilians. What did they do? Kill 10 people, there's a big [unintelligible - 00:23:16] about it. They killed almost 6,000, let alone the damage. The damage can always be fixed, but lives -- life is gone, you know. Once it's gone, it's gone. So I don't know what the -- what's going to happen. We got to do something to -- somewhere along the line though we've changed. We used to -- every year, immigrants had to register at the post office. Why did they discontinue that in this country? I don't know if you remember that, do you? Every year you had to go to the post office if you were an immigrant, your address, what you're doing and so forth. So they actually were [unintelligible - 00:23:59] they knew where all -- if they still had that, they would know that these guys, number one, that their visas had gone past and so forth. LINDA: I often wonder what the veterans of let's say World War II feel about the men going to fight now, because at least you knew who the enemy was. SETTIMIO: You don't know who the enemy is in this. This is what they -- you have to fight their game, which isn't -- there again, it's not fair. [Unintelligible - 00:24:37] we fought the Germans. We knew what they did. They were in front of us, we were on one side, you knew what you were doing. But to have somebody you can -- somebody in your home and you got terrorists and just get information, the next day you could be gone. LINDA: Anything else you'd like to share? SETTIMIO: Huh? LINDA: Is there anything else you'd like to share with us? SETTIMIO: One of the other things I thought is -- you see that package right there? That little one right there? You organize this; you're at the grocery store. He closed his grocery store so the Italian Colonial could start. LINDA: What was the Italian Colonial? SETTIMIO: Huh?11 LINDA: I don't -- what was the Italian Colonial? SETTIMIO: A grocery store. LINDA: A grocery store? SETTIMIO: [Unintelligible - 00:25:28] be one up there and they became a cooperative. They all bought shares, and he moved his grocery store right next to the other one with all the stuff that we had, you know. We wanted to leave once they start that. LINDA: Well… SPEAKER 3: They were all Italians that got together and formed this cooperative, Colonial -- SETTIMIO: [Unintelligible - 00:25:54]. SPEAKER 3: And when they finally disbanded, they all formed their own little corner stores [unintelligible - 00:26:03]. LINDA: So what was they -- where did they get -- would they be growing their own produce and bring it in, and… SPEAKER 3: Some of them did that. SETTIMIO: Oh no, they bought it. They bought everything, like a legitimate store [unintelligible - 00:26:20] -- I keep moving this don't I? LINDA: That's okay though, that's not important. SETTIMIO: Yes it is, or you wouldn't have it. LINDA: Or I wouldn't touch it. You're right. SETTIMIO: No, but the -- he was very instrumental in helping on getting this Italian Colonial, because he -- number one, if he can close his store, [unintelligible - 00:26:40] but… and then the other thing was bringing the Italian Colonial, you know, the Lincoln Hall in Leominster, which is now Saint Anne's Church, they started the Lincoln Hall, I believe, when -- in 1926, I believe it was. And it was -- the main purpose of it was to naturalize as many Italians as they could. They wanted to move their building because at that time all the different Italians that come from different parts -- Italy was not unified at that time. 12 It wasn't unified until I think in 1961, '56 or something like that, but all these people -- if one club was running the hall, the other clubs wouldn't go. One of those things that they -- that's why the Lincoln Hall failed, contrary to what their remarks they made in the book in the office at Saint Anne's. They said they foreclosed on them -- they foreclosed because none of them would join it. They shouldn't have lost that, you know. LINDA: So why is it they wouldn't join? SPEAKER 3: Parts of Italy, [Forgia, Saladini, Graphinio] had their own [unintelligible - 00:28:05]. SETTIMIO: You could almost [unintelligible - 00:28:08] Boston and then New York and then somebody in Chicago. If the guy in Chicago is on the organization we don't want nothing to do with it, and New York we don't if we're doing it, they don't want to, and that's what happened to that Lincoln Hall, which we can't -- that was one of the bad things the Italian Colonial let go. We don't -- otherwise we wouldn't have Saint Anne's now. So everything turned out pretty well. LINDA: Like who was Lincoln Hall -- who was affiliated with Lincoln Hall, which group? SETTIMIO: All the Italians. LINDA: Oh, so it was a mixture. SPEAKER 3: The functions they would hold there, if one little group was holding a dance or a social event, the other groups stayed away. SETTIMIO: [Unintelligible - 00:28:51]. This is a letter that was written in 1929, as much of it is in Italian, I don't know if you can understand it. But what it is that unless the people joined and paid their dues, they're going to lose the hall. They didn't do it, so… SPEAKER 3: Sounds like your brother, your brother. SETTIMIO: [Unintelligible - 00:29:24]. LINDA: So you said they were trying to naturalize as many Italians as they could. So Italians from any region? SETTIMIO: [Unintelligible - 00:29:34].13 LINDA: In Leominster or any region? SPEAKER 3: Yes. Danny [Cato]? SETTIMIO: Huh? SPEAKER 3: Danny Cato was on this Italian American [unintelligible - 00:29:45]. SETTIMIO: This is the bleeding Italian Americans in Massachusetts. LINDA: Oh, that's an honor. That's your father, right? SPEAKER 3: Mm-hmm. LINDA: So Ann, do you have anything to add? Can you think of anything? SPEAKER 3: Oh, you were speaking about that cooperative grocery store. Is that where some of the people, when they sold out, they would open up their own store like Chet's Grocery, [unintelligible - 00:30:24], all those little stores? SETTIMIO: Nemo had a little store too. SPEAKER 3: Who did? SETTIMIO: Nemo also. SPEAKER 3: Nemo? SETTIMIO: Yeah, it was very lucrative. You hear [unintelligible - 00:30:35]. I'll just tell you a little story about that. My father wanted to get it going good and at the time [unintelligible - 00:30:43] made cash registers, and he had six-drawer cash registers, so each clerk would have to punch their own if they bought it. So my father suggested that the salesmen should go there and sell it, and maybe it would keep them honest, you know, they'd have their own cash box. So at the last minute, my father told the salesman the night of the meeting, he says, "Now don't get alarmed, I'm going to vote against it." He says, "You called me, and now you're going to vote against it?" He said, "If I vote for it, they won't buy it." They bought it, they never used it. LINDA: So the coop -- did different people sell different things? SETTIMIO: Oh no, it was all -- it was a regular store but it was just owned by a cooperative. SPEAKER 3: It was owned by all of them.14 SETTIMIO: This is interesting too, nothing to do with Leominster, but [unintelligible - 00:31:33] they had in Boston in 1492 when Columbus -- it was unbelievable what they did [unintelligible - 00:31:43] try and list it on that. But you see where they -- just the parade and all -- look the way they decorated their buildings. LINDA: Wow, this is to celebrate Columbus Day? SETTIMIO: Yeah, it's unbelievable. It's all parades and all that. There's a state house. It's so unusual. There were no Italians -- I went through this. I couldn't find an Italian name, but it was a big deal for Columbus. Now, in 1992, nothing was done. LINDA: Wow. I know with my children in school, nowadays there's a big discussion whether or not you should even celebrate Columbus Day. SETTIMIO: [Unintelligible - 00:32:28], mm-hmm. SPEAKER 3: But October is the Italian Heritage Month and they have functions going on almost every day, either here or in Boston or some other place where there are Italians. LINDA: That brings up something interesting though. Did you -- when growing up, did you feel proud of Christopher Columbus and that he was an Italian? Do you remember? SETTIMIO: We felt proud of anyone that was Italian. [Unintelligible - 00:33:00] proud of any American that's done unusual things. I don't feel too proud when they name a building for some politician that got paid all his life and had to -- 15, 20, 30 years they name a building after him. What did he contribute actually as far as for the benefit of the people? But we still keep doing that, you know. SPEAKER 3: There are a lot of things -- there are a lot of Italians that have contributed to the world as we see it today, as we know it today, in the arts and the music, and… SETTIMIO: Did you read the one that I had -- the Italian [unintelligible - 00:33:45]? Did you ever see that one? Yeah? LINDA: No, no… where did this come from? From an Italian American?15 SPEAKER 3: I think I saw this on the board at the Italian Center in Leominster. LINDA: Do your children consider themselves Italian American? SPEAKER 3: Oh yeah. SETTIMIO: I hope so. I know my daughter; she spent more time in Italy than she does here now. Sabbaticals and so forth. In fact she's going there for -- she just got a grant to go there with the grade eight students, give a lecture over there. [Unintelligible - 00:34:30] also, you know, different parts of Rome and Florence and [unintelligible - 00:34:36]. SPEAKER 3: She has a doctorate in Italian. She has a doctorate in Italian History. SETTIMIO: She can read even the old script Italian. She's really -- she spent a lot of time there. She spent six years in Florence, so she can really -- in fact my daughter's very thin and so forth. We went up to visit her one day and went to the grocery store, and I saw my daughter do something that she never did. She literally, with her little frame, pushed a big Italian lady in the line. I said, "Linda, where did you learn that?" She said, "Dad, I'll be at the end of the line all day if I didn't do that." That's what they do. So she learned she's got to get in there. SPEAKER 3: Make her way. LINDA: Where does she teach? SETTIMIO: University of Delaware. LINDA: Oh. SETTIMIO: Yeah. LINDA: Have you -- you ever gone back to Italy? SETTIMIO: Oh yeah. I've been there three times. My wife keeps going, but she goes a little more than I do, because women like to travel more than men. My wife likes to travel. She's been to Jerusalem three times. She's been to Kenya; we both went to South America. LINDA: Did you ever go back to the village of your father? SETTIMIO: Went back up to where my mother was born and where my father was, and also where she was born. You know that. LINDA: Well, thank you.16 SETTIMIO: That's all? We're done? LINDA: It was a long time, two hours. Aren't you tired? It's tiring. SETTIMIO: I just tried to accept what I'm going to do every year what my father did from 19-, from when he came here up until he passed away. I want to make it complete. [Unintelligible - 00:36:47] yeah. That's one project I got to do. The other project I got to do is I got a lot of movie pictures that I took, and I want to put those on VHS and break them down. I got the floods of '38, and I got parades and all that sort of stuff, and I got also Saint Anne's -- the opening of Saint Anne's dedication. SPEAKER 3: Very good history. SETTIMIO: I have a library, and I'm a collector [unintelligible - 00:37:23] stuff. I'm proud of a lot of it too. I got all the directories going back -- that's why it was so easy to do this. I have all these downstairs, these books. I also have it on Fitchburg, I go back Fitchburg 1880, and I keep buying local history, whatever I can get, or anything that originally was made in Leominster, so forth. [Unintelligible - 00:37:51] LINDA: It's interesting. SETTIMIO: The only thing is time is running out. LINDA: Oh, it seems like you come from a long line. It seems like people live a long time in your family. SETTIMIO: Well, they try to do it. Whether they make it or not, I don't know. Time will tell. LINDA: Well, don't give up. SPEAKER 3: Don't give up. SETTIMIO: Oh, no. SPEAKER 3: You have a lot of good work here. SETTIMIO: Huh? SPEAKER 3: You have a lot of good things here. LINDA: Did you mention to me that you had your mother's -- maybe your grandmother's wedding dress? SETTIMIO: Yes, I have it.17 SPEAKER 3: Your mother's or your grandmother's? SETTIMIO: My mother's. SPEAKER 3: Your mother's wedding dress. LINDA: Wow. SPEAKER 3: That was 19 -- what? What year? SETTIMIO: They got married what would be the year 1902, I think, or something like that. LINDA: Wow. SETTIMIO: Would you like to see it? LINDA: I'd like to. SETTIMIO: I think it's in the closet. LINDA: Okay, hold on. This is the end of the interview. /AT/pa/rjh/es

THE JUI ERCURV The Literary Journal of Gettysburg College. VOL. XVI GETTYSBURG, PA., FEBRUARY, 1908 No. 8 CONTENTS. THE GOVERNMENT OF STUDENTS 2 E. VICTOR ROLAND, '07. A MISDIRECTED MESSAGE 5 T. T. COOK, '12. WASHINGTON THE FATHER OF HIS COUNTRY. .11 G. L. KIEFFER, '09. THE BOYHOOD OF LINCOLN 14 T. T. C. THE USE OF BEER IN GERMANY IS MRS. J. H. W. STUCKENBERG. WILLIAM McKINLEY 23 C. MCLEAN DAVIS, '11. EDITORIALS 28 BOOK REVIEWS 31 EXCHANGES 3£ THE MEBCURS Third, THE GOVERNMENT OF STUDENTS. E. VICTOR ROLAND, '07. RESIDENT HYDE, of Bowdoin College, says in one of his recent books, that there are six partners in college administration. This sextette is composed first, of the founders, donors, and benefactors. Second, the State, the trustees, regents, or overseers. Fourth, professors-and instructors. Fifth, the students. Sixth, the constituency of the college, that portion of the public from which money and students come, and to whom the institution must look for in-terest, guidance, and support. I presume that all will be quick to admit, that the most important element in this portion which President Hyde has seen fit to characterize as the constituency of the college, is the institutions' own alumni. It is not purposed in this article to assign to each of these six parties to college administration their respective rights and duties. Neither is it our purpose to speak of the comparative importance of any one in respect of the others. If the college does not have the proper support and, co-operation from all these sources, it is hindered, in a greater or less degree, in its mission of preparing and training men and women for efficient service-in the various avenues of life. We shall take it for granted that all are agreed that the welfare of an institution depends more on the discharge of duties on the part of some of these partners than others. Let us turn our attention to but one of these part-ners. That the student body of any institution is a most important factor in its welfare and success, is a truism. With a high class of men, intellectually, and morally, coming into a'n institution, men who have a high sense of loyalty, that will make them go out and talk about the superior advantages and opportunities their college offers, an institution of learning is bound to pros-per, and many will be the defects that will be eradicated on the-part of other agencies not giving their proper support. Thus we see that that phase of college administration which has to do with the student body is of very great importance, and must be-administered with much foresight and wisdom. THE MERCURY. How then shall a student body be governed? What method will yield the greatest results? In answering these questions two things must be taken into our consideration. First, the prestige and authority of those who rule must be maintained. In the second place, all discipline among students is pre-eminently .for the purpose of affording the general student body the greatest opportunity to obtain the best that the college can give. This is a fact that the student should always consider, and if such were the case, it would prevent many criticisms of the actions of the administrative authorities. Before stating our views as to what method will be most effi- -cient in the government of students, let us consider briefly the history of such government in the colleges of America. As one makes such a study he is impressed with the fact that the gov-ernment of students in American colleges is marked with in-creased liberality and orderliness. That of the colonial period was very similar to that of the civil government. It was most minute in its inspection of students, and likewise severe in met-ing out punishment. In the oldest university in this country, in 1674, students were fined and even whipped. The plan of .fining for a large number of offenses continued not only in Har-vard, but in most all of our American colleges, down to the mid-dle of the nineteenth century. It does not become us to criticise -wholesale this form of student discipline. Such government may have been as efficient in its time as that which is in opera-tion to-day. We know, however, that some of the worst rebel-lions on the part of the students occurred in those days of rigid -discipline. As a proof of such we refer to the rebellions at Har-vard in 1768 and 1807; the rebellion of 1808 at Williams; the .bread and butter rebellion of 1828 at Yale; and the rebellion of 1836 at the University of Virginia. All this resistence to power must be due to the fact that stu-dents and faculty view things in different lights. The problem •in discipline, then, is to utilize such methods as will best enable students and faculty to get the same viewpoint. In order to do this two theories have been advanced. Accord-ing to the first view, the relation of the college to its students is a sort of family relation—the college officers standing in the place of the parent, and the student in the place of the son. Ac- L '4 THE MERCURY. •cording to this theory the student must be guided by a set of rules and regulations laid down by the governing board. The second system is the very opposite to that of the domestic; the system is distinguished by its lack of government on the part of the faculty. In other words we may call it student government. This brings us to the important part of our discussion—the feasibility of student government. It may be remarked that these two systems seldom exist in the naked and bald form as outlined, and between these two sys-tems exist many practical modifications. Is student government a practical and feasible thing ? This de-pends very much on the size of the college, and the limitations -of this student governing power. In a large university or col-lege, student government must play an important part in admin-istrative affairs. In a small college where every student knows every other student, and where every student is known by all the professors there must be a limitation of such power. In every true college it will ever be essential to maintain a firm authority and circumstances may arise when the college should close its doors, rather than yield an essential point of moral character or intellectual efficiency to the student clamor and caprice. Yet this authority should be kept somewhat in the background, and used only when necessitated. The strong point in student government is that it places a re-sponsibility on the student. Because of this it would be a most 'effective means in maintaining proper decorum in the class-room and the morning chapels. It should also be made use of in'the maintenance of proper order and conduct about the dormi-tories. Just a closing word with reference to a very important factor in student discipline. One of the best methods for guiding the personal morals and proper actions on the part of students is through making and requiring severe intellectual demands on him. This always has been, and always will remain the very best method in maintaining uprightness of conduct, and if com-bined with a proper balanced student government, and a personal friendliness and intelligent sympathy on the part of professors, will make an ideal college life. THE MERCURY. THE MISDIRECTED MESSAGE. T. T. COOK, '12. VERY workaday morning since he had met Miss Johns, just two months and a week by the calendar, Joe Ab-bott from his desk in the Post Office Building, had tele-phoned "1836-Gernrantown." This morning as usual, the little morocco-covered clock in a pigeon hole of his roll top pointed to eight-thirty as he lifted the receiver. Instead of for-getting his business hours because of his little affair, it drew him to the office—and to the telephone—with such regularity that his clerks and demure young stenographer, already were dubbing him "Punctual Joseph." In a few minutes his bell tinkled and the operator reported. "I have Miss Johns for you." By which you will see that this operator was no ordinary soul, for she knew, long since, that "nice" Mr. Abbott wanted a particular party at "1836-German- 'town." With A low "thank you, put it on the booth, please," to the lady of the telephone, he began the morning service. "Morning, Sybil. How's the beautiful siren feeling this .morning ?" "That's good. No, indeed. Never felt more wide-awake in my life. Too much sleep doesn't agree with me, you know." And thus the little nothings flew back and forth over the wire for. several minutes. But it was a mighty satisfactory talk to at least one of the people concerned, for Joe Abbott had coaxed per-mission to call that evening at the home of his lady. And— significant fact!—this was the first time he had been allowed to ""act like a fool" two evenings in succession. He then emerged from the telephone booth and sat down be-fore a stack of correspondence to begin the day's work. On top •of the pile lay several unopened personal letters. Two of them he sized up at once as duns, and promptly swept them into an open drawer. The third he looked over with a degree of curi-osity. It was a large, perfectly plain white envelope with no advertising matter whatever on either side. •6 THE MERCURY. "This is about the eighth shoe catalogue I've received this Week," he thought. Suddenly he gave an exclamation of surprise and straightened up in his chair. A smile replaced the blank look on his face. "Well, I'll be ," fell from his lips. The cause of this sudden interest in things was evident on a close inspection of the envelope. The address, in black type- Writing, read "Mrs. Joseph Abbott, Philadelphia." "Phew! If Syb saw this there'd be a lovely fuss!" "Gad! I'm going to do it! I've got enough catalogues on hand to last me a year anyway. Here goes." And suiting the action to the words he scribbled a disguised "Try 5300 Germantown Ave." across the face of the envelope ■and tossed it in a basket bearing the legend, "Out." "I'd give a five to see Sybil's face when she sights that 'Mrs.' " Thereupon he dismissed the subject and dictated a stream of letters that met with the ever increasing disapproval of his sten-ographer. "Well, Miss Dennison, I think you'll have plenty to do this afternoon," he said, as the young lady finally arose and gathered up the armful of papers. "I'm going to lunch now. At four o'clock bring me what you have finished and I'll sign 'em. Leave the rest till to-morrow." So saying, he walked a half block to his restaurant, and buried himself in the sheets of a newspaper. When the waiter appeared, he carried the consomme in one hand and in the other a telephone, which latter instrument he connected to the nearest socket and placed it in front of the would-be luncher. "Call for you, Mr. Abbott;" he announced. Talk right here?" "Sure," he assented, while to himself he wondered if that stenographer would ever be able to get his letters straight with-out help. "Hello. Yes, he's talking to you." "Who? Miss Johns?' THE MEBCUEY. "Miss Johns' maid? Oh, I see. What can I do for you,. Anna?" 'What's that?' "Indisposed? Can't see me to-night? The Dev— er, is that all, Anna?" Bang! Up went the receiver. "Here waiter. Keep the rest." "No, I've had plenty. Yes, indigestion—that's it." Out in the fresh air again, he leaned up against a lamp post to think it over. "Lord, what a mess! Who'd have thought she'd take it so hard ? If I only had a car, like that young Van Ormer, I'd motor out there and see her right now. Well, I guess it's up to me to see-her anyway, car or no car. First thing is to get leave from the boss." And thereupon he hurried to the office of his superior, whom he was lucky enough to catch at leisure. Bather flustered, he blurted out his request to be excused for the rest of the day. Usually the old man had to know why and wherefore of the pe-tition of this kind, and the immediate and cordial nod of con-sent with which he now answered Abbott was a most unlooked-for surprise. As he hurried to the door the chief raised his head and called after the retiring shoulders—"I say, Joe. Be careful you don't celebrate too hard." "What in thunder," thought the bewildered fellow, "is the old bear talking about now." But too many other thoughts were crowding his brain as he swung to the platform of a trolley, and the boss's remark was shunted to the background. At last he alighted; walked a short distance to "5300 Ger-mantown Avenue" and ascended the familiar spotless steps. His feelings at this time closely resembled that accursed state called rattled. Moreover, "Anna," the same who had spoiled his lunch, opened the door. Anna was a splendid servant, but she had one affliction that was most disconcerting to a serious-minded caller. The nerves of her right eye were uncontrollable. Consequently THE MEECUEY. she winked; winked continually, and on occasions when even the slightest little wink was entirely out of order. The appearance of Anna, therefore, was quite ill-timed from the viewpoint of a man already on the verge of the rattles. He managed to withstand the fusillade, however, and after vainly trying to persuade her, with all the eloquence at his com-mand, to tell Miss Johns that he must see her, he did the next thing; brushed her aside and stalked majestically, if somewhat fearfully, into the library. Anna followed, her aggressive right eye still unconquered, and winking madly at-the back of Ab-bott's head. A dire foreboding filled her when she thought of the accounting that would come after her mistress rid herself of the "impid'nt young spalpeen." "Punctual Joseph" pierced the shadows of the library, only to realize that the much used room was empty. Hesitating but a second, he passed between the curtains toward a stairway which he knew led to Sybil's own sitting room, a combination of cozy corners which he had been allowed to enjoy on numerous de-lightful occasions. Foolhardy enough, he gained courage with every noiseless step on the carpets. He smiled as he thought—"I'll beard the lioness in her den." Bounding the turn he was forced to stop abruptly. A startled "Oh-h-h-h," struck his ear. Almost within arm's reach stood Sybil Johns. Something told him she had been listening, but had not heard his footsteps. A foolish feeling of exultation took hold of him, and in a flash his plan of confessing the miser-able joke and begging forgiveness faded and in its place he found a bold, yet apparently feasible idea. He would deny all knowl-edge of the letter that had caused the friction and thus make a beautiful proud girl feel the humiliation which he had been about to accept. And then Sybil was speaking, in a voice that now was fully composed, but utterly cold. "Mr. Abbott. This is—inexcusable." " My dear Miss Johns, it isn't half as inexcusable as your ac-tions." "Why Joe—Mr. Abbott, didn't you send that"—pointing ta an unopened white envelope lying on the table. » THE MEKODBT. 9 3 it?' vish he could play lidn't you say 'yes, a different forgive n» part. It But 'Send what ? What 'Joe!" said so plainly—"Wl it was too late now. Then her expression changed. Again she wore that "Justice" look. With "wait a minute, please," she stepped out of the room. When she came back she walked straight to him and placed in his hand a little leather bound volume. "Did you ever see that book before ?" She asked the question more with her eyes than her lips. "Tennyson's Idylls! Why to be sure, I sent it last Valen-tine —" "You did send it," she interrupted. The truth had rushed from the amateur lips in spite of him. Although he did not know how, something whispered a sinister warning that he was caught—caught fairly and squarely. "Look at the disguised writing on the fly-leaf," she com-manded, "and compare it with this." It was neatly executed. But her finger trembled the tiniest bit as she pointed to "Try 5300 Germantown Avenue." and then -to the "My Valentine." The inscriptions were identical. Mr. Abbott's stage career was ended. In a few well-chosen words she told him how small he had made himself appear. He tried to say something adequate, but the right words would not -come. What could he say ? He did the only remaining thing— started toward the door. At the portiers he turned and saw the fragments of the en-velope fall from her fingers. That settled it. The funeral procession (for Anna was bringing up the rear with a supply of winks) had reached the vestibule when some-thing happened. From the floor above he heard a sweet voice •calling, "Joe! Joe!" And then, while he stood there, unbelieving, it came nearer and nearer until a trembling girl appeared above him. She started down the stairs and he recovered his senses in time to rush to meet her. As he approached he saw that in her franti- 10 THE MEKCUEY. cally waving hands she held the remains of the letter. There was a new note in her voice. "Oh, Fro—I know I shouldn't have done it, but Joe, did you know—why didn't you tell me what was in that letter ?" "Why—why Sybil! Tell you? What was it?" "Look." She held up a torn portion of a sheet. He stared as if at an apparition. "It's the boss's signature," fell from his lips. "And what's this—'the right woman will soon be yours.' Syb! We must get it all. Quick. It's important. Help me!" Excitedly they pieced the bits together. Their hurrying fing-ers seemed all thumbs. Gradually, but all too slowly, each jag-ged piece of paper found its mate. At last the letter was com-plete. "Please read it to me." It actually was Sybil who spoke. Straining forward in the poor light he read the words, first huskily, then with a ring in his voice as the import of it all sank in his mind. "Just a line to advise you of your appointment to the recently vacated post of Special Postal Agent for the District of Penn-sylvania, to become effective on the first day of the coming month. I might add that I have been withholding my decision in this matter to discover, if possible, a suitable married man to fill the position. I need not tell you that it is the policy of this Depart-ment to appoint only men of settled character (which usually means married men) to the more important posts. However, from what I can learn, I am led to believe that the right woman will soon be yours. P. S.—I have instructed my stenographer to use a perfectly plain envelope, and to mail this letter, so as to prevent its being opened in mistake by one of your clerks." "Well." It was all he could say. "It's—its what you wanted, isn't it?" "Well rather. But I had given it up weeks ago." And then he looked at the girl, and what he saw in her eyes made him bold. Leaning toward her he whispered, "Sybil—am I forgiven ? THE MBKCUEY. 11 Think how independent we can be. — You darling! And I dare hope ? Tell me." "Why did you fib to me?" "And why did you say you were ill ? Shall we call it quits ?"' Silence—with the proper accompaniments—followed. WASHINGTON, THE FATHER OF HIS COUNTRY. G. L. KIEFFER, '09. 1HEN the American colonies were about to declare them-selves free and independent, they naturally selected the most representative man to lead the small number of men around Boston—the little band which they called the "Continental Army,"—the army through which they meant to establish their declaration. But why was George Washington selected as the commander-in chief of the so-called army? He himself declared that he had not sought the appointment and had done all in his power to avoid it because he considered the task beyond his capacity. In fact, it seems the hand of destiny had selected him, prepared" him for the task, and he could not refuse. There was none other in all the colonies equal to him in many respects. He was representative, being of the aristocracy of Virginia, and then,, no doubt, the richest man in the South. Carefully had he been trained for the very work that he now was to perform. Through noble service rendered to his native colony in many ways, he rose to honor and respect among his people. His ability manifested during the French and Indian War made him commander of the provincial troops and as such while serving with the royal army he had learned their tactics and now when he was to become-their antagonist in the person of commander-in-chief, he cer-tainly would be most dangerous to them. Why should not Congress naturally have selected this well-trained and disciplined man who had sat among them from the time of their first assembly, dressed in his uniform, all in readi-ness for the field of action? Then, too, they manifested their.- 12 L'HiS MEBCUBY. wisdom by selecting the most representative man from the South. which selection would tend to bind the South to New England, and thereby bring harmonious and unified action in the great struggle. Thus became Washington at the very birth of the nation its unifying and guiding, spirit. Quietly this man of common sense and sound judgment went to work and organized an effective army and then began to bring forth results even though hampered and misrepresented in every way conceivable. But the man who knelt in the snow in the grove at Valley Forge and prayed his God for success was at the helm, and even though he often himself became anxious there was no flaw in his devotion to his country and his cause, never even allowing himself to become despondent. At last he tri-umphed over the British army and the sovereignty of the Colo-nies was established. But now came his greatest task. He was the only source of authority and law that had more than a local force and, but for this governing influence mani-fested in the personality of this one man, the weak confederation might have been broken asunder into many petty and feeble states. Furthermore, but for his noble and unselfish principle and character the great American republic never could have been possible. The idea of making him king pained him and he warned his people to banish such thoughts from their minds for-ever. After he had secured the rights of his soldier companions he fondly and fatherly bade them farewell and returned to Vir-ginia. But even before retiring to private life' his guidance and solicitude for his country at large was manifested. To every state governor letters full of golden maxims and great wisdom were addressed ever advising the formation of an "indissoluble union of the states under one federal head," as one of the four essentials of the existence of the United States as an independent power. Again after retirement letter after letter was written emphasizing the necessity of' this union. When the constitu-tional convention met, naturally he was chosen its president. As the keynote of their deliberations he gave: "The consolidation of the Union." When a president of the new government was chosen, Wash-ington was the only logical choice. Reluctantly he left his home - THE MEBCUEY. 13, life. But duty to his people called and he accepted the inevita-ble difficulties before him. In his first inaugural he attributed. all success to "the Almighty Being." With this reverent spirit was his new task undertaken, and of the crises of his administra-tion it was said: "The president's amiable disposition, how-ever, smoothes and sweetens everything." He found out the people's needs and then with methodical precision guided all legislation, so as to fulfill those needs. Thus was life added to the skeleton of the new government and the frame work of the. whole political, social, and industrial systems erected. After having given his people a strong and righteous govern-ment he, on Sept. 19, 1796, bade them farewell and shortly after that retired to his estates followed by the love and admiration of a people who now fully recognized his public spirit, his staunch integrity and the extent of his intellectual resources. But once more was he to serve his nation. When war with France was threatened, as President Adams said, "his name would have more efficacy than many an army," so where duty called he again responded. Soon, however, events allowed him to retire again only to have death overtake him. On Dec. 14, 1799, he died, uttering the words: "It is well." Yes, his guiding hand safely piloted the ship of state until she-was anchored securely in port. Bancroft says: "But for him the country could not have achieved its independence; but for him it could not have formed its union; and, but for him is could not have set its government into successful motion." In the words of Gen. Henry Lee: "He was first in war, first in peace, and first in the hearts of his countrymen." His countrymen were his children for he had no other. He-truly was the Father of his Country. 14 THE MERCURY. THE BOYHOOD OF LINCOLN. T. T. C. JlOGIiAPH'EES usually skip lightly through the opening chapter of a man's life and, like a girl with the latest novel, hasten on to more stirring scenes. To say that we lose much by this practice is indeed putting it mildly. We are deprived of information that we really ought to. have. "Life is a minute; youth but a second," says the poet, and verily in that little "second" happen most of the pleasant affairs of our allotted span. In it are born all the thoughts, hopes and ambitions of later days. And while all this is true of great men as a class, it is particularly true in the case of Abra-ham Lincoln, savior of a nation. Abraham Lincoln was born the twelfth day of February, in the year eighteen hundred and nine. His birthplace was a log cabin of the rudest sort. He came into this world surrounded with all the privations incident to pioneer life in the wildest section of Kentucky. It would be foolish to enter the discussion which his biographers are continually waging as to whether his parents were or were not shiftless. It is sufficient that there is not the slightest doubt concerning their extreme poverty. Born as he was there would have been manifold excuses for any faults or failings which he might have developed. But instead of shortcomings we shall presently see that an account of his early life is one long list of virtues. Upon approaching the subject a question which is likely to prove distracting presents itself. The writer is to tell about the "Boyhood of Lincoln." "That will be easy," he thinks and off' he starts to the library to collect material. Of course there is no trouble about the starting point. So far, so good. But sud-denly he starts as if shot. He has found the puzzler. Listen. "I wonder when Lincoln stopped being a boy?" Over and over again the student turns the bristling interrogation point, and then at last a light disperses his cloudy thoughts. He has found the answer, and it is one of the greatest lessons we learn from our martyred president's life. It is this. Abraham Lincoln was a man from the cradle; he was also,.however, a boy 'till his THE MEUCUBY. 15 death. To illustrate. When eleven years of age his mother •died. She was buried, and what a funeral that must have been! Not a friend was present to comfort the husband, not a play-mate to sympathize with the son. Abraham saw his mother laid away in a rough, home-made, pine box. He was troubled, deep down in his young heart, to think that his mother was taken away from him without a minister's kind words, without a pro-per funeral service, almost without a prayer. He suffered si-lently until the thought became unbearable, then he sat down and wrote such a letter as to move an itinerant parson to ride fifty miles over the roughest roads, unpaid, to preach a sermon for the departed Mrs. Lincoln. Surely this was the thought and action of a man. On the other hand, when he was already quite a prominent personage, we hear this of him. He was the guest of honor at a large fair. After his speech, a proud committee took him about the grounds to see the various exhibits. They came to a professional strong man's tent, entered and at once Lincoln was ■enraptured. He was spellbound. Throughout the exhibition •of strength his only remark was frequently repeated, "By George!" At the close of the performance Mr. Lincoln met the strong man and tried to do some of his tricks. When he found that he was the weaker, he looked down on the professional with a curious mixture of mischief and envy in his ej'es, and said, "AH the same, I could lick salt off the top of your head." From the time he lived in that famous log cabin in the woods of Kentucky Lincoln showed a most versatile nature. On a cer-tain page in one of the most reliable of his biographies }rou will find these words: "Abraham Lincoln was melancholy by nature." Farther on these occur: "His wit, humor, physical strength and reputation of being a general good fellow, made him a favorite with all." At first these statements seem contradictory, but when one thinks of it, it is only an indirect way of saying that he possessed the greatest intellect of his age. A comparison of Abe Lincoln with the average poor boy of to-day is sure to reflect badly on the latter. It shows, however, the immensity of the difficulties under which the youth labored. It is actually amazing to think of what he accomplished. Think, for instance, of the fact that altogether Lincoln spent only six 16 THE MERCURY. months in school; while the average boy of to-day spends twice as many years. Think how he must have worked both day and night when he achieved the feat of mastering surveying in six weeks; when the boy of to-day considers himself bright if he knows something of the intricate subject in as many months. Think how he walked scores of miles to borrow books; while you and I are literally hemmed in by libraries. Think of all these obstructions—and many more—which lay thick along his path, and then, if you please, consider that his was the masterly hand that guided the ever-veering ship of state through the greatest storm she ever encountered. Lincoln never waited for "something to turn up." He had that kind of an eye which sees opportunity where others see un-opportunity. His perception was such that when he had seen an opportunity, he grasped its possibilities at the same instant, and then, with his indomitable energy, made the most of it. Sup-pose he had developed his mother's weakness of bewailing her lowly station in life. Probably no one but his mother would ever hate known him if such had been the case. Instead of de-ploring the trick Dame Fortune seemed to have played him, he picked up his axe, strode out into the forest, and chopped down trees, and split rails until physically he was able to cope with life's struggles with every advantage on his side. Abraham was that kind of a chap who does not wait for things to "turn up." He belonged to the small class of people who get under things and turn them up. All through his young life we see his mind was being shaped along the lines of thought he afterward carried out. His ideas concerning the slavery question, especially, were of early origin. To us have been handed down the words he uttered when first he saw human beings bought and sold. This event happened in the year eighteen hundred and thirty-one, when Abe was sent to New Orleans. It is said his entire soul was so stirred up by the sight that then and there the mighty resolve was formed, and from that time his every effort converged to that heaven-inspired climax, the freeing of the slaves. Much has been written about every stage in Abraham Lin-coln's life, from the time he first saw daylight through the cracks of his log home, until the moment when, mourned by a nation. THE MEEUUBY. 17 he lay on his stately bier. But of all the eulogies ever spoken or written of him, not one bears with it the weight of the words that fell from the lips of his mother. What better passport through life and the gates of heaven could one wish ? She said: "Abe is a good boy. I can say of him what scarcely one mother in a thousand can say; he has never given me one cross word or look, and never has refused, in fact or appearance, to do any-thing I requested him. His mind and mine—what little I have —always seem to run together. He is a dutiful son to me al-ways. I think he loves me." Abe's associates were exceedingly fond of him and proud of his prowess. One of them swore up and down that he knew his friend could lift more, throw farther, run faster, jump higher, wrestle better than any man in the country, not to mention such little accomplishments as those of story telling, "figuring," and bting the "smartest" and "likeliest" lad in the region. Coupled wivh these qualities we must remember that he was by all ac-couats big, poorly clad, awkward and shy. It is obviously hard to choose a phase of Lincoln's young life which may be called with accuracy the final one of his boyhood. But w* now have seen what events came to pass in his earlier days tiyt went to make Abraham Lincoln, the statesman, the leader, aid the man. We can realize how rare was the humor, how beautiful the character, how marvelous the intellect, and how amazing fine the spirit with which the Almighty endowed this gaunt, ungainly youth. It lifts one to a higher sphere to think of thl Power that could, and does, infuse divinely wrought qualities into weak mortal clay and then use the vessel in the doing of immortal deeds. 18 THE MEBCUHY. THE USE OF BEER IN GERMANY. BY MRS. J. H. W. STUCKENBEUG. ECEATT experiences in Germany have directed scientific methods of investigation to the alcohol question, includ-ing the sale of beer. An abundance of German litera-ture, thorough, impartial, now affords information con-cerning the history, the development in the use of beer, and its relation to the health, the intelligence and the morals of Ger-man people. Modern invention and concentration of capital have produced such floods of beer, seeking purchase, as to arrest thoughtful attention, especially from the professional men brought into contact with masses of men; in particular, the phy-sicians in hospitals, asylums and prisons, and the medical inves-tigators in universities. The use of beer has a long history in Germany. Martin Lu-ther in his "Table Talk" execrates "the first man to brew Veer, as the pest of Germany," and says, "I have often implored God •to destroy the whole brewing business." But neither befoic Lu-ther's time nor since, has habitual beer drinking been universal ■among his countrymen. Even yet, despite its comparative cheap-ness and recent accessibility, the great body of the peasants and the city proletariat still find beer too dear for their coirmon con-sumption, and seek temporary exhilaration in varieties >i Brannt-wein (whiskey). An authority on this question, Ir. Wilhelm Bode, reports in the article on drunkenness in the Jncyclopedia of Political Science (Handbuch der Staat's Wisenschaften). that "survey of the comparative drink tables of European lands shows that Germany consumes more distilled liqu>rs per capita than even Bussia, so notorious in this respect." Luther complained in his commentary on th Hundred and First Psalm, "Tippling is an almighty idol amAg us Germans. . The outrageous daily injuries, all manner >f calamities cer-tainly ought to frighten us out of the habit." But whatever the tipple used in various parts and by various passes in Germany, the history of its use shows fluctuations in is extent and reign. Far more in the past than in the present hs it been true that the common people were not able to male habitual use of in- THE MEKCURY. 19 toxieating drinks, as has been shown by Prof. Ganle of Zurich University. It was only on rare festivals and holidays that op-portunity offered to become "drunk as a lord." Again I quote Prof. Konrad's "Encyclopedia of Political Science," to indicate-something of the changes within the centuries with reference to. drink manufacture and general drink opportunity. "At the close of the Middle Ages the brewing interests of North Germany were in a flourishing condition, and at that time- North and Central Germany were the beer drinking lands, while in South Germany beer played a very significant role. After-wards, brewing declined in North Germany and began to flourish in Bavaria. "It was not until the latter half of the nineteenth century that beer drinking began again to attain great dimensions in North Germany. The most recent phenomenon in this connection is the astonishing increase in the use of bottled beer since the in-vention of the well-known patent self-sealing bottles." With regard to changes in the varieties of beer usage, Berlin furnishes a case in point. For a considerable period previous to somewhat more than a quarter of a century ago the common so-cial beverage in Berlin was Weissbier (white beer), so mild in alcohol that it was customary to use huge .glasses resembling our grandmothers' high-stemmed preserve dishes. In ordering it, the flipptnt demand "eine kiihle Blonde" (a cool Blond). la -appearance it resembled our lemonade when clear, was slightly-acid, scarcely bitter, pleasant only to an acquired taste. I have-heard old Birliners regret general adoption of stronger varieties: of dark beer^ including at times the heaviest quality from Ba-varia. As a We Berliners depreciate the drinking of lager beer as too strong. \ Even the Berlin dailies began sounding an alarm when some ten years ago beer palace after beer palace was being-erected in the splendid Priedrichstrass. They exclaimed, "Wo will das hinaus?^ (What are we coming to?). Are we in AmeiW making a mistake not to insist on the man-ufacture of such pVe beer as that whose production is so care-fully guarded by g both heart and rea-son and is indispensable to every cultivaid being, for reading he has no time." Dr. Binz, professor in fte University of Bonn. says in a pamphlet on alcohol drinking: "This daily beer drink-ing for hours at a stretch customary amog great numbers of the / / THE MERCUKT 21 lower and middle classes in Germany, I regard it all as a national evil, whether considered from the hygienic, economic or intel-lectual point of view." Prof. Carl Hilty in his book on "Gluck" has written: "Brewers are probably the worst wasters of time in our country." Virchow, the celebrated medical professor of Ber-lin, demonstrated "that the stomach trouble and near-sightedness of our contemporaries are related to beer and tobacco, and that in this case as in so many others, the children must suffer for the sins of their fathers." E. von Hartmann, author of "The Phi-losophy of the Unconscious," says in his book "Das Judenthum:" "Although of all nations the German has the greatest capacity for culture, the general culture of its higher classes is undergo-ing frightful retrogression because the beer consumption of its student youth is affording neither time nor sobriety to acquire more than is demanded by the advanced requirements to prepare for their professional life." As to the truth concerning drunkenness in Germany, Dr. A. Baer, of Berlin, pronounced the best axithority on the German drink situation, reports that in 1885, 11,974 cases of delirium tremens were treated in the hospitals of Germany. Prof, voni Bunge calls attention to the fact that only the minor of such, cases are sent to the hospitals, and states that chronic drunken-, ness antl delerium tremens are increasing there at a frightful' rate. Di. von Birch-Hirschfeld, professor in the university at. Leipsic, s*id in a lecture: "Based upon the anatomical and pa-thological experiences, I have come to the conclusion that in Leipsic, as in other large cities, a very great proportion of our laboring men, perhaps one-half of our male population twenty-five years old and upward, manifest more or less organic injury resulting from the use of alcohol Without exception they show a decrease in the number of tissue cells with a correspond-ing loss in power and endurance." In a temperance address to., students Prof. Forel expressed himself as follows: "This I can affirm, that in Germany, Switzerland, and Aus-tria, yes, and in France, a large part of the intellectual power off our academic youth is actually drowned in beer, wine and aibsih>- the. The ridiculous drink compulsion and idiotic vainglory at the drinking festivals German students have introduced, are un-doubtedly the most hideous deformity of our civilized century^ 22 THE MEBCUBY. At the same time they are a revelation of the mental deficiency than which they could hardly have invented one more silly. Students often poke fun at the Paris fashions in the woman-world; I also am heartily opposed to their unesthetic uniform aping of one another, according to change of season, which, by the way, has this in common with the drink custom: it puts money into the purse of a few speculators. But how much more stupid and unesthetic the students' drinking fashion! They call it jovial. Yes, a pretty joviality with its accompaniment of palsied tongues, staggering, fighting, vomiting, and the 'Kat-zenjammer', in which the most collosal imbecility is applauded and the most vulgar beastliness arjd misdemeanors are excused and glossed over. "Gentlemen, I believe there is only one way to work out of our academic degradation, by organizing total-abstinence societies among the students. How superbly organizations abstaining from all intoxicants could occupy themselves with the cultivation of the beautiful and the good, with what produces real courage and physical force; turners' societies, musical societies, botli vocal and instrumental, art associations, literary, dramatic, scientific societies, boating clubs, the cultivation of social science outside the realm of political party folly, furthering enlightenment among the people, etc. However, gentlemen, don't forget that the means is not the end. Don't let us make an idol of total-abstinence, a mere substitute for the drinking places, letting the mind run to waste. It should only serve as one of fhe means for extricating ourselves from this degradation and for attaining higher ideals. For that reason a student's' total abstinence so-ciety ought to engage in all departments of intellectual endeavor with great zeal, ambition and energy, in order to win as members not merely a few visionaries but all the studerts of the most in-tellectual promise. We do not want to becone gloomy ascetics. but joyous, active beings We do not wan: to repress natural. healthful impiilses and enjoyments, but to leep them within the bounds of the moral development of huma-iity which necessarily conform to the requirements of hygiene, aid to subordinate them to higher ethical and esthetic aims, the orly sort that affords life., real permanent joy." Recently the Accident Insurance Department of the South THE MERCURY. 23 Austrian Government published and distributed 100,000 copies of a pamphlet entitled "Weg mit dem Alkohol" (Away with Al-cohol). It is an able treatment of the subject of German drink-ing and contains a statement that "in Munich every sixteenth man dies of 'Beer Heart.'" It proceeds to relate that this esti-mate founded on revelations in the dissecting room, does not in-clude the deaths from other diseases, those of the liver, walls of the bloodvessels, etc., induced by the use of beer. An eminent Munich physician, Prof. Bollinger, has given it as his opinion that for one man in every seven in that city, death is caused by the use of beer. As is well known, Munich is pre-eminently the German beer city. "Wo will das hinaus?" WILLIAM McKINLEY. C. MCLEAN DAVIS, '11. [HEIST confronted by the life of William McKinley, and awed by the strength of his character and personality into affectionate esteem, we hear within us a still, small voice asking: "Whence the power of this man ?" Then follow the course of his life. Go to the smoke-reeking, flame-flashing sections of Ohio, where every town has its iron foundry and smelting furnace, and there in a soot-covered town filled with the roar of the furnace and the clangor of the foundry, darkened by day with clouds of smoke and lighted by night by flaring flames, single out a little school urchin distinguished only by a somewhat more studious mein than is ordinary in boys of his age. Follow him day in and day out as he studies in school, mastering every detail, and as he plays with his companions enjoying everj'thing thoroughly. When he enters the academy observe in him the same studious habits; and as postal clerk later the same clear-sighted, honest discharge of duty back of which is an unquenchable ambition to get fur-ther education. But here, stop ! Listen! To his ears comes the clear call of his country, and though a mere boy of seventeen he throws all 24 THE MEKCDKY. youthful aspirations aside and dedicates his life to the cause of freedom. • Need we follow him into the battle? Need we watch him as alone he rides in the face of the enemy to carry a message to a regiment that otherwise would have perished? Need we ob-serve that like the Father of his Country his horse was shot out from under him and he himself escaped unscathed? Is it not sufficient to say that he entered the army as a private and in four years was advanced to the office of major ? And what higher tribute can we pay to him than to say that his life purpose was so strong that at the end of the war he was able to refuse the offer of a permanent position in the regular army with all its promises of glory and achievement, and go back to his study of the law? His habits of concentration and mas-tery of details now told, we find him soon beginning the practice of law, and soon after the possessor of a wide reputation for eloquence and success. His natural interest in questions of government policy and x'hief of all in the tariff question now led him into politics. It -would be a long but interesting matter to follow his public career. He was first honored by the office of county prosecuting attorney. Then followed fifteen years in Congress in which he won for him-self recognition as an able and interesting tariff debater. He was taken from Congress to serve his state as governor for two terms; and quickly after this came the honor and office twice be-stowed upon him by his country, the office of its Chief Executive. Without the aid of political machines and questionable re-sources, he had risen round after round on the ladder of Ameri-can esteem and popularity, and though at first misunderstood and bitterly attacked by the people, his own name being used as a means of reproach, he maintained his policy because he knew it was right. His eloquence was the means of converting the people to his cause, but back of that eloquence was the spirit of the man, the burning zeal for the welfare of his country and countrymen that flashed forth in soul-searching flames which struck into the heart of eveiyone who heard him and fired them with his own enthusiasm for God, his country, and his fellow-men. But not eloquence alone could have secured him his glorious attainment. There was about him an air of quiet, approachable THE MERCURY. 25 dignity which attracted the masses and won their confidence and friendship. To see him was to create in one the feeling of hav-ing known him for years, and still of his being one who was su-perior to all other men, wiser, kinder, nobler and more congenial. He was pre-eminently an American among Americans, a. trust-worthy recipient of the heritage which Liberty here alone can grant. But to pass by his private life would be to miss the key to his public success, and the most beautiful side of his character. Wil-liam McKinley will always be present in the minds of the Ameri-can people as a devoted husband and true friend. His love for his wife was more intense, stronger, nobler, and more affectionate than that which only too often the honeymoon outlasts. They were united in bonds so strong that together they bore the over-whelming sorrows of bereavement, sickness and misfortune, and yielded submissively to the nation's call to duty though it meant much personal sacrifice. His mother, too, came in for a large share of his care and at-tention. In boyhood she had nurtured him and had given him his training, and all through his life she remained his gentle ad-viser. Though proud of her son and made happy by his achieve-ments, she always mixed with her commendation "a wee bit of admonition due," which was always received with filial affection. Moreover, William McKinley formed friendships which naught but death could rend asunder. He denied self, forfeited both his own and his wife's entire fortune, and frustrated the first attempt to nominate him for the presidency because of his loyal devotion to his friends whom he had pledged himself to support. Nothing seemed nobler to him than to be true to his friend. His life was the living of the motto: "To God, thy country, and thy friends, be true." Is it a matter of astonishment then that the sudden loss of this man caused such deep mourning throughout the land? As his body was borne through the country on its way to its last rest-ing place, millions of heads were bared and bowed, and the hearts of the people uttered their anguish in solemn silence. Millions filed past the bier to obtain one last look at the fea-tures of their tried and true friend. Statesmen whose faces were-rigid and cold as steel were moved to tears by this bereavement. 26 THE MERCURY. Soldiers who had seen the terrors of many battles and had wit-nessed many men die tragic deaths without flinching, stopped here and wept. Here was a nation's grief and well did the na-tion express it. The funeral services were almost ended. Softly the strains of "Nearer, My God, to Thee," rose upon the air. Slowly the fu-neral car proceeded through a parted sea of humanity. The bands played the funeral march and minute guns were fired from the heights of Westlawn cemetery as the solemn column approached the grave. The way was strewn with sweet peas and the mausoleum was a bower of roses. When the casket reached its resting place a salute was fired by the artillery. After the burial services were concluded, eight buglers of the G. A. E. sounded "Taps," and as the last notes still lingered in the air the mourners filed slowly homeward. At the same time throughout the country not a wheel moved. The nation stopped its work to honor the dead. Memorial pa-rades halted for five minutes. Street cars were stopped and motormen and conductors stood with bowed heads; railroad trains in their mad race across the continent ceased to move; telegraph instruments ceased their ticking; telephone bells si-lenced their ringing; business houses were closed and profound silence prevailed, only broken by the strains of "Nearer, My God. to Thee," which filled the churches of the land. Thus it was that amid weeping and regret the nation honored her dead. "Such was he, our Martyr—Chief, Whom late the nation he had led, With ashes on her head, Wept with the passion of an angry grief: Forgive me; if from present things I turn To speak what in my heart will beat and burn, And hang my wreath on his world-honored urn. How beautiful to see Once more a shepherd of mankind indeed, Who loved his charge but never loved to lead; His was no lonely mountain peak of mind,. Thrusting to thin air o'er our cloudy bars, A sea-mark now, now lost in vapors blind; THE MERCURY. 27 Broad prairie rather, genial, level lined, Fruitful and friendly for all human kind, Yet also nigh to heaven and loved of loftiest stars. Great captains with their guns and drums, Disturb our judgment for the hour, But at last silence comes; These all are gone, and, standing like a tower. Our children shall behold his fame, The kindly-earnest, brave farseeing man, Sagacious, patient, dreading praise, not blame, New birth of our new soil, the true American." I H E HERCU RV Entered at. the Postoffice at Gettysburg as second-class Mailer. VOL. XVI GETTYSBURG, PA., FEBRUARY, 1909 No. 8 Editor in-Chief P. F. BLOOMHARDT, '09 Exchange Editor H. REY WOLF, '09 Business Manager CHARLES L. KOPP, '09 Ass't Bus. Managers G. C. KNIPPLB, '10 PAUL B. MILLER, '10 Assistant Editor CHARLES F. V. HESSE, '09 Associate Editors SAMUEL FAUSOLD, '10 EDWARD N. FRYE, '10 Advisory Board PROP. C. F. SANDERS, A. M. PROF. P. M. BIKLE, PH.D. PROF. C. J. GRIMM, PH. D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance ; single copies 15 cents. Notice to discontinue sending THE MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contri-bute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. The four years of FAREWELL,. a man>s Ufe which are spent at college are, perhaps, the most enjoyable that he will experience. In them he develops from the boy into man-hood. He enters college with a boy's thoughts and ideas which are usually immature and lack-ing in wholesome judgment. By the Senior year discretion, wider and broader knowledge, experience among men should be his. THE MERCURY. 29 He should be able to decide better and more quickly, questions of thought and action. Perhaps at no other period of his life will he be able to notice so plainly this evident growth and de-velopment. He is easily able to realize the difference in his personal being between his first and last years, and feels himself a broader and bigger man although realizing that he is yet far from being experienced in the broader paths of the active world. With this issue the present staff concludes its official rela-tion with the MERCURY. It is with a mingled feeling of pleas-ure and sorrow that we lay down the editorial pen for others to assume. It has been the occasion of much labor and thought on the part of those who have had it in charge, but we have come to learn more fully that we care most for those things in life upon which we have bestowed the most care and effort. One year ago we felt our inexperience keenly when we first viewed our new duties and frequently throughout the year it has been very evi-dent. Many mistakes have been made but we can only claim indulgence through the fact that we tried to do our best. We feel thankful, however, for the opportunity for personal develop-ment which such relation to the MERCURY has afforded us, and hope that our successors will profit as much by the responsibili-ties incurred. We also wish to extend our heartiest thanks to all who have assisted in its publication, whether financially, or in contributions for its pages. A special word of thanks is due Dr. Bloomhardt for his continual interest in its success and the prizes amounting to twenty dollars which he has so kindly de-voted to the welfare of this paper. We hope that the winners can be announced in the near future. Often, when weary of the routine of college duties, it delights and edifies one to spend a little time in the college reading room, especially if that reading room be well conducted. Not onty this, for there are educational advantages which only a general reading room can afford the student who would do research work in his chosen department. These advantages are absolutely necessary, if we wish to be properly informed as to modern, ad-vances in art and science. Surely no one can fail to agree that this is true. 30 THE JIEECUKY. It is greatly to be deplored that we do not have the desired fa-cilities in this department. We can not attribute this need to the so-called conservative spirit. But, to say the least,, it must be due to gross indifference, and, to excuse this, we can only state that those who have the authority -tp act are not conveni-ently located for the purpose of directing^ A committee consisting of three members of the faculty was appointed to advise; but, this only conferred nominal authority, and tends to keep both the committee and others who are inter-ested from even suggesting improvements. This is the condi-tion of affairs that has hindered the much needed improvements. The management of funds has been sadly neglected. Two cus-todians receive pay for doing almost nothing, or for merely throwing out old newspapers. The rooms are dirty and improp-erly located, and the literature is merely such as many of the students subscribe for, or can read in the fraternity houses. These facts can not be hidden, nor do we wish to do so. The fee required from each man who lives in the dormitories together with that which should be paid by those living elsewhere, and who make free to appropriate all privileges, would be sufficient to maintain a large and well supplied room. As has been said, we need more professional periodicals, and, of course, these should be kept in the college library and bound at the end of each year. As it is they are lost or completely destroyed before many of the students can find an opportunity to use them. The daily news could be read in the same old loafing place, if it seems best. There are other and more grevious facts that could be men-tioned in this connection, but that is not our purpose. We have been compelled to recognize the fact that some change must be made, and we wish to express the hope that at an early date we may find our magazines increased in number and better cared for. We are sure that this can be done without increasing ex-penses. There is no reason why Gettysburg should not have an excellent reading room, or at least the best possible for the amount of money expended. THE MERCURY. 31 BOOK REVIEWS. ESPER, by Hamlin Garland, Philo, 11:7. The scene of action is in the western part of the United States among the mountains. The title of the story is the fanciful name given to the mountains of this region by Philip Bupert, the father of the boy who figures rather actively in the plot. The book serves to show the warm and animated spirit in contrast with the cold and formal; how the unresponding nature of a young woman is changed to the impulsive as the real mean-ing of life is revealed to her by the strong, manly character of Eobert Eaymond. The plot though somewhat complex, centers about these persons with the climax coming near the end. The characters used in this novel are life-like excepting that they may be somewhat overdrawn. They are of all classes of society but are treated in such a way that there is no confusion. The coarser elements form the background while the leading parts are-played by persons of a higher character. In this story there is-more interest in the characters than in the plot. In the narra-tion the author proceeds directly from one scene of action to-another, omitting all uninteresting details. There is no lagging. The style is clear, animated, well balanced and in no place is it confused or obscure. The language is pure and simple with as-little of the colloquial as possible. The author reveals his ani-mosity for colloquialism by making some of his characters cor-rect the speech of others. He evidently has a high ideal of life. He is earnest, broadminded, cheerful, and a lover of mankind, coupled with a keen appreciation of the beauty of nature. After reading the book, one will feel that it was time well spent. He will get some thoughts and inspirations from it that will be a benefit to him in his daily life. 32 THE MEhCUKY. EXCHANGES. |ITH this issue the present staff retire to give place for others. The work during the year has been very pleas-ant and it is with some reluctance that we take our farewell. In reviewing the year's contributions from a literary standpoint, we may say that while the usual amount of fiction and stories whose fundamental purpose is entertain-ment rather than mental development, have appeared, yet there has been a goodly number of contributions of a higher literary character. So then, let us not be in despair, but console our-selves with the thought that there are at least a few who are di-recting their energies along literary lines, striving after the tilings that are worth while, and which will ultimately make them more efficient servants in their respective spheres of life. In the December issue of the "Augustana Observer" we find an excellent article on "Othello," one of Shakespeare's tragedies. The author gives a very detailed account of the tragedy and fur-nishes a few diagrams showing the introduction, rising action climax, etc., of the tragedy. In the same magazine we have an account of "Grendel," the hero of the English epic Beowulf. Biography brings to our attention our great men and their deeds. The "Western Maryland College Monthly" gives three short character sketches. The first entitled "Lincoln as a States-man," shows Lincoln as he was in public life. "Darwin, the Scientist," and "England's Great Commoner," referring to Glad-stone, call our attention to two men of renown. It seems that the novel as a form of literature has come to stay. "Winston Churchill as a Portrayer of American Life and Character," is discussed in the "College Student." The author speaks of the political novel and cites "David Copperfield," "The Newcomers," "Bavenshoe" and "Adam Bede," as examples. He states further that "Mr. Crewe's Career," by Churchill, is prob-ably "the best specimen of the political novel written in our country." The plot and characters are then commented upon and intelligently discussed. "The Dangers of Freedom" is also worthy of perusal. We gratefully acknowledge the usual exchanges. PATRONIZE OCR ADVERTISERS. . GdlEGE M There's no pen that gives such all-round satisfaction i Conklin's Self-Filling Fountain Pen. It's the best pen for College Men. When an ordinary fountain pen runs dry in the middle of a word, it means you've got to stop right there, hunt up a rubber squirt gun, fill your pen to overflowing, clean both pen and dropper, wash your hands, and then endeavor as best you can to collect your lost Crescent If train of thought. 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Helen Horne Far, June 5, 2014 ; The Weber State College Oral History Program was created in the early 1970s to "record and document, through personal reminiscences, the history, growth and development of Weber State College." Through interviews with administrators, faculty and students, the program's goal was to expand the documentary holdings on Weber State College and its predecessor entities. From 1970 to 1976, the program conducted some fifteen interviews, under the direction of, and generally conducted by Harold C. Bateman, an emeritus professor of history. In 1979, under the direction of archivist John Sillito, the program was reestablished and six interviews were conducted between 1979 and 1983, with additional interviews being conducted by members of the Weber State community. In 2013 the campus prepared to celebrate the 125th Anniversary of Weber State University in 2014. In order to document the student experience, interviews were conducted with Weber State College Alumni on an ongoing basis. ; The following is an oral history interview with Dr. Helen Horne Farr. It was conducted on June 5, 2014 by Jamie Weeks. In the interview, Helen discusses her time spent at Weber College as a student from 1941 to 1943 and then as an instructor in the nursing program from 1959 to 1987. ; 28p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program Helen Horne Farr Interviewed by Jamie J. Weeks 5 June 2014 i Oral History Program Weber State University Stewart Library Ogden, Utah Helen Horne Farr Interviewed by Jamie J. Weeks 5 June 2014 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in University Archives. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State College Oral History Program was created in the early 1970s to "record and document, through personal reminiscences, the history, growth and development of Weber State College." Through interviews with administrators, faculty and students, the program's goal was to expand the documentary holdings on Weber State College and its predecessor entities. From 1970 to 1976, the program conducted some fifteen interviews, under the direction of, and generally conducted by Harold C. Bateman, an emeritus professor of history. In 1979, under the direction of archivist John Sillito, the program was reestablished and six interviews were conducted between 1979 and 1983, with additional interviews being conducted by members of the Weber State community. In 2013 the campus prepared to celebrate the 125th Anniversary of Weber State University in 2014. In order to document the student experience, interviews were conducted with Weber State College Alumni on an ongoing basis. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Farr, Helen Horne, an oral history by Jamie J. Weeks, 5 June 2014, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Helen Horne Farr June 5, 2014 Abstract: The following is an oral history interview with Dr. Helen Horne Farr. It was conducted on June 5, 2014 by Jamie Weeks. In the interview, Helen discusses her time spent at Weber College as a student from 1941 to 1943 and then as an instructor in the nursing program from 1959 to 1987. JW: This is an oral history interview with Dr. Helen Horne Farr. It is being conducted on June 5, 2014 in her home in Ogden, Utah and the interviewer is Jamie Weeks. The subject of this interview is her time spent at Weber State College as a student from 1941 to 1943 and then as an instructor in the nursing program from 1959 to 1987. Also present is Stacie Gallagher our video technician. To begin with I'd like to ask you just about your early family life-when and where you were born and maybe a little background about your childhood. HF: I was born in my grandparent's home in Smithfield, Utah on August 12, 1923. My parents had another girl who was 21 months old when I was born. During my birth, mother hemorrhaged. The doctor was afraid that she would die and said that I was too little and wouldn't live anyway. He put me aside and took care of mother. My grandmother wisely picked me up, cleaned me and put me in a flannel lined shoebox in a coal stove oven and saved my life. I stayed in that shoebox for about six weeks and bonded very closely with my grandmother because of that. JW: Were you tiny? 1 HF: Yes. They said they measured me with two pounds of butter and that's how much they thought I weighed, but you know, farmers didn't know how much the butter really weighed, but I was a very tiny baby. Grandmother Toolson was wise enough to know to use an eyedropper to feed me. That's how I survived. JW: Oh my word, what a wonderful story. HF: Isn't that something that many years ago? 1923, that's almost a century ago. JW: Right. HF: My father was the principal of Burley High School. They had to leave for him to start school in September, so they left me with my grandparents until Christmas time. My father had an opportunity to coach at Midvale Junior High School, so we moved to Midvale. During the depression when I was in the 5th grade, the Jordon School District ran out of money early in the spring. We returned to Smithfield and stayed with my grandparents. Elaine and I enrolled in school there. I enjoyed the classes and meeting new friends. Then my father had the opportunity to move to Ogden to teach math and coach at Washington Jr. High School. That was about two days before my twelfth birthday. I'll never forget that birthday because we were very poor. It took all our money for us to move. For my breakfast that morning there was a grapefruit on the plate and my dad kept saying, "Why don't you pick up that plate, there's something wrong with it." I didn't know why he wanted me to do that, but when I picked it up there was a whole dollar bill. I thought I was the richest girl in the world. So, that was a birthday that I'll always remember. 2 Elaine and I enrolled at Lewis Junior High School. At Christmas time, the principal met with my parents to suggest that my sister and I could skip a grade. My parents decided against us moving up a grade. They bought a home at 3297 Adams Ave. and Elaine and I transferred to Washington Junior High School. I served as student body vice president in the 10th grade. We were the fourth class to graduate from the beautiful new "Million Dollar" Ogden High School. The student body was over 1500 junior and senior students. I was a member of the Student Council and the Pep Club. Those were two special years. We had a great time at Ogden High and I thought that was the best school in the world. From there I went on to Weber Junior College located at 25th and Jefferson Ave. JW: So you started with Weber in— HF: The fall of 1941 (Appendix A). JW: The reason I'm asking that is because we're missing yearbooks from 1943 to 1946, so I just wondered what happened. HF: I really don't know—World War II may have made supplies unavailable. In 1941 when we enrolled, Weber was a wonderful school. I don't know whether people have told you how that campus was organized, but it had just three buildings-the beautiful Moench Building, the Gym Building and one classroom building. West of that was President Dixon's home where his family lived. The Moench Building was just a beautiful building; it had a huge auditorium in it. We had all of our assemblies there. This is something that probably will never happen again, but every Tuesday we had an assembly at eleven 3 o'clock. The student body was filled with talent. The girls' and boys' clubs took turns presenting the programs. We enjoyed all of the singing, dancing and plays. We closed the assembly by singing "Purple and White" with J. Clair Anderson at the organ. I know "Purple and White" perfectly, and now very few students, graduates and faculty can sing this song. The student body was mostly Ogden High graduates, with some Davis County and Box Elder graduates. We had two or three men that came from Hawaii to be on the football team, but they didn't stay. They just kind of moved in and out. We had a wonderful student body, and became very close friends. It wasn't a very big student body. I don't know how many there were, but it couldn't be too large because our class sizes were only about fifteen or twenty in a room. Those first two years, Dr. Dixon was just so nice to us. It's like he said, "We were just the Weber Family". He knew most of us by name. JW: It was such a different time than it is now with so many clubs, sororities and fraternities, and they were all very active. HF: Oh yes, and very competitive. I don't know how it was after I'd left, I guess it was pretty much the same, but La Dianaeda and Otyokwa were always trying to compete and so were Phoenix and Excelsior. It was just a different type of student body than there is now. JW: You knew everyone attending the school? 4 HF: I practically knew everybody. That freshman year I was elected Freshman Representative for the Associated Women Students. I also joined La Dianaeda, which was a social club, and the Whip Club (Appendix B). We had a good time. We really enjoyed that wonderful first year. During that year, in December 1941, Pearl Harbor happened. That didn't change too much of our lifestyle, we all felt badly about it, but we all were in school and nothing really seemed to change with us. The boys just stayed in school. Then the next year I was elected President of Associated Women Students and the boys stayed enrolled. However, in April of that year, a month before graduation, most of them were drafted except about five boys who had health problems then. That was a very sad time. We put flags on all the boys' lockers the next day. That night they all had to go on the train to wherever they had to go, so we all went down to the train station to tell them goodbye. JW: It would be so life changing, to have all the boys leave at the same time. HF: When we graduated it was just those few boys and all of us girls. JW: Wow, so this was April of 1943 when they were all drafted? HF: Yes. HF: Those were all good friends. The Dixon family was very supportive and at that time we were all the "Weber Family." President Dixon always said, "The Weber Family will be doing this, the Weber Family will be doing that." He was just a good leader for us. Most of us didn't have much money. We had Shoeless Shuffle dances when we couldn't get shoes during the war. We just had a lot of fun. It was great. At the end of fall quarter in 5 1943, a friend of mine, Marjorie McKee, and I thought about becoming nurses. We went to the Thomas D. Dee Memorial Hospital to inquire about it and submitted an application. Both of us were admitted to the school nursing for the winter quarter. That spring during our final assembly, I received a leadership award and a scholarship for nursing from the Alpha Chi Omega sorority. So that really did help my family. JW: In the Signpost it says you were also on the honor roll. You must have been a good student too (Appendix C). HF: I have to say that I had to be for my dad. Since he was in education and he was very well-liked and respected in Ogden. If I'd done anything wrong it would have been terrible for him. I was very close to him, so I just was miss goody-two-shoes. JW: How many siblings did you have? HF: Just the one sister, Elaine, who was older than I. Those were fun days at Weber, they really were. JW: Who were some of your favorite professors? HF: I remember Lydia Tanner taught cooking. She could make a pound of hamburger in a great big pot that would serve the whole student body. I never saw a pound of hamburger go so far. We, as students, had to make that soup, but she'd tell us how to chop things up and season the food. She was a wonderful instructor. One of the things that I remember is that you could never leave anything in the sink. If you have a utensil that you used, you washed it and dried it and put it away. 6 Besides her, I had Sheldon Hayes for Biology and Walter Neville for Sociology. There was Marian Read who taught English, Ernest Miner taught science. Other faculty were Thatcher Allred—speech and drama, Roland Perry—music and Whitney Young— science. Reed Swenson and Merlin Stevenson were coaches. Clarisse Hall was the registrar at that time, and the next year she became the Dean of Students. Did I tell you Leland Monson taught Shakespeare? JW: No, but I do know who he was. HF: He was wonderful. We really had a wonderful faculty. I just don't know how we could have been so lucky to have such a good teachers, but we did. We all liked our teachers, we didn't skip classes, we stayed in class and I think everybody who was there our second year graduated. JW: That is a big accomplishment; to keep all of the students in school and have them all obtain a degree. HF: Our tuition was practically nothing and I remember people saying a few years before that they would bring produce from their garden and eggs for tuition. JW: Yes, they paid in-kind with eggs, produce, and livestock. HF: We paid, but it wasn't very much, I know. My whole expenses going to Weber the entire two years plus the few classes we had in nursing while we were still at Weber were less than $300.00 dollars. Now you can't even go one quarter for that amount. JW: No, you cannot. 7 HF: We had a wonderful student body though. They were just really, really nice people. JW: You graduated and then you were admitted into the Dee School of Nursing? HF: When we applied they immediately admitted us for winter quarter. At that time, The School of Nursing had classes two times a year - a January class and a June class. We went right into the January class, but we were allowed to stay home. We took the science classes that were required in nursing at Weber and other required courses. We lived at home for the two quarters and graduated from Weber in 1943 (Appendix D). JW: From there did you move to the Dee School? HF: Yes, then we had to move to the Dee School of Nursing on 24th and Harrison there. HF: The Dee student body president always had the top north room. First year students lived on the basement floor. On the main floor were the second year students and on the third floor were the seniors. JW: How long did it take you to go through the nursing program? HF: Three years. The total cost was $199.50 for tuition, books and uniforms. JW: So, you went through the nursing program and then did you immediately start working at the Dee Hospital? HF: No, I didn't. When I finished nursing school in 1946, I wanted to continue college and earn a BS degree. I inquired at the University of Utah and learned my credits from Weber were transferrable. I needed twenty-two more credit hours to graduate. I couldn't 8 enroll in the University of Utah that winter quarter because it was too late by the time we had graduated from nursing school. We were so afraid of state boards and we studied every day prior to spring quarter when I attended at the U of U. I don't know how they let me do this because I don't think most universities would do that now, but I was permitted to take twenty-two credit hours. That was a lot—fifteen hours was usually the regular number of hours per quarter. So, I did that and graduated from the University. I was elected into Phi Kappa Phi and graduated with honors. I really enjoyed the University that spring quarter, but I didn't get much opportunity to meet very many other students. I took an astronomy class because that was one of the sciences I needed. I sat by a bunch of celestial navigators who had just been discharged from the war. They probably knew a lot more about it than our instructor did. They coached me. I never could have passed that class if they hadn't helped me. That was a nice class, I can still remember that. I also took creative writing, home decorating and an abnormal psychology class. JW: At the University of Utah? HF: Yes. JW: Where did you get your bachelor's degree from? HF: I got my bachelor's degree in education in the spring of 1946 from the University of Utah and then I became the night supervisor at the Dee Hospital. That was my first job. My land, I was supervising people whom I had lived with in the nursing school for all those 9 years. But it was a nice experience. I didn't like night duty and soon became the Head Nurse on the Pediatric Unit. I was living with a family near the hospital when I met my husband who came to take some pictures of the family and their new baby. He had just been discharged from the Navy. When he was taking pictures, I remember I was baking some cookies and the cookies burned. It was an awful smell, but he said, "Well, they're just chocolate now." I can't remember what they were. My roommate was a former classmate in nursing school. The next day he called Max and said, "I'd like to have a date with that little blonde." Well, Max thought it was Louise because she was blonde also. So, Louise and I went down and we bought a pretty dress for her and some shoes. That's when you wore hats and gloves. She was all dolled up when he came pick her up. He had a big bouquet of flowers and a box of candy for her before they went out. The next morning she said, "That was the craziest date; all he wanted to do was talk about you." I said, "He just needed to have something to talk about." The next day he called Max and said, "You gave me the wrong girl." So then, Max said, 'Well, Helen's not dating until her boyfriend gets home." Max told him I had this ring that I needed to give back but that didn't deter my husband one bit. I returned the engagement ring and dated several boys including my husband. He kept coming when we were trying to study for state boards, I wanted to crown him. I didn't think that much about him at first. Then, I guess he wore me down. We took state boards in the early summer and passed. My husband and I both liked football and that following Thanksgiving we went to a football game at the U of U. He showed me a 10 diamond ring. It was way too—just too gaudy. I didn't want it, I just wanted something simple. So, I said, "I don't want to get married. I want to be an airline stewardess." That was my whole plan was to be an airline stewardess. JW: Instead of nursing? HF: You had to be an RN to be a stewardess at that time. At Christmas time he took me down to the airport to apply to be a stewardess. I found out that after the war they only wanted tall stewardesses and I wasn't tall enough for the larger planes. That Christmas, my husband gave me a silk pant set and some nylon stockings, which you could never get during the war, and a beautiful poinsettia. It was the tallest poinsettia I've ever seen. My folks had moved out to North Ogden then and he wanted me to look at this poinsettia and I was just getting tired of it by the afternoon. I said, "Let's go visit Helen and Max and some other people." "Oh, just look at that poinsettia." I just thought, "I don't want to see that poinsettia one more minute." I finally stood up and then looked down and there was my diamond ring on the branch of that tree. So, I thought, I really do love you. Then I took the ring. We were married the next year in 1947. My husband did crazy things like that. One Christmas he put a watch on a gold ornament and I didn't see it until I was taking the tree down. He was always doing things like that. JW: It sounds like he was very romantic. HF: Oh, he liked to make surprises. He really did. Anyway, then we were married and I didn't work for a while because I had my five children in eight years. So, I was a busy mother. 11 JW: Yes you were. How many grandkids do you have? HF: Oh goodness. I have fourteen grandchildren and fourteen great-grandchildren. JW: And five children keep you very, very busy, right? HF: Our first four children are boys; Paul, Craig, Brent and Randall. Carol, our daughter, was the fifth. They all had chores, not always completed, and an Indian girl from the Intermountain Indian School in Brigham City helped me each Saturday. I spent Sundays using the Ironrite all afternoon. I had little time for myself. I am very proud that all of our children are college graduates. Two earned doctorate degrees. Paul became an attorney and Craig is a board certified toxicologist. Brent is an industrial engineer with Master's degree in Business Administration and Randall earned his degree in Political Science. Carol, a single mother, returned to Weber, graduated in nursing and earned a BS degree. JW: Let's go back. You stayed home with five children and then when did you decide to go back to work? HF: I went back to work as a part time supervisor at the Dee Hospital. In 1953 Ruth Stewart (now Swenson) called and asked me if I would be willing to teach in the new nursing program at Weber. I told her that I had three small children and was too busy. The next spring, I did some special duty nursing. We could pick and choose the days we were able to work. I did that for a while and then St. Benedict's Hospital started their three-year nursing program and they had a nursery for the nurses' children. I taught there from 1956 until 1958. 12 Leola Davidson happened to see me during the summer of 1959 and she said, "Why don't you come to Weber to teach?" So, I guess she told Ruth Swenson. Ruth called me and asked if I would be willing to come here and teach. That was in 1959 when I started at Weber. Geraldine Hansen, a recent graduate of the Weber associate degree nursing program, had earned a BS degree from the U of U and was also hired. By that time, Weber College had moved to the new campus on Harrison Blvd. There were three small, one story buildings and a Quonset hut. Administration and registration were in building I; the printing department; social sciences and English were in building II; and Natural Science and nursing were in building III. The Quonset hut was known as the TUB, temporary Union Building. The nursing program was initiated when Ruth Swenson was a friend of Mildred Montag while attending Columbia University. In 1951, Mildred was in a doctoral program and chose as her thesis hypothesis that "It might be possible to educate students in a junior or community college to perform those functions commonly associated with the registered nurse". Weber Junior college was one of seven schools west of the Mississippi chosen to offer the two year nursing program. Ruth Swenson was appointed director. She and Marjorie Somers developed the program. In 1953, thirty-six women enrolled. They all passed state boards, as have most of the students throughout the years. JW: I read that you were the fourth woman to be hired as faculty at Weber State. HF: That's true. Loy Doss, LaPrele Neville and Leola Davidson were on the faculty. In the early 1960's, the Licensed Practical Nurse (LPN) program of thirty students merged with the Associate Degree program of sixty students. This made a total of ninety freshmen 13 students. Each year there were over 700 applicants. We felt we had the best students on campus. They were all high achievers. This required additional faculty. Karen Beaver, Sonia Parker, Norma Hansen, Ruth Brown and Arlene Stein and several clinical faculty were hired. I loved the students and looked forward toward each fall to greeting and orienting them into the nursing program. About ten years after the two year program began I went to a National Nurses Association conference in San Francisco. This was in the mid-sixties. I think there were three delegates from Utah. You had so many delegates for how the membership was in that state. Anyway, it was a large group of women and I don't remember any men being there. We didn't have very many male students. The whole week was almost all dedicated to "what are we going to do with these associate degree nurses who are passing state boards". Here we had three hard years of hospital school nursing and four years in the collegiate program, now these two year graduates think they can do anything. The Weber students were actually called the "Weber Wonders" when they first started. The delegates discussed what they could do and what they couldn't do and they even said, "You're a 'Weber Wonder'," to them when they first graduated. So it was a different world then. It's amazing, during that convention, the whole time was spent on trying to figure you how we could resolve this. They finally voted and passed a resolution to the National League of Nursing to write a separate test for these associate degree nursing graduates. They believed the two year nurses could be technical nurses or associate degree nurses or some other label, but they should not be RN's because 14 they just didn't have enough education or nursing experience. Well, they proposed that to the League of Nursing and the League was so busy trying to accredit new schools of nursing that they never did write another test. So it went on for a few years and that was it. The two year program stayed and they're doing well. Now Weber has branched out to all these different campuses. It's wonderful what they've done. In 1969, Ruth Swenson passed away. I was always sorry that she was never promoted to Full Professor. Leola Davidson became the department chair. She was childless and able to devote a great deal of time to nursing. She also assisted the part time Dean, Reed Stringham, a dentist who was on campus three days a week. The last day of Spring quarter 1972, Leola announced Gerry Hansen would be her assistant and assume the role of department chair. JW: Interesting. HF: I can remember that whole week there was so much bitterness and so much animosity. I'm glad that it worked out like it did because we do have some very good nurses that graduated from our program. They've become leaders in nursing and done well. JW: The school newspaper states, "Making her the first instructor in the nursing program and the fourth woman on campus to be named a professor." HF: Yes. That's right. I was the fourth woman on campus to ever be named professor. Isn't that amazing? I didn't realize that at the time how amazing that was because it was difficult to get promoted since we didn't have a nursing doctoral program. In 1977 less than 1% of nurses in the country had earned doctorates in other fields. If you had a 15 master's degree you thought you had really done well. Most of the nurses were diploma graduates from the hospitals. Those of us with a BS degree thought we were sitting pretty good. We found out, when we became college faculty, advanced degrees were very necessary. Committees had very tight criteria for tenure and promotion. You had to have those degrees before you could be advanced. I was very lucky to get that professorship. It's probably because I was very active on campus with other committees and had excellent student evaluations. I didn't receive my doctorate degree until after I was made a full professor. JW: I'm just trying to get the timeline right. You came to work at Weber and started as an instructor in 1959 and then in 1969 you received your master's degree. Were you working in Ogden and driving down to the University of Utah in Salt Lake? HF: Yes, I was working full-time in Ogden with five children. JW: This is what I couldn't believe because I kept thinking, "She's working and trying to get another degree and has this large family." HF: I enrolled in night school. After one quarter in graduate school, one of the professors, Dr. Cecil Samuelson, offered me a stipend in rehabilitation, which I really appreciated. I had some wonderful professors; I just can't tell you how excellent they were and I got through it somehow. I received my MS degree in 1969 and was promoted to Professor in 1977. During those years, I was very active in the Utah Nurses Association and held every office in District #2. There were about 1800 members in the state association and it was a total surprise to be nominated as Utah Nurse of the Year in 1976. One of the 16 other nominees was Dean of the School of Nursing at the University of Utah and had a doctoral degree. When I received the award, I was overwhelmed. JW: Let's talk about that really quickly and then we will go back. In 1976, you then started a doctorate program at BYU? HF: There were six of us. Leola Davidson, Ruth Brown, Karen Beaver, Geri Hanson and I were from Weber and Jean Law was from McKay Dee Hospital. There were six of us that were selected. We carpooled every day all the way to Provo and then in the summer we had to be on campus, so my husband and I went down and found two apartments and we thought three in each apartment would be fine. Leola Davison, Ruth Brown and I shared an apartment. You know that doctoral program was fun. Well, let me tell you what, Leola smoked all the time. Of course BYU has very strict religious rules. This doctoral program was started in 1976 with seventy-six people in the program from Idaho, Colorado, California and Utah. One time, the BYU president, Dallin H. Oaks, called us all into a meeting and said, "We have heard that several of you are having cocktails before dinner. If you choose to do this, you'll have to leave the University. You have to abide by the rules." Well, Leola was smoking like a trooper and I'd bring my clothes home and my husband would smell my clothes and he'd say, "These just reek of smoke." I'd say, "I can't help it," she just smoked one cigarette after another when we were studying, but we never got caught. One day though, we were having some finals and testing and we felt we've got to have some coffee to keep ourselves alert and awake, so we all took this little 17 thermos of coffee with us, but we never could find a spot where we could drink it. So, we brought the coffee home. JW: Because you couldn't have coffee on campus. HF: No coffee, no liquor. The liquor didn't bother any of us. Some class members from California left the program. I don't know how many. With that many people you don't count how many are still in your class. There were some who just could not leave that alone. JW: Interesting. Let's go back and talk about your time at Weber. From everything I've read, you made some huge changes for women on campus. HF: That's the one thing I'm really proud of. JW: I'm so proud of you, because I've worked my whole life and it's a struggle even now. You always have to fight for equality. HF: In the spring of 1972, Dr. Helmut Hoffman was the Academic Vice President. He called the female faculty to a meeting and explained there was a wave of unrest across the country of faculty women realizing that they had the same education, the same experience, the same time at the institution as their male counterparts and were making much less money. So, he encouraged us to organize and try to get this solved on our campus. I wasn't aware of any salary discrepancies because the Nursing Department had all women faculty. 18 A commission was formed and I was elected chairman. Inge Adams, from the Foreign Language department and Bonnie Fitzgerald from the library were elected committee members. I drafted a constitution for the Commission of the Status of Women at Weber State College and shared it with the deans and members of the faculty senate. The three of us didn't know what to do. I said, "I don't know how to start this, I have no idea." So, it took us about a year to get our thoughts together. We finally drafted a sheet on each faculty member with these criteria: education (institution, years attended and degrees), teaching experience (years at other institutions and years at Weber), evaluations (if available) and current salary. Representatives from Weber, U of U, USU and BYU met monthly to share information. I served as state chairman in 1974. We kind of frightened the deans, though I don't know how we could; we didn't look that scary to me. We started with a list of the female faculty members and who their male counterparts might be. We'd see how much the male counterpart earned and how much this person earned and then we compared their credentials against the evaluation criteria. If the criteria matched, we realized where the women faculty member's salary should be set. It was not only the women that were given the equalization, but also, we helped some men too. We also had some new faculty members coming in that were not being given the salaries that they should have received (Appendix E). Eventually, we knew all faculty salaries. It took a long time and I'd get home sometimes so tired because I was still teaching full-time and trying to do this. It was very nerve wracking because those deans were—they thought they were God. I went to the 19 legislature twice to appeal for money to equalize salaries. By 1975, we finally completed the equalization. After all this work that I did, Dr. Jerry Storey, the Academic Vice President, gave me a third time off in 1975 to remain Chairman. I had a third time off, but I had so many other duties that I never could take that time off. It was ironic, but I never ever could. I was on a lot of school committees. I served on the tenure committee and I was very active on the whole campus. I just didn't have any time to take any time off. I loved the students. I just loved the students and felt responsible for them. JW: You served for the Phi Kappa Phi, right? HF: I was secretary, and then in 1974, I was president. Weber State hosted the first International Women's Year Conference in Utah in 1975. I served as chairman. The theme was "Invest in Yourself, Share the Dividends". It was well attended with numerous positive evaluations. JW: Tell us a little bit about your trip to China. It said in the paper that you were working— HF: I was doing my dissertation for my Doctorate in Higher Education Administration at that time. This all happened because I was invited to attend a conference on the Incorporation of Cultural Diversity in Nursing Curriculum. This conference was over a three year time period. We met twice a year during that time. There were about twelve junior colleges involved in this. We learned a lot about different cultures. Most of the time was spent discussing how to get the faculty to start changing the curriculum. Faculty are set on a path in the curriculum and don't want to change it. That was the project, to try to get the different schools to change their curriculum to include cultural 20 diversity. That's what prompted me to do my dissertation. Our faculty revised the curriculum to include culture diversity. JW: It is interesting, and what I read was your article in the Signpost (Appendix F). HF: What did it say? JW: It talks about you working towards your dissertation and how you spent twenty-four days on cultural diversity and studying the health and education of the Chinese people. HF: I tried to get into the clinics. They didn't speak English and I didn't know any Chinese, but I learned a lot about acupuncture during that time and it was very interesting. JW: It said that you learned a lot about holistic healing and that the Chinese were more about holistic healing and letting the body tell you what's wrong and how to heal itself instead of using western medicine. It's an interesting little article. HF: I forgot about that. JW: Tell us about your service on Faculty Senate. HF: Yes, I was on the Faculty Senate twice. We approved recommendations from the various committees. I was on a lot of committees—the tenure committee, the curriculum committee and the ranking committee. I was on the salary committee for a long, long time. I chaired that committee right after I resigned from being the chairman of the Women's Commission, so I knew all the salaries and it was a good thing to be able to be on that committee. I watched and made sure the women were protected then. 21 JW: Does the Women's Commission still exist? HF: Oh no. I'll tell you what happened. When I went to get my doctorate, I thought, "I can't do this anymore. I've got to stop something." By then, all of the salaries were equalized, so I resigned from that position. They gave that job to Forrest Crawford. It just went downhill from then on. It was a lot of work, but I don't know how salaries are now. I just know that it's not as equal as it was. I don't have any idea how much difference there is now, but I know there is some. So, that's what happened to the Women's Commission. JW: It's just a fact of life for women, isn't it? HF: Yes. JW: I guess the other things I saw were your Crystal Crest Award. HF: Oh I was so surprised with that. I had no idea that was coming, no idea at all. They asked me to be one of the people to show nominees two different homes and enjoy lunch with them. I remember I spent all day doing that. My husband had the flu and I really wanted to be home with him. He was very sick. I said, "Do you feel like you could come to this award ceremony." He said, "Oh, I would rather not." Monte Shupe insisted that I come but I really didn't want to go. I remember calling my husband at about 6:30 just before the meeting was supposed to start to ask how he felt. He sounded terrible. But, I went and I was just completely surprised. It was a shocker! JW: The award, just to put it in, stated, "Helen Farr has been President of the Association of Women Students and has been in the U.S. Cadet Nursing Corps. She has held every 22 office including President of the Utah Nursing Association and was the Utah Chair of the First International Women's Conference." That's a great award. After you won that award, you continued working and then you retired? HF: Let's see. When was that Crystal Crest? JW: 1984. HF: I kept teaching. I was honored as professor of the year at the university in 1985. My husband had a mild stroke in the fall of 1986 and I decided I better stay home with him. So I retired at the end of Fall quarter in 1986. The students planned a surprise retirement party, with delicious food and a humorous program. The presented me a block "W" Weber State plaque. I loved teaching, I just loved it. The Student Nurses Association of Utah honored me as the "Outstanding Nurse Educator" in 1986. Leola Davidson, Ruth Brown, and Norma Hansen retired at the end of the school year in 1987. A retirement reception was held for the four of us that spring. In the fall of 1989, I attended a Weber State football game. During halftime, President Nadauld presented me with a Silver Weber State Centennial Medallion. JW: I do not have information about that, I'm glad you brought that up. HF: Well, I don't know why I wrote this, it must have been for something, but you're welcome to have a copy of this. (Helen's Memories of Weber State, Appendix G). JW: Is there anything on there that we've missed? 23 HF: Our oldest son was an attorney, and was killed in an automobile accident on January 14, 1987. My husband had a difficult time with his death and then in March of that same year my husband died. I'd left my job a few months before. Leaving my job at Weber State, and the deaths of my son and husband all happened very close. Leola Davidson said my stress chart was clear off the board. I was really stressed, but you know, you have to get over it. You have to find a way to recover. JW: And you have to keep going. You don't have any other options. HF: Yes, that's true. JW: You have a lot of community service along with your service at Weber. HF: I did. Before I forget though, I wanted to tell you in the fifties, there was a time when Governor J. Bracken Lee wanted to dissolve all of the junior colleges. I can remember that so well and how much that concerned the entire campus. I don't know enough about that background, but I can remember how we were all concerned. That was an experience that I will not forget. JW: That was with—wasn't it President Miller that had to fight to keep Weber State because J. Bracken Lee wanted to shut it down. HF: Right. It was President Miller. He was an excellent administrator. I really liked and respected him. Following President Miller, Joseph Bishop was president. He was followed by Rodney Brady and Stephen Nadauld. Then Faye Preece and I became Co- Chairman of the Emeriti Faculty Association. 24 JW: When Stephen Nadauld was there? HF: Yes, when Stephen Nadauld was there. We were allowed to go down to the Board of Regents meeting when they decided that Weber State would be a University. I remember that so vividly because the University of Utah Regent was just so adamant that Weber and the other state colleges should not be universities. He said, "They should not be universities. There is no way they should be universities." He was just almost yelling at the top of his voice. Well, the vote finally came and our student body president was able to vote. It was one extra affirmative vote that made Weber into a university. I was so thrilled. JW: It was such a fight for a long time. I think that's one of the things about Weber State is the fight to survive has always been there. It was a church school and then the church wanted to do away with it, and then the community had to pick it up. I mean, it's been a fight every step of the way. HF: It has. We've had some marvelous leadership those first hundred years. Actually, Weber State University has done really well, especially these last ten years that Ann Milner was president. She really promoted Weber, was such a good person in the legislature and accomplished numerous projects for Weber. During her speeches she often mentioned that the "WSU Nursing Program was ranked Seventh in the nation". JW: She's changed so many things on campus. HF: She did. That was her whole life. 25 JW: Yes, I cannot say enough good things about what she has accomplished. HF: That's true. JW: What are you most proud of during your time at Weber? HF: Probably the students. They have become excellent registered nurses. Many of them are in leadership positions, scholastic research endeavors and community involvement. Several of them still write or phone me. They frequently remind me of one of my favorite thoughts, "No one cares about what you know until they know how much you care". In 2010, twenty-four years after I retired, the Weber State University Alumni Association honored and surprised me by presenting the Lewis W. Shurtliff Award for Contributions to Education. I really enjoyed the students and the teaching. I almost tear up when I talk about it, but that was such a surprise to me. JW: The way they wrote it up is: "After serving as head nurse in the pediatric unit of Dee Hospital and teaching at St. Benedict's Hospital, Helen Farr joined the faculty of Weber College in 1959, making her the first instructor in the nursing program and the fourth woman on campus to be named a professor. A 1943 graduate of Weber College, she taught 27 years at her alma mater, where she was also the coordinator of the nursing program." HF: Right. That's nice the way they wrote that. JW: It is a wonderful award and it's a nice ceremony that they have for this. 26 HF: It is. It really is. You think after you've left that many years that you won't be remembered, but that was a real surprise. JW: Well, and it hasn't been that long ago, 2010. HF: It hasn't. I still hear from my students. A lot of my students still call me and that's been a span of fifty-five years. You don't have those relationships all the time, especially with students. Anyway, I think the School of Nursing is doing very well. JW: It's made a big difference and it's nice to have an area like the nursing program that is so nationally acclaimed and it really is just— HF: One of our graduates, Marlene Summer, who was in the last class that I taught that fall quarter, is now President of the Sigma Theta Tau International Honors Society of Nursing in the state of Utah. The criteria for membership are very rigid, based on a highly educated faculty, average student GPA, record of National Board examinations and community endeavors. The University of Utah asked me to be a charter member of their chapter in 1972. They had just started their BS program in the College of Nursing and they had an excellent reputation. I didn't know what Sigma Theta Tau was and I said to my husband, "I don't think I want to go down to the University of Utah. I don't have any affiliation with the U," and he said, "You better do it." So, I did go down and become a member. In the mid 1980's, the Weber State Nursing Program requested to become a chapter and had received several information and guideline letters from the national headquarters in Indiana. I was asked to work on the application following my retirement. 27 A representative from the U of U and I met several times to prepare information for submission to the national office. Now, twenty-two years later, the Weber State chapter has won many awards in leadership, scholarship and community endeavors. It is internationally recognized as an outstanding chapter. JW: Is there anything that you'd like to add that we haven't talked about? HF: No, I've just loved you both being here. It's brought back a lot of nice memories. JW: It's been such an incredible story. We both really enjoy this so we don't limit our time schedule. We just make sure we have plenty of time. HF: I had so many good experiences at Weber and have many nice memories. I didn't have one year I didn't enjoy. It was nice. JW: It is really the alumni that have this love for Weber that are helping to keep it going and helping to keep that spirit alive. HF: Do you have a lot of faculty that feel like I do? JW: Everybody that went to school at the same time you did feels the same way you do. HF: They do? I think I'm probably one of the oldest ones you've interview though, aren't I? JW: Probably. HF: That's why I thought you needed to hear my story because I knew I was probably one of the oldest ones. 28 JW: Yes, because a lot of them weren't there in the years that you were there. JW: You've been single for since 1987, and you are still able to do so many things, so that's really good. HF: Well, I like to and as long as I have a mind and I hope it's working. You know, if people tell me I don't say things right I'll know I'm losing it. JW: I think as long as you're keeping busy and making your mind work and playing cards it helps. HF: I hope you would realize how wonderful those first two years at Weber were though. Well, I liked every year at Weber really. I was sorry to have to retire, but I'm glad I did because I knew my husband needed me to be home. JW: You did get some time with him. You were busy, just crazy busy all the time. HF: I don't know how I stayed on all those committees like I did, but I was willing to do it and that did help me learn a lot about the different campus people. I knew their names, but didn't really know them. This helped me learn more about the campus people and it was a wonderful group of people, the faculty, staff and students. JW: We sure appreciate you letting us come today. HF: Thank you very much. 29 Appendix A Appendix B-1 Appendix B-2 Appendix B-3 Appendix B-4 Appendix C Appendix D

Val Weathers, June 26, 2014 ; The Weber State College Oral History Program was created in the early 1970s to "record and document, through personal reminiscences, the history, growth and development of Weber State College." Through interviews with administrators, faculty and students, the program's goal was to expand the documentary holdings on Weber State College and its predecessor entities. From 1970 to 1976, the program conducted some fifteen interviews, under the direction of, and generally conducted by Harold C. Bateman, an emeritus professor of history. In 1979, under the direction of archivist John Sillito, the program was reestablished and six interviews were conducted between 1979 and 1983, with additional interviews being conducted by members of the Weber State community. In 2013 the campus prepared to celebrate the 125th Anniversary of Weber State University in 2014. In order to document the student experience, interviews were conducted with Weber State College Alumni on an ongoing basis. ; The following is an oral history interview with Val Weathers, conducted on June 26, 2014 by Jamie J. Weeks. During the interview, Val discusses his time spent at Weber State College as a student from 1958 to 1959 and then again in 1962. ; 34p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program Val Weathers Interviewed by Jamie J. Weeks 26 June 2014 i Oral History Program Weber State University Stewart Library Ogden, Utah Val Weathers Interviewed by Jamie J. Weeks 26 June 2014 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in University Archives. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State College Oral History Program was created in the early 1970s to "record and document, through personal reminiscences, the history, growth and development of Weber State College." Through interviews with administrators, faculty and students, the program's goal was to expand the documentary holdings on Weber State College and its predecessor entities. From 1970 to 1976, the program conducted some fifteen interviews, under the direction of, and generally conducted by Harold C. Bateman, an emeritus professor of history. In 1979, under the direction of archivist John Sillito, the program was reestablished and six interviews were conducted between 1979 and 1983, with additional interviews being conducted by members of the Weber State community. In 2013 the campus prepared to celebrate the 125th Anniversary of Weber State University in 2014. In order to document the student experience, interviews were conducted with Weber State College Alumni on an ongoing basis. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Weathers, Val, an oral history by Jamie J. Weeks, 26 June 2014, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Val Weathers June 26, 2014 Abstract: The following is an oral history interview with Val Weathers, conducted on June 26, 2014 by Jamie J. Weeks. During the interview, Val discusses his time spent at Weber State College as a student from 1958 to 1959 and then again in 1962. JW: This is an oral history interview with Val Weathers. It is being conducted on June 26, 2014 in his home in Ogden, Utah. The interviewer is Jamie Weeks. The subject of this interview is Val's time spent at Weber State College as a student from 1958 to 1959 and then again in 1962. Also present is Stacie Gallagher, our video technician. JW: To begin with, I'd just like to ask you about your early life, when and where you were born, and some of your background as much or as brief as you'd like it to be. VW: I was born, raised, and lived on Harrison Boulevard. I started out as a bat boy for the Ogden Reds, and played basketball and baseball in junior high, at Ogden High School and then at Weber Junior College. I knew that I was going to, for sure, play baseball in college (Appendix pg. 1). I had scholarships from all the schools, but I got a call from this magnificent man, Bruce Larson. He wanted me to go play golf with him, and at the end of the day, I had a scholarship to play basketball and baseball and it was just an incredible blessing in my life. JW: Was the scholarship for both baseball and basketball? VW: Right. 1 JW: Was he the coach of the basketball team at the time or was he the head of the athletic department? What was his tie to Weber? VW: No, Bruce Larson—everyone needs to be very clear on this—was a junior college coach in Arizona. Reed Swenson retired the same year that I graduated from high school. Therefore, they hired Bruce Larson to come to Weber. We were out on the golf course and he says, "I'm bringing with me one of the best players in the nation—Alan Holmes." That was really an absolute truism. Bruce Larson was—I was closer to Bruce Larson than my father. He was a great man. So, we got beat in the finals in 1958, which no one would ever dream that we would go to the finals, and then we won the whole enchilada in 1959 (Appendix pg. 2). JW: You probably already have copies of these, but here are some of the newspaper articles from 1958 and 1959 about the team. VW: I have some of these. My wife does a good job of keeping scrapbooks, but we were honored here a year or two ago, and one of the things that really never came out that the whole world needs to know about is this—I was watching TV last night and there's going to be a special on the sixties on CNN tonight on segregation. We had Alan Holmes in 1958, and we had Alan Holmes and Joe Carter in 1959. Alan's out of Arizona and Joe's out of Wyoming. The incredible thing about Weber Junior College is that we had someone in the community—I mean, Weber didn't have any dorms. We could give you tuition and books, but that's all we've got. So, the Porters and Waiters Club on lower 25th street gave them free room 2 and board. The purpose of the Porters and Waiters Club was that, when the railroad was crazy in Ogden and robust with trains going in and out, when the Porters and Waiters got off the train they had a place to eat, because they couldn't buy a meal in town. So, I actually played semi-pro baseball in the summer for the Porters and Waiters Club. It was an incredible opportunity for Joe and Stretch to be able to come and play. When we would go out on the road—no one has ever said a word about this, but we'd go into a restaurant and they'd say, "You can't come in, or those two have to come in the back door." Our response was always, "If they can't come in the same door as us, we will look for another restaurant." The same thing happened when we were driving around in these two cars going back to Kansas or California or whatever to play, and several times we were denied housing. They wouldn't let us in the motel with Joe and Stretch. We had some of the greatest baseball players in the history of baseball start here in Ogden. Frank Robinson was only 17 years old when he played here. The same thing happened to him; he had a very difficult time finding a place to buy a meal. JW: Even here? VW: Here in Ogden. JW: I wondered if it was different for players here in Ogden than maybe it was in the south or when you would travel to other cities to play? VW: It was a little different, but there were still barriers in Ogden. Maybe not for Alan Holmes, he could walk in any door of any color, but when I saw some of these 3 professional baseball players come in and not be able to buy a meal—it was an interesting time. I didn't realize, you know, until I get old and start thinking about these things, the pressure the coach must have felt to try and make his way through that and make us all feel comfortable. We didn't know they were black. We went everywhere together—Bruce Larson made a huge jump in Weber Junior College. He was here for only two years, the two years that I played, and then he was offered the head job at the University of Arizona. JW: Are you still in contact with any of the men you played with? VW: A lot of them have passed away surprisingly, and I understand Alan Holmes isn't doing very well. To be able to go to Kansas and play in the national championship we had to go to Phoenix and play against some of his old teammates that were playing for a junior college down there. When Alan Holmes and Bruce Larson walked into Ogden, it made a big difference. JW: It must have been an exciting time for the whole town. VW: It was enormous. I think at that time I knew seriously everyone in town and everyone knew me. The little gym down there would be just packed on 25th Street. People were upset that they couldn't get into the games. So, we would play our games at different high schools. We'd go to Weber High School when it was on 12th and Washington, or we'd play a game up at Ben Lomond and Ogden High because the stands would hold more, but regardless of where we played, it was sold out—packed. 4 JW: Where was the game played in 1959 when you won the championship? VW: At the National Junior College Championship in Hutchison, Kansas. It still is held there every year. I can remember when we won the championship we had the pallbearer car from a funeral, that was one of our cars, and then we had a station wagon. We would travel two or three hundred miles, play a game, eat, sleep, and travel another two or three hundred miles. JW: That sounds so miserable for tall basketball players to sit in. VW: We became incredibly close. When we won the national championship, we drove home and came down Weber Canyon right out here, and there was no freeway then just a little two lane road, and at the mouth of the canyon was just a service station. But we came down the canyon and all of Ogden was there to greet us. They took us out of those cars and put us in convertibles and took us around and down Washington Boulevard and the people in Buehler and Bingham [Utah Tailoring Mills] were coming out with shirts and sweaters, just tossing them in our car. Then they had a welcome home on the steps of the city and county building. A couple of times a week we would go to dinner as guests of the social clubs—the Chamber and all those entities. So, we ate well for a couple of weeks. JW: Town champions. Here is a picture from your yearbook and one from the old Signpost newspaper. It looks like you also played baseball? VW: It was fun. One year on our semi-pro Porters and Waiters team, we were going to Helper to play in a tournament, and not everyone on here [yearbook picture] 5 was on the Porters and Waiters team. Our catcher couldn't go. Bruce Larson was a catcher in college, and he says, "I'll go." So, he went down and played in the tournament with us, and that was a lot of fun. JW: Well, you weren't very old to be traveling all over. Your parents were fine with you just going and doing that? VW: Yeah. Really. JW: It was a different time period. VW: It was. As you think back on that, when we were playing semi-pro we would meet at the Porters and Waiters Club at ten o'clock on a Friday night You know, I had the green light from my mom and dad from day one. I think about when I was ten years old and I went on the road with the professional baseball team. Now I wouldn't recommend that for all ten year olds to say the least! We would travel and meet there at 10:00 p.m. and go to play in a tournament somewhere—Colorado, Wyoming, Nevada. We would travel all night, we would play a game Saturday, play maybe two on Sunday, and then travel home all night so we could go to work on Monday. You can only do that when you're young. JW: That's true. VW: One of the highlights of my life also, was the opportunity to go to Argentina on a mission. When I played two years at Weber, I went to Argentina for two and a half years. 6 JW: I wondered if that's what was happening during the two years you took off of school. VW: Well, it was only a two year school, so I came home after two and a half years with a baseball scholarship to BYU and Utah. However, I was number one on the draft board [Vietnam War], and I was getting called within 30 days. So, I joined the Air Force Reserve and served active duty out here at the base and then I went and started negotiating my scholarship and they said they wanted me to red shirt a year, and I said, "You know what, I've been out for almost three years, I want to get through college and I don't want to be sitting around red shirting." So, I didn't play anymore, I just went to school. JW: It seems like you still had a presence at Weber in 1962, because you were still writing stories for the Signpost. There are several Val Weathers stories in the Signpost in 1962. VW: Well, if you looked in the Standard Examiner in 1962, there was a lot of stuff there also. This is what happened: the sports editor of the Standard Examiner traveled in our two cars—one or the other car to go cover the games, because everyone in Ogden was concerned about the game, and I became very close to the sports editor. So, when I got back from Argentina he said, "I want you to write for the Standard and cover all of Weber's games." I said, "Rich, I flunked out of all my English classes, you can't be asking me to do that." "No, Val, you'll do great." So, I covered Weber when Dick Motta was a coach here a couple of years. I could write a book on that. JW: That was a big deal. 7 VW: So, I had good seats at the game and I had to really knuckle down and go down to the newspaper and try to write something appropriate, and if Dick Motta didn't like it, he'd call me at home. He ended up being the coach of the Chicago Bulls in the NBA. JW: Let's talk about some other things you were involved in while at Weber. You were involved in Excelsior, right? (Appendix pg. 3) VW: One of the things that I'll just put in because you probably didn't pick it up, but the Moench building down on the lower campus is where the theater is and H.E.D. Redford was in charge of the theater at Weber. He wanted the basketball team to be in a play. JW: Taming of the Shrew. VW: Yes, it was. So, that was a fun experience too. JW: I wondered because it's your only performance. Is that right? VW: Yes. A one-time deal. Well, you know, everyone at the college was a big basketball fan—the staff, the faculty, everyone. The treatment we received I won't talk about the treatment except to say that I had friends standing in line to get classes and we would just walk in a week early to the registrar's office and say, "This is the classes that we need." My time at Weber could not have been any better. JW: Here is a picture of you as Mr. Collegiate (Appendix pg. 4). It reads, "Mr. Collegiate, voted on by the fellow students." 8 VW: Yeah, this was voted on by all the students and I was always to a game and wasn't at the dance to be able to receive it, but it was a thrill to be able to win. JW: I did find this awesome quote in the Signpost. It's from 1959 and it's about Sleeping Beauty. Did they call you Sleeping Beauty? VW: They called me a lot of things. JW: "Val Weathers is an Ogden High graduate. He lettered in basketball and baseball and he is very sharp in the latter. Val played guard for Weber last year and was an extremely valuable player this year. Val is a business major. According to Loren Burton, Val likes to sleep. Probably trying to catch some sleep in between games?" VW: One of the things you can do in those cars to cut the journey is to get some sleep, and at that age you never have enough sleep. One time, we'd been out late. We were supposed to meet at the gym at six and we were leaving to go to Colorado to play a couple of games. So, I was tired and I said, "Is it okay if I get in the back and sleep?" Alan Holmes said, "I'll drive." JW: The students took turns driving? VW: Oh yeah. Basically, I always drove and the coach would drive the other car. So, we'd take Redwood Road because this freeway wasn't in, and it would go the furthest south. We failed to negotiate a turn and ended up in the middle of a plowed field with Alan Holmes driving, and we were lucky we didn't get killed— very, very lucky. So, they came back and we called home and asked them to 9 send another car to us and they sent a car down and Bruce said, "Val, please stay behind the wheel." So, that was a scary escapade. Another story that was fun—we played home and home. We'd drive to Boise, play Friday night, and then drive to Ogden and play Saturday night. So we drove up to Idaho, won the game and Saturday morning we were starting back, and one of the cars goes out, the engine burned out. So, the coach came back, and of course he took Alan Holmes and Joe Carter and he picked a total of six guys, and they went home to play the game. To the rest of us he said, "Get home any way that you can." There were some that hopped a freight train into Ogden and rode it all the way in from Idaho. I came in, in the bed of a pick-up truck. JW: You hitch-hiked? VW: Yeah, in a snowstorm. They had their pregame meal at Keely's which was a little restaurant on Washington Boulevard and we walked into Keely's right in time for the meal. So we got there in time for the meal and we played the game. JW: We talked about the diversity on campus, what about the political atmosphere, what was that like on campus? Was it politically active or really the only thing you're seeing is the beginning of Civil Rights? Or did you even know? You were involved in basketball. VW: No, I think Civil Rights was the strongest issue, but I think we were oblivious to the system. 10 JW: Later on, the campus looks like it is pretty active, especially as we move forward with the continuation of Vietnam, there were a lot of political things happening on campus, and I didn't know politically if it was very active during the late 50s. VW: No, it wasn't. We had veterans that were going to school with us at Weber. I think LeRoy Overstreet may have been a veteran when he showed up here. Alan Holmes—have you ever heard of Billy "the hill" McGill? JW: I have not. VW: All-American ball player for the University of Utah (Appendix pg. 5). In the time that I was in Argentina, he and Alan Holmes were up at the Porters and Waiters Club and driving back to the University of Utah they got in an automobile accident. To save Holmes' leg, they had to cut muscle out of it. He was an absolute, dead-certain NBA player, but now he's only got one good leg. He went down to the University of Utah and he was an all-conference player with just one good leg. The thing that I have enjoyed about having played with him is, that if I had a better shot than Holmes did, I had the ball. He'd give it to me every time. He was a ten times better shooter than I was, but he shared the ball. When we went back to the nationals, they would always pick the toughest player on the other team and Holmes would say, "I've got him." So, he played on both ends of the floor. JW: These are great stories. Switching gears, who was the college president when you were at Weber? VW: Dr. Miller. 11 JW: I've heard great things about President Miller and how involved he was with the students. VW: He was great. He had a daughter my age that ended up marrying Dick Connelly, who was the captain of the 1959 team. All we had on the campus up here were buildings one, two, three and four. Then there was a government type shed that served as the Union Building. So when the car burned out, coming home from Boise, and I'm walking down the hallway, I feel an arm around my shoulder as we were walking and it is President Miller. He said, "Val, what happened to the car?" Like I was directly responsible. JW: Well, you were the driver. VW: Yeah. But he was very involved. Everyone was involved. It was just a great opportunity. JW: Other than your coaches, who were some of your favorite professors while you were at Weber? VW: Dr. Smart got a lot of guys into dental and medical school, but it was always fun to go to his class. O.M. Clark was an economics professor. I really didn't have a class that I didn't enjoy. We'd go in, "We're leaving town, I want to make sure I don't miss anything, what am I supposed to be studying while I'm gone. What do I need to be reading?" They were always helpful. JW: That's interesting that they were so patient with your schedules. 12 VW: Well, I don't think there was one of them that ever missed a game. It was a very exciting time because, you know, I'd pay to go watch Alan Holmes, and yet I got to play alongside him. JW: Is there anything else you want to cover as a student? I know you were also involved in the Wildcat Club. You were on the board for a while. VW: Yes. JW: I think that's the greatest thing about Weber, the students that attended and had such a great experience are willing to give back their time later on. VW: Yes, I don't know how many years I served on the Wildcat Club, but it was quite a few years. The one thing that no one knows is that Claudia and I have been season ticket holders for 48 years at the basketball games. It was a question of whether we were going to have a T.V. or whether we were going to have basketball tickets at the inception. We also went on a Mormon mission to Puerto Rico and while we were gone, I kept my seats and gave them to clients. Then when the Dee Events Center was built, I was the first one in line to pick the seat that I wanted. I didn't take the front row right behind the team, and I didn't take the front row because I wanted to be at the same level as the basket so I could see if someone would jump over the rim. Now, they all jump over the rim. So, we are on the third row. JW: Right behind the team? VW: Yes. I've heard some really bad coaches come through and heard some really good coaches, but I can hear pretty much all they're saying. 13 JW: Well, you've seen some incredible players come through then. VW: Yes. For a few years, my two oldest grandsons would go and that was a tradition. We would go to the Texas Roadhouse for dinner and then we would go to the game. They loved to go to the game. They're now in junior high and high school and I have a hard time getting a date with them and when I do, we do that, but it's tougher than it used to be. We'll have the tickets until they put me in a box because there are plenty of people that we've given the tickets to and they love to go if we're not available. Randy Rahe does a great job and we're lucky to have him here right now. JW: Is there anything you'd like to add that we haven't covered? VW: I wanted to mention that there was more going on in the sixties color-wise than people realize. One of the players on the Porters and Waiters baseball team was an ex-pro baseball player, and I can remember us traveling to a game and he had just got home from Georgia. He drove straight through, and he got picked up three times. He went to courts in the back of the grocery store, and it cost him all he had in his wallet all three times. So, we've come a long ways, but we've got a long ways to go. As a kid I'd go sit up in the balcony and watch Reed Swenson because I didn't miss a ball game anywhere. I'd find a ride to take me. I'd always go to Utah, BYU or Utah State games. I thought Bruce really shifted gears for the school and in my personal life. He just had a whole lot to do with what direction I was heading in. JW: Were you able to stay in touch with him even when he went back down to Arizona? 14 VW: Yes. He was a young man when he came here, and I'm 75, so he's got to be in his early 80's. I don't know really what our age difference was. JW: In the picture he doesn't look much older than the boys. VW: He still plays handball five days a week. He has one daughter whose husband is stationed at the base, and he rents a place up in the valley here and takes his whole family, which is spread out all over the place, skiing every year. He also holds a basketball camp for all his grandkids. JW: That's awesome. VW: We chat quite a bit. My son went for an interview at one of the hospitals down there in Tucson and I called and told him, "He'd taken care of me it seems like my whole life now, so it's his responsibility to take care of my son." Every time I talk to him, he always says, "Is Stretch okay? Will you check on Stretch?" When he said he was bringing a really big player to town and we are going to win a lot of games, he really meant it. JW: Where is Alan now? VW: He's in Salt Lake. They've got some kind of diversity thing over at the college that Jim Hurst is involved with that has Alan Holmes' name on it, and we donated a little money to that. JW: I'm sure it's this way with other universities, but being in the position I'm in, I see it more here in Ogden. I just think it's great to see the give-back to the university. It makes all the difference when the community stays close. 15 VW: My two years at Weber were euphoric. I was not worried about, "What am I going to do for a living? What am I going to graduate in?" The difference in that though is that when I got back from Argentina the gears had shifted in my life because now I was serious and I had to figure out what I wanted to major in, what I would be happy doing. The fact of the matter is, when I got back, I graduated from college in one year, so a total of three. I took one class when I got back from Argentina in the 1963 or 1964. I was ready to graduate from the U, but I needed to take math 101. I couldn't talk my way through that and they said, "Well, if you want to take it at home and transfer it down, you can." When I talk to people today, I still am trying to decide what I want to major in when I grow up. We had really just a great time and were treated very well by the whole world, and we didn't ever wear out that welcome. I see a lot of people that do that and they want more. JW: I don't think students have the freedom anymore of just going to school for two years and really living and enjoying. There's so much pressure to get through and make a decision as to what you're going to do with the rest of your life. You don't get to just go to school and have fun. VW: Well, I don't know, maybe I should have been thinking more about it because I never dreamed that I was going on a mission. It wasn't in my plan at all, but I am eternally grateful that I did. It taught me more than ten Weber Colleges. So, I feel like I've gotten about ten doctorate degrees. I watch my son and they have two other little boys. He went on a mission out of high school and came home and he's been going to school for 13 years straight. He's in the operating room almost 16 all day long. Our two oldest are adopted, and then we have a daughter and a son, a doctor, that passed away. JW: Is your daughter still around here? VW: Yes, she lives out in Syracuse, she works for a company up in Ogden Valley that has a facility up there for about 35 boys with anxiety issues, and it's a registered high school. They have dormitories and the whole thing, and then she has a private practice in South Ogden. She pretty much runs out of hours every day. A friend walked up to me in church and handed me a card and said, "I want you and your wife to go see this doctor." I said, "Why?" We'd never ever talked about anything. I looked and it's a fertility specialist. I'd never had a conversation with this guy, but we went to the appointment and the doctor was at the U, and he wanted to do a medical procedure on my wife and found out she had endometriosis really bad and cleaned her out and the next thing you know, Dr. Weathers shows up. So, I had several of my friends say, "You know if you hurry I think the window is open." I was forty-something when he was born. I said, "I'm going to be on social security when he gets home from his mission. JW: It has been interesting to hear stories about Weber sports and the diversity issues during the late 50's. VW: Well, that club was owned by Annabelle Weekly, a black lady, and she swung a big stick in Ogden. I don't know how many athletes from Weber Junior College have gone through that facility, but a lot of them that didn't have a dormitory or anything else; they had a place to stay. 17 JW: I think it's interesting that they didn't put them in homes with local families. VW: I don't know that it ever came up. It was just taken care of. The black players at the P&W were treated like kings. It was really a big bonus for Weber. We had the Carter boys, Joe and his brother, Louie, played baseball. They worked in the coal mines in Wyoming their whole lives and they're both gone now because of that atmosphere and what it does to your lungs. JW: How many people were able to stay in the Porters & Waiters Club? It seems like there would have been a lot of them, but I don't know how many rooms they had available. VW: I don't know how many we had at one time, but they still had to make room for porters and waiters. So, I think maybe there might have been 15 rooms or so. They'd eat anywhere, but I don't know whether they got any money for food. We were given jobs on the campus. My job was to sweep the welding room, so I don't know what everyone else had to do. I made a mistake. I was offered a very attractive job at Weber to come back and get my degree there with a full-ride and I turned it down because I wanted a degree from the University of Utah. I had some fabulous classes down there. I learned a lot, but I think when it was all said and done, a degree is a degree and the world out there—I was ready for professional life when I got through with doing this. So, the degree was the frosting on the cake. I learned a lot, but I thought it had to be from a specific school and in retrospect, it didn't. My life would have been a lot different. They wanted me involved in journalism and athletics and I ended up being a banker 18 and a real estate developer, so my life would have gone in a much different avenue. JW: Thank you and I appreciate you letting us come into your home. It's been so interesting. These great stories fill a void for us. VW: Thank you for coming. 19 1 Appendix 2 3 4 5 6 7 8

Issue 30.5 of the Review for Religious, 1971. ; EDITOR R. F. Smith, S.J. ASSOCIATE EDITOR Everett A. Dledertch, S.J. QUESTIONS AND ANSWERS EDITOR Joseph F. Gallen, S.J. Correspondence with the editor, the associate editors, and the assistant editor, as well as books for review, should be sent to Rxvmw FOR I~LIOXOUS; 612 Humboldt Building; 539 North Grand Boulevard; Saint Louis, Missouri 631o3. Questions for answering should be sent to .Joseph F. Gallen, S.J.; St.- Joseph's Church; 3~21 Willings Alley; Philadelphia, Pennsylvania 191o6. + + + REVIEW FOR RELIGIOUS Edited with ecclesiastical approval by faculty members of the School of Divinity of Saint Louis University, the editorial offices being located at 612 Humboldt Building; 539 North Grand Boulevard; Saint Louis, Missouri 63103. Owned by the Missouri Province Edu-cational Institute. Published bimonthly and copyright ~) 1971 by REVIEW VOR RELIC;IOUS. Published for Review for Religious at .Mr. Royal & Guilford Ave., Baltimore, Md. Printed in U.S.A. Second class postage paid at Baltimore, .Maryland and at additional mailing offices. Single copies: $1.25. Subscription U.S.A, and Canada: $6.00 a year, $11.00 for two years: other countries: $7.00 a year, $)3.00 ~or )wo years. Orders should indicate whether they are for new or renewal subscriptions and should be accompanied by check or money order paya-ble to REvIEw FOR RELIGIOUS in U.S,A. currency only. Pay no money to persons claiming to represent REVIEW Fog RELIGIOUS. Change of address requests should include former address. Renewals and new subscriptions should be sent to REVIEW FOR RELIGIOUS; P. O. Box 1110; Duluth, Minnesota 55802. Manuscripts, editorial correspondence, and books for re-view should be sent to REVIEW FOR RELIGIOUS; 612 Humboldt Building; 539 North Grand Boulevard; Saint Louis, Missouri 63103. Questions for answering should be sent to the address of the Questions and Answers editor. SEPTEMBER 1971 VOLUME 30 NUMBER 5 EDWARD J. FARRELL The Journal--A Way into Prayer If the lost word is lost, if the spent word is spent If the unheard, unspoken Word is unspoken, unheard; Still is the unspoken woriJ, the Word unheard, The Word without a word, the Word within the world and for the world; and the light shone in darkness and against the Word the unstilled world still whirled about the centre of the silent Word --Ash Wednesday, T. S. Eliot. Prayer is a hunger, a hunger that is not easily quieted. Today the cry, "Teach us to pray," echoes and reverber-ates from many directions. One of the ways I have learned to pray is by writing. I began by copying favorite passages from reading, then thoughts and ideas of others and fi-nally came to jotting down my own insights and reflec-tions from the prayer and experiences of each day. This prayer journal at times seems like my own biography of Christ, a kind of Fifth Gospel. Writing makes me think of the Evangelists' experience. Why and how did Mat-thew, Mark, Luke, and John begin their writing? What happened in them? What kind of grace was affecting them? Certainly their experience in writing was a prayer, an entering into the mind and heart of Christ. I wonder if the evangelists' experience is not to be a more common experience for many Christians. We know that God has expressed Himself in a unique and privileged way in Scripture, and yet He continues to reveal Himself and ourselves to us in the events of our ~everyday life. His written word is fresh born each morn-ing and He appeals to us: "Harden not your hearts this day as your fathers did in the desert" (Ps 95). We dare to ask Him each day: "Give us this day our daily bread," knowing that it is not by bread alone that man lives but by every word that comes from the mouth of God. The Father continues to communicate to each of us through E. J. Farrell is a faculty member of Sacred Heart Semi-nary; 2701 Chicago Boulevard; Detroit, Michigan 48206, VOLUME 30, 751 ÷ ÷ E. ]. Farrell REVIEW FOR RELIGIOUS the Spirit of His Son, "for the Spirit reaches the depths of everything, even the depths of God. After all, the depths of a man can only be known by his own spirit, not by any other man; and in the same way the depths of God can only be known by the Spirit of God. Now instead of the spirit of the world, we have received the Spirit that comes from God, to teach us to understand the gifts that he has given us" (1 Cot 2:10-2). Rahner somewhere writes: "There are things which theologians try to explain. The Lord has other means of making them understood." Christ speaks to us each in a unique way. I think and pray and speak to Him in a way no one else has ever spoken to Him. He speaks to me in a way that He has spoken to no one else. Moments of depth and rare in-sight, of meeting with God, the sacred, are to be treasured and pondered within the heart. What photography is to the visual, writing is to the intuitive and moment of light. Paul wrote: "If you read my words, you will have some idea of the depths that I see in the mystery of Christ (Eph 3:4). Writing enables us to see into the depths. It is not a simple recording of thoughts already finished; it is crea-tive in its very activity and process. Writing is a journey, exploring the countries of the mind and heart, the never ending revelatory Word spoken once for all time. Little attention has been given to the value of writing as a way into prayer, an openness to contemplation, as a celebra-tion and remembering, as discovery, as centering. Deep calls to deep and the deep conscious level responding to the deep, not yet conscious reality of our being. In the beginning was the Word and He had to become incar- Ilate. There is I hope something of the Evangelists' grace for each of us, the grace of writing, of incarnating, infleshing the word in our self and imprinting it and making it our word. None of the Evangelists were "writers" in the pro-fessional sense; yet their writings were a deep communi-cation with God, with themselves, with others. Our Lord frequently asked His listeners: "What do you think?" He constantly compels us to think, to contemplate! How sad it is that so often we lose our capacity for truth, for depth; numbness, overload fuses out and shortcircuits our perceptive facuhies. Writing creates an opening in the stream of uncon-" sciousness and breaks up the automatic pattern of our life. One awakes to the newness that comes so unexpected each day. Our eyes see differently as through the wonder of a new camera. One becomes aware that ihis is the only moment like this that I shall ever have. The first con-scious thought of the day becomes an exciting experi- ence. As a person writes he begins to recognize an extraor-dinary relation between the hand as it writes and the mind and heart, like an ignition. What is written is not as significant as what happens to us in the process. Some-thing is growing within; hidden capacity gently reveals itself. New sensitivities unfold. The horizon sweeps back, the veil lifts, and we experience Emmaus: "Did not our hearts burn within us as he talked to us and explained the scripture to us" (Lk 24:32). Rollo May describes creativity as "the encounter of the intensely conscious human being with his world." Writing is an experience of creativity immediately availa-ble to everyone: "To write one has but to begin, to take the risk, to take it seriously enough to play with it, for it is by walking that one creates the path." It is so easy to live outside of ourselves, to be unaware of the inner center, the inner dialogue, the inner journey. But once a man begins, he experiences the' thrill of his own unique thoughts and insights. He begins to descern his own words from the borrowed words of others. What an ac-celeration to discover the "hidden manna" and He who gives him "a white stone, with a new name written on the stone which no one knows except him who receives it" (Rev 2:17). T. S. Eliot expresses it so simply: With the drawing of this Love and the Voice of this Calling We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time. Writing is a way into what is going on and developing within ourselves. It can become a powerful way of prayer, a key to self-understanding and inner dialogue. The power in writing stimulates the very inner process that it is engaged in describing, drawing the process further inward. It is not a passive retelling of events, or a de-scribing of an experience. It becomes one's own experi-ence. Nor is it a self-conscious analytical introspection. Expressing oneself in words is rather an active and con-tinuing involvement in a personal inner process through which one is drawn into an expanded understanding of the reality in his own existence. For example, most peo-ple pray the Our Father every day. One can hear Christ's words and then suddenly hear what his own heart is saying: "Hallowed by my name, my kingdom come, my will be done." This inbreaking of understanding can be-come just another forgotten inspiration and lost grace or by getting it down it becomes specific, focused, and deci-sive. If one writes regularly, no matter how briefly, a con-scious thought, insighL prayer, reflection,he will find that 4- + + The Journal VOLUME ~0, 1971 753 ÷ ÷ ÷ E. J. Farrell REVIEW FOR RELIGIOUS "/54 it becomes a cumulative enrichment. It is tuning into what is going on, seeing the connection and relationship, capturing that which is behind the consciousness. Writing and contemplation tend to merge. We know the saints best who found themselves compelled to write---Augus-tine, Bernard, Catherine, Teresa, and our own contem-poraries John XXIII's Journal of a Soul, Dag Hammar-skjold's Markings. In this day of so much glib talk, when we are daily inundated and assaulted with unending words and speech, when everyone is correspondingly articulate on every-thing, the written personal word is increasingly impor-tant. Such words come out of silence and expand silence. They reestablish privacy so rare today, and a comfortable sense of solitude. They beget the dialogue between one's known self and one's deeper, unknown self that is coming into being. One begins to hear the wordless dialogue be-tween one's deepest sel{ and God. Christ taught His Dis-ciples through the deep questions--"Who do you say I am? . Do you love me? . What do you think?" We can-not but respond to His questions and imperatives with our own questions and responses: "Is it I, Lord? W.here do you live?" As never before, each of us has to personalize our faith; we must initial it with our own name and make it ours. We must be able to give reason for the faith that is within us. People do not ask about the formal teachings of the Church. They want to know your experience, what you think, what difference does Jesus make. Here are some of the questions that I. have been asked and that I write about in order that I may be ready to speak His word in me for others: "How do you pray? . Who is Jesus for me?.When do you believe? .W. hen do you love?" "How? .When have you experienced penance? .W. hat difference does the Eucharist make in you? . What do you expect of you? .How does your vineyard grow?" "What is your charism? .W. hat is your sin? .W. hat would it take for you to be a saint now? . What is Jesus asking of you today? . What effect are you making on your world?" These questions demand thinking; they demand contemplation. Answering the questions in spoken words may avoid the implications of their personal meaning. Thinking is so diffused, unformulated, scattered, easily distracted. To write an answer for one's self is to drive deep; it disciplines, focuses, and brings one to face Christ with his conviction. A journal is a journey--the journey of today--both words are from the French word "le jour"--today. The journal is the coming into possession of life this day in the written word, capturing its secret, its mystery. The written word is perhaps more like a kiss than a possessing as in the words of Blake: He who bends to himself a joy Doth the winged life destroy But he who kisses the joy as it flies Loves in Eternity's sunrise. The journal calls for honesty, for a search into meet-ing. It is a discipline in a day when discipline is rare: "But it is a narrow gate and a hard road that leads to life, and only a few find it" (Mt 7:14). Time set aside to move from the outer to the inner, to discover new depths, to see new connections, to perceive fresh insight--surely this work is prayer. It is at times unselfconscious poetry and contemporary psalmody. The journal is a putting into words the praise of God that leaps from the transparencies of life which the light of faith illumines for us. Each of us has our own nnique psalms; the journal helps us to find the words which in turn we share with those He sends to us. Each must honor the desire to express one-self or not. Every person has his own inner rhythm, and each must have his own way of getting to it. Writing Together When people come together and are silent, something in addition becomes present: "Where two or three are gathered together in my name, there am I in the midst of them" (Mt 18:20). As a group turns their focus from outside to inside, to a level of depth, something else be-comes present and makes other kinds of experiences pos-sible. This contact with ourselves would not happen by oneself. A cumulative atmosphere of depth allows us to come to new depth within ourselves. One of the more fruitful group prayer experience that I have worked with is using a three-hour block of time. A gronp of six to ten sit in a small circle in the presence of the Eucharist or with the open Scripture and lighted candle, in the center. The first hour is a prayer of adoration, of silent witness to the Presence in the presence of each other. This hour is an experience of silence and hiddenness with the Father: "You are dead and your life is hidden with Christ in God." The second hour is the hour of writingmthe quantum leaps from nothingness into creation--the power of a word pulling many things into understand-ing. Out of the silence the word comes forth. A field of energy is generated by the concentration of the others around oneself, and one is supported by the current of their efforts. The hour of writing is more than a remem-bering the hour in silence. It is an unfolding experience in itself that carries new dimensions of perception with it. The third hour is one of sharing, of speaking the word 4- + + The .lournal 755 to one another. The sharing is at a depth level because of the common experience of the previous two hours--it is no longer an exchange of words and ideas, it is a meeting of persons. In some dim way these three hours are a Trinity experience--the Father in the hour of silence, the Son in the hour of writing, and the Holy Spirit in the hour of sharing. God speaks! We are compelled to etch Him upon our hearts in writing; and then we are ready to bear witness unafraid and we dare to say with Paul: "If you read my words, you will have some idea of the depths that I see in the mystery of Christ" (Eph 3:4). EDWARD HAYES, O.C.S.O. Probings into Prayer One of the purposes of transactional analysis is to liber-ate people from unheahhy negative feelings about them-selves and others. To do this, one endeavors to evoke the same original sitnation wherein the "child" made a feel-ing decision from the experience. Once the original expe-rience is evoked, one has to re-decide, perhaps years later, at a feeling level, to liberate oneself from sulzh unhealthy negative feelings. In short, one has to return to the origi-nal injunction and re-decid~ on a feeling level. It is al-most a cliche in some circles: go back to childhood, to one's origin in order to understand one's present situa-tion better. ,'1 Wider Concept o[ Prayer To better nnderstand prayer it is also beneficial to return to its origins.1 St. John tells us: "In the beginning was the Word and the Word was toward God and the Word was God" (Jn 1;I). The Word was "toward God" sounds strange. We usually translate it by "with God," "near God," changing the meaning of the Greek, "pros theon." " The evangelist wants to express a mystery that our translation ought to respect. "Toward God" implies relationship, motion. From eternity the Word was turned toward the Father, the Word's Personality, His divine gaze, was totally addressing the Father--a Thou. An un-ceasing movement drew the Word toward the Father. Prayer is a movement toward Another, a responding rela-tionship. St. John, in describing the origin of prayer, is telling us something of great import: to become fully conscious you need only to look with love on another-- on a "Thou." And this is what the Word does from all eternity--turning totally toward His Father. Prayer de-scribed as this means it is relational, a moving toward Another. Responding to my life situation is a "moving 1Jean Galot, s.J., La pri~re (Bruges: Desclfie de Brouwer, 1965); throughout this article I am indebted to this hook. '~ I. de La Potterie, "De interpunctione et interpretatione versuum Job. 1:3, 4, I1," Verbum Domini, v. 33 (1955), pp. 193-208. 4- Edward Hayes is a staff member of the House of Prayer at Durward's Glen; RR 2, Box 220; Baraboo, Wisconsin 53913. VOLUME 30, 1971 757 4. 4. °4. Edward Hayes REVIEW FOR RELIGIOUS toward the Father," is prayer, is an earthly embodiment of the Eternal Word's incessant prayer. In this sense of prayer as a "pros theon" movement, prayer is as wide as life. Saying yes to the summons in one's daily circum-stances is a "pros theon" movement, is saying yes to ulti-mate Responsibility, God Himself. In this way man is again and again opening himsel[ to the summons availa-ble in his life, seeking to respond to it with courage and generosity. Although not in a specifically religious exer-cise, not even with a supernatural intention, man, in answering the appeals in his daily secular experiences, is moving toward the Fathei', is at prayer. Formal prayer, then, simply clarifies and intensifies the moving toward the Father wherever people try to become more truly themselves. Another example o[ this wider concept o[ prayer as a movement toward, as a dynamic thrust toward Another, is at the end o[ the prologue. "No one has ever seen God, it is the only Son who is into the bosom o[ the Father, he it is who has made him known" (Jn 1:18). Verse 1 and verse 18 together make an inclusion to the prologue. The prologue begins and ends with the Word's (Son's) dy-namic movement into the Godhead. Here in verse 18, "eis ton kolpon," literally, "into the Father's bosom," is trans-lated like its counterpart in verse 1. Translations hesitate to express the original and prefer, "He who is in the bosom of the Father." Ke.eping the awkward translation makes evident the expression of movement, "into the bosom of the Father." Here is a dynamic thrust, a vital relationship of the Son toward the Father. From eternity, the authentic core of His Person is addressed and called forth in filial love. True prayer is being summoned and responding, a reality as wide as life itself. Beyond Professionalism It has been pointed out to us that many in pastoral care take special training because of their need to be more skillful in their pastoral relationships,z The increas-ing number of pastoral training centers witnesses to the great desire to find an answer to the "how-to-do-it" ques-tion. How to relate to hippies, to young radicals, to stu-dents, to those in crises. Those in pastoral care do look to the masters of behavioral sciences to give them answers [or their urgent questions. Certainly, the assistance o[ these social sciences is o[ tremendous importance. Yet there is a unique dimension which goes beyond the ex-pertise o[ the behavioral sciences, that goes beyond pro- [essionalism to the internal dynamism of one's faith. We n Henri Nouwen, "Pastoral Care," National Catholic Reporter, v. 7, n. 20 (March 19, 1971), p. 8. are referring here not to techniques but to one's spiritual quality, to one's inner thrust, to one's conviction and authenticity to be communicated in encountering others. Jesus Himself cared for souls and their individual needs, for Magdalene, for the woman at the .well, for Nicode-mus. Jesus was skillful in His relationships with them and was not afraid to use His insights into the stirrings of the human heart. But when asked about the source of His knowledge He said: "My teaching is not from myself; it comes from the one who sent me" (Jn 7:16), This exemplifies going beyond techniques and skills and plunging into the heart of relationship to Another. Another text indicating the relationship between inner depth and one's mission, skillfully relating to others, is: "No one has seen God except the only Son who is into the bosom of the Father. He it is who has made him known" (Jn 1:18). "Into the bosom of the Father" means that the Son penetrates into the deepest secrets of the Father. Prayer, as was mentioned, inv~)lves a filial dyna-mism wherein the Holy Spirit, like di~cine energy, seizes the Son, carrying Him into the bosom of the Father. But then John adds: "He [the Son] it is who has made him known," marking the relationship between prayer and one's mission. To make known the Father, to be witness, one must give witness not only for Someone but to what one has seen. The only Son has made known what His divine gaze, in moving deeper into the secret recesses of the Father, has grasped and contemplated. All one's wit-nessing value issues out of a dynamism which has carried him, first of all, into the bosom of the Father. Again we are going beyond professionalism. Making known the Fa-ther, accomplishing one's apostolate, is to issue out of or be blended with searching into the inner recesses of the Father, that is, prayer. If one ceases to "wonder" in the silent reflection of his inner loneliness, if one has not yet begun to imbibe the Spirit by letting Scriptures speak to him, if one rationalizes his way out of praying together with a handful of friends who mediate the Spirit to him --this apostle has not gone beyond professionalism and can scarcely bring hope and ultimate meaning to the lives o£ others.4 Again we can approach the same matter by looking further into the meaning of "into the bosom of the Fa-ther." It means attaining the secret depths of God, plung-ing deeply into reality where God is hidden. Human experiences have privileged moments of disclosure where the infinite Thou is unveiled from within the finite 4 Gerard Broccolo, "The Priest Praying in the Midst of the Fam-ily of Men," Concilium, n. 52 (New York: Paulist, 1970). 4- 4- ÷ Prayer VOLUME 30, ).971 ÷ + + Edward Hayes REVIEW FOR RELIGIOUS 760 thou.~ Searching into the bosom of the Father can mean a sensitivity for the deeper and transcending element that is experienced as co-present. We call this ultimate and hidden depth of human experience "Person" or "Father." The divine presence is hidden in the deepest dimension of human experience and so moving "into the bosom of the Father" can also mean contemplating God's work with man, distinguishing with a growing sensitivity the light and darkness in the human heart. Prayer, in this sense, is the ongoing disclosure of the deepest dimension of reality to us, revealing both God's light and man's darkness. In this perspective, our apostolate is never lim-ited to the application of any technique but ultimately goes beyond professionalism. It is the continuing search for God hidden in the life of the people we serve. Prayer, moving into the bosom of the Father, means searching and finding the God we want to make known in the lives of the people to whom we want to reveal Him. Prayer and Sell-identity ~Arho am 1? Do 1 think of myself as isolated, as exposed to the coincidences of every day, as placed in a universe withont meaning and without a fi~tnre? There are indeed moments in my life when I experience myself in this way. In faith I acknowledge nay new self-identity: I am a son and therefore given a destiny. I nnderstand myself as placed in a context where meaning and purpose are avail-able to me. This destiny makes me someone. In faith, therefore, I acknowledge nay own worth, not because of the efforts I make but because, as a son, I am accepted. In faith, there is no reason for me to be ashamed of myself. As son I rejoice in myselfY This filial identity is expressed and intensified by prayer. When the Son leaves the bosom of the Father and enters human life, his eternal "pros theon" movement is embodied at moments of prayer so that there is, in the evangelist's mind, a certain bond between Christ's prayer and manifesting His filial identity. For instance, at His Baptism there is a solemn declaration of His divine filia-tion by the Father as a result of Jesus' own prayer: "Now when all the people had been baptized and while Jesus after his own baptism was in prayer, heaven opened and the Holy Spirit descended on him in bodily shape, like a dove. And a voice came from heaven, 'You are my Son, the Beloved; my favor rests on you' " (Lk 3:21-2). It was in the midst of His prayer that the Spirit's descent and ~ Fons d'Hoogh, "Prayer in a Secularized Society," Concilium, n. 49 (New York: Paulist, 1969), pp. 42 ft. ~ Gregory Baum, Faith and Doctrine (New York: Newman, 1969), p. 18. the Father's proclamation took place as if the Father was awaiting the filial dlan of His son, which prayer embod-ies, before declaring Jesus' divine filiation. Recognizing in Christ's words and gestures the authentic expression of sonship, the Father proclaimed with power that this man is His beloved Son. Notice the bond between Christ's prayer and revealing the true identity of Christ as Son. Again, at the Transfiguration, prayer plays the same role: "He took with him Peter and John and James and went up the mountain to pray" (Lk 9:28). The purpose was to pray and only during the course of their prayer did the incident of the Transfiguration take place. Jesus inwardly gazing upon the Father suddenly makes Him appear visibly what He is in reality: the resplendent glory of the Father (Heb 1:3): "As he prayed the aspect of his countenance was changed and his clothing became bril-liant as lightning" (Lk 9:29). As at the Baptism, by pray-ing Jesus adopts a filial attitude and in this "pros theon" movement the proclamation of divine Sonship is heard. Again, the bond between prayer and His self-identity as Son is seen. Finally, at His death, Jesus prays: "Father, into your hands I commend my spirit" (Lk 23:46). By beginning with "Father," Jesus changes the Psalmist's prayer of the Old Testament (Ps 21:6) into a filial prayer. The Psalmist was crying out to Yahweh but Christ trans-figures the Psalmist's prayer by saying "Father," making it a filial prayer. That cry was His last testimony as Son. At the supreme moment Jesus pulls Himself together so that fi'om the very ground of His being there arises the strength to proclaim what is closest to Him, His Sonship. This is the most moving revelation of His Sonship, so moving that it convinces the pagan centurion: "In truth this man was the son of God" (Mk 15:39). In the three most privileged moments wherein Christ is revealed as Son of God we are aware of the role of prayer. At the Baptism, at the Transfiguration, and at His death it was prayer that evoked the manifestation of Jesus' filial identity. In turning toward the Father in prayer Jesus is acting as Son and this gesture provokes on the part of the Father the proclamation of Christ's Sonship. This sponta-neous gesture belongs to the revelation of the mystery of His person. Whenever in prayer, Jesus is unveiling His divinity under a filial form. In Him there exists a bond between prayer and revealing the quality of sonship which allows us to say that prayer manifests and intensi-fies our self-identity as sons. If you are traveling on a train it occasionally happens that the steady clicking of the rails and the movement of the train begin to put you to sleep. When the train slows down and comes to a halt the little jolt involved in stop- Prayer VOLUME 30, 1971 ping awakens you. As-we move from one day into the next, often the sameness in daily situations can put one into a spiritual somnolence. It is when we stop that rhythm by breaking off for the sake of reflection that an awakening of inner life happens. Prayer, reflection, is an awakening to your deeper self, recalling you to what is the most basic dimension within you, to the reality as son. Prayer is discovering what you already are. You do not have to rush after it. It is there all the time. All that is needed is time for it to unfold. If you give it time it will make itself known to you. Christ established a new principle of human life: man becomes his true self espe-cially in prayer. Grace hides a filial identity and it is prayer which reveals to a human person that which is the deepest and truest nobility within onself: the quality as son of the Father. This turning toward the Father affirms and (leepens one's self-identity as son. Like Jesus Himself, man in prayer, continuing the mystery of the Incarna-tion, can become fully aware of what he really is, son. + + + Edward Hayes REVIEW FOR RELIGIOUS PETER BYRNE, C.Ss.R. Teilhard de Chardin and Commitment There is now incontrovertible evidence that mankind has just entered upon the greatest period of change the world has ever krlown.~ These stirring words were first uttered in 1936 by Tell-hard de Chardin, and they bear scrutiny today more than 30 years later when change seems to be not only taking place but seems to be the most constant feature of life. In fact change occurs so rapidly in these times that soci-ologists tell us that a new generation rises every 5 years. Practically, this means that the mores and values of any age group five years ago seem to the equivalent age group today to be dated. It may seem strange, but while all agree that rapid and radical change is taking place there is very little agreement as to the fundamental nature of the change itself. The symptoms of radical discontent with the past are apparent; but historians, philosoph.ers, theo-logians and scientists hardly dare to guess what will be the shape or appearance of the future, This paper is an attempt to find something constant at the heart and center of the changing world. It will at-tempt to answer the question of man's responsibility to direct and control change, and finally it will say some-thing about the part that religious rnust take in this dy-namic and changing world. We can list the symptoms of change under two head-ings, namely, destructive and constructive. On the de-structive side we witness the breakdown of authority and consequent concern about law and order as traditionally understood. Protest marches and demonstrations are the order of the day and often lead to violence and death. The establishment everywhere is under fire from young people demanding change, relevance, and recognition. I Teilhard de Chardin, Building the Earth (Wilkes Barre, Pa., 1965), p. 22. ÷ ÷ Peter Byrne gives missions and re-treats and can be reached at P.O. Box 95; Bacolod City, Philippines. VOLUME 30, 1971 763 Peter Byrne REVIEW FOR RELIGIOUS 764 Every year brings a new record of abortions, murders, suicides, and violent deaths. Add to this the ever increas-ing number of drug addicts and drop-outs from society, the wars that rage in three continents and that are a constant threat to peace and order and established gov-ernment. This very age which we call the age of progress seems to be also the age of progressive estrangement from God. "Eclipse of the light of heaven, eclipse of God, such indeed is the character of the historic hour through which the world is passing." _o So wrote Martin Buber and man's loneliness and isolation from his fellowmen predictably led to isolation from God who was variously described as absent, silent, or dead. On the constructive side man has also something to show. In the short span of a few decades modern man has learned to fly, invented radio, telephone, and television; he has set up worldwide communications network, trans-planted hearts, harnessed electric and atomic power, pro-longed life expectancy, probed the secrets of the heavens, and landed on the moon. The new style of Christian life already in vigor in the world may be described as "more commitment and less devotion, more spirit and less super-stition, more autonomy and less authority, more society and less herd, more concern and less worry, more sponta-neity and less guilt, more creativity and less rote, more joy and less fear, more humanity and less pomposity, more thought and less testament." :~ Are we picturing only the sunny side of life and shut-ting our eyes to the horrors of life? "Men still merely understand strength, the key and symbol of violence in its primitive and savage form of war.''4 Have we forgotten Nagasaki, Biafra, Dachau--symbol of a Christian nation methodically with the aid of modern science exterminat-ing five million Jews and (often forgotten) six million Christians? This.age .of "civilisation" shows a record of at least one major war every decade leading to direct or in-direct killing of millions. A discussion of the comparative strength of nations means not their power to construct a better society and raise the standard of living, but rather their military resources in terms of minutemen, warheads, rockets, bombs and all kinds of fighting equipment. A well-known writer has said that he always reads the sports page of the newspaper first and the front page last be-cause the former contains the record of man's triumphs and the latter his defeats. We do not ignore the grim ~ Martin Bubcr, The Eclipse oJ God (New York, 1957), p. 23. ¯ ~ Leslie Dcwart, The Foundations oJ BelieJ (New York, 1969), p. 486. ~ Building the Earth, p. 73. reality of the turmoil in the world; it must enter into any view of the total human situation. Before going on to give interpretations of the trend of the human race and to theorize about its final end, we can make one observation here which I think will be accepted by all as true. At any stage of the history of the human race we can put down side by side the best and the worst features of the age, the constructive and the destructive elements that made up the human situation of the time. Numerically they may often seem to cancel each other out, leaving us to ponder the question of Sartre whether progress and life are not finally absurd. However, the good and bad elements of human history differ markedly in one important respect; namely, the bad pass and the good remain. To clarify--the natural disasters like plagues, famine, earthquakes, fires, floods; the man-made calamities of war, murder, and scientific destrnction, which directly and indirectly have claimed millions of lives, we have survived all these (though by no means paid the debt of expiation). Not only has the human race survived all disasters but established a world opinion that seems to make a recurrence of the worst of these virtually impossible. Not only has the human race survived and grown more and more enlightened but the products of man's skill and inventiveness spread further every day and be-come more and more available to people everywhere-- medicine, transportation, communication, education, all adding up to man's conquest of matter and coming to enjoy greater personal fi'eedom. It does seem that general history shows that the good things of life survive while the less worthy perish and pass into comparative oblivion. This is not to say that there were no exceptions to this general rule. Many of the ancients showed skills in archi-tecture, sculpture, acoustics, writing, whose secrets have been lost. This paper is concerned with the future and the pres-ent rather than with the past. What we say of the past has value mainly for our extrapolated assessment of the trend of progress in the future. The attitude that we adopt to-wards the world and towards life is determined by our philosophy, our theology, or simply by our experience. People who have had firsthand experience of war often lose faith in human nature and faith in God Himself. If God exists and is good, how can He permit the sense-less killing of innocent human b(ings? Sartre reached the conclusion that man is utterly alone: "With no ex-cuses behind us or justification before us, every human being is born without reason, prolongs life out of weak- + ÷ + Teiihartl and Commitment VOLUME 30, 1971 765 ÷ ÷ ÷ Peter Byrne REVIEW FOR RELIGIOUS 766 ness and dies by chance." "~ For Sartre God did not exist and life was absurd. This does not do justice to Sartre nor do we intend here to dwell on him because it does not seem possible to build a philosophy of hope for the fu-ture on the premise that life is absurd. I should like to contrast here two attitudes towards the future of the earth---one is found in what may be loosely called traditional Catholic spirituality and the other in the works of Teilhard de Chardin. The traditional Catholic expression of the purpose of our life is contained in the oft quoted words of St. Ig-natius Loyola: "Man was created to praise God his Lord, to give Him honor and so to save his soul." 6 The helleni-sation of Christianity brought into clear relief the dis-tinction between body arid soul and practically the mes-sage of salvation as preached was preoccupied with saving the soul which was imprisoned in the body. The great enemies of salvation were the world, the flesh, and the devil. The question was asked: What does. Jesus say to teach us that saving our soul is more important than anything else? And the answer: Jesus says: "What doth it profit a man if he gains the whole world but suffers the loss of his own soul?" 7 If the world posed a threat to the salvation of the soul, the proper attitude towards it was one of detachment if not positive conflict. It should be used to sustain life but never developed for its own sake. It could be used also to store up merit through labor: "Labor as the fulfillment of God's will is a source of merit, atoning for sin and lay-ing up glory in heaven. Through it I work out my own salvation and contribute to the good of my neighbor, both spiritual and material good." s Distrust of the flesh easily led to distrust of human emotions and heavy emphasis on the necessity of asceti-cism. Penance was exalted and a luxurious life frowned upon. Scientific advances were often judged not by bene-fits they conferred but rather by the threat that they posed to a way of life that should be sealed with the cross of Christ. Taken all in all, this world and even the human body was man's temporary prison from which the true Christian looked forward to release for his entry into his true home in heaven. Of course, it was a matter of emphasis acquired little by little as the Church tried to meet the challenges that she had to face. And how does traditional Christianity appear ~ H. J. Blackman (cd.), Reality, Man and Existence (New York, 1965), p. 325. ~A Catholic Catechism (New York, 1963), p. 2. z Ibid., p. 299. s Leo Trese, Guide to Christian Living (Notre Dame, 1963), p. 345. to modern man? He sees it as indifferent if not actually hostile to science, no leader in the world but a deserter, scared of personalism and love; a religion of death, pov-erty, suffering, sorrow, that knows how to weep at the crucifixion but incapable of joy at the resurrection; with no adequate theology of work, success, joy, marriage, youth, hope, life, or love. Young people today are looking for a presentation of Christianity that will endorse their admiration for sci-ence, their love of the workl, and their hopes for the fu-ture. It is Teilhard de Chardin who seems to give Chris-tianity the particular emphasis necessary to meet these aspirations of our time. In contrast, the traditional preaching of Christianity seemed to be more interested in the past than the future; it seemed cold towards science and detached from the earth. This of course was reflected in the practical lives of Christians, causing Christianity to be dubbed as irrelevant. Let us see how Teilhard un-derstood the trend of evolution and the implication of his views in terms of commitment: The situation which Teilhard entered was one in which materialists asserted that everything in this world is governed by blind purposeless determinism; while christians too often were simply fighting a rear-guard action against them, trying to resist as long as possible any scientific theory which seemed to conflict with traditional ideas.° Teilhard was at the same time .a devoted priest and a devoted scientist. His closest friends included unbelievers, agnostics, skeptics--many of them outstanding scientists for whom Christianity was an outdated monolith indiffer-ent to progress. Teilhard wanted to find a way of giving expression to the faith that was in him in a way that the scientists would listen to. And so he began by speaking the language of the scientist in terms that held their attention and commanded their respect because of his diligence in research. However his life work was not intended merely as an apologetic for others but because he felt also within himself the anguish of trying to reconcile progress on earth with the christian ideal of detachment: This has always been the problem of my life; what I mean is the reconciliation of progress and detachment---of a passionate and legitimate love for this great earth and unique pursuit of the kingdom of heaven?° ÷ And so he set out to try to reconcile in a single synthesis + these two. He believed that they could not be opposed + but must in some way complement one another. To effect Teilhard and the synthesis he did not begin with revelation but with Commitment ° Fr. John Russell, A Vision o/Teilhard de Chardin, p. 9. ~°Christopher F. Mooney, Teilhard de Chardin and the Mystery Christ (New York, 1966), p. 28. VOLUME 30, 1971 767 + ÷ ÷ Peter Byrne REVIEW FOR RELIGIOUS 768 what can be observed by human perception. He was not afraid of what science might discover. "We christians," he said, "have no need to be afraid of, or to be unreason-ably shocked by, the resuhs of scientific research . they detract nothing from the almighty power of God nor from the spirituality of the soul, nor from the supernatu-ral character of christianity, nor from a man's superiority to the animals." al For Teilhard the whole world was in a state of becom-ing. It has very obviously developed from a state of chaos to a state of order. It may have taken five billion years to reach its present state. In the course of those years the earth cooled and became gradually disposed to produce and sustain life. Even prior to the emergence of life on earth a very important aspect of evolution is observable, namely, complexity. Electron, atom, molecule--these show not only. succession in time but gradual growth in complexity organized about a center. Teilhard calls this centro-complexity. This process is carried further in vi-ruses and further still in cells which are the first bodies that beyond doubt possess life. Still further tip the scale of development are plants and animals which have their own order of complexity. But Teilhard observed also that growth in complexity is accompanied by a gradual intensification of conscious-ness. By means of the mechanisms of reproduction and association, life on earth moved forward in time and upward on the scale of coxnplexity. Man made his appear-ance one million years ago which in terms of the age of life on earth is quite recent. The thin line of life that has survived and developed on earth ~loes not amount to one millionth of the leaves that have sprouted on the tree of life. Complexity is a measure of time and this complexity in the various forms of life helps us to differentiate the time of their emergence in the course of evolution. But complexity alone does not mark one stage of evo-lution from another. A new element enters in, conscious-ness. The more complex a being becomes, the more centered it is on itself and the more aware it is. This aware-ness gives the being spontaneity of action and the ability to adapt and to dominate. This consciousness is further accompanied with the growth and refinement of the nerv-ous system. Matter achieves the break-through into con-sciousness through the complexification of the cells which produced the nervous system. The "within" of a thing grows more intense as the external o~'ganisation of the nervous system grows more complex. This "within" of things is a spiritual energy that was latent in matter im-n Teiihard de Chardin, Science and Christ (New York, 1968), p. 35. pelling evolution upwards in a glorious ascent. It is called by Teilhard "radial energy" and is that ever vibrating and vital force that has maintained the evolutionary process despite the unimaginable hazards that the process has encountered in the course of its millions of years of duration. A new threshold in the evolutionary process is crossed after due process of divergence, convergence, and emerg-ence. The final emergence is a new development in con-sciousness, something old because it came from the po-tential in the antecedents and emerged through creative union. Nevertheless, the new .emergence can be called new because it cannot be reduced to anything that was there before. Thought was the sign of a new emergence. In primates nature concentrated on the development of the brain. This is the process of cerebralisation. An increase of con-sciousness is in direct proportion to the degree of cere-bralisation, that is, increase in the complexity of brain structure. Among the primates when a certain advanced stage of brain development had been achieved, thought was born and with thought man was born. So that is the position of man in the evolutionary proc-ess. He is not the offshoot of a runaway evolution but the supreme culmination and product of the process itself-- the result of development and effort that covered aeons of time. Man is a person and he personalizes the world. He penetrates the world by his creative thinking and organizes the world-around himself. Man is not only conscious but also self-conscious; he can think and reflect on himself. He can survey the whole length of his own past history; he can see the process of successive emer-gences by which he himself has come to be. He sees the ever enduring quality of "radial energy" that still drives the process onward and upward. Comparing his present state with the state of evolution prior to man he asks the question: Where do we go from here? And then realizes that he does not only have the question but that the answer also is up to man himself. The new quality of the present stage of evolution is that it is under man's control. All stages prior to the emer-gence were at a subhuman level and therefore outside man's own control. In a certain sense man is the creator and not merely the passive recipient of the next stage of evolution. Before determining what are our obligations to the future we must continue the scientific process of observa-tion and try by extrapolation if we can know the trend of evolution for the future. The process leading to emer-gence must continue and this is leading mankind ~o ever greater and greater unity. This socialization of commun-÷ ÷ ÷ Teilhard and Commitment VOLUME 30, 1971 769 4. 4. Peter Byrne REVIEW FOR RELIGIOUS ity is truly the crucial phase of the whole evolutionary process, and the deepest longing of the human heart is that it will never end but that it will reach fulfillment. This fulfillment cannot destroy thought or consciousness or personality. On the contrary it must eternalize them. Teilhard's idea of final synthesis becomes clearer when we contragt it with Bergson's idea that the elan vital (his name for what Teilhard calls radial energy) would finally issue in plurality and divergence: Bergson chose the plurMity and divergence. According to the Jewish philosopher, the world is evolving towards dispersal. As it advances its elements acquire greater autonomy. Each being is to achieve its own utmost originality and its maximum freedom in opposition to others. Perfection, bliss and supreme grandeur belong to the part not to the whole. From this dis-persive point of view socialisation of tb~ ".-.roman masses seems to be absurd regression or servitude. ~Lssentially the universe spreads like a fan; it is divergent in s :~cture."-' Teilbard's conclusion from science was that the universe has a goal and that this goal will be achieved because if the universe bas hitherto been successful in the unlikely task of bringing human thought to birth in what seems to us an unimaginable tangle of chances and mishaps it means that it is fundamentally directed by a power tbat is eminently in control of the elements that make up the universe.'" This power is the omega that must be personal, im-manent, and eternal. The answer to this need felt by the scientist is in the Christ of revelation. "By itself science cannot discover Christ--but Christ satisfies the yearnings that are born in our hearts in the school of science." 14 This is the achievement of Teilhard--to show how sci-ence and Christianity can join bands in accomplishing the final destiny of mankind. "Humanity," he says, "evolves in such a way ;is to form a natural unity whose extension is as vast as the earth." a~ Greater planetization, greater socialization, greater unity in love, this is the stage of development that we have reached. This conclu-sion is compatible with science and doubly borne out by our faith. "A passionate love of growth, of being, that is what we need." ~ (These sentiments were echoed by Pope Panl Vl in Populorum progressio when he said of the underprivileged: "They want to know more, and have more, because what they really want is to be more.") Love is the most universal, formidable, and mysterious of the cosmic energies; and Teilbard defines love as "the '~ Francisco Bravo, Christ in the Thought o] Teilhard tie Chardin, p. 15. ~.s Science and Ctirisg, p. 41. ~ Ibid., p. 36. ~s Ibid., p. 93. ~" Building the Earth, p. 108. attraction which is exercised upon each conscious element by the center of the universe." ~7 "The age of nations is past. The task before us now, if we would not perish, is to shake off our ancient !)rejudices and to build the earth." ~s Therefore Teilhard's contribution in respect to the fu-ture is to show us where the radial energy at the heart of evolution is driving us. We are tending towards not a meaningless annihilation, but, through interaction and love, towards the blending into one commnnity and even into one consciousness of all humanity. In fact, Teil-hard says that the crisis of the present time is a spiritual crisis in the sense that men "do not know towards what universe and final end they shonld direct the driving force of their sonls." ~'~ But we Christians know that prog-ress is leading to the restoration of all things in Christ. History, science, anthropology can systematically ennmer-ate the timeless longings of the human heart and can list the various endeavors to accomplish tlteir fnlfiIlment. The endeavors failed for it is only Christ who meets the demand of the alpha and the omega. Teilhard was able to show that science does not have to eclipse religion or vice versa. In fact both of these need each other if total harmony in the world is to be ac, hieved. Of science Tell-hard said: "The time has come to realise that research is the highest hnman ftmction, embracing the spirit of war and bright with the splendor of religion." '-'~' And of religion he writes: "Out of universal evolution God emerges ill onr consciousness as greater and more neces-sary than ever." ~1 Teilhard summed up his convictions succinctly when he wrote in The Divine Milieu: . three convictions which are the very marrow of christian-ity, the unique significance of Man as the spear-head of life; the position of Catholicism as the central :~xis in the convergent bnndle of human activities; and finally the essential ftmction as consummator assumed by the risen Christ at the cemer and peak of creation: these three elements have driven and con-tinue to drive roots so deep and so entangled in the whole fabric of my intellectual and religious perception that I could now tear them out only at the cost of destroying everything.~ He says that a challenge is put to a C/n'istian to be ac-tive and busily active "working as earnestly as the most convinced of those who work to build up the earth, that Christ may continually be born more fnlly in the world ~ Ibid., F- 45. ~8 Ibid., p. 54. "~' 'S Bciueinldcien agn tdh eC Eharirstth, ,p p. .1 5061. -"r Ibid., p. 59. '-'-'Teilbard de Chardin, The Divine Milieu (London, 1968), p. 38. + + 4- Teilhard and Commitment VOLUME ~0, 1971 + ÷ ÷ Pete~ Byrne REVIEW FOR RELIGIOUS 772 around him. More than any unbeliever never outstripped in hope and boldness." Teilhard spoke also of the task that confronts theolo-gians to think through the implications of evolution so that a new proclamation of thegospel may herald the new era in which we live. For the Christian this world is not only an antechamber to heaven but a task and a vo-cation. He wants Catholic doctrine to be given a dynamic aspect and a universal, cosmic, and futurist dimension34 The turmoil that we witness in the Church today may well be the birth pangs antecedent to a new emergence of Christianity not merely in the shadow of the cross but, more relevant to the hope that is in us, in its shining light. Leslie Dewart expresses the same hope when he writes: "Christian belief may yet become the leading cultural force contributing to the conscious self-creation of the hnman world." For Teilhard religion fixes its gaze not on the past but on the future which offers us the snre promise to make all things new: His concern was to blaze a trail for the new type of christian of his dreams---one in whom love for the task of living here on earth in an evolving world would coincide with a love for Christ, goal and crowning glory of that world; a christian whose vision would be focused upon the future and whose faith would take full account of the world's new dimensions; a christian in whom openness toward all mundane values would be matched with an unconditional commitment to God."~ It is important to note that involvement with the world and commitment to God if properly understood do not produce any dichotomy in man. It rather answers to the dual natnre of man "slime o~ the earth made into the image and likeness of God." ~ Modern psychology and related sciences now show that for mental health it is absolntely necessary to preserve these two in a fine bal-ance. "Moral norms," writes Erich Fromm, "are based upon man's inherent qualities, and their violation results in mental and emotional disintegration." zs If we do succeed in achieving the balance required it will be due not only to knowledge but also to faith and hope and the Holy Spirit. We are in the world not merely to foster evolution at a natural level: "In the life of the individual Christian as well as in the life of the Church as a whole there is an immediate and transcendent relationship to the Person of Christ which is independ~ent of all human ~ Science and Christ, p. 68. " N. M. Wildiers, An Introduction to Teilhard de Chardin (Lon-don, 1968), p. 123. '-'~ Leslie Dewart, op. cit., p. 689. '¯-'~ Wildiers, op. cit., p. 161. .,r Genesis 1:27. = Erich Fromm, Man ]or Hirnsel! (Greenwich, Corm, 1968), p. 17. progress and which cannot be reduced to any mere hu-man energy." .~9 Teilhard's pre6ccupation with his particular point of view and the particular purpose of his synthesis may have led him to understate the radical nature of the Incarna-tion and Redemption as a free gift of God apart from creation. Yet again it may be merely a question of empha-sis. He expressly left it to theologians to think through the implications of his theories for Christian doctrine as a whole. In this connection it would be interesting to ask what Teilhard thought of the religious life, aml how it fits into his world vision. He did not treat of the subject explicitly at any great length but we can gather some of his ideas on the subject, We can state at once that, in spite of many trials from superiors, Teilhard remained faithful to the Society of Jesus and even said: "The faintest idea of a move to leave the Order has never crossed my mind." ~0 He saw fidelity to the Order as the only reasonable course for him. We can go at once to the heart of the matter by stating that the bond of union among men in the final stage of evolution is love, and love is also the pnrpose and the essence of the religious life. According to Teilhard it is only with man that love appears on earth. Sexuality ap-peared first in the evolntionary history of the world as an exclusively physical phenomenon h~ving as its primary function the conservation of the biological species. But with the coming of man sex begins to manifest a spiritual dimension which is ever expanding. The personalizing function of sexual love is becoming more and more prominent. Teilhard uses sexual love in a much wider sense than the merely genital: "Sexual love is rather the personal union in oneness of being achieved by a man and a woman, an interpenetration and constant exchange of thoughts, dreams, affections, and prayers." al He says that there is a general drift of matter towards spirit in sexual love the ideal of which is found in Christ who authenticated celibacy, "a human aspiration that had been maturing in the human soul." :v, Celibacy is the evidence of humanity's ability to affect the transcendence to which it aspires. Speaking of his own witness to this he says: To the full extent of my power, because I am a priest I wish from now on to be the first to become conscious of all that the world loves, pursues and suffers; I want to be the first to seek, ~ Christopher F. Mooney, op. cit,, p. 209. ~Teilhard de Chardin, Letters to Leontine Zanta (London, 1969), p. 33. ~t Charles W. Freible, S.J., "Teilhard, Sexual Love, and Celibacy," R~w~w ro~ R~L~C,~OUS, v. 26 (1967), p. 289. ~'~ Ibid., p. 290. 4- 4- 4- Teiihard and Commitment VOLUME 30, 1971 773 to sympathise and to suffer; the first to open myself out and sacrifice myself--to become more widely human and more nobly of the earth than any of the world's servants.= By his vows he wished to recapture all that was good in love, gold, and independence. The religious therefore, far from being a deserter is the witness to the final end of man's striving, to his aspira-tion for spiritualization and complete Christification of his life. Christ preaches purity, charity, and self-denial-- but what is the specific effect of purity if it is not the concen-tration and sublimation of the manifold powers of the soul, the unification of man in himself? What again does charity effect if not the fusion of multiple individuals in a single body and a single soul, the unification of men among themselves? And what finally does christian self-denial represent, if not the deconcentration of every man in favor of a more perfect and more loved Being, the unification of all in one.~ The religious is precisely the especially chosen to show forth in'his life the joy of the new resurrection to which the whole of humanity tends. Finally, the consummation in glory that mankind awaits is not merely the dream of a distant future. The transformation and divinization of the universe occurs sacramentally in the Mass when the bread and wine rep-resenting mankind and mankind's universe become Christ. The Euchararistic consecration renders present the final victory for mankind which will bring a new heaven and a new earth and Christ will be all in all. The Divine Mih'eu, p. 105. Science and Christ, p. ~4. + + + Peter Byrne REVIEW FOR RELIGIOUS 774 SISTER MARY HUGH CAMPBELL The. Particular Examen-- Touchstone of a Genuinely Apostolic Spirituality There is perhaps today no prayer-category considered so lifeless, so vulnerable to attacks of "formalism," so rejected as a lure of regression into an exclusive and introverted Jesus-and-I existence as is the particular ex-amination of conscience. Yet it held pride of place in a spirituality characterized as one of dynamism, initiative, and filan--that of Ignatius Loyola, a spirituality pecul-iarly suited, it would seem, to attract adherents in our last third of the twentieth century, when man has finally admitted his basic call to be a movement out of himself to serve that brother who has now displaced the sun as the center of his universe. The ideal of Ignatius was first and last apostolic: "To serve Christ through the aid of souls in companionship." 1 And to attain it, "he seemed to count primarily on the examens of conscience, exercises from which he never dispensed." "' One of his early followers, Louis Lallemant, the master of novices who formed Isaac Jogues, echoed Ignatius in his insistence upon the apostolate as the sum-mit of the spiritual life: "The last reach of the highest perfection in this world is zeal for souls." s And to attain this ideal, he prescribed the same "slow work of purifica- 1 Cited by John C. Futrell, S.J., Making an Apostolic Community o] Love (St. Louis: Institute of Jesuit Sources, 1970), p. 14. -"Alexandre Brou, S.J., La spiritualitd de saint lgnace (Paris: Beauchesne, 1928), p. 23. aCited by Francois Courel, S.J., ed., La vie et La doctrine spiri-tuelle du P~re Louis Lallemant (Paris: Descl~e de Brouwer, 1959), p. 25. Subsequent references to Courel are references to his intro-duction; when the work itself is in question, Lallemant will be cited. Sister Hugh is a member o~ the Di-vinity School of St. Louis University; 3825 West Pine; St. Louis, Missouri 63~08. VOLUME 30, 1971 ÷ ÷ ÷ Sister Hugh REVIEW FOR RELIGIOUS 776 tion and discernment." 4 Francis de Sales, accorded new relevance todi~y as having been among the first to sense the need of a spirituality adjusted to life in the secular sphere, himself a product o{ Jesuit training, taught Phil-othea in his Devout I~i[e that the examen, which he called the "spiritual retreat," was "the great heart of de-votion," which on occasion "can supply the lack of all other prayers." '~ Each of these was a man of ~nvolvement; and for each of them Lallemant's dictum held true: the attention he paid to external things, instead of weaken-ing his union witlt God, served rather to strengthen it, because in the last analysis, the equilibrium of the apos-tolic life was a matter of the love which was to be exer-cised in everything. And for each of the three, the partic-ular examen--by whatever name--held primacy of place among spiritual exercises. The word "discernment" is enjoying a new vogue at the moment; it is vaguely sensed that the notion is cen-tral to the spiritual life in a century of acceleration, and that in some nebttlous way it means a form of prayer-in-activity for which many are searching. This is very true. Yet the term has a disciplined precision of meaning: it is the name for the entire, dynamic process of discovering and responding to the actual word of God here and now.~ It is the core of Ignatian spirituality. Within it--and one might add, only within it--"the practice of daily examens of conscience is completely intelligible." ~ A life of discernment is one in which one's core experi-ence of self-identity as openness to Christ personally known is the ground of all his conscious choices. Each significant decision is made after prayer and a careful weighing of all available evidence (a vahtable element of tire latter being often the counsel of another), and con-firmed--~ tlways, of course, in faith--by the peace which testifies to its affinity with one's primordial experience of being possessed by Christ. Gradually even lesser decisions are sttccessively, almost instinctively, submitted to the same process of alignment until one ends by finding Christ everywhere, as willing and accepting this concrete service of love. Discernment is not ttnderstood, however, as the sum toted of prayer: moments of distancing from the human situation are essential if one is to give expres-sion to his faith-experience of union with Christ, an ex-pression without which it cannot know new illumination or deepening. Only in this way can he be assured of ~ Courel, Vie, p. 24. '~ Cited by Aloys Pottier, S.J., Le P. Louis Lallemant et les grands spirituels de son temps (Paris: Tequi, 1928), pp. 342 f. passim. 6John C. Futrcll, S.J., lgnatian Discernment (St. Louis: Institute of Jesuit Sources, 1970), pp. 47-52. r Ibid., p. 81. finding Christ in more ambiguous choices, and in those even more painful decisions in which he discerns the paradox of absurdity to be the condition for his finding him. The increasing incalculability, if one may so term it, of man's evolving universe might alone render discernment a delicate, even a hazardous, process. Personal notes of Ignatius reveal the prolonged tension which important decisions produced in him, and the slow, painful groping for certitude which followed them. Yet difficult as these were, he very realistically saw that man had within him sources of darkness which could render any discernment at all impossible. Another element was necessary before one could hope to make decisions in the clarity of truth: personal freedom from anything that could close him to the light. As Lallemant, who followed him, was later to call it, the other pole of discernment was "the study of purity of heart." 8 An illuminating study might result from a search into the imagery by which saints and theologians throughout the ages have inscaped man's frightening potency for evil. Olier's "stagnant pool," Marmion's "depth of our way-wardness," Rahner's "deadly abyss of [utility"--all alike point to a reality which it is impossible to dismiss. Lalla-anant wrote very candidly of the "muddy well" in which "a multitude of desires are unceasingly fermenting," a well "full of false ideas and erroneous judgments." ~ To assign to each of these its local habitation and its name-- to say them as they are in us--is the cotmterpoise of discernment, and an exercise at least as painful as the former. Examination of conscience, then, is a proviso, a sine qua non. And Lallemant recognized that "the heart re-coils from nothing so much as this search and scrutiny. all the powers of our soul are disordered beyond measure, and we do not wish to know it, because the knowledge is humiliating to us." 10 To dispense with it is, as P. de Ponlevoy incisively saw, to rester darts le vague.11 On the contrary, one who "submits to the real" has given up the dreams which kept him marking time, because he finally found the real to be truer and less deceiving than dreams,v' Seen in this light the examen becomes a disci-pline of authenticity, a sharpening of the pole of purity of heart which ensures gentfineness of docility to the Spirit. Lallemant saw a direct correlation between super- Courel, Vie, p. 81. Lallemant, Doctrine, p. 140. Ibid., pp. 141-2. Cited by Pottier, Le P. Louis Lallemant, p. 344. a~Antoine Delchard, S.J., "L'filection darts la vie quotidienne," Christus, v. 14 (1958), pp. 206-19 passim. ÷ ÷ ÷ Particular Examen VOLUME ,~0, 1971 4" 4" 4" REVIEW FOR RELIGIOUS 778 ficial examens and lack of sensitiveness tt~ the guidance of the Spirit; on the other hand, he was convinced that "they who have applied themselves for three or four years to watch over their interior, a.ud have made some prog-ress in this holy exercise, know already how to treat a multitude of cases with address and absence of all rash judgment." 1.s It would be difficult to label as "formalism" the exigen-cies of Lallemant's asceticism: "guard of one's heart; deep and prolonged examens; progressive purifications contin-ued for years." 14 He defined purity of heart to mean "having nothing therein which is in however small a degree opposed to God and the operation of His grace." 1.5 And he went so far as to say that this was the exercise of the spiritual life against which the spirit of evil directed most opposition. He urged those under his charge to guard themselves carefully from any deliberate resistance to the Spirit by venial sin, to learn to recognize the first disorderly movements of their hearts, to watch over and regulate their thoughts, so as to recognize the inspirations of God--so as to be able, in other words, clearly to discern the word of God in the concrete situa-tions which presented themselves. He declared that "we never have vices or imperfections without at the same time having false judgments and false ideas." a0 And yet he insisted that this work of moving toward ever greater openness and freedom be done calmly, and especially that it be joined to a deep devotion to the person of Christ: examination was never to become the cult of itself. Such constant, increasingly more honest surveillance is taxing; he admitted this. Actually, in the words of those he directed, "he required nothing else ]rom us but this constant attention." His ultimate counsel was that of Christ: Vigilate--watch; until n~thing should escape one's attention, until the inner roots from which egotism took its rise were destroyed. He expected, in the end, spontaneity without strain, sureness of discernment, readiness, in the service of souls, for the cross. And among those who listened, noted, and demanded of himself this most to be dreaded of all disciplines, of all confronta-tions, was Isaac Jogues. Many have been alienated from the exercise because they conceived the medium as the message; the little check-list of "G's," familiar from the Exercises, was iso-lated from the spirit--so absolutely aware of the needs of his own temperament, yet so absolutely respectful of the freedom of others--of the Basque soldier who drew it up Lallemant, Doctrine, p. 262. Pottier, Le P. Louis Lallemant, p. 168. Lallemant, Doctrine, p. 80. Ibid., p. 101. for his own searing symbols of an utterly blunt honesty with himself. His strategy had the labored realism of one for whom the calculated small gains of military planning had been a fact of daily experience; and if his proposed concentration upon one fault at a time has impressed many as me.chanistic and rigid, it has been suggested that their preference for prolonging sterile efforts endlessly is hardly less painful.17 And Ravignan notes, in this connec-tion, "How strong one is, when he concentrates all his energy in unity. To think of only one thing, wish only one thing, do, finally, only one thing is the secret of all power." 18 And in the mind of Ignatius, this "one thing" was response in freedom to the word one had clearly discerned. In the end, it had become quite simply his life. No less than the check-list, the well-known "five points" of the two daily examens have been misunder-stood and exteriorized. Ignatius saw three different times of day and two examinations to be involved when he advocated the practice; but the laconic outline in which he explains them must be seen in the light of his final "Contemplation to Attain the Love of God," especially in its close where he sees God as a fountain from which all goodness pours out on him, a light in which everything bathes. Gerard Manley Hopkins has, in an unfinished lyric, given rich expression to Ignatius' simple prose: Thee, God, I come from, to thee go, All day long I like fountain flow From thy hand out, swayed about Mote-like in thy mighty glow. What I know of thee I bless, As acknowledging thy stress On my being and as seeing Something of thy holiness . '~ This is why the first point is a prayer of gratitude for the goodness and forgiveness which are man's twofold debt. Louis du Pont has probed the familiar method in order to discover its marrow: the optimism which pre-scribed gratitude first, thus guarding against sadness; the realism of seeing that the memory is so unfaithful, the mind so darkened, and the will so loveless that there is deep need of prayer for light. The examination itself, the third point, is a sincere acknowledgment of good, where this is recognized; and in the admission of sin or failure there is a counsel to do this in a spirit of the untranslata-ble douceur--that gentleness which refrains from turning bitter reproaches against itself, but rather grieves over the H. Pinard de la Boullaye, S.J., La spiritualitd ignatienne (Paris: Plon, 1949). Cited by Brou, Spiritualitd, p. 93. W. H. Gardner and N. H. MacKenzie, ed., The Poems of Gerard Manley Hopkins (Oxford: Oxford University, 1970), n. 155, p. 194. + + Particular E~amen VOLUME 30, 1971 779 + ÷ ÷ Sister Hugh REVIEW FOR RELIGIOUS 780 injury to One who has poured himself out, as fountain and light, in such generous giving. After the expression of perfect sorrow, one is urged in a fifth point to an efficacious resolution--so, practical as to foresee and so circumvent future failure. Previsioned when rising, this exercise is to be made at two different times of the day--at noon, and again after the evening meal,.and this in addition to a final, general examination made before retiring. Such a discipline can only confirm the fact that, throughout the Exercises, Ig-natius "supposes that one knows where he is going and wants to get there, and is ready to take the best means, then to examine those which present themselves, to weigh them, to choose them with knowledge of the cause." 20 In a word, lie s~pposed that one was ready to discern, among many means, that one whose cause was the inspi-ration of the Spirit; through long experience with his own peculiar cast of egotism, he would swiftly dismiss false weights. And those who followed this profound psy-chologist- saint did know where they were going, and did want to get there: the summit of apostolic zeal. Such a man as Claude de la Colombi~re, to take a single exam-ple, vowed never to pass from one occasion to another without a backward-forward look: from self-scrutiny to discernment. Again, from these particular exercises, described as j;ournalier, Ignatius never dispensed: "The importance accorded these examens is the touchstone of truly igna-tian spirituality." '-'x And the ~ournalier--"daily"--has been interpreted by some as actually occupying the whole day. For such a man as Lallemant, it actually did. He described as one of the greatest of all graces that of being "SO watchful that the least irregular movement rising in the heart is perceived and immediately corrected, so that in the space of a week, for example, we should perform very few external or internal acts of which grace is not the principle."'-'" Particular examen and discernment thus become arsis and thesis of a single life, until finally "some have no need of making a particular examen, be-cause they no sooner commit the least fault than they are immediately reproved for it and made aware of it; for they walk always in the light o~ the Holy Spirit, who is their guide. Such persons are rare, and they make a par-ticular examen, so to say, out of everything." 2~ All the energies of the person are concentrated in a single care not to sully the light which ponrs into and then from him, an instrument entirely at the service of Christ. Such ~ Brou, Spiritualitd, p. 83. .-t Pottier, Le P. Louis Lallemant, p. 335. = Lallemant, Doctrine, p. 228. '-"~ Ibid., p. 229. men have reached that fullness of the apostolate which is the summit of the spiritual life, discerning as they do in entire freedom that which is most conducive to the reign of God. So conceived, the examen is possible under an infinite number of forms; endlessly supple, it can be adapted to a variety of conceptual, cultural, and temperamental differ-ences. But always it is a sincere and considered pursuit of an ideal which is one's own most personal name given him by God: "The particular examen, practiced by a soul which has begun to climb, is sacrifice which has reached the stage of being one's rule of life." ,.,4 Far from having become "irrelevant" in spiritualities vowed to the genu-ine only, it is rather the infallible touchstone of their authenticity. -"~ Brou, Spiritualitd, p. 96. ÷ ÷ ÷ Particular Examen VOLUME 30, 1971 78] JAMES C. FLECK, S.J. The Israeli Kibbutz and the Catholic Religious. Community: A Study of Parallel Communal Life Styles j. c. Fleck, S.J., lives at Apartment 208; 150 Driveway; Ottawa, Canada. REVIEW FOR RELIGIOUS The kibbutz movement in Israel consits of about 250 agricultural-industrial collectives. They have a popula-tion of 90,000, slightly tinder 4% of the Jewish popula-tion in the State of Israel. This population includes full members (Jewish men and women, nearly all married, who have completed their military service and have been accepted by the kibbutz after a trial period of a year or two), the children of the kibbutz members, selected lead-ers of the Jewish youth movement abroad who plan even-tually to join a kibbutz, U1pan students (predominantly Jewish) who combine study and work on the kibbutz for periods ranging from six months to a year, and volun-teers (predominantly non-Jewish) who volunteer to work on the kibbutz for at least a month in return for room, board, and a very small amount of spending money. The first kibbutz was founded in Israel in 1909. The largest period of growth was prior to and immediately after the Second World War. In this period the kibbutz population represented nearly 10% of the nation. In the past fifteen years there has been no significant growth in the number of kibbutzim. The slightly increasing num-bers of kibbutzniks is accounted for primarily by internal growth, due to an increasing average family size. There are four federations to which nearly all kib-butzim belong. Each one is delineated by the political party to which it is or was affiliated. One, the smallest federation comprising 4,000 members (3% of the total kibbutz population), is religious, consisting of practicing Orthodox Jews. The other kibbutz federations shade fi'om non-religious to anti-religious. The land tilled by the kibbutzim is owned by the Is-raeli government throngh the Jewish National Fund. The original physical plant is financed by the govern-ment on low-interest long-term loans. When a kibbutz becomes operationally profitable it pays regular corpora-tion taxes. In addition, the kibbutz must pay a national consumption tax on the living expenditures of its mem-bers comparable to the personal income tax paid by the general public. The purpose of this study is to examine parallels in the life style between the kibbutz movement and Catholic religious orders. Wbile the common life in the two insti-tutions are often merely analogous, they are in many instances equivalent. Thus, a knowledge of the kibbutz movement can provide valuable insights in examining religious orders. The Kibbutz as a Religious Sect The basic motivating factors that built the kibbutz movement are: (l) Zionism, (2) Marxism, (3) the German Youth (Wandervogel) Movement. The founders of the kibbutz movement rejected the religion, the life style, the family structure, and the business interests of the Euro-pean Jewish community of the late 19th and early 20th centuries. The Wandervogel Movement fostered a spirit of youth peer group identity, a desire to return to nature, and a spirit of travel and adventure. Marx offered a model of productive and consumptive collectivism in a secular society. Zionism offered an escape from European anti-semitism and a positive aspiration of nation-building.~ The Pristine "'Religious" Values Based on the Boy Scouts, the Wandervogel Movement had basic principles which were incorporated into the kibbutz ideology. They include: truth, loyalty, brother-hood, dependability, a love of nature, obedience to the group, joy in living, generosity in work, courage, and purity in tbougbt, word, and deed. This latter was inter-preted to mean opposition to drinking, smoking, and sex-ual relationships. The Youth Movement believed all the pettiness and sordidness of human behavior was a func- ~ Melford E. Spiro. Kibbutz, Venture in Utopia, New York, pp. 44, 48, 175 ft. 4- 4- 4- Kibbutzim VOLUME 30, 1971 783 ÷ ÷ J. C. Fleck, S.J. REVIEW FOR RELIGIOUS 784 tion of city living with its concomitant luxuries and false conventions." Consequently the early kibbutz movement was marked by asceticism. There was a rejection of material comfort, abstinence from alcohol and tobacco, no "ball room" (lancing, no motion pictures, simple housing and cloth-ing, no children (since they would pnt a financial burden on the community), communal property, common toilets and showers, dormitories, common dining hall, simple and inexpensive food, an emphasis on hard physical work and menial tasks. The Faith of the Kibbutz Marxism is the religion of the kibbutz. The basic maxim is: "From each according to his ability; to each according to his need." Initially the kibbntzniks hoped to find a form of collective salvation in withdrawal from the world and the re-establishing of a microcosm o{ the per-fect society based on fellowship. It next blossomed into a militant sect devoted to converting the world.:~ Today the kibbutz movement has returned to its pristine withdrawal state of conversion by witness. Karl Marx has been the prophet for this faith. His writings served as intellectnal fare, inspiration, sacred and therefore infallible norms.4 The attitude of the So-viet Union vis-a-vis Israel has had the effect of diluting kibbutz Marxism. Bnt in the early years Marx was dog-matic truth. Human failings could be tolerated, but not political differences. Even today, deviations from either basic Marxist concepts or pristine kibbutz ideals offer occasions for schisms and deep polarizations within a par-ticular kibbntz. Faihlre of a given kibbutz to vote "cor-rectly" in a national election is cause for its ejection from the basic kibbutz federation and political party to which it is allied. The Vows Chastity--While there is no binding force of conscience eqnivalent to the traditional religious vows, membership in a kibbutz implies a permanent but not binding commit-ment. Members are free to leave if they lose their "voca-tion," and their departure is mourned in the same way a religious regrets the departnre of a close friend from the Order. The "apostate," however, is welcomed back if he wishes to return. But with this exception of personal freedom for departure, permanent commitment to the group ideal is a sine qua non for a happy kibbutz life. The sexual idealism in the kibbntz movement has II)id., p. 43. Ibid., p. 180. Ibid., p. 184. never been consistent. The Boy Scout concept of purity derives from the Christian ideals of its European and American proponents. The Jewish founders of the kib-butz movement experienced tiffs value as a rejection of the romantic sexual conduct of the European society o~ their youth. They wanted to change the false sexual mo-rality of the city, the patriarchal authority of the male, the dependence of the child on his father, and the subjec-tion of women.~ The sense of "organic community" that the early kib-butzniks experienced as young men and women is related to their freedom from the restrictions imposed upon sex-uality by their contemporary society. They practiced a trial and error, sexual code that included polygyny and polyandry. Mating was entered into at will. But as the original founders aged, their sexual attitudes have be-come surprisingly conventional.6 Pre-marital sex among the school children is actively discouraged. Marriage is today a formal, and often religious, event. Patriarchal ties have returned. The relative affluence of the kibbutzim has ended the era of few or no offspring. This change has been augmented by the population growth stimulus instituted by the Israeli government in response to military manpower requirements connected with national security. Yet casual sex has no moral stigma within kibbutz life, and abortion requests are routinely handled by the kib-butz medical committee. These seeming contradictory ex-periences can be understood only in the context of the general Jewish belief that sexuality is a personal matter, not one of group concern, unless the sexual activity has consequences affecting the community. The Spartan attitude toward sexual abstinence ended when the young men and women who founded the kib-butzim experienced the eroticism engendered by "organic community." This youthful abandon has subsequently matured into a conventional sex-marriage code no differ-ent from that of the general Israeli populace. And with the lack of privacy in the kibbutz as well as the dispropor-tionate amount of social damage that infidelity wreaks in a small community, kibbutz sexnal morality approximates that of any small village. Poverty--Just as sexual morality has had an erratic path in the kibbutz history, so too their attitude toward the possession of material goods. The pristine attitude of the founders was .essentially a negative reaction to the bour-geois mentality of their forefathers in the Jewish communi-ties of Enrope. Ostracized in many instances by the Gentile majority, the Jew was unable to compete for social and n Ibid., p. 54. ~ Ibid., p. 110-117. 4- 4- 4- Kibbutzim VOLU~E 30, 1971 785 J. C. Fleck, S.J. REVIEW FOR RELIGIOUS 786 economic prestige with his non-Jewish counterparts. As a result, the ghetto Jew attained personal ego satisfactions in business acumen, especially in areas connected with money where traditional Christian restrictions on usury opened up opportunities. Intellectual pursuits leading to l~rominent positions in the professions were a later development of the 19th and 20th centuries. But the possession of land and agricultural interests were not part of the self-image of the pre-Israel Jew. The rejection of materialism and capitalism are an integral part of the developing kibbutz ideal. The found-ers, were, almost without exception, intellectuals. The idealization of common labor was for them a cultural revolution. Raised in a tradition of prestige and aspira-tion for upward mobility in society, they deliberately chose the reverse. Instead of aspiring to "rise" in the social ladder, they chose to "descend." 7 Having to do without material possessions was both a concomitant of this conscious decision and a result of it. The early kibbutzniks had what Melford Spiro calls "two moral principles." These were (1) the sacral nature of work and (2) the communal possession of property. Labor was to be a uniquely creative act and an ultimate value. Through labor man would become one with himself, with society, with nature.8 The early kibbutzniks experienced this sacral nature of work in their conquest of the desert and the swamps which were the only lands made available to them by the Arab landowners prior to 1948. Those kibbutzim estab-lished after Israel became a State were often located in similar agriculturally disadvantaged areas for strategic reasons. Personal sacrifice and "doing without" were per-sonal virtues that made possible the economic success of the group effort. All personal aspirations and creature comforts had to be subordinated to the common good. With the exception of a few struggling new kibbutzim along the post-1967 borders, this period of sacrifice has passed. Although limits on the amount of water that can be used for cultivation and a crop surplus condition in Israeli agriculture have imposed ceilings on land use, many collectives are maintaining and increasing profita-bility by operating factories which in turn have increased the kibbutz standard of living. The communal facilities that were an economic necessity in the pioneer era have given away to luxury apartments, a private social life, advanced education, extended vacations, and other phe-nomena related to economic well-being. Ideological ascet-icism is not an operative principle in contemporary kib-butz life. Not surprisingly, a great number of the contem- 7 Ibid., p. 14. s Ibid., p. 12. porary problems in the kibbutz movement stem from the vast discrepancy between the physical privations of the early kibbntzim and the high standard of living and expec-tations of the present members. Obedience--In a first glimpse of the organizational strncture of a kibbutz, one would discern little there that reflects the monarchical authority structnre that pervades both Catholic ecclesiastical organizations and the religious orders. The ideal of the kibbutz is total democracy. Execu-tive authority is a delegated power, revocable, and subject to a constant change of personnel. The executive branch functions only to implement group decisions. Each indi-vidual kibbutz is essentially autonomous from the federa-tion to which it belongs. The officers of the federation have no direct antbority over the activities of any mem-ber kibbutz. All decisions are made at the local level by vote and the majority opinion is binding on tbe minor-ity. But no majority is irrevocable. The minority may campaign for a reversal. There is a minority compliance "by necessity" but nothing resembling the "submission of tile understanding." Tile will of the majority has to be obeyed for pragmatic reasons, to preserve the common good. But any decision can be, and often is, reversed. Even certain "essentials" of the founders can be changed if the kibbutz members no longer consider them a cur-rent value, or if the life of the kibbutz itself is at stake by continued adherence to an outdated fundamental princi-ple. The typical kibbutz is closer to the Benedictine model of religions life than to the Jesuit form. Membership in a particular kibbutz is akin to monastic stability. The his-toric connection between the monastery and its fields is similar to the main kibbntz economic enterprise. The kibbutz, like the monastery, has a self-contained cultural environment; library, music, beautification of the grounds, locally produced music and entertainment, and the chapter. Unlike the monastic uadition, no kibbutz has a perma-nent official like that of a life-tenured abbot. Nor do office holders have the long terms allowed by canon law. The kibbutz executive personnel pool is rotated from one ex-ecutive task to another with short interim periods as com-mon laborers. Executive efficiency is somewhat reduced by such rapid turnovers, but the movement prefers this to an entrenched hierarchy. Fnrther, it increases the partici-pation of the membership in decision-making operations of the kibbutz. The nsual term for a kibbutz office is one year.° For a few highly specialized tasks, for example, the treasurer, it runs two years, no more. ~ Ibid., p. 78; see Dan Leon, The Kibbutz, a New Way of Life, Oxford, 1969. 4- 4- Kibbutzim VOLUME 30, 787 ÷ ÷ ÷ J. C. Fleck, S.J. REVIEW FOR RELIGIOUS '788 In a remarkable number of ways the kibbutz resembles traditional Catholic religious life. A messianic ideological basis of membership is parallel to both.Being a kibbutz-nik is "a way of life" comparable to a religious vocation. The inOividual is expected at times to sacrifice his per-sonal ambitions and opportunities to the group needs. The members' meeting has many of the aspects of a com-munity liturgy, as do the secular celebrations in the kib-butz of the national and religious holidays. Each kibbutz follows a common style of life and the kibbutz is often referred to as an extended family. Aspirants must try out the life and be accepted. They usually must dispose of their material wealth upon admission. There is security for the ill and the infirm. Members are not rewarded economically for their productivity or profitability. The federation to which each kibbutz belongs resem-bles to some extent the province of the religious order. Recruiting of youth leaders, new members, Ulpan stu-dents and vohlnteers are bandied at tbe central level as are contacts with the government and the army. The federation has an internal tax system to equalize income discrepancies between richer and poorer kibbutzim. Most federations have produced a model constitution for their member kibbutzim. Each kibbutz is taxed a number of its members to staff federation offices and overseas re-cruiting posts (missions). The federation, in union with the national trade union, handles both buying and sell-ing cooperatives, runs research centers and regional high schools for kibbntz children.1° Today the federations have joined toget_her to found a centralized kibbutz uni-versity to provide for the increasing number of kibbutz youth who want both a university education and an envi-ronment in which their kibbutz values will be preserved. The arguments used for establishing this new educational effort are ahnost identical to those used in the 19th and 20tb centuries for Catholic high schools and universities. Charity Fraternal love, over and above its function as a crite-rion for true Christianity, has been considered a hallmark of religious life, and a sine qua non of common life. In the "organic community" which the founders of the kib-butzim experienced in their pioneer days in Israel, this same basic group fellowship and fraternal love was pres-ent. The movement was small and each person knew every other member well. They were economically and socially interdependent. Their lives depended on mutual security. They were, as a group, alone in a foreign and (langerous land, cnt off from outside aid. Their bond of friendship was solidified in a common ideology, in oppo-a" Op. cir., Leon, p. 158. sition to the false value system of the world, and in a common enemy, the Arab. These same three basic princi-ples have beeu present in every religious order; some concrete vision of Christianity conceived by their found-ers, the false value system of a pagan or barely Christian world, and the enemy, successively the devil, the pagan Romans, and finally heretics. The passage of time and aging has effected major changes in the first ardor of the kibbutzniks, as it has on the members of many long established religious orders. One kibbutznik reported to Spiro: "The evening meetings, (lances and song, group conversation, and the sharing of experiences--these are the phenomena of youth. The retirement to their own rooms and the substi-tution of private for group experiences is not the result of the influx of stangers . It represents . an inevitable retreat on the part of middle-aged people from the group-centered activities of an adolescent youth move-ment, to interests which are more congenial to their own age--children, friends, and personal concerns." ~x The kibbutz movement has faced up to a reality which hitherto has destroyed practically every ntopian society ever attempted by man, except possibly the Catholic reli-gious orders, the inability to re-create a new man in the institutiug of a new way of life?e Some of the larger kibbutzim have nearly 2000 residents. Only a handful are less than 100. Universal friendship is obviously impossi-ble. Deep interpersonal relationships are cuhivated be-tween husband, wife, and their immediate family. Other close friendships are built around those in neighboring apartments or those whom they meet in work fnnctions. Relationships to other kibbutzniks is functional not per-sonal. Nor does the kibbutz attempt to abolish natural indi-vidual aggressive tendencies. It merely channels them into socially acceptable substitntes. Gossip and petty criti-cism abound. Quarreling, but no physical violence, is common. Skits at community entertainments satirize non-conformists. Aggression is channeled into pride in one's own family, work ability, success of one's economic branch in the kibbutz, and participation in national politics?:~ If universal charity were an essential prerequi-site for the successful functioning of kibbutz society, the movement would have failed long ago. The system has been devised to operate without it, subordinating indi-vidualism to the common good, and substituting for char-ity the personal involvement of each kibbutznik in group decision making. Op. cit., Spiro, p. 216. Ibid., p. 236, 103. Ibid., p. 103-107. + Kibbutzim VOLUME 30, 1971 789 ÷ ÷ ÷ ~. C. Fleck, S.]. REVIEW FOR RELIGIOUS 790 Generation Gap One of the "essentials" of the early kibbutz movement was the communal raising of children. Immediately after birth, the child was placed with his peers and raised by a community appointed nurse. This same system was fol-lowed throughout childhood. Boys and girls of the various kibbutz parents were raised as brothers and sisters. This accounts for the lack of a normal amount of pre-marital sexual activity among young people who live in close proximity even after puberty. Sex activity between boys and girls of the same age groui~ would be incest, an almost unheard of problem in a kibbutz. However, as the young people raised in this communal manner have returned to their kibbutz as full adult members, they have generally asked for a major change in the system. They want to raise their own children at home. Throughout the entire kibbutz movement this issue has been raised. In every federation except the one which is most Marxist-oriented the young people have endetl the absohlte commtmal rearing of the children, Since the young couples were ntu.nerically outnumbered, the process by which they won over the majority opposed to their demands for a revolutionary change proves en-lightening. The kibbutz at Kefar Blum recently under-went such an experience.~4 When the young people pro-posed this radical change they were voted down by an 80-20% vote. When the results were tabulated the young people decided they would leave this kibbutz and found one of their own with their rules. This would eventually lead to the death by attrition of the older kibbutz. Recog-nizing this, the older members formed reconciliation committees designed to keep up the hopes of the young and change the minds of the old. A new vote was taken several weeks after the intial setback. This time the youngster's proposal won by an 80-20 vote. As the government is anxious to form new kibbutzim in border areas, young Israelis can easily become founders of a new kibbutz, sharing the same challenges and oppor-tunities their elders had in the pioneer years. To over-come this possible source of defection of younger mem-bers, most kibbutzim practice rapid advancement of tal-ented young people into positions of responsibility. There is no waiting for years while the entrenched old guard dies off before the young people can achieve posi-tions of authority and adopt new policies in keeping with the needs of the clay. James c. Fleck, s.J., private notes taken during a study of the kibbntz movement, Israel, October-November, 1970. Employment outside the Kibbutz This is a growing phenomenon in the kibbutz move-ment paralleled by an increasing number of religious men and women employed in apostolic work and employ-ment not part of a corporate apostolate. For a kibbutz member to undertake such work he must have commu-nity approval. While many working outside the kibbutz are employed in various federation projects, an increasing number are engaged in "secular" activity, outside indus-try, government, and teaching. Their salary is either paid directly to the kibbotz or turned in to the kibbntz treas-nrer by the individual. One factor not present in snch kibbutz outside employ-ment is the gradual diminishing interest of the individual in his collective during the months and years the man may be working outside the kibbutz. Since Israel is very small, the outside employee almost always lives on the kibbutz with his family and returns there after work. In the case of those stationed in more remote sections of the country, or working in the government or in the army, they return to the kibbutz each Friday night on the Sab-bath eve. This same holds true of kibbutz students study-ing at the university or the technical institute. The mem-bers do not endanger their commitment to the collective way of life by prolonged absence from their kibbutz. Use o~ Money The strictness of control over independent use of money varies according to which federation the kibbutz is affiliated with. Ha Artzi, the most Marxist, is also the strictest. No one may possess any outside money nor is there an internal money system. The other federations are more flexible. In some each member is paid "script" or "kibbutz money" each month to use in lieu of Israeli currency at the kibbutz store for personal items. In others the members have a charge accotmt credited against a monthly allowance. The Ha .drtzi kibbutzim also require all new members to dispose of all property and money they possess after the intitial trial period. Other kibbutzim permit mem-bers to retain previously acquired wealth and even use the money independently of the kibbutz so long as the member does not use any of the money for improving his own life style in the kibbutz. Some demand that members deposit such funds with the kibbutz on a non-interest bearing basis. The money is returned if the new member ever leaves the kibbutz. In most kibbutzim today individual members are given a monthly credit covering items over which he may exer- 4- 4- 4- Kibbutzim VOLUME 30~ 1971 791 4. 4. 4. J. C. Fleck, S.J. REVIEW FOR RELIGIOUS 792 cise individual discretion, such as clothes, a household allowance, food for one's apartment, and the annual va-cation. In most instances the individual can make substi-tutions that better reflect his own tastes, more money for vacation and less clothes for examples. Housing In the early kibbutz days housing was primitive and inadequate. Many members lived in tents even during the winter months. Toilet and shower facilities were to-tally communal and produced a camaradarie not unlike that of army barracks life or that in athletic teams. Today the norm in most kibbutzim is a 2½ room apart-ment for all married members which usually includes a modern bathroom and also a kitchenette. As individual families are allowed to raise their own children this hous-ing allocation will have to be increased depending on the size of each f;imily, end~mgering the traditional equality of housing facilities. The newest apartments are allocated on a seniority basis which takes into account both the age of the member and the number of years he has belonged to the kibbutz. Expulsion Like any other communal society, on occasions mem-bers whose activities or ideas are not compatible with the group ideal are expelled from membership hy the kib-butz voting at a weekly meeting. Since most dissidents leave freely, expulsions are rare and several kibbutzim report that they are willing to allow expelled members to 'eturn after a probationary period. This tolerance is probably necessary in a communal society where the hus-band and a wife are both members of the kibbutz and when only one of them is expelled from membership. While normally the couple would leave together after expulsion proceedings, it is not unknown for one member to stay on alone since the remaining member's rights are not affected by the expulsion of the spouse. Vohtntary Departures The abandonment of a kibbutz "vocation" almost al-ways involves dissatisfaction on the part of the wife. As women usually work in the institutional housekeeping tasks, they enjoy the least modal satisfaction in their daily work. In many instances, too, the wife has come from outside the kibbutz movement, having married a kibbutz boy she met in the army. Spiro found that nearly every man leaving a kibbutz is prompted by his wife who ulti-mately prewfils in convincing her husband to leave.1'~ '~ Op. cit., Spiro, p. 223. Automobiles There are relatively few automobiles in a kibbutz car pool, since most of the motor vehicles are used for farm work. While most of the equipment consists of trucks and tractors, there are usually several private cars for officials whose work takes them into the city and for those mem-bers working outside the kibbutz. When not being used for official business, these cars are available, theoretically, for common use. Some abuses have been reported in the area of private possessiveness by those assigned private cars, but there seems to be no. widespread dissatisfaction. This is attributable in part to the convenience of public transportation throughout the country as well as the kib-bntz tradition of attending outside social functions as groups, transported by trucks fitted out with temporary seats, When an individual does have the use of a commu-nity car he is charged a mileage fee. Each member is allocated an annual kilometer allowance. He may pool this with other couples for extended trips and usually may transfer other credits from his monthly allowance toward a larger mileage usage of the private car. Mileage is charged only against personal use of the car, not for travel on kibbutz business. Clothing The federation Ha drtzi follows a policy of specifying in detail the clothes members may receive each year. A man gets a coat once every five years; a pair of pants, sweater, or jacket every year; a shirt every year. These rations are for Sabbath or dress clothes. Work clothes and shoes are issued as needed. The kibbutzim of the other federations normally assign a cash allowance for clothing, permitting the members to decide for themselves the kind of clothing they prefer. In the early days of the kibbutz movement each kib-butz had a common stock of clothing. The clothing was distributed without regard to sizes and washed without laundry marks. Each person wore what chance provided. But variations in size presented insuperable problems. The system was changed to grant each member personal possession of his own clothing. Radio and TV At first every kibbutz had a communal radio room. But as radios became cheaper, more and more members re-ceived them as gifts and kept the radios for their own private apartments. Today, a radio is considered a per-sonal item. Now there is in each kibbutz a TV room. As TV has become a part of the Israeli cnlture attendance in the TV + + + Kibbutzim VOLUME 30, 1971 793 4" 4" ~. C. Fleck, REVIEW FOR RELIGIOUS 794 lounge is large. Bnt the limited broadcasting schedule and restriction of available channels has not yet made ¯ selection of the program to be watched a major commu-nity concern. There is, nonetheless, growing pressure for permitting members to have their own TV sets in their private apartments. Illness, Old Age, Death All kibbutzniks are covered tinder the national health service. In case of extraordinary expenses, such as special-ized foreign medical treatment, the kibbutz pays all costs for its members. In one sitnation recently at kibbutz Kefar Blum where open heart surgery bad to be per-formed in the United States on the daughter of one mem-ber and the kibbutz income was below normal, the ment-bets voted to meet the high surgical costs by voting out the annual household improvements and vacations and to substantially rednce the cigarette expenditures. Women are given rednced working hours during preg-nancy, and the required daily hours of work are progres-sively reduced as members age. But no one, except the infirm, is every really retired. Every member, as long as he lives, is expected to remain economically productive to the extent that his health allows. This minimum may be simply the caring for the roses in front of his apartment, but it is expected. Recently many kibbutzim have established actuarial funds to provide cash income for members during their old age. There are two reasons: (1) they believe there is a psychological need for infirm and retired people to feel that they are not a financial drain on the younger mem-bers; (2) there is concern over a possible future age imbal-ance. Since every member is always free to leave, some internal crisis in the kibbutz conld result some day in all the younger and productive members leaving the kibbutz, thus depriving the aged of the "living social security" provided by the younger members. At death members are buried simply in the kibbutz cemetery. Luxuries The tents and the tar-paper shacks that once housed the kibbutzniks have given way to modern concrete apart-ments, some with air-conditioning. The housing and fur-nishings for the average kibbutznik compare favorably with those of comparably skilled workmen in Israel's cit-ies. Depending on tastes and family skills, some kibbutz apartments approach lfigb fashion in their appearance. The women have modern stoves and refrigerators to feed their families at home when they wish. There are, as yet, no private telephones, TV, or automobiles. Work Tasks Ill general, inembers are allowed and encouraged to work in the particular department that they like best. The actual assignment is made by the work manager, but great care goes into making sure each member is happy. ~,'Vork assignments, like everything else in the kib-butz, is subject to the scrutiny of the weekly meeting. Assignment to disliked tasks sometimes has to be made by collective action. The individual assigned to such is expected to subordinate his own wishes to those of the community. In most cases the onerous jobs are assigned for short periods of time and given to a wide segment of the membership. Some tasks, such as kitchen clean-up and waiting table, are so universally disliked they have to be allotted in strict rotation. Candidates [or membership, tile U/pan students, and the temporary volunteers are almost always assigned to those tasks the regular members most dislike. Committees The Executive is a committee consisting of those mem-bers holding key administrative jobs and some "ministers without portfolio." The term of office on the Executive coincides with the term of their administrative job, one or two years at most. Tile Executive consists of six or seven members. These members are drawn from a pool of the acknowledged leaders in the kibbutz who rotate in and Out Of the more important leadership posts. Besides this top executive committee, there are myriad others covering every aspect of kibbutz life. Approxi- ~nately 50% of the members of a kibbutz are serving on some committee at any given time. Over a three year span, practically 100% of the membership participates in some committee work. There are a few who have opted out of this participatory democracy and refuse to serve on any committee. These few have narrowed their kibbutz lives to their work and their immediate family.~ The Apostolate The kibbutz serves two specific economic functions. It is both a commtmal productive society and a communal consumptive society. These two functions are coalesced into one organic community. There is in Israel another type of collective called the Moshave, where there is a communal productive system but private ownership in the consumption area. But for the kibbutznik the Marx-ist axiom "from each according to his ability and to each according to his need" dictates that their communal so- ~" Up. cit., Leon, p. 67. ÷ ÷ Kibbutzim VOLUME 30, 1971 795 + + + J. C. Fleck, S.J. REVIEW FOR RELIGIOUS 796 ciety must combine the collective control of both produc-tion and consumption. Kibbutzim have been tried in the past in the cities where the members worked totally in outside industry and the kibbutz was formed primarily as a consumption society. Every attempt along this line has failed. There is in Jerusalem at this time a group who are hoping to organize a commune of professional people as a consump-tive kibbutz. But kibbutzniks do not expect this move-ment to succeed. They view the total integration of the community into both production and consumption as necessary for the survival of community life. The kibbutz in Israel is primarily an agricultural eco-nomic movement. The success of this movement in at-tracting and holding members can be attributed to the historical conditions which led the original founders to abandon the metropolises of Europe. They became en-chanted with nature, an enchantment which anyone who has ever had a hackyard vegetable garden or even a flower pbt in a window will understand. The grower as well as what is grown becomes in some psychological way a part of the basic life cycle of nature. Akin to this is the psychic reward a teacher sometimes feels as he watches his students grow and mature. The farmer, and to some ex-tent the teacher, become united to the invisible power of life itself. In recent years the kibbutz movement has added facto-ries to increase the standard of living, otherwise limited by crop quotas and water restrictions. These factories also provide a more satisfactory employment for those mem-bers technically inclined who would otherwise abandon the farm life of the kibbutz for industrial employment in the city. There are, however, fewer modal satisfactions in this type of work. Marx and a host of other analysts have noted the inherent alienation process at work in the fac-tory system. To some extent the kibbutz factories have disproved Marx's theory that this ~ense of alienation ex-perienced by factory workers can be overcome by com-munal ownership. Like the disliked jobs in the kitchen, most dull assembly line duties must be filled with hired casual labor or low cost volunteers. The External Enemy In traditional Catholic terminology the enemy of Christianity and therefore of Catholic religious orders was the world, the flesh, and the devil. In each era these primordial forces are concretized into existential realities. As such they are a motive for both joining and remaining a member of a religious order. It should be noted that this is a negative motive, and almost always found in conjunction with a positive aspect, namely the apostolate. The kibbutz movement has had equiwdent motivation: anti-semitism, the European bourgeois society, capitalism, the false wdue system of the city, Hitler, Nasser, and the Arab world. These are the kibbutz's world, flesh, and devil. There seems to have been a direct relationship between the presence, or perhaps more accurately an awareness of this presence, and the motivation for mem-bership in the kibbutz. Membership figures in kibbutz history show a positive correlation between increased membership and the danger from some facet of the exter-nal enemy. Since 1967 the kibbutz membership has shown its first marked increase in nearly two decades as the government, in the wake of the Six Day war, has begun to establish new kibbutzim in Syria, along the Jordan river in former Arab territory, and in the Sinai. Conclusions The ideological fervor of the early kibbutz movement that Spiro connected so intrinsically with classical Marx-ism has withered considerably in the Israeli kibbutzim. The kibbutz has become a desirable form of agricnltural life, not gracious but certainly pleasant. This is especially true for the Sabra, the young children of the kibbutz who accept kibbutz life as a natural and wholesome place to live, work, and raise their families. They are not espe-cially ideologically motivated despite great efforts by the kibbutz educational programs to continue the motivating principles of the kibbutz founders. Kibbutz membership still adds lustre and prestige to politicians and military leaders, something like the "log cabin" birth-place of 19th century American presidents. But the increasing "westernization" of Israel is rapidly diminishing the ego satisfaction of kibbutzniks, whose vocation was once considered the national ideal. The increasing standard of living is also having its effect. Except for work and meals in the common dining hall, there is little "common" living on an Israeli kib-butz. The family has replaced the commune as the center of interest of the members. The replacement of com-munal showers and toilets by private ones is a sign of increased privatization. The trend away from communal ownership in the consumptive sector is clear and likely irreversible. To some extend the Marxist Ha Artiz federation has most successfi~lly resisted these individualistic tendencies. But Marxist ideology has been so closely associated with the now discredited Soviet system (discredited not for intrinsic principles but because of Soviet foreign policy in the Middle East), that there is little evident grass-roots Marxist ideological fervor among the Artzi members. Thus the basic Messianic ideology is no longer an opera- 4, 4, 4- Kibbutzim VOLUME 30, 1971 797 + + + ]. C. Fleck, S.]. REVIEW FOR RELIGIOUS 798 tive principle in the kibbutz movement, although some lip service is still paid to it in the literature of the move-ment. The religious fervor is gone; and, as has been shown in tiffs study, the ascetic principles of the Wandervogel Movement have also slowly eroded. Only the presence of a dangerous external enemy remains as a major factor in maintaining the kibbutz as kibbntz. For the kibbutzniks, there is a growing interest in the Israeli culture outside the barbed wire barriers of the kibbutz boundaries. Tel Aviv, Jernsalem, the beaches at Asbkalon, the symphony, the movie theatres, and jobs in outside industries are no longer an evil "world," an eneiny to be avoided. With both Hitler and Nasser dead, the Arab masses remain a clearly perceived danger, and a sufficient cause justifying the sacrifices intrinsically connected with living a com-munal life. The increasing toleration of personal prop-erty by kibbutz melnbers shows that the original kibbutz asceticism was a necessity of the moment, a means not an end. Taken altogether these factors indicate a shaky fu-tnre for the kibbutz movement in the long rtm. Only the miniscnle religious federation seems to have the tran-scendent valnes that will hold this gronp of kibbutzim together. This segment of the kibbutz movement has a proven long-run ideology, their Jewish Orthodox Faith and perduring external enemies, the secular Israeli state. For Roman Catholic religious gronps these principles of the kibbutz movement can indicate the hazards of certain contemporary trends in Catholic religious com-munities. There seems to be a serious drawback to any community in ending the integral connection between the conamunity apostolate and the common life, between the production and consumption activities. X,Vbatever the legal advantages of separate incorporation of the apos-tolic endeavor, it appears such a change may prove dys-functional to the best interests of the community unless some psychological identification can replace the legal one tying the commonity members to a common aposto-late. Otherwise the religious will become mere employees of their former vocational apostolate. Like kibbutz asceticism, the vows, traditional forms of Cbristifin asceticism, are also increasingly seen as merely ~neans which can and in some instances should be aban-doned as a condition for membership in the group, or for individnal apostolic effectiveness. The trend in substitut-ing community for poverty as the true significance of this evangelical counsel, presages many of the problems the kibbutzim have experienced in their trend toward more and more priw~tization and increasing personal property. At the moment Roman Catholics have no apparent "external enemies" of snfficient threat to bind members and aspirants to religious communities to the requisite personal sacrifices basic to any communal effort. Ecumen-ism has replaced enmity in relating to Protestantism. In-carnational theology no longer sees the world as a "valley of tears." Unity of doctrine is no longer a characteristic of the orders, or even theChurch. Increasing numbers of religious seek employment in secular jobs or outside the order's organized apostolates. The religious life no longer commands the prestige it once bad among the faithful. Tbe kibbutz movement has also shown several possibil-ities that have been traditionally lacking in Catholic reli-gious orders. A communal society of married conples is clearly possible and in some cqntemporary aspects possi-bly superior (in personal fulfilhnent and interpersonal love) to the celibate life. While the structures of existing religious communities do not seem likely to encompass this facet of communal life, it would not be surprising to see new communities of married religious come into exist-ence in the not too distant future. Another wdue of the kibbutz movement is the seeming success of communal groups based on a total democratic process. There are already some indications that the traditionally monarchi-cal religious orders are already moving swiftly to a capi-tular form of government. In most cases the founders of the majority of the Israeli kibbutzim are still alive and to some extent still reflecting the charism that marked the foundation of their commu-nity. Yet it appears that the "routinization of their cha-risma" is not likely to be overly successful. The ideological and "religious" sonrce of the kibbutz movement has al-ready given way to a rapid "secularization" of values by the second generation whose devotion to the kibbutz is either pragmatic or cultural. The positive inspiration of Zionism that has so effec-tively supported the establishment of a Jewish State will certainly diminish in time. Antisemitism is not a motive in a Jewish state, and thus not operative on the Sabra. If and when the Arab situation is normalized, the Kibbutz "external enemy" will also have disappeared. The pris-tine Marxist ideology has been snbject to constant revi-sion, and a wide range of personal and public views are now tolerated among kibbutzniks. The long range prognosis for the kibbutz movement is one of no sizeable growth and more than likely a rapid diminishing of the movement once peace comes to Israel. The small number o[ religious kibbutzim should remain active, as well as a limited number run by convinced Marxists. But the kibbutz movement as a whole will likely prove to have been a temporarily significant social structure in Israeli history due to the particular condi-tions that Jews faced in the 19th and 20th centuries. ÷ ÷ Kibbutzim VOLUME ~0, 1971 799 If this analogy between the kibbutz movement and Catholic religious community life is correct, and if the same present trends continne in both institutions, there is a reasonable predictability that many if not most of the present religion,s commonities may be viewed from some future historical perspective as having served the Church's vital needs effectively up to the end of the 20th century. "!" 4" 4- J. C. Fleck, S.J. REVIEW FOR RELIGIOI, JS 8O0 SISTER CHARLOTTE HANNON, S.N.D. DE N. The Graying of America The far left, the far right, the in-betweeners, the libs and the cons, the silent majority and the articttlate mi-nority have reached a consensus on one point at least-- they all agree that "Darling, you are grown older." Laughingly we sing the line at birthday parties and re-unions, but behind the laughter there is the realization that okt age and retirement are major concerns that warrant major consideration. If Toeffler in Future Shock has clone nothing else, he has alerted ns to the need for planning ahead. Last August and November the Finance Retirement Committee of the Sisters of Notre Dame de Namur of the Maryland Province sent out 415 questionnaires to religious communities across the country. The returns are interesting and informative as the following table indi-cates: Questionnaires sent out . 415 Questionnaires returned . 271 Retirement Plans in operation . 100 No Retirement Plan in operation . 171 Most of the communities in the last category are anxious to know what others are doing about retirement planning, and they indicate a need to begin making plans as soon as possible. Retirement Age and Status The majority of congregations state that they have no "fixed" age for retirement. They agree that the person himself, his state of health, his vitality, mental and physi-cal stamina--all these factors mnst be considered on an individual basis. Although 65 years is mentioned as a possible age/'or part-time retirement, 70 is the time when most religious begin to think seriously abont retiring. Studies show that the life-span of religious exceeds that of the ordinary layman by five to nine years. If there is difference of opinion about a specific age, there is deft-nitely consensns on retirement status. All agree with the statement from the "Older Americans Act," Article 10: 4- 4- Sister Charlotte is Director of Re-search and Funding for the Sisters of Notre Dame de Na-mur; Ilchester, Maryland 21083. VOLUME ~0, 1971 801 + ÷ ÷ St. Charlotte REVIEW FOR RELIGIOUS 802 "Older Americans or Senior Citizens should be permitted the free exercise of individual initiative in planning and managing one's own life for independence and freedom." Such thinking, of course, originates in the basic Christian

Issue 39.6 of the Review for Religious, November 1980. ; The Fot~rth Level of Prayer Developmental Stages and the Novice Limits of Adaptability of the Exercises Volume :~9 Number 6 November 1980 REVIEW ~:OR Rrl.J~aOt~S (ISSN 0034-639X). published hi-monthly (every two months), is edited in collaboration with faculty members of the Departmenl of Theology of St. Louis University. The editorial offices are located at Room a,28:3601 Lindell Blvd.: St. Louis, MO 63108. It is owned by the Missouri Province Educational Institute; St. Louis, Missouri, © 1980. By R~v~w FOk RFa.~¢aous. Composed. printed and manufactured in U.S.A. Second class postage paid at St. Louis. Missouri. Single copies: $2.(X). Subscription U.S.A.: $8.1XI a year; $15.00 for two years. Other countries: $9.00 a year. $17.00 fi~r two years. For subscription orders or change of address, write R~v~w I;Ok R~-:~,~;~ot;s: P.O. Box 6070: Duluth, Minnesota 55802. Daniel F. X. Meenan, S.J. Robert Williams, S.J. Dolores Greeley, R.S.M. Joseph F. Gallen, S.J. Jean Read Editor Associate Editor Associate Editor Questions and Answers Editor Assistant Editor November, 1980 Volume 39 Number 6 Correspondence with the editor and the associate editors, manu~ripts and books for review should be sent to REw~:w ~on R~:~AG~OUS; Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108. Questions for answering should be sent to Joseph F. Gallen, S.J.; Jesuit Community; St. Joseph's College; City Avenue at 54th Street; Philadelphia, Pennsylvania 19131. "Out of print" issues and articles not re-issued as repr.ints are available from University Microfilms International; 300 North Zeeb Road; Ann Arbor, Michigan 48106. The Benedictine Call to Judgment James M. Desche~e, O.S.B. Brother James has written this article especially to celebrate the 1500 anniversary of the Benedic-tines. His last article, "Journey into Christ," appeared in the issue of July, 1980. He resides at Christ-of-the-Hills Monastery; P.O. Box 32849; San Antonio, Texas 78216. Make no mistake about the age we live in; already it !s high time for us to awake out of our sleep., the night is far on its course., day draws near. (Rm 13:11,12). Despite the Lord's command to comfort the afflicted, one cannot help but be struck by the frequency with which the Lordhimself afflicts the comfort-able. Despite our very human tendency to seek peace and security, one cannot easily forget (for the Lord will not permit it) that Christ came "not to send peace, but a sword" (Mt 10:34). When, like ancient Israel, we have come to prefer the security of enslaved lives, the Lord, ever perverse in his grace, calls us out of our comfortable slavery to wander in a desert of freedom, exiled from security and peace. ¯ Wandering.in that terrible place, we long with all our hearts to be back in the dreary mud pits of Egypt, preferring the dry but dependable crusts of slavery to those fierce, unsatisfied hungers we discover within us as we sojourn in the desert of fre~edom.and ~of judgment. Whatever the pain of crises in our lives, we must never forget that the crises themselves are divine gifts. The Greeks, who had a word for everything, gave us the word crisis. But they wisely knew (as we often do not) that the word, while it involved pain, really meant a time of challenge and judgment, an opportunity to-measure and evaluate and change. For the Christian, crises are moments in which God confronts us with truths we had preferred not to see, with realities we have chosen to ignore, with decisions we have refused to make. For the Christian, a crisis is a 801 802 / Review for Religious, Volume 39, 1980/6 moment--albeit painful--of deepest grace. For a Christian who has become settled in a life of slavery to routine and superficial existence, a moment of crisis is a moment of salvation and an opportunity to regain touch with th~ deep roots of being, to be enlivened and energized by a return to life and grace. Just as there are moments of crisis ! of j udgment-- in each human life, so are there moments of crisis in each human generation and in each human society. This is the human condition: to stand--as an individual and as a race--at eve.ry moment in need of judgment and of conversion, in need of redemption and of new life. It is his recognition of this condition--and of Christ's lordship over all our crises--that prompts Saint Paul to call us to judgment: "Make no mistake about the age we live in; already it is high time for us to awake out of sleep." Paul's word, translated here by "high time," is the Greek kairos, with its sense of urgency, of.opportunity, of occasion. The word for Paul usually suggests a critical time (a time of judgment), a God-filled moment of salvation, an end and a beginning. Fifteen hundred years ago was born a man whose wisdom in crisis was to have an incalculable influence on the history and life of our. western world. Benedict, born around the year 480 in the small Umbrian town of Nursia in the Apennines, found himself thrust into a world in crisis. The old Roman Empire and its social fabric were f~lling into ruin around this young man. Rome itself narrowly escaped attack by Attila the Hun in~452 only to be sacked a few years later by the Vandals. Nor was the Church im-mune from crisis. In 451, churchmen struggling over the doctrinal issue of the two natures in Christ met in council at Chalcedon. The results were a victory for dogma but a defeat for Christian unity, giving rise to the two schisms of the NestOrians and the Monophysites, and planting the seeds of the great disunity between east and west that were to bloom prodigiously in the later Middle Ages. In brief, it was an age not unlike our own. Into the crisis of his age entered this man Benedict who wisely allowed the larger crises of his time to become one with his own personal moment of crisis, of judgment and of salvation. In the person of Benedict, in fact, a judgment is passed upon the age itself: "Even while still living in the world, free to enjoy all it had to offer, he saw how empty it was and turned from it without regret" (St. Gregory the Great: Dialogues, H, Preface). It is the genius of Saint Benedict, and the special mark of his,holiness, that this judgment, while never compromising itself, always avoids the taint of the puritan harshness we of later generations have come to expect in those who renounce the world. Instead, as we discover in the Prologue to his Rule, Benedict's judgment is filled with goodness and grace, with charis as the ancients knew it, sounding clear notes of kindliness; graciousness and mercy. Benedict calls his advice that of a "loving father" and finds only joy in the~call to judgment: "What can be sweeter to us, dear brothers, than this voice of the Lord inviting us? Behold, in his loving kindness the Lord shows us the way of The Benedictine Call to Judgment / 803 life" (Rule, Prologue). As the monk confronts the crisis of his own life, any hardness results from the very hardness and smallness of his own heart. But in crisis, the Lord stands ready to give the monk a neff heart and with this growth comes an ineffable joy: "For as we advance in the religious life and in faith, our hearts expand, and we run the way of God's commandments with unspeakable sweetness of love" (Rule, Prologue). In its essence, the monastic or religious life as Benedict understands it is a call to judgment, a call to be ever open to the voice of the Lord, a vocation to enter into each and every moment of crisis with the faith tha, t God is present in that moment to recreate and renew our hearts and our lives. The great enemy to this vocation is hardening the heart: "Today if you hear his voice, harden not your hearts." And Benedict's remedy for this is sounded in the opening of his Rule: "Listen, my son, to your master's precepts, and incline the ear of'your heart." For Benedict this is no poetic fancy. To listen, to incline the ear of the heart, is exactly what is meant by obedience. "By the labor of obedience you may return to him from whom you had departed by the sloth of disobedience" (Rule, Prologue). Obedience, to the Latin ear ofSaint Benedict, always carried a message we easily miss in the English word. Obedience (from ob +audire) has to do with listening, with hearing, with attending to. It involves an openness and a sensitivity to the voice and,the, will of the Lord speaking to each person in each situation. To obey is tobe wholly open and submissive to the Lord in crisis; it is to be ever willing to enter into crisis because that is .where the Lord will be found at that moment. It is a willingness to allow the Lord tobe our judge, to have his way with us. It isa willingness to let one's,heart be broken, if that is the Lord's will. It is to. hold back no part of one's life,ands'being from the Lord of all life and being. To obey is to be wholly the Lord's creature, Benedict clearly indicates that it is in obedience that the monk finds a deep stability when he quotes from the Gospel the words: "Whoever listens to these w~ords of mine and acts upon them, I will liken him to a wise man who has built his house on rock. The floods came, the winds blew and beat against that house, and it did not fall, because it was founded on rock" (Rule, Prologue). When we are in crisis, security and stability appear to lie in avoiding the critical issue. When .the Lord calls.us out of slavery into the desert, slavery doesn't look so bad. Only the0deepest faith and the deepest trust in the Father's love can teach us to face the crisis, to enter into judgment, to listen to and obey the voice that calls us into seeming desert and chaos and.ruin. For Benedict this faith and trust are reflected in the words: "In his loving kindness the Lord shows us the way of life." What appears to be a way of death is really the way of life. One of the.practical ways Benedict provides to his monks for learning this deep trust in the Father's unfailing love is the office of the abbot; the abba who incarnates among the monks the Father himself. It is by his obedience to the abbot that the monk learns obedience to the Father. Indeed, it isin his obe- 804 / Review for Religious, Volume 39, 1980/6 dience to the abbot that the monk is obedient to the Father. Yet Benedict is careful to remind the monk that obedience-- in its radical sense of openness to crisis and the will of God expressed in concrete situations--is not limited to the relationship between a monk and his abbot. The monk is to recall that he must be obedient to all his brothers. "Not only is the boon of obedience to be shown by all to the Abbot, but the brothers are also to obey one another, knowing that by the road of obedience they are going to God" (Rule, Chapter 71). The call to crisis involves every member of the community. No one is to be denied our obedience--our listening, our sensitivity, our responsiveness. Every crisis between Christians, whether they be monks or not, is a God-filled kairos, a time of salvation. In light of the foregoing, it may be objected by some that this appears to be a diminution of the force of the vow of obedience. I have avoided all the juridical and legal aspects of the vow. Yet I have done this purposely, and for two reasons. First, the vision I find in Benedict of obedience is deeper, stronger and more demanding than. any purely juridical concept. Indeed, it is possible (perhaps even common) to find juridically conceived obedience an effective means of escaping real crisis, real judgment and encounter between the monk and the Lord. Secondly, a purely juridical view limits our considera-tion to those who are juridically bound by a vow. Yet Benedict's view of obe-dience is no less applicable to every Christian man and woman than to monks. All are called to crisis, to judgment. No Christian is exempt from this demand nor from the demand of obedience to each of his fellow Christians. Nor is any Christian exempt from the demand Benedict makes by the vow of conversatio morum, usually translated as "conversion of manners" or "reformation of life." For in its most profound sense, this vow is essentially a radical call to crisis, to judgment. It requires that at every moment we respond to the voice of the Lord calling us to newness of life. Today's response may have to be relinquished to tomorrow's response. Our hearts must be continu-ally open to each new judgme.nt and call from the Lord. We are not to settle down, not to set camp in the desert, but to be continually on the move. There is no standing still in the service of the Lord. Endless conversion, perpetual metanoia, are the marks of a truly living Christian. To guarantee that the monk will not be tempted to escape this demand of endless reformation and endless conforming to the living will of God as revealed in crisis and discovered by obedience, Benedict adds the third vow of stability. By this the monk renounces his right to escape God's demands in the present moment and circumstances by moving into other circumstances. Run-ning away is not permitted the monk and so there is nothing for him to do but to submit to the divine crisis and know it is God's will that he submit. From the day of his profession, the monk is assured by God's promise that it is here, among these particular persons,, that God will confront him in crisis. To flee from these brothers, then, is to flee from God and his call. (I do not wish here to enter into the problematical issues of canonical transfer of stability or of The Benedictine Call to Judgment / 805 departure from the monastic life, though these deserve fuller treatment in light of what has been said here.) One of the last points to consider in Benedict's vision of the Christian life authentically lived is the place of humility. A close examination of his chapters on hi~mility reveals that humility has a great deal to do with truthfulness. It has to do with facing the truth about ones.elf. It has to do with seeing oneself for what one is. It is a virtue of utter and radical realism. Above all, its end is tosee oneself as God sees one. It involves looking at fearful truths intently and steadily, refusing to turn away from them, until by grace and work, all fear is transformed into love and "the monk will presently come to that perfect love of God which casts out fear" (Rule, Chapter 7). Humility is thus related to crisis; it helps us to face crisis, to endure judg-ment, to bear the truth. It also enables the monk to be of assistance to his brothers in their need to face crisis. The monk serves his brother by being perfectly truthful, by obscuring nothing of his own weakness or sin and nothing of his brother's weakness and sin. Humble monks do not support one another in self-deception. Equally importantly, the monk is alway.s ready, in humility, to take from the moment of crisis the truth of his own goodness and to affirm the same in his brothers:.Humility is the readiness to admit the truth as it is revealed at every moment. This is particularly seen in the requirement that the monk hold back nothing about himself from his spiritual father. Every selfish thought, every petty jealousy, every twinge of hatred--all must be laid without hesitation before the spiritual father. In this way, spiritual direction for the monk becomes in the truest sense a crisis and a moment of salvation. Nothing of Benedict's vision is without relevance to the life and growth of every Christian. In this fifteen-hundredth year of Saint Benedict's gift to Christianity, it must be seen that his gift is a gift to all men and women who seek the Lord. The gift of his monks is to be bearers of crisis. The monk must live in such a way that the world may never forget that Christ is Lord. The monk must live in such a way that the values of the world, insofar as they are opposed to the values of Christ, are absurd and empty. Benedict's sons and daughters must see that their lives bring a continual judgment on the lives of all men and women; that their lives are lived in a way that proclaims the power of truthfulness, of humility, of obedience. The monk must live his life in such a way that it would make no sense if there" were not a loving Father guiding and ruling all things. It is this "senselessness" that can bring the world into crisis, into facing the truth of its own empty values, its own abandonment of God, This is the Benedictine crisis, this call to judge the world not by condemn-ing or rejecting it, and certainly not by fleeing it; but by living every moment in such a way that the world must face the question of God's rule and the reality of his kingdom. Our criticism must lie, like Benedict's, not in speaking against the world (though this too has its place), but by the positive and grace-filled 806 / Review for Religious~ Volume 39, 1980/6 living of our lives in truth, in love, in brotherhood, in simplicity, in peace: In our time, perhaps more than ever, this is the task to which Benedict's monks and nuns are called, For all of us it is a time of crisis, of asking whether weare really doing what Saint Benedict interided. To answer this question, we do not 'need to examine our effectiveness. For our effectiveness lies entirely in our observance of the Rule and spirit of Saint Benedict. It is by being witnesses to God's kingdom that we shall have our effect, and this witness lies in our fidelity to the principles we have briefly looked at~here: obedience, continual reformation, stability, humility. For fifteen hundred years the presence in the world of Benedictine monks has been a sign and a challenge, a judgment and a question .--a crisis. So long as~we do not ourselves abandon the elements of our life which keep us ever open and sensitive to the workings of the Spirit, so long as we have the faith and the courage to examine ourselves for fidelity to the authentic Benedictine tradition and to step into the future with faith and trust and submissive-ness- so long as these things are present,,the Benedictine family and mission will be .needed, will be in crisis, will be genuinely alive, ~ We attest to a frightened world that the'sword of Christ.is but a prelude to the peace of Christ, that death through olSedience leads to the fullest life, and that the ruins of our lives in the crises we meet are the foundations of Resur-rection. The world's fear must be cast out by the perfection of our love.For it is love that is the greatest judgment and crisis in all of human history. Benedict, in his school of the Lord's service, shows us the way to the crisis of love. The Fourth Level of Prayer: Mystery David J. Hassel, .S.J. Father:Hassel is Associate Professor of Philosophy at Loyol~i University in Chicago. His last arti-cle, "'Prayer of Personal Reminiscence: Sharing Oners Memories with Christ," was printed in the issue of March, 1977 and is still available in reprint form. He currently resides at 6525 North Sheridan Road; Chicago, IL 60626. Ironically, the terms most frequently used to describe our present-day spirituality can cause us the most c6nfusion: peace, consolation and desola-tion, dryness in prayer, contemplation in action, discernment. Since these terms.point to.mySterious processes within our experience, even a book-length analysis of them would be hardly adequate. But perhaps an article can achieve some clarity if it attempts simply to locate the happenings described by these terms~ In other words, if we were to ~st~rvey the various level~ of human awareness--e~en with some crudity--we might better understand the events occurring at these levels.' But before doing tlais survey, could we first describe the problems to be touched hire? For ~xample, people can feel disturbed about the peace they experience in their decisions and their prayer. Is this peace simply the euphoria of having finally made a decision after hours or days of sweaty deliberations? Is peace in prayer mainly exuberant physical ~nd mental health? The f6~ty'- year old priest has decided that God no longer wants him to practice° his priesthood but now wishes him to marry the woman who has helped him so ' I am deeply indebted to the retreatants whose honesty and trust have furr~ished me with the data out of which this article rises, i am particularly indebted to the following persons who have attempted to save me the usual number of unhealthy exaggerations inevitable in such an article as this: Mary Ann Hoope, B.V.M., Robert Harvanek, S.J., Paul Clifford, S.J., John Schuett, S.J., Richard Smith, S.J., Robert Murphy, S.J, :Mary Jane Linn, C.S.J., Frank Houdek, S.J., Jules Toner, S.J., Mrs. Mary Ellen Hayes. 807 808 / Review for Religious, Volume 39, 1980/6 much in his ministry and in his discovery of manhood. He feels peace in this decision; but is this "peade" simply the relief from heavy parish obligations and the glad anticipation of married life? Will "peace" remain when his new life begins to place renewed obligations on his shoulders? Again, a person can experience what seems to be a split in his personality. He finds himself half-miserable, half-happy. He asks himself: "How can I, at one and the same time, experience the depressing defeat of losing my job and yet, in my depths, feel confident? Are there two of me? Is this the play of con-solation and desolation within my life? Or are the pressures of life splitting my consciousness into two?" A third problem is Christ's command: "Pray always." Such a request seems psychologically impossible when a mother is raising four children between the ages of two years and twelves years or when an engineer is testing a heavily traveled city bridge for stress-breaks and wondering what will hap-pen in the business community and-at city hall if he condemns the bridge, or when the advertising executive is sizing up a prospective customer, estimating the product to be advertised, and puzzling over the morality of a slick sales-pitch which has just come to mind. But if Christ is asking the psychologically impossible, is he not providing the conditions for skepticism about his whole message? A fourth problem arises when we focus upon discernment process the three puzzling cases just mentioned. What does it mean to discern God's will in a decision, if I am unsure about peac~, consolation-desolati0n, and ongoing prayer in my life? Such discernment is often termed the concrete call of Christ to the individual Christian or to his community. But does God call only through external circumstances and other people, or does he not also" make his desires known within the experience of the individual Christian? Does such an interior experience occur in the imagination or in the mind or in the heart of the person? Or in all three at the same time? Or somewhere else? Some clarity, it is contended here, can be attained in these problems if one distinguishes four levels of awareness in the praying Christian: the superficial, physical, psychic, and mysterious. Could we, therefore, describe these levels then indicate a way of uncovering the fourth level, next show the type of partial solution which the appreciation of this fourth level offers to our prob-lems, subsequently explain how the fourth level would seem to affect the upper thre~ levels of awareness, and finally offer some cautions about the use of this fourth-level explanation? These five steps would be the strategy of this presentation. Four Levels of Awareness2 First Level: the Sensuous-Superficial. This first level is the skin-surface of experience: sensuous awareness. It is a tissue of minor irritations and pleasures. For example, I am displeased by the cold draft playing on my neck during the auditorium talk, or by the raspy.voice of the woman describing her The Fourth Level of Prayer: Mystery / 809 Florida vacation or by the first gnawings of hunger at 4:30 p.m., or by the slight rash on the back of my hand. At this same level, I experience satisfac-tion at a favorite meal of ham and sweet potatoes, at the sweet smell of spring grass just cut, at the relaxation of a hardy laugh, at the caressing of the family cat. Such minor irritations and pleasures ordinarily do not demand much at-tention and are taken for granted as the normal flow of life. Though I am often barely conscious of them, they do give life its continuous texture. Second Level: the Physical-Vital. Underneath the first level of awareness, there are other happenings which demand attention because they last longer and are more intense tfian events of the first level. Here are the pains and joys which go deeper than minor ir.ritations and pleasantries~ Anyone who has experienced the steady throb of neuralgia or the constant harassment of ulcer pains or the brain-deadening effect of insomnia will vouch for the e~xistence of this second level of awareness. Here are also pleasurable joys which exceed the simple pleasures described in the first level. There is, for example, the exuber-ance of glowing health, the feeling that "all the world is beautiful and owned by me'~-experiences which the carbonated-drink advertisements exploit. At this level the fifth symphony of Beethoven can stir a person to his depths with its elegant majesty, can make him feel noble beyond his dreams. Or this level contains the sustained sat!sfaction of slowly mastering one's tennis or golf. Here, too, the ecstasy of sexual pleasure .occurs with its deep drum-beat of powerful delight. The very power of the pains and pleasures of this second level demand our attention and make us aware of how superficial the first- . level irritations and pleasures are. Yet these second-level happenings do com-penetrate and influence the first-level, sensuous awareness. One's enjoyment of a favorite dinner is enhanced by the feel of good health or diminished by in-somnia. Third Level: the Psychological-Psychic. Although the second level of awareness contains happenings of insistent strength, still the third level of awareness is capable of riveting a person~.s attention and so possessing him or her that, for a time, he or she is seemingly unaware of second- or first-level happenings. The deep sorrows and the pure joys of this level totally permeate a person's being and consciousness. For example, the young woman, working at her first secretarial job, may be hypnotized by fear of failure so that her voice creaks, her fingers clog the typewriter keyboard, her memory fails and she feels no hunger throughout the first day of work. The paranoid person 2 In their article "Phenomenology, Psychiatry, and Ignatian Discernment," (The Way, Supple-ment #6, May, 1968, 27-34) Felix Letemendia and George Crofts'peak of four levels of experience: the sensorial, the vital, the psychic and the spiritual, which somewhat resemble the levels described here. They have borrowed their descriptions from Max Scheler, the philosopher, and from Kurt Schneider, the psychiatrist. Of course, there are many levels of experience, if one wishes to be very specific. But perhaps this more simplifiedlsketch of four levels better serves our present purpose. 810 / Review for Religious, Volume 39, 1980/6 may be so concentrating on the "derogatory actions" of others that he walks through a glass door without knowing that he is bleeding from cuts. At this third level a woman may experience haunting doubts about her ability to love another adeq~uately and thus may begin to feel like a dull, unattractive child u~na.ble to evoke love from another. A father's mental pain at watching his daughter waste away in unrelievable cancer is matched on this level only by the suffering of a wife undergoing systematic and.continuous belittlement from her husband while the children look on bewildered. But at this third level, the depth of the pure joys~equal such sorrows. Here an6ther mother experiences the warm security of being loved by an admired husband and of being respected by admiring children: Here, too, is where the older brother ~njoys the four-touchdown afterri0on of his younger brother whom h~had 6oached on all the moves of a tigl~t end during four years. It is at this third lev61 that the novelist reads over the'laudatory reviews of his book and experiences lasting gratitude to the elderly journalism teacher who had taught him his craft. Here, too, the woman social worker sits late at her desk, savoring the bone-tiredness but deep satisfaction of a day well spent in patiently binding together fragmenting families, persons, and situations. This third level, then; encompasses the top two levels'and, in so doing, can render them almost routine. For the top two-levels, distracting as they may be to this thir~l level of awareness, are integrated into a fuller meaning at the°third level. The tired social worker does feel the pangs of hunger at the ~irs~t level, and at the second level does anticipate the pleasure of relaxing at home with her husband over a leisurely dinner, but all this is occurring in the wider and deeper context 'of fulfillment in her work at the third level of awareness. Fourth Level: the Underground River of God. ~ The fourth level is like a great underground river which, underlying the upper three levels, quietly nourishes them, sustains them in their storms and blisses, acts as the continuity (the stay-in~ power) underneath~their sometimes rapid fluctuations of irritation-pleasantry, pain-pleasure, sorrow-joy. Compared to theupper three levels, this fourth level is a quiet beneath turbulance, a constancy amid flux, a seem-in~ Passivity under great activity. Consequently, the fourth level is never explicitly conscious in itself (as are the top three levels) but only by way of cont~ast with the top levels. It is not simply experiential, but implicitly experiential,' as we note in the following two cases. Discovery of the Fourth LevEl A remarkable case-history, whose details rife changed to disguise the ~ Being ignorant of C. G. Jung, the author would not wish the combined images of underground river and of ever deeper experiential levels to be interpreted as intentionally Jungian. ' John F.~ Dedek in his Experimental Knowledge of the Indwelling Trinity: an Historica/Study of the Doctrine of St. Thomas (St. Mary of the Lake Seminary Mundelein, Illinois, 1958, pp. 125r142) calls attention to Aquinas' doctrine that.the Christian's knowledge of the Trintiy is quasi The Fourth Level of Prayer: Mystery / 811 person, illustrates how this fourth level can be discovered. A woman novice in a religious order located onthe west coast came to a midwest Jesuit University to begin her collegiate studies. Her novice mistress had taken a dislil(e to her, told her that her lack of intelligence would keep her from ever being a useful member of the congregation, succeeded in turning the other novices against her and yet had capriciously admitted her into vows. When ! met this woman, her skin was blotched with anxiety, the doctor had diagnosed stomach ulcers, she herself felt isolated and :depressed~ But she also was convinced that, despite all the sufferings, God wanted her to be a nun. As three years went by, she discovered that she was a straight "A" student, that she had special talents for political science, that she was being accepted by her fellow students and by the nuns with whom she lived, that she could pray. In other words, she found that she had a future, that deep happiness could occur in religious life. As these discoveries slowly permeated her life, the skin-blotches .disap-peared, the ulcers became healed, the sense of alienation was replaced with the warm feeling of being accepted by her religious community. The steady accomplishment felt at the top three levels of her experience now allowed her to experience by contrast a constant uneasiness or lack of peace at her deepest level, the fourth level. During the period of her novitiate experience, she could not be clearly aware of the uneasiness at the fourth level, because it was clouded by all the disturbances at the upper three levels. Only the growing brightness at the top three levels of-her experience during her collegiate days enabled her to appreciate the bl~i9k uneasiness at the deepest level of her being. After a year or so of disc_e~;nment at-this fourth level, she gradually came to acknowledge that the Lord was asking her to leave the religious community and was calling her to another way .of life. She resisted this leave-taking because she had found so much pleasure, joy, fulfillment in her religious com-munity and in her study-work. Finally she accepted God's will and, leaving the congregation, secured a job in Washington as research assistant to a member of Congress who bullied every member of his staff consistently and impartial-ly. The former novice's skin again took on the anxiety blotches, again she was consulting a doctor about stomach pains, again :she felt herself sinking into a dark and angry depression. But to her surprise, at. t.he fourth level of awareness now opened to her by her previous and present experience, she found a constant serenity never before experienced, The Lord was apparently experimentalis, i.e., "knowledge that is joined to charity" (p. 146). But he is unable to determine whether for Aquinas "this knowledge is merely discursive cognition based on signs or rather some kind of immediate or supra-discursive perception of the divine persons." Such knowledge is cer-tainly at the deepest l~vel of man's experience and, according to.the above analysis, is inferential, that is, the person becomes aware by contrasting the top three levels with the fourth level. The cen-tral texts noted in Aquinas by Fr, Dedek are in I Sent., D. 14, q. 2a., and 3; D. 15, Expositio Secundae Patris Textus. Also Sum. Theol. I, q. 43, a.5, ad 2. 812 / Review for Religious, Volume 39, 1980/6 approving her new way of life. At a great price and with subtle indirectness she had discovered the fourth level of awareness where the Lord calls to her and speaks in her discernment. Among other factors for diagnosing God's will for her, the crucial factor was the continuous uneasiness or the steady Peace at this fourth level. A second quick example illustrates these same points in a less extra-ordinary way. One day in a community corridor I met a fellow Jesuit who had just returned from home. He said to me, "You know my younger sister just died, I discovered two weeks ago that my doctoral thesis of a year's slaving has already been written by a South American, I'm wondering whether I can handle the theology courses scheduled for next year, and I haven't slept more than four hours a night during the last two weeks. But do you know? I must be crazy. Down deep I'm at peace, God loves me and will help me work out these things, I worry at one level of me; but at a deeper level I feel at peace." Could it be that this man is discovering with new clafity 'and enjoying with fuller appreciation the fourth level within his experience--precisely because of the striking contrast between the top three levels of suffering-sorrow and this fourth level of serenity-security? But what is this fourth level so poetically described as the underground river of God within us? First of all, its peace ap-pears to be a sense of God's approval, almost a companioning of the person by God, On the other hand, its uneasiness seems to express God's disapproval which produces an emptiness and loneliness. Secbndly the experience of peace or uneasiness is implicit to the top three levels; that is, it is recognizable by contrast with these levels yet is hidden under and within them. Thirdly, because of its depth and implicitness, this fourth level is difficult to describe directly. Instead, one offers experiential case-histories with the hope that the latter can point within the hearer'sexperience to his or her fourth level. For this reason, too, metaphor ("underlying river of God," "the ocean floor of life-experience" and "the background music of our activity at the top three levels") is employed rather than neat definitions composed of essential char, acteristics or criteria. Fourthly, the peace of the fourth level is marked by a passive alertness to.the top three levels of activity, an intent listening at the fourth level, a sense of not being along, a wi!lingness simply to be and to let be, an expectant openness to all future events. Yet at the same time, this peace permeates, patiently strengthens and lends finer quality to all the activities at the top three levels? What Is Happening at the Fourth Level? Peace. One event of vital importance seems to be happening at the fourth level: peace, a perduring serenity even amid storms at the top three levels. ~ Prayer experience at the fourth level bears a number of resemblances to what Karl Rahner describes as transcendental experience in his Foundations of Christian Faith (Seabury, New York, 1978), pp. 20, 21, 54, 58. The Fourth Level of Prayer: Mystery / 813~ Once the four levels are distinguished, it becomes clear that the word peace can refer to at least four different states in a person's awareness. At the first level, peace would mean enjoyment of life's little pleasures without its normal irritations. Confer television's beer and cosmetic advertisements for further clarification of this bodily peace. At the second level, peace could well mean a combination of good health, unworried mind and settled emotions. The fisherman, safe from the office telephones and watching the sun rise over water dimpled by surface-fee~ding trout, may well be the symbol of tl~is peace of mind. At the third level, peace may be euphoria, the neatly balanced inner life of felt achievement, of skilled competence, of fully satisfying family life, of pleasant prospect. For examples, look at the All-American father or mother in the Geritol or insurance-annuity advertisements; or, .better, look to the disciplined people who are willing to suffer much for the good of others. This could be called peace of heart. As we have mentioned, the top three level~ of peace, when disturbed, can reveal by contrast the fourth level of peace. Evidently, when one is recollecting himself or sinking into himself to discover his center of being so that he can pray better, he is actually dropping down through the three upper levels of awareness so that he can reach the fourth level where life flows most richly, quietly, serenely. He will note how the peace of this fourth level tends to render peaceful the upper three levels and he will understand better the restlessness of those who appear to have everything but lack peace of being or person. So, h'~ will discover that fourth-level peace is not just the concern of the wise, the religiously inclined~ the fortuna~tely educated; it is the goal and hope of every living person. Indeed, this is precisely what the Taoist, the Buddh.ist, and the transcendental meditator seeks. Yet not all seem to recognize the fourth level cli~arly for what it is: the felt presence of God. And quite a few seem unwilling to pay the price of such .recognition. For the price i~ double: (1) a sometimes painful discerning of ~what factors are operating within the fourth level and (2) for the Christian, the consequent willingness to accept the call of Christ (n6w heard more clearly,) and to respond to it more generously. Let us attempt some exploration of thesetwo points. Discernment. A spate of articles and floods of conversation about discern-ment make it one of the "in" terms. As luck would have'it, the mystery of discernment is not lessened by all this attention. Nor will this article do anything more than try to show where discernment takes place~ To put it starkly, discernment occurs radically at the fourth level.6 What 6 In using the term radical discernment to point to God's approving (peace) or disapproving (uneasiness) movemeni within the fourth level, I do not intend to discount the other convergent factors which go into the full discernment process, e.g., the weighing of reasons pro and con, obe-dience to lawful authority, spiritual direction, the testing of the decision in the actual living of it, use of Scripture, the calibrating of patterns of past behavior and accomplishments (the direction 814/Review for Religious, Volume 39, 1980/6 this:statement means become clearer only after one defines the events (or states) of desolation, consolation, depression, and elation. For it would seem that these four states occur only at the upper three levels. In other words, although desolation and consolation are used to read the spirits influencing a person to good or to evil, and although they may well appear to intrude upon the fourth level, still they are quite distinct from a perons's peace or lack of peace at this lowest level. Nor do depression and elation enter the fourth level of man's awareness even though they can obscure the peace or uneasiness of this level. Consolation-Desolation, Elation-Depression. It is necessary to define these four terms experientially in order to understand and to test in one's own awareness the truth of the above statements. First of all, though desolation can cause depression and intermingle with the latter almost inextricably, still desolation is not the psych.ological state of depression. For desolation is induced by the evil spirit, not by the psychological dy~.namisms causing depres-sion such as extreme fatigue, poor self-image, seemihgly depreciatory actions by admired people, neurotic or psychotic impulses, and so on. In addition, desolation has spiritual effects, i.e., those based on faith experience. Thus the person undergoing desolation feels that God igat a cold distance or does not exist at all. This person finds himself convinced that he has no future b~cause he can do no good for. anyone, least of all for the kingdom of Godl He feels totally unloving and unlovable for God and his people. On the other hand, depression is not concerned with faith-o.bjects such as these, but is involved with natural goals and hopes which, however, can be easily entwined with faith objects, e.g., when th~ nun-teacher estimateg that her attempt to write a biology book is being thwarted (depression) by her own lack of competence or (paranoia) by the devious enyy-tactics bf the department chairman so that as a result she cannot Contribute to God's glory and his kingdom. To put all this succinctly, depression paralyzes or weakens the human as human; while desolation freezes or enerx~ates the Christian as Christian. Thus it almost goes without saying that consolation is not elation since of one's life), and so on. But I am saying that in the midst of complex decisions, peace or uneasiness at the fourth lex;el is the predominant factor to be considered. For often enough the reasons pro and con cancel each other out; authority often gives such broad directives that numerous alternatives are left open; spiritual direction can only help the directee discover for himself or herself the peace or uneasiness; testing of the decision in practice can be somewhat ambivalent; use of scriptural prayer is itself tested in terms of consolation and desolation which, in turn, are discerned in terms of peace or uneasiness; patterns of past behavior do not fully account for new demands of life, new turns on the road of life. For more on discernment, confer Karl Rahner's The Dynamic Element in the Church, (Herder and Herder, New York, 1964) Part 111: "'The Logic of Concrete Individual Knowledge in Ignatius Loyola." Thomas M. Gan. non and George W. Traub's The Desert and the City (Macmillan, Toronto, 1969) Chapter VIII: "The Logic of Christian Discernment" says much clearly in short compass. The Fourth Level of Prayer: Mystery / 815 strengthening consolation ~(as distinct from Satan's eventually debilitating elation) is caused by God, not by such psychological dynamisms as the sense of worked achievement, the feel of competence in skilled activity, the reassurance of someone's deep affection, the hope of career-success, the discovery of one's deepest self. Fo~ consolation, unlike the elation which it can cause and enter, is concerned with faith-effects. That is, God consoles me with the inner faith-vision that he pervades the whole world, with the hope that I can do much for him and his people, with the certainty that I amcapable of deep devotion to the triune God and his people, Briefly, consolation is the state of feeling cl.ose to self, God, and others; just as desolation is the state of feeling isolated from God,. others, and even one s self, Consolation ~s a deep sense of the commu'nion'~of saints because of the felt presence of faith, hope, and charity; while desolation is experience of the utter loneliness of hell. Only God can cause consolatio.n; just as Satan is the sole cause of desolation, a deliberate attack on the three God-given virtues of faith, hope and charity. And both pheno~aeha occuronly at the top three levels of a person's experience- .Dryness in Prayer. Obviously, when consolation and desolation are swinging back and .forth (along with elation and depression) in one's experience, one feels no "dryness in prayer." For this dryness is the state of normalcy, the middle balancing state between the swings of consolation and desolation, of elation and desolation. Indeed, it is the state of~everyday living. Thus, dryness in prayer is not necessarily a sign of God's displeasure. For one cannot undergo the alternations of desolation-consolation or of depression-elation over.long periods of time without becoming exhausted'physically as well as spiritually. There must be periods of so-cailed~dryness if only so that the con-solations and desolations may be felt with refreshed sensitivity. It should be noted here that there is a dryness induced by ungrateful or disloyal actions, by petty selfishness, by clever screening out of spiritual insights which might disturb Complacency. This is when God declines to speak to Us with Consolation lest he seem.to approve our.state, and when Satan does not want to disturb our foolish self-satisfa'ction with desolation. But this dryness of complacency is not the normal dryhess in prayer even though both types of dryness occur within the same top three levels and can intermingle or at least succeed each other This intermingling makes it necessary to enter the fourth level of e~xperi-ence to explain~what normal dryness in prayer is. For underlying this dryness of the top three levels, can be a perduring sense of being right with God, of not being alone, and even of companioning God--despite all one's mistakes, shortcomings, and sin~fulness. This fourth-level, implicit sense of God is itself a prayer of quiet calmness which gives endurance, balance, and centering to all our spiritual living.~ This prayer of trusting expectancy would seem to be the somewhat experiential divine presence of which Aquinas speaks. Here the 816 ./ReviewforReligious, Volume 39, 1980/6 person is, in the words of Hans Urs von Balthasar, "a sustained utterance of prayer.''8 For this reason, such prayer can go on underneath one's fatigue, distractions, deadness of feeling, fitful sexual urges, tightening tensions, twitches and quirks. The quiet, hidden (not explicitly conscious) presence of God is supporting all the events at the tbp three levels of experience as one studies educational theory, works crossword puzzles, sells toothpaste, kisses children goodnight, and argues with one's spouse; This is why the :fourth level of experience can be described as a great underground river which quiets, stabilizes, nourishes, and guides the praying person. It is that which enable us literally to pray always. For, to change the figure, peace of the fourth level is like the quiet background music to all our endeavors on 'the upper levels. Again, this peace is the sense of carrying within oneself the Center of the World and of having nothing to fear (See Rm 8:35-39; I Co 3:21-23). Seeming Dereliction. For these reasons, even a partial obscuring of the fourth level can be a confusing, even an initially frightening, experience. When one'~ sense of the indwelling presence of God seems clouded in some way within the fourth level itself and not merely by desolation or depression at th~ top three levels, one experiences a certain dereliction. One.feels cut adrift, terribly alone, like a solitary canoeist drifting on a great body of night water. For the fourth level contains the center of one's universe, the hope of one's total future, the sourse of one's strength to love when not loved back. Of course, the fourth level of experience is never completely obscured; God is never far away. In fact, our very vulnerability and helplessness prob-ably make us, like the waif, even more appealing to him. Yet because this feel-ing of atheism at the fourth level is often accompanied by a convergence of outside calamities affecting the top three levels (confer the example of the Jesuit mentioned earlier), the suffering is acute. In fact, the sufferer needs the reassurance of spiritual direction as much as the storm-engulfed navigator needs clear sighting on the North Star. Still, in this seemingly total absence of consolation, to say nothing of elation, there perdures the subtle peace of God's presence never doubted even though ba~ely felt. Indeed, after the tem-porary dereliction, one feels more sensitive to peace', more alert to G.od's movements within the fourth l~vel.9 ' A wise and experie~ntial description of prayer amid dryness is Leonard Boase's Prayer of Faith (B. Herder, St. Louis, 1962), especially Chapters IV and V. (Paperback reissue: Our Sunday Visitor Press, Noll Piazza, Huntington, Indiana, 1976, a somewhat rearranged edition). ~ Hans Urs yon Balthasar, Prayer(Paulist Press, New York, 1961), translated byA. V. Littledale, p. 36. (Though not easy reading, this book gives deep understanding of prayer. One of its surpris-ing insights is that "even the dark night of the soul, the total absence of consolation, is a form of consolation" (p. 239). The paradox would seem to be that the ve~:y endurance of desolation with trust and love is itself a type of consolation. , * In his When the Well Runs Dry (Ave Maria Press, Notre Dame, 1979), Thomas H. Green, S.J., has provided an encouraging synthesis of Teresa of Avila, John of the Cross, Leonard Boasei and The Fourth Level of Prayer: Mystery / 817 Levels of Prayer. Consequently, as one sinks down past the first or sensuous level where vocal prayer finds expression, past the second and third levels where meditative and affective prayer predominate, and into the fourth level where prayer of.simplicity (simple being) occurs, the praying person hears more and more clearly the call of Christ within. Here one listens with a deeply passive alertness underneath the swirl of activities on the top three levels.'° Here the God-hunger is never sated; here in faith one feels heard, faced, touched by the Other. From here one responds with a surprising strength and tenderness. For, from here an all-embracing hope reaches up through the top three levels to say: "There will always be someone to serve and to love wherever I go, whomever I meet, whatever be the conditions of myself and others," From here love explodes up through the top three levels in strong generosity: "How can I give joy to my friends, coworkers, people I serve? How can I help each discover his or her deepest value and find this in each other and in Christ?" Thus, at the fourth level one seems to discover the peaceful river of God's mysterious presence, the radical source of discernment underlying consola-tion and desolation, the prayer of quiet calmness underneath the normal dryness of routinized life, the sometime feeling of dereliction when God is Closest, and the source of exuberantly hopeful generosity at the call of Christ. Influence of the Fourth Level on the Top Three Levels Despite its many levels, human experience is a unified focusing on the world, God, and self. So, it is not surprising that the peace of the fourth level percolates up through the upper three levels--with varying results. For example, in flooding up into the top three levels, this peace may make a face radiant, give added physical strength, direct strong emotions into creative activity, lend stable purpose .to one's thinking, imagining, feeling, deciding. Under these conditions even the ordinarily dour person will occasionally appear to be cheerful and rather outgoing. Because joy and lightness of heart are not infrequently a result of this pe~ace, people may rashly judge that a per-son undergoing deep sorrow at the third level is strange because of "his being unmoved, his quiet smile." On the other hand, uneasiness felt at the fourth level can move up and disturb. A person may be fe~eling euphoric at the top three levels and yet expe-the Cloud of Unknowing, within his own experience of prayer and of giving spiritual direction. ¯ Especially helpful are Chapters IV, V, and VI where he imaginatively and succinctly describes the Dark Night of the Senses and the Dark Night of the Soul. ~o M. Basil Pennington, O.C.S.O., works with brilliant clarity at this fourth level in his two articles "Centering Prayer--Prayer of Quiet" (REwEw FOR RELIGIOUS, Vol. 35, 1976/5, pp. 651-662) and "Progress in Centering Pr~iyer" (REVIEW FOR RELIGIOOS, VOI. 38, 1979/6, pp. 833-838). These are complemented by Thomas Keating, O.C.S.O., with his "Cultivating the Centering Prayer" (REVIEW FOR RELIGIOUS, Vol. 37, 1978/1, pp. 10-15). 818 / Review for Religious, Volume 39, 1980/6 rience a vague restlessness; 'amid continuing success, the man who has everything may feel a sense of incompleteness; within a totally secure situation ("I simply can't lose") a sense of impending chaos sends up ripples of fear from the fourth level. When this happens, people will sometimes~seek to distract themselves from this basic uneasiness. They will overwork., start an unending process of job-jumping, try multiplemarria.ges, haunt psychiatrists, exhaust themselves .on attractive trifles like stamp collecting, golfing, crocheting and televiewing. St. Augustine's description of his ownfascinatio nugacitatis is a case history of one man's twenty-year struggle with constant uneasiness at the fourth level. But if peace from the fourth level is arising within a person's euphoria at the top three levels, it acts as a stabilizing ballast to the ballooning emotions and exuberant activities. For its very perdurance at the depth of one's being gives a sharp sense of the temporariness of success. Indeed, the .implicit awareness of God at the fourth level helps us to feel, as well as to understand, how relative are all events and things compared to the absolute faithfulness of the Lord. In this way, contemplation is permeating not only the top three levels of experience but entering into all the activities issuing from these levels of experience. The duality of contemplation and action is becoming more and more unified as the active person becomes more and more aware of the fourth level of experience. For the prayer of simplicity at the fourth level, in penetrating the top levels of experience, gives a new alertness to God's presence in others, a renewed hope in people's future fidelity, a deeper con-fidence in God's providence. Lastly, it should be mentioned here that the neurotic or psychotic person, if put in touch with the fourth level,, may find a new source of hope. Underneath all the disturbances at the top three levels where the psychiatrist competently works to free his client from constricting fears, is the fourth level where the spiritual director competently tries to help a person interpret God's call. Because these four levels intermingle, both the psychiatrist and the spiritual director must know something of the other's area of competence, must learn to respect each other's discoveries, and must cooperate to help their client accept and live within his limitations. In this way, the neurotic or the psychotic can slowly learn that God will be daily with him, that he can hope against hope without this being just another contradiction, that he is lovable and capable of loving, that, like Theresa of Lisieux, he can become a saint. '~ Four Dimensions of Prayer Experience. Once we have indicated, how the fourth level of awareness intermingles with and influences the other levels, we " In his Storm of Glory (Doubleday, Garden City, New York, 1955, Image) John Beevers indicates that Theresa of Lisieux struggled with personality imbalance of a serious nature from her mother's death (Aug. 28, 1877) until her miraculous cure by the Blessed Virgin (May 13, 1883). See pp. 34, 41-43. The Fourth Level of Prayer: Mystery / 819 are in a position to change the metaphor of "levels" to that of "dimensions" of experience. For human experience is marvelously unified and thus all the levels of awareness do permeate and mutually modify each other in forming a single human consciousness. For example, the fourth level contains the deep root of every prayer. Yet this prayer flowers differently, e.g., into prayer of the feelings and imagination at the third level, into reflective-meditative prayer at'the second level and into vocal prayer (action-prayer) at the first level. This is why these forms of prayer can be equally profound, can succeed each other quickly during a fifteen-minute period of prayer, can support and challenge each other, and can vary in intensity as does conversation between two human beings. This interchange between levels of prayer experience is also the reason why discernment, though founded radically at the fourth level in basic peace or uneasiness, nevertheless also occurs at the third level in the shapes of consola-tion, desolation, obedience, friendship; at the second level in terms of Scrip-ture, historical memories, and reasons pro and con; and even at the first level in the setting of such conditions for discernment as fasting, silence, and mortification. Obviously, then, the presence of God, so intimately and per-duringly active at the fourth level, is not limited to that level of awareness. Consequently, to change the model of explanation from "levels" to "dimensions" is not to deny the distinctions among the four levels and to homogenize their diverse influences on each other. Rather, it is to assert con-comitantly the remarkable unity of a praying person's consciousness. This is to say that all four levels, while remaining distinct, nevertheless are como penetrating and mutually influencing each other like distinct eddies in the single stream of human consciousnesL ,Some Cautions About the Fourth Level Because the above description of the location and the dynamics of the fourth level is rather crude, one must carefully assess one's own experience to see if it somewhat fits this description. One should not be unduly surprised if things are not totally clear. Then, too, one's spiritual director should be con-sulted for the necessary qualifications of the many flat statements made above. At the heart of each person is the deepest mystery and this article can hold only a fitful candle-flame to it. It is hoped that the shifting shadows accompanying such a flame will not obscure the basic contours outlined. For there are many, many layers of experience, and consequently, many, many interpretations of them to be considered. Still, no matter how many levels of experience, there is always the last and deepest level of man's being where union with God is radical.'2 ,2 Would it be outrageous to predict that growing sensitivity to the fourth level of experience will occur through steady practice of the examen of consciousness? 1120 / Review for Religious, Volume 39, 1980/6 Further, though God may be most present and most clearly speaking at the so-called fourth level, still he is also present in all the levels above. As a result, it takes some reflective living to distinguish these levels and to calibrate their functions. So I have been warned: "Only veterans of the spiritual life will really understand what you are saying; others will be mystified or will mistakenly think that they understand--with consequent bad results." In response to this, I can only say that the Lord protects those trying to find him and that no one can escape the facing of mystery deep within himself. It seems to me that we are never "safe" with any mystery, never in control, never ade-quately understanding, always searching and groping, always trusting amid our fears. If we must take chances in order to grow, then here would be the best place of all to gamble. Now Available As A Reprint Prayer of Personal Reminiscence: Sharing One's Memories With Christ by David J. Hassel, S.J. Price: $.60 per copy, plus postage Address R~view for Religious Rm 428 3601 Lindell Blvd. St. Louis, Missouri 63108 Journey into Journey--A Reflection Rita Bernard Walton, S.S.J. Sister Rita's last article, "Nomadic Memories," appeared in the January issue, 1978. She resides at St. Charles Seminary; Overbrook; Philadelphia, PA 19151. i was tired, as though at the end of a long journey. Long it had been, for I had journeyed into the human condition and had come to the doorway of under-standing that the human condition was so fragile, so delicately beautiful and so unique. I had journeyed and had come to the crossroads of another journey. It was there that I met Jesus in a new and startlingly beautiful way. For many days I had concentrated on the road itself, the dust, the rocks, the potholes, the many trials of faith and trust, the deaths along the way. It was easy to lose sight of the sunshine, even when it was directly overhead, when my mind grappled with the why of human events of suffering and death, events that seemed to crash in, like hurricane winds. Jesus had been my companion on the whole of my'journey, but for awhile I lost full sightoof him as I became enveloped in the dust-cloud of self pity and independence. It was only when I fell, or when I cried out in hurt or pain that my vision cleared enough to allQw me to see that others were just as fragile and beautiful as I, and I saw him in them. Friends tended to my wounds, making his,compassion so real. I continued on my journey, renewed in tasting the empathy that had been portioned out to me. It was when I came to what seemed like the end of my journey, at the crossroads, that my vision cleared in grace and I saw Jesus again. He was standing there right in front of me as though in a line at the bus depot. He was as dusty and worn down at the heels as I was. He had been journeying in the human condition, too. We looked deeply into each other's eyes, feeling recognition flood within as our eyes drank in the sight of the human condition. "I have come to do the will of him who sent me" (see Jn 6:35-40) we both said together, laughing and hugging 821 822./Review for Religious, ~'olume 39, 1980/6 each other as old friends do. Calvary lingered in my bones and memory. We had tasted each other's experience in dialogue often along the way before this. The look in our eyes now spoke more eloquently than words as we recalled our meetings on The Hill. I saw myself reflected in his eyes and came to understand how much he loved so many other fragile creatures like me--enough to die upon that Hill. Suddenly, I saw an endless procession of fragile creatures reflected in his eyes as once again I heard him say: "I have come to do the will of him who sent me. come follow me" (ibid.; Jn 1:43). All through my life I had worked to achieve something and here I was wrapped in the total surprise of being given unconditional love and the knowledge of its depth of meaning, of its desire for response. I felt rooted in time, yet weightless, as my mind and heart saw and felt the others who had responded to his call. I saw Jesus before me gesturing like a white-faced clown who beckons a crowd to come forward. He skipped around gleefully to show the.adventure with him that lay ahead. I felt life and death penetrate me, both at the same time. Self came to life and self died as I stepped forth, lifted by the urgency ofthat leap. I found myself transformed, a new clown among clowns, called to love the human condition. The clowns remind us, with a tear and a smile, that we share the same human weakness. Thus, it is not surprising that, in the:clown, we have a powerful image to help us under-stand the role of, the minister in contemporary society.' I had laughed and cried so often along the way, feeling the human condi-tion fired in my bones, but it was only my own condition that I had felt. I had seen others and so often moved on without feeling. In this leap away from myself I experienced the desire to share in, and feast in the human condition of my brother an~d sister clowns, the soon-to-be Clowns as well as the never-to-be clowns. Jesus had touched my fire-brighted stillness and unharnessed me. I no longer marched in my own parade~ My mind whirled in thoughtful excitement and new comprehension as I" found myself thinking of my Old Testament favorites, friends whose life stories had~ encouraged me to persevere along the way. I laughed when I thought of Abraham. In my own way I understood how he felt having been stirred by Yahweh (Gn 12:1). When Abraham was seventy-five years oid he had an experience 0f God that created a disturbance in the order of his life. Yahweh took possession of him as friend and placed within him the seed for upsetting the known order of the time. Abraham was headed toward a new foundation caused by the deliberate intervention of God into the course of human history. In response, Abraham abandoned his natural roots and "went" (Gn 12:14). Abraham was called to bring life to celebration in know-ing God's affirmation, and he allowed God to alter the course of his life ' Nouwen, Henri J. M., Clowning in Rome, New York, 1979, p. 2-3. Journey into Journey--A Reflection dramatically. His response brought biblical religion to birth. God moved across the existing culture, purified the existing religion and showed himself to be a personal, saving God. Abraham's story is a story of the trials and con-solations he experienced in his need to have faith in the God who called and stirred him. I think Abraham would have made a good clown. His faith touched me as I reflected on his journey into a new land. I, too, was journeying in a new land and realized that love had placed within me, also, the seed for upsetting my known order of time. Jesus had intervened in the course of my human history and created a disturbance in the order of my life with his call to follow him. He walked on my sand and seeded the field of me. He called me friend, beloved; and I felt his warmth. I was unbirthed, in labor to be born, wrapped in silent wonder, wrapped in warmth, encased, ensacked in womb-like nurturing, waiting to become more of who I am. I was born and aging, greying, daily dying, stepping slower, encased, ensacked in tomb-like mystery, waiting to become more ofwho I am. I was spiraling unborn to birth, spiraling birthed to dying, going both ways--to life, to death-- like the seed, dying to be alive. Quantum leap, broken shell, o rising beauty from out of clay, reaching upwards to the Son; I felt the warmth of him who enters and transforms in utter silence and mystery. His warmth pulled my roots down into the numerous sands of time. His warmth pulled my beauty up into the spiraling newness of his life. Ah, the wonder of it all. I was 894 / Review for Religious, Volume 39, 1980/6 nurturing the mystery of God in me, waiting for the moment to be more of who I am. I had journeyed into the human condition and found the footprints of those who had been there before me. I had cried out from my own slavery that held me deep within my selfishness. I had longed for a new freedom. My Lord, I ask you' to lure me once more and lead me out into the wilderness and speak to my heart. Give me back the vineyards of your love and make my troubled valley a gateway of hope. Show me how to respond to you as I did when I was young, as I did when I came out of the Egypt of sin and into the land of freedom in your love. When that day comes, teach me again how to call you "my husband" and no longer let me call you "distant Lord." Take the names of sin off my lips; let them never be uttered again. When that day comes make a treaty for me with all that is wild in me. Break up the battle in me and make my sleep secure. Betroth me to yourself forever, betroth me with integrity and justice, betroth me with tenderness and love. Betroth me to you with faithfulness so I may come to know you. (see Ho 2:16-22) The Lord put Moses before me for reflection. He marks a turning point in salvation history and is a promise, an expectation for the future (Dt 18:15). Moses' journey with God took him to.the edge of fulfillment. He was deprived of the joy of entering the Promised Land in this life. His glance across the Promised Land accepted ownership of it for his people and it climaxed his ministry to them. His glance thrust us forward as a people of God. Glances along my journey, glimpses of future freedoms thrust me forward, too, and helped form me along the way. My living-dying-living is an exodus event that I continue to celebrate in my covenant with God in grace. I had to learn, as did Moses and the Israelites, to live with confidence in God. God wished me, too, to be content with him. Though he provided much manna, he continued to call to a deeper surrender, to total reliance (Dt 8:2-3). Exodus became a present :reality in the celebration of Eucharist. My "daily bread experience" called me to come out of my self-will slavery into the freedom of surrendering my needs to my Provider. I began to learn to live Journey into Journey--A Reflection / ~125 without the securities and comforts that had been baals along the way. He gave to me in "miraculous measure" (see Ex 16:14-31, 17:6) to increase my faith in order to conquer temptations and survive the desert trials. I began to realize that my whole life was dependent upon his sovereign grace and prom-ise. I felt the trust formed within me asI came to a new life, became a truer person, nourished and brought into covenant. My gratitude and trust found expression in the celebration of the Eucharist and in the ways I began to live with others. His all-the-time presence which had cut into my life, became a deeper experience of presence. This "peak:' experience left its mark on me and continues to call me into wonder and celebration and into deeper exami-nation of the heart of my being. I found that I was interacting with the extra-ordinary love of God. Justice, equity and charity e.ntered a new depth within me. "The wages of a day laborer are to be paid before the day is over, before sundown of the day itself, since he is poor and looks forward to them" (Dt 24:15). This thought brought affirmation alive in me. To pay my brothers and sisters their due ,wages before the sun goes down, to affirm them for who they are, for what they do, was to help me to live in sacred truce with my God and with each one of them. Affirmation makes me lovable. God affirmed me by my creation, by my calling to be more along the journey. Affirmation enriched community liv-ing and spilled out over into liturgy where the heart of affirmation comes to a depth of appreciation around the table of the Lord. I had journeyed into the human condition and learned affirmation from God's presence to Abraham, to Moses in the desert, and with me in the desert night into which he had invited me. I realized that finally My self-will cocoon had worn thin. It had cracked. The long hours of darkness and death-like sleep were at an end. A new awaking had flashed through my being, and I felt the pulsation of new life in the deep recesses of my unknown self. I felt my weakness, fragileness, and the limited space this life permits; but I had come to know the unbounded space of time that my Creator has. I felt a flutter in my new wings, faith sustained and overcame the fear of being lifted by the gentle breeze that warmed my wings and lifted them to the sun and sky. There ffere flashes of color and shapes of hope I had never seen before. They surrounded me and formed a world of trust that enhanced the colors I, too, had been gifted with. Wings and color, 826 / Review for fleligious, Volume 39, 1980/6 warmth and sun, gentle .breeze and cracked cocoon, --a new world, a new pulsation of life, and surrender, amen, your will be done. . and I was born, and borne aloft to him on the wings of love. Silence, burst of sound. Darkness, flash of light. " Once entombed, now unwombed, made real. Made real and set free, set free in the desert castle of life, sparked by the Flame of Love, enveloped by the Cloud of the Spirit, held only by the Song of Mortalness and the time to sing it in joy. I was made real, with what was real gone. I no longer fit into the crevices of the past nor in the ways of yesterday. I couldn't speak to yesterday as once I did. I tried and laughter faded, while puzzles formed and pain stood up. Yesterday and I were no longer one, and I had to trust that wings and colors would speak for themselves, that pains would be salved by the Son for I could not fold my wings to return to the cocoon of yesterday. A new form of life was presented io me in my quantum leap; for it to remain effective I knew I had to relate to and affect the world where I lived. I had to examine what would guide and support, my internal strength during my period of adjustment~ I was. on journey with a definite purpose, to keep cove-nant with my beloved God. I knew my quantum leap was a "peak" moment to recall and bring to celebration. I knew that I had to celebrate.by living fully alive, deeply in tune and in harmony with the life that surrounded me. God had funneled me down through many generations of people and I had to live as an important part of the whole production of life. I realized that Jesus held the promise of life. He set me free from sin and death through the sorrow and joy of the cross. Faith and trust had to stay alive in me and come to external expression in the celebration of life. Jesus had drawn me close and changed the structure of my existence. I became aware of his wanting my total dependence, a dependence of love, a life of daily living- " dying-living in the internal martyrdom of the consuming fire of love. I felt like bread dough that had become leavened and I was rising to the proportion that Journey into Journey--A Reflection / 827 he had measured out for me. He asked only for love. His was the action which created laughter within me, a love that reflected itself in a deeper sense of peace and joy. I was given a new identity in living a deeper form of covenant love. I was being built and structured into a new expression of love that gentles, purifies and strengthens as it sets the soul aflame with the desire to serve and love in total unity of mind, heart, and will. Nothing seemed dif-ferent, yet everything was different, is different. There is a new beauty in the air, in the pulsation of life and in silence which is an alive silence filled with wonder. In the silence of wonder I found and. still find my attitudes under reform. My wildness is being consumed further. The cry of the poor wants to be heard; and Jesus asks for a compassionate friend to respond to the cry of pain, of loneliness, of suffering that is crying out from members of his bruised body. In my meeting with Jesus at the crossroads of my journey, in the quan-tum leap of faith, in exodus from self, Jesus had blessed me--blessed me as poor. He brought me to the beautiful awareness of the fragileness of the human condition we all share. In union with him in the blessed poverty of dependence I am learning to share his love-gift. His living word gives me courage and encouragement. I hear him say: You are poor, and I have need of your povertyr your dependence on Me, Blessed are ihe poor in spirit; the kingdom o'f heaven is theirs (Mr 5:3). Your Father, who sees all that is done in secret, will reward you (Mt 6:6). You are poor, and I have need of your poverty to fill the hungry with good things and to give dessert to the poorest poor who are filled even with the crumbs of things, and the little that the poor can share. You are poor. Come! I know the plans .I have in mind for you. Plans for you to seek me with all your heart (Jr 29:11-14), for you are poor with need to find me, with need to listen so to listen to the poor and the poorer-- with a heart's care. 828 / Review for Religious, Volume 39, 1980/6 You are poor. The Plan I have for you is poor, a foolish plan, a prophet's plan. ¯ Console my people, console them (Is 40:1). Go now to those to whom I send you. and say whatever I command you (Jr 1:7). Do not be afraid, for I am with you (Is 43:5). I have called you- pool', I will be with you--poor, passing through the sea.--poor, walking through fire~ poor, you are precious in my eyes--poor, you are honored--poor, and I love you--poor. Do not be afraid, for I am with you. You are poor, and I have need of your poverty for the poor are blessed in spirit, heaven is the kingdom that is theirs. It is the Father's given reward. You are poor . Come! I lead you with reins of kindness, With leading strings of love (Ho 11:4), for you are poor with need to be fed, with need to be led-- so to, lead, for it is only the led who become those who lead. You are poor, and I have need of your poverty; for the poor are blessed in spirit, heaven is the kingdom that is theirs. It is the Father's given rewhrd You are poor, and I have need of your poverty. Come! I shall feed you in good pasturage. Journey into Journey--A Reflection / 829 You will rest in good grazing ground. I will show you where to rest (Ezk 35:14-16) Come! Come to feed the rich who fatten on the spoils of greed. Come! Come to look with me for the lost one, the stray one, the wounded one. Come! Be a true shepherd to them. You are poor, and I have need of your poverty, for the poor spirit is blessed. Heaven is the kingdom, a reward given by the Father who sees. Who sees that you are poor. You are poor, and I have need of your poverty. I have need for your spirit to be poor, poor enough to be sustained only on manna, on quail, on water, from rock (Ex 16), poor enough to be sustained on providence, the sustenance of the poor. You are poor, and I have need of your poverty. Come! Show the anawim the manna for thb seventh day so they may gather and share what few omers they need (Ex 16:23). Bring forward the people tha~t is blind, yet has eyes, that is deaf and yet has ears (Is 43:~). They are poor and in need of your poverty. Your poverty-- my song, piped through a bruised reed of foolish clay. Come! Sing a new hymn! Let praise resound from the ends of the earth, Let the sea sing praise, 830 / Review for Religious, Volume 39, 1980/6 Let the deserts and the cities raise voice! (Is 42:10-11). Your poverty--my song, piped through a bruised reed of foolish clay. Come! Come to the water, thirsty as you are; and though you have no money, come! I make no charge for corn, for wine, for milk. I make no charge for satisfying bread (Is 55:1-3). Come! Give your attention, listen! I know theplans I have in mindforyou (Jr 29:1 l). Come! Come to covenant (Is 55:4). you are poor. Your poverty--my song. My words do not return to me empty. They water the earth. They give growth and seed (Is 55). --seed for the poor. Your poverty--my song. You are poor, and I have need of your poverty, for the poor spirit is blessed. Heaven is the kingdom, a reward given by the Father, who sees . . and he took pity on them. (Mk 6:34). He took the five loaves and the two fish. (v. 41). They all ate., and (v. 42) They collected the scraps remaining, twelve baskets full (Mt 14:20). Come! You are poor, and I have need of your poverty. In grace and love I respond: Let what you have said be done to me (Lk 1:38). I am poor, ° and I have need of your song. Journey into Journey--A Reflection / 831 It took many years to form Israel as a people:. It takes us years to be formed as his beloved. We each experience our own Exodus, Covenant, Tran-sition, and Celebration through many times of stepping but of chronolo.gical time into kyriological moments. So, come! I was tired, as though ~at the end of a long journey. Long it had been, for 1 had journeyed into the human condition to find that the next stage of the journey was just beginning. I have joyfully met you along the way. Come! O God, in mercy bless us; let your face beam with joy as you look down on us. Send us around the world with the news of your saving power and your eternal plan for all people. How everyone throughout the earth will praise you! (Ps 67:1-3, adapted The Way). An Apostolic Spirituality for the Ministry of Social Justice by Max Oliva, S.J. Price: $.50 per copy, plus postage. Address: Review for Religious Rm 428 3601 Lindell Blvd. St. Louis, Missouri 63108 Developmental Stages and the Contemporary Male Novice Jonathan Foster, O.F.M. Father Jonathan is Director of Continuing Education for the Chicago-St. Louis Province of Franciscans. He holds a Ph.D. from the University of Chicago in Adult Education and Develop-ment. His present address is Office of Continuing Education; 3400 St. Paschal Drive; Oak Brook, IL 60521. Writing an article such as this is a precarious business. The study of adult development stages is of fairly recent origin in the empirical sciences. There is some very interesting theory (Erikson, 1963, 1964; Kohlberg, 1968; Levinson, 1978; Fowler, 1978; Vaiilant, 1977), but not an abundance of evidence. Moreover, what theory and evidence exist leave us with no clearcut delimita-tion of such stages. One prominent developmentalist (Neugarten) has in fact stated that all we know is that there is some development in adults. Its precise staging is by no means widely accepted. An article such as this is also precarious because of the subject of interest: novices. They comprise no one adult developmental stage. In recent years in my own community, the age range has run from twenty-two to fifty. To treat them all as "young adults" is obviously to allow some of them to fall through the cracks, or, if you will, off the end. Nevertheless, I will attempt to make some sense out of the evidence we have to date, and apply this to a reasonable estimate of what a novice is. I take the age of a typical novice from our Vocation Center's projection of the next few classes currently in pre-novitiate programs for our province. According to this projection, the age of most novices in the immediate future will fall between twenty-two and twenty-eight. There will certainly be a few older than this. But it is not likely, in view. of current policies, that there will be any younger. The observations I will make here will concern the generality of 832 Developmental Stages / 883 young American adults, from whose company we can assume most novices come. According to Levinson (1978), the essential task of the young adult is to separate himself .from emotional dependence on his family and the social structure from which he comes-- not thesame, it should be noted, as destroy-ing his roots. He does this by exploring different possibilities for making his life and creating a stable life structure in which to live out whatever this separation has led him to. Both elements, exploration and stabilization, need equal attention during this period. In one way or another, ehch of the stages we shall look at attempt to deal with this dynamic. The Developmental Task: Identity and Dream Formation I am treating these two stages as one because of their intimate connection with each other. By identity I mean the ability of the individual to see himself as essentially the same person as he passes through the many, even profound, changes of his life. The first great change in a person's life is the traumatic passage from adolescence to adulthood with all the separation and newness it brings with it. The achievement of identity is not so much the search for something new and frustratingly elusive as it is the maintenance and building of a "unique and reasonably coherent whole".(Erikson, 1968), something that holds together and remains ultimately the same despite the shock of change, and the addition of the new. In other words, "identity" is not exclu-sively drawn from within. It is built on a given reality growing out of the experience of community, persons, the historical times, and especially at this age, out of ideology. Ideology is a vision according to which the individual wants to live. Identity in this ideological sense moves into dream formation, a concep-tion of life that the individual picks oi~t as most suitable to his personality. Identity is thus not a mere summation of all experiences a young man has. It is the process by which he tries to integrate what he already knows about himself with elements of experience that seem to promise him a vision and purpose by which he can live and give meaning to life. In this process he must perceive himself as at core unchanged. The question he must answer at this stage of life is simply, "Do I fit with this dream?" Several elements go into the achieving of this identity. One of the principal catalysts is the attraction of a strong ideological system, such as, for example, the Franciscan way of life. This is the "dream." It may stem from a purely ideological contact with St. Francis. But it does not become a real and viable dream until it is experienced in a vital institutional reality, and in attractive personalities living it out. In accepting and trying out the "lived dream," it is especially important that there be at least one special person who embodies that dream, and inter-prets it to the new aspirant in a way that has personal significance to him. This 834 / Review for Religious, Volume 39, 1980/6 is the mentor so often spoken of today. He is not typically a hcro at a distance--though this is possible--but, in our context, a committed religious who shares the younger religious' visionandwho pays special attention to the latter's apprenticeship in that vision. The first reality is probab!y of more significance to older communities with well-known and charismatic founders. We find it particularly so in the Franciscan order, whose founder is one of the most popular and attractive men in history. The problem is this, that today, to a far greater extent than in earlier years, young men are attracted to the Franciscan order precisely by the dream, with relatively less experience of those who profess to embody it. Up to fifteen years ago, most aspirants came to the order out 6f heavily Franciscan contexts, attracted, not by the historical vision of St. Francis--of which they had but a dim view--but by the actual way in which Franciscan priests and brothers lived their own vision of religious life, or by a traditional piety which was, upon close examination, barely distinguishable from that of any other religious order. The dream that attracts candidates today, however, is more often.in touch with the historical view. Candidates thus are more likely to be confused and puzzled by their encounter with many friars who entered the order out of con-tact with Franciscans, not St. Francis, and who may seem, therefore, to the candidate to have rationalized the historical "dream" away. It creates in him, moreover, great insecurities that perhaps his vision is not a real one, or that "those who count" may not view his "dream" as an acceptable version of the Franciscan vision. It is for this reason, once more, that the mentor is extremely important to the young religious, to reassure him--perhaps even to play the advocate before "those who count." In this connection, it seems desirable that the place where novices live should not feature a uniform view of the particular order's "dream." Both staff and community should display some diversity in interpretation of that "dream." Thus both mentor and community can at once challenge and support the candidate's perception of the "dream." Another identity-related problem with this age-group is the prolongation of the moratorium (Erikson, 1963). This is a period of life, usually beginning with adolescence and lasting an indeterminate period (often well into the mid-twenties), in which an individual, committed to nothing, explores and plays with a variety of possibilities or dreams. This is an entirely legitimate develop-ment, perhaps one that many of us never fully undertook. Ideally, it ought to be completed by the time of entry into novitiate, but in today's society, which increasingly delays adulthood, it is not at all unlikely that a candidate will try novitiate with the same degree of uncommittedness as he might hax~e tried being a cowboy in the nineteenth century. Novitiate, it seems, implies some degree of commitment to the dream, and"should not be 'viewed as a moratorium experience. A third problem is that young adults at the "identity-dream formation" Developmental Stages / 835 stage are given to caricaturization. In an attempt to make the dream fit, and fit so securely as to cover all aspects of the aspirant's reality, he tends to see it in terms of black and white. Consequently, he tends to portray his chosen dream somewhat unrealistically, and even to be intolerant of other dreams. The attraction of young people to an oversimplified view of life and reality is well known, and applies just as much to novices in religious orders. Kohibert (1968) and Fowler (1978) have both pointed out that people at this stage of development make moral and religious judgments primarily in terms of their commitment to a particular group of people or an institution which they see as embodying their dream. This is distinct from making judgments in terms of abstract principles applicable to one~'.s own group as well as others. Such a development is perhaps natural and necessary. However, the activity of an overzealous or overly charismatic director--or indeed mentor--can play directly into this .,caricaturizing tendency and allow it to sharpen into a dangerously unrealistic view of life. A further problem is that powerful religious conversions sometimes occur at this stage. Individuals allow themselves to be so overwhelmed by a vision or dream .that they cease to see continuity between what they were before the conversion and what they see themselves to have become because of the conversion. Indeed often they do not want to see the continuity. Such conver-sions, apart from rare cases, are obviously disruptive to the developmental process of identity formation. Of some interest to directors of a novitiate, which, ambng other things, is a time of an intense and unremitting daily round of organized prayer, is the attitude of young adults towards organized religiosity. It is in the latter phases of identity formation that participation in formal religious practice is typically at its very lowest ebb. This usually reflects the individual's attempt to separate himself from dependence on his family and culture, including the religious structure bound up with that. The fact is that it is precisely in the novitiate year that aspiring religious are subjected to the most intense exposure to formal religiosity they will perhaps ever know, and this may rub a bit excessively against the developmental grain. Some caution must be urged, too, concerning the possibilities of contem-plation at this stage. True religious contemplation--by means of which the individual, while retaining his identity, is drawn out of himself into union with God--is objectively oriented. It assumes some stable sense of identity. It is for this reason that religious contemplation is not normally found in young adults and most often flourishes in the more contented self-acceptance of mature adulthood. What passes for contemplation among the young is more typically a preoccupation with the achieving of identity than the handing over of this identity into union with God. The young adult is by developmental necessity more self-centered, indeed self-absorbed, than other-centered. Novitiate directors need to keep this in mind when inculcating habits of prayer and contemplation. To speak of the novitiate as a "year of contemplation" 8:36 / Review for Religious, Volume 39, 1980/6 can be misleading, and even, in terms of what both novices and their directors expect to happen, damaging. The Developmental Task: Intimacy Intimacy is basically the task of learning to establish close relationships with others, to respect human beings as ends, not mere means, of learning to communicate. It is a form of love, and it is the love that characterizes persons at this age. Erikson (1964) distinguishes this love of Relationship from the love of Care that is characteristic of the more mature adult. The task of intimacy may be described as one of the major tests of a person's identity. If this identity is'securely in hand, then one is capable of risking it in relationship, and indeed must do so. If the identity is not secure, intimacy is more difficult to achieve and is often avoided or at least sim~ated. Most young people, however, make serious forays into intimate or quasi-intimate relationships at this stage. Intimacy is indeed the task that marriage at this age seeks to accomplish. The relationship is not, however, exclusively heterosexual, although this is the typical form it takes. Erikson (1964), in a phrase reminiscent of St. Francis of Assisi who urged his brothers to exercise a mother's love for their confreres, wrote that intimacy also happens when "young adults become sons of each other." The failure to achieve intimacy results to some degree or other in isolation, the inability to relate deeply. A number of structures will be important in a novitiate to enable the process of intimacy achievement to go forward. Obviously, there must be opportunities for the development of friendships, including friendships with women. Some friendship will be available within the community, but since friendship-making is highly selective, this may not always be the case. With the smaller novitiate classes prevalent today, making intimate friendships has become more difficult. Larger classes make such relationships more possible. Smaller numbers limit the possibility. Given these smaller numbers, the importance of locating the novitiate in a community which includes a substan: tial number of other religious seems important. For this reason, close friend-ships outside the novitiate community cannot be excluded either. Hence the advisability of allowing, indeed encouraging, other forms of maintaining friendship contact: visits, correspondence, telephones. The mentor is very important to this task. The mentor-relationship is an intimate one when it is exercised in spiritual direction, confession, or simple friendship. There is indeed a case to be made (Levinson, 1978) for the "Special Woman" as mentor to the young male adult. In this relationship, intimacy expands easily into a heterosexuality which is less threatening to the celibacy aspect of the dream. A lived brotherhood is important for the young adult. Not only does it increase the likelihood of selective friendship, but failing this, still allows for a considerable amount of sharing at a deeper level. In this respect, the current emphasis in most orders on brotherhood or community is an especially attrac- Developmental Stages / 837 tive aspect of/he dream for young men. The achievement of intimacy in an all-male structure presents special problems. Women, in such situations, tend to get caricaturized. They may be over-romanticized as indispensable partners in the life-journey. They may be feared as a threat to the dream. Or they may be ridiculed as a result of a cultural residue of male chauvinism, a position unfortunately supported by a large segment of the male ecclesiastical establishment. Hence, it is important that novices have an on-going encounter with women their own age, such as for example the inter-novitiate program in the Chicago area where novices from several different communities of men and women meet weekly for study, prayer and informal interaction. However, it is also interesting to note that, even in the larger world, many men get so caught up in their dream, or their career, that women do not romantically interest them at this stage. This may very well describe the situa-tion of the modern novice, as we shall note when we discuss career consolida-tion below. What frequently happens, however, is that once they reach the thirties, some of that pressure lifts, and the quest for intimacy with women starts anew, including a deep interest in marriage. Homosexuality is a form of intimacy, and is, of course, always a problem in the all-male society. This is more true today when there has been some social legitimation of the homosexual friendship. There is simply no way of avoiding this possibility, and directors should understand that an occasional homosexual encounter neither automatically implies homosexuality nor is necessarily grounds for expulsion. Finally, the concern for intimacy explains in part the young religious' preference for one-to-one ministries over the ministries involving administra-tion, leadership and social change. It is the need for people in his life. Developmental Stage: Career Consolidation Vaillant (1977) points out that an intermediary stage occurs between Erikson's stages of Intimacy and Generativity, one that Erikson did not fully consider. This is the stage at which the young adult becomes preoccupied with establishing work skills and climbing the career ladder. It begins in the twen-ties, and lasts usually throughout most of the thirties. What is important about this period is the mastery of a craft, the seeking of approval for one's work and achievements, the thrust of ambition, the excitement of developing a career, the sheer pleasure of work and success. It is a time when the vividness of the dream recedes, and the individual focuses rather on the work associated with the dream. The role of the mentor also declines. Thus, what guides the young adult at this stage is neither parent, mentor, nor even dream. It is the satisfaction of the work itself. What happens at this stage may very well be the triumph of the larger society's "Dream" in the individual, the American Dream of Success and Achievement. Certain it is that American society strongly rewards work, achievement and success. It is not surprising that the 838 / Review for Religious, Volume 39, 1980/6 career-consolidation stage is accompanied to a large extent by the decline of the intense inner life that characterized the stages of Dream Formation and Intimacy. Given the increasing number of older candidates entering religious life, especially those already committed to or having just finished intensive preparation for professional careers, it is important that directors be aware of this dynamism. To the extent that this development stage is at work, the novice must have opportunities to exercise his competence, not, perhaps, in his chosen career, but at least in some area of novitiate life. This means that he shall have to be given some area of responsibility that is more than sweeping a corridor~ He must, moreover, be constantly able to exercise at least the basic tools of all work-competence: the hands, the mind, the imagination," and judgment-making that has consequences. The larger question may be to what extent this professional training and competence already acquired may have on the novitiate experience. Such training and competence may have achieved apart from the dream formation which the novitiate agenda is all about. It may even be somewhat separate from-- even in conflict with -- that dream. Yet it usual-ly has brought continued rewards and satisfaction so necessary at this stage of life. It is not clear to me how a novitiate experience handles such a conflict. But for a novitiate director to simply ignore this previous experience does not seem to me to constitute a reasonable response. These, then, are the stages of development likely to be encountered in a given novitiate class. Because of their fluidity and because of the individuality with which each person passes through them, they are perhaps useful more as mind-sets by the director than as the basis for actual guidelines. Three recom-mendations emerge strongly from their consideration, however. The first is the necessity to view a novitiate as a highly individualized experience. Not a solitary experience, but one which a group of young men move through together, each following to whatever extent necessary his own individual track. Obviously, Group Spiritual Direction is no substitute for individual attention. Which leads to the second recommendation, the need for mentors. Whether this role is carried out by the director, his associate, a chosen spiritual director, or another member of the religious community, its impor-tance is critical. Finally, given the social context of Identity/Dream Forma-tion and Intimacy, it seems important that the novitiate be not a sequestered experience. A director and his novices should not go off to the woods by themselves for a year. They should live in an extensive friar community and they should be in regular, on-going contact with the community-dream-- manifested certainly in its documents, but even more so by regular in-depth contact with the people who incarnate that dream in their lives. Yes Peter G. van Breemen, S.J. Father van Breemen is a staff member of the newly erected Dutch Center of Spirituality Om Vuur; Twelloseweg 5; 7419 BJ Deventer, The Netherlands. This article is a chapter from his forthcoming book, Certain as the Dawn, scheduled for publication by Dimension Books (Denville, N J) in the fall of 1980. doration always implies surrender, a fiat. In fact adoration is a surrender of our whole being, a dedication of all our affection, a gift of every minute of our time. Adoration has to be lived; it commands a life-style. Since adoration is the ultimate, it includes everythir~g. Adoration is a Yes, expressed with or without words during prayer, but then lived every single moment of the day and of the night. Being the ultimate, adoration also provides perspective to all that precedes; the total Yes injects meaning into everything that is encom-passed by it. Three concise lines which Dag HammarskjOld wrote in his diary in March 1956, some five years before his tragic death, offer a framework for a meditafibn on Yes. You dare your Yes--and experience a meaning. You repeat your Yes--and all things acquire a meaning. When everything has a meaning, how can you live anything but a Yes!~ You Dare Your Yesmand Experience a Meaning "Yes" is a daring word: it implies arisk and requires courage. It means a leaving behind in order to move ahead. We leave behind what is certain and we ventureinto the unknown. We give up what has become dear and proceed as a ' Dag HammarskjOld, Markings, transl, by Leif SjOberg and W. H. Auden (London, Faber & Faber), p. 110. 839 840 / Review for Religious, Volume 39, 1980/6 free person without looking back. "None of you can be my disciple if he does not renounce all his possessions (Lk 14:33). "Whoever puts his hand to the plow but keeps looking back is unfit for the reign of God" (Lk 9:62). It can be very hard to really say good-bye. A famous French proverb claims it is mourir un peu, a little, dying. It means farewell to people and to things to which we are far more attached than we realized. We give to the people with whom we live and we take from them. Somehow we are more aware of the sacrificing during the actual process, while the receiving becomes more manifest after it has stopped. It is like the various organs of the body which we easily take for granted as long as they function well, whereas we learn to appre.ciate them most when ill. It is only in the concrete leaving that we find out how dependent we are on the things we have collected during the years, how we have become entangled in the small world of our hands, our minds, our hearts. We have developed our own ways of enjoying and asserting ourselves in that small world, even to the point of imposing it on others. We have learned to manage in it. To leave means to cut the ego. That is one reason why we shrink from giving up the past. Being human is essentially living in an exodus-situation. Leaving is part of life. We have to ready ourselves in many .minor rehearsals for the final farewell which is the only absolute certainty of everybody's life. Apart from God, everything in life is transitory: everything biological, social, political, intellectual, etc. The refusal to accept this passing quality of life causes stunted growth, induration, and in extreme cases, neurosis. The early Chris-tians sometimes called their faith "The Way." God is always greater; he keeps us continually on the move. "Here we have no lasting city; we are seeking one which is to come" (Heb 13:14). Jesus stressed that the kingdom of God re-quires the Gift of self: "Whoever would save his life will lose it, whoever loses his life for my sake will find it" (Mt 16:25). The giving up of oneself in this life is not done once and for all; it is an ever-growing gift of self and demands an increasing willingness to sacrifice. To leave people and things behind does not mark the end; rather it opens up a new beginning in a wider context. The severing of the umbilical cord introduces the baby into the family; the leaving of the family's security challenges the adolescent to venture into a big world; the renouncing which Jesus demands leads us into the kingdom of God. The pruning is for increas-ing the yield. The Father is glorified in our bearing much fruit. It is not the stripped, stifled, petty life that honors him, but the life which surges to the full. Jesus leads the way. This man-for-others appeals. The reflection of his intimacy with his Father intrigues and invites us. He calls us to follow. We do not know where his way will lead us, but we do have an intuition that it will transform us for the better. If our hearts are cluttered with houses or land, relatives or friends, job or hobby, he is going to set us free so that we can go forward. All that remains will be love--serving God and serving people. The Yes is particularly scary because it is so personal. It affects the deepest 841 in me, where I am most myself. There exists no mold for it. It is my yes, such as no one before me has ever said and in which no one can really accompany me. The Yes condenses my whole self. I have 'to descend into the depths of my self in order to perform the act of my life. The person who wants always to be upheld by others could never go that far. Yet in saying Yes, there is a solidarity with others which gives strength and inspiration. The community of all those who spoke their Yes gives us support. Outstanding is the help of Mary who is an immaculate Yes, a simple fiat. Above all, her Son in his absolutely unambiguous and unrestricted Yes, enables us to dare our Yes: "Jesus Christ. was not alternately 'yes' and 'no'; he was never anything but 'yes.' Whatever promises God had made have been fulfilled in him; therefore it is through him that we address our Amen to God." (2 Co 1:19-20). Nevertheless it remains an adventure to follow Jesus in his Yes. It entails giving up tangible security and the felt affirmation by others. It is an act of faith. "Yes" is a word of freedom; to be authentic it can never be forced. Ultimately it can be said only to a person, not to a thing or an institution. The German author Giinther Grass once wrote an enigmatic little "poem" to which he gave the title "Yes." This house has two exits; I use the third one. Between Anne and Anne, I choose for Anne. The interpretation is said2 to be that both exits of the house lead into meaning-lessness which G~nther Grass rejects. The third exit is not something but someone: Anne. Between Anne the saint and Anne the sinner, between Anne the beautiful and Anne the unattractive, the poet chooses the actual Anne, and through her finds life meaningful. His yes to the real Anne saves him from the existentialist void. Grass' poetic riddle rhymes well with HammarskjOld's clear entry: "You dare your Yes--and experience a meaning." Meaning implies more than an intellectual conviction; it comprehends the whole of life. True meaning is beyond success or failure. The Way leads to the wisdom of the cross; this is a disaster which is a triumph, and a victory which is a catastrophe. The paschal mystery unites the horror of the crucifixion and the glory of the resurrection. The folly of the cross reveals the ultimate mean-ing. The following of Jesus leads beyond the antithesis of humiliation and elevation. The Way leads into a new realm of life where old values acquire a new perspective and where what used to be considered meaningless shows an unexpected significance. Therefore it provides a tremendous strength for making sacrifices. As long as we count the cost, seek our own comfort, fight for our position or strive for recognition we have not yet said a whole-hearted gsef Sudbrack, S.J., in Geist und Leben 48, October 1974, pp. 346-347. 842 / Review for Religious, Volume 39, 1980/6 Yes nor experienced the true meaning of life. You Repeat~Your Yes--and All Things Acquire a Meaning It is not enough to say Yes just once, It has to,be repeated over and over again. We have to set out on a way and we have to carry on step by step. Our Yes is a growing reality; the further we go, the deeper and richer its content. The resistance, of course, is always there. We do not want to reiterate it in ever new circumstances. We find ourselves, like Jacob, resisting the angel of Yahweh (Gn 32:23~33). During the night Jacob crosses the ford of the Jabbok and untildaybreak he wrestles with aman whom he does not know is a divine messenger. At the end of his fight he asks for the stranger's blessing. He then receives a new name, Israel, meaning "you contehded with divine beings." In his struggle against God he becomes injured and keeps on limping. It is a strange, but .typical story. How difficult to recognize God in his numerous disguises. How easy to consider him a threat to be fought. How often is our encounter with God, before it becomes a bow to receive his blessing, first a long, dark ~resistance. How much harm do we inflict on ourselves in that opposition. Every refusal to repeat our Yes does harm to our personality; it stifles our growth, eats out our joy and reduces the meaningfulness of our life. What follows are self-concern, grudges, resentment, compensations, addic-tions of all kinds, polarization which we stretch too far, fencing in against other people. The half-hearted Yes creates impaired persons, very much unlike the kind God wants us to be. "I know your deeds; I know you are neither hot nor cold. How I wish you were one or the other--hot or cold! But because you are lukewarm, neither hot nor cold, I will spew you out of my mouth!" (Rv 3:15-16). The Yes has to be repeated so often that it includes everything in the past, in the present and in the future. As long as there is something in my past which I reject, there is still a screen in me that pr~events my being transparent. That which I repress or resent splits my inner self, or becomes a heavy chain I drag along behind me. It may take time to really accept the suffering or the failure that came to me, maybe long ago, but it is vital that I do accept it. The Yes can create a meaning where first there was none. The repeated Yes will become more mature, more profound, more silent, and eventually it will extract light from the dark, radiance from, the cross. "We know that God makes all things work together for the good of those who have been called according to his decree" (Rm 8:28). To say Yes is to accept the present. It means to acknowledge gratefully the talents and the possibilities I have without thinking that all of them have to be realized. It means to accept my limitations in health, education, character, etc., while at thesame time trying to overcome them. It means to transform gently weaknesses into strength, innate temptations into grace, given potential into a ripe harvest. It means to say Yes to the lives of others and to give them the room and the sympathy they need. It means to accept the situation I am in, Yes / 843 and myself in that situation. To repeat my Yes will lead to self-acceptance which in turn, will make everything else meaningful. It is obvious of course, that the Yes is not identical with a limp settling for anything, neglecting all attempts to improve things. The opposite is true: it is only by accepting them that things can be improved. No effort born of anger, impatience or resentment will bear fruit. An example may illustrate this point. Suppose the parents of a stuttering boy have great difficulty in accepting /he child's handicap. Whenever he stammers, they harshly make him repeat his words. One evening the parents discuss the situation. They both had noticed that the stuttering was becoming worse and they begin to see that the pressure they put on the boy may have something to do with it. So they decid~ to make no more remarks when the child stammers. Both father and mother manage to live up to their resolution, and yet they find that the speech handi-cap is becoming still worse. After some time, they talk things over once more and discover that, in their first discussion, they had changed only their policy, their external approach, but not their interior attitude. They had stopped scolding all right, but they still resented the stuttering. The boy was no longer being reprimanded, but he still felt the pressure of disappointing his parents. At this :pOint the parents break through to a new mentality and accept the boy as he is, with his stuttering. The paradox is that from now onward, the child can slowly improve in his speech because he no longer has to. This is a real paradox: as long as the parents resentfully demanded it, progress was blocked; after thedefect is accepted in peace, it begins to improve. In some cases we are simultaneously both the parents and the boy! The Yes to the future is a stark act of faith since we do not know what ~ve are saying Yes to. It is only the confidence in a person that enables us to say Yes for better or for worse. In the wedding it is the trust in the spouse, together ¯ with our faith in God that allows us to engage in a common future and to accept whatever it has in store. In ordination and in religious profession it is--over and above the reliance on the community--the belief in the living God that constitutes the basis for commitment. Without a strong spirit of faith, it would be utter foolishness to promise solemnly and forever poverty, chastity, and obedience. In fact the beauty and the testimony of the vows con-sists precisely in their being so explicitly an act of faith. When Everything Has a Meaning, How Can You Live Anything But a Yes! The faithful repetition of our Yes eventually leads us to the watershed where life starts flowing in another direction. The uphill climb pays off in a panoramic perspective and gracious ease to live the Yes continuously. The pilgrim has become single-hearted and now sees God everywhere. The purity of his eye penetrates to the deepest Ground of everything and discerns all as grace-filled and meaningful. This in turn reinforces the Yes. Life has become whole and holy. Meaninglessness implies that the various life-experiences are disconnected 844 / Review for Religious, l/olume 39, 1980/6 and therefore disconcerting. It just does not make sense! They present a void which creates feelings of despair. They paralyze all efforts to do something about it because they suggest that it is all useless anyway. Suicide becomes an alluring temptation. In the realm beyond the watershed the isolated pieces fall into place and show a pattern never perceived before. Perhaps it is more accu-rate to say that the change takes place not so much in the objective reality as in our view of it. We have finally reached the vantage point where we have the right perspective. The total Yes has rendered all reality transparent and coherent. We feel like Jacob awakening from his dream at Bethel: "Truly, the Lord is in this spot, although I did not know it!" (Gn 28:16). A deep joy a~ccompanies this experience. It is like coming home after a long, hopeless meander. That home is really the presence of God. We now recognize him everywhere, even where previously we had discerned nothing whatsoever of him. He is the bond that connects all. It is the old concept of divine providence which we rediscover in shining newness. Meaningfulness then, is not some-thing, but someone. God has nothing since he is the creator of all. He does not produce something which he then delivers. He remains the living center of all that is; without him, it could not be. In everything he gives, he gives himself as well; therefore he can be found in everything. It is ohly in recognizing God this way that reality acquires its full meaning, is allowed to be all that it is meant to be. The basic trust which is so vital for human well-being now extends to all of reality. "Nothing can separate us from the love of God." (Rm 8:39). The surrender can now be complete. How can we live anything but a Yes? We can join in with Charles de Foucauld in his prayer of abandonment: Father. I abandon myself into your hands; do with me what you will. Whatever you may do, 1 thank you: I am ready for all, I accept all. Let only your will be done in me, and in all your creatures-- I wish no more than this, 0 Lord. Into your hands l commend my soul; I offer it to you with all the love of my heart, for ! love you Lord, and so need to give myself, to surrender myself into your hands, without reserve, and with boundless confidence, for you are my father. Others, to art.iculate their gift of self, may prefer the older prayer of St. Ignatius of Loyola at the end of his Spiritual Exercises: Take, Lord, all my liberty. Receive my memory, my understanding, my whole will, Yes / 845 all that I have and possess. You have given all to me; I return it all to you. Do with me as you will; Give me only your love and your grace. with these I am rich enough and ! desire nothing more. In Luke's Gospel we find an expression of total abandonment that is still much older and took only one word:fiat. With it Mary chooses obedience as the pattern of her life, "Let it be done to me as you say" (Lk 1:38); through it she surrenders her body to God, and all her possessions are also included in this one act of abandonment. Said in a moment, it is spelled out in a lifetime. As a sheaf is bound in the middle and fans out towards the ends, so the life of Mary, in all its bounty, is held together by this little word. All her years before this moment flow into it and all the rest of her life flows from it. God's grace enables her to say it, and in saying it, she enables God's grace to work in her. It directs her whole beirig towards God and away from selfishness and self-concern. It makes her completely transparent so that through her the Light in its fullness can come into the world. It creates the room God needs to become man. Jesus is the embodiment of. Mary's Yes, the fruit of her fiat; greater fruitfulness is inconceivable. Her fiat in no way stymies her personality; in fact, it brings her utter fulfillment and is the prototype of all Christian fruit-fulness. We come to you, Mother of our Lord and Mother of us all, to thank you for your Yes that gave us the incarnation of God's own Yes and brought life to its fullness. We ask you, teach us to follow you in saying our Yes with faith and courage. You know the cost of living the Yes; protect ours in integrity and joy. Ask your divine Son for the grace always to repeat our Yes with an ever-growing surrender and to experience how this increases the meaningfulness of our life. Under your inspiration may we help to build the kingdom of God today and every day, for ever and ever. Amen. The Social Context of Personal Prayer in Seminaries Stephen Happel Father Happel is Associate Professor of Systematic Theology at St. Meinrad Seminary; St. Meinrad, IN 47577. This article is based on an earlier paper originally published in Learning to Pray Alone (Abbey Press), pp. 34-43. Private prayer is never accomplished without a social, communal context. Individual prayer has not only social conditions and social ramifications, but also social ingredients which quaiify and constitute its very nature. Our private languages are learned in the public forum. We speak to ourselves because others have spoken to us and because we have learned to speak to them. So too with God. Both the personal vocabulary and private grammar of our speech with God are primarily social-ecclesial in their initial stages (whether learned from parents or teachers), in their performance from day to day, and in their various results (ministering to others, praying with others, allowing the kingdom to be formed). If one combines this sense of the social dimension, indeed social constitu-tion, of prayer with its fundamental component, dialogue with the Other, then that Other will almost necessarily have the characteristics of the "social other" experienced at any given point in human development. So, for exam-ple, in one's earlier years, speaking with God is accomplished in the horizon of the discipline and "otherness" of one's parents. Religious psychologists maintain that it is possible atany given point in an individual's life to indicate the creative synthesis of parental figures which qualifies the notion of God.' Thus, I will maintain in the following that "the other" in the seminary context ' See A. Vergote, Psychologie religieuse (Brussels: Dessart, 1966), esp. pp. 294-299, 307. The Social Context of Personal Prayer / 847 will radically qualify the ability or inability of individuals to pray alone. How is "the other" experienced in the seminary environment? Needless to say, the reflections offered here should not be taken so much as judgment, but as description. It may be true that the achievement of human freedom in relation to God is the goal of seminary education programs; but what sort of inter-active freedom does seminary structure actt~ally provide? The typological description of institutional structure which follows is not so much an analysis of any particular seminary as it is the affective grid of the institution-known-as- seminary. I offer it as an hypothesis about the problem, and suggest that facing it constructively may assist in achieving a solution to the problem of praying privately.2 The Perfect Society: A Unity of Transcendentals The seminary, whatever its historical origins, seems to think of itself as an autonomous, indeed "perfect society." In an updated version of this ideal, it would be described as a place in which all would be brothers and sisters; in which power would intelligently persuade and invite to participation rather than willfully force; in which external forms of .religious expression would always mirror interior dispositions; and in which each person's relation to sur-rounding Nature would be in terms of appreciating and creating Beauty, rather than exploiting it. Affect and reason would be coincident; and the Good would necessarily flow from and be the origin of both. The truth would always be told; the good would always be practiced; and the beautiful would be in evidence everywhere. Institutional structure would incarnate and measure this integration; individuals would readily learn to assume the responsibility of living these goal,s; and, as St. Paul says, God would be "all in all." This enlightened reincarnation of Christian society, however, contains two major oversights of fact: namely, the overwhelmingly transient character of a seminary's student population, and what has been gracefully entitled by a colleague of mine "human sloth." These may be described in more classical terms as "the finite character of the human condition," and "original sin." Now the inclusion of these two facts of human experience into our descrip-tion of societal mix does not justify removing the human odcasion for achiev-ing freedom. I do not subscribe to the simplification which would suggest: "Mistakes will be made; therefore remove the possibility of mistakes." But their inclusion does allow us to see what happens when it is assumed that an institution can easily incarnate the human good without reference to the criticism required by the acknowledgement of finitude and guilt. The first consequence of these two facts is that power will inevitably fall to 2 1 am also convinced that some of the problems discussed and the solutions proposed, if utilized, would go a long way in aiding contemporary Catholic seminaries in their task of acculturating the older students who are entering seminary at present. 848 / Review for Religious, l/olume 39, 1980/6 those who remain the longest in the situation, in this case to the faculty and administration. The second is that this power will be concretized in a bureaucracy which is supposed to "run the system" irrespective of the iden-tities of the participants. Students, faculty, staff, and administration will all feel victims of "the other" who is the system (confer the,response to ques-tions: "That's the way it's done around here," noting especially the neuter passive construction). But because students are the primary mobile popula-tion, they will feel the alienation of power

M. Diane Krantz, April 4, 2014 ; The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ; The following is an interview with Dr. Diane Krantz conducted on April 4, 2014 by Ruby Licona. Dr. Krantz discusses her early life and her career at Weber State University from 1995 to 2011. ; 39p.; 29cm.; 2 bound transcripts; 4 file folders. 1 video disc: digital; 4 3/4 in. ; Oral History Program M. Diane Krantz Interviewed by Ruby Licona 4 April 2014 i Oral History Program Weber State University Stewart Library Ogden, Utah M. Diane Krantz Interviewed by Ruby Licona 4 April 2014 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in University Archives. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Krantz, Diane., an oral history by Ruby Licona, 4 April 2014, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii M. Diane Krantz April 4, 2014 Abstract: The following is an interview with Dr. Diane Krantz conducted on April 4, 2014 by Ruby Licona. Dr. Krantz discusses her early life and her career at Weber State University from 1995 to 2011. RL: Today is April 4, 2014. I'm Ruby Licona from the Stewart Library at Weber State University. Also present is Stacie Gallagher, our video technician. We are speaking with Dr. Diane Krantz, who came to Weber State in 1995, retired just a couple of years ago and is never still for a moment. Every time I encounter her she's got plans for one activity or another, so she's not a shy retiring kind of person, she is living her life to the fullest. Good morning, Diane, and thank you for coming in to talk with us. DK: Good morning, Ruby, thank you for the privilege of donating my thoughts to the library. RL: Well, we are anxious to learn about you. To that effort, why don't you start out telling us a little bit about your origins and some of the things with which you were involved prior to coming to Weber State? You did not come here straight out of—well, you came straight out of your Ph.D., but that was a few years following your bachelor's degree. So, why don't you talk to us a little bit about that? DK: Okay. Well, I was born in a small coal town in Pennsylvania called Carbondale. I was a very devout Catholic and always wanted to be a religious woman, so when I graduated from high school, I entered a convent that was in the town where I 1 was living. I got a bachelor's degree in mathematics from St. Louis University, ultimately, and was credentialed to teach math. I taught elementary school math for three years and then went on to high school math and got my master's in teaching mathematics from Fairfield University. I taught high school mathematics for 17 years. RL: That was at Fairfield University in Connecticut? DK: Yes. RL: So, how did you get from St. Louis to Connecticut? DK: Well, actually, I started in Pennsylvania. We moved to Connecticut and then after I had taken my vows, I was transferred from the convent in Connecticut to St. Louis. Actually, my first foray there in higher education was a sister's college called Mirallac College. It was for religious women. I was there for a year, but there program was so convoluted; it would have taken me five more years after my Associate of Arts degree to get my bachelor's. So, the Provincial and I decided I would go to St. Louis University. Then I taught for three years in the elementary school in St. Louis and was transferred back to the high school in Connecticut to teach there. Math teachers, even in the convent, are at a premium especially because a lot of sisters did not go directly on for their degrees. They got them part-time. Getting a math degree that way could take 12 or 13 years. I was going full-time, so I managed to get mine in a reasonable amount of time. I got a National Science Foundation grant, so most of my master's degree was free for me and the convent. So, that was nice. I taught many years, as I said, in the high school and religious life somewhat changed and I began to—a lot of 2 women left religious life during those following years as the church became—as their thinking became more modern. I always thought I was in it for the long haul, but I began to realize at one point that I had become somewhat like my mother in the sense of not knowing my own mind after a while. I was following superiors and I wasn't thinking for myself anymore. I didn't know, actually, what I wanted. At that point, I decided that I would at least try life outside the convent. So, when I was in my early 40's, I had permission to live outside the convent for two years and at that point I had been transferred to California and taught part-time in an elementary school while I looked into attending the University of California at Davis. I had requested to get a Ph.D., but that wasn't common at that time among the sisters, so I was refused for that. I went on—I was enrolled in the master's program. I spent two years and I think most people that knew me from the convent assumed that I was enough of a flake that I would never manage in the outside world. But, it turned out that I had my father's sense of economics, so I did very well, actually. By that time, I had decided that it was time for me to try a new direction in life. So, I was enrolled in the English program at U.C. Davis and I made a formal request for dispensation from my vows and received it. I then went on to get a Ph.D. at the University of California at Davis. RL: So, you got relieved of your vows in, what, the late 80's? DK: Yeah, it would have been about 1985 or 1986. A Ph.D. would take seven years at U.C. Davis if you didn't have—well, I didn't even have a bachelor's degree in English, so that was a little bit more of a challenge. At any rate, I got a Regents Fellowship my first year there and then forgot to apply for it the second year. I 3 ended up with fellowships in teaching, but the University of California system was very generous at that time and it had a lot of money, so they actually paid me what I considered a full salary, although, my colleagues in the English Ph.D. program were not doing quite as well because they were more used to being on their own and spending money as they wished. RL: They hadn't been in the religious life. DK: They had not been living a vow of poverty, right. After a year, while I was still debating, I said, "What would be the one thing I would be sorry for if I went back in the convent? What would I be sorry not to have done?" So, I took a trip to Europe—a bus trip to Europe. It was one of those bus trips where, "It's Tuesday, this must be Belgium." And it was literally like that. You got up in the morning and it was Belgium and you were going to go back on the bus and over to Holland all that day and then you'd spend a couple of days in Holland and then go on to the Rhine. That was very exciting. I had thought if I had a chance to go back to Europe, it would be nice to have an overview of it, so that's why I went on that particular trip. I was still a little bit behind for my doctorate. My father died in the meantime. My mother died three weeks before I left the convent, so that was a little traumatic because, a) I wasn't expecting it and, b) that her timing was impeccable to make me feel guilty. I failed the exams I took right after my father's death, so they gave me another chance. So, I did get through my exams and my defense of my dissertation. Then I realized I couldn't finish the dissertation on time and they would cut off my teaching pay, but there was an opportunity to go 4 to Germany on an exchange and that would be fully funded—by the Germans, actually. Because I was, shall we say, older, and also had several master's degrees they paid me through the nose in Germany. So, I was very well off in Germany. RL: Did you go to Germany to teach? DK: I went to Germany on an exchange of doctoral students to teach at the University of Mainz. So I lived in Mainz and traveled again through parts of Europe. I enjoyed my time there and taught six classes the first semester and seven the next, but German classes are much different than American classes as I learned. Students basically don't hand in anything until the end or they take three Claysure tests if they're not on that type of a schedule. It was probably less work with the six classes there than with my high school teaching, so it worked out very well for touring. After I came back from Germany, about a month before I had to hand in my dissertation, I had some work on graphics to do because I hadn't had a Mac computer there. I got my three signatures and the Ph.D. and then had a post doc at U.C. Davis for a year and applied for jobs. I got four responses. I was much more careful the second time I applied than the first time I applied. The first time, in Germany, I sent out a hundred applications and I wasn't specific at all. The second time when I was back in the United States, I said, "I'm going to research these universities." I think I applied to four and I got responses from two. One was Weber State and the other was the University of Puerto Rico at Mayaguez. The only thing that really attracted me there was that they had one of the large 5 radio telescopes at Arecibo, I think it is. At any rate, it wasn't too far from Arecibo. But, I don't speak Spanish. I was worried that the cultural differences, not for me, but the differences between the rich and the poor there would be a source of constant pain to me. The other thing, of course, was that by this time with both parents dead, my siblings were living across the country. One was in Connecticut, one in Iowa and one in Portland, Oregon. So, I would never get any visits if I stayed in Puerto Rico because it would have been quite a long trip for them. I decided that I would be happier all around accepting the job at Weber. When I came to Weber, I was really impressed with the English people who met me. Tom Burton was my predecessor in the English Department and he met me at the airport, shepherded me into Ogden and was very sweet, very kind, and very helpful. Then, I went through the interview process and was very impressed with the committee, with their friendliness, their warmth and their welcoming—also by the efficiency of the process, because I had been waiting for months to hear from Puerto Rico whether I was being offered the job or not. At this point, I was sort of disappointed that they had taken so long, but also it just seemed like a better fit to come to Weber State. So, I mean, it was largely the charm of the English Department people that I met that drew me here. RL: Can you remember who was on your search committee? DK: Well, there was Tom Burton. Levi Peterson was Chair at the time. Sally Shigley was on the search committee. John Schwiebert may have been on the search committee and Michael Wutz might have been, but I'm not sure. These later became close friends. That's as much as I remember. I remember Sally because 6 I was going to teach one of her classes—her Renaissance class—as part of my interview process. She had sent me information and I had prepared to teach something about George Herbert, a 17th Century poet. So, I remembered her of course and I met her on the committee. After that it becomes a little bit of a blur in the nervous tension one feels when one's life is basically hanging in the balance. RL: Yeah, you get a lot of really big butterflies, don't you? DK: Right. Actually, the teaching went well because part of it was that I—having taught so much in the years previously and when students were not always being very cooperative. I had also taught at U.C. Davis as well as at Mainz, so I had a lot of teaching experience behind me. So, I had kind of a dynamic in the classroom that I wanted to set up, and Sally had prepared her students very well to be kind to me, I think. So, the class went just very well, and that made it a much more positive experience than if I'd kind of lost it in the classroom, so I enjoyed that. RL: So, your first impressions, of course, were formed by the search committee and by the department. When you got here, having taught in—I'm not certain the size of U.C. Davis, but I know U.C. Berkeley was tremendous. Did you notice a difference in the students when you finally got here? DK: I think I noticed a larger range in the students. I had bright students. I had students who were very capable and well-prepared at Weber State, but I also seemed to have a number of students who were struggling from the time that they got into my classroom. So, that was a difference because the students at 7 U.C. Davis tended to be more homogeneous. They weren't all happy to be there. They weren't all happy with their majors, etc.—I had several encounters with students who were telling me how they had been forced to major in science rather than in English, which was their love. The parents, I think, put a lot more pressure on the students at U.C. Davis also, which you could say, "It's the cost," except, it wasn't the cost. At that point, the price of U.C. Davis was very low, but— RL: Well, I think there's probably a difference in all of the U.C. campuses. They have very high admissions standards as far as GPA's and background and SAT scores and so forth. Here at Weber, with open enrollment— DK: Right. It wasn't quite open at the time. Some of my English colleagues were very miffed at that because I think Bob Smith had put some limitations on admissions, which didn't seem high to me, but there were a few things in place. That changed as I stayed here, but it's also possible that some of the students as U.C. Davis would not have been as motivated as students at Weber State in the sense that their parents may have been paying for their education. Whereas here—and that was I think the biggest shock—to find so many of the students were working full-time. That was my biggest surprise at Weber State. RL: The nontraditional aspect of it. So many of them come back from a mission and get married and are supporting at least a spouse if not children. That makes a big difference. DK: Yes, it did. One had to be conscious of that in terms of how much time students were able to put into their studies. I always kept my standards fairly high, but 8 then that had been my problem since I was teaching first grade. I was always like one year beyond what the students were capable of until I got to the master's program here, and at that point we all came together as to where I expected them to be and where they were. That was a very happy experience. I was very impressed here with a lot of the women students who were very very bright and very well read and just seemed capable of handling a ton of things at the same time. That was impressive. At U.C. Davis, it would probably be just the student and her books. RL: Well, and also, I think the difference in having the commuter campus as opposed to students living on campus or right close by, does make a difference too. Now, you'd been teaching in earlier years, probably in Catholic schools, and having been in a religious background, what was your reaction to coming to Utah to a totally different religious environment or approach to religion? What were your impressions? DK: Well, of course, the first thing I did was draw kind of a parallel between my own times in Catholic school as a very devout young person with the students here. The one annoying part of it was that the students, oftentimes, are much narrower in their approach. Not more narrow than conservative Catholics, certainly, at all, but much more narrow in their thinking than, for instance, the students at U.C. Davis. I was teaching a class in persuasion and I drew up a list of topics that I wanted the students to argue and the students invariably chose positions diametrically opposite to what I would argue. Of course, if they argued well they got an 'A' on the papers, but it began to dawn on me that this was, politically, the 9 state was very much the opposite of what I had left in California, in the north of California. Because as someone once pointed out to me, Southern California is so conservative that they've had mostly Republican governors, so, but that wasn't true the year I was in in Davis. So, it was the political rather than the religious element that I found challenging when I taught my students. RL: And yet that's surprising because Ogden is fairly different from the rest of the state. DK: Well, some people have called Weber "little BYU," so there was, at least historically, a group of very conservative men who were leading the university. Now, that's actually changed as I've been here. It's been wonderful to see women assume leading roles at the university, so at one point I had a—and this was exciting for me—a woman president, a woman Dean, and a woman Department Chair. It spoke well for Weber's openness to women and to their advancement. I think that colored life to a certain extent on the campus. One incident that occurred in English was that a student was complaining—I guess to a teacher, it wasn't to me. The teacher told him he should talk to the Chair because that would be his right, so he went to the Chair and I guess he was very disgruntled to find out that there was a woman Chair. She said, "Well, you can go on up, but the Provost, the Dean, and the President are all women also." It sort of gave him a little more perspective on what women's roles were, at least at this university. Not necessarily what he thought women's roles would be. This was a person from one of the Middle Eastern 10 countries, so, of course, the culture that he was from would have suggested that women didn't belong in such roles. He got his eyes opened very quickly. RL: But I think one of the things that we've been very lucky about is that women who have served in these capacities are so capable and have been so successful in carrying out their assignments and their missions. DK: Absolutely. RL: That's become more and more common in Arts and Humanities and other areas at the University too. Of course, President Milner, who just stepped down not that long ago, had that love and respect of everyone in the legislature and all of the people in higher education and so forth. I think she has set a really high standard that other women will be striving to reach. DK: And men. I mean, basically, because her political acuity was so great she constantly kept the legislators on our side despite the economic problems of the times, and Weber has continued to grow from this enormously. So, of course, it says a lot for Weber. RL: She gained a lot of respect for the institution. Weber had always been a little brother kind of place. I think it's risen in people's viewpoints. DK: Well, in fact, I've been very impressed at times reading just a little bit in the past five years about some nationally known figures from Weber and people certainly making their mark in our culture and in the American culture as a whole. Of course, I have to say that when I told my mentors at U.C. Davis that I was coming to Weber State, their first reaction was, "Oh, the winners of the Big Sky 11 conference." I said, "Well, I had never heard of Weber State, but the men at U.C. Davis certainly were very respectful." RL: That was right after the time that I think they had beat out both North Carolina and Michigan in the NCAA. First round they knocked them flat on their backsides. DK: Great. Yes. RL: I mean, with me, people would say, "Weber State? You came here from Weber State? Never heard of it." Then, all of sudden, they got the reports and it was, "Ruby, is that your Weber State?" It made quite an impression. As you say, it was not necessarily women, but the men that—well at least they didn't say, "Why?" or "Where in the world is that?" It gave a little bit of information to hang things on. It sounds like you were happy with the choice of coming here. DK: I was very happy. One of the things I've always appreciated about Weber is its people, I think of my department—and my department is very, very large and very diverse and tends to be like herding cats to a certain extent. People could have sticking points about things that you thought, "Well, this will be just a little conversation," and all of a sudden there's a big uproar. Yet, I always felt a kind of warmth, a kind of encouragement from my colleagues all through my career. I never felt, as I think often happens at large research schools, like I was competing in order to get tenure, in order to get promotion and in order to get various and sundry privileges that went with my job. The students also are very warm and very accepting of a lot of different things. Not necessarily different ideas, depending on which students you're talking about. It's quite possible that, of course, the composition classes are where I would hit this type of negative 12 response and that's because I would have students from across the campus, and I think some other departments may be a little bit more rigid in their thinking than the arts and humanities and even—well, not even, but the social sciences also would be in how they think about issues and how they think about people. I always felt like this—I always felt very comfortable around and accepted by both the faculty and the students. RL: You mentioned Tom Burton and Levi Peterson who were highly respected and very accomplished in their areas. Did they or any others—I realize you came here as an older person, but did anyone work in the capacity of a mentor for you? DK: I was thinking about that question because we didn't have a formal mentorship at the time in English or, as far as I know, across campus. But, Sally, Judy Elsley, and Priti Kumar included me in their lunch sessions together and I think that was a kind of mentoring. That was in my first maybe five years where we met all the time. We met on a regular basis, and they were very helpful about different things. Levi, of course, kept an eye on people. He would give you hints about things. Then, when I became Women's Studies Coordinator, which was in, I believe, my third year, that's its own little story, but Gloria Wurst had been coordinator the year before, and she very much took me under her wing in terms of how to go about taking care of the program. RL: The program was fairly new when you got here. DK: Well, yes. 13 RL: In 1990 or 1991, and I think Gloria was probably the second director. She was very invested in it and remains so even now. DK: Yes. Literally invested. RL: The three women that you mentioned that included you in their lunches, they were highly involved with the women's program in the early days. So, again, that's an example of the strong women that have been coming to Weber in the last 20 or 25 years. So, you became involved with the Women's Studies Program through them or just through seeing things about it on campus? DK: I'm not sure how I got word of the annual meeting—the Women's Studies annual meeting. I think it must have been my second year of being at Weber State that I either learned of it from something that was sent out or it's possible that Sally or Judy mentioned it to me. Anyway, I went to the meeting and we were concluding the business and they said, "Well, we need a coordinator for next year. Diane, what about you?" "Okay, let me think what skills I have." I had been Department Chair, of course, at both high schools that I had taught at, so I had some administrative experience under my belt—certainly not the amount that I could have used, but again, Women's Studies Coordinator is for three years and it's basically the secretary that runs the program. Really the point of that is that people promised to be supportive and mentoring in that position. The only drawback was I didn't have tenure yet, but I guess they decided they would take a chance. I think they thought that maybe having been a nun, I had some sense of how women should organize things and run them and be good to other women. So, I did in fact take on the job and Gloria 14 gave a lot of help. We had Norma, who was secretary, who had been secretary for Gloria but she wanted to retire at Christmas time, so we went on search for another secretary and we found Linda Shoemake. She was spectacular. She came from—she had been in an office for, I think the public schools for a long time and she came and she was fully invested in the program and extremely good at communicating with the other secretaries. Of course, Women's Studies is an interdepartmental program. RL: It's all volunteer. DK: Right. It's all volunteer and inter-departmental, so you have to be able to communicate with secretaries across campus in order to know what's going on and how you should be operating. Linda actually mastered the budget, which no one before or since, I think, has done. We actually did quite well with that, except that at one point I actually went hat in hand to five deans to beg for some money for Women's Studies. So, that was a really interesting experience for me to meet the deans in other colleges. So, Linda just really helped and I had set up—Gloria had actually done all the paperwork to get us through semester conversion, but I drew up sheets for the students coming in so that we could make their converting of the courses they had already taken from the quarter to semester credits easier. So, that was my accomplishment in that timeframe. Also, the University went into program evaluation and I set something of that up for Women's Studies—a sheet of criteria for whether the program was a success or not. Kathleen Lukken was the temporary Provost. I think at the time she was also in 15 charge of that evaluation program where we were looking across the University at different— RL: Accreditation and five year reviews. DK: Right. She had a website and I plugged all sorts of data in there. RL: Now, at about the time you came was when they were pushing Teaching and Learning Forum and strategic planning in different areas of the University and so forth. Were you involved in any of those activities or did you pretty much keep your nose to the grindstone with English and Women's Studies? DK: Only in terms of just setting up that evaluation criteria for Women's Studies. Of course, I participated at the Teaching and Learning Forum, but I also was trying to get—by this time Sesh was Chair and he was pushing me to get my book published so that I would be able to get Associate Professor or tenure out of that. RL: They were still doing both at that time. DK: Right, we would do this both at the same time. So, he directed me to a press where we'd probably be able to get the book published and I got an RS&PG grant—again, with the help of Sally—to change my dissertation into a book. So, that was very helpful, but— RL: What was the nature of the book? DK: It was on a medieval mystic called Julian of Norwich and—The Politics of Enclosure was what I wanted to call it, so that's what I eventually called the book itself. It was on the nature of her texts and how they focused on Jesus as mother. So, she was a medieval mystic and her visions—which she only had once, and 16 she turned out to live, we think, quite a long time—but she was a very grounded person, so she wasn't the type of mystic that's some place off in the clouds. She only had the visions once and she wrote a book from that and then after meditating for maybe 20 years on that, she wrote a longer book. So, I looked at the structure of the book in terms of enclosure and how this reflected her emphasis on Jesus as being a mother. Of course, the cognitive dissonance with that type of gender disparity that might exist for moderns was not prevalent in the medieval mind where gender was as gender did—that is to say, your actions determined your gender. Of course, your actions were highly circumscribed so they could determine you gender, but she listed qualities of Jesus that are mothering qualities. She also lived a life of enclosure, and she talks about being in Jesus, almost as in a womb, and there are different images in the Middle Ages that look at Jesus as a mother with a womb. But, that, again, would be the subject of another discussion. RL: You mentioned Bob Smith earlier as Vice President for Academic Affairs, and I think toward the end of his time here they made the change and that position was called Provost. Were you able, in your capacity as Coordinator of Women's Studies and on other committees as well, did you have much experience working with him? DK: I didn't actually. I knew his wife, Adele, much better because she was the one who was closest to Women's Studies. They gave us their cabin to use, for instance, for our annual meetings, so we did that for a couple of years. I knew and admired Bob, but I never actually worked alongside him. Probably the Dean I 17 would have worked most with would be Richard Sadler because he was the Dean for Women's Studies. June Phillips, I worked on various general education committees within the college, and we worked with her on those and also another thing on evaluation with her. There were large movements in terms of the student evaluation and program evaluation. The program evaluation was the most dynamic development change that I was witnessing as I taught here—after semester conversion which was its own little nightmare, but we managed to get through that. I worked with Levi Peterson on that when he was Chair to do semester conversion and then with Dean Phillips on those types of committees, the types of committees that looked at program review and general education development. So, those were the Deans I best knew. RL: Was Sherwood gone by the time you got here? DK: Yeah, he was no longer around. He had been replaced as Dean of Arts and Humanities by June. RL: You were here under two different presidents, Paul Thompson and Ann Milner. DK: Right. Two different Provosts—well, there was Bob Smith, there was Kathleen Lukken and Mike Vaughn while I was here. Who was the Richard that was head of diversity—well it wasn't called diversity— RL: Richard Ulaberry. DK: I did work with him because I was on the diversity committee again because, well, partly because I wanted to be there to represent Women's Studies and he wanted me to be there. He was very very supportive of Women's Studies, so I 18 tried to make sure that I worked well on that committee with him and we worked on the Diversity Conference, I don't know if the first one was one of the ones I worked on, but we worked to make the Diversity Conference a good one and handled all sorts of different issues. I, of course, was there, but first mostly to encourage looking at women's issues. RL: Then there was Mike Vaughn. Did you have occasions working with him? DK: No. I didn't work with people in their capacity as Provost at all, nor the Presidents in their capacity as presidents. As I said, Richard Ulaberry, who was Vice President for Diversity I guess at the time— RL: Assistant to the Vice President for Diversity. DK: Okay. He was the one I would have worked with and then Dean Sadler and Dean Phillips, so none of the other higher administrators. I was mostly intent of getting through my tenure and promotion process and running Women's Studies and teaching classes of which I've taught quite a few different ones. This is another appeal, I might say, of Weber State, to me—despite a Ph. D. in Medieval Literature, I am basically a generalist at heart. I love to dabble in a lot of different things, and Weber was a wonderful resource for being able to teach all sorts of different classes, and my Department Chairs encouraged and enabled that. It was easier, of course, when we were on quarters because there were simply more electives. Even when we had semester conversion and we were working in semesters I had opportunities to teach science fiction, fantasy, Perspectives in Women's Literature, some women's studies courses, the Women's Studies Critical Theory course for both women's studies and for English, and The Bible 19 as Literature. This was another happy dovetailing of my interest with what Weber State enabled. RL: So, the Weber State that you came to and the Weber State from which you retired, were different? It developed over the years and what are your impressions with the directions in which Weber has changed? DK: I've had to come to grips with having attended Jesuit universities and having been formed in a philosophy of education that came out of a Catholic background, I had a much more classical view of how a university should operate than I encountered even when I first came to Weber State and certainly throughout the decade and a half that I was here afterward. I think it's a necessary direction. I don't think it's—I mean, it would be very nice to say, "Well, this is what the University should look like." But I don't even know that's true even what is best for our country. Weber State has joined the computer revolution and the technological revolution in general. I taught all sorts of online courses and enjoyed putting courses on the internet even before it was popular. So, I had lots of material that my students were accessing through computers even before it became almost mandated that we do that. I don't like the business model of education, but I don't know if there's a way around it economically today. So, I think Weber has done what it needed to do to survive and to flourish in this particular culture—culture meaning the whole of the economic reality of the United States and its educational needs. It still needs a populous that is educated in order to keep a vibrant democracy going and even the philosophy of the Jesuits has changed with respect to that. They 20 see the need for a more democratic approach to education. So, universities may have offered scholarships to some poor but talented students in the past, but I think it's become increasingly necessary to draw in middle class and working class students because that's the only way they're going to survive economically and even politically today. People have to be savvy about those things. RL: Certainly, the level of wisdom that went into the idea of preparing Weber students for the economy and society here in Utah. I know it has paid off. There was an article recently about Weber having the highest return of investment for the schools in Utah. A greater percentage of our students are working. We do a lot more with a lot less money. Of course, when you first came, this was strictly, well, pretty much an undergraduate school. I think at that time we would have had three master's programs. DK: I don't even know if there was that many. RL: When I came there was accounting, education, and— DK: Nursing? Did nursing have one? RL: No, it was something in the social sciences area. It's grown to where we have quite a few master's program and I know when I first arrived people were saying, "There will never be doctorates at Weber." Now I'm hearing conversations in that direction. Yet, I think we're successful because we can still keep that approach to education where our faculty actually teach. They're doing research, they're publishing, they're doing all kinds of travel and gaining a lot of respect for the institution, but they still teach and they really love it. 21 DK: In fact, this is what impressed me about my replacement from Yale. She comes from a very high-powered university, obviously. She was tired of maybe the type of students who felt the world owed them a living at Yale. RL: Who was your replacement? DK: It was Samantha, and her name was changed because she was married, but I don't remember her last name right now. She turned out to be a spectacular teacher. She was so impressive in the classroom when she came for her interview that it put her at the top of the list for who we would hire. Before I left U.C. Davis, again, the economic situation changed. I heard other doctoral students at conferences like the Modern Language Association Conference, which is a big hiring place, mumbling that why would they want to go to a teaching university. I thought, "Well, maybe if you wanted a job you'd go to a teaching university because those are where the jobs are these days." So, the job market has changed. That's been a major change, but I do have to say that as I got older, it just flabbergasts me that people are so capable. These younger, incoming professors are so capable to be able to basically do everything. I'm not sure if it's the best use of their energy because it certainly must be draining on a certain number of them, but I think Weber is flourishing at this point with the type of people we've hired and the type of loyalty that both previous faculty and alumni have toward the school. I think it's on the right track for what has to be done. 22 RL: Now, you spoke about the students and how they were when you first came here and certainly the faculty and the staff have changed over the years. What are your impressions of the students? Did the face of the students also change? DK: I think, as far as the majors in English, I didn't find a big difference. I was finding in the composition students a sort of less preparedness in terms of attitude as I went on. Of course, I couldn't tell if it was because I was getting old and therefore, less patient about the type of things that they didn't want to do, like assignments. I did find that, it seemed at one point to me, and this was just a momentary dawning of an idea that the number of students—I was still getting good quality work out of most of my students and I was getting outstanding work out of some, but it seemed that there were a growing number of students who simply didn't bother with the final project. I heard other teachers complaining about the same thing. The students would be in class all semester and just not bother with the project that they needed to do in order to pass the class. That was one thing that I found to be unsettling. I don't know if it's partly because some of these students are younger in terms of they may have taken college courses while they were still in high school. RL: Advanced placement courses. DK: Yeah, advanced placement or the early college courses while they were in high school and they just weren't mature enough once they got to the university to buckle down and do the work. Or they had reached the point where they had exhausted themselves from high school and they weren't ready to take on college responsibilities, but that was a little bit of a challenge. On the other hand, 23 I was teaching master's students. I actually got to teach—and again, Merlin Cheney, who shepherded the master's program for English into its existence, was very willing to have me in that program and I found it very gratifying. I found students there who were very exceptional in terms of the quality of work they produced and their preparedness across the board for the courses that they were taking. That was a good deal of fun for me, intellectually. I also enjoyed my upper division courses quite a bit. RL: Were there students with whom you've kept in touch? DK: Actually, I do have a Facebook friend who was one of my students and then other people will say to me, "Oh, Dr. Krantz, I was one of your students." I'll see them in the grocery store or someplace else and we'll greet like that. I don't tend to be very personal in the classroom, so I didn't tend to keep a lot of students friendly, but I had, for instance, not too long before I retired, probably about five years before I retired, a student came back with—two students came back actually—they were both alumni and they had both taken a class from me and they had married and I had been at their wedding, I think. But, the sad part of that return was he was in a wheelchair. He was actually a quadriplegic because the summer after he graduated, they went to Idaho to do swimming and he dived off a cliff onto a pile of rocks. There had been storms—he had done it before in that particular spot on the river, but there had been bad storms that winter, so there was a pile of rocks where they didn't expect them. So, what was a blessing for him is he had already been hired by—it might have been BYU Idaho, I'm not sure, but he was working for the LDS church and so he had insurance that 24 summer even though he had just graduated from college. It looked like his young wife was going to be called upon to do quite a bit of work, but I was honored that they returned to talk to me, to see me as part of their return to Ogden. Then, Melissa Halverson, who was one of my students, and I used to share stories because at the time I had a pet rat and she kept pet rats, so we had something in common there, so she's one of my Facebook friends at this point. Several other students just, you know, dropped into my office when I was still on campus, but I don't correspond with anyone from here. I actually do correspond with a couple of my high school students, but that was a little bit exceptional also. I tended not to—I never believed in a classroom where you were kind of close friends with students, although people would often say, "Well, you really like so and so because she's so bright." I'd say, "Well, I also like other people that are not really doing that well in my class," so it's not fair to just say because this person is so bright is why I give her attention. I say "her" because at that time I was teaching all girls. I had a few friends among the high school students and a few friends among the students here. I attended several weddings. One of the reasons I got my second car—after which "totaling," I got my third car, which I totaled and then quit driving—at any rate, one of the reasons I got my second car was because I missed the wedding of one of the students I was friends with and I was very disappointed at that. She was just married in a place I couldn't get to by bus. So, a number of the students—a number of the men students also have come back 25 and talked to me when I was still in my office. I felt very gratified to see them and excited. RL: Do you feel like any students stand out in your mind as successes? Sometimes you take someone on and help them just a little bit and it makes a big difference. DK: I can no longer recall names. I have a terrible time with names to begin with and then I don't recall them very well afterward. I just remember some of my—the men students were very sharp, I'm not trying to downplay those at all, but just some of the women students who had such spectacular insights. I was trying to get one—I wrote a glowing letter for one student to try to get her into the University of Utah, but her ACT scores weren't good, so I actually called the head of the English department to see why they hadn't accepted her and basically, what I was accused of doing was lying for the student. The student was brilliant. She had insights into literature that I rarely encountered even in the master's level and I very much thought she belonged in a graduate program and at the time we didn't have a graduate program. He basically said he wouldn't trust any of the professors at Weber State to write letters of recommendation for their students. He said one of the letters he got for her seemed like a template. I said, "You know, I found her outstanding." I guess this is one of the signs that, in fact, my students and I did have a good relationship. I did have, over the years, a good number of requests for recommendations. There was only once when I told the student that I though perhaps she should try another professor because she hadn't done that well in my class. She hadn't done that well in anybody's class, which was why she was asking me for a recommendation, but I felt I couldn't 26 write her a good recommendation. Other students, both male and female, I could write glowing recommendations for and did. They were just very insightful. RL: Your standpoint was your different involvements of teaching that you would consider your biggest successes? Or is there something that you see as a— DK: Culminating experience? RL: Your greatest accomplishment. DK: I think having the Women's Studies program survive me is an accomplishment. I've enjoyed the teaching and I think my students have been—at least they were successful in terms of getting into higher education if they wanted to go there and that makes me very happy. For high school teaching too, over two and a half decades, I also realize that oftentimes—well, I got a letter from a students whom I had taught in high school some 15 years after I had taught the student saying how happy he was that he had me because he had encountered a situation where my advice in the classroom had gone a long way to helping him out in that situation. RL: That's always a good feeling. We'll never get rich, but it's the little gems that make it worthwhile. DK: I mean, basically, with teaching you cast your bread on the waters. It's planting ideas and I often thought—and I tried to do this with my Comp students—that I would make composition not only a course where I would teach them how to write for all of their courses in the future, but that I would also try to give them a little homely advice or advice from my own experiences as a student that I hoped 27 would one day stand them in good stead. So, I told them that sometimes it's just hanging in there that gets you a degree. It's not being the most brilliant one in the class or even necessarily the most productive one in the class, but keep persevering and it takes you a long way toward being educated. So, I think, you know, hopefully some of the students in their darker moments in college remembered that advice and kept on. RL: It sounds as though you've been rather happy with most of your accomplishments here at Weber. Any regrets about anything? DK: You'll see that at this point, I was looking to see what I had written as a regret—if I looked at anything with a regret. If I could go back, I guess what I would do is try to meet more colleagues from more of the colleges at Weber. I think I had a wonderful opportunity in terms of being on the Diversity Committee and being chair of Women's Studies to get a little bit across campus, but I think I could have got more out of some of those situations and I would have liked to have known more of my colleagues across campus that way. I did belong to—I was on the board of the employee association, the Faculty Staff association. I was on the board of that for several years and that was also a nice opportunity to meet people across campus. RL: And not just faculty members. DK: Right. Well, I've often—I have a very good rapport with the secretaries in English and the office manager in English, so I'm very pleased with that and I also got to take my dog to campus the last year I taught. I would leave him in my office. The first semester—the spring semester I took him first was because I was teaching a 28 night class and it's kind of eerie around here at night especially at nine at night. So, I said, "Well, I'm taking Benji and if somebody objects, then that will be the end of it," so I took him over and he stayed in my office while I taught and then I went back upstairs and I'd say, "Okay, we're going to take a walk home," and he was just as happy as a little lark and we walked home. By this time, of course, I had given up driving. The next semester was fall semester, I said, "Well, we got away with it in the spring, let's see what happens now." So, actually, the dean told me there were no restrictions on campus about bringing an animal. Of course, you're not supposed to bring them into the classroom, so I did not do that, but I had him in my office and the secretaries made a big fuss over him and I just thought he kind of enlivened the floor when he was out of my office on a leash. I think that would be the one thing I would try to meet more people and maybe socialize with more people because my socializing was mostly with the English department. RL: Which is not necessarily a bad thing. That's not much of a regret to have. It's good to be able to speak about your years here in such a positive tone. DK: It's good to be—I mean, I think even with my leaving, again, there was this support, this kind of quiet support. It wasn't people making a big fuss over it, but quiet support in a number of ways, so I was thinking that I should retire, not necessarily that I wanted to or needed to, but I should retire by the time I was in my later sixties, so I had gone to inquire at personnel and they said, "Well, wait until the end of the year before you put in a formal declaration." Well, that was before the voluntary separation plan was public and then a couple of months 29 later they made it public. I thought, "You know, those people, without saying anything directly, made sure that I would be eligible for that." RL: Directing you in the way to go. DK: So, again, it was just very quiet, but very helpful because, of course, I only worked for pay for the 17 years I was at Weber—I was teaching actively at Weber the 18 years I was here and then for graduate student fellowships for six or seven years while I was at U.C. Davis, but it wasn't much to build social security on, or even a pension, but you know, I'm doing well. I have no regrets that Weber State has done me a great deal of good and it's a fine place. It's got wonderful people in it and wonderful students and faculty and staff and I'm just glad I was here and got to know everyone. RL: Sounds like you built a good life here and have fond memories. DK: I do indeed. RL: What more can you ask for than that? DK: Exactly. RL: Diane, is there anything else you would like you tell us about or any information you would like to share? DK: I'm just glad that I also had the opportunity to give a last lecture because I had originally thought that it was supposed to be one's last lecture. Then, it turns out, no, you're supposed to be delivering it as if it were a last lecture. But, for me, it was a last lecture and it was my one opportunity to take my two areas of expertise and kind of reflect on them as a whole instead of in pieces. 30 RL: I was there and you managed to come in there and shine. DK: Thank you, Ruby. RL: You sounded as though you were happy with both of the pieces of your life and were able to combine them in a very intriguing manner. I really like that approach. DK: I think it's special to Weber State that I was able to do that. I don't know if there are other universities where that would have been possible. I think at other universities, things are very compartmentalized. It's part of the ambiance of Weber State that it allows for that. RL: And you brought together a rather eclectic audience just because of the nature of the lecture. DK: I did. I was hoping the scientists wouldn't get up and shoot me, but everybody seemed pleased, so I was happy. RL: Well, I want to thank you for spending time with us today. We try to get people's perspectives on different aspects of Weber State and this will really help us do that. DK: Thank you, Ruby. I enjoyed doing this. This was much more fun than I envisioned. RL: People get a little nervous about it, but just sit back, relax, and enjoy it. It's better than going to the dentist. DK: That's true. Almost anything is. 31 RL: Thank you so much, Diane. DK: Thank you, Ruby. 32

The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. ; MILITARY VETERAN EXPERIENCE 2 Acknowledgements I would like to thank my parents, Robert E. and Janice D. Czech, for their sound example, for instilling proper values, and for exemplifying good character. Without them and who they were, I would not be where I am or who I am today. I would also like to express appreciation to my family and friends for their unwavering support to me during the process of completing my graduate degree. Without their support I do not believe I would have endured my many struggles to meet this goal. My appreciation to Dr. Peggy Saunders for her guidance throughout this process, and to my many professors for their patience and understanding throughout each semester. Their wisdom and intuition allowed me to flourish as a non-traditional student, in an environment that seemed foreign. I would like to acknowledge the foundation of hard work, leadership, and service that I learned during my 22 years in the United States Anny. It was not always easy, but the lessons learned have helped me to endure this graduate degree process. Finally, thanks to my graduate committee chair Dr. Natalie Williams. She was my guide, advisor, and champion during this final project. Without her outstanding patience, understanding and depth of knowledge I would have never made it to my goal. MILITARY VETERAN EXPERIENCE 3 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 9 Introduction . 9 Historical Foundations . 10 WWII Era GI Bill® (Original) . 10 Korean Era GI Bill® . 11 Vietnam Era GI Bill® . 12 Post-Vietnam Era Veterans Education Assistance Program (VEAP) . 12 Montgomery GI Bill® and Reserve Programs . 13 Post 9/11 GI Bill® (Current) . 13 GI Bill® Use (as of Fiscal Year 2013) . 14 Effects of the Post 9/11 GI Bill® on Higher Education . 15 Veterans with combat related disability issues . 19 Accommodating veterans with disabilities on campus . 20 Veterans' with disabilities . 25 Reintegration into Society . 28 Higher education: Weathering the perfect storm . 30 Summary . 32 PURPOSE . 34 METHOD . 36 Participants . 37 MILITARY VETERAN EXPERIENCE 4 Instruments . 38 Procedure . 3 8 Data Analysis . 41 RESULTS . 43 Demographic Data . 43 Overall Experience in Higher Education . 44 Website Navigation . 44 Admissions . 45 Enrollment Services . 46 Veterans Services Office . 47 Faculty Awareness, Classroom Environment, and Campus Life . 48 Service-connected Disability . 51 DISCUSSION . 53 Implications of Results . 55 Limitations . 61 Future Research . 62 Summary . 63 REFERENCES . 65 APPENDICES . 69 Appendix A: Veterans Survey . 70 Appendix B: IRB Approval . ; . 74 Appendix C: Survey Results Spreadsheet. . 76 MILITARY VETERAN EXPERIENCE 5 List of Tables Table I. Respondents by branch and years of service, and by branch and gender . 37 Table 2. Summary of Survey Responses by Section, with Totals by Section and Response Type . 52 MILITARY VETERAN EXPERIENCE 6 Abstract The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. MILITARY VETERAN EXPERIENCE NATURE OF THE PROBLEM With the passing of the Post 9/11 Veterans Educational Assistance Act (2008), also known as the Post 9/11 GI Bill®, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009), and the intricacies and implementation of this new GI Bill® has caused confusion and frustration for both the veterans and university staff. After WWII, the Servicemen's Readjustment Act of 1944 (or GI Bill®) granted unprecedented educational and economic benefits to veterans. Other GI Bill® programs and adjustments have been made over the years, but the Post 9/11 version was said to be the most generous since the WWII era GI Bill® (Radford, 2009). 7 With the most recent changes to the GI Bill®, veteran presence was expected to grow on campuses across the country and therefore schools have had to adjust to meet the new demand (Cook & Kim, 2009; Rumann & Hamrick, 2009). Many of the veterans, active military and active military reservists (92%) currently enrolled in university indicated that education should play a role in post-service transition (Zoli, Maury, & Fay, 2015). Many veterans currently enrolled in higher education were exposed to direct and indirect conflict and suffer from Post-Traumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), and other physical and psychological challenges. Church (2009) said that "returning veterans will have a wide range of medical diagnoses and related health problems that will have a temporary or chronic impact on their living, working, learning, MILITARY VETERAN EXPERIENCE and relationship functions" (pg. 44). These issues make it difficult for veterans to adjust to a higher education setting, and cause tangible problems for their academic progress. 8 Although there are many positive qualities that veterans bring to an institution of higher education, many also bring with them these battle related issues. These issues make it difficult for veterans to adjust to this setting. The American Council on Education (ACE) found that veterans reported problems meeting academic expectations, while managing service connected injuries, including PTSD and TBI (Steele, Salcedo, and Coley, 2010). Not all veterans will openly disclose the visible and invisible injuries they have, so it is incumbent on colleges and universities to develop welcoming programs that meet these challenges (Church, 2009). This lack of self-disclosure could lead veterans to underutilize traditional campus disability services and therefore not receive the accommodations that may make their experience more manageable. Unfortunately, most post-secondary schools are ill prepared to meet the needs of these Veterans, creating lost opportunities for both the Veteran and the institution. Schools that are slow in meeting the challenges that the veterans present, find they are reacting rather than being proactive in meeting veteran needs. If institutions of higher education do not work to understand this veteran population, then it is likely to lead to an unsuccessful experience for the veteran and the institution (Brown & Gross, 2011). There are areas where higher education is generally meeting the needs of veterans, like including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits. But there are many areas that still show MILITARY VETERAN EXPERIENCE room for improvement including assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Literature Review Introduction This literature review will first establish some historical background relating to the GI Bill®, including changes that have taken place since its establishment following WWII. It will highlight the benefits of each version, especially the original version and the most recent version known as the Post 9/11 GI Bill®, and demonstrate the problems caused by the large influx of new veterans in higher education. Next, it will highlight some of the issues veterans have in a higher education setting related to their combat related disabilities and experiences, and the lack of preparation and forethought by colleges and universities related to these new veterans. Historical IFoundation~1office1] 9 The relationship of higher education and the military dates back to the 1862 Morrill Act, which established military training programs at land-grant institutions (Rumann & Hamrick, 2009, 2010). Subsequently, just prior to WWI, Congress passed the 1916 National Defense Act (NDA) which provided colleges a leading role in training soldiers. The NDA also established the three components of the military: the active duty military component, the military reserve component, and the state National Guard component. In addition, it created the Reserve Officers' Training Corps (ROTC) that standardized what had been solely independent military training programs at colleges and MILITARY VETERAN EXPERIENCE 10 universities. These were the fotmdations of the relationship between the military and higher education. Even though the NDA was established prior to WWI, many veterans were unsatisfied with the benefits offered to them, which resulted in significant economic and social unrest. This dissatisfaction prompted the writing of Servicemen's Readjustment Act of 1944 (Rumann & Hamrick, 2009). WWII Era GI Bill(RJ (Original). With the large numbers of military veterans returning home after WWII the Servicemen's Readjustment Act of 1944 (i.e., GI Bill®) granted unprecedented educational and economic benefits to these veterans. After much strnggle, this act was passed by congress and signed into law by President Roosevelt on June 22, 1944 (Rumann & Hamrick, 2009). When signing the GI Bill®, President Roosevelt said "It gives emphatic notice to the men and women in our armed forces that the American people do not intend to let them down" (Department of Veterans Affairs, 2013, para. 24). This trnly generous WWII era GI Bill® provided many financial and educational benefits to veterans and their families. Additionally benefits included living stipends, Veterans were given loan guarantees for homes, farms and businesses (e.g., nearly 2.4 million loans from 1944 to 1952), as well as unemployment pay and employment assistance (Department of Veterans Affairs, 2013). By the time the original GI Bill® had ended in 1956, 7.8 million of the nearly 16 million WWII veterans had used education benefits to some extent. In the peak year of 1947, veterans made up 49% of all college admissions. One interesting fact is that although there was an unemployment benefit available, less than 20% of the funds set aside for this benefit was used by the veterans. The total cost of this original version of MILITARY VETERAN EXPERIENCE the GI Bill® was $14.5 Billion (Department of Veterans Affairs, 2013; Military.com, 2006). 11 Many names have been given to this generation of veterans that served in WWII, such as the Greatest Generation, the G .I. Generation, and the Civic Generation. Regardless of the label, the impact of this generation due in large part to the GI Bill® education benefits, is immeasurable and can be felt to the present. In her book, Mettler (2005) stated that ''.just as the G.I. Bill transformed the lives of veterans who used it, they in tum helped change America" (p. 11 ). This GI Bill® opened up educational opportunities to those other than the privileged in America. Higher education that had previously been reserved for mainly white, native-born, Protestant Americans prior to WWII, was now a possibility for those that were Jewish, Catholic, African American, immigrants, and the working class. This changed the landscape of America forever (Mettler, 2005). Korean Era GI Bill.® The Veterans Readjustment Assistance Act of 1952, or Korean Conflict GI Bill®, was instituted to carry on the tradition of taking care of those who served and fought for their country. It was approved by President Truman on July 16, 1952. It was available for use by veterans who served between June 27, 1950 and Febrnary 1, 1955. Although this GI Bill® still provided education benefits and living stipends, as well has loan guarantees, it left the employment assistance up to the individual states. By the time this program ended in 1955, some 43% of the over 5.5 million veterans of the Korean Conflict had used their education benefits to some extent. Total cost to the country was $4.5 Billion and over 1.5 million loans were guaranteed, meaning the MILITARY VETERAN EXPERIENCE government guaranteed a portion of the loan to the lien holder in case of default (Department of Veterans Affairs, 2013; Military.com, 2006). Vietnam Era GI Bill.® 12 The Veterans Readjustment Act of 1966, or Vietnam Era GI Bill®, was signed by President Johnson on March 3, 1966. It retroactively covered post Korean Conflict veterans who served after February 1, 1955 and continued for veterans who served until May 7, 1975. It again provided education benefits, for the first time including active duty military members, and again loan guarantees. Between 1966 and 1989, 6 million Vietnam veterans, 1.4 million Post-Korean veterans, and 7 51,000 active duty military used this education benefit to some extent. More than $42 Billion was spent on this version of the GI Bill®, and 4.5 million loans were guaranteed (Military.com, 2006). Post-Vietnam Era Veterans Education Assistance Program (VEAP). VEAP was a transitional program that bridged the gap between the Vietnam Era GI Bill®, and the Montgomery GI Bill®. Veterans, who entered after December 31, 1976 were eligible for education benefits under this version, but unlike the previous versions this one required a contribution by the military member and they had to choose to participate upon enlistment. The participant contributed through payroll deductions up to $2700 and the government then matched two dollars for every dollar contributed for a maximum of $5400. If one chose not to participate, then they had no money for education available at the end of their service. In addition to this money for education, the loan guarantees continued (Military.com, 2006). MILITARY VETERAN EXPERIENCE 13 Montgomery GI Bill® and Reserve Programs. The Montgomery GI Bill®, named for its sponsor Representative G.V. (Sonny) Montgomery, was established in 1984. Representative Montgomery was the chairman of the House Veterans' Affairs Committee and worked to support veterans. For the first time a version of the GI Bill® also included education benefits for those serving in the reserve components, although at a reduced benefit to their active duty counterparts. A reserve member had to enlist for 6 years, and after serving 6 months they could begin using their education benefit. It again required the active military member to contribute toward their future education, with matching funds by the military. An active duty veteran was eligible if they served after 30 June, 1985 and had to enlist for a minimum of 2 years. This program continues to be used by veterans up to this day, and overlaps with the new Post 9/11 GI Bill® (Department of Veterans Affairs, 2013; Military.com, 2006). Post 9/11 GI Bill® (Current) The newest of the GI Bill® education and benefit programs is called the Post 9/11 Veterans Educational Assistance Program (Post 9/11 GI Bill®). It was signed into law in July of2008, and became effective August 1, 2009. The Post 9/11 GI Bill® is the most comprehensive bill since the original in 1944. It provides benefits to service members, both active and reserve, who served at least 90 aggregate days of active military service after September 10, 2001. This means that an active duty member and a reserve component member serving the same amount of active duty time will receive the same benefit. The benefit can be used while still in the active military or reserve component and after discharge (Post 9/11 GI Bill Overview, n.d., Department of Veterans Affairs, 2014). MILITARY VETERAN EXPERIENCE 14 The Veterans Administration (VA) pays up to 100% of the student's tuition and fees for their education, based on the amount of service after the date of eligibility. The tuition and fees provided under this version of the GI Bill® are sent directly to the educational institution. This GI Bill® also includes up to $1000 per year for textbooks, a living stipend while emolled in school, based on cost ofliving which averages $1368 per month nationally, a one-time relocation payment of $500 for those relocating from a rural area to attend school, and for those still on active duty in the military the opportunity to transfer some or all of the benefit to their children (Post 9/11 GI Bill Overview, n.d.; Department of Veterans Affairs, 2014). The benefit is tiered depending on how much active duty service was rendered after September 10, 2001. For instance if the member served at least 36 months of active duty service, then they receive 100% of the benefits. For 30-36 months it is 90%, 24-30 months is 80%, 18-24 months is 70%, 12-18 months is 60%, 6-12 months is 50%, and 90 days to 6 months is 40% (Post 9/11 GI Bill Overview, n.d.). GI Bill® Use (as of Fiscal Year 2013). With the increased benefit of the Post 9/11 GI Bill® came a new wave of college bound military veterans and reserve members, and in some cases their family members to whom they have transferred benefits. The higher educational institutions around the country will need to prepare for this new wave, just as they had to prepare and react to the wave of veterans entering school following WWII. The Institute for Veterans and Military Families, at Syracuse University, conducted a multi-pronged study to gain a better understanding of social, economic, and wellness concerns of the newest generation of veterans. There are over 3.9 million MILITARY VETERAN EXPERIENCE 15 veterans identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents in that study 58% reported a service related disability. Of those in the survey that reported service-connected disability, 79% said that the disability created obstacles for them when they transitioned to civilian life. In fact, 12% indicated the disability hindered starting higher education, and 28% said the disability created obstacles in completing their higher education. These same veterans indicated that of the many motivations to join the military, 53% said that educational benefits were a reason they joined, followed by a desire to serve their country at 52%. In the research 92% of respondents indicated that education should play a role in post-service transition. The response to this particular question indicated how overwhelmingly important education is to the most recent service members and veterans, and showed intent to further their education. A study of GI Bill® usage by veterans was published providing data through fiscal year 2013. The study indicated that in the Fiscal Year (FY) of2009 the Veterans Benefits Administration (VBA) reported just 34,393 students using the Post 9/11 GI Bill®, but in FY 2013 the total was up to 754,229 students. If all of the current GI Bill® benefit programs are included, there were 1,091,044 students (FY 2013) using benefits. Payments from the Post 9/11 GI Bill® in FY 2013, to students and colleges, was over $10 billion, with the total from all GI Bill® programs being over $12 billion (Department of Veterans Affairs, 2014). Effects of the Post 9/11 GI Bill® on Higher Education. Military veterans are likely to enroll or reenroll in higher education following military service. It is incumbent upon these institutions to be prepared, in order to make MILITARY VETERAN EXPERIENCE 16 the veterans' transition easier (Rumann and Hamrick, 2009). This is especially the case with the advent of the generous benefits of the Post-9/11 GI Bill®. The researchers further pointed out that because of generational and societal perspectives, many current administrators and faculty have most likely not experienced military service. This has caused issues with how faculty and staff at institutions relate to veterans. Rumann and Hamrick (2009) suggested that building relationships with outside veteran organizations could bridge the gap that may exist. In addition, they suggested that campus administrations could provide opportunities for students, staff, and faculty to better understand aspects of military service, complimenting a broader focus on diversity on campuses. In their more recent study, Rumann and Hamrick (2010) focused on a small group of National Guard and reserve veterans who had returned from wartime deployments to re-enroll in school. The veterans experienced things such as lingering high stress levels related to their deployments, a maturity gap that had developed between them and traditional undergraduate students, personal relationship issues, and identity related issues. Cook and Kim (2009) took a broader look at easing the transition of service members on campus. Their study involved surveys returned by 723 institutions across the country. The study found that there was a varied approach to serving veterans, with no obvious pattern as to which programs and services were provided, or what entity on campus was responsible, and reported that nearly two thirds of colleges and universities that did offer veteran services have increased those services since September 11, 2001. MILITARY VETERAN EXPERIENCE 17 In the same study, researchers came to the conclusion that there were areas where higher education was generally meeting the needs of military students, and areas where institutions could improve. Some examples of areas where institutions met veteran needs were including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits (Cook & Kim, 2009). Areas that needed improvement included helping veterans transition to a college environment, providing professional development to faculty and staff on veteran transition issues, training of staff on meeting the needs veterans with brain injuries and other military related disabilities, streamlining of administrative procedures for veterans enrolling or re-enrolling, and providing opportunities for veterans to connect with peers on campus. With the expected influx of students using the Post-9/11 GI Bill®, institutions need to address these areas of weakness when it comes to veteran services and programs. In their report, Brown and Gross (2011) stated that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. Part ofthis management includes understanding the characteristics of veteran and active military students. Radford (2009) detailed many characteristics of veterans and military undergraduates. The study states that: Slightly more than 3 percent of all undergraduates enrolled during the 2007-08 academic year were veterans, and slightly more than 1 percent were military service members. Among these military undergraduates, about 75 percent were MILITARY VETERAN EXPERIENCE veterans, 16 percent were military service members on active duty, and almost 9 percent were military service members in the reserves. (p. 6) 18 The researcher also detailed issues faced by military undergraduates who wished to attend college: Difficulty transitioning to life after military service; experiencing psychological and/or physical post-war trauma; readjusting to personal relationships; and adapting to a new lifestyle. Radford also highlights that veterans can face bureaucratic red tape from the Department of Veterans Affairs (VA) relating to their education benefits as well as from the college or university staff who were often not well versed in the details of those benefits. Many veterans face obstacles and challenges in using the Post-9/11 GI Bill® and transitioning to college (Steele, Salcedo, & Coley, 2010). Challenges noted included expectations different from their military experience, balancing academics and other responsibilities, relating to non-veteran students, managing service-connected injuries and disabilities. They also noted institutional efforts to adapt to the new GI Bill® benefits. Schools reported increased staff workloads of 50% to 200% related to the new influx of veteran students. The researchers (Steel, Salcedo, & Coley, 2010) noted some of the reasons behind this influx were, increases in total GI Bill® enrollment over previous years, lack oflmowledge in details of the new law, coordination with student accounts offices with respect to receipt of payments, the need to submit enrollment verification of each veteran student, and the need to assist veteran students in understanding their benefits. Institutions could more effectively serve veteran students according to the results ofa focus group study (Steel, Salcedo, & Coley, 2010). Institutions that encourage MILITARY VETERAN EXPERIENCE 19 veterans to self-identify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The institutions should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). Veterans with Combat Related Disability Issues One challenge America faces as the more recent conflicts wind down, is that there will be more veterans with disabilities returning from military service, and these veterans will be seeking higher education. It will be important for staff and faculty of associated schools to be prepared to assist these veterans with disabilities in their transition (DiRarnio & Spires, 2009). The veterans that find it especially difficult to adjust to higher education are those with combat related disability issues, including hidden issues such as Post Traumatic Stress Disorder (PTSD) and Traumatic Brain Injury (TBI). Survivability from combat injury has increased and therefore an increase in veterans with disabilities on campus is inevitable. In the most recent conflicts, nearly 85% of those receiving combat injuries are surviving due to advances in protective body annor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). The Veterans Administration (VA) reported that in 1986 there were 2,225,289 military veterans with service-connected disabilities. By 2013 the number of veterans with service-connected disabilities had climbed to 3,743,259, mainly due to exposure to the MILITARY VETERAN EXPERIENCE 20 most recent conflicts in Iraq and Afghanistan and the increased survivability from combat injury (Department of Veterans Affairs, 2014b). Researchers from a study of veterans with three major conditions (e.g., PTSD, TBI, and major depression) reported that 18.5% of those returning from the most recent conflicts had PTSD or depression, and 19.5% reported experiencing TBI during their deployment. Of the veterans responding to the study, 11.2% reported PTSD or depression but no TBI, 7.3% reported PTSD/depression and TBI, and 12.2% reported just TBI (Tanielian & Jaycox, 2008). More recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). Colleges and universities across the country need to find ways to accommodate these new military veterans that may be coming to their institutions, but especially those with these sometimes unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. Accommodating Veterans with Disabilities on Campus. In a study of the role of the DS staff in accommodating veterans with disabilities, 237 members of the Association on Higher Education and Disabilities completed a survey, responses indicated that only 33% were comfortable or knowledgeable about campus efforts to serve these wounded warriors. Additionally, only 17.3% felt they had above average ability to serve these veterans (Vance, Miller II, 2009). There is a need to develop veteran friendly programs that reduce red tape, and have a designated point person or office. Other recommendations were to have an ongoing campus dialogue MILITARY VETERAN EXPERIENCE 21 which includes members of the DS staff, work on collaboration with other campus professionals, and work to collaborate in educating faculty and staff on the unique needs of these veterans (Vance & Miller II, 2009). There have been many discussions on how to accommodate veterans with disabilities on college and university campuses. The American Council on Education (ACE), with support from the Kresge Foundation and the Association on Higher Education and Disability and America's Heroes at Work conducted a "Veterans Success Jam" in May of2010. The "Veteran Success Jam'', was a three-day online collaboration that brought together thousands of veterans and their families, active service members, campus leaders, nonprofit organizations, and govermnent agencies from around the country. Recommendations were generated for colleges and universities accommodating veterans with PTSD and TBI (American Council on Education, 2010). During discussions at the Veterans Success Jam it was determined that overall veterans bring a lot of good qualities with them to campus, such as a higher degree of maturity, experience and leadership qualities, familiarity with diversity, and a level of focus not seen in their peers. Unfortunately, these qualities have been earned at great personal expense, and may well affect their educational goals. Campuses that are prepared to handle these challenges will rnake the transition of these veterans much easier, and the schools will benefit from being seen as veteran friendly (American Council on Education, 2010). Part of preparing to properly serve and accommodate these veterans is to understand what PTSD and TBI are, and what effect they may have on the academic MILITARY VETERAN EXPERIENCE 22 progress of these students. It is imperative that faculty and staff be educated and aware of these possible challenges (American Council on Education, 2010). Traumatic Brain Injury (TBI) in veterans usually involves a blow or concussion to the head which may include a penetrating head injury, which disrupts the function of the brain itself. These are most often associated with contact with an improvised explosive device (IED). Generally TBI can result in long and short-term issues, but most people get better over time. For those with mild cases of TB I, about 80% of the cases from the most recent conflicts, the recovery time can be as little as 3-6 months (American Council on Education, 2010). Post-traumatic stress disorder (PTSD) is a psychological injury that develops in response to exposure to an extreme traumatic event or events over time. PTSD trauma may include threatened death of oneself or others, serious injury, and even just the constant threat of personal injury. This creates a feeling of fear and helplessness that actually changes the brains chemical and hormonal balance. For some victims the symptoms will disappear when they are no longer exposed, yet for others they persist over a long period of time. Flashbacks or reliving events can happen in PTSD cases, which bring the stresses back to the forefront. These victims can sometimes avoid these feelings by avoiding events or situations that may trigger them. Usually PTSD symptoms manifest themselves within a few months, but they can take years to appear (American Council on Education, 2010). Staff and faculty may find it helpful to know what cognitive difficulties may be manifested in a veteran with PTSD or TBI. Each person manifests symptoms differently, so it hard to generalize. These symptoms can be things such as: difficulty in MILITARY VETERAN EXPERIENCE 23 concentration and attention; challenges processing infonnation; learning and memory deficits; sluggish abstract reasoning; and slowed executive functioning including problem solving, planning, insight, and sequencing. These veterans may also experience stressors outside the classroom involving home life, work, sleep disturbances, trouble managing time, and panic attacks (American Council on Education, 2010). When considering how to accommodate veterans with these types of disabilities it is best to understand that PTSD and TBI .symptoms are expressed in very unique ways. Standard procedures for accommodating a student with disabilities may not work with these veterans. In addition, in extreme cases, PTSD and TBI may also lead to depression and suicidal thoughts. These symptoms can be aggravated by academic pressure, health concerns, relationship issues, sleep problems, and substance abuse issues. Some factors that may have a positive effect on these veterans are social support by other veterans, professional medical treatment, good health and eating habits, and participation in recreational activities (American Coimcil on Education, 2010). Institutional faculty and staff should also be aware that not all veterans with PTSD or TBI will require disability accommodations to be successful in education, while others may. If they do require and qualify for special accommodations they will normally fall under either the Americans with Disabilities Act of 1990, or Section 504 of the Vocational and Rehabilitation Act of 1973. So adjustments may be made for these veterans, as they are with others with disabilities, as long as the accommodations do not change the overall academic program in question (American Council on Education, 2010). MILITARY VETERAN EXPERIENCE 24 Another factor to consider is that these veterans are less likely than their peers on campus to access special accommodations for which they may qualify. There are many reasons this may occur such as pride, lack of understanding campus resources on their part, or the feeling that faculty and staff do not understand PTSD or TBI. It is necessary to realize that most staff and faculty have not experienced anything close to what these veterans have been exposed to in combat (Rumann & Hamrick, 2009). Faculty and staff must be informed in other ways because of the lack of exposure to military experiences and lifestyle. Increased awareness by faculty and staff can also meet the needs of broader commitment to diversity on campus (American Council on Education, 2010; Rtunann & Hamrick, 2009). Faculty and staff should know that the manifestation of symptoms, and even the diagnosis of these conditions, may not occur until well after they leave the military. Therefore, they may come to the campus undiagnosed. Becoming aware of the outward signs of PTSD and TBI could present opportunities to counsel veterans on possible accommodations, for those that have not already made arrangements with the DS office on campus. Of course, veterans must be willing participants and never be coerced (American Council on Education, 2010). Faculty and staff would also find it useful to become aware of other veteran resources on campus and in the community that may be helpful in the veterans' transition to the college or university setting. These could be resources such as the Veteran Student Services office, Veterans Upward Bound (VUB), the local Student Veterans of America chapter, or various community veteran resources like the Veteran Service Organizations (American Legion, Veterans of Foreign Wars (VFW), and Disabled American Veterans MILITARY VETERAN EXPERIENCE 25 (DAV)), the Veterans Administration (VA) hospital, and others. Partnering with outside organizations would help university staff in handling veteran specific issues (American Council on Education, 2010; Rumann & Hamrick, 2009). In general faculty and staff should understand that most veterans are new to their disabilities as well and may be unaware of their rights as disabled students to receive accommodations for an identified disability. The process of getting and accepting help can take time for these veterans. Sometimes their military background can hinder them, mainly due to the stigma of weakness that can be placed upon someone in the military with disabilities or shortcomings. Faculty and staff should also be aware that there are many other disabilities that veterans may bring to campus in addition to PTSD/TBI such as loss oflimb(s), severe burns, deafness, vision issues, and general learning disabilities (American Council on Education, 2010). Veterans with Disabilities. In a study published in 2012, focus groups were held involving 31 veterans who had self-reported PTSD symptoms. Transcripts of the sessions were analyzed to establish dominant themes in the responses of these veterans. Findings indicated that veterans with PTSD. needed services in a variety of different areas, and they also had some specific recommendations for easing their transition (Ellison, et al., 2012). The veterans in the study found it important for the schools to provide services for educational planning, including helping them to prepare for the rigors of higher education. The reality is that many of these veterans went into the military because they felt they were not ready for college. The veterans felt they needed help with counseling on the educational goals, and in choosing an appropriate major (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 26 Another concern for these recent veterans is being able to reintegrate into society after their military service. Many of them left from their parents' homes right after high school without learning to live civilian life on their own. The veterans indicated the sudden change in social, psychological, and environmental norms from the military to civilian life created concerns. These concerns included homelessness, lack of family support, medical and/or addiction needs, physical disability needs, financial difficulties, and the how to balance their education and living needs (Ellison, et al., 2012). One theme that manifested itself across the veterans was the need for guidance and counseling regarding their GI Bill® and VA benefits. The veterans indicated that when calling veterans services they had difficulty reaching an actual person who could answer questions for them. When they did reach an individual, this person lacked proper knowledge of benefits, or could not properly cotmsel them on the pitfalls of choosing one educational benefit over the other. The staff at these offices need to be knowledgeable and infonnative (Ellison, et al., 2012). These veterans were concerned over the impact that their PTSD would have on their educational attainment. They indicated high anxiety dnring classes which could be triggered by things such as loud and sudden noises, hypervigilance while traveling to school, or anything that might remind them of their combat experience. Some indicated that they coped with these difficulties by using medication, positioning themselves at the back of the class, trying to choose classes with fewer students, or even evening or online classes. The veterans also expressed concern with perceived difficulties in memory and concentration in class, and the need for special accommodations (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 27 The veterans provided some possible ways that institutions could mitigate some of the difficulties that they face. They indicated the need for on campus outreach services from VA facilities where the veterans normally gather. The younger veterans also expressed a need for more outreach by veterans their own age and not just by groups of what they perceived to be veterans old enough to be their fathers (Ellison, et al., 2012). Peer support was another area where they felt services could be utilized to their benefit. The veterans felt that being able to interact with veterans who have had similar experiences, would help them to navigate the difficulties of the environment. There is an unseen trnst bond that fellow veterans feel from each other, especially if they know they have each served in similar combat situations. The veterans thought that a program of veterans providing counseling to veterans would be ideal and that one-on-one service settings would be best (Ellison, et al., 2012). These veterans also suggested that there should be some coordination between services received with their VA education benefit and with the clinical services related to their PTSD treatment. Veterans were concerned with the logistics of managing their schooling and the case management involving their treatment. The veterans suggested that there be some coordination between the schools and the VA to have school representatives available at the VA facilities for question and answer sessions related to higher education, as well as maybe some workshops related to college preparation. The veterans also wondered if it were possible to have individual advocates that would walk them through the processes such as admissions, financial aid, and enrollment (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 28 The veterans also suggested that there is a big change between the structured life of the military and the less structured civilian culture. Veterans felt in the military they had less autonomy and flexibility, and were concerned that their dependence on the military structure could hinder them in college persistence. Veterans felt that the process on campus needed to be streamlined and clear in order for them to better cope with the process. A one-stop-shop for veteran student services was suggested (Ellison, et al., 2012). Another concern was the perceived disconnect from the social networks the veterans relied upon prior to serving in the military. Having experienced many traumatic combat related experiences, and feeling a veteran no longer fit into groups or social settings that veterans may have been included in prior to their service. The veterans' social networks had become those that were fonned in the military and the transition back to civilian social networks was difficult. Veteran student groups on campus and national student veteran organizations could help ease these concerns (Ellison, et al., 2012). Reintegration into Society As veterans return from conflicts they have difficulties reintegrating into work environments, educational environments, social interactions and relationships, general physical functions, and sound emotional well-being. This is especially true for veterans that return with disabilities such as PTSD and TBI (Ostovary & Dapprich, 2011). As related specifically to (re)integration in education, veterans find both challenges and opportunities await them. The challenges come in many different forms and veterans need help navigating them upon entering the higher education environment. MILITARY VETERAN EXPERIENCE The opportunities depend on the approach to veterans established in each school (Ostovary & Dapprich, 2011). 29 One of the challenges faced in educational (re )integration is the loss of the direct benefits veterans were used to receiving in the military. Veterans are used to their day to day needs being taken care of for them with relative ease for the most part. Veterans' educational benefits can sometimes be delayed. The veterans are encouraged to apply for their GI Bill® benefits soon after discharge, yet the process of receiving these benefits is not immediate. This urgency in using the education benefit may cause the veteran to feel rushed into college enrollment and amplify things such as anger, irritability, and poor concentration in school. Classroom settings can also be a challenge and veterans may be affected by class size and noise, placement in the room, and attention and concentration issues. The veterans themselves report problems with the rigors of the curricuhun, social interaction with other students, and their perceived limits to services on campus (Ostovary & Dapprich, 2011). Educational satisfaction of veterans relates to how the respective institution of higher education works to become veteran friendly. Colleges and universities need adapt to the needs of new veterans as they transition. A veteran friendly campus is one that collaborates all services related to the (re)integration of veterans with disabilities. The services should include veteran centers on campus, veteran specific orientations, intramural programs for disabled students, and a campus-wide focus on veteran services. In addition, a student veteran organization should be established on campus. These organizations may improve interaction between veterans and traditional students, and between veterans and faculty and staff (Ostovary & Dapprich, 2011). MILITARY VETERAN EXPERIENCE 30 As has been the pattern of past generations, social and political change has occurred when veterans return from the fight, including those that return with disabilities. Following WWI the change came in the form of what was called the Commission on National Aid to Vocational Education and Disabled Veterans Act. Following WWII the change was known as the Serviceman's Readjustment Act. Then after Vietnam the program was called Veteran's Readjustment Assistance Act. Our newest veterans with disabilities are covered under the provisions of the Americans with Disabilities Act Amendment Act (AD AAA) of 2008 (Ostovary & Dapprich, 2011 ). Higher Education: Weathering the Perfect Storm. It has been said that the return of veterans from recent conflicts in Iraq and Afghanistan, along with the passage of the ADAAA, and the comprehensive benefits of the new Post 9/11 GI Bill® have created a so-called perfect storm that higher education has to overcome (Grossman, 2009). How higher education reacts will detennine how well they navigate the storm. Veterans with disabilities have historically been seen as assertive when it comes to their civil rights and educational benefits earned during their service. Many have been through traumas of the battlefield and will have been diagnosed with PTSB, TBI, and other issues (Grossman, 2009). Institutions of higher education will have to adapt to and learn to accommodate these veterans. Postsecondary institutions can become overwhelmed by this new influx of veterans with disabilities, or it could see this as an opportunity for positive changes. These new veterans could become the wakeup call that higher education needs, or a stumbling block. To weather the storm they will need to look at this challenge from a MILITARY VETERAN EXPERIENCE 31 new perspective and come up with new solutions that include a campus-wide response to accommodating veterans, and a Universal Design (UD) approach to their education (Burnett & Segoria, 2009; Grossman, 2009). The researcher (Grossman, 2009) lays out the challenges that come along with this perfect storm, and that higher education institutions will have to decide how they meet the challenges. First, they have to decide to prepare for this new population of veterans, of which they have had little if any experience dealing with. This will require training of faculty, staff, and DS staff on the characteristics and needs of these veterans. Although the AD AAA makes it clear that institutions are not required to fundamentally change their programs, but when it comes to veteran accommodations they may need to determine what really is fundamental. Veterans with PTSD and TBI require adjustments (accommodations) to the status quo, yet at the same time they do not want to be coddled (Grossman, 2009). The second challenge for colleges and universities is to develop veteran outreach activities that encourage them to enroll in college, take advantage of earned accommodations, and persist to graduation. They will need to address veterans with disabilities that hesitate to self-identify, that bristle at even being called or considered disabled, but that still need to be informed of campus benefits. Outreach activities should take place at locations where veterans may congregate (on and off campus), on social media cites, and at local military base education centers where possible. Veteran-specific student organizations, clubs, and fraternities may also be developed to inform veterans. For the most part these veterans are not used to the academic culture surrounding MILITARY VETERAN EXPERIENCE 32 disability accommodations and need help reviewing their documented disabilities or help obtaining proper documentation (Grossman, 2009). The next challenge noted is that veterans need someone on campus that can support them when the challenges and rigors of academic life arise. Ideally this would be someone with military experience generally similar to the individual veteran experience. Veterans with disabilities need to have someone they know can relate to their specific needs, and challenges, and be sympathetic to their cause (Grossman, 2009). Finally, colleges and universities need to be up to the challenge that this is an ongoing opportunity to help these current veterans and those that may come in the future. The higher education institutions should realize that America has made a commitment to these veterans and that part of that commitment is to their proper education. The commitment to this opportunity has to stay consistent, perpetual, and always focused on meeting the needs of these veterans with disabilities (Grossman, 2009). Summary There has been a long history established of federal assistance for veterans leaving military service, especially since WWII concluded. The GI Bill® has become a major part of those benefits. The original GI Bill® was a very generous benefit that provided an educational opportunity to millions of veterans following WWII, and literally changed society for generations. The newest version, the Post 9/11 GI Bill®, once again offers a tremendous benefit to veterans transitioning from the military and entering higher education environments around the country. This new GI Bill®, along with the large number of veterans leaving service following the wars in Iraq and Afghanistan, have facilitated the need for change MILITARY VETERAN EXPERIENCE 33 and adaption of student services at these institutions of higher education. Some of these colleges and universities have done better at adapting than others, but the need for all to make the change is required. Reintegration of these veterans into society, and more specifically into education, is critical for their well-being. These veterans almost always need help navigating the challenges faced in a higher education environment. Colleges and universities must change and adapt as society does in relation to veterans. Many of these new veterans coming to higher education have been exposed to combat and may have disabilities, including PTSD and TBI, which will need to be accommodated. Adjustments will need to be made by faculty and staff in order to address the educational needs of these veterans with disabilities. How these adjustments are made, and how effective they are in helping the veterans transition, will impact the experience of both the institutes of higher education the veterans they serve. MILITARY VETERAN EXPERIENCE 34 PURPOSE With the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). This new GI Bill® benefit is the most generous since the end of WWII (Radford, 2009) which has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. In research by Zoli, Maury, and Fay (2015) of more than 8,500 military members and veterans, 92% said that education should play a role in post-service transition. Unfortunately most colleges and universities were inadequately prepared to meet the needs of this new influx of veterans and have been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Many of these new veterans have returned with disabilities related to their wartime experiences, such as PTSD and TBI, which require additional considerations and accommodations. These veterans with disabilities have both temporary and chronic health issues that have affected their educational experience (Church, 2009). Faculty, staff, and related student services offices need to work together to meet the needs and special accommodations of these veterans with disabilities. The purpose of this study was to detennine veterans/veterans with disabilities perspectives on how well they have been integrated and accommodated at the community college and university level in a western state. The study sought to determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. MILITARY VETERAN EXPERIENCE 35 The primary research questions were: 1. To what extent do veterans feel that their respective college or university has developed a veteran friendly campus by streamlining the admission, enrollment, and veteran services processes? 2. To what extent do veterans feel faculty and staff have an adequate understanding of the experiences of military veterans and are faculty and staff aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general? 3. To what extent do veterans perceive that colleges or universities adequately understand and accommodate veterans' with disabilities, specifically those disabilities related to combat related issues such as PTSD and TBI? MILITARY VETERAN EXPERIENCE 36 METHOD To address the purpose of this study, a needs analysis through survey research was conducted using the perspectives of veterans at both a university and community college in a western state. Veteran attitudes and perspectives were gathered related to their experiences during the admissions and emollment processes at their institutes of higher / education. Additionally the participants considered disabled, due to PTSD or TBI, were further queried relating to their specific experiences on campus. The study was conducted using a survey consisting of 4-point Likert scale questionnaire (Appendix A), with follow-up open-ended questions. The Likert scale questions were used to measure the overall perception of veterans' experiences in higher education. The open-ended questions were used to identify common themes and opinions from these same veterans. Additional survey questions were provided for veterans who self-identified as having PTSD and/or TBL The study was of particular interest to the researcher due to past experience in the military, work experience serving veterans on campus, and experience as a student having used GI Bill® benefits for graduate studies. The researcher served in the U.S. Army for over 22 years retiring in 2005, was grandfathered into the Post 9/11 GI Bill® benefits after retirement, and used those benefits in pursuit of a Master of Education degree at a university in a western state. Additionally the researcher is a service-connected veteran with disabilities. The researcher worked with veterans at a university as a staff member in a Department of Education program called Veterans Upward Bound (Department of Education, 2014), and was a member of a university committee of concerned faculty and staff, dedicated to creating a veteran friendly environment. MILITARY VETERAN EXPERIENCE 37 Participants The study surveyed veterans attending a university and a community college in a western state, who were associated with the Veterans Upward Bound (VUB) program at each campus. The survey was distributed to 158 veterans who participated in VUB between 2013 and 2015. Total respondents to the survey were 33, a 23% response rate. As with the military in general, it was anticipated that the majority of the respondents would be male (see Table 1). Part of the survey allowed the veterans to identify whether they had a service­connected disability for PTSD and/or TBI. Those that identified themselves as disabled due to PTSD/TBI were further queried, to gather information related to their particular experiences regarding disability accommodations and services on campus. Table I. Respondents by branch and years of service, and by branch and gender. 0-5 years 6-10 years 11-19 years Retired 20+ Male Female Army 4 4 1 1 8 2 Navy 2 1 NIA 1 3 1 Air Force NIA 4 NIA 4 5 3 Marine Corp 5 2 NIA NIA 6 1 Nat. Guard NIA NIA NIA 1 NIA 1 Reserve 1 2 NIA NIA 3 Total 12 13 1 7 25 8 MILITARY VETERAN EXPERIENCE 38 Instruments This research was conducted using a survey of questions related to the veterans' experiences and satisfaction level with campus services, including questions specifically for those veterans who identified themselves as having a service-connected disability (Appendix A). The questionnaire measured levels of satisfaction or dissatisfaction with each topic. No neutral response was offered to the respondents. The researcher's rationale being that the veterans were either satisfied or not with each aspect of their experience on campus. The open-ended questions required a written response that allowed the respondents to express deeper feelings related to the topics. These were used to further identify common themes. Procedure The study identified veterans enrolled in VUB using program specific database software known as Blumen® (Compansol, 2012). The database is used to track the progress of veterans in VUB and was readily available to the researcher. Although the researcher had access to the veterans in the VUB program, Institutional Review Board (IRB) permissions were requested in accordance with institutional procedures. The IRB request included all survey instruments and informed consent forms required for the study. Once approval of the study was given (Appendix B), the researcher obtained a current number ofVUB participants served between 2013 and 2015, and began the survey process. MILITARY VETERAN EXPERIENCE 39 An email was sent to 158 veterans emolled in VUB between 2013 and 2015. The initial email introduced the study and asked each veteran to participate in the survey. The email made clear that their participation in the survey was consent for their data to be used in the study. The veterans were instructed that these surveys would include descriptive information such as background, age, and sex, but that no identifiable information would be published in the results. Of the initial 158 emails sent, 15 were rejected due to invalid emails, and two veterans specifically requested not to be contacted further and were removed from the participant list. The final pool was 141 veterans. One week after the initial email, a second email was sent to each veteran with a link to the survey and they were asked to complete it as quickly as possible. After a two week response period the researcher sent the link again, to offer those veterans who have not yet responded the opportunity to participate. Due to minimal response, the survey link was then sent out two additional times before it was determined that the maximum voluntary response was likely reached. There were a total of 33 completed surveys received, or a 23% response rate approximately. Of those received, eight women veterans completed the survey, or 24%. Unfortunately researchers have found that response rates to online surveys are significantly lower than paper surveys, despite various practices used to lift total responses. It was reported that online surveys had response rates 23 % lower than that of paper surveys (Nulty 2008). Nulty suggests the following procedures as a way to boost response rates from online surveys such as: MILITARY VETERAN EXPERIENCE 1. "Pushing" the survey using an easy access URL sent directly to the participants. 2. Frequent reminders to the participants, at least 3, however some researchers in the study were concerned with irritating the survey population. 3. Involving academics with a vested interest, to remind possible participants. 40 4. Somehow persuading participants that the data from their responses will be used usefully and taken seriously. 5. Providing rewards of some sort, prizes, points, extra credit, etc. But some cautioned that students should do it because it is worth their time, versus extrinsic motivators that may skew the sample. 6. Help students to understand how to give constructive criticism, which can help their open-ended responses. 7. Create surveys that seek constructive criticism, which encourages participation and avoids the pitfalls of simple numerical rating surveys. During the data collection process, some of these tactics were employed to increase response rates. As indicated earlier in this research, multiple emails with an easy to access URL were used, providing frequent reminders, participants were informed that their data would be used to improve the situation of current and future veteran students, and the survey was constrncted in a way that would allow the veterans to provide constrnctive criticism using both a Likert scale survey and follow-up open-ended comments. MILITARY VETERAN EXPERIENCE 41 Based on the researcher's work with veterans for over 10 years prior to this study, the response rate for the current research was not a surprising. Most veterans have been reluctant to participate in extracurricular activities and assignments given through VUB, due to their busy life and their focus on the requirements of their education which effect their grades. In addition, female veterans seem more likely to participate than male veterans. Female veterans made up only 16% of the initial pool of veterans to whom the survey was sent, but responded at a rate of 24%. Additionally, of those who responded 33% indicated they had been diagnosed with PTSD and/or TBI. Data Analysis The survey was administered and gathered over the course of a semester and the results were analyzed. Data were reviewed on a regular basis as the surveys were returned by the respondents. The researcher reviewed the responses for overall concepts, emerging patterns, and overarching categorization. The data were described and interpreted to answer questions posed by the research on the military veteran experience in higher education in a western state. An ecological psychology approach was talcen to analyze the participant's perspectives related to their environment (Boudah, 2011). Ecological psychology is the study of the relationship of humans and their environments, and how that enviromnent affects the inhabitants. In this case the higher education environment and military veterans. The researcher collected the data over time and then coded the data for analysis. During coding the researcher worked to identify patterns, developed categories, and MILITARY VETERAN EXPERIENCE looked for common themes and trends. As new responses crune in, patterns categories and themes were changed and adjusted as necessary. 42 The researcher then moved beyond the patterns, categories and themes to develop a theory based on a review of the causes, consequences, and relationships of the veteran perspective. The researcher brought a theoretical sensitivity to the subject based on past experience in the military and current work with veterans on college and university crunpuses. MILITARY VETERAN EXPERIENCE RESULTS 43 The survey questions were broken down into demographic data, and seven survey sections: (a) overall experience in higher education, (b) website navigation, (c) admissions, (d) enrollment services, (e) veterans services office, (f) faculty awareness/classroom enviromnent/campus life, and (g) service-connected disability. Likert scale answers were gathered, and the respondents were also given the opportunity to comment on each section as well. See the Likert scale results (Appendix C). Demographic Data Based on the survey answers in this section, the researcher received a good mixture of military veterans. Of the respondents, seven indicated they were retired military (typically a minimum of20 years served), one had served 11-19 years, 13 had served 6-10 years, and 12 had served in the military 0-5 years. As to the question of how long each veteran had been out of the military before starting college, nine veterans had been out just 0-6 months, only three 7-12 months, seven had been out 1-2 years, three had been out 3-5 years, and 11 had been out of the military over five years. Of the veterans who responded, 25 were male and eight were female. Combat zone experience was high among respondents, which reflects the fact that the military has been involved in one conflict or another for over a decade. Of the 33 respondents 25 had been deployed to a combat zone, including six of the eight female veterans. There was a fairly even mixture of veteran students attending two or four year postsecondary institutions as well. Of the respondents, 10 were attending a 2-year institution and 13 were attending a 4-year institution. The rest were either imminently MILITARY VETERAN EXPERIENCE 44 graduating, starting school the following semester, or were just not enrolled in school at the time of the survey. The military branch breakdown of the respondents were 10 that had served in the Army, four from the Navy, eight from the Air Force, seven from the Marines, and four who had served in a reserve component. Overall Experience in Higher Education When asked iftheir overall experience in higher education had been positive, nearly 73% either agreed or strongly agreed with the statement, and the remaining 27% disagreed or strongly disagreed. As to whether their school was working to accommodate veterans, 66% either agreed or strongly agreed and the remaining 33% disagreed or strongly disagreed. And finally as to whether veteran programs/benefits have improved since they have been at school, nearly 56% either agreed or strongly agreed, while 44% either disagreed or strongly disagreed. Open ended comments from this section included one from a veteran who said, "Seems to be more difficult once you've been identified as a veteran." Another veteran commented, "Some departments are set up in such a way that Veterans who use their G .I. Bill do not get the full benefits. ([e.g.] the Automotive Department) Some of the classes have 25 hours of seat time for 1 week with homework and is considered part time." Website Navigation The respondents overwhelmingly agreed that their respective college/university website was easy to find online, with 100% that either agreed or strongly agreed. Once they found the site 75% either agreed or strongly agreed that the site was easy to navigate, MILITARY VETERAN EXPERIENCE 45 while 25% reported a negative experience and either disagreed or strongly disagreed that the website was easy to locate. When it came to veteran-specific webpages, 60% either agreed or strongly agreed that it was easy to locate veteran-specific webpages and that they were either in one location or easily linked. Yet 40% disagreed or strongly disagreed, and found the webpages more difficult to locate. The respondents that either agreed or strongly agreed that veteran webpages were clear and understandable was about 73%, with about 27% that disagreed or strongly disagreed. Finally, over 93% of the respondents either agreed or strongly agreed that contact information for Veterans Services was easy to find on the website. When asked to comment about website navigation, one veteran said, "Veterans Services website need[s] a complete makeover. Veterans Upward [B]ound need[s] some life to it, graphics. Still have very old pictures. Out of date. Its 2015 folks." Admissions A clear 100% of the respondents either agreed or strongly agreed that online admissions application was easily fotmd, clear, and understandable. Over 68% either agreed or strongly agreed that the application clearly asked them to identify as a military member or veteran, with approximately 31 % that either disagreed or strongly disagreed that the application clearly asked them to identify as a military member or veteran. The vast majority of the veterans, over 96%, either agreed or strongly agreed that the admissions office was easy to locate on their campus if needed. Approximately 63% either agreed or strongly agreed that the admissions staff was helpful, were able to answer MILITARY VETERAN EXPERIENCE veteran related questions, and understood veteran related procedures while over 36% disagreed or strongly disagreed. 46 Just over 53% of the veterans either agreed or strongly agreed that the procedure to transfer in credit for military experience was clear and understandable, while nearly 47% disagreed or strongly disagreed. As to whether their respective school offered veteran-specific orientations or information sessions, approximately 53% disagreed or strongly disagreed. Nearly 47% agreed or strongly agreed. When asked whether the overall admissions process was veteran friendly, nearly 70% either agreed or strongly agreed that it was, while about 30% disagreed or strongly disagreed that the process was veteran friendly. Comments on admissions included one veteran who said, [About the application] "the box that asks if you are a vet is a small box that most vets don't see." [As to whether the staff was helpful] "When you ask any questions on the phone, as soon as you say you're a vet, they transfer you to Veteran Services, even though your question is about admissions." [In reference to veteran orientation] "Some orientations include a portion for vets, but most don't." Another veteran commented, "I honestly can't remember if Veteran status was an option on the application. The local VA office had to add me as Veteran with school. There is a disconnect somewhere." Enrollment Services When asked about enrollment services, over 85% ofrespondents either agreed or strongly agreed that the online registration process was clear and understandable, with just over 14% disagreed or strongly disagreed. Nearly 94% of the veterans either agreed or strongly agreed that the registrar's office was easy to locate on their respective campus. MILITARY VETERAN EXPERIENCE 47 The veterans were also asked if they had access to an advisor for help planning and choosing courses, as well as assistance in enrolling. Approximately 74% of the respondents either agreed or strongly agreed, with just about 26% that disagreed or strongly disagreed. As to whether the registrar office staff were familiar with veteran­specific needs, only about 45% either agreed or strongly agreed, and 55% didn't feel their needs were met. Over 78% of the veterans surveyed either agreed or strongly agreed that enrollment deadlines, add/drop periods, and the semester schedules were made clear, while approximately 22 % disagreed or strongly disagreed. One veteran said concerning enrollment services, "I specifically had to ask for an adviser with a military background to assist me. It was difficult to process to figure out what classes I needed to finish my degree with the military. The other advisers gave a generic tutorial on general education classes which was helpful to a point. To be fair it was extremely difficult to get assistance from the military." Another veteran commented, "I could find no specific counselor to meet with to plan a course schedule. That was left up to the advisor for the degree you majored in. Getting a meeting with that person is absolutely ridiculous and time consuming. Not easy in the slightest." Veterans Services Office When it came to ease of locating Veterans Services on campus, almost 85% either agreed or strongly agreed that it was no problem, with the remaining 15% who either disagreed or strongly disagreed. Some 78% ofrespondents either agreed or strongly agreed that the staff was friendly, welcoming and knowledgeable on GI Bill® benefits, but the 22% remaining either disagreed or strongly disagreed. The majority of the veterans, just over 77%, either agreed or strongly agreed that procedures for certification of GI MILITARY VETERAN EXPERIENCE Bill® benefits clear and understandable, or they were explained adequately. The remaining 23% either disagreed or strongly disagreed. Nearly 81 % of the respondents either agreed or strongly agreed that the Veterans Services staff helpful in giving guidance for registration each semester, with the remaining 19% either disagreed or strongly disagreed. 48 When asked if problems with GI Bill® benefits were resolved for them in a timely manner, over 84% indicated that they either agreed or strongly agreed, with 16% that either disagreed or strongly disagreed. Comments about Veterans Services Office included one veteran who said, "The Veterans Student Services were very helpful, lmowledgeable and professional." While another commented, "The Veterans Services Office was able to answer my questions and refer me to the appropriate services I required, however, I wondered why other school officials hadn't referred me to Veterans Services first. I could have avoided a lot of confusion and wasted time." Faculty Awareness, Classroom Environment, and Campus Life When asked about whether their school had offered a reintegration program to help with transition, about 57% indicated that their school did not offer this type of program, and either disagreed or strongly disagreed. Only 43% either agreed or strongly agreed that a reintegration program was offered. Over 63% of the respondents either disagreed or strongly disagreed that their professors were aware of veteran resources on campus, with the remaining 3 7% who agreed or strongly agreed that professors were aware. Some 70% of respondents either agreed or strongly agreed that their instructors/professors interacted well with them, and MILITARY VETERAN EXPERIENCE 49 honored the veterans' confidentiality requests. The remaining 30% disagreed or strongly disagreed. When asked if veterans were aware of instructors being trained about what the military experience is like, over 60% either disagreed or strongly disagreed that the instructors had been trained, and only 40% agreed or strongly agreed that they were. As to whether the respondents felt they were treated fairly and respectfully on campus, almost 82% agreed or strongly agreed. The remaining 18% either disagreed or strongly disagreed. About 87% agreed or strongly agreed that they were allowed to share their military experiences when appropriate, while the remaining 13% disagreed or strongly disagreed. Of the veterans that responded, 80% agreed or strongly agreed that allowances were made for specific veteran seating needs. Nearly 82% agreed or strongly agreed that classroom populations are manageable in size and encourage learning, while the remaining 18% veterans disagreed or strongly disagreed. Peer mentoring programs allow veterans to get assistance with coursework, directly from other veteran students. Just over 64% of the respondents agreed or strongly agreed that their school had a peer mentoring program for support of veterans, while almost 36% disagreed or strongly disagreed. In addition, over 65% of the veterans agreed or strongly agreed that their school had a relationship with veteran service organizations, such as The American Legion, Disabled American Veterans, and the Veterans ofForeign Wars, that can assist veterans in obtaining further benefits, with the remaining respondents disagreed or strongly disagreed. Also, about 87% of the respondents agreed or strongly agreed that their school allowed the Veterans Administration (VA) to have a MILITARY VETERAN EXPERIENCE presence on campus to assist with things such as mental health counseling, education benefits, veterans with disabilities' benefits. 50 In regards to Student Veteran Organizations (SVO), about 47% agreed or strongly agreed that they were aware their school had a SVO on campus, but about 53% disagreed or strongly disagreed. Many colleges offer a "one-stop-shop" for any resource on campus related to veterans, such as Veteran Services, VUB, Admissions, Registration, and Disability Services. This helps the veterans by providing a streamlined process for administrative offices and support resources needed while applying for and attending college. Just 58% of veterans agreed or strongly agreed that their school offered such a resource, while the remaining 42% disagreed or strongly disagreed. When asked to comment on faculty awareness, classroom environment, and campus life, a veteran commented "A one-stop shop for veterans/military issues would be very beneficial." Another veteran commented, "The VA office was moved from the student services building to a building on the outskirt of campus. It should be co-located with other student services. Their current facilities are inadequate for study or parking. I pushed hard to assist and establish a veteran student organization with no luck. Finally, it was hard transition from the "military life" and it would have been nice to have a fellow Vet as a mentor." Another veteran said, "Veterans services are on opposite ends of the campus and not located "on campus" per se. The Veterans Services Office used to be located in the administration building on campus and it was more convenient to walk between the registrars, cashier, and Vet services when problems or questions arose, but MILITARY VETERAN EXPERIENCE last summer is was moved outside of the building and it now seems disconnected from the school." Service-connected Disability Of those that responded to this question of the survey, just over 35% (11) indicated that they had been diagnosed with PTSD, TBI, or a combination of the two illnesses. Nearly 83% of these veterans with disabilities agreed or strongly agreed that the staff of Disability Services, at their campus, were friendly, welcoming, and had an understanding of veteran-specific disabilities. 51 About 71 % of the veterans with disabilities agreed or strongly agreed that Disability Services staff had an understanding of the cognitive difficulties related to PTSD/TBI, and were trained to counsel veterans, while the remaining veterans with disabilities disagreed or strongly disagreed. As to whether Disability Services helped veterans deal with the stigma related to being "disabled", almost 74% agreed or strongly agreed, and the remaining 26% either disagreed or strongly disagreed. Over 82% of the veterans with disabilities agreed or strongly agreed that Disability Services coordinated with the VA to properly accommodate the veterans with disabilities on campus, while almost 18% disagreed or strongly disagreed. Just over 83% of veterans with disabilities agreed or strongly agreed that classroom accommodations are given to veterans with PTSD/TBI diagnoses, while nearlyl 7% disagreed or strongly disagreed. About 84% agreed or strongly agreed that test-taking and test location accommodations were given to veterans with these diagnoses, with the remaining that either disagreed or strongly disagreed. Finally, when asked whether Disability Services collaborates to educate other campus professionals MILITARY VETERAN EXPERIENCE 52 about veterans with disabilities' needs, 80% of the veterans with disabilities agreed or strongly agreed that they did, and 20% disagreed or strongly disagreed. Of those veterans that indicated they had either PTSD or TBI, one commented "If provisions are available at Weber State University for Disabled Veterans I am not aware of them." And finally, another commented "I experienced Sexual trauma in the military and received disability accommodations finally after three years at college. It would be helpful to have a female Psychologist for female veterans. I don't feel comfortable sharing my anxiety issues with a male." Table 2. Summary of responses by survey section, with the totals by section and response type. Section Strongly Agree Disagree Strongly Survey Sections Responses Agree Disagree a. Overall 93 27 34 14 18 Experience (3) b. Website 155 36 88 22 9 Navigation (7) c. College 224 48 111 43 22 Admissions (7) d. Enrollment 152 29 86 26 11 Services ( 5) e. Veteran Services 153 57 67 20 9 Office (5) f. Faculty 388 82 167 92 47 Awareness/ Classroom Environment (13) g. Service- 147 64 53 12 18 connected Disability (7) MILITARY VETERAN EXPERIENCE DISCUSSION 53 As seen in the review of previous research on this subject, the study found that with the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict, some 40 years ago (Cook & Kim, 2009; Rumann & Hamrick, 2009). In research by Zoli, Maury, and Fay (2015) of the more than 8,500 military members and veterans who participated, 92% indicated that education should play a role in post-service transition. This new GI Bill® has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. The previous research found that most colleges and universities across the country were inadequately prepared to meet the needs of this new influx of veterans and had been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Research also showed a need for improvement in areas related to veterans such as assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Previous research also suggested that institutions that encourage veterans to self­identify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The university should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military MILITARY VETERAN EXPERIENCE training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). 54 The current study provided an opportunity to obtain the perspective of the veterans, in one western state, as to how their respective college or university was adapting to this change. The study sought to determine veteran/veterans with disabilities' perspectives as to what extent they have been integrated and accommodated at the community college and university level. In addition, the purpose of the study was to also determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. Specifically the study sought to determine to what extent the institutions of higher education have developed a veteran friendly campus, determine to what extent does the institutional faculty and staff have an adequate understanding of the military experience, are reintegrating veterans into the classroom and into higher education in general, and to determine to what extent do the institutions adequately understand and accommodate veterans with service-connected disabilities such at PTSD and TBI. What the current study demonstrated is that progress has been made in relation to this study group but there is still room for improvement, and that colleges and universities should continue to move in a positive direction. These institutions should focus on improving all aspects of interaction with military veterans to include improving the veteran experience through proper integration, user friendly web-based resources, veteran-specific admissions and registration procedures, proactive veteran services, faculty and staff awareness and training, developing a welcoming classroom MILITARY VETERAN EXPERIENCE environment, improved veteran integration in campus life, and also improved disability services and accommodations for veterans witb disabilities. Implications of the Results 55 There are very meaningful reasons why institutions should do tbe best job possible when serving, managing, and educating veterans. As pointed out in the previous research reviewed, Brown and Gross (2011) showed that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. The study sought to measure how the veterans felt that the institutions of higher education were doing in that respect. Overall, the results of tbe current research on the veteran perspective was quite positive. The survey results indicated that, in general, there were 949 (72 % ) positive responses to survey questions and 363 (28%) negative responses (Appendix C). This by no means indicates that there have been no negative impacts on veterans at the institutions involved, but it demonstrates tbat strides are being made in a positive direction when it comes to the veteran experience at the these schools. A portion of the survey addressed the research question related to how the veterans felt their respective college or university had developed a veteran friendly campus through streamlining the admission, enrollment, and veteran services processes. When it came to the admissions process, most of the survey participants felt that the admissions process was generally smooth and could be viewed as veteran-friendly, but over one-third of the veterans thought that the admissions staff was not helpful and lacked understanding of veteran-specific issues. Also a clear procedure for transferring credit for military experience is warranted, based on tbe nearly one-half of veterans MILITARY VETERAN EXPERIENCE 56 unsatisfied with that process. This would indicate that staff training related to veteran­specific issues and problems that arise could reduce that level of dissatisfaction. Another possible option would be to have a staff member with military experience available to assist veterans. The admissions process is likely the first stumbling block that these veterans have in starting their higher education journey, so it is incumbent on the institutions to ensure veterans are welcomed, treated fairly, and that veteran needs are being addressed. Once admitted to an institute of higher education, veterans must tackle the enrollment process and find coursework suited for their chosen academic major. This can be a daunting task for veterans, many of whom have never been in a higher education environment. Over one quarter of the veterans responding to the survey felt that they did not have access to an advisor that would work with them in choosing and enrolling in courses. It is critical that veterans are advised properly, given the fact that their GI Bill® benefits are finite. Veterans cannot afford to waste time or money on coursework unrelated to their major. In addition over one half of the respondents felt that the registrar staff was unfamiliar with veteran-specific needs. If a staff member is unaware of the VA policy (e.g. against paying for courses unrelated to the veteran's major) and improperly advises the veteran, then it may create financial for the veterans. Again, training on veteran related issues and/or the presence of a veteran staff member may mitigate these kinds of problems. Veterans Services is a critical part of the veteran experience on the community college and university campus, especially for those veterans using GI Bill® benefits. It can become financially difficult on veterans if they have issues with receiving their MILITARY VETERAN EXPERIENCE educational benefits, so Veterans Services must be efficient when certifying veterans' benefits. 57 Most survey responses relating to Veteran Services were positive, but some found that veteran services was hard to locate, that the staff was unfriendly, and that the process for obtaining GI Bill® benefits was not clear or explained properly. Some also had trouble getting proper guidance from Veteran Services during registration each semester, or when veterans experienced problems with receiving GI Bill®benefits, the problems were not resolved in a timely manner. Not all veterans will be satisfied with how a particular process unfolds, but veterans utilizing Veteran Services on campus should feel that the staff there are on the veterans' side to the best extent possible. Veteran Services should viewed by the veterans as an ally on campus, and staff should do the utmost to accommodate veteran needs. This office should be a safe haven where veterans can come for support when they are frustrated by other campus services and procedures. Interaction with instructors and professors make up most of the personal contact veterans have in higher education. Ideally they should have some knowledge about veteran issues and resources available. The second research question attempted to determine if veterans felt faculty and staffhad an adequate understanding of the experiences of military veterans. Additionally, the study attempted to determine veterans' perception as to whether the faculty and staff were aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general. Some of the difficulties that veterans face in higher education involve under informed MILITARY VETERAN EXPERIENCE faculty, their negative classroom experiences, and general non-involvement in campus life and activities. 58 The researcher believes that it is critical to the long-term viability of veteran students, for them to be understood, accommodated, and integrated into these institutions. Over one half of the veterans indicated that their respective school either did not have an integration program, or if it did they were unsatisfied with results. In addition, nearly two thirds of veteran respondents indicated that their instructors and professors were unaware of veteran resources on campus. All staff and faculty should be aware of resources that benefit veterans, which can serve to make things easier on the veteran, staff, and faculty. The study results indicate that over one half of the veterans in the survey perceived that the faculty were not adequately trained to understand the military experience. Some colleges across the country have establish a "basic training" type program for faculty to help them be more aware of different aspects of the military experience, to help them to understand and be sympathetic. For example Purdue University, and the Veterans Success Center there, offers "Green Zone Training" to discuss what it means to serve and what veterans bring to campus. With fewer and fewer staff and faculty having military experience themselves, a program like this would be beneficial and enlightening as more veterans pursue higher education. On a positive note, the veterans overwhelmingly felt that they were treated fairly and respectfully, and were given the opportunity to share their experiences when they felt comfortable doing so in class. Approximately 30 % of the veterans who responded did not feel that the faculty honored the veterans' confidentiality requests. Some veterans really want to blend into MILITARY VETERAN EXPERIENCE 59 the fabric of the campus and do not feel comfortable being singled out or identified as a military veteran. Faculty should be sensitive to this on an individual basis, and avoid calling attention to a veteran who may not want to be identified that way. Some veterans are uncomfortable speaking of their military experiences in class, or relating it to their education, especially if it involves combat experiences. Although if comfortable in sharing, veterans' experiences can contribute to classroom learning environment and to the learning experience of all students overall, so faculty need to be sensitive and aware. Peer mentoring and student veteran organizations are other programs that have been beneficial to veterans on campuses across the country. Veterans learning and being mentored by other veterans can be another way to increase retention of veterans at the respective college or university. Organized student groups can give similar kinds of support to veterans (e.g. Student Veterans of America). An experienced veteran in college can help newer student veterans get through the difficult times by showing these fellow veterans how they survived themselves. Over one third of the veterans in the survey did not feel that there was a sound peer mentoring program, or at least an effective one at their respective schools. In addition, over one half of the veterans in the study indicated that their school did not have an adequate student veteran's organization. This study also attempted to determine how veterans with disabilities perceived their college or university understood and accommodated veterans' disabilities, specifically those related to combat related issues such as PTSD and TBI. Recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed MILITARY VETERAN EXPERIENCE 60 with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). In the study by Zoli, Maury, and Fay (2015), the researchers reported over 3.9 million veterans had been identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents 58% reported a service related disability. Of the veterans that reported a service-connected disability, 79% indicated that the disability created obstacles for them as they transitioned to civilian life. In regards to pursuing higher education, 12% indicated the disability hindered beginning higher education, and 28% said the disability created obstacles in completing higher education (Zoli, Maury, and Fay, 2015). It is critical that colleges and universities across the country find ways to accommodate these military veterans who may be attending to their institutions, but especially those with these unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. The DS staff should be at the forefront when it comes to service-connected veterans with disabilities. In this study, of the veterans who identified as being disabled due to PTSD and/or TB!, over 82% agreed that DS staff at their campus were friendly and welcoming, and had an understanding of veteran-specific disabilities. It was by no means unanimous, with about 18% disagreeing, so there is room for improvement. The DS staff also seemed to have at least some understanding of the cognitive difficulties of those veterans experiencing PTSD/TBI issues, and these veterans felt the staff had adequate training to counsel them in relation to these issues. The DS staff was also widely viewed as being helpful to veterans struggling with the stigma that is felt by being called "disabled". MILITARY VETERAN EXPERIENCE 61 The results indicate that most of the veterans with disabilities were receiving accommodations in the classroom, and for test-taking, as well as these veterans feeling positive about how the DS staff educated other campus professionals about veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services. There were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. Limitations Although the surveys were conducted in only one western state, the researcher believes that the results can be viewed in the broader context in that improvements are being made in higher education for this new influx of veterans. Others may argue that the results of the research are not adequately generalizable based on the sample size. The researcher agrees that the response rate for the survey was not ideal, but given that overall response rates for online surveys are traditionally low, the researcher felt that there were enough data to proceed. Veterans tend to focus on what directly effects their education, and therefore if the veteran does not see a relation to coursework and grades they tend to be less interested in extracurricular inquiries (Quaye & Harper, 2014). In reviewing the demographic data, it appears that there was a well-represented sample of our military, in years served, branch of anned service, deployment to combat zones, and gender. There appeared to be few if any over-represented veterans in the specific categories, other than females (see Table 1). MILITARY VETERAN EXPERIENCE 62 Future Research The study can be expanded by conducting future research to include more colleges and universities in different regions of the country. Including more veterans in varied geographical and demographically diverse areas of the country would build a broader picture of how higher education is doing in serving, managing, and educating veterans. Future research could also include the use of varied survey tools including online surveys, mailed surveys, convenience surveys, one-on-one interviews, and group discussions. The study sought to measure only the perspective of the veterans from the beginning of the research project, using a convenience sample of Veterans Upward Bound (VUB) participants. Future research could also measure the perspectives of institutional staff and faculty as well as a broader spectrum of veterans, in order to identify any possible disconnects and common ground between veteran and institutional perspectives. An institution of higher education may believe that it is doing all it can to adequately serve veterans, whereas the veterans feel that there is room to improve. This needs analysis was undertalcen to inform the institutions of higher education regarding the perspectives of military veterans. It will infonn universities, and the entities that support those veterans, ways to improve the veteran experience. Additionally, the results will provide a veteran perspective in hopes of better meeting the needs of college and university veterans. It is recommended that future research will review these data and aslc additional questions of the veterans and university faculty and staff to better support those who have served on the country's behalf. MILITARY VETERAN EXPERIENCE 63 Summary The study began with historical background and context on the GI Bill® from the beginning in 1944, to the present configuration. With the newest iteration of the GI Bill® and the generous benefits to veterans, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). The literature review showed that institutions of higher education were ill prepared to meet the needs of this new influx of veterans, and had been reacting to the challenge rather than being proactive and anticipating changes that needed to be made. In addition, due to higher rates of survivability in combat, many of the veteran students entering higher education now have returned from conflict with injuries and illnesses such as PTSD and TBI. Previous research showed that nearly 85% of those receiving combat injuries are surviving due to advances in protective body armor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). In the current study, the researcher sought to measure the veteran perspective as to how the institutions of higher education are doing in relation to serving veterans in general, as well as veterans with disabilities. The study findings were more positive than expected, based on prior research, with 949 (72%) positive responses to survey questions and 363 (28%) negative responses (see appendix A). This could plainly be an indicator that the institutions of higher education in the western state involved are doing better than elsewhere, or a broader indicator that the veteran experience is improving generally. MILITARY VETERAN EXPERIENCE 64 The current research showed that improvements were being made, based on the perspective of the veterans involved. The responses to the research survey were generally positive, with some exceptions. This indicates that the institutions where these veterans have attended, are making strides in a positive direction. Responses from the survey participants did show that there are many areas relating to veterans that have room for improvement though. It is the intent of the researcher to make these results available to higher education institutions, in order to facilitate the needed improvements. The results also indicated that most of the veterans with disabilities were mostly positive about the institutions meeting veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services on campus. As reported earlier in the study, there were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. The researcher has concluded that there are still challenges ahead for veterans in higher education, but that the process in moving in a positive direction. Veterans are seeing these improvements and are becoming more optimistic in their outlook. The more optimistic that veterans become, the better the retention and graduation rates will become. Colleges and universities must work hand-in-hand with the veterans to improve the experience for faculty, staff, and student veterans in the future. The individtial veteran student, the higher education institutions, and the community at large will benefit from these improvements. MILITARY VETERAN EXPERIENCE REFERENCES 65 American Council on Education (2010). Accommodating student veterans with traumatic brain injury and post-traumatic stress disorder: Tips for campus faculty and staff. Retrieved from http://www.acenet.edu/news-room/Documents/Accommodating­Student- Veterans-with-Traumatic-Brain-Injury-and-Post-Traumatic-Stress­Disorder. pdf Boudah, D. J. (2011). Conducting educational research: Guide to completing a major project. Thousand Oaks, CA: Sage Publications, Inc. Brown, P.A., & Gross, C. (2011). Serving those who have served-Managing veteran and military best practices. The Journal of Continuing Higher Education, 59, 45- 49. doi:l0.1080/07377363.2011.544982 Burnett, S. E., Segoria, J. (2009). Collaboration for military transition students from combat to college: It takes a community. Journal of Postsecondary Education and Disability, 22(1), 53-58. Church, T. E. (2009). Returning veterans on campus with war related injuries and the long road back home. Journal of Postsecondary Education and Disability, 22(1 ), 43-52. Compansol, 2012. Bltunen® software. Retrieved from http://compansol.com/product.php Cook, B. J., & Kim, Y. (2009). From soldier to student: Easing the transition of service members on campus. Retrieved from http://www.acenet.edu/news­room/ Documents/From-Soldier-to-Student-Easing-the-Transition-of-Service­Members- on-Campus. pdf MILITARY VETERAN EXPERIENCE Department of Education (2014). Veterans Upward Bound. Retrieved from http://www2.ed.gov/programs/triovub/index.html Department of Veterans Affairs (2014a). Education: Benefits for veterans education. Retrieved from http://www.benefits.va.gov/REPORTS/abr/ABR-Education­FY13- 09262014.pdf Department of Veterans Affairs (2014b). Service-connected disabled veterans by disability rating group: FY 1986 to FY 2013. Retrieved from http://www.va.gov/vetdata/V eteran _Population.asp Department of Veterans Affairs (2013). Education and training: History and timeline. Retrieved from http://www.benefits.va.gov/gibill/history.asp DiRamio, D., & Spires, M. (2009). Partnering to assist disabled veterans in transition. New Directions for Student Services, 126, 25-34. doi:l0.1002/ss.319 66 Ellison, M. L., Mueller, L., Smelson, D., Corrigan, P. W., Torres Stone, R. A., Bokhour, B. G., Najavits, L. M., Vessela, J.M., & Drebing, C. (2012). Supporting the educational goals of post-9/11 veterans with self-reported PTSD symptoms: A needs assessment. Psychiatric Rehabilitation Journal, 35(3), 209-217. Fischer, H. (2014). A guide to U.S. Military casualty statistics: Operation new dawn, operation Iraqi freedom, and operation enduring freedom. Congressional Research Service. Retrieved from http://fas.org/sgp/crs/natsec/RS22452.pdf Grossman, P. D. (2009). Forward with a challenge: Leading our campuses away from the perfect storm. Journal of Postsecondary Education and Disability, 22(1 ), 4-9. MILITARY VETERAN EXPERIENCE Madaus, J. W., Miller II, W. K., & Vance, M. L. (2009). Veterans with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, 22(1), 10-17. Mettler, S. (2005). Soldiers to citizens: The G.I. Bill and the making of the greatest generation. New York, NY: Oxford University Press, Inc. Military.com (2006). GI Bill turns 62. Retrieved from http://www.military.com/N ewsContent/O, 13319,1023 83 ,00.html Nulty, D. D. (2008). The adequacy ofresponse rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301-314. 67 Ostovary, F., & Dapprich, J. (2011). Challenges and opportunities of operation enduring freedom/operation Iraqi freedom veterans with disabilities transitioning into learning and workplace enviromnents. New Directions for Adult Continuing Education, 132, 63-73. doi:I0.1002/ace.432 Post-9/11 GI Bill overview (n.d.). Retrieved from http://www.military.com/education/gi­bill/ new-post-911-gi-bill-overview.html Quaye, S. J., & Harper, S. R. (2014). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York, NY: Routledge. Radford, A. W. (2009). Military service members and veterans in higher education: What the new GI Bill may mean for postsecondary institutions. Retrieved from http://www. acenet. edu/news-room/Documents/Military-Servi ce-Members-and- V eterans-in-Higher-Education. pdf MILITARY VETERAN EXPERIENCE Rumann, C. B., & Hamrick, F.A. (2010). Student veterans in transition: Re-enrolling after war zone deployments. The Journal of Higher Education, 81 ( 4), 431-458. 68 Rumann, C. B., & Hamrick, F.A. (2009). Supporting student veterans in transition. New Directions for Student Services, 126, 25-34. doi:l0.1002/ss.313 Steele, J. L., Salcedo, N., & Coley, J. (2010). Service members in school: Military veterans' experiences using the Post 9/11 GI Bill and pursuing postsecondary education. Retrieved from http://www.acenet.edu/news­roorn/ Documents/Service-Mernbers-in-School-Executi ve-Surnmary-2010. pdf Tanielian, T., & Jaycox, L. H. (2008). Invisible wounds: Psychological and cognitive injuries, their consequences, and services to assist Recovery. Retrieved from http://www.rand.org/content/darn/rand/pubs/monographs/2008/RAND MG720.pd f Vance, M. L., & Miller II, W. K. (2009). Serving wounded warriors: Current practices in postsecondary education. Journal of Postsecondary Education and Disability, 22(1 ), 18-35. Zoli, C., Maury, R., & Fay, D. (2015). Missing perspectives: Servicemembers' transition from service to civilian life. Institute for Veterans & Military Family Members, Syracuse University. MILITARY VETERAN EXPERIENCE APPENDICES Appendix A: Veterans Survey Questions Appendix B: IRB Approval Letter Appendix C: Survey Results Spreadsheet 69 MILITARY VETERAN EXPERIENCE APPENDIX A Veterans Survey Questions Veteran Experience Questions and Comments All survey questions (except open-ended comments) will have one of the following responses: Strongly Agree, Agree, Disagree, and Strongly Disagree, Not Applicable (N/A). a. Overall Experience in Higher Education 1. My overall experience on the campus has been positive. 2. My school seems to be working to accommodate military veterans. 3. Veteran programs/benefits have improved since I've been at my school. b. Website Navigation 4. The website for the college/university was easy to find online. 5. Once fmmd, the website was easy to navigate once found. 70 6. It was easy to find veteran specific web pages, they were one location and/or were easily linked. 7. Information on the veteran pages was clear and tmderstandable. 8. Contact information for Veteran Services was easy to find. c. Admissions 9. The online admissions application was easy to find, and was clear and understandable. 10. The application clearly asks individuals to identify as a military member or veteran. 11. When needed the admissions office was easy to locate. MILITARY VETERAN EXPERIENCE 12. The admissions staff was helpful, able to answer veteran related questions, and understand veteran related procedures. 71 13. Procedures for military experience transfer credits were clear and understandable. 14. The college/university offered veteran specific orientations of information sessions. 15. Overall the admissions process was veteran friendly. d. Enrollment 16. The online course registration process was clear and understandable. 17. The registrar's office was easy to find on campus. 18. Veterans have access to an advisor to help plan, choose proper courses, and enroll in classes. 19. Staff from the registrar's office is familiar with veteran-specific needs. 20. Enrollment deadlines, add/drop periods, and semester schedule were made clear. e. Veteran Services Office 21. The Veterans Services Office was easy to find on campus. 22. The Veterans Services staff were friendly and welcoming, were knowledgeable with all aspects of the GI Bill®. 23. Campus procedures for GI Bill® certification were clear and understandable or were explained. 24. The Veteran Services staff were helpful in giving guidance for registration each semester. 25. Problems with my GI Bill® benefits were resolved in a timely manner. f. Faculty Awareness/Classroom Environment/Campus Life MILITARY VETERAN EXPERIENCE 72 26. The college/university offered a (re)integration program to help veterans transition into higher education. 27. Instructors/Professors are familiar with veteran resources on campus. 28. Instructors/Professors interact well with veteran students and honor veterans' confidentiality requests. 29. Instructors/Professors have been trained on what the military experience is like. 30. Military veteran students are treated fairly and respectfully on campus. 31. Instructors/Professors allow veterans to share military experiences when appropriate. 32. Allowances are made for specific veteran seating needs when necessary. 33. Class populations are manageable in size and encourage learning. 34. The college/university has a peer mentoring program providing veteran to veteran support. 35. The college/university has a relationship with Veteran Service Organizations (American Legion, DAV, VFW, etc.). 36. There is an established veteran student organization on campus. 37. The college/university allows the Veterans Administration (VA) to have a presence on campus. 38. The college/university has a "one stop shop" where veterans can go for services. Disabled Veteran Experience Questions and Comments g. Disability Services 1. The Disability Services staff was friendly and welcoming, and understands veteran specific disabilities. MILITARY VETERAN EXPERIENCE 2. Disability Services staff understands cognitive difficulties related to PTSD/TBI, and have been trained to counsel veterans with PTSD/TBI. 3. Disability Services helps veterans to deal with the stigma related to being "disabled". 4. Disability Services coordinate with the VA to properly acconnnodate disabled veterans. 5. Classroom acconnnodations are given to veterans with documented PTSD/TBI diagnoses. 6. Test taking and testing location accommodations are given to veterans with documented PTSD/TBI diagnoses. 7. Disability Services staff collaborates well with other campus professionals to educate them on disabled veteran needs. 73 MILITARY VETERAN EXPERIENCE APPENDIXB WEBER STATE UNIVERSITY Institutional Review Board April 29, 2015 Daniel Czech MC 4401 Weber State University Ogden, UT 84408 Daniel, Your project entitled "The Military Veteran Experience in Higher Education" has been reviewed and is approved as written. The project was reviewed as "exempt" because it involves using curriculum and assessments which would normally be used. Subjects are considered adults and may choose not to participate. Informed consent is required for participation. Notification of the study and how data will be reported are appropriate. No individual subject data will be revealed. All subject information will be confidential. Dr. Williams is the chair of the committee who will oversee this study. Anonymity and confidentiality are addressed appropriately, and the type of information gathered could not "reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation" (Code of Federal Regulations 45 CFR 46, Subpart D.) You may proceed with your study when district/site approval is given. Please remember that any anticipated changes to the project and approved procedures must be submitted to the !RB prior to implementation. Any unanticipated problems that arise during any stage of the project require a written report to the !RB and possible suspension of the project. A final copy of your application will remain on file with the !RB records. If you need further assistance or have any questions, call meat 626-7370 or e-mail me at lgowans@weber.edu. Sincerely, Linda Gowans, Ph.D. Chair, Institutional Review Board, Education Subcommittee 74 MILITARY VETERAN EXPERIENCE Title of Project: Primary Investigator(s): Approval Number: Reviewer: Date: April 29, 2015 The Military Veteran Experience in Higher Education Daniel Czech 15-ED-088 Linda Gowans, Ph.D. Chair, Institutional Review Board Education Subcommittee COMMITTEE ACTION YOUR PROPOSAL (PROJECT) AND CONSENT DOCUMENTS HA VE BEEN RECEIVED AND CLASSIFIED BY THE HUMAN SUBJECTS IN RESEARCH COMMITTEE AS: _High Risk __ Moderate Risk _X _Low Risk BY THE FOLLOWING PROCESS: _Full board review_ Expedited review_X_Exemption THE PROJECT HAS BEEN: _x Approved __ Not Approved COMMENTS: See Attached Approval Letter Linda Gowans, Ph.D. --- IRB EDUCATION SUBCOMMITTEE CHAIR INVESTIGATOR'S RESPONSIBILITY AFTER COMMITTEE ACTION 75 The federal regulations provide that after the committee has approved your study, you may not make any changes without prior committee approval except where necessary to eliminate apparent immediate hazards to the subjects. Further, you must report to the committee any changes that you make and any unanticipated problems involving risks to subjects or others that arise. 4/29/2015 REVIEW DATE MILITARY VETERAN EXPERIENCE 76 APPENDIXC Su rvey R esul tsS > prea ds heet Survey Section Question Strongly Agree Disagree Strongly N/A Total (excluding Number Agree Disagree N/A) a. Overall . . ·· .·.I ••••• . ·:· ' -' . ·. .·· .· . . . Experience . · . . ' . . . . .·· . . • 1 12 12 5 4 0 33 2 11 11 4 7 0 33 3 4 11 5 7 6 27 b. Website . . . . ·. ·.· . . . · . . •. Navigation . ··. . . . . . 4 10 22 0 0 1 32 5 5 19 8 0 1 32 6 5 13 9 3 3 30 7 6 16 4 4 3 30 8 10 18 1 2 2 31 College . ·. . · . c. . . . ' • . Admissions ·.·. . . · . . I . .· . 9 7 22 0 0 4 29 10 6 16 8 2 1 32 11 10 22 1 0 0 33 12 4 17 8 4 0 33 13 6 11 10 5 0 32 14 7 8 10 7 1 32 15 8 15 6 4 0 33 d. Enrollment . I . . ' ': < ·. I . I ' I . Services . .• . · . . .· . . . ·.· . ' . 16 5 19 2 2 4 28 17 9 21 2 0 0 32 18 7 16 7 1 0 31 19 1 12 11 5 3 29 20 7 18 4 3 0 32 e. Veteran Services Office 21 11 17 4 1 0 33 22 12 13 5 2 1 32 23 12 12 5 2 2 31 24 13 12 4 2 2 31 25 9 13 2 2 7 26 MILITARY VETERAN EXPERIENCE 77 f. Faculty Awareness/ Classroom Environment 26 1 11 9 7 5 28 27 3 8 13 6 3 30 28 8 13 4 5 2 30 29 2 5 14 6 6 27 30 6 21 5 1 0 33 31 8 19 3 1 2 31 32 7 13 4 1 8 25 33 11 16 4 2 0 33 34 7 11 8 2 4 28 35 5 14 8 2 3 29 36 5 10 10 7 1 32 37 9 18 2 2 1 31 38 10 8 8 5 1 31 g. Service-connected Disability 1 10 9 1 3 9 23 2 9 6 3 3 11 21 3 9 8 3 3 9 23 4 10 9 1 3 9 23 5 8 7 1 2 14 18 6 10 6 1 2 13 19 7 8 8 2 2 12 20

APRIL, 1899 ocTheo. Gettysburg Mercury CONTENTS. An Unhonored Hero, 41 I Wonder Why, 43 Elements of Franklin's Great-ness, 44 The Passage of the Free School Bill 48 Pages from My Diary, 49 Our Superstitions, 50 The Elfking 54 The Turk and Armenia, 55 Immortality, 58 To Melpomene, 60 A Sun of the North 60 Environment, 63 A Sketch of the Development of Music, 66 Editor's Desk 69 Francis Scott Key's Monument, 70 Kee Mar, 71 The Value of Good Literature, 72 Athletics, 73 Among- the Exchanges, 75 Editor's Scissors 76 Advertisements, 77 FAVOR THOSE WHO FAVOR US. mm For Fine Printing GO TO The J. E. WIBLE .♦Printing Rouee Carlisle Street, GETTYSBURG, PA. C. B. Kitzmiller, Dealer in Hats, Caps, Boots and . Douglas Shoes GETTYSBURG, PA. J. H. Myers, Fashionable Tailor, Clothier and Gents' Furnisher. The best place in town tohaveyourCloth-iug made to order. All workmanship and Trimmings guaranteed. No charge for re-pairs and pressing for one year. Dyeing and Repairing a specialty. Ready-made Clothing the largest stock in town. Up-to-date styles. Bicycle Suits and Breeches Headquarters. 11 Baltimore St., Gettysburg, Pa. R. A. WONDERS, Corner Cigar Parlors. A full line of Cigars, Tobacco, Pipes, Etc. Scott's Corner, Opp. Eagle Hotel. GETTYSBURG, PA. EDGAR 5. MARTIN, F^CIGARS AND SMOKERS' ARTICLES. Chambersburg St., Gettysburg. JOHN H. MINNIGH, Confectionery lee Creankj^ and. Oysters Stewed and Fried. No. 17 BALTIMORE ST. .COLLEOE OF. Physieians and Surgeons BALTIMORE, flD. The College of Physicians and Surgeons of Baltimore, Maryland, is a well equipped school. Four sessions are required for graduation. For full information send for the annual catalogue, or write to THOMAS OPIE, M. D., Dean. Cor. Calvert & Saratoga Sts. .THE. GETTYSBURG MERCURY Entered at the Postoffice at Gettysburg as second- class matter. Vox,. VIII. GETTYSBURG, PA., APRIL, 1899. No. 2 Editor-in-Chief. J. FRANK HEILMAN, '00. Assistant Editors. Alumni Editor. LUTHER A. WEIGLE, '00. REV. F_ D. GARLAND, SAMUEL A. VAN ORMER, '01. Business Manager. Assistant Business Manager. JOHN K. HAMACHER, '00. CLARENCE MOORE, '02. Advisory Board. PROF. J. A. HIMES, LIT. D. PROF. G. D. STAHLEY, M. D. PROF. J. W. RICHARD. D. D. Published monthly by the students of Pennsylvania (Gettj-sburg-) College. Subscription price One Dollar a year in advance, single copies Fifteen Cents. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. AN UNHONORED HERO. MANY of the deeds of heroism which were performed on America's greatest battlefield are not recorded by the his-torian, have received no public recognition and have passed into oblivion. The generals and the officers were not the only heroes in our great civil war, although they have received the highest praise and honors. In the graves of the unknown dead in the National Cemetery there may be many sleeping whose deeds are worthy to be written in poems and to be sung in classic songs. In the year 1863 an incident of the battle of Gettysburg oc-curred which has never received any public notice, but was related to me by my father who was fully acquainted with the facts and who was a student at that time in Pennsylvania College. My father's roommate was a youth of fifteen or sixteen years, named Fred. A. Lehman. He was a student in the preparatory department, and was from Pittsburg. On account of youthfulness 42 THE GETTYSBURG MERCURY. and not having the permission of his parents or professors he was not allowed to join the College Company. Consequently when the company left for Harrisburg, Lehman was left behind and was at Gettysburg when the Rebels arrived. During the first day's fight Lehman, whose patriotism was unbounded and who was filled with devotion to his country, went out over the field. As he saw the Union lines slowly driven backward by a superior force, he was unable to restrain himself longer, and seizing the musket of a dead soldier and stripping the lifeless form of its cartridge box he fell into line and entered the contest with the zeal of a veteran, doing excellent service. When the union forces retreated through town he sought refuge at the home of the German professor, the Rev. C. F. Schaeffer, D. D., who resided on Chambersburg Street during the battle. On the morning of July 3rd, tired of staying in, Lehman wished to go out and see how things were progressing, but was restrained by the Schaeffer family. When the family took refuge in the cel-lar Lehman slipped out and thought he would see for himself how things were going, but no sooner did he set foot on the street than he was spied by Rebel sharpshooters on Seminary Ridge. He had only gone a short distance when he was struck just below the knee by a bullet. The ball passed through the leg shattering the bone. Lehman managed to crawl back into the house where he was tenderly cared for by the family. After the battle he was removed to the Union hospital in the Seminary building. The surgeons wished to amputate the leg but were restrained from so doing by the protests of the Scheaffer family and of the professors. The surgeons could not help but yield to the desires of his friends, as he was not a soldier and as his extreme youth was favorable to not amputating the leg. His wound was carefully dressed and in a short time he was able to walk with the aid of crutches, but was rendered a cripple for life. He resumed his studies at the Fall session of College but did not complete his course, leaving in 1864. In the Pennsylvania College Book—page 370—it is stated that he studied law and was located, at the time the book was published, at Washington, D. C. Among the heroes of the great battle of Gettysburg the name of Fred. A. Lehman deserves a place. Although not wounded in actual battle, his impulse was to render service to the cause of liberty and the preservation of the Union. He entered the THE GETTYSBURG MERCURY. 43 fight not for honor nor for glory and with no eye upon him to cheer and urge him on, but his only desire was to fight that his country might live. He perhaps did as efficient service as John Burns, although his youth and activity caused him to be passed by unnoticed. There are monuments which mark the spots where our known heroes fell, their names are engraven on the hearts of the American people and their deeds can never be forgotten; the government pen-sions those whose health was broken and who endured the loss of limbs and disfigurement. This youth fought unnoticed in the great struggle for freedom, received a most painful wound, bore uncom-plainingly his sufferings all these years, and, if living to-day, bears in his body the effects of his patriotism. But he has this concious-ness to give him satisfaction, that in his own way he did what he was able to do for his country's honor in that hour of her sorest trial and greatest danger. e9p —J. ROY RICHARDS, '01. I WONDER WHY. Where'er you go my college friend Along life's devious way. You'll always find a host of things To vex you every day ; The universe is full of them In earth and sea and sky, And all that you can do at times, Is pause, and wonder why. When first you enter learning's halls In cleverness you cloy ; Yet ere a fortnight has elapsed You're caught in some decoy. And, while you wait to hear the sound Of albatritche''s cry, You drop your bag, and curse your fate Then grope, and wonder why. You go to class from day to day Bewitched by classic lore, Your brain becomes a buzzing mart Of phantom forms galore : You poke your nos inter the Greek, You mix your tres with tri, Then when the fellows laugh and shout You blandly wonder why. 44 THE GETTYSBURG MERCURY. You run to lab. three times a week, You open nature's book; And though it's in a symbol tongue It has a foreign look. You meet with acids weak and strong, With brazen fortn-u-lae; Yet, when the Prof, declines your notes, You grin, and wonder why. Some day you make a new resolve To pay neglected debts, Your friends no sooner find it out Than in they draw their nets,— You drop a letter home to pa, And beg a quick reply ; He chills you with the draft returned In words, "I wonder why ? " Perhaps, you're calling on a girl You'd like to make your wife, You whisper in her ear and say,— You love her more than life; Then asking for her hand in troth She answers with a sigh,— Not, " Oh so sudden I yes, or no " But plain, "I wonder why? " Yet never mind, old captious boy, Don't turn your feet aside, Just plod your way up Duty's path Whatever may betide; Some future day in looking down From heights no wealth can buy ; You'll see the paupered minds below, And know the reason why. -J. B. B., 1900. ELEMENTS OF FRANKLIN'S GREATNESS. BENJAMIN FRANKLIN, one of the greatest of Americans, was born in Boston, Massachusetts, in the year 1706. His parents were poor and had seventeen children, of whom Benjamin was the youngest. His father procured a livelihood for the family by manufacturing soap and candles, which, to be sure, could not have been a very profitable vocation as far as pecuniary matters were concerned, for we find that the family was often in financial distress. On account of the poverty of his parents and THE GETTYSBURG MERCURY. 45 the size of the family, the individual members of which were en-titled to equal consideration, he was unable to obtain more than the ordinary amount of schooling then given to young people. Early in life he attended a grammar school, and while there dili-gently applied himself to his studies. Later he took lessons in writing and arithmetic under the famous master, George Brownells. This was all the instruction that he received, his parents be-ing unable to send him to any college or university. Having thus briefly noted the disadvantages under which he began his career, we may regard self-denial, inspired by his in-tense love of knowledge, as the first element of his greatness. While yet young he became a vegetarian, so as to purchase books for a higher education. Though by no means a miser, he lived most economically and in the greatest simplicity, that he might procure books and magazines. Almost every cent that he saved was used in purchasing books. It may here also be mentioned that he was a prodigious reader, often reading books and maga-zines, (some of which were his own, and some of which he had borrowed,) the greater part of the night, and consequently he was well informed on almost all of the subjects of the day. Though many instances of this element of his greatness might be cited, we let what has been said suffice, and turn our attention to the second element of his greatness. Self-reliance may be said to have been the second element. The following instances furnish proof that he possessed this at-tribute. His trip to Philadelphia may be taken as the first instance. While yet a young man he decided to try his for-tunes in another city. He accordingly set out for Philadelphia, travelling all the way on foot, as he did not possess the means necessary for travelling in a better manner. After a long and wearisome journey he arrived in Philadelphia, with but a Dutch dollar and a shilling in his pocket. All that he possessed was what was attached to his person. He found himself in a strange city, in a city in which he had neither friends nor relatives. His future looked gloomy. He had little hope of success. But all these misfortunes do not seem to have baffled him. He was not idle. He at once sought for employment, and he soon found it. He worked hard, made friends and money, and finally rose to fame, and was admired and loved by all who knew him. Coming into the city as a poor stranger, by relying upon his own ability iHH^ni^^Bm 1 46 77/^ GETTYSBURG MERCURY. and diligently applying himself to his business, he rose high in the esteem and veneration of the people. His trip to England may be taken as the second instance of self-denial. He made this trip some time after the one from Boston to Philadelphia. Having been induced by false representations to go to England, he crossed the Atlantic, and arrived in London, where he soon found himself almost penniless. Heknewnoone. He was in a strange country. But here also by his self-reliance and firmness he managed to earn enough to procure a living, and, indeed, finally lived quite com-fortably. He made friends everywhere, and, as in America, was honored and loved by all. So much for this element of his great-ness. We now turn to a third, his perseverance. Perseverance he possessed in a high degree and gave proof of the fact in almost everything that he did. Some of his greatest achievements were accomplished by the aid of this element in his character. We may cite his discovery of the indentity of lightning with electricity. He had studied and pored over this subject a long, long time. He sometimes even despaired of ever finding a solution to the problem. He had studied it in all of its phases and relations, before his efforts were finally crowned with success, when he charged a Leyden jar with lightning drawn from the clouds by means of an insulated wire, one end of which was at-tached to a kite. His perseverance while learning the trade of printing, may also be noted here. While an apprentice his lot was hard and discouraging. There was no great hope of success. He worked hard and constantly, and was almost always somewhat financially embarrassed. He struggled on, however, and finally, after he had served his apprenticeship and had begun business as a printer, made a success. He even became famous through the circulation of the "Poor Richards Almanac," which was widely read and even translated into foreign languages. The instances illustrating this element of his greatness are so numerous, indeed, that it would be tedious to mention them all. We will let the two mentioned suffice. They give proof enough that he possessed this great quality, a quality that so often has raised men from humble stations to positions of honor and glory. A fourth element of Franklin's greatness was his logical method of treating subjects. This was one of the greatest elements which distinguished him. He was a great lover of the "Science of Sciences.'' He tested the truth or falsity of statements by logical THE GETTYSBURG MERCURY. 47 examination. He formed all his conclusions logically. He would assent to nothing that was not logically true. In all of his great discoveries his conclusions were based upon logical treatment. He was, in short pre-eminently logical in everything that he did. Reason was his guide, and it is only fair to conclude that this great element in his character, which he possessed in such high degree, was one of the greatest causes, if not the greatest, of his success and, of course, of his greatness. In this connection we may mention his keen observation of persons and things as a minor element of his greatness. It is said that scarcely anything escaped his notice. He studied and pondered over things that ordinary men were scarcely aware of. His observations set him to think-ing, and often great results followed. Another minor element, unimportant as it may seem, had not a little to do with his success; affability and readiness in every kind of conversation, which made him a universal favorite. Indeed, when in England, this inherent quality, by winning for bim popular favor and admiration, did much for his recovery from the great financial losses that he had suffered. His tales of adventure and witticisms are very interest-ing, and are popular even at the present day. Everybody loved to converse with him. He was so entertaining, charming, brilliant and witty. We will now pass to a fifth great element, his breadth of mind. He was broad in his sympathies. He was not in the least con-trolled by any narrowness of mind. He never took part in petty quarrels relating to certain opinions, creeds or theories. He believ-ed in freedom of thought, and wished every person to think fearlessly and according to the dictates of reason and his own conscience. This noble quality is seen most clearly in his religion. His was an universal religion, inasmuch as he was not controlled in his religious views by any creed or doctrine, but by his conscience. It is said that he never went to church, but prayed at home. This may be true; it may not be. It makes no difference whether it be true or not, so far as we are concerned, for we know he lived morally, nobly benefited mankind by his labor, and was loved and honored by all nations on account of the noble services by which he blessed mankind. —C. H. G., '00. 48 THE GETTYSBURG MERCURY. THE PASSAGE OF THE FREE SCHOOL BILL. BRIGHTLY the sun arose on the morning of April n, 1835. It was a momentous occasion, for before the Legislature of Pennsylvania was an issue than which none more important ever had been discussed in those halls. It was the Free School Bill, and by common consent the vote was to be taken on that day. Governor Wolf had favored it in his annual message, and little else had occupied the attention of those early lawmakers during the session. The discussion had been long and spirited. The opponents, influenced to some extent by false ideas of duty to their constituents, had been bitter in their denunciation of the measure; while the friends seemed to think it their duty to spare no effort to secure its adoption. They believed the education of the masses to be essential to the perpetuity of a Republican form of government. Perhaps they, in looking down the dim vista of future years, saw the present glorious system and the joy and hope it gives the state, and delighted in being its progenitors. Surely they realized with the poet— "The riches of a commonwealth Are free, strong- minds and hearts of health; And more to her than gold or grain, The cunning' hand and cultured brain." As the legislators assembled on that balmy day, the opponents were jubilant; while the friends, though doubting, were hopeful: such was the state of affairs as they took their accustomed places. To the consternation of all present, when the Chaplain arose for prayer, he besought Almighty God to lay bare His strong right arm and save the state from that poverty and bankruptcy which were sure to follow, if the people were to have their property wrested from them for the education of all the children. The battle opened with all the leaders ready ; and as the crisis approached, a young lawyer, Thaddeus Stevens, stepped to the front and "met the assailants with such strength of logic, brilliancy of rhetoric, nobility of purpose, and magnanimity of spirit that the bill was saved." By that speech he gave the state a legacy richer than Golconda's jewel mine or Ophir's golden ore. THE GETTYSBURG MERCURY. 49 PAGES FROM MY DIARY. AFTER a few days in the quaint cities of Holland, our party hastened to Cologne. The view of the great Cathedral, whose twin towers, unfinished for centuries, were com-pleted since 1871 as a monument and symbol of United Germany, more than fulfilled our expectations. Then came the journey up the Rhine, more like a dream than reality; and then in rapid suc-cession "fair Bingen on the Rhine," Mainz, Frankfort, Heidel-berg and Strassburg, until farther on in Switzerland appeared, high above the other mountains, mass piled upon mass, in dazzling splendor, the incomparable Bernese Alps. We did not, as so many do, attempt to do the Rhine in one day, but lingered here and there, at some quaint village, where at night a hunter's horn would awaken the echoes of the hills, and seem to be summoning the knights of old to come forth and, even if for only a night, to inhabit their ancient strongholds and castles. Time was, to be sure, when other thoughts than picturesqueuess struck the merchant, who had to pass them. They are the relics of the age when might was right, and when every noble governed as he pleased, and levied heavy toll upon all who passed through his land, often at the point of the sword. These lordly castles, whether along the Rhine or Danube, are now fallen in ruins, like the feudal system, which gave them birth. Their ruins now add to the picturesqueness of the scene. Nature has dealt kindly with them, massive trees grow through their walls, and ivy clings to every crevice. If these walls could speak, what deeds of cruelty they could disclose, what feuds, what fratricidal strife! But if these times were in some respects barbarous, they were also heroic and full of romance. Many a castle could witness to the heroic lives of men, and especially to the holy lives of noble women. The reader of this practical age loves to linger over the pages of those authors who have made these times their theme, and involuntarily the wish arises for more dash of romance in this everyday life of ours. Perhaps it is distance that lends en-chantment, and there is more romance in the present than we think, if we only have the eyes to see it. * * * * Day after day as a child I had seen from my home, near the foot of the Black Forest, the outline of the great cathedral of 5Q THE GETTYSBURG MERCURY. Strassburg, and behind it, in the distance, the long outline of the Vosges mountains. Occasionally at some brilliant sunset the mountains seemed lined with gold, but never did those regions seem less prosy, than when after many years of absence I gazed from the tower of Strassburg Cathedral on what has been justly called "the garden of Europe." About fifteen miles to the west the jagged outlines of the Vosges run for nearly one hundred miles north and south, the Rhine sweeps along, until far to the north it appears like a thread of silver, to the east about ten miles away extends parallel to the Vosges, the Black Forest. The plain between, as far as the eye can reach, is dotted with cities, towns, and villages, while here and there are the sombre hues of extensive forests. At our feet is Strassburg, the old city with its red tile gables just beneath us, beyond stretches the modern part, and still be-yond this the formidable fortifications which make Strassburg well nigh impregnable. By August 24, 1870, a Germany army division had surrounded Strassburg and from this time to September 27th, the bombard-ment lasted without intermission. The roar of cannon was con-tinuous, shattering the windows in many of the surrounding towns and the nights were made bright with the glare of the burning city. From church steeples we watched the movements of the army, when the French attempted sallies. But at last the white flag appeared. Much valuable property was destroyed, but with some slight damages, which have been repaired, the great cathedral, standing on the site of a church of the fifth century, itself begun in 1015 and completed in 1449, was saved. Every traveler may still draw inspiration from it, and raise his eyes, as pious Tauler did of old, "dizzily up to where in the moon-bright-ness the great Minster's tower, jeweled with sunbeams on its moral crown, rises like a visible prayer." -C. F. B. OUR SUPERSTITIONS. FROM the earliest times of antiquity to the present day the power of superstition has wielded a dominant influence over the minds and hearts of men. With the evolution of Christian civilization this mighty influence has been gradually diminished in its power and narrowed in its extent. Religion HHHilHM^HnBiH M«HH - ' ' '" HHHM THE GETTYSBURG MERCURY. 5i and philosophy, Christian ethics and morals, science and art, have been the titantic dykes which have even pushed back the swift mountainous waves of Pagan superstition, opening up for the mind of man a magnificent expanse of development. The great waters have been pushed back, but they have left behind them countless little pools and rivulets, which all too plainly show the recentness of the mighty flood. Much of the punctiliousness of our modern society amounts to nothing less than a dainty and re-fined superstition. Bacon has truly said—"there is a superstition in avoiding superstition." The glaring superstitions of the uneducated classes are too ob-vious for our present consideration. The criminal beliefs of the unenlightened classes and tribes of heathendom are hackneyed. The Hindoo mother, tearing her wailing babe from her bosom and flinging it into the flowing waters of the Ganges, the indescribable crimes of ignorance in the Dark Continent, the frightful outrages of the South Seas, shock the moral sense of the enlightened nations. All these things the civilized world witnesses with uplifted hands, unmindful of the aesthetic trace in its own veins. Popular political and religious superstitions are rife in the world to-day, even while it stands watching the downing rays of the twentieth century quivering in the auroral horizon. The atmosphere of our modern and so-called enlightened society is so filled with the curse of so-cial lies, direct offsprings of superstition, that much of the living truth and natural goodness of the human heart is converted into the most sickly forms that have ever gilded and bolstered.up the morbid vapidity of the human mind. "Evil haunts The birth, the bridal; friend from friend Is oftener parted, fathers bend Above more graves, a thousand wants Gnaw at the heels of men, and prey By each cold hearth, and sadness flings Her shadow on the blaze of Kings." The folly and the crime of superstition so pervades our society that many otherwise useful and rational minds have been warped and stunted in their development. As a natural product of this condition civil government has been hindered, education has been harassed, and art has suffered irreparable loss. The clearest and most succinct definition of the word super-stition is from the pen of Canon Kingsley,—"an unreasonable 52 THE GETTYSBURG MERCURY. fear of the unknown.'' From this it can be said without fear of con-tradiction, that all superstitions are formed within the various gra-dations of ignorance. The power of ignorance seems to move with the same step as does the power of knowledge. Knowledge has be-come refined and discriminate; so has ignorance. Superstition has grown into such a state as to become almost unrecognizable. Much of the religion, philosophy, and ethics of to-day, and in truth, our whole conduct of life, shows strong traces of supersti-tion. The iron will of heredity, with its inexorable, brass-riveted decrees, has long been a faithful devotee at the shrine of modern superstition. Awed, bowing multitudes listen to its irrevocable mandate. Its voice has the deep solemnity of a passing bell. "A ma?i is the direct product of his progenitors.'' The edict is spoken. Thousands, branded as moral lepers, must forever leave the pre-cincts of "good society." At the approach of the traveler they must draw a filthy covering over their chalky faces and cry out in an agony of woe, " Unclean! Unclean! " The doctrine of heredity is only half a truth. Our present matter does not permit us to enter into any extended argument in support of this statement. Moreover, examples substantiating it are by far too numerous. Sufficient to say, that many noble souls have been cruelly ostracized, and in many instances, ruined, by the superstitious credulity concerning the infallability of the laws of heredity. "L,ike father, like son" has unjustly closed many doors, and has sent more than one soul into a career, which would have been otherwise if more broadness had been practiced. Imitation is recognized by modern psychologists as one of the strongest propensities of the human mind. In the withering light of this great truth it matters not whether a man's ancestry be good or evil, so long as he follows and imitates proper ideals. Among our modern superstitions may be classed two, which mould with an iron hand the opinions of the average man, news-paper superstitiou and the superstition of "majority." With re-gard to the former it can be said without fear of serious contra-diction, that its power is inestimable. What mind can compute the product of the fear of modern newspaper criticism ? Public opinion seems to swell and wane at the motion of the editor's baton. The public press of to-day has made statesmen waver with indecision, tremble with a superstitious dread of newspaper THE GETTYSBURG MERCURY. 53 odium, and even fail in their sworn duty. Strong and mighty and resolute is the mind which is able to stand unmoved by the mighty waves of newspaper superstition which sweep at times in a per-fect deluge over our nation. Mightier yet than newspaper superstition is the superstition of majority. The average newspaper bows low before it in servile obeisance. The rule of majority is right when it is the expres-sion of the true and deeply underlying feelings of the great heart of mankind. But the history of the race is sadly traced with periods when the cry of majority has caused a pervading sense of superstitious terror, and has filled the bones of nations with the rottenness of decay. The noblest and best in man seems to have taken up its abode not in "majority" but in "minority." The worst havoc of the demoralizing power of superstition has been played in religion. In the full glory of this closing cen-tury a stain of deep regret must be felt on account of the niedi-aevalism displayed in the religious thought of the civilized world. This is almost wholly confined to the middle and lower classes of intelligence. No words are more to the point than those of Bacon—"it were better to have no opinion of God at all, than such an opinion as is unworthy of Him; for the one is unbelief, the other is contumely; and certainly superstition is the reproach of the Deity." To enter into a detailed discussion of religious superstitions is beyond the scope of this article. It is more to our purpose to hail with joy the dawn of that day when pure science and religion shall be recognized as an indissoluble union, pro-claiming the "Fatherhood of God and the Brotherhood of Man" as an actual and eternal truth. The present age is one of change. Many mental and physical ghosts, will-o'-the-wisps of the night, are losing their mystic glow in the full glare of reason. We are beginning to learn more fully, "That life is not an idle one, But iron dug- from central gloom, And heated hot with burning fears, And dipt in baths of hissing tears, And batter'd with the shocks of doom To shape and use." If we do not misinterpret the signs of the times, religion is demanding that the world be enlightened from pole to pole. The idea of education has taken a mighty hold on the Christian con- 54 THE GETTYSBURG MERCURY. sciousness of the world, and what religion in the hearts of the people demands, will be done. The spirit of the age decries superstition, the deep disgrace of our intelligence, and sings with the poet— "Ring in the valiant man and free, The larger heart, the kindlier hand; Ring- out the darkness of the land, Ring- in the Christ that is to be." —O. E. B., '00. THE ELFKING. GOETHE. Who rides at night through the storm so wild ? It is a father and only child ; He has the boy safe on his arm, He clasps him fast, he holds him warm. "My son, why hide you your face in fear?"— "Why father, the king of the elves is here ; The crowned elf-king with a flowing train,"— "My son, 'tis only the misty rain."— "My dear child, come and go with me ! Such pretty plays I'll play with thee; Gay-colored flowers grow by the shore, My mother has golden garments galore."— "My father, my father, and dost thou not hear The king of the elves speaks right in my ear ?"— "Be quiet, my child, 'tis only the breeze Which softly rustles the frost-bitten leaves."— "Good youth, wilt thou not go with me ? My daughters fair will wait on thee; My daughters nightly a-dancing will keep, Will rock thee and dance thee and sing thee to sleep."- My father, my father, and seest thou not The elf-king's daughters on that dismal spot ?"— "My son, my son, I see as alway, 'Tis the gloomy willows so sombre and gray."— "I love you, your beauty has so charmed my mind, Unwilling, I'll force you; don't think me unkind."— "My father, my father, I feel his strong arm ! The king of the elves is doing me harm ! " THE GETTYSBURG MERCURY. The shuddering- father rides swift and wild, He holds in his arms his groaning- child, He reaches his home in fear and dread,— In his trembling arms his child lay dead. 55 -C. '99. THE TURK AND ARMENIA. TURK is the synonym for cruelty rather than for pity, a syno-nym for barbarism rather than for civilization and refor-mation . Ever since her existence Turkey has stood forth as one of the greatest foes of civilization. Turkey is not a small principality, not an insignificant nation, but a people numbering two hundred millions. Their earliest appearance in history was about the eighth century; coming from Turkestan, they obtained possession of a part of Armenia, extending their conquests over adjacent portions of Asia, Africa, and Europe. To-day their kingdom comprises the most celebrated, best situated and naturally finest provinces of the continents. As a great nation their history presents great victories, a history which is written with a bloody sword dipped in the blood of many Christians, by whose exist-ence, Turkey formed an immense army. The glorious name and honor of our Christianity often was trampled under their feet. Wherever they went a broad line of devastation marked their track, the lands which they took possession of reeked with human blood, and the atmosphere darkened with the dense clouds of crime and shame, for they presented themselves as the one great anti-human specimen of humanity. Christianity hid herself on account of persecution under the ugly mantle of affliction, and as far as their dominion reached, civilization disappeared from view, and barbarism found an occasion to offer hatred and the bitter cup of cruelty. Mohammedanism proved by the sword that it is well qualified, as a moth, to destroy the garment of civilization, and to cause the best character and abilities of the subject nations to de-cline. The blessed door of civilization and reformation closed against them. The Turks enter not themselves, neither suffer them that are anxious to enter to do so. Mohammedanism has been a burning shame in the history of Christendom and an incurable sore in the hearts of many philanthropists. It represents everywhere a government by ■■^^^HB^^HIHH 56 THE GETTYSBURG MERCURY. force as opposed to a government by law. Righteousness does not enter it, for it is only a den of robbery and bribery. Bribery is a disgraceful condition which causes the government to decline and truth and righteousness to disappear. Such a government is not a safe establishment for the welfare of country and people. Office under the government is often bought by money rather than secured on account of ability ; and the law is only a chameleon which changes its form readily according to the wishes of the officers. The government has authority to overrule all affairs of the people. Schools, books, newspapers, national history, all are absolutely under the censorship of the government. In a word, the important agencies which form civilization and reformation are checked in different ways in the subject nations, so as to blind and to degrade them. It is not infrequently that one hears that a newspaper office is closed on account of not using conservative language, neither is it a rare occurrence that a school boy is held responsible for his literary production, nor that a teacher suffers on account of teaching national history or songs, which inspires his students with glorious feeling for country and nation. These are tbe testimonies to the civilization of the Turk. Their power depends upon sword and religion ; many small na-tions have suffered and suffer yet under his sword and misrule, although some of them were able to declare their independence after a bloody night of tribulation. The small nation of Armenia has undergone insufferable afflictions ever since the thirteenth century. Turkey has shown its best qualities in the detestable and wicked outrages upon Armenia, and fruits have been testimonies enough as to what kind of people the Turks are. They give a new impetus to barbarism rather than to advanced civilization and reformation. Christianity is the mother of true civilization and reformation. If this is a fact, how can the Turks or a non-Christian nation be civilized? It is an impossibility to become reformed and civilized without having any Christian influence. The Turk is standing as the master of a few subdued Christian nations, but these nations have proved that they are far superior in every respect to their ruler. The Armenians though under the flag of Turkish barbarism, stand as a race, small in number, unfortunate, weak, and conquered, yet we may say to-day, greater than the conqueror, for Armenia has shown the elements of I THE GETTYSBURG MERCURY. 57 true wisdom, honor and greatness, by her intense loyalty to the Cross, and shall have the honor to bear the cruel star of persecu-tion upon her forehead, as a testimony of faithfulness to her Master. The merits of a nation do not depend altogether upon power and greatness of numbers, but upon the character and the elements which form true power and greatness. The Turk is as unchange-able as one of the Egyptian mummies; he does not progress nor does he care much, but it seems that he takes pleasure in keeping on in his previous condition, and also in hindering his subjects from progressing. How can there be allegiance and loyalty under such circumstances ? This life seems a very heavy burden and shame to Armenians, and though the best of the Armenian youth preferred to sacrifice themselves upon the altar of freedom, still it seems these sacrifices have not been accepted, and the glorious morning of independence has not yet dawned upon Armenia. The flowers of her hope have faded under the relentless and scorching sun of misfortune. Many looked upon her with ridicule and despisingly, for she was wearing the ugly garment of misfortune, and bearing the thorny crown of persecution upon her head. The cup of affliction overflowed, and the contrite children of the na-tion began to mourn, bitterly lamenting in their native song— "No more for the Armenian A twinkling star appears ; His spirit's flowers have faded Beneath a rain of tears. Ceased are the sounds of harmless mirth. The dances hand in hand ; Only the weapou of the Turk Shines freely through the land." The Armenian nation has the honor of having been the first na-tion converted to Christianity. Ever since Armenia's tribulation, the Turk has exercised upon her every brutality, and although she dwells among a barbarous and non-Christian nation, she still keeps her Christianity and purity, and often her children prefer to lose their lives rather than desecrate the sanctity of the Ar-menian family. It is a fact that to-day Armenia is not one of the best civi-lized and reformed nations, but she has shown the best possible character and desire for it, besides we must consider those circum-stances which she has undergone. Very few recognize what 58 THE GETTYSBURG MERCURY. beauty and wisdom is hidden under the gloomy veil of misfortune. Some day He who understands and hears all supplications and petitions of these hearts of ours, shall lift the veil and destroy the cruel power of the Turk upon Armenia. Then this small and insignificant nation shall stand forth in her bridal garment among the Christian nations of the world, bearing the banner of "faithful servant" crimson with the blood of many martyrs. —ARDASHES H. MERDINYAN, '01. IMMORTALITY. ONE of the most wonderful and inexplicable things in the universe is the intimate and mutually dependent relation between the soul and the physical organism. The soul as we know it, owes its continued existence, and the power to ex-ercise its functions, to the body with its intricate and admirably adapted mechanism. All we know of the world comes to us through the five senses and is conditioned by the manner in which we use them. Even the faculties of reasoning and re-membering seem to be closely associated with the structure of the brain, and the discovery of this relation will ever remain as the unattainable aim and end of Biological Psychology. Moreover, we naturally and unconsciously judge character, disposition and mental capacity simply by the face and general external appear-ance and our judgments are often surprisingly correct. Thus there seems to be some truth in the strange statement of Plato that a beautiful soul seeks a body equally beautiful to inhabit. Notwithstanding this close interdependence between soul and body, they are united to each other by a very fragile bond. How easily may the silver cord be loosed or the golden bowl bebroken ! A bit of flying lead or an electric spark will stop the delicate ma-chinery, just as a grain of sand will arrest the balance wheel of a Swiss watch, and naught be left but a bit of lifeless clay. The strong arm is cold and motionless ; the sparkling eye is dim and glassy ; the lips are silent; the soul is gone,—whither ? From time immemorial this has been a matter of thoughtful conjecture and philosophers of all ages have offered solutions to it. It is of vital import to every one and probably no other question has received such universal attention. Is the soul anni- THE GETTYSBURG MERCURY. 59 hilated when the body dies? Can it be that "life is a bubble cast upon the ocean of eternity to float for a moment upon its surface and then sink into nothingness and darkness forever?" Men have shrunk from such a conclusion; it would preclude all religious belief. The ancient Egyptians and Babylonians believed in the immor-tality of the soul. The Greek philosopher, Pythagoras, con-ceived a strange and irrational theory concerning its future exist-ence. Even the Indians of North America look forward to their Happy Hunting Ground. At the time of the French Revolution, when men lost their reason and became savage beasts, they went so far as to belie their own consciousness and, as the ostrich seeks safety by thrusting its head into the sand, they vainly sought to shield themselves from future punishment for their hor-rible crimes by the false aphorism, "Death is an eternal Sleep." But, "Truth crushed to earth shall rise again," and they soon saw and acknowledged their folly by a pompous, public declaration of the immortality of the soul. Since the principle of immortality has such a deep foundation in human nature, we must conclude that it was placed there by the Creator and consequently is a reality. The mode of existence of the disembodied spirit defies all ex-planation in accordance with our material ideas; it cannot bear and feel and see as it formerly did through its sense organs but, in order to retain its integrity, it must at least be able to exercise its functions ; it must know, reason and remember. All our thoughts and deeds will forever be before us,—the wicked and the good in striking contrast. Then what a sweet satisfaction there will be in the consciousness that we have done the right, and what pitiful and endless misery our evil deeds will be to us. The untiring, sleepless Erinnyswill follow on our track. The grinning spectre of remorse will haunt us with the memory of our neglected opportunities. Accordingly, there rests upon us in view of our future happiness the obligation to follow the dictates of righteousness and always be true and noble, so that when our summons comes we may receive the greeting, "Well done." —B. '99. 6o THE GETTYSBURG MERCURY. TO MELPOMENE. HORACE. A monument I've built, more lastingthan bronze- More loftj' than the piles of Egypt's tow'ring mounds; Such as no wasting- rains, nor northwind's violent blast, Nor endless age, nor flight of time, is able to lay waste. My work shall ever live, ascending lofty heights; While priest and virgin mute, perform the sacred rites. Posterity shall see my glory to increase, And men remember me till Rome herself shall cease. It shall be said of me, a prince of humble birth, Born where Aufidus roars and Daunus rul'd the earth, That from ^Eolian fields, I first brought lyric strains; And, on Italian lands, produced the sweet refrains. Then crown my glorious brow, sweet muse Melpomene, With Delphic laurel wreath, and thereby honor me. —M. '02. A SON OF THE NORTH. SNAP, crash! "At last I am through that cursed thicket." It was the first of July, 1863, and the terrific struggle at Get-tysburg had just begun. After the remark with which our story opens, the speaker, a young man clad in the gray and gold of a Confederate staff-officer, slippped from his saddle, and leaving his horse to graze about on the scanty grass, climbed a little farther up the hill, and stepping upon a pile of stones, swept the surrounding country with his field-glasses. "Surrender or die!'' suddenly exclaimed a low voice, in which there was a perceptible note of laughter. The officer lowered his glasses with a start, and turned in the direction from which the sound had come, whilst he fumbled for his revolver. The next moment, with a cry of surprise and joy he passionately em-braced a tall, blue-clad figure. For awhile the grim business on which they were each engaged was forgotten, and they fairly over-whelmed each other with questions. They had been chums at col-lege, but at the outbreak of the rebellion they had enlisted, the one in the Northern, the other in the Southern army ; and now while out scouting, chance had thrown them together near their old college home. Suddenly, as they talked, the glad light of THE GETTYSBURG MERCURY. 6l welcome faded in the Northerner's face. "And what do you know about Bess Marl ?" he said. "Why, you know I used to go out there frequently. Don't you remember?" "No, I don't." "Well, perhaps I didn't tell you where I went; we used to keep such things quiet at college, but that is where I made the calls you and the other fellows used to jolly me so much about. How is she ?'' '' Her father and brothers are all enlisted in the Northern army and she and her mother, as they remained on the place, are right in your line of attack. But, Bob, how comes you are so interested?" The Southerner's face reddened even through its bronze, and as the Northerner noticed it, it angered him. "So you love the pretty Bessie, do you?" Something in his tone caused Bob Lancy to look at him. "And what does that signify?" he questioned sharply. The Northerner's face softened and his grey eyes lit up. "Because I would give my life to keep her from all harm," he said softly, fancy's face grew dark, and for a few moments neither spoke. Then the Northerner stretched out his hand to Lancy as he said solemnly: "God knows, my only wish is her happiness. She shall decide between you and me; and you, Bob Lancy, shield her and her's, because till evening your lines will have enclosed her home." The Southerner grasped and wrung the outstretched hand while he repeated, "She shall decide between us." Then the two men pledged each other to shield and protect the girl for whom they would both have given their lives. "We may never meet again, who knows,'' said Lancy. "Good-bye, Harry Sinclair, dear old chum." Once more they wrung each other's hands, and then hurried away in opposite directions. It was late afternoon, and in the living room of a comfortable old farmhouse all was confusion. Heaps of household goods were lying packed, preparatory to being taken out of the reach of harm, by the large hay-wagon at the door. Two women were hard at work gathering together the most valuable articles, which an old servant was loading on the wagon. At last everything that could be taken with them was loaded, and with a last tearful 62 THE GETTYSBURG MERCURY. look at the old home which the shot and shell of the morrow would tear to pieces, they hurriedly mounted the wagon and drove away. Suddenly a horseman appeared beside the wagon from the al-ready dusky woods along the road, and with terror they noticed that he was clothed in Confederate gray. The next instant their terror gave way to joy as they recognized in the officer Robert Lancy. "Why, Miss Bess, I am in luck," he exclaimed in joyous tones as he recognized the occupants of the wagon. Greetings were exchanged; then, Lancy having assured them that the road was open as far as he knew, he was compelled to hurry away to report to his commander. Not before he had look-ed deep into Bess Marl's eyes, which met his for a moment, and then drooped as he inquired where he might see them again if he lived. At the last proviso Miss Marl had looked up quickly and then had bent to arrange something in the wagon and he saw her lips trembling ; then, with a lingering hand clasp he was gone. There had been a silent spectator in the woods beside the wagon. Harry Sinclair had been about to ride up to the wagon, when Lancy had appeared from the other side of the road. Now, as Sinclair rode away through the woods, his teeth were shut tight, and his face was perfectly bloodless in its pallor. He had seen the soft flush on Miss Marl's cheek and the drooping head. Alas, he knew too well what they meant. At first, fierce jealousy and anger took possession of his heart, then the wish that the woman whom he loved so tenderly might be happy at whatever cost to himself overcame all other considerations. The next day he was posted with his command on Culp's hill. About noon a Confederate cavalry brigade galloped out from the shelter of the woods, in splendid order. They swung into line as if on dress parade. Then, with sabres gleaming in the sunlight, they charged. Many saddles were empty by the time they reached the low stone wall. The next instant they were engaged with the infantry behind it. The struggle was fierce, but the Confederates were slowly gaining, when on their flank came the wild charge of a body of northern cavalry. Deep into the body of the Southern regi-ment, overturning horses, trampling their riders under foot, drove the wedge of blue. At the head of one of the companies rode Capt. Harry Sinclair. The light of battle gleamed in his eyes as he shouted to his men. The Southerners began to yield. Suddenly THE GETTYSBURG MERCURY. 63 Sinclair and Bob I_ancy were sword to sword. Both are good swordsmen and the combatants seem equally matched. But what is the matter with Sinclair? Twice there has been an opening, and twice he has turned aside his blade. Suddenly, his guard goes down and with a groan he pitches forward and falls. Quickly his old chum leaps down beside him. A stray bullet has pierced his lungs. With a tender hand, Lancy lifts the dark, curly head and presses his flask to the pale lips. The eyelids quiver and the gray eyes open. He recognizes Lancy with a smile and tries to speak, but a rush of blood checks him. At last he whispers, "Good-bye, Bob,—dear—old—chum. Tell—Bess—I—knew she—loved you and so I didn't"—but his voice fails. With a last whisper of '' Give—mother'' he points to his coat pocket, then his noble young spirit quits the earth. The wave of battle has swept into the distance and still Bob Lancy sits like a statue, gazing piteously at the form of his chiv-alrous- hearted friend, who had redeemed his love with his life. —C. M. S., '01. ENVIRONMENT. THE stripes of the Bengal tiger, as if the shadows of the reeds amongst which he walks; the snowy whiteness of the Polar bear; the delicate, leaf-tinted hue of the green linnet; the rabbit's coat amongst the dead leaves of autumn, or that of the squirrel upon the oak; all are marked instances of the adaptation of environment induced by Natural Selection or otherwise. Fur-thermore, it has been shown by scientists, as Hunter, Alfred Russell Wallace, Hohugren, and Darwin, that even the organism of ani-mals may be changed by a change of habitat and food. The giz-zard of the pigeon is transformed to the carnivorous stomach of the sea-gull, if it is provided with meat for a considerable time; and, vice versa. Man, too, acknowledges these changes in him-self. Tennyson in the mouth of Ulysses, for whom he has named his charming little poem, says:— "I am a part of all that I have met." The need of environment, or the fact that man is not self-ex-istent, is almost universally acknowledged, at least, as well as the fact of environment. In and of himself, man is not. If shut 64 THE GETTYSBURG MERCURY. off from food and light he dies. Why, likewise, if he is deprived of mental food, books, and conversation and communion with others, will his intellectual and spiritual manhood not die? No internal force can supply this environment. In the physical world we have the same. A piece of coal is known to have the possibility of producing a certain amount of heat, yet it is not the coal alone. Without its environment of oxygen, it were nothing ; for it is the affinity of the carbon of the coal for the oxygen, and their precipitous rush to be united which causes the heat. The same need exists, and the same effects are produced in the lives and characters of men by environment and heredity, which together entirely determine the man. From Lamartine's "Cromwell" (p. 5) we quote, "Robert Cromwell, father of the future sovereign of England, brought up his family in poverty. * * The poor, rough, unyielding nature of this moist country, the unbroken horizon, the muddy river [the Ouse], cloudy sky, and miserable trees * * were calculated to sadden the dis-position of a child. The character of the scenes in which we are brought up impresses our souls." He then cites Mohamet from the scorching valleys of Arabia, Luther, Calvin, as well as Cromwell, adding, "As is the place so is the man." "That is very comforting and pleasing," says one. "Icannot live under the strain of college life and be a Christian," nor "on a stony farm," nor "in a factory," nor "with the kind of neighbors I have," nor "under the confining cares of the household, and maintain that sort of Christian life which I should like to pos-sess," come in the voices from all sides. They are trying to ex-cuse their lame and halting Christian life on the plea of one or more inherited traits, or their surroundings, which, they claim, make the highest Christian life impossible. Environment and heredity entirely determine a man's life, we repeat, granting that the proper interpretation be put upon those terms. Yet, this forms no plea for not living the highest Christian life, for there is spiritual as well as physical Environ-ment and Heredity. Our occupations, tastes, ways of thinking, even looks, may become changed, but nowhere can there be found, save perhaps negative, proof (Compare Lu. 12:47, 48), that the Divine Judge will mitigate his sentence because of en-vironment. THE GETTYSBURG MERCURY. 65 Henry Drummond in "The Changed Life—The Alchemy of Influence" quotes the words of one of the highest intellects this age has known: '"By the love of God in Christ Jesus I am what I am.' If you ask me precisely what I mean by that, I say, frankly, that more than any recognized influence of my father or my mother upon me; more than the social influence of all the members of my father's household, more, so far as I can trace it, or so far as I am made aware of it, than all the social influences of every kind, Christ has had the formation of my mind and my disposition." God himself put an end to all excuses almost twenty-five hundred years ago, by his words to Ezekiel (Ch. 18: 2-4, cf. v. 20): "What mean ye that ye use this proverb concerning the land of Israel, saying, The fathers have eaten sour grapes, and the children's teeth are set on edge? As I live, saith the Lord God, ye shall not have oc-casion any more to use this proverb of Israel. * * The soul that sinneth, it shall die." The spiritual environment leaves no room for pleas. The writings of the Apostle Paul as well as the sayings of Christ Jesus show us this fact. With scientific accuracy, Paul says, "Not that we are sufficient of ourselves to think anything as of ourselves; but our sufficiency is of God (II Cor. 3:5). We ueed the environment, we have all we need in Him. Without it, man feels a need, a craving, a longing, for something, he hardly knows what. "I am the vine, ye are the branches: He that abideth in me and I in him, the same bringeth forth much fruit: for with-out me," severed from me, "ye can do nothing." (John 15 : 15.) "Our sufficiency," not a partially satisfying environment, but all we need in Him we find. "In Him we live and move and have our being." (Acts 17:28.) Ponder the thought until it enters into your very being, until it is revealed to you with transforming power. Then will there be "love, joy, peace," and not until then. When we can say with Paul: "I live, nevertheless not I, but Christ liveth in me," then shall we truly know the power of environment, and shall not desire to claim any excuses for a halting life. —C. C. G., '00. 66 THE GETTYSBURG MERCURY. A SKETCH OF THE DEVELOPMENT OF MUSIC. THE history of every art—literature, sculpture, painting, music or whatever it may be,—can usually be divided into several distinct epochs, each of which has its own peculiar char-acteristics. In music, authorities generally have four such divi-sions. It is my purpose in this short sketch to glance briefly at each of these periods and name the distinctive characteristics of each. Far back in the beginning of every nation or people there was a time when music, or to speak more correctly, the raw material of music, consisted of only the sounds of nature such as • we hear to-day among animal life and among certain savage tribes. As definite notes, few, of course, at first, began to take the place of these indefinite and irregular shouts and cries, music came into ex-istence. Examples of this change may be found at the present day amongsavage peoples. Their songs usually consist of vague howls or wails which are but a slight advance upon the original nature-sounds. They are in a transition state between meaningless sounds and music. The next step in the development of the art was the formation of melodies; songs began to arise. These songs are called "folk-songs ;'' they exist among all peoples and nations and differ in beauty and form just as the peoples who invent them differ in character and in habits of life. For instance, the folk-songs of Southern Europe,—Italy and Spain, are of a light, very melo-dious character, usually sung in quick time, and accompanied by dancing; those of Germany and the Anglo-Saxon races are entirely different,—not so melodious perhaps, but by certain repetitions, . and peculiar methods of being sung, impressing one with a sense of stability, firmness and great reserve power; those of Russia and Poland differ again, and so these folk-songs are peculiarly char-acteristic of the nation producing them. The reason for this is obvious. These songs are produced spontaneously, almost invol-untarily, not according to any fixed type or design,—they come from the very heart of the people and hence are truly an index to their life. Simultaneously with the production of these folk-songs, there come into existence, series of notes which bear a certain re-lation of pitch, one to the other. These series we now call "Scales." Of course, the original scales were very different from those in use THE GETTYSBURG MERCURY 67 at the present day; they were very rude, and consisted of probably three or four notes separated at what is technically termed an in-terval of a fourth or fifth. Another noteworthy mark of this period is the great difference existing between the prominent types of music, such as symphony, sonata, oratorio and song. These types are subdivided and each subdivision receives distinctive treatment and differs from the others. For example, piano music has come to comprise calibres, nocturnes, lyrics of all kinds, dances of various sorts, and almost endless varieties. In the opera we find, the grand, the comic, the buffa and other national and distinctive types. The differentiation of forms (if I may use the term) goes on continually. The resources of this age are immense ; materials are at hand for mankind to ex-press anything he wants to. Owing to the fact that there are so many different types of music in this present age, it is impossible in a sketch like this to adequately describe even the principal of them ; so I have selected one particular form, and one with which we are all familiar,—the modern song. Nowhere else is the tendency to use characteristic expression more displayed than in the typical modern song or ballad. Songs there have been all through the history of music; it is like a thread that runs through all the periods of the develop-ment of the art, but it has only been in comparatively recent years that a musical system has been devised which is elastic enough to admit of every mood and emotion of the composer or performer. Composers in earlier times did not pay much regard to the words which they set to music; they regarded them as a certain number of syllables which would admit of being set to a singable tune. They thought their tunes ofmuch more importance than the words ; hence they paid little or no attention to either the accent of the syllables or to the sentiment expressed. The songs were tune and tune only. But as new resources in harmony were used and tonal-ity became better understood, under various influences, the final expansion and perfection of the form as we have it to-day, was reached. The names of three great modern song composers stand out pre-eminent; they are Schubert, Schuman and Brahms. The works of these three great masters of song are properly called ' 'classical.'' They are the best. And iu their works many illustrations of charac-teristic expression may be found. "Grelchen a?)i Spi?mrade," by 68 THE GETTYSBURG MERCURY. Schubert, affords a good example. The words which are set to music are by Goethe. The story of the song is this: Margaret sits at her spinning-wheel and sings of her absent lover. And notice that the accompaniment throughout the song is very suggestive of the hum of the spinning-wheel. As she sings she begins to describe him. She tells of the beauty of his form, the soft glance of his eye, the melody of his voice, and finally the culmination of the climax is reached when she says, " [/?id Ach! sein Kuss!" Here the hum-ming accompaniment ceases: the music moves in a progression through a series of chords until the highest emotional point of the acutely sensitive harmony is reached on the word "Kuss;" there is ahold on the note to this word, succeeded by a short pause, then the music drops gently to the deep bass of silence and reflec-tion ; the accompaniment is taken up again but brokenly, as though suggestive of sobs or sighs, then the original accompaniment and melody is begun again and the song moves on. There are many more examples which could be cited. But there is another kind of modern song with which we are even yet more familiar—the so-called "popular" song. Who can give the cause, the philosophy of the popular song ? It grows up almost in a single night it seems, and b}r the next morning everybody is whistling it. Probably some music-hall singer with her own picturesque personality first sings it; the people are pleased both with the singer and the song—and in a few days it has spread over the entire country. Many of these popular songs are worth-less— of no merit neither in the music nor sentiment expressed. But once in a while a real gem is found among the pile of rubbish. These few songs are the ones that endure. These are the good old songs "which are sung as much now as at anytime of their exist-ence. They will always be found to be those which have not sim-ply pleased the ear but also touched the heart. There is a chord in the heart of every one which responds at once to "Home, Sweet Home." "Annie I^aurie" will endure as long as the English language remains in existence. The dying turn, not to the music of symphony societies, but to "Rock of Ages." And so there are other examples of these songs which survive. Some one has well said, "Strauss may set the feet to dancing, Wagner please the brain, Mozart delight the ear, but nothing can touch the heart like the "good old songs." —F. '00. THE GETTYSBURG MERCURY. 69 EDITOR'S DESK. FOR quite a while Gettysburg has not been making marked progress in athletics. Our alumni have heard time and again of colleges, which a few years ago were glad to be called the rivals of Gettysburg, sending our teams home, beaten and discouraged. There are few things which so cast gloom over a college as the news that the team, in whom the college's reputation is centered, has lost game after game. It is not difficult to find the cause of this. Our teams themselves are not to blame, for they have done all that teams, unsupported, could do. The great need of Gettysburg is a permanent coach, one who can stir up among the students sharp competition in athletic sports. Every one true to Gettysburg will thank the Pen and Sivord for its generous offer of $75.00 to help pay the salary of a permanent coach. Athletics begin to brighten up again; the students realize that a loyal hand is helping them and we feel that under the impulse of enthusiasm and college spirit, our teams will hereafter make the reputation of Gettysburg what it once was and what it must be. A new feature or rather a revived feature of college life now presents itself to the colleges of Pennsylvania. A great revival of inter-collegiate debates has taken firm hold upon our higher institutions of learning. A strong point in favor of these debates is the preparation for them, which will put life into college liter-ary societies. (Comparatively few colleges have live societies). Probably no study in the curriculum of any college can prepare a student to think so quickly and so powerfully, as debate. But as the excellent mental training of debate is too well known to speak of, suffice it to say that Gettysburg feels the impulse stirring her sister colleges and is preparing to act her part in contests not far distant. A word on April is not out of place. April is the great war month of Americans. Lexington, the beginning of the Revolu-tion, was fought in April; Ft. Sumpter was first fired on in April; the late war with Spain began in April. Many other im-portant events, e. g., the inauguration of Washington, the sur- 7o THE GETTYSBURG MERCURY. render of Lee, the assassination of Lincoln occurred in April, but the fact which makes April mean so much to us, is that in it our greatest wars began. Although Philo and Phrena are not what they should be and our athletics at present are somewhat below high water mark, we are greatly pleased to witness the loyalty of Gettysburg students. Nearly every man is intensely interested in Gettysburg's reputa-tion. This spirit of earnestness about the honor of our college is sure to result in good and our alumni may well be proud of their Alma Mater, since in the midst of the present circumstances,— when the work of literary societies and athletics is hardly worthy of Gettysburg—the students remain so loyal to the Orange and Blue. In the early part of March, Gettysburg was entertained at a lecture on physiognomy, delivered by Prof. A. E. Willis. Natur-ally, Prof. Willis maintained extreme views upon the subject. The lecture was regarded as interesting rather than instructive, nevertheless we believe that the audience was profited. *^2> FRANCIS SCOTT KEY'S MONUMENT. OUR National Anthem, The Star-Spangled Banner, owes very little to chance. It was an emanation of a patriotic fer-vor as sincere and natural as it was simple and noble. It sprung from one of those glorious inspirations which coming to an author unbidden, seizes at once upon the hearts and minds of men. The occasion seemed to have been created for the very purpose. Key's song was the very child of battle; it was rocked by the can-non in the cradle of the deep, its swaddling clothes were the stars and stripes; its coming was heralded by shot and shell. We know too well the story and circumstances which ushered it into the world. Key had obtained permission of the President to go to the English Commander, under a flag of truce, to obtain the release of a friend who had been charged of some offence and car-ried off prisoner. He was received by the English Commander THE GETTYSBURG MERCURY. 71 and obtained the release of his friend, but as the advance upon Baltimore was to be made that night, they were detained until morning. Key did not leave the deck that night and during the time the poem began to form in his mind. He finished the poem in the boat that took him to shore. The next day it was published by the Baltimore American. The poem tells its own story and never a truer one came from an heroic soul, powder-stained and dipped, as it were, in sacred blood. To the "Francis Scott Key Association" is due the tardy justice of erecting a monument to the famous author. Within four years they collected the money and erected the monument over the remains of Key and his wife. Hitherto unmarked except in the humblest way, their final resting place has been at last separated from among surrounding multi-tudes of less distinguished graves to be at once an altar and shrine known among men wherever liberty makes her home. The mon-ument is simple in design, nevertheless the whole effect of the design is an elaboration. Key is represented on shipboard by the "dawn's early light" and when he sees that the flag is there, his attitude is one of delight and exultation, as with his right arm he indicates the fact to his companions, while with the other he holds his hat aloft in salute to the starry flag. The right arm holds a staff with the Stars and Stripes pending in deep folds. It was a very impressive sight when Key's great-great-granddaughter un-veiled the monument. "The Star-Spangled Banner" was played and the words were taken up and sung by thousands of patriotic souls. —R. W. DOTY, '99. KEE MAR. Kee Mar College, Home of Beauty, I've no fault to find with thee; I have been to see thy ladies, and they've quite enamored me; True it is, I must confess it, yet I know you will agree When I say that since my visit, I must correspond with thee. Fairest flower of God's creation, I have yet to speak to thee; Matters not if thou dislike it, 'tis the truth—then let it be. If one thought above another makes my heart leap from its place, "Tis the thought of my fond darling, my sweet darling, lovely Grace. Heaven's choice of fairest beauty, angel's voice of sweet refrain; Thou hast dropped thy part in Nature, thou hast reached a higher plane, Few there are of earth transcendent, fewer still that are sublime; But thou, Sicely, art supernal, Sicely dear, thou art divine. 72 THE GETTYSBURG MERCURY. Queen of earth and light of heaven, sweetest girls that Kee Mar knows, Loveliest flower in God's garden, from whose lips sweet nector flows; Driving care cannot o'erpower it, brutish impulse not suppress Love and honor, faith and virtue, that reposes in my Bess. Charming gem of pearly slendor, I've no fault to find with form, All my thoughts soar earth transcendent, imprisoned in thy snowy arms. Should you only give me welcome, over thee I'd then unfurl Stars and Stripes, and battle ever, fighting for my priceless Pearl. Sweetest bud of fragile beauty, I've no fault to find with thee. Matters not tho' thou canst never let thy love light shine on me. Matters not tho' Heaven should hide thee, yet thy spirit I'll caress, Caring not for any other, other than my darling Jess. Full grown flower of glorious beauty, how I long to press thy hand; Thou hast set my heart to fluttering, fluttering by thy magic wand. Should I, traveling o'er life's desert find a flower not born of earth, I would call it for my Sara, Sara mine of matchless worth. —BUTTERWORTH, '99. THE VALUE OF GOOD LITERATURE. IT is very essential to the success of every student that he should realize the great importance of the study of literature, assign to it a very prominent place among his studies, and try to familiarize himself, as much as possible, with the best literature he can procure. If one wishes to become an accomplished scholar, he must have a thorough knowledge of the English classics, and become familiar with the lives and works of all the great writers in the world's history, both ancient and modern. It is impossible to understand and comprehend clearly the En-glish classics, unless we have a thorough knowledge of the classics of the ancient Greeks and Romans, for their writings are but the models which all the great writers since their time have imitated, since that time when the blind Homer, traveling as a wandering minstrel, sang his immortal verses to admiring listeners in the dif-ferent cities of ancient Hellas, or when Virgil cast an unfading lustre over the age in which he lived, by his elegant compositions. Again, while the student is familiarizing himself with the world's best literature, at the same time he is pursuing a course of study which will strengthen and develop the mind, and he is also becoming acquainted with the customs and manners of the times which the author describes. THE GETTYSBURG MERCURY. 73 The study also serves to form in the student's rnind a larger vocabulary, so that he may have a ready, versatile use of words, and in the practical lines of the writer he will learn many max-ims of morality and beautiful descriptive passages which will be serviceable to him in after life. Of the many authors and writers noted for the sublimity and simplicity of their works and writings, and especially those which touch the heart, Horace, Virgil, Burns, Tennyson, Longfellow and Whittier may be mentioned. Also in the study of the best literature, the student comes in contact with the mighty minds of old, the representatives of the greatest intelligence that ever existed in the history of the world, and these should inspire the student to do grand and noble deeds during his life so that he may make for himself a name for great-ness, that will be immortal. Many great men have been inspired and incited by the study of the great classics, such as Homer's Iliad, Virgil's ^Eneid, Milton's Paradise Lost, 01 Tennyson's In Memoriam. The study of the best literature also cultivates a literary taste so that one may see literature in all things, especially in nature with all her suggestiveness, as it was in the case of Burns, and cause one to exclaim with Byron : "There is a pleasure in the pathless woods, There is a rapture on the lonely shore, There is society where none intrudes, By the deep dark sea and music in its roar; I love not man the less but nature more." Thus we find that one of the most important elements enter-ing into the true success of any student, is familiarizing himself with the literature of his own language, which can be accom-plished only after we have a proper knowledge of the literature of the ancients. —P. S. H., '01. ATHLETICS. ONE of the most pleasant athletic events of the year was the exhibition of the Sons of Hercules given on Friday even-ing, March 17th. The work done was of a high stan-dard, and the program was varied by music by the glee and man-dolin clubs, a boxing match between Richards, '01, and Floto, 74 THE GETTYSBURG MERCURY. '03, and a basket-ball game between the Sophomores and Fresh-men. The team gave exhibitions of work on the mats, horizon-tal bar, and horse, with a number of pyramids. Numerous specialties were introduced by different members of the team, one of the prettiest of which was the club-swinging by Traub and Scott, which would be hard to excel. The basket-ball game was rendered interesting by the fact that the teams had played to a tie some weeks ago. It was marked, however, by loose playing on both sides, and won by the Sophomores by a score of 12 to 5. Throughout, it was an evening of genuine entertainment, and was witnessed by a very large crowd, none of whom went away dis-appointed. The members of the team are: Koller, '00, leader, Krafft, '98, Bumbaugh, '99, Straw, '99, Traub, '00, Bottiger, '00, Claney, '00, Stock, '00, Bickel, '02, Smith, '02, Smyser, Sr., '02, and Smyser, Jr., '02. At a recent meeting of the Athletic Association the matter of a coach for baseball and track was considered, and it was decided that we procure one. The offer, by Pen and Sword, of $75.00 was accepted, and a committee was appointed to visit the boys for the purpose of procuring as much more as may be necessary. The committee consists of Herman, Penrod and Leisenring, and they have already gotten a number of subscriptions. This is a matter of vital importance to our athletic interests, and it is hoped that every man will go down into his pocket when these men visit him. The committee to secure the coach is, Albers, Weigle, Imler, and Ney. They are in communication with several men, and there will no doubt be a coach at work by the time this appears in print. Manager Weigle has added another game to the baseball schedule—with the Pennsylvania R. R. Y. M. C. A. at Philadel-phia, on Saturday, June 3d. This is the only non-college game of the season, and the first meet with this association in any form of athletics. It is always represented by strong teams, and iu baseball is regarded as one of the crack clubs of the city. This will be one of the best games of the season. Our team has been practicing on Prep grounds since the middle of March. There is a good list of applicants, and we may hope to have a team which will add to the glory of Gettysburg. We are fortunate in having begun out-door work so early, and this fact should give an added impetus to the work. Manager Ney has scheduled the dual meet with Dickinson for ' THE GETTYSBURG MERCURY. 75 Wednesday, May 17th. The meet at Philadelphia, to which we send a team, will take place Saturday, April 29th. No baseball games have been arranged for either of these dates, in order that the best men may be on both teams. This is the department in which we are in the greatest need of training, and it is hoped that every man will take a proper interest and work hard, with or without a coach. —W. AMONG THE EXCHANGES. THE March number of the Bucknell Mirror is devoted to the literary societies of that university. It contains histories of the societies, a history of inter-collegiate debate at Buck-nell, and a symposium on the value of the training received in their halls, all the articles being by prominent alumni. The en-tire number is well gotten up, and is of special value and interest in these days when the worth of such societies seems to be for-gotten. It will be well for Gettysburg men to read it carefully. Another interesting number which March has brought to our table is that of The College Student, which is devoted to the alumni of F. and M. It contains articles by many alumni, and bio-graphical sketches of some former professors. The issue will surely attain its purpose as expressed by the editors: "We would have the alumni feel that they are still a part of us—of old F. and M.; and that The College Student is as much theirs as ours." Among periodicals issued monthly, and containing literary and news functions, the Haverfordian ranks with the best. It is neat and attractive in appearance, and the due proportion between literary productions and news is always preserved. The Kalends is always good, but the February number deserves special notice. The stories "Before the Fourteenth" and ''A Knight of the Slums" are above the usual standard of college fiction. The season is kept in mind by a number of dainty "Val-entines," as well as by an article on "The Trip,"—which de-lightfully reminds one of Jerome K. Jerome Americanized. The Lesbian Herald is another publication of "our sisters" which is always a welcome visitor. "The Entertainment of the Great Uncle Jasper," and "He, She, and Brooks" are worthy of favorable notice. 76 THE GETTYSBURG MERCURY. "Donatello in the Marble Fawn" is a well-written bit of liter-ary study in the February Pharetra. It also contains some pretty valentine verse under the title "From Cupid's Bow-string." We are glad to see that college magazines are becoming more and more the product of the students. In but few and those of small institutions do we find the long discussions of obtruse sub-jects by professors and learned alumni which were once thought indispensable. In the realm of fiction, too, there seems to be a general progress, and the stories are getting away from the mor-bid style which used to infallibly mark a college man's produc-tion. EDITOR'S SCISSORS. FOUR EPITAPHS. Deep wisdom—Swelled head— Brain fever—He's dead—[a Senior]. Fair one leaves him—Hope's fled— Heart broken—He's dead—[a Junior]. Went skating—tis said Floor hit him—He's dead—[a Sophomore]. Milk famine—half fed- Starvation—He's dead—[a Freshman]. —Ex. THE PHYSIOGNOMIST'S DREAM. He walks erect, his laugh is sweet— 'Isn't he perfect from head to feet! And oh! those eyes!" His nose, just right— His brains are simply "out of sight!" Its name is "Sport." Her eyes are blue, her teeth are pearls, Her hair flows free in flaxen curls! Her person, neither large nor thin— Her voice is like the violin! The dreamer calls her "Queen of Girls." He has no hair, his look is meek, You count his bones in either cheek— His mouth's a cave, his ears are fans, His feet are not—his hands, "banans." Our friend, the dreamer, calls it "Freak." PATRONIZE OUR ADVERTISERS. The Century Double-Feed Fountain Pen. Fully Warranted. J6 Kt. Gold Pen, Indium Pointed. GEO. EVELER, Agent for Gettysburg College. PRICE LIST. No. 1. No. 1. No. 3. No. 3. Chased, long or short $2 00 Gold Mounted 3 00 Chased 3 00 Gold Mounted 4 00 Spiral, Black or Mottled »2 50 Twist, " " 2 SO Hexagon, Black or Mottled 2 SO Pearl Holder, Gold Mounted 5 00 THE CENTURY PEN CO., WHITEWATER, WIS. Askyour Stationer or our Agent to show them toyou. Agood local agent wanted in every school. RINTING "-"Bo- tb Croxel. Dealer in ^ine (groceries cmb Hottons «_«-4Jork Street. Teachers. Union Teachers' Agencies of America REV. L. D. BASS, D. D., Manager. Pittsburg, Pa., Toronto, Can., New Orleans, La., New York, N. Y., Washington, D. 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