AMÉRICA LATINA Detienen en Aruba al ex jefe de inteligencia chavista. Para más información:http://www.nytimes.com/aponline/2014/07/27/world/americas/ap-lt-aruba-venezuela-official-detained.html?ref=world&gwh=4C1A389E001490E50A1CB37EDD0082C3&gwt=payhttp://oglobo.globo.com/mundo/caracas-suspende-voos-para-aruba-em-resposta-prisao-de-oficial-chavista-13391685http://internacional.elpais.com/internacional/2014/07/26/actualidad/1406345058_210203.htmlhttp://www.lanacion.com.ar/1713533-venezuela-anuncia-la-liberacion-del-ex-jefe-de-inteligencia-chavista-detenido-en-arubahttp://www.bbc.com/news/world-latin-america-28519313 Maduro intenta cerrar filas en el chavismo. Para más información:http://internacional.elpais.com/internacional/2014/07/27/actualidad/1406492692_648997.htmlhttp://www.lanacion.com.ar/1713362-sin-chavez-el-psuv-pone-a-prueba-su-unidad La oposición venezolana abre un debate tras el fracaso de la protesta radical. Para más información:http://internacional.elpais.com/internacional/2014/07/27/actualidad/1406491835_835729.htmlhttp://www.bbc.com/news/world-latin-america-28472220 Paraguay: más de 88.000 desplazados por las inundaciones en Asunción. Para más información:http://www.bbc.co.uk/mundo/ultimas_noticias/2014/07/140725_ultnot_desplazados_en_paraguay_por_inundaciones_bd.shtml México: Pemex reporta US$4.000 millones de pérdidas netas en segundo trimestre. Para más información:http://www.bbc.co.uk/mundo/ultimas_noticias/2014/07/140725_ultnot_economia_mexico_pemex_perdida_neta_segundo_trimestre_lv.shtml Guerra de encuestas en Brasil: Dilma sigue favorita, pero no está claro con cuánto apoyo. Para más información:http://www.lanacion.com.ar/1712457-guerra-de-encuestas-en-brasil-dilma-sigue-favorita-pero-no-esta-claro-con-cuanto-apoyo Ejército colombiano mata a ocho rebeldes del Ejército de Liberación Nacional en la provincia de Aruca. Para más información:http://www.bbc.com/news/world-latin-america-28455325 Banco Central brasileño libera $ 13 mil millones para impulsar la economía. Para más información:http://www.bbc.com/news/world-latin-america-28490310 México condena a seis personas por abusos en hogar infantil. Para más información:http://www.bbc.com/news/world-latin-america-28477800 De héroe de Perú a presunto abogado de la mafia. Para más información:http://www.bbc.com/news/world-latin-america-28496893 Honduras trabaja para detener el flujo de niños migrantes a Estados Unidos. Para más información:http://www.latimes.com/world/mexico-americas/la-fg-ff-honduras-border-20140709-story.html#page=1http://www.eluniversal.com.mx/el-mundo/2014/impreso/la-disputa-por-los-ninios-de-centroamerica-87834.html Arrestan a alcalde hondureño por narcotráfico. Para más información:http://www.bbc.co.uk/mundo/ultimas_noticias/2014/07/140727_ultnot_honduras_alcalde_narcotrafico_jgc.shtml ESTADOS UNIDOS /CANADÁ Estados Unidos acusó a Rusia de disparar artillería contra militares ucranianos. Para más información:http://www.latimes.com/world/europe/la-fg-russia-president-obama-sanctions-20140728-story.htmlhttp://www.latimes.com/world/europe/la-fg-obama-ukraine-20140719-story.html#page=1http://www.eluniversal.com.mx/el-mundo/2014/omagenes-satelitales-prueban-rusia-ataca-ucrania-eu-1026176.htmlhttp://oglobo.globo.com/mundo/eua-acusam-russia-de-utilizar-artilharia-contra-ucrania-13402331http://www.eluniversal.com.mx/el-mundo/2014/corrobora-otan-lanzamiento-cohetes-ucrania-rusia-1026288.html Estados Unidos enfrenta el delicado tema de los niños migrantes. Para más información:http://www.bbc.com/news/world-us-canada-28482516http://www.bbc.com/news/world-us-canada-28490544http://www.bbc.com/news/world-us-canada-28490544http://www.eluniversal.com.mx/el-mundo/2014/oklahoma-queja-costos-inmigracion-1026317.html Estados Unidos evacua a su personal de su embajada en Libia. Para más información:http://www.lemonde.fr/libye/article/2014/07/27/la-libye-s-enfonce-dans-la-violence-38-morts-a-benghazi_4463428_1496980.htmlhttp://internacional.elpais.com/internacional/2014/07/26/actualidad/1406397214_365703.html Incendios en California amenazan a civiles. Para más información:http://www.bbc.com/news/world-us-canada-28513217 "El País" de Madrid analiza: "Las turbulencias globales evidencian los límites del poder de Estados Unidos". Para más información:http://internacional.elpais.com/internacional/2014/07/26/actualidad/1406383059_319576.html EUROPA Continúa la tensión política en Ucrania. Para más información:http://www.nytimes.com/2014/07/28/world/europe/ukraine.html?ref=world&assetType=nyt_now&gwh=8D40FEB08488465468BD2958F696B482&gwt=pay&assetType=nyt_nowhttp://www.nytimes.com/2014/07/27/world/europe/ukraine-rebels.html?refhttp://internacional.elpais.com/internacional/2014/07/26/actualidad/1406404533_755946.htmlhttp://www.lemonde.fr/europe/article/2014/07/24/l-armee-ukrainienne-responsable-de-la-mort-de-civils-selon-l-ong-human-rights-watch_4462200_3214.htmlhttp://www.chinadaily.com.cn/world/2014-07/25/content_17923534.htmlhttp://www.bbc.com/news/world-europe-28487331http://www.nbcnews.com/storyline/ukraine-crisis/ukraine-claims-advances-against-pro-russian-separatists-outside-donetsk-n165911Los combates en Ucrania impiden investigar el lugar donde cayó el MH17. Para más información:http://www.lanacion.com.ar/1712335-derribaron-dos-aviones-de-combate-ucranianos-cerca-de-la-zona-donde-cayo-el-mh17http://www.latimes.com/world/europe/la-fg-russia-impartial-malaysia-jet-probe-20140728-story.htmlhttp://www.latimes.com/world/europe/la-fg-ukraine-prime-minister-resigns-20140724-story.htmlhttp://www.nytimes.com/aponline/2014/07/27/world/europe/ap-eu-ukraine-plane-crash.html?ref=world&gwh=F6D4C4A814765EEEF87AC948C9CC6000&gwt=payhttp://www.nytimes.com/2014/07/27/world/europe/efforts-to-secure-malaysia-airlines-crash-site-stall-in-eastern-ukraine.html?ref=world&gwh=4663D27E80F543C16016EFD8AF6025EB&gwt=pay&assetType=nyt_nowhttp://www.chinadaily.com.cn/world/malaysianairliner/2014-07/27/content_17932071.htmhttp://www.lemonde.fr/international/article/2014/07/27/vol-mh-17-l-australie-envoie-des-policiers-armes-pour-proteger-les-enqueteurs_4463397_3210.htmlhttp://www.bbc.com/news/world-europe-28520813http://www.nbcnews.com/storyline/ukraine-plane-crash/mh17-attack-may-be-war-crime-top-un-human-rights-n166381http://www.economist.com/news/briefing/21608782-despite-downing-mh17-planes-will-continue-fly-over-trouble-spots-flight-over-fight Para la ONU el derribo del avión en Ucrania "podría considerarse crimen de guerra". Para más información:http://www.lanacion.com.ar/1713707-para-la-onu-el-derribo-del-avion-en-ucrania-podria-considerarse-crimen-de-guerrahttp://oglobo.globo.com/mundo/onu-derrubada-de-aviao-da-malaysia-airlines-pode-ser-crime-de-guerra-13402477http://www.eluniversal.com.mx/graficos/graficosanimados14/EU_Vuelo_MH17/ "El País" de Madrid analiza: "LA UE se comporta como si fuese Suiza:El silencio actual ante la política imperialista de Putin recuerda el de la élite intelectual europea ante el avance del nazismo y el estalinismo". Para más información:http://internacional.elpais.com/internacional/2014/07/27/actualidad/1406475661_923331.html Tras la tragedia del Costa Concordia el buque vuelve a la superficie. Para más información:http://www.nbcnews.com/news/world/brother-still-waiting-lost-costa-concordia-crewman-n165036 "The Economist" analiza vínculo de François Hollande con el continente africano desde el punto de vista de la seguridad. Para más información:http://www.economist.com/news/europe/21607847-french-are-reorganising-security-increasingly-troubled-region-fran-ois-hollandes El papa Francisco volvió a condenar a la mafia. Para más información:http://www.nbcnews.com/news/world/pope-renews-attack-mafia-polluted-region-italy-n165881http://www.lanacion.com.ar/1713371-ante-una-multitud-francisco-volvio-a-condenar-a-la-mafia España ya ve la luz al final del túnel de la crisis. Para más información:http://www.lanacion.com.ar/1712765-espana-ya-ve-la-luz-al-final-del-tunel-de-la-crisis "O Globo" publica columna sobe la probable sucesora de Merkel. Para más información:http://oglobo.globo.com/blogs/lafora/posts/2014/07/27/a-provavel-sucessora-de-angela-merkel-543996.asp La era de separatismos: Europa abre otro capítulo en su crisis de identidad. Para más información:http://www.lanacion.com.ar/1713360-una-era-de-separatismos-europa-abre-otro-capitulo-en-su-crisis-de-identidad Felipe VI prohíbe a la familia real de trabajar en el sector privado. Para más información:http://oglobo.globo.com/mundo/felipe-vi-proibe-familia-real-de-trabalhar-no-setor-privado-13405004http://www.eluniversal.com.mx/el-mundo/2014/felipe-vi-prohibira-familia-real-trabajar-sector-privado-1026292.html Francia recupera la segunda caja negra del avión siniestrado en Malí. Para más información:http://internacional.elpais.com/internacional/2014/07/25/actualidad/1406280394_570561.htmlhttp://elpais.com/elpais/2014/07/25/inenglish/1406291845_269981.htmlhttp://www.lemonde.fr/international/breve/2014/07/27/crash-du-vol-ah-5017-les-boites-noires-vont-etre-expediees-en-france_4463520_3210.html Italia y el desafío de los inmigrantes que llegan a sus costas. Para más información:http://www.latimes.com/world/europe/la-fg-italy-migrants-20140725-story.html#page=1 ASIA- PACÍFICO/ MEDIO ORIENTE Continúan los enfrentamientos entre Israel y el Hamas. Para más información:http://www.lanacion.com.ar/1712947-netanyahu-dijo-que-hamas-planeaba-secuestros-masivos-en-rosh-hashanahttp://www.nytimes.com/2014/07/28/world/middleeast/israel-gaza-strip.html?ref=world&gwh=48EEEE7431EF140244993C2A266C0631&gwt=pay&assetType=nyt_nowhttp://www.lemonde.fr/proche-orient/article/2014/07/26/le-hamas-rejette-la-treve-tirs-de-roquette-sur-israel_4463347_3218.htmlhttp://www.chinadaily.com.cn/world/2014-07/27/content_17931903.htmhttp://www.bbc.com/news/world-middle-east-28520227http://www.nbcnews.com/storyline/middle-east-unrest/u-n-security-council-calls-immediate-gaza-cease-fire-n166301http://www.economist.com/news/middle-east-and-africa/21608761-war-gaza-fuels-tensions-between-israeli-arabs-and-jews-do-we-belonghttp://www.lanacion.com.ar/1713527-hamas-viola-su-propio-cese-al-fuego-denuncio-benjamin-netanyahuhttp://www.latimes.com/world/middleeast/la-fg-israel-palestinians-20140728-story.html#page=1 La ONU podría incluir a Isis en lista de crímenes de guerra en Siria. Para más información:http://www.bbc.com/news/world-middle-east-28498661 Continúan las negociaciones sobre programa nuclear iraní sin muchos avances. Para más información:http://www.latimes.com/world/middleeast/la-fg-iran-talks-20140724-story.html Violencia reina en Irak. Para más información:http://www.nytimes.com/2014/07/27/world/middleeast/gunmen-in-baghdad-seize-a-leading-sunni-politician.html?ref=world&assetType=nyt_now&assetType=nyt_now&gwh=C724688DC629AD46445AAF39C8926803&gwt=pay&assetType=nyt_nowhttp://www.latimes.com/world/middleeast/la-fg-kurd-massoum-president-iraq-20140724-story.html El Estado Islámico a las mujeres: "O llevan velo integral o serán castigadas". Para más información:http://internacional.elpais.com/internacional/2014/07/25/actualidad/1406283699_085249.htmlhttp://www.nytimes.com/2014/07/28/world/asia/taliban-afghanistan.html?ref Taiwán guarda luto por las víctimas del avión de TransAsia. Para más información:http://internacional.elpais.com/internacional/2014/07/24/actualidad/1406186954_988075.htmlhttp://sinosphere.blogs.nytimes.com/2014/07/24/investigators-examine-role-of-weather-in-taiwan-plane-crash/?ref=world&gwh=D755A38E8A7DDC8D4FBD62EC8D85E731&gwt=payhttp://www.lemonde.fr/international/article/2014/07/27/vol-ah-5017-la-seconde-boite-noire-a-ete-retrouvee_4463381_3210.htmlhttp://www.lemonde.fr/asie-pacifique/article/2014/07/26/crash-a-taiwan-les-inspecteurs-internationaux-sur-le-site_4463300_3216.htmlhttp://www.lanacion.com.ar/1712439-en-taiwan-otro-avion-asiatico-sufrio-un-accidente Varios muertos deja paso de tifón en China. Para más información:http://www.lemonde.fr/planete/article/2014/07/27/treize-morts-apres-le-passage-d-un-typhon-en-chine_4463407_3244.html "The Economist" analiza coyuntura en la que asume el nuevo presidente de Indonesia. Para más información:http://www.economist.com/news/leaders/21608750-jokowis-victory-landmark-he-now-has-balance-reconciliation-decisive ÁFRICA Se estrelló un avión de Air Argélie con 116 personas a bordo Para más información:http://www.chinadaily.com.cn/world/2014-07/25/content_17923428.htmhttp://www.lemonde.fr/afrique/article/2014/07/27/sur-les-lieux-du-crash-du-vol-ah-5017-c-est-comme-si-une-bombe-etait-tombee_4463490_3212.htmlhttp://www.chinadaily.com.cn/world/2014-07/25/content_17923428.htmhttp://www.nbcnews.com/news/world/second-black-box-found-air-algerie-crash-united-nations-n165596http://www.economist.com/blogs/baobab/2014/07/algerias-missing-flight-ah5017http://oglobo.globo.com/mundo/pilotos-do-voo-ah5017-pediram-para-voltar-revela-chanceler-frances-13409229http://www.eluniversal.com.mx/el-mundo/2014/recuperan-datos-caja-negra-avion-mali-1026353.htmlhttp://www.latimes.com/world/worldnow/la-fg-air-algerie-wreckage-found-20140724-story.html La guerra entre milicias provoca decenas de muertos en Libia. Para más información:http://internacional.elpais.com/internacional/2014/07/27/actualidad/1406481381_059214.htmlhttp://www.nytimes.com/2014/07/27/world/africa/libya.html?refhttp://www.bbc.com/news/world-africa-28510865http://www.nbcnews.com/news/world/clashes-between-government-militants-kill-more-50-libya-n165941http://oglobo.globo.com/mundo/libia-pede-ajuda-internacional-apos-milicia-incendiar-deposito-de-combustivel-13403247http://oglobo.globo.com/mundo/confrontos-entre-militares-grupos-islamicos-deixam-50-mortos-na-libia-13396896http://www.eluniversal.com.mx/el-mundo/2014/piden-alto-al-fuego-para-sofocar-incendio-en-libia-1026242.html Boko Haram ha raptado a la mujer del viceprimer ministro de Camerún. Para más información:http://internacional.elpais.com/internacional/2014/07/27/actualidad/1406491983_178997.htmlhttp://www.bbc.com/news/world-africa-28509530http://www.nbcnews.com/news/world/boko-haram-kidnaps-wife-cameroons-vice-prime-minister-n166021 Marruecos prohíbe a los imanes propagar sus ideas en los sermones. Para más información:http://internacional.elpais.com/internacional/2014/07/26/actualidad/1406405887_136042.html Varios países africanos luchan contra el ébola. Para más información:http://www.latimes.com/world/africa/la-fg-liberia-ebola-20140728-story.htmlhttp://www.nbcdfw.com/news/local/Friends-Pray-for-Fort-Worth-Doctor-Diagnosed-with-Ebola-268830041.html OTRAS "The Economsit" publica su informe: "Business this week".Para más información:http://www.economist.com/news/world-week/21608814-business-week
Satisfied with some important progress being made in health care reform on the home front, these past few days President Obama turned his full attention to foreign policy. In a week packed with international speeches, bilateral meetings and joint declarations, he succeeded in establishing a new ambitious agenda for international cooperation and wasted no time in getting started. In his speech to the UN, he outlined his main foreign policy goals based on four pillars: non-proliferation, climate change, Middle East peace and economic stability. He spoke clearly about his determination to put an end to the international skepticism and distrust the United States faced during the Bush years and enumerated the changes already made: banning the use of torture, closing the Guantánamo base, drawing down forces in Iraq, renewing efforts in the Arab-Israeli conflict by naming a special envoy, seriously addressing climate change and abandoning plans for a land-based missile defense in Eastern Europe. He challenged other leaders to respond in kind by joining US efforts at non-proliferation, fighting terrorism, taking measures to reduce greenhouse gas emissions and combating poverty. A day later in Pittsburgh for the G-20 summit, the President, flanked by British Prime Minister Gordon Brown and French President Sarkozy, revealed a new nuclear facility built by Iran in the city of Qum and called for further sanctions on the Islamic Republic. This well-timed revelation is supposed to give the administration some more leverage when talks with the Iranians start later this week. As it happens, the US had known about this new uranium enriching plant for more than a year but had kept the information secret for later use. In Pittsburgh, with France and Britain safely on his side, the President had further opportunity to press the other two members of the UN Security Council, Russia and China, to cooperate with the new sanctions regime that will most likely include imports of refined oil into Iran. While Russia appears to be leaning towards cooperation (perhaps as a quid pro quo of Obama's decision not to deploy the anti-missile defense system in Poland and Czech Republic), it is not as yet clear whether the Chinese will too. This week has been a good one for China, which seems to be coming of age as an international player both in climate change and as a partner for economic stability in the G-20. But the revelation at Qum was certainly a pre-emptive coup that put the Iranians on the defensive, and gave Obama an opportunity to publicly test the other Permanent Members of the Security Council to prove their commitment to non-proliferation.As the United States moves aggressively to engage with the rest of the world and vows to renew its pledge to international law and institutions, the expectation is that others will take their share of responsibility and respond to global challenges. Obama's moral authority flows not only from what he says, and how he says it, but also by virtue of who he is: in his case, the man is the message and the intended drastic cut with his predecessor could not be more apparent. However, as Realists constantly remind us, foreign policy is about national interest defined as power, and while the change of tone and of emissary is well-noted, we are likely to see some change, but also a lot of continuity in US foreign policy. Barack Obama's first speech at the United Nations General Assembly was well-received around the world but had less impact on a home audience whose main concerns are unemployment, health care reform and economic recovery. Inevitably, the usual suspects accused him of treason for recognizing America's past mistakes in public and for socializing with tyrants. Others denounced his narcissistic impulses, for trying to portray American foreign policy as "all about Obama". While it is easy to dismiss the extreme critics, it is important for the rest of the world to realize how much the United Nations' legitimacy and prestige has suffered in the United States during the last ten years, and not only due to derisions by Bolton and Bush. TV images of the UN headquarters in New York seem distant and irrelevant to most Americans, who view the organization as an anachronistic shibboleth that embodies all fluff and no substance and whose activities are hard to take seriously in most cases, be it when it deals with Rwanda, Darfur or with Iranian sanctions. At this year's opening session, the General Assembly room, with a badly lit podium and a very unbecoming blue-greenish background, was showing its age in spite of a 2002 facelift (it was built in 1952). And while Obama was as dynamic and articulate as usual, his televised speech was followed by that of Mohammad Khadafy from Libya, which lasted one hour and a half and included bizarre statements and phrases that can only be accounted for by a serious onset of senility. Besides calling for a UN investigation of John F. Kennedy's assassination, and surreally complaining about how far most of those present had had to travel to get to New York (was jetlag his excuse to explain away his own state of mental confusion?), he repeatedly called President Obama "my son" (I cringed at imagining the right wing blogs reaction to that) and referred to the UN Security Council as the "Terror Council". His difficulty to find a place in New York where he would be allowed to pitch his tent was followed with amusement by the media and further added to his own oddity, and by extension, to the inadequacy of the UN as a serious forum. While later Prime Minister Netanyahu's excellent, Churchill-like speech brought the audience back to the 21st century and restored some respectability to the venue, the UN lost credibility again when Iranian president Ahmadinejad went on a new rant later in the day and again and proceeded once more to deny the Holocaust's existence. In addition to this rarified atmosphere, the main foreign policy topic that is of concern for the American public, and the one that would have made them pay attention, namely, the war in Afghanistan was hardly mentioned by Obama in this occasion. After eight years of war in Afghanistan, the effort seems to be unraveling on all fronts. European NATO members, whose soldiers are fighting and dying in Afghanistan, are unwilling or unable to commit more troops; the Taliban has renewed its offensives with new intensity in the south and the east of the country, and the Afghan election was plagued with corruption, proving what many already suspected, that President Hamid Karzai is an extremely unreliable partner and a corrupt leader who will not be able to hold the country together. At the same time, Al Qaeda has found refuge in neighboring Pakistan so the US initial counterterrorist mission, namely to hunt down and exterminate Al Qaeda, has mutated into one of counterinsurgency against an indigenous group, the Taliban, fighting against the government and the foreign forces to regain its power. All this in a country that has never been a nation, a narco-state whose economic base is the production and trafficking of opium, and where several empires, from the Macedonians to the British and the Soviets were once defeated. The President's plan so far has been to train the Afghan army so that it can hold off the Taliban, support government institutions, gain the trust of villagers and create structures of governance in rural areas so that Al Qaeda won't be able to move in again. This week a Pentagon memo by General Crystal was leaked by Bob Woodward of Watergate fame. Published in the Washington Post on September 21st, it presents a grim picture of the war and warns that success is uncertain. It calls for new resources and a new counterinsurgency campaign. While the number of troops requested is not specified, it warns that "under-resourcing" the effort could be fatal. Woodward, never one to sell himself short, has called his leaked memo the equivalent of the 1971 Pentagon Papers leaked by Daniel Ellsberg in the New York Times, which revealed the expansion of the Vietnam War from 1965 on, that had been kept secret from the American public. Of course the memo is not the equivalent of Ellsberg and Russo's revelations, but still, it refocused attention on the intractability of this war. The President's response has been that after the Afghan election, the White House is re-assessing its strategy and that until he is satisfied with a new strategy he will not send more troops. It is clear that the administration is having doubts about a conflict it once called a war of necessity. Public opinion is also turning against what will soon be the longest war in American history, as casualties continue to increase and there is no end in sight. As the term "military surge" is being increasingly used to denote McCrystal's new demands, comparisons with the war in Iraq are inevitable. Similarly to the Iraq war, elections have represented a turning point. But the surge in Iraq began with the so-called Sunni awakening, when the Iraqis themselves decided they had had enough of the violence and organized against those that insisted on it (mainly outsiders, Al Qaeda-in-Iraq). Also, in Iraq's leader Al-Maliki, the US found a relatively reliable and legitimate partner, one who instigated the political class to resolve their differences by political means. Finally, Iraq had an economic base that could be restored to produce substantial national wealth, and a mostly urban, well-educated population with some institutional experience. In contrast, Afghanistan is a mainly rural country, a tribal society which repudiates any attempts at centralization and profoundly distrusts the government in Kabul more, in some cases, than the foreign troops. The central government is rotten and weak, Karzai an unreliable leader who stole the election and whose brother is the head of the drug mafia. Can more US troops make up for all these weaknesses?Obama is thus in a delicate situation: he can't be "at war" with his own generals (indeed, General McCrystal was appointed by Obama only in March, after he dismissed the previous general in charge). On the other hand, if he allows more troops to be deployed, there is danger that Afghanistan may become his Vietnam. He therefore needs to choose between continuing a counterinsurgency operation, training more Afghan forces, protecting the local populations, getting into their villages and gaining their trust, or withdrawing ground troops and focusing on counter-terrorism, using drones and other off-shore means and special forces to go after the terrorist bases. Vice-President Biden is advocating a middle ground strategy: leaving enough troops on the ground to prevent Al Qaeda from returning to Afghanistan, but redefining the mission as one of narrow counter-terrorism and move away from nation-building and a protracted counter-insurgency operation that would signify more US casualties and more discontent at home. After all, the main reason why the US went to Afghanistan was to confront and eliminate Al Qaeda, which has since then moved across the border to the tribal areas of Pakistan. As several domestic arrests have demonstrated this week, Al Qaeda threats are just as likely to come from Springfield Illinois, Queens New York or Dallas Texas as from abroad or from the virtual Al Qaeda organizing through the worldwide web. Recalibrating his approach to Afghanistan is thus imperative, and it must be done for the right reasons, regardless of personal gain or saving face.Obama has had a very successful September, but his ambitious agenda both at home and abroad faces many pitfalls ahead. A youthful president, brimming with self-confidence, with a huge electoral mandate and with the best team of experts in history, can still be thwarted by unsolvable problems, domestic and foreign enemies and by serendipity itself. As a student of history and a John F Kennedy admirer, Obama knows this, and he should measure his decisions and temper his ambitions accordingly. Senior Lecturer, Department of Political Science and Geography Director, ODU Model United Nations Program Old Dominion University, Norfolk, Virginia
This report is concerned with the development of the infrastructure which is required in order to support proposed mines in Southern Mongolia. In order for the mines to be developed, it will be necessary to provide towns for the new inhabitants, road and rail links to provide supplies and to transport the mines' products to markets, and electricity for the mines' operations. Water resources need to be investigated and supplied to the mines and towns. And as all of the development advances, consideration needs to be given to mitigating any negative environmental and social impacts. The geographic focus of the report varies according to the particular topic. The mines are all located in a region which this report defines as 'Southern Mongolia', and which includes the images of Omnogovi, Dornogovi, Govisumber and Dundgovi. The majority of the important new mines are located in Omnogovi, and the analysis of housing and social impacts is concentrated in areas close to these mines. In terms of time, the report concentrates on the most important priorities for government action up to 2015. Nevertheless, consideration is given to a longer time-horizon when considering the potential environmental and water resource demands likely to arise as a result of the region's development. The report is not concerned with the longer-term actions required for broader economic development of the region, including the development of value-added industries associated with the mining industry. To get to long-term objectives, it is necessary to start with the short term. This report assumes that the Government will permit development of the mines in the near future.
In the past decade, Tanzania has experienced high economic growth and it is in the global limelight as a recent success story in Africa. A variety of factors have contributed to this success, including liberalized policies and reforms, infusion of external capital from development partners and the private sector, debt cancellation, and a strong performance by emerging sectors such as mining, tourism, and fisheries. Its social policies, largely influenced by the First President Julius Kambarage Nyerere, including a single national language and relative political stability have contributed to a strong sense of nationhood, which sets it apart from many of its neighbors and has provided an unusual degree of stability that has facilitated major economic transformation without a significant social backlash.
A STUDY OF CODE-SWITCHING OF TEACHER TALK ON TRAINEE TEACHER IN PPL II PROGRAM OF STATE UNIVERSITY OF SURABAYA Renata Kenanga Rinda 10020084019 English Education, Faculty of Languages and Art, State University of Surabaya email: renata.rinda195@gmail.com Dosen Pembimbing: Prof. Dr. Hj. Lies Amin Lestari, M.A, M.Pd English Education, Faculty of Languages and Art, State University of Surabaya Abstrak Terdapat perbedaan pandangan tentang penggunaan alih kode dalam bahasa guru pada pengajaran bahasa Inggris sebagai bahasa kedua. Di satu sisi, bahasa Inggris sangat dianjurkan untuk digunakan sebagai bahasa satu-satunya dalam mengajar, namun teori lain justru mengusulkan penggunaan beberapa bahasa sebagai alat guru dalam mengajarkan bahasa Inggris. Menanggapi masalah tersebut, penelitian ini dilakukan untuk mengetahui jenis-jenis bahasa, jenis-jenis alih kode, dan alasan penggunaannya yang dilakukan oleh calon guru pada PPL II, Universitas Negeri Surabaya. Catatan lapangan dan rekaman digunakan untuk mengumpulkan data yang diperlukan dalam penelitian deskriptif kualitatif ini. Hasil penelitian menunjukkan bahwa ada tiga jenis bahasa yang digunakan oleh calon guru; Bahasa Inggris, Indonesia, Jawa, dan Arab, dengan tiga jenis alih kode; tag-switching, inter-sentential switching, dan intra-sentential switching. Hasil penelitian juga mengungkapkan lima alasan penggunaan alih bahasa yaitu sebagai alat untuk mengajar, member penegasan, mengkritik, menyemangati, dan menanyakan hal kepada siswa yang membantu calon guru dalam mengelola kelas. Berdasarkan hal tersebut, dapat disimpulkan bahwa hasil penelitian ini mendukung teori kedua yang menganjurkan penggunaan beberapa bahasa dalam pengajaran bahasa Inggris sebagai bahasa kedua. Kata Kunci: mengajar bahasa Inggris sebagai bahasa kedua, bahasa guru, alih kode. Abstract The practice of code-switching in teacher talk for the teaching of English as second language exposed a contradictive theory about it. On the one hand, English was strongly proposed as the only language to be used while other theories allow the use of various languages as medium of instruction implemented used as the teacher's equipment in managing the classroom. Coping with the above dilemma, this research aimed at investigating the types of languages, types of code-switching, and reasons of using them in trainee teacher's teacher talk in PPL II program of State University of Surabaya. Field notes and audio recording were employed in five observations to confirm the data revealed under the descriptive qualitative research. The findings pointed out that there were four types of languages used in trainee teacher's teacher talk; English, Bahasa Indonesia, Javanese, and Arabic, with three types of code-switching; tag switching, inter-sentential switching, and intra-sentential switching. The findings also described five reasons of using code-switching; lecturing, giving directions or confirmation, criticizing or justifying authority, praising or encouraging, and asking question toward the students which helped the trainee teacher managed the class. In sum, the result of this study supported the second theory which allows the use of various languages in teaching English in second language classroom. Keywords: teaching English as a second language, teacher talk, code-switching introduction Reinforcing the Indonesia's competitiveness as a member of the developing nations, the demand to improve people's education level is enormously needed. Then, to cope with it, teachers as the foremost stakeholder in this area have the biggest role to settle on whether the improvement can be achieved or not. This fact is agreed as a general truth for the reason that the students' enhancement in the class is most impacted by the teachers (McCaffrey, Lockwood, Koretz, Louis, & Hamilton, 2004). As a result, this reality becomes a powerful foundation for the Government to construct a shifting rule in education policies. Several policies are made, then the most significant one is the lecturers and teachers regulation that is called UU No. 14/2005, short of Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 Tentang Guru dan Dosen. Basically, it has three major points stated; the general rules of teachers, teachers' competences and qualifications, and then the obligations and rights of the teachers. The three of them go in certain directions which make the system of education enhanced through the development of the teachers' quality. Fulfilling the above goal, the policy regulates some criteria that teachers should have; pedagogical, personality, professionalism, and social competences. Indeed, realizing the four criteria mentioned is not an effortless task to deal with. The Government will not be able to reach it without working hand in hand with other components in the education world. Under this consideration, the Government calls for shot to the education institutions to prop up the new policy. One of the umbrella institutions that gets the mandate is State University of Surabaya that has main responsibility to educate the undergraduate students who take education as their major of study. Regarding to the Government's requirements, State University of Surabaya tries to bring them into reality through a program named PPL, stands for Program Pengalaman Lapangan consisting of PPL I and PPL II. Consequently, all of the students in Education Department, State University of Surabaya, which is English Department, have to participate in both programs. In materializing those programs, in the sixth semester, the English Education Department conducts PPL I program carried in the campus to train the undergraduate students through microteaching activity. After that, the PPL II program starts on the seventh semester. This program held in the real teaching environment in several schools chosen for approximately three months long. This makes PPL II different from PPL I. Among several schools selected by the English Education Department, SMP Negeri 1 Madiun is one of them. In this school, there were four English undergraduate students who practiced teaching in the academic year of 2013. They had conscientiousness to manage the classroom in the seventh grade as real teachers. Based on the informal observation toward those trainee teachers, it was found that all of them tried to handle the class by using English. They greeted the students, delivered the material, and even responded to the questions by utilizing the same language. This special language used by the trainee teachers to address the students in English classroom is called teacher talk (Ellis, 1985). Moreover, teacher talk turns out to be a major resource of the students related to their language input (Al-Otaibi, 2004). By giving good model through their talk, it is hoped that students can get good example in practicing English. Understanding this theory, the trainee teachers in SMP Negeri 1 Madiun were in the right track to keep implementing English in their talk. By giving the proper model of applying English, the students were expected to do the same. Nonetheless, the implementation of teacher talk of trainee teachers by using English in the seventh grade of SMP Negeri 1 Madiun was not supported well. Many students' responses came up beyond the expectation. When the classroom atmosphere was packaged in all English, most students got confused and frustrated. They neither understood some words nor comprehend the teachers' instructions. As a result; some students lost their attention to the trainee teachers. In order to cope with the unforeseen condition, the trainee teachers frequently changed their teacher talk into other languages such as Bahasa Indonesia or Javanese as alternative languages. These changing languages always happened automatically. In the first minute, the trainee teachers used English then suddenly changed it into Bahasa Indonesia or Javanese then got back into English. The three languages were used in one single sentence. In another occasion, the different pattern was found; sometimes the trainee teachers' teacher talk was implemented in English while the class began, then in the middle of running the class, the use of Bahasa Indonesia was implemented then finally the trainee teachers closed their talk by reusing English. The above process of changing one language into other languages that happen in the middle of talk is called code-switching (Cook, 2000). The code-switching possibly involved in teacher talk is an unavoidable result of communication that happens among various languages circumstances. Moreover, because of code-switching in teacher talk is a special occurrence in teaching English, there are many analysis and theoretical discussions that are elicited in the previous decades (Gumperz, 1982). Several findings towards it spread out in the education world. Regarding to the above fact of code-switching language in teacher talk, it provided the underlying principle for undertaking this descriptive research, and which was initiated in a challenge to describe the types of languages, types of code-switching, and reasons of using them in trainee teacher's teacher talk. Furthermore, by identifying them, it is expected that the findings of this research will be useful to draw the map of code-switching language that might happen in five or ten years later when the trainee teachers of PPL II program of English Education Department become a part of materializing the Indonesia's education improvement as real teachers. METHODOLOGY Research Subjects Reflecting on the purposes of this research, it considered the three parameters in choosing the research subject; the status, the background language, and the achievement. The status of the subject observed was a trainee teacher. The researcher selected her rather than the real English teacher at that school since the trainee teacher observed right now would replace the position of the real teacher in conducting the second language classroom in the future. As a consequence, the research findings would be valuable information prepared for the trainee teacher before being a teacher. Then, the second reason was the language background. The trainee teacher and the students of SMP Negeri 1 Madiun, speak the same languages, it made the phenomenon of code-switching possibly appeared. Besides, the researcher considered the trainee teacher chosen for being a good model and achieving good GPA; 3, 57 within 0 – 4 scale. Instruments In this research, the field note observation and audio recording were utilized as the research instruments. By implementing the field note observation, it is possible to focus on the ongoing behaviors occur and note the most important feature in the classroom (Bailey, 1994). The model of field note was adapted from Konsep Penetian Tindakan Kelas dan Penelitianya. It consisted of four parts; identification, instruction, description material, and reflection material (Susanto, 2010). Then, the audio-recording was also employed as the second instruments to record the detail information appeared. Data Collection In collecting the data, five observations were conducted. Each observation took 2 sessions in 80 minutes. Moreover, the five observations were done in five weeks; four weeks on July and one week on August that were classified into two parts; direct informal observation and direct formal observation. Direct informal observation was conducted on the first week of August before running the formal one in order to know the basic information and condition of the subject observed in the classroom. Then, on the first, second, and third formal observations, the audio recording was placed on the nearest area of the trainee teacher in order to get the clearest sound. Then, the field note described the types of language, types of code-switching, and reasons of using them in the trainee teacher' teacher talk on the description material. Next, the reflection material column was completed with the researcher's point of view related to the case found. Last, while the fourth formal observation was completed, the researcher had to pay more attention toward the subject observed. Here, since the trainee teacher did not make any difference towards her types of languages, types code-switching used, and reasons of using them, the researcher could stop the observation. Data Analysis Types of Languages Related to the types of languages, the data found in the first observation were coded by "a", second observation coded by "b", and third observation coded by "c". Then they were identified based on the four types of languages used; English, Bahasa Indonesia, Javanese, and Arabic. Those four types of languages were reclassified by the researcher based on the language combinations made by the trainee teacher namely first, English and Bahasa Indonesia, second, English and Javanese, third, English and Arabic, fourth, Bahasa Indonesia and Javanese, and last, English, Javanese, and Bahasa Indonesia. Types of Code-switching The types of code-switching were grouped based on Sankoff & Poplack (1981) namely tag-switching, inter-sentential switching, and intra-sentential switching. Moreover, the trainee teacher reclassified them concerning on the process involved; tag-switching were divided regarding on the simple fixed word insertion at the beginning and the end of code-switching, inter-sentential switching was reclassified into code switching between sentences or sentence and clause, and intra-sentential switching reclassified into word or phrase embedded in phrase or clause from another language, word or phrase inserted between words or phrases from another language, and words or phrase stayed between two types of languages. Reasons of using code-switching in teacher talk The reasons of using the code-switching in teacher talk made by the trainee teacher were identified based on Flanders (1970). There were seven categories which are lecturing, giving directions, criticizing or justifying authority, accepting feeling, praising or encouraging, accepting or using the students' thought, and asking question towards the students. RESULTS Types of Languages After analyzing the field notes and audio recording transcriptions that were completed by the researcher on August 21st, August 28th, and September 4th, 2013, it was found that there were 211 code-switching used by the trainee teacher in her teacher talk. In those code-switching, four languages were used as the trainee teacher's tool to accomplish the process of teaching English. Then, those four types of languages were reclassified by the researcher based on the language combinations made by the trainee teacher namely first, English and Bahasa Indonesia, second, English and Javanese, third, English and Arabic, four, Bahasa Indonesia and Javanese, and last, English, Javanese, and Bahasa Indonesia. The supporting facts quoted from the trainee teacher's teacher talk related to the four languages found are provided in the following paragraphs. Firstly, the combination between English and Bahasa Indonesia languages contributed in three observations conducted. In the first observation, there were 53 code-switching composed by the two types of languages mentioned. Then, on the second observation it gained enlargement and reached 76 numbers. Last, it reduced slightly to 19 numbers on the third observation. Moreover, one of those examples was labeled by 1: (1) Student 18 :I will go to Mecca on May. Teacher :That's enough. Sekarang mana Karina? Could you please tell me what is Azar's plan on May? (1) Student 28 :He will go to Mecca. Teacher :On May, he will go to Mecca, repeat it. The code-switching marked by 1 was the example of the code-switching that used English and Bahasa Indonesia combination. At that time, the trainee teacher wanted student 18 namely Azar to tell his plan on May. After hearing Azar's plan, the trainee teacher asked another student that was student 28, Karina, by first implementing the code-switching that was stated in Bahasa Indonesia, "Sekarang mana Karina?" to call her and then followed by English sentence stated in interrogative form," Could you please tell me what is Azar's plan on May?" Then, related to the reason of using it, the trainee teacher did the code-switching for asking question toward student 28 in order to tell what student 18 planned on May. Another example of this combination was also found in the code-switching numbered by 2: (2) Student 1 :Silent. Teacher :No? Why? You still have no idea? Okay, I will play the video again and listen. (Playing the video). You all must know how to tell time. What is the importance of telling time? This is the answer. So, what do you think about it? I need to learn telling time because I need to know time to go to school for example. What else? What else? Seperti yang disebutkan di video tadi (2). Students : Silent. Teacher :I need to telling time because? Anyone? Anyone? Aga? Through the above example, the existence of English and Bahasa Indonesia were also clearly seen. Firstly, the trainee teacher asked the students about the importance of the material given. Since the students were not able to answer the trainee teacher's question, she delivered her question again. Then, she finally answered her own question in order to show the students how to deal with it On the contrary; the students were silent and gained no movement. Moreover, related to this example, the code-switching was used. English came first then followed by Bahasa Indonesia. Then, the unique thing appeared in this example was when the trainee teacher switched her talk from English to Bahasa Indonesia, there was also English word insertion "video" in the middle of Bahasa Indonesia sentence. Next, in line with its function, through this code-switching, the trainee teacher tried to give confirmation about the answer of the question mentioned before. Then, the second combination involved the two types of languages which were English and Javanese, also recorded in the three observations conducted but the combination was only found in one number for each. The trainee teacher did this second combination in 3: (3) Students :Doubt . . . climbing. (Repeating the teacher) Teacher :Yes, right. Student 13 :ndaut . . .ndaut (Speaking in Javanese) Teacher :No, it is different. Ndaut is an activity which is usually done by the farmer, right? (3) At this point, the word ndaut taken from Javanese came first then followed by English. This code switching was implemented when the trainee teacher taught the pronunciation of the word doubt. The trainee teacher lectured the students in correct way by saying /daƱt/. Otherwise, the students made fun of it and preferred to pronounce doubt as ndaut since they had already known and more familiar with this Javanese word comparing to English. For that reason, the trainee teacher commented on the students' pronunciation by criticizing them by delivering code-switching containing English and Javanese language. Then, the second example related to the same combination was stated in 4: (4) Student 15 :Raising her hand. Teacher :Okay. Student 15 :We need to know time to have breakfast. Teacher :Okay, we need to know what time to have breakfast. And then? Heh, sorry, what is your name? (4) At this point, the trainee teacher had a discussion with the students about the importance of telling time. When the students wanted to share their idea about it, they had to raise their hands then the trainee teacher gave them a score by marking their name list. The trainee teacher used the code-switching to call the student by mentioning him in Javanese word heh to replace the student's name since she did not know yet. Then, it was followed by a question formed in English. By implementing this code-switching, the trainee teacher used it as a tool for asking question to the student. Next, the third combination was comprised from English and Arabic language. This language combination was only found in the second observation in one number. It was supported by the code-switching labeled 5: (5) Student 3 :Balik ke Surabaya kapan? Teacher :Insyaalloh, I will back to Surabaya at September, 15 (5). Guys, on September 14, my friends and I will have a surprise for all of you Students : Apa? Surprise? This code-switching appeared while the students asked when the trainee teacher would back to her college in Surabaya. In answering the students' question, she implemented an Arabic word insyaallah that was commonly used in Indonesia even though most of Indonesians do not speak Arabic well. Moreover, it was used as a mark of certainty related to the future plan as cited in," "Insyaallah, I will back to Surabaya at September, 15." The Arabic word was stated first then an English sentence formed in the future tense mentioning the exact date of the trainee teacher's leaving. Through this point, it could be observed that the trainee teacher used code-switching as the teacher's tool for giving a confirmation for a certain case. The fourth combination was the only one that did not contain English in it. It was composed from Bahasa Indonesia and Javanese that appeared on three numbers in the second observation and one in the third observation. The example was labeled by 6: (6) Teacher :Kamu tahu kata kerja bentuk pertama? Student : . . . . . (silent) Teacher :Kata kerja pertama itu gak enek embel-embel e (6). Students : Ohh . . . At first, Bahasa Indonesia was implemented, and then it was switched to Javanese language in gak enek embel-embel e. Moreover, by delivering this code-switching, the trainee teacher lectured her students in defining the verb used for telling the daily activities. She said, the verb one should not be added by –ed or –ing that the students usually made mistakes on. Another example of the same language combination mentioned in 7: (7) Teacher :Begini, kita di sini dinilai sama guru pamong. Guru pamongnya siapa? Bu Pur. Student 8 :Yang bahasa Inggris itu? Teacher :He em, guru angkat yang di sini. Ibu angkat yang di sini (7) Student 32 : Brarti tinggalnya di mana? Similarly, the trainee teacher implemented Bahasa Indonesia first, and switched to Javanese then. Nevertheless, in 7, the trainee teacher used the code-switching to give confirmation toward the student 8's question by saying he em in order to express her agreement with the student's statement. The last combination happened among English, Javanese, and Bahasa Indonesia. This combination was comprised from three types of languages that did not appear on the first and second observation but finally used in one number in the third observation. It was labeled by 8: (8) Student 21 :Masih bingung, Miss Teacher :Okay. Verb one do not contain embel-embel apapun. Gak enek embel-embel apa-apanya. Hanya bentuk dasar, okay (8). Firstly, English was used to mention the case that the trainee teacher explained, then Javanese appeared in the middle of the sentence, and finally it was ended by the code-switching to Bahasa Indonesia. The trainee teacher used this code-switching to answer the students' question related to the correct form of the verb that should be used in making a sentence based on the picture given on the slide show. Since there were many students got confuse, the trainee teacher chose to explain the case by implementing Javanese and Bahasa Indonesia in order to make the students get a clear understanding. Through the above descriptions in connection with the types of languages in the three weeks observations that were conducted in row, in short, the trainee teacher did the code switching in her teacher talk by utilizing four languages by implementing five combinations. In addition, the trainee teacher preferred to use the first combination of English and Bahasa Indonesia comparing to the other four combinations namely English and Javanese, English and Arabic, Bahasa Indonesia and Javanese, and English, Javanese, and Bahasa Indonesia that only appeared in less than three numbers. Types of Code-switching In terms of the types of code-switching used, three observations that were conducted by the researcher gave the same results. Then, they were grouped based on Sankoff & Poplack (1981); tag-switching, inter-sentential switching, and intra-sentential switching. Tag-switching was the easiest type of code-switching that could be identified. Its characteristic which is the insertion of simple fixed word from one language in a sentence from another language becomes a valuable sign in marking this code-switching's type. Moreover, there were 60 tag-switching found during the observations; 18 of them used in the first observation, 26 in the second observation, and 16 in the third observation. They created two different patterns related to the simple fixed word place of insertion. The first pattern was the simple fixed word insertion embedded at the beginning of the sentence. As it was stated in 9: (9) Student 21 :Miss, saya? Teacher :Tunggu, Budi duluan. Come on Budi, kamu bisa Budi (9). Kamu bisa, ini sangat gampang. Come on as part of English simple fixed word was inserted at the beginning of code-switching then was followed by Bahasa Indonesia language. At that time, the trainee teacher wanted Budi to come forward and tell his assignment in front of his friends. On the contrary, the student did not give any response and kept silent. Dealing with it, the trainee teacher encouraged the student by saying "come on" then did automatic changing language by switching her talk to Bahasa Indonesia. As a result, Budi participated in the classroom activity and showed his ability in presenting the assignment. Another example of this pattern was also mentioned in 10: (10) Teacher :Can I borrow it? Just for showing the slide show. Just for showing the slide show. Student 23 :Giving his laptop. Teacher :Okay, thank you. Sorry, something goes wrong with the laptop. Sorry. Just be quite while waiting me to set the laptop. Just wait. Do not make any noise. Just wait. Just wait. The laptop is error. Sorry. Just wait. Just wait. We will still continue the lesson. Nah, it should be like this (10) Comparing to the previous question, in this tag-switching, the simple fixed word was formed in Bahasa Indonesia nah. Then, related to its function, the trainee teacher tried to give a confirmation related to the picture projected from the laptop. However, the code-switching that was labeled by 10 still had the same pattern with the previous one. Another tag-switching that had different pattern related to the position of the simple fixed word insertion was observed in 11: (11)Students : . . . . . . . . (making noise) Teacher :I won't start if you are still making noise. Anyone, hello boys over there back to your seat please. I won't start the lesson if you still make noise, sudah? (11) Students :Sudah. Teacher :Okay, anyone, do you remember what we did in last lesson? Do you still remember what we did last lesson? In this tag-switching, sudah was inserted in the end of the sentence. It was contradictive with the previous pattern that the simple fixed word used at the beginning of the tag-switching. In 11, sudah was spoken in Bahasa Indonesia that was embedded in the English sentence. Moreover, concerning to its function, by delivering this code-switching the trainee teacher justified her authority in controlling the classroom situation since there were many students who kept busy in their talking when the lesson started. After delivering this tag-switching, the trainee teacher started the classroom activities when the situation was not too noisy. Then, not only found in 11, the second pattern of tag-switching also observed in 12: (12)Student 4 :Great time? Teacher :Great time has the same meaning with very happy. Mereka sangat bahagia setiap kali mereka berkumpul, clear? (12) Students :Yes. In 12, the trainee teacher spoke in Bahasa Indonesia first, then, she switched her talk to English by mentioning a simple fixed word "clear". Through this example, the trainee teacher used the same pattern of tag-switching as shown in 11 but it had different reason which was asking question toward the students' understanding. Besides the above examples, other simple fixed words found were eight in English; okay, sorry, right, hello, please, now, guys, and stop, and three in Bahasa Indonesia; ya, siapa, and jangan. All of them created the same pattern with the two examples explored which were either embedded at the beginning or at the end of the tag-switching. After investigating the existence of tag-switching, the second types of it namely inter-sentential switching was also implemented by the trainee teacher. There were 92 inter-sentential switching used by the trainee teacher during her teaching; 25 found in the first, 36 in the second, and 31 in the third observation. Generally, it happened in two patterns which were first, inter-sentential switching between sentences and second, inter-sentential switching between sentence and clause. The trainee teacher did inter-sentential switching between two sentences in 13: (13)Teacher :Okay, could you please continue your plans? Student 25 :I will visit Bandung on January. Teacher: Now, Rio. What is Granta's plan on January? Gak usah tanya yang lain (13). Student 26 :He will . . . The utterances in 13 were composed by two sentences, first sentence formed in all English and then it was followed by the second sentence stated in Bahasa Indonesia. The trainee teacher changed her talk after finishing her full sentence in one language first, and then stated the sentence in different language. This reason made it classified into inter-sentential between two sentences. Next, concerning on the function of this switching, at this time, the trainee teacher wanted student 28 to answer her question about student 25's plan on January. To elicit the student, the trainee teacher directed a question to him. Another example of inter-sentential switching between two sentences also used in 14: (14)Student 5 : Ya ampun angel e. Teacher :Contohnya seperti tadi ya. Just make piece of paragraph or writing. Caranya gampang kan, seperti tadi. (417) Student 5 :Ini dikumpulkan? The example showed that the trainee teacher mentioned the sentence in Bahasa Indonesia that was switched to English then returned to Bahasa Indonesia. This inter-sentential switching turned up when the trainee teacher wanted to give confirmation to the students related to the assignment given which was about creating a simple paragraph. Showing the different pattern, inter-sentential switching used between sentence and clause was found in 15: (15)Teacher :Just say the tree is okay, but tree of hopes is also okay because your tree contains of so many hopes so you can say the tree of hopes. Student 9 :Opo? Opo? Teacher :The tree is okay. The tree of hopes is okay. Because almost of all of these contain your hopes. That is okay. I give the name "the tree" or "the tree of hopes" karena pohonnya banyak sekali mengandung harapan-harapan kalian (15). The English sentence was spoken first and then followed by clause in Bahasa Indonesia. Here, the English sentence could actually stand by itself without any clause followed. However, in this case, the clause spoken in Bahasa Indonesia was used as an extended reason for the preceding sentence. As a consequence, it made the existence of inter-sentential switching between sentence and clause clearly seen. Moreover, through this switching, the trainee teacher gave a confirmation toward the title of the assignment given that the students asked. Also, the pattern of inter-sentential switching was observed in 16: (16)Students :Discussing and continuing their tree of hopes with their friends. Student 4 :Kalau pengen lihat Sakura di Jepang? Teacher :I will visit Japan to see the beautiful Sakura. Seperti ini nanti, on January I will visit France. (16) Bahasa Indonesia clause seperti ini nanti was stated just before the English sentence. Here, the trainee teacher used it as a tool to lecture the students about how to write down their plan for each month. Last, the analysis of the third type of code-switching which is intra-sentential switching found in 59 numbers. Starting from the first to the last observation, the number of intra-sentential switching was decreasing. There were 10 numbers found in first, then 20 numbers in the second, then reached up to 12 in the last observation. Furthermore, the present of intra-sentential switching can be observed when there is an insertion of word or phrase embedded in phrase stated in another language inside the sentence boundary. There were three patterns found contributed in intra-sentential switching. First pattern of intra-sentential switching is a phrase or word that was embedded into another phrase or clause formed in different language. This pattern was mentioned in 17: (17)Teacher :Apa ini pentingnya? Kenapa harus mempelajari ini? Kenapa kita harus mempelajari telling time? (17). Student 3 :Silent. Teacher :Ada yang tahu? On the above situation, the trainee teacher implemented intra-sentential switching by using Bahasa Indonesia to ask the students about the importance of the material given, Kenapa kita harus mempelajari . . . However, she still stated the theme of the lesson by inserting English phrase "telling time" at the end of the sentence that made the existence of intra-sentential switching used. By implementing this intra-sentential switching, the trainee teacher was able to make the students answer the question she asked about. The second example of the same pattern of intra-sentential switching labeled by 18: (18)Teacher :Jadi seperti itu, kalau misalkan kalian menggunakan ekspresi I wish (18). Contohnya seperti itu. Okay? Students : Yes. In the 18, the trainee teacher lectured the students by implementing tag-switching that happened between Bahasa Indonesia clause and an English phrase. The trainee teacher put her effort in order to explain the material given to the students by using this intra-sentential switching. Then, the second pattern is a word or phrase inserted in the middle of other words or phrases from another language. This pattern was stated in 19: (19)Teacher :Do you have another question? Student 9 :Kalau merayakan ulang tahun temen itu apa, Miss? Teacher :I will celebrate my friend's birthday. My friend pake apostrophe (19). Student 32 :Miss? Miss? The word pake which was taken from Bahasa Indonesia was inserted by the trainee teacher in between English phrase and word. My friend and apostrophe enclosed it on either side, therefore, pake was placed in the middle of them. Moreover, by delivering this intra-sentential switching, the trainee teacher lectured the students related to the lesson given. She informed the students about the use of apostrophe as a possessive noun mark that the students confused. Then, the same pattern of intra-sentential switching also supported by 20: (20)Teacher :To give me a new mobile phone. HP itu mobile phone. (20) Okay? Student 3 :Miss, kalau punya banyak permintaan? Teacher : I have a lot of . . . Here, the word taken from Bahasa Indonesia also stayed in between the two English words. Here the trainee teacher used it to give a confirmation to the students that hand phone is just the same with the mobile phone. Next, the third pattern of intra-sentential switching happened among several words in three languages in one sentence. This pattern appeared only in 8: (21)Teacher :Kata kerja pertama itu gak enek embel-embel e. Student :Ohh . . . Student 21 :Masih bingung, Miss Teacher :Okay. Verb one do not contain embel embel apapun (8). This intra-sentential switching was contributed by three types of languages; English, Javanese, and Bahasa Indonesia. It made the third type different from the two previous examples that were only composed from two types of languages. Furthermore, the word embel-embel, which was stated in Javanese, was inserted by the trainee teacher in between English phrases and Bahasa Indonesia word. This intra-sentential switching was delivered by the trainee teacher when she lectured the students about present tense. At that time, the students commonly made mistakes related to the form of verb that should be used in present tense. As a consequence, the trainee teacher gave them further understanding toward the case by saying intra-sentential switching in 8. After describing the types of code-switching used in trainee teacher's teacher talk, in summary, there were three types of them used in teaching foreign language classroom. They were tag-switching marked by the existence of simple fixed at the beginning or the end of the code-switching, inter-sentential switching identified from its composition between sentences or sentence and clause, and intra-sentential switching that used through word or phrase embedded in phrase or clause from another language, word or phrase inserted between words or phrases from another language, and words or phrase stayed in between two types of languages. DISCUSSION Related to the types of languages contributed on the code-switching done by the trainee teacher in her teacher talk, the implementation of various languages in the second language classroom was proven. The results pointed out the four types of languages; English, Bahasa Indonesia, Javanese, and Arabic that were reclassified by the researcher into five combinations based on the language combinations made by the trainee teacher. They were English and Bahasa Indonesia, English and Javanese, English and Arabic, Bahasa Indonesia and Javanese, and English, Javanese, and Bahasa Indonesia. They were used by the trainee teacher in running the second language classroom of the seventh grade in SMP Negeri 1 Madiun. Since the trainee teacher used various types of languages, it can be said that teaching English as a foreign language will not be able to be separated with the practice of other languages that both trainee teacher and students acquired before. Also reflecting on the same facts, the trainee teacher mostly used the first combination which was English and Bahasa Indonesia stated on 203 numbers in three observations recorded. Then, the others combinations only contributed in few numbers; English and Javanese appeared in 3 times, English and Arabic in once, Bahasa Indonesia and Javanese in twice, and last combination, English, Javanese, and Bahasa Indonesia in once only. Regarding to this fact, among the five combinations found, the trainee teacher preferred to use the first one among the others. Having compared to the theory of teaching English in the second language classroom, the trainee teacher's decision for applying various languages but still put English as the preferable language used among the others was on the correct track. It is believed since the implementation of English provides the language input for the students when there is a very limited support from the other resources (Stern, 1983). This condition was represented by the teaching English as a second language in the seventh grade of SMPN 1 Madiun. The students were lack of resources since English was only used in the English classroom. Then, concerning on the second research question, which was the types of code-switching used, there were three types of them were used in teaching second language classroom based on Sankoff & Poplack (1981). They were tag-switching marked by the existence of simple fixed at the beginning or the end of the code-switching, inter-sentential switching identified from its composition between sentences or sentence and clause, and intra-sentential switching used through word or phrase embedded in phrase or clause from another language, word or phrase inserted between words or phrases from another language, and words or phrase stayed in between two types of languages. Among the three types of code-switching used, inter-sentential switching was most implemented. The use of it was found in 25 numbers in first observation, then it became higher in the second observation which covered 36 numbers, then it decreased slightly in the last observation, 31 numbers. Then, in the second rank was tag-switching found in 60 numbers. In the first observation, it appeared on 18 numbers then enlarged up to 26 in the second observation then finally decreased to be 16 numbers in the third observation. Last, the fewest type of code-switching used was intra-sentential switching that was found in 59 numbers. Ten of them were implemented in the first observation then increased in the second observation and reached up to 12 numbers in the last observation. Referring to the theory in teaching English as a second language, the implementation of code-switching was also allowed to do. It is believed since the use of code-switching becomes an alternative way that can be utilized in bilingual or multilingual circumstances (Auer, 1998). Since English was taught as a foreign language in Indonesia, both teacher and students acquired their first language first. In this case, Bahasa Indonesia, Javanese, and Arabic were languages they spoke before. This reason caused the code-switching made by the trainee teacher composed of the four languages. Conversely, if both teacher and students did not live under the bilingual or multilingual circumstances, they would not have been able to speak various languages then the implementation of code-switching would not be there. Also, by implementing the first language, the process of acquiring the second language which was English would be considered as a successful process since both teacher and students understood the different things about them (Faerch & Kasper, 1983). When the code-switching was implemented, the English was not the only language that was allowed to be used. Here, both first language and English were used together. Through this practice, the understanding about their differences could be clear. For example, in 3, the trainee teacher described the differences between doubt and ndaut. The first word was taken from English while the second one was from Javanese. They both did not have any correlation related to their meaning. In order to make the students understand about them, the trainee teacher used both words in English and Javanese. The third point, in line with the reasons of using the code-switching in teacher talk reflected on Flanders (1970) which are lecturing, giving directions or confirmation, criticizing or justifying authority, accepting feeling, praising or encouraging, accepting or using the students' thought, and asking question towards the students. Among the seven reasons mentioned, only five of them became the reasons why the trainee teacher used code-switching in her talk when teaching English as foreign language was done. They were lecturing the students, giving confirmation, criticizing or justifying the authority, praising and encouraging, and asking question. Based on the above discussions, related to the types of languages and code switching done by the trainee teacher in her teacher talk, both of them were not deniable to be implemented since it revealed five positive reasons of using them. However, the use of English as a foreign language should be maximized in order to give a comprehensible input for the students. CONCLUSIONS Regarding to the results revealed in this study, it exposed the four conclusions related to the research questions discussed. First, related to the types of languages used by the trainee teacher in her teacher talk, there were four types of languages English, Bahasa Indonesia, Javanese, and Arabic represented on the five combinations namely English and Bahasa Indonesia, English and Javanese, English and Arabic, Bahasa Indonesia and Javanese, and English, Javanese, and Bahasa Indonesia. Second, there were three types of code-switching which were tag-switching, inter-sentential switching, and intra-sentential switching in five combinations namely English and Bahasa Indonesia, English and Javanese, English and Arabic, Bahasa Indonesia and Javanese, and English, Javanese, and Bahasa Indonesia. Third, there were five reasons of using the code-switching in teacher talk which were lecturing, giving directions or confirmation, criticizing or justifying authority, praising or encouraging, and asking question towards the students. REFERENCES Al-Otaibi, S. S. H. (2004). The Effect of "Positive Teacher Talk" on Students' Performance, Interaction & Attitudes: A case Study of Female Students at the College of Languages & Translation at King Saud University. King Saud University, King Saud. Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to Research in Education. Belmont, CA: Wadsworth. Auer, P. (1998). Code-switching in Conversation: Language, Interaction and Identity London: Routledge. Bailey, K. D. (1994). Methods of Social Research (4 ed.). New York: The Free Press. Cook, V. (2000). Second Language Learning and Language Teaching (2 ed.). Beijing: Foreign Language Teaching and Research Press. Ellis, R. (1985). Understanding Second Language Acquisition. Shanghai: Foreign Language Education Press. Faerch, C., & Kasper, G. (1983). 'Plans and strategies in foreign language communication', in Strategies in Interlanguage Communication. London: Longman. Flanders, N. A. (1970). Analyzing Teacher Behavior. Addison-Wesley: Reading Mass. Gumperz, J. (1982). Discourse Strategies. Cambridge: Cambridge University Press. McCaffrey, D. F., Lockwood, J. R., Koretz, D., Louis, T. A., & Hamilton, L. (2004). Models for the Value Added Modeling of Teacher Effects. Journal of Educational and Behavioral Statistics, 1. Sankoff, D., & Poplack, S. (1981). A Formal Grammar for Code-switching International Journal of Human Communication 14(Papers in Linguistics), 3-45. Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Shanghai: Shanghai Foreign Language Education Press. Susanto. (2010). Konsep Penelitian Tindakan Kelas dan Penerapannya. Surabaya: Lembaga Penerbitan FBS UNESA.
The College Metcufy. VOL. IV. GETTYSBURG, PA., JANUARY, 1897. No. 9, THE COLLEGE MERCURY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STAFF. Editor: ROBBIN B. WOLF, '97. Associate Editors : LEWIS C. MANGES, '97. ED, W. MEISEN H ELDER, SAMUEL J. MILLER '97. CHARLES T. LARK '98. JOHN W. OTT, '97. CHARLES H. TILP, '98. E. L. KOLLER, '98. Alumni Association Editor: REV. D. FRANK GARLAND, A. M., Baltimore, Md. Business Manager: HARRY R, SMITH, '97. Assistant Business Manager: JOHN E. MEISENHELDER, '97. mi™™./One volume (tenmonths). . . . $1.00 ILKMS. jslngleCOpies 15 Fayatle is advance All Students are requested to hand us matter tor publication. The Alumni and ex-members or the college will favor us by-sending Information concerning their whereabouts or any Items they may think would be interesting for publication. All subscriptions and business matters should be addressed to the business manager. Matter intended for publication should be addressed to the Editor. Address, THE COLLEGE MEKCUKY, Gettysburg, Pa. CONTENTS. EtllTORIAL, 13° CODBX SlNAITCUS, I31 THE COLLEGE LITERARY SOCIETY, - - - - - 132 BOOK REVIEWS, 135 NEW YEAR RESOLUTIONS, --- 135 COLLEGE LOCALS, 135 ALUMNI NOTES, --- 137 TOWN AND SEMINARY NOTES, --- 139 ATHLETIC NOTES, --- 139 Y. M. C. A. NOTES, 140 FRATERNITY NOTES, --- 140 LITERARY SOCIETIES, 141 EXCHANGES, -- 141 EDITORIAL THIS issue of the MERCURY appears some-what later than the usual time on account of the date of opening. . * ., COLLEGE reopened oir the morning of the fifth with the majority of the boys back on time, but the usual number of stragglers keep up the reputation of id genus omne. All re-port a pleasant vacation and many New Year's resolutions. The loss of several has been more than compensated by the arrival of new ones. Very few of the boys accomplished the work mapped out by themselves for the vacation, such as essays, Specttum and MERCURY work. Who can blame them ? The Christmas vaca-tion should be a real vacation, and the appear-ance of the boys after the examinations showed their need of rest. Now comes the hard work which the middle term always brings. How-ever, if the work is more arduous, it is to be remembered that this season is most propitious for close application. * * EVER since the MERCURY was given to the present Staff, extraordinary efforts have been made to increase the number of Alumni per-sonals. Our efforts have not been altogether unrewarded. But as this publication is main-tained chiefly in the interest of the Alumni, it is fitting that a yet greater portion of its space should be devoted to them. The present plan has been found inadequate. It is unreasonable to expect that two under graduates can keep themselves informed concerning the great body of Alumni scattered all over the habitable globe. The following plan commends itself as more likely to meet the end aimed at; That in lV THE COLLEGE MERCURY. every city or section of the country which has enough Alumni residents to justify it, some Alumnus regularly furnish such personal notes, one in such places respectively as New York, Philadelphia, Baltimore, York Altoona, New England and at two or three points in the South and West. This plan proposed only as tentative, at least deserves a trial, and personal letters will be written to those who are thought most willing to attend to the work and the names of those who accept will ap-pear in the MERCURY, so that all the Alumni in that section may send their personals to them. Any further suggestions which may improve this plan will be gratefully received. * *' * WE take pleasure in calling the attention of our readers to the article, in this issue, of Dr. J. W. Richard, and to the letter of Dr. J. H. W. Stuckenberg. We extend our hearty thanks to the gentlemen and commend their example to others. * * * THE Philadelphia Press of Jan. 4th, contains a striking editorial on the subject, Small Col-leges and degrees, the substance of which fol-lows. "At a meeting last week of representatives from the leading colleges of Iowa a resolution was offered asking the Legislature to change the law of that State concerning the conferring of college degrees. As the law now stands any three men can organize a college by in-corporating it under the laws of the State, and any college so incorporated can confer de-grees. Under the law there has sprung up a large number of so-called colleges in Iowa, and as all of them are handing out degrees lib-erally, much discredit is brought upon the honor. The struggle among them to attract students is fierce and many inducements are offered, one college agreeing to pay the mile-age of students in proportion to the length of time they remain in college. The question of college degrees was brought prominently before the public last winter by State Senator Garfield, of Ohio, a son of the late President Garfield. He introduced a bill in the Legislature of that State the object of which was to examine into and pass upon the fitness of colleges to confer honorary degrees. The bill provided for the creation of a univer-sity council consisting of ten members ap-pointed by the Governor. * * * When in the opinion of this council an institution did not have the requisite standing its right to confer honorary degrees should be taken away. New York has ahead}' conferred this power on the regents of the State University and this State should confer it on the University Council." * * * * * We are surprised that so eminent a journal does not know that this State has already taken a similar step, of which we are heartily glad, and that it has done away with the evil of a college like Gettysburg and others of a like high standard having the value of their degrees decreased by the host of small, so-called, colleges which are scarcely better than a good high school. Some estimable men of culture have refused the offer of a degree be-cause a degree has largely lost its significance. It is to be hoped that the Iowa Legislature will pass the bill and that all the other States will join in the movement to prevent charter-ing new institutions and withdrawing the charter from those whose standard does not justify their existence. CODEX SINAITICUS. THE CODEX SINAITICUS is the name given to a celebrated manuscript of the Bible, dis-covered by Prof. Dr. Constantine Tischendorf, February 4th, 1859, nl the Convent of St. Catharine, at the foot of Mount Sinai. The manuscript consists of 346^ leaves. Each leaf is 13^ inches wide and 14^6 high, and contains four columns of writing; and each col-umn contains forty-eight lines. It is supposed to have been prepared in Egypt, or at Con-j stantinople, about the middle of the fourth century of our era. It is written in what is known as uncial or capital letters. Each letter is separated from the others, and all are of the same size, except that frequentty a letter is re- ' duced in size in order to make it fit into the line. Tischendorf calls it "omnium codicum i unclalium sohis integei omniumque a?itiqtiissi- THE COLLEGE MERCURY. 132 mus." His designation solus integer is cer-tainly correct as applied to the New Testament portion, for it is the 011I5' known uncial manu-script that contains the entire text of the New Testament, without any omission, together with the Epistle of Barnabas and a part of the Shepherd of Hennas in Greek (147^2 leaves in all). The designation "antiguissimus." has been questioned, for it is thought by many scholars that the Codex Vaticanus at Rome, is at least as old, if not a little older. But it deserves to be called one of the two oldest, and one of the most valuable biblical manuscripts in the world. Tischeudorf having obtained possession of it as a loan, carried it to Cairo, where in two months, assisted by a German physician, and a druggist, he made a complete copy of it. Then having secured the permanent possession of it for the Russian government, he trans-ferred it to Leipzig, where a quasi-facsimile edition of three hundred copies was printed from types cast specially for the purpose. The original was then taken to St. Petersburg, where it is sacredly kept. The printed copies were distributed among the crowned heads and large libraries, mostly of Europe, except one third of the number which were placed at the disposal of Dr. Tis-cheudorf. Copies of this rare and valuable edition, which for the purposes of textual crit-icism are almost as good as the original, are in the libraries of the Theological Seminaries re-spectively at Gettysburg, Princeton, Union (New York), Andover, Rochester, Auburn, and in the Astor and Lenox Libraries and the library of the American Bible Society in New York, and in the University libraries of Har-vard and Yale. J. W. R. IT has been my privilege to address many students in Colleges, Universities, and Semi-naries; but I do not think I ever addressed any who were more attentive, more earnest, more appreciative, and more eager to learn, than those I recently met at Gettysburg. Compared with what I found there in the past it looks as if a new spirit had come with a quickening influence. The young men are evidently intent on understanding the age in which they live, through which must come all the influences which can affect them, and which is the only age which they can work on directly. They were anxious to know how they can use most effectively all that the school gives them of knowledge and wisdom. There were many evidences that the stu-dents want to make the most of their oppor-tunities in order to make the most of them-selves. With this object in view many ques-tions were asked respecting the best methods of study. It was gratifying to find that many are not content with being mere learners; they want also to become scholars and thinkers. For this purpose they strive to enter upon original research and seek to become indepen-dent investigators. The friends of higher edu-cation ought to see to it that the best means for this purpose are put within the reach of these young men. I saw evidence at Gettysburg that excellent teaching has been done in the College and Seminary. The church has reason to cherish the brightest hopes respecting these institu-tions if the aspiring and energetic spirit is pro-moted and developed. Connected with the earnest intellectual trend I found also a living faith and sincere devotion to the church. J. H. W. STUCKENBERG. Cambridge, Mass., Dec. 21, 1896. THE COLLEGE LITERARY SOCIETY. From no other source during his college course does a man receive so much training as he does from the literary society. He may be a good student and lead his class in scholarship, but if he does not make use of the advantages offered by the literary society he feels when he leaves college that he neg-lected that which would be of more practical good to him than much he learned in the class-room. The important feature of the literary society 133 THE COLLEGE MERCURY -is the training it gives a man for public speak-ing, so, that when he is called upon to make an address he has the ability to use the knowl-edge he has acquired and impart it to others in a manner easily understood. Another important feature is the knowledge of parliamentary rules' and the ability to pre-side at meetings which one receives from the literary society. After a man leaves college his influence is to a great extent measured by his knowledge of the qualifications just mentioned. We have attended meetings over which incompetent men have presided and we have noticed how uninteresting the proceedings have become and the inability of the chairman to decide questions of dispute. In some cases, perhaps, it was possible to overlook this incompetency, as in the case ot a man who has had no ad-vantages to gain any knowledge in such mat-ters ; but there is no excuse for a college man to be placed in such a position. If he should be, he can blame no person but himself, be-cause most of the institutions provide oppor-tunities for the acquirement of such qualifica-tions. . We thus see the college days are, above all others, the time, and the literary societies the place, to acquire those abilities which a stu-dent may be called upon at any time of his life to exercise. A society in order to be of any influence in the institutions in which it may exist must have members who are devoted to its welfare and who take an active part in its exercises. It is not the society which has the largest number on its roll which is the most prosper-ous, but the one in which the members work for their own good and the best interests of their society. Those who participate in the exercises because they are compelled so to do by the rules of the society do not receive nearly so much benefit as they who do so for the instruction and training derived from the participation in the exercises. The literary sotiety is the same as all other organizations in that it needs earnest, active and devoted members in order to make it a success. There has never yet been anything at-tempted for good which has not been sub-jected to influences which proved harmful to it. In many institutions the literary society is practically dead or rapidly declining. From one who is interested in the welfare of the lit-erary societies the following information was received concerning the condition of the so-cieties in about thirty-five representative in-stitutions: Eight institutions report the so-cieties flourishing. In sixteen they are rap-idly declining, some among this number are yet active and doing good work, but yet are no longer what they once were, while others have practically died as far as usefulness is concerned. In eleven of the thirty-five insti-tutions the literary society no longer exists. The societies are dying from New England southward. All institutions reporting their societies as dead are north of Pennsylvania. Those speaking of a decline are in the Middle States, while the flourishing ones are south and west of Pennsylvania. Some of the societies report the cause of their decay is the literary work done by the Greek Letter Fraternity and additional liter-ary work in the college curriculum. Other causes, such as over-prominence of athletics and the tendency of students to specialize in-stead of getting a general culture prove very detrimental to the welfare of the literary so-cieties. In the institutions in which the literary so-ciety has ceased to exist the Greek Letter Fraternities have been most full}' developed, and their influence is reported as the main cause of the society's decay. It is a question if the fraternities will ever take the place of the literary society, and if so, will they prove a satisfactory substitute. Personally, I do not believe the fraternity will supplant the society, notwithstanding the reports to the contrary. [ My opinion is the same as that of the college > president who writes: "I can conceive of no substitute for the literary societ}'." When there is anything to be neglected be-cause of press of class-room work or the meet-ings of any of the college' organizations the THE COLLEGE MERCURY. 134 duties of the literary society are invariably the first neglected. Instead of considering the weekly meetings of the society as the place to which "our duty calls us" and from which we should have a very good excuse to absent our-selves, we often think it is only the place to | pass the evening when we do not have an en-gagement for another place. The great attention given to athletics by the colleges of to-day detracts seriously from the interest in the literary society. The intense interest of the student body in one sphere is very likely to produce relaxation in others, especially in those in which the work is volun-tary. As said before, the literar)' society is the first to suffer from athletics. For some reason it has become the opinion of many peo-ple that there is more glory in the feats of brawn than those of brain. The contests to-day between the different institutions are more in athletics than in literary contests. Because of the great interest taken in athletics, Yale to-day enjoys the honor of holding the suprem-acy in athletics in the college world. In order to attain this position her literary work has suffered, and she, for this reason, meets defeat at the hands of Harvard each year in the lit-erary contests. Athletics are a good thing and cannot be denied the student, but a little less interest in them and more in the work of the literary society would prove of much advan-tage in many institutions. What is most needed by the students of to-day is a broad, liberal culture. But there are many who think this is not necessary, hence they begin early in their course to specialize. Consequently in those institutions which en-courage specializing we find less interest in the literary society. This seems contrary to what ought to be the case. If a student is unable to take a regular college course before he be-gins to specialize, he should take an active part in the literary society which would do something to aid him in securing the general culture needed to exercise the proper influ- • ence in society. The college man of to-day has much expected from him by the world be-cause of the advantages he has enjoyed. It has been said: "No one in England has any-thing to say but the scientific men, and they do not know how to say it.'' For these reasons we are led to believe the literary society has not outlived its day of use-fulness. The present time demands of men the qualifications which the work of the literary society gives. The first qualification is the art of public speaking. We notice to-day that the-number of able speakers is not increasing in the same proportion as the number of well-educated men. Public speaking is beginning to be spoken of as a lost art. The tongue is not the moving power it once was. Depew says: "In one respect the graduates of 1895 are far behind those of 1855. Few of the boys who leave college this year will be good speak-ers. They may be as good thinkers as those who were graduated four decades ago, but they will not be nearly so capable of telling what they know, or what they think, because of the decline of the debate as a means of training." In speaking about the decline of the debating society, he says: "I regard it as a national calamity." The man who desires to exert any influence in these days, when every question receives the attention of the people in public gatherings, should be able to express himself clearly and forcibly. Depew says again: "If the young college man only knew how to speak he wrould be invincible." The greatest difficulty college graduates ex-perience is that they are unable to think on their feet before an audience. As students they neglected this training and now they are at a great disadvantage in public meetings. H. R. S., '97. Where are our literary men ? Both the Spectrum and MERCURY editors would like to hear from them. Let some of our new men be heard from. There must be material in so large a class. Remember these two publica-tions depend upon the efforts you put forth in their behalf. Let us receive aid from every one. Try your hand. •35 THE COLLEGE MERCURY. BOOK REVIEWS. Abraham Lincoln—A poem by Lyma?i Whitney Allen ("Sangamon"),.pp. 112, 12 Mo. G. P. Putnam's So7ispublishers. This is the bc5und copy of the New York j Herald's $1,000 prize poem. The fact that this poem alone of all its competitors was se-lected by the set of competent judges, is the highest commendation. The poem gives a just portrait of one of America's greatest presi-dents and men. "A Princelonian," by James Ba?nes, pp. 4.31. G. P. Putnam's Sons, New York. This story of the college life of a Prince-tonian is particularly welcome just at this time, coming, as it does, not so long after this old and revered institution has celebrated its ses-quicentennial. It is written in a good and pleasing style and is sure to hold the interest of any reader from start to finish. But to the collage man, no matter where his Alma Mater may be, it strikes chords which find an an-swering vibration in his own breast ; and of his leisure hours he will regret none spent in reading it ; but once having begun he will look forward with pleasure to every succeed-ing hour's reading, and will close the book with a sigh because he has finished it. Besides furnishing a very vivid and delight-ful picture of college life, it is praiseworthy, as a piece of literature, for its character sketches, the character of the heroine being especially well delineated. The hero, Newton Wilber-force Hart, cannot but inspire in many a young man the ambition for a college life. The story, as a whole, reflects much credit on Princeton University and will surely bind the hearts of her sons more firmly to their Alma Afa/et and attract to her classic walls many whose ears had otherwise never heard her voice. Are you attending your literary society as regularly as you should ? If not, there must be a reason. Is it a good one? Men, be loyal! NEW YEAR RESOLUTIONS. Our resolutions good we plan, To take effect the first of Jan. Generally they're on the ebb As slowly creeps the first of Feb., And often sadly broken are As quicker dawns the first of Mar. They are nowhere unless on paper When Fool's Day comes, the first of Apr. Our minds now free, we're light and gay When flowers bloom, the first of May. The skies are fair, the earth in tune We have t/uod times the first of June. Days still more bright, why should we sigh? Speed quick the hours, first of July. Our memory, conscience in a fog. # The Summer glides, 'tis first of Aug. A good resolve we mijht have kept Come.1- stealing o'er us first of Sept. Our better selves by it are shocked As it grows clearer, first of Oct. "Bad habits old with which I strove Have mastered me." The first of Nov. "To give my troubled conscience peace, 'I now resolve' "—. The last of Dec. P. S.—The new resolution is, "I now resolve not to forget my resolutions." W. H. B. C, '99. COLLEGE LOCALS. EDMUND W. MEISENHELDER and E. I*. KOLLER, Editors. Mr. B., 1900 recently told an interesting story about the "Giant's Causeway" in the northern part of Africa. H., 1900, (speaking of Fred. I. in History)— "Every one in his time smoked beer and drank tobacco.'' Dr. M.—"I guess you don't know much about that, Mr. H.," "Do you?" Mr. F., '98, would like to know if "isolated means discovered.'' Mr. L,., '99, (in looking through a book) asked, "L,et me see the picture on the frontis-piece." A young lady of town recently asked our charming and bashful Mr. B., 1900, for one of his curls. We hear that "Brigy" is right in it. Recently Mr. L,., '99, listened to a young lady singing "Tell me do you love me?" After she had finished, George stood a short while in amazement. When he at last recov-ered himself he said: "Well, you do your share, I'll do mine." THE COLLEGE MERCURY. 136 Mr. E., '99, who has quite a reputation as a student of the Bible, told some boys that they should not tease old people, lest they would be devoured by the wolves, as were the children in the Bible. Dr M. (in French)—"What does ses mean ?'' Mr. F., 1900, (after thinking awhile)—"I don't think I can guess." Mr. H., '97, recently rendered effective service at a slight conflagration in a private house up town. "Hutty" cannot tell a lie, he did it with his big feet. Prof. H.—"Mr. T. What is a bias?" Mr. T., '99—"A part of a dress." hiforniation desired.—A Prep, would like to know what building that is with a balloon on top of it. Will some one please inform him ? Now is the time to hand in your applica-tions for the base ball team. Let every one who can play ball apply early. Don't wait to be coaxed ! There is material enough in college and prep, to make two first-class teams. Mr. E., '99, (in German declining "sich") "ich, er, sich." Well done, Luther ! Let the literary matter for the Spectrum be handed in as soon as possible. Let every one be represented. "Josey" K, '99, startled Dr. H. recently by affirming that "David was related to his grandmother, Ruth." The new men take well to "gym." work and we hope that the "good work may go on." The MERCURY extends its sympathy. Luther, '99, tells us that "the hills of Judea are west of the Mediterranean." A Freshman says that Sapho was the great-est poet of the 19th century. A Seminarian says the Mercury is going down. He meant that in the thermometer. Are we going to have field sports next term ? Some of the men in other colleges are at work indoors. Don't let us be behind time. Although guying seems to be one of the necessary evils of Gettysburg College, yet it certainly is out of place in Chapel and in the halls of the literary societies. Spayd, '99, has returned after his recent illness. F. & M. may not have a base-ball team this spring and will devote their time to the relay team, etc. As yet we have taken no definite steps in this direction. It is time. > The class in philosophy has been organized and has held some meetings. Prof. Klinger is the leader of the class. New members can join at any time. If you think you can be bene-fited, join. Nick got a "hair-cut." A Freshmrn lately asked one of the biolog-ical students when they were ' 'going to bisect that cat." K., '98, gives a new version of Oedipus' so-lution of the Sphinx's riddle. He says: "When a man is a baby he goes on four legs ; in middle age he goes on two, and when he is an old man he goes on one.'' H., '98, says that a certain old Greek was taunted with being a fondling \ F., '98, has discovered a new art—the "art of distance," and he says it is based upon Astronomy. Ask Johnnie M., '99, what kind of ham sandwiches they have at the Union Depot, Baltimore. Every student should be sure to attend the course of lectures given in Brua Chapel, under the auspices of the Y. M. C. A. The course this season is especially fine. The Juniors in their first recitation in Greek this term were not exactly conversant with the Oedipus mythus. Their intellects must have been dazzled by the new tables. K., '98, has coined a new word ; it is "rip-erable," and he uses it to describe the condi-tion of silk after having been acted on by nitric acid. Kitzmeyer and Wendt of '98, and Eberly, Koppenhaver and Wendt, of 1900, have not returned to college. It is gratifying to see the large number of new men who are connecting themselves with the literary societies of the college. It is a step in the right direction ; let the good work go on. Quite a number of 1900 men who thoughjt that the first term of Freshman was a "snap," were disagreeably surprised to find the "D's" and "E's" quite prominent on their reports. '37 THE COLLEGE MERCURY. ALUMNI. I,. C. MANGES and CHARLES H. TILP, Editors. '34. Jacob B. Bacon, after having spent a very eventful life as a professor and a contri-- butor to New York papers for more than a half century, died recently in New York. He was the first matriculate of the College and by his death his class becomes extinct. '42. The Lutheran Almanac and Year Book for 1897, is out in its familiar dress. Rev. M. Sheeleigh, D. D., has been editor of this val-uable pamphlet since 1871. '43. John Gneff made a very interesting Christmas address in St. Matthews church, Philadelphia Christmas evening. '44. Rev. P. Anstadt, D. D., of York, is translating Luther's "Commentary on the Gospel," which will soon appear in book form. '•57. Rev. Dr. Earnest closed his pastorate at Mifflinburg, Pa., with the close of the year and will rest awhile from public speaking, in hope of overcoming bronchial difficulty. '57. H. Louis Baugher, D. D., presided at thegreat Lutheran Home Mission Rally held in York,. Jan. 5th. '63. Volume IX of the Lutheran Commen-tary, prepared by Prof. E. J. Wolf, D. D., is in press. It contains the Annotations on the Pastoral Epistles and Hebrews. '64. Rev. J. G. Griffith, of Lawrence, Kan., has tendered his resignation to take effect the first of May. He expects to return B)ast in the early summer, and will work there if a field is opened to him. '67. Wm. E. Parson, D. D., of the Home Mission Board, delivered a very interesting ad-dress before that board on the subject, "Does Our Work Pay?" '67. Rev. C. S. Albert, D. D., editor of "Lutheran Lesson Helps," teaches the Bible lesson once a mouth at the Y. M. C. A. in Germantown. '67. J. Hay Brown, Esq., of Lancaster, was united in marriage with Miss Margaret J. Reilly on Wednesday, December 30th. It has been reported that Mr. Brown would be offered the Attorney Generalship in Mr. McKinley's cabinet. No other lawyer in Pennsylvania would be likely to fill the office with greater credit. '68. Rev. Geo. F. Behrniger, of Nyack, N. Y., delivered the discourse to the students of Cornell University on Sunday, Dec. 6th, in the regular order of the University, which en-gages clergymen of different denominations to officiate in turn. '69. Rev. E. T. Horn, of Charleston, S. C, has been delivering a course of lectures to the students of the Theological Seminary at New-berry, S. C. '69. In addition to his duties as president of Midland College Rev. Jacob A. Clutz, D. D., preaches every two weeks for the congrega-tion at Moray, Kansas. '72. Rev. Samuel A. Weikert presided at the anniversary meeting of the Y. M. C. A. held in Poughkeepsie. The Poughkeepsie Journal pronounces his address a masterpiece. '72. Rev. B. B. Collins and family, of Meyersdale, were somewhat surprised on Fri-day evening, Dec. 18, 1896, when a wagon well laden with provisions stopped at the par-sonage and began to unload its store. The mystery was cleared up later when a large number of the members of Zion church called to extend their greetings. The Luther League presented him with a purse. '75. Rev. M. L. Young, Ph. D., Meyers-dale, Pa., is contemplating a trip through the South in the interest of the "Young Luth-eran." '76. Rev. J. C. Jacoby, of Webster City, de-livered an address on the subject, "The Sab-bath in Relation to Our Civil Government," at the State Convention of the Sabbath Rescue Society, recently held in Des Moines. '77. Rev. F. P. Manhart, of Philadelphia, has been elected pastor of our Deaconess Motherhouse in Baltimore. '77. Wm. M. Baum, Jr., delivered a pleas-ing address during the Christmas exercises of his father's church, St. Matthew's, Philadel-phia, Pa. '78. Rev. Adam Stump, of York, Pa., has received notice from the Board of Publication that the second premium of the $300 offered last spring for two new Sunday school books, has been awarded to him. '78. Rev. C. L. McConnell, of Belleville, Pa., has been elected pastor of the Mifflinburg charge (Pa.) from which Rev. J. A. Earnest is about to retire. THE COLLEGE MERCURY. 138 '78. Rev. H. Max Lentz will complete the seventh year of his pastorate at Florence, Ky., in March, 1897. '80. Rev. C. W. Heisler, of Denver, Col., is President of the Colorado State Sunday School Association. '83. Longmans, Green & Co. have issued Macaulay's Life of Samuel Johnson with notes and an introduction by Prof. Huber Gray Buehler, of the Hotchkiss School. '83. The address of Rev. W. W. Anstadt is changed from Bedford to Hollidaysburg, Pa. '84. Rev. L. M. Zimmerman, of Baltimore, has lately issued a new book entitled "Sun-shine." '87. Rev. H. C. Alleman preached his in-troductory sermon as pastor of Christ church on Sunday, Dec. 13. He was greeted by a large congregation. '88. Rev. John E. Weidley, pastor of Beth-any Lutheran church, of Pittsburg, was kindly remembered by his congregation on Christ-mas with a purse of $70 and a set of Johnson's Cyclopaedias. '89. Morris W. Croll spent the Christmas holidays in Gettysburg with his mother. '90. On Thursday, Dec. 17th, Rev. U. S. G. Rupp, pastor of the Church of the Refor-mation, Baltimore, Md., was united in mar-riage to Miss Mary O. Sheeleigh, daughter of Rev. Dr. and Mrs. M. Sheeleigh, of Fort Washington, Pa. '90. Sanford B. Martin, Esq., of Hartford, Conn., spent the holidays with his parents, Dr. and Mrs. Martin. '91. Schmucker Duncan, of Yale College, spent the Christmas holidays in Gettysburg. '91. Rev. August Pohlman, M. D., has reached his field of labor in Africa and speaks very encouragingly of the prospects for the future. '92. Rev. H. E. Berkey, of Red Lion, Pa., is actively engaged in establishing and push-ing forward a new parish paper to be called The. Yotk County Luthetan. '92. Rev. Jesse W. Ball sent a very inter-esting paper to the Luthetan World last month, showing the prosperous condition of Southern California. '93. W. C. Heffner has received a call from the Fayetteville charge in the West Pennsyl-vania Synod. '92. Rev. E. E. Parsons, who is pastor at St. Clairesville, Bedford, county, Pa., is meet-ing with great success in his work. '93. Dr. Wm. H. Deardorff, of Philadel-phia, was hurt recently in a street car accident, but is on a fair road to recovery. '93. Rev. Ervin Dieterly filled the pulpit of the Fort Washington Mission at Fort Wash-ington, Pa., Dec. 18, 1896. '93. The beautiful Lutheran church at Silver Run, Md., Rev. W. H. Ehrhart, pas-tor, was dedicated on the 21st of December. Dr. Richard, of the Seminary, preached the dedicatory sermon. '93. Mr. J. F. Kempfer, who is one of the managers of the Alpha Publishing Co., was recently married to Dr. Darietta E. Newcomb, of Worcester, Ohio. Chas. Kloss, '94, was best man. '93. At the opening of the fortieth annual session of the Somerset County Teachers' In-stitute, on Dec. 7, Mr. Virgil R. Saylor, prin-cipal of the Salisbury schools, responded to the address of welcome in an eloquent and schol-arly manner, showing that he had carefully considered the diverse questions concerning the public schools, and was thoroughly equp-ped for the profession of teaching. '94. Rev. Paul W. Kohler, of the Semin-ary, filled his father's pulpit on Dec. 13. '94. Prof. Herbert A. Allison, of Susque-hanna University, spent the Christmas holi-days with his parents, near Gettysburg, Pa. '94. Fred. H. Bloomhardt and David W. VanCamp are doing creditable work in the Medical Department of U. P. '94. James W. Gladhill has entered the Philadelphia School of Pharmacy. '95. C. H. Hollinger and Edw. Wert are reading law with prominent lawyers in Har-risburg. '95. Herbert F. Richards is studying in Mt. Air}'. Seminary, Philadelphia, Pa. '95. M. G. L. Rietz and Roscoe C. Wright are pursuing their Theological studies at Hart-wick Seminary. '95. Fred. A. Crilly has entered his broth-er's store in Chicago as clerk. '96. Prof. D. E. Rice, of the Harrisburg High School, was in Gettysburg, Tuesday, ' Dec. 22, '96, visiting friends. 139 THE COLLEGE MERCURY. '96. Wm. Menges is at present engaged in his father's mill at Menges' Mills. "Bill's" flonr is the very best. TOW|\I /\|\ID SEWIINARY NOTES. S. J. MILLER, Editor. TOWN. It has been announced that an electric rail-way, recently surveyed, will be constructed from Washington to Gettysburg by way of Frederick next spring, or probably this winter if the weather be favorable. The company s corporating under a charter known as the Baltimore and Washington Transit Company, and under that charter it enjoys the privilege of operating throughout the State of Maryland. The capital stock is $1,000,000. A grand reception was given the newly elected pastor, Rev. D. W. Woods, Jr., of the Presbyterian church, on Friday, Dec. 4th. An attractive musical program was rendered and tea was served by the ladies of the congrega-tion. It was a most successful and enjoyable affair. At the exhibition of "Dolls," recently given by the ladies of the Reformed church, the neat little sum of $80 was realized for the benefit of the parsonage fund. Mr Frank Blocher, of this place, has been awarded the contract for furniture for the Meade High School, recently erected. He represents the U. S. School Furniture Com-pany, of Bloomsburg, Pa. Misses Ethel Wolf and Emily Horner spent their holidays at home. The former is attend-ing school at Lakeville, and the latter is at the Teachers' College, New York. The various churches observed the week of prayer and the services were conducted on the line of thought suggested by the Evangelical Alliance. The ninth annual reunion of Company C, Cole's Cavalry, was held a few miles from this place, on the 17th ult. Nineteen of the sur-vivors of the company, with members of their famjlies, comrades and others, assembled and had a very enjoyable time. After the banquet a business meeting and a camp-fire were held. At the business meeting the following persons from Gettysburg were elected officers for the ensuing year : President, W. H. Dot; Treas., J. E. Wible; Sec, Lieut. O. D. McMillan. Rev. H. C. Alleman spent Christmas with his parents at Lancaster. A jury of seven was recently appointed by Judge Dallas, in the U. S. Circuit Court, in the condemnation instituted by District At-torney Beck for aji additional strip of land wanted by the United States to preserve the battlefield. SEMINARY. Rev. J. Henry Harmes, of the Senior class, was unanimously elected pastor of Trinity church, Chambersburg, Pa. The call has baen accepted but he will not take permanent charge until his graduation the coming sum-mer. Rev. J. W. Richard, D. D., filled the pulpit of the Presbyterian church, this place, Sun-day, Dec. 26th. Rev. L. B. Hafer preached in the First Lutheran church, Chambersburg, Dec. 13th; at St. Thomas on Dec. 27th, and at Chambers-burg on Jan. 3d. Rev. J. C. Nicholas preached at New Free-dom during vacation. Rev. W. O. Ibach filled the pulpit of the St. Matthews Lutheran church, of Philadelphia, on Dec. 20th. Rev. R. W. Mottern preached at Dallis-towu on Dec. 13th; at the Memorial Luth-eran church, Harrisburg, on the 20th, and at Bethany Lutheran, Philadelphia, on the 27th. G. Z. Stup preached at Conshohocken, dur-ing vacation, Rev. J. F. Shearer, pastor. Among the others who preached during va-cation were: Messrs. Clare, Yule, Apple, Shinier, Yoder and Fulper. Rev. W. M. Cross preached in the Second Lutheran church, of Baltimore, on Jan. 3d, and in the Messiah Lutheran, of Harrisburg, on the 10th. Rev. Paul W. Koller assisted his father in the administering of the Hoi}' Communion on Jan. 10th. ATHLETICS. CHARLES T. LARK, Editor. Considerable interest has been manifested of late in the formation of a Basket Ball team. This game, as it requires considerable skill and activity, is fast winning its way, and de servedly so, into popularity amongst college THE COLLEGE MERCURY. 140 men. It is played somewhat on the order of foot-ball with perhaps the danger element eliminated. Basket ball would be a new departure in the athletics of our college and there seems to be no reason why we should not put a strong team in the field as we have abundant material from which to select. Our gymnasium affords excellent advantages for the game and it is just the thing for livening up the winter term. Let us, by all means, "get into the game." At a recent meeting of the Athletic Associa-tion, Charles J. Fite, '98, was elected as man-ager of next seasons eleven. Mr. Fite is, as a manager should be, a young man with honest business principles, and with plenty of push, in fact he is just the man for the place. Dale, '00, has been elected to the captaincy of the team for the season of '97. He is a brilliant, energetic player, and under his lead-ership "our kickers" will doubless make many additions to the list of victories. Y. M. 0. A. NOTES. The Association will observe the usual da}7 of Prayer for Colleges on Sunday afternoon, Jan. 31, It is hoped that Mr. Wile, of Car-lisle, will consent to come and address the stu-dents. The services will be made as interest-ing as possible, and the students of all three institutions are invited to attend From July 18-21. the twenty-ninth annual state convention of the Pennsylvania Young Men's Christian Association will be held at Reading. The Association will endeavor to have as many go as possible. Reading is not far from here, and we ought to send at least six and possibly more. We are glad to see the students take an in-terest in the coming course of entertainments. These alone vary the routine of the term. It is no easy task to arrange this course, and the committee deserve our approval and support. FRATERNITY NOTES. PHI KAPPA PSI. The Chapter was saddened by the news of the very sudden death of Frank K. Cessna, Pa. Eta, who captained the F. and M. eleven during the season which is just past. Rev. M. C. Horine, '62, was elected Presi- I dent of the East Pa. Conference of the Luth-eran Ministerium. Ed. C. Hecht, '91, for some years General Manager of the Real Estate Department of the Southern Railway Union, is now connected with the management of the Metropolitan Life Insurance Co. of New York City. White, '97, spent a portion of the holidays with Lark, '98. Weaver, '99, has been elected manager of the annual Tennis Tournament. Albert F. Smith, '00, and Frank P. Shoup, '00, were initiated Dec. 7th. PHI GAMMA DELTA. Bro. Sanford Martin, '90, spent the holidays with his parents in Gettysburg. Bro. Fichthorn, '94, is employed as draughts-man at Shiffler Bridge Works, Pittsburg, Pa. Bro. D. A. Buehler, '90, spent the holidays with his mother in Gettysburg. We were pleased to have with us during the past month Bros. Stahler, '82, and DeYoe, '86. The sympathy of the Chapter is extended to Bro. J. S. Kausler, '84, whose father died re-cently. Bro. H. L. Hoffman, '95, won the prize at the tumbling contest at Yale last term. SIGMA CHI. Henry Wolf Bikle, '97, Gettysburg, Pa., was initiated Jan. 5th, 1897. Frank Hersh, '92, was home for a few days at X'mas. Heindle, ex-'97, made us a visit several weeks ago. John Wendt, '98, who left college at the end of last term, intends to take a course in the Columbia Law School. Dale, '00, visited the Chapter at State Col-lege when home at X'mas. Norman and Will McPherson were home over X'mas. Leisenring, '97, visited the Chapter at the University of Pennsylvania a few weeks ago. Charles Wendt, '00, expects to enter a busi-ness college in New York City. PHI DELTA THETA. St. John McClean, of Gettysburg, was ini- i4i THE COLLEGE MERCURY. tiated into the fraternity at the end of last term. Ben. F. Carver, Hanover, Pa., was initiated Saturday, January 9th. Rev. Harry Lee Yarger, '83, Atchison, Kansas, field secretary of the Lutheran Board of Church Extension, attended a meeting of that body in York, Jan. 1. Singmaster attended the hop given last month by the Lehigh Chapter. Dave J. Forney recently returned from a visit to Carlisle. ALPHA TAU OMEGO. White Hutton, '97, represented the Chapter at the fifteenth biennal Congress of the Fra-ternity held at Cleveland, O. It was conceded by members of other Greek Societies to have been one of the greatest gatherings of its kind ever held. H. B. Cessna, 1900, of Bedford, Pa., was initiated into the Fraternity Jan. 5, 1897. We are glad to have Charles H. Spayd. '99, with us again, who was compelled to leave college on account of sickness. W. H. Menges, '96, will enter the Semi-nary at the opening of the next collegiate year. Maurice Zullinger, '98, who left college last year, is still confined to his bed. H. H. Jones, '92, is practicing medicine at Codorus, York county, Pa. LITEFJARY SOCIETIES. JOHN W. Orr, Editor. PHILO. Philo's business meetings have taken on a new interest lately owing to several heated ar-guments on different points of parliamentary law. This is a step in the right direction as many of our members will no doubt have use for a practical knowledge of the rules of pro-cedure after leaving college. Our last special program rendered on the evening of Dec. 11, was one of the best ever given. Instead of taking up an author as usual, Christmas furnished the special theme. Dr. Stuckenberg, an honorary member of Philo, who had been giving his course of lect-ures on Sociology here, gave us a very inter-esting talk on "Christmas in Germany." The doctor was especially pleased with the solo, "Stille Nacht." The only thing to detract from the pleasure of the evening was a bit of "guying" which took place before the exer-cises had begun. Philo takes this means of disavowing the action of those who forgot themselves, and promises its visitors that it will not happen again. It was attended by fully 300 persons who greatly enjoyed the following program: Music. Announcement to the Shepherds (Bible), - - ROLLER Announcement to the Shepherds (Ben Hur), - ENGLAR Hvmn 011 the "Morning of Christ's Nativity." - Miss SiEBER Music. Christmas: Historical Sketch, SMITH Christmas in Germany. Dr. STUCKENBERG Hymn—"Stille Nacht," Miss SIEBER Christmas in England, - HERMAN "Christmas," Irving, CLUTE Our Christmas, -.- ERB " 'Twas the Night Before Christinas," - - Miss MYERS Music. The new men initiated since the last issue of the MERCURY are: H. B. Cessna, W. B. Claney, R. Z. Imler, F. E. Kolb, W. G. Lawyer, F. P. Shoup, G. D. Weaver, of the the class of 1900; Evans and Mehring, of the class of 1901. The following officers were elected at the last meeting for the ensuing term: Pres., Clute; Vice Pres., Lutz; Cor. Sec, Tilp; Rec. Sec, Weaver, Sr., Treas., R. L. Smith; Asst. Libr., Hess; Critic, H. R. Smith. EXCHANGES. Said a biker to a farmer, * "Did a lady wheel this way ? " Said the farmer to the biker, "I'll be hanged if I can say," From the outfits they are wearing From the mountains to the sea, Whether the biker is a she or whether "Tis a he." WTe are glad to see that quite a number of our exchanges contain good, short stories. We think this more tasty than so many essays, yet a few good essays are not out of place. It is policy to endeavor to please the literary tastes of all. "Politeness," says Dr. Prather, "is like a pneumatic tire, there isn't much in it, but it eases many a jolt in the journey of life. An adveitisement in a Western paper read thus : Run away, a hired man named John, his nose turned up five feet eight inches with corduroy pants much worn. ADVERTISEMENTS. BASE- i/isitors to JO A I _J i_J Gettysburg College, $ . . SURRUES, . . Pipaldi i-)cr LeatjUQ Ball, jL J^litB, >'\a.sl-,.s, Qto. Managers should send for samples and special rates. Every requisite for TENNIS, GOLF, CRICKET, TRACK AND FIEID. GYMNASIUM EQUIPMENTS AND OUTFITS, COMPLETE CATALOGUE SPRING AND SUMMER SPORTS FREE. fi'~Ths Name the Guarantee." A. G. Spalding & Bros., NEW YORK, PHILADELPHIA, CHICAGO. 1108 CHESTNUT STREET, PHILADELPHIA fy/right's Qngraving ^jfouse *? /?AS become the recognized leader in unique styles of «^f COLLEGE and FRATERNITY EN-GRAVINGS and STATIONERY, College and Class-pay Invitations, engraved and printed from steel plates; Programmes, Menus, Wedding and Reception Invitations, Announcements, etc., etc. Examine prices and styles-before ordering elsewhere. 50 Visiting Cards frcm New Engraved Plate for $1.00. ERNEST A. WRIGHT, UOS Chestnut Street, PHILADELPHIA Hon. W. J. Bryan's Book All who are interested in furthering the sale of Hun. W.J. Bryan's new book should correspond immediately with the publishers. The work will contain . . AN ACCOUNT OP HIS CAMPAIGN TOUR, HIS BIOGRAPHY, WRITTEN Bi HIS WIFB HIS MOST IMPORTANT SPEECHES. THE RESULTS OP THE CAMPAIGN OF 1896. A REVIEW OF THE POLITICAL SITUATION. •••ACENTS WANTED••• Mi. Bryan DUB an-nounced his intention of devoting one-half of all royalties to furthering the cause of bimetallism. There are already indications of an enormous sale. Address W. B. CONKEY COMPANY, Publishers 341-351 Dearborn St.CHICAGO Settysburg, !Penn*a, WILL FIND THE-Cumberland Valley R. R. running in a South-Westerly direction froniHarrisbnrg, Pa., through Carlisle. Chambersburg, Hagerstown an 1 Martinsburg to Winchester, Va., a direct and available ^ route from the North, East and West to Gettysburg, Pa" via. Harrisburg and Carlisle. Through tickets via. this route on sale at all P. R. K. offices, and baggage checked through to destination. Also, a popular route to the South via. Carlisle. AS for your tickets via. Cnmberlauil Valley Railroad anil Carlisle, Pa, I. F. BOYD, Superintendent. H. A. RIDDLE, Gen. Passenger Agent. FPH. H. MlNNlCrl, Manufacturer, Wholesale and Retail Dealer in onfeetionepNj I OYSTERS AND G>dt fe=t fe=di&%f==/j) • CLOTHIER, * FASHIONABLE TAILOR, II GENTS FURNISHER. No. 11 Balto. St. - GETTYSBURG. J. E. BOYLE, OF LEECH, STILES & CO. EYE SPECIALISTS, 1413 Chestnut Street, Phila. Will be in Gettysburg, Pa., at W. H. TIPTON'S, THURSDAY, MX 10, From 9 a. m. to 3.SI) p. m. 'No charge for consulta-tion and examination and every pair of glasses or-dered guaranteed to be *■ satisfactory by LEECH, STILES, & Co. GOTO, ♦•HOTEL GETTYSBURG -XfiAilBER SHOPX- ^Photographer, No. 2g Baltimore St., GETTYSBURG SPECIAL ATTENTION PAID TO a-cnege (p.ins Collection of. BATTLEFIELD VIEWS _®ffixOa%s on hand. Centre Square. B. M. SEFTON. 2/ou ivili find a full lino of {Pure 'Drugs dc ^ine Stationery {People 'a Drug Store. ^Proscriptions a Specialty. MAIL ORDERS RECEIVE PROMPT ATTENTION. Latest Styles \% ipssfeg^ Sl|X5«^, Elliott ffyg^T
PRIZE NUMBER. ' APRIL, 1906 ¥OL. XI¥. HO. 2 GETTYSBURG COLLEGE GETTYSBURG, PA. M*Uft«0ftNMtf \m**nmm***mh*m*m EBTT«aBVRaMKEW8» PRIHT, , r HELP THOSE WHO HELP US. The Intercollejlate Bureau or Academic Costume. Cotrell & Leonard, ALBANY, N. Y. Makers of Caps, Gowns and Hoods to the American Colleges and Universities from the A tlan-- tie to the Pacific- Class contracts a specialty, Rlcia. G-owxis fcr tlxe ZF-u.lpit a-zid.Beaaels.- Seniors Going into Business or Technical Work should write us to-day for full information concerning desirable posi-tions in all parts of the country. We already gave 1,2:51 definite places for College, University and Technical School graduates to be-gin work in July or September and the list is growing daily. A choice of the beat opportunity is yours if you write us at once, stating age, course taken, practical experience if any. and line of work preferred. ^5e3a.n.s37-l-va.ziia. B'ld.g-., I»ls.ila,«a.elp3a.ia" ^a,.- Offices in Twelve Other Cities. Come and Have a Good Shave, or HAIR-CUT at Harry B. Seta's BARBER SHOP 35 Baltimore St. BARBERS' SUPPLIES A SPECIALTY. Also, choice line of fine Cigars. R. A. WONDERS Corner Cigar Parlors. A full line of Cigars, Tobacco, Pipes, etc. Scott's Corner, opp. Eagle Hotel GETTYSBURG, PA. Pool Parlors in Connection. IF YOU CALL ON C. A. Bloehe*, deuueler, Centre Square, He can serve you in anything you may want in REPAIRING)- or JEWELRY. i WE RECOMMEND THESE FIRMS. Established 1867 by Allen Walton SJfc Allen K. Walton, Pres. and Treas. Kobt. J. Walton, Superintendent. Hummelstown Brown Stone Company and Manufacturers of BUILDING STONE, SAWED FLAGGING, and TILE, WALTONVILLE, Iade in his image thou must nobly dare The thorny crown of sovereignty to share. Think not too meanly of thy low estate ; Thou hast a choice ; to choose is to create." THE MERCURY. 43 SONG OF THE WAITERS. BY ROE EMMBRT, '06. OH, we belong to the boarding-house, The boarding-house caf£, Oh, we don't bother with etiquette, For manners are in the way ; If you've got the " mon " you steps right in, And every man has his say ; You pays yer cash, And you gets yer hash, At the boarding-house cafe\ We brings yer in and we sets yer down, At the boarding-house cafd ; You bows yer face and you says yer grace,. If it happens to be yer way ; When you ask for bread look out for yer head',. And keep it out of the way, For we slings 'em down, And don't pass 'em around, At the boarding-house caf£. And we ain't a first class restaurant, At the boarding-house cafe ; We've just a common eatin-hou.se And there's no champagne-frappe Yer soup comes hot, right out of the pot, But it ain't no consomme ; But it goes to the spot, And yer gets a lot, At the boarding-house cafe. Oh, we feeds ten dozen students, At the boarding-house cafe ; Oh, we piles it in their faces, Just three times every day ; We starts 'em in for breakfast With some shredded, flaked, baled hay ; For dinner its mash, For supper its hash, At the boarding-house caf£. 44 THE MERCURV. O'1) things look mean and they ain't too clean, At the boarding-house cafe ; When the outfit ain't too dirty, Why you bet we lets 'em lay, For we feeds the college students And they don't care anyway ; They pays their cash, And they gets their hash. At the boarding-house cafe. A MODEL Y. M. C. A. BUILDING. G. E. WOLFE, '09. By the death of Sir George Williams, which occured some weeks ago, the world was newly reminded of the great organi-zation, the Young Men's Christian Association, which he es-tablished sixty-one years ago. In these years the Association has undergone such a great transformation that today it is a mighty factor for good every-where, devoting itself to a broad and diversified development of young men and boys and engaging in many enterprises for general social advancement. The most characteristic monu-ment to the memory of this noble man will be found not in St. Paul's Cathedral, where his body will lie, but in the Association buildings which have been erected all over the world for the carrying on of its great work. It is the purpose of this paper to sketch what the writer, and others who have seen it, consider a model Association building. No one walking down one of the principal streets, in the not far distant city of Lancaster, could fail to observe this model Young Men's Christian Association building, for it occupies one of the most imposing corners in the city, and is of consider-able size; the main building being four stories in height, 180 feet long by 63 feet wide, and extending, together with the an-nexed gymnasium, practically the length of a half-square. The external appearance of the building is also such as to at-tract notice, distinguished as it is for its beauty of architecture THE MERCURY. 45 and material. One's first impressions, then, on entering the building, are very pleasing, and, as one continues to make an inspection of it throughout, these first impressions invariably continue with the spectator. A marked- feature of the internal appearance of the building is its cheerfulness—it has a homelike air. The fact that care and taste has been exercised in the arrangement of every part is clearly in evidence. ' The walls throughout the building are hung with some of the most beautiful pictures that are to be had—fine reproductions of famous paintings, most of them, framed in neat, substantial frames ; all of them the gift of one of the city's most generous educators. These are not only pleas-ing to behold, but also make interesting and inspiring subjects for study. The attractive paper on the walls also adds greatly to the cheerfulness of the interior of the building—the designs in some of the rooms being quite rich—as do also the furnish-ings, which are elegant and serviceable. In fact, the internal appearance of the building,is all that one could desire. But the purpose to which every part of this splendid Asso-ciation building is dedicated is the thing that will interest one most, when making a tour of it. The basement is the first de-partment- visited,-and ihe first objects there to claim one's at-tention are the Twin Regulation Howling Alleys, the Manual Training Room, which is well equipped for practical work, and the Locker Rooms. The Swimming Pool, 40 feet long by 18 feet wide and 3 1-2 to 6 1-2 feet deep, the seven beautiful marble and nickeled Shower-Baths, constituting a most elegant bath equipment; the Boiler Rooms, Workshop and Store Cel-lars are also located on this floor. On the first floor are seven Store Rooms, the rentals of which contribute materially to the financial needs of the Asso-ciation, and the splendid Gymnasium with 2806 feet of floor space, equipped with the best appliances for health and devel-opment. The second floor is the working floor of the Association and contains the Reading Room, which is open to all the men of the city; the Library with its 8000 volumes; Member's and 46 THE MERCURY. Ladies' Parlors; the main floor of the Auditorium, which has a seating capacity of 835 ; and the Reception Halls and General Offices. On the third floor are located the Banquet Halls; a suite of rooms given over entirely to boys' work; the Bible Study Room; Committee Room; Auditorium Gallery; Magazine Closets and Kitchen. The fourth and top floor contains the Dormitories, the com-fortable rooms of which are furnished and maintained by the Ladies' Auxiliary; Educational Class Rooms, where young men can and do increase their store of learning in various branches.; Camera Dark Room, where the developing, toning, printing and mounting of pictures can be done most conven-iently ; and Boys' Printing Office. The value of this beautiful building is over $200,000, but the fact that it stands for all that is best in the physical, mental, social, and moral development of manhood, is what gives it its true worth. It provides an ideal place for the boy, as well as the young man, who is seeking to improve his spare moments, and who recognizes the value of association with his fellows in a healthful atmosphere. Though it is not by any means a mere place of amusement, it does furnish that which is most beneficial in this direction ; indeed the Association puts forth definite effort along this liner- to offset, if at all possible, the tendency of so many young men to gratify this element of their character in unclean places, the number of which in a city es-pecially is far too great. As an example of what is being done: in addition to the approved games constantly available, and the Star Course of entertainments, the Auditorium every Saturday evening during the winter season throws open its doors to the crowds, and furnishes most excellent entertainment in some form or another. The Physical Department in Association work today receives special attention, and this building providing as.it does the best gymnasium and apparatus obtainable, together with a most competent instructor, is there to offer men who need it the best possible means for scientific body building and health producing THE MERCURY. 47 work and there are many such, who from long hours in the office, behind the counter or in the study are forced to cry out for some sort of vigorous recreation. The Swimming Pool not only provides a luxury, which one must have enjoyed to ap-preciate, but is also an ideal place to acquire the fine art of swimming at any season of the year. However, all the various phases of Association life in an As-sociation building, interesting as they are, cannot be touched upon here, but it does seem in.place to express finally the hope that, especially in view of the fact that the Young Men's Chris-tian Association of Gettysburg College is striving to have a building of its own and thus increase its sphere of usefulness, this little description of a model Association building may arouse a deeper earnestness on the part of our students and friends to the extent that the time for the erection of the build-ing which will meet our needs here may be hastened. The necessity tor such a building is obvious, and it is to be hoped that all are interested. AMERICAN HUMORISTS. THOMAS E. SHEARER, '07. AMERICAN literature from its very beginning has had a delicate and exquisite humor. Who that has read the works of Washington Irving, the Father of American Litera-ture, has not been charmed with his humor? The same ques-tion might be asked concerning the works of J. Fenimore Cooper, the Founder of American Romance, and also of the earlier writings of Lowell, such as the " Biglow Papers," or his " Fable for Critics." Dr. O. W. Holmes acquired fame as a humorist from his Breakfast Table series, and even Hawthorne, with his " undercurrent ot melancholy and serious thoughtful-ness," has given glimpses of the higher and brighter side of life. Yet in this earlier period it would hardly have been predicted that there would ever be a class of writers who would make it a business to excite the laughter of the public. But the pro-fessional humorist made his appearence in the early '5o's, in 48 THE MERCURY. the persons of Benj. P. Shillaber and Frances M. Whitcher, of " Widow Bedott" fame. The former known to the public as " Mrs. Partington," was a very popular humorist. He was born in Portsmouth, N. H., in 1S14. For some years he was connected with various periodicals, and afterwards (1852) pub-lished " Rhymes With Reason and Without." This was fol-lowed by " Liie and Sayings of Mrs. Partington," " Partington-ian Patchwork " and " Ike Partington and His Friends." The droll sayings and blunders of " Mrs. Partington," drew smiles to the gravest of faces and made her a conspicuous character. Scarcely less prominent and slightly preceding her in time, was " Widow Bedott." Her quaint humor and playful descriptions of country life and society brought the writer immediate fame. " Widow Spriggins," added to the " Widow Bedott Papers," increased her fame. This authoress was born in Whitesboro, N. Y. in 1811 and died in 1852. Closely following these was a great number of humorists, among whom Samuel L. Clemens, Chas. Farrar Browne, Henry W. Shaw, Marietta Holly and E. William Nye are the most noted. Samuel L. Clemens, or-Mark Twain, as he is better known to the public, was one of the most successful of professional humorists. He was born in Florida, Mo., in 1835. He early learned the printing trade, was pilot on a river steamboat from 1855-*6i, when he became private secretary to his brother who then held a government position. He afterwards lived in Cali-fornia and in Hawaii, and later in Hartford, Conn., where he attained fame as a humorous lecturer. In the field of author-ship his broad humor soon gained for him a wide circle of readers. His most successful work was " The Innocents Abroad" published in 1869. Other well known works are " Adventures of Tom Sawyer," " Huckleberry Finn," etc. A good example of his humor is his story of playing jokes on a guide. The party was traveling in Italy, and after they had noticed the satisfaction the guide took in exciting their emotions, they never took any interest in anything. The doc-tor asked the questions, as he could keep his countenance, and ' MHBMMHHHHHMHHH1 THE MERCURY. 49 I looked more like an inspired idiot than any of the others. " It comes natural to him," said Mark. When the guide showed them relics of Columbus, none of them had ever heard of him, and so it was of everything else. " The guide was bewildered, nonplussed," he continues. " He walked his legs off, nearly, hunting up extraordinary things, and exhausted all his inge-nuity on us, but it was a failure; we never showed any interest in anything. He had reserved what he considered was his greatest wonder till the last—a royal Egyptian mummy. He took us there. He felt so sure, this time, that some of his old enthusiasm came back to him." " See, gentelmen !—Mummy ! Mummy !" The eyeglass came up as calmly, as deliberately as ever- « Ah what did I understand you to say the gentleman's name was ?" " Name ? he got no name ! Mummy !—'Gyptian mummy!" " Yes, yes, born here ?" " No, 'Gyptian mummy." " Ah just so. Frenchman, I presume ?" ■• No !—not Frenchman, not Roman !—born in Egypta !" " Born in Egypta. Never heard ot Egypta before. Foreign locality, likely. Mummy—mummy. How calm he is—how self possessed ! Is—ah—is he dead ?" " Oh, sacte bleu ! been dead three thousan' year!" The doctor turned on him savagely: " Here now, what do you mean by such conduct as this ? Playing us for Chinamen because we are strangers and trying to learn ! Trying to im-pose your vile second-hand carcasses on us ! Thunder and lightning! I've got a notion to—to—if you've got a nice fresh corpse, fetch him out!—or, by George, we'll brain you !" " Artemis Ward," as Chas. Farrar Browne is known, was a natural born humorist. Humor seems to have been his birth-right. It came from him as naturally as water flows from a spring. It sparkled in his conversation and gleams forth from all his writings. He was born in Maine, in 1834, and at an early age went West to make his fortune. After roving about for some time he entered newspaper work, contributing de- f I 5° THE MEKCURV. scriptions of an imaginary travelling menagerie, under the style of " Artemis Ward, Showman," while on a lecturing tour he had an opportunity to study the Mormons, and soon after, his book " Artemis Ward Among the Mormons," appeared. He was fond of giving himself the character of a showman and mingling lessons of good common sense with his droll witti-cisms. As such a character he tells the following experience with a " Woman's Club." " I pitched my tent in a small town in Injianny, one day last season, and while I was standin' at the dore takin' money a deppytashun of ladies came up and sed they was members of the Bunkumville Female Reformin and Wimins' Rites Asso-ciashun, and they axed me if they cood go in without payin.'" " Not exactly," sez I, " but you can pay without goin' in." " Dew you know who we air?" said one of the wimin—a tall and feroshus lookin' critter, with a blew kotton umbreller under her arm—" do you know who we air, Sir? " " My impreshun is," sed I, " from a kersey view, that you are females." " We air, Sur," sed the feroshus woman, " we belong to a Society whitch beleeve wimin' has rites—whitch beleeves in razin' her to her proper speer-—whitch beleeves she is endowed with as much intelleck as man is—whitch beleeves she is trampled on and aboozed—and who will resist hence4th and forever the encroachments of proud and domineerin men." During her discourse, the exsentric female grabbed me by the coat koller and was swinging her umbreller wildly over my head. " I hope marm," sed I, starting back, " that your intentions is honorable ! I'm a lone man hear in a strange place. Be-sides, I've a wife to hum." " Yes," cried the female, " she's a slave! Doth she never think of throwin' off the yoke of tyrinny and thinking and votin' for herself!—Doth she never think of these here things?" "Not bein' a natural born fool," sed I, by this time a little riled, " I kin safely say that she dothunt." - i THE MERCURY. 5 l "Oh what, what," screamed the female, " 0, what is the price that woman pays for her experiunce ! " " I don't know " sed I; " the price of my show is 15 cents pur individooal." " & can't our society go in free?" asked the female. " Not, if I know it," sed I. " Crooil, crooil, man ! " she cried and burst into teers. . " Won't you let my darter in ? " sed another of the exsentric females, " O, please let my darter in—she's a sweet gushin' child of nature." " Let her gush ! " roared I, as mad as I could be at their tarnal nonsense, " let her gush " whereupon they all sprung back with the simultaneous observashun that I was a Beest. " My female friends," sed I, " be-4 you leeve, I've a few re-marks to remark ; way them well. The female woman is one of the greatest institutions of which this land can boste. It's on-possible to get along without her. She is good in sickness— good in wellness—good all the time. O woman, woman," I cried, my feelin's worked up to a high poetick pitch, " you air an angel when you behave yourself, but when you take off your proper apparail & (metyforicolly speakin') get into panyloons— when you desert your firesides, & with your heds full of wimin's rites notions go round like roaring lions, seeking whom you may devour somebody—in short, when you undertake to play the man, you play the devil and air an emfatic noosance. " My iriends," I continued, as they were indignantly departin,' " way well what A. Ward has sed." Marietta Holley was a writer who saw the humorous side of things wherever one was to be found, and she presents it to her readers in the most agreeable manner. Her humor is with-out any apparent effort or anything that is far-fetched. It flows along in a natural spontaneous way that is delightful. Miss Holley was born near Adams, N. Y. In her early years she began to write sketches, poems and essays, some of which were published in a local paper and gave indications of the future success of the writer. Her first real literary effort appeared in a Philadelphia magazine under the pen name \1 S'< THE MERCURY. " Jemyme." After this she used the name of "Josiah Allen's Wife," by which she is now best known. It is said that her first book was refused by the publishing house, but that one member of the firm assumed the responsi-bility of bringing it out, and did so with eminent success.* Af-terwards, she published " My Opinions and Betsy Bobbet's" which was so successful that since then her books have been in constant demand. " Samantha at the Centennial" and " Sweet Cicely, or Josiah Allen's Wife as a Politician," both had large sales, but her most successful book was " Samantha at Saratoga" for which she received $ 10,000 before it was pub-lished. Nearly, one quarter of a million copies of this book have been sold. Owing to their length no example of her writings can be given here. Her biographer, however, says, " Her humor is of the wholesome type, imbued with common sense and she never provokes laughter at anything which is good. Ratherr in the most playful and laughter provoking manner, does she hit off the follies and foibles of society. She can see some-thing humorous in almost every person, every snatch of con-versation and every style of dress." Edward William Nye was a writer of humorous sketches. He is known to the public as " Bill Nye," the signature under which his articles were published. He was born in Shirley, Maine, in 1850. While he was yet a child the family moved to the West, and he received his education at Falls River, Wis, Later he went to Wyoming where he studied law and was ad-mitted to the bar in 1876. At an early age he began to con-tribute humorous sketches to the papers. For some years he was connected with various western journals and it was while he was editor of the Laramie "Boomerang" that his fame spread beyond the confines of the West. He finally settled in New York, where he contributed to the " World " and to some other prominent papers. He made a lecturing tour through Europe, and on his return lived at Ashe-ville, N. C, where he died in 1896. His writings have been — HBHMMM BHMHP If THE MERCURY. 53 published in book form under the titles—" Bill Nye and Boom-erang," " The Forty Liars," " Baled Hay," and " Remarks." He says the discovery of New York occurred in this man-ner : " About this time a solitary horseman might have been seen at West Two Hundred and Ninth street, clothed in a lit-tle brief authority, and looking out to the West as he petu-lantly spoke in Tammany dialect. As he stands there aboard of his horse one sees that he is a chief in every respect, and in life's great drama would naturally occupy the middle of the stage. It was at this moment that Hudson slipped down the river from Albany, past Fort Lee, and, dropping a knickle into the slot at One Hundred and Twenty fifth street, weighed his anchor at that place. As soon as he had landed and discovered the city, he was approached by the chief, who said :." We gates. I am on the the committe to show you our little town. I suppose you have a power of attorney, of course, for dis-covering us?" " Yes," said Hudson. " Very good," said the chief, as they jogged down town on a Sixth Avenue elevated train towards the wigwams on Four-teenth street. " We do not care especially who discovers us so long as we hold control of the city organization. How about that, Hank ?" " That will be satisfactory," said Mr. Hudson, taking a pack-age of imported cheese and eating it, so they could have the car to themselves. Thus was New York discovered via Albany and Fort Lee, and five minutes after the two touched glasses, the brim of the Schoppin and the Manhattan cocktail tinkled together, and New York was inaugurated." There yet remains space, to say but a few words about " Josh Billings " and to give his " Letter to Farmers." Henry W. Shaw, or " Josh Billings," was the son of a Massachusetts Congressman and was born April 21,1818, He entered Hamil-ton College but soon tired of college life and ran away to the West. There he led a roving life, at one time he was a coal-dealer ; again, he was a farmer, and then he became a steam- 54 THE MERCURY. boat captain. He finally settled in Poughkeepsie, N. Y., as a real estate agent and auctioneer. The quaint spelling he adopted has had much to do with the popularity of his productions. He wrote an " Essay on the Mule" which received no notice; then adopting dialectic spel-ling his " Essa on the Muel, by Josh Billings," was reproduced in halt the papers of the country. His homely humor, plain common sense and droll manner, made him popular as a lectuier. Among his publications are— " Josh Billings on Ice ; " " Every Boddy's Friend ;" " Trump Kards ; " and " Josh Billings Allminax," which continued for ten years with a circulation of over one hundred thousand copies a year. He died in Monterey, Cal, in 1883. LETTER TO FARMERS. Beloved Farmers : Agrikultur iz the mother ov farm pro-duce ; she is also the step.mother of garden sass. Rize at half-past 2 o'clock in the morning, bild up a big fire in the kitchen, burn out two pounds ov kandles, and greeze yure boots. Wait pashuntly for dabrak. When day duz brake, then commence tew stir up the geese and worry the hogs. The happiest man in the world iz the farmer; he rizes at 2 o'clock in the morning, he watches for dalite tew brake, and when she duz brake, he goes out and stirs up the geese and worries the hogs. What iz a lawyer ?—what is a merchant ?—what is a dok. tor?—what is a.minister?—I answer, nothing. A farmer is the nobless work ov God ; he rizes at 2 o'clock in the morning, and burns out a half a pound of wood and two kords ov kandles, and then goes out tew worry the geese and stir up the hogs. Beloved farmers, adevv, JOSH BILLINGS. S THE MERCURY. 55 THE USE OF ROUTINE. E. VICTOR ROLAND, '07. THERE has never been an age when activity so pervaded every phase and condition of life, as in our present age. Whether we take a view of the industrial world, with its varied enterprises, or survey the broad field of intellectual pursuits, we behold every successful and renowned man actively engaged in his particular work. This must needs be true of every in-dividual, whether he be farmer or manufacturer, lawyer, preacher, or what not. We live in an age of great things, and consequently great things are expected of us, and in order that we may not be a disappointment to ourselves and others we must follow out some system or. routine of work. It shall not be our purpose to speak of the use of routine in the many pursuits of life, where it must necessarily be followed, if suc-cess is sought, but to consider it in relation to education and its importance in student life. A splendid example of routine is found in almost all of our schools and colleges. Take for instance the system followed out in every well regulated public school. The child takes up the study of certain branches, and continues these from day to day and from term to term, until he is able to take up other studies, ior the development of his higher faculties, and thus he continues until he has prepared to enter college, where the course is continued on the same plan. Just what routine should be adopted by the student when he enters college is hard to map out, but it is most essential that every college man adopt some routine to be followed out in his daily life. Now in order that one may not err in the mapping out of this daily plan of action there are three things that he must realize. First, that he has come to college above everything else to be a Christian man. Secondly, that he has come to college to acquire the training, that comes from the pursuit of such.studies as the curriculum offers. Thirdly, that there are various outside activities of the col-lege life that he must help maintain. r; I 56 THE MERCURY. Now as to the first. How is the student to maintain his Christian life, and raise it to a higher standard ? There seems to be only one reasonable way to do this, and that is to set apart a portion of every day, for the study of God's Word, and the cultivation of the secret prayer life. The college man has peculiar temptations, and it is only by following out the above plan, that he can hope to combat successfully with them. 'Twill not be necessary to say to the one who follows out the above plan, that he should attend as many of the religious services associated with the institution, as are possible. So then we will consider this as the first step toward a successful routine. It would hardly seem necessary to say that every student who enters college, should pursue energetically the studies composing the regular course. It is only through this plan that he can ever expect to become a learned man. Taking for granted, that every student realizes this, there might be added a word in regard to how these studies should enter into the day's work. Every lesson should have a certain portion of the day in which to be gotten out, and if possible nothing else should be allowed to interfere. It might be added here, that a portion of every, day could be well used, if it were allotted to the study or reading of good literature. It is fitting also to say that some portion of the day, should be allotted for glancing over the daily newspapers. And now we come to the consideration of the outside work of college life, such as the literary societies, the college publi-cations, the musical clubs, and the various athletic sports. How much time a student can devbte to such matters, will de-pend largely on his ability to get out his required work. The ordinarily intelligent student will have some time to put on such work, and so he should help in whatever field he is fitted for. Every student should engage in some form of athletics, if it is possible lor him to do so, as all decent sports, will aid in giving him a strong body, which is the best condition for a free and healthy mind. It is a sad thing that many students do not realize the importance of the exercise of their physical organism, and thus quite a few leave college physical wrecks. ■■■■■Hi THE IVfERCURY Entered at the Postoffice at Gettysburg: as second-class Matter VOL. XIV GETTYSBURG, PA., APRIL, 1906 No. 2 Assoi tale Editors GEO. W. KESSLER, '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 Ass't 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 cent3. 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. WE consider it no little pleas-ure to send to our readers, this month, a double prize number, consisting of the inter-collegiate oratorical prize oration, and the Senior Graeff prize essay. By these we are enabled to judge our position among the institu-tions of our rank, and to become acquainted with the merits and qualities of orations and essays which are worthy of reward and applause. 58 THE MERCURY. MUCH interest has been shown of late by the members of the literary societies. Some of the students are just beginning to realize the invaluable, practical benefits that are derived from this line of work. We note, with pleasure, a great im-provement in the work of the members and particularly of those who have been most active. It is this unceasing toil, this ever readiness to act, that has raised the plain of the achieve-ments of the societies so much nearer that of their ideal. The one great object of the societies is to create a desire in the hearts of their members for better and higher achievements in the literary field. We study our text books so that we may develop our minds, cultivate our intellects, and broaden our sphere of thought, but how are we to impart our knowledge to others, unless we learn to give expression to our.thoughts. If we should study our text books from now until eternity, what would we get ? Theory, that's all, simply theory. It is very good as far as it goes, but it doesn't go very far unless we are able to put it into practice. Be practical, are the key-words to success. By continued application we develop our intellect, but what will this development avail us unless we rightly direct it. The literary societies are the practical agents whereby an ease of speech and clearness of expression is at-tained. If you don't believe it, try it. Thousands of others have done so, and are now at the top of the ladder above the wrangling of the rabble. We congratulate the societies upon the rapid strides they have made toward excellence in every branch of their work, and, in the literary field, among the students, we hope soon to see even greater activity. * * * 1 GETTYSBURG has again triumphed. It was not on the ath-letic field ; it was not a victory over brute muscle and brawn ; but we are gratified to say that it was in the intellectual arena that she has shown her strength. One of Gettysburg's sons has brought honor to his Alma Mater from a field from which heretofore she has retreated in defeat, though honor-able, and each time with a firmer determination to finally con-quer. Her earnestness has now been compensated, and the THE MEKC'JRV. 59 victorious ivy of the 1906 inter-collegiate contest waves over her head. This victory, which several times has been on the point of being ours, but is now a reality, should be a stimulus to every loyal Gettysburg student. It should be our purpose to hold that which has been placed in our hands; it should be an at-tainment to which all should turn with that firm determination which is characteristic of final success. Then let us all realize the situation and prepare ourselves to contend with the future. Our chance will be small, if we put too much confidence in letting tomorrow care for itself; or if we attempt, in the very latest hour, to make a dash, for there is much truth in a bor-rowing from Hare : " Nothing bursts forth at once, the light-ning may dart out of a cloud ; but the day sends forth his bright heralds before him to prepare the world for his coming." We hope, fellow students, that you will not regard this lightly; for we know that these things are not mere chance, but the re-sults of careful and steady preparation. Nor do we believe that we are hoping for impossibilities, for we are confident that there are those in our midst who can again lead the Orange and Blue to victory. EXCHANGES. We acknowledge the receipt of the following exchanges: The Amulet, The Haverfordian, The Scio Collegian, The Sus-quehamia, Juniata Echo, The Forum, The Manitou Messenger, The Red and Blue, Augustana Observer, The State Collegian, The Dickinsonian, The College Student, The Drury Mirror, The Monthly Bulletin, Temple Echos, The Lesbian Herald, The Philomatliean Monthly, The Mountaineer, The Augsburg S. S. Teacher, The Star and Sentinel, The Gettysburg Compiler, and the Western Maryland College Monthly. The College Student contains a very readable essay on " Chas. Lamb—His Personal Qualities, His Dictaion and Rank as a Critic." The writer treats his subject systematically and the result is a unity which is very pleasing. 60 THE MERCURY. " American Students in Christian Mission " in The Philo-mathean Monthly contains some concise statements concerning the great Student Missionary Conventions. There have been five such conventions in America. The first was held in Cleve-land, Ohio, in 1891, and was attended by 680 delegates ; the second, at Detroit, Mich., enrolled 1325 delegates; the third was at Cleveland again, with 2221 delegates ; at the fourth, at Toronto, Canada, there were 2957 delegates and at the fifth, at Nashville, Tenn., their number was almost 5,000. The Augustana Observer this month is below par. Neither of its two articles are up to the standard, although one is writ-ten by an alumnus. Just the reverse is The Manitou Messen-ger. Its neat appearance is pleasing and the contents are in keeping with the appearance. The review of " Tito Melema " and the article on " Joan of Arc " are both good. We find The Red and Blue especially attractive this month. " The Sketch Book " is a novel feature, but highly entertaining. The article " The Lure of Bohemia " was read with profit and enjoyment. Prize Contest Essays are usually very profitable reading, but there is one in The Sitsquehanna entitled " Conrad Weiser— The Patron of two Races " that makes us wonder if the prize is not a booby affair. From all appearances the essay seems to be a compilation of heterogenous sentences, nearly every one of which is placed in a separate paragraph regardless of content. We trust there are other competitors, for we should not like to see a prize of any value and honor won by such an essav. PATRONIZE OUR ADVERTISER'S • i FURNITURE Mattresses, Bed Springs, Iron Beds, Picture Frames. Repair Work done promptly. Under-taking a specialty. * Telephone No. 97. £9C. E- Bender 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. 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FRUITS RESTAURANT ATTACHED Under New Management —r-^ The Peoples Drug Store Invites you to visit them and select your needs from a fresh, new, and up-to-date stock. C. WM. BEALES, Ph.Gr., Prop. D. J. Swartz Country Produce Groceries Cigars and Tooaccj) GETTYSBURG. Dealer in Shoes Repaired —BY— J. H- BR^ER, 115 Baltimore St., near Court House. Good Work Guaranteed, WANTED. College students during their vacation can easily make $20 to $30 per week. Write for par-ticulars. THE UNIVERSAL MFG. CO., Pittsburg, Pa. "I I I
Transcript of an oral history interview with Mark M. Kisiel, conducted by Joseph Cates on 23 January 2017, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Mark Kisiel graduated from Norwich University in 1959; the bulk of his interview focuses on his experiences as a student at Norwich University, his continuing relationship with the university after graduation, and his business career. ; 1 Mark Kisiel, Class of 1959, Oral History Interview January 23rd, 2017 Home of Mark Kisiel, Falmouth, Massachusetts Interviewed by Joseph Cates JOSEPH CATES: Press record and we'll get started MARK KISIEL: Sure. Mm hmm. JC: This is Joseph Cates. Today is January 23rd, 2017. I'm interviewing Mark Kisiel. This interview is taking place at his home in Falmouth, Massachusetts. This interview is sponsored by the Sullivan Museum and History Center and is part of the Norwich Voices Oral History Project. First, tell me your full name. MK: Mark McDonald Kisiel. JC: Okay. When and where were you born? MK: I was born in Springfield, Massachusetts, January 8th, 1938. JC: What Norwich class are you? MK: I'm the class of '59, sometimes referred to as the magnificent class of 1959. JC: Tell me why it's called the magnificent class. MK: Well, it's quite unusual. We have come together through our reunion years and bonded to a point where, at our 50th reunion, we had ninety-eight percent participation in class giving. Our gift was the largest gift ever made for a reunion class in Norwich University. It exceeded twelve million dollars. JC: Oh, wow! Tell me about where you grew up and what you did as a child. MK: I grew up in Springfield, Massachusetts and my parents moved to Longmeadow, Massachusetts when I was in high school, Longmeadow being a suburb of Springfield. My father was a doctor, an orthopedic surgeon in Springfield. My mother was an elementary school teacher as well. I went to public schools through tenth grade. And then, in my junior and senior year in high school, I attended a Jesuit prep school in Lenox, Massachusetts named Cranwell School. Unfortunately, Cranwell School no longer is in existence. However, the property's been turned in to a resort and it's regarded as a first-class resort in the Berkshires. JC: Okay. What made you decide to choose Norwich? MK: I would say I chose Norwich probably by default. I'll tell you why I say that. Going to a Jesuit prep school back in the fifties, the Jesuits wanted you, every student to continue on 2 with a Jesuit-exposed education. I succinctly remember being interviewed by the headmaster of the school, Father Burke, and he said to me, and I remember these words distinctly. He said to me, "Mark, you could go to Holy Cross, Georgetown, or Boston College." Then, he said to me, "You're not smart enough to Notre Dame." I said to him, politely, "Father, I wanted to go to Dartmouth." And, he said to me, "You're not going to Dartmouth." In those days, if you didn't have a recommendation from the headmaster or principal of your high school, there was no way you could get in to any supposedly highly regarded institution. By coincidence, our next-door neighbor in Springfield has gone to Norwich and his parents highly recommended that I take a look at Norwich, which I did, obviously. Applied and was accepted and entered in the fall of 1955 as a young, at that time, seventeen-year old high school graduate. JC: What was it like, that first day at Norwich? MK: I will tell you. It was scary. I had no idea of what I was getting into. It was exceedingly strict. In fact, I felt like I was probably, one could argue, in jail. We didn't make a move, left or right, walk down the hallway in the dorm, walk outside, so forth, without being under scrutiny of upperclassmen who had cadet rank at the time. I remember walking, I believe the tradition still lasts to this day, which is good. You had to walk, basically in a gutter, on the side of the road, or in the streets of campus. JC: Yeah. It's still tradition. What was your major? MK: I majored in English. JC: Okay. Why'd you choose English? MK: I can't really answer that as I think it was probably a default major. A couple classmates of mine selected English as a major, so I kind of went along with them. One of our professors, we used to refer to him as Judge Newbrow, was an English teacher. He was quite a character. I'm glad I selected English as a major. Although, it didn't really contribute to my business career but maybe indirectly it did. JC: Who were your roommates and where did you live on campus? MK: I live, principally I believe, I lived, two of my four years were in Hawkins Hall. I think I might have lived one semester maybe in Alumni Hall but the majority of my time I was in Hawkins Hall. JC: Okay. And who were your roommates? MK: A gentleman named Gary Bergeron was a classmate and was my principal roommate for the majority of my time at Norwich. JC: Okay. Were you a member of a fraternity? 3 MK: Yes. I was. I was a member of Sigma Alpha Epsilon fraternity and I was happy to have been elected. I was the vice president of that fraternity for about a year and a half. Ed O'Brien, who you just interviewed, you told me, was also a fraternity brother of mine. He was president when I was vice president of Sigma Alpha Epsilon. JC: Okay. Can you tell me about the fraternity? MK: At that time, fraternities were, I believe we had five or six national chapters represented at Norwich. Fraternities were a large part of our social and almost every day of life at Norwich. It was a wonderful outlet for not having to be in uniform because you could be in civilian clothes when you went to the fraternity. It proved to be a large part of my life. I love the, I believe we had probably about sixty or seventy members in our fraternity. I recall, freshman year, we didn't have any freshmen. They were all, we were all sophomore, junior, and seniors members of the fraternity. It was a great outlet for the struggles and rigors of everyday life on the hill, being in uniform. JC: Well, how did you feel when they did away with the fraternities? MK: Quite honestly, I was very disappointed. I felt that they had provided a great social outlet. Every Saturday night, one of the fraternities always had a party and it brought our class together and I felt integrated the whole student body. As I mentioned, you weren't eligible to become a member until your sophomore year. So, we had in our fraternity at Sigma Alpha Epsilon, obviously sophomore, juniors, and seniors. It was a great bonding opportunity. Someone leaves a message on Kisiel's answering machine. JC: They always want to keep in touch with you, don't they? MK: Right. JC: Did you play any sports when you were at Norwich? MK: I did not play any varsity sports. Played intramural sports, intramural hockey principally, but I did not play any, I was not good enough an athlete to play on a varsity team. JC: What activity did you participate in? MK: Well, in addition to being a member of SAE fraternity, I was, let me think. I belonged to the Newman Club. You know, I really can't remember what other clubs I belonged to at the time. JC: What did you do to relax? MK: I would say the greatest outlet was being able to go to the fraternity house which I said, I went to every day after class. It was a great way to commingle with classmates, fraternity 4 brothers and so forth. At the time, I had a girlfriend at Skidmore College and I used to go down to Saratoga Springs, New York quite a bit. That was a great social outlet for me. Obviously, I participated in the parties we had at the fraternity house. Attended the regimental balls and those winter carnival activities, which were a lot of fun. Despite the rigors of military life on campus, I would say that, for the most part, all of our classmates and Corps members enjoyed a very good social life as well. JC: Do you remember any particular songs from your days at Norwich? MK: Well, in addition to our alma mater "Norwich Forever" song, right, every fraternity had their own song and ours was "Come Sing to Sigma Alpha Epsilon." I'm not a good singer so I won't continue those words. JC: Okay. Who were the instructors that were most influential to you? MK: I would say, I had another English professor. His name was Peter Dow Webster. He was also quite a character and I think played a strong influence on my gaining maturity. Also, Loring Hart was in our history department, I believe. He became a subsequent president of Norwich. I would say he had a strong influence on my maturing years there. JC: Okay. What were your favorite and least favorite classes? MK: I'd say some of my, and as I mentioned, I became an English major I think by default, but Peter Dow Webster was kind of a different guy. I don't whether he loved when you wrote stories that involved commingling of sexual activities or whatever. He would thrive on that and wanted you to go further in your thoughts and whatever. He was a fun professor. I would say on the least favorite, I remember taking a, I think I took a chemistry course. That was a challenge. Although my father was a doctor, I didn't inherit those talents and abilities to understand the tables and so forth of chemistry. JC: What do you remember about being a rook? MK: I would say we had, which I don't believe occurs any longer, there was a lot of hazing. I remember doing squats up against the wall with an M-1 rifle across my extended hands. My arms would be parallel to the floor, on which an M-1 rifle was rested across my wrists. You had to be in a full squat with your back against the wall in the corridor of our Hawkins Hall. Being there just and a drill instructor would be yelling at you not to give up, not to give up. Stay there. Hold it. Tight, tight, right, and so forth. That was a challenge. Also, for the least infraction of any rules, you got charged with what they call tours. I don't if they call them still. They probably do. They call them tours today. I marched a lot of tours around the parade ground. In those days, the parade ground was exceedingly barren. All the trees that you see there today were not there when I was a freshman. It was just one barren, open landscape, from one end of the campus to the other. JC: I was going to ask did you ever get into any trouble and what for? 5 MK: Oh, I got in trouble. Yeah. I got in trouble. Probably the most serious thing I got in trouble for was after, between junior and senior, we went to summer camp and I was going to get a commission in armor. So, we went to Fort Knox, Kentucky and one night we were out, several of my fraternity brothers and I were out. We were out too late. Upon our return back to our barracks, we told a story of what happened and it really was not a correct story. As a result, found out that we told the story of what happened. I was scheduled to be a company commander my senior year. After that, I was busted and I was back to a private. Upon return to campus, there were three of us that were involved in this situation. In fact, we were out with one of our military science Norwich professors. One could say we covered his butt because he told us what to do, which was not the right thing to do. Anyway, he since, I understand, long passed away so anyway. That was probably the most difficult thing of being involved with having a problem. JC: Speaking of summer camp, Ed told me to ask you what happened on the way down to summer camp. MK: So, we left, Gary Bergeron, my roommate, Ed O'Brien, and I left right here in Cape Cod. My parents had a house in South Yarmouth. So, we started our trip to Fort Knox, Kentucky first having a party at my parents' house here in South Yarmouth. Had some women over for the duration of a night and so forth. Then, we set off the next day and we drove not straight to Fort Knox. We drove down to, I think it was Fayetteville, North Carolina where we visited the home of a gal that I had been dating, seeing a little bit. I think she went to Endicott Junior College at the time. We arrived at this unbelievable plantation and Bergeron and O'Brien were, they looked awful. I looked awful. We'd been driving for two days and were met by the butler for the family who opened my doors. I pulled in underneath the portico of this unbelievable Southern plantation. Then, we were greeted by her parents and we stayed for two days. We never saw them again after that brief greeting. The three of us stayed in a converted slave shack that had been turned into a guest house. I'm sure that on our departure her father was very happy to see us go and probably hoped to never see us again. I had a 1950 Oldsmobile convertible. Everybody was, at that time, probably still do today, used to call their cars different things. My car was called "The Green Seducer." Laughs. Anyway, I don't know if you want to publish that. Fun times! JC: Ed also said to ask you, "Whatever happened to the hearses?" MK: Well, one of our fraternity brothers had a beautiful hearse. It was a 1938 Packard hearse. It was in perfect condition. Ed O'Brien, Gary Bergeron, and I owned a '36 LaSalle hearse. We bought for, I don't know. I don't think we paid a hundred dollars for it. Occasionally, we used to drive it down to Saratoga Springs, New York. It was a standard shift vehicle and had a clutch that used to slip all the time. And so, going up and down the hills of Vermont sometimes it would barely make the hill even though you might have had a sixty mile an hour head start to try to get up the hill. At graduation, we ended up selling the hearse, and I don't think we got more than a hundred bucks back for it, to a 6 couple of our junior fraternity brothers. Whatever happened to it after we sold it, I don't know. JC: Ed said he couldn't remember what happened to it either. MK: I don't know what happened to it. Yeah. JC: What do you think was the hardest part of attending Norwich? MK: I would say the rules and regulations which kept you somewhat, I'd say, confined to campus, certainly in freshman year, very difficult. I remember going home at Thanksgiving time. My head had pretty much been still shaved off and seeing some of my other friends who went to more civilian colleges. I'm thinking to myself, "What am I doing at a place like Norwich?" In the end, it all worked out very, very well for me. I was very pleased to stick it out. To this day, I'm very proud of the institution and what it's did for me in my life. The qualities and so forth, the development of good character and responsibility, all those things that Norwich teaches you, I think I embodied to this day. JC: What did the motto "I Will Try" mean to you as a student? MK: Well, I would say "Never Give Up" and that's what it means. If you believe in something, persevere to its end. I think "I Will Try," it's a great motto. One that means to you "Never Give Up." JC: Has that changed since you've gotten older, what you thought of "I Will Try"? MK: No. In fact, my wife says I'm too persistent a lot on a lot of things and if I believe in something that is right and can be accomplished, to this day. I'm known in my family as the last to give up. So, "I Will Try" has been embedded in my whole life, my business life, my personal life, and so forth. JC: Okay. What does Partridge's idea of citizen soldier mean to you? MK: Well, I think that it embodies the spirit of really what being an American is, that you behave in a way that you show that you're proud of your country and that you're willing to defend its freedoms. I think being both a citizen in private life and being a soldier, the combination of developing talents in those two respected areas and merging them together provides for being a better person. JC: Do you remember any funny stories about life or people at Norwich that you can tell? MK: One of our fraternity brothers, and sadly, he passed away just about a year and a half ago, Pierson Mapes, was an unbelievable class clown and a great friend of mine right up to the day that he passed away. He was a guy that had developed a tremendous amount of respect among the administration at Norwich. He was the kind of person who, because of his personality and size, he was about six-foot five, he could get away with absolute 7 murder. Even to this day, he was famous for blowing his bugle at all kinds of different events. He blew his bugle at our fiftieth reunion. I don't want to pursue any more on the stories and whatever. JC: I understand. What did you do after graduation? MK: The year I graduated, 1959, the U.S. government was offering six-month only active duty opportunities and then, seven-and-a-half-year commitment in the Reserves. I knew that I didn't want to pursue, as a career, being in the Army. So, I elected to take the, after graduation and being commissioned second lieutenant, I elected to do the six-month tour. I think the reason being they offered me the six-month tour, there were tremendous number of second lieutenants graduating from ROTC programs around the country. We had too many second lieutenants. So, they offered this reduced commitment prior to the, I think it was classes of '58, '59, and '60 probably offered that. This is pre-Vietnam era. I took advantage of that. Went to Fort Knox for six months and then, returned back to Springfield, Massachusetts. Actually, at that time, it was Longmeadow. Started to look, figure out what I was going to do for work and had a couple interviews with some small companies in Springfield. Then, by coincidence, the brother-in-law of the gentleman who had gone to Norwich that recommended my parents said I should look at Norwich, he was with a real estate firm in Boston. He was leaving that firm called Cabot, Cabot, Forbes and moving to a firm called Perini Construction. So, I interviewed with him and he said to me, he said, "Mark, if you wanted to go up to Toronto, Canada, you can go up there and go to work for this guy. We just bought a big piece of land outside of Toronto." In fact, almost bought the whole town, all the vacant land in the town, and were going to develop a big industrial park, planned a shopping center, residential development and so forth. I thought, "Wow, great opportunity. Why not?" He said, "I'll pay you five thousand dollars a year. So, you go up there and meet up with just two other people in the office and give it a shot." I didn't have any attachments. I was fortunate. My parents had given me a brand-new Pontiac convertible, 1959 Pontiac convertible. So, I had a nice car. I got in the car. Drove from Springfield to Toronto, Canada, where I spent a couple years up there. And then, returned to the Boston area. Stayed with Perini for another six months or so and then moved on with other real estate opportunities, commercial real estate opportunities in Boston. JC: Okay. How did your training at Norwich prepare you for life? MK: Well, I'd say "I Will Try" is a strong backbone to developing a character. I would say the importance of honesty, importance of hard work, importance of respecting others' opinions and thoughts, and helping others. All those things, I would say that are Norwich values probably contributed to my well-being. JC: Do you think your professional life would have been different had you not been a Norwich graduate? MK: You know, I really don't know whether that might have been different. To be honest with you, I've been very lucky and I think having the opportunity to go to work with the Perini 8 Group in Toronto was lucky. Whether or not that would have been any different, I don't know. JC: Has being a Norwich graduate opened doors for you that might not have otherwise been opened? MK: I don't think so but you never know. I've enjoyed obviously being, still remain connected to the University. I've got friends all over the United States who are, one way or another, connected to Norwich. Been exposed to probably of things that I normally wouldn't have gotten exposed to. Who knows? JC: Do you think Norwich graduates have a special bond that other military and civilian institutions lack? MK: I would say yes. Definitely would say yes because of a lot of friends that I have, none of them, aside from my wife, my wife also went to Skidmore as well. She has remained very involved in Skidmore activities. But my other male friends, they don't have the commitment to their alumni organizations or actually with their classmates. I've got a number of friends that went to Harvard. They are basically uninvolved with Harvard even at their reunions. Don't even attend their reunions. I think I attend every five years certainly and more often than that occasionally, reunions since I graduated. The class is unique and as I mentioned earlier, on our fiftieth, we had ninety-eight percent participation. Our class has really bonded close together which is great to this day. Back when we were students, you know, we all belonged to different, the majority of us belonged to different fraternities but yet, since graduation, we've really bonded as a class. JC: Have you been involved with Norwich since you graduated? MK: I have. I was fortunate to be asked to become a member of board of trustees. It's now about, I believe, fifteen years ago when that occurred. I was on the board of trustees for twelve years, a wonderful experience. Probably one of the best experiences in life that I had. Loved being a member of the board and being intricate in its involvement. I was chair of the development committee for, I think, five years when I was a board member. I got tapped to be the co-chair of the capital campaign that's currently underway and realigned my responsibilities, at the moment, where I'm a vice-chair of the capital campaign with Joel Kobert taking over as being chair of the capital campaign, rightfully so. JC: Okay. Do you stay in touch with your classmates a lot? MK: I do. I do. We, I would say, there isn't a month that goes by that where some communication from one of our classmates and so forth. As I mentioned, we're a very close class. After a five-year reunion, a year doesn't go by when we're not starting to organize for our next five-year reunion. That's already underway right now for our sixtieth, which is coming up in 2019, the two hundredth anniversary of the school. Coughs. Excuse me. 9 JC: What advice would you give a rook today about surviving and thriving at Norwich? MK: Let me get a glass of water. Would you like a coffee or anything? JC: I'm fine. MK: Oh, you're fine. Want some water? JC: I'm fine. MK: Okay. JC: Thank you, though. MK: My wife and I have had this cough going for a couple weeks. JC: Oh, goodness! MK: We thought we were on the tail end of it and I think it's coming back. So, Joe, what was your last question? JC: What advice would you give a rook about how to survive and thrive at Norwich? MK: Stick to it! Absolutely, stick to it. The rewards will be significant and you will never regret being, just stick it out. I know it's difficult but it's short-lived. When you're undergoing the experience, I'm sure you think, "Wow! When is this ever going to get over?" But perseverance, just stick to it and you'll never regret having done that. It will make you a better person in the long run. JC: Did you have any relatives that attended Norwich? MK: I did not. JC: What would you say your proudest moment at Norwich would be? MK: I would say that our collective effort to raise the perception, the worldwide perception of Norwich and how it stands in the global economy, building it up, the expansion of the campus, the expansion of the student body. I'm very proud of where the school stands in academia today. I think that's occurred as a direct result of President Schneider's leadership. We've come a long, long way in the last twenty-three or twenty-four years so I'm very proud of where we are today. JC: Can you tell me a little bit more about being a trustee? MK: Well, I also served on the investment committee. Being a trustee, it's a great responsibility because a trustee is charged with contributing and directing the future of 10 the institution. We're responsible for its well-being. Taking that responsibility is a very, very serious matter. I was very pleased to serve with, I believe, at the time, we had approximately twenty-seven, twenty-eight trustees and all with varying degrees of talent and all with a commitment to further the well-being of Norwich. It was a great experience working with them. I'm proud of the talents that are on the board, certainly when I was on. I know, to this day, the commitment that they all have. Everybody is pulling in the same direction. I was very proud to be asked and to serve on the board of trustees. JC: Is there anything else you'd like to add or something we haven't talked about that we should? MK: No. Joe, I'd say that again to emphasize the school has made tremendous strides under President Schneider's leadership and holds great promise for continuing. I know he's planning on retiring in 2020. I'm sure we will have a great cadre of potential individuals who will succeed him and continue on the legacy that he's established. Can't believe the school's been around for two hundred years and I think it's got great promise going forward for the next two hundred years. JC: All right. If there's nothing else? MK: That's it. JC: I'll press stop. Thank you very much. MK: Okay. All right, Joe. End of recording.
В этой книге предпринимается попытка хотя бы частично воссоздать многосложную картину взаимоотношений Франции и Германии в первые годы после окончания франко-прусской войны 1870-1871 гг. В это время роль ближайшего соседа в жизни каждой из двух указанных стран, начиная с внешней и внутренней политики и заканчивая общественным сознанием и культурой, была исключительно велика. Американский историк Алан Митчелл не сильно преувеличивал, когда писал в одной из своих блестящих книг, что «национальная история Франции закончилась в конце XIX в. вместе с франко-прусской войной. Отныне исторический опыт французского народа был столь тесно и неразрывно связан с опытом своего ближайшего соседа, что двусторонний ракурс становится неизбежным». Однако итоги франко-прусской войны, запечатленные в положениях Франкфуртского мирного договора, коснулись не только победителя и побежденного, сковав оба народа незримой цепью. По общему признанию, они открыли также новую главу в истории международных отношений последней трети XIX в.: локальная война в сердце Европы неожиданно резко изменила расклад сил на дипломатической арене. Военное поражение привело к падению режима Второй империи и к краху всех претензий Франции на доминирующее положение в Европе. На смену ей в этой ипостаси поднималась спаянная войной с «вековым врагом» Германская империя. Отзыв французского корпуса из Рима на защиту Парижа позволил Итальянскому королевству присоединить город к себе и завершить, наконец, объединение страны. АвстроВенгрия предыдущая жертва прусского оружия после разгрома Франции потеряла надежды на реванш и, стремительно развернувшись на 180 градусов, начала сближение с Германией. Именно в этом значении Франкфуртского мирного договора как кардинального изменения европейского равновесия сохраняет свою актуальность рассмотрение и анализ внешнеполитической деятельности великих держав в 1870-е гг. Именно в эти годы вырабатывались приоритеты и основные направления их политики, оценка которых постоянно уточняется с учетом все новых фактор и документальных свидетельств. Неизменно актуальной, к сожалению, остается также проблема выхода государств из военных конфликтов и нормализации отношений вчерашних противников. Рассмотрение франко-германских отношений в первые годы после Франкфуртского мира приобретает в этой связи тем большую наглядность, поскольку охватывает этап более широкого отрезка с логическим завершением в 1914 г. С учетом этого финала взаимоотношения Франции и Германии после 1871 г. являют собой яркий пример во многом пример негативный того, какого развития событий следует избегать. Франко-германские отношения после 1871 г. это и отношения двух новых в политическом смысле государств Третьей республики во Франции и Германской Второй империи. Немалую роль в их формировании сыграл внешний фактор: фактор их каждодневного влияния друг на друга в рамках дипломатической практики и более глобального, но менее осязаемого влияния на уровне массового сознания. Эти годы были сопряжены для Франции с осмыслением причин поражения в войне, итоги которой во многом поставили под вопрос не только текущие позиции страны на международной арене, но и дальнейшее существование ее как великой державы. Материальные потери далеко не в полной мере дают представление об этом, равно как и не объясняют всю глубину разлома, который стал восприниматься в «поколенческом» измерении. Пережитый в 1870 г. исторический опыт стал восприниматься значительной частью французского общества как опыт национальной катастрофы. Одним из его следствий стало широкое реформаторское движение, имевшее целью не просто восстановить потери, но и заложить основы подлинной модернизации страны во всех сферах, оздоровления «политического тела» и переустройства нации, воспитание ценностей гражданственности и патриотизма в целой системе преобразований от школы до армии. Итак, в центре нашего внимания в большей степени Франция, «французский взгляд» на становление соседней Германской империи. Свежесть реакции нации на события обусловила взять отрезком первое послевоенное десятилетие: от подписания 10 мая 1871 г. Франкфуртского мирного договора до отставки 30 января 1879 г. маршала МакМагона с поста президента страны. Этот хронологический отрезок в жизни Третьей республики, названный «республикой без республиканцев», ознаменовался постепенной сменой идеологии и переходом власти от прежних элит к новым. Подробный анализ перипетий этих трансформаций дело отдельного исследования. Здесь же они задают общую канву повествования для первой части книги, призванной ввести читателя в круг ключевых проблем, наполнивших содержанием франко-германские отношения в 1870-е годы. В первых четырех главах дается характеристика послевоенного внешнеполитического курса двух стран, выявляются его приоритеты. Рассмотрен германский фактор политики и дипломатии первых двух президентов Третьей республики, Адольфа Тьера и маршала Мак-Магона, равно как и ключевые принципы дипломатии бессменного руководителя германской внешней политики канцлера Отто фон Бисмарка. Наиболее подробно внимание читателя будет остановлено на кульминационной точке развития франко-германских отношений первого мирного десятилетия, так называемой «военной тревоге» 1875 года. Вторая часть работы посвящена всестороннему анализу ряда ключевых проблем, составивших фундамент развития Третьей республики в той его части, что задавалась логикой соперничества с Германией. К таковым как для рассматриваемых лет, так и для последующих десятилетий, безусловно, можно отнести реорганизацию французских вооруженных сил (Глава 5), проблему «германского присутствия» во Франции (Глава 6), феномен французского реваншизма (Глава 7) и, наконец, стереотипы восприятия французами и немцами друг друга в новых условиях, «французский взгляд» на новую Германскую империю (Глава 8). Подобный анализ осуществляется в рамках отечественной историографии франко-германских отношений последней трети XIX в. впервые. Автор стремился также избежать традиционного для отечественной историографии сосредоточения исключительно на конфликтных ситуациях во франко-германских отношениях в рассматриваемую эпоху. Очевидно, что историю взаимоотношений двух стран нельзя сводить исключительно к «истории кризисов». Автору хотелось избежать излишних повторений того, что уже было подробно разработано в прежние годы в частности, темы русско-французского сближения. Работы советских историков отличаются большой основательностью, однако рассматривают дипломатию Франции и Германии исключительно через призму их отношений с Россией. Общей тенденцией этих исследований стало подчеркивание агрессивности внешней политики Германии и уязвимости позиций Франции. Однако трудно признать по-настоящему объективным подход, по которому все шаги французских руководителей на пути к союзу с Россией с самого начала признавались «правильными», а, скажем, меры Парижа, направленные на сглаживание франко-германских противоречий «трусливой политикой угодничества», «раболепством», «заигрыванием» с Берлином. Не умаляя значения фактора России, необходимо вернуть самостоятельную ценность собственно франко-германским отношениям. Работа осуществлена на основе анализа материалов Архива внешней политики Российской империи в Москве, Российского государственного архива военно-морского флота в Санкт-Петербурге и архива Департамента сухопутной армии Исторической службы министерства обороны Франции (Service historique de la defense / Departement de l'Armee de Terre SHD/DAT, бывший S.H.A.T.) в Париже. Привлечен также широкий круг опубликованных документов, многочисленных источников личного происхождения (дневники, мемуары, переписка), прессы, публицистики, художественных произведений и произведений искусства рассматриваемого времени. Ряд материалов изучен автором в рамках научной командировки в Париж по гранту Франко-российского центра гуманитарных и общественных наук в Москве. ; As far as possible a book makes an attempt to reconstruct the versatile picture of relations between France and Germany within the fi rst years after the end of The Franco-Prussian War of 1870-1871. During that period the role of neighbor for both countries' foreign and internal policy, including public consciousness and culture, was incomparably high. An American historian Allan Mitchell wasn`t exaggerating, when he wrote following lines in one of his works: The national history of France ended in the late nineteenth century with the Franco-Prussian War. Thereafter the experience of the French people was o intimately and inseparably related to that of their closest neighbor that a bilateral perspective becomes unavoidable. However, the results of the Franco-Prussian War fi xed in the states of a Frankfurt peace treaty, concerned not only the winner and the defeated side, welding together both countries with an unseen chain. According to the common point of view the treaty opened also the new chapter of the history of international cooperation at the end of the 19th century: the local war in the heart of Europe changed the situation on the diplomatic arena surprisingly fast. Namely in this meaning of the Frankfurt peace treaty as a cardinally changing the European balance keeps its actuality the analysis and observation of relations between the Great Powers during 1870s. Namely these years represent the time, when the basic priorities had been chosen, which estimation is constantly clarifi ed, especially concerning the appearance of new factors and documents. Inevitably important, unfortunately, still seems the problem of existing confl icts and reaching the balance in relations between the yesterday enemies. An observation of Franco-German relations in the fi rst post-war years after the Frankfurt peace treaty becomes in this case its utter clearness, as far as it embraces the wider period with its logical end in 1914. Taking into account this fi nal, Franco-German relations after 1871 represent a vivid and mostly negative example, what kind of situations should be avoided. Franco-German relations after 1871 year are the relations of two politically new countries The Third Republic in France and The German Second Empire. A big role in their formation played the foreign policy, a factor of their everyday intercommunication within the diplomatic practice and within the more global and less tangible infl uence at a scale of the public consciousness. These years in France were associated with reconsideration ofthe main causes of its defeat in the War, which results actually produced the question not only of the future existence of France as a great Power, but also of the present state`s position on the international stage. Material losses cannot provide an adequate picture, as far as do not demonstrate the real deep of a break, which can be only seen in dimension of generations. An experience of 1870 was taken by most part of Frenchmen as a national catastrophe. Among the results of this events was a big wave of reforms with a general aim not only fi lling in the losses, but also constructing a fundament of real modernization in France in all spheres. So, France is in the central focus of attention, French point of view on the revival of its neighbor German Empire. A fresh reaction of a nation on the situation was the basic cause to take into consideration the fi rst decade after the war from the signing of the Frankfurt peace treaty on 10th of May, 1871, till the retirement of Marshall MacMahon in 1879, on 30th of January. This chronological period in the life of the Third Republic, called the Republic without the republicans, meant the gradual change of an ideology and political elite. The detailed observation of those events is an object of another book. Within this work they just introduce the main direction of a narration in the fi rst part of a book, which should provide the basic explanation to the most important problems, which characterized the Franco-German relations in 1870s. The fi rst 4 chapters give a wide characteristic of a postwar international policy direction of the both countries, point the basic priorities. This part of a book also emphasizes the German factor in the policy and diplomacy of the fi rst two presidents of the Third Republic in France Adolphe Thiers and MacMahon as well as the basic principles of the continuous chancellor of the German Empire Otto von Bismarck. Under the more scrupulous view is the culmination of the development of Franco-German relations during the fi rst decade after war the so called war scare of 1875. The second part of this work is devoted to the versatile analysis of several key problems, which constructed the basis of the Third Republic`s development, supported by the logic of the rivalry with the German Empire. Among such problems during the fi rst decade after the war, as well as for the other periods, can be pointed the reorganization of French army (Chapter 5), the aspect of German presence on the territory of France (Chapter 6), a phenomenon of the French revanchism (Chapter 7), and, at last, stereotypes of mutual perception by both French and German people of each other in the new conditions, a French view on the new German Empire (Chapter 8). Such an analysis was lead for the fi rst time within the limits of the historiography of Russia of the Franco-German relation in the last decades of the 19th century. The author aimed to avoid the traditional for Russian historiography focus on the confl icts between France and Germany in the given period. But it is absolutely clear, that the history of both countries could not be described as only the history of confl icts. The other aim was also to keep off the needles recapitulation of facts, which were examined in the previous works, especially the subject of Russian-French cooperation. Not limiting the Russia factor`s importance, there is a need in examination of the French-German relations as an independent factor. The examination of the fi rst decade since the Sedan catastrophe appears as the utterly serious question. Namely these years were the period of the formation of the political structure of the Third Republic, which will last for 70 years till the next attack from Germany the catastrophe of 1940. Namely during these years the German infl uence on the international and internal policy, cultural and public consciousness of France was especially serious. Germany was the ideal to be adored, to be competed with and to be longed for. Berlin understood the power of its position and did not hide its aspiration to show the direction of international evolution for France, which was comfortable for Germany, if the French people wanted to escape the new confrontation. The origin of the given and future confl icts between France and Germany took its source in the states of the Frankfurt peace treaty, which Bismarck surely understood. He considered, that the hostility of France after the war was inevitable, and this point of view shared many representatives of German intellectual and political elite. The constant tendency of French revanchism was immediately taken by German people as an axiom. The main principle of Bismarck`s policy after the war was very simple: the hostility of France obliges us to make her weak. He did not changed his point of view till the end of his chancellorship. So, the strong fi rm seemed the position of France, the more intensive was Bismarck`s confrontation against it. However, we could not state, that the Franco-German in 1870s were at the edge of breaking out in an opened war. In spite of all provocative demarches of Bismarck, the basic political priority of the German chancellor remained the realization of all states of the Frankfurt peace treaty. First of all, Bismarck was a great manipulator, who reached his goals with the help of diplomacy and provocative campaigns in press. Of course, when he faced the possibility of a new war with France, he was not worried. But he scarcely forgot an experience of the last war, when his power was partly grabbed by military generals and he lost control over some aspects of the internal policy. He clearly felt the balance, when the international threat could burst out in an opened confrontation. That is why he concentrated on fi xing the seized borders. In the spring of 1875 Bismarck started his favorite war of nerves. Its main goal was to slow the postwar military revival of France, to draw the attention of European elites to the French revanchism and to gain on this base some new guarantees of safety in addition to the Frankfurt peace treaty. Not occasionally Berlin rose a question concerning the updating of the French forces as a war preparations, and proposed to limit those actions. Taking into an account the fact, that Marshall Moltke noted, that German army could hardly hope to receive such a gift from European Powers, but if there followed just a moral condemnation in the form of advises to be more careful and patient it could become a big signifi cance in the international relations of the period. During all these years Bismarck constantly predicted that a new war between France and Germany seemed inevitable. Those predictions of the chancellor were a moral and public fundament to justify a discussion about the preventive intrusion. But this opinion zip directed in both ways to German people and to the European countries in order to fi nd a general decision of the salvation of Franco-German confl ict, which had all chances to become a start of a Europe's wide confl ict. One of alternatives could be proposed was the condemnation of the French strivings for returning the lost territories. But it was in spring of 1875, when Bismarck probably for the fi rst time did not cope with a situation and passed a carte-blanche to the Duc Decazes, the minister of foreign affairs of France, who made his best to turn the common Visit of Alexander II in a form of an intrusion in new Franco-German confl ict, and Bismarck faced the situation, when he was bringing humiliating apologizes. To turn the crisis in its turn, the French administration decided to undertake a deliberate exaggeration of an immediate threat of war in Europe. Fixing this fact, one can understand the justifi cation of the Quai d`Orsay`s policy. The Ministry just used the political situation, like Bismarck did, many times before. The Duc Decazes not only surpassed Bismarck in cooperation with European cabinets, but also turned against Bismarck his beloved weapon the press. At that the end of the war scare of 1875 didn't become a real bifurcation point in Franco-German relations. It did not actually produced dramatical changes, not in Bismarck political principles concerning France, nor in relations between both countries. An idea of an immediate war was widely spread in France, and in Germany as well, both governments took this threat into account while their dialogue started improve slowly. However, Bismarck was sincere enough in his search for a possible alternative to war with France. This position was fi rmly occupied by the German diplomacy after the crisis of 1875. On the other hand the same was with France, which unclear assurances to reach the compromise with Germany still were not offi cially confi rmed till the end of 1870s. Although France did not refused its thesis concerning unfairness of the states of the Frankfurt peace treaty, despite this fact had the strongest interest in rapprochement with its enemy. Right since the fi rst years after the war French government proposed some symbolic actions, which aim was to soften at a large scale the tension in relations with Germany. For example France took part in construction of monuments in honor of the war heroes, fi nancing the art devoted to the war period, and offi cially condemned attempts on lives of the German Elite. Anyway the main basis of French development was the idea of revanchism, which by the way should be considered at a wider scale, than it is represented in Russian (Soviet) historiography. French revanchism by itself is to a certain extent a powerful historical myth, which takes its sources in both World Wars of the 20th century and which draws Franco-German relations in the most dark colors. But the last decades of the 19th century including the fi rst decade after the Franco-Prussian war surely did not seem for the contemporaries as a period of the sacred hatred towards Germany. Especially clear this fact was for the French ruling elite, which mostly had mixed feelings about Germany: fear, but on the other hand a very strong wish to compete, feeling of respectfulness and even adoration, but not sympathy of course. The generation of 1870s was not ready to forget the results of the war this idea was accompanied by the interpretation of a German success as a natural phenomenon and thus the developmental lag of France in different spheres. That is why the revanchism for French people meant not only preparing before the just war, not only revival of a national prestige, but also competition with a German success, modernization, which was the fi rst and necessary precondition for a future military success. Both French political, culture and war elite, and common masses supposed the revanchism as a deal of future generations. For representatives of the French army Germany become through these years the most wanted and practically the one enemy, which was an orienteer for all war preparations after 1871. Those preparations take form of wide borrowings from the Prussian forces: from the introduction of a compulsory military service and army organizations according to 18 military districts, to regulations, which provided compensations for peasants for their territories, damaged through the military manoeuvres. But all offi cial discussions about the possibilities of bursting out a new war with Germany were a prohibited subject among the political and diplomatic elites. But on the other hand the French government constantly raise a problem of Alsace-Lorraine territories, supporting the hope to solve this problem by peace methods. Especially important fact in this situation was that all Great Powers, including Russia, were from the very beginning on the side of France in this question, emphasizing the correctness and rightness of French position. Observing the policy of the French politicians, it should be noted, that no one of them, despite the German provocations, didn`t considered the close perspective of a revanchist war seriously. More to say, relying on reports of a Russian ambassador in France, N. A. Orlov, forms an impression, that revanchism of A. Thiers was far more deeper, than that of the Marshall McMahon or of another main fi gures of the French international policy Duc de Broglie and DucDecazes. So, all these aspects tell, that during the fi rst decade after the war the French administration was not preparing any offensive war plans against Germany in order to get back Alsace-Lorraine. Even for A. Thiers the most important purpose to follow besides the execution of the states of the peace treaty and avoiding the internal revolutionary threat was a search of a new way of returning the former status of France in its internal affairs, which vividly showed the eager interest to contemporary events in Spain. A. Thiers and his successors actually understood the real French position in a possible future confrontation with Germany and also knew, that there was a strong need in allies. But before leading any negotiations with potential allies France was facing the problem of its forces revival, by the way fi xing the balance in the internal policy and recovering the confi dence, which was a very hard goal. That is why politicians of the Third Republic during the fi rst years after war absolutely excluded the method of provocations on the international arena, what was so characterizing of the previous period. An aspiration to penetrate in the plans of a neighbor, eager measures of the last to avoid any such actions in its turn, mainly constructed a fi rm fundament of Franco-German policies. After Franco-Prussian war changed the understanding of a problem of German presence on the French territory, which expressed itself in the actions of the French war and political reconnaissance and counter-intelligence. Work of the French special services in many respects remained imperfect, and a quality level of the received data was low. But without any doubts the information received from Germany by some private channels, rendered a great infl uence on decisions, undertaken by the French management. The Franco-German border and frontier areas of both states become arena of the hidden antagonism. Frequent change of offi ces, intrigues of monarchic fractions and political crisis didn't exclude steady continuity of a foreign policy and the policy of reorganization of armed forces of France. It could be mainly explained by the especial positions of the fi rst presidents of the Third Republic. Thiers and MacMahon made a considerable impact on country development, rather than it was prescribed for their successors by the Constitution of the 1875, which has fi xed a parliamentary republic in the country. A. Thiers controlled actually all thespheres of internal policy, he entirely defi ned the native foreign policy. Marshal MacMahon, having conceded at a big scale the initiative in political sphere of the nearest advisers, up to the end of 1877 supported a principle of formation of the government, which would enjoy confi dence of the president, instead of the National Аssembly. Both Thiers and MacMahon defi ned key aspects of military reorganization, leaving behind the fi gures of Ministers of War on the second plan. Splash of patriotic feelings of the Frenchmen, shown in various essences, became result of the war. Firstly prevailed what can be called a mournful patriotism, and examples of militant patriotism could be found only in scientifi c polemics, literature and on a theatrical stage. The starting point of the Revenge as a fi nal vengeance should become a reconsideration of war 1870-1871. Without any doubts heroization of France's defeats, appeals to a revenge in science, fi ction and arts already in 1870th years have put those bases, which subsequently this movement has got political expression on. The success of similar aggressive rhetoric within the French public, however, didn't mean determination of Frenchmen to be at war as soon as possible again. The fear concerning a new war prevailed in consciousness of Frenchmen, and Germans, although it didn't made them pacifi sts. Nevertheless, already in the fi rst post-war decade there were those in France, who called for Franco-German reconciliation, who searched for alternatives to war. However even this part of the French intellectual elite wasn't ready to recognize war results fair. With all its paradox, it meant that there were no alternatives to war actions indeed. It should be noted, fi rst and last, that the reaction of the French and German writers, scientists and publicists on fatal events of 1870-1871 differed with its variety and an extreme emotionality. Almost all of them had to endure serious reconsideration of the French status and the world surrounding it. War 1870-1871 did not practically left signifi cant changes in the public consciousness of Frenchmen concerning the national idea of superiority in intellectual sphere. But views on Germany changed a lot. The secret of its success, weaknesses and strengths of a new empire were fundamentally analyzed. Widely spread was a representation about incompleteness, dualities of the German empire, where Prussia was opposed to other Germany. Similar logic conceptions, taking into account all its artifi ciality, promoted softening of inevitable displays of Germanofobia in France. Both in France and in Germany has quickly rooted itself an idea, that information about the neighbor became since that time an essential guarantee of its safety and the very existence. Research was made on the basis of the analysis of materials of Archive of foreign policy of the Russian empire in Moscow, the Russian state archive of Navy in St.-Petersburg and archive of Department of the land forces of the Historical service of the Ministry of Defence of France in Paris. Among the sources was used also a wide spectrum of published documents, numerous sources of a personal origin (diaries, memoirs, correspondence), the press, publicism, fi ction and also works of art of the given period.
Die European Values Study (EVS) und die World Values Survey (WVS) sind zwei groß angelegte, länderübergreifende und längsschnittliche Umfrage-Forschungsprogramme. Sie umfassen eine große Anzahl von Fragen zu moralischen, religiösen, gesellschaftlichen, politischen, beruflichen und familiären Werten, die seit Anfang der achtziger Jahre repliziert wurden.
Beide Organisationen vereinbarten, ab 2017 bei der gemeinsamen Datenerhebung zusammenzuarbeiten. Der EVS war verantwortlich für die Planung und Durchführung von Umfragen in europäischen Ländern unter Verwendung des EVS-Fragebogens und der methodischen Richtlinien des EVS. Der WVSA war für die Planung und Durchführung von Umfragen in Ländern außerhalb Europas verantwortlich, wobei der WVS-Fragebogen und die methodischen Richtlinien des WVS verwendet wurden. Beide Organisationen entwickelten ihre Entwürfe für Master-Fragebögen unabhängig voneinander. Die gemeinsamen Items definieren den gemeinsamen Kern beider Fragebögen.
Der Gemeinsame EVS/WVS wird aus den beiden Quellendatensätzen des EVS und des WVS erstellt: - European Values Study 2017 Integrated Dataset (EVS 2017), ZA7500 Data file Version 5.0.0, doi:10.4232/1.13897 (https://doi.org/10.4232/1.13897). Haerpfer, C., Inglehart, R., Moreno,A., Welzel,C., Kizilova,K., Diez-Medrano J., M. Lagos, P. Norris, E. Ponarin & B. Puranen et al. (eds.). 2024. World Values Survey: Round Seven–Country-Pooled Datafile. Madrid, Spain & Vienna, Austria: JD Systems Institute & WVSA Secretariat. Version. 6.0.0, doi:10.14281/18241.24.
This edtion of the Middle East and North Africa (MENA) economic developments and prospects reports highlights the recent key economic developments as well as the forces underlying the region's economic outcomes. It analyzes the region's medium term growth prospects given global forecasts, and charts the region?s progress with implementing comprehensive structural reforms needed for longer-term growth. For the third year in a row, MENA enjoyed a spectacular year of growth, buoyed by record high growth rates among the region's oil exporters. As oil prices continued their upward climb, the MENA region grew by an average of 6.0 percent over 2005, up from 5.6 percent over 2004, and compared with average growth of only 3.5 percent over the late 1990s. On an annual basis, MENA's average economic growth over the last three years, at 6.2 percent per year, has been the highest three-year growth period for the region since the late 1970s. MENA's regional growth upturn has not been universally shared, however, and resource poor economies are increasingly feeling the adverse impact of higher oil prices. Growth patterns among oil producers, on the other hand, have been increasingly harmonized, reflecting a trend toward common development strategies. Over the medium term, general conditions for maintaining a solid pace for growth appear promising. The oil shock MENA is experiencing has had important financial spillovers. Over the last few years, MENA has seen an upsurge in financial activity, as abundant liquidity has fed a rapid rise in credit growth, surging stock markets, and a booming real estate sector. A troubling aspect about MENA's financial markets is the seeming disconnect between the financial sector and the real private economy, despite the appearance of a relatively deep financial sector by macroeconomic indicators. Along with across the board policy reform, MENA economies continue to look to selective industrial policies designed to enhance specific sector competitiveness and growth to complement more broad-based structural reform. Although the views on industrial policy are changing, and a variety of economic justifications can be made for their use, MENA's own unsuccessful history with industrial policies (and the difficulty in transitioning out of them) should serve as a cautious reminder that the most effective policies for promoting growth rely on strategies to create a neutral and internationally competitive business environment.