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The Mercury November. 1893 ADVERTISEMENTS. IReabing IRailroab The "Royal "Route" To thS StUd^ts oF New and Direct Line To and From QETTT5BURQ. Fast, Frequent and Superbly Equipped Train Service Between NEW YORK, PHILADELPHIA, Allentown, Pottsville, Williamsport, Reading, Harrisburg and Interior Pennsylvania Points, with through connections to and from all parts of the Middle States, New England and the West. Visitors to America's Greatest Battlefield can obtain through tickets and baggage checks, via this new and most picturesque route, at all principal stations and ticket offices throughout the country. I. A. SWEIGARD, C. G. HANCOCK, General Manager. Gen. Pass. Agt. Barber Sfy°P> CHARLES C. SEFTON, PROPRIETOR. BALTIMORE STREET. THE PLACE FOR STUDENTS TO GO. ONLY FIRST-CLASS WORK yHU$rc af]d ^ffc Qoris^Vatopy. Chartered 1850, offers Classic, Normal, Music and Art courses for Diploma and Degrees ; comprises three large brick buildings, situated on a beautiful eminence, a lovely campus, library, apparatus, hot and cold mountain water, steam heat, gas light, electric bells, a suite of rooms nicely furnished for every two or three students, music lessons on Pipe Organ, Reed Organ, Piano, Violin, Guitar, Mandolin, Banjo, and Cornet. Lessons in Drawing, Crayoning, Pastel, China and Oil Painting. German and French languages taught and spoken. Special attention paid to Elocution and Voice Culture. Normal course with Diploma for teaching. Strict attention given to Physical, Social, and Religious culture. Kee Mar College is located in a most attractive, refined, and healthful city of 14,000 people. SEND FOR CATALOGUE AND JOURNAL TO Rev. C. L. KEEDY, A. M., M. D.F President, Hagerstown, Mdr QANDERS & OTAYMAN Beg to call attention to their splendid exhibit of the leading makes of Pianos and Organs Including the famous ESTEY ORGAN, WEBER, DECKER BROS., ESTEY, FISCHER, AND IVERS AND POND PIANOS. Also a full line of Sheet Music, Music Books, and Musical Instruments of all kinds, including Violins, Mandolins, Banjos, Guitars, Cornets, Autoharps, &c. SANDERS &. STAYMAN, 13 NORTH CHARLES ST., BALTIMORE, MD. 934 F STREET, N. W., WASHINGTON, D. C. Music Sent " On Selection." Catalogues Free. We are Sole Agents for the Wonderful "AEOLIAN," an Orchestra in Your Own Parlor, With You as Musical Director. Spalding's Livery Stable, STRATTON ST., GETTYSBURG, PA. Branch Office, E. S. Faber's Cigar Store. Hacks, Carriages, Wagonettes, Double Teams, Riding Horses, Large Wagons Capable of Holding Sixty Persons at a Time. COMPETENT GUIDES FOR THE BATTLEFIELD. CHAS. J. SPALDING, Proprietor. -#|i ll1llllllltllllll1llll"lllll'lll)llll'illHIIIIIIIIIUIIIIIH-ll'IIIIMHIIIIIIIIIIIIIIIIl;lll||||llll ((Sp- Gettysburg Carriage Works, CHAS. J. SPALDING, Proprietor. WEST MIDDLE STREET. BUILDER OF oattep§ * and ^ferp's ^upmii>hep§, TRUNKS, LEATHER GOODS, AND VALISES, 12 W. MARKET ST., YORK, PA. Special Attention to Mail Orders. H. S. Benner, Choice Family Groceries, Chambcrsburg St., Gettysburg, Pa. Coffees, Teas, Flour, Fish, and Canned Goods. Queensware, Glassware, Etc. PITZBH HOUSE. A temperance house. Pleasant and home-like. Teams and Guides to all points of interest on the battle-field. REASONABLE RATES. 127 ChambersboFg St., Gettysburg, Pa. JOHN E. PITZER. MEMBER POST 9, G. A. R. J. W. EIGHOLTZ & GO., DEALERS IN PIANOS, Or^GR^S, IWUSIC, MUSICAL* IJSlSTftTjJVIEjMTS, ST^IfiGS, Ete. 12 BALTIMORE ST., GETTYSBURG, PA. SAMUEL* FABE$, -&pine Cigars ^ Smokers' Mieles-^ CHAMBERSBURG ST., GETTYSBURG. J. H. MYERS, Fashionable Tailor, Clothier* — AND— You alcuays find the Iiatest Styles for Gents' LCJardrobes. No. 11 BALTIMORE STREET, GETTYSBURG, PA. ADVERTISEMENTS. in College prises ©octets Baboes Bbtf3e nDebals Stationery The most successful designers of College and University Badges in the Country Estimates Designs on Applieation BAILEY BANKS BIDDLE Chestnut and Twelfth Streets Philadelphia, "Pa. Mary had a Little Lamb, (Stamp jour Memory.) It's wool was all the go— We make it up in BUSINESS SUITS for S1 5.00 you know. These Custom-Made Suits are popular throughout America— because they represent the very Quintessence of Nobby Oresi, and are essential to every business man who cares one lota for economy and APPEAR-ANCE. Send us 6 cents in stamps, stating kind of gar-ment or suit desired, and we will forward you SAMPLES of Cheviots, Cassimeres, etc., Self-measurement rules and fashion plate. YOU DO THIS and we do the rest. Balti more cheapest market. KEELER the largest custorc producer. Full Dress Suits, ■ $25.00 Up. Trousers, . $4.00 Uf. Frock Suits, - • $18.00 Up Overcoats, ■ • ■ $18.00 Up. JOnN M. KEELER, S N. Calvert St. Baltimore, Hd, "Suffer no longer the extortions of local tailors Correspondence Solicited With Responsible Parties Desiring to Act as Agents. OEM'S AGME HALL (JMIEE IUfflEItt, ^ ruitrmtm 5 and 7 W. Baltimore Street, Annex 6 and 8 S. Charles St., BALTIMORE, MD. NEW SPRING STYLES Of Suits and Overcoats now ready at 20 to 30 per cent, under com-petitors' prices. Write for Samples and Price List. WILLIAM SMALL, DIM DQOR nniER AND Doon DUIDEH 6 WEST MARKET STREET, YORK, PENNA. w. s. SCHRODER, DEALER IN Hats and CaPs? Boots and ShogS? No. 6 Balto Street, Gettysburg. ADVERTISEMENTS. p. D. SCHRIVER, Draper, • • Importer, • • fl^D JVterehant Tailor, 23 Baltimore Street, GETTYSBURG, PA. The College Mercury. Vol. I. Gettysburg, Pa., November, 1893. No. 7. THE COLLEGE MERCURY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. EBITO-RIAL. STAFF. Editor: JULIUS F. SEEBACH, '94. Associate Editors ; FREDH. BLOOMHARDT,'94. FRANK E. FICKINGER, '94. HENRY E. CLARE, 95. WALDO D. MAYNARD, '95. PAUL \V. KOLLER, '94. ROSCOE C. WRIGHT, '95. WJLMEK A. HARTMAN, '95. Alumni Association Editor : D. FRANK GARLAND, Baltimore, Md. Business Manager : BENJAMIN R. LANTZ, '94. Assistant Business Manager : CHARLES F. KLOSS, '94. rr f One volume (ten months), . . . . $1.00 lERMS:i Single copies, 15 Payable in Advance. All Students are requested to hand us matter for publication. The Alumni and ex-members of the College will favor us by send-ing information concerning their whereabouts, or any items they may think would be interesting for publication. All subscriptions and business matters should be addressed to the Husiness Manager. Matter intended for publication should be addressed to the Editor. Address, THE COLLEGE MERCURY, Gettysburg, Pa. CO/N TENTS. EDITORIALS, . 107 THE MOST PRECIOUS THING IN THE WORLD, . . . log COLLEGE LOCALS, no ALUMNI, 114 FRATERNITY NOTES, . 116 ATHLETICS, 117 TOWN AND SEMINARY, 120 LITERARY SOCIETIES, .,,,.,.,.,,. 12.1 ]\I EVER in the history of the institution has * there been as much enthusiasm displayed in athletics as this year. From the very be-ginning the interest has never once flagged, and each struggle of our foot-ball team with its rivals has but strengthened the feeling. But, notwithstanding this encouraging feature, there have been serious drawbacks to the highest development of athletics, especially this season, and the blame lies on the students in general. First in order stands the lack of an athletic field. We have been expecting material aid from some of the patrons of the college, and rightly; but there is no need of looking for the consummation of our wishes until we apply ourselves actively and individually to the task. Such an effort was to be made last year, and all the members of the Athletic Association were asked to canvass, but the plan fell through. Whose fault was it ? Next in order stands the throat enthusi-asm of many that makes them utterly oblivious of the fact that they have pocket-books. This was noticeable at the home game with F. and M. If there is one thing sure, it is that foot-ball cannot be carried on by faith and noise. Money is needed, especially the money of those who forget to pay. Self-respect, if not love for their college, should prevent such action on the part of those to whom this applies. The third hindrance is the lack of system in the business methods of the Associa-tion and the committees in charge of the finances. This is not a fault peculiar to our-selves or to athletics alone. To judge from the various comments of exchanges, it is general, but what we want is a remedy here. It is folly to expect the interest of athletics to ioS THE COLLEGE MERCURY. move on smoothly without careful planning, attention to details, and observance of the time set aside for the business meetings of the Association. Let there be more interest taken in these things. Personal, individual responsi-bility has been the lack so far—let it be so no more. THERE has been much said at different times to the effect that the future success of our college depended on better equipment and a more diversified course of study. It is true that, in these times of progress, the col-lege with the greatest number of courses, the most complete departments, and the largest corps of instructors forges ahead of her rivals in a material sense, but such advancement does not always measure the success of an in-stitution. While all these things are necessary, and must be kept up to the highest notch of efficiency, there is another, still more neces-sary, that touches the student-body more nearly. The equipment may be never so per-fect, but, if there is lack of earnest application on the part of the students, its full efficiency is lost. What is needed then is a greater sense of obligation, for present opportunity is very present duty, and duty neglected is a debt un-paid, an account dishonored. It speaks ill for the morality of the young man whose parents keep him at college, laboring under the fond delusion that he will be an honor to them, to find him scattering their money and hopes like so much sand. That young man is common enough, but he is a credit to no one and a bane' to his college. The fewer there are of such creatures within college walls the better, and the more we strive to prevent the increase of such an clement here the brighter will grow the fame of our Alma Mater. It is worth the effort, for in its wake will follow the full regard of our superiors, with that will come sclf-respect, and after these will come, as a neces-sary consequence, that much to be desired state af affairs — student self-government! j Can we not push the venture to a glorious end ? if * p\0 we not want a well-organized Press Association here ? It would add greatly to the name of our Alma Mater, and help us to bring her more prominently before the public. There were the beginnings of one last year, and its work was very encouraging, but the time has come for thorough and permanent organization. By it the various influential dailies and weeklies can be brought to publish accurate news of our doings, and thus many misconceptions be removed from the public mind. It is well known how our news is ac-credited to other colleges of almost similar name. Let a number of the students organize themselves, correspond with the city and their \ county papers, and thus rouse an interest in their own college in all parts of the State that will never die, but keep on increasing. Who- ; ever will take the initiative will surely succeed and his shadow will never grow less. * * * IN a late issue of The Wittcnberger appeared I the following resolutions passed by the Faculty, together with an expression of the appreciation of the students under its training: Resolved, That, during this college year, examinations be dispensed with, with the proviso that any student who fails , to reach a grade of 80 per cent, will be required to take ex-aminations ; andprovidedfurther, That absences which arc I not made up, and failures to recite, shall seriously detract from the term grade. Resolved, That this action shall not interfere with the right of a professor to give any class a test at any time. The editors of THE MERCURY feel sure that they voice the sentiments of the students in asking the Faculty to consider this action with I a view to adopting something similar. Vari-ous plans of this kind have been tried at many of our larger institutions with great success, and, if there is any good thing in the educa-tional line, we do not want to fail to lay hands on it and " hold fast." Under the present sys-tem, with a large class of the students, little THE COLLEGE MERCURY. 109 study is done until the close of the term. The other system will offer an incentive. May we not expect some definite action ? THE MOST PRECIOUS THING IN THE WORLD. '""TIME," Webster says, " is a particular part of duration, whether past, present, or future." This is manifestly true ; but what is the significance of " duration " here ? Turning the leaves of the dictionary we find this : " Duration ; continuance in time." Now we are back to our starting point, and have de-scribed a circle, the emblem of eternity. Evi-dently, even Webster found it a hard task to define time. We all know what it means, but have difficulty in expressing ourselves. This subtle thing that so resists all definition has a peculiar property of increasing in worth as it is used wisely; time, improved, so en-riches the possessor that all succeeding time will bring him more for its exchange. It is equally true, that time, misused, is continually falling in value, until, at last, it is exchanged at a rate much below par. Time is commonly divided into past, present, and future; but the mystic line that separates one from the other is hard to determine. Even while we say, " This is the present," it joins the past and the future takes its place. Noise-lessly, often without observation, the great j changes are made. " Still on it creeps, each | little moment at another's heels." Sometimes it passes with the speed of electricity; again, . every moment seems burdened with a weight of lead. Not only our conditions, but our characters affect the passage of time. " Time-travels in divers paces with divers persons." The past is constantly growing, and increas-ing in value. We can learn lessons from its mistakes and trials, its successes and joys. 1 But we must bear in mind that it is gone for-ever and past all recall; therefore, let it bury its dead. The future, though indefinite and intangible, ' has a special charm. It is so delightful to dream of what may come to pass in that far, sweet sometime. But day dreams, though be-witching, do not count for much in this matter-of- fact world; and, for every-day practice, " The Future is to be made, and the Present is the time to make it." We are selfish creatures, and use everything for the gain we imagine it secures. If pos-sible, we mean to gain something every day. The intention may be almost unsuspected in ourselves, but it is there, nevertheless. We constantly have a choice of many things in exchange for our time, and we take what we consider the most valuable. This is not say-ing that we always choose the best. Often our judgment is at fault; sometimes we are perverse and look no farther than present • good. This idea of choosing the best is im-portant. We cannot have all things; there-fore, we do well, if we think carefully, and then take only the best and greatest. At times we are so placed that there is little choice. Only one way is open, and we are obliged to do our unpleasant tasks, day after day. The only choice then is between fretting for what is withheld out of God's wise care for us, and patient doing whatever He gives. The drudgery that duty requires, when cheerfully done, has its own reward in the way of a special blessing. Time is used, misused, and not used. One who does not use his time is like a miser, keeping his gold hidden in a chest, and not allowing a starving beggar even a peep at its yellow brightness. He who misuses his time may be compared to a spendthrift, thinking only of the present, and regardless of the morrow. But the one who uses time is like an economical man, who buys only what he really wants, and always remembers that " A penny saved is two-pence earned." Some people, while meaning to use their time well, manage to waste a great deal of it. There is such a thing as economy of time, and it is just as important as Political Econ- no THE COLLEGE MERCURY. Dili}-. It is a sad thing to waste time, for it never, never comes back again. Surely, time is the most precious as well as the most slippery thing in the world. It is valuable, for everything that any one ever has is received in exchange for time. It is " legal tender " for knowledge, pleasure, money; for crimes, heart-aches, and tears. Some set a higher price on it than others; we know this by the different methods people have of spend-ing their days. Unlike many precious things, it is not amount, but use, that makes us rich in this treasure. " Part with it as with money, sparing; pay- No moment, lint in purchase of its worth; And what it's worth, ask death-beds; they can tell." The fact that different ones place different values upon their time is illustrated every-where, but perhaps most forcibly among a body of students. The four years of a college course are a blessing that few possess. Some of the favored few treat it in a way that at last can bring nothing but regret; some carelessly, just letting the days drift on, and some, wisely, as a sacred opportunity. There are the stud-ents who go to college because they are sent, and who are sent because something must be done with them. Perhaps they remain four years and then go home, with what? Has there been gain in knowledge? Has there been development, physical, mental, or moral ? Has some weaker brother been helped to re-sist temptation ? No. It would be better for all the rest of the students if that one had never come to them. Then there are students who study when they feel like it; who go to recitation unprepared, or worse still, prepared in a way that gives no benefit, if that suits them better; who please themselves and do not worry over anything, not even duty. Others go to the opposite extreme and study continually, forgetting that college life offers lessons which are not in books and can be learned only by personal contact with their fellows. But there are a few who are awake to ah opportunities. They not only study with their might, but take an inter-est in athletics, the work of the literary socie-ties, and, above all, each other. There is no telling what ideas revolve in your neighbor's brain until you interest yourself in him; then you may be surprised to find that he needs just you, with your help and sympathy. It is not best to work always. No one can work all the time, but some mistaken people are foolish enough to try. There is a vast difference between wasting time and playing. One of the best uses to which time can be put is to simply and heartily have a " good time," and it is not well to make the " good times " so few that we forget how to enjoy them. Every one who is living has time. It is a precious possession, and is given to us for a purpose. What is this purpose? Can it be that because of wrong doings in a former ex-istence we are given a chance for improvement here? Are these days of grace? Or is it because we have tried- to do our poor little best somewhere else that we are given this happy world in which to do better and to help others on ? Ah! there is the secret; if we only help some one else, though it be but a little, our time is well spent. God only knows why time is given to us; sometime we may learn. " Look not mournfully into the Past, it comes not back again ; wisely improve the Present, it is thine; go forth to meet the shadowy Future without fear and with a manly heart." E. M. L, '96. COLLEGE LOCALS. FRED H. BLOOMHARDT and WILMER A. HARTMAN, Editors. THE month of October usually brings with it some occasion which lingers long in the memory of the Gettysburg student. A few years ago, Comte de Paris and the sur-viving generals of the battle held a reception in Brua Chapel. Last year the " Corn Ex-change Regiment " visited the college in a body. None the less enjoyable was the re-ception tendered to the Columbia Club, of THE COLLEGE MERCURY. 111 Philadelphia, in Philo. Hall, October 7th. As the distinguished party reached the " Tiber," the campus became aglow with fire-works, while the welcome of the boys, ex-pressed by their " yells," nearly drowned the music of the Grand Army Band. Mr. Harry Olewine, '97, of Hazelton, opened the programme with a piano solo. President McKnight, in a very pleasant address, spoke the words of welcome. Mr. C. O. Shaar, '96, of Steelton, then sang a solo, after which Mr. W. H. Sellheim, '94, of Philadelphia, for the students, presented to Mrs. John Wiseman, who donated the splendid Howard clock in the tower of Recitation Hall, a large basket of roses. Mr. R. O. Moon, of the Philadelphia Bar, responded in fitting terms to the compli-ment. Other speeches were made by Corporal J. L. Smith, Director of Public Safety A. M. Beitler, Councilman Franklin M. Harris, John E. Hanifen, Dr. Lehman, and David Watts. Director Beitler was presented with a paste-board revolver with which to arm his police-men, and Corporal Sm'th with one of "Wood-ward's " famous inkstands, to be used when he writes a new volume of the history of the " Corn Exchange Regiment." Frequent inquiries have led the editors to seek information concerning the probability of securing electric lights in college. An arc light will soon dispel the darkness on the campus, but none will be placed in the build-ings and rooms, much to the disappointment of the student body, which, if allowed to de-cide it, would, we believe, to a man declare for electric lighting. The extra expense would be borne cheerfully, for then there would be no more worry and trouble with lamps. Rumor also says that a portion of the beau-tiful new power-house will be devoted to the use of the college for a course in electricity, but nothing authentic can be obtained about it. The lecture course committee of the Y. M. C. A. has been extremely fortunate in securing the " Ollie Torbett Concert Co." for October 31st. This company, it will be remembered, gave a concert here last December. In addi-tion to the Swedish Sextette, the company consists of Miss Ollie Torbett, the violinist, and Mr. Moquist, the pianist. The programme, we understand, will be given entirely in Eng-lish, or nearly so, if desired. The popular prices, 50 and 35 cents, will be charged. Every person who can do so should embrace this opportunity of hearing one of the most famous concert companies be-fore the American public to-day. We trust that they will be greeted with even a larger audience than last year. The final selection of members for the Glee Club was made on Thursday, October 19th. They have all been assigned to their respective places, and regular practice is the rule they have promised to observe. The following is the list as it stands: First Tenors. W. H. NICHOLAS, J. C. NICHOLAS, C. G. BIKLK, N. S. HEINDEL, I-'. E. FlCKINGER, W. B. DUTTF.RA, M. J. KLINE, ~\. C. BOWERS, J. W. OTT, C. J. STEI'HENSON. Second Tenors. C. NICHOLAS, W. O. IUACII. First Bass. W. A. KUMP, A. C. CARTY. Second Bass. H. R. SMITH, D. E. RUE, E. GAIil I . W. H. Nicholas has been elected leader of the Glee Club. Already the members have made great strides forward under his efficient leadership, and we are1 assured that this year's work will surpass last year's in many ways. We may congratulate ourselves on this bright outlook. Another addition has been made to the Guitar Club in the person of Stable, '97. All of the clubs are now filled. The opening concert of the season will be given November 24th, in Brua Chapel. By a notice on the bulletin-board we learn that the Prohibitionists of College are to have a preliminary oratorical contest preparatory to a grand final with the choice speakers of the various colleges of the State. Let all take part, and may the best one be chosen to rep-resent our own " Gettysburg." The Literary Society of the Preparatory Department has taken measures to establish a reading-room and library in the near future. This is a step in the right direction, and one that cannot be commended too highly. On Thursday evening, October 5th, Rev. W. E. Main, Teacher of Elocution, of Hagers- ti2 THE COLLEGE MERCURY. town, gave a free lecture on " The Chained Giant, How to Release Him." There was a fair-sized audience in Brua Chapel, which listened attentively to the many excellent points brought out by the speaker. Mr. Main desires to form a class in college, which should be largely attended. We are pleased to see the boys' old friend and janitor, Mr. Gwinn, again on the campus, after a severe attack "of malarial fever. Mr. Harlan E. Glazier, of Dryden, N. Y., formerly of Union College, is the latest acquisition to the Sophomore Class. Dr. Bikle attended the sessions of the Maryland Synod, at Baltimore, a short time ago. Miss Anna C. Karcher, of Germantown, and Miss Mary H. Cruwys, of Bryn Mawr, will be guests at the home of Dr. and Mrs. H. B. Nixon for several.months. Our campus is a favored spot. Dr. Breidenbaugh and Rev. L. S. Black-were enthusiastic spectators of the Dickinson- Gettysburg foot-ball game, while attending Synod at Carlisle. Dr. Day, of Africa, conducted Chapel exer-cises, Monday, October 9th. After these exercises an opportunity was given for asking questions concerning his work, which was fully used by the students. Mr. B. R. Lantz, '94, spent the week October 9th-16th at his home in Hagerstown, Md. He saw everything at the " great and only fair," and insists that the "Columbian Exposition of 1893 " is not in it with Hagers-town. " Matt " Kemp, the erudite manager of the observatory, wishes to announce to " all whom it may concern " that he receives visitors on Thursday night only. At a recent meeting the Class of '95 elected the following officers: President, W. A. Hart-man;' Vice-President, E. H. Wert; Secretary, J. E. Byers ; Treasurer, W. E. Apple, and Historian, F. M. Keffer. Prof. B.—" What is the meaning- of ' spor-tula'?" ' K., '95—" I think it means a picnic." " Socio" (translating "fuhr bergari wie bergufiter)—" And they rode the hill up and they rode the hill down." S., '94 (disgusted with Hardy)—" He ought to have his head rubbed before he tries to write solid analytics. Perhaps he would make it a little pla(i)ner." Prep, (translating Vergil)—" Three times—I tried to—cast—my arms about—her neck— that is as far as I got, Professor." Prof. K.—" I think that was far enough." " Sweitzer's " new instrument for measuring the moisture in the air is the " chronometer." His time in playing on his mandolin is also run by this same instrument. Dr. N. must have taken a course in poetry at Johns Hopkins besides his Ph.D. This is his latest: "And this is the force which we'll talk about later, Which piles up the water about the equator." Prof. H. to Mr. G., '94—" Mr. G.,What is a ' One-Price Store'?" Mr. G.—"A Jew store." Mr. W., '95, was engaged the other day in hunting the precipitate among the bottles. Mr. E., '95, on the evening of the reception to the Columbia Club, asked " Where that derfiVati.on was from ?" One of the " co-eds " of '97 inquired the other evening, as she went down the carnpus, "Why they never light the lamp-post any more?" We wonder who would be able to tell her? Dr. M., to a bright Junior—" With what did you acidify that ?." Junior—" ' Hydraulic ' acid." A chest of rice was received on Baltimore Hill, Friday evening, October 6th. Particulars will be given to any one calling at 17 Middle. M.*S. Q. K., '94 (imparting knowledge to a coming orator) —" In using monosyllables, you must always accent them on the first syllable." A Senior, who is quite a prodigy in natural philosophy, announces the startling informa-tion that a " horse power " is the " power of a horse." THE COLLEGE MERCURY. i r Who was the man that put a nickel in the collection-basket and took out four pennies ? Mr. N., '94, in sanitary science—" Boiling kills the life out of these here bacteria." We clip the following from the Harrisburg Telegraph: "John Hofferand , both of Harrisburg, have been taken to the State Lunatic Hospital here." Anxious student—"Shall we have Greek j to-day?" " No ; Dr. Baugher has gone away to attend j his funeral." The reading public is informed by F., '95, that the Bigloiv Papers are written in " verse and poetry." S., '94, to K., '94—" Say, Matt, where's the transom instrument ?" Pres. "Plainfield" (in society)—"We will now have a piece of music consisting of the Misses Keith and Overdear." S., '96, wants to know if the Old Testament is the only Hebrew that is extinct. Dr. H. (in Biblical)—" Who was Samuel's mother ?" R., '96—" I don't know ; but Eli was his father, and his mother used to take him a little coat eveiy year." L., '98—" If ever I join a fraternity, it will be that one with the blue and orange flag for a badge. It seems to be the biggest one around here." Y. M. C. A. NOTES. Our Y. M. C. A. continues in its usual un-obtrusive manner to keep before the minds of the students the importance and pleasure of being in the service of the Master. The topics discussed at each meeting are purely Scriptural ones, which elicit remarks from numbers of young men present, and the prayerful discus-sion of which cannot be otherwise than helpful in spiritual growth. There are now in the hands of the students, copies of the annual letter from Rev. John Aberly, the " Students' Missionary to India." The desire is there earnestly expressed that the Students' Missionary be supported en-tirely by the students, which can be done only " by co-operation and systematic, regular giving." All students will be given an oppor-tunity to aid in this most laudable undertak-ing, and it is hoped that our standard in mis-sionary work, heretofore somewhat low, may be considerably raised during the coming year. The Bible classes which have been organized meet regularly each week, and it is believed much profitable work is being done in this way. There is still ample material for addi-tional classes. At a recent business meeting three delegates were elected to represent the Y. M. C. A. at the State convention soon to be held at Wilkes- Barre. The sum of $25 was subscribed for State work. Good music is now, as ever, a prominent feature in our Y. M. C. A. devotional meet-ings. Let all students attend and help to make it better. It is a matter of comment that the new stu-dents have not been systematically canvassed to obtain their applications for membership. This is unfortunate, especially at the begin-ning of the school year, and it is hoped that the committee will soon begin and complete a thorough canvass of the building. GENERAL COLLEGE NEWS. On September 1st the thirty-fifth anniver-sary of the founding of Missionary Institute, Selin's Grove, was celebrated with appropriate exercises. The faculties of the various colleges of the land seem determined to do away with " haz-ing" altogether. Nearly every daily paper contains an account of some expulsion or dis-missal. At Princeton, three students were dis-missed and cannot enter any other college, three expelled permanently, two until January 1st, and two until March 1st, for hazing a Freshman. Professor Josiah Jackson, who has taught higher mathematics in State College for 15 years, died suddenly, October 10th, at Chester, while on a leave of absence. The college journal is an opening to the field of practical journalism, and yet there seems to be an inherent disposition on the part of most of our students to M4 THE COLLEGE MERCURY. neglect the college journal, never con-tributing anything unless almost compelled to. Such should not be the case. Students who have a college paper to support ought to take enough interest in it at least to keep it alive without being continually asked and coaxed to contribute. By mutual consent all old stale articles should be debarred from a college journal; there is certainly enough [ originality in most schools to furnish four or five literary articles a month. Fellow-students, please take notice and prepare something now, that you may be ready to answer " yes " when the hustler comes around.—The Midland. In a college in Western Pennsylvania it is customary for the Junior Class to furnish music for the Senior address. On a recent occasion as the Senior Class was marching to the plat-form headed by the President of the college, the Juniors began, " See that mighty host ad-vancing, Satan leading on."—Ex. Of President Cleveland's cabinet officers, Gresham graduated at Bloomington Univer-sity; Lamont'and Morgan, Union; Smith, Union, Ga.; Olney, Brown; Herbert, Univer-sity of Virginia; Bissell, Yale; Carlisle re-ceived a common school education.— The Occi-dent. Last year the United States spent $155,- 000,000 for education, while great Britain spent S}5,000,000, and France only $25,000,000.— Ex. HORSE POWER. 'Tis strange, to say the least, In this advancing hour, The grinding mill of college Is still run by horse power.—Brunonian. Two Chinese women have taken the exami-nation for admission to the medical depart-ment of the University of Michigan.—The (Occident. Freshman year—" Comedy of Errors." Sophomore year'—" Much Ado About Nothing." Junior year—"As You Like It." Senior year—"All's Well that Ends Well." —Ex. Nearly half of the men who have graduated at Monmouth College have selected their j wives from the girls who were with them in > college.—The Occident. ALUMNI. FRANK E. FICKINGER, Editor. '39. The children of Loysville Orphan Home are gathering funds for the purpose of erecting a monument to the founder of the Home—Rev. Father Willard. They have al-ready contributed $10 themselves, and will be very grateful for every assistance ren-dered them. Address Charles A. Widle, Superintendent, Tressler Home, Loysville, Perry County, Pa. '41. Rev. Dr. E. Miller has resigned the Lutheran pastorate at Shrewsbury, Pa., to take effect April 1st, 1894. '41. Rev. Dr. M. J. Allcman recently dedi-cated a neat little church near Roundtown, York County, Pa., which he is serving as pas-tor pro tern. The church is in a live Lutheran community, and ouglit to flourish. '53. Rev. P. Bergstresser, D. D., is now to be addressed at Rockwood, Pa., where he located a few days since. '55. Dr. Huber will preach on next Sunday at the dedication of Messiah Lutheran Church, Philadelphia, Pa., of which he was formerly the pastor, and of which Rev. M. H. Valen-tine, '82, is now the pastor. Dr. Valentine, '50, and Prof. Charles H. Huber, '92, will also take part in the ceremonies of the week. '57. Dr. H. L. Baugher assisted, on the 22cl ult, in the dedication of the new Lutheran Church of the West Fairview charge, near Harrisburg, Pa., of which Rev. Nicholas is pastor. '57. Rev. J. A. Earnest, D. D., of Mifflin-burg, Pa., was elected president of the Central Pennsylvania Synod, at its recent session at Bellefonte, Pa. '60. Rev. George U. Wenner, D. D., of Christ Lutheran Church, New York city, celebrated the silver jubilee of his ordination and the twenty-fifth anniversary of his pas-torate on October 22d. A reception was tendered him by his congregation on the fol-lowing Monday evening. '63. Rev. Dr. Wolf delivered the address at the laying of the corner-stone of the St. James THE COLLEGE MERCURY. ii5 Lutheran Chapel at Frederick, Md., on Sunday afternoon. '67. The Lutheran Board of Publication have extended a call to Rev. Charles S. Albert, 1). D., pastor of St. Mark's Lutheran Church, of Baltimore, to become Literary Editor. Dr. Albert has accepted the position and resigned his present field, to take effect January 1st. '69. At Penbrooky a few miles northeast of Harrisburg, Pa., a new congregation has been organized by Rev. W. L. Heisler. A lot has been secured on which it is proposed to erect a $5,000 brick church. It will only be a matter of a few years when Penbrook will be part of Harrisburg. '70. Rev. J. M. Reimensnyder and family, of Milton, Pa., are greatly bereaved by the I death of their daughter, Miss Anna C, who was taken from them recently. Dr. Baugher officiated at the funeral ceremonies. '72. Rev. John Brubaker, while his wife has been lying- ill in Gettysburg, has been serving the Mt. Joy congregation near town. '72. Rev. J. H. Leeser presented strong petitions to the West Penna. Synod for restor-ation to the ministry, from which he has been deposed, but Sjmod refused to reinstate him. '74. The Rev. C. M. Stock, pastor of St. Mark's Lutheran Church, of Hanover, was recently surprised by a gift from his congrega-tion of a purse containing money to defray expenses to the World's Fair. '74. Rev. J. A. Wirt, of Hughesville, Pa., has enlarged his lecture-room and dedicated the same on October 22d. Dr. E. J. Wolf, of the Seminary, took part in the dedication cere-monies. '75. Rev. M. L. Beard, for the last six years paster of the Boonsboro' charge, Md., has been elected pastor of the Middletown charge in the same State as successor to Rev. P. Bergstresser, D. D. '75. Rev. J. Milton Snyder has resigned as pastor of the Funkstown (Md.) charge, resig-nation taking effect October 1st, 1893. '75. The First Lutheran congregation, of Altoona, Pa., of which Rev. E. D. Weigle is pastor, has been offered $45,000 for their pres-ent church property. They own a lot on another street, and will probably build a new church next summer. 'jy. Mr. Benjamin K. Miller, Jr., Esq., of Milwaukee, Wis., has declined the offer of the professorship of English ' and American law in the Imperial Japanese University at Tokio. 'JJ. Rev. C. S. Trump barely escaped being elected President of the Maryland Synod of the Lutheran Church, recently in session in Baltimore. 'jy. Rev. J. J. Young, D. D., pastor of St. John's Lutheran Church, New York city, has entered upon his duties there and was installed on Sunday, October 22d. Receptions were held on Monday and Tuesday evenings following. '']']. Rev. H. B. Wile, of Carlisle, is now, and has been for quite a while, preaching to the Indians of the Indian Training School every Sunday afternoon. 'So. Rev. J. A. Metzger, of Hanover, was elected Secretary of the West Penna. Synod, which convened a short time ago in Carlisle. '82. Rev. H. H. Weber, General Secretary of the Church Extension Board, took ill at the meeting of the Central Pennsylvania Synod at Bellefonte, Pa. '84. M. D. Detweiler, Esq., of Harrisburg, Pa., was complimented by the Grand Jury of the September Quarter Sessions as follows : " District-Attorney Detweiler by his skill and ability, energy and perseverance in bringing criminals to the bar of justice for prompt trial, his untiring industry in the methodical ar-rangements and management of the multitude of cases that are pressed upon the attention of the court and grand jury, by which time and expense are economized, has gained for him-self, not only our thanks but the gratitude of the public." '85. Rev. H. M. Heilman has taken charge of a new Lutheran Mission in Altoona, Pa. '86. Rev. Prof. O. G. Klinger, of the Pre-paratory Department, took a trip to the World's Fair about the middle of October. '87. Rev. Sydney E. Bateman's congrega-tion, All Saints' Lutheran Church, of Phila-delphia, Pa., are about to erect a beautiful and commodious chapel on their lot recently pur chased. n6 THE COLLEGE MERCURY. '88. Rev. Leander Goetz, of Newberry, Pa., was married lately to Miss Rebecca Lucas, of East Carver, Mass. '89. Rev. C. B. Etter, of the Second Church, of Akron, O., has already a membership of 62. '89. Rev. W. L. Rutherford, who resigned as pastor of St. Mark's, Steelton, Pa., is re-considering the step, as his congregation unanimously refused to accept his resignation. '89. Rev. John VVeidley has been doing ex-cellent work as pastor of Bethany Mission Church at Pittsburgh, Pa., constantly increas-ing his membership. '90. Chas. Fager is filling the position of Professor of Chemistry and Physiology in the Harrisburg High School. '93. Mr. A. C. Hain is teaching Latin at Hartwick Seminary and at the same time pur-suing a course in theology in the same insti-tution, and is not assistant professor of Ger-man as stated in our last. We beg the gentle-man's pardon. '93. J. Ranson Plank and W. H. Deardorff are attending Jefferson Medical College, Phil-adelphia. '94. John Rice is employed in Altoona, Pa., on the City Passenger Railway. '95. Mr. Ivan Hoff, now studying law at Westminster, Md., spent a few days in our midst recently, witnessing the F. and M. foot-ball game on Saturday, October 14th. '95. Mr. Luther H. Waring left New York September 30th, on the North German Lloyd steamship, " Elbe," for Bremen. He expects to remain abroad two years, studying at Leip-sic University and traveling in Great Britain, France, Italy, Greece, Switzerland, Egypt, Palestine, etc., and hopes to cover Germany itself pretty thoroughly. F-RATE-RNITy MOTES. PAUL W. ROLLER, Editor. PHI KAPPA PSI. Bro. Garrett B. Levan, of Harrisburg, spent a few days recently in our midst. Bro. Horace Witman left school to take in the sights of the World's Fair for several weeks. Bro. Carroll Graff, '97, was initiated October 12th. . Bro. Howard Sadtler, of Baltimore, paid us a flying visit not long ago. A new walk has been placed in front of our chapter-house, and interior improvements will begin shortly. Bro. Bowers, '93, has returned to Seminary Our chapter now numbers nine active mem-bers. PHI GAMMA DELTA. Bro. Madara, '95, has entered the College of Physicians and Surgeons at Baltimore in-stead of the University of Pennsylvania, as stated in our last issue. Bro. G. Baum, '93, is pursuing a course in architecture at the University of Pennsylvania. Bro. Chas. S. Albert,'67, of Baltimore, Md., has been elected editor-in-chief of the Luth-eran Publication Society. Bro. Huber, '92, preached in the Messiah Lutheran Church of Philadelphia, on the 15th in st. Bro. Herr, '97, recently passed a few days with friends at York, Pa. Bro. Anstadt, '90, was licensed by the West Pennsylvania Synod at its recent session. The marriage of Bro. Blint, '90, to Miss Emma A. Munro took place in the First Bap-tist Church at Lock Haven, Pa., on the 26th inst. We" were pleased to see Bro. Garland in our midst recently. The National Convention of Phi Gamma Delta was held at Minneapolis, Minn., on the 18th inst. SIGMA CHI. Our chapter has been greatly strengthened by the addition of four brothers : Monath, '97; Bixler, Jr., '98; Sigafoos, '94, and Olewine, '97- Bro. M. V. Miller, '95, is studying medicine under a physician at Gilberts, Pa., preparatory to entering the Medico-Chirurgical Institute, of Philadelphia. THE COLLEGE MERCURY. 117 Bros. McPherson, '83, and Loudon, '96, represented the local chapter at the Congress (if College Fraternities at the World's Fair. Bro. Stuckenberg, '96, has engaged in busi-ness at Cincinnati, O. Bro. Fox, '95, of Washington, D. C, spent a few days with college friends at the opening of the present term. Bro. Hays, Dickinson, '94, and Manager of the Dickinson Foot-ball Team, was the guest of Bro. McPherson on Saturday, October 7th. Bro. Humrichouse, '97, has entered the business firm of his father at Baltimore. Bro. H. M. Wolf, '84, of Mifflinburg, Pa., visited the family of Bro. Bikle last month. Pro. Monath recently spent a few days with friends at Hagerstown and his parents at Chambersburg. Bros. Bixler, Jr., and Bixler, Sr., and Ole-wine spent Tuesday, October 17th, in Balti- j more. Bros. McPherson and Zeigenfuss,'66, assisted in re-habilitating the Alpha-Rho Chapter of our fraternity at Lehigh University on the evening of September 14th, 1893. Bro. Frank Hersh, '92, who has been spend-ing his vacation at his home in Gettysburg, has returned to his duties at Pittsburgh, Pa. PHI DELTA THETA. Bro. Shaw, who did not return at the begin-ning of this year, paid a visit to our chapter recently. Bro. Ehrhart, '93, has been engaged to lead the Mandolin Club. Bro. Van Camp, '94, and Eckels, '95, paid a visit to the Dickinson chapter September 30th. The convention which was to have been held this month at Syracuse, N. Y., has been postponed one year at the request of the N. Y. Alpha, owing to its financial stringency. ALPHA TAU OMEGA. Bro. G. M. Brown, '85, paid the chapter a short visit recently. Bro. Brown has been seriously ill during the summer, but has re-gained his health again. Bro. Bacon, '94, now of the firm A. D. Bacon & Co., Harrisburg, Pa., recently spent a day in Gettysburg, looking up old acquaint-ances. Bro. George Kyner, attorney-at-law, Cham-bersburg, Pa., made a short business call in Gettysburg recently. Bro. W. H. Menges, '96, was royally enter-tained by the N. Y. Beta Theta Chapter at Cornell while on a visit to Ithaca with the foot-ball eleven; also by the Penna. Tau Chapter at the University' of Pa. ATHLETICS. HENRY E. CLARE, Editor. THE College foot-ball team opened its. season very creditably, September 30th, by a well-contested game with Cornell Uni-versity, at Ithaca, N. Y. The Cornell players expected a hard contest, but they did not ex-pect the Gettysburg team to plow repeatedly through their heavy rush-line, making at times gains, of 10 and 15 yards. This was " the revelation of the surprising strength of their opponents," as the Cornell Daily Sun puts it, and necessitated, as the Ithaca daily journal said, " the hardest kind of work to prevent them from scoring." The team played with a vim and determination that surprised the spectators and brought forth repeated ap-plause. The game was called at 3.13 P.M. Gettys-burg put the ball into play, and advanced it about 20 yards into Cornell's territory. Here the ball was lost and forced back. The ball then passed from one side to the other, some-times being in Cornell's territory, and then again in Gettysburg's. Several times it looked like a touch-down for Gettysburg, but each time excellent tackling on Cornell's part pre-vented it. Then Cornell having the ball, passed it to Robbins, who tried to run around the end. He was tackled by Moser, who re-ceived such an ugly gash above the eye that he was partially stunned, and was unable to hold him. Thus, having a clear field, he made Cornell's first touch-down at the end of 23 minutes. Goal was kicked. In the second half, Cornell succeeded only by the most desperate work in making two touch-downs. Probably it was this work that ixS THE COLLEGE MERCURY. Harper s Weekly referred to when it said: " Cornell was called upon to do actually desperate work to keep the Gettysburg team ' from scoring." They failed goal on one of the two touch-downs, making the score 16-0. Twenty-five minute halves were played. The team was well pleased with its delightful trip, and the treatment received while at Ithaca. The result of the Cornell game sent a thrill of enthusiasm through the boys, and all those who love their Alma Mater and have her welfare at heart. All were proud that it had been so conclusively proved that Gettysburg College could, in some respects, rank with the best institutions of the land. The feeling of those days of elation are beyond description. But the joy and pride were all short-lived and destined to be blasted. The Faculty of that institution, the Seminary, which we have lately learned to regard with awe, issued a decree which caused dismay throughout the camp. It was to the effect that no Seminarian would be allowed to play foot-ball on the College team. Coming as it did on the eve of one of our hardest contests, it was doubly disastrous to our hopes: Three old experienced players, the captain, quarter-back, and right guard, were compelled to leave the team, their places being filled by inexperienced players. The prospects, which before seemed so auspicious, now assumed a far different aspect. Not-withstanding this disastrous set-back, the team decided to fulfill all its engagements, and re-organized at once. The next game scheduled was with the University of Pennsylvania, at Philadelphia, Fa., October 14th. The game was called at 2.30 P. M. From the beginning, the 'Varsity team had things its own way. The Gettys-burg team, in its crippled condition, was no equal to a team whose average weight was easily 30 pounds more than its own, and one that had been in training for several months. Nevertheless they made a stubborn resistance, and forced the 'Varsity team to work hard for what they got. The 'Varsity team succeeded in running up a score of 74-0, which result may be ascribed to the action spoken of in the previous paragraph, namely, the Seminary de-cree. Thirty-minute halves were played. Umpire, Buehler. Referee, Schoff. The next game on the schedule was the one with Dickinson, at Carlisle, October 1 ith. The team left here on the morning of the nth, and played the game in the afternoon, begin-ing at 2.30. The Dickinson boys turned out in great crowds to see the game, expecting this contest to be Gettysburg's Waterloo. They counted only on the crippled condition of Gettysburg's team, forgetting the determina-tion and endurance of the " High-Water Mark " men, although wounded. The Gettys-burg team went into the contest with that spirit which has characterized all its games. They knew that Dickinson had been espe-cially preparing for this game, and to this end had procured outside help. But, notwithstand-ing this, and the disadvantage of playing on a strange ground, the Gettysburg team, by its superior playing and training, rolled up a.score of 24 to 14, in their favor. Nothing could have been more of a sur-prise to the Dickinson boys. They had been confident of success, and were totally un-prepared for anything else. A more despond-ent lot of fellows than they could scarcely have been found as they, thoroughly crest-fallen, wended their way in groups to their re-spective hiding-places. Not only were the Dickinson boys humiliated, but all their sym-pathizers, and on the following morning Dr. Reid, their president, strictly charged the students, assembled in chapel, that if they did not defeat Gettysburg in the return game on November 4th, the team would not be allowed to play any longer. We certainly pity the boys, and would be a little easy with them in the return game, but we have a reputation to sustain, and therefore warn them not to come over here with as much confidence as they evinced on the nth. By taking our advice their disappointment will not be so keen. A royal reception awaited the team on its return. When the news of victory reached Gettysburg, the students at once prepared a glorious welcome for the victors. As soon as the train stopped, they were carried to a con-veyance and hauled in triumphal procession through the town to the music of the band. Drs. McKnight and Bikle delivered speeches on the occasion. October 14th witnessed a far different scene. It was the first game played on the home grounds this season. The Franklin and Mar-shall team came here with the expectation of rolling up a nice score, but they also were destined to feel the pangs of disappointment. THE COLLEGE MERCURY. 119 The game was an exceptionally hard one, the ball being kept near the centre of the field throughout most of the game. Gettysburg succeeded in keeping it on F. & M.'s side of the centre line most of the time. F. & M. scored a touch-down in the first half by what the spectators said was a forward pass, but this was not recognized by the umpire, an F. & M. man. In the second half, the ball was kept almost continually in F. & M.'s territory, and several times the ball was dangerously near its goal, but was fumbled. Gettysburg scored one touch-down making the score 4-4. The F. & M. boys were glad to escape with this, as it looked very bad for them in the sec-ond half, and several touch-downs for Gettys-burg were only prevented by unfortunate fum-bles. The game was very interesting and showed up some fine playing. A very strong second team has been organ-ized by Captain Emmert, which promises to do some exceljent work. The excellent work of the team this season can be attributed to the efficient coaching of Mr. Harry Buehler. He certainly deserves the thanks of the college for his interest and labors. Although much interest is manifested by the students in foot-ball, yet the support which it receives falls far short of what it should be. If the home games arc not better supported by the students, this season will be, financially, a failure. Two-thirds of the crowd on the field October 14th were there without tickets. None should be allowed on the field without a ticket. One who claims to be interested in athletics should be ashamed to show his face on the grounds without one. Let each one lend his aid in making this a profitable season. The action of the West Pennsylvania Synod, asking that the students of the college be pre-vented from playing foot-ball, caused not a little surprise when it was announced. Coupled as it is with several other recommendations, and passed at a time when a full vote of the Synod could not be had, it is not such a sur-prising thing. It is a satisfaction to us that its advocates did not dare to bring it up earlier, but chose a time when all such measures are rushed through, when only a partial vote can be had. Again it is a satisfaction that they so openly evinced their hostility to all modern im-provements and movements which have brought this college abreast with the times, and not only to foot-ball. The surprising feature of the request is that the ministers of this Synod should for a mo-ment suppose the students of this age to be satisfied with the sports ©r so-called sports which they delighted in while at college. The carrying of calves to the third and fourth stories of the dormitory and letting them jump out the windows, raids on farm-houses, and carrying away wagons, fodder, etc., and plac-ing them in the halls of the building, the blow-ing up of professors, and other puerile sports too numerous to mention are above the dig-nity of the student of 1893. Again, it is surprising that these ministers with their broad scope of vision should fail to see the advantage derived from foot-ball, both for the college and for the student. Numerous benefits could be enumerated, but they are all so apparent to the mind disposed to be reasonable that it is unnecessary. In conclu-sion, we will say that no fear is entertained for the perpetuity of foot-ball at this college. The students of the institution have too much con-fidence in the intelligence and reasonableness of the Board of Trustees to suppose for a mo-ment that they would do anything detrimental to the college or anything which would reflect on their judgment and wisdom. A game of foot-ball was played with the Bucknell University team, Saturday, Septem-ber 21st, at Lewisburg, Pa. The teams lined up 10.30 A. M. Bucknell won the toss and took the ball. By repeated runs around the ends and through tackles, the Bucknell boys succeeded in making a touch-down in a few minutes. One more touch-down was made by them in the first half, making the score 12-0 in their favor. In the second half, Gettysburg took the ball and forced it almost to the goal-line, where it was lost by fumbling. Several times Gettysburg carried the ball near the goal, but it was lost each time through the careless playing of some of the team. In this half Bucknell made another touch-down. About four minutes before the end of the half, Buck-nell had the ball near the centre. Smith took it and kicked it near the goal-line, but here it was fumbled again, and Bucknell secured the ball. Smith again received the ball, and made a drop kick from the field as time was 120 THE COLLEGE MERCURY. called. Thus the score stood 23-0 in favor of Bucknell. Owing to the crippled condition of the team. Manager Kloss had canceled this game, but the Bucknell manager protested so vehe-mently, and so many at home were dissatis-fied, that the only thing to be done was to go and do as well as possible. The two half-backs had been sick the whole of the previous week, and, for the same reason, the line was broken up, leaving the team without practice. This sad condition would not have prevented them from scoring against Bucknell, or prob-ably winning the game, had not the ball been fumbled so frequently by several of the players. This became a feature of the game, and discouraged the better players. Only the six first points were really earned ones for Bucknell, the others being given to them by this careless playing. Bucknell's team was probably 15 pounds heavier on an average than ours, yet in bucking the line our team : was the superior. The team is being changed somewhat, and better results are looked for on the 28th. TOWN AAJTD SEMINTVRg ROSCOE C. WRIGHT, Editor. XOWN. REV. JOEL SVVARTZ, 1). D" has resigned as pastor of St. James Lutheran Church, in which charge he has labored faithfully for 12 years. Action will betaken on his resigna-tion at the congregational meeting in January. The Potomac Synod of the Reformed Church convened in the Reformed Church of Gettysburg, Rev. T. J. Barkley, pastor loci, on October 17th. The Synodical sermon was preached by Rev. J. G. Noss, of Silver Run, Md. On Sunday evening, (Ictober 8th, Ur. Day, our missionary from Africa, gave an excellent address in the College Church on the work which is being done in the African Mission field. Dr. Day sails for Africa the last of ()ctober. The members and friends of the 6th Penna. Cavalry visited the field of Gettysburg, Sep-tember 30th, in charge of General Leiper. In the evening a camp-fire was held in the court-house, at which a programme consisting of songs, addresses, and humorous recitations was rendered. Captain Long conducted the party over the field. Geo. J. Benrier, Esq., and Hon. David Wills, attorneys for Win. H. Tipton, the battle-field photographer, have filed a plaintiff's statement claiming $10,000 damages against Gen. Daniel E. Sickles. The claim grew out of the diffi-culty caused by Tipton's attempt to photo-graph some New York regiments last July, when Sickles interfered. S. McSwope, Esq., has been retained as counsel by General Sickles. The case will come up at the November court. On October 5th a large flag-staff was dedi-cated at General Meade's headquarters, on Cemetery Ridge. The pole is the tallest in the State, being 150 feet high. It is made of Oregon pine, and was turned at Cramp's ship-yards, Philadelphia. The services were held under the auspices of the Loyal Legion Commandry of Pa. The following programme was rendered. Salute—Light Battery C ,. 3d U. S. Artillery. Music—"Hail Columbia," ' . G. A. R. Band. Prayer—Chaplain, H. C. McCook. Address Brevet-Major-Gen. D. McM. Gregg. Address, . . Governor Pattison. Unfurling of flag by Master George Gordon Meade, grand-son of General Meade. Salute, Light Battery C. After the dedicatory services the veterans and visitors visited the battle-field in charge of Captain Minnich, returning to Harrisburg in the evening. The members of the 21st Penna. Cavalry arrived here October 5th, from their reunion at Chambersburg. They dedicated a monu-ment on the Baltimore Pike, at which Major Robert Bell delivered one of the addresses/ Work on the power-house at the corner of Washington and Railroad Streets, which was suspended for some time, has been resumed. Arc lights have been put at all street cross-ings, and in many of the stores. Electric cars leave the town for Round Top every half-hour. The opposition to the road which was manifest last spring has subsided, and the electric rail-way is now looked upon in its proper light as an improvement to the village of Gettysburg. The old veterans have not torn up the road as THE COLLEGE MERCURY. 121 some apparently misguided persons wished them to do, but rather consider it a great privi-lege to visit the historic battle-field for a sum much less than that charged during the past years. Rev. Harpster and wife, late of Canton, Ohio, visited friends in Gettysburg the first of the month. Rev. Mr. Harpster resigned the pastorate of the Lutheran Church of Canton, to enter the India Mission Field. SEMINARY. Rev. Archibald E. Dietz, a member of the class of '92, and at present pastor of the Luth-eran Church at Rhinebeck, N. Y., was mar-ried October 18th, to Miss Carolien Wells Secor of that place. THE MERCURY extends congratulations. Dr. J. G. Morris will give his lectures on Science and Revelation this fall instead of next spring. The contract for the new ' building will be given out October 21st. The number of students this year is 74, as compared with 68 last year. This' is the larg-est number in the history of the institution. All of the rooms in the dormitory are occu-pied, many of the s'tudents rooming in town. At the recent session of the Central Penn-sylvania Synod held at Bellefonte, Messrs. John M. Axe, Ed. Wolf, Frank Snyder, Samuel Ulrich, W. C. Dunlap, and Bruce Wolf were licensed. Rev. McGill of the class of '93 is studying law in Louisville, Kentucky. The following gentlemen were licensed at the recent session of the Maryland Synod: G. Albert Getty, A. Pohlmann, A. O. Mullen, C. L. Ritter, W. G. Slifer, Henderson Miller, Henry H. Sloop, and A. C. Stup. Revs. J. F. W. Kitzmeyer, of Davis, W. Va., and W. H. Minnick, of Middletown, Md., were ordained. Rev. George H. Reen, of Mansfield, Ohio, was married October 18th, to Miss Ida Bell Gilbert, at the home of the bride's parents, Captain and Mrs. Calvin Gilbert, on Cham-bersburg Street, Gettysburg. May happiness attend them ! August Pohlmann, of the present Senior Class, has been accepted by the Board of Foreign Missions to go as a missionary to Africa. He has taken up his residence in Bal-timore in order to attend medical lectures in the University of Maryland, and will read his last year of theology in connection with it. Dr. Day now has the promise of the helper he asked for while here. The Seminary Faculty has adopted the plan of marking attendance at chapel exercises in the morning. It would not do to give the reason for this action, but there is »a con-spicuous absence of the we-can-do-as-we-please air from the faces of the theologucs. The contracts have been awarded for the new Seminary building, and ground was broken on Thursday, October 26th. The building surpasses every one's conception in its completeness and adaptability. In addition to the chapel, library, and other rooms, it is to contain what has long been wished for, a gymnasium and its bathing adjuncts. LITE-R7VRLI SOeiETIES. WALDO D. MAYNARD, Editor. A GREAT deal of interest is now mani-fested in certain colleges in inter-collegi-ate debates and oratorical contests. In various colleges in Illinois, Ohio, and Wisconsin it is considered a greater honor to win a debate than to be victorious in an athletic contest. The University of Wisconsin has two socie-ties which have had men training all summer for a joint debate. Why would it not be a good plan for Phrena. and Philo. to pursue some such plan as this ? By taking the best debaters for the contest, it would have a tendency to arouse greater interest in debate on the part of those who are inclined to disregard this branch of society work. The societies might have one of these joint debates each term or oftener if they proved a success. We have an oratorical con-test, why not have a joint debate? We think, judging from the experiences of others, our efforts could be turned in this direction with a great deal of profit. Why could we not have in this State an inter-collegiate debate? Harvard and Yale 122 THE| COLLEGE MERCURY. have such a contest each year, and likewise many of the Western colleges. The interest in athletics, which seems to be the predominant spirit in colleges of to-dav, might be replaced during this season of the year by something which would tend to awaken a greater interest in literary pursuits. We often hear the statement made that the true purpose for which one goes to college is lost sight of. We fear that often there are sufficient reasons for such remarks, and there is among a certain class no little prejudice against sending a young man to college. We think that some of this opposition might be overcome if the educational part of college life was brought more directly before the public. We have a number of smaller colleges in the State, and provision could easily be made for such contests. They have been found to accomplish wonderful results in other States.- Why shall not the literary societies of Gettysburg College be the originators of an inter-collegiate debate? If we cannot extend it throughout the whole State, let it be con-fined to those colleges which are a compara-tively short distance from each other. PHENA. NOTES. The first of Phrena.'s series of meeting's for the consideration of historical subjects was held October 6th. The hall was filled both by the students and a goodly number of people from town. All were well pleased with the pro-gramme and the manner in which each per-formed his part. The subject on this occasion was " The American Revolution." The following is the programme : (Iration—" The Sowing of the Seed," . . MUSIC. Essay—" Lexington—its significance," . Recitation—" The Declaration of Inde-pendence, . S. C. Burger. Essay—" Washington at Valley Forge," . . H. W. Shinier. MUSIC. Recitation—" Resistance to British Aggres-sion," L. C. Manges. Oration—" Arnold, the Traitor," . Lafayette—A Character Sketch, . MUSIC. Essay—" Franklin at the Court of France,1 Recitation—" The American Sailor," . . Oration—"Our Heritage," MUSIC. R. C. Wright. I. O. Moser. W. D. Ernest. E. M. Stahl. W. C. Spayde. P. D. Hoover. J. W. Ott. Messrs. Ireland and Turnbaugh, '97, have been elected members of the society. The following were recently elected officers of Phrena.: President, Lantz, '94; Vice-Presi-dent, Wright, '95 ; Recording Secretary, Moser, '96; Critics, Bell, '95 ; Stahl and Barndt, 94; Librarian, Leidich, '95 ; Assistant Librarian, Ott, '97 ; Monitor, Biklc, '97 ; Chaplain, Bru-baker, '96. A committee has been appointed to re-cata-logue the books in the Library,. PHILO. NOTES. On September 29th, the society rendered its second programme in its series of American Author's Evenings. Those who participated in the exercise did credit both to themselves and the society. Philo. is to be congratulated upon the success which has characterized these special meetings. They are not only entertaining but there is a great deal of instruction and information to be gathered from them. We give below the programme rendered at that time. Whittier was the author under consideration. Vocal Solo, C. F. Wiest. Selection—" Proem," C. II. Brosius. Essay—" Effect of .Religious Faith and Training on Whittier's Career," . . . . M. Kemp. Essay—" Mo.'g Megone," N. C. Barbehefm Selection—'!' Toussaint L'Ouverture," . . R. W. Mottern. Selection—"The Hero," . U. K. Apple. Piano Solo, H. Olewine. Essay—" The Pennsylvania Pilgrim," . . C. F. Wiest. Selection—" The Hive at Gettysburg," . . C. W. Loudon. Essay—"Snow Bound," E. H. Wert. Selection—" Barclay of Ury," W. H. Sellheim. Selection—" My Soul and I," M. G. Rietz. Criticism of Whittier, J. S. English. Flute Solo, H. R. Smith. Debate. instrumental Duet, Messrs. Erb and Ibach. October 13th Philo. elected the following officers: President, Bloomhardt, '94; Vice- President, Rietz, '95 ; Recording Secretary, Manifold, '96; Corresponding Secretary, Criljy, '95 ; Marshal, Abel, '97 ; Critics, Miss Himes, '94, Sigafoos and Allison, '94. The following gentlemen have been elected members of the society: Auckerman, '97; Beltzhoover, '97 ; A. B. and C. R. Coble, '97 ; Wheeler, '97, Witman, '95, and Keffer, '95. The re-cataloguing of the Library has been completed. Under the new system, one can learn at once if the Library contains the book for which he is looking. ADVERTISEMENTS. Wanamaker's. PROFESSIONAL CARDS. What makes Wanamaker's so dis-tinctively Wanamaker's is the spirit that actuates the merchandising—all the time striving to serve our customers better and better, shortening the road from producer to consumer and saving to patrons every possible penny of cost. How well we have done it is a matter ! of history, how well we shall do is what concerns us. The look is always ahead. \ Every part of the store shows points of unusual interest. Sporting Goods. Things for wear. Things for home helping. And there are lower-than-ever prices on many of them. JOHN WANAMAKER. SEND FOR CATALOGUE OF 1 Uth^VTTT^ yOUJSG IflQIZS* NEAR. BALTIMORE, 1VID. This widely known, thoroughly equipped, and extensively patronized School will open its 41st Annual Sesson, Sept. 13th, 1893. All the Departments of a High Grade Seminary. Address, Rev. J. H. TURNER, A. M., Principal, LUTHERVILLE, MD. CHRty-iES S. DUflCR^, '82, ATTORNEY AND COUNSELLOR-AT-LAW, Baltimore Street, . GETTYSBURG, PA. CHflS. E. STAHliH, '87, ATTORNEY-AT-LAW, Baltimoi-e Stx-eet, GETTYSBURG, PA. DR. CHAS, B, STOUFFER, OFFICE, STAR AND SENTINEL BUILDING, GETTYSBURG. PA. fj fiber's Y)vlio Store, Baltimore Street, GETTYSBURG, PA. Prescriptions Carefully Compounded. ISatest Styles ii} Hats, Shoes, AND Gents' paraishings, R. M. ELLIOTT'S. N. B.—Stiff Hats made to Fit the Head in two minutes. A. D. BUEHLER&CO., Headquarters for Stationery and Blank Books. LOWEST CASH PRICES. VI ADVERTISEMENTS. DECKER BROTHERS' PIANOS. Absolute Evenness of Touch, Richness and Brilliancy of Tone, Extraordinary Singing Quality, Unequaled Workmanship, Power of Standing in Tune longer than any other Piano made, are among the characteristic qualities of DECKER BROS. PIANOS, 33 Union Square, flerja York. Used in Philo. Hall at Gettysburg College. GO TO C.A.BLOCHER'S Jeujelpy Stove iov Souvenir *" Spoons, Sword Pins, &c. ReP^nS a SPecraTtLj. Post Office Corner, Centre Square. DKEKA Fine Stationery and Engraving House, 1121 Chestnut St., Philadelphia. COLLEGE INVITATIONS^ ! WEDDING INVITATIONS CLASS STATIONERY i VISITING CARDS SOCIETY STATIONERY BANQUET MENUS PROGRAMMES, BADGES DIPLOMAS AND MEDALS STEEL PLATE ENGRAVING FOR FRATERNITIES, CLASSES AND COLLEGE ANNUALS. All work is executed in the establishment under the personal supervis-ion of Mr. Dreka, and only in the best manner. Unequaled facilities and long practical experience enable us to produce the newest styles and most artistic effects, while our reputation is a guarantee of the quality of the productions of this house. ADVERTISEMENTS. vn R. H. REININGER, Merchant * Tailor. & * % & THE BEST WORK AT THE LOWEST PRICES. Suits from $12.00 to $40.00. Pants from $4.00 to $12.00. NEXT DOOR TO POST OFFICE, UP-STAIRS. CENTRAL SQUARE. PETE THORNE, Shaving $ Hair Cutting Parlors. Pl-RST eUASS ARTISTS. CENTRAL SQUARE. FLEMMING & TROXEL, Billiard AND Pool "Rooms. BALTIMORE STREET. flJVIOS ECI^E^T, DEALER IN Hats, Shirts, Shoes, Ties, Umbrellas, . Gloves, Satchels, Hose, Pocket Books, Trunks, Telescopes, Rubbers, Etc., Etc. AMOS ECKERT. SPECIRIi TO STUOEflTS. Fine Tailoring. JOSEPH JACOBS, Merchant Tailor, Chambersburg Street, (Below Eagle Hotel) GETTYSBURG, PA. Red Front Cigar Store . R. H. RUPP, Proprietor. JSlo. 8 Baltimore St., Gettysburg. The place for a fine Cigar or a good chew. Solid Havana filler, 5 for 25c. An elegant article. A FINE ASSORTMENT OF PIPES AND SMOKING MIXTURES. V11I ADVERTISEMENTS. ESTABLISHED 1876. PE/NKOSE MgE-RS, YVZ/rroindKER ™ JEWELER. Liat*ge Stock of Ldatehes, Clocks, Jexxtelfy, ete., on Hand. That Man is Out GETTYSBURG SOUVENIR SPOONS. COLLEGE SOUVENIR SPOONS. WHO BUYS HIS BASE BALL, . BICYCLE, . . LAWN TENNIS <-^- ^£-a OUTING, YACHTING AND BOATINQ SUPPLIES, 10 BALTIMORE STREET, GETTYSBURG, PA. Students' Headquarters IS AT J. R. STINE & SON'S CLOTHING STORE The Cheapest Clothing and Gents' Furnishings in Gettysburg. MERCHANT TAILORING ELSEWHERE . THAN AT . A. Q. SPALDING & BROS. CHICAGO, NEW YORK, PHILADELPHIA, To8Mulis.ui St. 243 Broadway, 1032 ChestuutSt. DnnLEnELD LIVERY. Rear of Washington House, Opposite W. M. R. R. Depot. GETTYSBURG, PA. m^. All Kinds of Teams. Good Riding Horses. -:o: A SPECIALTY. COME AND SEE US. J. R. STINE & SON, THE LEADING CLOTHIERS, MAIN STREET, GETTYSBURG, PA, The Battlefield a Specialty, With First-Class Guides. DAVID McCLEARY, Prop.

Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Selfesteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. ; SELF-FULFILLMENT THROUGH EDUCATION 2 Acknowledgements I most appreciate Dr. Louise Moulding. Qualitative research is not her thing. I know she did this for me. Dr. DeeDee Mower was the framework and the scaffolding who kept this project steady throughout its construction; however, long before we were aware of DeeDee's expertise, Louise took on this project with me. She remained my chair though she felt, and verbalized, that she was not the best candidate for that role. I cannot think of a better person to have guided me through this project. I do believe that there is no one else with whom I would have rather gone on this journey. She made me feel safe and she made me feel loved. This was a very special project, so I needed a very special person to chair it. Thank you, Dr. Moulding. You helped me change my life. Love is not enough they say. That is why we needed Dr. Mower. She was the shepherd of us sheep lost in the pasture of qualitative research. We often strayed, but she kindly brought us back. She brought her expertise, but she also brought excitement. I was discouraged a few times-more than a few times. DeeDee was always so excited about this project. She saw something I could not see. She saw power in this research beyond what I had ever considered. Her wisdom was indispensable. I have never experienced as much altruism in life as I did in her office as she taught me the language of narrative research. It has always seemed that she was invested as much as I was to this project. I did not spend a lot of time in Dr. Stewaii's office, but it is in her class where my journey began. She allowed me to explore my story within the contexts of her course. My reflections were priceless to me. They were precious. I will continue to appreciate the respect and care Dr. Stewart showed toward my feelings. Her comments were insightful and helped me continue my growth. I felt validated as a person and encouraged to stay on SELF-FULFILLMENT THROUGH EDUCATION my journey of self-discover because of the comments she wrote in the margins of one of my assignments. She made me feel special. 3 In addition, I wi~h to thank Hayley Blevins and Erin Furlong for their support. We went through this program together. They became my very best friends: we had a lot of fun. They loved me, they laughed with me, and they even cried with me. This experience was overwhelming with the many emotions that came with the project. Our friendship became my strength many times. I am fortunate to have met them. I think they are great, and I love them. Thank you also to Weber State University and the M.Ed. program for providing the platform for this research. SELF-FULFILLMENT THROUGH EDUCATION 4 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 8 Purpose of Education . 9 Personal Experiences in Education . 12 The Role of Expectations . 1 7 Self-efficacy for Educators . 21 Why Narratives Are Valid in Educational Research . 23 PURPOSE . 29 METHOD . 30 Instruments . 3 0 Procedures . 31 FINDINGS . 35 The Four Major Themes . 35 Self-worth and Self-esteem: Authenticity and Freedom . 36 Regret . 39 Change and Redemption . 40 Conclusions . 43 REFERENCES . 47 APPENDICES . 51 Appendix A: Institutional Review Board Approval Letter . 51 SELF-FULFILLMENT THROUGH EDUCATION 5 List of Figures Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis . 34 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four . 36 SELF-FULFILLMENT THROUGH EDUCATION 6 Abstract Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Self­esteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. SELF-FULFILLMENT THROUGH EDUCATION 7 NATURE OF THE PROBLEM The purpose of education today seems to be influenced by economy rather than by humanity. Its extrinsic rewards are favored over its intrinsic power for personal transformation and growth. The earliest colleges were institutions used to prepare its students to become clergy. In the 1700s universities began to offer a breadth of courses that enabled individuals to reflect and reason. Experiences during university studies crossed many subjects. Students were mentored so that they would be able to apply the knowledge from these subjects to their own growth and identity. The goal was to allow individuals a range of opportunities that would engage all parts of their lives, both present and future. The early 1800s marked an initial shift in the view of education that abandoned the emphasis on the learner, his experience, growth, and identity replacing them with what the learner should learn. College attendance became more common and those pressures led to a decrease in the quality of instruction. The educational philosophy concerning the purpose of education is again focused on practical measures and extrinsic gains. This comes at the cost and marginalization of the intrinsic benefits of education. Despite this current situation, education still has power to provide intrinsic benefits. These benefits are still of value independent of the extrinsic benefits and need to be acknowledged and encouraged. The expectation an individual holds as he experiences education enhances or diminishes the potential for education to aid in personal growth and transformation. Thus, students who enter their scholastic endeavors with hopes of becoming a better person or a belief that they will gain a new view of the world are likely to find such things, while SELF-FULFILLMENT THROUGH EDUCATION 8 those who seek only a degree and better employment are likely to overlook and graduate never experiencing the available benefits. Society continually undervalues intrinsic aspects of education, which encourage students to do the same. Education is a lived experience that shapes identity and should be a foundation for a stable view of one's self. However, as students increasingly enter college without the realization of the role education can play in self-views and self-efficacy, they graduate with only a degree, mostly unchanged. Eliminating academic studies that may not be practical or directly applied to the workplace neither produces college graduates who have attributes employers state they look for in candidates nor does it project happiness or satisfaction in their future professional lives. The professional benefits may feel hollow or inadequate because individuals also need a sense of fulfillment. By sharing and discussing the intrinsic benefits of education, expectations of students may shift and graduates may feel a sense of fulfillment and self-pride. Literature Review The contemporary debate about the main role of education in society is not a new idea with such dialogue recorded as far back as the early eighteenth century, before American independence (Spring, 2014). Early colleges resisted focusing on specialized and practical curricula, opting instead to uphold the principle that the student graduate having developed "a balanced character that could fit into any intellectual conversation or gathering" (Spring, 2014, p. 70). However, over time higher education shifted toward specialized curricula that would land graduates in occupations, and ultimately came to care less about the intrinsic benefits of education, such as a sense of fulfillment or SELF-FULFILLMENT THROUGH EDUCATION 9 identity, than the knowledge or skill sets they attain (Hanson, 2014). As this shift continues, the expectations for growth in universities decrease as knowledge and occupational tasks increasingly become, not means to an education, but the "benchmarks and we abandoned the big questions about who our students become" (Hanson, 2014, para. 3). Purpose of Education The marginalization of intrinsic benefits of education existed even in the eighteenth century (Hofstadter, 1955/1995). Higher education, and education in general, has historical foundations in religion. The instruction focused on doctrines and teachings from whatever religion managed the institution. Courses, such as Greek and Latin, were not offered as means for personal growth, but to enable the students who were expected to become clergy or civic leaders to fulfill their responsibilities. In the eighteenth century colleges began to depart from this practice (Spring, 2014). Despite this departure from narrow religious curricula, there were individuals who proposed universities what would exclude "all but the useful and vocational subjects" (McCaughey-Ross & McCaughey, 1980, p. 251) this meant the elimination of classical languages completely, and restricting instruction of science and mathematics to direct applications similar to today. However, these proposals were originally rejected in favor of a far greater breadth of instruction (Spring, 2014). Samuel Johnson was instrumental in these changes when he became the first president of what is now Columbia University in 1754 (Mccaughey-Ross & McCaughey, 1980). In the announcement of the university's opening, Johnson explains the proposed instruction to be: SELF-FULFILLMENT THROUGH EDUCATION 10 . In the learned languages, and in the arts ofreasoning exactly, of writing correctly, and speaking eloquently; and in the arts of numbering and measuring, of surveying and navigation, of geography and history, of husbandry, commerce, and government, and in the knowledge of all nature in the heavens above us, and in the air, water, and earth around us, and the various kinds of meteors, stones, mines, and minerals, plants and animals, and everything useful for the comfort, the convenience and elegance of life, in the chief manufactures relating to any of these things; and finally to from the study of nature to the study of themselves . and everything that contributes to their true happiness, both here and hereafter. (as quoted in Mccaughey-Ross & Mccaughey, 1980, pp. 251-252, emphasis added) Changes at other universities followed: arithmetic became a requirement for college admission; mathematics became required in three of the four years of college instead of one; science equipment such as barometers and microscopes was imported; and readings by Locke, Newton, Copernicus and others were assigned readings (Spring, 2014). A graduate of baccalaureate programs in the 1 gth century was expected and assumed to be one who was balanced and engaged in all the facets of his intellect (Spring, 2014). However, this changed decades later as the demand for education rapidly increased (Spring, 2014). In the haste to respond to the demand for more and more universities, the quality of instruction was ignored (Spring, 2014 ). The proposals to exclude the classics, depth in mathematics and science, and reasoning, which had been rejected in the past, gained favor. The majority of causes were economic since limited content would result in the hiring of fewer faculty, who could then be assigned a maximum amount of courses. But appearances also played a role, as the time-to- SELF-FULFILLMENT THROUGH EDUCATION 11 graduation rate could be more efficient. Not only were instructional concerns ignored, the construction of universities was also poorly planned and poorly organized. The goal of education became simply to provide "every locality with a cheap . institution that would make it possible for the local boys who desired degrees to get them easily" (Hofstadter, 1955/1995, p. 214). In fact one historical researcher pointed out that Often when a college had a building, it had no students. If it had students, frequently it had no building. If it had either, then perhaps it had no money, perhaps no professors; if professors, then no president, if a president, then no professors. (Rudolph, 1962/1990, p. 4 7) Philosophies of education today are similar and with a similar cause. The narrowing of curricula in the early nineteenth century resulted from an increased demand of college attendance. Today there is again an expectation that all children should have the opportunity to attend institutions of higher education. There is also an idea of the "cheap institutions" quoted by Hofstadter (1955/1995) earlier; demands for grants, debt forgiveness (whether federal or through future employer), or other financial aid such as scholarships has been increasing rapidly (Cronin, 1986). Educational achievement is now narrowed to data that can be published and explicitly verbalized. There is little acceptance of alternative forms to demonstrate educational success (Burwood, 2006). It is ironic to learn that the very employers students hope to impress by their resumes, grades, and efficiency of scholastic achievement tend to say they value qualities of diverse and intellectually curious people (Hanson, 2014). The emphasis on test scores, economics, and career and technical readiness is at odds with the attributes employers seek when interviewing candidates for positions. Recognition of the intrinsic benefits of SELF-FULFILLMENT THROUGH EDUCATION 12 education seems to be superficial when accrediting agencies are not known to hold educational institutions accountable for the personal growth of their graduates even when it is explicitly written in the institution's mission statement or objectives (Hanson, 2014). When individuals and universities do cite these benefits they are mentioned only as support to the extrinsic benefits to society such as communicating in occupations, saving the government welfare money, and so forth (Times Education Supplement (TES), 2005). It is now the credential that matters most, not the education or the process (TES, 2005). In both secondary schools and within higher education, grades are inflated and content has been diluted to increase graduation rates with an inattention to student achievement or competence (Carter, 2007; Goos, Gannaway, & Hughes, 2011; Hanson, 2014). Promoting programs that provide only the content of subjects without the reasoning, application, and history of the material has caused some to ask, "What kind of 'graduate' [are] these courses producing?" (Smith, 2003, para. 11). The associated expectations and assumptions surrounding diplomas, certificates, and degrees is that they are symbols of sacrifice, dedication, enlightemnent, and application of traits such as perseverance, but "all too often the piece of paper is confused with the territory that it purports to describe" (Starr-Glass, 2002, p. 224). Therefore, such expectations and assumptions that have accompanied academic progress for hundreds of years are no longer a guaranteed result of educational achievement such as graduation. Personal Experiences in Education The statement, "Education holds a miraculous and transformative power," is an example of intrinsic benefits. It is also the title of a recent report on education (Adkins, 2012). What is interesting about this title is that the great majority of the report is spent SELF-FULFILLMENT THROUGH EDUCATION 13 overviewing the state of American education and its impact on economy, such as salaries and costs per pupil, and touting the monetary advantages of graduating from both college . and high school; the monetary disadvantages of not completing school, and other economic boons from education. Yet, the author, the executive director for the Council of State Governments, titles his work Education Holds a Miraculous and Transformative Power and concludes the piece with an unexpected redirection of thought: While the statistics are telling, for me, education has always been a very personal pursuit. I can still name each of my elementary school teachers . These educators . had a profound impact on my aspirations, my career and my enjoyment of life . I was blessed with dedicated teachers whose passion for learning helped kindle my own pursuit of knowledge . What a miraculous and trans.formative power education holds! (Adkins, 2012, p. 3, emphasis added) There is a natural question as to why an author would spend so much time discussing the extrinsic aspects of education and its role to produce economically viable citizens only to conclude with emotional recollections. It is because education can, and does for many people, provide means for personal growth to transform them into the very best versions of themselves independent of societal and personal affluence (Smith, 2003; TES, 2005). However, it is important to note that in spite of the heartfelt description of his own childhood experience in education, he states that he knows that his daughter is successful because of her test scores with no mention of any personal transformation (Adkins, 2012). Possibly nowhere else in education has this point of personal fulfillment and intrinsic benefits of education been advocated more than in the arts. It is well known that SELF-FULFILLMENT THROUGH EDUCATION 14 funding for such programs in public education has faced cutbacks providing another example of favoring extrinsic aspects of education. Of course, there have been many who fight for the arts to stay, but often these arguments approach the battle from the wrong angle (Koopman, 2005). The justification for the persistence of art curricula has been housed within the tenets that they enhance the traditionally respected subjects such as reading, math, and science, because that is the currency used for influencing law and policymakers. Even when these claims can be supported with research, they tend to be correlational; however, Koopman (2005) contends that justification in relation to math and sciences should not be required. When individuals are self-aware and have created stable identities, they are more likely to stay in college, improve weaknesses (Carter, 2007), and find satisfaction and happiness in the workplace over their lifetimes (Hanson, 2014). When education is free from the oppressive pressure of efficiency and task achievement, it can shape the understanding students have of themselves when they ask "Who am I?" (TES, 2005). Koopman (2005) asserts that the benefit of forming self-identity ought to be adequate to argue the benefits of arts in education and ought to be valued independently of practical and extrinsic educational goals. In a hierarchy of learning, changing as a person is placed at the top (Wood, 2015), yet this type oflearning remains undervalued. This has diminished opportunities for personal growth, which have become a secondary goal of education, if a goal at all. Sandra Smith's (2003) personal story may be helpful to explain the dual and contradictory claims that education is providing both practical and personal gains. Sandra was well aware that college education would prepare her for and provide better SELF-FULFILLMENT THROUGH EDUCATION 15 employment and economic stability. Sandra explained that though she did go to college (being a single-parent and working as a low-wage input clerk) with the hopes of improving her social and economic status, she also wanted to study something she loved, being English literature, "and maybe even to achieve personal transformation along the way" (Smith, para. 5). These expectations shaped her experience. Her university requirements included a breadth of courses before any specialized courses could be taken. Because of these courses, Sandra "discovered a new way for seeing [her]self' and has "never seen [the] world in quite the same way again" (Smith, para. 6). In her writing, Sandra reminisced about courses in sociology, geography, and cultural history. She shared specific content and its transfer to her life, thoughts, feelings, and philosophies. She learned how to develop and communicate ideas, to question the status quo, to gain an active frame of mind in addition to practical skills such as pdoritizing work and developing strategies for success in new situations. At her "traditional university a degree meant much more than the subject in which you majored" (Smith, para. 6). Of course she also learned linguistics, grammar, the history of the English language, and "how to write a whole lot better" (Smith, para. 7). In fact, she got everything she had sought. She did graduate in English, and loved her major, but of the internal changes mentioned in her writing, none of them were in direct relation to that major. Those changes resulted in experiences and learning that were outside of her initial focus; they came because the university requirements held to the historical roots that education has outcomes of educated, well-versed beings not simply graduates with degrees. Upon graduation, however, Sandra concluded that her degree in English would likely not lead to a position that would yield economic independence (Smith, 2003). With SELF-FULFILLMENT THROUGH EDUCATION 16 this concession, she returned to school with the aim of getting vocational training. She quickly found that the attributes which are claimed to be encouraged in schooling­discussion, questions, and creative thought-were not so welcome, instead favoring pre­constructed work skills. In spite of this she found the experience to be positive due to its learning opportunity. Her goal was different from the first; she was not in school to study something she loved or maybe to experience personal transformation. However, her perspective favoring learning as the goal increased her satisfaction and still allowed for personal growth. She did learn skills for the work place, except they were not fully adequate. In a sad irony, Sandra took her up-to-date skill set directly into the workplace only to find that they were not up to date (Smith, 2003). Instead she found that in today's workplaces "there is no time to find your feet or acquire specialist knowledge. You have to hit the ground running" (Smith, para. 10). Design of courses was formed wholly for the needs of business and industry. This relationship between higher education and industry no longer supports educated beings. Rather, it supports the production of what Hanson (2014) terms human capital, viewing students as the currency of American economics. Sandra's story, though, actually provides an example that even this goal of skills-based education is not being met. Sadly, this extrinsic model of education caused Sandra to doubt the value of personal growth and transformation in education. She wondered for a time if her first four years of college had been a waste, eventually concluding: . That it cannot be just about training for the workplace. There's probably something very wrong with a society that is driven by market forces to turn its back on millennia of knowledge and learning in favor of narrow vocational skills. SELF-FULFILLMENT THROUGH EDUCATION . I think that a workplace that has little room for arts/humanities graduates is missing something vital. (Smith, 2003, para. 12) 17 She was correct. Education does not need to be justified in terms of objective and practical measures. Even though not all parts of education are "necessary for subsistence, [they can] crucially . contribute to the fulfillment of one's life" (Koopman, 2005, p. 93). "The question, 'What is [education] good for?' should be answered by the response: '[It is] good for life.' Or, better still, '[It is] good for nothing. [It is] good life itself'" (Koopman, 2005, p. 96). The Role of Expectations The effects of expectations and perspectives on the perceived benefits of obtaining an education were briefly noted in Sandra's story, yet it is an important supporting idea when considering intrinsic benefits. Bruner (1966) has stated that people. are naturally curious with a desire to learn. This desire seems to be innate beginning with infants (Martinez, 2010). As individuals grow, this curiosity becomes more complex as various factors shape the motivations behind the will to learn. Bruner (1966) divides individuals' motivations as either competence-based or achievement-based. Tippen, Lafreniere, and Page (2012) divided motivation into similar divisions of grade-oriented and learning-oriented. Competence-based motivation serves to fulfill the basic need that humans have to use learning to exert control over a situation. This could be analogous to grade-oriented motivation, which leads to efficiency, and, in a way, control of one's educational experience. In contrast, achievement-based motivation does not allow satisfaction to occur due solely to evidence of skill or ability, which evidence could be analogous to a grade, but rather the actual application of that skill or ability. For example, SELF-FULFILLMENT THROUGH EDUCATION it would not be enough to get a grade; one must show how his or her ability to get the grade affected his growth. 18 Achievement-based motivation requires greater self-awareness or metacognition (Tippen et al., 2012) Learning-oriented students were more likely to have a high level of conscientiousness in addition to the characteristics discussed as desirable by employers: self-discipline, independence, intellectual curiosity, creativity, and an openness to experience new opportunities (Tippen et al., 2012). Students who were motivated by learning were also seen to self-impose high academic expectations. The opposite was found for grade-oriented students who displayed conforming and uncreative approaches to learning. Interestingly, neuroticism was highly correlated with grade-oriented students. This may relate to the controlling component of Bruner's competence-based motivation since pressure to control the outcome of grades creates stress when the success, in this case the grade, will be determined by the teacher or professor. Even though this knowledge about motivation has been communicated, a focus on objective and business­ready education persists. As such, there is pressure upon educators to decrease the standard required in order appease those students who refuse to use learning as motivation. Otherwise, such students would perceive their professors as unfair, provide them with poor evaluations, which may directly affect their positions (Goos et al., 2011). As the environment where "students are consumers and grades the currency exchanged for measures of success" (Goos et al, 2011, p. 95) continues to grow, competency-based motivation is encouraged over achievement-based motivation and grade-oriented motivation is encouraged over learning-oriented motivation. For example, in assessing a skill, a teacher may simply accept an explanation or description of what SELF-FULFILLMENT THROUGH EDUCATION 19 must be done, grade-oriented and competency-based, rather than requiring the student to show understanding through action or the creation of a product, learning-oriented or achievement-based. There may be some who contend that the students may already have a grade-orientation when they enroll in college. However, it has been shown that as students spent more time on campus and in classroom settings during their first year of college, they became more work-avoidant (low effort) and grade-oriented (Kowalski, 2007). This can cause educators and students to lose faith in the caliber of the education provided (Carter, 2007; Hanson, 2014; Smith, 2003). Bandura proposed a different idea termed self-efficacy. This is a person's belief that he or she is capable of doing something regardless of his or her actual ability. Bandura (1977) describes four different ways that an individual's self-efficacy can be positively affected: mastery, through repeated success in an experience that required effort or perseverance; vicarious experience, observing others' success and believing "I can do the same"; social persuasion, when others praise and encourage actions voicing their belief of the individual's ability to succeed; and lastly, emotional and physiological states, the effects of a person's physical and mental health, may also alter ones perceptions of ability. I will use Krista's story to illustrate some of these ideas. Krista did not complete high school in spite of loving school and her teachers (Lebrun, 2013). However, for reasons unstated she did not complete high school; she did not finish ninth grade. She did her best to find work in the mall or at restaurants. At one point she shook blueberry bushes as a harvester, which apparently paid a decent wage. Despite the bush-shaking income, life was hard and she was tired. She was tired physically and she was tired of looks and judgments. "Determined to prove to people that SELF-FULFILLMENT THROUGH EDUCATION 20 [she] was more than a blueberry-shaker or a hamburger flipper" (Lebrun, 2013, para. 4) she decided to get her GED. Krista had an expectation that school could change her and improve her life. Just as self-efficacy can be positively influenced, it can also be negatively influenced. Being viewed "with pity or disgust, as if you are worse than the gum stuck to the bottom of [a] shoe" (Lebrun, para. 4) is an example of how self-efficacy can be diminished. This being her experience, Krista began her journey with feelings of uncertainty. This changed through a mentor at the community college she attended. Through her encouragement, Krista earned her GED. In contrast to the negative influences of society, this mentor had "looked at [her] as though [she were] somebody . [and] made her feel like [she] could do anything" (Lebrun, para. 5). This is an example of how social persuasion can increase self-efficacy. Upon completion of her GED, Krista displayed the influence of Bandura' s mastery experience describing her sense of identity and rise in society. Upon reception of her GED, "just like that, [she] was somebody . [she] could do anything" (Lebrun, para. 6-7). Education has that power. It has the power to shape a person's identity and a person's self-image. Krista's example does not end with a GED, however. With new confidence in academic success, stemming from mastery of previous educational success, she returned to community college. Her expectations were unclear, but not undefined: "I had no clue what I wanted to be or what I wanted to do, but I knew I wanted a college diploma to hang next to my GED" (Lebrun, 2013, para. 7). Krista was not operating under an expectation that college would provide her a skill set and a myriad of knowledge to recall. She was not returning to school with the needs of industry in mind. She returned to get what a college diploma is purported to represent-a changed person. Similar to SELF-FULFILLMENT THROUGH EDUCATION 21 Sandra's experience, Krista took courses in multiple areas leading to an associate's degree. Upon graduation she realized that she loved learning. It could be said that Krista was a learning-oriented student. She graduated with a bachelor degree in education, then a master's. With a little social persuasion from the dean of her university she finally earned a Ph.D. She started at a community college in Florida; now she teaches at a community college in Florida, yes, the same one. "I not only got my start at a community college. I got my future" (Lebrun, para. 13). Self-efficacy for Educators Krista's story is insightful and exemplary of the way education can shape a person's personal growth and sense of fulfillment. The GED to PhD experience is not common, but the impact of education is. Self-efficacy for teachers has traditionally been related to teachers' belief that they will be able to elicit desired outcomes from their students (Williams, 2009). That is the traditional meaning of education-the classroom, the students. Interviews with practicing teachers revealed a common theme. Teachers' self-efficacy is most positively affected not through student achievement from their instruction, but rather through personal interactions with their students and the faculty (Hargreaves & Preece, 2014). The literature rarely represents teachers as individuals separate from their professional roles. In review of the research regarding teachers' emotions, Gargante, Monereo, & Meneses (2013) found that " . Teachers' emotions are generated and applied only to specific objectives, such as in their preparation and professional development, in process of educational changes, in teaching situations, or in teachers' professional lives . Although teachers' emotions are clearly identified and labelled . there are few SELF-FULFILLMENT THROUGH EDUCATION 22 classifications to sort [them] into relevant and useful categories in education . Emotions are [mostly in] only two categories, positive and negative emotions. (p. 3) As established earlier in this paper, attending school is a personal and can also be an emotional experience. For teachers in New Zealand who returned to school to update their credentials both were true (Williams, 2009). Over two hundred teachers entering a university program to upgrade teaching credentials participated in a survey examining both personal and professional self-efficacy. Over half of the participants had more than twenty years of teaching experience. Unlike the United States and most of Europe, New Zealand has traditionally only required a certificate program for education, not a baccalaureate degree. Only recently, at the very end of the twentieth century was a degree required. Though it was not a requirement for practicing teachers, many went back to college to attain the degree, which explains the large sample size. Partial credit toward the upgrade, which amounted to approximately two thirds, was awarded to those teachers for the education attained in their initial certification along with work experience. Most of the teachers stated they experienced doubts of success, discomfort or intimidation at the beginning of the program, not only because of the program but also because of the newly-graduated teachers who already had a degree (Williams, 2009). As the program progressed the experienced teachers realized they could be successful. These mastery-experiences positively influenced their self-efficacy. At the end of the program self-efficacy had improved dramatically in both confidence personally and confidence professionally. Closing interviews did not reveal many comments about confidence in their ability to teach. However, "several interviewees spoke of becoming 'a different SELF-FULFILLMENT THROUGH EDUCATION person', having 'an extra spring in my step' . or 'walking through the world with a head held high'" (Williams, 2009, p. 607). One specific teacher was quoted as saying: 23 I always thought I was . quite good in the classroom but academically average . . . I was stunned every time I opened a paper and there was an A . Coming here and doing those papers made me realize . I actually can. I actually have a good academic brain and what a shame it's taken me until my 40s to find out. (p. 607) Through the process of upgrading their credentials, the teachers in New Zealand showed that it is not just the teacher who gained greater self-efficacy, but also the person. Far too often the personal is taken out of educational research forgetting that these experiences have power. Education is not an isolated, sterile environment in which humans exist for the first twenty-five or so years of life. That is why education has such broad implications for personal growth. Education is a process of becoming a new person. Starr-Glass (2002) explained that the woman in his research "is a real person, not just a straw-woman set up for the sake of argument or rhetoric" (p. 221 ). We are all real people. We are not numbers or imaginary visages. We are real and have real emotions. Education has the potential to provide a place to experience them as a means for the growth of self and identity. "A good degree opens the world" (Elmes, 2015, para. 11). Why Narratives Are Valid in Educational Research Education is a part of life. In the United States, this statement more than likely elicits a visualization of a schoolhouse with classrooms filled with desks and tables. This common view of education is provided, shaped, and determined by discourse (Foucault, 1972). Discourse, in qualitative terms, is overarching ideas and frameworks within which SELF-FULFILLMENT THROUGH EDUCATION 24 individual experiences occur. Narratives are the experiences themselves. It is within this relationship that narratives are subjected to the power of the discourse to frame and shape realized experiences. Whether speaking of formal or informal education, learning is a natural part of one's life experience. Learning is believed to occur through a sequence and collection of experiences. "To live is to live in time, from moment to moment, from episode to episode" (Koopman, 2005, p. 93). Learning is a process over time, which varies among individuals. Because education and learning are of an experiential nature, it makes sense to study education in terms of discourse and narratives (Clandinin & Co1melly, 2000). There is no way for an individual to share a story without using narrative. Focuses in U.S. education have shifted more and more toward measuring academic achievement based on statistics and what students know rather than what they become (Hanson, 2014). Narratives have been useful in analyzing language and linguistics (Althusser, 1970/1971; Sartre, 1988) and ethical, moral decisions (McCarthy, 2003). These historical and traditional uses of narrative research will not be examined here. Instead, the more recent application of narrative research in regards to identity and self-fulfillment will be examined. A study of nurses specializing in the emergency department (ED) of hospitals examined certain personality characteristics in relationship to the nurses' practices when treating geriatric patients presenting with cognitive impairment and pain; this sample population is notable as it presents complex needs (Fry, MacGregor, Hyland, Payne, & Chenoweth, 2015). The results support the claim that learning and self-analysis are positively assessed and improved through use of narratives. In the case of these nurses, SELF-FULFILLMENT THROUGH EDUCATION who are in a non-traditional, but still educational environment, it was concluded "confidence and self-efficacy was [sic] developed through the experience of nursing praxis . communication, and interrelationship with patients and caregivers and the wider social and physical environment within the ED" (p. 1627). The results also included nurses' comments during focus groups, which provided insight to the changes that occur over time, context, and experience. It is possible that a person's narrative, or story, can be shared and interpreted differently at one time or in one context in one narrative, but then change in another narrative (Georgakopoulou, 2013). 25 The discourse of nursing praxis did not change resulting in new nursing practices, but rather time and context changed nurses' narratives of self and of nursing praxis, which may no longer fit within discursive nursing practices. It is through the sharing of narratives that the power to employ a dynamic relationship between a person's past self and a person's current self through reflexivity is allowed. Narratives can continue to be defined and interpreted in different ways through time and context. It is because of this that students use narratives to create, develop, and alter their identities as they "think, talk, and tell stories about who [they] are, where [they] have been, and what [they] have done" (Hanson, 2014, para. 7). Engaging in meta-narrative may reveal conflicts between accepted discursive understandings and an individual's narrative. This can be specifically useful to resolve ideas about the ability to be different from and yet the same as others; to maintain a self-view of constancy over time (even a lifetime); and one's place in the world-"Am I acting on the world, or is the world acting on me?" (Bamberg, 2010). In the context of this paper, "Am I constructing my experience(s) in education and therefore SELF-FULFILLMENT THROUGH EDUCATION myself, or is my place in education determined outside of myself?" Bamberg terms this as the "two directions of fit." 26 Because narratives shape a person's identity and discourse shapes narratives, it makes sense that a study and analysis of an individual's narratives ought to be used to understand what education is actually accomplishing in regards to both narratives and educational discourse. This is to say that narratives have inherent power to provide meaningful information about identity and personal growth, particularly meta-narratives. However, this power is constantly ignored in favor of the informative powers of discourse. Koopman (2005) states that "the concept of fulfillment indicates that our experience . need not be that of an external power [such as discourse] to which we are exposed. It suggests how we might optimally realize our temporal existence" (p. 93) through sharing and experiencing narratives to inform discursive traditions and see beyond them. A student's self-view is not objective and is not stagnant. It is inextricably coru1ected to all things he experiences, thinks, and feels. Thus, it follows that education and learning become part of a student's identity, who he is, while also becoming part of his past (Hanson, 2014). It follows, then, that there is information regarding education and learning that can only be recovered and presented through narratives. This information can only be useful when gleaned from authentic, personal narratives. This research, for instance, is based on my personal narrative. As such, I have chosen to write using first-person voice. The discourse of academic writing is well illustrated by Nash (2004) as he explains his cause to liberate academic writing: The denial of the value of the selfs stories in an academic setting is born in the command all of us have heard in school at some time: never use the 'I' in formal SELF-FULFILLMENT THROUGH EDUCATION writing. The 'I', we have been told, is incapable of discovering and dispensing wisdom without the support of the 'them', the certified experts. (p. 54) 27 Using made-up, rhetorical examples does not allow for a discursive analysis, as those will naturally conform to the discourse (Georakopoulou, 2013). However, Bamberg (2010) has indicated that an individual considering hypothetical situations for himself, such as "what ifl had made [this choice]?", may be a safer and more reliable way to explore one's self-identity with greater clarity. This is true because meta-narratives have the ability to consider deviations from or discrepancies in the discourse. There are really two parts to this idea: the ability to view one's possible selves based on hypothetical decisions in the past; and the ability to view one's possible selves in the future based on decisions currently being made. This latter part is quite relevant to this paper as a student's perception of academic achievement is shaped by discourse. Relating back to Bamberg's "two directions of fit" would raise the question as to how a student views himself in regards to education. Is it education to student or student to education? It is known that narratives are not fixed (Bamberg, 2010). One reason is that they are shared for a variety of reasons, which alters what is determined as relevant to be shared. Some examples include trying to get out of an undesirable consequence, consoling another, and teaching or sharing one's understanding with others. Again the dynamic nature of narratives is seen as a person interprets and re-interprets his life at different times. Comparing such narratives can show themes (sameness over time) in a person's life, while also showing changes. Narrative research is of particular importance when viewed in light of the latter as changes in self-identity or life-interpretation can often be unexpected and may not otherwise be noticed as discourse limits what can be SELF-FULFILLMENT THROUGH EDUCATION 28 shared and what will be seen (Dyson & Genishi, 1994). Narrowing the experience of education to charts and graphs of some such variable like graduation rates or time spent in a library does not represent what is actually occurring in a student's life. "Students use narratives to build and maintain a sense of who they are" (Hanson, 2014, para. 23). Considering the narrative nature of a student's education, it only makes sense to incorporate narratives and discourse into the field of educational research. SELF-FULFILLMENT THROUGH EDUCATION 29 PURPOSE The historical timeline of American education has seen changes from narrow religious curriculum, to broad learner-focused curriculum, to today's narrow business-driven curriculum. The current curriculum marginalizes intrinsic benefits of education limiting opportunities for personal development, the formation of self-identity, and new perspectives on life and the world. To promote the self-fulfillment and satisfaction individuals will have in both their personal and professional lives, intrinsic benefits of education must again be valued in their own right not secondarily to extrinsic benefits. The current practice, which devalues the personal components of education, limits and ignores the potential power that individual narratives have to inform discursive practices and beliefs. When the sharing of narratives is consistently censored, prevented, or otherwise limited, unknown and unexpected truths will remain undiscovered. The purpose of this project was to offer a place for me to examine my life: beliefs, philosophies, feelings, self-esteem/self-efficacy, and identity. I am the purpose of this project. I can truly say, "It is all about me." My journey through life is not only different, as all journeys are, but very unique and not very happy. I entered the M.Ed. program at Weber State University with a desire to change. I wanted to find love and meaning in my personal life; I wanted to be happy. The purpose of this project was to reach a place where I could overcome feelings of shame, guilt, and regret as I looked back on the choices I had made, specifically in regards to my education. It is about me, and in a way it is me. I do hope that it will resonate with and aid others. I hope it will build camaraderie and unity among other teachers, but ultimately, the purpose of this project was just as the title says: self-fulfillment through education. SELF-FULFILLMENT THROUGH EDUCATION 30 METHOD Educational discourse stresses the quantifiable and utilitarian aspects of education. This has led to an ignorance regarding the potential for education to provide a platform for individual growth and the lived experience of students. This driving force of education has had direct, negative effects on my life leading to confusion, unhappiness, and eventually resentment toward educational praxis. Because the motive of this project was to sort through my own personal concerns, narrative research was utilized. There have been some persisting concerns about the use of narratives as a methodology in educational research. These are addressed in the previous section titled "Why narratives are valid in educational research" and partly in the literature review. Unaddressed in those sections are concerns regarding personal narrative. Since it has already been established that each individual is shaped by discourse, the validity of findings can be questioned. Operating under the basis that subjectivity has power and provides benefits to educational research, this method is appropriate for use. Instruments Narrative research, by its definition, is based in storytelling. The story then becomes the primary artifact for analysis. It was imperative, therefore, that my story was told. This was accomplished through a written reflection of my educational experiences using a technique known as stream of consciousness (James, 1890). The idea is that thoughts cannot be viewed as isolated or chopped apart; they are always flowing-like a stream. The use of stream of consciousness shows this interior monologue through writing. Structure and grammar are abandoned to allow for an exploration of associated thoughts. In a colloquial sense, it allows, and possibly encourages, the storyteller to go SELF-FULFILLMENT THROUGH EDUCATION 31 off on tangents. Once finished this narrative was not reviewed by me until months later when I coded the data, which allowed for greater objectivity on my analysis. My written narrative provided the bulk of data. In addition, ten other reflective artifacts were used for analysis. These were written as requirements for courses taken in the M.Ed. program. It is important to note that they were not written with the intent to be used or analyzed in any project, which provides greater objectivity of the data. Of the ten, eight artifacts came from an educational psychology course. The professor required her students to design and propose assignments that would be used to assess his or her competence of the material presented in each chapter of the text. In a research methods course in the prior semester, I was first exposed to narrative research during a routine search of literature for an assignment. I initially questioned the validity of the article for publication, but after reading it felt a powerful connection and considered employing it in my own project. Entering the educational psychology course with that consideration, I felt it may be useful to practice writing narrative pieces. For each chapter in our textbook I wrote a reflection of when I felt or identified with the psychological theories presented whether professionally as a teacher, personally as a student, or as an individual. The other two artifacts came from an independent studies course in which I read literary classics, and the other from a curriculum and assessment course. Procedures· NVivo software was used to code the data. This software allows for electronic coding and sorting of written data into categories, including cross-referencing. The narrative and reflective pieces used were uploaded into the software. As I read over the SELF-FULFILLMENT THROUGH EDUCATION 32 sources I created categories and assigned sections of texts to a category. All categories were developed after the coding process began; there were no pre-defined categories. Any length of text could be selected and assigned to one or more categories. Through the use ofNVivo, all original sources remained intact while new pages were created-one for each category-which contained the references from all sources for that category in one place. It was also possible to delete references from within a category, move a reference into a different category, or to keep a reference in that category and add it to a different one at the same time. In other words, coding could be done from within the original source itself or from within a category page. Narrative research allows themes to appear without predefined categories. This avoids the forcing of references into specific categories, which provides greater validity to and confidence in the conclusions. Although the initial coding did not have predefined categories, research questions had been generated months prior. These questions were not used to create categories or guide the coding process. I developed three research questions regarding how the timing of my master's degree, my mental illness, and motivation affected my educational narrative respectively. These questions in themselves would threaten the claim of objectivity of the coding; however, I actually misplaced and forgot these research questions. I was troubled about losing my research questions; but it turned out to be an unintended positive means to improve the strength of my claims. It was under this condition that I coded the original sources without influence from the three research questions: Why were my goals for my education different during my master's degree than those in my public school and undergraduate degree? What SELF-FULFILLMENT THROUGH EDUCATION 33 influence has my mental illness had on my educational experience? How does motivation affect educational experience? When I was writing the narrative piece, which provided the core of data for this project, I felt anxious and an unwillingness to explicitly state anything about mental illness. In fact, at times, I would reword, rephrase, or entirely remove sections of the narrative as I wrote it. I knew it was an integral part of my experience, but also felt as though it should not be present in the writing. As a result, very few references to my illness survived the written telling of my story. Once I began developing research questions, I felt guilty that I was not as forthcoming about that part of the story. Dr. Mower told me that it would be fine and still useful because it might be able to strengthen my case that the discourse prevents the honest expression of my narrative. I felt that I, again, had prevented my project from showing what I believed to be a very impactful part of my narrative. First, I diminished and limited the inclusion of mental illness in my written narrative, and then I forgot to include it in my coding. It was discouraging. Dr. Mower again thought it was just fine and said the bit about the discourse battle. The pep talk was not effective and I remained saddened. This experience will be of importance in the findings section. I was disappointed and honestly felt that my project had been compromised in some way; yet, I continued. As aforementioned, normally in narrative research one would decide which categories to use for continued analysis and allow overarching themes to appear. However, since I had specific research questions, this traditional methodology was adjusted. After identifying which of the many categories ought to be used for further analysis, I created three new categories, one for each of my research questions: Master's, SELF-FULFILLMENT THROUGH EDUCATION 34 Motivation, and Mental Illness (see Figure 1). I reviewed the coded data within each of the original categories and then performed a secondary coding of the data into one (or more) of the three research questions. Any references that did not fit within those three categories were abandoned. I printed the coded data within the three research questions and then performed a tertiary coding. Just as the first coding process, I allowed categories to appear without predetermined ending points. This coding was done by hand. Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis. Only categories that fell within the overlapping area of the three research questions were considered for final analysis. Four categories remained for final analysis: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption. It is worth noting that the references within these four categories remained in the data pool after three separate coding procedures. Unlike during the original and secondary coding, the emotional influence and the overall feeling of the references were added to the criteria. Therefore, themes rather than categories will be used to refer to these four groupings. References that were accepted for final analysis were also reviewed as to whether they showed examples of the discourse or a counter-narrative, meaning that my experience opposed the discursive claim. SELF-FULFILLMENT THROUGH EDUCATION 35 FINDINGS Discourse is an idea that has developed an identity. It has power and influence over an individual, a group, or even an entire society or culture. Discourse shapes the experiences of individuals. It is an invisible hand that directs actions, thoughts, words, and beliefs. The personal stories and lived experiences are narratives. The discursive view is that narratives are fiction in themselves, that there is no individuality. Discourse makes the rules and people unknowingly obey. It is this reason that my final analysis includes this section in addition to the research questions. This research brings into the light the reality that what the discourse claims to be may not be at all. In fact the actual realities which are lived and felt every day might be completely the opposite. Though I set out to reveal the discourse and its oppression on narratives, I found that narratives may also perpetuate the discourse not only through conformity but also by agreement. My story illustrates all three of these situations: countering against, conforming to, and agreeing with the discourse. The Four Major Themes Four major themes emerged while looking within the overlapping area of the three research questions. These were: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption (see Figure 2). SELF-FULFILLMENT THROUGH EDUCATION 36 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four. One theme included references about self-worth and self-esteem. Positive references such as "I feel more empowered," were coded together alongside any negative references such as "I did not deserve to have fun." The second theme presented many different feelings that have in common living with authenticity. Although the term authenticity was never mentioned in the data, I often refer to the "real-me." Other references in this theme share my desire "to be free from it all," and resolving feelings of instability. The third of the four themes was regret. Regret was also one of the original categories during the first-order coding of the data. The final theme focused on change and redemption. References included thoughts about change when I wrote," . education has the power to change people . it could change me," as well as references to applicable changes as in my world views or my motivation behind my actions. All four themes were closely intertwined. This finding was not surprising considering this was a single, personal narrative. More than being intertwined the first SELF-FULFILLMENT THROUGH EDUCATION 37 two themes were more akin to a pair. The best term for the relationship is mutually inclusive. The categories are distinctly different but necessarily interactive. I explain this term as analogous to the relationship between twins. Each has his own name, personality, habits, friends, and so on, yet always the relationship with his twin is apparent and powerful. Certainly what one twin does affects and causes changes to the other, but often both operate separately while never operating independently. In the good, in the bad, in the confusing, in the times which would otherwise fracture a relationship forever, twins are together. So also were my feelings of self-worth and my feelings about emotional stability, authenticity, and self-entrapment. The remaining two themes were also closely related and in a similar way. Contrastingly, the relationship between change and redemption and regret was more similar to cause-effect and correlation. More often than with the other pairs, references from these two themes were often found without the other nearby. However, this quote may illustrate how regret can act as an impetus for change: "I want to show the world that I can take all of those regrets and the guilt and the shame and remedy them by living by a different pattern," whereas these quotes show how change can expunge regret: "My master's degree is all about redemption." "It will give me my life and my joy back." Self-worth and Self-esteem: Authenticity and Freedom Living with authenticity, I found, brought relief. My writings mention more than once that I believe that education had the power to change individuals, and I knew that I would need to put myself in a position to take advantage of that. The data showed that I lived with a lot of shame because I was not willing to take that risk. "I could not force myself to be the best version of myself. I held myself back . and I was unhappy and SELF-FULFILLMENT THROUGH EDUCATION 38 unfulfilled." Of the many, many other entries that portray this, the feeling is most appropriately captured in a quote from Great Expectations (Dickens, 1860/1979): "In a word, I was too cowardly to do what I knew to be right, as I had been too cowardly to avoid doing what I knew to be wrong." This trend began in my k-12 experiences. As it continued, "I became more aware of the conflict between my values of growing and . [my] actions." In fact, I received "my bachelor's degree with a lot of regret and disappointment." My master's experience was different because I was willing to be authentic. I decided that I could not sacrifice.myself any longer. This relief is shown as "I am so very proud of myself. I am proud that I am doing it [meaning making education about my personal needs for once,] and I am proud that I am doing it now-earlier than later." As part of my master's program I enrolled in an individual study course. I elected to read classic literature. In part, the motivation of this was to overcome the fear that someone would one day discover, that as smart and educated as I was, I was not well read. I had not had the opportunity in school to read these books, and I had not yet taken it upon myself to procure them from the library or bookstore. These readings yielded far more than overcoming the embarrassment from the deception about not reading a few famous books. In these books I found myself and my identity. "I understand myself more because of this course," I wrote in my final reflection. One book was particularly affecting. A young, innocent man posing for his portrait was introduced in the opening chapter of The Picture of Dorian Gray (Wilde, 2011 ). As Mr. Gray experienced the world, he behaved in dishonest, lustful, and other undesirable manners. Through some magic, never fully explained in the book, the manifestations of these choices never SELF-FULFILLMENT THROUGH EDUCATION 39 showed on his face but rather on his portrait. Likewise he did not age rather his agedness appeared on his portrait. Thus he was able to maintain the appearances of a good, scrupulous man while living quite oppositely. I considered the similarities to my own life: "I feel that I misrepresented myself;"" . No one knew me. Not even my family. I could not share myself with them (referring to anyone, not just my family.)" Reading the book felt like a confession-as ifthe author of the book knew my story. It brought relief, though nothing had changed. I viewed Dorian Gray as myself in fictional form and the portrait as a representation of my soul. Others saw my accomplishments. I saw "a fraud and a man who cut the corners of his education." This book strengthened my resolve for authenticity in my education. "I do not want to look at my portrait and find it ugly and dirty and unbearable to look upon, while I appear so youthful and enviable." Instead of hiding my portrait away in the attic and behind locked doors, as Mr.· Gray did, I found that I was "as open as possible" which led to "a greater connection to humanity." Regret Many references of regret were accompanied by guilt. This was not surprising and those references, though applicable here, were better placed in the first theme of self­worth and self-esteem. What was surprising were the feelings of loss which also accompanied regret. Loss of enjoyment was one common regret, which appeared in the very opening line of my written story: "My biggest regret of my college career was that I never enjoyed it." In another reminiscing thought: "I wish I would have done more in my college career that involved . enjoyment." Yet another: "I wish I would have slowed down and enjoyed youth . "In addition to loss of enjoyment was the loss of self-improvement. This regret often came because "I held myself back." Others were formed SELF-FULFILLMENT THROUGH EDUCATION 40 while "I was frozen in fear," or because "I could do only those things in which success seemed inevitable . " I missed an opportunity to study red pandas in China. "I really wanted to go and it felt right. I had the money," but I did not go. Many of these regrets were due to social pressures. The judgement and approval of others was a deciding factor as to what I would do. "One reason . I never felt fulfilled is because I was accomplishing things to impress and fill up others buckets, not to fill up my own." One of the most interesting issues of my regrets was that I felt I had no power to change them. The feelings of loss expressed with regret came with a sense of permanence. There was a forever loss. In many ways and in various amounts of words, I expressed there are things "I will never get back." I also found that regrets were persistent. With each new regret, the "burden of [my] mistakes" would grow larger. In fact, "mistakes and regrets pile[ed] on [my] body simultaneously." Regrets, it seemed, could be created, but never destroyed. Change and Redemption I was constantly "wait[ing] in fear and hope both to be found out as a fraud . "I convinced myself that if someone were to call me out I would be forced to change. My high school counselor did just that. "I realized that she knew how I was not living up to my greatness and . gave partial effort for appearance only. It was a powerful moment in my life, but one that still did not allow me to change." I think the most interesting finding about change was that there was so little of it for so long. The second theme about authenticity and freedom presented many desires for change. Thus, motivation for change was always present, yet change did not occur. I later wrote about a requested substitution of course requirements in my bachelor's program. Again, the data showed that I was not SELF-FULFILLMENT THROUGH EDUCATION 41 completely open to embracing change. "Part of me hoped that [my advisor] would deny the request, but part of me was ready to fight her if she did." One of the premises within the literature review focused on the shift education has taken in focusing on data and grades, not the student. In my mind, this was the new discourse on education. I would call this the discourse of educational prestige. It was my belief that the discourse of educational prestige is what prevented change and growth. I believed this was the oppressive force, which had prevented my self-fulfillment. There was a great power and a sense of defiance when I wrote that I applied to the master's program "to find myself personally, not professionally." I felt I was proving something to the world when I wrote in bitterness, "This time it is about me." I found out that the discourse of education still maintained a focus on the students' best interests. Through analysis of the data, I learned that the discourse of educational prestige was not a discourse, and it already had a name. Its name was mental illness. For me it came in the fonn of bi-polar and social anxiety disorders. One common finding about change was that I refused "to deviate from the path that I had planned earlier." Once I made a plan, I felt obliged to see that plan true to the end, even after it was clear that it was a bad plan. Mental illness was the invisible force, which silently shaped my narrative to oppose and resist change. Thus, when opportunities came to improve or change, I would not take them. "I felt that I did not deserve [to change] because I had made a mistake in not planning for those opportunities." This was a dominating thought. This was what held me back. It was this logic which made regret permanent. My narrative became a collection of unhappy experiences though the influence of mental illness, not the discourse. Despite that reality, I did change. I did make "it about me." I did "make a difference. A difference SELF-FULFILLMENT THROUGH EDUCATION 42 for me." All of those changes happened, but they did not happen because I overcame the discourse. The reason that my master's experience yielded more rewarding outcomes is not because I was more aware and more empowered to fight the discourse, but rather that I was more aware and more empowered to fight my mental illness. Before my master's degree I viewed education as a means to gain social approval and self-worth, which caused me to take classes and participate in extra-curricular activities "that would be impressive and [make] people love me." This is apparent in the two examples with the high school counselor and college advisor. Contrastingly, I entered the master's program believing that it "could help me deal with my emotional insecurities and other personal chaos." Directly stating my need for emotional support is what made this time around different. "I am here to be healed," I wrote. This does agree with the discourse. Education is power. This theme is also about redemption. I found in the end that redemption is not what was there. Even though, "My master's degree is all about redemption." When I imagined this moment in my story, I wrote, "I will see my own portrait of a man redeemed of errors and a man regained of his confidence and self-worth." I do not think that redemption has taken place. The words speak of redemption, but instead I found healing and forgiveness. "I just want to be at peace," I said. "I want to feel stable." The data showed those wishes were granted. The discourse would claim that these changes in my self-worth, self-esteem, and self-acceptance were socially constructed, that there was no individual force from my narrative, but I know it is different. I felt the battle against the discourse as I pushed SELF-FULFILLMENT THROUGH EDUCATION 43 myself to find a place in the world and in the teaching profession with mental illness. I felt the pressure of the discourse every time I added a bit more of myself to the project. The discourse does influence my life, but it is not the only power that exists in my life. I have my own power to fight the discourse in the times when my experiences no longer agree with the discourse. Conformity is not guaranteed. I do have a voice, and that's what this is. This is my narrative. It is I. Conclusions I found that discourse is not inherently evil. In fact, narratives may very well agree with discourse more often than they do not. Contradicting my expectations, the data did not support that discourse was the oppressive enemy I had villainized it to be at the commencement of this project, or at least not to the severity I assumed. I found, rather, that it was the mental illness that shaped and oppressed my narrative. However, though the discourse did not oppress my narrative directly, it hid from view my mental illness, which prevented me from growth. I was unable to face my mental illness because I was not fully aware of where or what it was. It is in this way that, for me, the discourse was oppressive and was an enemy. One clear example of the role mental illness played in my narrative comes from the paired themes of self-worth and authenticity. In that section I quoted the disappointment and shame that came with the reception of my bachelor's degree. The discursive practices regarding graduation are celebrating, rejoicing, and congratulating. Clearly my experience countered that discourse. I assumed that my nanative was countering that discourse. Reviewing the data I found a quote about how I would feel upon reception of my master's degree: "The acceptance of my degree will in a way be an acceptance of myself." Here, my narrative agreed with the discourse. In light SELF-FULFILLMENT THROUGH EDUCATION 44 of these contradictory experiences, I conclude that it was my mental illness that countered the discourse. Another example was shared under regret. It was the missed opportunity to study abroad in China. I regret not going because it would have been an awesome and rewarding experience, "but in my mind I did not have the time." "I tried to convince myself that I should go and get the experience but every time I thought about taking the trip I felt overwhelmed with all the pressure to get my degree as soon as possible." The discourse on education supports unique, personal, and expansive experiences. In other words, the discourse supported the trip. It was my mental illness that pressured me into living a narrative without a trip to China. Mental illness expects conformity. It shapes narratives and counters discourse. The reason I did not see mental illness in each of these examples is because mental illness has no place within the discourse. In some professions, mental illness is acceptable and even expected. These are often the arts. This is not the case in teaching; even art teachers are held to a different standard when it comes to mental illness than their non-teaching counterparts. I have written that it is the mental illness which counters the discourse. That mental illness is part of me. Mental illness and my narrative are linked. In that way, my narrative does counter the discourse. Because the discourse said mental illness in educators cannot exist, it was difficult to distinguish between the influences of the discourse and the influences of my mental illness. It was difficult for me to find my place in this profession. I knew that I had a mental illness and I knew that I wanted to be the stable, helpful, competent teacher that the discourse advertised teachers to be. I wanted the discourse. I agreed with the discourse. However, I also had a mental SELF-FULFILLMENT THROUGH EDUCATION 45 illness, which meant I could not fully embrace the discourse. This conflict was confusing for me as a student and later as a teacher. It caused me to feel "uneasy and [lack] confidence in myself . for being unable to decide within which arena I belonged." The discourse celebrates differences and individuality. I felt that mental illness was too diverse for celebration: " . Being different and unique is not easy," I explained, "This is especially true when it comes to intellect. It is extremely isolating." There was no room for mental illness, so there was no room for me-or for teachers like me, I suppose. With all of the findings about the oppression of mental illness, I return to the final theme of redemption. Redemption is about being saved. I found there was nothing from which I needed to be saved. The discourse informs us that mental illness is to be hidden and controlled. I believe this discursive influence caused me to feel that I needed redemption from my mental illness. The discourse was wrong. I still feel that there is a necessary battle with my mental illness, yet I also found that the acceptance of my mental illness opened the doors that led to self-fulfillment. Mental illness is not a sin, which requires redemption. Had I continued to hide my mental illness, I would not have gained access to the good in education-the good of the discourse. I now have far fewer regrets, and none that haunt me, because I ensured that I received both satisfaction and growth in my master's program. I found that enjoying life is not regrettable. I found that self­improvement is not regrettable. In the final analysis, as I looked upon my po1irait, I did not find a man redeemed of his errors, but I did find a man regained of his confidence and self-worth. Whether fighting or embracing my mental illness, the data showed that it is only when I accept its existence that I feel at peace. Itis an authentic way to live. I found that being the best is not as good as being the best me. SELF-FULFILLMENT THROUGH EDUCATION 46 Finding that mental illness is what caused much of my frustration and dissatisfaction in education advocates for more narrative research on mental illness in teachers including the narratives of teachers without mental illness. This recommendation echoes the observation in my literature review that there is little research in education from the perspective of the teacher, particularly in separation from instructional strategies and professional duties. Teachers are a major part of the educational system both in effort and in number. Considering this large role, it makes sense to include their real, lived, and personal thoughts based on their real and lived experiences even when they may include such things as mental illness. The discourse of educational professionalism portrays teachers in objective ways such as measurable credentials and role-model-worthy characteristics. However, it was found that teachers' emotions heavily influence teachers' motivations and thought processes. Thus, "knowledge of teachers' emotions is essential to understand teachers and teaching" (Gargante et al., 2013, p. 2). My research showed that teachers, as people, ought not to be forgotten. SELF-FULFILLMENT THROUGH EDUCATION REFERENCES Adkins, D. (2012). Education holds a miraculous and transformative power. Capitol Ideas, 55(5), 3. Retrieved from 47 http://www.csg.org/pubs/capitolideas/sept_ oct_ 2012/sept_ oct_ 2012 images/CI_S ept0ctl2.pdf Althusser, L. (1971). Lenin and philosophies and other essays. (B. Brewster, Trans.). 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Acknowledged Headquarters for anything and everything in the way of Books for Churches, Col-leges, Families and Schools, and literature for Sunday Schools. PLEASE REMEMBER That by sending your orders to us you help build up and devel-op one of the church institutions with pecuniary advantage to yourself. Address H. S. BONER, Supt., . THE GETTYSBURG JJEEGURY The Literary Journal of Gettysburg College VOL. XL GETTYSBURG, PA., JUNE, 1902 No. 4 CONTENTS GENERAL READING : ITS USE AND ABUSE . . . no EDWARD C. RUBY, '02. THE INFLUENCE OF CHRISTIANITY ON THE ROMAN LAW 114 WILLIAM M. ROBENOLT, '02. THE SUB-CONSCIOUS SELF 119 FRED. A. HIGHTMAN, '02. A ROMANCE OF THE REBELLION . . . . ' . 126 STANLEY G. FOWLER, '04. . NATURE IN EMERSON'S POETRY 132 . J. F. NEWMAN, '02. EDITORIALS 138 Adieu, 1902—The Spectrum—The End of Work. EXCHANGES . . 140 BOOK REVIEW . 142 I IO THE GETTYSBURG MERCURY. GENERAL READING: ITS ABUSE VS. ITS PROPER USE. EDWARD C. RUBY. (First Prize Gies Contest.) . 1 ^kjEVER in the history of the' world were good books so ■* ^ plentiful and so cheap as they are at the present time. If in the time of Solomon, when the printing press was not yet in - • existence, there was reason for saying that of the making of books there is no end, what would he say concerning the vast amount of reading matter produced to-day ? Every year there are about twenty-five thousand books published Every town of any considerable size issues one or more newspapers. Maga-zines can be counted by the hundreds. It is utterly impossible to read all that is offered to us. Even the wise saying, "Read everything of something and something of everything," must be followed within the limitations of reason. Every course of reading which our friends may prescribe for us is somewhat like an encyclopedia; it usually takes in every-thing. Now, any person who thinks that he can take in every-thing in the scope of his general reading will be likely to be "taken in" himself. The mass of accumulated knowledge as it now exists is so great that it is scarcely possible for the well educated to get even a cursory view of it. To know something of everything is, day by day, becoming a more difficult task; but to know almost everything about something is more nearly within everybody's reach. There are individuals who are so imprudent, not to say reck-less, in their reading as to peruse all the new books that time allows them to examine. Let us for a moment follow the career of one of these persons. He buys a morning paper. He is not looking for the price of stocks, nor at the religious column, nor at the proceedings of his country's Congress, nor on the editorial page. No, he sees none of these till he has read the publisher's notices. He knows, by reputation, all the publishers in the land. With some of them he is personally acquainted, as well as with a few authors. He knows the history of the THE GETTYSBURG MERCURY. I I 1 most important journals as well as of the magazines that have arisen in his day To say that he is insane enough to buy all the new publications, would be injustice; but not, therefore, does he fail to read them. Fortunately for his taste, he has the friendship of a neighboring editor, whose desk is always bur-dened with the latest productions. In this sanctum our busy reader spends his happiest hours. Ask his judgment upon a late romance, and he can tell you to which one of the author's previous works it bears the closest resemblance, its marks of improvement or retrogression in our literature, and in what respect it is most worthy of attention. But notice that he never says of any new book that it is perfectly useless, for that would be a confession of lost time and labor. In conversation, he makes frequent use of foreign phrases and is always rambling and superficial. He values his author friends highest, but they are not the most attentive to his caprice and convenience. Only once has he played the author, having collected some of his critical notices into a volume which received from the public the contempt of silence. He is now growing infirm, less by age than excitement. His life draws to a close; and with the last new romance in his attenuated hands, he grows bewildered, then sinks into the sleep of death. There he lies, the victim of a strange intoxication. Faithful friends convey him to his last resting place. Deep on the slab that covers him let these words ' be traced—"Gifted with a noble mind, it was ill-directed by des-ultory and shallow reading. His death was induced by the vain attempt to keep pace with the current literature. Traveler, let this life be a warning to you." This man was a professional reader of new books. I do not mean to say, however, that there are so many liter-ary cormorants to the extent that this man was; but the name is legion of those persons of every class, age, profession and trade, who make the same effort to know something of every product of the press. They sew and knit; they work in the factory; they plow the fields; they measure the muslin; they plead in the Courts; they sit in the legislative chamber; they are too often found in the pulpit. Single out these persons of I 12 THE GETTYSBURG MERCURY. your acquaintance and look at them. By no means are they the most profitable company. You will learn less during a day in their society than in the half hour of twilight spent with the next door shoemaker who sits upon his step and moralizes upon man and his duty to God. Reading should never be aimless or superficial; but always with some good purpose in view. Much of a professional man's reading is, of necessity, along the lines prescribed by his pro-fession; but even he, to be eminently successful in life, must give some time to what we call desultory reading. He should engage in this kind of reading, however, with no other purpose in view than to amuse himself. The mind can not be "keyed up" to the highest pitch all the time. It needs rest and relax-ation. An amusing anecdote or story is as necessary as sleep, and may be far more salutary than a dose of medicine. Still the chief motive in reading should not be amusement or recrea-tion. Nor should it, indeed, be merely the acquirement of knowledge. It is very desirable that a man should be well informed and able to give an intelligent opinion on matters of vital importance to himself and others. Yet he should be something more than a walking encyclopedia. The chief purpose of reading should be the development of a pure and noble character. It should touch all the springs of life and take hold of every fibre of our being. Character is one of the greatest things in the world, and good reading is as essential to its growth as sunlight is to the development of plants. Culture is not to be despised, and refinement of taste is not to be depreciated, but both must be attended by the awakening of man's nobler aspirations and broader sympathies, in order to justify the time given to reading. Our reading should make us dissatisfied with our present knowledge and attainments, and beget within us a worthy ambition to be and do our very best. As soon as the taste for reading is formed, that taste begins to improve, and its improvement should be sedulously culti-vated. Every man who has read a great deal will tell you that he has left far behind him the books which he admired when THE GETTYSBURG MERCURY. .• I I 3 he began. What he admired at twenty is far inferior to what he admired at thirty or forty. He is constantly going up a literature ladder. It is the act of climbing which is beneficial, not the elevation attained. • A book should never be read be-cause it is bold, curious, or new; for then it may leave no ini provement in the mind. In all our reading we need such works as will educate our entire being—not merely let in the light, but draw out native gold. We want to learn lessons in our reading, trace God's hand in history, read his glory on the scroll of science. By so doing we shall become richer by our books, have a healthier religious life, and secure an increase of intellectual strength. "THE WORLD'S NEED." THE world don't need your theory, However grand or great; It needs no long diversions On "irony of fate." The world needs men who do things With zest and power and might, Who place no price on virtue, "In the contest for the right. The world needs cheerful-hearted men— That optimistic class Who meet the world's repining By bringing things to pass. The world needs men of talent, And preparation, too, Who in the fiercest conflict Can plan, and then can do. The world has many thousand needs; But foremost of the van, And chiefest of the. thousands Is, a good, industrious man. —A. E. BURCH, in Wm. Jewell Student, 114 THE GETTYSBURG MERCURY. THE INFLUENCE OF CHRISTIANITY ON THE ROMAN LAW. WlUIAM M. KOBBNOLT, '02. (Second Prize Cies Contest.) ^T^7"HATEVER be the religion of any nation it has a ^ " greater or less influence upon the habits, customs and rules by which its citizens are governed. The laws and re-ligion of a country are inseparably connected. That connec-tion may be indirect and have a slow, practically unnoticeable tendency towards identifying their principles and precepts, or it may at once be extremely binding, the one upon the other —either the law subordinate to the church or the church to the state, as is found in some tribes and nations of antiquity. The progress of Christianity encountered a great many ob-stacles, but, by slow persistent endeavor, wielded ah influence which has had an ameliorating tendency wherever it has been proclaimed. At its inception the Romans were rulers of the then known world, and, of course, it could not spread without pervading their territory. Its progress in Rome was slow, gaining a few converts here and there, but from the time of Paul's imprisonment in their city and his epistle to their people, it was gradually gaining more of a foothold. Amid the varied interests of the universal 'empire, with its ever changing masters and the pomp and state of the imperial palace, the business conducted with all parts of the world, and the public games with their demoralizing tendencies, Christian-ity was ever drawing some from the different ranks, even from among the slaves, and lifting them from an abyss of ignorance and superstition to a dignified plane of humane sympathies, pointing the soul to a sense of immortality. Not until the conversion of Constantine to the Christian faith, however, did it have any effect on the Roman juris-prudence. By his liberality to and sympathy with its teachings it gained converts from among the magistrates who brought their new views to bear upon the legislative enactments of the time. By creating a community of interests and sympathies THE GETTYSBURG MERCURY. 115 among all classes, there resulted a tendency to make uniform all the rights and privileges of these classes. It at last brought about a complete moral, social, and, in a certain sense, political revolution. Its new converts gradually working into the legis-lative bodies instituted a new order of things. Perhaps the great gateway or channel through which Chris-tianity has conducted its precepts, to be exerted on the sea of humanity at large, was the Roman law. To use this law as a factor in spreading its teachings, the influence upon it, to say the least, must have been far reaching. Its connection with the Roman law can be described best by considering its effects in three directions, viz.: upon persons, property, and crime. In order to understand its effects upon these different subjects we must have a knowledge of their status before the introduction of Christianity. In the ordinary meaning, the word "person" signified any human being irrespective of his condition. There was such a distinction made in the legal capacity of different persons, how-ever, that a legal person was one vested with a civil capacity, and in Rome many persons were deprived of this capacity to a certain degree, so that all persons were not equal in this respect. They were divided into three classes as regards civil position: libettas, whether a freeman or a slave; civitas, whether a citizen or a foreigner; and familia, whether independent of parental authority or dependent upon it. Although the later Romans did not agree with the early Greek philosophers in saying that slavery was consistent with nature, yet they accepted it as a custom handed down from their ancestors. They divided persons into three classes as re-gards freedom servi, or slaves; libertini, or freedmen; and in-genui, or freeborn persons. The servus, or slave, was not con-sidered as a person in the law. He could not contract civil marriage; he could not hold property; he could not form a legal contract; nor did he possess any legal rights as against his master. The libertini were divided into three classes ac-cording to the extent of their freedom. There was no uniform-ity in the rights and privileges secured to them. u6 THE GETTYSBUR6 MERCURY. Now with the advent of Christianity and its gradual but marked progress until the time of Justinian we see practically a new order of affairs. The word libcttas was becoming ob-solete, at least in its practical application. The common re-lations between master and slave, which had been inaugurated by the humane spirit of Christianity, tended to equalize and identify the rights of these two classes. The old idea that they were by nature slaves was fading away, and their inborn rights were now respected. Manumission was encouraged and the slave was protected from those cruelties to which, in former times, he was as much subject as an irrational creature. To unjustly treat a slave would incriminate the master as much as though he were dealing with a person of his own rank. To indulge in practices characteristics of former times would make the master culpable, and he could not escape with impunity. Manumission was not only encouraged but more simple methods were introduced, and when once free, the barriers which had made a distinction as to the extent of their freedom were removed. The libertini now shared equal rights, so that when once free all legal restraints were removed. As Justinian declared, "full citizenship was involved in the gift of liberty." The civil condition of the libertini was now made uniform. As regards the ingenui little effect was brought to bear upon them except that their attitude towards all classes and conditions of mankind was mollified and their views were liberalized. The civitas was more easily extended to foreigners. There was a tendency to bring all classes to a greater degree of uni-formity in all respects. Having seen the effects upon the legal status of the different classes, our attention is naturally turned to the domestic rela-tions. How far the paternal authority extended over the son first commands attention. This authority was designated by the term patria potestas and "involved the power of life and death on the part of the father." It seems hardly credible to us that the father could be so cruel as to kill his child, expose it or sell it into slavery, and it seems the more incredible that the law ot the land should allow it and even sanction it. Not until THE GETTYSBURG MERCURY. u; Christianity introduced its elevating principles into the rules of jurisprudence was there any final action taken by magistrates to mitigate the severity on the part of the father. By inculcating a more humane idea as to the relation between parent and child such laws were enacted as protected and gave privileges to the child very similar to those of to-day. The parent was finally brought to substitute affection for atrocity. Together with this reforming tendency in the patria potestas came better legislation concerning the status of women. Her rights with respect to her children, her property and her varied interests were made nearly equal to those of men, and were equally worthy of recognition and protection by the law. Christianity had a great effect on the law regulating all the family relations, for it worked on the family as a unit of society in extending its influence. When its precepts were once in-culcated in the family they would as a result be adopted by the legislative bodies. The idea of marriage was greatly exalted and was transformed from a civil contract into a religious sacra-ment. Marriage was also to a certain extent restricted to non-relationship of the parties. With this greater sanctity added to the marriage relation came enactments by which restraints were placed upon divorce. Matrimony was considered as "the union of man and woman, constraining them to an inseparable co-habitation." Divorce was granted for a few reasons only, very similar to those of the present day. In its effect upon the laws of property Christianity came in only in an indirect manner. With the evolution which it brought about concerning persons and civil society, it also ex-erted a gradual effect upon the enactments concerning propri-etary rights, so that they came to be exercised to the best in-terests of those concerned. A new order of succession to the estate of the deceased was introduced. Legislation concerning crime was not so much affected by the introduction of Christianity. The laws with regard to crime and punishment, except those which distinguished the freedman from the slave, were moderately humane. This distinction be-tween, and the cruel nature of, the laws of the condition of the u8 THE GETTYSBURG MERCURY. slave as over against that of the master have been discussed above. The abhorrence which Christianity had for unlawful indul-gences caused the passage of laws for the prohibition of these indulgences and imposed penalties upon persons addicted to them. The modes of punishment were, however, made more humane. Crucifixion, for instance, was abolished. A greater amount of testimony was required to convict a person con-demned with crime. Better enactments were instituted concern-ing prisons and the treatment of their inmates. Legislation, in general, as affected by Christianity, was char-acterized by a more humane spirit and more liberal views to-wards the amelioration of man's condition. We may say that the ultimate result of Christianity upon the Roman law was to bring about; such adaptations of jurisprudence, in its varied ap-plications, as should best serve and attain moral ends. -^^-"^ SAMAR. A TRENCH dug in the sand, a sun-charred place, Outside the village whence the foe have fled; A shape in brown, blood-stained and some hours dead With unshut eyes and blue unshaven face. A type, a hero ! say you? he who lays His life down freely as the rain is shed, Whom high devotion from his home has led The stars and stripes in triumph to upraise. Such are the deaths of heroes—but do they In such unrighteous warfare loot and slay? Is not their blood more honorably spilt? Crown not his fame with undeserved praise: He hath partaken of his country's guilt And bears the crimson stain of her disgrace. —J. B. EDWARDS, in Western Md. College Monthly. THE GETTYSBURG MERCURY. 119 THE SUB-CONSCIOUS SELF. FRED. A. HIGHTMAN, '02. *T*HERE lies beneath the threshold of the consciousness a. self "*" not the less real because so little known and recognized: indeed it is, for that very reason, all the more potent in its action and aggressive in directing the thoughts and deeds of men. When the sphere of its influence and the potency of its action come to be more fully recognized, and its existence as one of the chief constituents of the soul's energy is admitted as a fact in the philosophy of life and the psychology of mind, another jewel will be added to the rich store of knowledge now in possession of man. The little knowledge already gained of this, the real background and foundation of the soul's energy and character, offers to man the means of escaping the evils of hereditary taint and brings him to a better understanding of his true relations with God and the world. A correct understanding of this deep background of the con-scious life will do more for humanity than any possible cure for nervousness, insanity, and other failings of the brain; it will suggest the means of elevating man to a higher plane than ever before in the field of culture and morality. That the soul is continually undergoing a change not only in the moral realm but in all its intellectual activities as well, needs no proof; but when we find that, in her composite make-up, there is a constituent over which the intellect and will cannot always exercise their power, and that the sphere of its influence extends not only through the hours of slumber but through all the activities of life, we come to recognize in it a force far too significant to be ignored. We know that consciousness is a steady stream of thoughts, feelings and volitions, ever flowing through the mind in all its varied activities, and that the content is mainly received from without. The stream flows on over the horizon and seems to disappear. But it is never wholly lost; ever and anon is it re-called by memory, or is made to serve the power of imagina-tion. 120 THE GETTYSBURG MERCURY. It is to this realm of consciousness, this deep into which the stream pours, that we give the name of the sub conscious or the sub-limenal. It embraces the things that are recalled by voluntary or involuntary memory and all that cannot be so re-called. Out of its deep recesses come forth the issues of life. The past life thus emerges into the present and goes far in de-ciding for character and disposition. The conscious self and the sub conscious together form a dual relationship as complete and abiding as do the emotional and intellectual. There can be no thought without feeling; neither can there be any conscious effort without being in-fluenced more or less by the impressions absorbed and recorded in the sub conscious self during the past life. It is hard for a man, who is brought up in the midst of evil and cruelty, to free himself entirely from such influence, in his daily thought and action. These impressions are lasting and telling in the form-ation of character. He can never wholly escape from the influence of his early environment. And, what is more, they enter unawares and form a body of impressions and tendencies capable at any time of being transferred over to the realm of knowledge and thought. Such impulses to action often sur-prise us, and we wonder why the son is so like his father, especially in his faults. Too often do we attribute it to heredity, when it is merely a result of close companionship; the boy may have learned it by conscious observation and imitation, but he may just as likely have "followed suit," while unconscious of ever having received such an impression from his father, prob-ably at a very early age. Then, too, hereditary tendencies must be attended with similarity in the modification of brain and nerve cells in father and son, and when no such similarity exists at birth, there must be some conditions of environment to en-sure tendencies so often ascribed to heredity. Make a change of home for the boy before the age of puberty, while his char-acter is not yet fully formed, and he will be quick to change in temperament and adapt himself to the new environment. Even a perceptible bias may be overcome, and, under the stimulus of proper conditions, aided by a true appreciation of the enor- THE GETTYSBURG MERCURY. 121 mity and heinousness of an evil to which he is particularly liable, he may be able to free himself entirely from its power. So unobtrusive are these forces of the sub conscious, and yet so potent in their influence over man, that his character and disposition are apt to change without his being aware of it. A student will have a close friend and may associate with him freely, but will invariably fail to see that his companion is all the time exerting a powerful influence over his soul, either re-tarding or developing the growth of his good habits. He enters his friend's room and finds him busily engaged as usual, caus ing the very atmosphere about him to seem charged with activ-ity and purpose. The visitor glances around the room only to see the same harmony of decency and order in the arrange-ment of papers and books. He may not take special note of it, for he has come on an errand and is directing his conscious energy upon the matter of conversation in hand, but at the same time there enters into his sub conscious self a correct im-pression of all about him, and with it comes an appeal to his aesthetic nature. He has been greatly benefitted thereby. If he is inclined to slothful habits, there will rise up in his breast a feeling of disgust for himself, followed perhaps by new resolu-tions. These new motives will cause him to improve his sur-roundings and arouse in him a desire to do better work. Thus will he be elevated in character and self-respect, and at the same time, the ties of friendship between him and his friend may be greatly strengthened, though he may be wholly oblivious as to whom he owes the credit of the transformation. These sub conscious influences are as potent in their power over the other faculties of mind. The condition and the power of adaptation to the work at hand will decide the competency of.the workman. In the deepest mental work—that of thought or reason—the effective work is accomplished by the will only under favorable circumstances, when there are no outside or in-trusive impressions to hinder or retard the working of the thought powers. A man put to work amid new and strange surroundings soon finds himself unable to work with his former celerity and accuracy; his mind is being disturbed, the while 122 THE GETTYSBURG MERCURY. endeavoring to readjust itself to the new surroundings, and the energy of the sub-conscious self, instead of assisting the intellect, now requires a portion of the soul's energy which the intellect is wont to make use of; so that if he attempt by mere force of will to recall or produce a thought, he may be wholly unable to do so. But when the mind is at home the thought will come to him with comparative ease. There are, however, conditions with which it is hardly pos-sible to become accustomed in the pursuance of intellectual activity—at least to the degree of non impressibility. A student, for instance, may be of a nervous temperament—a condition probably brought about by his early environment in the home or elsewhere, who, in the preparation of the lesson, may be annoyed continually by some low but constant sound, or by the continual intrusion of a thought caused by an un-worthy desire to make "good marks." He is endeavoring to concentrate his attention upon the study, but the sub-conscious impressions time and again thrust themselves up into the con-scious thought and claim his undivided attention, so often it may be, that they sometimes cause him to despair of success in his work. The recitation follows and even though he has had comparative success in his study he may not be able to re-cite, because of the absence of the conditions and impressions he had during the study hour, whether they were of conscious effort—as the constant thought of possible failure, or impres-sions received ^ub-consciously from the varied surroundings. An instance may be cited analogous to this in which a student had determined to make a good recitation, but was unfortunate in trying to prepare the lesson while taking a walk along a quiet path. The unusual mental effort, at a time when a part of that portion of the soul's energy generally required by the intellect was being appropriated by the senses to record within the sub-conscious self the impressions received from the new surround-ings of nature, caused him to make a complete failure in recita-tion. Such manner of study may indeed be of no benefit what-ever to the future life. The power of complete concentration of thought—the power THE GETTYSBURG MERCURY. 123 to use at will all or nearly all of the soul's energy at command should be one of the first lessons in the life of the student. If the youth has been fortunate in spending his early life in the country, where there is every chance of developing his power of concentration by the soothing effect of the contemplation of nature and the quiet hour of rest after a day of hard toil, he will be a fine subject for the higher education, or a promising youth to fill a position requiring the service of a skillful and trusty financier. It is a noteworthy fact that the boys of the country are the successful men in the city. Were it not for the addition of the wholesome lives which the country boys make to the city life, it would soon become lifeless and collapse. The city life, with its excitement and bustle, is not a fit school for the early development of the boy; there is too much hurry and diversity of purpose to permit a normal development of the conscious self, and too many uncertain and harmful impressions upon the sub-conscious self. It generally produces an abnormal development of the susceptibility and is apt to cause a nervous condition of the organism. When this occurs the power of con-centration is weak and the boy can no longer control his thoughts or, it may be, even his temper; neither can he tell when he will have feelings of satisfaction or discontent, for the sub-conscious self, which has grown out of proportion, is continu-ally asserting its authority and influence over the conscious self. The growing youth or young man can, by selecting and choosing his environment, modify the force of these sub-con-scious impressions, and thus change his whole life. If he is conscious of any change of feeling that he cannot account for, he would do well to look about him for the cause. There is probably near him some sound or motion which has awakened within his sub-conscious self a like impression, which in turn has revived the mood or feeling he had at the time of such impres-. sion and may even cause the suggestion of some former thought. Impressions thus received sub-consciously may have been stored away since early childhood. The reading of the funeral service at the burial of some friend, or even some peculiarity in the 124 THE GETTYSBURG MERCURY. attitude or personality of the pastor may be awakened for the first time after many years, bringing with it the feeling of sad-ness experienced at that time. The environment of the youth, then, and the manner of his education is of the utmost importance. If the teacher of the child is cross and inactive, even though there are opposite in-fluences at work, the impressions received of the manner and the tone of voice will be far more effective upon the life of the child than the conscious effort of the child to master the lesson. The kind word of the mother in the time of need and trouble, or the assistance of a little friend, will tell greatly in the forma-tion of its character. Why, then, should we not expect the child to be like the parent? Is it not learning only by experi-ence and observation ? And is not the very foundation of all its future intellectual activities and moral attainments being grounded and formulated by these early impressions and thoughts? In the very choice of the furniture and adornments about the house—the carpet, the color of the wall—the parent shows his or her taste and likes or dislikes, and these become as much a part of the child as are the peculiarities in its mode of expression or even in its physical structure. The little prayer at mother's knee, though at the time it may not have had much meaning to the little one, other than that of obedience to mother, will in after Irfe be to him as a guiding star through the dark clouds of fear and doubt. The humble trustful attitude of the mother and the earnestness of those tender loving words ad-dressed to the infinite Father somewhere above, will not only awaken in the little breast implicit trust and faith but will go far in molding a character and disposition of like temperament that will not easily be lost in the face of adverse conditions. The religious life almost invariably has its root in and is dependent for constancy upon these early impressions received often un-consciously and at a period of life when all must be taken as a matter of course, and be considered as conformable to the nat-ural order. Nor is it of small concern to the growing youth what kind of literature he shall read or with what class of companions he may THE GETTYSBURG MERCURY. 125 associate. The noble character in the good book, which is read thoughtfully and earnestly, will affect his soul and character as much as his living associates. All the time he will be pictur-ing to his mind's eye their various traits and dispositions, and these conscious efforts, whether of the imagination or not, will pre-pare his mind more surely to receive like impressions from all other sources. The mind always tends to act in the same way it has done in the past. And so, when the youth comes into contact with a friend, he will unconsciously seek out and find in him, if it be there, that same good quality or virtue the desire for which has already been implanted in his own breast. And the result will be that a living embodiment of the ideal in the book is being presented to him, which will become more and more precious as he grows older. Can we wonder then why the child is so like the parent, or why the intimate friend has influenced so profoundly the character of his fellow? K^y ON READING THE CEDIPUS OF SOPHOCLES. WE read the tale of CEdipus, the king, That lofty, frenzied soul, who shuddering fled From crime to crime, till all the sky flamed red, And glorious earth became a loathsome thing ; Then plucked he tortured eyeballs from his head, And staggered on through doom and God's deep hate, 'Mid whirling darkness of the winds of fate, Led by his daughters' love to join the dead. The tale was done, and homeward trod we late, The village street, antithesis of strife, But low the eyeless clouds with ambush rife, Their silence dumb and dread maintained, And in our hushed and sobered spirits reigned The old night-shrouded mysteries of life. —Williams Lit. 126 THE GETTYSBURG MERCURY. A ROMANCE OF THE REBELLION. STANLEY G. FOWLER, '04. ^\NE Spring morning, in my Sophomore year at Pennsyl- ^-, vania College, Gettysburg, my fancy drifted to scenes of war, and, being at leisure, I began an aimless stroll over the field, whose victory saved our Union. Unconsciously, though probably led by the grandeur of the scene, I slowly made my way to a wooded elevation—Culp's Hill—whereon our boys were stationed in '63, and where un-ceasingly, for one whole day, the Rebels sought to dislodge them. I had reached the summit and while debating mentally whether or no I would mount the government observatory built there, my eye caught the form of an elderly gentleman, seated upon a huge boulder half-way down the rear of the hill. Immediately my plan was laid, for, driven by natural im-pulses that ever make man crave for society, I determined to join him. I knew a number of New York veterans to be out on the field this morning, and surmising this man to be of that band I slowly approached him, for rudeness seldom gains its point; still, were my surmise correct, I had fully intended drawing from him some tales of the deeds, brought vividly to mind on one's view-ing again the scenes of their enactment. The old man had heard me approaching and now looked up calmly and with a good-natured smile addressed me. "Good morning, my boy, out strolling too?" "Yes, sir," I replied, and remembering my purpose added, "'tis ever a pleasure to me to wander over a field so dear to us all." "Ah!" said he quickly, "it almost repays one to hear young America talk that way," (He was a veteran and here was my opportunity) Quickly following up my advantage, I ventured, "Were you stationed here during that "second day?" The old man smiled—-as though discovered—and answered, "Yes, my boy; at one time during that day I wasn't far from this very spot." THE GETTYSBURG MERCURY. 127 I looked about me. To be here during "that day !" Imme-diately I recalled how we had studied of the noble charges the Rebels made all through "that day," and as I thought, it flashed upon me that here, this very line, was where our boys lay and so gallantly held the hill. Yes I was correct, for to both right and left stretched a line of regimentel monuments, plainly mark-ing the position ; but even better proof met my earnest gaze, for I awoke to the fact as I looked, that the very boulder we sat upon was the center of a trench, a low, now thickly grown wall of earth that stretched to the right and left, clear 'round the base of the hill. But for one to sit there and look down, down fifty feet or more, over the wildest, rockiest, roughest hillside that even a fertile imagination could conceive of; down over an area, well nigh impassable with trees, rocks and undergrowth, and to think then of the charges and repulses made, why Culp's Hill at once assumed a new beauty to me. I looked at the man, half doubting that ever human being could come out from such a hell as this; to calmly view it now with not so much as a look of wonder. The rock upon which we were seated had split from a main and larger body and lay directly in line with the low earthern wall; for say five feet on the sides of it were spaces. Low stone walls joined the rock to the earthern works on either side, and thus the protection stretched unbroken, save in height. Directly in front of our boulder, on an angle not quite as steep as the hillside, stretched the moss-covered face of the enormous main body (from which our resting place had split), forming a perfect plaza fully fifty feet square, clear up to the breastworks; and, over this vast boulder's lower ledge, up upon its smooth face, charged the Rebels, for history records their once reaching the trench. The spot we occupied was—could a decision be given—the wildest spot on the line. Turning, I saw the monument, some distance in our rear, to be the I22d N. Y. I now knew the old man's regiment, but was not carrying out my purpose. 128 THE GETTYSBURG MERCURY. "It must have taken true courage for a man ever to reach this line, and none but Americans could ever have held the po-sition," I remarked. "Yes," he said, "they were brave boys to reach us. It was hard to shoot them down when they did get here. Hard for more reasons than one." "But how did you ever get out of this place uninjured?" I persisted. "Well, my boy, I didn't exactly. Down in that opening there"—and he pointed to the crack between the main boulder and the one upon which we sat—"down in there I lost pretty nearly all the life I had with me at the time." I looked at the fissure he designated, an aperture about four feet across, extending the one dimension of the rock and filled out with earth and underbrush 'till it was no deeper than about three feet. I now had visions of hearing a miracle. How could a man fall wounded there and ever be found ? I became desperate in my anxiety to hear, and arising, I bluntly exclaimed, "Sir, will you kindly tell me of that day?" Patiently, but eagerly, I awaited the result of this advance. The old man's face gradually lost its look of surprise, and over blankness there crept a genial expression of new-born friend-ship. "Well," said he, "sit down, my boy, and I'll tell you of scenes now dulled by forty years." "To begin with, memory takes me back to Savannah, Ga., where lay, nestled in her spacious campus, my old Alma Mater." "It may seem strange that one from America's metropolis could wander so far to a college, but I was ever eager to forsake, for growing years at any rate, that thought destroying din of city life." "My class of '61 had reached its Senior year. For three whole years had I reveled in Southern romance and nature. Far from my native State my erstwhile fancy had all but turned to love for a clime that, three years before, was strange to me." THE GETTYSBURG MERCURY. 129 "During my course, I had indeed made friends, as only col-lege associations can create, and, above all, by far the brightest spot in the memory of those days was the friendship, yes love, that had unconsciously possessed me, for one of Georgia's maids, a girl whose acquaintance I'd made at my first Fraternity dance. "From the day of my coming it was looked upon as strange, for even then was brewing that strife so soon upon us. "There were four in the class from my State, and dimly I could notice national pride struggling against the brotherly friendship my classmates held for us. At every visit made at the home of this maid, I could clearly see the feeling, while not strong enough in her to conquer her love, still full strong enough in her parents to curtail my stay. But I was not alone in the struggle for this maid's affections. A native Georgian, a dark-haired, handsome youth, a classmate of mine had, long 'ere my arrival, in vain sought her hand, and now, as I slowly but clearly gained the preference, his rivalry grew intense. "But to hasten on, one evening, as a score of us sat about the grate fire in my study, rather heatedly discussing secession, news reached us of Lincoln's election. Our discussion came to an abrupt end. Mightily were the passions of patriotism and friendship at strife within us, and slowly and in silence we separated. "When all had gone, realizing that were I a man, my stay in G. must cease, as my place was in the ranks of the Union, I hastily gathered some few valuables and stealthily leaving the dormitory, made my way to the home of my sweetheart. There, at the gate, I met her weeping She too had heard the news that must forever shatter fond dreams. "I can't tell of that parting".—here the old man's frame trembled, tears came to his eyes, but with an effort he sup-pressed all, and, looking up, continued: "Enough to say that our lives were pledged to promises of future bliss. "We parted as secretly as we had met, and continuing away, I so fixed my clothing, etc., as to present the appearance of a 130 THE GETTYSBURG MERCURY. rustic. Thus disguised I made my way to the wharf and as a stowaway reached New York. "At the first call I enlisted, together with my brother, in the regiment commanded by my father, the 122nd New York. Home ties were not a straw for we were blessed with a mother whose patriotism excelled our own, and whose farewell instilled that courage such as only can win a struggle. "Well, our regiment saw considerable active service from the war's very outbreak, and on the second day of this grand fight, had this stone wall to hold. "Opposed to us was the flower of the Southern army, and the regiment sent to take this position of our stronghold was the Seventh Georgia, raised and recruited from the ranks of my old college. "You have often heard this war typified as the 'strife of brothers,' and so it was. Here I was to shoot down the boys I had learned almost to love, but duty was plain before me and mine was the righteous cause. "Well, they charged us twice, and twice were they sent back. During the second charge they had almost reached us; some had scaled the ledge of that great rock right in front here and were face to face with us. In desperation, leaping upon this low stone wall, I stood almost touching my old Georgia rival, who led his men. I didn't have the heart to fire, but he did, and I dropped here in this opening between the rocks. "There I lay unnoticed, while my life slowly ebbed. Dark-ness was now upon us, and as I lay there fast reviewing scenes of old, I felt a hand upon my throat. " 'Well, here you are, eh, haven't moved a bit,' sneered a voice close to my face. 'I reckoned to have finished you an hour ago. Roy, it comes hard for one to fall by the hand of a friend, but you know that Mary waits for one of us to return. I intend to be that one!' And as he spoke the hand tightened upon my throat. I merely groaned; that's all I could do, when, as though from heaven, a figure fell across my body. Then the hand left my throat. That is all I remembered that THE GETTYSBURG MERCURY. 131 night. When I awoke I lay in the hospital tent swathed in bandages. "Slowly I recovered and soon was out. It was my own brother in search of me, who had saved me, but my Georgia 'friend' had escaped back to his ranks. "This was my last fight. After the war, seeking betterment to my broken health, I journeyed South. There, once more fond memory prompting, the old flame burned, and journeying on to my old college town, quietly I sought fulfilment of that hastily made promise. "I found Mary, but alas, no longer free. My rival, thinking full well my end had come, returning brought such as fact, and I, poor, foolish man, was beaten. "That's all, my boy, I can't mention this rivals's name, for he's now prominent in the politics of the Union he once op-posed. Often we meet in open debate, for I represented my State in the same assemblage. 'Tis there only that my re-venge, if any, is granted, but God knows he won a prize far beyond my power to gain. "Alone I have lived since, and you are the first and probably the last to hear this, one incident of an awful strife, a remembrance of this low stone wall." The old man drew out his watch and observing that it was high time to be moving, he arose to go. Not wanting to pre-sume, for I saw him to be deeply affected by a story, the romance of his life, I, insisting, thanked him sincerely, and he left me alone, absorbed in a new-born thought. HABAKKUK. Silence and night—black night: A striving all in vain to reach the light, A rugged watch tower lifts its massive height. Darkness and clouds—despair: And on the lonely watch tower wrestling there, A strong man waits an answer to his prayer. Starlight and peace—deep peace : Upon the tower the awful conflicts cease; The kneeling man through faith has found release. —E. A. P., in The Lesbian Herald. I 32 THE GETTYSBURG MERCURY. NATURE IN EMERSON'S POETRY.* (Honorable Mention Graeff Prize Essay). J. F. NEWMAN, '02. KALPH W. EMERSON, born in Boston, May 25, 1803, was the son of a minister. His mother, Ruth Haskins, a lady of great dignity, sweetness and piety, although left a widow with five small children, managed to give four of them academic education. After the completion of his course at Harvard Ralph aided in the support of the family by teach-ing for some years, and finally decided to enter the ministry, graduating from Harvard Divinity School in 1826. His ministerial career, however, has little bearing on our sub-ject. Glancing briefly at his early boyhood, when his mind was in its formative state, we find that he frequently visited at the home of the Rev. Dr. Ripley, the "Old Manse," at Concord. In the fields and woods along the Concord River he came into close touch with Nature, and formed the foundation and back-ground of many of his literary productions. Doubtless we may attribute to these visits much of that intense love of Na-ture, which, when disappointment and distress entered his life, caused him instinctively to turn to her, "Who will be all things to all men," for consolation; and probably to the same cause may be attributed his right to be styled a true nature poet. The greatest requisite of any poet is ability to appreciate correctly the two great sources from which his materials must come—man and the external universe. Only a person who is deeply in love with Nature can with propriety sing as Emerson does in "The Park." "Enchanters! Enchantresses! Your gold makes you seem wise ; The morning mist within your grounds More proudly rolls, more softly lies." * Facts relative to Emerson's life are from Edw. W. Emerson's sketch of his life. THE GETTYSBURG MERCURY. 133 "Yet spake you purple mountain, Yet said you ancient wood, That Night or Day, that Love or Crime, Leads all souls to the Good." Or, from his delightful description, how beautiful must a snow storm have seemed to him. "Announced by all the trumpets of the sky Arrives the snow, and, driving o'er the fields Seems nowhere to alight; the whited air Hides hills and woods, the river, and the heaven, And veils the farmhouse at the garden's end—" ****** "Out from an unseen quarry evermore Furnished with tile, the fierce artificer Curves his white bastions with projected roof Round every windward stake, or tree, or door." Surely it may truthfully be said that Emerson lived close to Nature's heart and was an appreciative observer of all her manifold phenomena. With equal truth it might also be said that he had genuine pity for those who cannot receive pleasure from Nature for he must have held such in mind when he wrote: "The brook sings on, but sings in vain Wanting an echo in my brain." That his productions may be true nature poetry, the poet must not only be appreciative of Nature, but must also possess the happy facility of describing her vividly and tenderly. As we read these lines from "My Garden"— "In my plot no tulips blow— Snow-loving pines and oaks instead And rank the savage maples grow From Spring's faint flush to Autumn's red." "My garden is a forest ledge Which older forests bound; The banks slope down to the blue lake-edge Then plunge to depths profound''— ! a delightful picture, which shows the delicate and loving touch I 36 THE GETTYSBURG MERCURY. of a master-spirit, rises in fancy and we see our poet sit in his forest-garden, enjoying its sweet odors and gazing meditatingly to the blue lake beyond. It is almost impossible to select representative descriptions from such poems as "The Adirondacks," "Musketaquid," "Sea-shore" and "May Day," each of which seems to be a portrayal of a different portion of Nature's marvels. "The Adirondacks," is a description of a journey in the mountains, of such vividness that the reader and not the author appears to be the actual participant. How beautiful and realistic is the following homely quotation: "Ten scholars, wonted to lie warm and soft In well-hung chambers daintily bestowed, Lie here in hemlock boughs, like Sacs and Sioux, And greet unanimous the joyful change." ******** "Our foaming ale we drank from hunters' pans, Ale, and a sup of wine. Our steward gave Venison and trout, potatoes, beans, wheat-bread ; All ate like abbots, and, if any missed Their wonted convenance, cheerily hid the loss With hunters' appetite and peals of mirth." Musketaquid deals primarily with the farm in the New England valley. The rural description, however, is illustrated with happy word pictures which make this poem one of Emer-son's sweetest, as: "Sparrows far off, and nearer April's bird, Blue-coated—flying from tree to tree, Courageous sing a delicate overture To lead the tardy concert of the year. Onward and nearer rides the sun of May; And wide around, the marriage of the plants Is sweetly solemnized. There flows amain The surge of Summer's beauty; dell and crag, Hollow and lake, hillside and pine arcade, Are touched with genius." Frequently persons intensely fond of woodland beauty receive little pleasure from the ocean; but Emerson appears to have THE GETTYSBURG MERCURY. 135 had equal adoration for each portion of Nature's handiwork and could sing of the ocean's beauty as sweetly as of his own dear walks and retreats. The following extract is from Seashore: "Behold the sea, The opaline, the plentiful and strong, Yet beautiful as is a rose in June, Fresh as a trickling rainbow of July." May-day is a brightly colored picture of the awakening of slumbering Nature. The dormant faces are represented as springing into life when "Coy Spring, With sudden passion languishing, Teaching barren moors to smile, Painting pictures mile on mile, Holds a cup with cowslips wreaths, Whence a smokeless incense breathes." Does he describe Nature? He does more. He transfers living Nature from the external world to his pages without losing the scent of the flowers, the flutter of birds' wings or the tone of the waterfalls. She was real to him and he has given her to us in her reality. But the living universe was more to Emerson than an enter-tainer of the imagination. She was a teacher of noble truths. A boy he discovered her mysteries; later in life he carried his problems to her for solution. It was with a certainty of his correctness, determined by experience, that he wrote "Chide me not, laborious band, For the idle flowers I bought; Every aster in my hand Goes home loaded with a thought." "There was never mystery But 'tis figured in the flowers; Was never secret history But birds tell it in the bowers." —(The Apology). In his philosophical quest Emerson represents "The Sphinx" as advising him as follows: 136 THE GETTYSBURG MERCURY. ' 'So take thy quest through nature, It through thousand natures ply : Ask on, thou clothed eternity ; Time is the false reply." "Through a thousand voices Spoke the universal dame; Who telleth one of my meanings, Is master of all I am." However obscure and unsatisfactory his conclusions may have been, we know positively that he believed in some power back of Nature, controlling both her and him. When asked "whence is the Rhodora," he wrote Rhodora ! if the sages ask thee why This charm is wasted on the earth and sky, Tell them, dear, that if eyes were made for seeing, Then beauty is its own excuse for being ; Why wert thou there, O rival of the rose ! I never thought to ask, I never knew ; But, in my simple ignorance, suppose The self-same Power that brought me there brought you. Emerson's life, we must think, sorrow and his disagreement on ably a not very happy one. Yet ings in fact—there is no trace of piest spirit everywhere exhibited that his loved mistress (Nature) His poem. "Good-bye," seems to thought with its varying shadows of religious questions, was prob-in his poetry—in all his writ-bitterness, but only the hap- May we not, therefore, say lent contentment to his life? be impregnated with this one "And when I am stretched beneath the pines, Where the evening stars so holy shine, I laugh at the love and the pride of man, At the sophist schools and the learned clan ; For what are they all, in their high conceit, When man in the bush with God may meet?" Perhaps the most beautiful feature of our poet's work is the fact that he deals lovingly with every item of Nature's creation, overlooking nothing; and yet it is not in single detail that he THE GETTYSBURG MERCURY. 137 admires her, but as a connected whole. "Each and all," from which we have chosen some leaves, shows this best. "I thought the sparrow's note from heaven, Singing at dawn on the cedar bough ; I brought him home, in his nest, at even ; He sings the song, but it cheers not now, For I did not bring home the river and sky— He sang to my ear—they sang'to my eye." Milton says that poetry must possess three qualities' if its author would deserve to b$ designated poet—must be simple, sensuous, passionate. Measured by this standard, we believe Emerson deserves the title. His poetry, as a rule, is simple; in some the theme is difficult; but by careful application any person can understand him, and having found the real flavor, will follow it passionately. Enough has already been said to show that it is sensuous. His own passion for Nature is transferred to his pages that we may enjoy her as he did. It was the consciousness of having given something to the world that caused Emerson to enjoy his poetry and send it to us with this mission: "Go speed the stars of thought On to their shining goals— The sower scatters broad his seeds, The wheat thou strew'st be souls." VOICES IN THE QUAD. Happy days have slowly dwindled And we're parting lads, at last; College scenes and college mem'ries Are but dreamings of the past Still our hearts are closely clinging And our thoughts are ever winging To the voices that are singing. Ah ! the voices in the quad. Songs we love and songs we cherish Of the days that never perish, Sing the voices in the quad. -DAN DEVLIN, '02, in the Georgetown College Journal THE GETTYSBURG MERCURY Entered at the Postofflce at Gettysburg' as second-class matter Vol. XI GETTYSBURG, PA., JUNE, 1902 No. 4 Editor-in-chief Assistant Editors Exchange Editor H. S. LEWARS, '03 Miss MARY WILSON, '04 SAM. P. WEAVER, '04 LYMAN A. GUSS, '04 Business Manager E. CARL MUMFORD, '03 Advisory Board PROF. J. A. HIMES, LITT.D. Asst. Business Manager PROF. G. D. STAHLEY, M.D. FRED. MASTERS, '04 PROF. J. W. RICHARD, D.D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance; single copies 15 cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Busi-ness Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. EDITORIALS. The Commencement season is at hand. ADIEU, 1902. ~, " . . , . , r . 1 he benior in his cap and gown is a familiar sight. Examinations are over, a few more finishing touches on the oration and all will be done. This is a season both of joy and sadness. Joy because of the happy years gone by. Sad because they will never be reciprocated; sad at the thought to leave one's alma mater and beloved classmates. Friendships ships and acquaintances have been formed, which shall be lasting. There is a peculiar relation existing between classmates. All have one end in view, and that makes work enjoyable; we should be thankful that it is so. All the unpleasant things, all the hard asks will be forgotten, the memory will not take note of them, THE GETTYSBURG MERCURY. 139 they are so small and it will have so many happy experiences to recall. "When the act of reflection takes place in the mind, when we look at ourselves in the light of thought, we discover that our life is embosomed in beauty." You look back over from now and they seem pleasant. Years after you will think of them as the happiest period in life. It's a good thing* for men to work shoulder to shoulder, and one of the happy recol-lections shall be of united labors in some college department. Much of the four years' work has been enjoyable; some tasks, too. have been distasteful, but they will be forgotten. Emerson has rightly said, "Behind us, as we go, all things as-sume pleasing forms as clouds do far off." He said that when he was well on in years and knew life, "The soul will know neither deformity or pain," and we should rejoice. The older you grow the more precious will these years seem. Such must be your thoughts, O, Seniors, as you bid us adieu. The alumni and friends of the college will no doubt be glad to know that the Spectrum for this year is in circulation. It is a different publication from any other in the college, and is expository in character. Rob-ert Burns once expressed a heartfelt wish, "O, wad some power the giftie gie us To see oursel's as others see us." When he said that he had no idea that it would ever be ful-filled. He did not know of the Spectrum. If a man wants to see himself from the standpoint of his fellow let him seek that knowl-edge in this publication. The Editor is by no means respon-sible for your bad feelings; he is merely a student of public opinion, and publishes what he sees and hears. It has truth for its foundation, and the members of the staff have a scien-tific mania for fact. Self-knowledge and progress is its aim. Its very existence was caused by a wish such as Burns'. But the managers determined to do what Scotland's Shakes-peare could not or did not, and the Spectrum came forth a new 140 THE GETTYSBURG MERCURY. creation. Every succeeding class has followed this example and has believed that "It {Spectrum) wad frae monie a blunder free us and foolish notions." It has reached its aim. But, too, it chronicles deeds of bravery and does not waste all its time trying to pull the mote out of its brother's eye. Nineteen three believes in self-knowl-edge, and has carefully arranged all matters pertaining to the institution in their true light. There is no knowledge without light, so get a Spectrum and see. THE END OF WORK. There is a faithful saying—"The end crowns the work," which has been held precious by the laborer since time immemorial. True—but when there is a limit to it, the coronation comes whether you have worked or not. But, oh, what a coronation! The end of our year's work is here, but the kind of end depends on the work during the year. Why this end should be the special delight of so many is hard to understand. Work is surely not such a drudge that we are glad to leave it. Work is a pleasure—it is healthy. The end of one task should only incite to greater conquest. There is no end of work. The man who is looking towards He who looks towards the end The ability to work to-morrow is according to your ability to work to-day. No man has ever become strong or great who has not worked patiently and in-defatigably. The great are the hardest workers and the hum-blest servants. Men are strong because they have worked. Idleness is weakness. Do you wish to know the true man ? See him at work. Then you can measure his power, then you have an insight into his real nature. The fisherman at the shore is made a teacher of men, Elisha at the plow is made the prophet, Saul, the persecutor, is made Paul the Apostle. There is no room for the idle man, only the laborer is promoted. Work is power. There is German saying, ''Arbeit iiber-wiindet alles" Labor only is the key to success. If happiness the end is himself an idler, will never do much work THE GETTYSBURG MERCURY. 141 is the great good to man he will find it only in work. And, having found his work, let him concentrate his energy and do it and not seek the end. EXCHANGES. A number of our exchanges are somewhat late in making their appearance this month. Most of those that have arrived, however, show an improvement over last month's issue, es-pecially in their exchange columns. Some, nevertheless, fail to recognize the real purpose of this department, and fill the space with general notes of the college world. This evidently is not the purpose of the exchange column, and several editors could greatly improve their journals by giving this department a thorough remodeling. We are very sorry that no exchange column appeared in last month's issue. For it the exchange editor has no apology to offer. The exchanges were reviewed and written up as usual, but, owing to a seemingly unavoidable circumstance, were cast into the printer's waste-basket. We hope, however, that this will not occur again. We are glad to add the Theilensian to our exchange list. The article "The Decline in Candidates for the Ministry" is very good. The exchange column, however, could be greatly improved by using it for the review and criticism of their ex-changes. THE HEART'S LONGING. There's a warm, warm wind comes from the South, With a promise and a song, A song that wells from a rose-lipped mouth In cadence full and strong. It whispers, whispers through the day To the hearts of longing men, That the time is coming down the way When the woods turn green again. —R. B., Free Lance. 142 THE GETTYSBURG MERCURY. Tlie Juniata Echo for May contains an excellent article on "Juniata—Tradition and Spirit." Among other things the writer says: "College spirit is that undefinable, but none the less real fact of enthusiastic devotion, which unconsciously takes hold of the ideal student in course of his growth into and with an institution, and causes him to rejoice over every mark of its superiority." For the High School exchanges of last month we have nothing but praise. Each editor seems to have made a special effort to send out a good paper. Among these the K. H. 5 Myth is the best. The essay "Character is Power" is very fine. It also contains some splendid cuts. The others most worthy of mention are The Argus, The X Ray and The Delphic News. The first issue of the Phoenix for May is not very well bal-anced. Most of the space is taken up with athletic and local news, much to the detriment of the literary department, which does not contain an article worthy of perusal. The May number of the Forum was one of the best ex-changes received during month. It contains an excellent ar-ticle on "The Study of Philosophy-" The editorial on the "Grind" and college sport is very well written. We agree that they are not true college men. Among the other exchanges the best are the Lesbian Herald, The Buff and Blue, The Amulet, The Midland and The Ursinus College Journal. The lamps I light along life's way May throw their rays on meagre space ; The flowers I scatter day by day May brighten but a little space. Yet, if I light to a higher goal One who the upward path would gain, Or cheer some sorrowing, starving soul, I cannot count my labor vain. —E. C. D., The Midland. THE GETTYSBURG MERCURY. 143 BOOK REVIEW. An American at Oxford, By JOHN CORBIN. Boston: Hough-ton, Mifflin & Co., #1.50. In the educational world there is no more widely discussed subject to-day than Oxford University, its methods and life. For many years Americans were not attracted to Oxford and Oxford gave no inducements to Americans. Most graduate students went to Germany. The Oxford scholarships provided for Americans by the will of the late Cecil Rhodes have drawn special attention to this historic school. Strange to say, as Mr. Corbin mentions in his preface, his book, "An American at Oxford," went into press on the day of the publication of Mr. Rhodes' will. The book is therefore specially interesting. We have heard enough of Ox ford from the English, but to get an account of the University from an American, who judges it from an American standpoint, is wholesome. Ask an Englishman why Oxford has the best system of in-struction and he'll do anything but answer your question. Mr. Corbin's book, however, treats of Oxford in all its phazes and in a manner very charming. The social life of the University is first discussed, which is quite different from other universities of Europe, and the author does not fail to call attention to the contrast. The part of the book that will interest college men is Oxford Out of Doors. The author gives detailed accounts of Track and Field Athletics and at the end, of course, contrasts Ameri-can and English sportsmanship. The English student engages in sport of some kind, which the author thinks is very salutary. Alas, in some of our American Universities time is barely given for exercise ! True to Oxford spirit one part of the book is de-voted to the History of the University. The Problems of the American University are ably discussed. The author is not derogatory of other universities in his con-trast between them and Oxford, and has made the book both interesting and instructive. 144 THE GETTYSBURG MERCURY. As/c you r bookseller to showyou th ese books. Published by Hinds £r» AIobley New York. Songs of All the Colleges - $1.50 Songs of the Eastern Colleges - - 1.26 Songs of the Western Colleges - - 1.25 New Songs for Glee Clubs - .60 3 Minute Declamations for College Men 1.00 8 Minute IteadingB for College Girls - 1.00 New Pieces for Prize Speaking - - 1.26 Proa and Cons (Complete Debates) - 1.60 Commencament Parts,( Orations, Essays, etc) 1.60 Established 1867 by Allen Walton. Allen K. Walton, Pres. and Treas. Robt. J. Walton, Superintendent. 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AjN \Z r t SK*-*—*— DECEMBER, 1900 Qettysbtiir Mercury CONTENTS The End of the Nineteenth Cen-tury, 205 Pennsylvania College at the Close of the Nineteenth Cen-tury, 206 The Belles 208 The Mysterious Picture, . . 211 Father Hawkin's Observations, 215 King- of Reformers, . . .217 An Old Camera, . . .220 Editor's Desk 222 Elements of Inspiration in the Earliest Greek Poets, . . 224 Words add Things, . 228 A Financier, . 233 Book Review 236 Among Our Contemporaries . 236 FAVOR THOSE WHO FAVOR US. For Fine. Printing go to Tk J° Co Wile Prifltiig ftwe CARLISLE ST. GETTYSBURG, PA. C. B. Kitzmiller Leadership Dealer in Hats, Caps, Boots and Douglas Shoes GETTYSBURG, PA. R. M. Elliott Dealer in Hats, Caps, Shoes and. Gents' Furnishing Goods Corner Center Square and Carlisle Street GETTYSBURG, PA. IN THE CLOTHING and MEN'S fURNISHING Business It is strictly here—everybody knows it. Testimony'! The stock itself. The pen suffi-ciently nimble to tell all the good points of our ::::::: FALL AND WINTER. SUITS AND OVERCOATS has not been found. We will keep you dressed right up-to-date if you buy your Clothing and Furnishings here. : : : EDGARS. MARTIN, F^CIGARS AND SMOKERS' ARTICLES Chambersburg St., Gettysburg ST McPherson Block. No. li BALTIMORE STREET THE GETTYSBURG MERCURY, The Literary Journal of Pennsylvania College. Entered at the Postoffice at Gettysburg as second-class matter. VOL. IX. GETTYSBURG. PA., DECEMBER, 1900. No. 7. THE END OF THE NINETEENTH CENTURY. "Old Time's great clock, that never stops, Nor runs too fast nor slow, Hung up amid the worlds of space Where wheeling planets glow; Its dial-plate the orbit vast Where whirls our old earth free— Has pushed its pointers round again And marked a century." «^2> 'T'HE century ends. The startling records of to-day are being ■^ stamped upon the last lap of the scroll. Marvelous have been the achievements of the last ten decades. Strange are the inscriptions on the escutcheons of the nations of the world. May the American not cease to hallow the ground where rest the ashes of the sages, patriots and warriors! Remembered be the deeds of the fathers ; long live their admonition ! Soft be the breeze that sways the trees on the famous fields of battle! Forgotten the strife that stained our soil with blood! Firm be the future grasp of Labor's callous hand—recognized, in every sphere, the noble and the true! Appreciated be the heritage of the fathers ! Bared be every arm in defense of our common, sacred trust! Solid be the phalanx in freedom's holy cause! 206 THE GETTYSBURG MERCURY PENNSYLVANIA COLLEGE AT THE CLOSE OP THE NINETEENTH CENTURY. E. S. BREIDENBAUGH, SC. D. T N this last issue of the MERCURY for the nineteenth century it *■ is proper to consider Pennsylvania College in connection with the present condition of higher education in our country. While not attempting a complete survey, a few glimpses of the field will be a source of congratulation and encouragement in our work, and may be an incentive to further effort for advancing the interests of our college. During the last third of the century there has been a large in-crease in the number of college students, proportionally a larger increase than the increase in population. There are no available statistics to show whether the number of Lutheran young people in institutions of learning has grown in proportion to the growth of our church membership, there are sufficient facts to show that there has been a very decided increase in the number of our young peo-ple who are having the advantages of the higher education. This increase in number of college students is due in part, if not wholly, to the growing conviction that a higher education is advantageous to men in every field of activity. While formerly the college graduates rarely entered any other profession than the ministry, law or medicine, we now find a minority of all the college graduates entering these professions. In our own college we find in recent years an increasing number of our graduates entering on business or technical pursuits. This change in the life work of college men has accompanied and has been in part the cause of and in part the effect of changes in the college curriculum. There have been introduced into the curriculum many important subjects, which in the early part of the century were hardly thought of in connection with a college education. This large increase in number of subjects taught has necessitated the introduction of electives into the requirements for entrance to and graduation from college. The same conditions have lead to the opportunity being given to the student to substi-tute for Greek, L,atin and Mathematics, which formerly occupied nearly the whole of the college time, Modern Languages, Natural and Physical Sciences, History, Politics, etc., thus giving the student the choice of subjects in which he may specialize. At the same time the requirements for entrance and graduations have THE GETTYSBURG MERCURY 207 been notably increased. In all departments of study there have been changes in method of work which increase the labors of the teachers and require more and better study on the part of the pupils. Pennsylvania College has enlarged her courses of study —has adopted to a fair degree elective courses of study—and in every department has increased the requirements for graduation. These changes in subjects of study and methods of work have necessitated an increased teaching force and enlarged equipment. Our college has in recent years somewhat increased her teaching force and added laboratories of chemistry, biology and elementary mechanics. We have also greatly improved our accommodations for class work in new and convenient buildings. The duty of our college is not rivalry with our neighbors, nor is it at present to do university or technical work, but is to do the best possible for our constituency in providing a sound college training such as is demanded by the present times, to this end we need, and we need greatly, additional teaching force, increased facilities for laboratory work and larger library equipment. Our professors are required to teach too many subjects, and other subjects barely included or not included in our curriculum require attention which cannot be given them. While there has been no increase in the personal interest teachers have for their pupils, there has been a change in methods which requires more immediate individual work between teacher and pupil. This personal teaching in all subjects, while greatly benefiting the student, is a great drain on the vital power of the teacher. As the number of pupils increases the personal attention to individual pupils must lessen unless the teaching force is in-creased, thus enabling each teacher to have fewer subjects and a smaller number of pupils. Co-education has been adopted to a limited degree by Penn-sylvania College. If we desire to enlarge this work, which can easily be done, we must have suitable accommodations for the young women. There has been in our colleges a great change in the dormitory and other accommodations for students. What thirty or forty years ago was regarded as excellent is now deemed wholly inadequate by parents and pupils. In some places these provisions have grown to extravagant proportions, while Pennsylvania College 208 THE GETTYSBURG MERCURY has not developed to such a degree, we are in these respects fully abreast of the times. We find the college student yearly taking a greater interest in matters outside the college curriculum—this when properly guarded, is wise and of educational advantage. Our students have shown reasonable activity and had fair success in many of these enterprises, such as athletics, musical clubs, publications and debating clubs. With all these changes in college work—with the greater pressure of material things, with the ever increasing claims of study on the energy of the student and the accompanying greatly increased personal freedom and self-control of the individual student there has been an equally increased interest in religious subjects—this is shown in many ways, not the least being the activity of the College Y. M. C. A. and the accompanying Bible study. In this brief summary of the changing conditions of college work—and we believe they are changes for the better—we find that Pennsylvania College has been advancing in the same direction as the general educational world, and while there is always room for fuller growth, we feel encouraged with the past and are hope-ful for the future. These improving conditions are due to the diversified and united labors of trustees, presidents, professors,students,numerous liberal friends and the general loyalty of the alumni of the college. It is in reliance on the continued energy and loyalty of all these friends that we are assuredly hopeful for the future of our college. THE BELLES. J. B. BAKER, '01. Hear the singing of the belles— Choir belles! What a world of vanity their rhapsody foretells ! How they wrinkle, wrinkle, wrinkle, All the muscles of their bite 1 While the gems that oversprinkle All their tresses, seem to twinkle With a hyaline delight; THE GETTYSBURG MERCURY 209 Keeping time, time, time, In a faintly falling: rime, To the nasal proclamation that so dissonantly wells From the belles, belles, belles, belles, Belles, belles, belles— From the singing and the ringing- of the belles. II Hear the flippant summer belles, Giddy belles! What a string- of soda bills their coquetry foretells ! Throug-h the balmy air of nig-ht How they draw us out of sight! From their starting, darting eyes All aglow, What a funny feeling hies To the bosom of the lover, while he spies Not the bow. Oh, from out those spheric cells, What a gush of repartee extravagantly wells ! How it swells ! How it dwells On the future ! how it tells Oh the philter that impels To the flushing and the blushing Of the belles, belles, belles, Of the belles, belles, belles, Belles, belles, belles— To the flushing and the blushing of the belles. Ill Hear the loud alarum belles— Infant belles ! What a train of muffled oaths their noisiness compels ! In the startled ear of night How they scream out their affright! Too much horrified to speak, They can only shriek, shriek, Out of tune, In a clamorous appealing to the mercy of the sire, In a mad expostulation with his warm erratic ire Leaping higher, higher, higher, With a desperate desire, And a resolute endeavor To resign the job forever That he undertook alas, too soon. Oh, the belles, belles, belles What a tale their horror tells Of the crier! 210 THE GETTYSBURG MERCURY How they squirm, and kick, and roar, What a horror they outpour On the palpitating bosom of the sire ! Nor the father fully knows, By the wiggling-. And the wriggling, How the sulphur ebbs and flows ; But the mother t'is who tells, In the jangling, And the wrangling, How the danger sinks and swells, By the sinking and the swelling in the squealing of the belles,- Of the belles— Of the belles, belles, belles, belles, Belles, belles, belles— In the squealing and the reeling of the belles. IV Hear the moaning of the belles— Ancient belles ! What a world of sympathy their monody compels ! Through the day and oft by night, How our tears spring into light, At the melancholy mumble of their tone ; For every sound that floats From the rust within their throats Is a groan. And the lovers—ah, the lovers— They who go and wed some others, Altar prone, And who strolling, strolling, strolling, By discarded belles alone, Feel a glory in so rolling On the human heart a stone— They are neither false nor true men— They are neither brute nor human— They are fiends, And their king the devil, tolls, And he rolls, rolls, rolls, Rolls A threnode from the belles ! And his scaly bosom swells With a threnode from the belles! And he dances and he yells ; Keeping time, time, time, In his Tartarean grime, To the threnode of the belles— Of the belles; Keeping time, time, time, THE GETTYSBURG MERCURY 211 In his Tartarean grime, To the throbbing- of the belles— Of the belles, belles, belles,— To the sobbing- of the belles ; Keeping time, time, time, As he knells, knells, knells, In his Tartarean grime, To the groaning of the belles— Of the belles, belles, belles,— To the moaning of the belles Of the belles, belles, belles, belles— Belles, belles, belles— To the moaning and the groaning- of the belles. THE MYSTERIOUS PICTURE. STANLEY C. FOWLER, '04. 44QPEAKING of mysteries reminds me of a very curious, yes, ^ startling experience I had when a struggling young artist in Paris," said Wilbur Cutting. " What was that? " we asked. " Go ahead, let her rip, said Coleman, the irrepressible, "we're all attention." Wilbur puffed at his favorite corn-cob pipe and we all drew our chairs nearer the grate fire which burned cheerily and lighted up our cozy club-room. Presently we heard Wilbur's voice from behind a cloud of tobacco smoke, saying: "I was searching for a new model to pose for my 'Abraham.' I had been told of an old, patriarchal Jew, living in one of the many by-ways in the Latin quarter. While walking down a dingy, narrow alley, my attention was attracted by a picture lying on a heap of canvasses, in an old curiosity shop. Drawn by an irresistible impulse I entered and purchased it from the shop-keeper, a queer, little, old Orient, who seemed eager to dispose of it. I took it under my arm and hurried back to my studio, in-tending to retouch it. I placed it on my easel and scrutinizing it closely, marked what a peculiar face it was. Pure oval, the fore-head low and square, eyebrows high-arched meeting over a long, Roman nose, the nostrils were contracted, the mouth, tight shut, was cruel and sinister. The eyes had been scratched through the pupils, completely destroying its expression ; the hair, long 212 THE GETTYSBURG MERCURY and black as a raven's wing, was painted as though blown by the wind and finally blended into the deep crimson background. The head had the appearance of flying through the air, for there was neither shoulders nor neck. I failed to recognize the style and searched in vain for the artist's name. "I was soon at work on the eyes, hoping to complete them before the arrival of Archie Armstrong, a young American, who, attracted by the gayeties of Bohemian life, had adopted them as his profession. He had a rich, indulgent, spinster aunt, living in Paris, who descended periodically upon his studio, which was across the hall from mine, and purchased all his masterpieces. To tell the truth, the only parts of them not painted by me were his signatures, which he persistently painted in the brightest colors and in the most conspicuous places. He was expecting a visit from his aunt that afternoon and was about to make a raid upon my studio and carry off all the paintings, finished or not. "As I painted the eyes, it seemed as though an invisible hand was guiding or directing my brush. They were soon finished and I stepped back to see my work. What an expression ! Simply hellish. The eyes seemed like living coals of fire. They burned and blazed and seemed to pierce one through and through. I felt a most peculiar tingling sensation. "I looked at lny hands. No longer were they covered with oil and paint stains, but were changed to long, slender white hands with tapering fingers. My velvet jacket and paint covered trous-ers were changed to an evening suit. Even the studio had changed to a drawing-room elegantly furnished. "Stepping over to one of the mirrors that adorned the wall, I looked in. I started back with a cry of surprise and alarm. The face that had stared at me from the canvass now gazed back at me from the mirror. Could it be possible? Was it I? I raised my hand to my face and when the glass reflected the action, I knew then that I had changed. "Presently I heard footsteps and turning, beheld a young man advancing towards me with outstretched hands to welcome me. I hastened to meet him and he led me into an inner room where a young woman was reclining gracefully on a high-backed, old-fashioned seat. She blushed prettily as we entered and he presented me to her—his wife. As I bowed low and kissed the tips of her dainty fingers, I had an uncontrollable desire to kill THE GETTYSBURG MERCURY 213 her, take possession of me. I cannot explain it. It seemed as though I must kill her or myself. "The young man took me to his "den" where we were soon drinking her health. I took up a jeweled dagger from a table and told him of some murders I had heard of done under hypnotic influence. He asked if I believed in hypnotism and I replied in the affirmative, saying, that I could hypnotize him if I so desired. He seemed startled but continuing to drink heavily was soon in a stupor. "Seizing the dagger I stole into the room where his wife was; I raised it aloft and struck with all my might, again and again. As I felt the blade sink into the soft flesh, I could not refrain from laughing exultingly. I knew that when he was aroused from his stupor he would believe himself guilty of the crime. I think I must have been changed into the devil, for I chuckled and gloated over the misery that would come to the young man. "I stole away still gloating over my crime. Suddenly my face grew warmer and warmer. It seemed that flames were creeping slowly over my head. I screamed aloud for agony and then I must have fainted. "When I regained consciousness, I found myself in my own bed with Archie leaning over me and the.morning sun pouring in the window. " 'What has happened ?' I asked. " 'Blamed if I know,'said Archie, rubbing his head. 'Icame yesterday afternoon and nearly banged my fists off, trying to make you let me in. I heard you sputtering and as time was valuable, I pushed the door in and found you staring at the queerest picture I ever saw. You turned around to me sputtering gibberish and I took you into your room. I thought you had been indulging too freely. In the night you stabbed your lay figure with your pallet knife. You'll have a nice job replacing that gown. You had it spoiled before I discovered you. You've been raving until you screamed just now,' said Archie, looking disgustedly at me. ' 'I looked at my easel. The picture was gone. "'Where's the picture?' I asked. Archie looked sheepish and said: 'Well, auntie would have it. There's the check on the table.' % % if. ■%. % "That afternoon as I was relating my experience to Archie, the 214 THE GETTYSBURG MERCURY door flew open with a bang and in stepped his aunt with head erect and fire in her eye. Without returning Archie's greeting, she opened hostilities thus: " 'What do you mean by selling me that picture, sir ! I don't believe you painted it at all! I think the devil did ! ' " 'Why, auntie, you surprise me. What's the trouble,' asked Archie. " 'Trouble! Humph! I should say so. Trouble! There's been nothing but trouble since I brought that thing to my house. Why, when I had Henry hang it in my saloon with the rest of your paintings, he acted like a lunatic. Tried to stab me ! He raved so all last night about that picture that I took it down this morning and threw it in the fire, and as I did so, it shrieked! My nerves have had such a fright that it'll be months before they'll get quieted again. How did you ever get it, tor I don't believe you painted it? ' she finally asked Archie. " 'Well, I'll confess I didn't paint it. My friend Wilbur bought it in an old shop and I thought since you liked it, you know, when—er—that is—I thought you would like it better if you thought that I painted it. I am sorry that I deceived you, but shan't do it again,' said Archie, looking very penitent. " 'You'd better not, for I am very shrewd. I thought you didn't paint it,' said his aunt, and turning to me said: " 'Mr. Wilbur, if you would turn your attention toward art, as my gifted nephew has, and paint a few pictures like his, it would be better than tramping around buying such things as that picture and calling them your own as I guess you were going to do. I hope this will be a lesson to you, Archie. Don't follow in your friend's footsteps again or attempt to deceive me again, for I am too shrewd for you !' and off she stamped, followed by Archie, whose face was purple with suppressed laughter. I was in deadly fear of the eruption and heaved a sigh of relief as they disappeared. "All those symptoms Archie's aunt attributed to his shame and mortification he felt at being caught trying to fool her. "I made inquiries afterwards at the shop about the picture. All that I could learn was that the shop-keeper had bought it at the auction of the art treasures of a young man who had killed his wife and died crazy. It was said that he had imported the picture from the Orient, where it had been, probably, for many I THE GETTYSBURG MERCURY 215 years. It was the shop-keeper who had scratched out the eyes, for he said they haunted him. Whether or not I should have died mad, as did its former possessor, had it not been destroyed, I can't tell." e^pj FATHER HAWKINS' OBSERVATIONS. CHAS. W. WEISER, '01. Well, Lizer, I'se been up ter town, Ther college fur ter see, And talk about yer country Jakes— Ther same as you and me. Of bildins fine I saw a heft, That's fine as ever I've seen, And trees, and signs—"Keep off ther grass' I guess because its green. The Profs' got lots of larnin, And plenty fur ter spare ; But me thinks they need it all, Ter train thim fellers thare. So guess we'll send our Kier, Ter eddicated be, Fur he must have more larnin, Than ever you an me. I saw thim fellers go A stragglin long ther walk, Ther one he looked so strait ahead As any line of chalk. He looked not ter ther right er left, But just strait down his nose, And where that little nose did point, He always surly goes. Ther one did run his hands, Inter his pockets deep. With hangin head and crooked back, He ter the class did creep. His knees did knock each other gainst, And pigeoned were his toes. Well such er sight I niver seed Where ever I do goes. 216 THE GETTYSBURG MERCURY Another one went walkin long, A lookin at ther cloud ; His nose er pointin in ther air, His heels er stumpin loud. He wore er collar high er enough, Fer any six months calf ; And tie like my red handkichief, That made er feller laugh. And one he said "Wha don chu knaw" I took my "cut" ter day ; Another one he got er "zip," And wished he'd stayed away. They say they "horse," and "make a stab, An some times make a "break." But if I had them in my field, I'd make them take a rake. When yer do hear a college chap, Yer don't know what he says I guess its Latin—but don know, In all my born days. We send our men from off ther farm— They have some common sense ; Ther "city's" call them "greenies" But grapple for ther pence. But soon they larn to shporty dress, And know ther college slang, They come back with swellin heads, Too fine ter help er lang. They think they know a heft of stuff, And flaunt it in yer face, But 'fore ther thro' ther college course, They've set another pace. But don't cher know, I often see, Ther boys from off ther farm, Who think ther "dad" has got ther "mon," Make oft ther shports—yes marm. And tho I kin not spaik mam Like eddicated men I'm not so dull as ruff mam Tho' kin not hold ther pen. And so they musn't judge mam, 'Cause farmin is our lot, THE GETTYSBURG MERCURY 217 That we are slow and kin not tell Ef they're er man er not. They ortend fur ter be mam, More than thay really was, But live ter what ther trained fur, And not make sich a fuss. " KIING OP REFORMERS." GEO. W. NICELY, '01. Honorable mention Junior Oratorical. HPHE sixteenth century gave birth to the most remarkable man A the world has ever known. Welcome must have been the change in all Germany, created by the reformation. " From Germany proceeded the power which caused Rome, the once proud mistress of almost the whole world, to tremble, even when she was at the zenith of her potency. And from Germany also proceeded the power which shook the triple crown of the most artful religious and temporal usurper at modern Rome, and brought her to the very brink of inevitable ruin; it was in Ger-many where the morning dawn of a pure worship of the Supreme Being, and of a wise liberty of conscience was destined to arise." In order to realize, to some extent, the magnitude and im-portance of Luther's services to mankind in promoting the cause of freedom and progress, as well as in reformiug the church, it is necessary to recall the condition of the civilized world at the time he appeared and began his career on the stage of human affairs. In the beginning of the 15th century the church was almost universally corrupt, and popes and bishops and people were alike involved in the general demoralization. For a hundred years before the papal chair was occupied by princes, most of whom attained their elevation by intrigue and bribery, and some even by assassination. " It was an age of monasticism." Thousands of men and women in all countries had renounced the world and entered into monasteries and convents to lead lives of superior holiness, but these retreats from the world had changed from their original character and many of them were now places of in-dolence and sensuality. Guiler Von Kaiserburg declares that convent life had become a mere mockery. Infessura, a Roman 218 THE GETTYSBURG MERCURY historian, says: "Everyone in Rome knows, alas, that monas-teries have now become dens of corruption.'' Such was the general character of the clergy, from the pope down to the lowest priest; and such also was the condition of religious teachers. Ignorance, superstition and immorality prevailed generally among them. All who questioned the authority of this complex despotism, or denounced its usurpations, were soon silenced or crushed. John Huss and Jerome Prague suffered martydom at Constance for preaching the truths of the gospel a hundred years before Luther; Savoiiavola, at Florence, met a similar fate in 1498. Thousands of others were persecuted, imprisoned, assassinated, tortured to death; hunted down like the wild beasts, or burned to the stake, for worshiping God according to the dictates of their own con-science, for reading the scriptures or for exposing the wickedness and usurpations of the clergy. It was under this state of civil and ecclesiastical despotism, when corruption and profligacy were dominant in the church, and ignorance and superstition prevailed among the people, that Luther appeared and entered upon the great work of reform, for which God had prepared him. It is difficult, if not impossible, at the present day to appreciate the magnitude of that work. All sources of power and influence in church and state; all customs and habits of the people for generations; all existing institutions and the entire structure of society were against him, and had to be assailed, confronted, overthrown and reformed. The word of God was buried in the Latin vulgate version, which only the educated few could read, and copies were so dear and scarce that they were inaccessible to the common people, even if they had been able to read them. " It was one of the achievements of Luther, and a service of ines-timable value to the Germanic nation, that he translated the Bible and gave it to the people in their own tongue, so that all could read it and know that the doctrines he proclaimed were the living truths of the living God, before whom popes and kings and priests and all men were alike accountable." But Luther's work was not confined to reforming the church and furnishing the Bible to the people. It was not only the overthrow of usurped ecclesi-astical power and the restoration of religious toleration and free-dom in Europe. It was all this, but it was also more. There is not an interest or reform affecting human welfare in modern civilization—whether educational, social, industrial or THE GETTYSBURG MERCURY 219 political—upon which Luther did not shed the light of his great intellect and soul, enlightened by the word and spirit of God. He taught that it was the duty of the state to educate all the children of the people in order that they might become intelligent and useful citizens; and thus he was the pioneer advocate of uni-versal education four centuries ago. In quelling the outbreak of communism in Germany, known as the "peasant war," he de-clared it to be the duty of all to be subject to " the powers that be," and to acquire property, not by the plunder and robbery of others, but by industry, frugality and honesty. In an address to the princes and nobles of Germany, he taught the reciprocal duties of rulers to their subjects, and of subjects to their rulers, suggest-ing the fundamental principle announced in our Declaration of Independence, that governments, though " ordained of God, de-rive their just powers from the consent of the governed." " I will call this Luther a true, great man," says Carlyle. " Great in intellect, in courage, affection and integrity, one of our most lovable and precious men; great, not as a hewn obelisk, but as an Alpine mountain, so simple, spontaneous, honest, not set-ting up to be great at all; therefore quite another purpose than being great. A.h, yes, unsubduable granite, piercing far and wide into the heavens; yet, in the clefts of its fountains, green, beautiful valleys with flowers ! " "In my judgment," said Senator Wellington of Maryland, " Luther is the greatest man that hath yet lived." "Challenging the license To make gain of sin, Luther nails his protest; Listen to the din. "Striking with his hammer— How the panels shake— How the gateway trembles— How the timid quake! "Blows on blows resounding, Echoed from afar; How the world is shaken, How the churches jar. "We to-day are feeling Heart and conscience thrill, And throughout the ages Men will feel it still. 220 THE GETTYSBURG MERCURY "Till the death-stroke's given To all force and fraud; For the striking' hammer Is the word of God." AN OLD CAMERA. P. W. EYSTEB, '03. A BOUT twenty years ago there lived in Dowingtown, about •**■ thirty miles west from Philadelphia, a young man by the name of Warren, whose ambition it was to succeed. He started out in life by teaching school in his native town. So, during the school term he was busy, but during vacation he did all kinds of work about his home. His neighbor was a photographer, and business being dull, he sold his old camera to Mr. Warren at a small price. After young Warren's school had closed, he packed up his camera and left the town, visiting the small villages and towns, to take the pictures of buildings and family groups. Finally he came to a small vil-lage called Pleasant Hill. There was at the time a small show in the place, and as Warren was strolling over the show grounds, he saw an Italian organ-grinder, and a curly-headed boy about six years old on whose face were the features of an American parent-age. Just then the intoxicated assistant-manager of the show came out of a nearby hotel, and tossing to the organ grinder a dime, said, "Make the little rascal dance." The organ grinder, after a few kicks and cuffs, got the boy to dance. The photographer, Mr. Warren, was among the onlookers and took a picture of the Italian and the daucing boy. Warren went to his lodging place, and after developing the picture, put it with others in his traveling case, forgetting all about it. Not meeting with much success at Pleasant Hill, he went to Ardmore, a suburb of Phila-delphia. He took the pictures of the pretty houses and beautiful scenes to be seen in and about Ardmore. One morning as he was stopping before a large sandstone house, preparing to take a pic-ture of it, a handsome lady, on whose face were signs of inward grief, came walking across the lawn, and commenced to talk with the photographer. THE GETTYSBURG MERCURY 221 This was the house of Mr. Sheffield, a wealthy Philadelphia banker, who lived in Ardmore, and conducted his business in the city. About five years before, his little only son, then one year old, had wandered into the street and was kidnapped. Mr. Shef-field offered a large reward to any one who would make known the whereabouts of his child, but was not successful. Mrs. Shef-field, who admired children, was so grieved at the loss of her only child that she, at times, came near losing her reason. She would every morning, at the time the child was kidnapped, walk across the lawn as if looking for some one; and she Could frequently be heard repeating a low prayer, in which she asked but one favor from God—the return of her sou. This accounted for her pres-ence on the lawn at this time. Mr. Warren invited her to look over the pictures in his travel-ing case while he was fixing the camera. She examined them all till she came to the last, the picture of the organ-grinder and the curly-headed boy; and as she recognized the boy's picture, she exclaimed , "Oh, my boy, my dear little George," and fell over fainting. Just then Mr. Sheffield came; arid Mrs. Sheffield soon recovered sufficient to hand the picture to Mr. Sheffield, He took a long look at it, and judging from the tears that rolled down his cheeks, one could easily tell what his feelings were. Mr. Sheffield asked young Warren where and when he had last seen the organ-grinder and the little boy. Warren gave Mr. Sheffield the desired information, and in less than four hours the police in every town and village in eastern Pennsylvania were looking for an organ-grinder and a little boy, who answered the description of those on the picture. Both were soon found. The organ-grinder, who was the kidnapper, was dealt with according to law and the child was sent to the home of his loving mother. The boy grew up to take part in his father's business, and to-day the Philadelphia firm of Sheffield & Son is well known. The young photographer received from Mr. Sheffield the reward which gave him a good start in business. At present Mr. Warren lives in Baltimore as a retired mer-chant, and he often tells his friends about the old camera stored on the garret of his house. THE GETTYSBURG MERCURY. Entered at the Postoffice at Gettysburg as second-class matter. VOL. IX. GETTYSBURG, PA., DECEMBER, 1900. No. 7. Editor-in- Chief, S. A. VAN ORMEK, '01. Assistant Editors, W. H. HBTEICK, W. A. KOIILEH. Business Manager, H. C. HOFFMAN. Alumni Editor, REV. F. D. GARLAND. Assistant Business Manager, WILLIAM C. NEY. Advisory Board, PROF. J. A. HIMES, LIT. D. PROF. G. D. STAHLEY, M. D. PROF. J. W. RICHARD. D. D. Published monthly by the students of Pennsylvania (Gettysburg) College. Subscription price, One Dollar a year in advance; single copies Ten Cents. Notice to discontinue sending the MERCURY to any address'must be accompanied by all arrearages. Students, Professors, and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE GETTYBURG MERCURY, GETTYSBURG, PA. EDITORS' DESK. "VVTE hear with regret of the death of Business Manager Hoff- " man's father. Mr. Hoffman was summoned home some weeks ago on account of his father's illness, and accompanied him to a Philadelphia hospital, where an operation to save his life was performed in vain. The MERCURY extends sincere sym-pathy to the bereaved family. Since the close of the foot ball season there is a noticeable in-crease in interest in the work of the literary societies. Special programs were rendered in both societies last evening (Dec. 7)— THE GETTYSBURG MERCURY 223 in Philo, "An Evening with Kipling"; in Phrena, "A Mock Trial.'' Both halls were filled. It is to be hoped that enthusiasm in and the healthy rivalry between the two societies will continue increasing as time advances. A college man is expected not only to talk intelligently on the current topics of the day but also to meet his adversary in debate with clean-cut, forcible arguments. Men are needed who can think accurately and think on their feet. That Gettysburg men may be the better able to meet these de-mands, a course in Argumentation has been provided for. It is in charge of Professor Klinger, whose enthusiasm and magnetism will prove a source of inspiration to the members of the class, which, added to a knowledge of the principles of Argumentation and practice in the application of these principles, will amply pay for the time and energy expended. As this is the last issue of THE MERCURY for the year and for the century, we wish to bespeak a continuance of the kindly feeling and hearty support of the journal on the part of the stu-dents, alumni and friends of the college. We wish all a pleas-ant vacation, and hope that all may return with renewed ambition and high ideals. When we shall have been transported by the machinery of the world into a new century, may we behold a "New Era" that con-tains bright visions for the coming years ! *3^ab Do not look for wrong- and evil, You will find them if you do; As you measure to your neighbor, He will measure back to you. Look for gladness, look for gladness, You will meet them all the while; If you bring a smiling visage To the glass, you meet a smile. —Alice Cary. 224 THE GETTYSBURG MERCURY ELEMENTS Of INSPIRATION IN TME EARLIEST CREEK POETS. C. M. A. STINE, '01. "VVTHAT do we mean when we speak of a book as inspired ? " What is the signification of the word inspiration? These two questions present themselves at the very outset of the subject. The word inspiration means, literally, a breathing into, that is, it is the breathing of God's spirit into the mind of man. When we speak of a book as inspired we mean that it makes the divine will known to man, or contains some great principle or truth in regard to the life of man. It is in this sense of the word that we use the terms inspired and inspiration. In considering the elements of inspiration in the earliest Greek poets we naturally inquire what these elements are in order that we may know what to look for. Let us consider the subject from three standpoints: first, the revelations of God and of the hereafter which they gave to their readers ; second, any prophecies which they contain ; third, their influence upon Greek morals and civilization. Homer and Hesiod are the earliest Greek poets of whose works we have any definite knowledge. The great epics of Homer and the "Theogouy" and the "Works and Days" of Hesiod may fairly be considered as representative of this earliest known period of Greek poetry. Hesiod, in his "Theogouy," as the name indicates, endeavored to harmonize and systematize the numerous myths in regard to the gods b}' arranging the gods themselves in the order of exact genealogy. Homer portrays the gods as grand in the strength of their passions and in their power, yet they leave the impression of being scarcely more than human beings endowed with great power and with immortality. In the Iliad they take sides against one another. Zeus at first is not favorable to the Greeks, and they realize that without the favor of Zeus it is useless to fight. They therefore prosecute the war by wiles and by spies till Zeus has been propitiated. The power of Zeus is recognized, but there are none of the attributes portrayed as pertaining to him which belong to the true God. In his portrayal of the character of Athena, Homer gives the loftiest conception of the Deity. Athena is mind personified. She is without the lower attributes and the petty jealousies which attach to the. other gods. Athena, "the flashing eyed," is essentially the goddess of the keeu-witted THE GETTYSBURG MERCURY 225 Greeks. It is necessary that the Greek be constantly on the lookout not to offend the Deities, and if by some mischance a god or goddess is offended, it is necessary that the offended deity be placated at any cost. The various divinities have their favorites over whom they watch and whose actions they direct. In the first book of the Iliad Athena is represented as restraining Achilles by his yellow hair when he is about to draw his sword against Agamemnon : ***** jiffy g> •AOrjvrj ******* * * * l-avOTfi $k ho/ir/i HX* TTTjXziwya, (II. I. 193-201.) Again, in the Odyssey, she assists Teleuiachus to set out from Ithaca in search of his father, and watches over the wandering Odysseus. But how far is all this from the love of the Christian Jehovah ! There is a power spoken of against which it is useless to strug-gle or to appeal to the gods. The decrees of the fates are unalter-able. Even the gods themselves are subject to them. As com-pared with the Christian idea of God as the supreme power there is a wide difference to be noted here. Homer gives a high con-ception of God, when it is remembered that he was a pagan, but the Zeus of Homer and of Hesiod is far indeed from the God of the Christian. From the foregoing we see, first, that there is no clear revela-tion of the attributes of God; second, that there is no idea of Provi-dence; when a guiding hand is revealed it is still within the limitations of stern fate. As to revelations of the future life, the hereafter as painted by Homer is gloomy and forbidding. Instead of regarding the soul as the real ego, and the body merely as a fetter from which the soul is freed at death, the soul is regarded by him merely as a "shade," the shadow of the physical body. This life is all, and there awaited the Greek after death a joyless exist-ence in a gloomy twilight at best, and perhaps even the tortures of Tartarus. He makes the shade of the great Achilles in Hades to say: "I would be A laborer on earth, and serve for hire Some nian of mean estate, who makes scant cheer, Rather than reig-n o'er all who have gone down To death." Od. XI. 489-90, (Bryant's Trans.) 226 THE GETTYSBURG MERCURY Such a conception of the hereafter must certainly be regarded as unfavorable to the attainment of the highest and noblest life. As to the revelations of God and of the hereafter as contained in these poems we may say that God never reveals half of himself, or in contradictory lights, nor can an idea of the hereafter be for a moment entertained as the correct one if it is hostile to the attainment of the noblest life and the fulfillment of man's highest ideals. Second, as to the element of prophecy as contained in these poems. Prophecy, strictly defined, is "a prediction under divine influence or direction." We ask then, what predictions are there in the works of these poets and what indications do these predic-tions give of having been made under divine influence or direction ? These poems contain not a single instance of this kind of prophecy. It is true that Homer represents predictions as uttered and later on as fulfilled, but there is no prophecy made by either Hesiod or Homer in regard to the future. The predictions of oiacles are mentioned, and later on we see the fulfillment of these predictions worked out as the action of the poem moves on, but in no case is a prophecy in regard to future ages uttered. We come next to the influence which the works of these poets had on the morals and civilization of the Greek people. It is from this third standpoint that we are most likely to speak of these poems as inspired. The"Theogony" of Hesiod moulded the vast number of myths which we find to have existed in that early period into an orderly, polytheistic theology and was accepted as authority by the Greeks. Any book which brings the idea of God nearer to a people and gives more definite form to that idea, whatever form it may be, will have an influence for good upon the morals of that people. In this way such a book as the "Theogony" must have influenced Greek morals. Hesiod's "Works and Days," however, came nearer home to the hearts of the common people. This poem is a sort of a farm-er's calendar, and in addition to the enumeration of the various lucky days for sowing, etc., it contains a collection of precepts, ethical, economical and political. While the style is homely and unimaginative there is a lofty and solemn feeling throughout, found-ed on the "idea that the gods have ordained justice among men, have made labor the only road to prosperity, and have so ordered THE GETTYSBURG MERCURY 227 the year that every work has its appointed season, the sign of which may be discerned." A poem of this character certainly had a beneficent effect upon the minds of the people. It is before the immortal Homer that we must pause in wonder and almost in awe. The influence of the Iliad and the Odyssey upon the Greek mind can hardly be over-estimated. Tbe char-acters which stand forth in his poems, with their matchless symmetry and trueness to life, even to this day, twenty-five hundred years after the writing of the poems, play a part in the formation of the ideals of all who read them, and cannot but enoble the reader. Nausicaa, the loveliest of Homer's female creations, is a character which, in her innocence and her queenly maidenhood, has scarcely ever been equaled. Penelope is the ideal of a con-stant wife, faithful and unswerving in her affections through the most trying experiences. Hector is an ideal of a loyal, unselfish patriot. While no less brave than the fiery Achilles, he is yet more human than that mighty warrior, who has been rendered by the gods practically invulnerable. The appeal of the white-haired Priam for the body of his son will never fail to touch human hearts. With characters such as these ever before them in the lofty poetry of Homer, Greek minds could not fail to be purified and ennobled. Their influence upon the general culture of the age must have been very great, and they are therefore treated as one of the great factors in Greek civilization by many historians. To sum up, we find that while these early poems failed to give the highest conceptions of God, contain nothing of the idea of the fatherhood of God and the brotherhood of man, and were entirely lacking in the element of prophecy, they, nevertheless, were of the greatest value in the education of the Greek people and the advancement of civilization. In this third aspect, at least, they do not fall short of that lofty ideal which we expect an inspired work to fulfill. While we are not warranted in conclud-ing that they were inspired, yet so long as either Hesiod or Homer are read, the homely truth of the former and the superb genius of the latter must command our highest admiration. 228 THE GETTYSBURG MERCURY WORDS AND THINGS. D. C. BUBNITK, '01. I ANGUAGE is God's gift to man. The lower animals pos- *~* sess memory, will and intellect, and in a few cases even the ability to repeat words; but to man alone has the Creator given the power of expressing his thoughts in words. This dis-criminate use of words is the most prominent mark of difference between man and beast. The value of language is realized when we try to imagine man without it. How limited would be his knowledge and how nar-row his range of thought, for he would be unable to receive from his fellows one single idea with which to compare his own thoughts, and thus arrive at new conclusions. Nor would reason have any value without words to communicate to others its re-sults. What would be the extent of scientific knowledge today had Copernicus, Newton, Franklin and all the host of discoverers been unable to preserve their results in words? "Thoughts without words are nothing." * Words are valueless without a knowledge of the relations they bear to the things for which they are the symbols. But an ex-tensive knowledge of their significance is inestimable, for upon this foundation rests all learning—that alone which can procure true appreciation of life and its blessings. Acquaintance with the real meanings of words is necessary to scholarship. One must be able at a glance to discern that which lies back of a word, the thing for which a word stands. He must have appropriate terms with which he can readily give accurate expression to his own thoughts. "A word fitly spoken," says Solomon, "is like apples of gold in pictures of silver." T_et us attempt to substitute one word for another in a passage of Milton, and we destroy the effect of the whole. It was Webster's accurate selection of words that placed him in history. How do we acquire this ability to join the right word with the right thing ? This faculty, like most other endowments, develops with age. The infant hears a word and learns by mere observa-tion what thing it represents. He wishes to denote an object or express a thought, and his elders supply him with the necessary words. And this process of obtaining the meanings of words may be pursued in this same manner all through life. No con- *Max Muller. THE GETTYSBURG MERCURY 229 scious effort in this direction need be made in order to prosper, but to pass into the sphere of education one must apply himself to the work of definition; he must faithfully consult his dic-tionary. The student's vocabulary is also increased, as in the case of the infant, by being supplied with the ideas before he is given the corresponding terms. That is, a definition may precede the word it explains. This is the modern inductive method of teaching, especially in the natural sciences. By it we are lead first to form a conception and then given the appropriate word. By repeated use every word whose meaning is understood be-comes a complete possession. But not only mere definition and repetition suffice to procure for us in all cases true appreciation of the meanings of words. The things for which some words stand must be experienced before their real significance lies open before us. Who knows what the word "sorrow" really means but him who has had trouble ? The mild tempered person can-not realize fully what lies back of the word "anger." The true meaning of "ocean" is inconceivable to him who has never be-held its beauty. Words are living beings to one who has expe-rienced the things they represent. One of the greatest obstacles to retard our progress is the lack of this absolute requirement for advancement—total command of the words in common use. We wonder why this is. Of course some of us lack original capacity to understand words, and some of us have not had sufficient opportunities to obtain a good vocabulary. But most of us have this capacity and have had the best of chances, and yet we are deficient. The failure to understand and use words in their true import can generally be traced to the habitual disinclination to do that which requires .special effort; in short, we have been lazy. It is surprising how few of us are willing to attribute some of our fail-ings to that cause. Many of our present shortcomings are owing to wilful neglect in the past. In the case in hand we have failed to perform the fundamental process. We have procrastinated, deferring the definition of unfamiliar words till "the next time." We have done this again and again, and now when we attempt higher pursuits, we find our error. An exceedingly large proportion of persons are in this condi-tion. And it is to be deplored that a very large part of those in 230 THE GETTYSBURG MERCURY this plight do not seem at all anxious to remedy their condition. How shiftless and inaccurate is their use of words. How feeble their attempts to argue, or even to hold intelligent conversation. The artisan must have materials with which to work. He who would make his thoughts known must have suitable words. But these persons are satisfied with their poor attempts, both to ex-press their thoughts and to understand the thoughts of others. "The world," says Paschal, "is satisfied with words; few care to dive beneath the surface." How true this is. We see it everywhere. Where it is possible the student uses his memory. Words, empty words, are all he tries to obtain; and, sad to say, he gets what he is after. He fails to see beyond the narrow present into the broad future. He strives for present reputation and marks, and he gets them; and that is all. He soon loses words, and he has never received their corresponding ideas, and all that is left is a record "on the books," which in these days of the survival of the fittest, counts for naught. But then there is that large class of persons who do thoroughly realize the necessity of greater command of language, who do want to make up for past neglect. How can we accomplish this ? "There is no royal road to learning." The rudiments of any study must be mastered before there can be advancement. We must now do what we have before neglected. We must use our dictionaries and weigh the significance of each word before we attempt to use it. To attain the highest use of language we must not pass by a single word without thoroughly understanding the thing it stands for. Extreme care must be exercised in the selec-tion of words with which to express our thoughts. Constant watchfulness is the price of success. This work of improvement is an arduous task, the performance of which persistence alone can accomplish, but the end fully repays the effort. Who that has reached this goal would trade his accomplish-ment for all that man could offer? With this possession one dwells upon a higher plane than that of his less intelligent fellow. By it he is brought a step nearer to the Being with whose help he obtains it. No other acquirement can produce such pleasure as this knowledge of the relations of words to things. THE GETTYSBURG MERCURY 231 THE REFINING FIRE IN NATURE. J. R. STONER, '01. A T that period of the year when the process of oxidation is **• going on more rapidly than at any other, preparing nature for a state in which she may resume anew the forms of activity and life,—look out over the landscape ! The autumnal equinox has ushered in another season to succeed the vanished summer, and the robe of verdure is changed into the beautiful golden garb of autumn. The forest and the grove reflect a hue of amber and gold as they lie in the distance, bathed in the rich sunlight against the blue background of the sky. It is but the flame of this burning process in nature now fanned into a great conflagration consum-ing all that has flourished in the past year that is no longer of value in the economy of nature, except it be decomposed into its elements and taken up in the formation of other substances. But all is not consumed. The golden grain and the fruit of the tree; that which at one time appeared but as an obstructed growth of leaves, now contains within its narrow shell the capability of un-folding in another life. By its persistence in complying with the law that turns all hindrances to good effects, while it could not assume the beauty and prominence of a leaf in the bright robe of the herb or the tree, but submitting to its allotted destiny, it grad-ually developed into the permanent kernel, able to survive in the test under which the leaf must perish. We see all around us the work of nature purging the earth of all that is useless at the end of a period of creative activity or growth, preparing for another period of vigor and work. By means of this oxidation or slow burning "all effete substances that have served their purpose in the old form are burnt up" and only that which has the promise of life and usefulness passes un-harmed through the ordeal. Without this conflagration by which the earth is swept in autumn, there could be no.new, fresh growth in nature. Through the amber flames of autumn comes the pure, fresh verdure of spring. Everywhere is this refining fire purg-ing the universe of all that is worthless, perpetually tending to bring it into a purer state. Even the rivulet, whose crystal waters have been made foul by the natural contamination of the soil over which it has flown, is made purer by being thrown into a state of agitation as it ripples down over the obstructions in its way. The grand column that dashes precipitately over the awful 232 THE GETTYSBURG MERCURY cataract and is separated into multitudinous particles of spray reaches the plane below in a purer state ; because the molecules have been bathed in the refining element of oxygen pervading the atmosphere. Thus we see that hindrances or adversity in nature are the means through which all great and phenomenal feats are brought about. And may not this principle be traced into the ethical life of man ? Surely all great heroes of the past, whose deeds are worthy of immortality, and whose careers merit the height of fame they have attained, have been disciplined by the stern school of adversity. They were men who met the hindrances with a de-termined will that would not flinch, when faced by difficulties, or cower in the presence of misfortune, their destinies were not moulded by circumstances ; but circumstances were controlled by their high destiny, the goal of their illustrious lives. And as a consequence the hindrances they met and surmounted prepared them to survive in the refining fire of trial, and instilled into their very sinews pure and noble principles of life. Thus estab-lished in character, they came from the ordeal all the more beauti-ful for having been submitted to the test. Arduous accomplishments that require an extraordinary amount of perseverence, patience, tact, and earnest toil should not be looked upon disparagingly. They are but the means, the testing fire, as it were, by which those who are fit to rise high in the walks of life, to take charge of responsible positions and to wield the sceptre of influence over the world in a manner to di-rect it in the channels of righteousness, are separated from those who are frivolous, trifling, insignificant idlers. And like the evergreen,—fitting emblem of the eternal that it is,—as it stands robed in its brilliant garb, unscathed by the withering effect of the autumn frost and the snows of winter, an object of life stand-ing out in sharp contrast with the seemingly lifeless world around it; so shall those, who have stood the test, be clothed in immor-tality though all things else may perish. CQgj 111 fares the land to hastening' ills a prey, Where wealth accumulates and men decay. —Goldsmith. THE GETTYSBURG MERCURY 233 A PINANCIER. FRANK 8. FITE, '01. \ HAD the rare privilege, some forty years ago, to make the ac- * quaintance and to be favored with the confidence of a finan-cier who had risen to eminence from the lowest social grade. As a beggar boy, his exceptional talent for begging had roused the enthusiasm of a set of elderly maidens, who were attracted by his peculiar cry of helplessness and his boast of honesty. They put him to school. He learned there the fundamental principles of arithmetic, and little else; but his aptitude for trade was devel-oped in a marvelous degree. All the spending money of the scholars was invariably found at the end of a vacation in Chaucey Alcott's pockets. Yet, no boy could say that he had been cheated. All the fellows felt that their bits of silver coin had mysteriously disappeared in their various business relations with Alcott; but still they reluctantly confessed that everything had been "fair and square." He was said to be "on the dead level," yet plucked them, it would seem, pitilessly; but he stood by his own contracts, as he compelled them to stand by theirs. No act of positive dishonesty was ever proved against this plausible, cautious and relentless trader. The boys declared that he was shrewd, cunning and hard, yet he was "so obliging!" They disliked him, and at the same time accepted his services. Could they have caught him in any act of rascality his life would have been made a misery, but he was so discreet in his early preparation for his future career that, at the age of ten, he already gave promise of the great merchant and banker he eventually became. On leaving school, young Alcott found that his possessions amounted to thirty dollars. Instead of rushing at once to the elderly maidens who had helped him he went to the city and offered himself as clerk in a wholesale fish house. The senior partner was attracted by his evident talent and felt his youth renewed in looking at the youngster; he gave him a position in his counting room at once with a salary of fifty dollars a year. The keen youth, seeing at a glance that his employers were pious misers, instantly became, to all appearances, a pious miser himself. But in the course of five or six years he astonished the firm by show-ing that he knew more about the wholesale fish business than they did, and had made some money by quiet speculation of his 234 THE GETTYSBURG MERCURY own. They oSered to double, treble, quadruple his salary, but nothing would satisfy Alcott but a partnership in their question-ablegaius. This they refused and Alcott promptly set up for himself on a small capital of money but a large capital of knowledge and intelligence, and soon cornered his former employers in a few heavy dealings and put them into bankruptcy in twenty-four months after he had left them, with the skillful use of their own methods. In the course of a few years he ventured cautiously but surely into other departments of commerce. He became a general merchant and at last assumed the dignity of ship owner and shipped his o-oods in his own vessels. He had two grand qualifications for business: his mind was quick and his heart was hard. In all financial panics he collected what was his due relentlessly, regard-less of the suffering it might bring upon nobler people than him-self; and paid all his own notes punctually as they fell due. To "fail'' was to him the worst of crimes. Almost everybody detested him, yet all knew that they could rely both on his word and his bond. Such a merchant, perhaps, should be judged by his own prin-ciples ; he had no sympathy with the great body of merchants of the country and laughed at all such sentimentality. "Get the better of 'em," was his motto. About this time he was a little wearied with commerce and bonds and stocks held for him the charm which merchandise had lost. He had obtained about two million dollars and amazed the moneyed world by a rush into Wall street, where he became a gigantic stock-jobber and banker. Here, as in school, the same shrewd, cunning characteristics were manifest, and slowly at first, but surely, his fortune increased and he obtained big commissions on the doubtful and worthless securities he sold; but just as his school-mates, those wbo relied on him could not assert that he had done anything to forfeit his reputation for honesty. It was at this point that I happened to have the honor of being one of his clerks, and in a short time his confidential one. I at once noticed his profanity. Everybody and everything interfering with his business designs brought forth a volley of oaths. There is probably no greater shock to the mind of an honest, well-intentioned country lad who is sent to confront the tempta- THE GETTYSBURG MERCURY 235 tions of a city, with a mother's prayers hovering over him, than when he finds his employer is a rascal disguised as an honest man. Shall he also become a rascal ? Shall he stoop to scoundrelisms which his inmost soul abhors ! His behavior under such circum-stances is a test of his character ; his father, mother and sister, if he is fortunate enough to have a sister, combine all their moral energies to help him. There is no reason why the boy should have more privileges thau the girl, but the fact that he has is too evident to admit of a doubt. The denial of sisters to advance their brothers is one of the tragedies of human life. The re-verse SHOULD be the case, but unfortunately is not. But to return to my theme. As soon as I found out Mr. Al-cott, I began to look upon him with a certain horror. He had the greatest confidence in my honesty and even allowed me to sign his name to checks, but when I suggested that my services were worth more than I received, and that fifteen hundred would but partly recompense my unceasing work in his journal and ledger, he used his favorite formula and cursed me and my ser-vices roundly. He really thought that my services were due his pre-eminent position, though he was aware that I might ruin him in a single day had I chosen to "skip" at the close of business hours with his stocks and bonds. It is curious that I never had the slightest temptation to use the vast powers with which Mr. Alcott endowed me, for I might easily have become a millionaire in some European country had I chosen, like my employer, to become a rogue. I witnessed, as do clerks every day, the process of plundering, without any desire to plunder the plunderer. His wife, a meek woman, whom he swiftly scared into the grave, left him a daughter. She appeared to me a foolish, gig-gling creature, with large black eyes, a pug nose, and a complex-ion which was red to the point of ignition. A younger clerk in the office, much to our amusement, with a salary of five hundred dollars a year, declared that he was madly in love with her and convinced her of his sincerity ; as it was ridiculous to suppose that the father would consent to such a match, the clerk and heiress eloped and were married. When Alcott heard of it, he blasphemed with a savage fluency that was Wonderful even in him. His son-in-law was a bright fellow, however, with some rich connections, and with their backing, soon appeared in Wall Street. He made money, backed as he was, and Mr. Alcott went deliberately to work to ruin him, but at first he didn't succeed, as the son-in-law, in an early "corner in Erie," took eight hundred thousand out of his father-in-law's pocket: but this only stimu-lated Mr. Alcott and he ventured his millions without stint in an attempt to "corner" his son-in-law. [Continued.] 236 THE GETTYSBURG MERCURY BOOK REVIEW. Quicksand, by Hervey White :—Small, Maynard, and Co., $1.50. QUICKSAND is the life history of a family with many more downs than ups. It is divided into three parts, in each of which a particular member of the family is the central figure, although all the members of the family enter into each divi-sion. The birth, boyhood, education, marriage, struggle for literary fame, and tragic death of Hubert form a conspicuous current in the narration. The varying dispositions of the members of the family, the appearance of the Indian, Maude, and the faithful hired man give an abundance of variety. The characters are depicted in striking detail, and the descriptions of the three homes (which the cover-ing of shame made necessary) are complete. The effect of a number of follies (crimes in some instances) are so clearly brought out as to emphasize the necessity of straight forward living. AMONG OUR CONTEMPORARIES, TT has not been the policy of THE MERCURY to devote much *■ space to an exchange article, but we feel it our duty to say something at intervals of those journals of other institutions, the reading of which gives us much pleasure and is profitable. The fact that an exchange article was crowded out of the November number explains why, in a few instances, reference is made to October numbers. The University of Virginia Magazi?ie is one of the most com-plete literary journals on our table, and the November number is an especially good one. It contains an article on "Keats—A Conscious Reformer of English Poetry," that is worthy of study. "The Quiet Indian's Ghost" in the November Touchstone is a well written story. The editor makes a strong appeal to the "men of Lafayette" in behalf of the literary journal of the insti-tution . The recent changes in the form and general get-up of the Pharetra make it the neatest and most attractive of our exchanges. The material is of a high grade, and the pen-sketches add ma-terially to its attractiveness. THE GETTYSBURG MERCURY 237 "The Living Relic of Barbarism" in the October Ursinus Col-lege Bulletin is decidedly above the average oration in beauty and in force. An increased number of pages of literary material should accompany the change of The Bulletin from a biweekly to a monthly. The November Midland contains in its literary department a poem by Longfellow and one from the Denver News, an article by an alumnus and one by a student. Will this encourage liter-ary work among the students at Midland f The Dickinson Literary Monthly has materially raised its standard and, in general, does not suffer in comparison with the best; but the November number contains a partisan article that is unworthy a place in a college journal. Those interested in the educational condition of Puerto Rico will find an interesting article by Dr. M. G. Brumbaugh in the Juniata Echo for October. The Echo is to be congratulated on being able to publish these articles. We regret that the Novem-ber number did not contain one. "The Spanish Arnaida," an outline with explanations, by Stanley Ecker in The Western University Couranl reflects credit upon the author and the journal. It is the result of effort and thought. The poetry of The Lesbian Herald is an important feature of the publication. A well written article on "The Sun's Eclipse," accompanied by a photograph of the total eclipse at Centreville, Va., May 28, 1900, appears in the last issue. ««*£> "Over and over again, No matter which way I turn, I always find in the book of life Some lesson that I must learn ; I must take my turn at the mill, I must grind out the golden grain, I must work at my task with a resolute will, Over and over again." PATRONIZE OUR ADVERTISERS. C. F?. SOLT MERCHANT TAILOR Masonic Bldg., GETTYSBURG Our collection of Woolens for the coming- Fall and Winter season cannot be surpassed for variety, attractive designs and general completeness. The latest styles of fashionable novelties in the most approved shades. Staples of exceptional merit, value and wearing durability. Also altering-, repairing-, dyeing and scouring at moderate prices. .FOR UP-TO-DATE. Clothing, Hats, Shoes, And Men's Furnishing- Goods, go to I. HALLEM'S MAMMOTH CLOTHING HOUSE, Chambersburg St., GETTYSBURG, PA. 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The Century Double-Feed Fountain Pen. Fully Warranted J6 Kt. Gold Pen, Iridium Pointed. GEO. EVELER, Agent for Gettysburg College PRICE LIST. No. 1. Chased, long or short $2 00 No. 1. Gold Mounted 3 00 No. 3. Chased 3 00 No. 3. Gold Mounted 4 00 Spiral, Black or Mottled |2 SO Twist, " 2 SO Hexagxm, Black or Mottled 2 SO Pearl Holder, Gold Mounted S 00 THE CENTURY PEN CO., WHITEWATER, WIS. Askyour Stationer or our Agent to show them to you. Agood local agent wanted in every school ^Mirmm^fr^wmmwwMmmmmmmwmm^ Printingand Binding We Print This Book THE MT. HOLLY STATIONERY AND PRINTING CO. does all classes of Printing- and Binding-, and can furnish you any Book, Bill Head, Letter Head, Envelope, Card, Blank, or anything- pertain-ing to their business in just as good style and at less cost than you can obtain same elsewhere. They are located among the mountains but their work is metropolitan. You can be convinced of this if you g-ive them the opportunity. Mt. 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iiirTiriTXTxnTiTirxTrrritTnrxnx-intirTTiv iimtuiminir'' mi mm 111 ill .#■-, -:- THE ~:~ Gettysburg mE^CURY. flOVEmBER, 1897. CONTENTS: Melancthon, the Scholar of Germany, Rev. F. D. Garland, A Prose Shakespeare, Rev. Edwin Heyl Delk, A. M [A Few Facts About Prehistoric California, Rev. M. H. Stine, Ph.D., IWhat is Nature, Prof. Oscar G. Klinger, A. M., INovember, lA Few Things About the Southern Negio, H. D. Shimer,. [Educational Value of Poetry Plie College Musical Organizations, Py First Smoke, Editors' Desk iAthletics |A Gettysburg Glee Book,. |The Junior Kanes, Our Exchange Table,. i Wise and Otherwise,. "■0. MILLER, PRINTER. GETTYSBURG. -^ijS«-'-^*^>"-j> R. H. REININGER, Merchant Tailor. Suits from {12,00 to {40.00, Pants from $4.00 to $12,00, The Best Work at the Lowest Prices. CENTRE SQUARE, NEXT DOOR TO POST-OFFICE-OP STAIRS, READY FOR FALL jlND WINTER, Suits to Order—Prices $12.00 to $35.00; Trousers, $2.50 to $9.00. ALL KINDS OF REPAIRING DONE. All the new effects in Check and Over Plaids you will find at THE LEADING A TAILOR, CLOTHIER & 4 \ GENTS' FURNISHER, Jtl UVCDC No. 11 Balto. St., ■ Hi HlltlfOj GETTYSBURG, PA. WJ£ Wierman, S/orM Stroet, Sroceries. EPH. H. MlNNlCH, Manufacturer, Wholesale & Retail Dealerln CONFECT10NEHY AND ICE CREAM, - the students of Pennsylvania (Gettysburg) College. Subscription price One Dollar a year in advance, single copies Fifteen cents. Sudents, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. \ Address, The Gettysburg flercury, Gettysburg, Penna. MELANCTHON THE SCHOLAR OF GERMANY. BY REV. F. D. GARLAND '88. In the general judgment of men Philip Melancthon occupies a place among the great masters in the realm of literature. His literary fame has stood the test of time, has been tried in the fur-nace and found pure, has been weighed in the balance and has not been found wanting. We are not humiliated but are ennobled "1 offering our tribute of praise to the memory of great men like Melancthon. The remembrance of their character and achieve-ment will enrich us. No one can study the life-work and literary fame of this great scholar without being inspired to emulate his devotion to the cause of education, his zeal for the enrichment of THE GETTYSBURG MERCURY. literature and his eminent labor for the public good. r. Melancthon lived at a crisis period in the history of the church and of the world. He lived in the midst of the great con-flict between liberty and despotism—a battle that was being fought for no single nation, for no single generation. The im-portance of authors like Melancthon has not always been correctly estimated. "Dante is worshipped at the grave to which he was hurried by persecution," while "Milton in his own day was the blind adder that spit his venom on the king's person" and later the "mighty orb of song." So Melancthon's memory suffered in the keeping of more than two generations who scarcely spoke a word in his favor. But Melancthon's noble effort to bring the actual world nearer ideal perfection in that mighty struggle of the centuries is being better appreciated. He was the most celebrated and the most powerful literary champion of those principles which were then struggling for infant existence. Luther who spoke of him as "the inconceivably learned and elegant" Melanc-thon sat at his feet for instruction. He was the Scholar of Ger-many in that day when the mighty conflict between that which was and that which ought to be took place, when the struggle was transferred from the "tented field" to the realm of ideas, which "burning all over with indestructible life were marshalled against principalities and powers." He lived to lead when "the brain and not the arm, the thinker and not the soldier, books and not kings," were set to rule the world. Erasmus the great scholar was right when he wrote of Melancthon, "Christ designs this youth to excel us all." 2. The genius of Melancthon was marked at an early age. Matriculated at Heidelberg University at the early age of twelve, he became pre-emineni. for his philological and philosophical studies, and was regarded worthy of the degree of bachelor of philosophy at the age of fourteen. On account of his extreme youth he was at the end of the following year denied the degree of Magisterof which he was adjudged altogether worthy. While but a mere boy he prepared rudiments of the Greek language which afterwards were published. During his residence at the Tubingen university he devoted himself diligently to the study of logic, jurisprudence, mathematics, theology and medicine. He was made a Doctor of Philosophy before he was seventeen and THE GETTYSBURG MERCURY. soon after that became a public lecturer in the university. He gave especial attention to the classics Latin and Greek. At the age of twenty-one he was elected Professor of Greek language and litera-ture in the university of Wittenberg. He was a careful, critical, and accurate scholar. His mind was characterized by keen in-sight, logical order, unbounded power of endurance and ripened judgment. 3. His success was achieved in two particular directions. (a) His services in promoting the cause of education in gen-eral were great. His high regard for the place and power of edu-cation in matters of government and religion is shown in an ad-dress delivered at the opening of an institution of learning in Nuremberg. He said : "In the proper constitution of a State, schools of learning are primarily requisite, where the rising gen-eration which is the foundation of the future empire should be instructed; (or it is a most fallacious idea to suppose that solid excellence is likely to be acquired without due regard to instruc-tion. A Spartan said that their walls ought to be constructed of iron and not of stone; but I am of opinion that wisdom forms a better protection than arms or walls," On that principle he acted with great zeal throughout his life. He urged princes to reform the universities for the instruction of youth, as of all others, the most important object. Princes everywhere sought his advice in the establishment of schools, accepted his plans and adopted his methods. He stood easily at the head of the many great literary enterprises and engagements of that age, so that he has very properly been called "the founder of the learned schools of Ger-many." He not only inspired to the establishment of schools but he also prepared text books and furnished the proper means of study. He was indeed the pioneer in the preparation of the modern text book. He made abridgments of the various branches of philosophy, logic, ethics, etc., which were used in all the Lutheran schools for many years. He reduced almost every art and science into a form and arrangement which was of invaluable assistance to the student. He aroused the youth to study and created in the minds of his pupils a taste for literature. He revo-lutionized the methods and the means of study. His zeal in this work never abated while life lasted. His wonderful success was shown in the fact that from his boyhood days as teacher until his THE GETTYSBURG MERCURY. death his lecture room was crowded with eager students, often as many as two thousand, among whom were barons, counts and princes from all parts of Europe. He wrote once and this senti-ment expresses the aim and glory of his career : "No service is more acceptable to God and no conduct more pious and praise-worthy than to aim at truth and to acquire its transforming in-fluence." (b) In authorship he was pre-eminent. Luther wrote more than he. But Luther was as he said of himself 'the rough pio-neer", preparing the way for "Master Philip who comes along softly and gently, who sows and waters heartily, since God has so richly endowed him with gifts". "Luther scattered their sparks among the masses ; but it remained for Melancthon by his logical and systematic writings to win not only princes, but also a large number of the learned and cultured for the cause of the Reforma-tion". He wrote commentaries on Genesis, Proverbs, Daniel, The Psalms, and also on Romans, Collossians and the Gospel of John. He wrote the first Protestant work on systematic theology. Of this Luther said, "He who has the bible and this work of Philip perfectly in memory is a divine against whom neither the devil nor any heretic can be able to take advantage. It is the best book next to the Holy Scriptures". In Ethics Melancthon's influence was immeasurable, and more enduring than his influence in theology. He is the author of the Augsburg Confession, the "First Protestant Confession of Faith", of which the late Dr. Schaff wrote : "It best exhibits the prevailing genius of the Ger-man Reformation and will ever be cherished as one of the noblest monuments of faith from the pentecostal period of Protestant-ism". 4. Melancthon was a toiler. As Cecil said of Sir Walter Raleigh, "He can toil terribly". He had that best genius, the genius of work. It was not only brain but iron labour with him that counted for success. He reached the heights of his literary fame by no easy path. "Had I not lived with Mirabeau", says Dumont, "I never should have known all that can be done in one day". So he who knew Philip Melanchton had an opportunity of noting possibility of accomplishment. Native talent coupled with persevering toil lifted Philip Melancthon above the level of ordi-nary achievement in the world of letters and made him worthy of that most distinguished designation, "The Preceptor of Ger-many". THE GETTYSBURG MERCURY. A PROSE SHAKESPEARE. BY REV. EDWIN HEYL DELK, A. M. Books are the dried life-blood of personal and national history. Touch them with a living sympathy, and all the griefs, joys and heroisms of the past spring into being, thus re-enacting for us the tragedy and comedy of the human soul. There is another fact to recall in our char-acterization of literature, i. e., tnat there is a literature of knowledge and a literature of power. Darwin's "Origin of Species" well represents the books of the first order— the literature of knowledge. No single book has thrown such a flood of light upon the method of creation. This book, with his ''Descent of Man," have changed the view point of the scientific world upon the genesis and suprem-acy of man. Shakespeare's "Hamlet" is a work of the second order—the literature of power. It addresses itself not simply to the intellectual life but stirs our deepest emotion and brings before the imagination the horror and weakness of irresolution. Such a poem as Browning's "Saul," or Shakespeare's "Hamlet," become formative forces in the region of character because they address not only the analytical but also the volitional and ideal in human thought. Shakespeare is our master interpreter of life and puts before us as no other single writer has ever done before, or since, the complex motives, the marred action, the glit-tering ambition, the deteriorating moral nature, the mul-tiplicity of human types, the sweep of passion and the majestic march of historical providence. Unfortunately Shakespeare is praised much, but read little. His work is made a literary Bible and placed on the centre-table of undisturbed reverence. To many, his English has grown archaic, and his blank verse is too obscure a medium for the communication of his message. For the man of cul-ture, he will always remain the master interpreter of life, and, therefore, the supreme literary power. As he gath-ered his great life procession from all history, he has be-come the world's poet. He has become for all modern ,,; ,,,- wmmmmmmmamaammm THE GETTYSBURG MERCURY. peoples the standard for the measurement of all literature of power. To select any one writer, then, and declare him to be a prose Shakespeare is a stupendous claim which borders on the audacious, or comic, according to one's mood. And yet, as I place the name of Balzac beside that of Shakespeare, I feel no personal uneasiness in my stlf-provided criticism. To men who know their Balzac as well as their Shakespeare, there will be fell no incon-gruity in placing the writer of the "Comedie Humaine" and the framer of "Lear" and "Midsummer Night's Dream" in the same class—the class of supreme literary genius. One must make at the outset, however, this acknowl-edgment, that Shakespeare was far and away the greater master of form and literary expression. But in their grasp of life and its deepest and most complex emotions, in the breadth and variety of their characters, in the pas-sion and intensity of their feeling, in the powerful and subtle presentation of human action, in their marvelous balance of realism and idealism, in their titanic and inex-haustible creative power, Balzac and Shakespeare were brothers. The Englishman was the greater, by reason of the fecundating and larger era in which he wrought, and by right of his more finished medium of expression which gives a grandiose setting to his immortal pictures of his-tory and individual action. A glance now at our prose Shakespeare. Honore de Balzac was born at Tours, May 16th, 1799. Nothing in his parentage, or place of birth, can account for his genius. To his sister Laure, who made him her hero through life, he owed a sympathy which was far more influential to his creative temperament than the early literary associations which nourish so many writers. He was not a good student, from the scholastic stand-point, but was an omnivorous reader and an intense lover of nature. The desire for fame early lured him to essay the craft of letters. He went to Paris with his family in 1814, and devoted himself to study. He was in constant at-tendance at the lectures of the Sorbonne, and to please his THE GETTYSBURG MERCURY. father, took a three years' course in law. When the hour came for his family to leave the French capital, he de-clared his purpose to give his days and life to literature rather than law. As a test of his devotion to the chosen art, his father offered him a menial's allowance for two years. He remained in Paris working at a drama entitled "Crom-well." He broke down, under the strain of partial failure and want, and had to retire from the gay city. Soon, however, he went back again to his attic. Here he wrought furiously at short stories, in order to secure food and fuel. The ten short stories he wrote before his twenty-eighth year, he did not care to acknowledge, when he had come to his literary throne. They were the output of his apprentice days. Though a born novelist, he was not a born stylist and only after much toil and polish-ing did he master language sufficiently well to express the facts and fancies that crowded tumultously upon his eye and brain. It was not until he was twenty-eight years of age that he produced his first notable book—"Les Chouans." The '-Physiology of Marriage" followed quickly in 1830, and "At the Sign of the Cat and Racket" a year later. These books at once revealed his marvelous phychological powers, as his earlier stories gave promise of the definiteness of his objective vision. The streets of Paris now became the laboratory of his literary experi-mentation. Night and day he would walk the boulevards and quays gathering his material, testing its relation to the past, and its present relation to the whole fabric of society. Then he would rttire to his attic, and living for weeks on little or nothing, select from his material, tet up certain characters, live with his creations in imaginary walks and positive communings, until his dramatic talent made his creation a real thing. Then, when all was fused, his hard driven pen put upon paper some section of that great social drama—the "Comedie Humaine." At first, Balzac did not plan the writing of a systematic study of all classes and types of human characters. He was bent, primarily, on writing stories charged full with actual life. 'Yet it was more than a swarm of stories that was buz- THE GETTYSBURG MERCURY. zing in his head ; it was a swarm of individuals often more truly alive to him than the friends with whom he loved to converse about them. And just because he knew these people of his brain, just because he entered into the least details of their daily lives, Balzac was destined to become much more than a mere philosopher or student of society, to which a creator of characters, endowed with that absolute dramatic vision which distinguishes Homer and Shakespeare and Chaucer. But b^cau^e he was also something of a philosopher and student of sociology, he conceived the stupendous idea of linking their charac-ters with one another and with their several environ-ments, in order that he might make himself not merely the historian but also the creator of an entire society." It is only as we view his co-ordinated work,not any sin. gle volume, that we begin to appreciate his tremendous grasp on the whole of life. His financial failures, his legal studies, his own irregular habits, his beautiful love affair, his multitudinous sympathies were all utilized in the interpretation of "the human comedy." Because he saw life straight and full his novels are not food for chil-dren or callow youth. Sin and its putrifactions are as boldly painted as sainthood and the oratory. Balzac was too elemental in his nature, and too sincere in his purpose to paint in grays and neutral tints. His color-scheme ranges from purest white to loathsome black. In pre-senting three thousand personages in his co-ordinated "comedy," he must, needs project upon his canvass many a maimed and distorted life. If fault this be, it is one he has in common with Shak ^speare and the Bible—neither of which can be read in their entirety in the nursery, or class-room. Balzac's works are for the mature student of life—with all its sorrow, joy and passion. He divided his great scheme into three great divisions: 1, "Sciences of Private Life," which consist of twenty-four novels, nov-elettes, and tales ; II, "Scenes of Provincial Life," num-bering ten stories, nearly all of which are masterpieces; III, "Scenes of Country Life," and the "Parisian Scenes," the latter containing his greatest works. In this latter class, THE GETTYSBURG MERCURY. we find some twenty-four titles, six of them being novels "L'Histoire de Csesar Pirotteau," "Le Pere Goriot," "La Di'ehesse de Langeau," "La Cousins Bette." and his other profoundly popular studies. This series was sunple-mented by his "Studies in Philosophy"—twenty in num-ber, which furnish his metaphysical background of life, i.e., "The Magic Skin," "The Elixir of Life," "Louis Lambert," "Seraphita," and "Jesus Christ en Flandre." I know how ludicrously inadequate this mention of the greatest of novelists is, but I simply wish to call attention. For an exposition of his philosophy of life I would suggest the reading of George Frederick Parson's introduction to Balzac's "Louis Lambert," For an analysis of the whole "Comedie" Balzac's own division. "Studies of Manners," "Philosophical Studies" and "Analytic Studies," I find William P. Trent's article in a "Library of the World's Best Literature" to be as clear and accessible a presenta-tion as I know. ISaintsbury commenced an English edition of the great master's works and the introductions are invaluable. But for the realization that Balzac has given us a prose Lear we must read his own "Le Pere Gor-iot" and feel the terror, the devotion and the frenzy of the old neglected father's life and death. To know that there is a French Beatrice, Desdemona, Hamlet, Falstaff, Iago, one must follow for himself the career of Louis Lambert, Baron Hulot, Cousine Bette, Eugene Grandet and Rastiquac in their tortuous risings towards the In-finite, or their gurgling descent into the human hell of despair. To know Balzac thus is to know life. To know life is to cry aloud to God. A FEW FACTS ABOUT PRE-HISTORIC CALIFORNIA. BY REV. M. H. STINE, PH. U., '77. California is the land of wonders. Its climate is a happy surprise to the visitor from almost every State in the Union. Its delicious fruits are unexcelled in perfection and variety. Its natural scenery comprehends mountain and valley, forest and desert, all included in a surpris-ingly small extent of square miles. The busy life of the 10 THE GETTYSBURG MERCURY. city, the densely populated valley, and the silence and loneliness of the uninhabited mi-sa and the mountain, rock-ribbed and sublime in its towering heights, are all in the compass of a day's journey. This State so rich in its natural wonders has also its pre-historic surprises and apparent contradictions. Per-haps nowhere in America outside of Mexico are tbere more marked evidences of the existence of a pre-historic civilization far in advance of the North American Indian than in the Golden State. With the brief space at our command, we can call attention to only a few of these evidences. One of these is in Tuolumne county Here be-neath what is known as Table mountain "have been found many works of man's hand." Table Mountain it-self is a wonder. It is the remains of a flow of lava which originated in the crater of a volcano miles away. It seems as if the lava instead of seeking its lowest level had persisted in flowing along the ridge of the hill. The fact is, that the mountains which were at the time of the flow of the lava much higher than the present summit, have been carried away. Prof. Whitney truthfully says (Geology of Cal., "Vol I.): "The whole face of the country must, therefore, have undergone an entire change since the eruption took place, during which this mass of lava was poured out." Conceive, if you can, the sublime truth that mountains three thousand feet in height, have been completely removed. On this mountain, at Altaville, a skull was taken from a mining shaft at a depth of 130 feet beneath the surface. Seven different layers of lava and gravel were arranged in regular strata above it. Stone mortars, spear heads, and other stone relics were found 300 feet beneath the sur-face. We naturally wonder whether the people who left these relics were the same that built the irrigating ditches in the southern part of the State in what is now desert. And were they the people who laid the foundation and built the superstructure of the massive buildings, the ruins of which have been discovered in the southern part of the State ? T THE GETTYSBURG MERCURY. 11 It has been asserted that when Table Mountain was formed California was totally different from what it is now. Parts of the San Joaquin Valley may then still have been covered with water, whilst the great Mojave desert was at the bottom of an inland sea. Dr. Cooper says : (Geographical Survey, W. of 100 Meridian, Vol. I, p. 11) "The country consisted of peninsulas and islands, like those of the present East Indies." If these people who lived on the supposed islands laid the foundations of temples and built water ways, they were no doubt more civilized than the people who sought for gold where now the heights of Table Mountain rear their rugged walls. The question as to where those people came from is most interesting, especially if we adopt the views of Igna-tius Donnelly (Atlantis: The Antediluvian World, p. 135, 175 etc.) That they came from the South originally seems plausible. Evidently the civilization of Mexico and Cen-tral America is the oldest in the Western World. When we make this assertion we do not forget that Prof. Whitney and others, hold that the human remains and evidences of human handiwork prove that men lived in Pliocene times. We ask, do the houses and other relics exhumed from beneath the lava beds of Vesuvius prove that Pompeiians lived in Pliocene times ? It will be ob-jected that the two examples are not sufficiently alike to comparison. It is true, no mountains have been removed near Pompeii since the city was buried nor have the val-leys been elevated into mountain ranges ; but some very stupendous changes have been made in the face of Italy and elsewhere since Pompeii was destroyed. So two or three or five thousand years may have produced marvel-ous changes on the Pacific Coast, where the rumblings of earthquakes are monthly occurrences even in the closing years of the nineteenth century. We ask, are the remains even at the base of a mountain a proof that men lived in Pliocene times ? Were all mountains formed before and in Pliocene times ? 12 THE GETTYSBURG MJReUKY. WHAT IS NATURE? BY PROF. OSCAR G. KLIXUER, A M. While in conversation with a student-friend some time since, our talk turned upon Nature as it presents itself to poet, artist, scientist and the illiterate man. and he wondered how one and the same thing could produce such different conceptions in different minds. He then asked the question which forms the caption of this article, "What is Nature"? In my reply I endeavored to show that what Natnre is for each man depends upon what he is. I hope now to justify this answer by a rapid analysis of the conditions and processes of the act of knowing. The mind as substance is forever hid from human cog-nition, but the instrument and laws of its activity are now matters of everyday knowledge. No doubt longer exists that it uses as the means of its manifestations the nervous system with the brain as its center. The brain is hermetically sealed within the skull. "'The hair, the thick skin of the scalp, the skull, and two membranes at least, one of them a tough one, surround the brain ; and this organ moreover, like the spinal cord, is bathed by a serous fluid in which it floats suspended." (James). In the skull are several apertures filled with the nerves of the special senses—sight, hearing, smell, taste, and touch. Sitting at the center, the mind receives its materials of knowledge from sensations generated by external stimuli and carried upward to the brain by longitudinal vibra-tions of the several nerves. The relations of mind and brain are so close that psychologists ar^ unanimous in affirming that "the immediate condition of a state of con-sciousness is an activity of some sort in the cerebral hemisphere." Further it is believed that with every sense dead, mind would exist, if at all, only as a mere blank—"not mind, but only the unrealized possibility of mind." (John Caird). It is not to be doubted then that mind is awakened and furnished with the materials of knowledge by sensations which have their origin in the external world. TH.fi GETTYSBURG MERCURY. 13 But the materials of knowledge are not knowledge any more than the materials of a house are the house itself. The sensations which come to the brain must be reacted upon by the mind and the product which results we call knowledge. "It is neither wholly from within nor wholly from without, but both the external and the .nternal fac-tors co-operate in its formation." (Stuckenberg). This re-action takes place through perception, conception, judg-ment, etc:, and implies the recognition of differences and similarities. Let us call the reacting mind the subjective, and Ihe external stimulus the objective; knowledge as the individual, concrete act of knowing may then be denned as the union of the subjective and the objective in a state of consciousness. It may be necessary to indicate the exact meaning of the phrase "state of consciousness." A single intelligent introspective glance will show that what we mean by con-sciousness is a "stream" (James) of thoughts and feelings and volitions all intermingled and inseparable. Now a "state" of consciousness is the content of this stream in-cluded within certain definite time-limits. As all intelli-gence lies within consciousness, we must study the nature of the concrete act of knowing in this time-portion of it. It is in a state of consciousness, then, that the individual knowing-act takes place. This act I have termed a union of subjective and objective elements. It remains, there-fore, to determine just what these respective elements are and we shall then be in a position to get a glimpse of Nature as an absolutely objective reality. It must be borne in mind, however, that knowledge is, in fact, an indissoluble union of these elements and the separation of which I speak is mere abstraction. One can think of the color of the rose to the neglect of its other properties but he cannot, of course, separate it from them without de-stroying the rose. Take a single act of knowing an object such as hourly occurs in the laboratory. Here we have the different ele-ments in the cold light of the intellect without any color-lng of feeling. There lies the substance to be analyzed 14 THE GETTYSBURG MERCURY. and named. The eyes are turned upon it and on the retina is thrown an image of it. This sets up a vibration which proceeds upward to the brain. Somewhere at the brain's base, this sensation, a purely neural process is changed into a perception of color and form, a purely psychic product. So the ear and the nerves of taste and touch carry up to the same center their wholly diverse sensations of sound and taste and feel. The mind is now furnished with the data of knowledge, viz., certain neural affections which interpreted by the mind we call proper-ties of the object. But this is not the whole act of knowing. Whatever the mind cognizes comes to it under certain forms of knowledge—categories, as Kant calls them : fundamental ideas, as Whewell calls them ; ideas of the pure reason as others call them. These forms in which all sensations are received and worked over are such as time, space, cause, substance, indentity, etc. That object is there, it is now, it is itself, it had a cause. Now all these ideas which necessarily enter into every interpretation of the objective belong to the mind itself; hence in the knowing-act they are contributed by the mind in its reaction upon the in-coming sensations. Let us, now, in that union of the subjective and the ob-jective which we call scientific knowledge abstract from the whole the elements which the mind has furnished and note what remains. 1. Nothing is more commonly spoken of than the "laws" of Nature. But law is an idea of the reason and so far as we know has only an ascribed objective exist-ence. What we actually perceive in Nature are only uni-formities : water always seeks its own level, a stone al-ways falls to the ground, etc. Matter has certain modes of acting which are uniform and invariable and these modes we call laws. 2. Again, we affirm without thought of possible con-tradiction that "every change has a cause." But cause, also, is one of the fundamental ideas and "it is now uni-versally conceded that we have no perception by the THE GETTYSBURG MERCURY. 15 senses of any causal connection or nexus in the material world." What we do perceive is only sequence, but when one phenomenon always follow another and the relation of antecedent and consequent seems to be a necessary one, we call the phenomenon that comes first the cause of the one that comes second. And so, if space permitted, it would he possible to show that force, life, order, purpose, substance and all the other most common terms in scien-tific nomenclature stand for ideas, not things. To this I append the witness of Professor Cocker : "Order, pur-pose, design, law, are not objects of sense ; all that we perceive by the senses is a cerlain collocation and dis-position of matter in space." Nature, then, in its bleak objectivity when abstracted from all that the mind necessarily reads into it in every act of interpretation, is matter existing in what seems to be a system of uniformities, coexistences, sequences. This it is which furnishes the stimuli to the various senses and by them generates the different sensations upon which each individual mind must react in harmony with its own natural endowment. Its own natural endowment, I repeat, because difference is what constitutes individuality, and it is safe to say that no two human beings have ever been endowed in precisely the same way. No man is a chance product, however.— except, indeed, he be a transcendent genius—and natural endowment is determined, under the laws of heredity and environment, by his ancestry and the accidents of his early training. Some minds are practical, others poetical, artistic, philosophical. In some the constructive imagi-nation is most active and things are always seen in a bor-rowed light. In others the spirit of investigation is pro-dominant and the analytic tendency, as is the case of John Stuart Mill, becomes a burdensome nuisance. Other men there are whose whole thought centers about the problem of getting on in the world and they are never bothered by the aspirations of an aesthetic nature. Such men never see a landscape, and Niagara to them is only so much waste power! 16 THE GETTYSBURG MEKCURY. I said at the beginning that ''what Nature is to each man depends upon what he is." If he be a physicist, as Edison. Nature will be to him a reservoir of forces or one force manifesting itself in different modes. If he be a chemist, as von Liebig, Nature will be to him a unity of molecules combined in different proportions. If he be a biologist, as Huxley, Nature will be to him a great vit.il laboratory in which cells are built up and destroyed in end-less succession. If he be a poet, as Bryant, Nature will be to him a great speaking allegory, a store-house of imagery and sentiment, a dully-sentient reality capable of feeling— "Dim and faint May be its sense of pleasure and of pain, ■ As in our dreams ; but, haply, real still." If he be an unlettered farmer, as poor Hodge. Nature will be to him but su much soil in which to sow and so much sunlight in which to garner the harvest. I have space for only one illustration of my meaning In the West the sun is setting in a blaze of glory. Orange and gold melt into each other and pass into crimson. A magnificent tint spreads over the sky to the far East shot-through with beams of light. Hodge looks at it and re-marks, "Red at night, the sailor's delight." But John Ruskin, scientist, poet, and artist, looks at it and thinks of the contest waged between day and night since early dawn ; night has at length conquered, and "the sun sinks below the horizon, bathed in the crimson of his own blood. So every interpretation of Nature is colored by.— say rather, its whole content is given by,—the personality of the interpreter. It is to each of us poverty-striken or rich as our minds are endowed with sublime or only com-monplace ideas. We get from Nature just what we bring to it. To the "Mercury." NOVEMBER. Summer days have sped away. Summer clouds no more appear, November comes with skies of gray, Winter's snows again seem near. THE GETTYSBURG MERCURY. 17 The grass grows sere in the meadows Where the hoar-frost falls by night, No blossoms nod to their shadows, Nor beckon the bees to alight. Forest trees send down their shower Of dry leaves all over the ground. The robin—iar South is his bower— Sings to gladden his mate with the sound. Yet autumn days truly are gladsome ; Fulfillment of promise are they— Promise of fruit from the blossom Matured by the sun's ripening ray. What if purple asters turn gray, And golden-rod flames grow dim— The flower is more than the bloom of the day; There's a wealth of seed within. So life's not for a day, but for fruit; And the labor of summer's not lost. The best fruits ripen the latest, And some ripen onty in frost. And when pink petals are faded and withered, And almond trees flourish like snow; They that look out of the windows lie darkened, And the daughters of music brought low ; When the silver cords are unstrung, And the golden bowls broken be ; Return like the honey-bee, home, With thy treasure laid up on high. AEIEIE, '91. A FEW THINGS ABOUT THE SOUTHERN NEGRO. BY H. D. SHIMER, '96. This summer I was engaged in colporter work in the South. As every one knows, the South is the home of the colored man ; or if it may not be called his home, that is where one finds him very frequently. To me, coming from a state where it is the exception and not the rule to find colored people living, the colored man proved to be a very interesting subject for study. It is about him that I am now going to write ; and my writing, I will base upon what I saw and experienced. 18 THE GETTYSBURG MERCURY. Probably one of the first things that attracts ones atten-tion, when traveling among colored people, is the fact that they are a very happy and contented people. They live in the present, and for the present. How often have I seen colored persons clad in filthy rags, not knowing whence their next meal would come, bearing upon their countenance the smile of perfect contentment, and sing-ing, as only they can sing, some old plantation song! And why are they so happy ? It is because they are satis-fied with what they have. They, as a rule, lack true am-bition. While the white man toils and worries and plans for the future, unsatisfied until he has made for himself and his family a comfortable home, the colored man as a rule is perfectly satisfied to let the future take care of itself, and is the happiest man in the world, if he has just enough in the present to keep his body and soul together. What cares he for a palace in which to live ? Does not a little hut give him shelter from rain and from storm? What need has he of a palace for a home ? Does not the little log house give ample room for himself, and for his family ! Is it not easier to fill a small home with happi-ness than a large one ? Thus reasons the colored man; and I was compelled to believe that there was something in his reasoning ; for I have seen colored families, with a a dozen or more members in each family, live in miser-able hovels of one room, and live there in perfect content-ment. From what I could learn, during the seasons when negroes have work and make a little money, they spend their money about as fast as they earn it; and when they earn no money they live on almost nothing. They lack | that true ambition, which tends to make their future bet-ter than their present. When they have much, they are happy with much; when they have little, they are happy with little. A second thing in which I was interested in the colored people was their education. In the section of country where I was,-the facilities for acquiring a moderate edu-tion were average. School-houses for the colored people were so scattered about that any colored family was THE GETTYSBURG MERCURY, 19 within a reasonable distance of a school-house. As a re-sult, most of the colored children attend school. But one thing especiallv attracted my attention. It was the fact that little children from six up to ten or twelve years of of age, were very bright and active. In fact many of them were as bright as white children of their age. But when they got beyond ten or twelve years of age they seemed to become stupid and dull. I noticed this almost invariably among the strictly African children. The only way I could account for this was : From six up to ten or twelve years of age, their perceptive faculties were very active, and they could perceive things very readily, and thus were apparently very bright; but when they came to the age when the reflective faculties should assert themselves, they were lacking in their reflective powers, and consequently, for the lack of these powers, they became dull and stupid. Of course there are some few who are exceptions, and sometimes these few make very smart men and women. Yet how often can these exceptions claim their mental powers from the African race! How often are the minds of these exceptions made more active and fertile by Caucasian blood and energy ? Viewing the colored man from a religious standpoint, we are compelled to say that he is a very religious being. Without a doubt our colored brother has as much of the religious element in his nature as we have who are of fairer complexion. To realize the truth of this statement we have only to go to the great revival meetings which the colored people hold from time to time. There we may see religion in one of its phases, though not always in its true phase. In these meetings there is life ; and it is there that the religious nature of the colored man often unconsciously wings its flight on pinions of abnormal ex-citement, and soars higher and higher, until it exhausts itself in unconscious agony. Socially and morally the colored people with whom I came in contact were not. up to the standard of the white race. There was not that purity of heart, earnestness of true motive, and elevation of thought and conversation 20 THE GETTYSBURG MERCURY. among them which characterizes the noble characters of our own race. True, there are kind, charitable. Christian people among the colored race ; yet with all their virtues, there is something within the character of the colored man, which does not measure up to the standard of char acter among our own people. For instance, if a good col-ored brother, on his way home from religious services, should happen to take a chicken home with him that did not belong to him, his colored brelhren would hardly ques-tion his Christianity for such a deed. Again, colored ser-vants have a great liking for taking things that belong to their employer, and appropriating them to their own use. There seems to be a positive weakness in the colored man for that kind of thing. Topsy was no excep-tion to this rule. The families among them also point to a weakness in their moral and social disposition. There where purit}r and love should reign, I found too often the opposite ; the baser nature ruling and moral purity placed in the back-ground. It is true that this same thing may be said of very many of the homes of our own race ; yet we can say there are homes among our people where love does reign, and where moral purity finds an exalted place. In view of these foregoing facts this question naturally presents itself : What kind of citizens do the colored peo-ple as a rule make ? Closely allied to this question is another : What kind of citizens are they likely to make in the future ? In answer to the first question, we can say that the majority of the colored voters of the South have not suf-ficient education to use intelligently the ballot-box ; and it is a question whether the North did not entrust too much to the negro when it gave to him indiscriminately full rights of citizenship. There are few people in the South who want back their slaves. They agree with us that slavery was wrong. But there are many people in the South, the most intelligent and best thinking class of people, who honestly hold that the large majority of negroes, have not sufficient knowledge to use intelligently ^^^^^■■^^^■^^^^^H ^^^^^^■M THE GETTYSBURG MERCURY. 21 the bnllot-box, and that the North made a mistake when it gave to negroes, indiscriminately, the full power and authority of citizenship. In answer to the second question it is to be hoped that the negro will make a better citizen in the future than he does now. If he does not there is trouble ahead. The colored people in the South are increasing at an alarming rate. It will be but a short time until they will outnum-ber the white people in the 8outh. In such an event, the colored people would elect their representatives to govern-ment and municipal offices. What would be the outcome of such a step is hard to tell. We all know that the white population of the South would not look with favor upon such a step, and it would be justified in not so doing, if the intellectual and moral standard of the colored race be-comes no higher than it now is. Unless the colored race make rapid strides in intelligence and moral strength, it will be many years before they will be fit subjects to take active part in our governmental affairs. EDUCATIONAL VALUE OF POETRY. Life is a conscious effort to cancel the limitations be-tween the real and the ideal. The noblest life is an heroic effort to realize an ideal so grand and pure that it is unat-tainable. That branch of instruction which does the most to help the student cancel the limitations betwetn his real self and his ideal self has the greatest educational value. Tompkins says : "Life's ideal, heroic struggle is exhibited in its most perfect form in literature." The manifold objects and influences in the physical world are the means which man is to use in realizing his ideal self. But man without the poet's soul does not recognize their value. He walks through the world having eyes but he sees not. "A primrose by the river's brim, A yellow primrose is to him ; And it is nothing more." 22 THE GETTYSBURG MERCURY. The poet utilizes the common objects in the physical world and makes them a power unto spiritual. The ordi-nary individual sees in the nautilus nothing but a com-mon, insignificant little animal, but Holmes saw in that little animal a type of the human soul struggling to shake off the base and sensuous things of earth and attain its true spiritual freedom. The growth of the little ani-mal from the narrow, restricted cell to the Droader, higher one, was to him a type of the human soul broadened and elevated through the acquisition of knowledge and virtue. The nautilus cast off the shell which had restricted his freedom and separated him from the physical heaven. Holmes saw in that a type of the soul that has cast off all ignorance, prejudice and sin, and attained its true spiritual freedom. The intellect recognizes the fitness of the object in the physical world to typify growth in the spiritual world; the emotions are called into play and the soul is filled with pleasure as it sees the unity. But it must also move the will or it would be deficient as an educational force. The student sees that the end of the little creature is to become physically free. It has attained its freedom and left nothing between it and the physical heaven. He is not free. Passions, sin and ignor-ance still chain him to the earth. His will is moved to do what the little nautilus has already done. He moves for-ward and to his own soul utters Holmes' mandate : "Build thee more stately mansions, O my soul, As the swift seasons roll; Leave thy low vaulted past! Let each new temple, nobler than the last, Shut thee from Heaven with a dome more vast, Till thou at length art free, Leaving thine outgrown shell by life's unresting sea." It is the poetic in life that "lifts the soul from the com-mon sod to a purer air and a broader view." The poetic soul recognizes in the physical world around him expressions of universal spiritual truth. Tompkins says, in substance, that the matter-of-fact scientist studies the lily as a physical organism and misses the best it has i^^^^Hj^^^^l^^^H THE GETTYSBURG MERCURY. 23 for man, if he stops there. The true scientist, who is always a poet, adjusts his ear to its whispers of infinite truth and beauty, and finds the message it has for man. The matter of fact botanist would have analyzed the gentian as a physical organism and stopped with a knowl-edge of its structure, habitat, etc. Whittier saw a deeper lesson. He was familiar with the New England custom of placing a pressed gentian on the inner side of the win-dows as a Xmas decoration. This though beautiful with-in looks like a dark speck to the traveler passing ; and the poet wrote his lesson: "So from the trodden ways of earth, Some sweet souls who veil their worth, And offer to the careless glance The clouding gray of circumstance. They blossom best where hearth fires burn, So loving eyes above they turn, The flowers of inward grace, that hide Their beauty from the world outside. But deeper meaning comes to me, My half immortal flower, from thee! Man judges from a partial view, None ever yet his brother knew; The Eternal Eye that sees the whole May better read the darkened soul, And find, to outward sense denied, The flower upon the inmost side." Ryan saw two roses, one perfect, blooming; the other broken, crushed. He noticed that the crushed rose breath-ed forth the sweetest perfume. He saw in that flower a type of the human soul chastened, but sweetened by sor-row and suffering, and he sent forth his message to man-kind: "It is a truth beyond our ken— And yet a truth that all may read, It is with roses as with men, The sweetest hearts are those that bleed. The Flower which Bethlehem saw bloom Out of a heart all full of grace, Gave never forth its full perfume Until the cross became its vase." Thomas Moore watched the carrier pigeon soaring 24 THE GETTYSBURG MERCURY. through the air at a great height in order to surmount every obstacle between her and the place to which she was destined. In that scene he recognized a type of the soul soaring above the sins and snares of this world to the place for which it was destined. His soul was filled with emotion as he saw the faithful bird soaring with a fidelity which man—proud man with all his intelligence, rarely, if ever, reaches. He seized his pen and to the world of literature gave this poetic prayer: "So grant me God. from every care And stain of passion free, Aloit through Virtue's purer air, To hold my course to thee! No sin to cloud, no lure to stay My soul, as home she springs; Thy sunshine on her joyful way, Thy freedom in her wings." BUTTERWORTH, '99. THE COLLEGE MUSICAL ORGANIZATIONS. In our college life, along with its literary work, we should cultivate that which softens, soothes and elevates our natures—something which will drive away dull care and instill in us new life, spirit and energy. Could there be a more pleasant or effectual means for bringing about the desired result than that of music ? Its place in the college world is clearly recognized, it fills a felt want. Of course as everything else it has its time and place, as there are occasions when it might put a person in a "beat-ing" frame of mind and especially is this true of the stu-dent. The singing of Miss Quito just reminds me of the painful fact that—that which sounds well does not always leave a good impression, (thinking of the Hanover-York trip), however, a few minors (not Freshman) only throw the richness of the majors more into prominence. Without doubt the instrument most universally used j and mastered by college men is the old reliable "frog-hv your-throat," tin horn and indeed I want to toot the same a little over the prospects of our Musical Clubs for the coming season. Almost fifty men responded to the call ^■■■^^^^^^^■■^^^^^^■^^H THE GETTYSBURG MERCURY. 25 for applicants, and although by the graduation of '97 we lost much excellent talent, yet we are glad to say that the musical abilities of the new men exceeded expectations and feel quite safe in predicting that our institution will be represented musically this year in a very creditable manner. A preliminary selection for the Glee and also for the Man-dolin, Banjo, and Guitar Club has been made and the boys are working hard, as already several dates have been ar-ranged. Efforts are being made to revive the old college orchestra, and we trust that the same may be completely successful. We would bespeak for the Clubs the united, hearty support of the student body. That the members are not working for their own financial gain is shown by their intention of turning over to the cause of athletics any proceeds which may result from their labors. This is indeed a most commendable move, one which has the true jingle-that of putting aside small interests and seek-ing to benefit old Gettysburg. Conscious that the "phrasing" of this little "toot" has not been of a sufficiently high tone and knowing that the final sentence of the same must have seemed to you, dear reader, to be about as slow as, well-adazio-in coming, with this parting blast I'll give you a "whole" rest—never B sharp in your criticisms, never B flat in your praise, but always B natural. C. T. L., '98. MY FIRST SMOKE. We were seated in our study Wheu my chum said, "Have a smoke ; This won't sicken anybody." So I tried just for a joke. The effect was soon alarming, 'Round and 'round me all things sped, Until nothing was so charming As my own dear springless bed. Not alone a head near splitting, Other strange things soon were felt, Pains and sickness intermitting In the regions of my belt. 26 THE GETTYSBURG MERCURY. Matters had become so serious That uiy thoughts were not my own, Aud the words 1 said, delirious, Would not sound well 'round my home. If Proserpine and Pluto Hearkened to the prayeis I made, Chum won't chill, though winter's cold snow Freeze the grave where he is laid. H. M. C, '99. EDITORS' DESK. "Life is a page of paper white, Upon which each of us may write His word or two, and then conies night! Great^' begin, though thou hast time But for a line ; be it sublime! Not failure, but low aim is crime." -Lowell. ONE thing is strikingly lacking in our college life. It is the singing of songs that are distinctively our own. Occasionally we see a fair sized crowd able to unite on a strain of a song of the day, or on a stanza or two of some of the old favorites, but as a college body, we have nothing that we can call our sonq or songs, This is a serious deficiency in our college life. Take only a recent occurence, the rousing reception we gave to Mayor Strong and his party. After lusty cheer-ing and yells, and inspiring responses from our visitors were over, we all felt like singing. Here and there in the scattering crowd, a solitary voice sang out that "For Bonny Annie Laurie, I'd Lay Me Down and Die"; or per-chance, "My Bonny Lies Over The Oc^an"' uttered the far-away feeling of another. The typical college fellow, whose capacity for noise is never exhausted, declares his own wishes in, "There'll Be a Hot Time In The Old Town To-night"; but no song reached the universal heart. Here is the need—what is the remedy ? It is in tin composing and compiling of a book of "Gettysburg Col-lege Songs." A collection of this kind should contain I^^^^^^^Hi^^^^^HB^^^^H^^^^^^Hi^^M THE GETTYSBURG MERCURY. 27 number of original songs composed by students and alumni, and a careful selection from the songs which be-long to the college world in general, not forgetting the good old melodies that have come down from former ages. That we can publish such a book is not to be doubted a moment. The great number of men who sought for place on our Glee Club and Mandolin Club, our excellent Chapel singing, are only a few proofs that we have considerable musical ability represented in our number. Other colleges are not asleep on this point. All the larger institutions have a book of their own. Swarthmore has just published such a book. F. & M. students are busy composing special songs for Thanksgiving Day, when they hope to conquer Swarthmore on the gridiron. The students of Dickinson have recently organized into a musical association for the purpose of individual and col-lege advancement in this beautiful and uplifting art. Has Gettysburg nothing to sing about? Let us think and act. Let us no longer be content to write about the Col-lege and to talk about it. We want to sing and shout its praises! We believe that MERCURY hereby sounds a key-note to which students and alumni will chord. If the advance-ment of the College of late years is a true indicator of the future, all her friends will unite in a grand harmony and swell the praises of Alma Mater. We are listening. * * * NEVER before in the history of our College has a better time presented itself for the students to write literary articles of merit. Several professors are willing to direct the student along original lines and will help them in the development of something new, something worthy the attention of all. This is a grand opportunity to lead the students into methods of original thinking. It is a rare opportunity. A "rehash" of something old is weari-ness to the flesh. Aim at originality. You have the time, !i you seize it now. You have the brains, if you use them 28 THE GETTYSBURU MKRCURY. properly. You have the means of bringing your thoughts to the public. Are you going to do it ? * * IT is an unpleasant fact that a lack of the proper inter-est has characterized the work in our Literary Societies during this term. So far the majority of meetings have been held with not many more than a quorum present. Such a condition reflects not so much on the Societies as organizations, as on the individual members composing them. It clearly shows that they do not appreciate and take advantage of one of the most beneficial features of college life. To say that no other department in College furnishes more practical training and knowledge for the necessary intercourse and contact with others in life, than the Literary Society, is simply to repeat what has heen said hundreds of times by those who are in positions to know. The above statement is frequently made by those who neglected their opportunities in this respect, and only when the latter were gone did they realize their loss. Warning from such a source should certainly not be treated with indifference. It is to be hoped that every student of Penna. College will become alive to his own interests and take an active interest in Literary Society work. WHEN the majority of students are asked to do some work aside from the curriculum, there comes the reply— "I have no time now." There are only two conditions that will admit of such an answer. The students have either an over abundance of work or they waste too much time in doing it. A large percentage are subject to the latter condition. This becomes a great problem and one that deserves special attention. Each student must solve it for himself. You have often heard it said that if you want anything done promptly, go to the busiest man. This seems the reverse to what we might consider the true order of things. Yet it is practically true. The secret of THE GETTYSBURG MERCURY. 29 it all lies in the fact that they have learned how to sys-tematize their work. They do not go at their duties as though they had an indefinite period of time in which to complete them. Only a definite period is allowed, and realizing that they must be done within the fixed limits, they set to work with an object in view. This requires close application, but. never fails to bring the desired results. WE are under great obligations to the many alumni who have already consented to conlribute. We trust that you will not wait for a spacial invitation, but will send us articles voluntarily We take pleasure in announcing a few authors and subjects which will appear in early num-bers: Dr. J. H. W. Stuckenberg, "Sociology"; Dr. P. Anstadt, "Dr. Schmucker"; Dr. M. H. Stine, "Early Mis-sions in Cal."; Dr. E. J. Wolf; Dr. J. W. Richard, "Fe-male Education in Germany"; Rev. Henry B. Wile; Capt. F. M. Ott, "The Hazleton Strike"; Prof. Stahl, Rev. A. R. Steck, Rev. H. C. Alleman, C. S. Duncan, Esq., Dr. E. S. Breidenbaugh, and other members of the faculty and alumni, together with articles by the students of Col-j lege and Seminary. ATHLETICS. Our Foot-Ball season has about come to a close. With regret, we must say that it was not as successful as first indications led us to expect; but there are reasons to be given why this was the case. First and foremost was the lack of proper coaching at the beginning of the season ; then, the injuries received iu our larger games by many of the players. The question naturally arises here whether it is advisable to play U. P. so early in the season. Granting that our men are taught many of the fiier points of the game and that our own College is brought before the people, is it advisable to risk so much where there is no possible chance of victory? Through this year's game with U. P., we lost the services of our captain for several weeks just at the time when he was most needed. When the team from the University of Maryland appeared on the field, 11 was seen that they averaged quite a great deal more than our team, but notwithstanding this fact our boys entered into the game with a dash. y continual "bucking of the line," the University boys advanced the ball 0 our twenty yard line. Then our boys stood determined to sell their ■ L 30 THE GETTYSBURG MERCURY. lives dearly; but in vain, for by short gains, the Maryland boys crossed the coveted goal line. The goal was kicked. The ball was again put in play. After an interchange of punts, Dale caught the ball on our 45-yard line, and by the aid of excellent interference, made a run of 65 yards for a touchdown. We scored once more in the first half, making the score 12—6 in our favor. In the second half University of Maryland scored once, but on account of violating a rule in regard to kicking a goal, Capt. Dale would not permit them the privilege of a trial at goal. This immediately caused a dispute, which finally ended by the Maryland boys leaving the field. Score, Gettysburg 12, U. of M. 10. Next came the long looked for Indian game. Their fame had come be" fore them, and to say that they did credit to it is expressing it mildly. This was the prettiest game to behold that was ever played at Gettysburg. The Indians had learned some plays from Princeton, which were almost impossible to be broken up. Their weight combined with the excellent plays which they used, made it possible for them to run up the big score of 82—o on us. The result of the game with Baltimore City College was never in dfuM. Our men, especially the tackles, made gains almost as they pleased. After many long runs around the ends, and frequent "bucking of the line," our boys at the end of the second halt had run the score up to 40—o. Length of halves, 20 and 10 minutes. On Saturday evening after the game, our coach, Mr. Thomas, left for his home, his work here being finished. He certainly must be commended for the good results he brought out of the limited material which he had at his disposal. H. C. R., '99. A GETTYSBURG GLEE BOOK. A much felt want in old Gettysburg is a college song book Students and others have realized this for years, but no active measures, to our knowledge, have been taken to remedy the matter. Why not start a move-ment now which will bring about the desired result ? We need a college song book. We can have a college song book. Why not say we will have a college song book ? If others can why not we ? Philo should have its song; Phrena should have hers. Gettysburg demands it. "Gettysburg College March" wouldn't be a bad title for one of the numbers on the pro-gram of the instrumental club. However it isn't necessary that a volume of entirely new music be ar ranged. For instance, in the Harvard song book, with the exception of 1 "Johnny Harvard" and a few other selections, the book is merely a collec-tion of the favorite songs of Harvard's sons. The writer has frequently been asked to sing some of Gettysburg's college songs; when he replied that he scarcely knew what to class a Gettysburg college song, a look ot | amazement greeted him. No wonder. All colleges have their songs. Only we haven't learned ours. You can't learn them with a few practices in the spring of the year on the college campus. Place the collection of our | H^^^^^BaaH ■^^^^■B THE GETTYSBURG MERCURY. 31 favorites within reach of our student body, then they will learn thern and that correctly. How can it be done? Swarthrnore's class of '98 undertook aud perfected such a work just recently. The Harvard Glee Club officials superintended their book. Committees have been appointed by the student body of other institutions? Can't we adopt one of these or some other scheme that may be convenient, to place within reach of the student body a song book, which, to every Gettysburg man is indispensable. Think the matter over. Offer your opinions aud suggestions. Let us remember, no matter what our other attainments may be, we are deficient if we never learu to sing the praises of old Gettysburg. X. Y. Z. '98. THE JUNIOR KANES. We told 'em awl to keep 'er mum; "Let not a word be said 'Til after awl the sticks have kum, And ev'ry bil's bin paid; And then we'll kerry kaues the day The Seniors ware the gown ; Aud hear the things the people say About us, in the town. Aforehaud must each Junior lern, With kane to walk about." 'Twas sed;—but soon in tern The guarded kat got out. Of korse the reazon waz quite plane ; But others soon kame out To show why Juniors used the kane,— Sum sed we had the gout. The worst of awl, was sumthin' 'bout "The steep and rocky path," "Their beasts of burden, awl plade out,"— "They must now use the staf." Our reazou's true, the mind iz strong, But flesh iz mighty week, And so to help the week along, The walkin' stick we seek. To everyone who knows our clas, It goes without a sayin'; And so they let the subject pas, 'Bout '99's new kane. J. N. K. H. 99- 32 THE GETTYSBURG MERCURY. OUR EXCHANGE TABLE. The Yale Literary claims to be the oldest magazine of its kind in the United States, having been established in 1836. Its looked-for visits to our desk will strengthen more family the heretofore pleasant relations existing between our institutions. The Senate of the State of Michigan has passed a bill prohibiting all foot-ball playing in the State. In England there are no college journals. The University of Paris leads the world with 11,733 students last year. Berlin follows with 9,375. The highest salary received by any college professor is that of Prof. Tur-ner, of Edinburgh, $20,000 per year. The University of Chicago now offers 1,086 courses. The Black and Red, published by the students of Northwestern Univer-sity, Watertowu, Wis., is about equally divided between the English aud German languages. WISE AND OTHERWISE. "Homicide and verbicide—that is, violent treatment of a word with fatal results to its legitimate meaning, which is its life—are alike forbidden. Manslaughter, whieh is the meaning of the one, is the same as man's laughter which is the end of the other."—Holmes. I kissed the maiden on one cheek, Then thought she tell her father; Instead she quotes from algebra, "Treat one side as the other." Blest be the tie that binds My collar to my shirt, Beneath its silk or satin folds It hides a week of dirt. I'm sure that there is one (It is a woman's style) By whom her love is won,— 'Tis shown by pretty smile ; But who it is, perchance, Is more than I can see ; She tells, O heartless glance! Her love is not for me. V* THE GETTYSBUKG MERCURY. 33 If last century a maiden Wished to send her love away, When he'd popped the fatal question, She would quietly answer "Nay." But an ardent, wooing love Only fifty years ago, If he did not suit the sweet one Would be crushed by one short "No." Now, however, if a fairy Wants to give her flame the mit, When he asks her to be "his'n," She will softly gurgle "Nit." Ex. Every man lives somewhere on the main line between honesty and knav-ery, none being at the extreme end in either direction. HK—"My head's almost on fire with the heat of the sun." SHE—"I was sure I smelled burnt wood somewhere."—Comic Cuts. "Who wrote the most, Dickens, Warren, or Bulwer?" "Warren wrote 'Now and Then,' Bulwer wrote 'Night and Morning,' and Dickens wrota 'All The Year 'Round.' " A girl wrote to her best fellow: Don't phale to be thar." He replied at once, "I'll be thar. There's no sech word as phale."—Ex. They say a most peculiar thing Has happened here in town ; A woman took her watch upstairs, And then the watch ran down. —Wellington Post. "My good fellow," said the dude to the hatter, "how's trade?" "There's really nothing in hats now-a-days," replied the hatter, trying one on the head of the dude.— Yonkers Statesman. There is a man down town who never pays for anything. He even goes to bed on tick. "I tell you, sir," said the realist, "I don't believe in taking anything for granted. In other words, I don't believe anything that I can't see." "Am I to understand," returned the idealist, "that you never kissed a girl in the dark?" Thus we see that the theories of a realist may go down before the realism of a theorist. 34 THE GETTYSBURG MERCURY. According to Darwin and others it takes a monkey thousands of years to make a man of himself; but a man can make a monkey of him-self in a minute. We lead the world,—Ex. "Pa," said Willie "I guess I know why matches are made in heaven It wouldn't be safe makin' 'em in the other place."—Harper's Bazaar. Alice—"What a gallant person Mr. Dunkley is. He never addresses me without beginning 'Fair Miss.' " Doroty—"Oh, that's force of habit. He used to be a street car conductor. —Clevela?id Leader. Bill—"Be't still a raining, Sam?" Sam—"Ah, that it be ; and not like to give over, neither. Bin a-coniin' down powerful, it 'ave. Why, I did 'ear say it's bin so bad up in London thet they're a-celebratin' the longest rain on record."— 'lit-Bits. 2fou uji'/t ft'/ttt a fu/t Una of SPure 'Drugs ocia/?y. J. A. TAWNEY Is ready to furnish clubs and boarding houses with ffiread, J^olls, do., at short notice and reasonable rates. Cor. Washington and Middle Sts , Gettysburg. *David Uroxel, DEALER IN FINE GROCERIES AND NOTIONS. Lg==York Street.^! *M0TEL GETTYSBURG* BfttBEft SHOP. GO TO Centre Square. B. M. SEFTON. -^TIPTON & BARBEHENN* BAfiB£fiS, In the Eagle Hotel, Cor. Main and Wainingtos Sti. MUMPER & BENDER, FURNITURE, Cabinet Making, Picture Frames, Baltimore St., - - GETTYSBURG, PA. "SIMON J. CODORI, —DEALER IN— BEEF, PORK, LAMB, VEAL, SAUSAGE, York Street, Gettysburg, 49»Special rates to clubs. Subscribe for ^-"s Seitysburg Wfercury. %il ACCUMULATED WEALTH. Laying up of riches isn't the only thing in life, for frequently a sour disposition is Ihe result. You want to take comfort in life as you gnaloug, one of the best ways to take com-fort is to buy well-fitting clothing. My Fall styles tire now here and the selection is lufue and varied. Suits made to your order from $12 up. Pressing and Repairing done at short no-tice. J D. MPPY. Merchant Tailor, 13 Clumbsrttsrg St., - - Settysburg, Ft. & E. SPAJY©L~E1^ Successor to J W. Eichollz & Co. DEALEU IN PIANOS, ORGANS, MUSIC, MUSICAL INSTRUMENTS, STRINGS, Etc. YORK STREET First Square, Gettysburg. HOB CHESTNUT STREET, PHILADELPHIA. Wright's Gngravintj Jfcouso ^AS become the recognized leader in iJI- uniquestvlesofCOLUCUE and FRA-TKUMTV ENURAVINGS and STATION-ERY. College and class Day Invital ons. en-graved and printed from steel plates; Pro-grammes, Menus,-Wedding and Reception Invitations, Announcements, etc., etc K.V araiue prices and styles before ordering elsewhere. 50 Vlsltlne Birds f.-om How Eng-ivoi Plats $1.03. ERNEST A. WRIGHT, ma Chestnut Street, - PHILADELPHIA. JOHN L. SHEADS, NEW CIGAR STORE Next door to W. M. Depot, Gettysburg, Pa. P. F. HENNIG, Bread, Soils, Pretzels and Crackers, YORK STREET, GETTYSBURG. ^"Reasonable Rates to Clubs. L. D. WjlLLER, 10 Main St , Gettysburg, Grocer Confectioner f and Fruiterer. ICECREAM and OYSTERS IN SEASON. GETTYSBURG, PA, - Main St. City Motel, FREE 'BUS TO AND FROM ALL TRAINS, RATES $,150 and $2,00 PER DAY, Thirty Socoaar Will from Eithir Depot. Hiy.XER WITH DRIVE OVER FIELD WITH 1, OR MORE $1.35. JOHN E. HUGHES. Prop'r. GO TO. G. A. BLOCHER'S ftwtlff Stilt FOR Souvenir Spoons, Sword Pins, &c. All Kinds of Jewelry. Repairing a Specialty. Post Office Coreer, Centre Square. if~J-—- PHOTOGRAPHED, No. 3 MAIN STREET, GETTYSBURG, PA-Out new Enameled Aristo Pot traits are equal to Photos made anywhere, and at any pi ice. » FOOT BALL SUPPLIES. Spalding League Ball, Iffits, Masks, etc. Managers should send for sam-ples and special rates Every requisite for Tennis, Golf, Cricket, Track and Field Gymnasium Equipments and Outfits. Complete Catalogue Spring and Summer Sports Free. "THE NAME THE GUARANTEE." A. G. SPAIDING & BROS., New York, Philailelphia, Chicago. S. G. Spangler & Co. f©ine . >^o- Telephone 39. 102 E. Middle St. S. J. Codori, c -*^lc)puggist. DEALER IN 2)ruys, TtyedicineSj "Uoiiet Sfr-tie/ es, Stationery, S/3ianAr ttoo/csj jfmateur iPho-toyrahic Supplies, E^, 2!) BALTIMORE ST., GETTYSBURG. PA. SPECIAPAI-DTTTO'T,ON 60LLESE WORK. A Fine Collection of BATTLEFIELD VIEWS Always on hand. Mail Orders receive Prompt Attention. CALL OIM. F. N|4RK BREAM, The Carlisle Street Grocer, Who always has on hand a full line of fine Groceries. HOTEL * GETTYSBURJ UwAtoil no CVlitre Bqiuira win-re M,r|I Ian Hoitriu formerly Htond. j «£T7 iVIIUiG, FEX.vJM RATES $2 PER DAM It is the acknowledged I.ciidifl Hotel of Gettysburg. !k-agH througrnut with Sn inn ; hotTB cold Untlis: commodious Safl pie Rooms; liiiiiiig-riiiini cupgH ity, 2UU; has a I uisiue ofrM excellence. Headquarters ra| League of American tth.rlmeM Headquarters, commercial tijH elers. Headquarters, milituryiH civic societies. Free 'bus [c'ajfl from all trains. H. & D. K. MILLER, PROPRJ E'MER « flKIENP, Manufacturers and Importers of ^ ^ CHEMICALS *-» CHEMICAL 205, 207, 209 & 211 Third Ave., Corner 18th St., pinest Bohemian and German Glassware. Royal Berlin and Meissen Porcelain, Purest Hammered Platinum, Balancesand Weights, Zeiss Micro- scopes, and Bacteriologica Apparatus, Chemically Pure Acids, and Assay Goods. t_£—'Established 1876.—£J-> WAT6HMAKEF AND rlEWELER, Gettysburg Souvenir Spoons. College Souvenir Spoons. No. 10 Balto. St. - GETTYSBURG, PA. THE Lutheran! PUBLISHING H0US1 _^^No. 42 North 9U1 St.J PHILADELPHIA, PA.1 Acknowledged Headquarters [i .r in the way of BOOKS FOR CHURCHES, FAMILItM COLLEGES AND SCHOOLS, AXD I LITERATURE, FOR SUN-DAY SVAOOLS. PLEASE BEMEMBEB That by sending your orders to usyoS help build up and develop one of the] Churche's institutions, with pccmiiaifl advantage to yourself. Address HENRY S. BONER, SUP'T, No. 42 North 9th PHIL A BARBER ^SHC 3. Qharles (5-. Se/^or"» ^ Proprietor, BALTIMORESTEEBM The Place for Students to Go, Only First-class Tonsorinl norH

The Mercury May, 1895 ADVERTISEMENTS. Eagle Hotel, ^ rU ©ottusbupcj, F*a. W. T. ZIEGLER, PROPRIETOR. Carriages for the Battlefield can be secured at the office. John fl. Minnigh^ >onfeefionep\j (^ |ee(^r>eam, OYSTERS Stewed and Fried. No. 1? Baltimore St. S. A. PIXEL'S ifllliii # Pttl Uttm ~ BslLTIMOftE STREET. bALL ON (£) wm$t% Mj* ftyafi&gp?^f|ef« BALTIMORE STREET. THE CHARLES H. ELLIOTT CO, (SoUec e, • »m Jt t|| Public Square, r^llam HAGERSTOWN, ^auiutwr i M"*""d- Mt .-sy tV -W .m? \\T E will endeavor to give satisfaction In the tuture as we ' y have done in the past. Special rates to students. Give us a trial. J. E. SCHINDEL, Proprietor. W. G. Brubaker. college Agent. :rvr.T. HOLIEST I CO. ^t short notice and reasonable rates. Cor. Washington and Middle Sts., Gettysburg MANUFACTURERS AND DEALERS IN SCHOOL SUPPLIES, OfMIS lillllf A SPECIALTY. The company has excellent facilities for Issuing Periodicals Catalogues, Invitations, Announcements, Letter Heads, Thesis and Examination Paper and all College work. Old Books and Magazines re-hound. A full line of School Sup-plies kept in stock. Agents wanted. All work guaranteed. ADVERTISEMENTS. ~R.$H.$REININGER,~ MERCHANT TAILOR.I e Best Work at tKpe > NEXT DOOR TO i Suits from $121 to $40.00 ©west Mees. $ ^^ ^ Pants from $41 to Centre S^cjizai-e.: tir-j—) ^VEICAJIPIII rfowJAN^ DEALERS IN Fresh Beef, Veal, Lamb, Pork, Pudding, Sausage, HAMS, LARD, &c-., GETTYSBURG, F=EI\I|\J'A ^Established 1876.5=g- WATCHMAKER AND JEWELER, Gettysburg Souvenir Spoons, College Souvenir Spoons No. 10 Baltimore Street, GETTYSBURG, PENN'A. MJLi t Co. Hats and Gent's Furnisher, 33 North Third Street, Opera House Block, HARRISBURG, PA. Styles In l^fcg^ Sfpms, A.1STID— R. M. ELLIOTT'S N. B.—Stiff Hats made to Fit the Hoaa in two minutes. | Eckenrode &-* (Ramer, DEALERS IN Fpesft Beef, Vea[" Lauras Peckt Paddling, Saa« sag©8 Kfatras» Lardl, &@. Chambersburg Sired. SOI2FEQTIOI2ERY AND IGE 6REAM.| OYSTERS 1M SEASOR, NEWS DEPOT AND SUBSCRIPTION AGENCY. Main St, | 0. E. KEFZEQLSI? — BOOTS «SHOE5I GS=Satlsfaction G u a ra nteed.^Ti iVo. (5 5". Baltimore Street, GETTYSBURG, PA. ~*LEVI RELNECKER,^ DEALER IN FINE CROCERIES AND MOTIONS, O $> -o CHAMBERSBURG STREET. ADVERTISEMENTS. III INhewille Jwiiittflro. Here are some patrons of the school: Rev. Dr. Valentine, Rev. Dr. McKnight, Rev. Dr. Scholl, Rev. Dr. Lilly, Rev. Dr. Henninghausen, Rev. Dr. Holloway, Rev. Dr. Butler, Rev. Dr. Earnest, Rev. Dr. Repass, Rev. Dr. Peschau, Rev. Dr. Seip, Rev. Spieker, Rev. Dr. Euders, Rev. Dr. L,. G. Miller, Rev. Dr. Bernheim, Rev. Dr. Fox, Rev. Dr. Sadtler, Rev. Dr. Morris. Send for Catalogue. Address,, Rev. A, M. TFBRBfiiK, A, M » Nos. 16 and 18 W. German Street, BALTIMORE, Offer to the trade their large and well-selected stock of Make a specialty to have on hand everything required by Pharmacists. A complete stock can at any time be selected or wants supplied. ALONZQ L. THOMSEN,^ EAOE, WINDER, SHARP AND LEADENHALL STS., P. 0. Box 557, Baltimore, Md. I oeg to call to the attention of tlie Trade that I have re-cently added to my Plant a complete set of Drug Milling Ma-chinery of the most Improved pattern. GBORG© SMGLM, Successor to J. W. Eicholtz & Co., DEALER IN PIANOS, ORGANS, MUSIC, MUSICAL INSTRUMENTS, STRINGS, Etc. No. 21 BALTIMORE STREET, Gettysburg. 7,7!?, A temperance house. Pleasant and home-like. Teams and Guides to all points of interest on the battle-field. ■fi U.lSO.XdPZK KgWES.=S2?D &mm mmmmt, -DEALER IN-No. 127 Chambersburg St., GETTYSBURG, PA. JOHN E. PITZER, MEMBER POST 9, G. A. R. Hats, Shirts, Shoes, Ties, Umbrellas, Gloves, Satchels, Hose, (Vocket (Books, Trunks, Telescopes, Rubbers, Etc., Etc. AMOS ECKERT. (LWY H I'M GeLLyglbtefg, P&. JOHI] B, HUG2ES, PROF* THIS Hotel is situated on Main street, one square from P. and It. and W. M. R. 1?. Depots and within one-half minute's walk of the Diamond. Every room is heated, and lighted by electricity. Parlors on first and second floors. Bath and Toilet rooms on second floor, gratis to guests. Kates $1 50 to $2.50 per day. Booms without Hoard 50 cents and upward according to location. Excellent accommo-dations for 250 people. Electric cars stop at the door eveiy half hour. Livery Connected, with first-class Teams, and Battle-field Guides at Low Kates. Sinner with Drive over the Battle-field $1.35. The College Metcuty. 'VOL. in. GETTYSBURG, PA., MAY, 1895. No. 3- THE COLLEGE MERCURY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STAFF. Editor: HENRY E. CLARE, '95 Associate Editors: SYLVESTER C. BERGER. '95. E. A. ARMSTRONG, '97. J. EDWARD BYERS, '95. GEO. F. ABEL, '97 WILMER A. HARTMAN,'95. HORACE M. WITMAN, '95. ROSCOE C. WRIGHT, '95. Alumni Association Editor: REV. D. FRANK GARLAND, A. M , Baltimore, Md. Business Manager: HARRY D. NEWCOMER, '95. Assistant Business Manager: I. O. MOSER, '96. ",," (One volume (ten months). . . . $1.00 1ERMb-\Slngle copies, .:. .15 Payatlo in idvinco. All students are requested to hand us matter for publication. The Alumni and ex-members of 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 MERCURY, Gettysburg, Pa. CONTENTS. EDITORIAL-EDITORIALS, 37 SATAN'S MORAL STRENGTH, --- 39 THE HISTORY OF LETTERS, --- 41 COLLEGE LOCALS. --- 42 ALUMNI NOTES, --- 45 ATHLETICS, - 48 SPECIAL ANNOUNCEMENT, 49 FRATERNITY NOTES, 49 TOWN AND SEMINARY NOTES, - 50 LITERARY SOCIETIES, - - - - . - - - 51 ODDS AND ENDS, - 52 WITH this issue of the MERCURY the old staff retires from service. While it is with a feeling of relief that we hand over the editing and managing of the paper to the new staff, yet we dare not say that the feeling is one of joy. Our relations with the MERCURY have been both close and pleasant and we regard it as a precious possession. We, therefore, sever our connection with it with a feeling of regret more than of gladness. But, although, no longer officially connected with the paper, we promise it our loyal support and help in the future. We shall always be solicitous for its prosperity and welfare. In resigning the con-trol over to the new staff we feel no fear or misgivings for we know that a better or more efficient staff could not have been elected. We only request more substantial support from the student body, that their work may be light-ened and brightened, and that their relation may be even more pleasant than ours has been THE friends of foot-ball can now breathe a little more easily. With the threatened attack from Harvard averted, foot-ball seems, for the present at least, safe. But the fears enter-tained by many for the perpetuity of the game on account of the authorities at Harvard were not, by any means, unfounded. Were a de-cided blow to be dealt the game at Harvard, all the colleges in the land would be seriously affected. As matters now stand with Yale, Princeton and the University of Pennsylvania, no more than one great game could be ex-pected annually. This would prove wholly inadequate to keep the national interest alive, and as the public interest would decline the spirit which has always characterized foot-ball in 3« THE COLLEGE MERCURY. the college world would begin to wane. The act, then, of the Harvard authorities, in reconsid-ering their former steps, can be received as "glad tidings" of the greatest moment to col-lege athletics. But whilst there is no immedi-ate danger from that source, and we have every reason to believe that the game will go on as before, unmolested, we should be wise enough to take a lesson and a warning from this circumstance. The roughness and brutality which have characterized the game in some quarters the last few years led to this action of the Harvard authorities, and joyfully as we receive the "reversed" action of the faculty, we must con-fess that there former action was not wholly un-authorized and unwarranted by the circum-stances of the case. The public and refined people demand clean foot-ball or none at all, and they will have their demands. Brutality and savageness are foreign to the game and only creep in when the nature of the players is analogous to that of brutes and savages. Foot-ball is as much a game of reason as of muscle. When muscle preponderates and reason be-comes secondary, the game is no longer fit for college men and cultured people. The day of gladiatorial combats is past. If the colleges of the land (especially the larger institutions, for with them the burden of blame lies) learn the lesson which this timely warning is so fittingly the season designed to teach, foot-ball will regain what it of interest lost last Fall, and continue to hold its wonted prestige. Its character and life depend upon the action of the colleges in their games this coming season. Let us hope for the best and do our utmost. The following comment of the Philadelphia Press on the action of the Harvard faculty will give us excellent food for thought: Clean foot-ball playing mai'ked by fair play and an absence of roughness in all matches this Fall will restore the game to favor again and give it a long lease of life, but the opposite of this course will in all probability prejudice the public and college authorities so strongly against the game that intercollegiate matches will be discarded. So it rests with college men themselves to say what the result shall be, THE recent bequest of one hundred dollars to the College by Michael Ulrich, is the kind of | a token of friendship the College likes to see. The friendship it speaks of is not of that ' 'hol-low or wordy nature," but of that noble, true) atid fruitful kind that knows self-sacrifice, Would that Gettysburg had more such friends! I Whether it is due to the business depression or a lack of interest on the part of the Luth-eran church in her institutions of learning, that Gettysburg College is so sadly forgotten | and neglected, or what, we are unable to say; but this we know that this recent bequest is I the only substantial reminder that we have had for a long time that Gettysburg has | thoughtful friends. MERCURY called "hearty co-opera-season a "°;lori- IN the last number, the upon the student body for tion" to make this base-ball ous success." Co-operation has not been wanting on the part of the students, especially when we take into consideration the scarcity of money and general depression. But while the student body has entered heartily into the team shows a decided lack and enthusiasm. The season which we hoped would open so auspici-ously for us, has opened with scarcely any-thing but disappointments and errors to our I credit. The team can not expect the College to take much interest in such an unenviable record. The MERCURY does not desire to be severe,in its criticism, but if it wishes to be a| fair exponent of student thought and senti-ment, it must at least give expression to the | general sentiment of the College on all ques-tions. The sentiment of the student body on l the base-ball question is unmistakable. It is anything but favorable to the team, for it is evident to all that a great part of the team's inability to play is directly traceable to the | THE COLLEGE MERCURY. 39 culpable indifference and laziness, which one witnesses almost every day on the field. The j indifference is further shown by the frequent absence of one or more of the players at prac-tice almost daily. • To say the least, our prac-tice has been woefully "ragged" all season, ' and until a decided improvement is made, no success will crown the feeble efforts of the team. Only hard, faithful work will make our season what we expected it to be when- it opened. Let more spirit and life be thrown into the practice and we will have better re-sults. The manager has succeeded in arrang- ! ing an excellent schedule of games. Let cap-tain and team, therefore, endeavor to make a : good showing for Gettysburg. There is still time for much improvement. SEVERAL times this present season we have been greatly disappointed and all the plans of our manager upset by the unbusinesslike ac-tion of some of our neighboring college base-ball managers in canceling dates for games, once, indeed, waiting until the eleventh hour before the date before notifying us of their fail-ure to fulfill their part of the contract. Noth-ing in all inter-collegiate athletics is more ex-asperating to a manager than this too preva-lent custom. No manager has a right to can-cel dates, unless the reasons for it are of the most urgent nature. But the frequency and apparent unconcern of some college base-ball managers in canceling games would imply an unbounded right on their part to inconveni-ence and to discommode the plans of others. Such action reflects no credit on one's college. It shows base selfishness and a most reprehen-sible spirit of meanness and should be frowned upon by all. If this custom continues with the frequency that has characterized it in the past, inter-collegiate athletics will be seriously damaged. Confidence will be lost in the promises of managers, and when mutual trust and confidence are wanting between colleges the loss will be irreparable. SATAN'S MORAL STRENGTH. [A class exercise on "Paradise Lost.' In our constant associations with men in their respective vocations we are often im-pressed with the degree of influence exerted by various individuals. Frequent^ we catch ourselves looking for the cause of this myste-rious power. The inevitable result of a care-ful search is the discovery that one's influence depends upon his conception of vice and virtue, his tendency to be governed by a sense of right and wrong, aud the vividness with which he realizes his relation to duty and obligation. In short he is distinguished by his moral strength. It is by this same distinguishing characteristic that we recognize and set apart Satan as a renowned leader among that innu-merable host of fallen spirits in the great Eng-lish Epic. So mountain-like does he appear that some have honored him as the hero of the poem. The interpretation which he puts upon duty and obligation is far different from that which prompted the loving deeds of the sympathizing Saviour of mankind. How peculiar and dread-ful Satan's influence and yet how actual ! But we can trace his despotic terrorism to the cause which developed it. Goaded on by a stinging recognition of defeat, and a desperate determination to regain his former glory and then have revenge, he proceeds in the most natural way to enlist the help of his fallen companions, and an intimation of the character of his actuating purpose is given in his first speech when he declares to Beelzebub, his fel-low in crime, that if the field be lost •'All is not lost, the unconquerable will, And study of revenge, immortal hate, And courage never to submit or yield, Aud what is else not to be overcome ; That glory never shall his wrath or might Extort from me." In this sentence his whole fiendish mind is exposed. Ambition with selfish words argues that Satan's realm should be among those shining spirits who dwell in heavenly joys, and the Archfiend resolves "with more suc-cessful hope to wage by force or guile eternal •I" THE COEEEGE MERCURY. war'' to gain the plains of Heaven. But when, by conviction, he is forced to acknowledge his exile from the celestial country, and live in the infernal regions ambition again whispers con-solingly, "Here at least We shall be free ; the Almighty hath not built Here for his envy, will not drive us hence : Here we may reign secure, and iu my choice To reign is worth ambition though in Hell; Better to reign in Hell than serve in Heaven." With such reasoning he decides his own fitness for ruling, and his all-absorbing purpose is never lost sight of, even in Hell's most awful gloom. Although ambition is the primal cause, yet pride too had her part. In Heaven he beheld His brightness and felt that submission and service to the Almighty did not become him. (, His office was to rule and not to pay homage to a King. Here, as always after-ward, disastrous pride brings destruction to her votaries. But she never forsakes her worshippers ; for when the last Arch-angel, defeated, has fallen through Chaos to the plains of Erebus even there "his heart distends with pride and hardening in his strength glories." And well could it. The stupendous picture which accompanies this quotation is only one of the many which show the infernal Chief as the center of a multitudinous host waiting in awful suspense to do his mandates. Notice the selfishness of Satan. This has a remarkable influence in developing his re-pulsive character. The natural outgrowth of pride, it is closely associated with it. Both work together with united strength, the one supplying what the other lacks. When the consultation was held to discover an advent-urer who would hazard a voyage in search of the new world to be inhabited by man, "None among the choice and prime Of those Heav'u-warning champions could be found So hardy as to proffer or accept Alone the dreadful voyage ; till at last Satan, whom now transcendent glory rais'd Above his fellows, with monarchal pride Conscious of highest worth" declared his willingness to go in words win-ning glory to himself. His speech shows the overpowering conceit that prompted him in undertaking so perilous a journey. He is greedy for all the words of praise his fellows bestow upon him. His self-conscious great-ness forbids a share in the enterprise. The quality of Satan's morality is the source of his strength. In his portrayal of the great demon Milton certainly lavished some of his most heroic descriptions. Not only morally but physically he is pictured as transcendently superior to his kindred in crime. The fertility of the poet's invention is manifested in repre-senting the various forms assumed by the evil Spirit ; for spirits tnay assume what form they will, and none is more careful than Satan to suit his appearance to the occasion ; to obtain servile obedience to him, he dilates himself to superhuman proportions, but to produce dis-obedience to the Almighty he is unpretentious, barely offering a suggestion. His insidious craftiness is shown by the strategem which caused the downfall of our common parents and ever involved their children in disaster and sorrow. There was on earth, but one, whom Satan's argument could not persuade. The Saviour's firm rebuke, "Get thee behind me," was the hostile arrow that put the enemy to flight. At that time he was again over-thrown. But the wily foe ever intrigues, and when one artifice fails he tries a more effective. Thus chagrined by irretrievable defeat he gives rein to envy and revenge, and allows them to run on unrestrained. What do they not overcome in their mad course? The ghastly pallid forms of unnumbered millions lie along their gory track. When the last hope of avenging himself upon God is growing fee-ble, he has by fiendish plotting devised a plan to revenge the Creator of man. In this, man is to be the victim. But even though by his subtilty and man's curiosity he conquered, yet his victory was not complete. His spite only served to augment the Creator's glory. For when by man's disobedience sin, and Satan through sin, entered into the world, then the only begotten of the Father came | among men to vanquish Satan, sin and death. THE COLLEGE MERCURY. 4i Now, Satan is even defeated by man when clothed in Christian armor. Another noticeable feature of Satan is his fearfulness. He is a moral coward. Con-scious of his foul plots and scheme.? he is nat-urally haunted by his own crimes. Thus "conscience doth make cowards of us all." While their leader concealed his doubts and fears his associates often revealed theirs. Belial especially shows his misgivings for any successful combat with the King of Heaven, and "with persuasive accent" dissuades from war. But however much dread the Arch-fiend has, a desperate sense of revenge dis-places it, urging him on over all the monsters of Hell until he comes to the boundaries of the new world. We are wont to look upon Satan as strong. But while he is gigantic in form and influence among the fallen spirits yet he cannot be com-pared in strength with those loving obedient spirits in Heaven. Their strength is tenfold in its purity. His is shattered by falsehood and deceit. He cannot stand before the holy God whom he has belied. On the other hand he rises supremely glorious in the eyes of his fallen companions, and, knowing his strength, he causes his influence to grow. This con-stant growth of Satan's influence over the in-fernal spirits is remarkable. When he speaks attention holds them mute. "Ranks bend from wing to wing and half enclose him round." When he is done "millions of flam-ing swords'' fly out to confirm his words. No wonder he is proud ! No wonder ambition rules him ! But these are not the qualities of moral strength. The Champion of the sinful host is mighty in numbers, but with all the hosts of Hell at his sides he cannot face the pure in heart. The magical brightness of purity scatters the legions of darkness as the summer's sun does the the morning mist. In purity there is might. G. Z. S. '96. TEE HISTORY CF LETTERS. The development of mind, the exertion of talents, the labors of industry, are all subjects closely interwoven with the moral character of a rational and accountable being. It is a curious and interesting investigation to trace the history of man, as he emerges from a state of nature, and passes through the successive gradations, from mere animal existence, to a state of refined civilization and moral culture. And it is equally delightful to the man of let-ters to behold the effects of learning in its var-ious stages, in amending the inward state of mankind, as the refinements of luxury add to their external convenience. It is a common remark with the historian, that the discovery of the use of iron is the first step from savage to civilized life. The re-mark is just, but must be received in a limited sense. For there is an internal as well as an external history—a history ot mind as well as of matter—an intellectual civilization*, dis-tinct from the history of nations, and indepen-dent of the combinations of beauty, of figure and of color. What iron is to the animal na-ture of man, so literature is to his intellectual conditions. The former supplies him with the means of defense, enables him to overcome the weakness of his organic powers, and endows him with fictitious strength, as useful as that which nature has conferred. The latter pre-serves the acquisitions of the former, guides its operations, concentrates its usefulness, and en-ables him to avail himself of the achievements of genius struggling for prominence, or fet-tered by the restrictions of ignorance and bar-barity. The history of literature is the history of the noblest powers of man. There is a same-ness in savage life which affords but little in-terest to speculation, and confines the investi-gations of the philosopher and man of observa-tion within narrow limits. The scope of his abilities is confined and contracted. The con-struction of rude implements, the provision of the necessaries of life, the strifes, collisions and bitter feuds of hostile and ambitious chiefs, deficient in interest because deficient in inci-dents, the simple tales of love or the sombre stories of licentiousness, these form the mater- 42 THE COLLEGE MERCURY. ial of the history of nations upon which science has never beamed, nor literature shed its reno-vating rays. In the relation of these incidents there is no history of mind, no account of the progress of intellect, further than what is ob-served in the ingenuity of mechanical contriv-ances, limited by the ignorance of the proper-ties of things. But the invention of letters, preceded by the mysticism of hieroglyphic symbols, gave a new force to the world, enlarged the subjects of knowledge, and changed man from a mere an-imal to an intellectual being. The history of literature, from the invention of letters to the present day, involves all that is interesting in the history of man. To what purpose would the divine gifts of reason and speech have been conferred, unless the monuments of their achievements should have more stability than could exist, as they float on the thoughts and recollections of a single generation ? The animal nature of man might, as far as posterity is concerned, be considered the nobler because the more permanent of his being. The struct-ures which his hands have reared, though still amenable to the laws of decay, would survive the shock of ages, while no monument would exist of his immortal spirit. No recollection remains of that which distinguishes him from the inferior order ot beings. Age would suc-ceed age without witnessing any accession in the field of knowledge. Traditionary lore, like the rays of light, would vary in its import as it passed irom hand to hand, and one gen-eration could not be enriched by the acquisi-tions of its predecessor. But the invention of letters has established a means by which the gains of one age have been handed down as a rich inheritance to its success, while the lat-ter age, like the posterity of an ancient family, has reveled in the riches of its ancestors. Such are the effects of literature considered only as it enlarges the field of knowledge and gives a wider range to the exercise of the intellectual faculties. But there is another and a more interesting, because more important, view to be taken of its influence, as it operates on the moral nature of mankind. In the construction of implements of defence, in the arrangement of architectural convenience, in the pursuit of the objects of sense, man is superior to some species of the brute creation, only as his pow-ers are better adapted to mechanical exertion. The bee, beaver, ant, and other superior orders, rival the most successful efforts of man, in the construction of a habitation adapted to the respective claims of each. But they oper-ate b}^ instinct, their labors are the suggestions of necessity in conference with inventive pow-ers; and it is a curious investigation to trace the gradations from destitution to comforts, from comfort to convenience, from conveni-ence to ease, and, in its proper connection, the moral influence of each upon the character of mankind. The history of literature will abundantly show the improved forms of life, in whose ages, when the brightness of learn-ing has dispelled the clouds in the minds of men, and day has dawned upon the eyes of all, the aspen flame is eclipsed by brighter light, and is unnoticed, because it is unfavored by the advantages of contrast. Laws owe their permanency to their con-sistency; and their consistency is mainly to be attributed to a wise consideration of the ex-igencies of societ}r, deduced from the operation of cause and effect upon the human mind. When history, therefore, is silent, their de-ductions must be made from a limited view of society; and, like all conclusions drawn from various views, are likely to be erroneous. It is letters which give a tongue to history and provide it with a distinct utterance. It is let-ters which make the past a monitor to the present, and the present a guide to the future. W. E. W., '97. COLLEGE LOCALS. J. EDWARD BYERS AND E. A. ARMSTRONG, Editors. May ! Lovely May ! Serenades ! Wedding bells ! THE COLLEGE MERCURY. 43 Moonlight nights ! That pretty new suit! Spring fever is raging. "Donder and Blitzen !" "A nice day after the rain !" How about that prize (?) essay ? Coxey, "Oh you dear little things."' What's the matter with Hagerstown ? Sophomore originals—"From all such evils, [etc." Game with Dickinson postponed until May 115th. Grand calathumpian serenade to the bride | and groom. The Athletic field is fast assuming a finished appearance. A new boarding house just at the Campus j gate—handy. About twenty Wilson College girls in town ; on Thursday. Botanical and geological trips are enriching the shoemenders. Dr. M.—"Was sind Sperlinge ?" W. '97.—"A nuisance." The first appearance of the Seniors in caps and gowns was at church service on Apr. 21st. The Secretary of the Christian Endeavor So-ciety isn't the only one to whom it sounds j queer to say "Mrs. B." The "Freshies" all wear red caps now. I Why not green ? Can it be that they have out-grown their long-lasted verdancy ? Louie M., although he sings a beautiful deep j bass, is credited by good authority with being also very high-toned. Ques.—Who tied the dog to Gov's door-knob? Ans.—The same fellow who found new quarters for Dr. McKnight's horse. Dr. B. (to Hebrew class)—-"Now, Gentle-men, lay yourselves out in this Hebrew." Twice a week now the class regularly enjoys [the after dinner houf in pleasant, delightful [sleep from which they are so unwillingly . aroused by the disturbing double strike of the faithful old bell. It is evident that the class is translating very literally and must have just gotten to that commandment about obedience. Let us credit them for their attainments. First Senior.—Why are our gowns like charity ? Second Senior.—Because they hide a multi-tude of sins. Prof. B.—Now we have reached the atom, but we can accomplish nothing with the atom (Adam) alone. What else was necessary? Chappy.—'Why, after Adam, God created Eve. Prof. Himes attended the funeral of his mother-in-law in Harrisburg on last Friday the 10th inst. Ask Otis '95 to explain why a German les-son is worth $1.50. The following ten speakers for commence-ment, with the assigned subjects, were an-nounced by the faculty several weeks ago: Latin Salutatory, Richards; Valedictory, Wright; "Belief in Immortality Among the Greeks," Barbehenn; "The Proper Limits of State Control in Industry," Bell; "Our In-debtedness to Ancient Rome," Byers; "Oliver Wendell Holmes," Eckles; "Japan's Position Before the World," Maynard; "The Earth as. a Unit," Miller; "Intuitionalism in Ethics," Rietz; "United States Territorial Extension," Wert. The class-day exercises will be held this year on Wednesday evening of commencement week, instead of the accustomed Tuesday eve-ning. The program will be as follows: "Ivy Poem" E. H. Wert "Ivy Oration" W. A. Hartmari "Class Roll" '. U. E. Apple "Class History" F. M. Keffer "Class Prophecy" S. C. Burger "Class Poem" H. M. Witman "Presentation Oration" E. N. B. Erb "Mantle Oration" W. A. Kump Besides the exercises mentioned above the following will be interesting features of com-mencement week: On Sunday morning, June 16, Dr. L. E. Albert will deliver the Baccalaureate sermon. In the evening Dr. Theodore Cuyler, of New York, will make an address before the Y. M. C. A. We were very, fortunate in securing Dr. Cuyler, and his coming is much appreci-ated by the students. Interesting tennis tournaments, both of ath-letic associations and fraternities, will be pla}'ed off on Monday and Tuesday. 44 THE COLLEGE MERCURY. Glee, Banjo and Mandolin Clubs of College will give an entertainment in Brua Chapel on Tuesday evening. The annual Junior Oratorical Contest be-tween the two societies will be held on Wed-nesday evening, while in the afternoon field sports on the campus will entertain very de-lightfully all visitors. On Wednesday evening, H. M. Clabaugh, Esq., of Baltimore, will address the Alumni Association in Brua Chapel. President's reception on Thursday evening, in Recitation Hall. Dr. B. in Roman Antiquity to Mr. S. '97.— "Did the ancient boys and girls go to school together ?'' Mr. S.—"Yes sir, because Romulus and Remus went together, Plutarch says." The propensity of the professors for making puns is shown by Prof. H. who admonishes Mr. M., '97, to make the character of "Miles Stand-ish" "stand" out in his speech. Pearlie has been steadily improving since his introduction to Gettysburg's "400." His aspirations are much more noble and elevating, so he tells us. But we w'ere surprised, almost shocked, to find him one morning occupying Dr. Baugher's chair in the class room, and es-saying to teach the "Soliloquy of Socrates." Take care, Pearlie ! Don't be too hasty and spoil all the promising improvements by any such act of indiscretion. The 63d Annual Catalogue of the College for year 1894-'95 was issued recently. The publication was in charge of Prof. Himes. Besides the usual cuts of College buildings and other matters pertaining to the College, the number contains a full list of the Alumni, both living and dead, with their proper ad-dresses. It is the purpose to have such a list published every five years. This feature will be of much interest and value to all Alumni and other interested persons. The attendance roll for present year is large, giving Graduate Students, 16 ; Seniors, 33 ; Juniors, 22 ; Soph-omores, 38 ; Freshmen, 41 ; Preparatory, 61— total 217. Man}' new features have been in-troduced into the catalogue, and these, with the excellent style and appearance, make it a very desirable number. • On Tuesday the 7th inst., the Senior Class accompanied by Dr. Breidenbaugh made a short geological excursion into the upper end of this county. Many interesting points were visited and geology of the most practical kind was learned and enjoyed by all. The trip over the mountain by Monterey was very pleasant and somewhat adventuresome. All returned in the evening delighted and benefited by the day's outing. One of the finest plays of the season was made at Hagerstown by Stimmel, ably sec-onded by Richardson. How the Sophs, do slander those old Ro-mans ! One accused them of "inventing on-ions" and another said they made their beds so high that they got into them by means of a derrick. On the 23rd of April Dr. Billheimer, of the Seminary, gave a Very interesting illustrated lecture on the Holy Land. The lecture was the outgrowth of a trip taken by the Doctor some years ago, and the illustrations repre-sented the different places visited by him. The proceeds of the lecture were devoted to the work in the Cold Springs mission, in which Dr. Billheimer, as well as the rest of the fac-ulty and students of the Seminar, is very much interested. When Dr. N. heard that a lawn festival was to be held on the campus, his first question was : "What are they going to have to eat?" Some one, knowing his fondness for the fruit, answered that peanuts were to be. the principal attraction. "Oh," said the Dr., "I thought if they were going to have chicken I'd have to lock up what are left of mine.'' The Swedish Quartette, accompanied by Miss Vida Skoog, pianist, and Miss Jose Bar-den, gave a very enjoyable entertainment in Brua Chapel on the evening of May 3d. The concert was for the benefit of the Athletic Field Fund. After the concert the Quartette held an impromptu reception at the Eagle, which was also greatly enjoyed by the boys. On Wednesday, April 24th, the wedding of Miss Mary Livingston McKnight, daughter of Rev. Dr. H. W. McKnight, President of the College, and Rev. Luther Scott Black, took place in Christ Lutheran Church, of which the groom is pastor. The bride's father, assisted by his son-in-law, Rev. Luther E. DeYoe, of Harrisburg, performed the ceremony. The church was very tastefully decorated with palms and flowers. The mellow strains of music from the new pipe organ served to entertain the numerous friends of the nuptial party until the ceremony began. The church THE COLLEGE MERCURY. 45 was very comfortably filled. The college boys responded to a man, and filled their portion of the church well. It was an excellent occasion for the Seniors to appear en masse in their newly purchased gowns, and they hailed the occasion with joy. Shortly after 12 o'clock, noon, the six bridesmaids entered the church to the notes of'Lohengrin, proceeded up the right aisle, crossed the church and came down the left aisle to meet the bride. The brides-maids separated, and the six ushers passed between them to the chancel. The brides-maids followed. Then came the maid of honor and finally, the bride with her mother. The ministers, the page, Philip Bikle, carrying the wedding ring on a white satin cushion, and the groom, with his best man, Dr. Ross Black, of Hanover, moved up the right aisle, the bride and groom meeting before the altar. The four ribbon girls were members of the bride's Sunday-school class. The bridesmaids were attired in white organdie gowns, trimmed with yellow ribbon, the wedding colors, and wore hats of white chiffon, trimmed with yel-low verbenias and white aigrettes. The bride's gown was of white satin, trimmed with lace. She wore a long veil and carried a small book, from which the service was read. The maid of honor wore a gown of yellow silk. The ushers wore cutaway coats and carried black derby hats. After partaking of a wedding breakfast, the bride and groom started on their bridal trip. The MERCURY extends its con-gratulations. Dr. MeKnight is trying to arrange an ex-cursion to Gettysburg for the General Synod during its coming meeting at Hagerstown, Md. Y. M. C. A. NOTES. A convention of the presidents of the Young- Men's Christian Associations in the colleges and schools of this state was held at Bucknell University, Lewisburg, Pa., April 18-21. Nearly forty presidents and representatives were present. The meetings were led by Gilbert Beaver, John R. Mott, C. E. Hurl-burt, S. M. Bard and Hugh Beaver. Much stress was laid on personal work, the fall cam-paign for new students, the Bible study de-partment, and the missionary department, as important phases of the Y. M. C. A. work. No one could be present at these meetings without receiving great spiritual benefit. At a personal purity meeting for the students of Bucknell University, held Sunday afternoon, about thirty men requested prayer that the)' I might overcome besetting sins. The president of our association, H. E. Glazier, was sent as delegate to this convention. The Harrisburg District of the Young Men's Christian Association is to hold its seventh annual convention at Steelton, Pa., May 3-5. We expect to send several delegates from our association. Mr. C. F. Kloss, a former president of our association, has lately spent a few days with us. Mr. Kloss is a very warm friend of the Y. M. C. A., and at one of our meetings spoke of the 'spiritual benefit which necessarily re-sults from being a devoted member. At the last business meeting of the Y. M. C. A., the lecture course committee, for the season of 1895, submitted its report. The re-port was a very gratifying one, showing that the association has realized $85.44 over and above all expenditures. The committee is to be commended for its faithful and energetic work. The above amount will be added to our Y. M. C. A. building fund. ALUwiNl. GEO. F. ABEL, Editor. '52. The late Dr. Reuben Hill left an estate of $20,000. His wife has a life interest in the same, after which all goes to the mission so-cieties of the General Council, and to Susque-hanna University, at Selinsgrove, Pa. '57. Rev. D. M. Gilbert, D, D., of Harris-burg, Pa., addressed a meeting of the Lutheran Social Union, of Philadelphia, April 23d, 1895- '57. Rev. D. A. Bikle, D. D., of King's Mountain, N. C, will deliver the next Bac-calaureate address before the students of Devoir College, N. C. '57. Rev. J. A. Earnest, D. D., will deliver this year's Holman lecture to the students of our Theological Seminary. The lecture will be on the eighth article of the Augsburg Con-fession, and will be delivered the latter part of this month. '63. The Rev. E. J. Wolf delivered the sermon at the dedication of St. Mary's Luth-eran church, Silver Run, Md., on Sunday, May 12th. '64. E. W. Meisenhelder, M. D., is one of the leading physicians, not only of York, but 46 THE COLLEGE MERCURY. Richard, D. D., of an invitation to de-before the Y. M. C. on June gth. Dr. of Virginia, was a also of Pennsylvania. He has been successful with many patients to whom experts have failed to give relief. '68. Rev. Prof. J. W. Gettysburg, has accepted liver the annual address A. of Roanoke College, Richard, who is a native student of Roanoke in 1861-62, but the war interrupted his course of study there, and he was graduated at Gettysburg. '68. Dr. J. W. Hay, of Harrisburg, was here with his wife and daughter to attend the wedding of his niece, Miss Mary McKnight. '69. Revs. M. E- Heisler and C.W. Heisler, ' 80, have suffered the loss of their father at an advanced age. The MERCURY extends its sympathy to them in their sorrow. '70. Rev. David W. Cassat has removed from Vail, Iowa, where he has served the Presbyterian Church so successfully for eight or ten years. We are sorry that we cannot give his present address. '71. Rev. Dr. W. H. Dunbar will deliver the address at the dedication of the Seminary. The doctor and his family were kindly given an after-Easter rest, which they spent at the Chalfonte, Cape May, N. J. '72. Judge S. McC. Swope will deliver the Memorial Day oration at York Springs, Pa. '72. Rev. John Brubaker, of Schellsburgh, Pa., will take a trip to Europe this summer, on the "Observer Pilgrimage." '72. Rev. Geo. W. Fortney, of Wurtem-berg, N. Y., has been unanimously elected pastor of the Turbotville charge in Northum-berland county, Pa. '72. Rev. D. M. Moser is succeeding well at Schuylkill Haven, Pa., but we are sorry to learn that his wife and son are not in good health. '73. Rev. E. H. Eeisenring, Chambersburg, was elected Grand Regent of the Royal Ar-canum at the convention of the Grand Council held in Reading, May 9. '73. Rev. T. J. Yost and family were in town last week, on their way to his new pastor-ate at Cumberland, Md. They visited the college, in which he is very much interested. His new church will be finished and ready for dedication in a month or two. '74. The term of the Rev. C. M. Stock, of Hanover, Pa., as Eminent Commander of the York Commandery, No. 2 Knights Templar, has just ended. As a token of appreciation a fine gold Past Commander's badge was pre-sented to him by the Commandery. '75. Rev. E. D. Weigle, D. D., will have an article in the J11I3' Lutheran Qua?1erly, on "Providence and Epidemics." Dr. Weigle has received from one of his parishioners, an excellent life sized portrait in oil of Mrs. Weigle. '77. A lot has been secured for a second English Lutheran church in Los Angeles, Cal. A chapel is to be erected thereon this summer. Rev. M. H. Stine is greatly interested in the work there. '77. Rev. W. L- Seabrook has received a unanimous call to the Lutheran church in Winchester, Va. '77. Rev. C. S. Trump spent his after Easter vacation in visiting some of our West-ern cities. '77. Dr. W. R. Hoch will read a paper be-fore the State Medical Society, at its meeting this month in Chambersburg. We learn with pleasure that he expects soon to visit Gettys-burg and his Alma Mater. He is one of the most active members of the Executive Com-mittee of the Philadelphia Alumni Association. '80. David McConaughy, Jr., who organ-ized the Y. M. C. A. at Madras, India, is ex-pected home in a week or so. '80. The Lutheran Qua) terly for April con-tains an article by Rev. C. W. Heisler, pastor of St. Paul's Lutheran church, Denver, Col. The article discusses the question as to the exact time of the Crucifixion, and is a valuable monograph on the question which it discusses. '80. Rev. M. F. Troxell, pastor of Grace church, Springfield, Ills., and state vice-presi-dent of the Illinois Y. P. S. C. E., is on the program of the southern district young peo-ple's convention at Cairo, Ills., April 2o-22d, to speak on Christian Citizenship, and to lead the closing consecration service. '82. Frank E. Colvin, Esq., of Bedford, Pa., is law partner of Mr. Reynolds, Assistant Secretary of the Interior; he is doing a large business, is enterprising and active. Mr. Colvin is rendering important service to his Alma Mater by promoting her interests in his town and county. THE COLLEGE MERCURY. 47 '83. Rev. H. L. Yarger, lately of Braddock, Pa., has been elected as field secretary of our Church Extension Board. He is now taking a two months' tour through the West, in the interest of his work. '86. Christian Gosh, Esq., of Wichita, Kan-sas, who suffered with othei's during the busi-ness depression, is now enjoying great success in his profession. '86. E. E. DeYoe, of Harrisburg, spent his usual after Easter vacation here. On Easter he received 109 new members into his church, which makes nearly 500 in less than : four years. '87. Rev. Herbert Alleman visited Gettys-burg at the wedding of Miss McKnight and Mr. Black. He is meeting with success in his work at Chambersburg. '88. Rev. Eeander Goetz visited Gettysburg the week after Easter. We learn that he is successful with his mission at Williamsport and is very much encouraged. '88. Rev. Luther S. Black, pastor of Christ Lutheran church, Gettysburg, was married to Miss Mary McKnight, April 25th, 1895. The ceremony was performed by the bride's father, President McKnight, assisted by her brother-in- law, Rev. Luther E. DeYoe, of Harrisburg. The bride was given away by her mother. The ceremony was a very impressive one and was performed with the ring. Rev. and Mrs. Black returned from their bridal trip May 3rd. '89, Rev. D. S. Hoover has resigned the pastorate of Lutherville, Md., to take effect on the 1st of June. '90. The Luthej-ati Observer of April 26th, contains an interesting article on "District Work," by Rev. U. E. Yeiser. '90. Salem congregation at New Bethlehem, Pa., presented their pastor, Rev. William J. Bucher, with a gold watch at Easter. St. John's, at the same time, presented him with an office chair. '90. Rev. L. T. Snyder, of Orrstown, Pa., who is the secretary of the Cumberland Val-ley Conference, is very sick with pneumonia. He has not been able to fill his pulpits for sev-eral weeks. '91. Rev. A. Pohlman, M. D., the mission-ary- elect of the General Synod to Africa, has taken up his residence for a year's hospital practice in the Maryland General Hospital, at the corner ot Linden Avenue and Madison Street, Baltimore, Md. Mr. Pohlman will fit himself for a practical medical misionary and will be an invaluable addition to the working force at Muhlenberg, Africa. '91. William Hersh, Esq., of Gettysburg, has accepted the invitation of the Fairfield Post to deliver the Memorial Day oration at that place. '92. Schmucker Duncan has returned to Yale for a brief period of study. '93. Two members of the Middle class of Seminary, W. F. Bare and L. M. F. Myers, are under appointment of the Home Mission Board to work up the interests of the church in Oklahoma. They start for the field about May 15th, to work for the summer. The place is said to be a favorable one for the or-ganization of Lutheran churches. '93. We received an invitation from Mr. John Hay Kuhns to attend the annual exhibi-tion of the "Society of Electrical Engineers" of the University of Nebraska. '93. Mr. J. C. Grimes preached two sermons at the Memorial Lutheran church at Harris-burg recently. '93. Nr. Niels L. J. Grou has returned to Denmark, as a citizen of the U. S., for an ex-tended trip through Denmark, Norway, Swe-den and Lapland, for the purpose of gathering material for an illustrated lecture to be deliv-ered in America upon his return. During the month of August he expects to attend the World's Peace Congress, which is to be held in Luxemburg. Mr. Gron graduated from Harvard last year, and the Boston papers make him a graduate of the University of Pennsylvania in '93. '93. Young architects in the universities and schools of design throughout the country have recently been contestants for awards from the Society of Beaux Arts Architects of New York. Among the many contestants, an award of special merit was made to George C. Baum, '93, of the University of Pennsylvania, the son of Rev. Dr. Wm. M. Baum, the honored pastor of St. Matthew's. He has also recently secured a similar award in a class competition in the Pennsylvania University. '93. Marion J. Kline is off on a trip of one or two months to canvass for students. '93. Mr. J. F. Kempfer spent a few days in 48 THE COLLEGE MERCURY. town recently, then left for Beaver Springs, Snyder comity, Pa. '94. Chas. F. Kloss came to town on the 20th ult. and stayed several days. He is still traveling for E. A. Wright & Co., Philadel-phia, and is doing well. '94. Mr. R. E. Miller spent a few days at College, two weeks ago, visiting his old friends. ATHLETICS. IIOKACE M. WITMAN, Editor. It has at last been found that Harrisburg is unavailable for the State inter-collegiate ath-letic meet. The event will now take place at State College the latter part of the present month. The new athletic field is nearing completion. The rough filling and grading has all been done and it only remains yet to put the top soil on. It is hoped to use the field for the athletic events of Commencement week, par-ticularly for the base-ball game with York, Tuesday of that week. The tennis tournament undertaken by Le-high has finally been abandoned. The col-leges did not respond as they should have. It should be tried again, at any rate. The base-ball team should have Dr. Nixon work out a handy reference book containing the dimensions of all sized curves. This might, perhaps, be a remedy for the club's weakness at the bat. It would only* require a little practice. GETTYSBURG VS. NEW WINDSOR. Score: 10—-o. The game with New Windsor College on our home grounds, Saturday, April 20th, re-sulted in a decided victory for Gettysburg, who, not satisfied with defeating them, pre-vented their opponents from scoring during the nine innings. Maybe, the unlooked for de-feat of Gettysburg by State College, on the 13th, had something to do with the onslaught of the home team. The fielding of Slingluff and the base running of Cross were features. The batter}' work of Whitehill and Myers is worthy of mention. The home team batted hard and fielded well. Reefer's catch of a dif-ficult fly ball over third base called forth great applause. Tate's throwing to the bases was perfect. Stimmel pitched a masterly game, striking out 16 men. He had perfect control of the ball and kept the hits of the visitors well scattered. Following is the score : GETTYSlirKG. R H. O. A. E. I.eisenring, IF Shecly, lb 3 4 10 Keefer, 3b 241 Tate, c 2 3 12 Richardson, cf 000 Stimmel, p 1 I o Gilbert. 2b 014 Hartzell, rf 000 Eckels, ss 1 1 o Totals 10 16 27 12 NEW WINDSOR. R. H. O. A. E. Nichodemus, lb. o 1 9 0 0 Slingluff, rf o 0000 Whitehill, p 00130 Ecker, 3b o o 1 1 1 Cross, 2b 02222 West, ss 00021 Davis, If o o o o 1 J. Myers, cf o 1 1 1 3 E- Myers, c 0 o '9 01 Totals o 4 24 9 INNINGS. Gettysburg 22032100 x—10 New "Windsor 00000000 0— 0 Earned runs—Gettysburg. 5. Two-base hits—I,eisenring, Tate. Stolen bases—Gettysburg, 17. Double plays—Keefer and Gilhert. Bases on balls—By Whitehill, 8. Hit by pitched ball—Slingluff. Struck out—By Stimmel, 16; by Whitehill 8. Passed balls—Tate, 1; Myers, 2. Time of game—1.45. Umpire —Kuendig. HAGERSTOWN VS GETTYSBURG. Score: 9—o. Thursday, April 25th, the college team played the strong Hagerstown club on the lat-ter's grounds. The simple explanation of the defeat lies, apparently, in the almost entire in-ability of our men to connect with the ball. In the third inning an unfortunate accident occurred which deprived the team of the valu-able services of Stimmel. In some manner or other he sprained his arm so badly as to lose entire control of it. His absence was very much missed, but the game had already been lost. Gilbert replaced him and did excellent work. Considering the fact that he had not pitched at all this season, he deserves a great deal of credit. Besides this, he. split his hand in catching a liner in the pitcher's box, so that, he was hardly able to grasp the ball. He also played a splendid game at second. According to the Hagerstown papers the game was decidedly more interesting than the score would seem to indicate. "The three noticable features of the contest," says the Globe, "were, a fine da}', a good attendance and a well-played game. Both teams were liberally applauded when difficult plays were made, and enthusiasm waxed from the start." The Herald says: "The game abounded in good catches, but the most remarkable one was made by Richardson, in the ninth inning, of a high fly, that almost reached the fence. It scraped the sky way over the little fielder's head, but he turned and ran for it, nabbing the descending sphere with his one hand, at the same time rolling on the ground. Great THE COLLEGE MERCURY. 49 and continued applause greeted his phenome-nal catch. It was one of the prettiest within the memory of local enthusiasts, and Richard-son was given an ovation when he came in to the bench." Tate also made a fine catch of a foul fly, jumping over the players' bench to take it. The whole Hagerstown team acquitted them-selves well, but the pitching of Lipp was the main and the grave feature. The Herald says further: "The college boys were very quiet, hardly uttering a word while the game was in progress. The coachers' lines were silent, and not one kick was raised. They were gentlemanly and orderly, and made a splendid impression. Young ladies from Kee-Mar occupied rear seats in the grand stand, and several times uttered the Gettys-burg College yell as the visitors came in to the bat. The boys gallantly doffed their caps each time in recognition." The score and summary follow : HAGERSTOWN. R. H. O. Shank, cf 012 Rainey, lb I 2 10 Gochen'r, 2b 125 Lipp, p 120 Tate, 3b 2 1 1 Gillam, If 201 Carp'nt'r, rf 220 Scharf, ss 030 Graffius, c 008 Totals 9 13 27 12 GETTYSBURG. R. H. O. A. Leisenring, If 0140 Sheely, lb o o 15 1 Keefer, 3b 0230 Tate, c 0060 Richardson; cf 0020 ♦Stimmel, p o 1 1 3 ♦Gilbert, 2b 0043 Hartzell, rf 0000 Eckles, ss o o o 1 White, 2b 0020 Totals. o 4 27 8 6 *In the third inning Stimmel retired from the box; Gilbert went into the box from second, and White took Gilbert's place. INNINGS. 3 o 00600 0—9 o—o Hagerstown o , Gettysburg o SUMMARY. Earned runs—Hagerstown, 3. Bases on balls—Stimel, 1; Gil-bert, 2. Struck out—By Lipp, 5: by Gilbert, 3; by Stimmel, I. Double plays—Tate and Gochenour. Stolen bases—Shank, 3; Lipp, 1; Tate. 1. Time—1.35. Umpire- Pittinger. SPECIAL ANNOUNCEMENT. provides sufficient instruction to meet the re-quirements in Chemistry and Physics, and in order to bring the study of Anatomy and I Physiology up to the new conditions, Dr. I Stahley will greatly extend the instruction in these branches. Increased facilities for the study of these important subjects will be at once provided. This new arrangement will be very favor-able to our students who have the profession of medicine in view. The college course and the medical course will thus be advantageously merged and a year's time will be saved. The study of Anatomy and Physiology will prob-ably be placed on the elective list for the Junior and Senior years. The alumni and patrons of the College will no doubt be gratified to learn of a proposition which has just been made by the authorities of the Jefferson Medical College of Philadelphia, by which our graduates in.the Arts or Science departments, who present evidence that they have, while at college, taken courses in Anat-omy, Physiology, Chemistry and Physics, will be admitted without examination to the second year of Jefferson's newly established four years' course. This generous proposition will no doubt be accepted. Our curriculum already FRATERNITY NOTES. WILMER A. HARTMAN, Editor. PHI KAPPA PSI. Bro. Smith, '63, spent a few days in town last week. Bros. Carty and Keffer accompanied the ball team on its recent trip to Hagerstown. Bro. Reitzell, '96, attended the fraternity convention held at Ithaca, N. Y., last month". He was very much pleased with the Cornell College spirit. Bro. Whitman, '95, will be one of the speakers at the Class Day exercises. ALPHA TAU OMEGA. Bro. Melvyn P. Buck, '97, was initiated into the fraternity on the night of May 4th. Bro. Chas. G. Bikle, of the Senior class in the Seminary, preached at Harrisburg, Pa., on Sunday, May 5th. Bishop John H. Vincent, Worthy Grand Chaplain of the Fraternity, spent a day here recently, taking in the Battle-field. Bro. Michler, '97, spent a few days recently in Harrisburg, Pa." Bros. Percy and Ira Hoover, '95, spent Sun-day, May 12th, at home. Bro. Franklin Menges, Ph. D., spent Sun-day, May 12th, at Areudtsville, as the guest of Bro. Henry A. Spangler, '89. 50 THE COLLEGE MERCURY. Bro. George A. Kyner, '89, of Chambers-burg, Pa., spent a day here recently. PHI GAMMA DELTA. Bros. H. S. McKnight, '70; H. B. Wile, '77 ; L. E. DeYoe, '86, and H. C. Alleman, '87, were in Gettysburg attending the Black- McKnight wedding. Bro. C. H. Huber filled the pulpit of Trinity Lutheran church, Chambersburg, Sunday, April 28, during the absence of the pastor, H. C. Alleman. Bro. S. B. Martin, '90, who graduated re-cently from the Yale Law School, passed the best examination of any candidate who ever applied for admission to the Connecticut bar. Bro. Martin is engaged in active practice in New Haven. Bro. John Clark Ridpath, Alpha, the emi-nent American historian, has now in press a new work called "The Five Races of Man-kind." Bro. H. L. Baugher, D. D., preached in the First Presbyterian church, York, Sunday,' May 5. Bro. J. B. Markward, '91, preached in St. Luke's Lutheran church, Baltimore, Md., Sunday, May 5. . Bro. D. Frank Garland was a welcome vis-itor in Gettysburg, recently. Bro. Fite attended the U. of P. "Mask and Wig" performance in Philadelphia, April 19. SIGMA CHI. Bro. Luther A. Burrell, '74, of Sharon, Pa., a member of the House of Representatives at Harrisburg, paid the Chapter a welcome visit on Saturday, May 4th. The Chapter is at present devising plans for the construction of a gravel walk from the College Campus to the Chapter House. We expect to have it fully completed before Com-mencement, and hope many of our Alumni will be here then to make use of it. TOWN AND SEWHNARY NOTES. S. C. BKKGER, Editor. TOWN. Major Richardson, the newly appointed Bat-tlefield Commissioner, is expected here about the 15th inst. A. O. Samuel, a Persian minister, recently spent several days in Gettysburg. During his stay here he made addresses in several of the churches on the "Customs and Manners of Persia." He appeared in his native costume and sang several hymns in Persian tone. Rev. Dr. E. J. Wolf delivered the sermon at the dedication of St. Mary's Lutheran church, Silver Run, Maryland, on Sunday, May 12th. Rev. L. L. Sieber, who formally resided in Lewisburg, where he was pastor of the Luth-eran church, has removed with his family to Gettysburg. Mr. Sieber will devote his time to evangelistic work, in which he has been very successful. Monday, May 7th, about twenty young ladies of the Senior class of Wilson College, Chambersburg, were here viewing the Battle-field. Thursday evening, May 9th, a service of Gospel Song was given by Prof, and Mrs. Lowe, of Philedelphia, in St. James church. The service was enjoyed exceedingly by the large audience present. On Friday evening they gave the "Life of Christ Illustrated in Picture and Song." Rev. Chas. W. Baker, whose health re-quires a change of climate, will remove to Gettysburg with his family in the near future. Rev. Father Henry Crist, of Lock Haven, has been appointed permanent rector of St. Francis Xavier church. He took formal charge of his congregation Sunday* May 5th, and created quite a favorable impression. Judge S. McC. Swope will deliver the Me-morial Day oration at York Springs. The name ot the McClellan House has been changed to Hotel Gettysburg. Work on the power house is now being pushed. The workers on the brown stone are at work, and the carpenters are getting the heavy rafters for the roof in position. Four observation towers, two 75 and two 60 feet high, will be erected on the battlefield. They are to be built of iron and steel, with handsome open work. Two have been located, one on the ridge near the Wheatfield avenue, and one on Round Top. These graceful structures will serve to enhance the pleasure of visitors. SEMINARY. Rev. Geo. Beiswanger, of the Senior class of THE COLLEGE MERCURY. 5i Seminary, has received an appointment from the Home Mission Board to work up a Mission in North-West Baltimore. There is no organ-ization at present, but the prospects are good. He will begin his work about the 1st of June. The grounds around the new building and Dr. Richard's house have received the final grading, and have been sown with grass seed. The general appearance is vastly improved over what it has been at any time heretofore. The memorial windows in the new Semi-nary building have all been put in place. They have been greatly admired for their beauty and tastefulness by all who have seen them. Two of the windows in the rear of the chapel are dedicated respectively to Dr. M. Valentine and Dr. C. A. Hay. Fire escapes, three in number, have been .placed on the Seminary building. A memorial tablet-has also been erected to Dr. Schmucker. Rev. E. E. Schantz, of the Senior class, has received and accepted the unanimous call which was tendered him by the charge at New ■ Freedom. Mr. Schantz will enter upon his duties in June, immediately after graduation. Rev. Prof. J. W. Richard, D. D., has ac-cepted an invitation to deliver the annual ad-dress before the Y. M. C. A. of Roanoke Col-lege, on June oth. Rev. John Bowers preached in the Presby-terian Church Sunday evening, May 12th. Rev. C. F. Jacobs preached in Steelton, Pa., May 12th. Rev. W. H. Nicholas preached in Wood-bury, Md., Sunday, May 12. The latest improved gas fixtures are being placed in the Seminary buildings and in the Professors' houses. A cement walk is being laid around the new Seminary building. The memorial tablets of Luther and Mel-anchthon, presented by the Conrad Bros., is a beautiful adornment to the new "building. Dr. Richard and wife will be "at home" for Seminarians Friday evening, May 17. Rev. G. J. M. Ketner preached in Middle-town, Pa., Sunday, May 12. Quite a number of the Seminarians attended the dedication of the Cold Spring's Mission church Sunday, Apr. 21st. The Seminary Quartet furnished part of the music for the oc-casion. The Seminarians, Revs. Guiuey and Myers, who have worked so indefatigably in the promotion of this cause deserve not only great credit for their noble efforts and glorious results, but also the thanks of the entire county. If not rewarded at once for their labors, in due time they shall receive their deserts. The venerable Dr. Morris has been deliver-ing a course of lectures on pulpit elocution the last few weeks to the Seminarians. LITERARY SOCIETIES. ROSCOE C. WRIGHT, Editor. Gettysburg was creditably represented in the Inter-Collegiate Oratorical contest which was held at Lancaster on the 26th of last month. Though we failed to secure any of the prizes, the press of the city made mention of Mr. Rump's oration in very complimentary terms. The subject of his oration was "De-feated Victors," an abstract of which we copy from the Lancaster New Era: "It was the orator's intention to show the beauty and power of the lowly and humble, and the lofty purpose they fulfil in life. He drew a strong comparison, in opening, of a spectator standing on a wharf comparing the vessels as they sail seaward, the magnificent ocean steamer, and the tug, with blackened and scarred hull, which follows in her wake, and followed it out in reverting to the pages of history, bright with the records of her illustri-ous sons. 'But,' he said, 'it is not for the strong and mighty that I raise my voice to-night. The beauty and power of the lowly is superior to the great and mighty. They are those whose brows are never crowned with victors' laurels, who must overcome obstacles and surmount difficulties, whom no one pities, with whom no one weeps.' Here he drew the sad picture of Napoleon's life at St. Helena, a striking case in point. Continuing, he said there are men in workshops, in the fields and behind counters whose ethics are truer and nobler than those who wield the sceptre's sway. They do right because it is right. They recognize their obligations to themselves, their State and their God. They are the em-bodiment of loyalty to duty and fixity of pur-pose. They, are as ships that sail from sunny isles but never come to shore.'' 52 THE COLLEGE MERCURY. Both Societies have added many new and valuable books to their libraries. The library fund, however, is not as large as it should be. While provision is made from time to time for increasing the usefulness of the College, the library fund is apparently forgotten. In re-membering the needs of the College, we trust that the Alumni and friends of the institution will not overlook the need of an increased en-dowment for this purpose. Before the next issue of the MERCURY the Societies will have selected their representa-tives for the Junior Oratorical Contest which will be held on Wednesday morning of Com-mencement Week. Loyalty to his Society as well as gratitude to the donor of the prize should be incentives to each Junior to make careful preparation for, and to participate in, the preliminary contests. We hope that greater interest will be taken in this matter than has been manifested in previous years, and that each Jnnior will feel it his duty to prepare for the contest. There is no better time than the present for under classmen and Preparatorians to join one of the Literary Societies. By identifying your-selves with the Societies before the close of the term, you will be ready to enter upon this de-partment of your College work at the opening of College next September. PHRENA. The following members of the MERCURY staff have been elected for the ensuing year: Business Manager, W. G. Brubaker, '96; Asso. Eds., H. E. Glazier, '96, W. C. Spayde, '96; H. D. Shinier, '96, H. W. Bikle, '97. On Friday evening, April 19, the following officers were chosen: Pres., Leidich, '95; V. Pres., Spayde, '96; Rec. Sec, Stahl, '97; Chaplain, Shinier, '97; Asst. Libra., Stockslager, '97; Critics, Bell, '95, Hartman, '95, Shinier, '96, Brubaker, "96; Monitor, Shinier. We are glad to announce that the portrait of Dr. Billheimer, of the Seminary, will soon be added to those already adorning the walls of Phrena Hall. The portraits of Drs. Valen-tine, Wolf and Richard were presented to the Society some 3'ears since, and now, through the kindness of Dr. Billheimer, we take a par-donable pride in the fact that the whole Semi-nary Faculty will be represented. These por-traits, together with those of Drs. Baugherand Bikle of the College, make a collection of which any Literary Society may be justly proud. C. B. Kephart, '98, E. W. Meisenhelder, '98, and J. E. Meisenhelder, '97, have been received into membership. PHILO. Philo's representatives on THE MERCURY staff are as follows: Ed.-in-Chief, D. E. Rice, '96; Asst. Business Manager, E. A. Arm-strong, '97; Asso. Eds., Edna Mae Loornis, '96; G. Z. Stup, '96; W. E. Wheeler, '97. H. D. Newcomer, '95, was recently elected president of the society, vice Feldmann, re-signed. The following special programme will be given in Philo Hall, May 24th. SUBJECT—MIETON. Short Biographical Sketch, - WHEELER. Oration—"Milton." -_-____- ABEL. Essay—"Milton's Poetic Genius," --- RICE. Oration—"Milton's Political Career," - BROSIUS Essay—"Ode to the Nativity," - MCCLEAN. Rec—From "Areopagitica," . - AUKERMAN. «",,, / Relation Between Paradise Lost 1 " "" EsSay_ J and the Homeric Epics. } " EISENHAHT. Essay—"Council of Pandemonium," - - Miss LOOMIS. Rec.—Selection from "Paradise Lost," - - - STUP. Music, both vocal and instrumental will add to the entertainment. ODDS AND E^lDS. "THE PURP'S SOLILOQUY." "I may be yaller, And covered with fleas, But my pants, thank the Lord, Don't bag at the knees."—Ex. THE college magazine is the criterion of the institution where it is published, and the col-lege must share with the editors either the glory of success or the shame of failure.—The Bates Student. He wrote a verse on "Trilby," To keep up with the fad; The editor declined it Because its feet were bad.—Ex. A movement is on foot to start an athletic library at Harvard. THE COLLEGE MERCURY. 53 SPIUNC}. Now bright the days for me have dawned, And gay my heart doth leap, My worry's o'er, and in the night Most peacefully I sleep. For on the patches in my pants No mortal eye shall frown, They will be fully hidden when I wear the cap and gown.— Widow. The students of the Syracuse University have framed resolutions by which they agree among themselves to assist in maintaining good order and honest work. A joint council is to be formed which shall deal with all cases of discipline. The resolutions are very com-plete and seem to embrace almost everything connected with the government of students. A woman's college in Baltimore has issued an order prohibiting men from its gymnasium. Another boom for the living pictures at the theatres.—Ex. A CHEMICAL ROMANCE. Said Atom to Molly Cule, "Will you unite with me?" And Molly Cule did quick retort, "There's no affinity." Beneath electric light plant's shade, Poor Atom hoped he'd meet her, But she eloped with a rascal Base, And her name is now Saltpetre.—Ex. The Faculty Conference Committee of the University of Pennsylvania has adopted reso-lutions calling for enactment of more stringent football regulations, expressing at the same time the opinion that "the undesirable features of foot-ball are by no means unseparable from the game."—Ex. The ancient stadium of Athens has been re-paired for the Olympic games, which will be held in the spring. Seats will be placed for 20,000 spectators. The prizes will be silver wreaths of laurel or olive, and will be pre-sented to the winner by the Greek king, in person. The call for subscriptions has been liberally responded to.—Ex. THEN AND NOW. In days of old, When knights were bold, And chevaliers were gay To kiss a miss Were counted bliss, As poets used to say. But now-a-days, "Germs" are the craze, And science holds full sway; To kiss a miss Is dangerous bliss, Wise scientists do say.—Brunonion. Because of the success of the committee on discipline at Cornell, this committee has been given power to act in all cases of University discipline. Governor Flower, of New York, has signed the anti-hazing bill, passed by the Legislature. The bill imposes a fine of not less than $10 nor more than $100, or imprisonment of not less than thirty days nor more than a year upon all students caught hazing or aiding the affair in any way.—Ex. FASHION'S FOLLY. I knew a maiden fair and sweet Whom I had loved for years ; At last one day I told her this, Although with many fears. At first she did not say a word, Then, in a pleasant way, She looked out to the west, and said, "It is a pleasant day." She had not heard a single word, She's told me since with tears ; She wore her hair, as some girls will, Down over both her ears. —The Vaasar Miscellany. Honors at Harvard's Commencement were taken by eleven of her prominent athletes. Loudly roaring, Grandly soaring, Far above all mental reach, Depths of logic, Gestures tragic, Mighty Senior—at his speech. 54 THE COLLEGE MERCURY. In Latin and Greek He was quick as a streak ; In dress he was foppish and tony. The latter was due to his being an ass, The former was due to his pony.—Ex. They used to sing some time ago A rather plaintive song, "Man wants but little here below, Nor wants that little long." But now-a-days the song is set With music to the rhyme ; "Man wants as much as he can get And wants it all the time."—Record. We leaned across the friendly stile, The gentle moonbeams lit her face, The sweet influence of her smile Annihilated time and space. Quoth I: "The breezes kiss your cheek, Oh, happy, happy breezes they!" Sighed she, this maiden so petite: "Who gave them a monopoly ?"—Ex. We paused to watch the quiver Of faint moonbeams on the river, By the gate. We had heard something calling And a heavy dew is falling, Yet we wait. It is no doubt very silly- To stay out in all this chilly Evening mist. Still I linger hesitating For her lips are plainly waiting To be kissed. So I stooped to take possession Of the coveted concession On the spot. But she draws back with discreetness, Saying with tormenting sweetness, "I guess not." Her whole manner is provoking; "Oh, well, I was only joking," I reply, She looks penitently pretty, As she answers: "What a pity ! So was I."—Harvard Lampoon. por all the latest styles in Suitings and.Trousers, AND 1"ULL LINE OP Cents' Furnishing Goods, Call on D. H. WELSH, York, F»a. A. Q. Spalding & Bros., ATHLETIC APPLIES- ** 9 ® 9 O S © Q 9 © 9 Base Ball,—Lawn Tennis,—Golf, UNIFORMS FOR ALL SPORTS. ;; ^,ide the Spading ^ictrcZs, THE LEA T)ER FOR 1896. ' Handsomely Illustrated Catalogues Sent 7ree NEW YORK. PHILADELPHIA. CHICAGO. J. E. ROYLE, OF LEECH, STILES & CO. THE PHILADELPHIA, EYE SPECIALISTS, Formerly with Queen & Co., will be in Gettysburg, Pa., at W. H. TIPTON'S, THURSDAY, MAY 23, From 9 a. m. to 3.30 p. m. No charge for consulta-tion and examination and every pair of glasses or-dered guaranteed to be satisfactory by LEECH, STILES, & Co. gOLLEGE OF PHYSICIANS S SURGEONS, ^■BALipiVlORE, IV|D.^ The regular Winter Session of the School will begin (^OCTOBER 1st, 1895,^0 and continue six months. The Clinical advantages offered the student of medicine are not excelled elsewhere in this country THOMAS ORIE, M. D., Dean, Cor. Calvert and Saratoga Sts. ADVERTISEMENTS. M sSMrUJJ^E i HI ;1? *.1PH| r ;-B 7$lln I. 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D., PRES'T., Pe-Msy/B^aiDila @ell)eg;-e" Gettysburg,, Pa» ADVERTISEMENTS. HORACE PARTRIDGE CO,, 335 Washington St.,, B05T0H, MASS. aim Mteia fisiisiti. Ease Ball and 0 5* © Tennis Supplies A SPECIALTY.- -,=3-- IVIr. \A/. H, IVIEISIGES, Our authorized ngent at Gettysburg. I D Millar [WHOLESALE fcETABL, DI:AI,IVR IN ALL KINDS OF CONFECTIONERY, FOREIGN & DOMESTIC FRUITS & NUTS. All orders by mail promptly attended to. .BSTAlso, SODA and MINERAL WATERS, year around. Cor. Washington & Main Sts., - GETTYSBURG, PA. HOP LEE, CHINESE LAUNDRY, Ca?iisle street, first square. All work done with readiness and dispatch. Give Hop a call. BOOKS BOUGHT, SOLD & EXCHANGED. School and Theological 'Books YOHN BROS., _SO1G ^gonts FOP_ 1^ r\abo, Hardrqarj, Voso, ©orioVop, Sel^iabopt, AND OTHER PIANOS. jUillop, JAca&or\ & Harr\lir), Pael^apd, ©l^ieago ©ottago, AND OTHER* ORGANS. MUSIC JIND MUSICAL MERCHANDISE. 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Transcript of an oral history interview with R. William Pemberton, conducted by Sarah Yahm on 24 April 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Richard William Pemberton attended Norwich University as a member of the Norwich University Class of 1949, although he did not graduate with his class; much of his interview focuses on Pemberton's childhood and family history as well as his experiences in the Civil Air Patrol during World War II. His later career as a telephone engineer is also discussed. Particular attention is paid to his memories of the Grenadiers student band at a time when its membership consisted mainly of World War II veterans attending Norwich University in the 1940s. ; 1 R. William Pemberton, NU 1949, Oral History Interview April 24, 2015 Interviewed by Sarah Yahm R. WILLIAM PEMBERTON: (inaudible) [00:00:01] SARAH YAHM: I think our levels are perfect, actually. RWP: Did I forget something? Good voice? SY: Good voice. So, could you introduce yourself for the tape? RWP: OK, I am R. William Pemberton, and a, was a student at Norwich in class of 1949. Now I'm being interviewed by a young lady named Sarah, and we're going to talk about my life, I guess, we're going to talk about it. SY: We are, we're going to talk about your life. So, where were you born? RWP: I was born in Greenport, Long Island, New York, 20th day of June, 1926. SY: And what'd your parents do? RWP: Well, my parents? That's a very interesting story. My mother, Gladys Kruger, came to Greenport as a schoolteacher, she was born up in – a pure German parentage -- up near [Lockport?], New York, on Lake Ontario. And she came to Greenport as a schoolteacher, for art, teaching art. And then met my Dad. My Dad was the oldest of 13 children, and he had hardly any education at all because he had to go to work right away to help support the family. So, this was right during the Depression era. And because, back in those days -- when women, teachers weren't married, and they didn't have babies and so on, so -- they both went to work for my uncle, on a truck farm in Orient, Long Island, which was seven miles east of where we lived, and then -- we were there until I was five years old. And -- SY: What's your first memory? The first thing that you remember, what is it? 2 RWP: First thing I remember. I don't remember being any, a child, naturally. In Greenport, I remember being on the farm down there, I can remember that, when they rebuilt the road, and realigned the road and made it concrete to Orient Point, to the Point. And that would have been, probably in 1928, '29. SY: Nineteen twenty-eight. RWP: Nineteen twenty-eight, yes. SY: Twenty-nine, OK. RWP: Yeah, and, like I said, we were there until 1931, when I was old enough to go to Kindergarten, so then we moved back to the village of Greenport. But I have one, one story I'd like to tell, I don't know whether (laughter) -- because that was during Prohibition times. And the farmhouse that we had was right near the Long Island Sound. And, this one night, my dad got my mother and I up, and there was a lot of shooting going on and so on, and had -- rum boat pulling out of the village, and. But they caught this one, the Artemis, right up in back of our farm. They shot the boat up quite a bit, then the, the crews had thrown off part of their load, and couple of men got wounded and so on and so forth. And after it had all quieted down, I -- never heard the conversation, but -- my father said to my mother, "You know," he says, "Glad, I'm going to go up and" -- he was quite a swimmer -- and he says, "I'm going to go up and we're going to find some of that booze." And by God. He went up in that rowboat, and that whole farmhouse attic was full of [Haig & Haig's Pinch?] bottle scotch, and Goiden Wedding whiskey (laughter). I can remember that we had a lot of parties then. And, he carried that into the village, and -- I'll continue with this, OK? -- and of course, back in those days we had no radio, we had no TV and things like that, we didn't even have a vehicle, a car. And lo 3 and behold, I got into music quite a bit, and there was a place in the village that sold records. So this one Christmas, Dad shows up with a Philco, that's a radio that's pull the front open and it had the place for the records and that, he bartered whiskey for that. SY: And what music did he play -- RWP: -- but that, at that -- SY: -- on that record player? RWP: But prior to that, that was another thing, too. Prior to that, we always, we sat and talked a lot after dinner. And that was, that was one of -- as far as parents, I couldn't have asked for better parents in my life. SY: What'd you talk about? RWP: We talked -- everything. I mean, you know, we'd discuss everything, you know what I'm saying. And I can only remember one time that my mother was crying because we didn't have any money. We had a dollar left in the whole house, you've got to know my dad. "Well," he said -- it was a Sunday, and it was a rainy day -- he said, "We've got a dollar," he says. "Why don't we go to the movies this afternoon?" So here we go, we put on our raingear and we head down to the village, we're walking down through. And wouldn't you know, I'm walking ahead of him. And here's a dollar bill, floating down in the gutter. So I picked it up and handed it to my father, and there we had two dollars. So we had a dollar, we to the movies, and we had another dollar left over. But that was the only time that I ever remember that there was ever anything said or done about the fact we had nothing. SY: So you don't remember growing up with anxiety about it, even though your parents must have been frightened? 4 RWP: No. No. Well, they never showed it to me, and they never argued, never. There was never any coarse words ever, and that was the wonderful thing. And I learned an awful lot. And my mother was, like I said, a very learned person. And my dad, of course, had no education. And she taught us to read a lot, and we read an awful lot. And my father, for what education he had, was the most knowledgeable person I've ever talked to. He was, he was really great. And oh, it was, it was a wonderful upbringing, you know. SY: Did you play outside a lot, on this farm? RWP: Oh, yes. I was outside all the time. I was in the water all the time. I swam like, you know, an eel, good lord's sakes. And, and -- from the Depression, I will never eat another rabbit, we ate too many rabbits, you know. And at that time I was allergic to seafood, and I couldn't eat seafood, which was very prevalent at the place there, but I'm out of that now. SY: Did you catch the rabbits? Did your dad catch the rabbits? RWP: Dad shot them. They worked on the farm, we always had fresh vegetables, and so on, from there. SY: So you always had food to eat? RWP: Just regular food. Well, it was regular food, it was, you know, nothing special. Just potatoes, the meat of the rabbit or whatever, chicken. Of course vegetables, they have all kinds of vegetables. You had the cauliflower, you had the onions, you had the beans, you had the cucumbers, and all that sort of stuff. And with the meal, desserts (inaudible) [00:06:43]. The folks smoked an awful lot. Everybody smoked back in those days. I mean, I never did, but whatever. So. But it was good. And of course, I went through the school system there, in the village, and I played a lot of sports. And that gets to the point, 5 working towards how I came to come here. I played a lot of sports then, when I turned 17 in June of 1943, my dad gave me permission to enlist in the Air Force. And so with his permission, I got on the train, rode 100 miles into New York City, enlisted in the Air Corps, Army Air Corps Aviation Cadet Program, and was accepted, physically and mentally, and they recommended that I join the Civil Air Patrol unit, which, when I got back home, I did, it was out of [Patchogue?], Long Island, which is in the middle of the island, we call it McArthur Field, and I flew quite a few missions as an observer, looking for German submarines, from Patchogue, or McArthur Field, up into, up to the Cape, and then back down again, it was about a two-hour flight. SY: Let's back up a second, let's rewind a little bit. So do you remember Pearl Harbor? RWP: Yes, I do, very much so. SY: Where were you, what were you thinking? RWP: I was, -- we had a daybed in the living room of the house that we rented, and I remember, we had the radio on at that time. And that's when I heard about Pearl Harbor. And actually, the very interesting part about the war, too, was the fact that my dad was too old to go, he was, just too young for World War I, just a little bit too old for World War II. But he had six brothers. His youngest brother was a year older than I am. So there were seven of us that were in service, plus three brothers-in-law. So there was a total of ten out of one family, and only one got shot up pretty bad he was in the Marines. And he got shot up pretty bad in [Guadalcanal?], out in the Pacific. But he, he made it. SY: But only one? RWP: Only 1 out of 10. 6 SY: So do you remember, you were a young boy, you might have been a bit of a hothead, were you like eager to get into the fight? Or -- RWP: Yeah, well definitely. I always wanted to fly. You know, I was always, always, you know, I built model airplanes and all that. As a matter of fact, I got a whole bunch of them out here I'm trying to get rid of, -- SY: Had you seen an airplane before, at that point? RWP: Yeah. Well, that's another thing. I don't know where the money came from, I -- when we moved back to the village, I was over five. Probably seven or eight years old. A barnstormer came in, an old biplane, open cockpit, and landed in the field up there, and somehow Dad -- I don't know where Dad got the money, but -- we, he and I, went up in that plane, and I was hooked right from that day on. I mean, you know, . And I flew a few other times, in private aircraft, before I went in the Civil Air Patrol. SY: So you knew, you knew that's what you wanted to do? RWP: Oh yes, definitely. SY: From when you were a little boy? RWP: No. No, I always wanted to fly and I wanted, and all that. I, you know, a lot of guys went with the Naval Air arm, I wanted to go with the Army air, you know -- SY: Why did you want to go with the Army and not the Navy -- RWP: I don't really know, you know? I, I think about it and I laugh because I had to land on a carrier. I thought, you know, I might have trouble land-- but no, I never had trouble with that. There was, you know, short field landings and takeoff, I always was good at that, but. I don't know, most of the guys went in the, in the Army. Matter of fact, whole backfield of me, I've got a football picture, the whole backfield went, the whole team 7 went and was in service. It was great; we only lost one guy out of the team. He was killed in Normandy. SY: So it was expected that you would go in? RWP: Yeah. I mean, it was expected -- SY: And that you would volunteer -- RWP: Yeah. SY: -- not wait to be drafted? RWP: Yeah, oh, I volunteered, no, I wouldn't be drafted. SY: So OK, so tell me about these flights from the island up to the Cape and back, what were you thinking about on those flights, what were they like? RWP: Well, it was -- in a way, it was stupid. We were looking for German submarines. You don't see a German submarine during the day. There were German submarines all over the place up there, at night, and they came up to charge their batteries, they'd come up at night, or they'd come up on a foggy day and you couldn't see them. But we flew and we looked, and I saw a lot of whales and so on and so forth, but never saw any submarines. SY: Was it still cool, though? Did you still enjoy it? RWP: Oh sure, I enjoyed it, it was good, lord. Saying, here I am, about 17 years old, (laughter) it was all -- SY: Seventeen years old? RWP: -- private aircraft. SY: You're in your own plane, you're looking at whales? RWP: Looking for whal-- well, we'd see whales, yeah, you'd see whales and stuff. (laughter) No German submarines. 8 SY: Did you each, at a certain point, were you like, "We're not going to see the submarines," or did you still hope to see one, or think you'd see one? RWP: Always hoped, you always hoped. It was, there was a chance. You know, there was always chance. Of course you had, we had -- in the village, we had shipyards, and they were making wooden minesweepers, and they had another section that they made the metal landing craft that they men, the LSTs. So that was a, a spot that could have gotten shot up a little bit. And then right across the way, in the Sound, we had New London, Connecticut, which -- you had the submarine base over there. So there was, it was very possible that you could have seen. But not during the day, oh yes. SY: Do you remember what it was like? Because you were, because you were still in the US during the war, do you remember -- were you living on base, or were you living -- RWP: No, I commuted. I had, and I had special gas privileges so I could go with the car, Dad's car. We had the car by that time. He went to work in the shipyards. He did the bright work on the, well, the varnish work and stuff, on the wooden boats. And he, we had to get gas rationed, of course. So I would drive the 50 miles to -- no, I wasn't on base, no. SY: You commuted to the war. (laughter) Did your mother go to work in the factories then, was she one of the Rosie the Riveters? RWP: Well -- my mother? No, (inaudible) [00:12:50]. But by that time she had, they, both parents worked all the time anyway. We never had anything. By that time, she had gone into the library. And she was, she was to become the librarian. And she had to go, she went back to Syracuse in the summer, the early summers, before I went in service, to get certification, and I used to go up and stay with my grandmother up in Occott, New York, 9 which is right on Lake Ontario. Oh no, we had, you know, it was the usual thing there, they had the war bond drives, and they had the victory gardens, and so on. SY: Do you remember rationing, did you have a ration card? Rationing? RWP: Oh, rationing. Yes, we were rationed for everything, yeah. Good lord, yes. Even the cigarettes-- of course I used to make the cigarettes for the folks, they had a little machine. You put the stuff in there, and you roll it, and so on and so forth. And you had to correct it, you know, so it wasn't too tight and all that sort of stuff, for them. But they all smoked pretty hard, Dad smoked a pipe a lot. SY: But you never smoked, why not? RWP: Oh no no, I never did while I was in service, and I never did until I got out, and I never started smoking until I went to work for [New York Tel?]. Then I started with cigars, and then I smoked pipe, I quit about 20 years ago. SY: Well, it certainly didn't -- RWP: My wife, and my wife -- SY: -- cut your life short. RWP: -- and I quit about the same time. You know, no problem, we just said, "We're going to stop," so we stopped. (inaudible) [00:14:15] a lot of people have problems and all that, is what I'm saying. SY: Yeah. But you didn't. Any other, do you remember -- I don't know. Blackout curtains, and things like that? RWP: Oh, yeah. We had blackout curtains. And of course we had the, the lights on the cars, to dim the (inaudible) [00:14:31] all that sort of stuff. We had a -- antiaircraft battery, stationed right there in Greenport, they had, up on the Sound, they had guns in 10 placements places, and of course there was [Fort Terry?] off the end of Long Island, which is now, was a hoof-and-mouth-disease lab, but at that time it was a fort and had heavy guns there, and quite a few people, who were in the artillery, that came from Northfield. And there were guys stationed there that I knew. SY: Interesting. RWP: But no, it was, it was an interesting time. I, I don't know what else I can talk about, about it, we've -- SY: What music were you listening to, and what were you doing for fun? RWP: Well, it was big band stuff, mostly. Of course, when I was a kid before the war, at that time, I'd jump on the dawn train and go down to New York City and listen, you know, you could go to a movie down there, and before the movie -- or, after the movie -- they'd have a big band, one of the big bands would come up out there, and they'd play, and then I'd go on the train, got on the train, come on home again at night. SY: When your dad traded whiskey for the record player, what records did you buy? RWP: I, well, the record -- probably got, still, a lot of them -- well, most of it was [Artie Shaw?], Benny Goodman. Tommy Dorsey and Jimmy Dorsey, and on the big, all the big bands and stuff. SY: And is that still your favorite music? RWP: And then it was on the radio, too, they had the -- and Martin Block were on. Make Believe Ballroom. And he played for an hour at night, he played, all the big band stuff. And then they had, at that time, there were two magazines out, the Metronome and the Down Beat, came out every month and told who was in the bands and all that stuff. It was interesting. 11 SY: And did you mention before that you played music? RWP: Yes. SY: What did you play? RWP: Well, I played saxophone. I had a big band in high school. And, and after the war, of course, came back here and, and then from here, when I went down home, one of the guys from town had, was a saxophone player, and he had gotten wounded pretty badly in the Pacific, and so as a rehab situation, we put together a six- or seven-piece band for him, and we played up until '64, I guess, played real steady. SY: Really? What steady gigs? RWP: It was good stuff. SY: All over the island? RWP: Yes, all over the island, all over the end of the island, worked mostly nights. Played country clubs, dinners, and weddings. We played American and Polish, had a lot of Polish people down there. That was another thing about my village, it was very diversified. And I have to laugh to tell you -- to talk about diversification in Burlington and so, it's not diversification. When I grew up down there, we had every nationality in that village you could think of, I was -- SY: So who was there, in the village? RWP: -- I was at their house, they were at my house, you know, we, you know, I ate all the different foods. SY: So your mom was German, there were a lot of Polish folks in the village. Who else was there? What food were you eating when you were at their houses? What do you remember? 12 RWP: Well, that, people we had, we had Swedish, we had a lot of Irish, German. We had every national-- no Chinese, we didn't have any Chinese. They had the two brick yards in the area. SY: Any Jews? RWP: Hmm? SY: Any Jews? RWP: Yes, we had a very good Jewish community. Very good community. And then -- mostly merchants, of course. No, it was, it was a very, a great place to grow up, really. SY: And who had the best food? RWP: It's a good question. There was a restaurant in town called Mitchell's, and we used to end up there quite a bit. And -- always had good hamburgers, and all that, and beer. And during the war, it was great. When I went home a couple of times the (inaudible) [00:18:21] back with people and guys, and, guys and gals, and. A lot, and the summers were very interesting, you had a lot of, you know, city people would come out and so on. The boats and things. SY: What were they like? RWP: Nice. A lot of fun. SY: What were the city people like? And did you guys, was it, did you interact with them? RWP: Yeah, somewhat. I wasn't, I didn't chase women, I could have chased the girls, but there were quite a few girls around there with me. They had a Jersey colony, they were in what they called Sandy Beach, they had all the cottages there. They, they were all nice people, you know, they had nice people. I had the Hamptons of the district, I don't know if you knew the Hamptons and all that, Montauk and so on. 13 SY: Oh boy. RWP: Yeah. And. (laughter) But no, they were nice people. And the whole village were nice people. SY: Do you remember -- RWP: I could tell one story about, about the colored people. I don't know what you're going to do with this, but. SY: Well, we're going to -- RWP: We had a gal named Josephine. She was colored. She was ahead of me in high school, a couple years. She married a fellow named -- we called him Beano. And he ended up, after the war, as our mailman. And Josephine was in the organizations, and everything (inaudible) [00:19:47]. In '66 we moved back here, in that summer, Beano and Josephine show up with their little RV and the kids, they stayed around here, and that following morning, we were sitting here at the kitchen table, having breakfast and everything, I said, "Josephine, how's the village doing these days?" She says, "Bill," she says, "you know, if it wasn't for those damn niggers, it would be fine." And I don't -- SY: But she herself was black -- RWP: -- know what you might call it, black. The reasoning was this. Coloreds that I knew and grew up with were real old colored people, they were very proud. They knew enough. We had an, an area, a time there when they couldn't get people to work on the farms. They'd bring the, the coloreds came up from the South, and they had their colored, you know, they had their camps that they stayed in. And every year, a certain number of them would stay on welfare. And the poor people -- I mean, I saw it when I went into the service -- 14 SY: Do you want to get some water? RWP: No, maybe in a minute. They, they got freedom and they couldn't handle it. And consequently, they, you know, it was, they got to be bad, it's bad right now, they tell me, down there. But that's what she meant. She was one of the proud, you know, the proud type that was there before. SY: Interesting. So let's go back to the end of the war. Do you remember the day the war ended? RWP: Which one? SY: World War II. RWP: Of course I wasn't in service, and I went to Camp Dix first, and. Before I went down to -- Biloxi on the troop train, my work, for a couple of weeks, with a German prisoner. That German prisoner was there -- SY: Wait, wait. So you're, you're flying up and down, that's for the Army -- RWP: That was before, Army, yeah. SY: OK. And then -- RWP: Right, I reported to the Air Force, but I reported to Fort Dix. And then from Fort Dix I went, troop train, to Biloxi, Mississippi, for basic, basic training. Went through basic, did more testing and all that stuff, qualified for fighter pilot, and you asked me about the end of the war. Well, OK. So we went into training, [first line?], so on and so forth, that came to an end and about the time it ended, the war in Germany was over. So that relieved all of these pilots, bombardiers and navigators, to be used wherever they needed. And we never did go to -- we got wings and stuff, but we never went to, through into transition as to what we're going to fly, end up flying. So I never flew a fighter. 15 SY: So did you think, for a while, you were going to go to the Pacific? RWP: No, well. The guys came back from Europe, what they needed they took to the Pacific and so on, they had, you know, they had a lot of guys that had the experience, and they took them. So another guy and I, Teddy Sutherland, ran a, they send us to Scott Field, Illinois, we ran a mess hall there. And then the war in Japan was over. So there wasn't any, you know, they ask if you want to stay in, no. I'd had enough. I didn't, you know, I could see that it wasn't going to be what I really wanted to do -- SY: Why not? RWP: I don't know. Because it's, I really wasn't the (inaudible) [00:23:25], I was a maverick anyway. So. SY: You didn't want to be told what to do? RWP: I went by the rules but I wasn't, I was, you know, anyway. I had a lot of, I was quite a guy. But I liked to fly, loved to fly. Anyway. So I got out, and. SY: What about those, you said there were German prisoners of war? RWP: Yeah. SY: Where, where? RWP: Down -- oh, yeah. Oh, they were all over the place. They had them in Maine, they had them over in New York, they had them down at the camp, Fort Dix, working on the warehouses. SY: Did you have any interactions with them? Did you speak German? Your mother did. RWP: I spoke to them, they couldn't, no. They, very little, you know, English, they couldn't. Very little German I knew. They weren't very friendly, I mean. They were, but that was just for a couple of weeks, and then we, I was gone. So I got out of service, I didn't know 16 what, we are getting to the point now. We've still got to go back to high school, you know. I played quite a bit of sports, OK? So it got down to the last, last baseball game of the season, and I'm going to graduate from high school, and I'm going to go in the Air Force. And at the last baseball game, and I was supposed, I knew I was supposed to be in school, I didn't go to school in the morning. I (inaudible) [00:24:42] at noon, and I went in to get dressed in the afternoon, right before the game, and the coach called me over, he, "Billy," he goes, "you can't dress." I said, "What do you mean, I can't dress." He says, "You didn't go to school this morning." I said, "So? But you need me." He says, "Yeah, we need you, but the rules say you can't play." And this is not me at all. I got mad. I went in, got my uniform, and I threw it on his desk. I says, "I quit." OK, that's Friday. Monday morning came over the -- thing in the room, to the teacher, that Bill Pemberton report to the coach's office. I went down, it was my father, who worked at the school. It was the coach. The coach says, "Bill," he says, "I hate to tell you this, but that little thing you pulled Friday afternoon cost you a full four-year scholarship at Ithaca." SY: No. RWP: Yeah. SY: How did it? Really? RWP: Yeah. SY: You didn't know you had the scholarship? RWP: No, I didn't have any ideas. I mean, I didn't care. I was, I was, wanted to go off, go flying anyway. So anyway, after the war, I came home, I didn't know what I was going to do, Mom wanted me to go to New York City, to school. I didn't want to go to college in the city; I'm not a city guy. And I, one of the instructors I'd had in the Army, he went 17 to North Carolina, work of the Scotland Flying Service, and he wanted me to come down there and go crop-dusting with him, I said, I might go do that. Then I got a letter from Norwich. Would you want to come up there and play football for us? I said to my mother, "Where the hell's Vermont, and what is Norwich?" (laughter) So anyway, I did show, and I did, I said, I saw your flyer, then they. I went back to school down there for a month, and then brushed up on some of my math, which was not that great. And then next I reported up here, and I started school here and -- SY: As a cadet, or as a civilian? RWP: No, no. I was civilian. We, anybody that, we had World War II, had experience. And so that's how I came here, I came here in January of '46. And at that time, the feeling was very negative between the village and Norwich. Very negative. SY: Why? RWP: And I have to think. And I have to say that the group, the people that I came in with -- nobody talked about the war anyway. I mean, they never did. Three guys were in my room, two, three of us, and all three pilots, nobody ever talked about who was where, and wherever. SY: Why were things hostile between the town and the college? RWP: Because -- I hate to say this, but I, I think that, you know, they, they always figured that the people, this was a -- Vermont is Vermont. And back in those days, we were, you know, you were, it was really rugged people that lived there. Not very much education. And the people that came here, and got educated, and went on, they felt, well, they didn't like it because they were, they thought they were better. And I guess they had that 18 attitude, that they were, they felt they were better than them and they really weren't. I mean, I -- SY: It wasn't because the cadets were rabble-rousing? RWP: No no, not that much. No, they weren't downtown that much anyway. So as, like I said, I worked all over the place. There, I was, there used to be a Firestone store down, down across the way, [Nobby Knees?] is down there now, I worked as a lowly saw mill or wherever, Cumberland Farms is out, further outside of town there. I worked up at the airport, worked there. I was a, matter of fact, I've got a picture over there someplace, a lifeguard. The first lifeguard that they had at the pool, in '46. Myself, and another guy named Frank, from Norwich. That's, I've got a picture of that over there somewhere. SY: What were you saying about the guys in your room? You said you didn't talk about the war, and then I think you were about to -- RWP: Didn't talk about the war at all. SY: -- to go somewhere with that. RWP: Matter of fact, one of the guys, the other guy, my bud, Buschor, was in my class. Bud Baschor and Bob Cole. Bob was a Navy pilot, and Bud was Army, big. Four-engine guy. SY: That's the picture of you as a lifeguard? RWP: That was me when I was at Norwich, anyway, that one, there. (inaudible) [00:29:32] SY: Look at you, that dapper young man. RWP: That was. SY: And you're lifeguarding. In those little short-shorts. 19 RWP: Oh, yeah. I still do. (laughter) I still do. I still do, by golly. And of course that was high school there, too, but anyway. This was my uncle. He was in the Marines and got shot up during, in Okinawa, Guadalcanal. SY: Did he survive? RWP: He, he survived, yeah. He just, matter of fact, he just, he just died, just a few months ago. SY: Just a few months ago. RWP: Yeah, he was 92. SY: Wow. There's a lot of longevity in your family. RWP: Yeah, very much so. Not to have made it, of course, I was home on one leave. SY: OK. So you're at Norwich, you're working in town, you're playing football -- RWP: Yeah, I'm going to school. Going to school. SY: -- You're going to school, and what was it like for you? How, did you like it? RWP: Oh, I loved it, I loved it. But it didn't love me. And the fact was that I had trouble with the higher math. And I had, and I did my two years, and by that time I was married and we had a daughter, Jo-Anne, who was born in Montpelier. SY: How did you meet your wife? RWP: I'll tell you a story. (laughter) I was working at the airport up here, Barre/Montpelier Airport. And one of the guys that came in there was a fellow from town, I'm not going to mention names on it, and he was taking flying lessons, and so on. And he says, "Well, what are you doing for excitement?" And I said, "Nothing," I says, "I'm working, and I'm going to college." He says, "Do you, would you like to go out with me sometime on a double date?" I said, "I guess so." So I said, "You set it up," so he did. And we went out on a double date, he set me up with a girl named Doris Gokie, from up on Main Street, I 20 didn't really care for Doris too well. And he, at that time, was going with my wife, Winona. So at night -- of course, at that time, the corner store, down there, was open at night. So I'd walk down, get a cup of coffee, and she'd walk down to get a cup of coffee. And i started walking her home. So it got to be a thing after a while. Roger's a nice guy. Anyway, but. That's another story too. We were both at Scott Field. I didn't -- of course, he says, he said, "Well, I was going to radio school at Scott Field." I said, "Well, I was at Scott Field, anyway." He said, "I was going with this girl in [O'Fallon?], Illinois. I said, oh, is that right? He says, "Yeah, I got her picture." "Oh, I says, yeah, her name was" -- I forget what it was now -- I was going with the same girl. (laughter) Didn't know it. SY: You guys. RWP: She was also high school. It was, it was platonic. It wasn't any big deal, no, no. But I didn't -- that little redhead. Isn't that so. Anyways, so. So it came to pass that Winona and I did get married. I was still working at the airport. And at that time, what I would do, I, they'd drop me off down at the, in Montpelier, and I'd hitchhike home from there. It's, you know, hitchhike. So this older couple picked me up one night, and we're driving through, I'm in the backseat of the car. The guy says, "You know Roger Sears?" And I, I'd mentioned that name, OK. I says, "Yeah, I know him well." "God," he says, "terrible what happened to him." I says, "Well, what happened to him?" He says, "some guy stole his girlfriend." I said, "Oh, is that right." (laughter) I wasn't about to say, "Me." SY: Yeah. They'd throw you out of that car. RWP: Dump me right on the road somewhere. SY: Exactly. That's hilarious. 21 RWP: But no, it was -- I loved Northfield, I loved the people; it just did remind me so much of home. But the, the main thing is, I think, and I had two brother-in-laws that never, never went to school. And they -- I wonder what word to use, but I can't think of it now -- they always felt that they were inferior, but they were not, you know. My dad's the same way. He never felt that way, though, because he, like I said, you could talk to him about anything in Eden, and these guys were the same way. They were really workers. They just, an inferiority complex, is what they had. SY: OK. So you were, were you an engineering major? RWP: I was mechanical, supposedly. SY: So though the math was hard. RWP: Yeah. And of course, like I said, I (inaudible) [00:33:58] not going home, then when I went home, and I worked, you know, I started work or what. SY: So how did you end up leaving Norwich? RWP: I didn't, I couldn't pass. I -- calculus and stuff, I could not see. And then -- SY: You didn't want to switch majors? RWP: No, I couldn't, back in those days, if I remember, I'm trying to remember. There wasn't items to switch to. That's when I went back down there, and I -- because I figured it'd be more employment down there -- and a friend of my father's worked for New York Tel, and he said that they were hiring. So I went into New York City, and I interviewed, the man says very quietly, he says, "You know, Mr. Pemberton, I can't hire you." I says, "What do you mean, you can't hire me." He says, "You're overqualified." I says, "Oh, my." He says, "You had two years of college," I says, "Look. I just got out of the service, I'm married, I got a daughter. All I know about the telephone company is, they 22 drive green trucks." I says, "I want a job." He says, "All right, if you're so smart, I'll start you out at a dollar an hour." I said, "Fine." And I went seven years, I learned the business, and then I was, of course I was in management. I didn't know it, but I was in the management pool. And one in engineering. And I, they, and -- this is what I like about this compared to Norwich -- Norwich is a hell of a good school, don't get me wrong, but what I had to do, I worked at what I did and earned my education as an engineer. And I did what I did, you know. And I did, and I proved it. And I never, I always loved every bit of it. It was, and it was recognized by the honor society, you know, the National Honor Society, because of being an engineer. But I did better by going there, and doing that, than I had if I'd finished here. SY: You learned, you're a person -- RWP: You see what I'm saying? I worked right at it, I learned, you know, I learned the whole job. I worked the seven years, knew the business, then I, and applied myself to it. SY: So did you ever end up getting a degree? Getting the college degree? RWP: No, no. SY: No? But you didn't need it because you knew how to do it? RWP: Didn't need it. I know, I did, I did it, and I had my titles and everything else. And then in '66, the, I did, I mean, it's surprising, what I did. I even surprised myself. I never brought it home, that was one of those things, I never discussed it with my wife, with the family, or anyone else. Pressure never bothered me, I just went at it, but I always took care of it. In '66, I was very disenchanted, became disenchanted with Bell. SY: Why? 23 RWP: Because the fact was, number one. Our growth, on the island, was dropping down. They had, what they had done, had centralized the engineering, put us in Patchogue, which is the middle of the island -- in my district, I had the Hamptons, and so on, which we will, we can discuss if you want to discuss -- and it meant, and I had to commute 100 miles a day, 50 miles to work. Then to get a company car and go all the way to Montauk Point, or Southampton, or something like that. And then they started to, they started with their college hiring program. Where they hired these new guys right out of college, put them in second- or third-line jobs, and. They didn't know the business, and all they worried about was the bottom line, which is fine, but you're there to provide service. You're there, and that's what I did for 50 years, provide service. And -- intimidation came in, and stuff like that, which we'd never had before, Bell was a, a fun place to work. SY: Intimidation? Who was intimidating who? RWP: The, the management people, you know, were intimidating the working people. You know, you make my name bad if you don't do a good job, and I get a bad name out of it, you're not going to get your raise, you're not going to get anything. What the heck is this, I've never heard of this before. So anyway. So that's what happened. So in '66, I contacted -- one of the guys in the band was, [Walt Henry?], he played guitar. And he, he lived up the street here, I of course, I had an apartment over in my, you know, up there. We went to school together. He became [Dufresne and Henry Engineering?], out of Springfield, Vermont, hell of a nice guy. Very good friends with General Todd, I know General Todd real well, too. And he, I told him, I was looking for work up here. And of course, he said, "I don't have any use for telephone engineer on my -- but," he says, "Gardener Hopwood does, do you remember him?" I says, "Yes." Gardener started here. 24 I knew him, and I knew his wife, and then quit here and went, and he finished at UVM. He and his dad bought up a lot of small telephone companies. They put them all together, and they sold it all to Continental Telephone. And that's when I happened to call Gardener. He had just made the sale, and he was looking for a plant engineer. He says, "Can you come up," I says, "Yes, I can." So I came up, and we rode all over, all the properties and everything else, and he hired me. I was the first management person to ever quit the Bell System. SY: Really? RWP: Yes. SY: And was your wife, your wife wanted to come back home? RWP: Not really. SY: Really, she didn't want to? RWP: No. She didn't -- well, she didn't care. I mean, you know? But it was the best thing that ever happened, to have take her down there. I mean, she met a lot of really nice people and stuff like that, she's -- not that, you know, she was a country girl, but she still -- and we were country people, even down there, but it was, it was a different life. 18 years' difference, you know, and she did well here. Did well. SY: And were your parents still alive? RWP: They were still alive, yes. That was the sad part of it, was I had to leave the folks down there, and we had adjacent properties. And, but, you know, and stuff like that. But they saw the kids and all the grandkids. So I came up with Continental Telephone, and I built an empire. And it got to the point where I still worked right out of the house here, and this, I still had to thank Norwich for all of this, you know? But you know, you've seen 25 how I happened to get here. I mean, if I'd gone to Ithaca, who knows what would have happened, I have no idea. No idea. Because Rick, he -- my son, Rick, was in Vietnam, and he said, "Dad, why didn't you stay in the Air Force?" I says, "Yeah, if I'd stayed in the Air Force maybe I didn't make it, and you wouldn't be here either. So it came to pass that we had quite an operation, I had three engineering groups reporting to me, blah blah blah, and so on, big time. And they bought a bunch of properties on the West Coast. And they called me out to Liverpool, which is our headquarters, and the boss sat me down, he says, "Bill," he says, "I want you to move down to Dulles Air Force, air base, down in Washington. Take over all the engineering for the country." I said, "No." He says, "What do you mean, are you afraid?" I said, "No." I said, "I can do it, I know I can, but," I said, "I'm not going to move into a city. I'm not going to move my kids and my wife again." So of course they made it, you know how it happened. They made it bad enough for me so that -- not, they didn't, you know, give me a hard time or anything, but -- so I left them and went to work for here. Telephone, you know, telephone, [TDS?], down here. And I, and I worked their stuff for quite a while. And then they got to be kind of weird, too, so I didn't like what they were doing. SY: What were they doing? RWP: The fact was, I was with TES, not TDS. And I was billed out very heavily to all these telephone compan-- which I did not like. I thought, you know, the cost for engineering was too much. You know, I'm here to provide a service, yes, but it was, the cost of the other companies was too much. And I got a lot of pressure from, from Wisconsin, to try and get extra work on the outside, and I had more work than I could take care of, it would, I only had two men. And they were trainees, at that time, so. Consequently, I 26 never said I'd never go back to Bell, but I went back with Bell. I went back with Bell up here. And my son-in-law, at that time, was alive, he was working for Bell. I went and interviewed, and they said, "We didn't realize there were people like you with that much experience." I said, "Well, it just so happens that I am." So I went back with them, and had a good time. And then, in '94, I retired, spent five years bridged the Long Island time, 18 years. In '94, I retired, and I went, and I knew [Bob Hayden?] from -- he headed up the building and grounds at Norwich. And at that time, Norwich was affiliated with Vermont College. And they were looking for a plant superintendent, over there. So they hired me to go over there, and I signed a contract for a year, as superintendent for the grounds over there. That's what I enjoyed; I did the time, got along good with the teachers and everything else. And then Bell went back and started hiring contract engineers, so I decided, I went back, I worked for an outfit called, [Mountain Ltd?], out of Maine -- Sacco, Maine -- as a contract engineer. And I went on for a few years, got my office, had an office right out here. And that's the story of my life, then I finally retired, and. And here I am. SY: And what do you do with yourself, now that you're retired? RWP: You won't believe this, but I have a camp. In Roxbury, which is only five miles from here, and I love that. And I'm there. Not only that, I do my plants here in the summertime, I have a big garden with plants, a flower garden, out back. I don't do carpenter work like I used to, I built the porch out here and so on and so forth, but. I've stayed busy. And I'm not lonely, I have a lot of good memories, a lot of good pictures. Oh, then the Grenadiers, too, that was another thing we were going to discuss, weren't we? 27 SY: Yes. I think so. What -- the Grenadiers? What's that? RWP: Oh, that was another, another thing, too, yeah. This, I got other Grenadier pictures. It's a Grenadier dance that we had, after the war. They had had -- they had the Grenadiers here before the war. But it was affiliated with Norwich. Some of the guys came back -- Tommy Boggs, Joe Bergen, Al Bucci, Brad Cook, Donald R. Martin, they were all -- and that's 99% veterans there -- and we just, they just started talking about starting to have another dance band. So we did, and we rehearsed where the clinic is now. SY: And were you good? RWP: Of course I've got other pictures that show that, but. What they did, they said, you can have, and we won't use the Grenadiers. We weren't affiliated with the college at all, we were separate. Warren Mell came back as the manager. SY: And where'd you play? RWP: We played here, we played in the armory downtown, we played a dance in the -- we substituted for -- oh, what's it, what was his name. One of the dance bands, couldn't make it from snow, we played that, we played Middlebury, we played UVM. SY: Did you ever want to be a musician? Did you ever think that -- RWP: Oh I was, I was a musician though. SY: I know you're a musician, but did you ever decide that you wanted to, to do that to make a living? RWP: Only, no. SY: Why not? RWP: No. Because I mean, I wanted, I loved that, I mean, I liked, I wanted to fly, I flew. I wanted to play the horn, which I did, and I played dances and everything else, which I did 28 enjoy that, I enjoyed that. But I was, I love, the telephone business was fabulous. I was, you know, providing -- SY: What did you love about the telephone business? RWP: What I loved about it was the fact that I could -- the, the, being in the rural areas, you know, I had the northern part of the state of Vermont for a long time. And the country, the people, and, like my mother had always said to me, she said, "You know, Bill, the best education you're going to have, is with people." And it's true. And I just enjoyed, you know, giving, providing service for people, it was in order, they're paying the bill, you provide service for them. SY: So you met a lot of people. RWP: Yes. And I just love people. SY: That makes sense to me. RWP: I just love people. SY: So when did you stop playing the saxophone? RWP: A couple of years ago. It's out there on the rack, it's out. I have, I have CDs that I can play right along, like I'm in a band. SY: Do you miss it? RWP: Yeah, it's, it's one of those things. I just, it's just I dropped it, I don't do it any more. SY: Is it harder to do because, as you age? RWP: You have to blow, yeah. SY: It's harder to get the breath? RWP: Yeah, yeah. But when we started out -- I don't know what I've got here to show you but -- what have I got here. Oh, that's the plant, the band we had down on Long Island. But. 29 What, we had to, in the beginning, we had to wear un-- they said, the only thing. "You can use the engineers, use the, the what-you-call-it name, the Grenadiers, but you've got to wear the old uniform, so." And we did. And that's, there, see the old uniforms? And they were hot. They were really too hot to play in. SY: Yeah, you guys all look kind of red-faced, even though it's black and white, I can tell that you're a little bit red-faced. RWP: And the guy next to me's Hazen Maxwell; he was a fighter pilot. This is down in the -- where did we play. We played a dance, and my wife's in one of these things, I don't know which one it is. And I think, I'm not sure, but I think some of these pictures are in, are in the history up on -- SY: In the museum? RWP: [Jim Bennett?] was the music teacher here for years, and he and I got on real well. And he knew about, he found out about this, and I took some stuff up there. SY: Let me go check. I might, I don't remember them being there, but I -- there are parts of the museum that I've, that I've missed. RWP: (overlapping dialogue; inaudible) [00:48:37] stuff. SY: So wait, I had a question. RWP: There's me playing a solo, believe it or not. SY: Ah, what were you playing? RWP: Probably "Eager Beaver," it's a jump tone. SY: Look at that. RWP: Yeah, that's a good one right there. That's down in the Armory, down below here. 30 SY: Yeah. This is, these are great pictures. So do you remember? Somebody was telling me that, after the war, there were a lot of vets who were living off-campus -- RWP: Yup, oh yeah. SY: -- in this, like -- RWP: Oh, yeah. There was a, a lot of us. Well, I had an apartment, a two-room in an apartment with other folks. They were all over the place. A lot of my class married girls from town, here. And a lot of them, and they had, oh, let's see. Where was that. You know where the Norwich Apartments are now, on 12, they're just used for storage there? That area in there, all, that was all, like, what do they call them. Pre-fabs, little pre-fabs. SY: And they, and it was like a little -- RWP: I had pictures over here at one time, I don't know where they are now, it is now. SY: And people were scrambling to make a little money, too, right? There were like sandwich operations, and do you remember that? RWP: What's that? SY: I remember, other people have told me that a lot of those vets, they had families, and they were in school, and they were really scrambling to make money -- RWP: Oh, yeah. Well, we all worked, we all worked on the side, had to. I mean, I forget what we, have a GI bill, but it wasn't a heck of a lot, even if they got married, it wasn't a whole heck of a lot. I mean, you know, a lot of them went to school, not, not like today's world, but. But it was, it was a good experience. Hell, I was only, what. 21, 20. About that old. SY: You were a kid. You were a kid. So when you look back on your life, what have been the parts that have given you the greatest joys and sense of accomplishment? 31 RWP: The whole life. SY: The whole thing? RWP: I mean, my beginning, my parents, the way I was treated, my schooling. I could have been, I should have done better academically, no doubt about that. The sports that I played, the music that I played, learning to fly, being married, having a family. And now it's, and I saw this happen with the folks, too. My whole life, I feel, is great. A tremendous life, and you know, there must be other people like me, too, but, you know, I'm not different that way, but. I don't see my grandchildren as much as I'd like to right now. I don't travel any more, I won't be traveling. I don't like to travel, let's put it that way. And they're all over the country. So. But that's, that's, right now, it's a little slow. But I'm not lonely, I'm happy. I'm still affiliated with Norwich, I know Tony Mariano, I know Gail real well, I know Richard and Jamie Schneider, they're good friends of mine, General Todd. The whole bunch, so. SY: How was North-- you've lived in Northfield a long time. How has Northfield changed since you first showed up here? RWP: A lot. It's changed a lot. It is, it really has. And it's, it's not -- SY: Are there parts for the better, and parts for the worse? RWP: I'd say it's all, it's all for the better. It's, it's the way that life is, today's world. There's not much you can, I can say about it, I think -- you know, you've got this, you've got that, you know, you've got. Like my mother, in the beginning, she says, "Oh, my goodness," she says, when we said we're going to move to Vermont, "Good Lord," she said, "what do you have up there?" And I said, "Mother, all you have to do is, it's got everything." I mean, if you want anything. Drama, you got -- Burlington's only 50 miles away. You've 32 got everything there, you've got everything in Montpelier, you know, it's available to you. As far as, you know, oh, whatever. But I, I -- Vermont has changed, no doubt about it. Like, the way my camp is, I have a camp that I love, and I've had it for 50 years, and houses being built around it, you know, it's, it's one of those things. I can't see them, they can't see me, but still, in all, they're there. SY: Yeah, and you know they're there. RWP: Know they're there. And I, I don't go to Norwich as much as I used to, I just, you know, I don't. When I was with the Bell System and everything, I used to make, you know, decent donations, and because Bell would make their matching funds, too. But I had a good life, I've had a wonderful life. SY: Any regrets? RWP: No. No, I don't, I have none whatsoever. I think I would have regretted -- I don't know. You know, you did, that, you often wondered, what would have happened if I had gone to Ithaca instead of coming here, you know? Would have, would I have met a woman as nice as I met here? See, that's the main thing. I met a good lady, nice lady. And we had some good kids, we got some good kids, very nice kids. None of them are graduating college, but the grandchildren are. So. SY: That's interesting, I wonder why not. RWP: Well, Rick started. He tried, what's the, what's the small college up in Burlington. Ah. SY: Burlington College? RWP: No, not Burlington College. It's just -- SY: Champlain. 33 RWP: Champlain College. He went, he quit that, then he went through with one in Vietnam. Mike never cared for it, and Pat? My son, Pat, went to Vermont College for one year. Jo-Anne went to a teacher's school over in New York State for one, one semester. But they never, they didn't. I thought that, seeing my mother, my mother went through high school in three years and went through Syracuse University in three years. But she was, she was a very nice person. Nothing, you'd never know it, that she was that educated, and everything else. But she was, she was rightly down-to-earth, with it. SY: Sounds like you all, your whole family, all more practically-oriented. You're -- RWP: I think so. SY: -- do-ers. RWP: It was a practical, you know. SY: You're do-ers. RWP: Yeah, but -- no. I, I, thank God I came here. And the way I got my education, the way I got my engineering title, I still think I did it better than if I'd gone through here. SY: Yes, that makes sense. I feel like I'm running out of questions, here. I'm wondering if you have any last things you want to, you want to add. RWP: No, I don't, I can't think of anything, questions I want to ask. I wonder how you're going to use this. SY: Well, the way it works is that, I have an assistant who transcribes this, so types it out, and then I'm going to send you a CD, and a written version of this transcript, and then you're going to look at it, and if there's something that you want to take out of the record, we'll take it out of the record, and then we're going to make it public, so that if somebody's 34 researching World War II, they might read the story of you flying up and down the coast, looking for submarines, and that they weren't there. RWP: Yeah, submarines, there weren't any submarines out there. SY: So the idea is for students to search through these oral histories, right? Maybe to use them in the museum for some reason. I have a feeling that we might be really interested in some of these music stories. It might be great to have some of those photos and have some audio of the music itself. RWP: Yeah. There were, there were two records. I think one of them, Jim might have had up there, "Eager Beaver," and "Stardust," I, that we made. That was, we made that in the old armory. SY: Really, you made two records. RWP: Yes, there were two records we made, then of course, as you, the Grenadiers, after that, they really got back into school again, and I think I've got the records. Yeah, I never played them, I don't have my regular. But we had the, a fellow named [Ralph Armor?], who would, was a vet, and he had been with special services during the war. He set us up in the, in the armory, we had the saxes, and stuff, right around the, the one, I had one mike. And trumpet and trombones off over here, and had the rhythm over here, what, you know. And we played, it sounded just like we were miked together, you know? SY: How does "Eager Beaver" go? RWP: Oh, it's a Stan Kenton tune. And - (laughter) SY: You want to sing it for me? RWP: I can't, I can't really. It was a jump tune. It was really, it was really fast. I can't sing it, I can't sing it. 35 SY: You can't sing, yeah. Do you still listen to those old records? RWP: I don't, what I do is that, D-E-V. On D-E-V, the radio station, they have dinner jazz on, from 6:30 until 9:00. And, when they don't have baseball, and so on and so forth, basketball. And I listen to that. SY: When you listen to it, what do you think about? RWP: Well, I think about the old days. When I used to, you know, play and everything. SY: What did it feel like, to be in a band? RWP: It was great. It was great, and, and you take a good outfit, like this, this -- that's another thing, I forgot to tell you. I never thought that I would get back to do something at Norwich. And the Norwich Project. I, in '70, '74, is it? I engineered, and we put in, student (inaudible) [00:58:22] up there, all over the (inaudible) [00:58:25]. And then all the buildings had a, connection point, run in back of the chime tower. SY: Yeah. Do any of your kids ever want to go to Norwich? RWP: No. SY: They weren't interested? RWP: No. SY: Why not? RWP: I don't know. I don't know, I have no idea. SY: Your son went into the service? RWP: Yeah. SY: He was in Vietnam? RWP: He was, well, he was in Thailand. He was in the B-52s over in the Air Force. SY: Do you remember what that period was like, were you frightened for him? 36 RWP: No, I wasn't frightened for him. He said that they got attacked a few times, you know, and stuff, but. He, yeah, he sees some of his buddies every once in a while, when he comes up (inaudible) [00:59:13]. He's got one guy in Connecticut, Tom, he stops and sees him. Dom, down in Connecticut. But, no. No, I wasn't too worried about him, he was, you know, a little harassment that they had at the air bases, wasn't, you know, nothing that really serious. But, no. I can't think of anything. I, like I said, maybe it's -- I just enjoyed life, I just enjoyed people. I like to talk to people, you know? SY: You lived in these small towns where you knew everybody. RWP: Yeah. That's, that's the whole thing of it. SY: That sounds like it gave you a lot of pleasure. RWP: Oh, yeah. SY: You were like, I'm not going into a city, you liked the intimacy of a small town. RWP: Yeah. SY: I don't have any more questions. This was great. I feel like I should have some more, but I think you talked about everything so efficiently, that I don't have any more questions. Now, what are these. RWP: What is, what does it say. SY: It says, "TD's Pictures, '50s and '70s." RWP: Oh, now that's me, I -- SY: Oh, tell me about Montauk. RWP: Of course, that was another thing, that, to get the engineering title. Back in those days, we had a bunch of small New York Tel officers down there, with operators, you know? And they were concentrating them, and moving, making one office out of -- I did that, I 37 worked for the off-- i worked for, oh, I bought the properties, and, that they were going to put the land on, and that was a real quiet thing, and so on and so forth, and. And in Montauk, and they drove me all the way out from Patchogue, to take that stupid picture. SY: And what were the people like in Montauk? That's fancy -- RWP: Nothing, there was nothing in Montauk -- SY: -- fancy territory. RWP: Montauk was a nothing place. It was a, fishing there, little fishing shacks up on the north, on the bay. SY: Have you been down there and seen how it's changed? RWP: No, no, I don't want to go out there. SY: You don't want, it would be too painful? RWP: No, not really. I just don't care for all the people, it's just, you know, it's just packed. SY: Yeah, it is packed. RWP: I don't know, some of that stuff is redundant, whatever, some of these same pictures. SY: So I didn't realize that Bell had their own engineering certifica-- school, and that was how you got the, your engineering certification, was through Bell. RWP: That's right. Well, though some of those pictures that you saw, there, too, I went to school, and we had a management school, up above where you're from. Not in Rockland, but. That's right, I had to try this track there, at the school. SY: Like, Bear Mountain or something? RWP: No, no, no -- SY: Monroe? RWP: No. Oh, God. Why can't I think of that name? 38 SY: West Point? RWP: No, it was further inland. It was inland, in the southern tier. SY: Like, Poughkeepsie? RWP: It was above Poughkeepsie. It was Goshen, New York. Oh, it didn't make a difference. We went to school up there. And I can remember, my boss at that time was Lloyd Crisfield, I had my title, at the time. And he says, "Rip," they called me Rip. We call, well, my father's name was Rip, Richard I. Pemberton, Richard Isaiah, Rip, they called him, Rip, oh, always, it. But my boss, Crisfield, said, "Well, you, you're going to go to two weeks up there," he says, "[Frank Maloney?]'s going to be there from New York City, a little short guy with glasses, he's an older man." He says, "He'll have two suitcases, one will be full of clothes, the other will be full of booze. But," he says, "all I'm going to tell you is this," he says. "You listen to what they have to say, but you're going to find out more, in the bar and the evenings afterwards, by talking to the guys, which we did. We had engineers from all over the state of New York. And I never realized the amount of independent telephone companies that there were, or are. And that a lot of New York was, I had independent companies over in northern New York that I had, I took care of, over there. And that was interesting, too. I didn't, I didn't mention that before. But when we would buy property, I would go in ahead of time, and meet the people, critique what they had for equipment -- people, buildings, outside plant -- and report back as to what, you know, what it was worth, and so on and so forth, which was very interesting. I never, I didn't believe in firing anybody. I knew that could be a very bad situation, you know, when you walk into a place, and you're an unknown person, and start firing people, you know you've got problems. But that did get worked out anyway. 39 But it was a lot, it was very interesting. I still think that the, there's a lot of times, well. And then, of course, I could not go back today. I mean, I still could do structure. But everything is computer. And they'd even do the jobs on the computer, they don't even look at them in the field any more, they just punch them in and do them, you know? And it's just done. I couldn't, you know, I wasn't going to fit in today, but. SY: Yeah, it's a whole different world. RWP: Different world. It's too bad that, like I, like I had, that they don't have something like that at Norwich, where you're hands-on. Germany does it, I think, with a lot of their students, over there. You work as a person, and then you get you, whatever you're going to get out of it. But. But then, I agree with that. I, I really do. Because, like I said, you learn. Boy. And I, I learned a lot. the first job I ever did, when I went into management. They had a, a whole stack of pole records. And then engineer I worked for was one heck of a man, and I can never say enough of this guy, Floyd Bolles, and he taught me, and he was great. But he told me, the first, he says, "First job for me," he says, "you take all of these records, these are done by people in the field, pole inspectors, you put out jobs for what they say. You know, replace the poles, do this, do that, and then another, my first to start. I threw out all these jobs. About half of them came back. And I learned a lesson. I will not put a job out unless I see it. My name's going on it; I'm going to see it. And that's the way it was. SY: Yes, you were very hands-on. RWP: Yeah, hands-on. I get calls every once in a while, and go back to work. SY: Really? 40 RWP: I help them go in the road. Good lord. They know, I know structure. Buried cable. I, you know, I did, I buried cable over the United States, I mean, all over New England. It was a lot of fun. SY: Have you ever gone back to the house you grew up in, in Long Island? RWP: I haven't, but my daughter has been down for class reunions, my class is pretty well-decimated, my high school class. And she said, she told me, you know, the last time she was down there, she says, you don't really want to see the house that the folks lived in, because it's been bought by people from New York City, and it's, they don't live in it, it's, it's going to wreck and ruin. Now, they were on one corner, over here. The properties both joined, we were over on this street, over here, we had a story and three-quarters, we bought it over here. When we sold, bought that house, we paid 6,500 bucks for it. SY: Wow. RWP: Wow. When I moved in, moved up here in '66, we received $12,500 for it. SY: What do you think it's now, what do you think it costs now? RWP: The last time it was sold, this is well over a hundred years old, it's, so that, in the village, it's not near the water, $765,000. That's what my village is going to. SY: Do you miss the ocean? RWP: I never missed the ocean, I never liked the ocean. SY: You didn't like the ocean? RWP: No, I liked the bays and -- SY: You said you swam all the time. RWP: -- the bay and the sound. SY: Ah. Well, do you miss the bay and the sound? 41 RWP: The bay and the sound, oh yeah. SY: Do you miss the bay? RWP: I miss the bay more than I miss the sound. Matter of fact, just before you came, I was watching the, that reality show on, about buying houses, and they were in [Southold?], Long Island. Are you, are you familiar with Southold at all? SY: A little bit. RWP: I mean, you've heard of it. SY: Yeah. RWP: Yeah, they were buying houses there for $500, $600,000. (laughter) SY: It's a different world. RWP: A different world. No, I, I miss the trip down, I don't. But right now I have no relatives there, no place to stay. It would cost me, just a weekend, or three or four days, just to go down, take the ferry, and stay, and then, about $1,000. You know? I mean, it's -- and there's no, about to, I mean, I, we have too many good memories of the place down there. SY: Yeah. All right. RWP: Anything else? SY: No, I think this is good. But luckily you're right in town, so if it occur -- (whispering) hold on, reloading. So, what were you saying. RWP: No, I was saying, I had no war experience, you might say. But, coming up here, and I've found that, over the years, the people who have seen and done the most don't talk about it. I don't know what you're going to get, I mean, there's, there are some people that will carry on at great length. SY: Your generation, people don't talk about it. Later generations, people do. 42 RWP: Yeah. SY: It's, that stoic -- RWP: Because we, even when we came back here. Even though, would, we used to go to Montpelier to drink, you know, Northfield was dry. Used to ride the, go over, get on, and ride the train back, and they'd drop us off down here. But I can remember the first couple times. Oh, we did, we just had a lot of laughs, had a good time. Nobody talked about the war. Like I said, there was three of us in that room, and alumni. Nobody ever talked about the war. Even though we saw -- the only time you saw, it was when we, we had to take group showers, of course, and you could see the guys were wounded and stuff. And there were a lot of guys that were wounded, that came in here. SY: And nobody mentioned it? RWP: Nobody ever said. Nobody, never talked about it. You knew they were all in service, that was, we all (laughter) wore the old uniforms. I mean, what was left of them. We had no, had no clothes, we had no money. SY: Do you think that, did you ever see signs of, you know, we talk about PTSD a lot now; did you see signs -- RWP: No, I never did. I never did, and it was never talked about. And it was never, I never saw it. This uncle that was shot up pretty bad in the Marines, he had an attitude, a little bit, a problem. I figured it was due to something, he got shot up, but. But no, it's, it's, I never saw that, what they call it now. SY: Were you relieved that you didn't have to go into combat, or did you feel guilty about it -- RWP: No. No, I would have gone, I would have gone. No, hell, no, I, that's what I wanted to do. 43 SY: Were you upset that you didn't get to go into combat? RWP: Yes. Yes. Definitely so -- SY: Why? RWP: -- but I was glad the war was over, because, you know, a lot of my friends had gotten hurt, and some killed, and so on and so forth. And then we'd had enough. I would have, you know, I missed it by a year. If I'd been born a year earlier, I would have, you know, I would have, I would have gone overseas, probably. No doubt about it. SY: I'm still confused about this, though. Because your first assignment was, was flying up and down the coast. RWP: That was just with the Civil Air Patrol. SY: That was the Civil Air Patrol. RWP: Civil Air Patrol. Oh, yeah. SY: And then, later, you went to basic. So how old were you when you were doing that, was that after high school? RWP: 17, I was 17. SY: OK, so you could join the Civil Air Patrol at 17 -- RWP: Yeah, that's right. SY: -- but you didn't actually join the service until you were 18. RWP: Right. No, no, they let me finish my senior year in high school. SY: I see. And so you were flying while you were in your senior year in high school. So it's just, like, on weekends, kind of. RWP: Yeah, yeah. SY: Got it. And then you went to basic -- 44 RWP: Right. SY: -- and so you missed it, you missed it by a year. Yeah. That makes sense, that makes sense. Do you remember hearing about the Holocaust? RWP: Oh, yeah. Everybody heard about the Holocaust. SY: But you didn't know -- during the war, you didn't know anything like that was happening, right? It was only after? RWP: Oh, no, not until the war was over. We had people hearing from (inaudible) [01:12:06], then other places that were, that freed these people. And yeah, it was in the, I guess, you know, it wasn't, it wasn't fun, I mean, it was something else. SY: Did anybody ever mention that to you? Did anybody ever talk about that? RWP: No. Never, not that much, we never talked about it. It, it, oh, you have to, I have to feel bad for, about the people that say it never happened, because it did happen. SY: I interviewed a guy named [Jack Pimm?], who was at Norwich when you were. John Pimm, Jack Pimm. And he was in the first group to go into Buchenwald. RWP: There was a guy here in, oh, God, I forget where he was from, too, up your way, he's Montpelier or over. And he was, and he was one of the first, they had big write-ups on that, too. When he went in. He was -- Pimm? SY: Pimm. RWP: P-I-M-M? SY: M-M. P-I-M-M. RWP: P-I-M-M. Oh, I'm trying to remember names. SY: He started out, before the war, at Norwich, and then they all mustered out, and then he came back -- 45 RWP: Oh, no, I didn't -- SY: -- and finished, just two years, two years afterwards, though. So it might have been the same time that you were here. Yeah. RWP: I left in '48. SY: Now, what about your son, does he ever talk about the war? So, he was in Vietnam, or no? RWP: He was in Thailand. And then the B-52, they flew, they dropped the bomb (inaudible, talking on top) [01:13:25] SY: But during the Vietnam War. RWP: Yeah. SY: Yeah. Now, does he ever talk about it. RWP: No. SY: No. RWP: He talks about it more now, well. Not -- getting together with his buddies, that's all, he doesn't talk about what happened over there. No. He's, what. Sixty-five, something like that. SY: Hm. That's interesting, though, what you're saying, about the people who saw the most not talking it, and being in the showers, and seeing it. Yeah. And what, I mean, you would just look away? RWP: No, I mean, what the hell. SY: Yeah, it was what it was. RWP: That's what it was. Norwich was, as far as I'm concerned, I think Norwich has done real well, I know that, during the Vietnam era, it was, hard time keeping it going. I, I firmly 46 agree with bringing the girls in there. I think that's a great thing. I agree with what they're doing about off-campus, on-campus, and so on and so forth. I think that they're, I like it, it's a good school. It's really a good school. SY: And you think it's going in the right direction? RWP: Oh, yes. Definitely. And I've told Schneider that a few times myself. I think that, that new clinic is going to be a big plus for everybody. SY: I think so, too. RWP: Yeah, because I was just up to the old place the other day. But no, I just, I like the small town, I like it here. I can't see myself going into senior housing down there. SY: To Mayo? RWP: Yeah. No, not Mayo. I mean the, the senior housing, I mean there's nothing involved with the (inaudible) [01:15:00]. SY: You're doing OK here, by yourself. RWP: Oh, yeah. I, I get some meal, I'm very selective on meals, and I don't eat as much as I used to. And I'll do my own, I have my own breakfasts and I have, if I have lunch down there, like tonight, I'll have yogurt and crackers and cheese, or something like that. SY: And you can still drive. RWP: Yeah, I'm fine. SY: Yeah, you're fine. RWP: I, I had a, I've got a pacemaker, put in here in 19, 2013. But other than that, it's good. SY: Other than that you're doing OK. Knock wood. RWP: Yeah. SY: All right. You know -- 47 END OF AUDIO FILE

Transcript of an oral history interview with Dr. Carlos F. A. Pinkham, conducted by Jennifer Payne at Norwich University in Northfield, Vermont, on 9 January 2014, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Carlos Frank Armory Pinkham graduated from Norwich University in 1965 and later returned to the campus to teach in the College of Math and Sciences. His interview includes many details of his academic career as well as recollections from his military service and family history. ; 1 Carlos Frank Amory Pinkham, NU '65, Oral History Interview January 9, 2014 Interviewed by Jennifer Payne CARL PINKHAM: Vermont. JENNIFER PAYNE: And your (inaudible) [00:00:02] class? CP: Nineteen sixty-five. JP: Ah, did you have a nickname at Norwich? CP: Not really, no. JP: No? The yearbook has you as Pink, but I imagine -- CP: Oh, yeah, Pink is -- Pink is -- if anybody used a nickname it was Pink. Yeah, mm-hmm. JP: Oh, what made you decide to choose Norwich? CP: It was very easy. My father taught here, and so as a poor university professor this is the only place he could afford to send me (laughs) because I got tuition free. JP: What was his name and what did he do? CP: Vernon Curtis David Pinkham. So, again, four names. It's a tradition in our family. JP: What did he teach? CP: He taught economics. JP: So, you came to Norwich pretty much straight out of high school. CP: Yes. JP: And were you interested in science then? CP: I have been interested in biology ever since I was able to think. So, I knew when I came here what I wanted to do. I knew what I wanted to do when I was a kid. JP: Really? CP: Yeah. I wanted to get a doctorate in biology. At the time that I came here I wasn't sure what field in biology. It was really a choice between evolution and marine biology, but I knew that I wanted to do that.2 JP: Wow. So who was your roommate when you got here? CP: Oh, boy, when I got here -- I don't remember. I do know that he never finished and I don't remember his name. JP: Do you remember any of your roommates? CP: Sure, Joe [Koons?] [00:01:50] was my sophomore year roommate and he never finished, and then Don Graves was my roommate in my junior year; he did finish. And Bob Priestly was my roommate in my senior year. JP: No kidding? CP: Yeah. JP: That's great. Now I know you've looked at these questions. Is there anything in particular that you want to focus on or start with? CP: No, not really. Just go ahead and fire away and we'll progress as ever we can. JP: Yes, OK. Your activities when you were here were humongous. You were in everything. You were corporal, master sergeant, correct? Major biology -- you were in the biology club, one, two, three, four president -- president twice; geology club, one, two, three, four; honor tank platoon, three and four; German club one, three, and four Vice President; AUSA three and four; mountain and cold weather; winter carnival committee; regimental ball committee; Epsilon Tau Sigma Vice President. CP: That's the honorary society -- the academic honorary society. JP: And you were in Who's Who, also, I noticed in the yearbook. You were on that page, but the list doesn't stop. You were in the varsity club two, three, four; class honor committee to cadet cadre two, three, four; dean's list one, two, three, four; DMS, which is -- CP: Distinguished military student. JP: Wow. What was your GPA? What was your -- CP: I was second in my class -- JP: Wow! CP: -- and the person that was first in my class, Harry Short, and I competed for that position all four years and his is a sad story because he beat me and legitimately so; he was a very smart person. He went on to med school, got his MD and in my fifth year of graduate school, I found out that he had just been killed in an airplane crash that he was flying himself. So that was probably one of the saddest things that had ever happened and has 3 ever happened in my life -- to lose this very dear friend who was my arch competitor, but still a person that I had a lot of respect for. And really it was -- another aspect of that is that I -- up to that point I kind of thought of those of us who were in this top echelon as being untouchable. In other words, somehow we were just -- our lives were special and therefore they would not be expendable and that woke me up to the fact that in fact that was a very incorrect assumption to proceed with. JP: So what do you remember most about Norwich? CP: Oh, (laughs) there's so many things. I remember, and this is going to go on to one of the other questions, William Countryman, my favorite professor, and it's hard to pick a favorite professor because there were certainly three that I had -- William Countryman, Bert Wagenknecht, who was the botany professor at the time in biology, and of course, the ever traditional and ever present Fred Larson, who played a major role in my interest in geology. So, these are the three people that vied for my preferences as the favorite professors, and Bill -- but Bill because I had him more often than all of the others. I think he won out, but he was a very special professor anyway. He was smart, knew how to teach, and knew how to keep his classroom in stitches, which is something that is very important for a good teacher to have. It's something that I never developed as a teacher, I have to admit. JP: How did he keep you in stitches? CP: Oh, he just had great stories that were always able -- that always fit in to whatever lesson he was talking about and he had a great sense of humor. He was a very wonderful fellow. I ended up working for him, actually, when I came back here for a number of years because he went into private consulting and I worked for him. That's the story we can get into a little bit later. JP: Yeah. Because you went to the military after, but what was the hardest part? It seems like you probably did very well. Were you ever disciplined? CP: No, no. Should I have been? Yes. (laughter) JP: For what? CP: Oh, there were a couple of times I think when -- well, the one time that I remember specifically is when I was the executive officer of the third battalion my senior year. I think I had a soccer game. I think that's what it was, and so I went on the soccer game without thinking about the fact that I had to make sure there was somebody who took my place in formation because the battalion commander I knew was not going to be there. And so one of our class cut ups, who was just -- went on to become a great guy -- probably because he was a class cut-up, took over the battalion at the time and he made a pretty good farce out of it from what I understand, and I was about ready to get some demerits and I think my dad stepped in and prevented that from happening. I don't know, but I know I never got them.4 JP: What did he do? CP: Well -- JP: The farcical -- CP: Oh, what did he do? Oh, he just got up and mocked the protocol, the commands and everything. I don't know. I don't know exactly what happened. I just heard that it was pretty farcical, so -- JP: Norwich cadets cutting up? CP: Right, right. JP: No, say it isn't so! So what was your least favorite? Did you have a least favorite class here? CP: Well, I suppose it had to be English. And the reason for that was that I hated writing; I didn't know how to write. And, again, there's a story about how that can be -- how that turned around, but after I got out of grad school, and so I'll hold that until later. But at the time I hated the writing aspect of English. I didn't mind the reading aspect, the reading of the different literary assignments, that was fine, but, boy, I just did not like writing. JP: OK. What was the most important thing that Norwich taught you? CP: There are several things, but the first thing I learned, I guess, is that nothing ever lasts forever, and that was a lesson I learned in rook school, and it was a lesson that I think a lot of people learned in rook school because if you didn't learn that lesson, you couldn't get through rook school. That's a valuable lesson to learn if you're really being confronted by things that are difficult at the time. It's good to know that it can't last forever. The second lesson, and I think this is one that has probably, Norwich teaches more than anything else, and I have not seen it as something that is grasped by the powers that be as something that they need to promote, and that is that done properly, if you allow it to do it to you, allow Norwich to do this to you, you discover that your limits are way beyond where you thought they were, way beyond spiritually, way beyond physically, way beyond mentally because Norwich has a tendency to push people. It was pushing people when I was a cadet here and it still does push people and in ways that many other universities don't. And one good proof of that happened my sophomore year. In the eighth grade -- I've got to go back a little bit -- in the eighth grade is when we moved to Northfield because dad took the teaching position that year, and in my homeroom I went into the first day, and of course being an eighth grader boy, I was very interested in girls, and I saw silhouetted against the window this very pretty, cute blonde and I said, "Well, that's kind of a neat girl." And so I asked about her and found out that she was going with somebody else and so being an honorable person I decided I probably 5 better not interfere. But a little while later I heard that someone had said that she was interested in me, which of course was all I needed to do. So I approached her and we struck up a relationship that lasted through the sophomore year of high school and she eventually broke off with me about that time -- at that time because she thought I was pretty much so a namby-pamby, which I was, and then -- but I always had a crush for her and the sophomore year, New Year's Eve, I had a date that didn't come through and so on just a whim I called her up because she was a townie as well, obviously, and asked her out to New Year's Eve and she didn't have a date that night, so she accepted. And from that point on we were a couple and she has now been my wife for almost 50 years. JP: Awww, that's so sweet. CP: Yeah, so basically she just liked what she had seen -- the change in me that was -- that Norwich had brought about. JP: What's her name? CP: Christine. JP: Christine. CP: Yeah. JP: Wow, so Norwich helped her fall in love -- CP: That's exactly correct. And she'll admit that, too. I'm not making this up. (laughs) JP: Did the words "I will try" mean anything to you as a student? CP: It means -- it's hard for me to kind of express because I think I always felt that way, and I always was a little bit disappointed with it because I want to do more than try; I want to succeed. And I think that probably of all of the things that Norwich did for me, its motto was not one of the things that I carried with me throughout my career. I mean, I just knew I would try. Maybe that's why Norwich and I were such a good fit, I don't know, but in any event. JP: Well, you were obviously successful from an early time. Do you have any funny stories about life or people at Norwich? CP: (laughs) I don't know whether I want to tell one of them. Well, I guess probably the story I will tell is that the infamous panty raid -- JP: Oh, yes. CP: Roy [Bear?] [00:14:58], Dick Herbert, and myself had heard about this thing happening but we were at my house that night. And we finally decided after the news had come that 6 it was probably interesting enough that we ought to go over and take a look. So we went over after it had been done and interestingly enough we were watching -- after most of it had been done -- just to watch and at this point I have mixed emotions about whether I should have been involved or not, but at any event, one of things we noticed is that the police and the fire -- well, the fire department was using a lot of fire hoses on the few that were left and they were doing most of the damage with their fire hose that was finally attributed to Norwich cadets. They were breaking windows with the water and everything. And so we were standing around, and of course we looked like Norwich cadets because we had short hair, and one of the policemen came up to us and said, "Are you guys from Norwich," and I said, "No, not me, I'm from Northfield. I'm a townie," and that wasn't a lie because I was, but at that point in time we recognized maybe we better get out of there. So we got out and came back to my house and eventually got back into school. You know, they were checking everybody coming back in at that point in time and we had not been involved in the raid and so we -- this is our junior year -- so we were let back in, and again, I think it was partly because my dad vouched for me and said yes, they were at home at our house, and that was true. So, that's one of the episodes that I think is kind of humorous. JP: So you were questioned along with everybody else that had gone? CP: Yeah, sure, sure. JP: Interesting. Were there other panty raids? I had heard there might have been annual -- CP: I wasn't aware of it and certainly nothing as big as that. I know that one made national headlines and (laughs) -- JP: Yes, yes it did. What did you do after graduation? CP: Well, I was commissioned in armor, but because of my grades and because of other good letters of recommendation from my profs and performances on the GREs, et cetera, I was allowed to defer to active duty to go to grad school. And this is during Viet Nam so I was very happy with that. I wasn't going to argue that and so I had applied to the three -- by then I knew that I wanted to do evolution -- I had applied to the three universities in the nation at the time that were giving doctorates in evolution -- Harvard, University of Illinois and UCLA. Was accepted to all three with scholarships and decided I needed to get far away but not too far away. So I chose the middle of the two, University of Illinois, to go to grad school, and went to grad school there and had a great experience and learned and awful lot. And had -- in those days you had four years of total deferment to active duty to get your doctorate -- and four years to get a doctorate in biology is really difficult if not, you know, you have to really be smart, even smarter than -- I shouldn't say even smarter -- I worked hard, I wasn't smart, I just worked hard -- and smarter than me. So at the end of the fourth year I still hadn't had my degree, but what I did -- there were two things that happened. I found out that if I had a doctorate I could switch from armor to medical service corp., which is what I had originally put in for anyway, and so there was caveat on that, though. I had a two-year obligation, active duty obligation, in 7 armor. If I switched my branch then I would have to have another two years, in other words, a total of four year obligation. So this is where I think my Norwich training came in really, really helpful in about two tenths of a second I had the decision. You know, two years of which one would have to be in Viet Nam in a tank versus four years of which I would be applying what I had learned state-side in a research institution. It was a pretty easy decision to make and so I accepted the caveated offer to go to medical service corp. The other thing I did is we got in that fourth year you had an option on when to be put on active duty, and so I took the furthest one away from when I applied, which actually gave me almost five years of graduate study in grad school, and I cut it so close that on Wednesday night I defended my thesis, Thursday morning I boarded the plane for Fort Sam, officers basic course. JP: Wow! CP: Yeah, it was close. JP: Wow. CP: So, that was a very fortunate thing for me because getting into medical service corp. was fundamental to a lot of what happened to me from that point on. JP: In what way? CP: Well, because after officer's basic which is, you know, a three month assignment, I was assigned to Edgewood Arsenal and to the biomedical research lab there and my first assignment was to do research on a nerve agent poisoning -- the mechanism of a nerve agent poisoning, organophosphorus, the nerve agents, and to do that I had to kill cats. They were anesthetized and then we exposed them to nerve agents and monitored what was happening to them with some fairly sophisticated equipment and deduced from the responses what was going on. Well, you know, I'm not opposed to research of that sort but it was not something that I was really comfortable with and it turned out that the guy across the hall from me had just -- we were living in apartment houses at the time and so this is for married couples -- and so the guy across the hall from me had just gotten out of being the executive officer for the human experiment platoon. These were humans that had volunteered to undergo various kinds of experiments, most of which were with psychedelic kind of drugs. So it was kind of a difficult job to be in charge of them. And because he still had some active duty time, he was offered a position with the newly formed ecological research branch. Now his specialty was aquatics. He was a fisheries guy, marine and fresh water fisheries, and so he kind of fit right in and I'll explain why that was newly formed here in a moment. But he told me about this, and he said that they were looking for a person who had specialty in land and my, in addition to a doctorate in evolution, one of the -- the major area in evolution that I had worked on was mammals, mammalogy, and so I had a lot of experience with mammals as well as with reptiles and amphibians because one of my major mentors was Doctor Hobart Smith, who was probably the world's leading herpetologist at the time. So I had a lot of good experience that would put me into that position. So the next day I went over and talked to the newly 8 assigned director of the ecological research branch, Scott Ward, and told him what I was interested in and what my qualifications were and the next day I was reassigned to his branch. He had a lot of pull at the time. Why did he have a lot of pull? Here's why. He was a very sophisticated politician for one thing, but what he was heading up was a really dynamic and important endeavor at the time. Basically, Nixon, who has been maligned for a number of different -- well, for one thing, and that's Watergate, but really did an awful lot of good stuff during his presidency. National Environmental Policy Act, Clean Water Act, Clean Air Act, diplomacy with China, et cetera. The list goes on. One of the things he did was he signed an executive order that unilaterally ended the open air testing of offensive, active -- of offensive and defensive biological and chemical weapons, and restricted any further research to just defensive research on biological and chemical weapons in labs. So, there were two places -- a number of places around the world where this research had been going on, two in the United States. One was in Dugway Proving Ground in Utah, the southern end of the Great Salt Lake desert, out in the middle of nowhere, which you would expect to be a place where this would be conducted. And there's some stories about that that I'll get into in the future, and then the other one was 17 miles northeast of Baltimore on Carroll Island, which is part of Edgewood Arsenal, an island -- a peninsula that jutted into the Chesapeake Bay. It was called an island because it was separated from the mainland by a channel of water, cooling channel from a power plant that was right there. And because they had stopped the open air testing the question was logically raised, was there any impact of the testing on the environment? Now Carroll Island it turned out -- well, both Dugway Proving Ground and Carroll Island formed these two groups to research this. On Carroll Island it turned out there were two parts to it. There was one part next to the mainland, and then there was an intervening large saltwater marsh, and then another part where all of the jutting out into the bay where all the testing had been done. And the two parts were fairly comparable to one another, so we had a very good control and a very good experimental area to do our studies on. So we started the study of that and that was the foundation of the Army's environmental ecological research effort, and so I was in on the ground floor of that, and that played a major role in my military career because -- well, one of the things that happened while we were there is as a result of the National Environmental Policy Act, we started getting into environmental assessments and environmental impact statements, one of the first groups to start doing that. And so, again, the procedures we developed and techniques and everything were eventually implemented -- became implemented into a lot of the Army approaches and regulations. To get a little ahead of myself I think it's important at this point to explain what happened at the end of the four years. I'm going to come back to Edgewood. At the end of the four years I was -- obviously my obligation, active duty obligation, was over and I thought, OK, this is it, I'm going to get out of the service. And I wanted to come back to Norwich and teach, quite honestly, and so I applied here but there wasn't a position available, and I really didn't know much about applying anywhere else, and I tried but I wasn't successful. But I had been offered a job at the sister organization out at Dugway Proving Ground as a civilian working, doing the same thing, extending what I had done at Edgewood. And I loved the job, I loved the people that I was working with both at Dugway, and by then we had formed this extended team where Dugway and Edgewood worked together, but I hated the environment of Baltimore, just didn't like the humidity in the summer, as a Vermonter I 9 couldn't handle it. So we took the job out at Dugway, and again, I'm going to come back to Edgewood, but I've got to finish this entry into Dugway because it's kind of a fascinating story. So, I had been out there many times and new I would love it, and so in order to make the final decision I had to take my wife and my two children out, then I had two boys, I now have three. So we left Baltimore when it was about 98 degrees and 150 percent humidity, not really, I mean, the air was just soaking. And we got on the plane and flew out to Utah and about 30 minutes out of Salt Lake City the pilot came on board and said the temperature in Salt Lake City is 110 degrees at which point my wife turned to me, she said, "As soon as we get off the plane we're turning around," because she was thinking 110 degrees with all of that humidity that we had just left behind, and I knew better. So I let her get off the plane and she looked around and she felt the air and she says, "I love it!" So I knew that we were sold on going out to Dugway. So, returning back to Edgewood, because we had these two wonderful control and experimental areas, we had a lot of wonderful data comparing two different community structures, those of let's say a species of trees on both places, fishes on both places, snakes on both places, amphibians on both places, mammals on both places, et cetera. And we had these wonderful databases. But at the time there was no way to really compare them because all of the mechanisms that were out there at the time, all of the methods that were out there at the time, were focusing on diversity, on measures of diversity, and we weren't interested in measures of diversity. We were interested in how alike are these two communities or how different are these two communities. So, the guy across the hall who introduced me to Scott, his name is Gareth Pearson. He eventually went on to become one of the directors in one of the labs of EPA, very successful career. JP: EPA is? CP: The Environmental Protection Agency. So Gareth and I sat down one night with this problem and a bunch of paper with some of our data on it spread out on the floor in his apartment and a six-pack of beer. And by the end of the six-pack, we had solved the problem, and we had developed an index that would compare these two communities in a very -- I've got to say clever way -- and in a very effective way and started applying that our data and then of course published it and this index, the Pinkham Pearson Index, is now regarded as the primary way to compare community structure. So we were very fortunate to be at the right place at the right time. I'm sure if we hadn't come up with it, somebody else would have. It's one of those things that's fairly obvious once you look at it, but, you know, we were there at the right time. JP: That's wonderful. I was hoping you would talk about that. CP: So we had a lot of fun. We did some great things. Great in the sense of they were fun things and wonderful to do. We started the -- we were the -- we, Edgewood, actually, the team that I was part of at Edgewood, really established the concept of the installation environmental impact assessment or statement where basically you go in to an installation, an Army installation, and you identify all of the resources on and around that installation and all of the activities on that installation that could impact these resources, and identified ways to mitigate the impact so that the installation could continue its 10 mission. And eventually out at Dugway as we continued the effort, because by the time I was at Dugway it was such a large effort that we needed to have both camps involved in this process. Another colleague of mine that I met at Dugway, David Gauthier, whom I also kind of took on as a person that I would work with the rest of my life, David and I were the co-editors of a seven volume -- became the co-editors of a seven volume treatise on doing ecological surveys at military installations, and one of the volumes was doing all of the procedures involved in doing an environmental assessment of an installation. All of the different topics you've got to cover and all of the ways you can cover them, it was a fairly extensive document. And still is -- its descendants are still being used in the environmental program in the military. So, I really enjoyed that part of my life. We got to go and I got to see lots of different parts of the United States. Never got away from the United States, but some of the really interesting installations where testing was going on of one form or another, whether it was vehicle testing or artillery testing or whatever, we got to go to because they were part of testing evaluation command at the time, which Edgewood Arsenal was part of, and that's where most of the environmental documentation was happening. One of the things -- and again, it's a matter of being at the right place at the right time, very quickly or very soon after we started our effort at Edgewood there was an operation at Edgewood that had been going on for years and their procedures, their environmental procedures, were just terrible, and we told them that they were just awful and that they would have to do something about them and they snubbed their noses at us. About six months later EPA caught up with them, newly formed EPA caught up with them, and the directors, whom we had said you better do something about this, ended up going to jail. JP: Really? CP: Yeah. So that all of a sudden gave us the notoriety or the fame that we needed to have to get everybody's attention and from that point on we got to do some pretty neat stuff. And going from coast to coast and seeing things, you know, I saw my first rattlesnake, I saw my first copperhead and things of this sort which were fun. In the wild, you know, turning things over and finding them there, which is part of our technique, and developed further techniques for looking at -- finding whether or not a military operation had impacts. I think one of the fun ones was Redstone Arsenal where a government operated -- a government owned, civilian operated (GOCO) facility had been operating during the Second World War manufacturing DDT. Every time they had a bad batch they just threw it out the back door. So although the facility had been destroyed, long gone, this batch was still there. Now what happened is that Redstone Arsenal called us there because they knew that there was this stream that was entering a bayou or a backwater of the Mississippi that didn't have any life in it and they wanted us to find out what was going on. So what we did is we used a technique which, I don't know whether we developed or had been used by others, but in any event, you go up and every time you find a branch in the river, or in the stream, you sample both sides and when you do that, you know, one, every time we went there, one branch was fine, the other branch was dead. And we kept following it back up until we found this huge area, a two or three football field size area of old DDT, and it became one of the nation's hazardous waste facility -- sites -- that had to be cleaned up. So it was, you know, it wasn't anything that the people there were 11 trying to cover up or had been responsible for, it had been done a long time ago and we were able to find that. Another program that I think was a lot of fun is that my boss, Scott Ward, was a falconer and this was in a time when falconers were -- he was a falconer when it was legit to be, OK to be, a falconer. But then the Endangered Species Act came along, which again, was another Nixon thing, and that prevented falconers from being -- you know, without having a license. You had to be licensed to be a falconer and had to have a legitimate reason. Well, he was a veterinarian and so he got his license. He was a wheeler-dealer and he made sure that he got his license and then he started working with peregrine falcons and their recovery. As you may know, about that time DDT, again, here's this DDT rearing its ugly head, had been bioaccumulating in predator species, the peregrine falcon being one of them, so that to a level that the eggs were thinning, the shells were thinning and the parents were breaking them in the nest as they were trying to sit on them. So, there was a real decline in peregrine falcons. In fact, the peregrine falcon south of the Arctic had gone extinct. So, Scott was involved in studying their recovery and to do so he became the coordinator of the North American peregrine falcon banding program, and he would go to a number of different places, Greenland, Hudson Bay, I think Alaska, and band fledglings in the nest, and then we would go to Assateague Island in the fall and in the spring and trap peregrine falcons to see if any of them had been banded to find out where they were coming from because at that point in time we really didn't know very much of any -- the peregrine falcons that are now south of the Arctic are all derived from peregrine falcons that were in the Arctic. It's a different subspecies but basically it was the only opportunity is to take these fledglings and bring them back here, and that was a Cornell program, did a wonderful job, and breed them in a captive breeding program and then reintroduce them to the wild. But knowing we just didn't have any information on what their flight pathways were, where their migration routes were, and so Scott was instrumental in coming up with that information. And so I was able to go with him and, you know, this is a military assignment. (laughs) JP: It's a great job. CP: Somebody had to do it, right. And spend a week or two weeks in the fall and in the spring on Assateague Island trapping peregrine falcons and birding and all sorts of stuff. So that was a lot of fun. We got to know a lot of interesting people because Scott made his way through the people who had influence at the time. I think one of the more interesting things is that, for example, we would often capture peregrine falcons with -- peregrine falcons -- he would also do it on Carroll Island -- capture either hawks or accipiters or falcons and they would have feathers in their beak or we would find kills in the woods, and part of our study was, you know, what had they killed? And so he would take these feathers and sometimes just one or two feathers they pulled out of the corner of their bill and send them off to a gal at the Smithsonian Institution, I can't remember -- I think her name was Roxy or something -- and she would identify it just from a single feather what the bird was. So that was part of our ability to get some additional data. What are they preying on when they're at different places in their migratory pathway, et cetera. So, that was another, you know, it was just a lot of fun things that we got to do and we would seine for fish. 12 JP: And we're back. CP: OK, so I'm trying to think of -- in the back of my mind there's one more story I want to tell and I can't come up with it right now. So those were fun days. We really had a great time doing all that sort of stuff. Oh, I know what it was. Another story was with Chandler Robins. Now, Chandler Robins is, I think he's still alive, one of the greatest ornithologists in the country. He wrote a book on birds of North America and Scott knew him well, and so I remember one night we had been out doing some night surveys and he had a recording of a bird that he couldn't -- all he had was the song and so we got on the phone the next morning and called up Chan and said, "Chan, I want to play something for you. Can you tell me what it is?" So we just played it for him over the phone. Chan says, "OK, so let me see. It was probably about nine o'clock at night, it was raining slightly and the sound is coming from the middle of a marsh, am I right?" And Scott says, "Yes," and so he says, "Well, it's a Black Rail," which fits all of those things. JP: Wow! CP: So this guy really knew his stuff. (laughs) That's the kind of stuff that we were exposed to for all of this. It was a lot of fun. JP: Did you photograph it? CP: Oh, no, no because it was at night. But I photographed a lot of birds. In fact, because I spent so much time going around doing this sort of stuff, my life list of North America north of the Mexican border is about 420 birds, 420 species. That's not anywhere nearly as many as it could be if I were a serious birder, but just because I have travelled so much, it's a lot larger than a lot of birders do have. JP: That's a lot of birds. CP: It is. JP: And you were outside and making the world a safer place. CP: Hopefully so. JP: That's pretty amazing. CP: Yeah. JP: Wow. I'm always amazed by you guys. CP: Yeah, it's fun what we get to do.13 JP: What about the Oxford Round Table? I know I'm jumping ahead, but I want to make sure we get that. CP: All right, so the reason -- I want to also hit my military career because I think that's important and, oh, we're doing fine. So let's hit the military career and then we'll come back to the Oxford Round Table. JP: Absolutely. CP: After I got out of Edgewood, I told you I was thinking about getting out of the service, my brother, my oldest brother, who at the time was a colonel in the Reserves, said, "No, you've got to stay in," and he explained to me why I needed to stay in. He said, "The benefits that you would accrue for retirement and for Space-A travel and medical coverage, et cetera, are just fantastic. You've got to stay in." So I did, I decided to stay in. And to get to the end of that story before I come back I stayed in for 47 years or whatever it was, I mean, 37 years. I retired at 60 from the Reserves and when I retired it was in '06 and I was the senior, maybe we should say old man of preventive medicine science officers and as such I was the mentor for about 700 preventive medicine science officers in the Reserves, the National Guard around the world. And from Norwich, this is when I was doing this, I sent out a weekly newsletter. Every Saturday I would come down early in the morning and I would work until one or two o'clock in the afternoon putting together this newsletter of all of the events that were important to preventive medicine science officers that had happened in that week and sent it out to them. And it got to be such a big thing that many of the active duty preventive medicine science officers were subscribing to it as well. JP: What was it called? CP: The Preventive Medicine's -- Reserves Component Preventive Medicine Science Officers' Newsletter, very imaginative title for it. JP: But very useful. CP: But it was very useful. JP: Extremely useful. CP: Yeah, it was during the Iraq war and during Pakistan as well. The beginning parts of -- I mean, Afghanistan. JP: So what kinds of things would be in it, for example? CP: Oh, there would be health reports from around the world, alerts about outbreaks of different things. There would be announcements of upcoming conferences that -- one of the things that preventive medicine science officers -- most preventive medicine science officers are in the Reserves are not assigned to a unit. They are what is known as 14 individual mobilization augmentees. They're on their own basically and they have to get their 50 points a year on their own. Because all of us have advanced degrees, we don't fit into most units and if there is a unit, it's probably across the country that we could fit into, and some of the people fit into those units, they just had to travel and they did their two weeks of active duty. And so it was very important to be able to get these people, all of these people for retention purposes if nothing else, to recognize all of the opportunities they had to get points and part of my role in this was to provide these opportunities -- show them the opportunities that they had and make sure they were taking advantage of them. JP: That's terrific. CP: So that was another side of it. And unfortunately, I think after I left I found a successor and I think he, after a year or so, found that the job was so demanding that he had to back out and I don't think anybody else took over. But it happened during a time when it was really important too because we were so widespread and some us of involved in conflicts around the world that it was important for us to have that at that particular time. I'm sure it would still be valuable today, but I don't think anybody has followed up on it. But then that's another thing where Norwich guys have a tendency to see a need and fill it. Another thing, which also is a Norwich story, I think, is to get my points, one of the ways you can get points is to be a liaison to West Point, and what that means is basically that you are helping to guide the applicants for West Point from Vermont or from whatever state you're in, through the process so that they either are successful or not. Well, it turns out in Vermont I think we have a higher percentage of people that get in for reasons which are not worth going into here than most states. But you still, one out of ten, one out of 20 would make it. So, one of the advantages of that is it gave me an opportunity to direct the nine or 18 failures to Norwich which many of them did come here as a result. So that was a good recruiting opportunity as well. And Norwich -- West Point preferred to have of all of those senior military academies, they preferred to have either West Point or Norwich personnel fill those positions because they knew that they would do a good job and a serious job. So, let's see, what else is here? All right, we can go on to the Oxford thing. So, I, as I've stated earlier, had always been interested in evolution and ever since I was able to remember, I recognized that the beauty around me that I was fascinated with in nature, the butterflies, the flowers, the trees, the frogs, whatever I was attracted to at the time, was just not by chance but brought about by a creator. Now I grew up in a family with a Christian influence and background, but I myself, I personally never understood who Jesus Christ was and his importance to me, and just recently I kind of figured out a good way to explain that. As a kid I had understood that Christmas was all about me. And Easter somehow had something to do with this person called Jesus Christ but I wasn't sure what it was. And quite honestly I really went through childhood, school, here, graduate school, and well into my military career until early into Dugway assuming that. I now know that I got it totally backwards and in fact Christmas is all about Jesus and Easter is all about me and you and all of us, the rest of us who need to have the salvation of Jesus. Now the story, I mean, I'm not going to go there because I'm not sure that's appropriate for this but I just want to set the stage for this. So I had always felt that this creator must be really awesome, but because early on, and I don't know why, 15 I understood because I'd been reading well enough, you know, extensively enough, I understood the evidence for evolution and the fact that evolution was a mechanism. So, I began to become convinced that that God used evolution, we'll call this creator God, used evolution to bring about us, to bring about the universe, to bring about everything, and so I spent a lot of my time, in fact, I thought when I get out of grad school that that's what I would focus on but the military took me in different places. And I wanted to see if I could understand more about how evolution worked and how a creator might have brought this about. So when I got out of Edgewood, went to Dugway out there, there was -- obviously this is Mormon country and Mormons proselytize and they tried to proselytize Chris and I, and Mormons are wonderful people and my boss is a Mormon and I have an awful lot of respect for them, but we were invited to a Mormon gathering and treated wonderfully and they were a very friendly group of people and as we were going home, my wife and I were talking to one another -- no, we weren't talking to one -- we were very silent and one of us, and we don't remember to this day who said, "What did you think of that," and the other one said, "Well, my spirit was troubled," and the other one agreed that that was the case. And so we began looking at our roots and it turned out that at that point in time the chapel at Dugway -- now, let me explain something about Dugway. Even though I was a civilian because it was a remote post civilians were allowed to live on the installation, so we were living on the installation. So the chapel had just undergone a change in chaplains and my wife had started going -- after this incident she started going -- and she came home after one Sunday service fairly early in the process and said, "You got to listen, you've got to come and listen to this guy because he's talking about the evidence for God and for belief and, you know, the science of it all," and I said, oh, come on, this guy can't know what he's talking about. So, I went and come to find out he did. He had some very good compelling evidence. And so that started me on a year and a half of questioning, of investigation, of seriously considering the possibility that, in fact, this God that's talked about in the bible is, in fact, the same God, creator -- Lord God creator of the universe that I had been thinking about all along and worshipping myself. And after a year and a half of reading the bible, of seriously going to church, of going to adult Sunday school, of talking with people, et cetera, I was finally convinced and turned my life over to Jesus. So, from that point on I thought, well, OK, from here on I'm going to get back on to the track of this thing and it didn't happen, it didn't happen. I still continue the environmental movement and then about -- well, six years, six and a half years into being at Dugway my -- oh, I got to do the science fair. Don't let me forget to do the science fair. My wife's mom started showing symptoms of Alzheimer's and her dad began to try to deal with it. He was retired at the time. She never did work. And he was having some difficulty and as time went on it became increasingly obvious to us that Chris needed to go back and help her dad take care of her mom and it was a good time because at that particular point in time we had progressed enough in our understanding of what the Word says, the bible says, we felt that we had an obligation to honor our parents and come back here and so at the same time I had been working with a colleague of mine that we rode to work with. By then we had moved off the installation and we were living in a small town called Terra, Utah, which was ten miles east, roughly east, of the main gate Dugway Proving Ground, and it was across -- the ten miles were mostly across Skull Valley and the road was ten miles of absolutely arrow-straight road. So you got in your car, if you were awake it didn't matter because 16 you just aim, lock the steering wheel in, and ten miles later you were at the front gate. And so we had a lot of time for discussion as we were doing this and we had come up with an idea for -- we were both avid gardeners -- we come up with an idea for preserving, allowing us to start our garden early using some -- he was a chemist and I'm a biologist -- using some very well known, well established properties of water and when it freezes it gives off heat called the heat of fusion and that heat could protect your plants from freezing. They do it in orchards, for example, by spraying water. So we came up with a device and it took us a little while to come up with it, but we came up with a device called the Wall O' Water Plant Protector. And so I figured, alright, this is going to give me my key, we can go back here and this is going to provide enough income, but it became obvious to me that this was going to take awhile for this to grow and so I had been going to officers advance course with three people. One of them was a chaplain that had been involved with my coming to the Lord. Another one was a person that I met in Salt Lake City in Utah. This is Salt Lake where the course was, who was a business major and so the business major heard about what we were doing because one of the nights we had to talk about something we were doing and I talked about it and he said, "Oh, this is a great idea. I want to help you make this happen." So he became the president of the company and he got things rolling as far as the business side is concerned. And so I was convinced that this was going to be my key to being able to come back here. Well, as I said, it very quickly became obvious it was not. It takes, like any new idea, almost any new idea, it takes a long time to get going and I decided well I better consider trying to find a job back here. Well, it turned out that Chris had been flying back to help her dad for just a little while and on the same flight she ran into Roy Bear who was flying out Midwest for something, I can't remember what it was, and they got talking, of course they knew each other from here, and he said, "Well, you know, I have been teaching anatomy and physiology in summer school, and I just don't want to do it anymore. So there's an opportunity for Carl to teach that." Well, I had never, you know, my major was at the population level or above. I mean, my focus, and I had not really had much in the way of physiology. But I, you know, this is an opportunity, I couldn't refuse this. So I put in for it and I got the job and that was important because it filled in a part of my education that was lacking because I started focusing not at the population level and above in the levels of complexity, but at the species level and below in levels of complexity. So, it really rounded out my education by forcing me to learn the material. You know, if you want to learn something, teach it. And so all of that played a role in -- as I was going through and teaching I was seeing things that played into very nicely into this idea that, you know, there really is a creator behind all of this. And so in the middle of all of this I suddenly get a letter out of nowhere. I have no idea, and I've asked them and they won't tell me where they got my name, but I got a letter saying that the Oxford Round Table is having a session on faith and science, the great matter, and would I like to be involved in it. And my initial reaction was I'd like to be and I've been thinking about this a lot and I've got a lot of thoughts on it, but, boy, do I have time to put something together and my three sons said, yes, you've got to do this, Dad. And so I said yes and I put the paperwork through Norwich and they said yes and so I was invited to go to the Oxford Round Table and make a presentation. And that's when I had to formally put down all of my thoughts. Since that time, and that was published online and since that time I've had a chance to present it elsewhere and to develop the thoughts a lot more 17 and the evidence now is even more compelling in my mind than it was even when I did it at Oxford. The primary thing that we have to recognize is that -- and this is something that makes sense if there is a creator behind all of this, is that science now fully recognizes, there are very few scientists who don't agree with this, that the universe began with an event called the Big Bang, 13.82 billion years ago and that accompanying that event the universe was imbued with about 20 fundamental forces constants and masses whose values are such that if they weren't exactly what they were we wouldn't be having this recording and that does two things. It says A, there's a beginning, so if you've got a beginning logically you've got to have something who begins it. An uncaused cause as it's sometimes referred to, and, also, that that beginning was accompanied with some very suspicious characteristics. Now, science by definition, and properly so, eliminates -- it doesn't eliminate. It admits it cannot investigate miracles. It is just not designed to follow miracles. Science can give us insights that I think can help us to understand whether or not miracles are possible, whether or not there is a God. And the point that this revealed at the time was that we have enough information, science has enough information about that moment of creation or of coming into existence of the universe, let's not call it creation at this point, that it has to be explained or it can be explained only by invoking infinity because only with infinity can you get all of these 20 or so values coming together with their precise values. Presumably they're independent coming together and having a situation where you would have a universe come into existence because the probability of this happening is so, so very, very tiny, all of them with their values. So, there are about eight ways of the sciences come up with explaining this and all eight of them can be reduced to this use of infinity and I say there are three ways that we invoke infinity. Science embraces two. One is that the universe is infinite and we're in the part that works with these constants, these values, or the other is that there's an infinity of universes and we're in the one that works, or that the universe is created by an infinite mind. And quite honestly, at this point anyway, we cannot distinguish among those three. Each of them is arguably just as logical as the other. There are many scientists who would say that the third one is not acceptable and I would challenge them the way Ravi Zacharias and other people challenge them in that maybe they have some personal biases that they need to look at seriously. But be that as it may, I, in looking at this and accepting this, discovered that there are eight phenomena that keep recurring again and again at what I call essential conditions that in the evolution, in the progress, the evolution from the Big Bang to us whether it's cosmological or chemical or biological evolution, there are requisite conditions that have to occur and every time you find a requisite condition, you identify a requisite condition, there are eight phenomena that are associated with it that happen, that are met, and so it makes me wonder if there's this pattern, is there something behind the pattern? And that's where all this comes in and obviously I believe there is, there is a creator God behind this. JP: So this paper generated quite a bit of -- CP: Quite a bit of thought and discussion and continues to. Yeah, absolutely. So, one of the other reasons we wanted to come back to Norwich, to continue on in this vein, was that I had as part of the coming to a belief and a faith in Christ, and being at a military installation, it was logical that I would find Officers Christian Fellowship. Officers 18 Christian Fellowship is a fellowship, as it states, of officers in the military and this is the Army -- the US branch of it, but there's worldwide groups called by different names, who embrace Christian faith and use it, try to use it, in their life and in their leadership roles. And so I encountered it and became convinced that was something that Norwich could benefit from. And so one of the reasons we came back was to form a Christian fellowship at Norwich using Officers Christian Fellowship as our basic model. So we came back in 1982. Chris preceded me by about four months and so we -- I arrived here in March -- permanently arrived here in March of 1982, getting ready to teach that summer school course, and I began immediately looking for a student that would be interested in forming a Christian fellowship and I couldn't find any. I looked and went to the chapel, asked around, I was having no luck. And one day I was walking on the upper parade ground, I don't remember why, but I was walking on the upper parade ground towards Jackman on the western side and I saw a cadet coming toward me and the Holy Spirit said to me, "You see that cadet? He's the one I want you to talk to about starting a Christian fellowship." And of course my reaction, my immediate reaction, was yeah, sure. I'm so concerned about this that I just created that thought in my mind, and I said I'm not going to pay any attention to it. But the closer I got to this cadet, we were walking towards one another, the more I felt the Holy Spirit saying, "Do it, do it," and it got to the point where I knew that if I hadn't done it I would be in disobedience to God. I would be disobeying the Holy Spirit and so I stopped him. I said, "Young man, you probably are not going to understand what I'm about to tell you and you're going to think I'm nuts, but the Holy Spirit just told me that I'm supposed to talk to you about starting a Christian fellowship at Norwich," at which point he stopped, I mean, he was stopped. He kind of went, "You're kidding me," and kind of fell back, took a step back, and he said, "As I was coming towards you, the Holy Spirit was telling me that I've got to talk to you about starting a Christian fellowship at Norwich." So, that started the Norwich Christian Fellowship. The cadet's name was John Pitrowiski and we started a fellowship that was in 1982, and that must have been -- I'm gathering, I'm thinking it might have been in April, I didn't put the date down. And so that was still in the days when I think Norwich went further beyond May. I think they went to late May or beginning of June, and so it wasn't very long but he had a couple of friends from classes beneath him, Joe Saltsman being one of them, who wanted to be part of this. And so it continued from that year on. And so last year we celebrated our 30 th year together and it's been a great trip helping Norwich students who are inclined to follow the Lord and find out about Officers Christian Fellowship, et cetera. So John Pitrowski, I lost track of him because he was a senior and he graduated a month or two after we formed the fellowship. And I had assumed that I must have done this in the fall of '83 because, you know, I had to have had a longer year. I had almost a year with him before he left that was my assumption. So I went through all of the year books from '80 -- let's see, '82, it would be '83 on. I couldn't find his name so I -- you know, did I somehow get his name wrong? But I asked Joe Saltsman and he says, "Yeah, I remember John." So I knew I had it right and one day -- actually, about a year before our 30th, it all of a sudden dawned on me. I said, "Do you know what? Is it possible that he was in the class of '82?" So I got out the '82 yearbook and sure enough there he was. Come to find out he goes to a church in Waterbury very close to the church I go to.19 JP: You're kidding. CP: He's been around all of this time. JP: Oh, no kidding. CP: So, on the 30th, which was his 30th reunion of course, we got together and had a big celebration. JP: That's wonderful. Do you have time for STEM? CP: Sure, sure. What happened is as I -- when I was in the eighth grade at Northfield I entered the state science fair with my shell collection. Now, in this day and age you couldn't do that and that's not really important to understand, but one of the things that I had really gotten involved with as a kid, and why I was considering marine biology, is I loved shells. I loved the animals that made shells and I loved shells themselves because I'm kind of artistic and I kind of like art stuff as well. And shells are very beautiful, they're geometric, they're colorful, they're wonderful things. So I was naturally attracted to them. So I entered that in eighth grade, won first place in the state science and math fair, and then again in my senior year I did the same thing, only I did some research and did some dissections and had some studies that I had done. Again, not the kind of stuff that we now do in the science fairs, but at the time it was. And again I won first place. So I was kind of sold on science fairs. So from that time on I offered to judge in science fairs. So at the University of Illinois, in Utah I judged, in Maryland I judged, I think, and I'm not 100 percent sure whether I did or not, but I know at the University of Illinois I did and in Utah I did. In Utah, because I was coming in from Dugway Proving Ground I was coming in as an Army judge and it was part of my assignment, my military points to do this as a military judge. So I did it for a year or two and one of the guys that I was doing it with had been working with the Army Research Office and their program of judging the International Science and Engineering Fair. So he'd been part of the Army judges for them. And he said, "I'm going to have to get out of this. Would you like to take my place?" So I said, "Well, yeah." So that year the international fair was in San Antonio and I went there and became a member of the Army judging team, generally about 30 judges every year from the Army would judge the International Science and Engineering Fair and give wonderful prizes. We sent students to the Plum Blossom Festival in Japan or the Fortnight in England, in London. You know, when the Army judges came around the students took notice. So it was a great assignment and a great opportunity and they treat the judges really well. Afterwards they have a big shindig for them with lots of cheese and lots of hors d'oeuvres and lots of wine and stuff, and I said, boy, this is a deal! So I became sold on that and did for the next 25 years served in that capacity almost every year. A couple years I didn't make it and in the last five I was the Chief Army Judge in charge in all of those 30 judges and also got some other assignments related to that. I became the Army judge for the National Junior Science and Humanities Symposium, which is a similar kind of thing done at about the same time of year, but rather than having a poster session, which is what the International Science and Engineering Fair poster presentation judges. The National Junior Science and 20 Humanities Symposium has a platform presentation. So it's a different -- you can, you know, sometimes the same projects can be in both but there are different ways of presenting the information. So, that convinced me that, I mean, I was already convinced, but that certainly drove the nail home that I was very much still interested in STEM and then I came to Norwich and of course the science fair was being held here and so I immediately became a judge in the science fair and recognized that Vermont State Science and Math Fair was not, it was one of the two or three states not involved in ISEF, and said, you know, I've got to get it involved but I just do not have the time to teach and to do the Vermont State Science and Math Fair component that would get us involved with ISEF. But I made a pledge that I would, to myself, I guess, that once I retired from the military in 2003 because that was when I turned 60, that I would make an effort to get us involved with ISEF. And at that point I had been working with Mary Hoppe and, oh, come on, I'm drawing a blank here. We'll have to get that back up. What's her name? [Martha McBride] Anyway, who had been the two directors, working with them to kind of be an understudy. And so the next year I said I'm going to continue this process as an understudy and I'm going to link us up with ISEF. Now, the main thing about ISEF is you send, at that time, one winner on to international -- from your state fair, on to the International Science and Engineering Fair to compete there, but that requires money and of course the science fair had no money. I mean, it had very little money that they were -- the major initiative that I saw I had to do with come up with a way of getting money and that has become a really time consuming operation. We raise in terms of actual awards and prizes and trip money, we raise about $25,000 a year now and it takes a lot of time to do that even though I have -- almost all of that is coming from established partners, as we call them, because every year you have to renew it, you have to send out emails, you have to send out letters, you have to follow up on them. Some of them follow up themselves, some of them you have to follow up on. You have to record all of this so you know what you did because we have over 120 partners. It's trying to keep all of them straight. You know, what conversation you had with which one three weeks ago is just, you know, you've got to keep accurate records of that. So it's a very time consuming process. But we are really making progress, we are making headway. We are getting more and more students involved in science fair projects and of course the problem with our country -- one of the problems with our country today -- is that many of our students look at Science Technology Engineering and Math, STEM, as being over their heads, over their ability, and we want to make sure that students understand that in many cases that's not the case. It's that they haven't had the opportunities to get excited by it. For example, when I was in the science fair as a senior, that was during the space race and I remember going from the state science fair to the New England science fair and that was during the New England science fair was the -- we heard over the speakers an announcement that the US had successfully sent our first astronaut into orbit. And so those were exciting times and those are the kinds of things that get people's kids' imagination going. Well, we needed something like that because let's face it, if we're going to retain our position as strategically as number one in the world, we have got to have a good Science Technology Engineering, and Math. I had recognized, having been travelling a few other places in the world that the US, high school STEM scores were very woefully low and yet, here we are number one in the world. How can that be? Well, there's a number of reasons, but one of the reasons is, what I had discovered was happening at Norwich, is that between 21 high school and graduating from college the role of the university in this country is to push our kids. It's really important that we push our kids and make them learn the stuff that other kids were learning in high school elsewhere around the world. And, for example, in Japan they're pushed hard, they do well in high school and they score well, but my oldest son, English as a second language teacher in Japan, so we went over to visit him and it turns out that their college over there is almost a lark. And so we can catch up with them and we do catch up with them and we pass them. Certainly other reasons for this is we get a lot of influx from the best of the foreign countries as well, too. I'm not trying to downplay that. But it became obvious to me that we really needed to do something positive and we need to do something positive to encourage our young kids to discover that science, technology, engineering, and math are wonderful and they're exciting and they're full of all kinds of challenges and opportunities and experiences that you're not going to get any other way and I think we're beginning to get that. JP: That's wonderful. You have done so much and you have been -- CP: I've been blessed. I haven't really tried to do this or do that. It's just that things have fallen in my path and I think because of Norwich I don't hesitate, I don't pull back from taking advantage of them, but I really have been blessed with lots of opportunities, lots of fun stuff. JP: You have done a lot of really amazing things. The Pinkham Pearson Index alone, notwithstanding the other stuff. Do you have any relatives at Norwich besides your dad? CP: My oldest brother, the one who said that I should stay in the military, in the reserves, David, who lives in Montpelier, he's still around. He's 87 I think. He was in the Second World War and after the war he came to Norwich for two years in engineering. He actually showed me a paper he wrote on nuclear power (laughs) that at the time of the Second World War was still a concept, and then he transferred to Cornell to finish his degree in engineering. So he's part of Norwich. I have two of my three sons attended Norwich and youngest, well, the middle son went to Vermont, VC, Vermont College, when it was part of Norwich and my youngest son came here and majored in psychology and actually has gotten a masters from Norwich in the masters degree, online degree program in criminal justice management or administration. JP: What's his name? CP: Kristian Pinkham. JP: Kristian Pinkham. Amazing. The Pinkhams at Norwich. CP: And the middle one is Kreig Pinkham. JP: With a C or K?22 CP: K. All my three sons are with K's. Kevin is my oldest. He's an English professor carrying on the family tradition of teaching down at Nyack College in New York, and Kreig is the director of the Washington County Youth Service Bureau, which is really responsible for homeless and run away youth in the state of Vermont. And my youngest son is a DEA agent in El Paso, Texas. JP: Wow, that's amazing! Gosh, I want to ask you a little bit about what advice would you give a rook today about how to survive and thrive the way that you did? CP: Well, the first thing is, again, remember -- and I still tell them this -- the two things that I think are important. One is that nothing lasts forever and so you can get through the rook school, the rook experience. If you keep this in mind it will keep you sane. And secondly, that if you allow it to, Norwich will push you and will help you to develop as an individual, but you've got to go along with the flow. You can't resist the flow. You've got to take advantage of the opportunities that it provides. I think that's really important. And of course, obviously, the students that I come into contact with through Norwich Christian Fellowship, I say to continue to develop your spiritual understanding, your spiritual walk, your spiritual self. And as a teacher I think I made it clear in my courses. On the first day of course I said, first day of class I said, "You've got to understand that I am a Christian and my worldview is formed by that -- is informed by that. I will not mention anymore about it in class. You will hear an awful lot about evolution in class because I'm an evolutionary biologist and if you feel that there is a problem between the two, I'm more than happy to talk with you about how that problem is not real, but that's got to be done outside of class." And so I made it clear in all of my classes that that was something that I -- that they needed to know about me in order to be fair and open. JP: Wow. How do you define leadership or have you already, do you think? CP: Well, to be honest with you, I've not given a whole lot of thought to what leadership really is, but on the spot I would have to say that leadership is a willingness to lead and a willingness to -- openness to see opportunities and to think creatively about these opportunities and how you might use them. And that's a good question because it brings up another story that I think I would like to relate to. And that is the story of the Russian scientist. Shortly after I left Edgewood as my individual mobilization designee assignment, I was assigned back to Edgewood from Dugway. And the two weeks that I was at Edgewood, my boss had -- because he was a North American peregrine falcon banding program coordinator, had gone to Russia, not during that two weeks, but he had earlier gone to Russia and met with and formed a working relationship with his Russian corresponding -- his Russian equivalent, and he and another Russian scientist were scheduled to come to the US during this two weeks that I was going to be assigned to Edgewood Arsenal, to Scott's group. And so this was during the Cold War, but there was some efforts at detent and this being something where there was no weapon system involved or anything like that. It was something as regarded by the government as being worthwhile. So I was invited by Scott to help him get his -- he had just bought a dilapidated Southern mansion in Maryland to get it up kind of a little bit in shape for this 23 meeting. And so I helped him do it and the Russians came and we spent an evening toasting one another and going through bottles after bottles of vodka and, again, my Norwich training came through because I was able to drink two Russians under the table. I'm not overly -- well, yes, I'm proud of that. Let's face it. I don't drink that way anymore, but at the time there was a value to it because when I was at Norwich, I drank like a Norwich student. So, anyway, in the process of that evening, we had a conversation and it was very obvious to me in this conversation that something was wrong, and I'm going to explain what was wrong, but I've got to go back just a little bit. In grad school finished all my courses except for one, population genetics. Population genetics was taught by a newly minted post-doc who had the audacity to expect his students to think. Well, I was a good student because I was fantastic at rote memory, I wish I still were, but at that time I was really good at it. And I wasn't used to a course where they said think and I got a 48 on the final exam and he was good enough to give me a D in the course. I had been essentially a straight A student and that shook me up as you can well imagine. And so I had to ask myself, is thinking a skill that I don't have? Is it something I'll never have or is it a skill that can be acquired? So I started researching thinking, creative thinking, and discovered that it is a skill that can be learned that every human being is born with it but quite often the school system teaches us out of it. In my case it was perhaps the school system, but more important, understand I love my father and he was a wonderful person, but he was an old guard, old school military guy. It was his way or not. So very quickly I learned it didn't do any good to think, it didn't do any good to explain things to him, my side of the story, because there was only his side of the story, so I stopped learning how to think. And so I got to this moment in grad school, this crisis moment, and discovered that I didn't know how to think. From the studies, however, from taking courses and everything I learned how to think and that's why I've got several patents and I've been able to come up with the Pinkham Pearson Index, et cetera. But as I was talking with these Russians, it became very obvious to me they were suffering from the same problem I had been suffering from. It was dangerous for them to think. So the only way they could come up with any thought whatsoever was to just randomly go all over the place and hope that somewhere sooner or later they would stumble across something that was useful and relevant. At that instant I knew we had won the Cold War. It was clear to me that they were fighting an impediment that would just prevent them from doing anything that we had to worry about. And, in fact, that's the way it turned out. JP: That's a nice -- that's a good story, big picture, little picture. Is there anything else that you would like to say? Anything about the Citizen Soldier or -- CP: The Citizen Soldier is a very, very important concept and I'd like to think that I embody it. The reason I feel that way is because I think I embody it, but the soldier doesn't always have to be, obviously, a fighting individual in the sense of a combat. Combat service and combat service support are two very, very important aspects of the military and you can be in combat, and my hat is off to everyone who is in that position, whose life is at risk, willingly puts their life at risk for their country and for their comrades, but there's also a role for those of us who are a little bit less brave, like myself, who want to serve and have a gift to give to the country but can give it in a way where the risk to life 24 and limb is not anywhere nearly as great as it is in the combat arms. So, I think the Citizen Soldier is a very important aspect that we need to be aware of and promote. And I'm proud to say I'm a part of Norwich which founded the concept. And I generally don't miss opportunities when I'm talking with youngsters to point that out to them. JP: Is there anything else you'd like to add? CP: Probably, but I can't think of it right now. I think that's about it. JP: That's about it. Thank you. CP: Oh, you're welcome. Thank you for the opportunity, I enjoyed this. This is fun. JP: This has been fascinating and I think it's going to be fascinating for people to hear. I think it's going to be very interesting for people who are interested in the different things you've spoken about and to hear you say them. So thank you. I'm going to hit stop. I need to do a little intro. And we're back with Carl Pinkham. CP: So the parting Norwich story while I was a student has to do with three events that happened my last three days at Norwich. On Friday I was commissioned a second lieutenant in armor. On Saturday I was married to Christine Waite who has been my wife for almost 50 years and on Sunday I graduated. JP: That's a busy -- CP: That's a very busy time. (laughter) JP: That's good. CP: That's it. JP: Thank you. END OF AUDIO FILE

Transcript of an oral history interview with Reinhard M. Lotz, conducted by Sarah Yahm at Norwich University in Northfield, Vermont, on 10 April 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Reinhard Lotz graduated from Norwich University in 1960; the bulk of the interview focuses on his subsequent military career in the U.S. Army. ; 1 Reinhard M. Lotz, NU 1960, Oral History Interview April 10, 2015 Sullivan Museum and History Center Interviewed by Sarah Yahm SARAH YAHM: Could you introduce yourself on tape? RON LOTZ: Yeah, my name's Reynard M. Lotz, they call me Ron. And I'm living in St. Louis, Missouri at the time. I had 30 years in the army and retired in 1990. So that means I'm the class of 1960. So again, it means that I'm in my 77th year. SY: Seventy seventh year, congratulations. So where were you born? RL: I was born in Jamestown, New York in 1938. SY: Where is Jamestown? RL: Jamestown is a town that I spent about four months in and then I really grew up in Waterbury, Connecticut. That was an industrial town, blue collar town, brass center of the world during the 19 -- actually up until after the war, until the 1950s. I can remember World War II and the blackouts. I can remember going by the factories that used to run 24 hours a day seven days a week and all the machines click clacking away. And they were making shell casings and that for the war effort. SY: And what were your parents doing during the war? RL: Well my mother was a stay at home mom. I had a sister. And my father ran the F.W. Woolworth Company, five and ten cent store there in town. And so when I was growing up I started working for my father when I was eight years old. And my father would pay me out of his own pocket. SY: Really? RL: Yeah, just because I wanted to earn some money and then I also did things like wash cars for 50 cents and mow lawns for 50 cents. So I was an entrepreneur. SY: I was just going to say, you were a little entrepreneur. Excellent and so when you were a kid, what did you want to be when you grew up? RL: You know it's a funny thing, I had some likes, but I never knew I would follow those. But I love military history. I love to read. And when I was at a very young age, I took my mother's library card and went into the adult section and got books to read. SY: You were one of those -- hold up, I got to close that door because of the sound of the vacuum is much louder on tape. RL: I understand.2 SY: Hey there. F2: Hello. SY: I'm doing interviews and the vacuuming is super loud. Do you know who's vacuuming and why? F2: No idea, but (inaudible) [00:02:31]. SY: OK, well I'll see you tomorrow. We'll just have to deal with the vacuuming. OK so you took the library card and you went -- RL: Into the adult section and got books and read them. I was one of those kids that loved to read and military history was one of my passions you might say. SY: I ask this to everybody actually, did you play war as a kid? RL: Yes, in the sandbox outside my back door. We had a sandbox. And I had plastic soldiers from that timeframe and I used to dig caves and castles and machine gun pits and the whole bit. SY: And was it World War II in your mind, was it World War I, was it the Civil War, was it the Revolutionary War. RL: Well it was World War II because I grew up in that timeframe and that was the thing that was most prevalent at the time. And during that time, you're going to grammar school, if you turned in newspaper and depending on how many bundles, et cetera, et cetera, you get stripes. I don't know if they call that PTA or whatever but there was an emblem you could put on your sleeve on your jacket with stripes on it depending on how much you collected and contributed to the war effort. SY: Interesting. Wow, OK, so the war was very much a part of your childhood. So how did you end up deciding to go to Norwich? RL: Well I went to a prep school, Mount Hermon, which was in Massachusetts, northern Massachusetts. But it was a prep school that part of your tuition was paid with working eight hours a week. And so when I went there I started off in the farm working with dairy cows. And then my second year I was groundskeeper and my third year building cleaning. And the epitome of my career at prep school was that I was a waiter in the dining facility which gave you a lot more free time and you became the friend of a lot of people who liked to sit at your table because you would make sure that you were in the kitchen, the first to get the food, et cetera, et cetera, and they always had second helpings. So I was at Mount Hermon and I applied to three colleges. One I was put on a waiting list, one I was rejected, and the other was Norwich University. Now I was a C+ student. So -- SY: Even with all that reading?3 RL: Oh with all that reading. My reading skills were far superior to my age, but the point being is that I came to Norwich and there was a lieutenant colonel -- no, he wasn't a lieutenant colonel, he was a first sergeant or sergeant major at that time. He was lieutenant colonel my freshman year. But he took me around the school and so impressed me with his attitude towards the school plus also how he treated me as a person that when I left I told my parents that's where I wanted to go. Now you have to realize too at that time all of us had to have a military obligation. Either you went in for six months, then the reserve or you went for two years active duty and that. So we were going to have to go into the military anyway and I loved military history. And when I came to Norwich University I just kind of fit in you might say. SY: Yeah, so what was your experience like as a rook? A lot of people have described a harsh awakening at that moment. Were you prepared? RL: I guess since I've been away to prep school and been away from home and that that I was able to adapt a lot easier maybe than those who had not been. I took it all with a grain of salt. I said these are things you're going to have to put up with so keep your mouth shut and grin and bear it. SY: Now were there some kids -- I know there were a lot of kids who washed out, it was like 51% or something in your class. Dick did the math. He told me. But do you remember, were there kids who got targeted? Do you remember hazing or was it mostly just like this is just something we need to get through, this is an elaborate game? RL: I think that there's always a certain amount of hazing. Hazing not in a real rough or negative sense, but hazing in the sense that maybe one guy or several people just maybe don't fit the mold so therefore they might get a little bit more of harassment than you did. Or maybe that you have adapted and try to do what the cadet is telling you to do, therefore the heat's off you. And we always used to try to help those cadets or rooks who were having a tough time. Heck, we helped polish their shoes. We made sure their uniforms were pressed. Some kids just weren't capable of accomplishing all that. And then you have to say too, I think today at Norwich the qualifications academically and everything have improved a great deal. Now you have SATs and ACT scores. Back in those days, it was based upon submission and also the recommendation from your teachers and of course your grades. But Norwich is a totally different school today versus back in the 1950s. SY: Yeah, but that's interesting. So you do remember helping kids out. RL: Oh yeah, absolutely. And some of the rooks harassed the rooks. I mean it wasn't just upper classmen. But it was sometimes -- it's a predator type of atmosphere and I think it's human nature. You just have to be careful of that and aware of it and make sure that it doesn't happen if you can do something to stop it, you see. SY: Yeah, and that's always the question is how do you keep it from crossing that line. RL: That's right. And it's how strong a person you are. If you're a very strong person with morals and with firm beliefs, then you try to do something to change that, but it's the 4 method in which you change that that's the key. If you're abrasive or in your face or something, the person that you're talking to or trying to get something changed, it's not going to work. You have to be able to balance it out and approach it in the right way in order to get results. And I learned this at Norwich. I used that all through my army career, is to approach something -- always treat the other person like you would like to be treated yourself. When you had a problem with a person, you sometimes had to be tough and some outright terminate his career or whatever, but it sometimes had to be done. It's not the fact that you wanted to do it, but the fact is that they broke the rules and there's nothing that you're going to repair it. You've had it. SY: Do you remember any moments at Norwich when you learned that lesson, any of those like difficult leadership dilemmas? It was a long time ago. RL: Well it's that I remember the good days. I remember one rook who he was never going to make it at Norwich because his intellect was to the point where you would say that it was at a level that was not college level, let me put it that way. Yet we tried to prep him for exams and things like that and we tried but he was finally eliminated because of his academics and he just couldn't do what had to be done. SY: It was almost cruel to keep him in the system. What part of the highs that you remember from your time in Norwich? RL: The comradery. SY: Had you experienced that before at boarding school? RL: No, I don't have friends -- my boarding school was something that I survived it. Academic-wise and everything else, it was a challenge for me. I was actually in a school that I was doing college work and so that prepared me though for Norwich because when I came to Norwich I was fully prepared to face the academics and know how to handle all that. So I got to say, that's a big plus. But when I got to Norwich, my relationships with the school and the profs and everything else, I remember the PMSNT, I remember those people who worked in the PMSNT office. I remember Major Pekoraro who was the engineer major there. And I was a business major but I joined the engineer society because of this major because he was a Korean War veteran who was a POW. And he was a role model. He was tough but just and just the type of person you felt you'd like to be around and learn from. There was a guy named Hardy who was a captain. And I think he had a relative or a brother or something that was going to Norwich at the time and he was an armored guy and he was a friendly, nice person. And then there was -- and some of the names here, I can't -- there was a lieutenant colonel there who also was a very role model. These guys were role models. The PMSNT was the tough guy, didn't have much association with him. But at Norwich I learned, because of our social life with our fraternities and things like that, it gave us an outlet and we had a closer relationship. And I think the class of 1960 has done amazingly well keeping abreast of each other and I've lost in the past year several of my classmates of whom I talked to before they passed on, just several days before they passed on, from the point that I wanted to say goodbye. It's a tough thing to do. You have to realize now that I'm on a 5 shortlist and those guys were important. And I think our class is like that. But Norwich has been a great influence on me because it gave me the opportunity for the leadership positions, I was a cadre member every year. My senior year I was -- we had the freshman battalion at that time and I was made the executive officer in charge of all the academics for all the freshmen. So I had to have academic boards. And we met on those with records of those cadets who were not achieving the standard that needed to be to graduate. So we would review their records and then recommended action, help, tutoring, or whatever it needed to try to get that kid back on track to get the rook, get them through that first year. SY: Do you think that type of dedication to the wellbeing of your rooks made you a better leader in the military later? RL: I think it did, but let me relate something that happened at summer camp. I was in the honor tank platoon and I also was -- SY: Hold on a second. It's like we're crossed here, it's like star crossed, you know what I mean. RL: I don't know if you can -- SY: I'm going to see if I can get Heather. (inaudible) [00:15:00] They're redoing the library. But it's like if somebody's talking in the hallway -- but they're right over there. She's going to ask. If she doesn't, we might just need to shell this as well into the back. RL: Are we going to have repeat all this again? SY: No, I can edit it together. But I want people to be able to listen to actual sound clips that don't involve listening to somebody -- RL: You can say that's combat. (laughter) You can hear the guns in the background, you know. SY: Exactly, this is so authentic that I took my recording all the way into whatever. Did Heather work her magic? I think she might've worked her -- RL: No, I don't think she's had time to -- and I don't think they're going to stop. They're on a time schedule and what's going to happen is they're going to just drive you nuts and have you do it. SY: You know this happens, they don't do work for days and I don't know their schedule and I can't ever get it. And then I'm like, "Great, they're done for a while." Then I bring someone in. This has happened to me like two or three times. RL: Well let me think. Want to try? SY: Yeah, let's keep talking.6 RL: If we can't maybe I can do something tomorrow, if I can. SY: Yeah, if you can you can pop by and if not, you're going to be back in October. RL: OK, we were talking about ROTC and summer camp. And I went to summer camp at Fort Knox -- thank you. SY: You're awesome. RL: And when I was there, we had two companies, A and B, and I was company A. And we had a lot of Norwich grads were there, plus VMI, plus Citadel, plus from all over, from all the ROTC units. And this was at Fort Knox. And there were two incidents that I remember vividly. One is that on a Saturday afternoon in 90 degree heat in my khaki uniform with an M1 on my shoulder, I was walking guard duty around the barracks that we lived in, World War II barracks. And the rest of the cadets were getting ready to go off because after twelve o'clock on Saturday they could go into town and do all that and I had the guard duty. I was on guard. And so I was walking around the barracks and one of the tac officers came up to me from Norwich and I reported to him and the general orders and the whole bit. And I was soaking wet. And he says, "Well how's it going?" And I turn to him and I said and I was facing him and I said, "Well sir I'm going to tell you that this has taught me one lesson, that I will never go into this man's army as a private." And he laughed. Well let me tell you, I was very serious about that. And then it came to where we were closing out and we were going to rate our contemporaries in the barracks and that. One of my classmates came up to me and said, "Ron," he says, "Don't you worry." He says, "Me and the boys are going to take care of you." And what he meant was that of all the Norwich guys and all the guys in that barracks that these guys had gotten together and rated me number one. SY: And why were you rated number one. RL: Because I think they liked me. You can't question that because you never are actively trying -- you're treating people the way you want to be treated. And you want to be a leader in the sense that you do the right thing at the right time and for the right reason. But when he came up and told me that and there were some pretty high powered Norwich guys in the cadet corps and they were going to be -- running the regiment that coming year. And so when it all came out there were two guys ranked top in armor ROTC summer camp. One was from VMI and one was from Norwich. It was me and one other guy. And so we went up head on head competition and the guy from VMI won out, which is fine because I went in there kind of naïve and I didn't know what to expect. But the point being was that I had the opportunity, Norwich had the opportunity, and Norwich did well at summer camp. And that was all that was important to me. So those things impacted on me and also the professors like Loring Hart who later became president of the university, he was my English teacher. And I was the news editor on the Guidon. And we had some West Point cadets come up because we had fraternities at that time, they said to us, "Boy do you guys have it great here," because of the social life and everything. And that was the greatest thing about Norwich. Norwich has always been about the citizen soldier. Now this is before we had civilian students, so you got to 7 realize that what I'm talking about here is my time at Norwich as a cadet corps, the citizen soldier. They trained us to go out into the world and be a civilian but if the country needed us, to come back and to serve our country. And that was our whole philosophy. SY: And I think the other element of the citizen solider that I find compelling is the idea that you're a thinking citizen with a trained mind and you also know how to follow orders, right? RL: Absolutely. SY: And so I'm wondering as you sort of went on in the army if that training as a citizen soldier ever got you into trouble. Did those two things ever clash, your moral code, your ethics, your trained mind, and, "Do this?" RL: Well I think it could and maybe did. It's like yes and no. There's only two answers. There's a no or a yes and there's nothing in between. Now therefore you become very moralistic, moral, saying, "OK, that's wrong." But in the real world, there's a middle line there and you have to try to come to grips with that. Sometimes you can't stomach it. I mean sometimes it's either yes or no and that's it. I find that too many times people are not willing to say yes or no, they're willing to kind of muddy the water and go with a middle direction and that may not be the best way to do. And sometimes, and this I shouldn't probably say, but I say sometimes that affects our policies and the way we look at combat and the way we look at what's happening out there. SY: Was there ever a time when you said no? Was there ever a time you sort of refused an order? RL: Refuse an order? SY: Where you're like, "I don't think this is right." RL: No, I have found in life that you never -- if you're given an order and you're in a public place and that, don't ever say no, ever. The time to say no is after in private because I have learned that commanders do not want to be criticized in front of their troops or in front of a group. And they will cut you off at the knees. And I understand, some people didn't. You don't get in an argument if you're briefing and the commander is saying something that you may not agree with or is trying to correct you, you let them do it. Point being is you correct it after the briefing or whatever. And if he still does not accept your evaluation of such and such, then you let it go. Now to say that you always do what you're told to do, yeah you better watch out because if you're told to do by the commander and he comes back and checks and it's not done, you're going to lose your job. But if you're told to do something and find a better way to do it, that's a different story. So you have to think. It's not just those things, yes sir two bags full. It's the point is, "Yes sir," and think about, then how to get it done. If it's an impossible thing to do, and I ran across this when I was a battalion commander, and it was during a timeframe where we were faced with cuts in the budget and we weren't getting the right maintenance equipment and things like that. And my troops were living in World War II barracks where in the wintertime we had to almost wrap the whole building in cellophane 8 in order to keep the wind out and the cold out. And we had oil furnaces that sometimes went belly up. And in the summer time my troops were dragging their mattresses outside and sleeping in the street because it was so hot inside. And I had a confrontation with my brigade commander, support command commander. And I went into his office and told him I did not have to be motivated by his letter of reprimand. And he looked at me and he says, "Is that all?" And I said, "Yes sir." "You're dismissed." And I walked out. And these are World War II barracks and one of the clerks had called the other battalion commanders and they came running to the support command headquarters. And they said, "What did you do? Why did you do a dumb thing like that?" He says, "All of us have gotten these letters of reprimand," but this is the way the colonel commanded his troops with giving them letters of reprimand to light fires under them. Well I was not -- if somebody had told me this before, maybe I would've been a little mellow, but I wasn't. And I was just stubborn enough to go in and confront him. And I'm not encouraging people to do that, think it out, let it cool off before you do something. But from that day on, that commander and I had a great relationship. SY: He respected you? RL: He and I would sit down on a Saturday morning because we were working six days a week, sometimes seven days a week. And this isn't peace time now. And he would say, "OK." And with the problems that he knew were happening with the battalion, he would say, "OK." And then he would write notes to that battalion commander for maintenance or admin for people. He'd tell them I want so and so and so done. Or he'd look at me say, "That's your responsibility. You take care of it." And you damn well better take care of it because he was giving you support but you were responsible for all this, now you get it done. And when he left, years and years later, I was at Arlington National Cemetery visiting the grave of my mother-in-law. And my wife and I walked up the hill. This is just below where the Tomb of the Unknown Soldier is. And as I walked up and went onto the road, right across that street was a gravestone, a major general, who had been my support command commander. And I have done a composite book for all three of my children of my military record and in there I positively made this statement of this incident where he gave me a letter of reprimand. And what I said is that if I ever have to go to war, I want to go to war with this man because I knew that that was a man that I respected, that was a man that I knew he could do what he said he could do and he demanded that of his troops and he wouldn't take a "No." When he said, "Do it," you well knew it was to your benefit to do it. He had served three tours in Vietnam. He was highly decorated. He had been an enlisted man and then went to the prep school and then went to West Point. It was a guy I respected. SY: You trusted him. RL: Yeah. And you knew that he'd take care of you. But in order to survive in the battlefield, you had to learn and you had to do what he said because he had the experience. Now when you got the experience, you see, and then he would rely upon you to get the job done. But he'd tell you what to do and then it was up to you to do it. And how you did it, that was up to you.9 SY: Yeah, that's interesting. So let's rewind a little. So you finish up Norwich and you commission. And where do you go, what do you commission? RL: Well after I got my commission I went to -- because my eyes were not good enough for combat arms, I was commissioned in the transportation corps, but I had to serve three years in combat arms, that was the rule. So they sent me to Fort Benning. And I went to infantry officer basic course. I went to airborne school and then I went to ranger school. And if you ever need any stories about those schools, back in those days, I could tell you some that were -- again, it's one of those things where it is rough, but boy oh boy, you got to roll with the punches and you can have some good belly laughs out of it. SY: Well tell me one of them. RL: Well down in Florida during the jungle training, they kept you awake. They kept you on constant patrol, patrol, patrol. They wanted you to be exhausted, to see how you would react and how you could do it. Well we kept going out and out on patrols and we had a plan and usually we went out at night time, at night patrols. And I was the last guy in the patrol and I carried an M1 rifle. And we had these little florescent things attached to our cap where you can see the guy in front of you so you could follow him. And we were going through the swamps and there was a log there and I stepped over a log. And I took a step off the log and I went up to my waist in mud. And I looked around and there was nobody there. The guys had kept on going. They didn't know I was stuck in the mud. So here they are and you're not trying to shout or anything, but luckily the guy in front of me looked behind and didn't see me and sent the word up to halt for a minute. He came back and he had to pull me out of the mud or I would've been there to this day. And the fact is that we got through all this and we did all this and we were in the mountains one time and I had the automatic rifle slung across my neck and this is with the ammunition pouches and everything. We're walking up this mountain road and they said take a break. And I was on the left hand column, so I went off to the side of the road and just squatted to lean, I thought against a bank. Well there was no bank. And I went over head over heels down the side of this mountain and came up flat against a tree with my feet up in the air. And I wasn't hurt and I got myself out of that. So I called back up onto the road. Guys hauled me up. And we had a good chuckle about that. But it was stupid instances like that. They weren't funny to anybody else, but in our state of mind they were. And you never forget them. SY: Yeah, absolutely. So you do all of those different schools and then where's your first placement? RL: My first assignment was in Germany with the First of the Fifteenth Infantry Company B. That was the company that Audie Murphy served in during the Second World War. And as you know he was the most decorated of our military heroes. And at the time I arrived we were a straight infantry. We walked everywhere. We weren't mechanized. And while I was there, I was there a year and a half in Bamberg, Germany, and our mission was we would deploy to -- if the Russians came through the Fulda Gap to delay them as long as we could until the armor could move up to confront the enemy. So ours was the delaying action. Well while I was there, we became mechanized with armored personnel 10 carriers. But during that time we didn't have them, we would walk to training areas one way, either in the morning or walk back in the afternoon and be trucked out in the morning or be trucked back in the afternoon, one of them. But we walked one way because there was a gas shortage at that time. So periodically an infantry platoon was in our company was sent out to what they call a forward position, an infantry platoon plus an engineer platoon. And we had a cantonment area out there, barracks and all. And it was our job, we stayed in communication with the base, that if the balloon did go up and the Russians did come across then we had certain missions to protect the engineers in blowing bridges and et cetera, et cetera. And that's what our job was. And my job out there was to call unannounced alerts, usually early in the morning, and then the guys all had to jump, get dressed, and in the trucks, and gone out of the cantonment area to their designated positions. Now we did that for a year and a half and then because I was a transportation corps officer and had served my time in the combat arms, I was sent to Berlin, Germany. At that time it was a walled city. They were still building some of the wall. And it was isolated. There were four sections, French, British, American, and Soviet. And the Soviet section was walled in and you could only go -- usually you hear, "Checkpoint Charlie." Checkpoint Charlie was a real point in the wall with barbed wire and everything. Now I understand it's just like a block of concrete or something in the road. Well back then, it was real life. And I saw places where refugees had tried to climb the wall and had been terminated, had been killed. SY: So you saw their blood on the wall? RL: Well you knew where they were because the bodies had been taken away and we knew where they had tried to get across. But at that time I was a train commander and as a train commander I took the train from Berlin to Helmstedt which was in the western zone through the Russian zone. And we had to stop the train in Marienborn for a Soviet checkpoint. We wouldn't deal with East Germans. We didn't recognize the East Germans. We dealt with the Russians only. That was the politics of the time. And a Russian officer would be there. I had an interpreter and we would check every document for every person that was on the train. And sometimes you could tell when tensions were high the Russian officers would be really SOBs and when tensions were not high then they were more friendly. But there were always a couple of Russian officers who were SOBs regardless of what. However, I did that for a good year and at the same time I had a good buddy who had been in the infantry in one of the other battle groups in the same town, had been my roommate in Bamberg, Germany where we had been stationed, who reverted to the MP corps and came to Berlin and was riding the freight trains, the same route, everything else, but on a different track. But he was in charge of the MP detail that was on the freight trains. And I remember one time we got stopped in the middle of the Russian zone and I looked out my window of my passenger train and there was the freight train and there was my buddy. "How are you doing?" We put the window down, we'd chit chat before one of the trains moved on. He was going west and I was going east. But there were times like that and Berlin was -- SY: Were there any really high tension moments that you had?11 RL: Well yeah it was because you didn't know how they were going to react. I mean they could be real SOBs or they could be -- the thing is is that at that time you didn't want to take a chance of not following the rules. Berlin was the showcase of Western Europe. They had rebuilt it from the war and the contrast between West Berlin and the Soviet, it was like night and day. I was a staff officer for part of my time there and I had to take a Sedan and a driver and drive into the Russian sector just to show the flag. And sometimes I would get out to walk and I would take pictures of some -- Berlin before the war must've been a magnificent, beautiful city because I could tell you the architecture and everything else. And then the apartment buildings that the Russians had built looked about as drab and falling apart as you could ever believe. So that's why they had to put up the wall, that's why they had to stop the rupture of East Germans coming into the West. And cultural wise and everything else, the western zone -- guys, you couldn't have asked for anything more. And Kennedy came and paraded through West Berlin. I was there. I was there between like ten feet away, fifteen feet away, and believe it or not there was a Norwich graduate there, my class, name of Bob Francis who was in the signal corps. And I don't know if he was taking pictures for whatever, but he was there during the parade. I saw him and talked to him. Now when Kennedy lost his life, the Berliners, when he said ich bin ein Berliner and they just went crazy. They loved him. So when he died, they turned out every light in West Berlin. They turned out every light. There wasn't a light there and lit candles in their windows, put candles in their windows. SY: Do you remember where you were when you found out that Kennedy had been shot? RL: I was in Berlin, where exactly I can't remember. I just know that the effect it had on the Berliners and on the world was amazing. And the Berliners loved this man just from the standpoint of what he said that time and he had come. And the respect, the showing of respect by candles, putting them in the windows, and turning out all the other lights was amazing. No other president has been honored, I don't think, with such sincerity. People try to emulate, but unfortunately they fall far short. SY: Was there ever a moment when you were in Berlin or Germany in general where you were like, "This Cold War is about to get hot," where you thought, "Oh, it's going to start?" Did Dick tell me a story? Was it your story about a plane where if it took off, that was going to be a reaction? He said something about a plane. I don't know what I'm talking about. RL: That was Vietnam. SY: That was Vietnam. That was later. OK. RL: I keep hitting that. I can't remember because it was always there and you were always prepared. And so to say one point over another, I can't remember such. Now I did have a friend there who flew helicopters and I do remember flying over Hitler's bunker that was totally destroyed from the Second World War and there was just nothing but dirt, concrete, that had never been rebuilt. Little things like that I remember. I remember going to see the ballet, Swan Lake as a matter of fact. They brought all of these wonderful cultural things into Berlin to show people the difference between the two 12 countries or philosophies you might say. But to think about the tensions, yeah, but when we were told to make staff rides and to be in total communication with our headquarters because we never knew when our cars might be stopped and something might happen. But other than that, no. SY: Yeah, it was just a pervasive feeling? RL: It was a constant reminder and harassment to leave Berlin. To drive, it was going through checkpoints. And then you didn't know if you were going to get let back in and all of these things. But life goes on. SY: OK, so then you leave Berlin and where do you go next? RL: Well from Berlin I went to -- and let me relate something here too about Norwich. Back when I was a senior, Norwich had corporations come in to recruit and to interview you and that. Eastman Kodak came in and I was supposed to see them and I didn't. Eastman Kodak wrote me a letter and it said, "When you have your military obligation finished, let us know and we'll bring you to Rochester." So when I came back from overseas, there was a question there whether I would stay in the army or not. Not serious, but I wanted to explore all of my options. So I went to Rochester. They offered me a job and et cetera, et cetera, but I did stay in the military. SY: Why'd you decide to stay in? RL: Well maybe it was something I was used to, you felt comfortable in. You have a driving flame to be the general or something? No, I just felt comfortable in what I was doing. I liked what I was doing. And so I kind of just stuck with it. SY: And this is what? Now we're at '64? RL: Yes. SY: So Vietnam is just starting to get on people's radar. RL: The big buildup was '65, '66 when they started sending all the divisions over. And then of course '67, '68 being the Tet Offensive. So I was assigned out to Fort Lewis. And then I was only there a year and I was given orders to go to Fort Bragg to be trained as a Special Forces officer. So I reported into Fort Bragg and was trained. And the revolution in the Dominican Republic occurred. And the 82nd Airborne was deployed to the Dominican Republicans, so they sent a contingence of Special Forces down there, and I was one of those. My mission there was more -- as a detachment commander I was small team, modified team, intelligence gathering upcountry on the island. And then I came back after that and was the S4 for the unit. SY: So this is the revolution and opposition to Trujillo? RL: Trujillo had been assassinated. And the communist were trying to take over the country. And luckily the Dominicans were -- and the 82nd Airborne -- the US was asked to come 13 in and help. And they contained the uprising in the inner city of Santo Domingo, the inner city. And they barb wired it. They had literally barb wire all around the old city and kept the communist in there. Now there were some in the country, in other places and towns, but the Dominican Republic was set up as -- the police force was almost as strong as the army because every police force had a fort in every town. And they had their own weapons, et cetera, et cetera. And the police force was pretty brutal if there was any question at all. Like I was on jump status down there on the island and we used to jump over sugar cane fields. And nine out of ten times -- for practice and to keep proficient -- the police force or the military had brought in who they thought were rebels and popped them, dumped bodies in there. So you found those things. So there was a certain amount of strong armed tactics that the Dominicans were imposing against their own people. But these people were looked upon as Communists and were trying to take over the country. SY: So how did you react to that, finding those bodies in the fields? RL: I walked away. I wasn't going to bury them and I kind of took a pragmatic look at it. I said, "You know what, there is nothing I can do about it. These guys are dead. The diplomats are down here trying to effect an election where the people will elect a Democratic president. We're doing the best job that we can to provide a stable atmosphere for this to take place." And other than that -- and I was upcountry, as I say, intelligent gathering. And I will say that the country was pretty quiet. We had a few times where intelligence was -- radioed back. But the people on a whole were wonderful, hardworking people. And when I was the S4 of the unit, I went down to the quartermaster where our food depot was and that. And believe it or not, the doctors would condemn food, the package was open or something. It wasn't good enough for US soldier consumption. And there were no, what I call, rat turds in it or anything else, but it was just sitting there or a can was dented or something. I would police up all these food stuffs and with approval, the doctors said, "No that's OK but we can't serve this to the troops because of the rules." So I gather this up and we had other outposts in the country. And then I would fly up in a helicopter and give the food out to the people. I felt that was something because they were very, very poor. Let me tell you, the country at that time was -- SY: Oh I've spent time there. It still is. RL: I mean trash and everything, you couldn't believe it. Now it's a resort area though. SY: Except where it's not. RL: I'm sorry, but my personal opinion is that there are some places in the world that never improve. Why is it that the -- again, it's the old power grab. Those that have, have and those that don't -- unfortunately. We try to change that in so many places in the world and we've always done the right thing, for the most part, but it's a very tough, tough thing to do. And they can only help themselves. 14 SY: So that's an intense period of time in the DR. And then you come back and then they're like, "Oh, since you had that nice, intense experience, we're going to send you somewhere easy. How about you go to Vietnam?" I'm kidding obviously. RL: That's right. No, no, I went to school at Fort Eustis, had a job there for six months in the educational department doing reviewing training and things like that. And then I went off to Vietnam. On the way over I took a delay in route and visited Japan, Okinawa, and Taiwan because I had gone to school with a couple of Chinese officers who were stationed on Taiwan. I visited with them before I went to Vietnam. SY: Did you have any idea what you were getting into? RL: No, because I didn't know where I was going to be assigned at the time and when I arrived there at Tan Son Nhat Airport, we were getting rocketed and we lived in tents until they made our assignments. And I was assigned as a transportation corps officer to the fourth transportation command, which was working pier operations and that in Saigon. And I was a pier operations officer for part of my tour there. And this was before Tet Offensive. And we had barge sights that were out of town and I used to go by myself with a 45 strapped to my hip and drive like hell. [We went either by the River in a boat or drove to each barge site.] But at that time, we didn't realize how the VC had infiltrated the area and how serious the problem was. I was extremely lucky. I always thought in my career that I had a guardian angel watching over me because there were so many times where it could've gone the other way. And I remember this, just the night before -- actually the night that I was out and did something, which I won't say right here, it was all job related. I was out there alone in the delta and I came back and that morning was when the VCs struck. And when somebody from Cholon, which was the Chinese sector, some of the officers were going out to the headquarters and got ambushed, shot up, they never made it. And all hell broke loose. And I remember that the VC drove the people on the outlining communities into the city. I remember outside the port area, the one street was just -- one night -- was just crammed with refugees just streaming into the city trying to get away from the fighting. And there were a lot of other incidents where we had ships that were sitting out trying to get up the Saigon River to offload and they'd be spending days and days out there because the port was just jammed with ships and we were trying to offload the equipment and everything and we couldn't get them all up. And some of these ships were commercial ships with cargo holes. And they were rocketed and there were gaping holes in the sides and in the upper structure and things like that because they had to travel up through the delta, in a winding river which wasn't very wide to get to Saigon. And those guys, the bad guys, were out there. And we did our job. And I had a very good friend who was a helicopter pilot. And I remember we had to go to Vung Tau one time and we were in a Huey and we had a number of technicians with us and things like that. And we were flying along the delta and we were skimming the delta. We weren't flying high. We were just skimming. And all of the sudden I just hear this whomp, whomp, whomp, whomp and all of the sudden my buddy in the pilot chair, the whole chopper, he was trying to lift it, almost physically lift that chopper to get altitude because we were under fire. And this guy I have a great admiration for. He's been a friend for a good, long time -- got us out of the situation. We 15 got above it all and flew on to Vung Tau. And we got out. We looked and we were just lucky. Again, it's a matter of time, where you are, and sometimes just plain luck. SY: Right place, right time. Wrong place, wrong time. Did you have any -- I know some people had sort of superstitious good luck charms or things they did to -- were there things in Vietnam that you did to just kind of keep yourself safe in your own mind. RL: Nope. I just kind of -- I tell you quite frankly, I remember the presidential palace, right across the street from my billet. I mean the VC were so close into the city and Saigon was a beautiful town. Well let me say this, Tudor Street which was all tree lined, but during war time a lot of bars and bar girls and all that. But a beautiful town, some really fine French restaurants, but when they say Pearl of the Orient, it was prior to this time. I would say after the war, World War II because I don't think there was much damage there during World War II. But it must've been a beautiful country. SY: So when you were in Vietnam, a lot of people, it was an existential crisis for them. It brought on a lot of doubts about why they were there, what they were doing, the nature of war itself. Was that your experience or did you -- RL: I think that you could dwell on that if you wanted to. But I also think it's in the situation which you're placed in. If you're under a great deal of stress, if you're under fire, if your life is -- it might be snuffed out in a minute's notice, that you start to think about it more and say, "Why the heck am I here, God protect me. Let me just get out of this." And it so shocks your system that that images, they keep reoccurring. It's like your memory buds have been lit up and those things keep coming back in flashes. So I think it's all based upon the situation and where you are and what you're doing. SY: It sounds like you weren't in combat directly. RL: I wasn't directly in combat. I could've been shot because of snipers or anything else. But did I have a rifle in my hand and going out into the jungle, no I did not. My job was to ensure that cargo got lifted off of these ships onto barges or any place else and was delivered to the troops. And I did that. When I got promoted to major, then I was, due to a recommendation by one of my instructors at the transportation school, they recommended me for a staff position. And so they moved me -- still in the Saigon port, but I was at a staff position while I was there, the rest of the time I was there. I was there thirteen months. I was given a special project to do and I told the command that I would stay there until it was finished. So rather than twelve months, I spent thirteen months. SY: Do you remember the first day you arrived and the day you left? RL: I remember the first day I arrived. SY: What was your impression? RL: It was hot, steamy hot. We had a tent city. And there were hundreds of troops in a cantonment area at Tan Son Nhat Airforce Base. Planes coming and going. And I wasn't there very long. And then I was assigned to a unit in Saigon where I was working nights. 16 So I would sleep in daytime. So I do remember the arrival and coming off the plane. But going home, I'd have a hard time. SY: You weren't counting down your days? Well no, because you had that special project, so it wasn't like you were sure. RL: Well I knew I was going to stay. I mean I just knew it. I knew that I was going to do this and that was it. It's hard to -- SY: Was it hard to adjust to coming back home after being in Vietnam? RL: I came back. I was stationed at Fort Monroe. And I worked for the training command there. And I was responsible for the training budget of all the service schools around the United States, to include the aviation schools at Fort Wolters, Rucker, all this. And I remember I worked for a guy named General Pepke and his deputy was a General Andrews. Pepke was a two star at that time and Andrews was a one star. And I had a very responsible position because at that time, believe it or not, in the early '70s, they were downsizing to get out of Vietnam and the school budgets were being cut. And I remember the DA staff called me about the aviation budget for our aviation schools. And I worked with two colonels, lieutenant colonels, who became general officers and trying to save the aviation budget from being cut to the bone. And I remember I worked on a lot of projects and was flying back and forth between Fort Monroe and Washington to work with these officers and try to save as much as we could. And that was I think a turning point probably in my career because I had not been selected for the Commander and General Staff College yet, I was a major. Now Commander and General Staff School is very important to you. I hadn't been selected yet. So there was an opportunity there and I was already working on my master's degree, going to night school. Now I was working constantly with a high pressure job and I was going to school for my master's degree with George Washington and I was doing commander general staff work with the reserve unit at Fort Eustis which was about 20 miles away. SY: You were a busy guy. RL: So I was going to school for four nights a week plus weekends working plus doing my job plus doing the papers and studying and doing all the things you have to do. So I was out and that's why I say to people don't ever get discouraged, don't let people tell you that you're not going to make it or you're not going to do something. You have to keep plugging away and rely upon yourself to be good enough to do it. So I have to say that I wasn't married at the time, so your social life goes to hell in a handbasket. See, you have to set your priorities. And there's another thing that Norwich is going to help you do is set priorities and know what's important and what's not important in life because you have to look down the pike. Think outside the box and then see what it's going to be like ten -- 15 -- 20 years from now. So if you want a career, you got to work for it. And they're not going to hand it to you. You go out and get it. You prove your point to them. So all this happened and I finished up my Commander and General Staff stuff, I got my master's degree, and they shipped me to Korea.17 SY: Now at this point you must be tired. RL: Well I'm going to tell you right now, the thing is that you learn something from your education, from Norwich, which is to press on. It's the old thing as can do, I will try, whatever. Can do was my infantry, first of the fifteenth, can do outfit, Norwich was I will try. And those things drive you, especially if you have fire in your belly and you want to go someplace. And you're not satisfied with just sitting on your butt and hoping that it's going to happen. So I go to Korea and I work for 8th Army HQ in Seoul and I'm a logistical staff officer and out of the blue the general calls me in and said, "Oh by the way you're going to continue as a logistical staff officer, but you're now the missile maintenance officer for Korea." That's an ordinance job and the ordinance officer had just gone home and they didn't have anybody. So now I'm responsible and the problem they had with the Hawk missile program which is a Raytheon product was they were getting about 40% reliability. And DA was holy hell on the command. So I had to do something about that. Well let me put it this way, it's a twelve month tour in Korea. And my assignment officer, the big assignment officer from DA, came over and he says, "Hey, yeah Lotz, you're going to the armed forces staff college." So I said, "Hey look, I've been to Leavenworth." He says, "You're going to the joint school, the armed forces staff college, in Norfolk." And I said, "Well when's this going to happen." He said, "Your next class is six or seven to eight months out," after I come back. I said, "What will I be doing?" He said, "You'll snowbird." Well snowbird is that you go there and you do whatever the school tells you to do. And I told him, I said, "No, I don't want to do that." I stayed in Korea 18 months. I worked on the job I did and when I did that, the reliability of the Hawk missile was at 94%. I had done a whole refurbishment program on the other missiles that we had in budget, I had set up budgets for refurbishment, did all of that, and so I came out of Korea with what they call is a dual job efficiency report because I did two jobs in one. And then I went to the armed forces staff college. SY: There you go. And then you get married. RL: No, not yet. I got to school. I went through school. I was assigned to the military personnel center where I was given a job as the lead on women in the army. I used to brief the DA staff. I used to go over there with all the statistics because we were trying to create a model that would determine the grade and MOS and how to bring them in without having big bubbles and all of that, et cetera, et cetera. And I used to go over with these big, in those days, printouts like this and I used to brief the DA staff. And I used to bring these printouts to them and I'd say generals if you don't believe what I'm saying, you can read it. And I drop it on the floor and they'd all laugh. We're talking about two or three stars and they all laugh because they know they aren't going to do that thing. So they were listening to what I was saying, it's the how we were trying to work this. And I wasn't trying to be smart. I was just trying to lighten the load, just be a little levity there. And I was recommended for the Pace Award because of that and I was given a special award. And I met my wife in Washington. My wife, I was trying to get a date with her and she was busy or I was busy. One time I just got fed up and said, "Are you free Friday night? Can we go out?" And she finally said yes. And so her father was a retired colonel infantry which she never let me forget. And we went out to dinner and dancing down in Washington. And I said to her that night, I said, "I think I'm going to marry 18 you." She said she'd never marry a military guy. And she says, "I think you're right." I've been married ever since, the same woman, very happily married. SY: That's a lovely story. So we've been talking for like about an hour and fifteen minutes. RL: And you want to know something? You got more than you need. SY: And I think you probably want to -- I don't want to take up your whole day. RL: No, and I got to get going. SY: Yeah, exactly. So any last thoughts? This was great. Let me -- RL: It's too much, I know. But I'm telling you stories. SY: No, no, you're telling me stories. This is all really important. RL: We haven't gotten to the point where I got to be a battalion commander about this guy, Pendleton, who used to be -- I'll tell you that a different time. But that's the leadership team. There's what you face as a battalion commander. There is where you have distress and strain of seven days a week, 24 hours a day and have to take care of the troops. SY: So when we have more time, we'll really go into that. I'll put a pin in this. So let's pick. So when we talked on the phone yesterday, you were talking about how you think that in terms of remembering war there's this unfair hierarchy where combat stories are valued more highly than other stories. So do you want to speak to that? RL: It's the perception that people have that when you mention warfare, they think of combat because that's what it's all about. You wouldn't have a war unless somebody was fighting. So we focus on those people who are in combat because they're the ones nine out of ten times who get wounded or there's fatalities and things like that. But we forget about those who support the combat troops, the combat service support troops, and things like that, that there's a huge number of people behind supplying and taking care of, the medical people and the supply people and the transportation people and all these people that are supporting the combat role. Even the artillery people, the combat service support, it's a team and we can't forget that there's a large team behind the combat lines that are supporting those in the trenches. SY: And also I'm sure that in Vietnam even though you were behind the lines, you still were in danger all the time I would imagine. RL: Well you were because the way the war was there, you didn't know who your enemy was because the enemy melded in with the populace. And the snipers and the ambushes and things like that that could happen at any time. So you always had to be prepared. The convoys had to be prepared even in the city sometimes, especially during the Tet Offensive in '68, the Tet Offensive. A lieutenant working with us was ambushed and was killed. So it could happen at any time. And there was no front lines in the First World19 War. It was a trench. And you knew those bad guys were on that side and you were on the other side. It's a different war out there during my service. SY: Yeah. What was it like to live with that constant anxiety and confusion? You were there for a long time? RL: Well yeah, but the thing is is that you didn't dwell on it because if you dwelt on it, then you were afraid all the time and you couldn't get your job done and you couldn't function. So you put it out of your mind. It's one of those things that when you're put under stress, you look to God to say, "Make sure I get through this." SY: Were there ever moments when it broke through and felt that fear, like I don't know, going to bed at night or waking up in the morning or things like that? RL: Only from the standpoint of anxiety you might say. There were times -- the night before the Tet Offensive, I had to go to a barge site and I went alone and I had to go through the city across the bridge outside the city. And the Vietnamese troops were guarding the bridge and so I pulled up in my Jeep and they looked at me and I said, "I got to go to the barge site," which was a couple miles away. You had to go through this little village and all. And they looked like as if I was nuts. But I went and this was about one o'clock in the morning. And I went through the village down to the barge site, checked it out, the operation and everything, and came back and at dawn that same day the next vehicle that came into that village was ambushed. Well there for the grace of God, go I. So there's no way of telling what's going to happen at times. And so the anxiety level is there but you can't dwell on it and you do your job. SY: Does your training keep you from dwelling on it? RL: I think so, yeah, if you know what you're doing. It definitely is a big plus. If you didn't know what you were doing, your anxiety level would really be high because then you would be looking in the shadows. It's not that you're not conscious of what's going on around you because your training develops that instinct to look at certain things and evaluate certain -- and quickly and whether it's safe or not safe. So from that standpoint, yeah your training is a key factor into how you react and how you look at things. It tells you when to go and not to go at times. So it can be a life saver. SY: So I interviewed a guy just last month or a couple weeks ago and he was also an officer. He was also a logistics guy behind the scenes, but it was in Iraq and as we know there's no real distinction between combat and noncombat anymore. And he was describing when he came back, it took him a while to realize that he had some of the signs of PTSD. He needed the quick fix. He had the hypervigilance. He was seeking out thrills and things like that. And I'm wondering if -- it was talked about less in Vietnam, especially if you'd come back and function, it wasn't talked about at all. But did you when you came back experience trouble adjusting back into a civilian -- not civilian because you're still in but? RL: Well I think maybe I had a sense of -- I was self-sufficient you might say. I could handle my emotions. I could -- so I'm self-sufficient you might say, not a loner, but able to cope 20 you might say better than others. And because of my background, because of how I was brought up, because of everything, that all contributes to how you adapt and can assimilate all that happens to you in a combat zone when you come back and try to come back into the community. The associations you have with your family, the associations you have with people, how you view the world and everything else, all of that's a factor in what affects you up here in your head. SY: Claire, can you tell them to be quiet nicely? F2: Sure. RL: See that all affects how you look on life. And so from that standpoint I would say that I didn't come back with a lot of anxiety, I came back to a world that was safe, the world that hadn't been effected by war, a world that I didn't have to watch out. SY: Was it strange to like sleep in a nice comfortable and to eat delicious food? RL: No. SY: It just was easy? RL: It was easy. I assimilated right back in. But I tell you, that's based on attitude too. And you got to realize this, you don't always sleep on the floor. You don't always sleep and live out of a rucksack. There were cantonment areas and things like that. In Vietnam it was like they were trying, because the war wasn't popular, is they tried to bring all the comforts of home to Vietnam. So for the combat troops when they weren't out in the field, they could come back to a cantonment area with all -- good food, rest, relaxation, et cetera, et cetera. And they also had the R&R where they could go over to Australia or to Japan or wherever and Thailand. So there were certain things and they tried in Vietnam to try to keep guys in combat maybe six months and then six months in a rural area. So there's all different aspects that you have to consider when you look how a person's going to react when he comes back. SY: Are there any, I don't know -- when you think about Vietnam, I don't know how often you think about it now. Are there smells, images, feelings that you remember, anything that sticks with you? One guy, I read his memoir, he talked about the smell because they were burning poop where he was living. RL: That was up at a cantonment area. We had the outside latrines and all that and they had to do it to get rid of it. A lot of times in the Orient you'll find they'd throw it on their fields, in the rice, and all that. They use it for fertilizing. Well the Germans did too and animal manure was – used as fertilizer. SY: Welcome to Vermont spring. RL: Well you had the old honey wagon. So in Germany they used to pour it onto the fields. And that's why you had to be careful of what you ate and things like that, especially in the Orient. What I remember about Vietnam, the food, not the American but I mean the 21 Vietnamese food. I do remember the time where there was during the Tet Offensive a lot of rocket attacks right across the street from where I was staying and the presidential palace wasn't too far, like two blocks away. The thing was that the rocket attacks would come in and then I remember one morning they heavily rocketed that area and the concussions and the noise you hit the floor, and then I ran outside because right across the street there was a Vietnamese family and a rocket had hit the house. And so this other fellow and I ran inside, up the rubble, actually the rubble, and got into the front entrance because the family had children. And we found the family, luckily nobody was hurt. They were underneath the stairs and they had been saved because they had taken shelter underneath the stairs where that closet or whatever it was saved them. And we hauled them out. I remember that. I remember working in the Saigon port and on the Saigon River. I remember that little incidence where we took ground fire. I remember little things like that. SY: Yeah, I bet the food was amazing. RL: The food was. I thought the food -- Oriental food can be quite good. When I was stationed in Korea I used to eat on the economy all the time. And you'd sit on a pillow and fold your legs and a lot of times they had a grill in front of you and things like that. I liked Korean beer. SY: Korean beer is good. I like Korean barbeque too. So we haven't gotten talk about you being -- you were a brigade commander right? RL: I was a brigade commander. SY: How many people were in your brigade? RL: It was thousands. I was a commander of the school brigade which had all the troops and students for the transportation school at Fort Eustis. SY: And the story you were telling of when you were staying in the World War II barracks and you had that -- RL: I was a battalion commander at Fort Bragg. SY: That was Fort Bragg? RL: That was Fort Bragg, North Carolina. I was commander of the seventh transportation battalion, had a long military history in that battalion. We had the only airborne car company still left in the United States army and that was left over from World War II. And the commander was a captain and he was on jump status because of the airborne car company, that was the connotation of it. And they were used -- that's why I say it's leftover from the Second World War. They also had an air delivery company, quartermaster company, where it was commanded by a major. And they did rigging for heavy drops, meaning vehicles, supplies, everything, and rigging the parachutes, and things like that. And because I had airborne troops in my battalion, my job also my slot was designated as an airborne slot. So at 44 I was still jumping out of airplanes.22 SY: Woah, so how'd your wife feel about that? RL: I had been married two years, three years at that time. And her father had been a 30 year veteran in the infantry, had been in the Second World War and that. And it's part of the job. SY: You were meeting a lot of people. So did you have any leadership challenges? How do you think you did as a leader? Were you the right mixture of approachable and intimidating? Did you think about that? RL: Well I guess if I had to self-evaluate, I was both because my commander expected -- he expected his commanders to be combat ready all the time and to be efficient and to get the job done regardless of the obstacles. There was a certain amount of pressure. Which therefore, you had to -- like they say, it rolls downhill. Now you had to say that at this time we had a volunteer army. Yeah, we were in a volunteer army. We had kids from all over the country. And we had to appeal to their sense of duty because that wasn't an eight to five job. I don't know where they ever got this idea. And the accommodations they lived in were not pleasant. They were the bunks and the World War II barracks, one latrine at the end. And the barracks were not in very good shape because that was the time of the Carter timeframe and they were cutting back on the forces. The money wasn't there. It wasn't being appropriated for repair parts or anything else so your vehicles were down a lot of time. You had to spend long hours to try to maintain and keep them going. And maintenance was one of the biggest problems with keeping the vehicles going, trying to make sure that the troops were taken care, and weren't put in such a state where they couldn't function. And we just did so many different things within the battalion because not only did I have truck company, I had Jeeps, I had an air delivery company, I had a Stevedore company that lifted the boxes and all that. So we had a challenge because we were multifunction, not just one focus. And we supported the 82nd airborne. And the 82nd airborne was -- they had three brigades. One brigade would be in the field and we had to support them. One brigade would be in garrison and we had to support them. And one brigade would be I'd say down, not deployable, they were resting after doing these other two. Well we had to support on a 24 hour, seven day basis, those two other brigades. We never had any down time. And that's why the vehicles had problems because we were running them all the time. And so it got to be a challenge, a real big challenge. But I was extremely proud of my battalion I encouraged my troops to be competitors. Fort Bragg there was very competitive with the 82nd airborne, the other troops there. They had boxing matches. We had combat football. We had air delivery competitions with the 82nd because they had their own air delivery unit. And I would say that my boxers, I reestablished and let some of my troops box, started taking championships. We beat the 82nd airborne in combat football, never been done before even though my commander who was a major at the time and was captain of our combat football team broke his collar bone. And it wasn't too long after that that they outlawed combat football because there were too many injuries. But the fact here is here was a support element, a transportation battalion, that went up against the combat troops, the 82nd airborne, and beat them in combat football, biggest thing. I was real proud of my troops. I had the championship women's basketball team at Fort Bragg. So esprit de corps is a very important thing and you got to give them a sense of accomplishment, not 23 only on the job but also in these other areas. So you try to encourage that. It's a difficult thing. It's a balancing act. It's like you have to keep all the balls up in the air at the same time and you have to learn how to do that. And it's not an easy thing. SY: Interesting. So I have two more questions for you and then Clark has some Norwich questions for you. But I also know time is an issue. My buddy Dick [Shultz?] told me a story. He discovered halfway through that I was Jewish. And then it was all over. He talked about -- he says you have some story about an airplane, it was in Vietnam, almost taking off or something, a Cold War story about if this airplane takes off, we're with war with Russia. I don't know, he remembered something. You don't know what he's talking about or you do? And you watched the plane hover and then it went down again. Maybe this wasn't Vietnam. Maybe this was Korea. I don't know. RL: I don't know. I was in South America one time and I was in special ops. I was Special Forces then. And one of the planes, it was a C123, which was an old prop driven. I mean you never see those today. And it was special ops. And the pilots, we were contour flying. Contour flying means you're right on the deck, bounding up and down because of the air drafts and everything else, and I remember this vividly. I was up with the pilots and these two guys -- you got to remember, air force guys I think are a little bit different than army guys. And they have to be for what they do. And these two pilots were up there just chatting away. I mean it was like they're having a cup of coffee down in the wherever and they were just chatting back and forth and this thing was bouncing up and down, up and down, and all across wise. And they were just having the grandest time. And you got to realize that it takes a special breed to do this. And it's the joy. I mean, I was a young guy and I just had the greatest time because -- and you have to have the competence though. And that's where you were talking about the training and everything else is so important. It's that these guys were able to do this, almost with their eyes closed. But the fact is, it was dangerous, what we were doing. And the helicopter I told you about being shot at and the pilot, as I say, I make light of it. But the fact was, we were taking ground fire and very well that chopper could've gone right there into the patties except for the pilot, again who I knew personally and had great confidence, and just pulled back on the pitch. And that thing, we didn't know if it was going to make it up or not because the rounds were hitting and if they'd hit the wrong part, we were done for. But this guy was just cool as hell, pardon the expression. He was. And that chopper, the vibration, it was just straining to get up over 1,000 feet where we get out of range of the ground fire. There were other things, but -- which one? There was a couple other things. But it was fun because you're young and you think you're invincible. And like you were talking about, how do you feel about -- some of these things you don't think about because you put it right out of your mind. And sometimes you put it out of your mind for a purpose. SY: Training plus testosterone. RL: And you just don't think about it after that too. Some of the things are so emotional that you don't. You put them out of your mind and you don't go back. That's just the way of life.24 SY: So one last question, people talk a lot about the military civilian divide. And you said that they're two different cultures. So you were in the military a long time and then you're retired. And so how do you interact with the civilian world? Do you feel different than the people around you who are civilians? Do you mostly spend time in military circles still? RL: No, when I left the service I never looked behind. And I went 180 degrees, gone the other way. SY: All right, what did you do? RL: I established my own business out of a hobby. I worked with antique clocks, 1700 and 1800. And I found that in order for me to establish a business, I had to go do these high end antique shows. And so I started doing high end antique shows, maybe was doing 15 or 16 a year -- I had a studio built off the back of my house. Business was by appointment only. And I had between 45 and 50 tall case clocks plus all these other clocks and things like that. And I'm down to about two shows a year now. And I used to be driving 40,000 miles a year to do the shows. But it gave me the latitude to be my own boss. It gave me the latitude to where if I didn't want to work seven days a week, 24 hours a day, I didn't have to because I had a young family. And I just didn't want to go back into the pressure cooker. The pressure cooker is what I call, even in my final days -- I had great jobs, one of them where I was the DCS for air transportation in the military airlift command, which is now melded into the transportation command at Scott Airforce Base. I was responsible for all the aerial reports and cargo and passengers all over the world. I had people all over the world. And so one time I left from Scott Airforce Base to the west coast to Hawaii, to Japan, to Korea, to Okinawa, to the Philippines, to Diego Garcia, to Turkey, to Germany, to Spain, to England, and home. So I only say that because I'm giving you the perspective that you can do anything in your military career. It depends on the field you're in. And one time I worked for the comptroller of the army as one of his executive assistants and was also congressional liaison for the appropriation committee with Congress. I worked with the Senate and the House of Representations when I was stationed in Washington. So what I'm trying to say is that a military career is not just one thing. I've had a varied career from combat arms to comptrollership to transportation to a multitude of other things, Special Forces and that. SY: But then you didn't want to go back. You wanted a job that wasn't that intense? RL: Well it was the fact is that that was me. Everybody's different and it was me. And I've been involved with Norwich since I was a class agent. And let me just tell you what I did because this is what I say to the Norwich grad is to keep active. I was a class agent for a while, then I was president of the alumni club in Washington DC. Then I went to the alumni board. Then I was president of the alumni association. Then I went to the board of trustees. Then I went to the Board of Fellows. Then I was chairman of the Board of Fellows. And then I had been a contributor with the Partridge Society and all of that. And I worked with the Colby Symposium for 20 years. And today they just appointed me as chair of the Friends of the Colby, the military author's symposium.25 SY: Cool, congratulations. Do you feel like Norwich -- it clearly prepared you for a military career. Do you think it also prepared you for your civilian career? RL: Sure. SY: How so? RL: I think that Norwich gave me an attitude. You know, it's an attitude and it's a level of confidence. Norwich University was the perfect match for me because it gave me the opportunity for leadership positions. I was the cadre every year I was here. And second it did, it gave me a great opportunity to meet combat vets because of the PMSNT and the cadre officers and that and to associate with some really find people. Thirdly, I met some great professors. Loring Hart was my English teacher. And I wrote an article for the Guidon one time and he wrote me a little note. He said, "Well done, you learned something." Little things like that that were feedback from the administration. Ernie Harmon who was the president at the time, I had met maybe four or five times. And when I was given an award or my diploma and the only other time I met him was when he chewed me out one time really bad when I was a corporal of the guard, and I mean really bad. SY: What did you do? RL: He drove up and parked his Cadillac and was going up to his office and I was the corporal of the guard. We were ready to take the flag down or something. And I didn't see him. But I didn't call the guard to attention or anything. And he just came over and chewed me out for not calling to attention and saluting him. And I said, "Yes sir." And the other time I met him was the time he called me into his office. And here's a good story for you. He called me in. He says, "I got a letter from your parents. They're concerned because you weren't accepted into advanced ROTC," because I failed the medical because of my eyes. And he says, "Do you want to be in advanced ROTC?" And I said, "Yes sir." He said, "Well this is what we're going to do." He told me exactly what he was going to do. He was going to get me my eye reexamined at Fort Ethan Allen and that the transportation would be provided for me and to report at such and such a time. And that was it, bang, gone. I went up to Fort Ethan Allen, went to the doctor there, doctor came from my home town. And he says, "What's the problem?" He says, "Well you got to be kidding me." He says, "During the Second World War with guys that were absolutely blind were in the infantry and they gave them two or three pairs of glasses in case they broke one and they sent them off into combat." So he reexamined me and passed me and that's why I had a 30 year career in the army. And I spent a lot of time, when they said I couldn't be in the combat arms, I spent a lot of time in the combat arms. So I tell these cadets don't give up and the fact is you can be anything that you want to be, you just work for it. SY: Now, Clark you had a question. It was about this canoeing trip right? CLARK HAYWOOD: (inaudible) [01:41:05] that you got to, as I would say, as a young guy, you got to hang out with Homer Dodge. So what was Homer Dodge like?26 RL: Wonderful guy, just a wonderful -- and he had to be in his 90s. All right, I was stationed in Washington DC at the time and I was working in the Pentagon. And I was elected president of the alumni club in Washington. And so my wife and I, we looked at what we could do to be interesting for the group, to bring him in. So I contact Dr. Dodge and asked him if I went down and picked him up -- now he was down in Pawtucket and Camorra, Cremini or something plantation. He had a beautiful home right on the Pawtuxet River, old, old home. And I said if we come down and pick you up and bring you up for the meeting and then take you home. Well that was like two hours down, two hours back. Anyway, he agreed to that. So my wife and I went down and he addressed the group. And by the time it was all finished, we got home at like one or two o'clock in the morning after driving him home. And he invited us to come back and spend the day with him. So we did. Now he was a canoeist. If you read his bio and that, he was a pretty serious canoeist. And at the age that he was, he was still canoeing. I couldn't believe it. And he had it all upstairs. He hadn't lost a bit. He had not lost a bit physically and everything else. And his stature, he wasn't a very tall guy, but he says, "Come on." He says, "I want to go in the marshlands along the river here and we'll go canoeing." So my wife and I got the canoe out and all three of us got in and he paddled us around and showed us all this marshland and things like that. And we just had a great time. And we had lunch together down there. And so that's how my connection with another president, he was president from 1944 to 1950, and then Ernie Harmon came in. And then Barksdale Hamlett I think came in after Ernie. And I knew him. And then it was Loring Hart. And then it was Russ Todd. Then it became Rich Schneider. I knew every one of these guys. I worked with them because of my association with the school. SY: So what about -- you've seen Norwich change a lot over the years. And how do you feel about the changes? Your alumni are sometimes very pro and very anti, it's interesting. RL: Well you have to realize that our society has changed. And when females came into the corps, well that was a big thing. Well at the same time I was working in Washington. And as I told you, women in the army, that's what I worked on. SY: So you did work on that? You worked on making that happen. RL: Yeah. I was briefing the generals. Remember I talked about those reports and I used to throw them on the floor to laugh because this was all the statistics they were providing because we were trying to integrate women into the army in certain MOSs by grade and MOS so there weren't any big bubbles, you see, because for promotion and everything else. And so this was a big thing that the Pentagon was concerned about. And they were getting a lot of court action, litigation. So we were an important part of the personnel system to make all this happen in a logical way. And that was where my commander because of the group I was leading gave me a special award and also recommended me for the Pace Award which was a very prestigious thing. I didn't get it, but the point is that he thought enough of me to recommend me for it. And that's what counts in life is that at least you get recommended for some of these things. But seeing that in the corps, so that didn't bother me at all because I had women in my battalion. And they were some of my best officers and best NCOs. Now I will say we did have some problems with women in the army and that was with -- and the only thing I want to mention here is lesbianism. 27 We did have issues of that. And that's changed too. You got to know what the period of the time was and the problems that we were confronted with which we hadn't confronted before. So they were new to us. So in order to be concerned about protecting troops and everything else, you had to reorient yourself. And that's the most important thing. The issue why I say that is to be able to be flexible enough to adapt to a new change and to be behind it and to understand it and support it. Now if you don't -- there were times where I don't agree with everything that happens at Norwich but at the same time I understand this is a big operation here. It's grown so much that the opportunities for these cadets -- they're busy all the time. All the opportunities are so much greater than what we had when I was going to school. And the other thing is that you've got civilians here too. And those are all different problems that you have to work through so there's no favoritism towards one body or towards the other. And that's why I say with a Colby symposium is that we have to incorporate the civilians as well as the military. So the subjects have to be such as that they relate to both sides. And therefore they interconnect and therefore what we're trying to do is enrich the student's experience. And what I say is think outside the box. You can't be just focused with blinders on. If you do that then you're missing a lot. And you're missing a lot in life too. SY: That might be a good note to end on. Clark, any other questions? CH: Yeah, do you have any anecdotes of any of the presidents that you worked with at all, just funny or anything serious that you learned, like insights from the past? RL: Well Ernie Harmon was -- he'd watch you from his window as you walked your tours and all that. He was gruff. He was fair. And I didn't have a lot of contact with him. The awards, the diploma, and when it was necessary. Other than that, you didn't want to have any experience with him from that standpoint because it might be negative. That's what you didn't want because Ernie, he was a tough guy, but he was fair. SY: Any interactions with his wife? RL: No, none. None whatsoever. SY: I'm reading her autobiography right now. RL: You're a cadet and you're talking in the 1950s. And we're isolated then because we didn't have '89 up here. And that's what I think -- that's what made our class just hang together, the comradery and the fraternities and everything else. And that's why I think even today with our class, we hang together. Maybe it's other classes. It just happens that maybe I'm looking at just my class, but then you went from there to Hamlett who was a gentleman. He only was here for a little while. I think he got sick or had cancer or something and left. So it was limited experience there. But then Loring Hart came in. Now he was my English professor. And I have to say that Loring Hart drew me back into Norwich, he did, because I was in the alumni club, but he says you got to come back to Norwich. And he used to stay with me when I was the president. He used to stay in our home, he and his wife Marylyn. And she was a delightful person. SY: I'm trying to track her down.28 RL: I think she died. She's passed away. Either that or she's in a -- SY: A nursing home? RL: Yeah, extended care. And I'll mention that in just a minute. But Loring Hart was an academician and at the time -- each one of these presidents that we're talking about was the man for his time. That's what they needed. And then of course they outlived their time and so then they bring somebody else. So Loring was the academician. I think he brought people together. He certainly was a favorite of mine. I used to stay with him when I came up for the meetings. That's because we were friends. And that friendship developed after Norwich, after I graduated. When Loring left and Russ Todd came on, Russ and I talked -- General Todd and I talked a lot because I was on the trustees at that time. And he was the right man for the time because of the military aspect, that's what they needed. But I will say this, that Rick Schneider when it was his time to do it -- and he's been here, what, 20 some years. He brought characteristics or elements of all the presidents previously you might say. And why I say that, maybe not in the intensity of an Ernie Harmon, but he came with his military background with the Coast Guard. Second was his finance background, which is a Godspeed because he understands that you can't do anything unless you have the money to do it. And that is a big plus in the atmosphere that we operate in today. He also is able to work with people. Therefore, he's been able to advance the university in certain areas. And he's given them the latitude to do that, where we've gotten more prestigious things that are necessary in a university. Now he's working on the campaign for the bicentennial which he knows that may be part of his legacy is the fact that he leaves the school financially better off than when he came in, which is a very important thing because if we're to perpetuate this for longevity, we need the financial endowment. A lot of big schools have these huge endowments over the years. But you got to realize that in the early years, even in the '60s and the '70s, there was a very small endowment. And there wasn't a lot of money being given. But after that with technology a lot of our graduates have done extremely well. And they've been very generous with giving back to the school. So that's an important element as we look at our history in the 20th century and now in the 21st century is how things have changed from that standpoint. The university's changed because of the physical plant, because of the civilian population. And yet we're still getting great admission in the cadet corps. So the core values of the university, the concept of citizen soldier, has got to be preserved because that's the main stay as far as I'm concerned of the university. And when I came to this school, I had no intention of going into the military as a career. I took business and I expected to go into the business world. SY: And so why do you think you did? RL: As I progressed, everybody had to go in and had a military obligation regardless. I don't know how it developed. It just developed. I was always one of these people who was willing to take on responsibility and I was a cadre member the whole time. I did well at summer camp. And I was involved with all of these organizations here. SY: You were good at it.29 RL: Well I was interested in it. I was interested, like the honor committee and all these committees. But the point being is that I did well so I had the opportunity to -- I was a distinguished military graduate. I had the opportunity to accept an army commission. And I said, "Why not? Twenty years, get my masters, and go out in the business." Well I got to that point where I had my master's and 20 years and I got promoted early to colonel. And I had young kids and everything. I loved the military. So I just stayed in for 30. But how did I get into, it was Norwich. I didn't have any intention of coming into the military like a lot of these young men and women come into the school today. I had no idea that I would spend 30 years in the army. But I had a great career. I had great opportunities, great assignments, and so you look back on your life and you say, "Gee, I've been lucky." But I have to say that I was prepared academically before I came to Norwich, how to study, because the grades are important. And Norwich developed me after that. I don't know what more I can say. SY: I'm worried about you catching your plane. RL: No, no, don't worry about that. I'll catch that plane. I know how to do it. As long as they don't ticket me for speeding. SY: I think we're good. Thank you for coming back today. RL: Well you can edit anything out of that you want. END OF AUDIO FILE

Hazel P. Boyle ; The Weber and Davis County Communities Oral History Collection include interviews of citizens from several different walks of life. These interviews were conducted by Stewart Library personnel, WeberState University faculty and students, and other members of the community. The histories cover various topics and chronicle the personal everyday life experiences and other recollections regarding the history of the Weber and Davis County areas. ; 51p.; 29cm.; 2 bound transcripts; 4 file folders. 1 video disc: digital; 4 3/4 in. ; i Oral History Program Hazel P. Boyle Interviewed by Rebecca Ory Hernandez 17 November 2011 ii Oral History Program Weber State University Stewart Library Ogden, Utah Hazel P. Boyle Interviewed by Rebecca Ory Hernandez 17 November 2011 Copyright © 2012 by Weber State University, Stewart Library iii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber and Davis County Communities Oral History Collection includes interviews of citizens from several different walks of life. These interviews were conducted by Stewart Library personnel, Weber State University faculty and students, and other members of the community. The histories date back to the early settlement of North Ogden, and cover various topics including the History of Fort Buenaventura, city government affairs, controversial issues, Latinos in Ogden, personal everyday life experiences and other recollections regarding the history of the Weber and Davis County areas. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Hazel P. Boyle, an oral history by Rebecca Ory Hernandez, 17 November 2011, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. Edward and Hazel Boyle July 5, 1952 Edward and Hazel Boyle October 15, 2009 1 Abstract: The following is an oral history interview with Hazel P. Boyle. The interview was conducted on November 17, 2011, by Rebecca Ory Hernandez. In this interview, Hazel speaks of her early years in Colombia, South America, and of meeting her husband, Edward C. "Ted" Boyle. Hazel tells her oral history, including her life with Ted, traveling and living around the world. Hazel worked with Ted to cultivate important business relationships in the international banking industry with Citigroup. Hazel is now retired and lives in St. George, Utah with her husband. ROH: We are at the home of Ted and Hazel Boyle in St. George, Utah. Today is November 9, 2011. Present are Ted and Hazel Boyle and Rebecca Ory- Hernandez. We'll be talking about Hazel's life story today but I'd like to start kind of in the middle of your story. HB: Actually, I was born and raised in Bogota, Colombia. They named me Hazel Patricia Roskruge Betancourt Mejia before I married Boyle. Those were my maiden names. In Colombia, when you're born it's a very special occasion, so my godmother gave me sapphire earrings. I was six months old before I was baptized in a humungous church called San Victorino, which was in the center of Bogota. Afterwards, I'm sure there was a party. My birth father was German. He had to go to war for his country, so he left Colombia. I understand that he was very well-to-do because he had a ranch and they used to go there on weekends. I don't remember that. He left when I was two years old so I have no recollection of what he looked like, only what my aunts 2 used to tell me. They said he was very handsome and he had olive skin and blond hair and beautiful green eyes. When I was five years old, my mother met a wonderful Englishman and they went to Panama to get married. He was my dad. I loved him very much. ROH: What part of England was he from? HB: He was from Cornwall, Wales. He came from a very big family. There were five young Englishman who came to Colombia together and one of them was my father. He was a gold-mining engineer, so he had a very big job because he dragged all the gold of the country into the Banco de la Republica, which was the biggest bank in the country at the time. We had a very nice life. I had a very fun childhood. After we got out of school we would go up north where there was the camping and there was beautiful home. I learned how to play tennis and I had my own horse when I turned ten. We used to travel up to the mountains in the north. We used to have lots of fun. One day there was a terrible earthquake and I was thrown out of my cot. When we went up north, we would stay at a nice family home and we had cots to sleep in. when that earthquake came, it must have been about four o'clock in the morning and I was thrown out of my cot. There was a lot of commotion and yelling. My mother had a camera and when we looked, there was an enormous cloud outside. I think it was the effect of the earthquake on the volcano. So my mother took a picture. When we went back to the city of Cali, which was where we were living at the time, my mother won a contest with Kodak because of that picture. 3 ROH: What year was the earthquake? HB: It was 1938 or 1939. I was born January 6, 1935 and I was about four years old. Then, I went to private schools because we did not have public schools like there are in the United States. I had my primary education in Cali, Colombia in a prominent Gimnasio Femenino. As a matter of fact, my oldest daughter went there. It's kind of fun because the high school had grown really big and so they were in a different building. It used to be a tiny place downtown. Anyway, we came back to Cali when I was pregnant with Linda, our second daughter. There was another earthquake. When you get married in Colombia, you receive many beautiful gifts—many things that are really sterling silver—and so we had the trays on a ledge in the dining room. Well, I was beginning to have labor pains the night of the earthquake and when the earthquake happened, all those trays came down and made so much noise that my labor pains started going faster. We went to the hospital and I think Linda was born the next day. We moved to another home and had many friends. Then my family had to move to Bogota because my father was retiring. He had finished dredging all of the Rio Cauca and I wish I had been older and more able to pay attention to how they made the bars of gold that went to the bank. My father always had to travel with security people and he always wore a gun. When he would arrive very early in the morning, he would always unarm the gun. One night, he was very tired and he didn't disarm the gun. It was Sunday morning and one of my aunts was playing the piano, my father was downstairs, another of my aunts was upstairs 4 and my mother was taking a bath. In our trips up north, my mother had decided to bring a little Indian girl with us as a playmate for me; her name was Yoselina. She was very cute and my same age. She would help with the chores and things, but she was my playmate. Well this Sunday morning she was fooling around and looking for my dad's lifesavers because he always carried lifesavers and we loved them. Well we were all downstairs and we heard a sound like a pop and my father's face went as white as the wall and he ran up the stairs because he knew what it was—we didn't. He found Yoselina—she had been looking for the lifesavers and found the gun that he had left the clip in. She must have pulled the trigger. It went right through her head and killed her instantly. My room was next to my dad's upstairs and they wouldn't let me up there. That was a lesson for us. I remember that President Roosevelt was campaigning for president in the United States and we were all wearing pins that said "President Roosevelt" even though he was an English man. He had lived in Colombia many years. Anyways, it was time for my dad to retire and so my parents went to Bogota. They had two homes there. It was a very nice area, probably like thirty minutes away from the center of the city. They put me in a dormitory for my last three months of the school year while they moved to the other home. I would get a big basket every week that had homemade bread and homemade jelly. I didn't like to eat the food at the dormitory. When it was time for me to go to Bogota, my father came over to get me. My father's name was Edward Pierce Roskruge. When we got to the airport, I had my ticket and a friend of my father's said, "Edward, is it imperative that your 5 daughter goes today to Bogota?" He said, "No, she can leave tomorrow or the next day." So my father gave him my ticket so that he could go. That was the biggest air crash that Amanca has had in many years and I was saved because my father gave my ticket to his friend. The next day we tried again. I flew to Bogota and we went to our home. My parents had to think about schooling for me so they put me into a school in downtown Bogota and they gave me a test. I passed everything, so they let me skip ninth grade and go into tenth grade. We were there only one year and then my parents transferred me to a school in Marimount, which was in the outskirts of Bogota. It was a nice school and it was imperative that we speak English at school but I didn't like it and never spoke it. I was in the ballet and I had music lessons and I directed music at the conservatory. They kept me close to home—I could have friends over to spend the night but I could never go spend the night at somebody else's home. It was kind of sad. When I had my daughters, I said, "You don't know how lucky you are. You fight among each other and I never had anyone to fight with and my parents never let me go to anybody's house." I think I was a very good student. I was obedient and respectful. I didn't get into any trouble. When I was fifteen years old I had my first dance and party. I graduated in June when I was almost fifteen years old—which is very young. My father wanted me to go to college in England but I was so young that they decided to put me into a secretarial school. I went there for almost two years and I learned how to type and to be an accountant and to do shorthand. 6 ROH: Where was this school? HB: It was in Bogota. Then I was sixteen and my dad said, "There's a job at Citibank that I would like you to go and apply for." I went and they hired me on the spot. That's how I ended up working for Citibank. There were three vice presidents. One was from Barcelona, Spain and he spoke very good English. So that was how I started. Christmas came and I had made lots of friends at the bank. I had seen him [referring to Ted Boyle] come to my boss at the bank with a humungous book to be signed and I thought, "Oh, he is the cutest thing and so skinny, I want to fatten him up." [Laughter] That Christmas, I bought presents for all the girls at the bank. That made me really happy. My mother was always doing civil work. We had a gate around our house and you had to ring the bell at the gate. There was always enough food for us so people would come and ring the bell and mother would bring food for them. I grew up being conscious of people who didn't have money. We didn't have a middle-class in Colombia at the time. Either you were very poor or you were well-to-do. Ted was engaged to somebody else and I was dating a boy who was a pilot who had given me a bracelet—it was not a ring but it was like I was spoken for. I got sick with roseola and I was at home with my friend Graciela and my parents had gone to the movies. The doorbell rang and it was my boss with Ted. I invited them in because I had Graciela as a chaperone. They came in and Ted liked my friend very much. One time he invited me to tea and we went and he said to me, "You know that I'm engaged to be married." I said, "That's fine, it 7 doesn't bother me at all." Little by little we started going out together. But first, he called my mother because that was the nice thing to do and in Colombia you have to be chaperoned at all times. I heard her asking this question, "What are your intentions?" I thought, "My goodness, what is she doing?" I didn't know who she was talking to. Finally she said, "We would like to meet you," and so he was invited to dinner and that was when we got permission to start going out. ROH: How old were you at this point? HB: I was seventeen. At Christmas my parents had a party and I think Ted had written to his girlfriend and told her that he had met someone and kind of broke the engagement. She didn't take that very well so she decided to come to Bogota from New York. He was so nervous. The bank always had a big party at the vice presidents house and she was there, too. So I was sitting on the sofa with my friends and they didn't bother him at all, and he was smoking cigars—he had never smoked anything or had a drop of alcohol in his life—and he was just…oh! It was so awkward. He sent her in a taxi that night. At that time she must have known, "This is it." She looked at me and I looked at her and she must have known who I was. Well he sent her in the taxi and he walked me home. After that, he invited me to go dancing at a night club. After that he gave me his fraternity pin. I liked him so much and thought he was so cute. Later on, it became a real engagement. I had been presented in society at a party where we wear a big beautiful gown. ROH: What color was your gown? HB: White. My hair was all done in the beauty parlor, too. 8 ROH: How old were you? HB: Probably about sixteen. I was very mature in a sense because I was always with older people. I was always with a group with my parents and their friends. You were always with a group—never alone—in those days. Soon enough, he proposed marriage. He asked my mother and he asked my dad. He thought I was very young. We were supposed to have been married in September when I was still seventeen, but he got a transfer in July. He said, "I don't want to go to Barranquilla without you!" So we had to rush with my trousseau. One day, he came in the bank and I said, "Ted, what is wrong with you?" He said, "Why?" I said, "You look yellow." He had hepatitis and he went to the bank doctor and was told that he should go home and they would go there to do the blood tests. They gave him a regime of what to eat. My dad took it on himself—he was retired but still had an office for doing some importing and exporting—and he took it on himself to come and visit Ted. They had a wonderful time. My dad taught him how to play bridge. He spent three months in bed. So we had to be in Barranquilla in July. We rushed through everything to be ready. It was a mixed marriage because I was a Catholic and he was a Mormon—a 'Jack Mormon.' So then the marriage was supposed to be in a beautiful church just four or five blocks from my house where I always went to mass. The priest said, "I'm sorry, I don't know anything about the Mormon religion, but you cannot be married in the church. You can be married on the steps of the church." This was in 1952. I said, "I am 9 not going to be married on the steps of the church." I went to my archbishop; he was a wonderful man. I told him what the problem was and he said, "Hazel, there is no problem. We have a brand new order of Catholic priests that are very modern." They were in a church on a different street. That church was very plain, not gaudy with saints and decorations. It had just one cross. We went to mass there a few times. So the priest there said, "Sure, we will come to your house. The only thing is you have to go to mass that morning and take the Sacrament because we can't bring that into your house." So my house was all beautiful and there were flowers all down the stairway. We had two living rooms. The organ was in one and we were married by the fireplace in the other. It had a curtain and everything. And unbeknownst to me, he had a book of Mormon he put inside the altar. Then there was a big luncheon that was catered. We were married and I went upstairs to change and he had to go through the servant's stairway to change. When it was time for me to leave, I had my doll under my arm and he said, "Where are you going with that?" and I said, "That's my Elizabeth, she's coming with me." He said, "OH no, you don't bring that with you." So I left it. That beautiful doll was giving to me when I first found out that there was not a Santa Clause. I was at a Christmas party and I heard my dog whimper and I woke up and saw someone putting out all my gifts and I cried so hard that night. I was so disappointed. The next morning I said, "Oh! Look what Santa Clause brought me!" I had to say something. But that was the Christmas I got my doll. It was humungous. They had to order it. It had a complete wardrobe of clothes and a swing that she could 10 swing on. She sat on a bed because my room had two twin beds. So she was with me and I had packed some of the clothes and he said, "No." We went to the airport and my good friend Alvarez Gomez loaned us a Mercedes Benz that was going to take us from the house to the airport. A lot of people followed us to the airport. We arrived in Barranquilla and we were met by his new boss. That's how my life changed completely. [Laughter] We spent two days in Barranquilla, then we went to the beach and it was beautiful. We spent two weeks there for our honeymoon. When you get married in the Catholic Church, you have to give thirteen gold coins to the church. I kept that, and the thirteen silver coins went to the curch. They were beautiful coins. The coins were in a box and one night I opened the box and there were only twelve and I was very upset. I told Ted I'd lost one of them. We would be in and out going sailing and going swimming at the beach. In our hotel, you had to go up some steps and through a gate and when I did, I saw something shiny. I looked and there was my thirteenth coin. Good luck. For me it was very symbolic.Ted was still recovering—he had been in bed sick for three months and then gotten married. He was still weak and convalescing. When we got to the apartment in Barranquilla, we had a maid—I didn't know how to cook. She was a marvelous cook. I learned how to make milkshakes and Ted loved ice cream so I would put in an egg and ice cream and milk and strawberries or raspberries. That would be to build him up little by little. That was our first place and it was a sweet little place. We met another newly married couple and we would spend time together. Ted would go play golf 11 and I would go swimming. Then he said, "I want you to learn how to play golf." I thought, "Well, alright." He's been a great influence on my life. He was thirteen years older than me and he was like a boss telling me what to do. Anyway, I learned how to play golf and then we could play with other couples. One time I was behind a tree and he was taking his drive and it hit me right across my leg. Of course it swelled and it was purple and green and yellow. He was really upset. We immediately went home and put ice on it—this was a Sunday. And on Monday we immediately went to the doctor. The doctor took a knife and cut it open and all this horrible stuff came out and Ted fainted. They fixed me and even to this day I have a scar and it still hurts. We moved to another apartment after that and we didn't have a maid. I had to teach myself how to cook. I got help from a lot of friends who were older. We would still play golf and one time we had friends visiting and after golf we went home to shower—this was when they were filming Green Fire with Stewart Grange, Grace Kelly and Paul Douglas. When we went to meet our friends at the bar, we had cokes and the waiter came to me and said, "Madam, the people in that corner would like you to join them for a drink." I looked over and there was Stewart Grange, Grace Kelly and Paul Douglas. So Ted and I and my friends went over to sit with them and soon enough they gave me their autograph, which I still have. She was beautiful. We used to have a group of American ladies at the hotel every Wednesday from 9:00 to 12:00 to fold bandages for the hospital. So when I went to the beauty parlor, she was sitting next to me and she remembered me. I said, "How would you like to join us and fold bandages with 12 American ladies?" She said, "Oh, I'd love to." And she came a couple of times. That was how I met Grace Kelly. It took us three years to have a child and they did tests on both of us and couldn't find anything wrong. Finally, they were going to blow my tubes but my friend said, "That's a terrible thing, Hazel." And I was petrified. But before that, a miracle happened and I got pregnant before they were going to do that. We had a welcoming party in Bogota. We flew in with our friends and it was a very nice party. IT was like a housewarming party. We had made all of these friends in Barranquilla and they invited us to Bogota. John Reed, who was a friend from Barranquilla and he had been transferred to be a manager of Sears in Bogota and he was the one who invited us. John told Ted, "I know you don't drink, but I want you to have some rum and coke and chug it all." So we went and he chugged the rum and coke and about five minutes later he started dancing and going wild and there was a table with glasses and he sat right on top of it. I thought, "Oh no! He's going to be all cut up." I don't know how, but he didn't have a cut; maybe because he was wearing heavy pants. But he was having a ball. About ten minutes later, he began to really feel awful. He was so sick. John Reed carried him outside and he was barfing everywhere and it was cold. It was terrible. Ted: The alcohol could have done me in at that altitude if they hadn't made me walk around. 13 HB: That trip was a blessing because the following week I was supposed to have the test for the blowing of my tubes, but I got pregnant so I didn't have to have the test. Anyways, we had a lot of fun and met a lot of nice people. ROH: Were you still working after you got married? HB: He was, but I wasn't. I was at home learning to cook and washing by hand—I had never washed anything in my life and we didn't have a washing machine. So I had the old seventy-eight records and I loved music. When I was a child, my parents took me to concerts and the theater and ballet and to opera. In our third house, we took over the rent from our friends, the Reeds, and we had a dog named Flash. We had a friend of Ted's from the States stay with us and I asked him what he would like to have. He said, "I would like whiskey on the rocks." So I went in the kitchen and I said, "Okay, what is whiskey on the rocks?" I figured rocks had to be the ice, but I got a big glass, not a small one like your supposed to use. I put in the ice and I put a jigger of whiskey and the glass wasn't full so I put in another jigger of whiskey so that it looked nice. We had dinner and everything was nice. Then at the end, he said, "Hazel, thank you so much for that lovely dinner, but next time, when someone asks for a whiskey on the rocks, you give them a small glass with three or four cubes of ice and only one jigger of whiskey, not two." So then I got a book on how to mix drinks. We did a lot of charity work. That was our mission, no matter what country we were in, we were always doing charity work for the hospitals, for the orphanages, and everything. ROH: Where do you think the desire to do that came from? 14 HB: I think that came from my mother. She was very giving. She had done a lot of social work out of the goodness of her heart. I think I inherited that from her. From Barranquilla we moved to Cali and I was expecting my second child. ROH: How far is it between those two cities? HB: You had to fly. Red It was three or four hundred miles. HB: When my in-laws came to Barranquilla for the first time, that was their first trip outside of the United States and they came to see their first granddaughter. We were living in a huge house because we were staying in Ted's boss's house while they were on vacation. I had learned how to make cakes and everything and the party was going on that night. I had gone to the market and there was a tiny tree for about twenty-five dollars and that was a lot of money. So I went home and I called a gardener and I said this is what we're going to do: I saw in the back room, a lamp pole and I told the gardener he was going to cut branches from a big tree and we were going to tie the branches to the stick and try to make a Christmas tree. He looked at me as if I had two heads. I said, "It's going to work. It's got to work." Sure enough, we tied the branches and it was a beautiful tree. We decorated it and put lights on it and put it in the family room where there was a lot of space. We borrowed tables and tablecloths and little lanterns. I cooked all day and when we went to the airport to get my mother and father in law, we told them we were going to have the party and there would be alcohol. We told them that when the waiter asked them what they wanted to drink, they should ask for ginger ale. I told them that people here were very happy and liked 15 to dance. She said, "What a beautiful Christmas tree!" and I told them what it was and they couldn't believe that it was homemade. ROH: What did your in-laws think of the party? HB: They thought it was just great. Lawrence loved to dance and he had the most beautiful voice. He always sang, "Some Enchanted Evening," and it was just beautiful. He danced with all the women and the men went to his mother and danced with her. It was lovely. Ted Tell them about entertaining the baseball team. His name was Brooks Robinson and he was an all-time pick in the American league as one of the greatest players of all time. HB: But who was the trainer? Ted Don Hefner, he played for the Yankees. He was the manager and close friend of mine. They played ball in Colombia in the winter. HB: It was spring training. We were in the second house that we took over from the Reeds and I felt sorry for those boys so I cooked a very nice Thanksgiving dinner and we played games afterwards. We played Scrabble until three or four in the morning. We would go to all the baseball games and we had a box seat. One night we were at one of the games and I tried to get up and a friend behind me said, "Hazel, put your shawl up." I was staining because I was pregnant with my second child. We went right home and the doctor came and he gave me vitamin B and said, " you're going to stay in bed for the next week." I was really upset because I didn't want to lose the baby. I stayed in bed and everything was okay. I had a nice baby girl. 16 Ted You have to get back to Barranquilla when the stove exploded. HB: I don't think that's funny. I had lobster prepared and I had one strapless bra because I used to wear a halter dress and it was kind of dirty so I washed it so I could wear it that evening. I was hurrying and I said, "Ted, you have to help me. I've washed it and dried it in towels, but you have to open the door in the oven and hold it there to dry." Well, it was the worst thing we could have done. TB: I kept opening the oven to see how it was doing—like it was roasting—and it blew all the lights out in the house. HB: I had asked him to open the oven and just hold it there but he kept going in and out of the oven and that's what did it. So they arrived and it was dark and I had candles on the table. Well, John was the manager of Sears so he went to the store and opened it and got the fuse and came back and changed the fuse. We still kept the lights down because the candles were beautiful. Anyway, so we're now in Cali. It was a wonderful place. When you come into a new place, the bank welcomes you and had a big party and you got to meet people and be reacquainted with people. TB: Tell them about our party when we dressed up as Jayne Mansfield. HB: I decided, "We always have beautiful fashion shows for the women, let's do something different and have the men do a fashion show with women's clothes." It was a hit. It was so funny. Here comes John Heath with a beautiful little hat and beautiful everything—we had picked out everything—but he had his own shoes and socks and garters up to here. When he came out, the people just roared—it was hilarious. Ted was part of the ceremony, so I fixed him up like Jayne 17 Mansfield. I made two balloons and a bra to hold them and he was wearing a skirt of mine—that's how skinny he was. Anyway, he had a skirt of mine, my moccasins, my baby socks, and I bought a white mop to be the hair. And I gave him a black sweater to show his big boobs. So he got up there and the master of ceremonies was a friend and knew what was going on, so he went up there with a big pin and—boom—he popped one of his boobs and all the water spilled and Ted got soaked. Then we had a bride and groom and the bride was pregnant. She was a very tall man and we made him a wedding dress and the groom was a little short guy. All those things would bring money for charity. Like for grafting machines for all those children who would get burned. ROH: Why would they get burned? HB: Because they lived in these little huts with a metal cylinder over the fire and it was dirt floor but it was clean—they would sweep it every day. The families were maybe three children and a mother and a father. The mother and father both had to work and the mother would leave a big pot of soup—that was their maintenance, they would put potatoes and corn and vegetables in the soup— then they would tell the oldest child to stir it. The child would be maybe eight years old and they were old stoves and many times the hot soup would spill on the child and he would be taken to the hospital. It was such a sad thing. I worked at the hospital as a volunteer and at the orphanage and I enjoyed every minute. I would take books and magazines and I would read to them. Going into the ward where they were burned was so sad to see. It smelled, too. 18 At Christmas time we would make pajamas for the boys and pajamas for the girls and we would have a comb, a doll, and a car for the boys, and candy and soap that would be the gifts for the children. We wrapped each one individually. Everyone would bring some of the gifts. Then my second daughter was born. Kimmy is fifty-two and she lives here with us. With her first husband she had a boy and a girl. She's in the military and she lost her baby. We just found out that it was the doctor's fault because they never did an ultrasound and when she was seven months pregnant she had a car accident but when the doctor examined her head, she was fine. But they didn't check the baby. What happened was the baby was not getting enough blood because Tara had a blood clot. After the accident, Tara had labor pains and they would give her injections so the baby wouldn't be born, but they didn't know what was going on inside. The baby was not getting enough oxygen or blood. TB: Tell about the beauty pageant coffee queen. HB: I modeled a lot for the American women. IT was always at the country club and there were pictures and all of that. I had children, but I was still very small. I ran for the title of Beauty Coffee Queen in Cali. I had a lot of friends and they voted for me. I think that's how I became the queen. All of the votes cost a dollar so it was a fundraiser. So I was crowned the coffee queen of Colombia, but I never drank coffee because I didn't like it. In my home, the maids had coffee and my mother probably had coffee. Our hot chocolate was real chocolate—very different 19 from what you get here—but we had always had tea at 4:00 in the afternoon with tea cakes and sandwiches. So I loved tea. ROH: Tell me a little more about the coffee queen pageant. What was it a fundraiser for? HB: For the hospital. ROH: Where was the contest held? HB: It was at a club called the Club Colombia because they had a big runway. That was where we would model. I was representing the American women of Cali and I ran with four or five other lovely girls. What got me to win was because I had so many friends who paid the money. That brought a lot of money. That was what we did for the hospital and the orphanage and the children's burn ward. When we were transferred to Medellin—I'll have to show you a map. Bogota is a big metropolitan city, not like what people think it is. The people there dress very well and are always proud of how they look. ROH: Your father being from England, was your family all from Colombia originally? HB: They came from Corsica, France. They were probably my great-grandparents and they came to Medellin, which is a very nice city. ROH: Do you know what brought them to Colombia from France? HB: No, but I know they were well-to-do and they lived in a nice home. My mother was raised much like I was. She was a very closed person. I never found out that I had a German dad. I looked at my birth certificate and it said my name, but my last name was Kanold and then it dated his mother and father. I asked my mother and she said, "Don't ask me." There was not a picture or anything. It was 20 like he never existed. [Her maiden name was Betancourt Mejia and her birth father was Colombian – Edward Pearce Roskruge was her second husband.] But I have German silverware and beautiful tablecloths that she had. That is all I have of him. I asked my aunt about him and she told me he was handsome with olive skin and dirty blonde hair. I think, "Why did I not get his green eyes?" I've always wanted green eyes. He had a ranch on the outskirts of Bogota that was called Potosi. He used to go there on weekends. My mother had her own capital—she had her own money. She never explained; she just said, "You don't need to know this." So what I think is that when he left for Germany, she must have sold the ranch and the cattle and the horses. I think she used that because she was always doing business—she would loan money and people would pay her back. She was a business woman. Anyways, so we arrived in Medellin, Colombia. We had one of our daughters there and she was a surprise. She was named Sarah Patricia because when I was pregnant I had the measles and the word for measles en español es 'saranpion.' So they were at the breakfast table one morning, talking about what we were going to name our new daughter and Kimmy, my third daughter, said, "Why not Sarah for 'saranpion,' my mother's second name—Patricia, and then Boyle?" So that's how she got named. This is another miracle in my life. I was tending my three daughters with the measles and we had a wonderful maid who had a daughter—we educated her daughter. But the fever came and I called my mom and told her. She said, 21 "Hazel, you should never have done that," because whenever there was ever measles or whooping cough in school, the children would bring it home and they would keep me home so that I would not get anything. So I got a very high fever and Ted cannot handle anything that goes wrong—he gets mad, instead of understanding. So I got up that morning, it was about 4:00, and I knew there was trouble. He got up and went to work and I didn't say anything to him. Then my maid came and gave me a hug and finally at 8:00 I called my doctor. He called the pharmacist and the pharmacist came and gave me two shots and said, "Don't get up." That afternoon my friend Yolanda was giving me a baby shower because I was only seven months. The doctor kept calling to ask what was happening, I said, "Well, everything seems to be okay so far." I called my friend Teresita and I said, "Promise me that you're not going to tell Walter what I'm going to tell you because Walter's going to call Ted and all hell will break loose." So at 11:00 I told Teresita and asked her to call Yolanda. "Tell her I thank her from the bottom of my heart but I'm not going to be able to go to the baby shower." Probably about 3:30 in the afternoon she must have called Walter. It was selfish of me to keep it to myself and to expect her to keep it to herself. Of course, Walter called Ted and of course Ted comes like a bull: "Why didn't you tell me!" I said, "That's why." We went to the hospital at about 4:30 and she was born at 6:00 p.m. She was three pounds. It was a beautiful Catholic hospital and they took such good care of me but I never saw Sarah. The priest came on Monday to baptize her. They had to give her plasma because she went down to two and a half pounds, but she was in the incubator and I couldn't see her because I was covered with 22 measles. After my friends heard that Sarah had been born, an Episcopalian friend came over to give me a blessing. What a wonderful thing to do. That was Friday night. On Saturday there were flowers and friends and packages from the baby shower. They said, "Oh Hazel, she's beautiful!" Sunday they went to mass. Then at about 3:00 in the afternoon there was no one in the room and Mother Superior came. She said, "I know what you're thinking." She knew. I thought that the baby was dead and they didn't want to tell me. All my friends kept telling me the baby was so beautiful, but Mother Superior said, "I know what you're thinking so you're going to make me a promise—I'm going to bring a wheelchair and you're going to sit in it and you're going to look up over the window so you can see her." It was such a big weight off my shoulders to know that she was okay. But going home without a baby was hard. She was in the incubator for three weeks. The obstetrician and pediatrician would come four times a day to check on her. In Cali, I was one of four hundred volunteer nurses at the hospital. They had picked me and one other woman for special training to learn how to take care of premature babies. I had done it all with other babies but when my baby was born, I couldn't touch her. It was like I drew a blank. I was so scared to touch her. So we took a nurse whose name was Rosario and for a month she lived with us and took care of the baby. We had a crib and bassinet. She was so tiny. She had her little eyebrows and her little nails. Her legs were about two fingers wide. When she was six pounds, I took over taking care of her. I loved taking care of 23 my kids. That was my mission in life: take care of my kids and my husband. Now, what else should I tell? TB: The trip from Bogota to Medellin. HB: Oh yes. At that time you had to buy foreign cars and we had just a little car and when we went to Medellin we needed something better because we had three children then. Someone from the American embassy was selling a 1964 Chevy Impala, which was the year that Sarah was born. Ted flew to Bogota and bought the car. At that time it was dangerous and he drove the car from Bogota to Medellin in the middle of the night while there were gorillas everywhere and he could have been assassinated and nobody would have known. He arrived at our house at about 4:00 in the morning with this enormous car—remember how big those were? It was huge. TB: I almost got assassinated driving with the golf pro when we ran into that bicycle guy. HB: Oh yes, it's funny but I'm very observant and I had gone to visit my mother and when I came back, he came to get me at the airport and the first thing I said was, "What happened?" he said, "What do you mean?" I said, "The car is a different color." They had tried very hard to imitate it but I noticed. So he told me the story. He had a golf pro in the car and Ted had gone to take him downtown. TB: He told me, "I want to get out here." A bicyclist coming inside the curb hit the door and was thrown to the ground. He started running around complaining, "This guy hit me." A crowd started gathering, then he started shaking the car up and down and saying that I was a foreigner. A policeman came, thank God, and 24 he dispersed the crowd. He said, "I'm going to drive the car down to the station." He had never driven a car, I swear. He bumped the car all the way down to the station. HB: They realized that he had the golf pro in the car and the golf pro was from Medellin so he told them that it was not Ted's fault, it was actually his own fault for not looking when he opened the door. TB: Wait, you've got to put in that in Medellin I was forty-two years old and still playing baseball in the Coca Cola team of the Americas on Sunday afternoon with ten thousand people. HB: They built the stadium with the money we paid to get in—it was like a dollar to get in. it was famous team. That was a good story. ROH: How many years were you in Medellin? HB: We were in Cali three years, Medellin probably about three years. We left in 1964. We had a beautiful German Shepard named Hans. We were going to Medellin and the dog got out—he was going by plane—but they finally got him in the crate and on the plane. In Medellin we had a very nice home that had a fence and a cow guard at the entrance. It was all wired and there was a huge yard. So the dog arrived and I don't know why he became so vicious. We had a doctor living behind us and he had to go along a dirt road behind our fence in order to get to the main street. I don't know if they teased the dog but he would be out there barking all the time. My friends would call me before they would come to visit so that Hans would be locked in the house so that they could come in. 25 We would go on furlough to the States for a month and Ted would let one of the employees of Citibank—friends of ours with their son—stay in the house. Our maid was in charge of the house and I said, "All I want is that you are very careful with Hans, just make sure that if people come over, he is locked in the house." So the wife of the man who was going to stay in the house came to visit and one of the kids let the dog out. When Hans came out, he attacked the man. He was a big tall man and the man was going to kill the dog because it was attacking him but he didn't. He ended up with stitches all over both his arms. We were still friends, thank goodness. It was an accident. We were going to El Salvador and I had a little sewing kit. I thought it was a good hiding place for my thirteen gold coins and my cross and a jeweled bracelet that Ted had given me. Then I had a medal from one of the virgins. I put those in a box inside my sewing kit and put all the sewing things on top. Then I locked it and put it on top of all the things that still needed to be taken. We arrived in El Salvador; we were escorted to the airport by our friends from Medellin. Our maid went with us and we wished we could have taken her with us but she would have needed a passport. TB: You have to tell about President Johnson. You're not going to get there. We've only got so much time. HB: Alright, so we got to El Salvador and unpacked. I opened my sewing kit and the box with my special jewelry wasn't there. I thought, "Who would have even thought to look there?" I'm afraid that maybe the maid was the only one who knew. 26 We did more charity work in El Salvador. I was very involved in the community and the American ambassador to Colombia was very generous. His wife became my friend and we would play bridge in the afternoons. IT was time for us to do something big and I said, "Okay, why don't we do a night in Las Vegas with black jack and different tables." We had three months to plan. We had costumes. Walter, who was married to my friend Teresita, made the boards with the numbers and everything. But I had to have government permission to do this because it was going to be in a private home. We invited the governor of Medellin and he never came but he gave us permission. The American ambassador emptied the whole house of the furniture to make space for the gambling tables and the music and the food. The girls were dressed n cowboy boots, red shirts, and cowboy hats. I was pregnant with Sarah but it didn't show much at that time. It was very successful. The next day we came back and thanked the ambassador and his wife. He was so generous. The next afternoon we counted the money and we had made a lot of money that night. We gave it to the hospital and they bought grafting machines for the burned children. ROH: This was in Medellin? HB: Yes. [Day Two of Hazel Boyle's Interview] ROH: Today is November 17, 2011. We are continuing the oral history of Hazel Boyle. HB: We arrived in El Salvador and we were met by Joe and Sue Borgatti who was the president of the Citibank in El Salvador. We had a lovely dinner and met some of the most influential families who ran the city. It was 1965. It took us three months 27 to find a home. It was a lovely home. I think I mentioned that when we arrived in El Salvador, my aunt's husband's brother was the ambassador to Colombia in El Salvador. We were given a wonderful welcoming by him and we started making friends right away. A few years later the president of the bank came to visit and they bought a plane especially for them to travel through Central America to visit the branches of the bank. One night we had been invited to visit one of the homes out in the country. I think I told you the story about how we drove with another couple and the wife was in the hammock and she fell. So that night was a huge well-to-do party and Eartha Kitt was the singer that night. Later on, Ted was very involved with the American Men's Society and I was involved in the American Women's Society and we were always doing something for the country and the schools. Then president Lyndon B. Johnson arrived in the country. Because we were so involved in the American Men's and Women's Society, we went to the airport to greet them. They brought china and silver for the evening. All the ambassadors and presidents of Central America—Panama, Costa Rica, Honduras, Guatemala were there. The president brought his family and we met the two young ladies. He was a very tall man and very nice. They first had a big cocktail party on the terrace of the hotel and then we went in to dinner. It was so neat to have the china and dishes from the White House. ROH: Do you know what the President was doing there? HB: I think he wanted to meet with all of the heads of Central America. They left the very next morning. Then we had three very wonderful years. I had a tea for Mrs. 28 Moore when she was there. This is the Moore's—the president of the bank. They had a suite but we wanted to make it into more of a home, so I brought some of my paintings and Sue brought some of her things. He didn't like a lot of flowers but in Latin American countries, that it is a must. Mr. Moore said, "I want these flowers out of here. I feel like I'm in a mortuary." So all the flowers went out. I had to arrange every evening for the hairdresser to come up and fix her hair and the hors d'ourves before they went out to dinner. We had a wonderful group of friends there. We had a lot of Cuban people there who were married to Americans or Europeans. Or there were Latins, like myself, married to an American. We had wonderful parties and there was always dancing after dinner. I enjoyed every minute of it. From El Salvador we went to New York because Ted was assigned to the head office. I went on the train with four daughters to Connecticut. We had friends from El Salvador whose brother was dean of admissions at Berkeley, California. She showed us a lot of houses but we didn't like any. We were about to get back on the train to New York when she said there was one more house we might try. We went in and I just loved the drive up, the house was absolutely beautiful. It was colonial with black shutters. We went in and I said I really liked the house but it was a little more than we could spend. I said to Nora, our friend who met us and showed us the houses, if it would be feasible for me to make an offer. Nora said I had nothing to lose so just make the offer. I did. We went back to New York with the luggage and the girls and rented a little place between Norwalk and Wilton. We put the girls in school and within a week's time we got a 29 call saying, "Mrs. Boyle, the house is yours." We lived there for a beautiful six years. The funny part of the story is that they thought that because I was from South America I was used to maids and worried about how I was going to handle the house. What I did was I had a party and invited all the wives from the block. That was our introduction, then I had a beautiful New Years Eve party with black ties and long dresses and I cooked all the food for that and we had a wonderful dinner. Our girls went to school in Wilton. Sharon graduated from Wilton High School and then she wanted to go to BYU but she had already been accept to the University of Arizona but then she met a Mormon boy and that was what got us going there. So she went to BYU and she would call every night because she was missing us. This was the first time she had been on her own until she went on a mission. She went on a mission in Chile and she served for two years. Usually its eighteen months but she got pneumonia and they put her in a sanatorium. We were in Pakistan at the time. When we picked her up at the airport, I cried because it was like a shadow of the girl that I had sent on a mission. ROH: How did she get sick? HB: In Chile they have a lot of rain. Even though she had boots and heavy things, apparently the dampness got to her. We had a lovely time in El Salvador and met wonderful people. We went from El Salvador to New York and we bought the house. The girls went to school. On Halloween night in 1973, Ted came home while I was dishing candy and he 30 said, "How would you like to go Monrovia, Liberia in West Africa?" It was fine with me—it was part of my life and my job as his wife, but after reading the post report, I thought, "Oh! What am I getting into?" Poisonous snakes, frogs in the swimming pool, things that we wouldn't be able to get. Monrovia, Liberia was established by slaves that left the United States and established their own government. It was kind of neat, but it was different. We met President and Mrs. Tolbert. She took a kind of shine to me. She would always be so kind to me. They had a big affair every year where they had different booths from different countries and she asked me to represent America. I got a little committee and said, "How about something in fall?" We put a great big sheet like a sky and then we put leaves all around. We were also very involved with the American school. I taught Spanish there. I used to entertain people who would come from the bank with a great big sit down dinner at our home. Then we spent time at a beach house that I refurbished. The kids loved Saturday and Sunday at the beach. Then it was time for us to go to Pakistan. We arrived in Beirut, Lebanon in 1977 to 1979. Then we were transferred to Karachi, Pakistan and we were there from 1980 to 1983. There was a civil war going on. We have a book that shows the hatred that these people had for us as Americans at that time. A lot of Americans were evacuated. We arrived at the Bristol Hotel and Sarah and I were the only women there. We stayed in the hotel for three months until they fixed the bullet holes in the windows. We had to go through a lot of checkpoints to take my daughter to the American school and Ted to the bank. It didn't bother me when the driver took us. I've always minded my 31 P's and Q's when I'm driving, but we would leave the house at 6:00 at night and go through town and it was like a ghost town. I would say one prayer every night when I was driving and my daughter was with me. I would say, "Heavenly Father, please, I don't know if I would be capable running a person down if I met a guard with a bayonet." Every night for two years I was thinking: Would I be able to do that? I don't think I would have, but it never happened. IT was a miracle in my life. That's when I joined the church—while we were in Beirut, Lebanon. I looked for the missionaries but there were only the Parkers. ROH: Who were the Parkers? HB: They were friends and they were very involved in the University of Lebanon. Both of them worked there. She invited us to go to church and that's when Sarah and I were baptized—in a swimming pool at 6:00 in the morning. Now let me tell you the story about the Christmas tree. There was a dividing line between West Beirut and East Beirut. Our side had Catholics, Muslims, Jews, some Drews Mormons, and other religions as well. When you crossed the green line to the east, which was supposedly the Christian side. There was always a little friction there. Any time there was a cocktail party, I had to give them a list of who was coming. They would wait and they always had guns and they could see all the cars coming and when they saw a car coming they would always go down and make sure they knew what every car was doing there. It was always policed. At one time, there was a great uprising with the PLO. We used to play golf not to far from the golf club and we would pass the building that they were building for the American embassy and they stopped 32 construction, they were not doing anything there. Our friend used to be involved in agronomy and he went to Utah State and he was teaching at that time. I think he was in the military, as well. His name was Kenneth Bach and he was a colonel. He was sent to Monrovia, Liberia, and that was where we met them and that was where they took me to the non-denominational church and all these things started to go in my mind and I thought, "Hm." So they wanted to come and visit us in Beirut. They were going to Greece and I said, "When you get to Greece, if you don't hear anything bad about Beirut, please come and we'll take care of you." They didn't hear anything but unfortunately there was an uprising on the Saturday that they arrived. I always went to the market on Saturdays because the girls were busy doing stuff and we had a little girl as a maid that I sent to English school so that we could communicate—her name was Saba. They were so excited when I arrived with my beautiful flowers and they had everything but I had to go to all these different places to get things so it took me a good two or three hours. By the time I got home, they could hardly wait and they said, "Oh mom, guess who's here?" So Ken and his wife Eleanor and Sharon their daughter who was about fifteen at the time. I asked what hotel they were at and they told me. I said, "Oh, no!" So I stripped our bed because we had three bedrooms and we could give them the bedroom and the bathroom and we could move down to the other rooms. We went to get them from the hotel and we had a lovely lunch and then we headed out on the Christian side. When we got to Beirut, we had to pick out our car and it was a Datsun station wagon and I love yellow because it's such a pretty color. So we went over to the Christian side so 33 we could see the city there. There wasn't much traffic but we didn't hear any shots or anything. When it was time to come back we crossed and there was no problem. We arrived in our building and our neighbor was a Palestinian woman who was younger than us but always worrying like she was our mother. She came out saying, "Where have you been? They are fighting in Ashrafieh!" That was the cross line, but we didn't hear any shots. I guess we should have listened to her, but we didn't. Sunday morning we to the Parkers to go to church and there were Armenians and an American nurse and two or three other people and their families. Sunday we came back and had a lovely lunch—I had told Saba to pack a picnic lunch because I wanted to take it and show our guests Faraya, which was the skiing resort in Beirut. When we arrived there, there were all these Bedouin tents and goats and people. Francesca had warned us, "There's an uprising so don't go out, stay inside." We found a little place and we had our picnic and on the way back we couldn't cross. At the check point, there was the Christian militia in black with their guns and everything. In all of this traffic, we were in a bright yellow station wagon—how conspicuous could we be! So we get to the check point and he yells at us, "Go! Go! We're inshallah, go!" So we decided to go down by the port and not fifty yards from us—Boom! A mortar blew up and we thought we were dead. Ted did a wheelie and we went back to the east side. We went to John Berenson's house, who was in charge of the Citibank in the East. We arrived and Eleanor needed to use the facilities. I said okay 34 because he was not there; he had probably gone to see a movie because all of the nice things were on our side. So we had to climb down on kind of an iron ladder because I knew there would be facilities down there by the pool. When we went back up, we sat and waited for John to arrive. When he did, he said, "Oh! I know why you're here because they wouldn't let me cross either." We asked him if we could spend the night. That night we washed our clothes and the next morning John sent the bank driver to take us to the crossing but there was no way we could cross. We went to buy swimming suits for the girls because we did not want them to get worried, then Eleanor and I prepared a lovely lunch. We sat on the terrace that night and he used a video camera to look at all the tracers. By the port, they had put a fire on one of those oil tanks. Downtown was black, no electricity. You could see the tracers. I had to call Kimmy because Linda had already gone to the university but Kimmy stayed behind a few days. I called her and I had to be careful but I said, "We are at John Berenson's house and we may not be able to get through because it's kind of raining here." It was raining bullets, but she knew. I said, "Please don't leave the building. If you need anything, go to Francesca." That was the second night. The third night we tried again. Ted said, "Let me call my friend." That was the same guy who brought us the Christmas tree all the way from the east side to the west side at about 11:30 hoping that they wouldn't stop him because he was carrying a Christian Christmas tree. His name was Ramon Maitar and we all met and he said, "My friend it's imperative that we get our friends out, but we can't cross." He said, "Okay, I'm going to call my brother who 35 was in the Christian militia." His brother had been wounded just a few weeks before. And he called his brother and said, "Stop everything, there's going to be two cars—my car and the yellow station wagon." We got everything in the car and started—it was the most eerie feeling. It was dead silent. There wasn't a soul or a dog or a cat on the streets. We would look up and think, "Oh my gosh, the bullets are going to start coming." He took us all the way around the back way and at about half a mile he stopped the car and said, "This is as far as I can go." We had no more problems. We got through the checkpoints and to the apartment and everything was fine. We went to the American Express immediately to check their passports so that we could get them out of Beirut. They opened the suitcases and everything and when that plane finally took off we were so relieved. It was a great responsibility for us. That night, the embassy called us because my girls had been friends with the marines at the American Embassy. A marine called my husband and said, "Mr. Boyle, we need for you to get your family out of here immediately." That night we were pulling pictures out of the albums, I didn't take any clothes, just my silver which was my heirlooms and then I had to say goodbye to my husband. We got to Los Angeles and I had to declare everything. They looked at my passport and saw "Beirut, Lebanon" and said, "Go right ahead." Off we went and we arrived in California and I was concerned about Ted. He would always leave the apartment building at night and walk to the Kentucky Fried Chicken and you never know if you might be in the wrong place at the wrong time. 36 When Ted called he would say, "It's raining, you can't come yet, it's too wet." That was our communication. Then he arrived and we were so happy to have him for about a week before he had to go back. In 1976, the Russian airline "Aerofloat" had a tour to go visit Moscow, Leningrad, and Kiev. It was two weeks, all hotels and transport paid for and it was $500 a piece. We signed up and took the aero float and landed in Armenia. We knew that we were going to the symphony and the ballet and the circus, so I took my good clothing and my jewelry and I had to declare everything. It was an interesting trip and we enjoyed everything. A lawyer was our guide in Moscow and there was a teacher as our guide in Leningrad. Kiev they refurbished because it was completely destroyed in WWII. There were 125 people signed for the trip but when the Israelis came we had to go down to the basement because there couldn't be any lights. We thought they were going to cancel the trip but seven of us went. We had a whole bus to ourselves. The lawyer who was our guide took us to an ice cream parlor and we walked in and there were all these Russians and there was silence. Oh, it was so awful. They knew we were foreign and it was so awful. They kept looking at us. We wanted to give the guide a little gift and she said, "I love Agatha Christie novels and when you send it, put law books.'" So then we went to Leningrad and the Hermitage Museum was incredible. While we were in Moscow, they had that beautiful church in the red square and we saw Lenin's tomb. There were a lot of Mongolian soldiers standing there and I approached one and said, "Do you speak English?" They said, "Yes, we do." I said, "Would you mind if I took your 37 picture." So they posed for me. Then Ted and I ventured out by ourselves and we wanted to see the basilica. We were in line and a Russian soldier was behind us and said, "Are you visitors?" I said, "Yes, we're here to visit your beautiful country." He said, "Would you mind if I directed you inside the basilica and told you some of the history?" I don't know if he thought we were spies, but he took us all around the whole thing and told us all the history. Then it was time to go on the train to Kiev. That was a little different because they only had one bathroom in each compartment and then we slept in bunk beds. So we are in our pajamas and this man came into out compartment and we didn't know what he was saying but he was pointing to the top bunk so we thought that was where he was going to sleep so we said, "Yes." Well, he proceeded to undress himself and got up there and went to sleep. My daughter was a little shy about that. We arrived in Kiev and the palace was refurbished and it was absolutely gorgeous. It was magnificent. I took pictures but we weren't supposed to. Then we had a young man as a guide and we asked what he would like for us to give him. He said, "I want your husband's jeans." He was tall and skinny like my husband. HE said, "Please don't send me a thank you card or anything, but tomorrow you sit in the back of the bus and roll up those jeans and just put it in my little suitcase." Then no one would know anything about it. He said, "I would have to pay $250 for a pair of jeans in the black market." We left and went back to Moscow and went to the catacombs. It was deep and dark and full of rats. It wasn't anything like the country jails that we pay for so 38 that they can get educated, you know. Anyways, we got to the airport and Sarah had to empty her pockets of her change and leave it. Then I had to go to a little room and take out all my jewelry so they could compare everything that I had declared in Armenia with what I was taking with me. They thought I'd brought it into the country to sell it. Then we boarded the plane and we were so happy to get back to Beirut. Remember Russia was still communist at that time. We were evacuated one time from Beirut and one time from Pakistan. We were having a big party at our home in Karachi and we had invited all of the teachers from the American school. They were our friends. In Pakistan, even before a child was born, its name was on a list to get into the American school. That night, some of the teachers wouldn't come because they had ordered us to be careful because they had raided the American embassy in Islamabad. We left the next night. Sarah and I left but Ted stayed behind again. We had house boys and everything, but still we were worried. It was my daughter's fourteenth birthday and she was so sad. The plane was full of Americans going to Washington D.C. and she said, "I may not see them again." I said, "Sarah, how many girls get to go on an Air France flight on their birthday?" She started laughing. When we got off the plane, she said goodbye to all her friends. We went to our hotel for one night, as the bank had an apartment for us and we were there for four months. Ted would come home every Friday and leave every Sunday. At Christmas time, that was what we did while we were there in Athens, Greece. ROH: When were you in Athens? 39 HB: I think it would have been 1978, but we spent Christmas and New Years there, so it was 1978 to 1979. ROH: What was Christmas like in Athens? HB: We had a little tiny Christmas tree just for us. People were very kind. The Greek people were very welcoming. Then, after Pakistan, we went to Saudi Arabia. We had a beautiful cat that we had adopted in Pakistan and our house was the main house for all the parties because it was a humungous house. You could put 400 people in that house and you wouldn't even know that they were there. There was a huge garden and a living room and another living and then we had two or three terraces upstairs. So whenever the American women had a party, it was at our house. Of course, we had the help and the people would come and string the lights and set up music and speakers. It was a great house for entertaining. I was president of the American Women's group in Pakistan. This charity had fairs for the school. We made the tennis courts and the books and whatever the school needed. ROH: When were you in Pakistan? HB: We were there from the end of 1979 to 1982. From 1982 to 1985, we were in Riyadh, Saudi Arabia. I had my own driver because we weren't allowed to drive. In Saudi Arabia women are nothing. We are there for one purpose only. I met American women married to Saudis that they had met in college and they were so timid. They would come into the fish market or the meat market and I would try to talk to them and they wouldn't. But we found out that they were the favorite wives because they were blond or beautiful, but they always had to have their 40 abayah with her. We learned that in the palaces, the men ate first and whatever was leftover, the women would eat while the men went to smoke. They had the most wonderful shops there—like Christian Dior and Oscar de la Renta. But at the same time, the taste was horrendous. They liked all this glittery stuff that you would see in the windows. The brand new airport was built. It was incredible, but the women were petrified of the escalators in the mall and in the airport because they wore those long skirts and abayah and veil and they preferred to use the stairs. We had an incident in Saudi because my husband got sick and we went to the urologist and the urologist tried to get him in the American hospital because he was not a resident—but they really liked my husband because he was Mormon and they knew he didn't drink and all of that. Whatever we did was illegal—I went to aerobics and that was illegal and my friends made wine and beer out of apple juice in their bathtubs. That was how we entertained. Ted and I never drank it, but we served it at our house. They would bring cases or red wine, white wine, and beer. Citibank bank had 23 compounds in Riyadh and everything we did— tennis and parties and thanksgiving and golf—we did it at the compounds, but we had to be careful because we had our western dress at night but we had the abayah that we wore happily and we did it justice. But the French girls didn't, they would go out with very tight jeans and then they would wrap their shirts up in a knot. When they went to the souk, the priest would tap them on the ankle because they had high heels and because the jeans were so tight they didn't 41 cover their ankles. So they would be sent to jail. They ate bread and water because they don't give you any food in those jails. I thought, "Not a bad idea!" Another thing that happened in Riyadh was because they encouraged us to go to the chopping block every Friday because Friday is their Sunday. ROH: What is the chopping block? HB: The chopping block is this big plaza. If there was a person who had fornicated or raped anybody or would do something really bad, they would be beheaded in the plaza every Friday. They encouraged foreigners to go. ROH: Why? HB: I guess to warn you not to do something bad. We were guests in their country and we were very careful. So anyway, the urologist gave him a note to go to the hospital but the hospital wouldn't allow him to go in, so he had to go to the president of the bank there and get permission to leave the kingdom for medical reasons. My husband is a little bit of a stubborn man, like most men. He went to the airport but he didn't have all the signatures he needed, but he wouldn't go in the wheelchair and I said, "Ted, if you had just gone in the wheelchair, you would have been let on that plane without a problem." Well, while we were traveling, Ted's catheter got clogged and it must have been very painful. When we arrived in New York, I said, "Ted, lets go right to the medical center. They'll take care of it." He said, "No, no, no, I'm fine." So we missed the plane to Salt Lake so we flew to Los Angeles and by the time we arrived in Salt Lake, Ted's face was white. His brother met us there and took him to the hospital and five minutes later he was fine. Because we were not Arabs, they would not allow us in the hospital. 42 But everything was taken care of at McKay Dee Hospital. Our daughter Kimmy lived in Salt Lake City at the time and we saw her while Ted was convalescing. So that was our time in Saudi Arabia. We had a Main Coon cat. He was beautiful and so sweet. We loved him. This is in Pakistan, but there were fifteen ladies together for tea and all the sudden this gorgeous can came and sat in my lap and it was love at first sight. She said to me, "Hazel, you must have something special because Foxy never goes to anyone!" The cat's name was Foxy. I said, "If you ever need someone to babysit, let me know." That was Christmas time. On February 14, she called. She said, "Hazel, how would you like to have Foxy?" I said of course, how long are you going to be gone?" She said, "We're being transferred to Italy and we can't take the cat because we're expecting a second child and Foxy hasn't been very good with our first. Would you like to have him?" I said, "Of course!" I didn't ask Ted because he would have said no. That day we took him and we put him in the blue room. Coming from a small house, we thought he would be petrified of the big house. So we went to pick up Ted from the office and I said, "Happy Valentines Day!" And Ted said, "Alright, what do you have up your sleeve?" We got home and he said, "I don't want to have anything to do with that animal." Three days later, he still did not want that cat. I thought, "Okay, Foxy and I are leaving." Ted came and said, "Okay, I guess Foxy can stay." That cat died on its twenty-second birthday. We brought him to Wilton and it was so funny in the snow because he'd never been in snow. ROH: So which was your last post? 43 HB: Saudi was our last. We flew Swiss Air because of Foxy. We arrived at Kennedy Airport and our neighbor's son worked for a limousine company and when we arrived this beautiful limousine was waiting. That was our homecoming. ROH: So you kept your home in Wilton the whole time you were abroad? HB: Yes, we did. In fact, when we were going to Monrovia, Ted said, "Sell the house." Linda was a junior in high school and I asked the principal if she could graduate as a junior because she was too young to leave but not old enough to go to college. I asked the school in Monrovia if she could do a year of post-graduation work there. They said, "Oh, sure." She was such an addition. She had been on the tennis team and she had been a cheerleader. So she graduated a second time. She mentioned that we always decorated the graduating room but that night there was a strong storm and there were no lights. So the students each came in their gown with a candle to light the way. They needed a majestic chair because the president was going to be there. Well, I had this lovely Spanish chair in the dining room at home that was upholstered in red velvet. I said, "I have two chairs for them." So we had that. About an hour later, the lights came on and Linda was able to sing, The Way We Were. She started singing when we had come from over seas, the girls were in eight and ninth grade and her sister were in the high school. Sarah was supposed to go to kindergarten when we arrived, but they wouldn't accept her because she didn't speak any English. We had been talking to her in Spanish, so I had to keep her for another year and speak only English. She forgot her Spanish. She took classes in high school and in college, but when 44 some of us start talking Spanish, she gets so mad because she forgot all her Spanish. ROH: How did you come to be in St. George? HB: We were in Wilton, Connecticut until Ted retired from the bank. A friend of his, Frank Tribe, called him and said, "Ted, if you want to go to heaven and play golf, go to Rio Verde, Arizona." So we sold the house and I flew out ahead of time to Logan because my daughters were there. We went first to Scottsdale and rented a car and followed the directions they had given us. There was nothing there, just grass and desert and we thought, "Where are we going? Are we sure we have it right?" Finally we go to the curve and we turned and saw the sign for Rio Verde. We had rented a townhome. The people were so friendly. The realtor took us around and we saw a house that I really liked. We didn't buy the house then. It was reasonable in price and it was brand new. We had to live with our daughter and put things in storage for two months while we waited for the house. She was so gracious. Then we had an Air Force reunion in California. That was what made us realize, "Yes, this is what we want." We went back and the house had gone up in price. But we sweet-talked the realtor and he let us buy it for what he had quoted us before. We moved in and our neighbors came to visit us and brought us things and it was heaven. When our family came, we had to rent a house for them so there was enough room for everyone. ROH: So how long have you been here? HB: We've been here six years. We moved here in April 2005. ROH: Of all of those countries you lived in, was there one you enjoyed the most? 45 HB: I'm the type of person who can make friends easily. The bank was very good for us. When we were in Pakistan, I could go into the store and get everything I wanted, but the paper towels were so expensive and the toilet paper was like sandpaper. But all these things you learn from the people who were there before you. They had one shipment every year and all the people and the vice presidents would bring us bacon—because you don't see bacon in those countries—and cheese, too. We enjoyed the R and Rs. We went to Europe many times, we loved Switzerland, Austria I liked, Germany was okay, Italy was nice also. I had a very good friend from El Salvador whose husband worked for the Intercontinental Hotel and he was Swiss. She and I did everything together. We would go to the movies and when we got back, the chef would have cherries jubilee waiting for us. They spoiled us. I forgot to mention, when we were in Beirut, Lebanon, we subscribed to the Times magazine and we listened to the BBC from London. We opened the Time magazine up before we left for Russia and they had assassinated the president Tolbert and his wife from Monrovia, Liberia, West Africa. Then they got all the ministers that we knew—they had come to our home—and they were taken and assassinated on our beach. That was really awful. Then, in El Salvador, there were uprisings. Every single country that we have lived in has had uprisings. The only country that seemed to be okay was Greece and now they're in trouble. I know that we're here for a reason. I love my life here and I have such a good time. 46 ROH: Did you children pick up the languages wherever you went? HB: They were with us constantly. They got a tremendous education wherever they went. They were way ahead on all the examinations they did. Wherever the American school was in those countries, the American school was the best. ROH: Tell me about the girls that went to school in Utah. HB: Sharon went to BYU; Linda, Kimmy, and Sarah went to Utah State. Kimmy was married at twenty-two and didn't finish college. Linda and Sarah finished. We thought Sarah would go into public relations; when she went to Michigan, she was the assistant coach of the girl's tennis team. She loved that but then she hurt her back and had to go into a different field. ROH: Did you go back to Ogden to visit after you had been married? HB: Oh yes, always. Every time we went to the States we would go to New York to do the medical. Then we would fly to L.A. and Ted's brother would pick us up and take us to Long Beach to see our mother and father-in-law. We would always go to Ogden because that was the place where all of his friends were. When we moved to Wilton, they would come to visit us in the east. We loved to take them to see the sights. We always flew over the United States, so for three years we made a trip across the United States so the girls could learn some of the history and geography. The first trip was from the east coast to the west coast. We had a whole month to do it. We would drive four or five hundred miles a day, then the girls and I would go sight-seeing. We went through so many places. My favorite was Gettysburg. It was s historical. We went to the theater and we went to the 47 museum about the North and the South and the fighting. Kentucky was beautiful because I love horses. We went to Yellowstone and the Grand Canyon. We traveled a lot with the girls. We had a huge station wagon and we would have to put the dog and the cat in a kennel while we did this. While we were driving, Ted would play games like, "Whoever sees the first white horse gets a dollar," or, "Whoever sees the first buffalo gets a dollar." Once time he said, "I want you to count how many Volkswagen bugs you see on the trip." And they'd get a prize. They were spoiled. [Laughter] ROH: You had lots of parties, but what kind of hobbies did you have? HB: I did needlepoint and crochet. I knitted and embroidered. My hobby wherever we were was to take care of our home and make the best of whatever we had. I loved entertaining and we never went out to dinner like you do now. I always cooked. When I was a child, they put me in ballet and I played the piano, I went to the conservatory. These things were so helpful in my life. My parents would take me to see the ballet and symphony and concerts and operas. The worst was when they took me to lectures; they were so boring. ROH: What kind of music did you dance to when you had parties? HB: Glen Miller, and Big Band type music, and then, of course, the Latin music. I loved classical music and I would love to go to concerts, but Ted isn't fond of that type of music. He likes Glen Miller. The war music. ROH: What are your favorite flowers? 48 HB: My favorite flower is the rose. I love red and pink and yellow roses. I learned how to arrange flowers when I was in Central America. I took classes and those were fun. I have given demonstrations in cooking. When we moved to Arizona, we had to go about thirty-seven miles to get to church. ROH: What are you favorite kind of books? HB: I like happy things. I like mysteries and biographies. I like romantic books. I read church books and I love them. I have my own little library and that was so helpful when I was a teacher in church. I should also mention, when we were in Monrovia, Ted met Shirley Temple Black and Henry Kissinger. I think they were interested in the background of Liberia and the businesses and the education. We had a big colony there from all walks of life. We had maybe 1,500 foreigners, maybe. The compound was beautiful and when Ted left, I didn't sell the house. Nora offered to watch the house if I wanted to rent it and so for eleven years she rented to IBM people and Australian people and Canadian people. When we went back after eleven years, we did not have to do anything to fix it because Nora had taken care of it. Our first car when we had come from overseas was sold to us by a man whose son races cars. I think it was a Corbeau. In Colombia, when Kimmy was born, Ted said, "We're going to take pictures." I had Kimmy in my arms and I was going downstairs and I slipped. I landed on my tailbone and from then on I would have back pain every once in a while. But it was not until we were driving in Bryce Canyon in the 1970s during one of our trips from the east coast to the west 49 coast—there were very small roads and we went down by mule and my mule's name was Herman. After the mule ride—two hours down and two hours back—I went home and sat down and I could not get up. I had a ruptured disk. The next day I went for x-rays and they sent me to a specialist in Norwalk, Connecticut. Remember, this was in the '70s. They didn't know very much about back surgery. Ted asked them the odds and they said the surgery was about twenty-five percent successful. I said, "Oh, no, you're not cutting me open." So he said I had to come home and lie down for three months and they gave me cortisone and I wore a brace for nine months. He said, "You'll never be able to horseback ride or play tennis, but you can swim." My neighbors would come every day and talk to me and bring books and just be aware of how I was doing. I was so grateful. We had another friend, a teacher, whose wife had cancer. Towards the end, when it was so painful, she gave herself to the hospital in New York City so they could test things on her. At the funeral, I spoke to the priest and said, "These are my very good friends and they want to be buried in the Wilton cemetery, would it be okay to do a ceremony here in church?" He said, "Of course." I called all my neighbors and planned it all. Their youngest daughter used to come to our house all the time, she was like another daughter, and she still communicates with me. So he was the one who took us to the airport and we couldn't find Pancho, the cat. We found him under the car. When we got to the airport, the airline had a big crate for the golden retriever and a little one for the cat. I wasn't worried about the cat, but I was worried about the dog. They were very accommodating. They said I could stand at the window and see that he had enough water and the pills. 50 I had carried all these medications for him because we were going to Africa. When it was time, I stood by the window and saw the cage going into the luggage area. It was a night flight—we left at about eight at night—and we saw the aurora borealis. I have never seen such a beautiful thing in my life. It was incredible. We arrived the next morning and went to the compound where we would be living. Ted had been sleeping on a cot there with a wonderful cook and the house boy. He moved into the hotel with us, the cat and the dog were at the compound. The president there had a nice welcoming party for us and the music there is very similar to Latin music. That was so much fun! We met a lot of people that were from Scotland. They have a special day that they celebrate— ROH: Robbie Burns Days. They line sheep's stomach, like a sausage. HB: That was fun. We became very good friends with the people … All of our furniture was shipped by ship from New York City and my friend had her binoculars every day saying, "Okay Hazel, I think your ship is here, you'd better come over." Sure enough, our furniture had arrived. You don't realize you take these things for granted. I had said to Ted, "Describe the house for me." From what he said, I brought everything we had because I thought everything would be perfect. You wouldn't believe how beautiful everything fit in the house. In fact, I have a dresser and some other furniture in the other room that traveled everywhere with us. No matter where we went, I made a home for our family. They went to school, they had a wonderful life. All of our social life was inter-mixed. When we were going to go to Beirut, we could only take an air shipment 51 so I sold everything. The bank had told me I could buy everything we needed but I thought of the bank people in Cuba who had to leave everything behind and I thought, "No, we'll make do with what we have." I had a beautiful cedar double bed. We bought beds for the girls. I had a little kitchen table with six chairs and that was what we used even in Pakistan when we had this huge house. We had a fabulous time. We gave a farewell dinner to the ambassador of Colombia. Being friends with him, he had introduced us to so many people and we went to all the parties and we became very close to everyone. When it was time for him to leave, we had a very fancy dinner. I had the waiters from the Intercontinental Hotel wear white gloves and I made the food. I had decorated the card tables. It was a fairly good size home but the garage was open to the hall and I didn't want people to see the garage even though it was tiled and everything. So I made little curtains and put planters all along side. We had little tiny patio that I put potted plants, and then I planted Chinese grass. ROH: Well, thank you Hazel for your time and for talking to me. HB: Thank you.

Consists of thesaurus used in indexing the public papers of Leonor K. Sullivan, housed in the Saint Louis University School of Law Library. ; SAINT LOUIS UNIVERSDY GE JK1323 1952 .S34 1989 c.3 THE HONORABLE Leo nor K. (Mrs. John B.) Sullivan A Guide to the Collection St. Louis University Law Library Saint Louis University Schoo( of Law 3700 Lirufeff B(vd., St. Louis, MO 63108 LEONOR K. SULLIVAN 1902-1988 A Guide to the Collection Researched and prepared by: Joanne C. Vogel Carol L. Moody Loretta Matt LAW LIBRARY ST. LOUIS UNIVERSITY 3700 LINDtLL BLVD. ST. LOUIS, MO 63108 Copyright 1989 Saint Louis University Law Library 00 ' ()) THE HONORABLE LEONOR K. SULLIVAN 1902-1988 TABLE OF CONTENTS I. Portrait of Leonor K. Sullivan II. Biography III. Sullivan Plaques and Awards IV. The Leonor K. Sullivan Collection V. List of Subject Headings LEONOR K. SULLIVAN Leonor K. Sullivan, the first woman from Missouri to serve in the United States House of Representatives, was born Leonor Alice Kretzer, August 21, 1902, in St. Louis. She attended public and private schools in St. Louis, including Washington University. Prior to her marriage, Mrs. Sullivan pursued a business career and eventually became the director of the St. Louis Comptometer School. She married Missouri Congressman John B. Sullivan on December 27, 1941, and served as his administrative assistant and campaign manager until his death in January, 1951. Following her husband's death, Mrs. Sullivan unsuccessfully attempted to win the local Democratic party's nomination to succeed Congressman Sullivan in the special election. The seat was lost to a Republican candidate. In 1952, Leonor K. Sullivan running on her own, without party support, defeated six opponents in the primary election to become the Democratic nominee for the Third Congressional District. In the general election, she defeated her Republican opponent and recaptured the seat once held by her husband. Mrs. Sullivan represented the Third Congressional District until her retirement in 1976. While in Congress, Leonor K. Sullivan was known as a champion of consumer issues and she had a key role in enacting legislation to improve the quality of food. The Poultry Inspection Law and the Food Additives Act are just two of her important triumphs. As chairman of the Subcommittee on Consumer Affairs of the House Committee on Banking and Currency, Mrs. Sullivan was responsible for the Consumer Credit Protection Act of 1968, which included the Truth in Lending Act, and the Fair Credit Reporting Act of 1970. Mrs. Sullivan also authored the original food stamp plan to distribute government surplus food to the needy and she worked to solve the housing problems in our cities. At the time of her retirement, she was the senior member of the House Committee on Banking, Currency, and Housing. She was a member of the National Commission on Food Marketing, 1964-66; the National Commission on Mortgage Interest Rates, 1969; the National Commission on Consumer Finance, 1969-72; and she helped found the Consumer Federation of America in 1966. Mrs. Sullivan served as chairman of the House Committee on Merchant Marine and Fisheries. Her support of the American Merchant Marine earned her the American Maritime Industry's Admiral of the Ocean Seas Award (AOTOS) in 1973. The men and women who served in the Coast Guard and the Merchant Marine continuously honored Mrs. Sullivan for her support, understanding, and dedication. Always active in waterways projects, she fought to allow the 51 year old DELTA QUEEN to continue as an overnight excursion vessel. Mrs. Sullivan's work as chairman of the Subcommittee on Panama was especially important as she became involved with the political, economic, and social challenges of the Canal Zone and the people who lived and worked there. Leonor K. Sullivan worked hard for St. Louis. She sponsored legislation to fund the development of the Jefferson National Expansion Memorial on the St. Louis Riverfront, to keep St. Louis a well managed port city on the Mississippi trade route, and to preserve the buildings so important to the history and heritage of St. Louis. Wharf Street has been renamed Leonor K. Sullivan Boulevard to honor her support of the Gateway Arch project and the Jefferson National Expansion Memorial. Following her retirement, Mrs. Sullivan returned to her river bluff home which overlooked the Mississippi River. She remained active in civic affairs, serving on numerous boards and committees. She became a director of Southwest Bank, chairman of the Consumer Advisory Council to the Board of Governors of the Federal Reserve System, a member of the Board of Directors of Downtown St. Louis, Inc., a member of the Lay Advisory Board of Mount St. Rose Hospital and Rehabilitation Center, and she sponsored a consumer award program through the Better Business Bureau. Mrs. Sullivan was always in demand as a featured speaker at business, educational, and social functions. In 1980, Mrs. Sullivan married Russell L. Archibald, a retired vice president of the American Furnace Company. Mr. Archibald died March 19, 1987. Leonor K. Sullivan died, in St. Louis, on September 1, 1988. SULLIVAN PLAQUES AND AWARDS The Sullivan Collection includes many awards, citations, plaques, letters of recogn1tlon, pictures, and other memorabilia. During her career, Mrs. Sullivan received over 200 awards, some of which are permanently displayed in the Law Library. 1. Missouri State Labor Council, AFL-CIO - a proclamation designating Leonor K. Sullivan as organized labor's First Lady. Presented September 8, 1976. 2. Robert L. Hague Merchant Marine Industries Post #1242 - Distinguished Service Citation for Mrs. Sullivan's work as Chairman of the House Merchant Marine and Fisheries Committee. 3. Oceanographer of the Navy - presented by RADM J. Edward Snyder, Jr., USN, Special Assistant to the Under Secretary or the Navy. 4. Panama Canal Gavel - made from one of the original beams of the Governor's House, the gavel was presented to Mrs. Sullivan by Governor W. E. Potter as a "token of appreciation for demonstrated interest in the Panama Canal and the Canal Zone Government." 5. Consulting Engineers Council of Missouri - expresses appreciation for Mrs. Sullivan's concern and understanding of the role of the consulting engineer. 6. St. Louis Democratic City Central Committee - Special Award recognizes Leonor K. Sullivan's "dedicated service to the people of Missouri, the United States of America, and the Democratic Party . ," presented September, 19, 1976. 7. Consumer Federation of America - CFA Distinguished Public Service Award, June 14, 1972. 8. Reserve Officers' Association, Missouri - President's Award recognizing Mrs. Sullivan's service to the nation during her 24 years in Congress. 9. American Waterway Operators, Inc. - recognizes Mrs. Sullivan's " . Instrumental Role in the Development of the Inland Waterways of the United States." I 0. American Institute of Aeronautics and Astronautics, St. Louis Section - 1976 Civic A ward for Outstanding Contributions to Communities and Nation during 24 years in the House of Representatives, May 11, 1976. 11. Federal Land Banks 50th Anniversary Medal - " . awarded in 1967, to Leon or K. Sullivan for outstanding contributions to American Agriculture." 12. St. Louis Board of Aldermen - Resolution #101 (March 12,1976) honoring Mrs. Sullivan for her 24 years in Congress. 13. Human Development Corporation of Metropolitan St. Louis - Certificate of Recognition, September 29, 1978. 14. Older Adults Special Issues Society (OASIS) - Confers honorary membership upon Leonor K. Sullivan, August 22, 1974. 15. National Health Federation - Humanitarian Award, October 11, 1958 - especially recognizes Mrs. Sullivan's efforts for protective legislation against injurious additives in food and beverages. 16. U.S. Merchant Marine Academy, Kings Point, New York - an award presented to Mrs. Sullivan by the Alumni of Kings Point. 17. American Numismatic Association - a 1972 award presented to Mrs. Sullivan for her generous support. 18. Official Hull Dedication for New Steamboat - replica of the dedication plaque unveiled by Mrs. Sullivan in Jeffersonville, Indiana, November 11, 1972. Hull 2999 was the official designation of the new passenger riverboat being built for the Delta Queen Steamboat Company. The dedication also recognized Leonor K. Sullivan's successful legislative efforts on behalf of the DELTA QUEEN. 19. Jewish War Veterans of the United States, Department of Missouri - 1963 Americanism Award for "her unselfish devotion and untiring efforts on behalf of all Missourians regardless of race or creed." 20. National Marine Engineers' Beneficial Association, AFL-CIO - recognizes Mrs. Sullivan's service and support of the U.S. Merchant Marine, February 26, 1975. 21. Child Day Care Association - 1973 award for sponsoring child welfare legislation. 22. St. Louis Democratic City Central Committee - 1973 Harry S. Truman Award. 23. Seal of the Canal Zone Isthmus of Panama - a wooden copy of the Seal "presented in appreciation to Hon. Leonor K. Sullivan . " Canal Zone; Masters, Mates, and Pilots Association; National Maritime Union; Central Labor Union; Joint Labor Committee, 1969. 24. Atlantic Offshore Fish and Lobster Association - recognizes Leonor K. Sullivan's efforts to preserve and protect the Northwest Atlantic Fishing Industry, June, 1973. 25. Photographic portrait of President and Mrs. Johnson inscribed to Leonor K. Sullivan. 26. Photographic portrait of Lyndon Johnson inscribed to Leonor Sullivan. 27. Photographic portrait of Hubert H. Humphrey inscribed to Congressman (sic) Leonor K. Sullivan 28. H.R. I 0222 - Food Stamp Act of 1964 - first page of the engrossed copy of the bill, signed by John McCormack, Speaker of the House. 29. St. Louis University School of Law - Dedication of the New Law School, October 17-18, 1980 - recognizes Mrs. Sullivan's leadership gift. 30. West Side Baptist Church Meritorious Achievement Award, 1974. 31. Inaugural visit to St. Louis of the MISSISSIPPI QUEEN, July 29, 1978. 32. Gold-framed reproduction of a portrait of Mrs. Sullivan which hangs in the Longworth House Office Building. 33. Flora Place Association, November 4, 1976 - an award recognizing Mrs. Sullivan's 24 years in Congress. 34. St. Louis Police Relief Association, July 24, 1974. 35. St. Louis Argus Distinguished Citizen's Award, 1978. 36. George M. Khoury Memorial Award- "Woman of the Year," February 2, 1974. 37. Distinguished Service to the United States Coast Guard, February, 1976. 38. National Association of Mutual Insurance Agents - Federal Woman of the Year, October 12, 1974. 39. Chief Petty Officers Association, United States Coast Guard - Keynote speaker at Sixth Annual Convention, October 7-12, 1974, in St. Louis, MO. 40. Home Builders Association - Distinguished Service A ward, November 7, 1970. 41. Young Democrats of St. Louis - Distinguished Service Award, 1964. 42. Bicentennial Year Award, 1976 - a Waterford crystal bell and base presented to Mrs. Sullivan during the nation's Bicentennial. 43. Cardinal Newman College - Mrs. Sullivan's Cardinal Newman College Associates membership certificate presented during her tenure as Chairman, Board of Trustees, November 3, 1981. THE LEO NOR K. SULLIVAN COLLECTION Before her retirement, Leonor K. Sullivan made arrangements to donate her congress ional papers, correspondence, and memorabilia to St. Louis University Law Library. Mrs. Sullivan chose St. Louis University Law Library because her husband, Congressman John B. Sullivan (1897 -1951 ), was a graduate of the law school, having received his LL. B. degree in 1922, and his LL. M. degree in 1923. In 1965, Mrs. Sullivan founded a scholarship at St. Louis University for young women interested in studying political science. The collection covers Mrs. Sullivan's 24 years in the U.S. House of Representatives and is arranged according to her own subject headings. In this way, the materials provide insight into the way her office files and correspondence were organized. Mrs. Sullivan was known as one of the hardest working members of Congress and the wealth of materials in her collection attests to this. She had a tremendous concern for the average American family and much of her work dealt with their needs. Mrs. Sullivan often said the · best legislative ideas came from constituents, so she read every letter ever sent to her. Not only did she learn how the voters felt about current issues, but where there were problems which needed to be current issues. Papers from Leonor K. Sullivan's years as a member of the House Merchant Marine Committee and the Banking and Currency Committee provide background information for much of the legislation proposed during the period. Mrs. Sullivan was known as a consumer advocate long before such a position was popular and her efforts to improve the quality of food, drugs, and cosmetics are well documented. Materials are also available on Mrs. Sullivan's struggle for credit protection for the consumer, truth-in-lending, and fair credit reporting. Mrs. Sullivan was a strong supporter of the American Merchant Marine, the U.S. supervision of the Panama Canal, and the development of America's inland waterways. Her collection includes in-depth information on all these areas. Local St. Louis concerns are well represented in Leonor K. Sullivan's papers. She spent untold hours on the development of the Gateway Arch, the Jefferson National Expansion Memorial, and the port of St. Louis. She worked hard to maintain and increase the river traffic which is so important to St. Louis. After her retirement, Mrs. Sullivan continued to receive letters from former constituents and friends. She was active in civic affairs and her opinion on current issues was frequently solicited. The collection includes newspaper clippings, letters, and personal materials from this post-retirement period. Persons interested in using the Leonor K. Sullivan Collection should contact Joanne C. Vogel or Eileen H. Searls at St. Louis University Law Library, (314)658-2755. Written requests for information may be sent to: St. Louis University Law Library Leonor K. Sullivan Collection 3700 Lindell Blvd. St. Louis, MO 63108 Arthritis Research Arts Arts and Humanities see also Grants--National Endowment for the Arts Grants-- National Endowment for the Humanities Assassination of John F . Kennedy see Kennedy, John F. - -Assassination Assassinations--Select Committee to Investigate see Select Committee to Investigate Assassinations Atlantic Convention Atlantic Union Atomic Accelerator Laboratory Atomic Bomb--Fallout Shelter see a/ SO Nuclear Weapons-- Radioactive Fallout Atomic Energy see also Nuclear Energy Nuclear Weapons Auto Inspection Safety Auto Insurance Auto Insurance and Compensation Study Automotive Industry Automotive Transport Research and Development Act Aviation see a/ SO Airlines, Airport and Airway B-1 Program Development Act Airports Civil Aeronautics Board Concorde Supersonic Tra nsport Federal Aviation Administration Banking and Currency Committee Banking and Currency Committee-- Aluminum Penny Bill Banking and Currency Committee--Area Redevelopment Program Banking and Currency Committee Failures see a/so Independent Bankers Association of America Banking and Currency Committee- -Bank Holdings Company Act see a/so Banking and Currency Committee-­Citicorp Banking and Currency Committee--Bank Holding Company Issues Banking and Currency Committee--Bank Lobbying Banking and Currency Committee--Bank Mergers 83nking and Currency Committee- -Bank Protection Act of 1968 Banking and Currency Committee- -Bank Safety Regulations Banking and Currency Committee--Bank Security Measures Banking and Currency Committee--Banking Act of 1965 Banking and Currency Committee -- B a nk i11~ Changes Banking and Currency Committee- ­Bankruptcy B:mking and Currency Committee--Taxation Banking and Currency Committee--Trust Activities Ban king and Currency Committee-- Certificates of Deposit Banking and Currency Committee--Citicorp see also Bank Holding Company Banking and Currency Committee-- Committee Business Banking and Currency Committee-­Committee Notices Banking and Currency Committee-- Conferee Banking and Currency Committee-­Congressional Record Entries Banking and Currency Committee-­Consumer Credit see also National Commission on Consumer Finance Banking and Currency Committee-­Correspondence with Boyd Ewing Banking and Currency Committee--Credit Information Ban king and Currency Committee-- Credit Union Financial Institutions Act Banking and Currency Committee--Credit Unions see also General Accounting Office- - Credit Unions Banking and Currency Committee- - Credit Unions--Insurance on Deposits Banking and Currency Committee- - Credit Unions--National Credit Union Bank Bill Banking and Currency Committee--Credit Uses Reporting Act of 1975 Banking and Currency Committee- - Debt Collection Banking and Currency Committee -- Defense Production Act see a[ so Joint Committee on Defense Production Banking and Currency Committee-­Democratic Caucus Banking and Currency Committee-­Disclosure Act Banking and Currency Committee-- Economic Development Act ee a[ SO Economic Development Banking and Currency Committee-- Economic Stabilization Act --Amendments B3nking and Currency Committee -- Economic Stabilization Act -- Correspondence Banking and Currency Committee-- Economic Stabilization Act--Mark-Up Session Banking and Currency Committee-- Economic Stabilization Subcommittee Banking and Currency Committee-- Emergency Financial Assistance Act see a[ so Banking and Currency Committee- ­lntergovermental Emergency Assistance Act Banking and Currency Committee--New York City-- Correspondence Banking and Currency Committee--New York City- -Legislation Banking and Currency Committee--Energy Conservation Legislation see also Energy Conservation Banking and Currency Committee--Export Control see a/so Export Administration Act Export Control Act International Trade Commission Banking and Currency--Export/Import Bank Banking and Currency Committee- -FINE Study (Financial Institutions and the Nation's Economy) Banking and Currency Committee- -FINE Study--Hearings Banking and Currency Committee--Farmers Home Administration- ­Low Interest Loans Banking and Currency Committee-- Financial Reform Act of 1976 Banking and Currency Committee--Gold Backing and Federal Reserve Notes Banking and Currency Committee- -Gold Price Banking and Currency Committee- ­Insurance see also Insurance Banking and Currency Committee-­Interamerican Bank see also Agency for International Development Banking and Currency Committee--Interest Rates see also Interest Rates Banking and Currency Committee--Prime Interest Rate Banking and Currency Committee- -Savings and Loans- - Interest Rates Banking and Currency Committee-- Interest Rates-- Hearings Banking and Currency Committee- ­Intergovernmental Emergency Assistance Act see a/so Banking and Currency Committee-­Emergency Financial Assistance Act Banking and Currency Committee- ­International Banking Act Banking and Currency Committee-- International Development Association Banking and Currency Committee-- International Monetary Policy see a/ o Banking and Currency Committee- - Monetary Policy Banking and Currency Committee--Laws of the State of Missouri Relating to Banks and Trust Companies Banking and Currency Committee-­Lockheed Case Banking and Currency Committee-­Monetary Policy see also Banking and Currency Committee-­International Monetary Policy Banking and Currency Committee-­Subcommittee on Domestic Monetary Policy Banking and Currency Committee-- Mortgage Interest Rates see also Federal National Mortgage Association Banking and Currency Committee-­Mortgage Interest Rates--District of Columbia Banking and Currency Committee-­Mortgage Interest Rates--Hearings Banking and Currency Committee--Mutual Savings Banks Banking and Currency Committee--National Commission on Productivity and Work Quality Banking and Currency Committee--National Consumer Cooperative Bank Act see also Consumer Interest--Miscellaneous Banking and Currency Committee--National Consumer Cooperative Bank Act see a/so Consumer Interest--Miscellaneous Banking and Currency Committee--New York City-­Correspondence see also Banking and Currency Committee- ­Emergency Financial Assistance Banking and Currency Committee--New York City- - Legislation see also Banking and Currency Committee-­Emergency Financial Assistance Banking and Currency Committee--NOW Account Banking and Currency Committee--One Bank Holding Company Bill Banking and Currency Committee--One Bank Holding Company Bill- -Clippings Banking and Currency Committee--One Bank Holding Company Bill- - Committee Information Banking and Currency Committee--One Bank Holding Company Bill--Letters Banking and Currency Committee--One Bank Holding Company Bill--Reports from Interested Groups Banking and Currency Committee--One Dank ll nlclinR c: . np:111y Bill-- Reports from Other Agencies Banking and Currency Committee--Penn Central see a/so Railroad Legislation Banking and Currency Committee--Prime Interest Rates see a/so Interest Rates Banking and Currency Committee--Record Maintenance in Banking Institutions Banking and Currency Committee-- Recurring Monetary and Credit Crisis Banking and Currency Committee-- Reven ue Bonds Banking and Currency Committee--Safe Banking Act Banking and Currency Committee- - St. Louis Banking Banking and Currency Committee-- Savings and Loan Companies see a/so Housing-- Savings and Loans Housing--Savings and Loans Bill Housing--Loans Banking and Currency Committee- -Savings and Loan Companies-­Holding Companies Banking and Currency - - Savings and Loan Companies-- Interest Rates see a/so Interest Rates Banking and Currency Committee--Interest Rates Banking and Currency Committee-- Savings and Loan Companies-­Investigation Banking and Currency Committee--Silver Banking and Currency Committee--Small Business see a/so Sma ll Business Administration Poverty Program-- St . Louis Small Business Development Center St . Louis--Small Business Administration Banking and Currency Committee- - Steering Committee Banking and Currency Committee-­Subcommittee on Domestic Monetary Policy ,,,.,. also Banking and Currency Committee- ­Monetary Policy Banking and urrt!ncy Committee--Swiss Bank Accounts Uanking and Currency Committee--Taxing of National Banks Banking and Currency Committee- - Variable Interest Rate Mortgage Loans Bankrupt see Banking and Currency Committee -­Bankruptcy Barge Lines see also Federal Barge Lines Dccf Research and Information Act n ct•J" Ucllcr Communities Ad see Housing--Better Communities Act Bicentennial Civic Improvement Association see a/ SO American Revolution Bicentennial Bicentennial Civic Improvement Bicentennial Coinage see also Coinage Bicentennial Material Billboards Association-- Clippings see Highways-- Beautification- - Billboards Birth Control see also Family Planning Illegitimacy Population Growth Sex Education Black Lung Act see also Coal Black Militants see Militants Mine Safety Act see also Negroes--Black Militants Bl ackman's Development Center Blind see also Handicapped Blood ::,ee Health -- Blood Banks Blumeyer P roject see Housing-- Blumeyer Project Boating see also Coast Guard Boggs , Hale Bookmobile National Safe Boating Week Recreation see Education --Bookmobile Books Sent to Libraries and Schools see also Lib raries Bowlin Project see Housing -- Bowlin Project for the Elderly Braceros see National Commission on Food Marketing Bracero Study Brazil see Foreign Affairs- - Brazil Bretton Woods Agreement Bride's Packet see Publications --Packets for the Bride Bridges see Martin Luther King Bridge Buchanan, Mrs. Vera Budget see also Management and Budget, Office of Budget and Impoundment Control Act Budget Material Building Sciences Act see Housi ng-- Building Sciences Act Bur"r'u of Standards see Food and Drug Administration--Bureau of Standards Bus Service see also Transi t -- Bi- State Business and Professional Women's Clubs see also Women's Organizations Busing see Education- - Busing Buy American Act Care see Foreign Affairs--Care Cabanne Turnkey Project see Housing--Cabanne Turnkey Project Calley, William L. Cambodia see Foreign Affairs - -Cambodia Campaign Conference for Democratic Women see a/so Women in Politics Campaigns Campus Riots see also Education--Campus Unrest Cancer see a/ SO Medical Insurance for Radiation Treatment Cannon Dam see Conservation--Cannon Dam Capital Punishment Capitol- - United States Carpentry see Housing--Building Sciences Act Catalog of Federal Assistance Programs Cattle see Food and Drug Administration- -Cattle Cemeteries see National Cemeteries Census see also Population Growth Central Intelligence Agency Century Electric Company see National Labor Relations Board-­Century Electric Company Chain Stores see National Commission on Food Chamber of Commerce Cha rities Marketing- -Chain Stores Child Abuse and Neglect Child and Family Services Act see a/so Comprehensive Child Development Act Child Care see Poverty Program--Day Care Centers see also Poverty Program--Head Start Centers Poverty Program- -St. Louis Day Care St. Louis Day Care Child Protection Act Children , Youth , Maternal, and Infant Health Care Programs Chile see Foreign Aff:1irs--Chile Chirm sec Foreign Affairs--Red China China's Art Exhibit Cigarette Advertising Cities see Urban Affairs see a/so Housing--Urban Renewal Revenue Sharing Citizenship see Immigration -- Naturalized Citizens City Planning see a/ 0 Urban Affairs Civil Aeronautics Board see a/so Federal Aviation Administration Aviation Civil Air Patrol Civil Defense see also Emergency Preparedness Missouri--Disaster Area Civil Rights- -Clippings see also Integration Militants Negroes--Black Militants Negroes--National Assocation for the Advancement of Colored People Civil Rights- -Discharge Petition Civil Rights-- Equal Employment Opportunity see a/so Equal Employment Opportunity Equal Opportunity Civil Rights- -Equality for Women see a/so Women- -Equal Rights Amendment Civil Rights-- Housing see a/so Housing--Fair Housing Housing--Open Negroes--Housing Civil Rights- -Ireland's Roman Catholics Civil Rights--Legislation Civil Rights--Mississippi Seating Civil Rights --Pro Civil Rights-- Webster Groves Incident Civil Service Health Benefits Civil Service Legislation see also Federal Employees Civil Service Retirement Clara Barton House Clean Air Act see also Air Pollution Pollution Coal see a/ SO Black Lung Act Energy Crisis Mine Safety Act Mineral Resources Coal Mine Surface Area Protection Act see a/ so Mining Coal Slurry Pipeline Act Coal Tar Products see Food and Drug Administration- - Hair Dye Coast Guard see also Boating National Safe Boating Week Coastal Areas see a/so Outer Continental Shelf Lands Coca-Cola Bottling Company Cochran Apartments see Housing--Public Housing-Cochran Apartments Coinage Sl!l' a/ SO Bicentennial Coinage National Stamping Act Colleges and Universities see Education- - College Loan Program see a/so Schools--College Debate Color Additives see Food and Drug Administration--Color Additives Commemorative Postage Stamp for Jeannette Rankin Commemorative Stamps see a/so Kennedy, John F . First Day Cover Issues see Food and Drug Administration-­Cranberries Creating a Joint Committee to Investigate Crime Credit Unions see Banking and Currency Committee- ­Credit Unions see a/so General Accounting Office- - Credit Unions Crime--Bail Reform Act Crime--General see a/so J oint Committe to Investigate Crime Juvenile Delinquency Law Enforcement Assistance Administration Prisons Crime--Gun Control Crime--Riots see a/so Housing--Insurance--Riots Crime--Riots- - Clippings Crime- - Switch - -Blades Cruelty to Animals Current River see Conservation--Current River Power Line Customs Bureau Cyprus see Foreign Affairs - -Cyprus Czechoslovakia see Foreign Affairs--Czechoslovakia Daily Digest see Panama Canal--Daily Digest Dairy Products see Milk see a/so Food and Drug Administration-­Milk Dams see Lock and Dam 26 Conservation- - Cannon Dam Danforth Foundation see a/ 0 Foundations Darst- -Webbe Public Housing see Housing- - Public Housing--Darst-Web be Davis- -Bacon Act see Labor- - Davis-Bacon Day Care Centers see Poverty Program--Day Care Center see a/ 0 Poverty Program--St. Louis Day Care St. Louis Day Care Daylight Savings Time Deafness see Hearing Aids Death with Dignity Debt Ceiling Bill See a/so Goverment Debt National Debt Decontrol of Certain Domestic Crude Oil see a/so Oil Leases Defense ee a/ 0 Nation:1l Defense Defense Appropriations see a/ SO Military Construction Appropriation Bill Military Expenditures Military Pay Military Procurement Defense Contracts See a/so Federal Government Contract Legislation Military Procurement Defense Mapping Agency Sl!£' n/so Aeronautical Chart and Information Center Defense Production Act see Banking and Currency Committee-­Defense Production Act .\Ce a/ so Joint Committee on Defense Production Defense Production, Joint Committee see Joint Committee on Defense Production Delta Queen Delta Queen-- Clippings Delta Queen--Correspondence Delta Queen- -Extend Exemption Delta Queen/Mississippi Queen--Clippings Delta Queen/Mississippi Queen-- Correspondence Democratic City Central Committee Democratic Clubs Democratic Coalition Party Democratic Convention--1972 Democratic Convention--1976 Democratic National Committees Democratic Organizations Democratic Party see a/so Banking and Currency Committee-­Democratic Caucus Campaign Conference for Democratic Women Democratic State Committees Democratic Cities see Housing- - Democratic Cities Dental Health see Health--Dental Deodorant see Food and Drug Administration-­Deodorant Department of Housing and Urban Development see Housing- -HUD Department of Labor see Grants--Department of Labor--St . Louis Department of Peace see Peace, Dept. of Department of the Interior see Grants--Department of the Interior-- St. Louis Department of Transportation see Grants--Department of Transportation-- St. Louis Desoto-- Carr Project see Housing- - Desoto-Carr Project Detention see Emergency Detention Act Development Bank ·ce Housing--Na tional Development Bank Diabetes Research see a/so National Diabetes Advisory Board Diet Foods see Food and Drug Administration--Diet Foods Digestive Diseases :,ee National Digestive Disease Act of 1976 Direct Popular Election of the President Disabled American Veterans see Veteran's Organizations Disarmament see also Arms Control Postal Boutique Commission of Consumer Finance see National Commission on Consumer Finance Commission on Federal Paperwork Commission on Food Marketing sec National Commission on Food Marketing Commission on History and Culture :see Negroes-- Commission on History and Culture Commission on Neighborhoods see National Commission on Neighborhoods Committee on Political Education see Political Education, Committee On Committee on P opulation Crisis see Population Crisis Committee Committee on Standards of Official Conduct Committee Reform Commodity Exchange Act see also Re- Pricing Commodities Commodity Futures see a/so Re- Pricing Commodities Common Cause Communications see also Federal Communications Commission Communism Radio Telecommunications Television Community Development Act Community Services Administration Comprehensive Child Development Act see a/so Child and Family Services Act Comprehensive Employment and Training Act see also Employment Compton--Grand Association see Housing Compton-Grand Association Comptroller General of the United States Concorde Supersonic Transport see also Aviation Concentrated Industries Anti - Inflation Act see also Inflation Congress- - 91st Congress--9lst--Senate Subcommittees Congress- -92nd Congress- -93rd Congress--94th Congress--94th--Majority Rpt . Congress--94th--Member's Pay Raise see a/ so Congressional and Civil Service P ay Raise Congress- -Committee on House Administration Congress-- Economic Committee see J oint Economic Committee Congress-- House Beauty Shoppe Congress--House Budget Committee Congress- - House Unamerican Activities Committee see a/ so Internal Security Congress- - Redistricting SC'(' Missou ri - - Redistricting Congress--Rules of Congressional and Congress--Scandals see a/ 0 Powell, Adam Clayton Congressional and Civil Service Pay Raise see a/ o Congress- - 94th- -Member Pay Raise Federal Pay Raise Congressional Fellowship Congressional Office--Payroll Congressional Pay Raise Congressional Record Inserts see a/so Jefferson National Expansion Memorial Congressional Record Inserts Congressional Reorganization see a/ 0 Legislative Reorganization Act of 1970 Congressional Travel Conservation --Cannon Dam see a/so National Park Service Parks Conservation --Current River Power Line Conservation --Eleven Point River Conservation-- Harry Truman Dam Conservation- -Lock Dam 26 see Lock and Dam 26 Conservation--Meramec Basin Conservation--Meramac Park Reservoir Conservation- -Meramac Recreation Area Conservation- -Mineral Resources see Mineral Resources Conservation --Miscellaneous see a/so Recycling Waste Conservation- - Recreation Area Conservation--Redwood National Park Conservation--Upper Mississippi River National Recreation Area see a/so Upper Mississippi River Basin Commission Conservation-- Water Resources see a/so Water Resources Planning Act Conservation-- Wild Rivers Conservation - - Wilderness Conservation -- Wildlife .\ee a/ :so Lacey Act Constitutional Changes Consumer Credit see Banking and Currency Committee--Consumer Credit see also National Commission on Consumer Finance Right to Financial Privacy Act Consumer In terest Miscellaneous see a/so Banking and Currency Committee- ­National Consumer Cooperative Bank Act National Commission on Food Marketing-- Consumer Information Publications-- Packet for the Bride Consumer Prod uct Information Bulletin see a/so Publications- -Consumer Product Information Copyright Legislation Copyrights Cosmetics see Food and Drug Administration- - entries Cosmetologists see National Hairdressers and Cosmetologists Cost of Living Council Cost of Living Task Force Council of Catholic Women see a/so St. Louis Archdiocesan Council of Catholic Women Women-- Organizations Cranberries Diseased Pets District of Columbia see also Home Rule-- District of Columbia Doctors see Immigration--Foreign Doctors see a/so Education--Nurses and Medical Students/Medical Schools Health Manpower Bill Douglas, William 0 . see Impeachment (Justice Douglas) Draft Dru'g Abuse see a/so Alcoholism, Narcotics Drug Abuse Office and Treatment Act Drug Advertising Drug Cases Drug Cost Drug Legislation Drug Regulation Drug Testing and New Drugs Drugs, Baby Asprin Drugs, Chemical Names Drugs, Factory Inspection Drugs, Habit- Forming Drugs, Interstate Traffic Drugs, Krebior:en see a/so Krebiozen Drugs, Strontium 90 see a/so Strontium 90 Drugs, Thalidomide see also Thalidomide Earthquakes East - West Gateway Coordinating Council see a/so St. Louis--East West Gateway Coordinating Council East St. Louis Convention Center Ecology see also Environmental Education Act Economic Committee see Joint Economic Committee Economic Development see a/so Banking and Currency-- Economic Development Act Economic Development Administration see a/so Grants--Economic Development Administration Economic Program Economic Summit Conference Economics--Joint Economic Committee see Joint Economic Committee Editorials--KMOX-TV see Radio and T elevision --Editorials Education see a/ so Schools Ed ucntion --Adult see a/ SO Adult Education Missouri - -Adult Education Act Education--Aid to Parochial Schools see a/so Aid to P arochial Schools Education --Federal Aid to Education Parochial Schools Education- - Aid to Private Schools See a/ 0 Aid to Private Schools Education --Federal Aid to Education Private Schools Education--Appropriations Education -- Bookmobile see a/ 0 Bookmobile Libraries Education--Busing see also Busing Integration Education--Campus unrest see also Campus riots Militants Education -- Clippings see ah;o Schools - - Clippings Education--College Loan Program see a/so Colleges and Universities Education--Higher Education Education--St udent Aid Bill Loans- - Student Student Loans Education- -Elementary and Secondary see also Schools Education--Federal Aid to Education see a/so Education--Aid to Parochial Schools Education-- Student Aid Bill Federal Aid to Education Education-- F ederal Charter for Insurance and Annuity Association see ah;o Insurance Education -- Food and Nutrition Program see a/ SO School Lunch Program School Milk Program Education--HEW Appropriations see also Health , Education and Welfare Education--Higher Education see also Education-- College Loan Program Education --Student Aid Bill Higher Education Missouri -- University Education- - Miscellaneous see also Quality Education Study Education--National Defense Education Act see a/so National Defense Education Act Education- - Nurses and Medical Students see also Doctors Heal t h Manpower Bill Medical Education Medical Schools Nurse Training Act Nurses Education-- Residential Vocational Education see also Education- - Vocational Education Vocational Education Education--Student Aid Bill see also Education- - College Loan Program Education--Higher Education Education --Federal Aid to Education Loan-- Student Student Loans Education --Tax Deductions for Education see a/ SO Taxes- - Deduction for Education of Dependents Education- - T eachers Corps see a/ ·o Teachers Corps Education-- Upward Bound Branch see also Upward Bound Education--Vocational Education see also Vocational Education Educational Grants Grants - - Educational Grants--HEW-- Public Schools Egypt see Foreign Affairs--Egypt Eisenhower, Dwight David Eisenhower College Elderly see also Aging National Institute on Aging Older Americans Act Elderly-- Employment Opportunities see also Employment Opportunities for the Elderly Older Americans Act Elderly - - Housing see Housing--Bowlin Project for the Elderly see also Housing--Elderly Election Laws see Missouri--Election Laws Election Reform see also Voting Rights Act Election Reform--Post Card Registration see alSO Post Card Registration Voter Registration Elections Commission Electoral College see also Direct Popular Election of the President Electric and Hybrid Research, Development and Demonstration Act of 1976 ee also Energy Conservation and Electric Power Electricity see Lifeline Rate Act Conversion Act of 1976 Elementray and Secondary Education Eleven Point River see Conservation- -Eleven Point River Elk Hills Oil Reserve see also Oil Leases Emergency Detention Act see also Detention Emergency Employment see also Employment Emergency Livestock Credit Act See a/so Agriculture Emergency Rail Transportation Improvement and Employment Act See Railroads--Emergency Rail Transportation Improvement and Employment Act Emergency Rooms see Medical Emergency Transportation and Services Act Emergency Security Assistance Act Emergency Telephone Number see a/ 0 Nine One One Emergency Unemployment Compensation Assistance ·ee a/so Unemployment Compensation Emergency Utility Loans and Grants for Witerizing Homes see a/ o Utility Loans Employment See a/ 0 Comprehensive Employment and Training Act Immigration Labor entries Manpower Minimum Wage Unemployment Employment- - Equal Opportunity Employment of the Handicapped see also Handicapped Labor--Handicapped Workers Employment Opportunities for the Elderly see Elderly --Employment Opportunities Endowment for the Arts see Grants--National Endowment for the Arts Endowment for the Humanities see National Endowment for the Humanities Energy-- Correspondence Energy Conservation see also Banking and Currency Commission--Energy Conservation Federal Power Commission Natural Gas Act Protection of Independent Energy Conservation and Conversion Act of 1976 see also Electric & Hybrid Research, Development & Demonstration Act of 1976 Energy Crisis SC'e also Coal Fuel for Cars Gas and Gasoline and Oil Allocations Oil Imports Oil Leases Energy Crisis-- Correspondence Energy Crisis--Material Energy Excerpts Energy Independence Act of 1975 Energy- - Information & Material see also Arctic Gas Project Energy Research and Development Environmental Education Act see also Ecology Environmental Pesticide Control Act of 1976 see alSO Pesticides Environmental Policy Act Environmental Protection Agency see also Grants--Environmental Protection Agency-- St. Louis Equal Employment see a/so Civil Rights- -Equal Employment Opportunity Minority Groups Women--Employment Opportunities Equal Employment Opportunity Commission Equal Opportunity see a/so Civil Rights-- Equal Employment Opportunity Equal Pay for Equal Work !:>Cl! also Women--Employment Opportunities Equal Rights- - Clippings Equ al Rights for Women see a/so Women--Equal Rights--Material Equal Time ee a/ ·o Federal Communications Commission Euclid Piau Radio Television see Housing--Euclid Plaza Excess Property see Missouri - - Excess Property see Federal Excess Property Executive Reorgan ization Export Administration Act see a/so Banking and Currency--Export entries Export Control Act see a/so Banking and Currency Committee -­Export Control FBI see Federal Bureau of Investigation FCC see Federal Communications Commission FDIC see B & C Federal Deposit Insurance Corporation Fair Labor Standards Act see Labor--Fair Labor Standards Fair Plan see Insurance --Fair P lan Fair Trade see also Trade--Expor ts and Imports Fallout Shelters see Atomic Bomb--Fallout Shelters see Nuclear Weapons--Radioactive Fallout Family Assistance Act see also Welfare Welfare--Family Support Family Assistance Material and Clippings See a/so Welfare--Clippings Family Assistance Plan Family Fare see Publications--Family Fare Family Planning see a/ so Birth Control Illegitimacy P opulation Growth Sex Education Family Planning Services Act Family Week see National Family Week Farm Bill see Agriculture--Farm Bill Farm Workers see also Agriculture National Commission on Food Marketing--Bracero Study Federal Advisory Committee Act Federal Aid to Education see Education --Federal Aid to Education Federal Aviation Administ ration see also Aviation Civil Aeronautics Board Federal Barge Lines see a/ so Barge Lines Federal Buildi ngs see a/ so Public Buildings Federal Bureau of Investigation Federal Communications Commission see also Communications Equal Time Radio and Television Television Federal Deposit Insurance Corp see also FDIC Federal Employees See a/ SO Civil Service Legislation Federal Excess Property see a/so Excess Property Missouri --Excess Property Fede ral Government Contract Legislation see a/so Defense Contracts Federal Home Loan Bank Board Federal Housing Administration see Housing-- Federal Housing Administration Federal Judical Center see also J udiciary Federal Land Bank of St. Louis see also Land Bank Federal National Mortgage Association see a/so Banking and Currency--Mortgage Interest Rates Mortgages and Interest Rates Federal Pay Raise see a/so Congressional and Civil Service Pay Raise Federal Power Commission see a/so Energy Conservation Fuel and Energy Resources Commission Lifeline Rate Act Federal Reserve System Federal Trade Commission Federal Voting Assistance Program see a/so Voter Registration Federation of Independent Business see National Federation of Independent Business Feed Grain see a/so Agriculture Food and Drug Administration-- Grain Grain Purchases Fetal Experimentation see Health , Education and Welfare--Fetal Experimentation Fi nancial Disclosure see a/so Right to Financial Privacy Act Financial Institutions Act Fire Protection see a/so National Academy for Fire Prevention & Central Site Selection Board Fish and Fish Products see a/so Food and Drug Administration-­Fish Fish Inspection Food and Drug Administration-- Trout Trout see a/so Inspection , Food Fl ag Day Flood Control Meat Inspection Poultry Inspection see a/so St. Louis- - U.S. Army Corps of Engineers Flood, Daniel J. Upper Mississippi River Basin Commission see P anama Canal--Correspondence- - Flood, Daniel J . Flood Insurance Program see a/so Insurance--Flood National Flood Insurance Program Flood Protection Project see also St. Louis--U.S. Army Corps of Engineers Floods see a/so Missouri - - Disaster Area Missouri- - Flood National Flood Insurance Program Rivers Fluoridation of Water Fonda, Jane Food see also Agriculture National Commission of Food Marketing P oultry Food and Drug Administration Index Code Food and Drug Administration Appropriations Food and Drug Administration-- Botulism Food and Drug Administration--Bread Prices Food and Drug Administration--Bureau of Standards Food and Drug Administration --Cattle-­General Food and Drug Administration- -Cattle-­Legislation Food and Drug Administration--Color Additives Food and Drug Administ ration-­Confectionery Food and Drug Administration - -Copy of Bill Food and Drug Administ ration - -Cranberri•·> Food and Drug Administ ration -- DeodorauL Food and Drug Administration -- Diet Foods see a/ o Nut rition Food and Drug Administration --Eye Make-up Food and Drug Administration--Facial Creams Food and Drug Administration-- Fish Flour Food and Drug Administ ration--Food Additives Cases See a/ 0 Addi tives Food and Drug Administration -- Food Additives -- General ee also Nutrition Food and Drug Administration- - Food Additives-- Legislation Food and Drug Amdinistration-- Freezone Food and Drug Administration-- General Commentary Food and Drug Administration-- General Information Food and Drug Administration -- General Letters Food and Drug Administration-- Grain see a/ 0 Feed Grain Food and Drug Administration--Hair Dye Food and Drug Administration -- Hair Preparations Food and Drug Administration -- Hai r Remover Food and Drug Administration- - Hair Sprays Food and Drug Administration -- Ice Cream Food and Drug Administration -- Investigation Food and Drug Administration-- Legislation Food and Drug Administration- - Lipsticks Food and Drug Administration--Medical Devices see Medical Device Amendments Food and Drug Administration--Milk Food and Drug Administration-- Miscellaneous Food and Drug Administration- - Nail Polish Food and Drug Administration--Packaging Food and Drug Administration--Packaging (Wax) Food and Drug Administration--Pesticide Cases Food and Drug Administration--Pesticide Legislation and General Information Food and Drug Administration--Pesticides Food and Drug Administration-­Preservatives Food and Drug Administration--Pre- testing Food and Drug Administration-- Request for Copy of Research Food and Drug Administration--Soap Food and Drug Administration--Special Dietary Foods see also Nutrition Food and Drug Administration--Sun-tan Lotion Food and Drug Administration--Trout Food and Drug Administration--Vaporizers Food and Drug Administration--Varnish Food and Drug Administration--Vitamin Supplements see a/so Nutrition Food and Drug Administration- - Water see also Water Food Assistance Act see Foreign Aid- -Food Assistance Act Food Crisis see a/ SO Agriculture Food for Peace Hunger and Malnutrition Nutrition Population Crisis Committee Population Growth Right to Food Resolution see also Agriculture Food Prices see also Agriculture Food Stamp Plan 1954--Bills see a/ SV Agriculture Hunger and Malnutrition Food Stamp Plan 1954--Comments and Criticism Food Stamp Plan 1954-- Correspondence Food Stamp Plan 1954--Food Surplus Food Stamp Plan 1954--St. Louis Food Stamp Plan 1954--Speeches and Testimony Food Stamp Plan 1955--Correspondence and Legislation Food Stamp Plan 1955--Food Surplus Food Stamp Plan 1956--Bills and Hearings Food St amp Plan 1956--Commodity Credit Corp. Food St amp Plan 1956- - Correapondence, Speeches, Testimony Food Stamp Plan 1956- - Food Surplus Distribution Food Stamp Plan 1956--Personal Letters Food Stamp Plan 1957-- Bills Food Stamp Plan 1957--Correspondence Food Stamp Plan 1957--Food Surplus and Food Stamp Plan Food Stamp Plan 1957--Hearings Food Stamp Plan 1957--Speeches Food Stamp Plan 1957--Testimony Food Stamp Plan 1958--Activities Carried on Under PL 63 -4RO Food Stamp Plan 1958--Bills Food Stamp Plan 1958--Comments and Criticism Food Stamp Plan 1958--Correspondence Food Stamp Plan 1958--Hearings and Reports Food Stamp Plan 1958--Personal Letters Food Stamp Plan 1958- - Speeches and Testimony Food Stamp Plan 1958--Study and Procedure Food Stamp Plan 1959- - Bills Food Stamp Plan 1959--Comments and Criticism Food Stamp Plan 1959--Congressional Record Entry Food Stamp Plan 1959--Correspondence Food Stamp Plan 1959-- Hearings and Reports Food Stamp Plan 1959--Personal Letters Food Stamp Plan 1959--Releases Food Stamp P lan 1959-- Speeches and Testimony Food Stamp Plan 1959- -Studies and Procedure Food Stamp Plan 1960- -Activities Carried on Under PL-480 Food Stamp Plan 1960-- Bills, Hearings, Reports Food Stamp Plan 1960-- Correspondence Food Stamp Plan 1960-- Personal Letters Food Stamp Plan 1961-- Correspondence and Clippings Food Stamp Plan 1961--Personal Letters Food Stamp Plan 1962--Bills, Correspondence, Testimony Food Stamp Plan 1962-- Clippings Food Stamp Plan 1962--Personal Letters Food Stamp Plan 1963--Bills Food Stamp Plan 1963--Comments and Criticism Food Stamp Plan 1963--Correspondence Food Stamp Plan 1963- - Hearings Food Stamp Plan 1963-- Releases Food Stamp Plan 1963--Speeches Food Stamp Plan 1963--Studies and Procedures Food Stamp Plan 1964--Appropriations Food Stamp Plan 1964--Bills Food Stamp Plan 1964--Comments and Criticism Food Stamp Plan 1964--Correspondence Food Stamp Plan 196-t -- Hearings Food Stamp Plan Hl64 --Minority Views Food Stamp Plan 1964--Releases Food Stamp Plan 196-t -- Speeches Food Stamp Plan 196-t -- Studies and Procedures Food Stamp Plan 1965 --Appropriations Cut Food Stamp Plan 1965- - Correspondence Food Stamp Plan 1965 - -District of Columbia Food Stamp Plan 1965--Expansion Food Stamp Plan 1965--Kinlock MO Food Stamp Plan 1965 --Missouri Food Stamp Plan 1965--Personal Letters Food Stamp Plan 1965--St. Louis MO Food Stamp Plan--Legislative History Food Stamp Plan--Miscellaneous Statistics Food Stamp Plan--Petition 1967 Food Stores see National Commission on Food Ford Foundation see also Foundations Ford, Gerald Marketing- -Chain Stores see Nixon, Richard M.-- Pardon Foreign Affairs--Amnesty Foreign Affairs--Angola Foreign Affairs- -Brazil Foreign Affairs--CARE Foreign Affairs--Cambodia see a/so Moratorium War Protest Foreign Affairs--Chile Foreign Affairs-- Cyprus Foreign Affairs- - Czechoslovakia Foreign Affairs-- Egypt see also Foreign Affairs - -Middle East Foreign Affai rs - - General Countries Foreign Affairs-- Genocide Treaty Foreign Affairs- - Indochina Foreign Affairs -- Israel see a/ 0 Foreign Affiars --Middle East Foreign Affairs-- Israel-Arab War see a/so Foreign Affairs- -Middle East Foreign Affairs - -Jordan see also Foreign Affairs--Middle East Foreign Affairs --Lebanon see a/so Foreign Affairs--Middle East Foreign Affairs --Middle East see also Foreign Affairs- - Egypt Foreign Affairs -- Israel Foreign Affairs -- Israel Arab War Foreign Affairs --Jordan Foreign Affairs--Lebanon Oil Imports Foreign Affairs- -Mid-East Sinai Pact Foreign Affairs --Non-Proliferation Treaty Foreign Affai rs --Peru Foreign Affairs- - Pueblo Foreign Affaris- -Puerto Rico see a/ SO Puerto Rico Foreign Affairs--Red China Foreign Affairs--Republic of China see Republic of China Foreign Affairs -- Rhodesia Foreign Affairs - - Soviet Union Foreign Affairs--Turkey Foreign Affai rs --United Nations Foreign Affairs -- United Nations Development Program Foreign Affairs -- Vietnam ee a/ SO Missing in Action Prisoners of War Select Committee to Investigate Missing in Action Foreign Affairs -- Vietnam- - Mrs. Sullivan 's Voting Record (as of 1972) see a/so Sullivan, L.K. Voting Record Foreign Affairs Legislation Foreign Aid Foreign Aid- - Food Assistance Acl Foreign Policy Foreign Visitors Forest Park Blvd. Turnkey Project see Housing--Forest Park Blvd. Turnkey Project Forestry Legislation see also Lumber Fort San Carica see Jefferson National Expansion Memorial--Building a Replica of Fort San Carlos Foster Grandparents see Poverty Program--Foster Grandparents Foundations see also Ford Foundation Danforth Foundation Grants Grants--National Science Foundation National Science Foundation Four Freedoms Study Group Franchises Franchising Practice Reform Act Freedom of Information Act see also Sunshine Bill Freedom of the Press see also Newspapers Radio Television Fuel and Energy Resources Commission see a/so Energy Conservation Federal Power Commissron Fuel for Cars see also Energy Crisis Gas and Gasoline and Oil Allocation Fur see also Laclede Fur Co. GAO see General Accounting Office GPO see Government Printing Office GSA see General Services Administration Gambling see also Lotteries Gas--Laclede Gas see also Natural Gas Gas--Natural Gas and Gasoline and Oil Allocation see also Energy Crisis Fuel for Cars Gateway Arch see Jefferson National Expansion Memorial General Accounting Office General Accounting Office--Credit Unions see also Banking and Currency--Credit General Electric General Motors Unions General Services Administration see also Grants--General Services Administration- - St . Louis Genocide Treaty see Foreign Affairs--Genocide Treaty Georgetown University Gerontology Cold Star Wives Goldenrod Showboat see Jefferson National Expansion Memorial- -Showboat Goldenrod Government Debt see also Debt Ceiling Bill National Debt Government Insurance Government Operations Government Printing Office Government Regional Offices Government Reorgani~:ation Program see Reorganiution Program Grace Hill Area see Housing--Grace Hill Grading, Meat see Meat Grading Grain Purchases ee also Agriculture Feed Grain Grand Canyon see Conservation--Grand Canyon Grandparents, Foster see Poverty Program--Foster Grandparents Grants see also Foundations National Science Foundation Grants- - Clippings Grants-- Dept. of Housing and Urban Development see Housing- - St . Louis--Grants from HUD Grants-- Department of Labor--St . Louis Grants-- Department of the Interior- -St. Louis and MO Grants-- Department of Transportation--St. Louis see also Transportation Grants - -Economic Development Administration- - St. Louis see also Economic Development Administration Grants-- Educational see also Educational Grants Learning Business Centers Grants- -Environmental Protection Agency-­St. Louis Grants--General Services Administration -­St. Louis Grants- - Health, Education and Welfare-- Miss& uri Grants--HEW--Public Schools Grants--HEW--St. Louis Grants--HEW--St. Louis University Grants--HEW-- Washington University see also Washington University Grants to Hospitals G r·an ts- - Housing see Housing-- St. Louis- - Grants from HUD Grants--Law Enforcement Assistance Administration -­Missouri ee also Law Enforcement Assistance Administration Grants--Law Enforcement Assistance Administratiou - - SL . Louis see also Law Enforcement Assistance Administration Gran ta--M any Sou rcea-- Colleges Grants--Many Sources- -Missouri Grants--Many Sources--St. Louis University Grants--Many Sources--Universities Grants--Many Sources- -University of Missouri Grants--Many Sources- - Washington University see also Washington University Grants- - Miscellaneous Grants--National Endowment for the Arts see also Arts and Humanities Grants--National Endowment for the Humanities see also Arts and Humanities Grants--National Science Foundation see also National Science Foundation Foundations G ranta--OEO- - Missouri Poverty Program--Office of Equal Opportunity Grants- -Post Office--St. Louis see also Postal Service St . Louis - -Post Office -­Operations Grants--Roth Study Grocery Stores see National Commission on Food Marketing--Chain Stores Guam Guatemalan Earthquake Gun Control see Crime--Gun Control HUAC See Congress-- House Unamerican Activities Committee Hair Car Products see Food and Drug Administration H ai rd ressers see National Haridressers and Cosmetologists Halpern, Seymour see Resignations Handicapped see also Blind Herman, Philip Employment of the Handicapped Labor--Handicapped Workers see Panama Canal--Correspondence-­Harry Flannery Herman, Philip See Radio and Television- -Harry Flannery Harry Truman Dam See Conservation--Harry Truman Dam Hatardous Material see a/so Transportation -- Dept. of Proposed Regulations Hazardous Occupational Safety and Health Act see a/ 0 Mine Safety Act Occupational Safety and Health Administration Head Start Center See Poverty Program--Head Start Centers Health -- Blood Banks Sl!<' (1/ SO Medical Care Health--Dental Health and Welfare Council of Greater St. Louis see a/ SO Welfare Health Education and Welfare see also Grants--Health Education and Welfare- -Missouri Housing--Public--HEW Task Force Health, Education and Welfare--Fetal Experimentation see also Human Experimentation Health Insurance see a/so Medical Insurance for Radiation Treatment National Health Insurance Health Insurance for the Unemployed see a/so Unemployment Health Legislation see a/so National Health Care Act Health Manpower Bill see also Education--Nurses and Medical Health, Mental Students Immigration--Foreign Doctors Manpower Nurse Training Act !!JI!<' Mental Health Health Program Health- - Polio Vaccine Health Security Act Hearing Aids Higher Education see a/so Education -- Higher Education Higher Education Act Highway Beautification see a/so Anti--Billboard Law High way-- Clippings Highway Patrol ee Missouri- -Highway Patrol Highway Safety see a/so National Bicentennial Highway Safety Year Highway Through St. Louis see a/so St . Louis Highways Highway Trust Fund Highways see a/so Martin Luther King Bridge High ways- - Beautification-- Billboards The Hill see Housing--The Hill Hill-Burton Act see Hospitals--Hill-Burton Historic Preservation see a/so National Historic Preservation Act HolidaJ.s see a SO Kennedy, John F, Holiday Home Owners Mortgage Loan Corp see Housing--Home Owners Mortgage Loan Corp Home Rule--D.C. see a/ SO Distict of Columbia Hospitals- - Closing ·ee a/ so Public Health Services Hospi tals Hospitals--Emergency Rooms ee Medical Emergency Transportation and Services Act Hospitals--General Hospitals--General MAST Program Hospitals- - Grants see Grants--Hospitals Hospitals- -Hill-Burton Hospitals- -Non-profit House Administration, Committee on House Beauty Shoppe see Congress. House Beauty Shoppe House Budget Committee House Un - American Activities Committee see also Congress. House Un-American Acitivities Comm1 Ll ee Household P ets Housing Housing and Community Development Act of 1974 Housing and Urban Development Act of 1968 see also Housing--HUD Housing--Anonymous letters Housing--Arson-- Clippings Housing--Better Communities Act Housing Bills Housing Bills- - Letters Housing--Bingham's Bill Housing--Blumeyer Project Housing- - Blumeyer Project--Clippings Housing-- Bowlin Project for the Elderly Housing- - Building Sciences Act see also Lumber Housing--Cabanne Turnkey see also Housing--Forest Park Blvd Turnkey Project Housing--Turnkey Projects Housing- -College Loan Programs Housing- - Community Development Block Grants Housing--Compton Grand Association Housing--CR Excerpts Housing- -Correspondence- -Out of State Housing-- Demonstration Cities Housing- - Dept. of Community Developmt!IIL Housing--DeSoto- Carr Housing-- Elderly see also Nursing Homes Housing--Emergency Housing--Energy Conservation see also Energy Conservation Housing- - Euclid Plan Housin~r - -Fair Housing see also Civil Rights--Housing Housing- - Open Housing- - Fair House Enforcement in Missouri Housing- -Federal Housing Administration Housing--Forest Park Blvd .--Turnkey Project see also Housing- -Cabanne Turnkey Project Housing- -Turnkey P rojects Housing-- General Housing- -Grace Hill Housing- -The Hill Housing- -Home Owners Mortgage Loan Housing- -HUD Corps. see also Housing and Urban Development Housing and Urban Development Act of 1968 Houiang--St. Louis -­Applications to Jill f) Housing- -St. Louis - -Grants from HUD Housing--Missouri-- Grants from HUD Housing--HUD- - Consolidated Supply Program Housing--HUD --Housing Material Housing- -Housing Authoriution Act Housing-- Inspection Housing-- Insurance--Riots see also Crime- -Riots Insurance Housing-- Jeff- Vander-Lou Housing--KMOX Editorials see also Radio and Television Editorials Housing--Laclede Town Housing--Laclede Town-- Clippings Housing-- LaFayette Square Housing- - LaSalle Park Housing-- Lead Paint Housing-- Lead Poisoning see also P oisons Housing-- Loans see also Banking and Currency- -Savings and Loan Entries Interest Rates Housing--Low Income see also Housing-- President's Task Force on Low Income Housing Poverty Program- -General Housing--Mansion House Housing--Maryville Housing--Mill Creek Valley Housing--Miscellaneous Clippings Housing--Miscellaneous Letters Housing--Missouri Housing--Mobile Homes Housing- -Model Cities Housing- -Model Cit ies- - Clippings Housing--Mullanphy Project Housing--National Development Bank Housing--National Housing Act Housing-- National Tenants Organir;ation Housi ng--Negro see also Civil Rights--Housing Housing--Open Negroes- - General Housing- - Neighborhood F acilities Grant Housing- -Newcastle Project Housing- -O'Fallon Housi ng- -Ombudsman Housi ng- -Open see also Civil Rights--Housing Housing--Fair Housing Negroes- -Housing Housing--Open- -Against (District) Housing-- Open- -For (District) Housing- -Open--Against (Out of District) Housing--Open--For (Out of Dist rict) Housing- -Open- -Clippings Housing- -Operation Breakthrough Housing--Operation Breakthrough-- Clippings Housing--Operation Rehab ee also Housing-- Rehabilitation Housing--Rock Springs Rehabilitation Association Housing Panel Housing- - Para Quad Housing--Peabody- -Clippings Housing--President's T ask Force on Low Income Housing see also Housing--Low Income Housing Program Cute Housing--Public Housing Bills Proposed Housing-- Public Housing--Cochran Apts.-- Clippings Housing--Public Housing-- Darst-W ebbe Public Housing Housing- -Public Housing- -Darst- Web be Clippings Housing- - Public Housing-- General- - Clippings Housing--Public Housing--General Letters Housing--Public--HEW Task Force see also Health, Education,&: Welfare Housing--Public Housing--Kosciuksko St. Housing- - Public Housing- -Mailing List Housing--Public Housing- - Neighborhood Gardens Housing- - Public Housing- -Pruitt- lgoe Housing--Public Housing- - Pruitt - Igoe-­Clippings Housing- - Public Housing-- Pruitt- lgoe-­Proposals Housing- - Public Housing-- Rent Strike-­see also Strikes Clippings Housing--Public Housing- -Rent Strike-- Reports Housing--Public Housing--Reports Housing--Red Tape Housing- -Rehabilitation see also Housing-- Operation Rehab Housing--Rock Springs Rehabilitation Association Housing-- Rent Supplements Housing-- Reports and Materials Housing-- Rock Springs Rehabilitation Association see also Housing--Operation Rehab Housing-- Rehabilitation Housing- - St. Louis Housing--St. Louis-- Applications to HUD see also Housing--HUD Housing- -St. Louis--Area Expeditar Housing--St. Louis--Code Enforcement Housing--St. Louis- -Code Enforcement-- Clippings Housing-- St. Louis--Grants from HUD see also Housing--HUD Housing- -St . Louis Housing and Land Clearance Authority Housing- - St. Louis Housing Plan Housing-- St. Louis Meeting Housing-- St. Louis-- Workable Program Housing -- Savings and Loans See a/ 0 Banking and Currency Committee- ­Savings and Loan Companies Housing- - Savings and Loan Bill see also Banking and Currency Committee-­Savings and Loan entries Housing- - Section 8 Housing-- Section 22l(d)(2) Housing- - Section 221(d)(3) Housing-- Section 221(h) Housing- - Section 235 Housing- - Section 236 Housing- -Section 701 Housing- -Soulard Area see a/so National Historic Preservation Act Housing--South Broadway Housing-- South Side Housing- - State of Missouri Housing-- State of Missouri- - Grants from HUD see also Housing--HUD Housing--Subcommittee Notices Housing - -Ten Park Improvement Association Housing- -Town House Project Clippings Housing-- Turnkey Projects see a/so Housing- - Cabanne Turnkey Project Housing- - Forest Park Blvd Turnkey Project Housing- -Turnkey Projects--Clippings Housing--Twelfth and Park Housing-- Union--Sarah Housing-- Urban Reports Housing-- Urban Renewal Housing-- Urban Renewal- - Clippings Housing-- Urban Renewal-- Letters Housing- -Urban Renewal--Material Housing-- Vaughn Area- - Clippings Housing-- Villa de Ville Housing- -Washington University Medical Housing-- Wellston Housing--West End Center Housing--West End- - Clippings Housing- - West Pine Apartments Human Development Corporation see Poverty Program- - Human Development Corporation see also Poverty Program- - St. Louis Human Development Corporation Human Experimentation see also Health, Education and Welfare-- Fetal Experimentation Humanities see National Endowment for the Humanities Hunger and Malnutrition see a/so Food Crisis ICC Food Stamp Plan entries Right to Food Resolution see Interstate Commerce Commission Ice Cream see Food and Drug Administration--Ice Cream Ill egitimacy see also Birth Control Immigration Family Planning Sex Education ee a/so P opulation Growth Employment Immigration and Naturalir.ation Service Immigration-- Foreign Doctors Immigration- -Material Immigration--N aturalir.ed Citizens Immunity (Nixon) Against see also Nixon, Richard Milhouse Immunity (Nixon) For Immunity (Nixon) Out of State Impeachment (Justice Douglas) see also Supreme Court Judiciary Impeachment see also Nix on , Rich ard M Impeachment- -Against Impeachment Bill Impeachment-- Clippings Impeachment-- For Impeachment --Not Answered Impoundment Control/ Spending Ceiling Independent Bankers Association of America see also Banking and Cu rrency Committee-­Bank-- Entries Independent Business Federation see Nation al Federation of Independent Business Independent Meat P ackers see also Meat P ackers Indians see also Minority Groups Indochina see Foreign Affai rs-- Indochina Industry Funds Inflation see also Concentrated Industries Anti- Infl ation Act Inflation--House Resolution Inspection--Food see F ish Inspection see also Meat Inspection Poultry Inspection Institute of Psychiatry see Missouri-- Instit ute of Psychiatry Insurance see also Banking and Currency Committee- ­Insurance Education- - Federal Charter for Insu rance and Amminty Association Goverment Insurance Housing--Insurance- -Riots Insurance Coverage for Women see also Women Insurance--Fair Plan Insurance - -Floods see National Flood Insurance P rogram Insurance, Health see Health Insurance Insurance--No Fault Insurance--Shoppers Guide Integration see also Civil Rights entries Education --Busing Negroes - - entries Interest Rates ee also Banking and Currency Commitr.·c Interest Rates Banking and Currency Committee--Prime Interest Rate Banking and Currency Committe--Savings and Loan Interior (Dept. Of} Interior (Dept . of}--Oil Shale Program see also Energy Crisis Oil Leases Intelligence, Select Committee See Select Committee on Intelligence Internal Security see also Congress--House Unamerican Activities Committee Wire Tapping and Bugging Intern ational Development Association see Banking and Currency Committee-­International Development Association International Security Assistance and Arms Export Control Act see also Arms Control Internation al Trade Commission see also T rade--Exports and Imports In ternat ional T rade Subcommittee Not ices In te rstate Commerce Commission see also Movers of Household Goods Interstate Horseracing Act In terviews see also News Releases--Radio Press Comments Press and News Reporters Intra-Ut erine Devices see Medical Device Amendments Invi tations Israel see Foreign Affairs--Israel Jeanette Rankin see Commemorative Postage Stamp for Jeanette Rankin J efferson Barracks J efferson Barracks- - Landmark Status J efferson Barracks--National Cemetery Memorial Chapel J effe rson Barracks Park J efferson Nation al Expansion Memorial see also Lewis and Clark National Park Services St. Louis- -Arch St . Louis--Jefferson Nation al Expansion Memorial Jefferson National Expansion Memorial- - Bills J efferson Nat ional Expansion Memorial- ­Brochure J efferson Nat ional Expansion Memorial-­Budget Material Jefferson National Expansion Memor ial-­Building a Replica of Fort San Carlos J efferson Nat ional Expansion Memorial-­Clippings J efferson Nat ional Expansion Memorial-­Congressional Record Inserts J effe rson National Expa nsion Memorial-­Dedication Jefferson National Expansion Memorial-­File for Hearing J effe rson Nat ional Expansion Memorial-­Ground Breaking Ceremonies Jefferson National Expansion Memorial-­Releues, etc. J efferson National Expansion Memorial-­River Music Barge J efferson National Expansion Memori al-­Showboa t Goldenrod J effe rson National Expansion Memorial-­Testimony of Mrs. Sullivan Jefferson National Expansion Memorial - Visitors Center Jeff-- Vander-Lou see Housing--Jeff- Vander-Lou Jewish War Veterans see also Veterans' Administration Job Training Program see also Labor- -Manpower Development and Training Poverty Program- - St. Louis Job Corps Center St. Louis Job Corps Center Johnson, Lyndon Baines Joint Committee on Defense Production See also Banking and Currency Committee-- Defense Production Act Joint Committee to Investigate Crime see also Crime- - General Joint Economic Committee Jordan see Foreign Affairs--Jordan Judge Oliver see Oliver, Judge Judiciary see also Federal Judicial Center Impeachment (Justice Douglas) Supreme Court Justice Department Junior Village Juvenile Delinquency see also Crime--General Prisons KMOX see Radio and Television entries see also Housing KMOX Editorials News Releases--Radio KWK, Radio Station see Radio Station KWK Kansas-Texas RR see Missouri-Kansas-Texas RR Kennedy, John F . Kennedy, John F .--Assasination Kennedy, Jonn F .- -Eulogies Kennedy, John F .- -Holiday see a/ so Holidays Kennedy, John F .--Inaugural Address Kennedy, John F .--First Day Cover Issues see a/so Commemorative Stamps Kissinger, Henry see also State, Dept. of Kluxzynski Federal Office Building Korea see Foreign Affairs --Korea Koscuisko St. see Housing--Public--Kosciusko St. Krebiozen see Drugs, Krebiozen Labor see a/ 0 Employment Entries National Labor Relations Board -- Century Electric Company Postal Union Recognition Railroads - -Shopcraft Unions Strikes Unions Labor- - Davis-Bacon Labor-- Fair Labor Standards Labor-- Farm Labor See also Agriculture Labor--Handicapped W orkera see also Employment of the Handicapped Handicapped Labor Legislation see also Right to Work Labor--Manpower Development Training see also Job Training Corps Center Poverty Program--St. Louis Jobs Corps Center St. Louis Job Corps Center Labor Organizations--AFL-CIO Labor Orgnaizations--Misc. Labor- -Railroads see Railroads--Shopcraft Unions Labor- - Situs P icketing Labor Unions--Homes for the Aged Labor-- Workmen's Compensation Laws Lacey Act see also Conservation--Wildlife Laclede Fur Company Laclede Gas see Gas--Laclede Gas Laclede Town see Housing- - Laclede Town Lafayette Square see Housing--Lafayette Square Land Bank see Federal Land Bank of St . Louis Land Clearance see Housing--St. Louis Housing and Land Clearance Authority Land Management Organic Act Land Use Bill--Against Land Use Bill- - For LaSalle Park see Housing--LaSalle Park Lead Poisoning see Housing-- Lead Poisoning Law Enforcement Assistance Administratiom see also Crime--General Grants--Law Enforcement Assistance Administration Missouri--Highway Patrol League of Women Voters see also Voters Women Learning Business Centers see also Grants--Educational Unemployment Lebanon see Foreign Affairs- - Lebanon Legal Aid Society see also Crime--General Legal Services Corporation Legislative Activities Disclosure Act Legislative Proposals Legislative Reorganization Act of 1970 see also Congressional Reorganization Lettuce see National Commission on Food Marketing--Lettuce Study Lewis and Clark see also Jefferson National Expansion Memorial Libraries see also Bookmobile Books sent to Libraries and Schools Education--Bookmobile Libraries--Depository Library Extension, Congressional Library of Congress Library Services Lifeline Rate Act see a/so Energy Conservation Federal Power Commission Union Electric Company Lincoln Sesquicentennial Commission Loans--Student see Education- - College Loan Program see a/so Education--Student Aid Bill Lobby Groups Lobbying Local Public Works Capital Development and Investment Act see a/so Public Works Lock and Dam 26 at Alton, Ill. Lock and Dam 26--Clippings Lockheed Corp. see Banking and Currency Committee-­Lockheed Case Lotteries see also Gambling Low Income Housing see Housing--President 's Task Force on Low Income Housing Lumber see a/ 0 Forestry Legislation Housing--Building Sciences Timber Supply Lumber Preservation Legislation see a/so T imber Supply Harry Lundeberg School see a/so Maritime Academies MAST Program MIA see Missing in Action See a/ SO Foreign Affairs -- Vietnam Magna Carta Select Committee to Investigate Missing in Action see a/so American Revolution Bicentennial Malpractice see Medical Malpractice Claims Settlement Assistance Act Management and Budget, Office of see also Budget Manpower see also Employment Labor- -Manpower Development and Training Health Manpower Bill Poverty Program-- Office of Economic Opportunity Mansion House Maritime Academies see a/ so Harry Lundeberg School Martin Luther King Bridge see a/ 0 Highways St. Louis- -Highways Maryville see Housing--Maryville Meals on Wheels see also Aging Meat Grading ee Grading, Meat Meat Imports see a/so Trade--Imports and Exports Meat Inspection see also Fish Inspection Inspection, Food Poultry Inspection Meat Inspection Bill Meat Inspection--St. Louis Independent Packing Company Meat Packers see a/so Independent Meat Packers Medical Care see a/so Health entries National Health Care Act Medical Device Amendments Medical Education see Education--Nurses and Medical Students see a/so Medical Schools Military Medical Schools Medical Emergency Transportation and Services Act Medical Insurance for Radiation Treatment see also Cancer Health Insurance Medical Malpractice Claims Set tlement Assistance Act Medical Schools see also Education--Nurses and Medical Students Mental Health Health Manpower Bill Nurse Training Act see also Health- -Mental Meramec Basin News Stories see also Conservation Meramec Basin or River see Conservation--Meramec Entries Merchant Marine see Harry Lundeberg School see also Coast Guard Maritime Academics Metric System Metropolitan Youth Commission see a/so Youth Affairs Middle East see Foreign Affairs- - Middle East Militants see also Civil Rights-- Clippings Education--Campus Unrest Negroes--Black Militants Military Construction Appropriation Bill see also Defense Appropriations Military Expenditures see a/so Defense Appropriations Military Medical School Military Pay see alSO Armed Forces Defense Appropriations Military Procurement see a/so Defense Appropriations Defense Contracts Military Retirement Milk see a/so Agriculture FDA--Milk Mill Creek Valley see Housing--Mill Creek Valley Mine Safety Act see a/so Black Lung Act Coal Hazardous Occupational Safety and Health Act Mining Mine Safety and Health Act Mineral Resources see also Coal Minimum Wage see a/so Employment Wage and Price Controls Mining see a/so Coal Mine Surface Area Protection Act Mine Safety Act Missouri Bureau of Mines Mink Ranchers Minority Groups see also Equal Employment Indians Negroes--Minority Groups Women Miscellaneous Organintions see a/so National Organintions Questionable Organizations Missiles see Nike Base Aeronautics and Space Arms Control Missini in Action ee also Foreign Affairs --Vietnam Missing in Action, Select Committee to Investigate ee Select Committee to Investigate Missing in Action Mississippi Queen see Delta Queen/Mississippi Queen Missouri, State of Missouri --Adult Education Act see a/ 0 Education--Adult Missouri--Area Redevelopment Missouri, Bureau of Mines see also Mining Missouri --Disaster Area see also Civil Defense Floods Missouri - - Election Laws see a/so Missouri-- Redistricting Missouri --Excess Property see a/so Federal Excess Property Missou ri - - Flood see also Floods National Flood Insurance Program Missouri -- Grants see Grants entries Missouri --Highway Patrol see a/ 0 Law Enforcement Assistance Administration Missouri--Housing see Housing--Missouri Missouri - - Institute of Psychiatry Missouri --Kansas-Texas RR see a/ o Railroad entries Missouri --Motor Vehicles Missouri -- Ozarks Regional Commission Missouri - - Redistricting ee al o Missouri --Election Laws Redistricting Missouri - - Sesquicentennial Miaaouri - - State Politics see a/ SO St. Louia-- Politica Women in Politics Missou ri State Society Missouri-- University see also Education- -Higher Education Grants--Many Sources-­University of Missouri Missouri-- Missouri A Missouri B Missouri C-Com Missouri Con-Dept. of D Missouri Dept. of E­Missouri Dept of F-G Missouri H Missouri 1-N Missouri 0-P Missouri 0 -Z Mobil Homes see Housing- - Mobil Homes Model Cities see Housing--Model Cities Moratorium see a/so Foreign Affairs--Cambodia Foreign Affairs-- Vietnam Mortgages and Interest Rates see a/so Banking and Currency Committee-­Variable Interest Mortgage Rates Federal National Mortgage Association Movers of Household Goods see also Interstate Commerce Commission Mullanphy Project see Housing- -Mullanphy Project NAACP see Negroes - - National Association for the Advancement of Colored People NLRB ee National Labor Relations Board- ­Century Electric Company National A-National H see also Miscellaneous Organiroations National !- National Q National R-National Z National Academy for Fire Prevention and Central Site Selection Board see a/ SO Fire Prevention National Aeronautics and Space Act see also Aeronautics and Space--Space Program National Air Guard Employment see a/so National Guard National Association for the Advancement of Colored People see Negroes--National Association for the Advancement of Colored People National Bicentennial Highway Safety Year see also American Revolution Bicentennial Highway Safety National Cemeteries (Jefferson Barracks) National Cemeteries . ee Jefferson Barracks National Cemetery Memorial Chapel National Center for Women ee also Women National Commission of Consumer Finance Appendices ee al 0 Banking and Currency Committee-­Consumer Credit National Commission on Consumer Finance Chapter I National Commission on Consumer Finance Chapter II National Commission on Consumer Finance Chapter Ill National Commission on Consumer Finance Chapter IV National Commission on Consumer Finance Chapter VI National Commission on Consumer Finance Chapter VIII National Commission on Consumer Finance Chapter IX National Commission on Consumer Finance Chapter X National Commission on Consumer Finance Chapter XI National Commiaaion on Consumer Finance Chapter XII National Commission on Consumer Finance--Clippings National Commission on Consumer Finance-­Correspondence National Commission on Consumer Finance--Press Kat National Commission on Consumer Finance-- Speeches National Commission on Consumer Finance- -Studies National Commission on Food Marketing see also Agriculture National Commission on Food Marketing -­Attempt to Form Commission see also National Commission on Food Marketing- - Creation of the Commission National Commission on Food Marketing-­Background Material National Commission on Food Marketing-­Congratulatory Notes to Mrs. Sullivan National Commission on Food Marketing-- Hearings National Commission on Food Marketing-­Bracero Study see also Farm Workers National Commission on Food Marketing-­Chain Stores National Commission on Food Marketing-­Clippings National Commission on Food Marketing-­Commission Meetings National Commission on Food Marketing · Consumer lnformata on see a/ SO Consumer Interest - - Miscellaneous National Commission on Food Marketing- ­Correspondence National Commission on Food Marketing-­Creation of the Commission See al;o,o Batuibak Commission on Food Marketing- -Attempts to Form the Commission National Commission on Food Marketing- ­Formal Interviews National Commission on Food Marketing-­General Info National Commission of Food Marketing-­Individual Views of the Report National Commission on Food Marketing-­Lettuce Study National Commission on Food Marketing-­Press Releases National Commission on Food Marketing-­Questionaire Correspondence National Commission on Food Marketing-­Report Status National Commission on Food Marketing-­Speeches National Commission on Food Marketing-­Staff Changes National Commission on Food Marketing-­Staff Selection National Commission on Food Marketing National Commission on Food Marketing-­Chapter 13 of Final Report National Commission on Neighborhoods National Commission on Productivity see also Banking and Currency entries National Consumer Cooperative Bank Act see Banking and Currency Commission-- National Debt National Consumer Cooperative Bank Act see also Debt Ceiling Bill Government Debt National Defense see a/ SO Armed Services Defense National Defense Education Act see Education- -National Defense Education Act National Development Bank see Housing--National Development Bank National Diabetes Advisory Board see also Diabetes Research National Digestive Disease Act of 1976 National Endowment for the Arts see Grants--National Endowment for the Arts National Endowment for the Humanities see Grants--National Endowment for the Humanities National Energy and Conservation Corporation see also Energy Conservation National Family Week National Federation of Independent Business see also Small Business Administration National Flood Insurance Co see also Flood Insurance Program Floods Missouri--Flood National Good Neighbor Day National Guard see also Air Guard Armed Services National Air Guard Employment National Hairdressers and Cosmetologists National Health Care Act see also Health Legislation Medical Care National Health Insurance Health Insurance National Historic Preservation Act Historic Preservation Housing--Operation Rehab Housing- - Soulard Area National Housing Act see Housing--National Housing Act National Institute on Aging see also Aging Elderly Older Americans Act Select Committee on Aging National Labor Relations Board- - Century Electric Company see also Labor National Opportunity Camps National Park Service see a/so Conservation entries Jefferson National Expansion Memorial Parks National Safe Boating Week see also Boating Coast Guard National Saint Elizabeth Seton Day National Service Corps see a/so Peace Corps National Science Foundation see a/so Foundations Grants--National Science Foundation National Stamping Act see also Coinage National Summer Youth Program see Poverty Program- - National Summer Youth Program National Tennants Organization see Housing--National Tenants Organization Natural Gas see a/so Energy Conservation Laclede Gas Natural Gas Act see a/so Energy Conservation Natural Gas Act--Amendments Naturalized Citir.ens See Immigration --Naturalir.ed Citizens Negroes --Black Militants see also Civil Rights--Clippings Militants Negroes--Commission on History and Culture Negroes - - General see a/so Housing--Negroes-- Integration Negroes--Minority Group see a/so Minority Groups Negroes-- National Association for the Advancement of Colored People ee a[ SO Civil Rights entries Neighborhood Facilities Grant see Housing- -Neighborhood Facilities Grant Neighborhoods ee National Commission on Neighborhoods See a/so National Good Neighbor Day National Historic Preservation Act Nerve Gas see a/so Arms Control New York City Financial Crisis See Banking and Currency Committee-- Emergency Financial Assistance Act Newcastle Project see Housing-- Newcastle Project News Releases --Radio see a/so Interviews Press and News Reporters Presa Comments Radio Radio and Television--Press Releases and Interviews Sullivan, Leonor K., Press Releases Sullivan, Leonor K., Publicity Newspaper Preservation Act Newspapers see a/so Pulitr;er, Joseph Freedom of the Press Nike Base see a/so Arms Control Nine One One see Emergency Telephone Number Nixon, Richard M see also Agnew, Spiro T . Immunity (Nixon) Impeachment Vice President Watergate Nixon, Richard M.- -Pardon, Against Nixon, Richard M.--Pardon, For Nixon, Richard M.--Transition Allowance No-Fault Insurance see Insurance--No- Fault Noise Control Act Nuclear Energy see a/so Atomic Energy Energy Crisis entries Panama Canal- - Nuclear Technology Nuclear Non- Proliferation Treaty see Foreign Affain-- Non- Proliferation Treaty Nuclear Weapons see a/su Arms Control Atomic Bomb--Fallout Shelters Atomic Energy Weapons Nuclear W capons--Radioactive Fallout see a/so Atomic Bombs--Fallout Shelters Nuclear Weapons- -Testing Nurse Training Ad see a/so Education--Nurses Medical Students Health Manpower Medical Schools Nurses see a/so Education--Nurses and Medical Students Nursin!{ Homes see also Housing--Elderly Aging Nut rition see a/so FDA--Diet Foods OEO FDA--Special Dietary Foods FDA--Vitamin Supplements Food Crisis ee Grants--OEO-- Missouri see also Poverty Program entries OSHA see Hazardous Occupational SafeLy and Health Act see a/so Occupational Safety and Health Administration Obscene Literature Obscenity Occupational Safety and Health Administration see a/ SO Hazardous Occupational Safety and Health Act O'Fallon Area see Housing--O'Fallon Office of Economic Opportunity see Granta--OEO--Miuouri see a/so Poverty ProiJ'am--Office of Economic Opportunity Office of Management and Budget see Management and Budget, Office of Office of Technology Alleaament see a/so Technology Aaaeasment Office Official Gazette-- List Oil lmporta see also Energy Crisis Oil Leases Foreign Affairs--Middle East Trade--Imports and Exports ee a/ 0 Elk Hills Oil Reserve En rgy Crisis Interior (Dept. of) - - Oil Shale Program Older Americans Act ee a/ o Aging Oliver, Judge Olympic Games Olympics Ombudsman Elderly- -Employment Opportunitiea Nation I Institute on Aging Select Committee on Aging see Housing--Ombudsman Omnibus Operation Breakthrough see Housing- - Operation Breakthrough Opportunity Camps see National Opportunity Campa Outer Continental Shelf Landa see a/ o Coaat Coa~tal Area~ Overseaa Private Investment Corporation Onrk Lead Company Onrka Regional Commisaion Ozone Protection Act Pow·. ee Foreign Affaira-- Vietnam P cemakers See Medical Device Amendments Pacific Air Routes ee a/ 0 Airlines Panama Canal- - Clipping• Panama Canal--Congressional Record Jnaerta Panama Canai--Corr apondence-­Armatrong, Anthony Pan am a Canal--Correspondence--Flood, Daniel J Panama Canal--Correspondence--General Panama Canal Correspondence--Harman, Philip Panama Canal Correspondence- - Raymond , David Panama Canal--Daily Digest Panama Canal--Finance Panama Canal--Hearings Panama Canal--Inspection Visit Panama Canal-- Legislation Panama Canal--Legislative Correspondence Panama Canal--Living Conditions Panama Canal --Military Penonnel Panama Canal--Miscellaneous and Reports Panama Canal--Nuclear Technology see also Nuclear Energy Panama Canal- -Operations Panama Canal--Panama and Treaty Panama Canal--Sea Level Canal Study Commission-­Correspondence Panama Canal--Sea Level Canal Study Commission--Legislation Panama Canal--Sea Level Canal Study Commission--Reports P anama Canal Tolla Pam- medica see Medical Emergency Transportation and Services Act P ara-quad Housing see Housing- -Para-quad P ardon of Richard Nixon see Nixon, Richard M. --Pardon Parks see a/so Conservation entries National Park Service P arochial Schools see Education- -Aid to Parochial Schools Passports Patents Peabody Area see Housing--Peabody--Clippings Peace Corpa see also National Service Corps Peace, Dept. of Penn Central Railroad ee Banking and Currency Committee--Penn Central P ension Plan Pension Reform Peru see Foreign Affain--Peru Pesticides see Environmental Pesticide Control Act of 1976 ee a/so FDA--Pesticide entries Pets see Household Peta Photograph Request see Sullivan, Leonor K.--Photograph Request Physicians--Malpractice ee Medical Malpractice Claims Settlement Assistance Act Poelker, J ohn H see also St. Louis--Mayor Poisons see a/ so- -Housing--Lead Poisoning Polio Vaccine see Health --P olio Vaccine Political Education, Committee On Politics see Missouri --State Politica see also St. Louis--Politics Women in Politics Pollution Sl!£' a/so Air Pollution Clean Air Act Solid Waste P ollution Water Pollution Pollution--Noise see Noise Control Act Pollution--Solid Waste see Solid Waste Pollution see also Air Pollution Water Pollution Poor People 's Campaign Pope John XX:IIl Population Crisis Committee see also Food Crisis Population Growth see also Birth Control Census Family Planning Food Crisis Immigration Sex Education Portraits--Presidents see Presidents' P ortraits Post Card Registration see a/so Election Reform--Post Card Registration Voter Registration Post-Dispatch see Pulitzer, Joseph Newspapers Post Office Closings Post Office Department Post Office Regulations Postage Increase Postal Boutiuqea see also Commemorative Stamps Postal Clippings Postal Legislation Postal Pay Raise Postal Rate Commission Postal Rates Postal Rates --REA Postal Reform Legislation Postal Reform Material Postal Reorganization and Salary Postal Service Adjustment Act see a/so Grants--Post Office-- St . Loui£ Postal Strike see also Strikes Postal Union Recognition see a/ so Labor Unions Potato Bill Poultry- - Application to Make St. Louis see a/ o Food Poultry Indemnity Bill Poultrr Inspection see a/. 0 Fish Inspection Meat Inspection Poverty Program- -Clippings Poverty Program--Day Care Center see also Poverty Program-- Head Start Centers Poverty Program- -St. Louis-­Daycare St. Louis Day Care Poverty Program- - Foster Grandparents Poverty Program--General see also Housing--Low Income Poverty Program--Head Start Centers see a/so Poverty Program--Day Care Centers Poverty Program--St. Louis -­Day Care Centers St. Louis Day Care Poverty Program--Human Development Corporation see also Poverty Program--St. Louis-­Human Development Corp Poverty Program--Material Poverty Program--Micellaneous Poverty Program--National Summer Youth Program see also Poverty Program--Summer Youth Program Summer Youth Employment and Recreation Poverty Program--Office of Economic Opportunity see also Grants--OEO--Missouri Labor--Manpower Development and Training Manpower Poverty Program--Office of Economic Opportunity-­Amendments Poverty Program--Office of Economic Opportunity--Cuts Poverty Program--St. Louis--Day Care see also Poverty Program--Day Care Centers Poverty Program- - Head Start Centers St. Louis Day Care Poverty Program--St. Louis Human Development Corporation see a/so St. Louis Human Development Corp. Poverty Program--St. Louis Job Corps Center see also Job Training Program Labor--Manpower Development and Training St. Louis Job Corps Center Poverty Program--St. Louis Small Business Development Center see also Banking and Currency-- Small Business Administration St. Louis--Small Business Administration Small Business Administration Poverty Program--St. Louis Workers Poverty Program--Summer Youth Programs see also Poverty Program--National Summer Youth Program Summer Youth Employment and Recreation Poverty Program--Total Bay Project Poverty Program- - VISTA Powell , Adam Clayton see also Congress--Scandala Prayer in School see Religion- - Prayer in School Preservatives see Food and Drug Adminislralion-- Preserv atives President Ford see Nixon, Richard M.--Pardon President Johnson see Johnson, Lyndon Baines President Kennedy see Kennedy, John Fihgerald President Nixon see Nixon, Richard M Presidential Pardon see Nixon, Richard M.,--Pardon Presidents' Portraits President.' Task Force on Low Income Housing see Housing--President'• Taak Force on Low Income Housing "Presidio 27" see also Armed Service• Press Comments see a/so Interviews News Releaaes --Radio Preas and News Reporters Sullivan, Leonor K.--Press Releases Sullivan, Leonor K.-- Reaction to Presidenti al Statements Press and News Reporters see a/ SO Interviews Price Freeze News Releases--Radio Press Comments Sullivan, Leonor K.-- Press Releases Sullivan, Leonor K.--Reaction to Presidental Statements see also Wage and Price Controls Prisoners of War See Foreign Affaire --Vietnam Prisons ee also Crime- - General Juvenile Deliquency Privacy See a/so Right to Financial Privacy Act Private Schools See Education--Aid to Private Schools Productivity See Banking and Currency Committee-­National Commission on Productivity Protection of Independent Service Station Operators see also Energy entries Pruitt - Igoe See Housing--Public Housing-- Pruitt - lgoe Public Buildings see alSO Federal Buildings Public Health Service Hospitals see also Hospitals --Closing Public Housing See Housing--Public Housing Public Relations See also FDA--Cranberries Public Works see a/ 0 Local Public Works Capital Development and lnveatment Act Publications--Consumer Product Info See al 0 Consumer Product Information Bulletin Publications-- Family Fare Publications-- Packet for the Bride see a/so Consumer Interest --Miscellaneous Publications Request Publications Request for Seal Plaques Pueblo Affair see Foreign Affairs--Pueblo Puerto Rico see a/so Foreign Affaire--Puerto Rico Pulitzer, Joseph see also Newspapere Quality Education Study see also Education--Miscellaneous Queen Isabella Questionable Organizations see also Miscellaneous Organizations REA see Postal Rates--REA ROTC see Reserve Officere Training Program Radiation Treatment see Medical Insurance for Radiation Treatment Radio see a/ SO Communications Equal Time Federal Communications Commission Freedom of the Press News Releases- -Radio Sullivan, Leonor K.--Publicity Radio and Television--Clippings Radio and Television Correspondence Radio and Television Editorials see a/so Housing--KMOX Editorials Radio and Television--Harry Flannery Radio and Television--Press Releases and Interviews see also Sullivan, Leonor K.--Press Releases News Releases--Radio Radio and Television--Broadcasts which Demean Radio Station KWK Radioactive Fallout see Nuclear Weapons-- Radioactive Fallout Rail pax Railpax--Material and Information Railroad Brotherhoods and Organizations see a/ SO Railroad Strikes Railroads--Shopcraft Unions Strikes Unions Railroad Legislation see also Banking and Currency Committee-­Penn Central Missouri-Kansas and Texas RR Railroad Passenger Service ee a/so Railroads--Discontinuance of Passenger Trains Railroads-- Rail fax/ Amtrak Railroad Retirement Legislation Railroad Safety Railroad Strikes see a/so Railroad Brotherhoods and Organizations Railroads- -Strikes Strikes Railroads see Miuouri-Kanau Texas RR see also Bankinc and Currency CommiLLee-­Penn Central Rock Island Railroad Railroads--Discontinuance of Paasanger Tram Serv1ce see also Railroad P aaaencer Service Railroad•-- Rail pax/ Amtrak Railroads--Emercency Rail T ransportation Improvement and Employment Act Railroada--Railpax/ Amtrak see also Railpax Railroad P aaaenger Service Railroada--Discontinuance of Passenger T rain Service Railroads- - Strikea see also Railroad Brotherhoods and Organir.ations Railroad Strikes Strikes Unions Railroads - -Sbopcraft Unions see also Labor Rat Cont rol R ilroad Brotherhoods and Organir.ations Uniona Strike• see a/ 0 St. Louis Rat Control Raymond, David see Panama Canal - - Correspondence -­Raymond, David Recipes Recreat ion ee a/ SO Boating Recycling Waste ee also Conservation --Misc. Red China Energy Conservation Solid Wute Pollution See Foreicn Affai re -- Red China Redistricting See a/so Missouri --Redist ricting Redwood National Parka see Conservation Redwood Nat ional P ark Referrals Regulat ion Q see Banking and Currency Commission -­Citicorp Rehabilit ation See Housing- - Rehabilitation See a/so Housinc- -Operation Rehab Housing- - Rock Springs Rehabilitation Association Religion Religion -- Prayer in School Renegotiation Act of 1951 Rent Strikes see Housing--P ublic Housing--Rent Strike Rent Supplements See Housing--Rent Supplements Reorganir.ation P rogram Re-- Pricing Commodities ee a/so Commodity Exchange Act Commodity Futures Republic of China See For ign Affairs-- Republic of China Republican National Convention Reserve Officers Training Program Resignations Retirement :;ee Military Retirement see a/so Railroad Retirement Legislation Revenue Sharing see a/so Urban Affairs Revenue Sharing Information Rhodesia see Foreign Affairs- - Rhodesia Richards- -Gebaur Air Force Base see a/ SO Air Force Re.location to Scott AFB Rice see Agriculture--Rice Bill Right to Food Resolut ion see a/so Food Crisis Hunger and Malnutrition Right to Financial Privacy Act see a/so Consumer Credit Financial Disclosure Privacy Right to Work ee a/ ·o Labor Legislation Riots see Crime- -Riots ee a/so Housing--Insurance --Riots Rivers ee Floods Missouri--Flood National Flood Insurance Program Robinson- -Patman Act see a/ 0 Anti--Trust Laws Rock Island Railroad Rock Spring Rehabilitation Association see Housing--Rock Springs Rehabilitation Association Roth Study see Grants- -Roth Study Rural Development Act Rural Electr ification Administration Russia ·ee Foreign Affairs- - Soviet Union SALT Safe Drinking Water Act Safety - -Highway see Highway Safety Safety- -Railroad see Rai lroad Safety Sailors see Harry Lundeberg School see a/so Maritime Academies Saint Elizabeth Seton see National Saint Elir.abeth Seton Day St . Joesph 's Hospital St . Louis A-Me St . Louis My-Z Saint Louis St . Louis - -Airport see a/ 0 Airports St . Louis - -Arch see J effe rson National Expansion Memorial St. Louis- -Aldermanic Affairs St. Louis Archdiocesan Council of Catholic Women see Council of Catholic Women St. Louis Area Council of Governments St . Louis--Banking see Banking and Currency--St. Louia Banking St . Louis Beautification Commia1ion St. Louis Bicentennial St. Louis--Bi-State Development Agency St. Louis--Bi-State Re(ional Medical Program St. Louis Board of Aldermen St. Louis Board of Education St. Louis- -Board of Education- -Property at 4100 Forest Park Ave St. Louis- -Board of Election Commiasioners St. Louis--Boards of Directors of Local St. Louis Bridges St. Louis Cardinal• Companies St. Louis - -Challenge of the 70's St. Louis - -City- County Consolidation St. Louis- -City Employees St. Louia--Civil Defenae St. Louis- - Clippings St. Louis--Comptroller's Report St. Louis- -Consumer Affairs Board see also Conaumer St. Louis Consumer Federation St . Louis Convention Center St. Louis Convention Piasa Land St. Louis - - Coroner St . Louis County St. Louis County- - Clippings St. Louis Courthouse St. Louis Day Care ee a/ 0 Poverty Program- -Day Care Centers Poverty Program- -Head Start Center Poverty Program--St. Louis Day Care St. Louis - -Dea Perea Project St. Louis--Downtown St . Louis - -East - West Gateway Coordinating Council see East - West Gateway Coordinating Council St. Louis--Federal Building St. Louis-- Federal Building- -Clippings St . Louis --Gateway Army Ammunition St. Louis--Grants see Grants- - Entries Plant St. Louis--Health & Welfare Council see Health & Welfare Council of Greater St. Louia St. Louis--Highwaya See a/so Highway through St. Louis Martin Luther King Bridge St . Louis Housing see Housing- - St . Louis entries St. Louis Housing and Land Clearance Authroity ·ee Housing-- St. Louis and Land Clearance Authority St . Lou1s Housing Code Enforcement See Housing--St . Louis Code Enforcement St . Louis Housing Plan see Housing- -St . Louis Housing Plan St. Louis Human Development Corporation see Poverty Program--St . Louis Human Development Corp. ee a/ 0 Poverty Program- -Human Development Corp. St. Louis Independent Packing Company see Meat Inspection--St . Louis Independent Packing Company St. Louis- - Indian Cultural Center St. Louis--Jefferson National Expansion Memorial see Jefferson National Expansion Memorial St. Louis Jobs Corps Center see also Job Training Program Labor--Manpower Development and Training Poverty Program--St. Louis Jobs Corps Center St. Louis--Labor Relations--St. Louis Plan St. Louis Layoffs St. Louis Levee St. Louis- -Mansion House see Mansion House St. Louis--Mayor see also Poelker, John H St. Louis- -Mayor- -Clippings St. Louis--Mayor's Council on Youth St. Louis --Municipal Opera St . Louis--National Museum St. Louis--National Park System St . Louis- -Old Post Office Building see a/so St. Louis Federal Building St. Louis Ordinance Plant see a/so St. Louis--Gateway Army Ammunition St. Louis--Parks St . Louis--Police St . Louis--Politics see a/so Missouri- -State Politics Women in Politics St . Louis --Port St. Louis--Port--Clippings St. Louis - -Port--Correspondence St. Louis Post- -Dispatch see Pulitr;er, Joseph Newspaper St . Louis Post Office--Curtailment of Service St . Louis--Post Office Discontinuance of Railway Post Office Service St . Louis Post Office--Operations see also Grants--Post Office--St. Louis St. Louis Post Office--Postal Data Center St . Louis --Poverty Program see Poverty Program--St. Louis entries St. Louis Public Service Employment St . Louis Rat Control see also Rat Control St. Louis Regional Industrial Development Corp. St . Louis Residential Manpower Center St . Louis--Revenue Sharing ee a/so Reven'ue Sharing St. Louis- -Savings and Loan Associations ee a/ so Banking and Currency Committee-­Savings and Loan St. Louis School Lists St. Louis School Tax St . Louis Senior Citizens see also Elderly St . Louis -- Small Business Administration see a/so Banking and Currency--Small Business Administration Poverty Program--St. Louis Small Business Development Center Small Business Administr:oL1on St. Louis--Solomon Rooks St. Louis--Symphony St. Louis- - Union Station St. Louis--U.S. Army St. Louis--U.S. Army--Automates Logistics Management Agency St. Louis--U.S. Army Aviation Research Center St. Louis--U.S. Army Aviation Systems Command St. Louis--U.S. Army Corps of Engineers see also Flood Control Flood Protection Project St. Louis U.S. Army Corps of Engineers-­Correspondence St. Louis U.S. Army Corps of Engineers- ­Newsletters St. Louis--U.S. Army Corps of Engineers-­North St. Louis Harbor St. Louis--U.S. Army Corps of Engineers-­Installations St. Louis--U.S. Army Corps of Engineers-­Material Command St. Louis- - U.S. Army Mobility Equipment Center St. Louis--U.S. Army Publications Center St. Louis--U.S. Army Reserve St. Louis- - U.S. Army Support Center St. Louis- - U.S. Department of Agriculture Laboratory St. Louis--U.S. Medical Laboratory St. Louis--U.S. Military Installations St. Louis--U.S. Military Personnel Record Center St. Louis Records Center St. Louis University St. Louis University--Agency for International Development St. Louis University--Commemorative Stamp St. Louis University--Fordyce Conference St. Louis University--Grants see Grants- -HEW- - St. Louis University see al 0 Grants--Many Sources--St. Louis University St. Louis University Medical School St. Louis University--One Hundred Fiftieth Anniverary of Its Founding- -Resolution St. Louis University - - Scott Shipe Case St. Louis Witholding Tax Sales Representative Protection Act Salk Vaccine see Health--Polio--Vaccine Savings and Loan Companies see Banking and Currency Committee-­Savings and Loan ee a/so Housing--Savings and Loan Scholarships and Fellowships School Lunch Program see also Education--Food and Nutrition Program School Milk Program see a/so Education--Food and Nutrition School Students Schools Program see a/ o Education entries Schools--Chrisiian Brothers ROTC Program Schools--Clippings see also Education--Clippings Schools--College Debate Topic Schools--Exchange Students Schools- -Grants see Grants--HEW- -Public Schools--High School Debate Topic Schools- - Integration see Integration Schools--Junior College District School Prayer see Religion --Prayer in Schools Schoir Investigation Scullin Steel Sea Level Canal see P anama Canal--Sea Level Canal Study Commission Seals see Publications Request for Seal Plaques Secret Service Securities Securities and Exchange Commission Security Assistance and Arms Export Control Act Security Contract Guards Select Committee on Aging see also National Institute on Aging Older Americana Act Select Committee on Intelligence Select Committee to Investigate Assaainations Select Committee to Investigate Missing in Action see also Foreign Affairs--Vietnam Select Committee to Reform Congress see also Congress Selective Service Separation of Presidential Powers Series E Bonds Sesquicentennial of Missouri see Missouri--Sesquicentennial Seaton, Elizabeth see National Saint Elizabeth Seton Day Seven Day War see Foreign Affairs--Israel-Arab War Sex Education see also Birth Control Family Planning Illegitimacy Population Growth Shoe Imports Shoe Workers Silver . see Banking and Currency Committee- ­Silver Situs Picketing Against Situs Picketing For "Slug" Law see a/so Banking and Currency Coins Small Boat Owners see a/ so Boats Small Business Administration . see also Banking and Currency ~ommlttee-­Small Buamess National Federation of Independent Business Poverty Program--St. Louis Small Business Devl. Center St. Louis- -Small Busm h Administration Smnll Businese Growth and Job Creation Act Smithsonian Snoapers Sonp see Food and Drug Admini1tration--Soap Soccer Team Social & Rehabilitation Services Social Security--ADC Social Security--Amendments Social Security--Benefits at Age 72 Social Security--Deduction for Education Social Security--Dis bility Social Security--Divorced Widows Social Security--Earning Limitations Social Security- - Equipment Rental & Purchase Social Security--General Social Security- - Health Insurance Social Security--Hospitallnaurance see also Social Security--Medicaid Social Security- - Include Qualified Drugs Social Security- - Increased Benefits Social Security-- Derr--Milla Social Security- -King/ Anderson Social Security- - Legislation Social Security Legislation--ADC Social Security-- Limitations on Earnings Social Security--Material and Reports Social Security--Medicaid see also Socinl Security- - Hospital Insurance Social Security--Medicare Social Security- - Medicare- -Clippings Social Security- -Medicare- -Coverage of Cancer Test Social Security- - Medicare for Physicians Social Security--Medicare-- Independent Laboratoriea Social Security- - Medicare- -Newaletter from HEW Social Security- - Medicare--Nursing Homes see a/so Nursing Homes Social Security--Medic re--Optometric and Medical Vision Care Soci al Security- -Medicare- -Profeseional Standards Review Organization Social Security- -Medicare- - Prescription Drugs Social Security--Medicare Reform Act Social Security- -Miniaters Social Security--Old Age Assistance Social Security--Old Age Insurance Social Security--Petitions Social Security Programs Social Security -- Proof of Age Social Security--Public As1istance see a/so Welfare Social Security --Reader'• Digest Soci al Security --Reducing Age Limit Social Security--Retirement at 62 Social Security--Supplementary Benefits Social Security--Widow'a Benefit• Social Service Regulations Soft Drink lnduatry Solar Energy Information Solar Heating Legislation Solid Waate Pollution see also Air Pollution Soula.rd Area Pollution Recycling Wute Water Pollution ee Housing-- Soulard Area South St. Louis see Housing--South Broadway see a/so Housing--South Side Soviet Jews--Foreign Affairs Soviet Union see Foreign Affairs--Soviet Union Space--Apollo 11 Space- - Apollo 13 Space Program see a/so Aeronautics and Space National Aeronautics and Space Act Space Program-- Russian Spanish Pavilion Special Prosecutor Spending Ceiling Sports Stamps ee Commemorative Stamps Postage lncreaae Postal Boutique Stamps, Food see Food Stamp Plan State, Dept. of ee also Kissinger, Henry State Department Authorization Bill State Dept.--Danny the Red's . . . Stockpile Strikes see also Housing-- Public Housing- - Rent Stip Mining Strontium 90 Strikes Labor Entries Postal Strike Railroad Brotherhoods and Organizations Railroads- -Strikes Taft-Hartley Billa see Drugs, Strontium 90 Student Loans see Education -- College Loan Program see a/ so Education- -Student Aid Bill Student Militants see Militants Subsidy Programs Sugar Act Sullivan, Leonor K.--Appointmenta Sullivan, Leonor K.--Billa Sullivan, Leonor K.--Conferee Appointments Sullivan, Leonor K.--Congressional Record Items Sullivan, Leonor K.- -Dura Letter Sullivan, Leonor K.--Election Material Sullivan, Leonor K.--House Subcommittees Sullivan, Leonor K.--lnterviews Sullivan, Leonor K.--lnvitations see Invitations Sullivan, Leonor K. - -Letters Sent in Multiple Copies Sullivan, Leonor K. --Letters to Other Members of Congress Sullivan, Leonor K.-- &en Sullivan, Leonor K.--Oftlce AdmiaiHra&ioa Sulliv n, Leonor K.--P Req t SullivM, Leonor K - -Por&raU Sullivan, Leonor K.- -P ~ Jg(IU see also Praa and • lleponen PreMCommeau Radio aad Televiaion --P . a.~a . aad lntervie a Sulliv n, Leonor K.--P.- Rele UNil-66 Sullivan, Leonor K.--P.- lUI•- Ul67-72 Sullivan, Leonor K -- P.- 1•- UI73- Sullivan, Leonor K.--PubllcitJ see also e • Rele --Radio Radio Sullivan, Leonor K.--Qu.UOnn.U. Sullivan, Leonor K.--R.edpee see Recipea Sulliv n, Leonor K.--Rerernb see Referrala Sullivan, Leonor K.--Scholanhip A arcl Sullivan, Leonor K.--Reaction ~ Presidential St tementa see a/ 0 Praa Commenta Preu and e 1 Reporters Sulhv n, Leonor K --Speech Inform tion R.equ . t Sullivan, Leonor K --Speech., Sulliv n, Leonor K --Speech., on the Floor ol the House Sullivan, Leonor K.--Speech., to Outaide Groupa Sullivan, Leonor K.--Tatimony Before Commiu­SuJUvan, Leonor K.--Tributa Upon Retirement Sullivan, Leonor K.--Votinc Record See a/ 0 Foreicn Afrain--Vietnam- -Mn. Sullivan'• Voting Record Sullivllll, Leonor K.--Workinc Woman of the Year Award Summer Youth Employment and Recre tton see a/ 0 Poverty Program--National Summer Sun T n Lotion Youth Procram ee Food and Drug Adminiatration--Sun Sunshine Bill Tan Lotion See a/so Freedom of Information Act Superaonic Tranaport Supplemental Security Income Supreme Court see a/ o Impeachment (J uatice Douglu) Judiciary Surplua Property Swiss B nk Account. .see Banking and Currency- -Swiu Bank Account• Synthettc Fuela Loan Guarantee Bill Tart-Hartly Ad Taft -Hartly Billa see Strikea Tariffa Tariffa -- Canadian Tar~ffa -- Koken Comp niea, Inc. Tanff•--Reciprocal Trade Tariffa- -Shoe Import. Tariffa- -Shoe lmporta Congreaaion I Record lnHrtl and Background M teriala Tax IUbate ee a/ o Internal Revenue Service Tax a.duction Ad Tax Reform T:.x nerorm Correapondence Tax IUform- -Material Tax Study Legialation Taxa- -Airline Taxa--Airport Taxa--City Eaminp Tax Taxa- -Clippinp Taxa--Deduction for Dependent. Taxa--Deduction of Education of Dependents .)ee a/so Education--Tax Deduction for Education Taxea--Dividenda Taxea--Eatate Taxea--Exciae Taxea--Excise Can Taxes-- Excise Handbap Taxea- -Exise- -Truckl Taxe•·-Gu Taxea--Gu and Oil Depletion TI\Xet--Home Owners Tax Deductions Taxn-- lncome Taxa- -Single Persons Taxes-- Income Taxa Taxes-- Inspection of Tax Returns Taxes- - lnve•tment Tax Credit Taxn- -Mi•cellaneou• Taxes- -Municipal Bonds Taxes--Prnidential Election Campaign Taxn- -Self-Employed Person Taxe1--State Taxation of Interstate Commerce Taxes- -Surtax Taxes--Transportation of Household Goods Teachera Corps ee Education--Teacher'• Corps Teacher '• Ret irement Teamsters Teamsters- -Monitorship Teamsters - -Strike• Technology Asseament Office see a/ SO Office of Technology Aueasment Telecommunication• ee a/ o Communication• Telephone Rates Television ee a/ so Communications Equal Time Federal Communications Commi1sion Freedom of the Preas Televiaion and Radio Programa Television--CBS-- Selling of the Pentagon Televi1ion-- Education Television --Educational Television--KTVI Ten Park• Improvement Auociation see Housing--Ten Park Improvement Aaaociation Tennants' Organization see Hou•ing-- National Tennenta' Organization Thailidomide see Drugs, Thalidomide Thanks Youa Thomas J efreraon Day Till, Emmet Timber Supply see a/ o Lumber Lumber PreaervaLion Le(ialalion Total Boy Project see Poverty Program--Total Boy Program Tourism-- Legislation Town House Project see Housing- -T own Houae Project-­Clipping Toxic Substances Control Act Trade--Imports and Exports ee a/ 0 Fair Trade Trade Bill International Trade Commiuion Oillmporta Trade- - Import/Export Clippinp Trade--Import/Export Rhodnian Chrome Trade Reform Act Trade--Shoe Import Trading Stamps Transit- - Bi- State ee a/ SO Bus Services Transit- - Bi-State Meeting Transit --Mass Transit- -Maaa- - St. Louis Transition Allowance for Rich rd Nixon see Nixon, Rich rd M.--Transition Allowance Transportation see a/so Grants-- Dept. of Transportation-­St. Louis Transportation, Dept. of-- Proposed Regulations see a/ 0 Har;ardous Material Transportation Trust Fund Transportation- -Miscellaneous Treasury Treasury Bonds Troublemakers Truck Bill Trout See Food and Drug Administration--Trout Truman , Harry S.--Medal of Honor Truman, Harry S.--Memorial Scholarship Fund Turkey See Foreign Affai rs--T urkey Turnkey Projects see Housing--Cabanne T urnkey Project see also Housing--Forest Park Blvd Turnkey Project Housing--Turnkey Projects Twelfth and Park Area see Housing--Twel fth and P ark Unemployment 1.'1! also Employment Health Insurance for the Unemployed Learning Business Centers • Unemployment Compenaation see a[ 0 Emerg ncy Unemployment Compenaation Aesistance Unemployment Compensation Form Letter and Material Unidentified Flyinc Objecta Union Electric Company See a/ 0 Lifeline Rate Act Union - Sarah Area see Housing- - Union- Sarah Unions ~l'e a/so Labor Entriee United Nations Poetal Union Recognition Railroad Brotherhoods and Organisations Railroads- -Strikes Railroads--Shopcrart Unions see Foreign Affairs- - United Nations United Nations--Reception United States- - Dept. of Agriculture U.S. Forces Oversea& United States Information Agency United Steel Workers of America University of Missouri see Missouri- - University Upper Missippi River Baain Commission see a/so Conservation--Upper Missisaippi River National Recreation Area Flood Control Upward Bound see Education-- Upward Bound Urban Affairs see a/ 0 City Planning Revenue Sharing Urban Coalition Urban League Training Program Urban Renewal ee Housing- -Urban Renewal see also Housing--Rehabilitation USS Pueblo see Foreign Affairs--Pueblo Utility Regulation ee Lifeline Rate Act Utility Loans see Emergency Utility Loans VISTA see Poverty Program--VISTA Vaporir;ers see Food and Drug Administration-- Vaporir;ers Varnish see Food and Drug Administration--Varnish Vaughn Area see Housing--Vaughn Area Veteran 's Administration see also Jewish War Vetrans Veterans ' Administration- - St. Louis Regional Office Veterans ' Benefits--Miscellaneous Veterans' Day Veterans' Employment Legislation Veterans--GI Bill Veterans --General Veterans Hospitals Veterans Hospitals --Closing Veterans Hospital-- Cochran Veterans Hospital- - Cochran--Admissions Waiting List Veterans Hospitals- - Consolidation of Outpatient Clinic Veterans of Foreign Wars see Veterans ' Organisations Veterans Hospitala--Harry S. Truman Memorial Hospital Veterans Hospitals--Jefferson Barracks Veterans Hospitala--Jeffenon Barracks- ­Admissions Waiting List Ve ~erana Hoapitala- -Miacellaneoua Veterana' Hoapitali- - Nunin& Horne Care for V eteran• Veterans--St. Louia Conaolidation Veterana' - - Houainc Ve ~erans '-- Lecialation Veteran• - -Military Retirement Veterans-- National Cemeteriea see also Jefferaon Barraclu Veterans-- National Life lnauranee Service Veterans Orcanir.ationa Veterana Penaiona Veterans P naiona- - Miacellaneoua Veterans Pensiona- -Spaniah American War Widowa Veterans Penaiona--War Widowa Veterans Pensiona- -World War I Vice President see a/ SO Agnew, Spiro Nixon, Richard M. Vietnam see Foreign Affain- -Vietnam Vietnam--Miaaing in Action Vietnam--Prisionen of War see also Foreign Mfain Villa de Ville see Houaing-- Villa de Ville Vitamin Supplement• see Food and Drug Adminiatration -- Vitamin Supplement• Vocational Education see also Education--Residential Vocational Education Education- - Vocational Education Vocational Rehabilitation Voter Registration see also Election Reform--Post Card Voters Registration Federal Voting Assistance Program See also League of Women Voters Voting Age Voting Rights Act see also Election Reform Wage and Price Controls see also Minimun Wage Price Freer:e War Claims War Claims--Foreign War Insurance War Powers War Protest see Foreign Mfain--Vietnam see a/so F oreign Affaira--Cambodia Washington D.C. see District of Columbia Washington University see also Grants--HEW--Washington D.C. Grants--Many Sources-­Washington University Washington University Medical Center see Housing--Washington University Medical Center Water see also Food and Drug Administration -­Water Water Diveraion of the Misaiuippi River to Texas Water Flouridation :,ee Flouridation of Water Water Pollution see a/so Air Pollution Pollution Solid Waste Pollution Water Pollution Laboratory Water Resources Planning Act see Conservation--Water Resources Water,ate ee at so Nixon, Richard M Waterway User Changes see a/so Lock and Dam 26 Weapons see Arms Control see also Disarmament Nerve Gas Nuclear Weapons Nuclear Weapons--Testing Weather Weatherir.ation Assistance Act Welfare see also F amily Assistance Health and Welfare Council of Greater St . Louis Welfare-- Clippings ee also Family Assistance Material and Clippings Welfare--Family Support see also Family Assistance Act Wellston, MO see Housing--Wellston West End see Housing- -West End West Pine Apartments see Housing--West Pine Apartments Wheat Research and Promotion White House Conference on Aging White House Conference on Children White House Releases by President Wild Rivers Bill see Conservation--Wild Riven Wilderness see Conservation-- Wilderness Wire T apping and Bugging see also Internal Security Women see also Advisory Council on Women's Educational Programs Anthony, Susan B. Insurance Coverage for Women League of Women Voters Minority Groups National Center for Women Women--Clippings Women- - Commissions on the Status of Women Women- -Employment Opportunities see also Equal Employment Equal Pay for Equal Work Women--Equal Rights Amendment see also Civil Rights--Equality for Women Women--Equal Rights--Clippings Women- - Equal Rights- - Congressional Material Women- - Equal Rights--Correspondence Women - - Equal Rights--Material Women--Higher Education Women in Military Academies Women in Politics see also Campaign Conference for Democn&ic Women Miaouri- -Sta&e Poli\ica St. Louia--Politica Women in Politica--Requ.ta for Jnfonnation Women in Public Service Women--Jnaurance see Jnaurance Covenc• for Women Women--International Women'• Year Women--Media Editorall and Repli• Women--Neweletten Women--Orcaniaatione see also Bueineu and Prof-ional Women'• Club Council of Catholic Women Workmen'• Compeneation Lawa see Labor- - Workmen'• Compeneation Lawa World Affaire Council World Federation Y oun1 Adult Coneervation Corpe Youn, American• for Freedom Youn& Democrat. of St. Louia Youth Affain see a/so Metropolitan Youth Commiuion Youth Appreciation Week Youth Camp Safety Act Youth Opportunity Unlimited 220-002738559 sro

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

The American Civil War is one of the defining events in American history. Abundant studies cover every aspect of the conflict, from strategic analysis to the material culture of uniforms. Even with thousands of academic studies, each adding a new interpretation, there remains still unexplored territory. This study's objective is to expand upon and connect these previous interpretations to produce another tier in understanding a specific chapter of the war. The question posed centers on not the Confederate strengths but the Federal weaknesses. Research shows how the failure and limitations of Union strategy, policy, and the inability to logistically sustain massive offensives opened the way for the Confederacy to capitalize on, and turn the tide of the war. Furthermore, how did the Confederate strategies both militarily and politically have the greatest success and influence on the Kentucky and Maryland Campaigns and the overall outcome of the war? ; Master of Arts in Military History ; Capstone Autumn 1862 The High Tide of the Confederacy Colin E. Zimmerman A paper submitted in partial fulfillment of the requirements for the Master of Arts in Military History Norwich University MH562 Capstone Paper Dr. Wesley Moody 23-August-2020. 2 Thesis: The American Civil War is one of the defining events in American history. Abundant studies cover every aspect of the conflict, from strategic analysis to the material culture of uniforms. Even with thousands of academic studies, each adding a new interpretation, there remains still unexplored territory. This study's objective is to expand upon and connect these previous interpretations to produce another tier in understanding a specific chapter of the war. The question posed centers on not the Confederate strengths but the Federal weaknesses. Research shows how the failure and limitations of Union strategy, policy, and the inability to logistically sustain massive offensives opened the way for the Confederacy to capitalize on, and turn the tide of the war. Furthermore, how did the Confederate strategies both militarily and politically have the greatest success and influence on the Kentucky and Maryland Campaigns and the overall outcome of the war? It will be necessary to answer this question through a multilayered approach. Instead of viewing the Kentucky and Maryland campaigns on the tactical level, which has already consumed most of the historiography on the topic, this study will instead find an explanation to this question through political, logistical, organizational, leadership personalities, and economic components and how they dictated the overall strategic picture and framework. When synthesizing all these components together, one potential answer generates: the grand Confederate offensive in the autumn of 1862, a direct result of botched Federal strategic measures and limitations, divided political policies, and the Union's struggling logistical capabilities; indicated the high tide of the Confederacy. Through battlefield victories and seizing the initiative in direct and indirect courses, Confederate leadership allowed the Southern field armies to exploit the Federal weaknesses culminating in the Kentucky and Maryland campaigns. 3 These campaigns offered the Confederacy its only realistic chance of ending the war on political and strategic terms that favored the South. An examination of each specific component and its relation to the Confederate high tide's theory is therefore essential to back this new interpretation. Political Factors of the North, South, and Europe; and its Benefit to the Confederacy in 1862: All wars, especially civil wars, are political in their foundation, influence, and execution. In "On War," Carl von Clausewitz states that "the political object, as the original motive of the War, will be the standard for determining both the aim of the military force and the amount of effort to be made." 1 This axiom applies to events in the autumn of 1862 since political factors dominated the motivation of strategy. The Confederacy's legitimacy resided within its field armies continued existence. Their ability to gain military victories that supported both the strategic and political realms was the essential component that needed to be sustained if the South was to remain independent. The North was in a completely different predicament, as the rival political factions, Republican's and Democrat's, each with its own opinion on the objective goals and the conduct of the war, could not in the early phase of the war come to common ground as to what the specific nature, cause, plan, and purpose of the Civil War was. The North was a nation at war without complete unification of mind, and purpose, which presented a weakness that could ultimately undo its efforts. Complicating matters for President Abraham Lincoln, and his party's agenda, was the fact the Northern Democratic party held just over 45% of the popular vote of free and border states in the 1860 election. 2 In short, the President and his administration existed only in a 1 Carl von Clausewitz, On War, Translated by Colonel J.J. Graham. New York, NY: Barnes & Noble, 2004. 10. 2 James McPherson, Battle Cry of Freedom: The Civil War Era, Oxford: Oxford University Press, 1988. 506. 4 narrow margin and needed to conduct the war in a way suitable to keep the two very different mindsets exhibited by both the Republicans and Democrats in agreement. The Kentucky and Maryland campaigns occurred while changing Republican ideas on the persecution of the war and mid-term congressional elections, which proved to be a significant juncture in Northern and foreign politics. To be sure, the summer and fall of 1862 were extremely delicate times for Lincoln and the Republicans, and they could not afford any negative setbacks. Lacking any precedent to draw on, the Lincoln Administration delicately approached the rebellion by seeking the destruction of Confederate armies and exempting the Southern population from the burdens of war by respecting the civilians' constitutional rights and property. Historian Mark Grimsley captured the conviction of the policy by pointing out that the Lincoln administration renounced any intention of attacking slavery; and the government's assumption that most white Southerners were lukewarm about secession, and if handled with forbearance, would withdraw their allegiance from the Confederacy once Union armies entered their midst. 3 This policy known as conciliation, therefore, served as the beat to which Union forces marched off to war. Not all Northern generals and radical Republicans embraced this; however, the policy served as the first step in an evolutionary process that would eventually culminate in "hard-war." The effects of conciliation created favorable conditions for the Confederacy from which they were able to exploit the "limited war" shortcomings of the Union and surge forward into the fall offensive and their high tide. These shortcomings manifest in several different forms: leadership, strategic limitation, and foreign and domestic political pressure. Unfortunately for the 3 Mark Grimsley, The Hard Hand of War: Union Military Policy toward Southern Civilians, 1861-1865. Cambridge: Cambridge University Press, 2013. 3. 5 Union, the combination of these factors exposed themselves in a negative light nearly all simultaneously, creating a perfect opportunity for the Confederates to take advantage of the drawbacks and pursue victory. Fueling the fire was the Lincoln Administration's policy regarding the appointment of military governors in captured territory. The issue arose when these cities, such as Nashville, were turned into massive supply centers for Union armies, resulting in intense rivalries between city and country, neighboring communities, and whites and blacks as they competed for jobs and dominance. 4 Henry Halleck, George McClellan, Don Carlos Buell, the key leaders of the Federal armies in 1862, generated the most immediate consequences stemming from the shortcomings of conciliation from as these three adherents to firm Democratic principles and military strategy are most responsible for creating the opportunity for a Confederate offensive. Generals Halleck, McClellan, and Buell are often portrayed by historians as lacking the "killer instinct," especially when compared to Ulysses S. Grant, William T. Sherman, and Phil Sheridan. However, a more accurate analysis finds them as men who followed the conciliation policy almost to the letter for political, personal, or logistical reasons. Halleck himself wrote the Elements of Military Art and Science, where he harped on the capture of strategic points, incurring the least number of casualties and damage as possible as the primary strategy of winning a war. Ironically, Halleck, the most influential Union general in 1862, believed that warfare was unjustifiable in most cases and should only be conducted with the utmost caution. 5 As General in Chief, Halleck had a significant influence on the conduct of operations of the Union forces. Each of these three 4 Grimsley, The Hard Hand of War, 35-36; Scott Nelson and Carol Sheriff, A People of War: Civilians and Soldiers in America's Civil War, New York: Oxford University Press, 2007. 88. The reference to negative leadership refers to the actions of Nathaniel Lyon and Francis Blair; who introduced "harsh" measures in 1861 prematurely which led to a brutal guerilla war and other political ramifications. 5 Henry Wagner Halleck, Elements of Military Art and Science: Course of Instruction in Strategy, Fortification, Tactics of Battle, Embracing the Duties of Staff, Infantry, Cavalry, Artillery, and Engineers, Adapted to the Use of Volunteers and Militia, Third Edition, New York: D. Appleton & Company, 1862. 7-9. 6 commanders prescribed to similar variants of Halleck's theory, whose universal core value of caution above all else acted as the catalyst to create the conditions for the Confederacy to crest in the fall of 1862. While the reigns of military success were in McClellan's and Buell's hands during the Maryland and Kentucky campaigns; Halleck made two major errors in 1862 that are directly responsible for igniting the Confederate offensives. The first was his overabundance of caution in taking Corinth, allowing the Confederates to slip away and then failing to retain the initiative by pushing to Vicksburg while simultaneously failing to capture Chattanooga. The second major failure was his inability to harness his granted power and force McClellan to speedily and effectively send his army to the aid of John Pope, eliminating any opportunity for a combined assault on Lee's smaller army. 6 The Democratic principles these generals prescribed to differed in many respects from Lincoln and the Republican agenda on the idea of the war. Each strongly believed in the preservation of the Union yet favored winning the war by the least drastic measures, the least number of casualties, and on a platform acceptable to their Democratic party beliefs. 7 For instance, McClellan wrote Buell, upon the latter's elevation to command of the Army of the Ohio: "bear in mind that we are fighting only to preserve the integrity of the Union and to uphold the power of General Government….be careful so to treat the unarmed inhabitants as to contract, not widen, the breach existing between us & the rebels." 8 Additionally, Generals Pope, Grant, and Rosecrans, who likely weren't as politically polarized as the former three, contributed to the growing political dissension in 1862 in their own right. Therefore, by their actions, federal military leadership did more to subvert the Union military from ending the war quickly and 6 Russel F. Weigley, A Great Civil War: A Military and Political History, 1861-1865, Indianapolis: Indiana University Press, 2000. 135-136. It is arguable whether or not the Army of the Potomac could have arrived in its entirety rapidly enough to join with Pope. However, personal and in-house political agendas did not move the efficiency along any faster. 7 Weigley, A Great Civil War, xix-xxi. 8 Grimsley, 64. 7 dividing political tension based on faction theology more than any other public figures in 1862. One of the more notable incidents that fit into the framework of subversion was Grant's debacle at Shiloh, which brought strong opposition from anti-war Democrats, causing cautious leaders such as Halleck and McClellan to tighten their grip and fear repeat attacks. Most detrimental in this respect was the administration's and Halleck's decision to temporarily bench Grant during the Corinth episode, then subsequently leaving him in a position where he could not act with his usual aggressiveness against Stirling Price and Earl Van Dorn. Before his removal as General in Chief, George McClellan wrote Halleck then in charge of western forces, "The future success of our cause demands that proceedings such as Grant's should at once be checked. Generals must observe discipline as well as private soldiers. Do not hesitate to arrest him at once if the good of service requires it, & place CF Smith in command." 9 Grant's "recklessness" at Shiloh created quite the stir on the home front, which as a result, political rivals of the Lincoln Administration, sought to break down Grant as a way to spread discontent and fit the anti-war platform. They harped on the high number of casualties, the surprise of the Confederate attack, and the black eye to the seemingly unstoppable Union war machine. The backlash reached Washington, prompting a response from the Administration. In a telegram to Halleck, Secretary of War Stanton wrote, "The President desires to know why you have made no official report to this department respecting the late battles of Pittsburg landing. And whether any neglect or misconduct of General Grant or any other officer contributed to the sad casualties that befell our forces on Sunday." 10 The battle of Shiloh became the first political debacle that militarily opened the door for the Confederacy to take the offensive in the fall of 1862. 9 Nancy Scott Anderson and Dwight Anderson, The Generals: Ulysses. S. Grant and Robert E. Lee, Avenel: New Jersey, 1987. 230. 10 Anderson, The Generals, 241. 8 The most immediate politically charged consequence materialized in Halleck's handling of the advance on Corinth, which exemplified his standard cautiousness with added paranoia of avoiding another repeat of Shiloh. 11 The delicate politically charged caution continued even after the successful capture of Corinth in Halleck's decision to send Buell, over Pope or Grant to seize Chattanooga. Halleck's snail-like cautious advance on Corinth, and the decision to send Buell to Chattanooga, allowed the disorganized Confederate army to withdraw from Corinth, establish a new commander in the form of Braxton Bragg, who in turn brought reorganization, discipline, and professionalization to the Army of Mississippi; which proved to be the genesis of Bragg and Smith having the ability to advance into Tennessee and Kentucky. 12 Military shortcomings turned political disasters in the Eastern Theater during the summer of 1862, soon overshadowed Shiloh, and added dramatic momentum and opportunity to the rise of the Confederate high tide in the war's primary theater. McClellan and his Army of the Potomac, having suffered political harassment in late 1861 into the spring of 1862, began their downward political spiral with the Army of the Potomac's loss of initiative and strategic defeat during the Seven Days Battles on the Peninsula. The setbacks along the James River coupled with the black eye at Shiloh, and the defeat of Federal forces in the Shenandoah Valley in the spring of 1862 had devastating political effects, which left the North and European powers believing that all hope for the Union resided with McClellan and his Army of the Potomac. The proximity of the Union and Confederate capitals made the Eastern theater a hot spot for journalists and policymakers on both sides, who saw the region as the deciding factor in the Civil War's outcome. This army's setback at the gates of Richmond did more to influence how events 11 Larry J. Daniel, Days of Glory: The Army of the Cumberland, 1861-1865, Baton Rouge: Louisiana State University Press, 2006. 85. 12 Thomas Lawrence Connelly, Army of the Heartland: The Army of Tennessee, 1861-1862, Baton Rouge: Louisiana State University Press, 2001. 188-194. 9 unfolded in the east in 1862 in both the strategic and political sense, both foreign and domestic. 13 The shortcomings on the Peninsula stymied the Union's hope to quickly end the war while making the voices of "Peace Democrats" louder and the political situation even more delicate. As if the Lincoln Administration did not already have enough burdens, both England and France, whose neutrality was necessary for the Union war effort, began to openly question the North's ability to subdue the South and end the rebellion. 14 Stonewall Jackson's brilliant campaign in the Valley, coupled with the Army of Northern Virginia's ferocious performance on the Peninsula elevated Southern patriotism, and simultaneously dampened Northern morale, convincing many on both sides that Southern victory was achievable. 15 Colonel Charles Marshall, Lee's Assistant Adjutant General believed that Robert E. Lee's emergence onto the scene was the greatest benefit to the Southern cause. He equated Lee's leadership on the Peninsula to that of a color bearer bravely advancing his banner towards the enemy. On political matters Marshall correctly believed that the Northern people were impatient for a speedy victory and that the Federal Government expressed this sentiment in its policy on conducting the war. However, this policy was forcefully and forever altered with the aggressive Lee's emergence onto the scene, whose plan called for carrying on the war indefinitely until the Confederacy achieved victory. Marshall outlined this plan as designed to, "frustrate the enemy's designs; to break up campaigns undertaken with vast expense and with confident assurance of success; to impress upon the minds of Northern people the conviction that they must prepare for a protracted struggle, great sacrifices of life and treasure, with the possibility that all might at last be of no 13 Stephen W. Sears, To the Gates of Richmond: The Peninsula Campaign, New York: Houghton Mifflin Company, 1992. 355. 14 McPherson, Battle Cry of Freedom, 554-555. 15 Peter Cozzens, Shenandoah 1862: Stonewall Jackson's Valley Campaign, Chapel Hill: University of North Carolina Press, 2008. 507-508. 10 avail; and to accomplish this at the smallest cost to the Confederacy." 16 This leadership change at such a critical moment proved to be the dawn of turning Confederate fortunes in the east. Public opinion and political reactions to the Union failure on the Peninsula were mixed; however, strong opposition towards McClellan emerged and created discord among the rival Democrats and Republicans, each of whom found outlets to accuse the other of the responsibility of the campaign's failure. 17 Amid this political turmoil, Lincoln, in an effort to offset the discord introduced Major General John Pope, who only managed to escalate political dissension to a fever pitch with his disastrous Northern Virginia campaign. 18 In the Western Theater, the emergence of Braxton Bragg also came at a critical juncture in juxtaposition with the events occurring in the east. Bragg took command of the Army of Mississippi at one of its darkest hours, and through exemplary organizational skills, reshaped the Army of Mississippi into a professional, disciplined force capable of delivering a lethal blow. With such a force, Bragg was able to look to more risky opportunities that would offset the Union strategic gains in the west and regain Tennessee and perhaps set the stage for Kentucky.19 Private Sam Watkins of the 1st Tennessee recorded the positive change in morale from the melancholy atmosphere at Corinth to when new lifeblood in the army emerged. "We were in an ecstasy akin to heaven. We were happy; the troops were jubilant; our manhood blood pulsated more warmly; our patriotism was awakened; our pride was renewed and stood ready for any emergency; we felt that one Southern man could whip twenty Yankees. All was lovely and 16 Charles Marshall, Lees Aide-De-Camp: Being the Papers of Colonel Charles Marshall Sometime Aide-De-Camp, Military Secretary, and Assistant Adjutant General on the Staff of Robert E. Lee, 1862-1865, Edited by Gary W. Gallagher, and Frederick Maurice, Lincoln: University of Nebraska Press, 2000. 74. 17 Sears, To the Gates of Richmond, 346-347. 18 John J. Hennessy, Return to Bull Run: The Battle and Campaign of Second Manassas. Norman: University of Oklahoma Press, 1999. 468-472. 19 Earl J. Hess, Banners to the Breeze: the Kentucky Campaign, Corinth, and Stones River, Lincoln, Neb.: University of Nebraska Press, 2010. 19-22. 11 the goose hung high." 20 Although the Confederates had suffered initial setbacks early in 1862, the advantages afforded by conciliation, cautious Federal leadership, and the emergence of Lee and Bragg allowed for a reversal of fortunes. In 1862 Southern patriotism was running high; the idea of independence and the Confederate soldier's superiority was at its wartime peak. 21 Lee's decision to invade Maryland was political in nature. Maryland Campaign historians, Joseph Harsh, Scot Hartwig, Stephen Sears, James Murfin, and Ezra Carman while differing on strategic matters, all agree that Lee's primary purpose was to secure a decisive victory which would gain the South the political victory; either in the form of Northern domestic politics or international recognition and or intervention. The application of political pressure to Lee's offensive outweighs all the deficiencies faced by his army in the logistical realm, and further illustrated his grasp on the delicacy of Northern political division. Clearly, he understood this division and had faith that his smaller, ill-supplied force had a chance to deliver a blow that would fracture the Northern populace and produce an outcome that favored the South. General Lee suggested his understanding of such matters in a letter to President Jefferson Davis while in Dranesville on September 3. "The present seems to be the most propitious time since the commencement of the war for the Confederate Army to enter Maryland.….if it is ever desired to give material aid to Maryland and afford her and opportunity of throwing off the oppression to which she is now subject, this would seem the most favorable." 22 The domestic and foreign political objectives acting as primary motives for the "invasion," were in that instant equal to the strategic goals which accompanied them when 20 Samuel R. Watkins, Company Aytch or A Side Show of the Big Show: A Memoir of the Civil War. Edited by Ruth Hill Fulton McAllister. Nashville, TN: Turner, 2011. 45. 21 Joseph T. Glatthaar, General Lee's Army: From Victory to Collapse, New York: Free Press, 2008. 207; James Longstreet, Battles and Leaders of the Civil War, Edited by Ned Bradford. New York: The Fairfax Press, 1979. 263. 22 United States War Department, The War of the Rebellion: A Compilation of the Official Records of the Union and Confederate Armies. Vol. 19. Washington: Govt. Print. Off., 1880. 590. 12 defining the military value of the campaign; this is a unique feature to the Maryland Campaign and its condition for victory, while only a secondary task in Kentucky. In contrast historian Edwin Coddington paints a different picture for Lee's purposes in the Pennsylvania Campaign of 1863. Coddington outlined that Lee, in this part of the war, contended with the new Federal doctrine of "hard war" and emancipation, eliminating the decisive battle matched with the political advantage that existed in 1862. Therefore, Lee's only real option was to defeat the Army of the Potomac in detail, earning a strategic victory rather than a political one. 23 Such a task required adequate logistics, and a complete and total battlefield victory, two factors that eluded the Confederacy during the war. Such victory conditions presented to Lee in 1862 were unique and would never materialize again in any substantial form. Political division in the North was at fever pitch in the late summer of 1862; evidence of the discord's depth is apparent in everything from personal letters through Northern news outlets. Robert E. Lee, an avid reader of Northern papers, understood this notion and sought to exploit it. Domestically, Northern Democrats maintained a loud voice in critical regions and states, which only grew more robust and more resilient with each military shortcoming and failure. August and early September saw a heightened level of panic and discouragement in the North, with Pope's defeat and Lee's invasion of Maryland, while at the same time Kirby Smith's Confederate Army of Kentucky demonstrated against Cincinnati. Pennsylvania was understandably the most unnerved due to its proximity to Maryland and vital war infrastructure, and its Republican governor Andrew Curtin's demand for 80,000 troops to defend his state embodied it. Additionally, the mayors of the influential northern cities of Harrisburg, Philadelphia, and 23 Edwin B. Coddington, The Gettysburg Campaign: A Study in Command, New York: Simon and Schuster. 1968. 6-7. 13 Baltimore were alarmed, fearing their respective city was the target of Lee's advancing legions.24 In Cincinnati, the situation turned somewhat drastic. After destroying the Union forces at Richmond, Kentucky on August 30, Kirby Smith as a result had a clear road to the Ohio River. Understandably Illinois, Indiana, and Ohio all worried what Smith's next move would be while they scrambled to organize bodies of troops. General Lew Wallace arrived in Cincinnati, declared martial law and quickly set about organizing a defense. 25 With panic to the extremity of declaring martial law, the Northern population began to question their ability to win the war openly. Prominent figures such as George Templeton Strong, Samuel Galloway, Reverend Robert Laird Collier, and Senator Garrett Davis, spoke not only for themselves but also for the majority of the people by openly challenging President Lincoln and his administration on their ability to conduct the war. The accusations included Lincoln's unfitness for the Presidency, the constant change of military leadership in the east, which showed instability and was severely hurting morale in the North. Demands also arose that there be a complete reorganization of the Administration. 26 The Lincoln Administration's threat of a draft, unless an additional 300,000 volunteers could be raised created further tension. The idea of a draft disgusted many Northerners; however, with "patriotic" spirit enticed by bounties, nine-month service, and the threat of draft, the ranks of new regiments began to fill in late summer of 1862, only hitting forty-five percent of the intended quota. 27 The Union soldiers themselves cast a gloomy mood over the situation and expressed their views with varying levels of disgust. Lieutenant Elisha Hunt Rhodes of the 2nd 24 David H. Donald, Lincoln, New York, NY: Touchstone, 1996. 373. 25 Vernon L. Volpe, "Dispute Every Inch of Ground": Major General Lew Wallace Commands Cincinnati, September 1862." Indiana Magazine of History 85, no. 2 (1989): 139. 26 Donald, Lincoln, 373. 27 McPherson, Battle Cry of Freedom, 492. 14 Rhode Island expressed in his diary that: "I fear we are no nearer the end of the war than we were when we first landed at Fortress Monroe five months ago." 28 Captain Francis Donaldson of the 118th Pennsylvania captured the mood in Washington: "We are constant witness of the sad plight of the Army of the Potomac, as thousands of Genl. Pope's troops in great demoralization are ever passing the Fort in retreat to Washington. The poor old Army of the Potomac, how I pity it." 29 Captain Henry Pearson of the 6th New Hampshire also expressed his views in the aftermath of Second Manassas: "You need not be surprised if success falls to the rebels with astonishing rapidity." 30 Brigadier General Marsena Patrick's opinion bordered on insurrection: "There is a general feeling that the Southern Confederacy will be recognized & that they deserve recognition." 31 Lieutenant Charles Seton Fleming of the 2nd Florida Infantry, in a letter home to his mother describing the aftermath of the Second Manassas campaign, echoed Patrick's views when he wrote: "Our victory is complete, even the Yankee prisoners acknowledge it." 32 Lieutenant Colonel Henry Hubbell of the 3rd New York wrote in August 1862: "I am not sure that it would not be a good thing to have the rebels get possession of Washington however, as it might waken up the north to the fact that we are having a war in earnest, and not merely playing soldier…. We have got men & means enough in the north to put an end to this war in 90 days, if they would only go at it in earnest and let politics & the nigger alone." 33 28 Elisha Hunt Rhodes, All for the Union: A History of the 2nd Rhode Island Volunteer Infantry in the War of the Great Rebellion. Edited by Robert Hunt Rhodes. Lincoln, RI: A. Mowbray, 1985. 69. 29 Francis Adams Donaldson, Inside the Army of the Potomac: The Civil War Experience of Captain Francis Adams Donaldson. Edited by J. Gregory Acken. Mechanicsburg, PA: Stackpole Books, 1998. 104. 30 D. Scott Hartwig, To Antietam Creek: the Maryland Campaign of September 1862. Baltimore: Johns Hopkins University Press, 2019. 134-135. 31 Ibid., 134-135. 32 Francis P. Fleming, A Memoir of Captain C. Seton Fleming: of the Second Florida Infantry, C.S.A., Reprint 1985: Jacksonville: Times-Union Publishing House, 1884. 66. 33 Simon P. Newman, "A Democrat in Lincoln's Army: The Civil War Letters of Henry P. Hubbell." The Princeton University Library Chronicle 50, no. 2 (1989): 155-68. 157. 15 Hubbell eluded to the growing discord of racial issues that many Democrats saw as an unnecessary and politically charged motive to a war that was supposed to be strictly for preserving the Union. Nevertheless, this issue began to transform the cause of the war in the summer of 1862, adding only more weight to a very delicate political situation. Hubbell's feelings weren't isolated; instead, the sense that the war was taking on a new front to end slavery infuriated many Northerners. Hubbell's views on racial matters and slavery were not limited to himself, in fact, the stiffest opposition to war that had anything to do with freeing slaves came from the Midwest states; where racism was an epidemic culturally, especially in the Army of the Ohio. The talk of national emancipation led hundreds of men to desert and, in some cases, join the Confederacy. 34 Sentiments similar to these echoed across the Union armies and, undoubtedly, were shared by family and friends on the home front. Some individuals turned bitter, and perhaps extreme, which reflected political, ideological, and sectional differences in the North, which under the pressure of a seemingly collapsing system reared its ugly head. The term "invasion" has been used several times thus far, especially by the Union's most publicized general, George McClellan. This term and others related to it divided the minds of many of those who had significant power to dictate the war. Abraham Lincoln, at no point, recognized the Confederacy as a legitimate entity. He always maintained that the Southern States were in rebellion and needed to be brought back into the Union. Interestingly, his senior generals in 1862, mostly Democrats, saw the Confederate offensives as invasions, insinuating their conscious or subconscious recognition that Confederate armies were "foreign invaders" intent on doing harm, which helped fuel the panic, frustration, and seemingly lost Union cause ideology. 35 34 Daniel, Days of Glory, 101. 35 Andrew Pooley, "Shoo-ing the Geese: Lincoln and the Army of the Potomac, 1862-1863." Australian Journal of American Studies 21, no.2 (2002): 86-100. 86-87. 16 Jefferson Davis, the Confederate cabinet, Robert E. Lee, Braxton Bragg, and all the other high-ranking Confederate officers comprehended the growing Northern political disunion. This is evident in the decision to approve a Confederate offensive and the string of strategic goals associated with it. The Army of Northern Virginia, for example, fulfilled its duty of defeating the Federals time and again, completely reversing the tide of the war in the east. As Robert E. Lee sat at his headquarters in the aftermath of Chantilly, it had become abundantly clear that he now possessed the opportunity to strike the decisive blow against whatever Union army would oppose him in Maryland or Pennsylvania, which would likely result in some sort of peace talks. 36 Lieutenant Colonel Edward Porter Alexander Chief of Ordnance in the Army of Northern Virginia saw the picture as clear as Lee. Referring to the army, we wrote: "His [Lee's] army had, that magnificent morale which made them equal to twice their numbers, & which they never lost even to the surrender at Appomattox. And his confidence in them, & theirs in him, were so equal that no man can yet say which was greatest. And no old soldier need ask a prouder record than is implied in that fact. By going into Maryland Gen. Lee could at least subsist his army for a while upon the enemy, & he doubtless hoped, too, for a chance to force the Federal army to come out & fight him under favorable conditions." 37 Confederate officer William Allan, reverberated Alexander's sentiments when he wrote of the Army of Northern Virginia: "its spirit at this time was high. A series of brilliant successes had given it unbounded confidence in itself and its leaders, and the ragged dirty soldiers hailed with joy the advance across the Potomac." 38 The comparison of the Federal and Confederate views as indicated from primary sources, on 36 Hartwig, To Antietam Creek, 52-53. 37 Edward Porter Alexander, Fighting for the Confederacy: The Personal Recollections of General Edward Porter Alexander. Edited by Gary W. Gallagher, United States: The University of North Carolina Press, 2000. 139. 38 William Allan, The Army of Northern Virginia in 1862, Reprint: Middletown: DE, 2020. 273. 17 leadership and the progress of the war at the beginning of the Maryland Campaign were clearly in favor of the South. The leadership of Don Carlos Buell is a prime example of political dissatisfaction, both on the home front and in the army. While McClellan was unpopular with the Administration, he still held favor with most of his officers, and certainly the rank and file of the army and the nation. Buell, however, faced contention on three similar fronts – The Indiana bloc, the general and field officers of the First Division, and the supporters of Alexander McCook, one of his corps commanders. Much of the disgust with Buell occurred during the Kentucky Campaign. This break in unified efforts favored the Confederate cause, particularly in swaying popular opinion in Kentucky. Republican Indiana newspapers ripped into Buell's leadership, declaring that he was completely mishandling the pursuit of two Confederate armies that were ripping up Kentucky and potentially heading towards Indiana, Ohio, or Illinois. Some newspapers called for his immediate dismissal, and a few even demanded he be shot. 39 When comparing Lee and his army to Buell and his, there formulates a fascinating dissection of the polar extremes in popular and political opinion. Lee and his men were on the top of their game, while Buell's forces were at a low ebb. Using these two examples as the basis of measurement, it becomes apparent that overall, the Confederate forces enjoyed a much higher sense of public support and favorability then their Union counterparts did at that particular moment in the war. Scholars have hotly debated the prospect of European powers, particularly England and France intervening and mediating an end to the conflict. The idea of such a prospect was undoubtedly the primary goal for the Confederate strategy in the autumn of 1862. It is essential to view the idea of European intervention in the simplest of forms. The Southern strategy partly 39 Daniel, 128-129. 18 hinged on it, as can be observed via strategic decisions and public opinion, the North, however, feared the prospect. Intervention and mediation on any level would, in the end, be more beneficial to the South, and the Lincoln Administration would appear as incapable; in short, it would be a disaster for the North and Republicans. 40 The onset of a "cotton famine" and the scandal of the Trent affair occurred amid all the politically charged events in 1862, resulting in the British sending an additional 11,000 men to Canada and forcing Lincoln to tread lightly in foreign political matters. 41 Historian Max Beloff believed that the possibility of British intervention was extremely likely in 1862, mainly due to the North's refusal to make anti-slavery sentiments the basis of their cause, instead still focusing on the preservation of the Union, which only supported the pro-Southern faction in Parliament. 42 An examination of Southern newspapers and other editorials, shows public opinion in the South at the beginning of the war was universal in the belief that Great Britain would be forced, through the power of cotton, to intervene either by raising the blockade or by recognizing the Confederate States as an independent nation or perhaps both. 43 Regardless of the likelihood of actual intervention or recognition, the idea of it greatly influenced Confederate leaders, particularly Lee, who notated such objective goals in his correspondence with Davis. Davis agreed outlining his desires in a communication to Lee on September 7. He reminded Lee that the Confederacy was waging war solely for self-defense. Through the eight points he outlined as the guiding principles for the field armies to abide by, Davis continually revolved his doctrine around political objectives whose chief purpose were to achieve peace with the United States. If the South maintained a self- 40 McPherson, 444. 41 Nelson, A People at War, 166. 42 Max Beloff, "Historical Revision No. CXVIII: Great Britain and the American Civil War." History, New Series, 37, no. 129, (1952): 40-48. 42. 43 Schuyler Dean Hoslett, "The Richmond Daily Press on British Intervention in the Civil War: A Brief Summary." The William and Mary Quarterly 20, no. 1 (1940): 79-83. 80. 19 defense posture, with the objective of peace through battlefield victory; then the likelihood of positive European intervention on their behalf had a much higher probability, which in turn could possibly bring a speedy end to the war with terms that favored the Confederacy. 44 Logistical Concerns and Organizational Components: While the South always lagged behind the North in terms of finance, economy, manufacturing, manpower, and many other logistical concerns, the disparity was narrower in 1862 than in the coming years. As a point of contention, several trends and circumstances in the Union war effort benefited the South more than it aided the Union on the grand stage. Concerning logistics, Clausewitz's maxim states: "The dependence on the base increases in intensity and extent with the size of the Army, which is easy to understand. An Army is like a tree. From the ground out of which it grows it draws it's nourishment; if it is small it can easily be transplanted, but this becomes more difficult as it increases in size….When therefore, we talk of the influence of the base on the operations of an Army, the dimensions of the Army must always serve as the scale by which to measure the magnitude of that influence." 45 This axiom is precisely the predicament of the Northern war effort in the first two years of the war. The logistical portion of this study will examine the condition and availability of uniforms and equipment, quality of weaponry then in circulation, training and experience of soldiers, and finally the ability of each government to produce and supply its troops effectively. A logistical understanding is crucial for understanding the obstacles and conditions faced by the armies and how it dictated their effectiveness on campaign and immediate tactical ability on the battlefield in 1862. The South, as previously stated from the very beginning of the war, was behind its 44 OR, vol 19, 1: 598-599. 45 Clausewitz, On War, 353-354. 20 opponent in logistical matters; however, the North in 1862 was not at the climax in its ability of production and supply, and therefore lacked significantly in certain areas. However, it is essential to note that the limitations of the Federal logistical system by the fall of 1862 were only a few months shy of efficiently supplying the vast number of troops in the field. The first evidence of a marked change in the Union's logistical ability emerged in the Chancellorsville Campaign's genesis, after the winter of 1862-63. 46 Accepting the notion that the Confederate armies were in rough shape logistically; it is important to note that the primary leadership in the field was acutely aware of the shortages. However, the unfolding opportunity demanded a military strike that outweighed logistical concerns. Therefore, an examination into the Federal system's shortcomings is necessary to show the benefits it offered toward the Confederacy. The United States Army in the Antebellum period contained roughly 15,000 men of all arms. Compared with an army of 600,000 men in 1862, it is understandable that there would be significant shortcomings and hurdles to overcome in a nation that, as a rule, did not trust professional armies nor want to foot the bill for one. Nevertheless, the North had a clear advantage when it came to industrialization and manufacturing. Over one million Northerners worked in industrial jobs, ten times more than their Southern counterparts. Furthermore, the North contained roughly 100,000 factories compared to the South's 20,000. 47 Yet, as already pointed out, the prewar army was tiny and supplied with uniforms and equipment solely from the Schuylkill Arsenal in Philadelphia. Additionally, the arsenals producing firearms were limited, with all those existing in the South subsequently seized upon secession, having fewer firearms available to Northern regiments. 48 The North, therefore, would have to raise and equip an army 46 Stephen Sears, Chancellorsville, New York: Houghton Mifflin Company, 1996. 71-75 47 Matthew S. Muehlbauer and David J. Ulbrich, Ways of War: American Military History from the Colonial Era to the Twenty-First Century. New York: Routledge, 2018. 174-175. 48 Joseph E. Chance, The Second Texas Infantry, From Shiloh to Vicksburg, Austin: Eakin Press, 1984. 16, 24. 21 primarily with outdated weapons and with an industrial system that wasn't geared toward war manufacturing. The North's only saving grace was its economic might. 49 Economically it is crucial to understand that the Union that won the war in 1865, was not the same financial institution nor economy in 1861 and 1862. It was in major part due to the Legal Tender Act of 1862 and the National Currency Act of 1863, that the North was able to pay for the sustainment of the war; yet it took time for these acts to take effect. Therefore, in 1862 financially, the North was undoubtedly at its weakest; many of the state and municipal banks, especially those in border states, had closed their doors, while millions of businesses and private civilians hoarded gold. 50 The Union was only able to field the armies it did in 1861-1862 because of its ability to pay for the conversion and development of machinery needed for equipment, weaponry, and uniforms while relying initially on its prewar militia. Faced with arming a massive army overnight, the United States was forced to arm many of its regiments with outdated firearms, such as the M-1842 Smoothbore musket, and the M-1816 Flintlocks that were converted to percussion, in addition to supplementing itself with foreign weapons, from Britain, Belgium, France, Austria, and others. These weapons except those from Britain, proved to be severely outdated compared to the technology available in the 1860s. The importance of recognizing the sub-standard firearms is their effectiveness on the battlefield and the potentiality of changing the outcome in a crucial moment in a battle. In an era of the rifled musket that was accurate from 250-300 yards, a typical smoothbore musket ranged from 80-100 yards. A significant portion of Federal troops were armed with outdated weapons in the Maryland and Kentucky Campaigns. A focus on any of the principal engagements in that time frame will show that regiments armed 49 McPherson, 442-445. 50 Nelson, 132-133. 22 with such weapons were in certain circumstances ineffective on the immediate tactical plane, and perhaps beneficial to their adversary. The disparity of weapons had begun to improve for the North in 1862; however, the infusion of nearly 300,000 volunteers during the summer of 1862 created a logistical gap once again. Many of the existing regiments in the army still shouldered outdated weapons, and now with legions of new men forming, these troops found themselves supplied with weapons that were unequal to the rigors of Civil War combat. Of this second wave of new recruits, the 12th New Jersey Volunteers serve as an excellent microcosm to examine the Union's logistical deficiencies in the rush to arm new recruits in 1862. Initially, the Jerseymen expected to receive the celebrated Enfield rifle; instead, they ended up with the inferior Austrian Lorenz, which was later exchanged in Washington for the equally outdated 1842 Springfield musket, although they saw this as an improvement over the detested Austrian rifle. 51 While every regiment's experience is different, the new wave and veterans alike in 1862 experienced some level of logistical deficiency that impacted their abelites on campaign or in battle. Aside from weapons, much of the equipment in the Army of the Potomac and the Army of the Ohio at the beginning of the Confederate offensives were at the end of its serviceable life span, due to months of active campaigning, and the inability to properly re-muster the army on a large scale because of the continuity of Confederate aggressiveness, which certainly affected their performance as a cohesive fighting force. Brigadier General Abner Doubleday who commanded a brigade at Second Manassas submitted requisitions to replace equipment and clothing just before the onset of the Maryland Campaign, noted in disgust: "owing to the great number [of other officers] making requisitions, mine were not filled and we were soon obliged to 51 Edward G. Longacre, To Gettysburg and Beyond: The Twelfth New Jersey Volunteer Infantry, II Corps, Army of the Potomac, 1862-1865, Hightstown: Longstreet House, 1988. 24. 23 take the field deficient in everything." 52 This sentiment was backed up by Captain James Wren of the IX Corps, who wrote that the men in his division "looked very bad, being Lousey, Dirty & Almost naked & worn out." 53 The soldiers in the Army of the Ohio were in equally if not worse shape. The vast distances covered by the Western Theater's armies created long supply lines, which fell victim to frequent raids from rebel cavalry. T.J. Wright of the 8th Kentucky Infantry noted in his diary that the Army of the Ohio was: "the hungriest, raggedest, tiredest, dirtiest, lousiest and sleepiest set of men the hardships of this or any other war ever produced." 54 While it is certain that the Confederates were in equally bad situations logistically, they had the benefit victory behind them in the east, and in Bragg's army's case, high morale. Another major struggle for the Federals in 1862 was the ability to get the supplies to its armies. The reason is not one specific aspect, but rather a compilation of bureaucracy, corruption, and lack of precedent to draw off. McClellan's army on the Peninsula had to be supplied from the sea, Pope in command of the Army of Virginia never took the time to ensure his troops had everything they needed, and Buell's army along with the rest of the western forces contended with long supply lines originating in Cairo Illinois, that were frequently raided by Confederate cavalry. The 16th Maine Infantry is a classic example of the suffering that occurred in a system that was outside its capabilities in 1862. The regiment's adjutant and historian Abner Small wrote: "How those men suffered! Hunger, daily felt, was nothing compared with it. Men of education, of refinement, and wealth, who willingly and cheerfully gave up home, with all its love and comfort, for country, made to feel degraded for want of clothing!" Small then describes 52 Hartwig, 137. 53 Ibid., 137. 54 Kenneth W. Noe, Perryville: This Grand Havoc of Battle. Lexington: University Press of Kentucky, 2011. 89. 24 the horrendous conditions: "…without shelter, without overcoats, shoeless, hatless, and hundreds without blankets; and through all that long, sad, and weary tramp, we were jeered at, insulted, and called the "Blanket Brigade!" 55 While examples like this are on the extreme, the narrative fits when assessing the entire logistical picture of the Army of the Potomac in September 1862. The term logistics also dovetails into organizational tables. Aside from sharing similar shortcomings in the area of supply and outdated weaponry, Lee's Army of Northern Virginia was by far the superior force in leadership, experience, and organization when compared with McClellan's force. By September 2, 1862, nearly 61 percent of Lee's infantry had fought in three or more major battles, and 81 percent fought in two or more. All of his 184 infantry regiments were veterans of at least one battle. Not only were Lee's regiments superior in this regard, but his brigade commanders were highly efficient as well. Twenty-seven of Lee's forty brigades were veterans of two or more major battles, while the remaining thirteen had fought in either the Seven Days or Second Manassas. On the divisional level, the highest official level of organization at that point for the A.N.V.; all of the eleven divisions had seen at least one battle. 56 The Union leadership backed this notion up as well. It was widely accepted, and a point still argued amongst historians, that the Southern fighting man was superior. This mythology has far back as the American Revolution corroboration has its roots in early Confederate victories, particularly at First and Second Manassas, the Shenandoah Valley, and the Seven Days battles. These victories generated an aura of invincibility around the Army of Northern Virginia that transcended into the minds of the Federal troops. 57 In fact Lee, true to form was in the first days of September 1862, the living epithet of Baron De Jomini's maxims, "the general should do 55 Abner Ralph Small, The Sixteenth Maine Regiment in the War of the Rebellion, 1861-1865. London: Forgotten Books, 2015. 38. 56 Joseph L. Harsh, Taken at the Flood Robert E. Lee and Confederate Strategy in the Maryland Campaign of 1862. Ashland: The Kent State University Press, 2013. 39-40 57 Pooley, "Shoo-ing the Geese", 88. 25 everything to electrify his own soldiers, and to impart to them the same enthusiasm which he endeavors to repress his adversaries….in general, a cherished cause, and a general who inspires the confidence by previous success, are powerful means of electrifying an army and conducing to victory." 58 In contrast, McClellan's forces reformed into the Army of the Potomac, could not boast anything near the statistics of the Army of Northern Virginia could. September 1862 was the most disorganized and weakest the Army of the Potomac would find itself in the duration of the war. This school of thought canceled out, at least temporarily, any deficiencies faced by Lee's forces. When George B. McClellan rode out of Washington to take command, he found three very different organizations, each with its own command, divisional, brigade, artillery, cavalry, transportation, and quartermaster structures. Additionally, the newly formed regiments, many of whom were only a few weeks old, were rushed to the front and infused into the disorganized mess. Organizing these separate organizations into one effective command would weeks if not months, McClellan would be forced to do it in a matter of days, while in motion, in addition to planning a short-term strategy to deal with Lee. 59 The chaos of the reorganization is apparent in the 5th New York Volunteers' experience. Historian Brian Pohanka related an instance of the 5th as they passed McClellan on the march toward western Maryland: "As they marched, General McClellan reined up beside the troops of Warren's brigade. 'Well, and how is the Old Fifth this evening?' he asked. 'First rate, General, but we'd be better off if we weren't living so much on supposition." 60 Even though he had the bigger force, the disorganization and confusion associated with the rapidity of the Maryland Campaign denied the general his army's full might 58 Baron De Jomini, The Art of War, Translated by Capt. G.H. Mendell, and Lieut. W.P. Craighill, Radford: Wilder Publications, 2008. 30-31. 59 Hartwig, 133-136. 60 Brian C. Pohanka, Vortex of Hell: History of the 5th New York Volunteer Infantry. Lynchburg, VA: Schroeder Publications, 2012. 369. 26 on the battlefield. In different circumstances these obstacles may have been overcome had McClellan had time to prepare. Robert E. Lee sensed his enemy's weakness and used it as part of his foundation to seek permission from President Davis to invade Maryland. "The two grand armies of the United States that have been operating in Virginia, though now united, are much weakened and demoralized. Their new levies, of which I understand 60,000 men have already been posted in Washington, are not yet organized, and will take some time to prepare for the field." 61 Lee identified that his logistical situation was terrible, however, he recognized the unfolding opportunity in front of him. "The army is not properly equipped for an invasion of an enemy's territory. It lacks much of the material of war, is feeble in transportation, the animals being much reduced, and the men are poorly provided with clothes, and in thousands of instances are destitute of shoes. Still, we cannot not afford to be idle, and though weaker than our opponents in men and military equipment's, must endeavor to harass if we cannot destroy them. I am aware that the movement is attended with much risk, yet I do not consider success impossible, and shall endeavor to guard it from loss." 62 The amount of stock Lee put into the Federals logistical organization is apparent. In fact, if taken as a whole, his reliance on the overall Federal weakness is one of his only justifications for his ill-supplied and smaller force to go on the offensive. Additionally, these logistical matters, both of his own and the Federal weakness, coincide directly with Lee's desire to deliver a decisive blow to the Federals quickly. There was not a better opportunity to do it and expect fruitful results, then while the Army of Potomac was at its weakest moment, structurally, organizationally, numerically, and logistically. 61 OR, vol 19, 1: 590-591. 62 Ibid., 590-591. 27 Lee's conclusion of the ill-preparedness of the new Union regiments applies not only to the troops in his sector but also to those in the Western Theater. Much like Lee's army within reach of Washington, Kirby Smith's small army in Kentucky created a panic and proved Lee's theory on the reliability of new soldiers. Kirby Smith successfully and thoroughly destroyed an equally sized Federal force of raw recruits at Richmond, Kentucky, on August 30, 1862, eliminating them from the military equation. Historian Kenneth Noe termed the battle of Richmond as "the most lopsided Confederate victory of the war, as Kirby Smith's men inflicted casualties so staggering that entire Union brigades ceased to exist." 63 With Smith's incursion into Kentucky, a vacuum of chaos erupted in the region, in particular, Ohio. The microcosm of Cincinnati infuses both the political and the serious logistical problems faced by the North in 1862. Historian Vernon Volpe pointed out, "Although the influx of [Union] volunteers was inspiring, with it came a shortage of arms, ammunition, and other equipment needed to outfit the troops properly." 64 This example was echoed across the entire Kentucky region in 1862. Although McClellan's army outnumbered Lee with a total of roughly 87,000 men, twenty percent of his infantry were raw, having been in the army just a handful of weeks and had not even come close to mastering the level of proficiency needed in drill and tactics to be effective on a Civil War battlefield. 65 Even though the Federals were able to put fresh regiments into the field, it became an issue of quantity versus quality. The unfortunate story of the 118th Pennsylvania Volunteers is a classic case in point of these raw troops' ineffectiveness. Arriving to the Army of the Potomac just a few days before the battle of Antietam, the men prepared to enter their first engagement on September 19 at Shepherdstown. Their regimental historian 63 Noe, Perryville, 39. 64 Volpe, "Dispute Every Inch of Ground", 146. 65 Hartwig, 139. 28 wrote: "The teachings of the battalion-drill near Sharpsburg on the previous day [September 18] now had practical application." The 118th's Colonel stated in his official report that: "We returned their fire as fast as possible, but soon found that our Enfield rifles were so defective that quite one-fourth of them would not explode the caps." 66 The 118th's story, while extreme is not unique, another raw Federal regiment the 128th Pennsylvania found itself in an even worse circumstance, owing to its lack of training. The 128th Pennsylvania arrived at the army just days before as well and were assigned to the newly organized XII Corps, which itself contained some of the highest proportions of raw troops. During the battle of Antietam, the new regiment found itself in Miller's Cornfield and due lack of basic drill unable to maneuver itself back onto its brigade in the face of onrushing Confederates. Officers and sergeants from experienced neighboring outfits were sent to try and move the bewildered regiment all to no avail. In the end, the 128th was left to its fate and was nearly destroyed, having no effect on the enemy and only weakening their own brigades' position. 67 Stories similar in nature can be found across the Army of the Potomac on every sector of each battlefield during the Maryland Campaign, each in the midst of their own mishaps allowing the Confederates a level of superiority while hindering their supporting elements an opportunity to exploit any gains. Don Carlos Buell's Army of the Ohio experienced similar circumstances with green regiments as its eastern counterpart. In a letter to Kirby Smith, Bragg detailed his understanding that Buell's men were in rough shape and utterly demoralized. These circumstances, Bragg believed, offered the South a greater benefit of success. 68 The raw, ill-trained, ill-equipped, and completely unprepared 105th Ohio, 123rd Illinois, and 21st Wisconsin infantry regiments were 66 Survivors' Association 118th (Corn Exchange) Regt., P.V., History of the Corn Exchange Regiment 118th Pennsylvania Volunteers,62. 67 Stephen W. Sears, Landscape Turned Red. New York: Ticknor & Fields, 1994. 206. 68 United States War Department, The War of the Rebellion: A Compilation of the Official Records of the Union and Confederate Armies. Vol. 16: Part 2. Correspondence, Washington: Govt. Print. Off., 1880. 754. 29 all glaring examples of this shortcoming. The 123rd Illinois found itself in a similar predicament as the 128th Pennsylvania at Antietam, exposed and on its own, and fell victim to veteran Confederate troops bearing down on them. The 105th Ohio, equally as green, found itself thrown into the breach in the midst of the 123rd Illinois collapse. Private Ayre of the 105th remarked: "…could not form into a proper line and after going through several maneuvers in order to do so we became mixed and confused." In similar fashion to the 123rd Illinois, the 105th Ohio was quickly stampeded by their Confederate attackers. 69 Much like the inferiority of outdated weapons, untrained, raw troops could not perform to a tactically sufficient level to keep par with the rapid pace and constantly changing conditions of a Civil War battlefield. While plenty of experienced units did exist in the Union armies, it is clear the inexperienced ones created more problems, affording the Confederate forces golden opportunities to exploit immediate tactical advantages they likely would not have had, had they been fighting experienced, or even trained troops. On the other side of the coin, the copious amounts of raw units severely hampered any notion gaining a decisive victory or rapidly following up a pursuit. This is evident in the in the results of Antietam and Perryville, both of which were Confederate tactical victories, and the speed at which Lee and Bragg's armies were pursued. The armies' organization is important when looking to understand the advantages and disadvantages and how this affected a particular side's likelihood of victory. The experience level and the amount of subpar weaponry in both the armies of the Potomac and Ohio was only one issue, their organizational structure in both leadership and how its units were grouped confounded their problems and offered the Confederates another edge over their opponent pushing the scale further in favor in the equation of obtaining a victory. As previously stated, the 69 Stuart W. Sanders, Maney's Confederate Brigade at the Battle of Perryville, Charleston: The History Press, 2014. 53-54. 30 Army of the Potomac during the Maryland Campaign was a conglomeration of several different organizations. It contained the II, V, and VI Corps the original Army of the Potomac, the re-designated I and XII Corps, the Army of Virginia, and the newly dubbed IX that had served on the North Carolina coast. Although there were certainly experienced troops and leaders in each of these components, they each spoke a different organizational "language." 70 George McClellan certainly had the most difficult task of any field commander regarding the organization of his army. Not only did he have three different organizations to mold together as a cohesive fighting force, but he also had the additional struggle of doing it on the fly in a military and national emergency. Therefore, although the Army of the Potomac was a potent fighting force, and managed to engage the Confederates, its capabilities in terms of operational effectiveness were severely limited. Buell's circumstances were much more appealing. His Army of the Ohio had remained intact as a cohesive fighting force since its formation; however, he received additional reinforcements from Grant, and a host of new regiments, diluting its effectiveness as an organization. The Army of the Ohio's real organizational issues manifested in the senior leadership's quirks, rivalries, and lack of cohesion. 71 The use of cavalry in both McClellan and Buell's forces paled in comparison to the South. This issue stemmed from the Federal government's inability to recognize the importance of that specific branch early in the conflict. Overwhelmingly, the cavalry found its commands broken apart and scattered across the army, acting in various guard and staff related duties. Those commands retained to perform the primary tasks of nineteenth-century, reconnaissance, screening, and raids were too few and spread out to have any significant impact on the outcome 70 Hartwig, 133-135. 71 Steven E. Woodworth, Nothing but Victory: The Army of the Tennessee, 1861-1865. New York: Vintage, 2005. 216. 31 of the Maryland and Kentucky Campaigns. 72 Although they lacked in cavalry ability the Federals were unquestionably superior in artillery. Union guns, although far superior to that of the South were severely flawed organizationally in 1862. Circling back to the theme of different organizational structures in McClellan's force, the arrangement of this branch varied, causing communication issues, and leadership vacuums. In common with the cavalry, the prominent artillery structure in 1862 in both the Army of the Potomac and Army of the Ohio, lacked a unified system of command; instead, most batteries were the responsibility of brigade commanders or divisional commanders. Therefore, at critical moments batteries could only take orders from infantry commanders and were presented with the difficult task of coordinating mass firing on specific targets. 73 While it may seem trivial, such inefficiency in employment and "bureaucratic red tape" of military organization prevented the cavalry and artillery from performing at its maximum potential which no doubt contributed to the shortcomings of the Union armies in 1862. The Confederate military organization also had its flaws; however, as previously noted, the experience level of Confederate forces as a whole were much higher and able to adapt to a situation more efficiently. Partly this had to do with the smaller size of the forces overall, and the Confederate authorities' choice to disperse recruits and conscripts across seasoned units rather than raise new organizations. The cavalry of J.E.B. Stuart, John Hunt Morgan, and Nathan Bedford Forrest for instance were vastly superior to their Federal counterparts in every respect. These commands were led well, centralized, and overall contained extremely efficient horsemen, which had proven themselves time and again on the battlefield. 74 Confederate artillery was 72 Hartwig, 155-158. 73 Curt Johnson and Richard C. Anderson, Jr., Artillery Hell: The Employment of Artillery at Antietam, College Station: Texas A&M University Press, 1995. 53; Daniel, 146, 148-150. 74 Hartwig, 88-90; Hess, Banners to the Breeze, 24. 32 generally inferior in respect to quality of mechanics, yet, the branch retained a slight advantage over its foes in its organization. Lee's artillery was organized on the divisional level, allowing for easier deployment, and concentrated fire, as the Army of Northern Virginia, did not have a corps structure during this time, division commanders held greater authority in placement and employment of artillery. Furthermore, several groups of divisions fell under an unofficial "wing" structure, allowing Jackson and Longstreet to concentrate guns further. 75 Bragg organized his army different than Lee's army. Bragg operated with two wings or corps, broken down into several divisions. His army maintained an organized and effective cavalry force; however, their weakest point was the artillery. Only fifty-six guns accompanied the Army of Mississippi into Kentucky compared to Buell's 147 guns. These Confederate guns like the Federals were assigned to individual brigades, same as its Federal counterpart, eliminating opportunities to converge fire effectively. 76 Understanding the organizational structure of an army allows for a realistic understanding of what that force is capable of; how it moves in the larger scheme of a campaign; and the benefits and challenges of its employment on the tactical level. Assuming the forces involved were all organized in the same fashion, with identical structures is detrimental in interpreting the ebb and flow of battles and campaigns. A clear picture of how a field army operates through an organizational table is, therefore, paramount. Using Lee and McClellan as examples illustrate the nature of this point. In the Maryland Campaign, Lee was able to give more direct orders to independent division commanders, therefore reducing somewhat the natural confusion begot of transferring and disseminating orders through multiple tiers of officers. On the other hand, McClellan had to give orders to "wing" commanders, who then cut the orders to corps 75 Johnson, Artillery Hell, 41-47. 76 Noe, 370-373, 381-382. 33 commanders then down to the divisional level, doubling the amount of personalities the orders had to go through compared to Lee's forces. It is clear from watching the battles of Antietam and Perryville's tactical evolution that the commanding generals' intent was time and again ineffectually carried out due to communication breakdown and misinterpretation of orders on both sides. Having only scratched the surface of the organizational components of only four of the principal armies involved in the fall of 1862, it becomes clear that each differed in how it chose to conduct its internal operations. However, it is equally apparent from this brief examination, that Confederate forces in the fall of 1862 were better organized and tactically more efficient than their Federal counterparts in Maryland and Kentucky, therefore lending an edge to overall Confederate success and perhaps victory. Strategic Considerations: The strategic components are unquestionably the most important when ascertaining why the fall of 1862 was the Confederacy's high tide. Having looked at the political, logistical, and organizational components and internalizing how each affected the grand design of Confederate strategy in 1862, this section will now tie these components together and shed light on how each influenced strategic decision and guided the final results of the campaigns. A clear understanding of what strategy is necessary to further examine this section. Clausewitz defines strategy as: "the employment of the battle as the means towards the attainment of the object of the War." 77 The "attainment of the object" is the crucial cog in accepting the purpose and direction of operations in Maryland and Kentucky. The strategic composition of these campaigns was different in what they sought to obtain as their achievable goal. Lee's objective was political in its foundation; his 77 Clausewitz, 133. 34 campaign didn't revolve around the occupation of land or control of any specific feature; instead, it sought a climactic battle with a decisive battlefield victory in which Lee was willing to risk his army in a desperate gamble. 78 Bragg and Smith's Kentucky incursions were much more multilayered on an operational platform. While some sort of showdown battle was necessary for the west, it was not the immediate goal, only a potentiality; instead, the relief and re-establishment of Tennessee was paramount with a secondary objective of the "liberation" of Kentucky. The second tier of goals included the control of rail and river systems as a means to eliminate the Union's ability to supply its forces and occupy any portion of the Upper or Deep South. The most significant strategic gain for the South in 1862 existed in Tennessee and Kentucky. Proof of this importance is shown through the fact that six of the seven Confederate field armies would make this region their primary objective in the fall of 1862. These six armies included the commands of Generals' Braxton Bragg, Kirby Smith, Earl Van Dorn, Stirling Price, William Loring, and Humphrey Marshall. Confederate control and or occupation of Tennessee and Kentucky offered benefits and a platform for victory that the remaining Confederate states collectively couldn't offer. Having been the first state to fall under Federal control, Tennessee's recapture would be a major morale boost for the Confederacy nationally and particularly to the large amount of Tennessee regiments that made up Bragg's army. The most significant benefit, however, resided in Tennessee's industrial capability, as it contained the ability to produce more raw items for the war effort then the rest of the Confederacy combined. 79 Confederate control 78 Harsh, 25; OR, vol 19, 1: 598-599. 79 Connelly. 5-15. The importance of Tennessee to the Confederacy is undeniable. Connelly argues that the region was the largest concentrated area for the production of war materials in the Confederacy. The region by 1864 had produced 22,665 pounds niter. Additionally, the area contained a significant source of lead, and was the chief producer of gunpowder in 1861. Tennessee also contained a vast number of factories that repaired old weapons, manufactured new small arms, cartridges, percussion caps, and other equipment. By the fall of 1861, Nashville plants alone turned out 100,000 percussion caps daily, with some 1,300,000 caps produced weekly. The region boasted on the two major Confederate sources of livestock, the other being 35 would, therefore, help in stabilizing the struggling logistical and economic constraints faced in the South. Additionally, the state's rail system would allow for the re-establishment of a direct connection to North Carolina and Virginia and the ability to ship supplies and material to the Confederate forces in the east. Conversely, the loss of Tennessee would be a major blow to Union morale, as its loss would have undone and nullified the Federal campaigns in 1861 and early 1862. 80 Kentucky also offered significant gains for the South. It was generally believed, particularly by the Confederate government's higher echelons, that the majority of Kentuckians were sympathetic to the Southern cause and would rally to Confederate banners if field armies were able to move into the region and strategically hold it. Logistically Kentucky offered a substantial increase for the South, particularly in animals, forage, and transportation options. Like Tennessee, Kentucky contained major river systems and rail lines that would drastically increase movement for the South and partially cut off the mid-west states from the rest of the Union. Politically, Kentucky, a vital border state under Confederate control, could be crippling to Northern domestic and foreign political views. In theory, this political aspect played on a successful campaign in Maryland, another vital border state. More immediately, Kentucky offered the western Confederate armies an opportunity to turn the war from one of defense to one poising them on the edge of invasion of critical Northern states, Ohio, Illinois, and Indiana. Such a turn in the circumstances would be devastating for the Union, particularly politically. The Illinois town of Cairo on the Mississippi River, in 1862 was serving as the logistical launch point for the Union armies in the west; prolonged Confederate control of Kentucky would likely force the Shenandoah Valley in Virginia. More pork was raised in Tennessee save Missouri than any other state. Agriculturally, Middle Tennessee in 1860 produced an average of more than a million bushels of corn making it a leader amongst its sister states. 80 Connelly, 3-6. 36 the Federals to find an alternative method of supplying the troops in Corinth and other points in the Southern heartland. As long as the Federals controlled these regions, they would continue to pin the Confederacy in the Deep South denying them of access to vital infrastructure, maneuvering room, and favorable victory conditions. Braxton Bragg and Kirby Smith had to go on the offensive if they were to alleviate the situation by the very nature of the circumstances. As Lee's army with Richmond, their backs were on the doorstep of the Deep South, and they had no room to maneuver. Fortunately for the South, the western offensive was born out of an opportune moment of Halleck's caution that was strategically seized upon by Confederate commanders. In the necessity of the moment, launching an offensive like Lee during the Seven Days battles was the only beneficial option and a necessary risk if the war was going to be taken off the doorstep of the Deep South. Robert E. Lee on the other end of things saw himself and his army as the most important entity in the Confederacy at that moment. In his mind, the only scenario for Confederate victory rested in his hands alone. He showed this belief in dispatches and letters throughout the campaign in an effort to orchestrate movements across the Confederacy to complement his objective. In a letter to Jefferson Davis, he noted his desire to see his suggestion on what he felt Loring's command should do in the Kanawha Valley, in an effort to support his operation. 81 Lee did not stop with Loring; however, days prior, he communicated his victory at Manassas and planned offensive to Braxton Bragg and requested that Bragg pass the information along to Kirby Smith for further coordination. It was Lee's desire that these western armies gain similar victories to his at Manassas, that when added together may be enough to secure Southern 81 OR, vol 19, 1: 594. 37 victory.82 Lastly, he demonstrated his understanding of the confused state of Federal forces in Washington and the need to seize the initiative before the opportunity was lost. Like Kentucky, Maryland was a vital border state, not for its potentiality in resources, but rather for its geographic relation to Washington. Any serious Confederate incursion into the state would be life-threatening to the Union, and therefore demanded desperate measures on the part of Northern armies to repel such an advance. 83 Lee's leadership has been often criticized during the Maryland Campaign from historians and even shocked his subordinates, Jackson, and Longstreet. 84 Lee was certainly aggressive and was known for taking risks; however, he was not a foolish man, and never committed his army to a disaster, at least not one he foresaw. Comparing his stratagem throughout the rest of the war, it's probable to conclude that his movements were well thought out, with the least amount of risk generated from the objective demands of the campaign. Even in moments of reaction to McClellan, Lee always retained the initiative in Maryland. In the aftermath of Seconded Manassas and Chantilly, it was the opinion of many in both military and civilian leadership that a final showdown somewhere north of the Potomac River was all that was needed for Confederate victory. 85 If Lee was a poker player, he was taking his hand and going all in, he could only hope the Federals floundered. General Longstreet understood the gravity of the moment when he wrote: "When the Second Bull Run campaign 82 OR, vol 19, 1: 589. 83 Ezra A. Carman, The Maryland Campaign of September 1862, Vol. I: South Mountain. Edited by Thomas G. Clemens, El Dorado Hills, CA: Savas Beatie, 2012. 19-21. Carman was present at the battle of Antietam and dedicated his life to research and study of the Maryland Campaign in the post war years. Carman's work was able to capture not only the historical timeline of events, but offered an emotional aspect not seen in other works. This emotional component while subtle is an important tool in internalizing the mindset of Union soldiers and perhaps the North itself. 84 James Longstreet, Battles and Leaders of the Civil War, Edited by Ned Bradford. New York: The Fairfax Press, 1979. 265. Longstreet claims that aside from himself, that General Jackson was also taken back from the boldness of Lee's designs on the Maryland Campaign, while at a meeting in Frederick MD, September 9th. 85 Harsh, 60-63. Multiple historians have agreed on this point. James Murfin considered the battle of Antietam to be the most important battle in American history, and one of the most decisive in world history. Ezra Carman portrays the campaign as requiring desperate action for the North, while Scot Hartwig, Stephen Sears and James McPherson center on the political undertone. 38 closed, we had the most brilliant prospects the Confederates ever had. We then possessed an army which, had it been kept together, the Federals would never have dared attack." 86 Lee's confidence in his army was surely the determining factor in his choice to assume the offensive into Maryland, and no doubt behind his reasoning to push the army as hard as he did in the maneuvering and fighting that took place in Maryland. The General expressed his confidence in the men and the importance of the offensive in General Order No. 102. on September 4: "This army is about to engage in most important operations." He further outlines the necessity of respecting private property, and the desire for his commands to lighten their supply encumbrance to allow them to move quickly and efficiently. 87 When coupling the logistical and organizational shortcomings, the political factors reinforced by his troops' confidence and his in them proved to be the energy from which the Maryland Campaign was executed. The offensives themselves presented each of these commanders a complicated set of obstacles and decisions to overcome while ensuring they offered the best possible benefit to their cause with the least amount of risk towards their army. This is certainly one of the most challenging aspects of being a commander in charge of any offensive-minded campaign. Johnston at Shiloh, Burnside at Fredericksburg, Hooker at Chancellorsville, and Hood in Tennessee all failed to capitalize on this principle. The fact that Lee and Bragg achieved the scale of operational measures they did is a testament to their leadership and ability to seize control and direction of a developing situation. If the argument is to be maintained that the Maryland and Kentucky campaigns provided the South the best chance the South had of winning the war, then proof of this claim must lay within the strategic composition of the campaigns themselves. If taken in this context, then it must be understood that every move Lee, Bragg, and 86 Longstreet, Battles and Leaders of the Civil War, 263. 87 OR, vol 16, 2: 592. 39 Smith, along with the supporting roles of Loring, Marshall, Price, and Van Dorn were calculated if not on a grand scale, certainly on an individual level. Unlocking the purpose of the maneuvers, and their relation to strategic success will illustrate the continually changing dynamics and environment of each campaign, and how these generals continually altered their designs to fit the goals of their strategic objectives. The evolving strategic situation in the months leading up to the campaigns created the conditions under which the operations in Maryland and Kentucky were governed. Understanding the Confederate forces' strategic focus for needing to assume the offensive will outline the gravity and weight they placed on the outcome of these fall campaigns. The most measurable strategic potential in 1862 existed in the Western Theater. As already stated, the economic and logistical importance of this region necessitated an aggressive action on behalf of the South if the Confederacy was to survive. The first attempt at recovering control of Tennessee occurred in April with the battle of Shiloh. While tactically a Confederate failure, the aftermath of the fighting created adverse reactions from the Northern press and transposed into Halleck's overall cautious and slow pursuit towards Corinth. Halleck, after taking Corinth, was faced with limited choices on where to move next. Due to political and doctrinal restrictions of conciliation and Halleck's theory on war, the massive Union army was not able logistically to move into the Deep South. The only real move available to the Federal forces in the summer of 1862, was a lateral one east towards Chattanooga. 88 With Bragg at Tupelo and Kirby Smith's small command at Chattanooga, the path of success for an aggressive officer to take Chattanooga, a major supply hub for the South, was wide open. Halleck foiled this opportunity by sending Buell's command to accomplish the task. The slow-moving cautious Buell initially created consternation among 88 Daniel, 86. 40 Confederate leadership, yet once the pace of his progress was realized, the same trepidation turned into an opportunity. 89 Clausewitz described the potential for a reciprocal effect to take place should an army go on the offensive; however, he counterweighs that thought with pointing out that an army in a precarious position with the opportunity to gain a substantial amount should jump on the opportunity if one should be presented. 90 Certainly, Bragg and Smith applied a variation of this maxim into their decision to go on the advance. The term "invasion" is the defining ideology that bound both major theaters of war and other Confederate objectives in the fall of 1862. Clausewitz wrote that even if the complete overthrow of the enemy is impossible, which it was for the Confederacy, then the only other real option of winning a war is to conquer a portion of the enemy territory. In conquering the enemy territory, the invader has the opportunity to weaken the enemy's resources, crippling their ability to sustain an army. By carrying the war in enemy territory, the conditions will further the enemy's expense and ultimately lead to peace negotiations. 91 The term "invasion" generates a delicate question concerning what an invasion actually is, and how it fits into the American context, particularly in the political spectrum in 1862. Baron De Jomoni, whose military maxims were dominant in nineteenth-century America, distinguished what an "invasion" actually is. Breaking down the idea of an offensive, he wrote that: "…an invasion occurs against a great state whose whole or significant portion of territory is attacked. If only a province or moderate line of defense is attacked, then it is an offensive, and if such actions are limited only to a confined operation, then it is termed an initiative." 92 Indeed then, if taken in this context, 89 Connelly, 200-201. 90 Clausewitz, 707. 91 Clausewitz, 706. Neither of the primary Confederate armies had the ability to "conquer" Federal territory. However, the last part in reference to Clausewitz maxim was the adaptation applied by the Confederacy in its strategic goals. 92 Jomini, The Art of War, 54. The difference in the definition in understanding the purpose of the Confederate objective is critical. Many historians point to the Army of Northern Virginia's strategic goals as fitting into the framework of an 41 Confederate efforts militarily were an offensive and an invasion only in the political spectrum. Although the press and even the top military minds used the term invasion quite frequently in the North, there is nothing in the Confederate strategic framework of 1862, that fit the definition of invasion, Lee himself in a letter to Jefferson Davis on September 4, used the term expedition implying that his foray had a specific purpose and would be short. 93 Due to logistics alone, Confederate forces across the board could not sustain the long-term goals of an invasion. However, the Clausewitzian maxim of a "strategical attack" was within reach and achievable according to the conditional logistical framework. Much of the success for the Confederates relied on the superiority of its troops, and the avoidance of exhausting itself with an over achievement of objectives. 94 The window of opportunity was narrow, operationally because of logistics, but more importantly, because of politics. The two most significant benefits afforded to the Southern cause in 1862 were the Congressional fall elections and European superpowers. If Confederate forces could score a major political victory in the east, and both a strategic reversal coupled with a political coup in the west, then perhaps Northern voters would come to resent the war and vote for "Peace Democrats" in November, and more advantageously draw England and France in as mediators or some other influential role, to end the war. It is apparent that the pressure to act decisively if not at least aggressively before November was of paramount importance. While it is debated as to how far the European powers would intercede, what is certain is that the Confederacy banked part of its strategic decisions both politically and militarily on intervention. 95 Just as apparent was the frustration and delicate invasion, yet when looking at that particular army's logistics and Lee's strategic goals only the Jominian maxim of offensive fits the framework. 93 OR, vol 16, 2: 591-592. 94 Clausewitz, 601. 95 McPherson, 534-535. 42 statesmanship which had to be executed on behalf of the Union to convince the English mainly that the war was nothing more than a rebellion that the Republic could put down on its own. 96 However, this did not appear to be the scene in the late summer of 1862 with Union defeats and setbacks continually piling up. Lee retained the initiative by keeping the enemy guessing what his next move and true objective was. According to Henry McClellan, J.E.B. Stuart's adjutant, that as late as September 13, Federal forces maintained the: "utmost uncertainty regarding Lee's movements and intentions." 97 Lee designed his army's movements to draw out the Federals from Washington. By crossing at Leesburg, his army was initially east of the Catoctin Mountains and a direct threat to Washington and Baltimore, it was this crossing point that directly forced the disorganized Army of the Potomac to leave the defenses prematurely, and more importantly to force Lincoln's hand in placing McClellan back in overall command. 98 The key to the Army of Northern Virginia's movements was speed and mobility, thus the reasoning for Lee's series of orders, which included provisions for shoeless Confederates to remain at Winchester, a lightening of supplies, and an insistence that straggling be strictly forbidden. Lee's next major objective after crossing the Potomac River was to move on Frederick. A Confederate presence in a substantial pro-Union area was a direct insult to the North, and would only further press the Army of the Potomac to hurry faster in order to "repel the invasion" and "save the nation"; while most importantly for the Confederates, continually limit the progress of McClellan organizing his army into a capable force on the battlefield. 96 Nelson, 163-168. 97 H.B. McClellan, The Life and Campaigns of Major-General J.E.B. Stuart: Commander of the Cavalry of the Army of Northern Virginia, Edison: The Blue & Grey Press, 1993. 113. 98 Harsh, 98; OR, vol 16, 2: 604-605. Letter from Lee to Davis on September 12 justifying is reasoning for crossing his army east of the mountains. 43 Lee's grand strategy was working so far; his movements northward from Richmond had stripped the Atlantic states of their Union occupiers to concentrate on Lee's Confederate force, while at the same time sending the Federal strategy of war into complete chaos as they scrambled to deal with the offensive. Lee believed that if he launched an unrelenting offensive, the Federals would be compelled to abandon their widely scattered smaller campaigns, which were gradually eating away the frontiers of the Confederacy; and, as a result, be forced to concentrate their columns in response to his initiatives. 99 Lee's movement into the western part of the state, via Frederick and into the Middleton and Pleasant valleys, opened the Shenandoah Valley up momentarily, which assisted Loring's advance in western Virginia, by isolating the small Federal commands in that region. In addition to freeing up Loring to make an offensive, Lee's army in western Maryland split the Federal war effort in half. The Army of the Potomac was now confined in environs around Washington, while Federal forces in the Western Theater had no direct route to reinforce McClellan. 100 The simultaneous advance of Lee, Loring, Marshall, Smith, and Bragg effectively drove a wedge between the Union field armies, while Price and Van Dorn's forces kept Grant fixed at Corinth. 101 Bragg and Smith's columns made their march through eastern and middle Tennessee and into Kentucky at an incredible speed, leaving Buell's army to have to hustle to catch up. 102 Kirby Smith realized the opportunity in front of him early on and moved his men forward roughly the same time Lee's men were preparing to destroy John Pope's forces near Manassas, beginning the Kentucky Campaign. Union Brigadier General George W. Morgan's command held the vital Cumberland Gap, which historian Earl Hess christened the "Gibraltar of the West." 99 Harsh, 116. 100 Hartwig, 162-163. 101 Harsh, 96-97; Hess, 31-35. 102 Hess, 57,62,64. 44 The Gap itself served as a platform for the Federals to invade East Tennessee, and as long as it remained in Federal hands, the Deep South, particularly Chattanooga and Atlanta, would be under constant threat. 103 Reducing this garrison was the first lynchpin in breaking Federal control and regaining Tennessee for the South. Smith, now free to maneuver feinted around the gap and threatened the supply lines, forcing a Federal withdrawal; he then turned his legions northward and moved into Kentucky. Smith moved through the eastern part of the state and pushed Heth's division as far as Covington, directly across from Cincinnati, sending that city and southern Ohio into a panic. 104 With Smith's small army running almost unmolested in Kentucky, Bragg's larger army moved through Middle Tennessee via Sparta feinting towards Nashville, forcing the Federals to concentrate there, while strategically widening the gap between Buell's command and Southern forces in Kentucky. Bragg, before departing to Chattanooga, left behind roughly 35,000 men in two separate commands under generals Stirling Price and Earl Van Dorn. These commands had a twofold objective. Their primary objective was to contain the Army of the Tennessee at Corinth, and once Bragg and Smith were in position, launch an offensive of their own against Grant, defeat him, and then rapidly march to connect with Bragg's army. 105 Bragg and Smith exposed the weakness in the Federal policy of limited war with its preoccupation of taking landmarks and reliance on cumbersome supply lines and within less than a months' time-reversed almost a year of Union progress in the west, in respect to subjugating the Upper South. Unlike John Bell Hood's offensive into Tennessee in late 1864, which, while certainly an emergency, did not deviate Sherman from his plans of marching to the sea. 106 In 103 Hess, 7-8. 104 Volpe, "Dispute Every Inch of Ground", 141. 105 Noe, 29. 106 Eric A. Jacobson and Richard A. Rupp, For Cause and for Country: A Study of the Affair at Spring Hill and the Battle of Franklin, Eric A. Jacobson, 2013. 42. 45 1862, this simply was impossible for Federal forces. Sherman operated under a "hard war" doctrine that allowed him to subsist off the land and changed his objective from key city centers to making war on the Southern people, through the destruction of their local economy, food subsistence, and ability subsist in a normal capacity. 107 Sherman effectively narrowed the war to the immediate doorstep of the Southern People. As a result the individual citizen was forced to deal with their own survival, and naturally the bigger picture of the Confederacy became less important. Union forces in 1862 did not have the same conditional framework, and by default, would be forced to pursue any Confederate force and meet it on the battlefield. Even though the fall of 1862 didn't produce the hoped-for victory conditions, strategically, the Confederates were more successful in this period than at any other part of the war. The results of this success were more apparent in the Western Theater than in the east. However, certain components in the Eastern Theater changed as well. The most significant measurable success emerged in time bought for the Confederacy, and a prolonged timetable for the Northern plan of war. In the summer, Federal plans in the west called for the capture of Vicksburg and Chattanooga, the latter of which was in progress when the offensive started. 108 It is highly probable that if able, the Federal forces would have moved on Vicksburg in the summer of 1862, and perhaps forced its capitulation much sooner. 109 However, this is only speculation, yet, the reality is this operation was certainly delayed by the events that occurred in Kentucky and the aggressive nature of Price and Van Dorn. Kentucky was only one variable in stymieing the Federal drive toward Vicksburg. Just as important were the aggressiveness of Price and Van Dorn at the battles of Iuka and Corinth in October. Although Confederate defeats, the outcome of 107 Charles Royster, The Destructive War: William Tecumseh Sherman, Stonewall Jackson, and the Americans, New York: Alfred A. Knopf Inc. 321-328. 108 McPherson, 511-512. 109 Woodworth, Nothing but Victory, 243-244. 46 these battles managed to temporarily check the Federals, prompting an end to any realistic campaign season in Mississippi. At least for the foreseeable future, the Mississippi River remained open by way of Vicksburg, and Union strategy incomplete, in which case was Price and Van Dorn's big contribution. 110 Bragg and Smith failed to hold Kentucky and or convert her into a Confederate state. However, as the logistic concerns show, the state's complete occupation, with the available forces, was genuinely impossible. In all the engagements that had taken place, the Southerners had the better day. Kirby Smith's army completely routed Federal forces at Richmond in August, and Bragg's army captured the garrison at Munfordville. Before and during the campaign John Hunt Morgan's cavalry had wreaked havoc in Kentucky, capturing supplies, disrupting communications, and pushing to the Ohio River virtually unchallenged. 111 Even Kentucky's principle battle at Perryville was the better day tactically for the Confederates. More than anything, Kentucky showed the weakness of Buell, limited war, and the Union's inability to protect vital territory adequately under a conciliation policy. While in the end Bragg and Smith left, they did so generally unmolested, which showed Buell's unwillingness to fight another pitched battle. Therefore, this aftermath was certainly nothing for the Union to be proud of. In truth Buell did not drive Bragg and Smith out of Kentucky, rather the limitations of logistics and the realization of strategic objectives forced the Confederates back to Tennessee. 112 Although Braxton Bragg is surrounded by much controversy and sharp opinions on his leadership capabilities, one must look past emotion and see the facts as they present in the strategic element. While indeed, the Confederates failed to hold Kentucky, they did succeed in 110 Woodworth, 239-240. 111 Hess, 12. 112 Noe, 333. 47 regaining portions of Tennessee. In particular, Middle Tennessee by way of Murfreesboro, which sat astride the Nashville and Chattanooga Railroad, and was seen as the key to the wealthy Stone, Duck, and Elk River valleys. 113 Historian Thomas Connelly pointed out, which was already previously noted, that Tennessee was by far the most critical state in terms of manufacturing to the South. Although the entire state wasn't in Confederate hands, over two-thirds of it was, and most importantly, the opportunity to secure the very vital Nashville and Mississippi River corridor remained a possibility for a future campaign. 114 The primary focal point in the interpretation of the Kentucky Campaign is the Confederate failure to remain within that state. However, the key phrase narrows down to opportunity and potential. If taken in this context, the Confederate forces in July were backed into a corner. However, come October, these same forces had managed to throw the Federal forces off balance and regain a significant portion of lost territory, changing the entire atmosphere and flow of the Western Theater. In short, the success of the Kentucky Campaign is that it allowed the Confederates to move from the verge of defeat to a position where the fate of the Western Theater was up in the air, which only a decisive campaign would bring to a conclusion. 115 The fall of 1862 was the last chance the Confederates had at securing Tennessee permanently during the war. While the Western Theater was more significant in terms of strategic gain and leverage, the Eastern Theater added its own momentous shift in the flow of events. Unlike the west, the Eastern Theater was very narrow, as it existed in the space between Richmond and Washington. In strategic terms, the region was harrowing regarding maneuvering room and logistical sustainment. In one sense, Lee and his army were successful in pushing the Army of the Potomac 113 Peter Cozzens, No Better Place to Die: The Battle of Stones River, Chicago: University of Illinois, 1990. 8. 114 Connelly, 16-22. 115 Cozzens, No Better Place to Die, 12-14; Hess, 116. 48 away from the gates of Richmond, along with wrecking the Army of Virginia, while lastly temporarily clearing the smaller theaters, such as the coast and Shenandoah Valley of Federal forces. 116 While this situation may have provided an opportunity in the west, it meant little or nothing in the east. The fact is, Lee understood his primary objective either consisted of breaking the Northern will to fight through battlefield victory or by the complete destruction of the Union army. 117 Lee's primary objective in Maryland was to bate the Federal forces into a showdown fight. He was successful in this mission by just crossing over the Potomac River. The location of Washington in the southern portion of Maryland across from Alexandria made an incursion in Maryland a threat for the Federal government. 118 Unlike the west, where a fair amount of effort was required for Bragg and Smith to march their armies the distance required to Kentucky, the Army of Northern Virginia did not have to move far to accomplish its mission. Another key component to Lee's strategic objective was the lack of overhead in its long-term goal. Unlike the Western Theater, there was no pressure for Lee to specifically secure any particular region, as the Confederacy in the east had not lost any of its production capabilities nor any significant amount of land to Federal occupation. Therefore, the Confederate movements' direction wasn't necessarily guided by a specific purpose, but rather by the necessity of strategic gains which were designed to draw out the Army of the Potomac in a state of haste and unpreparedness. However, whereas the Kentucky Campaign had different aspects of measurable success, the 116 Harsh, 19-20. 117 Murfin, 63-64. 118 Harsh, 23; Murfin, 36-40; McPherson, 555-556. All the major historians who focus on the Maryland Campaign point to this as a major component to deterring the outcome and purpose of Lee's strategy. 49 Maryland Campaign had none, only a single purpose that demanded a climactic clash to determine its outcome. 119 At no other point in the war did Lee have such an advantage and control of the initiative. Arguably, his combination of subordinate officers was the best in their position as a whole than at any other point. His army was operating off a long track of victory, the length of which they would not experience again. 120 And most importantly, the Maryland Campaign was truly the only time in which Lee would have direct control of the flow of events; in Richmond, he had acted out of desperation, in Northern Virginia, Fredericksburg, Chancellorsville, the Overland Campaign and Petersburg he counteracted his opponents moves, and at Gettysburg, he committed to a battle that was dictated by the Federals. In September of 1862, Lee was the composer of the campaign and the master of ceremonies, he and he alone decided when and where the climactic battle would be fought. 121 All too often, the argument arises that the Army of the Potomac moved quicker than Lee expected, and caught him off guard, forcing him to settle and fight an unprepared battle at Sharpsburg. This theory would make sense if Lee's strategic objectives were multilayered like Bragg or Smith. Nevertheless, this theory doesn't match up to his sole objective of a decisive engagement. As seen with logistical circumstances, Hagerstown was likely the limit for the army in terms of range, Lee, therefore, had decided to make the principle stand somewhere in that area. 122 Two factors make this apparent, the choice to reduce Harpers Ferry and Martinsburg, which are necessary for military doctrine, and the choice to have the army lay around Frederick 119 OR, vol 16, 2: Correspondence between Robert E. Lee and Jefferson Davis, September 8, 1862; Harsh, 119; Alexander, Fighting for the Confederacy, 139. 120 Hartwig, 126-127. 121 Harsh, 57-59. 122 Carman, The Maryland Campaign of September 1862, Vol. I ,108-111; Harsh, 190; Hartwig, 116-117; Murfin, 113. All of these sources for reasons ranging from realistic logistical concerns to Lee's strategic initiative point towards the area of Hagerstown as the realistic goal of the Confederate offensive. 50 for several days. 123 If the plan had been to fight somewhere else or keep the Federals at a distance, these two factors fit the mold. The truth is that Lee wanted a fight, and he wanted it quick, the geography of Western Maryland affords a great opportunity to a defending army, which was Lee's primary tactical vision. 124 Looking at the scope of the Army of Northern Virginia's movements in the campaign, there a few abundantly clear facts that warrant Lee's strategic designs. It's already been stated that Lee's intention was to draw out the Army of the Potomac, which he did by simply crossing into Maryland, and ushered the emergency by crossing east of the mountains. 125 The next key was the layover or taunting of the Federals by having his army remain in Frederick for several days. The decision to reduce the Harpers Ferry garrison, while militarily necessary, also doubly acted as part of the "national emergency" which further put pressure on McClellan and his army to move with haste. 126 The battle of South Mountain, while a Confederate defeat, opened the way for the Federals to move over the range and meet Lee on the ground of his choosing. 127 South Mountain is interesting, particularly for strategic reasons. The choice to leave one division under D.H. Hill to hold the three passes stretched over ten miles indicates that Lee didn't intend to stop the Federals there and expected them to take the position. A decisive battle along the South Mountain range would not have been beneficial for Lee to meet his objectives. His army would not have been able to counterattack effectively due to terrain, and maneuvering room would have been limited. Although Lee initially considered scrapping the campaign due to the longer than expected siege of Harpers Ferry, once the garrison did fall, he was able to 123 Harsh, 147-150; Hartwig, 211-212, OR, vol 16, 2, 603 (Special Orders 191) 605-608. 124 Allan, 201-205; Harsh, 98-99; Marshall, 148-150. 125 Marshall, 146. 126 Brian Matthew Jordan, Unholy Sabbath: The Battle of South Mountain in History and Memory September 14, 1862, New York: Savas Beatie, 2012. 80-85. 127 Jordon, Unholy Sabbath, 301. 51 concentrate his forces in the area of Sharpsburg. 128 It may not be that Lee specifically wanted to fight at Sharpsburg, but the lay of the land and the tactical and strategic components of it, offered natural terrain on which to fight a decisive battle. 129 The Antietam battlefield offered several very strong defensive opportunities. First was the Antietam Creek, which was wide and deep enough to stop infantry from crossing unless over a bridge. The terrain, particularly on the southern end of the battlefield, is very suitable for a defending force, along with the ground near the center of the battlefield. On the northern end, the terrain is its weakest for defense; however, the entire battlefield, especially the northern end, is very suitable for artillery employment. Lee's position at Antietam Creek was without question formidable. 130 Whereas the events in Kentucky were one of maneuver, Maryland hinged on the tactical climax. Therefore, both forces needed to clash and soundly defeat the other to end the campaign. The battle of Antietam itself ended in a draw, and the opposing lines virtually remained the same. 131 Having realized the day after the engagement that McClellan wasn't likely to attack again, and understanding that his position offered no benefits for his army to attack, Lee promptly withdrew back into Shepherdstown, Virginia, (West Virginia) intending to regroup his army and re-crossing the Potomac River near Williamsport to again sue for a decisive battle. The Confederate's were blocked by several determining factors though, the two primary factors being McClellan's choice to move the VI Corps north towards Hagerstown to block a crossing, and a large amount of straggling that has taken place since the start of the 128 Allan, 320. 129 Harsh, 301-303. 130 Phillip Thomas Tucker, Burnside's Bridge: The Climatic Struggle of the 2nd and 20th Georgia at Antietam Creek, Mechanicsburg: Stackpole Books, 2000. 47-54. 131 Ezra Carman, The Maryland Campaign of September 1862, Vol. 2: Antietam. Edited by Thomas G. Clemens, El Dorado Hills, CA: Savas Beatie, 2012. 501. 52 campaigning that had severely reduced Lee's army from upwards of 70,000 men down to roughly 45,000. 132 While Lee did not thrash McClellan's army at Antietam to the extent his strategic objectives called for, the opportunity for a Confederate political victory was not entirely gone. In fact, Lee's offensive convinced Britain and France that Northern armies could never restore the Union, and they contemplated mediation, which would have constituted de facto recognition of the Confederacy. 133 Moving away from the narrow view of Lee and Maryland it is important to note that Bragg's army had achieved a significant victory on September 17 at Munfordville the same day the battle of Antietam was raging. While Lee's army was more or less locked in a stalemate in Maryland, the western Confederate forces still very much retained the initiative in Kentucky. If a successful outcome in Kentucky occurred, perhaps that would be enough to enhance the stalemate at Antietam into a negative outcome for the Union. 134 Lee did not wait in position along Antietam Creek, for events to develop in Kentucky, he didn't have to. By simply moving back across the river and McClellan's inability to pursue for logistical reasons, Lee still very much posed a serious threat, especially with re-crossing into Maryland if need be. Looking at the outcome of the Maryland Campaign and the factors involved in the forces' genetic composition, Lee's army achieved all that could reasonably be expected of it. Certainly, due to its size, it would be impossible to annihilate the Army of the Potomac, yet, by remaining together and gaining the tactical victory, that would have to be enough. 135 132 Murfin, 306. 133 McPherson, 546. 134 Earl J. Hess, Braxton Bragg: The Most Hated Man in the Confederacy, University of North Carolina Press, 2016. 63. 135 Ezra Carman, The Maryland Campaign of September 1862. Vol. III: Shepherdstown Ford and the End of the Campaign. Edited by Thomas G. Clemens, El Dorado Hills, CA: Savas Beatie, 2012. 20-21. 53 Truly then the lynchpin of the 1862 Confederate offensive rested on the shoulders of Bragg and Smith. 136 Lee's offensive and climatic battle of Antietam would have held little or no importance if the events west of the Appalachian's hadn't been taking place in the manner they were. The ultimate failure of Bragg and Smith in Kentucky was their inability to link their armies together. The process involved in making this happen didn't occur until it was too late. 137 Regardless of why this juncture of uniting these armies didn't occur, the important point was that they retained the initiative until the battle of Perryville. Unlike Lee, Bragg and Smith didn't necessarily have to defeat Buell or Wright's local forces, but rather they just needed to exist in Kentucky. Smith's forces had cleared out Morgan and what pitiful resistance Wright was able to scrape together. Buell's army lingered exhausted and timidly in the western part of the state. Bragg and Smith controlled in theory over two-thirds of the state in the last weeks of September into October. 138 The high tide of the Confederacy occurred not at Antietam, but in the days before Perryville. Up until this date, the South had been successful in relieving Richmond, Chattanooga, Vicksburg, the Carolina coast, Shenandoah Valley, western Virginia, and Northern Virginia of any significant Federal occupation, or military operations. The Confederate armies were at its maxim of manpower, at least in theory, if not in actual employment and contained men who were wholly more experienced than their counterparts. Most importantly, the South had been successful universally of maintaining a Confederate wide offensive initiative. When looking at the battles of South Mountain, Richmond, Munfordville, Antietam, and Harpers Ferry, only 136 Hess, Braxton Bragg, 64. 137 Noe, 328-329. 138 Daniel, 128-129; Hess, 62-64; Noe, 104. 54 South Mountain had been a Federal victory and Antietam a draw, while the rest were complete decisive Confederate victories. The battle of Perryville long considered the principal battle of the Kentucky Campaign was neither decisive nor climatic. 139 The battle itself was fought only by portions of the armies, on ground that held no real strategic value to the overall goals of the campaign. However, the legacy of Perryville resides in Bragg's choice to withdraw his army from Kentucky in its aftermath. Leaving aside Bragg's personality, leadership issues, and his subordinates, the important aspect to look at is what was actually accomplished by his army. It's already been stated that Bragg and Smith's offensive knocked the Federal plan of war back a few pegs and opened up at two-thirds of Tennessee for the foreseeable future. Confederate goals upon entering Kentucky were unclear and varied in design between Bragg and Smith. 140 Perhaps the largest draw was establishing the state as Confederate, which they quickly understood wasn't a popular option amongst the people. That being the case, Confederate field armies could only subsist for so long in hostile territory until they would, by necessity, be forced to withdraw to friendly Tennessee. 141 Therefore, without the support of the majority of Kentuckians to endorse a Confederate government, the continuation of a Southern army within the state offered no benefit to the Confederacy. 142 Bragg and Smith's only true strategic failing was their inability to link together and deliver a decisive blow against Buell. If looked at in the context of the genetics of an ocean wave, the advance into Kentucky was the last little bit of the wave that rolls into the edge of the beach. It neither has the momentum nor the power to damage anything of significant strength. However, the break or 139 Noe, 343. 140 Hess, 56-57. 141 Connelly, 228; Noe, 334. 142 Noe, 336. 55 impact of the wave that occurs just before hitting shore tends to denote the power of the temporary effects inflicted within that particular wave's life span. Sticking with the ocean wave analogy, the Confederate wide offensive in the fall of 1862 was the last ocean wave before the tide changed. The lifespan of the Confederacy would perish in the calm time between the next high tide. Conclusion: The interpretations of the Civil War, its key moments, critical players, and even the purpose of the conflict, vary in many different extremes, platforms, and algorithms. Surely there were other critical moments of the war, in which the Confederacy could have theoretically changed the outcome or moments in which Union forces could have ended the war much sooner. The progress of the war is a fascinating storyline of complete unpreparedness through a series of excruciating growing pains that led to the high efficiency of conducting war. Looking at the grand scope of the conflict, particularly the logistics of the opposing sides, even the most novice student of the struggle can recognize that the Confederacy was severely behind in every aspect and shouldn't have waged war. 143 However, the fact remains they did, and the reality is any Southern hope for victory resided in the slowness, unpreparedness, and political deadlock of the North's ability to wage war. The true window in which to view why the fall of 1862 was the Southern high tide occurs in the aftermath of the campaigns themselves. The first and most critical component was the issuance of the Emancipation Proclamation. The bold political move forever changed the direction and intent of the war. For the South, it had devastating consequences, as it eliminated 143 McPherson, 312-316. 56 any dream of European intervention, and essentially made the Confederacy an island left to its own. The proclamation also bled into the second crucial component, which truly had its roots at the beginning of 1862; however, it had become fully developed by the closing days of 1862, and that is the abandonment of "limited war" principals and the acceptance of "hard war" doctrine. 144 Militarily the South would never mount such a broad offensive again nor one with so much potential to gain from it. Lee's Pennsylvania Campaign in 1863, while more famous, did not have the potential as nine months prior when he crossed into Maryland. 145 Lee in June of 1863 was acting independently, while Confederate armies in the west were giving ground rapidly and losing Vicksburg. 146 Even with Confederate victory at Chickamauga, Bragg nor his predecessors could ever mount an effective counterthrust to regain vital Tennessee. 147 Hood's Tennessee Campaign in 1864 offered the closest opportunity; however, his cause was pyrrhic and traded the destruction of Georgia for the hope of gaining Tennessee. 148 The commencement of the Overland Campaign in 1864 saw the end of Lee's ability to mount a counterattack that had won for him on previous battlefields. With his numbers dwindling, and the Union's production capabilities at its height, continuing supply of reinforcements, and Grant's power to coordinate multiple armies upon Lee, forced the Confederate leader to dance to the tune of Grant's strategy. 149 144 McPherson, 567. 145 Coddington, The Gettysburg Campaign, 4-8. 146 Edwin C. Bearss and J. Parker Hills, Receding Tide: Vicksburg and Gettysburg the Campaigns that Changed the Civil War, National Geographic Society, 2010. 266. 147 Steven Woodworth, Six Armies in Tennessee: The Chickamauga and Chattanooga, Lincoln: University of Nebraska Press, 1998. 144. 148 Jacobson, For Cause and for Country, 524. 149 Gordon C. Rhea, The Battle of the Wilderness May 5-6, 1864, Baton Rouge: Louisiana State University Press, 1994. 9-10, 12-13, 22. 57 The Maryland and Kentucky Campaigns were episodes that the Union could not afford to lose. Certainly, Union armies, especially in the east, met multiple setbacks, defeats, and disasters throughout the war; however, a loss at this critical juncture in each theater would have produced devastating consequences from which the North could not recover. The brilliance of these campaigns resides in the fact that neither side could afford a negative outcome, and a victorious outcome for either side had the power and capabilities to change the entire trajectory of the war. The Maryland and Kentucky Campaigns do not have a true decisive victor in respect to the definition, yet, the rate at which the Union declared victory and the rapidity with which it instituted new measures both politically and militarily showed the emergency the events in the fall of 1862 produced for the North. 150 An acceptance of that notion coupled with political density, logistical pitfalls, organizational hurtles, and strategic objectives, will clearly indicate that the fall of 1862 in the course of the Maryland and Kentucky Campaigns, along with their supporting offenses was the high tide of the Confederacy, and the moment the Civil War changed trajectory in both political and military senses, which was the beginning of the Confederacy's defeat. 150 Muehlbauer, Ways of War, 197-200. 58 Bibliography Secondary Sources: Anderson, Nancy Scott and Dwight Anderson. The Generals: Ulysses. S. Grant and Robert E. Lee. Avenel: New Jersey, 1987. Bearss, Edwin C. and J. 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Issue 59.5 of the Review for Religious, 2000. ; Cons~crat,eld Life SEPTEMBER O(~TOBER "~- 2000 VOLUME 59 NUMBER 5 o to God's universal call,to holiness o by maki~i~ a~ailabie t~ them thespiritual legdcles ~ " tbat flow from tbe cbarisms_of Catholic consecrated life. Review for Religious (ISSN 0034-639X) is published bimonthly at Saint Louis University by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393. Telephone: 314-977-7363 ¯ Fax: 314-977-7362 E-Mail: foppema@slu.edu Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ¯ St. Louis, MO 63108-3393. Correspondence about the Canonical Counsel department: Elizabeth McDonough OP Mount St. Mary's Seminary; Emmitsburg, Maryland 21727 POSTMASTER Send address changes to Review for Religious ° P.O. Box 6070 ¯ Duluth, MN 55806. Periodical postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for information on subscription rates. ©2000 Review for Religious " Permission is herewith granted to copy any material (articles, poems, reviews) contained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law. MI copies made under this permission must bear notice of the source, date, and copyright owner on the first page. This permission is NOT extended to cop3~ing for commercial distribu-tion, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such permission will only be considered on written application to the Editor, Review for Religious. iew religious LIVING OUR CATHOLIC LEGACIES Editor Associate Editors Canonical Counsel Editor Editorial Staff Advisory Board David L. Fleming sJ Clare Boehmer ASC Philip C. Fischer SJ Elizabeth McDonough OP Mary Ann Foppe Tracy Gramm James and Joan Felling Adrian Gaudin SC Kathryn Richards FSP Joel Rippinger-OS.B Bishop Carlos A. Sevilla sJ Patricia Wittberg sC SEPTEMBER OCTOBER 2000 VOLUME 59 NUMBER 5 contents catholic education 454 471 Ex Corde Ecclesiae: A History from Land O'Lakes to Now Martin R. Tripole SJ presents a brief history of Catholic higher education in the United States since Vatican Council II in order to give a context for the issues of contention in recent church documents. Theology Lived in Faith Stan Parmisano OP reflects on the all-pervasiveness of faith in our study o.f theology--a seeing or understanding all the way. 479 488 religious identity Generation X and Religious Life: A Personal View Matthew Eggemeier presents some characteristics of his own generation and highlights the aspects of religious life which appeal to young people. Bride of Christ and Ecclesial Identity J. Sheila Galligan IHM proposes that a renewed understanding of the church as the bride of Christ offers support for a readily identifiable religious habit, specifically distinguished by a veil. 5OO a way of living Work in Such a Way Marie Beha OSC ponders the various ways of living out the Franciscan directive "Work in such a way as not to extinguish the spirit of prayer." Review for Religious 5O7 518 The Little Way of St. Th~r~se of Lisieux Ernest E. Larkin OCarm explains the "specialness" of the life and writings of Th~r~se of Lisieux in presenting the gospel in a new light, with new insight, under the descriptive phrases "little way" or "little doctrine." The Power to Bless: The Sacramentality of Human Touch Carolyn Sur SSND encourages all women and men to participate more fully in their baptismal call to share in Christ's priesthood. 526 537 consecrated life Community and Obedience: Musings on Two Ambiguities Patricia Wittberg SC challenges the notion of reaching a balance point in community life where the needs of the group and the needs of the individual are met--all the while observing religious obedience. Our Past Mission's Unfinished Destiny: The Perspective of Vowed Commitment Philip Armstrong CSC finds a new relevancy in Metz's Poverty of Spirit for any community's pr.eparation for canonical chapters or assemblies. departments ¯ ¯ 452 Prisms 542 Canonical Counsel: Role of the Novice Director 547 Book Reviews September-October 2000 prisms Justice is a major theme of the jubilee year we are celebrating as we enter into this new mil-lennium. With so much evident injustice in our civil society, injustice paradoxically in our justice systems, and even apparent injustice in our divine and all-too-human church, we can appreciate a reexamination for ourselves about our response to God's call to walk justly. For justice is a tricky concept. We often identify jus-tice with a balance sheet. We hear "an eye for an eye, a tooth for a tooth" not as a statement of vengeance, but as our own words for our idea of justice. And Jesus clearly said that such an interpretation of justice has no connection with the way God sees life. Justice based on rights, justice based on equal balances, may approach a. good philosopher's or civil libertarian's idea of justice. But it is perhaps no more than the threshold of a Christian understanding of justice. To paraphrase a Hopkins-like expression, too often "justice injustices." When we struggle and fight for rights for the oppressed, who will be the new oppressed of our efforts? When we bully our way to see justice done, who will be trampled in the process? As we fight to provide life for some, what others are having to face a dying? Re!igious, in trying to fulfill a prophetic role in today's church, have made fresh claims on justice as their mission. But the question remains whether in their lUStlce efforts they have been more ~ften a stimulus for the increase of injustice. God's just.iFe, the gospel justice, is not a simple mat- ¯ ter of securing rights and seeking a balance of scales, as Review for Religious we see depicted in our classical justice statues. The justice that Jesus describes deals with a turning the other cheek, with a giving of my clo'ak, with a walking of an extra mile. Justice is more iden-tified with compassion, the compassion of a father who looks for his wayward child and rushes out to greet him and and welcome him home with a celebration. This understanding of justice finds a very narrow gateway into the human heart. We seem to be only at the .threshold of realizing that there is today no such thing as a just war--if ever there was such a possibility. With great difficulty we, especially in the United States, are slow in realizing that capital punishment is not an act of justice. It more represents vengeance and sullies even further and makes less human those who advocate its use. With an abundance of lawyers, our society has not become more just but rather more litigious. Absorbing this kind of culture, even we followers of Jesus quickly claim rights, less so responsibilities. We see justice with an individual eye; common good is no longer an horizon of vision, even religiously. Are not we Catholics, especially women and men religious, called to be agents of communion in such a culture? An agent of communion, making God's justice alive in the world, will come to understand why the cross is a paradoxical sign of justice. The cross remains the sign of human iustice--the result of a human court calling for the death of an innocent Jewish man. The cross remains God's symbol of justice--allowing arms to be strtetched wide to the left and to the right in an everlasting ges-ture of reconciliation. Working in Jesus' name, the agent of com-munion, the ambassador of reconciliation, will find the cross integral to living and promoting gospel justice. The call that we hear in this jubilee year, then, is not for the simple justice of all properties being restored to the original own-ers of fifty years ago. It is not a call to ~ justice of the balance sheet. The call to which we Christians are challenged to respond puts our feet into the footprints of Jesus. If we are to walk justly with our God, we need to be people who know how to talk earnestly with others along the way. We call it dialogue. We need to be people who can negotiate. We need to be people who seek reconciliation. We need to be a people who act like Christ. As agents of communion, we seek to live a gospel justice. David L. Fleming sJ September-October 2000 catholic education MARTIN R. TRIPOLE Ex Corde Ecclesiae: A History from Land O'Lakes to Now Ex corde ecdesiae (From the Heart of the Church), Pope John Paul II's apostolic constitution on Catholic universities, was released in Rome on 25 September 1990. That document and a subsequent one, "Ex Corde Ecdesiae: An Application to the United States" (hereafter "Application"), are generating much excitement in Catholic higher education in the United States tqday. Ex corde ecdesiae was long in the making. Data on its history is available, but not in a neat compendium. The purpose of this essay is (1) to provide a brief and manageable survey of its history, as well as of its com-panion document, "Ex Corde Ecdesiae: An Application to the United States"; (2) to explain the theological foun-dations for the understanding of what a Catholic uni-versity is, as contained in the two documents; and (3) to focus on the issues of contention and the implications of those issues as contained in the two documents. Martin R. Tripole SJ, associate professor of theology at St. Joseph's University, was coordinator of "Jesuit Education 21," a conference held in June 1999. He edited its volume of Proceedings, published in June 2000 by St. Joseph's University Press. He also edited Promise Renewed, 27 papers. on Jesuit higher education (Chicago: Loyola Press, 1999) and wrote Faith beyond Justice: Widening the Perspective (St. Louis: Institute of Jesuit Sources, 1994). His address is St. Joseph's University; 5600 City Avenue; Philadelphia, Pennsylvania 19131. Review for Religious History of Ex Corde Ecclesiae Ex corde ecclesiae may be understood as the latest event in a conflict that has been going on between the Catholic Church and modernity since Pius x's condemnation of Modernism in 1907.~ But here we begin with 1949, when Pius XlI, in collaboration with the Sacred Congregation for Catholic Education, called together the leaders of "pontifical" institutions, that is, institutions char-tered directly by the Holy See, to form an association that later came to be known as the International Federation of Catholic Universities (IFCU). This federation became an independent asso-ciation in 1963 and, under the direction of the Rev. Theodore M. Hesburgh CSC, president of the University of Notre Dame, was broadened to include most Catholic colleges and universities? From 1963 to 1990 there was a long series of conferences and disputes over what a Catholic university is and what its goals should be. Views were and are divided. Some give primacy to the Catholic institution and its educational goals as integral to the life of the church; others see Catholic universities primarily as an institution governed by the rules for good universities that operate in the sec-ular community. For the former group, the emphasis is on the Catholic university as Catholic, as an arm of the church carrying on its mission, which is to proclaim the gospel of truth to the world, harmonize the teachings of faith and reason, and promote the Christianizing of human life and the social order, For the latter group, the emphasis is on the Catholic university as university, as a center for study and research in competition with secular uni-versities for qualitative teaching and scholarly excellence. There will perhaps always be some tension between these two viewpoints, but in recent history (1967) a decisive radical move occurred in Catholic education, a move that I believe led to the creation of Ex corde ecclesiae and the great divide in Catholic education today. Let me provide a brief history. The search for a definition of a Catholic university gets under-way with a 1965 meeting oflFCU in Tokyo.3 This meeting appears to have been a response to the new theology of the church gener-ated by the Second Vatican Council (1962-1965), especially the council's most original document, "The Church in the Modern World" (Gaudium et spes). It was only natural for Catholic educa-tion to rethink its role in the world in the light of Vatican II's emphasis both on the need to make the gospel relevant to modern life and on the importance of the laity in accomplishing this mis- Septe~nber-October 2000 Tripole ¯ Ex Corde Ecclesiae sion. And so the Sacred Congregation for Catholic Education and IFCU "cooperated in sponsoring a series of regional meetings throughout the world on the nature of the modern Catholic uni-versity and its role in the church and world.''4 These regional meetings were held in Buga (Colombia), Manila, Paris, and, most important for Catholic education in America, a Wisconsin resort town known as Land O'Lakes, where the Holy Cross Fathers had a villa house, to which Father Hesburgh invited twenty-six men, leaders in American Catholic higher education, to come to formulate a statement on the role of Catholic universities in America. Twenty-one were priests or bishops, and two of the laymen were the chairmen of the boards of trustees of Saint Louis University and the University of Notre Dame (Gallin, p. 12). Church historian David J. O'Brien states, "As the church would be permanently changed by Vatican II, North America's Catholic universities would be forever changed by. the meeting and resultant statement that became known simply as 'Land O'Lakes.'''s Philip Gleason of Notre Dame asserts in his Contending with Modernity: Catholic Higher Education in the Twentieth Century (p. 317) that the Land O'Lakes statement., took on a life of its own as a symbolic manifesto that marked the opening of a new era in American Catholic higher education . [It] was, indeed, a declaration of independence from the hierarchy and a symbolic turning point. It confirmed at the college and university level what John Cogley told Catholic educators the year before: the church's future path might remain unclear, but her "cold war with modernity" was definitely over. What makes Land O'Lakes so important? Let us note, first, three issues that have been explicit or implicit in higher-educa-tion statements ever since the Land O'Lakes statement: (1) insti-tutional autonomy, meaning no outside interference in the educational operations of universities; (2) academic freedom, mean-ing scholars are to be restricted only by the limitations of their own sciences; and (3) fidelity to the teachings of the church, that is, abiding by the authoritative teachings of the Catholic Church's magisterium. Land O'Lakes started a movement that put so much importance on the first two--institutional autonomy and academic freedom, both understood as demanding independence from church authority--that the church responded by making fidelity to Review for Religious the magisterium an essential characteristic of Catholic education. And so what did Land O'Lakes say? It asserted the primacy of the Catholic university as a university. In the brief document of about 1500 words (composed largely by Robert J. Henle SJ,6 who was then academic vice president of Saint Louis University and later was president of Georgetown University), the first paragraph is especially important: The Catholic university today must be a university in the full modern sense of the word, with a strong commitment to and concern for academic excellence. To perform its teaching and research functions effectively, the Catholic university must have a true autonomy and academic free-dom in the face of authority of whatever kind, lay or cler-ical, external to the academic community itself. To say this is simply to assert that institutional autonomy and aca-demic freedom are essential conditions of life and growth and indeed of survival for Catholic universities as for all universities.7 The document goes on to say that "every university, Catholic or not, serves as the critical reflective intelligence of its society" and that, "in keeping with this general function, the Catholic univer-sity., should carry on a continual examination of all aspects and all activities of the church and should objectively evaluate them" (Gallin, p. 9). This may have been more of a contribution from Catholic universities than the Vatican was interested in having. Representatives of the four regional meetings met in September 1968 at the Eighth Triennial Congress of IFCU in Kinshasa, Democratic Republic of Congo. The Kinshasa docu-ment, titled "The Catholic University in the Modern World," states, consistently with Vatican II, that a Catholic university draws its inspiration "from the light of revealed truth," making the university a "center for development and diffusion of an authentic Christian culture." There are no juridical aspects in the Kinshasa document: Catholic universities are only asked to accept voluntarily the '!Church's teaching authority" (Gallin, pp. 13-16, at 14-15). In May 1969 an international meeting of thirty elected dele-gates of Catholic universities met in Rome and drew up a document titled "The Catholic University and the Aggiornamento." Both Henle and Hesburgh were present at this congress. It was here that the four essential characteristics of a Catholic university were September-October 2000 Tripole ¯ Ex Corde Ecclesiae composed, which became a part of standard Catholic documenta-tion from then on, including Ex corde ecclesiae (Hellwig, p. 22): 1. A Christian inspiration not only of individuals but of the university community as such. 2. A continuing reflection in the light of the Catholic faith upon the growing treasury of human knowledge, to which it seeks to contribute by its own research. 3. Fidelity to the Christian message as it comes to us through the church. 4. An institutional commitment to the service of the peo-ple of God and of the human family in their pilgrimage to the transcendent goal which gives meaning to life. (Ex corde ecclesiae, Origins 20, no. 17 I4 October 1990]: 269) The 1969 document takes a very strong stand on the inde-pendence of the university. In line with the thinking of Land O'Lakes and the Kinshasa statements, the 1969 document reit-erates that a Catholic university "must have a true autonomy and academic freedom," but even more strongly it states that a Catholic university must be allowed to pursue the truth "without conditions." It asserts that "every limitation imposed on the uni-versity which would clash with this unconditioned attitude for pursuing truth would be intolerable and contrary to the very nature of the university." The only obligation the university has, according to the document, is "to the legitimate exigencies of the society which sustains it," meaning civil society. The document states that the magisterium "can intervene only in a situation where the truth of the revealed message is at stake," but even then it does not state how this intervention would occur, but only that university statutes must be observed. The theologian "is bound. ¯. to take into proper account the pronouncements of the church" and "must. present the authentic teaching of the church," but nothing is said about what would happen if he does not. The doc-ument explicitly states for the first time that. "any juridical inter-vention in university affairs must be excluded" (Gallin, pp. 17-35 at 17-20). This issue of a juridical relationship between the church and th( university becomes the major bone of contention in sub-sequent debate. The second international congress convened by the Sacred Congregation for CatholicEducation and IFCU and held in Rome in November 1972 apprdved a document titled "The Catholic Review ?or Religious University in the Modern World." Considerable attention is given in the document to "Relations with the Catholic Hierarchy." The document recognizes that there is a "delicate balance to be main-tained between the autonomy of a Catholic university and the responsibilities of the hierarchy." The document reiterates the 1969 position that "theologians must present the authentic doctrine of the church," but insists that they "be able to pursue their dis-cipline in the same manner as other research scholars." While the document.recognizes the right of the magisterium to pass judgment on the doctrinal integrity of a theologian's teaching, it nevertheless calls for "a kind of self-regulation of the Catholic academic community." Consistent with the 1969 document, the authors assert that there is to be no "juridical intervention, whether direct or indirect, in the institutional affairs of the university" (Gallin, pp. 37-57 at 53-56). When the plenary assembly of the Sacred Congregati'on for Catholic Education met in 1973, however, it found the 1972 document to need improvement. Here for the first time Rome begins to inter-vene. A letter of Cardinal Gabriel Garrone, prefect of the con-gregation; written to the university presidents, makes three points: (1) the statutes of Catholic universities musl~ declare their "com-mitment as 'Catholic'"; (2) "appropriate andefficacious instru-ments" of "self-regulation,' regarding faith and morality must be established; and (3) the universities must "in no way" consider themselves "removed" from their "relationships" with the hier-archy (Gallin, pp. 59-61 at 60). What exactly that means is unclear, but I think we can see here the beginnings of a backlash against the idea of pure self-regulation that began with Land O'Lakes in 1967. To understand these meetings of educators, we need two back-ground elements. First, throughout the 1970s, there was an increaso At the plenary assembly of the Sacred Congregation for Catholic Education in 1973, we can see the beginnings of a backlash against the idea of pure self-regulation that began with Land O'Lakes in 1967. September-October 2000 Tripole ¯ Ex Corde Ecclesiae ing movement toward incorporation of colleges and universities separate from the religious congregations that founded them. This, it was argued, was necessary to maintain the constitutional sepa-ration of church and state required to receive the federal and state funding necessary to survive. At the same time, the boards of trustees of these institutions became predominantly lay. This, it was argued, was in compliance with Vatican II's new theology of the laity and the need for the expertise and financial resources the laity could bring to Catholic education. Thus a new movement deliberately alienating Catholic universities from their relation-ship to the church and religious orders set in, and sometimes with-out any consultation with the church hierarchy. This caused the Vatican to wonder what was happening to American Catholic higher education, and to ask whether it still remained Catholic (Gallin, pp. 63-64). Second, in June 1975 the Vatican began to move forward on an apostolic constitution that appeared in 1979: Sapientia Christiana (Christian Wisdom). Its purpose was to regulate the life of "eccle-siastical faculties," sometimes called "pontifical" institutes. These are universities directly chartered or erected and approved by the Vatican (The Catholic University of America in Washington, D.C., is one of these). The juridical framework of this discussion was directed toward complying with the demands the new Code of Canon Law was to make upon "ecclesiastical" faculties. This doc-ument was being prepared to regulate these "ecclesiastical facul-ties," not Catholic universities. But the mere preparations for this document caused Catholic universities to fear, correctly, that some kind of juridical restructuring was also awaiting them (Gallin, pp. 63-64). When it became known with the first official draft of the new Code in 1978 that new juridical and canonical bonds were also to be established for Catholic universities, many American Catholic educators struggled to get those canons revised or dropped, but to no avail. The new Code appeared in 1983 with, in canon 812, the dreaded word mandatum used for the first timE. It reads: Those who teach theological disciplines in any institutes of higher education whatsoever must have a mandate (man-datum) from the competent ecclesiastical authority. The new canons did not cause much interest at Catholic institutions in America at first, for it was generally held that they would not be applicable in the United States, where juridical ties to the church Review for Religious did not exist and where a rigorous system of separation of church and state was constitutionally binding (Hellwig, pp. 25-28). But Rome saw otherwise. In 1980 the Sacred Congregation for Catholic Education started working on a document for Catholic universities. After the new Code appeared, the document was adapted to fit the new canons 807-814 governing Catholic uni-versities. A working document, called "Draft Schema of a Pontifical Document on Catholic Universities," was composed in April 1985 and sent to all bishops and university presidents for review. A sec-ond draft was made in 1988, and a new review panel of presidents and bishops met with John Paul II and congregation officials in Rome in April 1989. This panel recommended that normative principles should be few and general in nature, and that they be adapted by regional bishops' conferences. The panel wanted no mention made of the juridical canons of the new canon law (Gallin, pp. 381-383 at 381-382). In August 1989 the congregation's draft-ing committee issued a third draft, taking into account the rec-ommendations that had been made. A further revision was presented to the October 1989 plenary session of the congregation and then to the pope. In September 1990 the apostolic constitu-tion on Catholic universities, Ex corde ecdesiae, was issued (Gallin, pp. 189-190; Hellwig, pp. 28-29). Many American presidents remained optimistic, even though the request for no mention of the new juridical canons of the Code was ignored. Still, they considered the constitution harmless enough if it was not applied to the American scene too stringently. The battle scene now changes. The document applying Ex corde ecclesiae to the United States was to be drawn up by American university presidents and the National Conference of Catholic Bishops. A committee of six bis'hops and eight presidents, chaired by Bishop John J. Leibrecht of Springfield-Cape Girardeau, Missouri, was formed. Its first draft, in 1993, met with so much dis-approval that it was promptly rejected as too juridical. Father Terry Toland, former president of St. Joseph's University, was enlisted, as director of the National Conference of Catholic Bishops' Committee to Review and Implement the Apostolic Constitution Ex Corde Ecdesiae, to compose a more acceptable draft. After exten-sive conversations with bishops and presidents all across the coun-try, he presented a new draft to the bishops' conference in November 1996; it passed 224 to 6. September- October 2000 Tripole * Ex Corde Ecdesiae By early summer 1997, what was sent to Rome and thought to be a final document was sent back as a "first draft" that was unacceptable without juridical ordinances. The document did not have any juridical elements and, instead, spoke of "trust between university and church authorities, close and consistent collaboration, and continuing dialogue" (Hellwig, pp. 34-35). A concession that Cardinal Anthony Bevilacqua had received enabled the document to pass overwhelmingly. Canon 812, which contains the requirement that theologians get a man-date from the local bishop, had been completely removed from consideration even though it was in Ex corde ecclesiae. Now it was simply mentioned in footnote 7 as a point that "would be the sub-ject of further study" (Hellwig, pp. 35-36). By early summer 1997, what was sent to Rome and thought to be a final document was sent back as a "first draft" that was unacceptable without juridi-cal ordinances. The sacred congregation specifically asked that canon 812 be con-sidered no~v, along with the "requirement that presidents and theology teachers make the profession of faith and take the oath of fidelity that canon law requires of chui'ch officials" (Hellwig, p. 36). Back at the drawing board, Bishop Leibrecht appointed a sub-committee headed by Cardinal Bevilacqua and composed of canon lawyers. Their proposal, which restored juridical elements to the document, Was presented for discussion at the bishops' annual meeting in November 1998. It caused problems. Archbishop Rembert Weakland, of Milwaukee, proposed that the bishops reject the juridical app.roach and send once again the 1996 proposal that called only for trust, collaboration, and continuing dialogue. This was seconded by the Association of Catholic Colleges and Universities (ACCU) in February 1999, but the idea never suc-ceeded. In April 1999 Monika Hellwig, representing ACCU, and Charles Currie SJ, former rector of the Jesuit community at St. Joseph's University and now head of the Association of Jesuit Colleges and Universities (AJCU), went to Rome to press their views with the Congregation for Catholic Education and, back in the United States, continued to lobby the bishops here. Review for Religious In June 1999 the American bishops met to review all the com-ments made on the third draft. The subcommittee met again in September to work on a fourth draft. This was presented at the annual fall meeting in Washington in November 1999. Again ACCU and AJCU lobbied strongly to get the bishops to reject.the docu-ment, which needed a two-thirds majority to pass, and they felt they might succeed. But this document applying Ex corde ecclesiae to the United States was overwhelmingly approved by a vote of 223-31 with one abstention. "Application" went to Rome for approval by the Sacred Congregation for Catholic Education, whose new head was Archbishop Giuseppe Pittau SJ, and by the Council for the Interpretation of Legal Documents. It was returned recently with approval and only minor modifications. On 1 June 2000 the American bishops indicated that "Application" will go into effect in this country on 3 May 2001, one year after it was approved by the Congregation for Bishops in Rome. Let us now discuss the theology operating in both Ex come ecclesiae and "An Application to the United States" and then discuss the issues of contention. Theological Justification for Ex Corde Ecclesiae The title of the apostolic constitution Ex corde ecdesiae (From the heart of the church) suggests the whole story. The document's position is that Catholic universities exist as an integral part of the life of the church. The document says, "Every Catholic uni-versity., has a relationship to the church that is essential to its institutional identity" (§27). As such, the Catholic university shares in the mission of the church and is governed, like any other Catholic entity, by the local bishop and through him by the mag-isterium of the universal church. Its specific mission as a univer-sity, says Ex corde ecclesia.e, is "a continuous quest for truth through its research, and the preservatign and communication of knowledge for the good of society" (§30), but this mission as a university can never be separated from its larger mission (shared by all members of the Christian community) to deepen the presence of Christ in the world (§16). One of the roles of the university, according to Ex corde eccle-siae, is to "promote dialogue between faith and reason" so that the world becomes ever more aware of the "unity of all truth" (§ 17). Accordingly, the university's quest for truth and the promotion of September-October 2000 Tripole ¯ Ex Corde Ecdesiae the dignity of human persons can never be separated from the vision of Truth that comes through revelation and is made known by the church through the magisterium's teaching "in matters of faith and morals" (§27). The goal of Catholic universities is there-fore to be of service both to the church and to society. This it does as a university by being an "instrument of cultural progress for individuals as well as for society"; but as a Catholic university it must also serve the church in the "development of a true Christian anthropology founded on the person of Christ" (§§32-33). Most of the critics of Ex corde ecclesiae argue, ~s we have seen as early as the Land O'Lakes statement in 1967, that Catholic uni-versities must enjoy "a true autonomy and academic freedom in the face of authority of whatever kind, lay or clerical, external to the academic community itself" (Gallin, p. 7). As the document "The Catholic University and the Aggiornamento" asserted in 1969 and as was repeatedly urged by many Catholic educators thereafter, the theologian "must be able to pursue his discipline in the same manner as other research scholars," and have his work evaluated only by his peers "as is the case in other disciplines" (Gallin, p. 20). Autonomy here is understood as freedom from restraints of any kind external to the discipline. The church's perspective is quite different. If the university is Catholic, the university's autonomy includes the church. Thus, whereas critics argue that the bishop's governance constitutes an external constraint upon the life of the university, Ex corde ecclesiae argues that, "even when they do not enter directly into the inter-nal governance of the university, bishops 'should be seen not as external agents but as participants in the life of the Catholic uni-versity'" (§28) because the university is part of the life of the church. "Ex Corde Ecclesiae: An Application to the United States" (1999) expresses an even richer and deeper theological foundation for the integration of the university into the life of the church. Based on the teaching of Vatican II, "Application" argues from an "ecclesi-ology of communion" that the "church is made up of individual faithful and communities linked with one another [and with the tri-une God] through many active ecclesial relationships." The "dynamic of communion," according to "Application," unites on a deeper level "the various communities in the church" through which her "mission of salvation" operates. "The Catholic univer-sity is [seen] as a vital institution in the communion of the church and [as] 'a primary and privileged place for a fruitful dialogue Review for Religious between the gospel and culture.'" This "richness of communion" brings out the "complementary teaching roles of bishops and Catholic universities." Each has its own "distinctive autonomous nature and goal," but in the unity of communion they "are joined as complementary activities," embracing both the pastoral work of bishops and the academic work of Catholic universities, thus linking the bishops' right and obligation to communicate and safeguard the integrity of church doctrine with the right and obligation of Catholic universities to investigate, analyze, and communicate all truth freely. Thus the Catholic university as such has a "twofold relationship"-- one to the "international community of knowledge," the other to the church--"of guaranteeing in institutional form a .Christian presence in the university world" (Part 1, II and III). Issues of Contention Now I mention some of the issues of contention that these two documents address: 1. Ex corde ecclesiae states under its General Norms that all Catholic universities must conform their governin.g statutes to the general norms listed in Ex corde ecclesiae and must submit these statutes "for approval to the competent ecclesiastical authority" (II, Art. 1, no. 3) This could be seen by some presidents as a major violation of the autonomy of the university and, if implemented, as a matter for litigation. 2. Ex corde ecclesiae states that university administrators are to be recruited who "are both willing and able to promote., or at least to respect" the "Catholic identity of the university" (II, Art. 4, nos. 1-2). "Application" goes even further, saying that "the uni-versity president should be a Catholic" (Part 2, Art. 4, 3a). But, since "Application" says '!should be" and not "must be," the imple-mentation will depend upon how rigorously the local bishops wish to enforce it. 3. The same applies to boards of trustees. According to Ex corde ecclesiae, the board members must be informed of their respon-sibility to promote or respect the Catholic identity; but in "Application" the norm says further: "To the extent possible, the majority of the board should be Catholics committed to the church" (Part 2, Art. 4, 2b). Note again that the norm, while being September-October 2000 Tripole ¯ Ex Corde Ecclesiae more rigorous, demands implementation only "to the extent pos-sible," which leaves room for exceptions. The critical issue here, however, is how to determine whether a Catholic is "committed to the church." Though this phrase is not as vague as the original "faithful Catholic" requirement, it does not offer any precise way of measurement. 4. When the university president assumes office, according to "Application," the "Catholic should express his or her commit-ment to the university's Catholic identity and to the Catholic faith in accordance with canon 833, 7°'' (which states that the rector of a Catholic university, upon assuming that office, is "obliged per-sonally to make a profession of faith" to the local bishop or his delegate). If the president is not a Catholic, a "commitment to the university's Catholic mission and identity" is required (17 November 1999 "Application" [Origins 29, no. 25, 2 December 1999], Part 2, Art. 4, 3a, and endnote 36). These norms will seem unduly rigorous to many presidents and a violation of institutional autonomy. 5. "All professors are expected to be aware of and committed to the Catholic mission and identity of their institutions" ("Application," Part 2, Art. 4, 4a). This obviously will create fear among non-Catholic instructors, who will see this as a violation of academic freedom and a matter that could be used to deny tenure. 6. According to the "Application" of 1999, "the university should strive to recruit and appoint Catholics as professors so that, to the extent possible, those committed to the witness of the faith will constitute a majority of the faculty" (Part 2, Art. 4, 4a). Notice again the more rigorous norm, but with the qualifier "to the extent possible" and with the problem of how to measure commitment. On the one hand, the qualifier provides an opening--it does not have to be enforced; on the other hand, the requirement for com-mitment leaves open the possibility of arbitrary interpretation. 7. According to Ex corde ecclesiae, "all Catholic teachers are to be faithful to, and all other teachers are to respect, Catholic doc-trine and morals in their research and teaching" (II, Art. 4, no. 3). Again, many say this is a violation of academic freedom and that it will frighten nonconformist Catholic instructors and non- Catholic instructors who have unorthodox moral viewpoints from joining Catholic faculties: 8. Ex corde ecclesiae grants that "freedom in research and teach-ing" is proper to scholarly activity, but adds: "so long as the rights Review for Religious of the individual and of the community are preserved within the confines of the truth and the common good" (II, Art. 2, no. 5). For secular scholars, freedom is restricted only by the rules of one's discipline; for the church, freedom is conditioned by the truth as made known in the revelation of God in the Scriptures, tradition, and the teaching of the magisterium (II, Art. 2, no. 5; Art. 4, no. 3). 9. Probably the most contentious issue of all concerns the requirement that the local bishop authorize every theologian. Both documents declare that all those teach-ing "theological disciplines" must receive a "mandate" or "mandaturn''8 from him. This was the sticking point already in Ex corde ecclesiae, where canon 812 is cited in a foot-note (II, Art. 4, no. 3 and endnote 50). "Application" states even more strongly, in the body of the document and not simply in a footnote, canon 812: "Catholics who teach the theological disciplines are required to have a mandatum granted by competent ecclesiastical authority" (Part 2, Art. 4, 4e). The "mandaturn" is explained as "a tech-nical term referring to the juridical expression of the ecclesial rela-tionship of communion that exists between the church and the Catholic teacher of a theological discipline in the Catholic uni-versity" ("Application," endnote 41). The mandaturn acknowledges that the Catholic professor "is a teacher within the full communion of the Catholic Church" (Part 2, Art. 4, 4e, 1). It "recognizes the professor's commitment and responsibility to teach authentic Catholic doctrine and to refrain from putting forth as Catholic teaching anything contrary to the church's magisterium" (Part 2, Art. 4, 4e, 3). The declaration that the professor will teach in com-munion with the church is to "be expressed by the profession of faith and oath of fide!ity or in any other reasonable manner accept-able to the one issuing the rnandaturn" (endnote 42). The manda-turn "should be given in writing" and "remains in effect wherever and as long as the professor teaches unless and until withdrawn by competent ecclesiastical authority" (Part 2, Art. 4, 4e, c and b). Nothing is stated about what would happen if a theologian does not ask for or receive the rnandaturn or loses it. The justification for the The most contentious issue of all concerns the requirement that the local bishop authorize every theologian. September-October 2000 Tripole * Ex Corde Ecclesiae mandatum "is grounded in the right and responsibility of bishops to safeguard the faithful teaching of Catholic doctrine to the peo-ple of God and to assure the authentic presentation of the church's magisterium" (endnote 41). Conclusion Why are Ex corde ecdesiae and its "Application to the United States" causing so much excitement in higher-education circles? Ex corde ecclesiae originally received favorable press from Catholic educators because it restored to consciousness the importance of maintaining Catholic identity in our schools. Whereas in the 1970s and 1980s we were affirming that our schools were in the Catholic (and Jesuit) tradition, implying a certain aloofness from that tradition, now, in this new era that stresses individuality and uniqueness,, stressing our Catholic (and Jesuit) identity is in vogue. The problem comes with dictating what precisely constitutes this identity. The Vatican wants a juridical relationship that demands that this identity include communion with the Catholic Church and fidelity to its teachings. Opponents want this identity to come from a more attenuated relationship to the church, allow-ing for great latitude, great freedom, of thought and action. This is nothing more than an expression of the deep division con-stantly being expressed in Catholicism today between those who understand their Catholic identity to include conformity to the teachings of the church and those who do not. And so it is pre-cisely the juridical aspect of "Application" that is at the center of the controversy. Thus, since Vatican II, Catholic higher education has taken two roads: (1) toward greater integration into the life of the church and conformity to the church's teachings and (2) toward greater separation from dcclesiastical control, with Catholic iden-tity determined by individual criteria and self-regulation. Ultimately what is at issue here is the role of the church in mod-ern Catholic life. Notes ~ See Philip Gleason, Contending with Modernity: Catholic Higher Education in the Twentieth Century (New York: Oxford University Press, 1995), esp. pp. 12-17 and 318-322. Gleason summarizes Modernism this way: "Modernism has been described as a many-faceted effort to accom-modate Catholic teaching to the 'collective change in mentality' taking Review for Religious place in the late nineteenth century, and it raised new questions about many aspects of Catholic doctrine. Among the more serious were ques-tions dealing with 'the nature of revelation, of biblical inspiration, and of religious knowledge, the personality of Christ and his true role in the origins of the church and of its sacraments, the nature and function of the living tradition on the Catholic system and the limits of dogmatic evo-lution, the authority of the church's magisterium and the real import of the concept of orthodoxy, [and] the value of the classical apologetic" (Gleason, p. 12, brackets in the original; citing Roger Aubert et al., The Church in a Secularized Society, Vol. 5 of The Christian Centuries [New York: Paulist Press, 1978], p. 191). 2 See Alice Gallin OSU, ed., American Catholic Higher Education: Essential Documents, 1967-1990 (Notre Dame: University of Notre Dame Press, 1992), p. 2; and James L. Heft SM, "Have Catholic Colleges Reached an Impasse?" Chronicle of Higher Education 46, no. 2 (12 November 1999): B6-B7. 3Monika K. Hellwig, "The American Catholic University and the Apostolic Constitution Ex Corde Ecclesiae," Current Issues in Catholic Higher Education 20, no. 1 (Fall 1999): 21-40 at 21. 4John Paul II, "Ex corde ecclesiae: The Apostolic Constitution on Catholic Universities," Origins 20, no. 17 (4 October 1990): 265-276; from CNS's marginal background data, 267-272 at 268. 5 David J. O'Brien, "The Land O'Lakes Statement," Boston College Magazine 58, no. 1 (Winter 1998): 38-45 at 39. 6Oral conversation in spring 1999 with Rev. Paul C. Reinert SJ, then (1967) president of Saint Louis University, who was at the meeting. 7 "Land O'Lakes Statement: The Nature of the Contemporary Catholic University," Gallin, pp. 7-12 at 7. 8 "Application" uses the Latin "mandatum." Post-Vatican II Statements on Catholic Higher Education 1967: Land O'Lakes, Wisconsin: North American Regional Meeting of the International Federation of Catholic Universities (IFCU). Its doc-ument, "The Nature of the Contemporary Catholic University," asserts "institutional autonomy" and "academic freedom" as essential to Catholic universities. 1968: Kinshasa, Democratic Republic of Congo: Eighth Triennial Congress of IFCU. Its document is called "The Catholic University in the Modern World." 1969: Rome: International Congress of Delegates of Catholic Universities. Its document, "The Catholic University and the Aggiornamento," names four essential characteristics of a Catholic university. 1972: Rome: 2nd International Congress of the Sacred Congregation September-October 2000 Tri~ole ¯ Ex Gorde Eccle~iae for Catholic Education (SCCE) and IFCU. Its document is called "The Catholic University in the Modern World." 1973: Rome: Plenary Assembly of the SCCE. Letter from Cardinal Gabriel Garrone, prefect of SCCE, directing improvements of the 1972 doc-ument. 1979: Vatican: Sapientia Christiana, apostolic constitution for "pontifi-cal" institutions. 1983: Rome: Code of Canon Law (1983), canons 807-814 regarding uni-versities. Canon 812: Catholic theologians required to have "mandate" from local ecclesiastical authority. 1985: Rome: SCCE. Its document is called "Draft Schema of a Pontifical Document on Catholic Universities." 1990: Vatican: Ex Corde Ecclesiae: Apostolic Constitution on Catholic Universities. In Origins 20, no. 17 (4 October 1990). 1993: Washington: National Conference of Catholic Bishops (NCCB). Its document is the first draft of "Ex Corde Ecclesiae: An Application to the United States." In Origins 23, no. 27 (16 December 1993). 1996: Washington: NCCB. Second and "final" draft passed 224-6 and was sent to Rome. In Origins 26, no. 24 (28 November 1996). 1997: Rome: SCCE rejects this "first" draft; requires juridical ordinances; subcommittee is formed to draft a new document. 1998: Washington: NCCB. Third draft is discussed but not voted on. In Origins 28, no. 25 (3 .December 1998). 1999: Washington: NCCB. Its document, the fourth draft of the sub-committee's "Application," requiring a mandatum, passed 223-31-I, was sent to Rome and accepted by Rome with a few minor changes. See Origins 29, no. 25 (2 December 1999) and Origins 30, no. 5 (15 June 2000). Two authors who appeared in our last issue went to God before it went to press: Sister Bernadine Pieper CHM, on 20 February 2000, one day before her eighty-second birthday, and Father Hilary Ottensmeyer OSB, on 17 May 2000, at seventy-six years of age. Let us remember them and their communities in prayer. Review for Religious STAN PARMISANO Theology Lived in Faith Back in 1966 the Dominican School in Berkeley, California, was inaugurated, the first Catholic seminary within the Graduate Theological Union (GTU). The Dominican master gen-eral, Aniceto Fernfindez, was present for the grand occasion. He outlined for the public at large the projected purpose of the school? It was to be a community of study, research, and teaching in dialogue with the other faiths of the union and the university. It was to be ecumenical in the widest sense, embracing not only other Christian churches but other religions and no religion as well. The master general, like some before and many since, saw California, the State of California, as the most fitting place for ecumenical study. It was the Western world, but looking to the East. He said that California "is the society of the future. Here the changes which all society eventually will face are already tak-ing place. And here the problems which the new social situation will create for eve/Tone are already manifest." It was, he said, for the religious community to enter into dialogue with all who were confronting these problems and trying to solve them. This projected endeavor was not to be a matter of mind only but of life. It was to be a theology out of life experience and toward life's betterment. So the master general emphasized the contem-plative foundation of the school. He did not in his formal address spell out for the general public precisely what he meant by "the contemplative," but to Dominicans listening to a Dominican his Stan Parmisano OP wrote for us in the early 1970s and in the late 1980s. This article of his was a recent commencement address. His address is Saint Albert's Priory; 5890 Birch Court; Oakland, California 94618. September-October 2000 Parmisano ¯ Theology Lived in Faith meaning was clear enough: the school was to be grounded not just on contemplative prayer, prayer that quietly listens for the Lord, but on the contemplative life, living with and for the Lord. Later, in his visitation report to the Western Dominicans as a whole, he made this quite explicit.2 His directive reads: "A new priorial house is to be established at Berkeley in which there is to be the perfect Dominican life of regular [religious] observance." With this in place, "the fathers assigned there are to be ded-icated to higher and ecumenical studies." Emphasis upon the con-templative religious life of which study was both part and product was no innovation on the part of Father Fernfindez. It was the tradition of the Dominican order from its beginnings, perhaps more in the breach than in full observance, but it was the ideal that Dominicans were to be held to. They were not only to think their theology but live it, and live it antecedently to their think-ing it. It was out of a life centered upon God that thought about God and the things of God was to emerge. That was some thirty years ago. Today's theologians also come to thought out of their life experience, but often it is experience of the human dimension that has priority. God is there, but off to the side or hidden away under the human, or inhuman, situation-- as is frequently the fact in our contemporary world. It is by being immersed in a given time and place, by living the life of particu-lar assemblages of people, that we come to know them and their special problems and so can begin to theologize about them. The more traditional theology--that which, true to its name, has God (theos) as its object and center--also demands experience of the human, though more of the divine; but, if the human, the divine within it, which makes it truly human and keeps it so. It observes the priority of the Scriptures: "In the beginning God." and "In the beginning was the Word."; the priority of the decalogue and the gospel's summation of it (God first, self and neighbor second); the priority in prayer as Jesus taught it (first, recognition of the Father and his holiness, then the speaking of our needs); the pri-ority set by Jesus for his own life (he was the man for others, but first among others was his Father). Though Jesus was marvelously human, he was much more wonderfully divine. People, yes, but as beloved of God and in their deepest heart yearning for God! The human situation, yes, but as measured by the divine! Creation, yes again; but as issuing from, held by, and continually moving back to its Creator! Living with Re~i~ for Religio~s God as he is in himself, and searching him out as he is immanent in creation, we come to share his view of the world, what he wants and expects of us, not just what we and our world expect and want for ourselves. So the master general in 1966, so the whole of Dominican tradition! The school has changed through the thirty years of its exis-tence. It is not now just a school by and for Dominicans. It has embraced other traditions, whether lay or religious, and looks to profit from the variety of its membership as well as contribute to those involved with it. But what must at all costs be maintained is its initial fundamental principle that thought about God--theol-ogy- must bud from a life rooted in God, whether that life takes on a specifically Dominican character or another of a wide variety of possible lifestyles. Other great religions besides Christianity are in agreement. For Buddha, anyone who is content to know the ultimate Reality only theoretically, or merely by hearsay, is like a herdsman of others' cows. For Mohammed, the person who thinks about Allah without having really experienced him is just an ass bearing a load of books. These words resonate with the begin-nings of Christian thinking: it was only because the Apostles and early disciples lived with Christ, ate, drank, and spoke with him, listened to him, touched and were touched by him, that they were able to secure the proper theological foundation of the church. Basic to this life with God and consequent study of God and the things of God is, of course,faith, faith in the sense of creed, the body of revealed truths that become the first principles of Christian theology, but also faith as the God-given virtue or power within us by which we actually accept these revelations and see in and beyond them to God himself. Living with God presupposes that we lovingly know the God we are living with. Due objection may be raised to my use of the terms "see" and "know" in relation to the divine and to faith, for God is the hid-den one, the unknown and unknowable, and faith is traditionally opposed to seeing. "We walk by faith, not by sight," says St. Paul (2 Co 5:7); and in Hebrews 11:I we find faith defined as "the con-viction [or evidence] of things unseen." If one should object that, as Jesus himself said (Jn 20:29), the Apostle Thomas believed because he had seen ("You believe, Thomas, because you have seen"), Aquinas, in good Christian tradition, glosses that what Thomas "saw" was not the divinity of Christ, but only his human-ity. Seeing this, he was then able to believe in Christ's divinity September-October 2000 Parmisano ¯ Theology Lived in Faith (Summa Theologiae, 2a-2ae, 1, 4 ad I). Eastern religions are just as emphatic concerning the unknowability of the divine: "The ignorant," the Third Upanishad declares, "think that Brahman [God] is known, but the wise know him to be beyond knowledge.''3 A whole body of wisdom old and young suggests, however, that things are not quite so negative. The text from the Upanishad just quoted is preceded by this: "One truly knows Brahman who knows him as beyond knowledge." And it is followed by: "Through knowledge of Brahman comes power. Through knowledge of Brahman comes victory over death." Apparently Brahman can be known at the same time he is not known. There is similar ambi-guity in St. Paul. For him, faith is of the unseen, yet he can also say regarding our experience of God: "We see now darkly, as in a mirror" (1 Co 13:12). We see "darkly," but we do see. Aquinas, like St. Paul here, though firm as to our inability to know or see God in this life, concedes some slight knowledge of God to be possible, even for the ungraced rational mind, and, in question after question in Part 1 of his Summa Theologiae, he lavishly and beautifully demonstrates his point. He also places the virtue of faith primarily in the intellect, the knowing faculty. Faith, for him, though of the unknown and unseen, is an intel-ligent act (ST 2a-2ae, 4, 2). For St. John of the Cross, God is the Nada, Nothing, the Night, but a far cry from that opaque night and nothingness prayed to by one of Ernest Hemingway's faith-less souls: "Our Nada who art in Nada, Nada be thy Nada . " St. John's night and nothingness is rather luminous and fully alive, "a night," he says, "which guided me, more surely than the light of noonday, / to the place where he (well I knew who!) was awaiting me." "Well I knew who!" Knowledge of the one he did not know! The ambiguity may be resolved when we consider that God is darkness not to the total human understanding, but only to one level of it, that is, to the mind as we, in Western, and now in Eastern tradition infected by the West, generally and narrowly regard it: rational consciousness, the discursive self-directive mind. But there are other levels, just as present to us and perhaps more continuously operative. "O the mind, mind has mountains," wrote Gerard Manley Hopkins, overwhelmed at the sight of them. And Freud and Jung with their myriad disciples spent lifetimes explor-ing and categorizing them into conscious, unconscious, subcon-scious, superconscious mind. The great religions of the world have Review for Religious long since known of them, as Aldous Huxley suggests in his sum-mation of the second of our tenets held in common by them: "Human beings are capable not merely of knowing aboz~t the Divine Ground by inference; they can also realize its existence by a direct intuition, superior to discursive reasoning. This immediate knowl-edge unites the knower with that which is known.''4 Much of both sacred and profane literature speaks of these alternative modes of knowing. There is the Atman of Hindu literature, the Self with a capital S, which is identified with Brahman, the transcendent God, now inter-nalized: when one knows, one is conscious of oneself as knowing, but within oneself and out of sight it is Brahman himself as Atman who is the knower. The Tenth Upanishad says: "Unseen, but the seer; unheard, but the hearer; unthinkable, but the thinker; unknown, but the knower--there is no seer but he, there is no hearer but he. there is no knower but he. He, the Self, is the Inner Ruler, the Immortal."s This seems not much different, really, from the Catholic Christian conception of grace, which is the very life of God become our own, such that God's knowing becomes ours, his loving becomes ours--God liv-ing and knowing and loving in, with, and through us, making no sense to those who think only in terms of conscious thought and of Christianity as a matter of mere morality or of a distant love (God up there, I down here), but making the best of sense to those listening to Christ himself as he prays "that all may be one as you, Father, are in me, and I in you. I pray that they may be [one] in us ¯. that your love for me may live in them, and I may live in them" (Jn 17:20-21, 26). The operative word~ here are "one" and "in," which struck St. Paul so forcefully, leading to his preaching of the Mystical Body, and which led g~eat theologians like Augustine and Aquinas and many Christian mystics to see God as closer to us than we to ourselves. Out of this source of knowing--God's in mine, mine in God's--comes knowledge of the Unknowable. Blaise Pascal, who was much enamored of the conscious, dis-cursive mind and in fact was one of the world's great mathemati-cians, finally realized--through an experience of what he took to be God--a higher dimension of knowing and gave it classical Living with God presupposes that we lovingly know the God we are living with. September-October 2000 Parmisano * Theology Lived in Faith expression: "The heart has reasons that reason does not know." John Keats in one of his best poems sings of another level of "hear-ing" besides the sensual and the rational: "Heard melodies are sweet, but those unheard / Are sweeter; therefore, ye soft pipes, play on; / Not to the sensual ear, but, more endeared, / Pipe to the spirit ditties of no tone." T.S. Eliot takes up the same thought and deepens and expands it. He speaks of "music heard so deeply that it is not heard at all but you are the music while the music lasts." The frustrated child psychologist in Peter Shaffer's Equus, after dabbling in religion with purely rational conscious knowing, in the end cries for another kind of knowledge: "I need more des-perately than my children need me a way of seeing in the dark." And on and on. The virtue of faith is, in Christian tradition, this kind of non-rational, nondiscursive, unconscious knowing. It is this graced ele-ment of true vision that not only begins our theologizing, but is meant to run all through it, to guide and direct it, and at the end of the process to be itself expanded and deepened. Theology is not a castle built upon air, not a rational structure erected on fig-ments of blind faith that a defensive apologetics thinks it has bol-stered effectively from without. Faith is not a blind act, it is seeing. And so theology is intellective from top to bottom, a seeing or understanding all the way. Doubt and questioning will be there, even apparent rejection of my faith, but these may be only on the level of my conscious mind, leaving my deeper, inexpressible vision steady and intact. This all-pervasiveness of faith in theology has its counterpart in fine works of art, and may be better understood by considering them. If we limit our examples to the art of literature, we may cite the great Dante Alighieri, a man of prodigious faith and high consciousness, an ardent lover of rational, deliberative thought, though with a poetic instinct that could move beyond the rationally intelligible to sight, vision (fantasia) of something more. What makes his masterwork, the Divine Comedy, a great poem? Some critics have seen in it high poetic moments, but have denied its poetic character as a whole. They found too much that is unspon-taneous, deliberative, and therefore "unpoetic" about it: an over-all schema minutely worked out with mathematical precision, detailed scholastic argumentation, seemingly pointless disquisi-tions in an archaic science, crude and crass descriptions, and mat-ter- of-fact excursions into the politics of the day. Dante, some Review for Religious have suggested, would have been a better poet had he been less a philosopher. But such criticisms have been found wanting. There is something that runs all through that long poem, giving life and beauty to each of its parts, some of which in themselves may be mere prose, but in Dante's broad context are poetry. We can sort out the various elements: the story, the detailed and balanced schema, the theme and characters, the dialogue, the philosophy and theology that it incorporates and expresses, the imagery, the language, the music. But the poetry here is none of the above by itself or collectively. Rather it is the unconscious, unformu-latable vision that brought all these ele-ments into being, drew them all together in a wondrous unity, and remains within the poem seducing the listener into it. And within this overall vision the philosophy, the rational dis-course, rather than detracting from the poem, enhances it, giving it depth and breadth. Dante turns out to be a better poet precisely because he is much of a philosopher besides. So, too, in theology and preaching, all sorts of things are thought and said, but, if all is as it should be, each element springs out of and terminates in this dynamic underground river of under-standing, of faith. The conscious elements are there, but only to help the conscious mind grasp something of unconscious faith and deepen and broaden our experience of it. T.S. Eliot says: "We had the experience [faith] but missed the meaning, / And approach to the meaning [theology] restores the experience / In a different form, beyond any meaning / We can assign to happiness." It is the same for life as a whole. What was it, for instance, that held that remarkable little theologian St~ Th4r~se of Lisieux so tenaciously to God, to one she knew to be God and loved as such? It was not stubbornness or fanaticism or mere habit. Her writ-ings, the testimony of those who lived with her, and all the hard and minute ecclesiastical scrutiny of her life argue to the contrary. Anyone who reads her, especially her last letters and conversa-tions, must know it was some kind of vision that held her every moment of her life--but not a vision, finally, of conscious human perception or reflection. Conscious thought seemed, rather, to get in the way in those last days, and she experienced darkness as The virtue of faith is, in Christian tradition, this kind of nonrational, nondiscursive, unconscious knowing. Septentber-October 2000 Parmisano ¯ Theology Lived in Faith she tried to think about and pray to God, experiencing temptations against her faith. But under the darkness, penetrating through it to the light, was vision properly so designated, like the ability that eyes and rational intelligence have; though she herself scarcely knew with her conscious mind that it was there. It is life lived in and through this vision of faith that must per-meate and illuminate all study and creativity with respect to the divine. If this life is not there, we end up with a distortion of God and world. But, if it is, we can hopefully come to know God with God's own knowledge while experiencing as our own something of his perception of the world and of his compassion and redeem-ing activity for it. Notes i Father Fernfindez's address at the inaugural banquet at the Claremont Hotel, Berkeley, is printed in Season (Winter 1966): 197- 202. The address together with the foundation of the school is briefly dis-cussed in my history, Mission West: The Western Dominican Province, 18Y0-1966 (Oakland, California, 1997), pp. 409-418. 2 The visitation report is in the Western Dominican Archives, Xl:110(A). ¯ ¯ 3 As in The Upanishads: Breath of the Eternal, trans. Swami Prabhavananda and Frederick Manchester (New York: New American Library, 1960), p. 31. 4 Aldous Huxley's introduction to The Song of God: Bhagavad-Gita, trans. Swami Prabhavananda and Christopher Isherwood (New York: New American Library, 1955), p. 13. s The Upanishads, p. 96. Monks' Chant The rhythm of the chant, like quiet waves upon the sea, rocks my soul to peace. Maxine Inkel SL Review for Religious MATTHEW EGGEMEIER Generation X and Religious Life: A Personal View Generation Xers are an elusive and diverse genera-tion. It is a difficult task to pinpoint representative characteristics of a generation that spans twenty years. As a whole, Generation X embodies a myriad of char-acteristics, some of these quite different and some even diametrically opposed. As a member of this so-called Generation X and as one who is giving reli-gious life serious thought, I want to offer some reflections on Generation X literature and what reli-gious life looks like to me and at least some other members of my generation. Generation X is the cohort of those who were born between 1961 and 1981. The X stands for demogra-phers' inability to typify this generation by any single trend or belief. Demographers characterize Xers' lives as unstable, fragmented, secularized, and uncommit-ted. In general, Xers lack a solid formation in the church's teachings and often lack any strong sense of Catholic identity, an identity that was more present and important to preceding generations. Some researchers claim that Xers are the first generation to grow up in a post-Christian America, a situation affect-religious identity Matthew T. Eggemeier is a senior majoring in religious studies at the University of Dayton. His address is 4428 Parklawn Drive; Kettering, Ohio 45440. September-October 2000 Eggemeier ¯ Generation X and Religious Life ing the sociology and the psychology of Xers, particularly with respect to their attitudes toward religion. When attempting to describe Xers, some writers err, I believe, by absolutizing certain characteristics while ignoring others. Sometimes I have read that individuals within my gener-ation are leaving the church in droves. At other times I have read that Xers have great reverence for the church and the pope. I believe that the truth lies somewhere in the middle of these con-trary positions. Lilly Endowment recently published some findings about Generation X Catholics. In the study the authors state that, on the whole, Xer Catholics neither reject the institutional church nor are right of center with respect to it. Moreover, the authors say that Xers are far from "monolithic" and that any attempt to lump together their behaviors inevitably leads to an inaccurate generalization. These findings resonate with my own limited experience of my generation. I think it important that I briefly introduce myself and give the reader a betteridea of who I am. I am a twenty-two-year-old senior at the University of Dayton double-majoring in reli-gious studies and psychology. I was brought up in an upper-middle-class family in a suburb just outside of Dayton. I have two older brothers, one of whom is giving serious thought to entering a monastery. My mother is a sixth-grade teacher. My father is a professor of psychology who considered entering an active order out of high school. They have deeply held religious convictions that they lovingly imparted to their children. I have found support from both my parents and my brothers when I have expressed interest in religious life. In some respects I feel that my upbringing has been atypical in relation to many other Xers. Many have had life experiences that differ from mine, and I have observed a number of trends among them: secularization, isolation, instability, and postpone-ment of commitment. As I describe these trends, I will present what I think religious orders might do in response to them. While I do not presume to speak for all of my generation, I do know that I speak for some of us. Although the focus of this article per-tains to religious life as lived in an active order, some of the ideas may be useful to all religious looking for possible vocations. First and foremost, we Xers have grown up in a secularized culture, a culture that avoids outward expression of religious con- Review for Religious victions, a social climate in which religion has been removed from everyday life. Religion might govern one's personal rela-tionship with God, but it rarely affects one's entire lifestyle. Often I sense that others in my own peer group feel an uneasiness when religion or God is brought up as a topic of conversation. One's sex life is more readily discussed than one's religious beliefs. On the other hand, for those of us Xers who have deep religious con-victions and feel drawn to the church, outward expression of this conviction is an integral but muted aspect of our experience. We do not want to keep our religious beliefs hidden within us as though they were something we are embarrassed about or ashamed of. We want to share and express the deep joy and love that we have found in religion, but have a hard time doing so, given the nature of our secularized culture. I consider it essential, therefore, that religious trying to attract Xers not water down their commitment or disappear in secular culture. Forms of outward religious expres-sion can be attractive to Xers who see this as a witness to the sacred in the midst of a desacralized culture. Xers are known for their great spiritual hunger.1 In part, this hunger derives from living in a desacralized and secularized world. When this deep hunger for religious meaning has not been satisfied within the religious practice of families, many of us have looked outside of the traditional familial practices to come into contact with the transcendent meaning that we crave. Xers often come from broken homes and fragmented family lives that have not provided us with a stable sense of community and mean-ing. When we see, then, a community whose focus is the Ultimate, we see a unique and attractive lifestyle. The stability of solid community life, the focus of which is Christ, can be a refreshing change from the transient and fragmented lifestyles that have been the experience of many Xers. When speaking about the possibility of a vocation with one Of my friends who was brought up in a divorced family, I was told that, for her, one of the most attractive features of religious life is the stability of community life and its constant search for meaning. Just like many other Xers, her upbringing lacked consistent and stable familial relationships--and the meaning that one derives from such relationships. Xers are known for their great spiritual hunger. September-October 2000 Eggemeier ¯ Generation X and Religious Life Religious life can offer an Xer an insight into the meaning of life and death, but, more importantly, it offers the opportunity to live out this insight through the everyday structures and sup-ports of religious life. Religion offers meaning in abundance, but religious life is special in providing everyday community practices that foster spiritual growth in ways that are difficult to find on one's own. Many of my friends desire to incorporate God more deeply into their daily lives. It is a struggle, though, to follow through with this desire, given the hustle and bustle of every-day life and the relatively little support we receive in this regard from our peers. In other words, we understand that Christ should be the central meaning of life, but have trouble trans-lating this reality into a daily practice. Religious life offers Xers a lifestyle that is already centered on Christ and a disci-plined life that revolves around him and his work. As I see it, the main purpose of religious life is to cultivate a life lived in Christ and for others. Another reason that Xers have for looking into religious life is our craving for a strong community life. We have grown up in a society that has become increasingly isolated and individual-ized as a result of the growing affluence and the expanding tech-nologies. We live in an environment in which we can be entertained for hours by television, movies, and the Internet, pursuits which require no interpersonal contact. One of the most commonly found features of Generation X is its sense of isolation and its yearning for stable companionship and community. Contemporary families have become self-sufficient and isolated. They seldom have a strong sense of community support, which was once prevalent. Xers have to look elsewhere to find or rebuild the support system of faith and community that has been absent in their own families. We Xers are drawn wherever we feel wel-come and find friendship. In a society that is increasingly hostile towards ~he notion of community and continues to promote indi-vidualism, we desire friendships and a sense of connectedness. Religious orders with strong community life and ritualized com-munity practices and prayer are quite attractive to us because this lifestyle cannot be found in the secular world. We have trou-ble finding within our peer group a support community for our faith development. A religious order that has a strong community life focused on supporting one another in faith development, holiness, and service of God is a refreshing change. Review for Religious When I first began discerning several years ago, I lived with a religious community for one week, basically living their lifestyle. The entire day seemed to support what was most important to me--to be aware of God's presence, do his will, and to serve him through prayer and action. For me, and I pi-esume for many other Xers, the community life that religious life offers is an attractive quality, offering companionship and the opportunity for growth in prayer, service, and holiness; but we do not want a community just to comfort us and give us a sense of security. We want to be stretched and challenged to serve God and others with the com-munity life serving as a support that allows us to reach beyond ourselves in the service of God through prayer and works. Another characteristic of Xers is postponement of com-mitment. 2 For a generation that has seen promises broken again and again, commitment is a very serious matter, and so we hes-itate a lot. An average Xer has been close to large numbers of parental divorces and seen countless images of broken com-mitments via television and other electronic media portrayed as acceptable ways of living. Because we have seeri the fiche nature of modern lifestyles, we want something that will endure. We are determined not to make the same mistakes as the pre-ceding generations. Another reason for postponement of commitment with Xers is that we have in front of us a rich array of opportunities that, for the most part, were unavailable to earlier generations. The age for entering marriage, making a career choice, and choosing a religious vocation has gradually risen in a society that offers such a wide variety of possible lifestyles. Previous generations, I am told, saw the commitment to religious life as a noble choice and legitimate path to holiness, one that many-made directly out of high school. Today this choice is seen as countercultural. What is more, we have learned that there are many paths to holiness. When choosing the religious lifestyle, previous generations often found support from their friends and parents. Today, in most instances, this countercultural decision is supported neither by friends nor parents. Just recently I read an article in which a mother of a semi-narian documented the mixed signals she received when she told friends and acquaintances of her son's decision to become a priest. The reactions varied from bewilderment as to why he would want to do such a thing to outright opposition to his decision. Septenlber- October 2000 Eggemeier ¯ Generation X and Religious Life One person asked her if she thought that her son would stay. The mother was upset by this question. She found herself think-ing that, at the wedding of her friend's daughter, she herself would likely not ask her friend if she thought her daughter's mar-riage would last. Another parent told her that they had talked their son out of wanting to become a priest when he had dis-cussed it. Unfortunately, I think these viewpoints are indicative of what many Catholics think of a young man considering reli-gious life or the priesthood. Supporting this anecdotal evidence is a 1997 CARA survey which showed that 3 in 10 youths had considered a vocation, but only 2 in 10 of the parents supported their child's interest) As a consequence of our l~ack of cultural and parental support, we Generation Xers might typically take much longer to realize that this is our true calling. We would definitely benefit from having people close to us encouraging us in our consideration of enter-ing religious life. Another form of support would be vocation groups where several of us interested in religious life meet with one another, socialize, and discuss issues relevant to our dis-cernment. Two conclusions can be drawn from these observations for religious communities trying to attract new vocations. First, since as a generation we receive so little support from our friends and parents when considering religious life, it is very important that religious communities develop friendships with us that nurture growth in faith and commitment to God. Here I want to review some findings of a CARA survey on the role of invitation into the priesthood. New research has shown that the most important factor in young people's choosing a vocation is a personal invi-tation from a religious to join.4 A statement quoted in the arti-cle has the number of invitations gradually going down in recent years. Bishop Paul Loverde explains that "during the sixties the percentage of diocesan priests who actively encouraged boys to enter the seminary dropped from 64 percent to 33 percent and, for religious order priests, from 56 percent to 27 percent, and these figures have not changed over the last three decades." In the CARA survey, only 18 percent of youths active in their parish life had been personally invited to consider the priest-hood. Clearly, an integral component of attracting Xers to reli-gious life has substantially decreased. This does not mean that religious should haphazardly invite every young person they run Review for Religious into, but, if you invite us and we show interest, keep in contact and support us. An invitation is in itself not enough. Also, I sug-gest that religious make it clear that they are not just trying to recruit us into religious life, but rather want to help us discern what God truly wants of us, whether it be religious or married or single life. Invitation and support may help many of us to make a coun-tercultural decision more easily. The key here is friendship. As a young man interested in religion, I have often been approached by religious trying to recruit me into becoming a priest. It is discouraging to think that their interest may not be in me as a person, but instead in me as a possible vocation. This is not to say that religious should not actively recruit individuals. Many, like myself, would not consider reli-gious life if it were not for an invi-tation from a religious. There is, however, a distinct difference between inviting and supporting on the one hand and just outright recruiting on the other. A true rapport, indeed a real friendship, with one religious is more valu-able in discernment than one hundred religious asking me if I am interested in their order. A case in point: a friend of mine was recruited by a priest who had met him on retreat. They met for lunch several times after the retreat. During one meeting the priest asked him if he was going to join his particular order. Mind you, my friend had never mentioned that he was even interested in this order. When my fried said that he was not interested at this time in his life, the priest became indignant and lectured him on doing God's will rather than his own. After that meeting, the priest never con-tacted him again. Needless to say, this is not a good approach. The priest saw my friend as a number, a possible recruit, and that is all. Worse yet, he tried to manipulate my friend through pressure and guilt. My friend sensed this pressure from the begin-ning. When the priest's intentions became apparent, he was not surprised; but he was certainly disappointed. Second, as I have already said, I belimie that joining religious " life has become a radical countercultural decision. I have sensed Invitation and support may help many of us to make a counterculturaI decision more easily. Septentber-October 2000 Eggemeier * Generation X and Reli~ous Life this in my own discernment. Countless times old friends and acquaintances have asked me in a negative tone, "Are you becom-ing a priest?" or said, "Why would you become a priest--you could get married!" Religious life has become manifestly coun-tercultural. Choosing religious life has become a radical choice, and so, to attract new vocations, religious need to present them-selves as people who have benefited immensely from their voca-tion and have found peace, mission, love, and a passion for the gospel and for God through their decision. Since this is a countercultural decision, religious orders should accentuate the things they might offer us that we cannot easily acquire as laypersons. I often hear from people discerning a religious vocation that they do not see what it gives them that married life does not: "I could do the same things and have the same type of life consecrated to God as a married person." If it is true that married people can live like religious, why should anyone enter religious life? In light of this, I think orders should bring out the qualities that differentiate them from the married life. In my opinion, some qualities that religious life offers that directly oppose our current cultural trends of greed, power, and promiscuity are the vows of poverty, obedience, and chastity. We are looking for and attracted to these countercultural answers to the problems of modern society, in which there seems to be so lit-tle deep hfippiness. We see the emptiness of promiscuity and hoarding money and want to take a radical stance against these things and devote our lives to something else. Another difference between a religious commitment and that of married life is the uniqueness of the call to live a radical lifestyle consecrated to God alone. I do not know how to artic-ulate this, and I hesitate to say it. But I see something special and profound in an individual taking the stance that God is so central to his or her life that he or she is willing to sacrifice mar-riage in order to live for God in this unique manner. I think that married life and religious life are unique calls with different strengths and weaknesses. I feel that often religious have not stressed the uniqueness of their call because doing so might seem to lessen the call to marriage. Both are calls from God to live a holy life. Yet there is something very striking about religious life--few people planning to get married are ever asked why they would want to get married! In sum, Xers are not going to make Review for Religious a radical countercultural decision unless they see a radical lifestyle being lived out, one that has benefits that married life does not. Finally, for Xers the experiential is essential. In general, we do not believe in something unless we can experience it. Often the Catholic Church can be seen as suppressing the experiential side in favor of the cerebral, and for Xers this is neither satisfying nor believable. To attract Xers, religious orders should present a spirituality that is visible and palpable in everyday life. Religious orders might benefit from an emphasis on daily communal wor-ship and a radical commitment to expressing the experiential side of their practices to Xers. In doing this, religious orders can show Xers that Catholic worship and spirituality are vibrantly lived. Extended community-living experiences for Xers can also be a benefit, because these allow Xers to get a sense of the commu-nities' spiritual practice. Again, l do not presume to speak for my whole generation. I hope, however, that I have described some salient characteris-tics of my generation. We are looking for transcendent mean-ing, community, solid commitments, stability, experience, and service--all of which I feel religious life has to offer. The best way, of course, to attract new vocations has always been and always will be contact with religious who have found joy, community, commitment, and God in their religious life. This, coupled with religious actively encouraging young people to con-sider the religious lifestyle, could have a profound effect on a generation that is starved for things that religious life has and wishes to share. Notes ' Albert Dilanni SM, "Religious Vocations: New Signs of the Times," Review for Religious 52, no. 5 (September-October 1993): 745-763. 2 j. Weber, "Searching for a Vocation X-Style," Horizon: Journal of the National Religious Vocati6n Conference 22 (1997): 9-14. 3 See Ann Carey, "The Harvest Is Great, but the Workers Ain't Invited," Our Sunday Visitor, 19 October 1997. 4 Carey, "Harvest." September-October 2000 J. SHEILA GALLIGAN Bride of Christ and Ecclesial Identity I~her recent article "The Need for Self-Criticism: Affirmative omments," Elizabeth McDonough marshals an unwelcome yet necessary diagnosis of religious life. She asserts that "critical self-appraisal has been neither prevalent, nor popular among American women religious since Vatican II." Such forthright com-ments compel our attention. Made uncomfortable by critical assess-ments of the prevailing paths of renewal, contemporary women religious, she suggests, manage somehow to forget or deny the reports. Indeed, they demonstrate a bewildering, obstinate accom-modation to the rhythms of the prevailing culture. The carefully crafted analysis is pointed. It provides, in a certain sense, a pow-erful Augustinian arraignment of a currently pervasive manifesta-tion of pride: a deliberate choice to avoid and deny reality. She reminds the reader that critical evaluation (albeit accurate!) has been met with "studied unconcern or strident rejection., dis-dain., open derision." 1 The descriptives point out our penchant for self-deception. It is disconcerting to note, as McDonough does, that, while the need for public and prophetic witness is often enthusiastically acknowledged, a specific, distinctive religious witness has lessened considerably. An extensive rhetoric has emerged, but jargon has a way of irritating, and convoluted sociological or psychological expositions often obscure the theological or spiritual sense. Ironies J. Sheila Galligan IHM last wrote for us in November-December 1994. Her address remains Immaculata College; Immaculata, Pennsylvania 19345. Review for Religious are noticeable. There is lack of clarity about identity and mission; there are negative results from an exaggerated egalitarianism; reli-gious in their ministries have a general invisibility; and there is a dearth of new members. These things can affect us, excite us, and cause us to enter into serious dialogue about envisioning the future. But where, McDonough thoughtfully inquires, are the specific decisions and actions that will initiate and support a "corrective change of course" ? 2 I believe that a possible and necessary first step in critical reflection and corrective decision making depends upon the rather neglected perspective of ecclesial identity. Corrective effort must take place on two levels: the level of theological insight and the level of "heartsight"; that is, insight must become embodied in effective symbol. This article suggests that we seek a renewed understanding of the church as the bride of Christ and explore a renewed use of spousal imagery in the service of a "corrective change of course." I will offer a rationale in support of a readily identifiable religious habit, specifically distinguished by a veil, as a form of public, prophetic witness and a "sign of consecration, poverty, and mem-bership in a particular religious family" (vc §25).3 Since the spe-cific issue of the religious habit is intimately connected with bridal consecration, I will also discuss the significance of clothing in gen-eral and ecclesial directives specifically. I suggest that a religious woman's key ecclesial identity is that of bride of Christ and that the key sign of this is the veil. The church! How does one evoke the meaning of its mystery, the meaning of something so elusive and paradoxical and yet so beautiful and evocative? Acknowledging that an image supports and illustrates some aspect of truth, the church describes itself in metaphor. The Second Vatican Council drew upon the rich trea-sury of images in Sacred Scripture. According to Lumen gentium, the church is a sheepfold, a tract of land, a choice vineyard. The church belongs to Christ as people, body, and bride (LG §6). Vatican II, with its interpersonal understanding of the church as the people of God, signaled a turning point in its history, casting a warm light on the image of the church as bride (see LG §9). Biblical Foundations From the biblical perspective, bridal and marriage imagery is September-October 2000 Galligan ¯ Bride of Christ incredibly rich, yet in recent decades this perspective has been prac-tically lost.4 Beginning as a whisper in the history of Israel, this image rises later in prophetic cries, to be echoed eventually in the Gospels and in apostolic teaching. This image of Christ as bride-groom of the church was prepared for by the prophets, especially Hosea and Isaiah, and announced by John the Baptist (see Jn 3:29). Jesus referred to himself as the "bridegroom" (Mk 2:19). The Catechism of the Catholic Church reinforces the theme and reminds us that the Scriptures speak of the whole church, and of each of the faithful members of his body, as a bride "betrothed" to Christ (§796). Significantly, the last image of the church in the Bible is bridal. The Apocalypse is replete with marriage symbolism: "The marriage of the Lamb has come" (19:7; see Ep 5:25-27). The new Jerusalem is "a bride adorned for her husband" (Rv 21:2-3), a city whose meaning is revealed in bridal language: "the bride, the wife of the Lamb" (21:9-22:5). The final use of bridal imagery is in Revelation 22:17: "The Spirit and the Bride say, 'Come.'" The wife, on the day of her wedding, is recognized by her bridal gown. In that attire she is the bride. The gown is the "righ-teous deeds or works." All these texts mirror the church's rela-tionship to .Jesus. The language is about reciprocal love, love for him who is "the first love" (Rv 2:4). The Vision of John Paul II John Paul II understands the church in such personalist terms. He consistently uses the distinctive language of relationship, trini-tarian communion, covenant fidelity. The church is a mysterious living reality that becomes fruitful by its bridal relationship to Christ, who loved the church and gave himself up to mak~ her holy. Being overwhelmed by and responding to love--that is at the heart of the mystery. It is a description of a people called to identify passionately, deeply, with the mission of Jesus. While often ignored in current scholarship, the image of the church as bride of Christ is clearly declared in Scripture and is reaffirmed by the magisterium through the ages. Because it gets to the heart of the church's nature, this image can help (beyond any nostalgia or romanticism) in our discussion of the ecclesial identity of conse-crated women religious. Vatican II provided consecrated life with a splendid theologi-cal framework for understanding its place in the church (LG ~6).5 Review for Religious Recent ecclesial documents also offer a theological vision of the consecrated life within the mystery of the church. The symbolic and transformative role of the consecrated religious is at the heart of the church. The 1994 synod of bishops identified the common reality unifying consecrated persons: "the call to total self-giving to God; love for Christ the teacher, Lord, and bridegroom of the church, who is intimately followed and served above everything; and the decision to live according to the Spirit.''6 Even a superficial reading of Vita consecrata reveals John Paul'S appreciation of the gift of consecrated life as a special manifestation of the "striving of the whole church as bride toward union with her one Spouse" (VC §3). But, more than simply reflecting on the revelatory dimensions of the image in terms of the whole church, the pope provides a marvelous insight. He speaks of conse-crated persons expressing "their spiritual fruitfulness by becoming receptive to the word, in order to contribute to the growth of a new humanity" (vc §34). This perspective undoubtedly flows from his deep conviction that the world desperately needs to reappropri-ate the reality of spousal communion. The focus is sharpened by these words: "Tl~e church can in no way renounce the conse-crated life, for it eloquently expresses her inmost nature as 'bride'" (vc §105). This is not a matter merely of pious sentiment or lit-erary style, but of theology. The point is central for religious because it is a question of identity. References to this theme pervade this papal exhortation. John Paul says (vC §19), "The consecrated life becomes a particularly profo~and expression of the church as the bride who, prompted by the Spirit to imitate her spouse, stands before him 'in splendor, without spot or wrinkle or any such thing, that she might be holy and without blemish'" (Ep 5:27). This finds a special emphasis in an extended section titled "The Living Image of the Church as Bride." The pope writes: "In the consecrated life particular impor-tance attaches to the spousal meaning, which recalls the church's The image of the church as bride of Christ is clearly declared in Scripture and is reaffirmed by the magisterium through the ages. September-October 2000 Galligan ¯ Bride of Christ duty to be completely and exclusively devoted to her Spouse, from whom she receives every good thing. This spousal dimension, which is part of all consecrated life, has a particular meaning for women, who find therein their feminine identity and, as it were, discover the special genius of their relationship with the Lord" (//C §34).7 Eloquence of the Liturgy The liturgical "Rite of Religious Profession for Women," a public prayer, incorporates spousal language,s Candidates to be professed respond to the specific question "My dear sisters (daugh-ters), what do you ask of God and of his holy church?" by saying, "We ask for perseverance in following Christ our bridegroom in this religious community all the days of our lives" (§59). Presentation of the veil is accompanied by the following exhorta-tion: "Receive this veil, which proclaims that you belong entirely to Christ the Lord and are dedicated to the service of the church" (§34). The solemn blessing or consecration of the professed is replete with references to the church as bride: "Father in heaven, ¯. you make the human family your bride . When your bride, deceived by the evil one, broke faith with you, . . . the world's Redeemer . . . formed the church into his bride, loving it with love so great that he gave himself up for it" (§72). This richly sug-gestive theme is emphasized and expanded in a beautiful section: "Father, in your loving wisdom you have singled out many of your daughters to be disciples espoused to Christ and to receive the honor of his love. Holy church shines with their rich variety, a bride adorned with jewels . Strengthened by the vows of their consecration, may they be always one with you in loving fidelity to Christ, their only bridegroom" (§72). After the blessing the newly professed come to the celebrant, who gives the ring to each: "Receive this ring, for you are betrothed to the eternal king; keep faith with your bridegroom so that you may come to the wedding feast of eternal joy" (§73). Indeed, St. Mnbrose, writing in the 4th century, crystallizes the idea in five words: Virgo eft quae Deo cubit (a virgin is a woman who has married God). The rite and all its parts are instantly, theologically expressive of the mystery and event being celebrated. What the church understands about reli-gious consecration--its unique public, ecclesial, nuptial, eschato-logical identity and character--is precisely what the rite of Review for Religious profession says and celebrates. Although persons participate in the rite only once, it continues to define and guide them all their life. The mystical, ascetical, and apostolic dimensions somehow coalesce in the dynamic of this profoundly relational image of "disciples espoused to Christ. their only bridegroom" (§72). A Call That Began with Baptism Two presuppositions provide a framework for further dis-cussion. First, inserting the theology of consecrated life into the sacramental dimensions of the church, Vatican I! highlights its relationship with baptismal consecration and its demands.9 Some Christians are invited to deepen that consecration, to manifest that baptismal light with a particular intensity. In the response to the call of consecrated life, this discipleship becomes a public profession to live the gospel, a prophet-ically public witness, an all-encom-passing commitment. Attempts to accommodate, to make religious more like lay people, are detrimental to the church. When the distinctiveness of this vocation becomes blurred, role clarity suffers. Second, the radical nature and meaning of religious life needs to be proclaimed and clarified, not only in descriptive ecclesial documents such as Perfectae caritatis and Vita consecrata, but also in the personal conviction of those committed to it and in the shining witness of their day-to-day lives. Living in community and practicing the vows of chastity, poverty, and obedience challenge the assumptions of the culture. The human goods of marriage, possessions, and self-determination are put into a fresh perspective. VCithout an appreciation for the mystery--a love for the way in which religious consecration takes hold of the very depths of one's being--the fruitfulness of the vocation will be compromised. The radical nature of religious life is threatened by a growing secular-ization, a cultural assimilation. By consecration women religious are established in a new relationship to Jesus Christ, a specifically nuptial one. The veil publicly proclaims the existence of this nup-tial bond, the external sign of an internal reality The radical nature of religious life is threatened by a growing secularization, a cultural assimilation. September-October 2000 Galligan ¯ Bride of Christ Norms of the Church Commenting on canon 669, the one canon in the 1983 Code that directly concerns the religious habit, McDonough carefully delineates its spiritual and ascetical functions: "The habit is con-sistently understood to be indicative of a way of life with both transcendent and immanent consequences. Its purpose is to point ~o the value of something beyond this material world while it simultaneously communicates something of import about the very real circumstance of this material world."9 It heralds a commit-ment to witness to the permanent things in a culture numbed by materialism, sensualism, and contempt for the sac~ed. Many religious communities, with goodwill and intent, do indeed follow the canon's directive and wear a form of habit, but the current practice often omits the veil or makes it optional. Many women religious wear various kinds of secular clothing, from skirts and blouses and hand-me-downs to highly fashionable suits and dresses, complete with jewelry and other accessories. Several neg-ative consequences result. The great diversity of charisms among communities of religious is now lumped into one bland group of "generic church workers." The distinctive concrete "sign" of con-secration is diminished if not lost. A habit that lacks a veil is a diluted public witness, an ambiguous sign. Without the veil, how do people recognize us as religious? Even more, how do people recognize us as members of a unique group of Franciscans or Dominicans or Sisters of Charity? We become "The Anonymous: The Sisters without a Sign!" The veil is important for giving witness to the ecclesial nature of religious identity, to its "bride of Christ" symbolism. Recall the words of Vita consecrata: Consecrated life "eloquendy expresses" the church's nature as "bride" (see §105). Today public witness is iron-ically diluted precisely when the visual, the highly visible, is needed. The veil communicates a sense of dynamic purpose as well as a sense of unity and esprit de corps. Silent Language That Sparks Imagination Some cultural background about the nature of clothing may help here. Throughout history, clothing has served many purposes. According to the insights of those who specialize in these matters, "clothing serves as a means of communication. To the person who is knowledgeable about a particular culture, clothing is a sort of Review for Religious silent language." t0 Rebecca Cunningham's Magic Garment offers a striking insight. A special garment "helps concentrate the powers of imagination, expression, emotion, and movement into the cre-ation and projection of a character to an audience."tt This asser-tion that "clothing is a sort of silent language" is born of experience. The idea is expressed in the 1994 synod's working paper: "Many ask that women and men religious give a silent proclamation of their consecration through wearing the habit of their institute" (§86). The symbolism of the veil has somehow been embedded: it persistently suggests "bride." It bespeaks, quite specifically, a carefully constructed world of meanings and com-mitments. The veil, connoting exclusive love, intimacy, and unre-served self-gift, has been recognized for centuries as a sign of betrothal to Christ (in imitation of Roman marriage customs). It was an integral part of the liturgical ceremony of consecration as early as the 4th century,t2 In fact, for centuries there were no rit-ual words of profession; one "took the habit" or "put on the veil." t3 The concept, the "habit of being," of women religious as "bride of Christ" is manifested in two ways: the interior geogra-phy of the heart shaped by the practice of the evangelical coun-sels and the public symbol of the veil proclaiming spousal union with Christ. Vita consecrata says: "Their lifestyle too must clearly show the ideal which they profess, and thus present itself as a living sign of God and as an eloquent, albeit often silent, procla-mation of the gospel" (vC §25). Perhaps this is what many of the faithful are struggling to articulate when they see a religious with a veil and say: "I'm so glad to see a religious in a habit. Thank you" or "There is a real sister." Here, I believe, the practical and pastoral import of the veil comes to the fore. People are not mak-ing a judgment about the moral state or holiness of the religious, but rather recognizing her ecclesial identity and role, affirming the public witness of her vocation. Just what, precisely, prompts such remarks? When do these comments occur? At the sight of a simply dressed woman wearing a little cross or a medal or some kind of pin? No. It is precisely the veil which evokes the response. Indeed, it is through this visible symbol that identity is affirmed and meaning maintained. Recall, too, that in Jesus' parable of the Good Samaritan (Lk 10:25-37) the man who needs care represents "everyman" precisely because he lacks the two human means of specific identification. He is unconscious and so cannot speak. He is stripped of the clothing Septewtber-October 2000 Galligan * Bride of Christ that communicates something about identity. Have contemporary religious in some way become speechless and stripped? A Culture in Need of a Visible Sign Vita consecrata is direct and straightforward: "The church must always seek to make her presence visible in everyday life, espe-cially in contemporary culture, which is often very secularized and yet sensitive to the language of signs. In this regard the church has a right to expect a significant contribution from consecrated persons, called as they are in every situation to bear clear witness that they belong to Christ" (VC §25). Distinctive attire is a way to respond to the church's challenge. The veil serves as a gracious irritant, an explicitly prophetic sign. Although Western moder-nity is inhospitable to the transcendent, the full habit visibly and powerfully conveys an eschatological message "to the people of God here and now, even--or perhaps especially--to many who might otherwise have neither a ready understanding of nor an easy access to the spiritual import of eternity." ~ In contemporary sec-ularized culture, where the external signs of sacred realities tend to vanish, people must be able to recognize the consecrated woman religious, this bride of Christ representing the church. Attire is an unequivocal sign of dedication and identity, a "way that their con-secration is recognizable" (vC §25). It assumes a public represen-tational function.Is Whose She Is The primary meaning of the word habitus is a condition, a state, a pattern of behavior, a quality of nature or character. The nature of the consecrated religious is essentially bridal. In keeping with her ecclesial and personal identity, the bride of Christ provides visible witness most specifically and completely by wearing a veil. This external practice announces and reaffirms her identity, not only who she is, but Whose she is and what she aspires to be. It acknowledges a passionate love, ever deepening into conscious communion, which gradually becomes the ruling "habit of life." Consecrated religious, in both their personal and their corporate lives, are meant to be identifiable. In a society increasingly needing an appreciation of the tran-scendent, in our secularized post-Christian culture, consecrated Review for Religious religious are called to speak and act in evangelical, bold, and imag-inative ways. Where do we stand? Will we manifest a dash of dar-ing, a truly radical "habit of being," through the practice of the vows and through the external sign of religious consecration? Cogent questions perennially confront those on the road of reli-gious consecrktion. These are such cogent questions. In the conclusion to Vita consecrata, John Paul does not flinch from proclaiming: "You have not only a glorious history to remem-ber and to recount, but also a great history still to be accomplished!" (vc § 110). In short, can a dedicated corps of consecrated religious women rise out of the current mass of "generic" church workers, out of the paralysis of an ambiguous identity, to provide joyful, courageous witness to the Bridegroom and to his bride, the church? Will the "habit of our being" affirm a full and faithful witness? For, indeed, this "corrective measure"--an internal un.derstanding of our personal identity as bride of Christ and its outward sign, the veil--will clearly reveal that we are caught up in a love affair, passionately proclaiming our love for God and his people. Notes ~ Elizabeth McDonough OP, "The Need for Self-Criticism," Review for Religious 58, no. 3 (May-June 1999): 251 and 256. See also David J. Nygren CM and Miriam D. Ukeritis CSJ, "Affiliative Decline and Role Clarity," in their Future of Religious Orders in the United States (Westport, Conn.: Praeger, 1993), pp. 248-249. Or see their "Future of Religious Orders in the United States," Origins 22, no. 15 (24 September 1992): 257-272; available also in Review for Religious 52, no. I (January- February 1993): 6-55. 2 McDonough, "Need," p. 259. 3John Paul II, apostolic exhortation Vita consecrata, 1996. Henceforth this will be referred to in the text as 4 Further insights and expanded development of this may be found in Geoffrey Preston OP, Faces of the Church (Grand Rapids: Eerdmans, 1997). Chapter 8 explores the "Bride of Christ." Raymond Orlund Jr.'s book Whoredom: God's Unfaithful Wife in Biblical Theology (Eerdmans, 1996) explores the theme of spiritual adultery, delving into scripture pas-sages that describe human violations of God's covenant with Israel in marital and sexual terms. See also Gilberte Baril, The Feminine Face of the People of God: Biblical Symbols of the Church as Bride and Mother (Slough, U.K.: St. Paul, 1991; also Collegeville: Liturgical Press, 1992). 5 "This constitutes a special consecration, which is deeply rooted in their baptismal consecration and is a fuller expression of it" (Perfectae caritatis, §5). See Lumen gentium, §4, and all of chap. 5, "The Call of the L49 i Septentber-October 2000 Galligan ¯ Bride of Christ Whole Church to Holiness." 6 Vatican Synod Secretariat, "The Consecrated Life and Its Role in the Church and in the World: Working Paper for October 1994 World Synod of Bishops," Origins 24, no. 7 (30 June 1994): 97-138. Christ is described as "bridegroom" in several other passages: §18, §48, §111. 7 John Paul II's new orientation is perhaps best summed up in the priority which the Catechism of the Catholic Church (§773) accords the Marian dimension over the Petrine dimension in the church, in the order of holiness. Keenly conscious of the unique role of the Blessed Virgin Mary in the history of redemption, the pope presents a link with the New Testament passage that portrays Mary with the Apostles (Ac 1:13-14). "We can see here a vivid image of the church as bride, fully attentive to her bridegroom and ready to accept his gift . In Mary the aspect of spousal receptivity is particularly clear; it is under this aspect that the church, through her perfect virginal life, brings divine life to fruition within herself" (vc §34). Consecrated women religious are "called in a very special way to be signs of God's tender love toward the human race and to be special witnesses to the mystery of the church, virgin, bride, and mother" (VC §57). The image is biblically, theologically, and pastorally appropriate. 8 International Commission on English in the Liturgy, "Rite of Religious Profession during Mass," in The Rites of the Catholic Church, Vol. 2, approved by NCCB and confirmed by the Apostolic See (Collegeville: A Pueblo Book, Liturgical Press, 1991), pp. 247-285. The sectitn numbers given in parentheses in this paragraph refer to this rite on these pages. 9 Elizabeth McDonough OP, "Habit and Habitus: Current Legislation," Review for Religious 56, no. 6 (November-December 1997): 652. ,0 Phyllis G. Tortora and Keith Eubank, Survey of Historic Costumes (New York: Fairchild Publications, 1994), p. 3. n Rebecca Cunningham, The Magic Garment: Principles of Costume Design (New York: Longman, 1989), p. 1. ~2 McDonough, "Habit," p. 654. ~3 According to the Rule of St. Benedict, profession was to be made both orally and in writing, but not necessarily for validity. Benedict knew nothing of the juridical concept of such "validity." It is worthwhile to note the role of the habit in the tradition. Since the Council of Trent, reli-gious profession in order to be valid must be expressed orally. At the time of Gratian, however, profession made tacitly was taken to be true profession. Some clear fact or deed was taken to be religious profession, usually to assume the monastic habit. Gratian says nothing of the neces-sity of profession. Instead he speaks of entry into religion in a precise con-crete way. He uses the terms "monasticum habitum sume~e" (C17, q2, c3) and "habitum religionis sumere" (C20, ql, cl). The veil (cowl for men) was an integral part of the liturgical ceremony of consecration as early as Review for Religious the 4th century. In fact, for centuries there were no ritual "words," no vows formally articulated. Historically, ecclesial recognition, the sign of betrothal to Christ, was usually expressed by someone's "taking the veil." 14 This notion is emerging in new literature that speaks of religious garb. See Harry J. Byrne, "Ecclesiastical Garb," America 180, no. 21 (19-26 June 1999): 22. The author notes that the U.S. bishops in their November 1998 meeting decreed that "a black suit and the Roman col-lar are the appropriate attire for priests, especially in the exercise of their ministry." The Directory for the Life and Ministry of Priests (1994) is straight-forward: "In a secularized and materialistic society, where the external signs of sacred and supernatural realities tend to disappear, it is partic-ularly important that the community be able to recognize the priest, man of God and dispenser of his mysteries, by his attire., which is an unequivocal sign of his dedication and his identity as a public minister" (§66). The directory also states that, "outside of entirely exceptional cases, a cleric's failure to use this proper ecclesiastical attire could man-ifest a weak sense of his identity as one consecrated to God." 15 The French theologian Louis Mari Chauvet (Symbol and Sacrament, Collegeville: Liturgical Press, 1995) says that symbol as a language of recognition is "the foundation of the identity of the group and the indi-vidual" (p. 5) and that symbol "becomes the agent for recognition and identification between subjects." Chauvet affirms silent communication too: the act of symbolization carries out the "essential vocation of lan-guage" (p. 130). The veil is both self-referential and proclamatory. Thus the consecrated woman religious should be identifiable primarily through personal holiness, but also by a manner of dressing that makes visible to all the faithful, indeed to all people, her specific role in the church. The attire serves as a mediating reality in the construction of authentic iden-tity. It demands personal and communal "habits of being" so that its meaning does not erode and so lose its compelling force. Peter and the Servant Girl The servant girl asked of him, "Aren't you he who was with Jesus?" Curiously she looked in his eyes, did not accuse, for who has not felt fear? And who was she? No true believer, but one who serves, and serving knows not all our masters are deserving. She looked again at him who was afraid and left to seek the one whom all betrayed. June A. Kramer September-October 2000 a way of living MARIE BEHA Work in Such a Way "Work in such a way as not to extinguish the spirit of prayer and holy devotion to which everything else should be subservient." That is what St. Francis of Assisi and St. Clare wrote in their respective Rules for the Friars and the Poor Sisters (RC1 7,2). Nice, I thought, but what does it mean? More important, how do I do it? For some reason I found those words repeating themselves over and over again in my heart as I went about my work that day and the next and the next. I always "suspect" the action of the Spirit when some-thing like this happens, so I began to hold this challenge against the reality of my everyday experience. After all, I had lots of experience working, doing all kinds of things. In fact, activity had been the focus of most of my efforts to hasten the coming of God's king-dom. I knew something of its risks, as well as its chal-lenges and the immediacy of its motivation. But somehow this was different. It soon became clear, that I needed to emphasize four words: "working in such a way"; the focus was less on what I did and more on how I did it. That was lesson number one. Kinds of work, hours devoted to it, or even levels of accomplishment--con-cerns which had dominated most of my previous reflec- Marie Beha osc writes once again from the Monastery of St. Clare; 1916 North Pleasantburg Drive; Greenville, South Carolina 29609. Review for Religious tions--were too task oriented. Whatever Francis and Clare were talking about, it was something more. I passed on to "the spirit of prayer." I began reflecting on familiar experiences of bringing work into prayer, of how my work had often provided the raw material for some of my most urgent prayers of petition. I .easily recalled times when I had spent whole periods of formal prayer begging for the needs of those with whom I worked. On other occasions most of my prayer was preoccupied with fervent requests for personal divine assis-tance. When I felt especially unable to accomplish what I really needed to do, then I got down to serious praying! "God, come to my assistance!" But it was also true that sometimes, in fact way too often, work spilled over into my prayer time, threatening the possibility of any prayer at all. Sometimes a task that I had decided to com-plete chiseled away at my time for prayer; I began late or at least without allowing myself a moment to just be and transition into a more reflective stance. I was still back "there" at whatever I had been doing, even when my body had arrived "here." At other times I deliberately shortened my time for personal prayer because "there is so much to do." Granted that there were circumstances when shortened prayer time had to be the only loving responses to the urgent need of others, but honesty compelled me to admit that this was not usually the case. Then it dawned on me that shortened prayer time was one of the ways my spirit of prayer was being extinguished by work. I began giving myself permission to let my periods of formal prayer be as much a "full-time" occupation as any other of my concerns. It was a start, but by no means an easy discipline. I soon discovered how proficient I had become in rationalizing the urgency of my work load. Too often I was more driven by self-imposed standards than by charity or the reality of the situation. It was my need to accomplish something that compelled me tofin-ish whatever I had set out to do. Achievement motivated me to surpass last week's goals; that was why I worked overtime. Working provided the self-satisfaction of knowing I had done something, maybe even done it well. Others were grateful. At least I was pleased with myself. To my embarrassment I discovered how often I named this a "good day" because"I got so much done." Or, conversely, I complained in frustration, "I didn't get a single thing done today." I could not even recall the last time I had fallen September-October 2000 Beba ¯ Work in Such a Wa~ asleep telling myself how happy I was that I had been able to pray well or work prayerfully that day. With this realization came others. (The Spirit was beginning to work overtime.) Maintaining a spirit of prayer even during times of formal prayer was more than just hard work. Exposing myself to the Spirit of Truth was risky; disciplining and quieting my busy mind was harder still. I would rather have done almost anything else. Too often I did; such escapism surely ran counter to a spirit of prayer. But there was still more. I returned to the original challenge of "working in such a way as not to extinguish . " Francis and Clare seemed to focus less on what happened at times of prayer and more on manner of working. That was realistic. After all, most of us spend more time working or doing other things than praying. How could I work more prayerfully? I tried to recall some things I had been taught many years before about "being recol-lected." After searching around in my mental attic, I remembered something about saying ejaculations while working and the incred-ible example of a certain Jesuit priest who said literally thousands of ejaculations even while ministering in the trenches during World War I. In a period of early fervor, I had tried the practice myself, but had never gotten the hang of it at all. In fact, I felt myself breaking out into a rash at the very thought; such split-level exis-tence was not for me! And I doubted very much that it was what Clare or Francis was suggesting. Once more I returned to my original question: What does it mean to work in the spirit of prayer? I continued to keep my focus not on my prayer but on my work, and the beginnings of an answer slowly emerged: I worked prayerfully when I worked lovingly. Of course. The "spirit of prayer" had to be the work of the Holy Spirit, "the Spirit praying in us with unutterable groaning," espe-cially "when we do not know how to pray as we ought" (Rm 8:26). And that Holy Spirit was God's love "dwelling within" (Rm 8:9). What extinguished my prayer was also what extinguished my love. Examined experience proved the truth of these .reflections. When I failed to "love" my work, rushed through it, did it care-lessly, pushed it aside as soon as I decently could, both work and the spirit of prayer suffered. When my work was less gift given to others and more self-serving gratification, any possibility of prayer-ful work was extinguished. When the bitterness of critical think-ing, harsh judgments, impatient murmuring, ran counter to Review for Religious whatever I was doing, I was neither loving nor praying. And in most instances I was so caught up in my own limited concerns that I was not even working very effectively. But, when I worked lovingly, a quiet reverence, a peaceful pres-ence, transformed any and all of my labors. I was careful without being so care-filled that anxiety replaced trust. I could give myself to whatever most needed doing if I kept my focus in the present and not turned toward the need to accomplish as much as possible. Even when the list of necessary tasks got longer and longer, I found that I was more at peace if I set pri-orities rather than driving myself to get it all done now. My charity was more needed than the accom-plishment of what I had predetermined to do. Being focused on whatever I was doing began to make a critical difference. I became more aware of just how I was going about my labor, rather than concentrating solely on the task itself. As awareness opened up space within, I found myself faced with choices. Somewhere between being lazy and being a . workaholic lay the balance of saving grace. Self-gift rather than self-satisfaction seemed to hold one key. When my focus was more on God at work in whatever needed doing, rather than on what I wanted to do, I could relax. I was

Issue 59.3 of the Review for Religious, 2000. ; Continuing Formation Apostohc Life Fertility and Intimacy Seeking God MAY JUNE 2000 VOLUME 59 NUMBER 3 Review for Religious helps people respond and be faithful to God's universal call to holiness by making available to them the spiriiual legacies that flow from the charisms of Catholic consecrated life. Review for Religious (ISSN 0034-639X) is published bimonthly at Saint Louis University by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393. Telephone: 314-977-7363 ° Fax: 314-977-7362 E-Mail: foppema@slu.edu Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ¯ St. Louis, MO 63108-3393. Correspondence about the Canonical Counsel department: Elizabeth McDonough OP P.O. Box 29260; Washington, D.C. 20017 POSTMASTER Send address changes to Review for Religious ¯ P.O. Box 6070 ° Duluth, MN 55806. Periodical postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for information on subscription rates. ©2000 Review for Religious Permission is herewith granted to copy any material (articles, poems, reviews) contained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law. All copies made under this permission must bear notice of the source, date, and copyright owner on the first page. This permission is NOT extended to copying for commercial distribu-tion, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such permission will only be considered on written application to the Editor, Review for Religious. LIVING OUR CATHOLIC LEGACIES Editor Associate Editors Canonical Counsel Editor Editorial Staff Advisory Board David L. Fleming sJ Clare Boehmer ASC Philip C. Fischer SJ Elizabeth McD0nough OP Mary Ann Foppe Tracy Gramm Barbara J. Soete SSND James and Joan Felling Kathryn Richards FSP Joel Rippinger OSB Bishop Carlos A. Sevilla SJ David Werthmann CSSR Patricia V~qttberg SC MAY JUNE 2000 VOLUME 59 NUMBER 3 contents 230 continuing formation Theological Education in Jesuit Formation Avery Dulles SJ shows that some principles from St. Ignatius Loyola help in dealing theologically with three characteristics of our technological age: the expansion of personal freedom, the sharpening of historical consciousness, and globalization. 241 From Resentment to Acceptance: Elderly Religious Return Benedict Auer OSB looks at the adjustments necessary for the healthy return of elderly religious retiring to a larger community setting. 249 apostolic life Electing Leaders in Women's Congregations Beatrice M. Eichten OSF explores the issue of power in community, as it underlies both election and ongoing leadership/membership relationships. 263 Apostolic Religious Communities in America: Moving in the Right Direction! Francis W. Danella OSFS stops, glances back appreciatively at the road U.S. religious life has traveled, turns again, and sees encouraging signs on the new road ahead. 271 Look to the Future Joel Giallanza CSC identifies some five essential tasks if religious life is to continue moving vigorously into the future. Review for Religious 277 fertility and intimacy Fertility Awareness and Women Religious Ren~e Mirkes OSF presents medical and spiritual-theology reasons for the practice of fertility awareness in the lives of consecrated women religious. 286 "I Stand Here Ironing": Delays in Developing Intimacy among Candidates and Members Suzanne Mayer IHM addresses intimacy concerns at two points: (1) if women entering religious-life communities come deficient in forming voluntary closeness and (2) if formation within religious life lacks such vital experiences. 294 seeking God Sharing Our Spirituality: Top-Down, Bottom-Up, or Lateral? Bertrand Webster FMS gives perspectives to consecrated people sharing a spirituality which likely was a lay inheritance in its origin. 299 Two Journeys: Coming Home and Going on Pilgrimage Janet Malone CND proposes hard questions to women and men religious about being at home in their community and about being available for a true pilgrimage. 3 11 Let Me Alone! True Christian Solitude Donald Macdonald SMM gives insights into why solitude is a necessary part of our Christian life and how it can be practiced. departments 228 Prisms 318 Canonical Counsel Duration of the Novitiate: General Norms 324 Book Reviews May-June 2000 Ergiveness is a major theme of this jubilee year. Forgiveness is not unknown in various religious traditions, but it holds central place in Christianity. The one truly Christian prayer--the prayer common to all ChristiansIis the Our Father as taught by .Jesus. In this prayer, the only phrase that interrelates God's action and our own is forgiveness. "Forgive us our trespasses as we forgive those who tres-pass against us." As we recognize anew in this jubilee year, forgive-ness does not come easy to us. It is hard for us to ask for forgiveness. Moreover, while God is ever ready to for-give, we do not so readily find other persons forgiving us when we express our sorrow and our desire to be forgiven. From those who seek forgiveness, others may ' ask more--the fulfillment of this or that condition, the probation of longer time, a retribution that demands something beyond the debt incurred--before they even consider forgiving us. In the United States, the inmates on death row may truly be contrite and seek forgiveness, but the state and those offended still demand punish-ment, the punishment even of death. If we limit our-selves to a justice system, there is little place for forgiveness, whether it is the justice formally imposed by a secular judicial system or informally exercised by us in our day-to-day familial and more general social interactions. The worldly social context in which we are immersed makes it difficult, then, for us to forgive as Review for Religious well as to .seek forgiveness. The difficulty goes beyond the indi-vidual seeking forgiveness or the individual offering forgiveness. Each one is involved in the decision made regardless of the other individual involved. We know that we may seek, even beg, for-giveness and meet a stony heart. We also know that we may offer forgiveness, but we may be met by the turning away of the offend-ing party. Regardless, the beauty of the grace of forgiveness remains for the one seeking to forgive or to be forgiven, even when it is not reciprocated. Above and beyond the difficulty of a forgiving attitude is the true wonder of reconciliation. For reconciliation to happen, which is beyond forgiveness, it takes two--both parties active and, in a way, passive as well. From the first moment in the pursuit of rec-onciliation, a cooperation, a working together, is necessary. That forgiveness should be an integral part of our everyday Christian living is presumed. But, as St. Paul imaged it, our real work as Christians is the v?ork of reconciliation. We are given by God the "ministry of reconciliation" (2 Cor 5:18). In such a ministry, we will know the demands of dialogue, and we will experience the fatigue of negotiation. But this effort is required if we are to act a~ ambassadors of reconciliation. As we live this jubilee year, we find ourselves called as Christians to live, with renewed effort, the forgiveness that must be an integral part of our life with Christ. But more, we step for-ward to work at a special responsibility within our Christian voca-tion: to be a people committed to laboring for reconciliation. In a world, in a nation, in a church, in parish life, in family life, in community life, we have much to do if we are to work at being ambassadors of reconciliation. David L. Fleming SJ Note: I draw your attention to the most recent Best of the Review book, titled Praying as a Christian. You will find it a rich resource book for personal growth, for help in counseling and directing others, and for class study and discussion. Please see the last page of this issue for the order form. 229-- May-June 2000 continuing formation AVERY DULLES Theological Education in Jesuit Formation Jesuits ire fortunate in having some principles for the study of theology spelled out for them in the writings of St. Ignatius of Loyola, including the Constitutions of the Society of Jesus. Ignatius himself, as we know, spent some eleven years of his adult life in studies, and sev-eral of these years were devoted specifically to the study of theology. He and all of his first companions obtained masters' degrees at Paris before they embarked on their apostolate. Having experimented with various programs of study, Ignatius became convinced that the curriculum at Paris was the best, and he prescribed that theology should not be taught until'the student has received a solid foundation in philosophy (Constitutions, §366).' St. Ignatius and Theology Anyone reading the Spiritual Exercises or the Spiritual Diary will be struck by the deep theological content of Ignatius's piety. For him the most holy Trinity, the incarnation of the Son, the redemptive death of Christ, the real presence of Christ in the Eucharist, and the mediation of Mary and the saints were not just 23,0 Avery Dulles SJ presented this paper 30 December 1999 at the New Millennium Formation Conference held in Barrington, Illinois. His address is Fordham University; 441 East Fordham Road; Bronx, New York 10458. Review for Religious theological theorems. They were realities known to him from experience, so much so that in his Autobiography he claims he would have believed these great mysteries of faith even had they not been taught by Scripture and the church. Through prayer every Jesuit should seek to attain something of this kind of experiential knowl-edge in order to have a more personal apprehension of what God has revealed. Theology is supremely important for the religious life, accord-ing to St. Ignatius, and was foundational for the apostolate of the Jesuit order. In a crucially important paragraph of the Constitutions he writes: Since the end of the Society and of its studies is to aid our fellowmen to the knowledge and love of God and to the salvation of their souls, and since the subject of theology is the means most suited to this end, in the universities of the Society the principal emphasis ought to be placed upon it. Accordingly, there should be diligent treatment by excel-lent professors of what pertains to scholastic doctrine and Sacred Scripture, as also to that part of positive theology which is conducive to the aforementioned end, without entering into the part of canon law directed toward court trials. (§446) In the 16th century many humanists, including Ei'asmus, advo-cated the abandonment of Scholasticism and a return to Sacred Scripture and the church fathers as sources for theology. Ignatius was himself ardently devoted to the Scriptures, as is evident from every page of the Spiritual Exercises. He also had a great love for the fathers, as may be seen from many of his letters, such as the Letter on Obedience and the Letter on Perfection, both addressed to the scholastics of Coimbra. In the Spiritual Exercises Ignatius declares that the study of the fathers is well suited "to rouse the affections so that we are moved to love and serve God our Lord in all things." But he then adds that the Scholastic .doctors, such as St. Thomas, St. Bonaventure, and Peter Lombard, had the advantage of being able to build on the teachings of the fathers and saints. They are, moreover, better able to define and elucidate the doctrine of the faith according to the needs of our times, and to expose and refute prevalent errors and fallacies (§363). It is noteworthy that Ignatius picks names from the golden age of Scholasticism and omits more recent theologians such as Scotus, Occam, Biel, .Gersgn, and Nicholas of Cusa, all of whom he may have seen as less reliable. A further point that Ignatius makes in favor of the Scholastic May-June 2000 Dulles ¯ Tbeological Education The term "hie 'archical church" was a favorite of Ignatius, occurring three times in the text of the Spiritual Exercises. doctors is that they were able to profit from "the decisions of the councils and the definitions and decrees of our holy mother church" (§363). Emphatically a man of the church, Ignatius con-sidered that theology had to be done within the church and in obedience to church authorities.2 While he upheld the value of mystical graces, whether received by himself or by others, he insisted that such graces should be tested for their authenticity by reference to the teaching of the church. No conflict was possible for, as he put it, "one and the same Spirit" is at work in the hier-archical church and in the most intimate personal experiences (§365). Authentic mystical gifts, he once wrote to Francis Borgia, are to be esteemed, "always provided that humility and reverence are preserved towards our holy mother church and towards the rulers and teachers appointed in her." 3 The term "hierarchical church" was a favorite of Ignatius, occurring three times in the text of the Spiritual Exercises (§§ 170, 353,365). This epithet may in fact have been an original coinage of Ignatius himself.4 He looked upon the church as an organized society in which some members by divine institution exercise spiritual authority over others. In the first of his Rules for Thinking with the Church, calling for obedience of the judg-ment, he insists that "we must put aside all judgment of our own~ and keep the mind ever ready and prompt to obey in all things the true spouse of Christ our Lord, our holy mother, the hierarchi-cal church" (§353). In Rule 13 he lays down what some regard as a scandalous principle: "What seems to me white, I will believe to be black if the hierarchical church so defines" (§365). This principle, I submit, should be almost self-evident for Catholics. The faithful are required to believe on the authority of the church mysteries such as the Trinity, the Incarnation, and the Real Presence of Christ in the Eucharist, all of which are contrary to sensory appearances or to our ordinary ways of thought. As Thomas Aquinas writes in his famous Eucharistic hymn Adoro te devote: "Seeing, touching, tast- Review for Religious ing are in thee deceived; / How says trusty hearing? that shall be believed."s In a particular way Ignatius and his first companions trusted the guidance of the pope, whom they saw as the vicar of Christ, for the teaching and government of the universal church. According to Hugo Rahner, "Christ's vicar in Rome was for [Ignatius] a kind of supreme instance of that visibility which was both an essential mark of the church ,nd a necessary yardstick for measuring the invisible.''6 For this rea~.on he and his first companions placed the Society at the disposal of the pope, so that he might direct them to do what was most conducive to the glory Of God and the sal-vation of souls. They were convinced that Christ himself, through the mediation of his vicar, would show them the way to his greater service) That act of confidence was amply justified by the suc-cessful collaboration to which it led. In the Constitutions Ignatius laid down some very clear direc-tives about the kind of doctrine that should be taught in the for-mation of Jesuits. He writes, "The doctrine which they ought to follow in each subject should be that which is safest and most approved, as also the authors who teach it" (§358). A little later he v~rites: "Those books will be lectured on which in each subject have been deemed to contain more solid and safe doctrine"(§464). In the remainder of the paragraph, Ignatius specifies that there should be lectures on the Old Testament, the New Testament, and , the Scholastic doctrine of Thomas Aquinas. Ignatius's insistence on safer and more approved opinions does not flow from timidity, but from a holy reverence for the purity of God's word. Lest any-one think that these norms of St. Ignatius are no longer relevant aCto tmhep leevmee onft atrhye Nthoirrmd sm aipllpernonvieudm. i,n i t1 m99a5y bbye tuhsee f3u4lt tho G neontee rtahlat the Congregation reaffirm these principles in slightly modified lan-guage. The norms specify: 101. Professors should bear in mind that they do not teach in their own name, but in the church, in accordance with the mission received from the church, and that they teach joined together in charity in the Society of Jesus. Hence, they should let themselves be guided by the mind and will of the church, show proper respect for the teach-ing authority of the church, and have regard for the build-ing up of the faith in their students and in all the faithful. At the same time they should keep in mind those who are separated from us. May-June 2000 Dulles * Theological Education 102. Both professors and scholastics should faithfully adhere to and diligently study the written word of God along with sacred tradition. Let them have high regard for the teaching of the holy fathers and other doctors, specif-ically St. Thomas, and for those authors of the Society who are highly regarded in the church. 103, §1. Professors should clearly distinguish between matters of faith to be held by all and teachings approved by the consent of theologians. Probable, new, and personal explanations are to be proposed modestly. Norm 104 provides for the removal, in certain cases, of pro-fessors whose teaching departs from the doctrine of the magis-terium. As these quotations abundantly show, Ignatius did not con-ceive of the Society as a kind of theological avant-garde, adven-turously blazing new trails for the magisterium to follow. He would have condemned any such attitude for its lack of humility and sub-ordination. Jesuits, in his view, should prefer the safer and more approved doctrine and never fail in respect for the hierarchical teachers. Thanks to their acceptance'of the doctrine of those who teach in the name of Christ, they will have a solid base from which to engage in fruitful theological reflection. Ignatius and his companions were keenly alert'to the dan-gers posed by reform movements in the church of their day, espe-cially to crypto-Protestant positions being preached in Catholic pulpits in Italy by priests such as Bernardino Ochino, Peter Martyr Vermigli, and Agostino Mainardi. To guard against such doctrinal innovations, Ignatius, after moving to Italy in 1535, added the last five of the Rules for Thinking with the Church (SpEx §§366-370). He there advocates speaking with great pru-dence so as not to play into the hands of those who are seeking to undermine the doctrines of the church. These rules apply, he says, "above all in times which are as dangerous as ours" (§369). Were he alive today, he might find our own times no less dan-gerous than the early 16th century. ---234j The Jesuit Theological Tradition The early Jesuits threw themselves into the struggle against heresy throughout Western Europe. They rendered outstanding service as papal theologians at the Council of Trent. Though few in numbers, they were largely responsible for the successful preser- Review for Religious vation of Catholicism in Austria, Bavaria, the Rhineland, the Low Countries, and Poland. Peter Canisius and Robert Bellarmine, as doctors of the church, provided the theological rationale for this work. Inspired by love of Catholic truth and devotion to the Holy See, many Jesuits laid down their lives in the effort to regain England and Scotland for the faith. In subsequent centuries Jesuits, working closely with the Holy See, led the opposition to Baianism, Jansenism, Gallicanism, and various forms of rationalism and fideism, thus helping the Catholic Church to clarify and develop its own doctrine. The dogmatic schemata for Vatican I were almost exclusively com-posed by Jesuits. Under Leo XIII and Pius X, the Society promoted the renaissance of Thomistic philosophy and The Ignatian theological heritage is not static and repetitive, but dynamic and cautiously creative. theology. In the 20th century Jesuits were at the forefront of many movements of renewal, such as biblical studies, the liturgical move-ment, the ecumenical movement, and the theology of ressource-ment, sometimes miscalled la nouvelle thdologie. The Ignatian theological heritage, therefore, is not static and repetitive, but dynamic and cautiously creative. As Ignatius him-self adapted the Spiritual Exercises to different persons, consid-ering their age, health, education, and intelligence, so the church must adapt its presentation' of the Christian message to the chang-ing times. This process of adaptation is a delicate one because in our haste to adapt we could easily lose sight of the real content. My advice to the student and the young Jesuit theologian would therefore be to immerse himself in the sacred sources of Scripture and tradition, knowing that one cannot pass on what one has not first received. Ignatius himself spent more than .a decade in philo-sophical and theological studies before presenting himself for priestly ordination, and we should not do less. He loved the Scriptures, the fathers, and the Scholastic doctors, especially Thomas Aquinas, and we can drink at the same wells. Only after having mastered Christian doctrine in its purity and integrity can we adapt our presentation of it without risk of losing the substance. May-June 2000 Dulles * Theological Education I The Technological Age To whom or to what should we adapt as we are swept into the third millennium of Christianity? Obviously, to our own age. Although this age is too complex to be described in a few sen-tences, it might be designated, in a word, as the age of technol-ogy- an age replete with dazzling new possibilities for transmitting the faith, but also with unprecedented dangers for faith itself. The rapidly burgeoning means of electronic communication make it possible to reach new audiences and to present the faith in more varied ways than were previously possible. But we cannot be sure that our presentations will be effective. Can we confront people with the Christian message in its full depth and integrity, eliciting a firm response of faith? The ambivalence of the age is illustrated by several new factors, all intimately connected with technological advancement: the expansion of personal freedom, the sharpening of historical consciousness, and globalization. Each of these factors demands a theological response. The expansion of human freedom results in part from technol-ogy itself. Until now, people's lives were generally predetermined by the circumstances of their birth. Their nationality, their social status, their language, their occupation, and likewise their religion were normally those of their parents and grandparents. While this is still the case in many parts of the globe, it is increasingly less true in affluent countries such as our own. People are what they choose to be. Religious adherence is a matter of personal decision. St. Ignatius, living at the dawn of the new era, grasped the crucial importance of decision making and made it the central theme of the Spiritual Exercises. He had an acute perception of the gift of freedom and of the need to use it wisely. In his Rules for Thinking with the Church, he put his followers on guard against what he called "the poison of doing away with liberty" (§369). Down through the centuries Jesuits have contributed to the theology of freedom in various fields. Some, such as Luis Molina, dealt with the dilemma of human freedom and divine sovereignty in the distribution of grace. Jesuit moral theologians, defending freedom ofconscience, opposed rigorism in its various forms. Jesuit political theologians, protesting against tyrannical govern-ments, helped to lay down the theological foundations for the modern democratic state. Closer to our own time, John Courtney Murray was the principal architect of Vatican II's epoch-making Declaration on Religious Freedom (Dignitatis humanae). Review for Religious In our culture today, freedom is badly misunderstood. All too many define it as an entitlement to do what I choose without regard for my responsibilities. Freedom is seen as something opposed to commitment, and thus also to religious commitment, including especially commitment to the priestly or religious state. We urgently require a philosophy and theology in which freedom is linked with responsibility. It needs to be more clearly shown that freedom is enhanced and fulfilled by adherence to the true and the good, and that only Christ, who is the truth, can make us truly free (Jn 8:32). A second characteristic of our technological era is the inten-sification of historical consciousness. Under the impact of new inventions, our world is changing so rapidly that we are in danger of estrangement from the past. It is easy to fall into a kind of his-torical relativism, in which the certainties of our predecessors are subjected to doubt or rejection simply because they are old. In the religious area, some find it difficult to give more than a tentative and provisional assent to articles of faith, assuming that they may be invalidated by some future discoveries. Standing as he did at the end of the Middle Ages and the dawn of modern times, St. Ignatius knew how to deal with historical change without loss of permanent truth. Although he was involved in the Catholic Reformation and established an original style of Catholic religious life, he was quick to recognize and resist osten-sible reforms that were contrary to the true Catholic spirit. In our day we face even more radical problems. Since Christianity is a historical religion, we should have no difficulty in accepting the fact of change. But history is not the ultimate horizon of the human spirit, which reaches out to the eternal. Through God's gift, the human mind can grasp permanent and unalterable truths. With the aid of deep philosophical and the-ological study, we can help our contemporaries to see that God will not cease to be God and that Jesus Christ is always to be adored as the Son of God, the same yesterday, today, and for-ever (Heb 13:8). The church is and remains the pillar and the ground of truth (1 Tm 3:15) because Christ remains with it to the end of the age (Mr 28:20). A third characteristic of our era is globalization. Our con-sciousness is not limited to any particular region, nation, or con-tinent. Religiously, this means that we are increasingly exposed to the claims of many different religions and ideologies. In a country May-June 2000 237 -- Dulles ¯ Tbeological Education such as the United States, innumerable churches and religions rub shoulders day by day. Is it not arrogance, some ask, for any religion or church to claim privileged access to the truth? 'Here again Ignatius can be a guide. Living at a time when Western Europe was ceasing to be religiously united, he realized the need to resist unsound doctrines. W~th a vision encompassing the whole world, he sent out companion Jesuits to evangelize the new world, Africa, and Asia. Before long, Francis Xavier would be debating with bonzes in Japan, and Jesuit missionaries would be inculturating the faith by means of the Paraguay reductions and similar experiments in the Americas. Today we are witnessing religious and cultural interaction on a much vaster scale. The new situation creates opportunities for understanding and dia.logue, overcoming the parochialism of the past. But it also contains dangers of hostility and conflict or, at the other extreme, agnosticism and religious indifference. Some fall into a superficial religious relativism, as though Buddha could be for Buddhists and Krishna for Hindus what Jesus Christ is for Christians. One of the major problems of our day is to construct a viable theology of religious pluralism--one that gives due value to all religions without compromising the dogmatic truths of our Christian faith. Discerning the Times In its Pastoral Constitution on the Church in the Modern World (Gaudium et spes), the Second Vatican Council recalls the church's duty to "scrutinize the signs of the times and to interpret them in the light of the gospel" (GS §4). It declares that the church, led by the Spirit of God who fills the whole earth, "labors to deci-pher authentic signs of God's presence and purpose in the hap-penings, needs, and desires" of men and women of our day (GS §11). A little later the same document points out that it is the task of the entire church--pastors, theologians, and the laity--"to hear, distinguish, and interpret the many voices of our age, and to judge them in the light of the divine word" (GS §44). St. Ignatius is an outstanding master of the art of discern-ment. In the book of the Exercises, he provides two admirable sets of rules for the discernment of spirits. He puts us on guard against deceptions in which we might easily be entangled. These principles, I believe, apply not only to individual decision mak- Review for Religiotts ing about something like a vocation, but also to the church's effort to discern the signs of the times and to adapt prudently to new conditions of life. In this connection it is well to keep in mind another key Ignatian principle, that of agere contra. Ignatius bends over back-ward, so to speak, in order to defend the church on precisely those points where he sees the enemy employing his deceptions. Several times in the Exercises he states that we should always do the oppo-site of what the tempter, or the evil spirit, is urging (§350). "The enemy," he writes, "becomes weak, loses courage, and turns to flight with his seductions as soon as one leading a spiritual life faces his temptations boldly, and does exactly the opposite of what he suggests" (§325). When the traditional doctrine of the church is being attacked, we should avoid anything that smacks of compromise. On the con-trary, we should present the received doctrine at its full strength, throwing our entire weight on the side of the scales contrary to the dominant temptation. Ignatius himself does this in his Rules for Thinking with the Church, in which he calls upon Catholics to praise the religious institutions and practices thaf are currently under attack. It will be for the Jesuits of your generation to organize the Society's response to the dominant temptations of the present age. The church requires a team of highly educated persons, able to engage in the intellectual apostolate on a variety of levels and in various modes, such as teaching in schools and universities, preach-ing, writing, and electronic styles of communication. Mere activism is not enough. The church has the right to expect from the Society of Jesus the capacity to understand the problems at some depth. We must see the plausibility of the fal-lacies and be sensitive to the temptations to dilute or fall away from the faith. And, having seen these things, we should throw ourselves wholeheartedly into the struggle, acting energetically against the predominant temptations. The Topic and the Point I may seem to have gone somewhat beyond my assigned topic, which was to deal with Jesuit formation. But I believe that noth-ing I have said is beside the point. I am pleading for a theology that is solidly founded on Scripture and tradition, utterly loyal to the May-June 2000 Dulles ¯ Theolog~cal Educa~ion m'agisterium and to the pope, nourished by reverent prayer and sacramental worship. In matters open to debate, we Jesuits should, I believe, follow the safer and more approved opinions. At the same time we should courageously face the deepest questions of our own day, making the necessary adaptations without the slightest compromise in matters of doctrinal truth. Using the techniques of Ignatian discernment, we should seek to mount a balanced cri-tique of the emerging technological culture. To do this we need an updated theology of freedom, of historicity, and of intercultural and interreligious dialogue. If the Society of Jesus is seen to be effectively addressing cru-cial issues such as these, it will earn the gratitude and respect of all who love our holy faith. It will attract talented and dedicated can-didates and will, I believe, enjoy a new springtime at the beginning of the new millennium. Notes l The Constitutions of the Society of Jesus and Their Complementary. Norms (St. Louis: Institute of Jesuit Sources, 1996). Numbers refer to paragraphs of the Constitutions. 2 On Ignatius as vir ecclesiasticus, see Henri de Lubac, The Splendor of the Church (San Francisco: Ignatius Press, 1986), pp. 241-278, esp. pp. 249 and 258-267. 3 Hugo Rahner, Ignatius the Theologian (San Francisco: Ignatius Press, 1990), p. 229. 4 Yves Congar, L'Eglise de Saint Augnstin i, l'gpoque moderne (Paris: Cerf, 1970), p. 369. s I here use the translation by Gerard Manley Hopkins. In the orig-inal Latin these verses go: "Visus, tactus, gustus in te fallitur, / Sed auditu solo tuto creditur." 6 Rahner, Ignatius the Theologian, pp. 219-220. 7 Rahner, Ignatius the Theologian, p. 221. --- 2405 "Review for Religious BENEDICT AUER From Resentment to Acceptance: Elderly Religious Return Ibn recent years a topic of concern for religious communities, oth male and female, has been the return of large numbers of community members who are now retiring or have become too old or ill to continue in their present apostolates. Many come back full of resentment, not wishing to return under any cir-cumstances to an institution they left twenty, thirty, or even fifty years ago. The place they return to is not the place they left. In many cases they left before Vatican Council II and now are return-ing to a motherhouse or monastery they never lived in--for it has taken on a totally different aspect physically, psychologically, and even spiritually. Not only are they not prepared to come "home" to such alien places, almost like different planets; they return as strangers. The religious who have remained home or are now living in the moth-erhouse often do not know these returning persons except as names on rosters or ordos. Sadly, these religious often see the returning members as a burden or an intrusion. The welcome is there, but sometimes not as real as it should be. Superiors find themselves faced with people who have not wished to return, who may have been sent away years ago because they were not "good" community members or were more adapted to the external apos- Benedict Auer OSB returns to our pages after some years. He has a doctorate in Christian spirituality and is an associate professor of edu-cation at Saint Martin's College; 5300 Pacific Avenue, Southeast; Lacey, Washington 98503. -24! May-j~tne 2000 Auer ¯ From Resentment to Acceptance tolate. And meanwhile the local community wonders who these incoming people are. This is a crucial issue for our graying communities, and one that is only now starting to be addressed. Having raised the issue with many different religious communities, I have found one uni-versal response: "Yes, it is occurring with us, but what do we do?" It would be foolish to think that I have a universal answer, but I know that we need to look at the problem. This article will address some common issues and may help us think about our hospitality toward longtime members who have not lived at home, but are now returning to that "home" as a place to die. Offering Hospitality A key to Benedictine hospitality is "treating all guests as Christ." Usually Benedictine monasteries are noted for their hos-pitality. It is easy to treat guests well because they come and even-tually go. Being hospitable to our own members who come and stay is more difficult. But in truth these returning religious are guests too. Why? Because they have to be newly introduced to what life is like now at a given institution or motherhouse. Even such a simple thing as the daily horarium is new to them. Many left years ago when 4:30 or 5 was the rising hour and often the entire Office and even Mass were crammed into a small section of the day so that "other things could be done." After Vatican II the Liturgy of the Hours came to be said at the proper times, yet out in the parish and school apostolates this was often not the case. The people returning may not have been saying the Office regularly or may have been saying it only in a modified form. Those who prayed the liturgical hours in private have to relearn doing it once again as a member of a choir or community. But how do you gently yet firmly instruct someone who has been a religious or monk longer than you have been alive? Returning members need a care-filled orientation. (It might not be good to call it an orientation, but that is what it is.) They are deeply in need of compassion. They have been serving the community for most of their lives, often entering at fourteen or sixteen years of age and giving their entire lives to the service of the Lord as members of that community. When they are "forced" to return to the motherhouse or monastery, they have the rug pulled out from undertheir feet. They leave behind the local Review for Religious support system they have had for many years, and in some cases, because of distance or infirmity, they are unable to maintain even minimal contact with their friends in their former surroundings. Often these religious feel more alone than eve~" at a time when they need friends and support persons more than ever. The people of the motherhouse or monastery community are so busy with various responsibilities that they have little time to help these returnees adjust to their new environment. Someone within the community should be appointed just for this purpose. Sadly, a one-week retreat has not been enough to introduce these religious to rudimentary aspects of life in their old yet new com-munity. Many people in the new community do not know them: they have heard of them, but they do not share common experiences. One or two of their classmates may have remained at or returned to the institution, but this is seldom enough. Psychologically they feel abandoned. They have given their lives to an apostolate, and now it has left them, at least in their own estimation. Where they are now required to go and live is not what they expected; it is not how they expected to await death. Many missionary orders have this same problem after their members have spent years in a mission thousands of miles away. Aging missionaries may be required to leave all the friends they have made in the missions and to return to a climate in which they no" longer feel at Aging missionaries may be required to leave all the friends they have made in the missions and to return to a climate in which they no longer feet at home. home. In such circumstances they need to be given a reintroduc-tion that will help them move from being guests to being fellow religious once again. They need someone to accompany them at Office recitation and even to inform them about community events and about simple things like how to use the washing machines and where to find various necessities like mops or bandages. Gentling Resentment Another problem is anger or resentment. Many of these members are not returning as happy campers. Some are down- May-June 2000 243 -o- Auer * From Resentment to Acceptance right angry men and women. They have to go through the steps on death and dying outlined by Elisabeth Kiibler-Ross, for their previous lives have ceased to exist. At first they are in denial, denying that thirty or forty years have passed and that what they have given their lives for no longer needs them. Many felt them-selves irreplaceable and now find themselves, in one way or another, abandoned. The natural next step is anger. Recently I was present when a returning monk was met by another monk before dinner. The returning monk was angry, and so, when the other monk said, "Isn't it great to be home and no longer responsible for a large parish?" the response was less than edifying. The returnee brought to speech what was inside. Another monk, asked whether he was happy to be home after being away for years, replied, "This is not my home." These were not the right places and times for such feelings of resentment to come out. But no other place or time had been arranged, and so the feelings spilled out here, much to the embarrassment of the community and of the guests who were present. For all concerned, better occasions should be created for returnees to articulate their anger. Then, of course, bargaining begins along this line: "I will go back eventually to do some parish work, or teach part-time, or help the new priest." Additionally, bargaining will take on many different character-istics. Eventually the returnees realize that they have exagger-ated a feeling of despair~maybe not total despair, but despair nevertheless: "I am waiting to die . . . I have nothing to look forward to but death. I have no value." Communities often fail to realize that this crisis is taking place. I have heard superiors say, "Well, you now have time to rest," the worst response that could be made. These people do not want to rest: perpetual rest is staring them in the face. They need a program that helps them see aspects of them-selves they have forgotten. As active religious, they may have been neglectful of prayer. Some reintroductions to contempla-tive prayer might help, but people should not be pushed into them. One monk told me that at ninety-six years of age he was in charge of praying for vocations. He took this responsibility seri-ously. He had worked in parish ministry until he was ninety-five and now was adjusting to inactivity and doing an excellent job of it. He had reached the final stage: acceptance. He had accepted that he would not be returning to his apostolate, but would Review for Religious remain home. This was not fatalism. Religious all too frequently move from despair to fatalism, and everyone around them suffers, and prays for their happy death, and hopes it comes quickly. There are, of course, also many who return and do not take long to pass through these stages and adapt quickly to community life, at least on the surface. I remember a returning monk (he had been a parish priest and a hospital chaplain) who seemed to fit in immediately. But six months later he was dead. I remember find-ing him in his cell with paper on his bed so his shoes would not make a mark on the bedspread. He was a good man, but as an introvert nothing came out; his feelings remained within, and he soon died, never really having accepted his fate. Some religious returning to the community are not just anx-ious, but living in fear. One religious told me that his order has set aside a house in Ireland for its retiring members. They are sent there from the missions to die. Many have spent their lives in African countries, and now, returning after forty or fifty years, they are scared. Death is easy to address in someone else but not in ourselves. Some of us feel unafraid of anything until we are faced with our own vulnerability and eventual death. Some returnees are sick or even terminally ill, but many are not. A cousin of mine, after spending much of her life in missionary work in China, was imprisoned by the Japanese during World War II and by communists afterwards. When she finally returned home, she was sent to a new convent built just for the elderly. There, isolated from the convent and motherhouse she knew, she felt abandoned by her sisters. She wanted to walk the grounds of the convent she had been a part of long ago. She could not. After a few years she died, I believe not from illness but of a bro-ken heart. I have talked with many other retired and elderly reli-gious who feel the same. There are, of course, illnesses that require special treatment. And there are terminal cancer patients who need help the com-munity cannot adequately give. But some commfinities have cre-ated "dumping ground" convents or monasteries for their elderly or retired religious, places to put them so they are not in the way. Of this, one superior said, "They are happier together." Are they? I wonder. For they are now without meaning in their lives. They do not have around them their fellow religious to help them, nor are they let in on what is occurring in their reli-gious congregation. May-June 2000 Auer * From Resentment to Acceptance r Finding Meaning. Part of the problem is that these returnees need something to do. Their lives seem to have lost meaning. In a monastery the suggestion was once made to assign several retired monks some manual labor to do, like cleaning a floor or setting up the refec-tory for meals. The abbot's response was "These are priests. They cannot be asked to do manual labor." How sad! Many of them would have loved to do something. Any service given to the com-munity is better than sitting and watching television all day long. Communities have to find ways to employ returning religious. Today, when many retire quite young, a good number start new careers. Permitting and encouraging this is the least we can do for them. We should call on the abilities of our retired members. We should give them as much attention as we give to the recruit-ment of new members, for this reason among more urgent and important ones: the treatment that candidates see our elderly and retired members receiving will affect their own decision to enter or stay in the community. Most communities have addressed the issue of caring for ill members and those with handicaps. We have insurance policies, we have arrangements with nursing homes, and we have even added infirmary wings to our buildings. But beyond that not much is done. One sees elderly members wandering listlessly down community hallways. They need access to events in the house and in the surrounding community. My parents and many others in their eighties travel across the country to visit people and to see things that interest them. Many elderly religious have interests they were once too busy to pursue, and now they have time. I know a monk who wrote articles on contemplative prayer until he was in his late eighties. Some religious can finally work on the rose garden that they never had time for before. My pre-sent abbot hopes to write that book on birds, an intense interest of his, when he retires. Communities sometimes have to help their elderly discover what they would like to do. We can help people do this by initi-ating some semiretirem~ent programs in which people can start cultivating other interests before they turn eighty or ninety. This is not the job of the superior alone, but also of the entire com-munity, including the older people themselves. Religious should not look at retirement or a smaller work assignment as an indi-cation of their own failure. These things are, rather, new oppor- Review for Religious tunities to grow in ways that most of us will be called to do. Hopefully, religious will be encouraged not to work themselves to death, something that communities too often considered sim-ply heroic. Working ourselves to death is likely to be suicidal, not heroic. I heard one aged religious say, "It is one way out of here." What a sad comment on a life dedicated to Christian prin-ciples and an active apostolate! Included in this program to re-form our returning religious should be some counselors to work with them. Many may think that these religious would not go near a coun-selor, but I disagree. They may have been too busy to take the time for their own personal growth, and now they are able to do so. Some may need extensive counseling to help them cope with a fear of death, facing the unknown, and even facing themselves. We are all called to conversion, and many have not had the time to really convert in the Lonergan sense, "to probe into the depths of our being" and accomplish "a radical trans-formation." I have seen elderly and retired members of communities do just that. I have heard stories of hor-ror: "Father was such a terror in the classroom," "Sister was a beast toward her children in the first grade." I have met these people at seventy or eighty and found them delightful and deeply religious. What had happened? Often they were not suited to teaching, but more often they had undergone a radical conver-sion in their latter years. This call was to acceptance, and many have accepted their vocation with a new emphasis on contempla-tion or prayer. Such transformations are a joy to behold. Their communities have been supportive and given them an opportunity to tell their stories, stories that are stories of God, of God in their lives. Indeed, such stories are more for our benefit than theirs. Each of us walks a similar path, and we need to hear the witness of those who have gone before us. Father John Scott OSB, a professor of history at St. Martin's College and a confrere, has done a wonderful job of accumulat-ing an oral history, recording what people can recall and tell us of our past. Although it is an historical record, it is also a story of individuals being called to conversion--struggling with and finally accepting what has happened in their lives. Experience Communities sometimes have to help their elderly discover what they would like to do. 247 May-June 2000 Auer * From Resentment to Acceptance comes first, meaning later. Father Scott helps monks in our com-munity see the meaning of their lives by helping them tell their story. Many other communities are doing similar things with oral history. Finally, I would suggest something else, a change in our for-mation programs. During formation religious should be explic-itly taught that we do not own our apostolates. They do not belong to us; they are our mission, and our mission is from Jesus Christ. Many religious spend their lives building kingdoms-- from snack bars to institutions to parishes. They consider these their own domains. But apostolate assignments may be changed. Young recruits need to be made aware of this when they enter, and they may also need to be reminded from time to time so that they remember it even when they are eighty or ninety. These suggestions may give rise to further dialogue on this continuing problem. In justice we cannot assign persons to one or two apostolates over a span of fifty or sixty years and then not help them adjust to a new segment of life: retirement. Whatever their temperament or their virtue, the elderly of the present and the future need compassion, and new members need to see that we treat our returning lifelong members with as much charity and hospitality as if they were simply guests. They, of course, are more than guests. The love we show them is an important con-temporary way of following St. Benedict's recommendation to treat all guests as Christ. Bibliography Auer, Benedict. "Monastic Asylums," on institutionalization and monastic formation. Human Development 19, no. 4 (Winter 1998), pp. 35-39. Ferruci, Piero. What We May Be: The Vision and Techniques of Psychosynthesis. London: Thorsons, 1995. Fry, Timothy, ed. The Rule of St. Benedict in English (RB 1980). Collegeville: Liturgical Press, 1982. Goffman, Erving. Asylums: Essays on the Social Situation of Mental Patients and Other Inmates. Garden City, New York: Anchor Books, 1961. Lonergan, Bernard, SJ. "Theology in Its New Context." In The Theology of Renewal, Vol. 1. Montreal: Palm Publications, 1968. Review for Religious BEATRICE M. EICHTEN Electing Leaders in Women's Congregations Election in a religious community is always a time of anxiety, tension, and hope. The impact of elected lead-ership on each person and on the future of the commu-nity is significant, even though communities know that in four to six years new leaders will be elected. When women's religious congregations elect leadership, they deal with a number of issues: their conscious and uncon-scious learnings about power, the changing role of lead-ership, and the qualities members look for in their elected leaders. I will explore the issue of power in com-munity as it underlies both election and ongoing lead-ership/ membership relationships. Then I will reflect on implications this has for the function of leadership and on qualities needed and called forth from those serying as congregational leaders. Power and Community Relationships Power is a human reality, and operates in religious communities as it does in other groups. People have per-sonalpower coming from their identity and presence. In Beatrice M. Eichten OSF is a consultant with religious communities of both men and women and with congrega-tions that sponsor healthcare. Her address is P.O. Box 406; Winona, Minnesota 55987. May-June 2000 249 E~cbten * Electing Leaders addition, certain persons exercise informal power through their influence, whether in a negative or positive way. Organized groups select or elect persons to exercise formal power to help them stay focused on and faithful to their goals. These same expressions of power are present in religious con-gregations, especially in the matter of electing and then relating to their elected leaders. There is value in understanding the func-tion of power within this process of electing some women to exer-cise formal power within the congregational structures, structures that all the members together have defined for the congregation. Power is a word and a reality that women in general consciously avoid. It is for most women a negative word connoting undesirable characteristics, and it is a reality they try to deny. This is not true for men. Vv'hy is that? Women's Relationship to Power Dr. Pat Heim in her book Hardball for Women looks at the games children play to explain why women relate to power so dif-ferently from men.~ Though her book relates to women in business settings, I will explore how her explanation of childhood learn-ings also applies to women's religious congregations. Women's main focus is relationship. As children, women learn how to be competent interpersonally and how to develop and sus-tain relationships with others. Today many girls participate in team sports--a rare thing for girls ten or fifteen years ago. Given that recent change, some of the learnings attributed to boys will undoubtedly happen for girls. Most of today's women, however, and most of today's women religious, have done almost all of their playing one-on-one with other girls, usually with a best friend, sometimes with two friends. What Girls Tend to Learn at Play How to play one-on-one. Girls develop interpersonal skills, including how to "read" and respond to another's emotions. The skill works well for adult women in families, communities, and work settings as they tune in to emotional dynamics and offer care and nurture to the persons involved. Playing one-on-one, how-ever, can keep women from going beyond how something affects another to acting on principles and deciding what serves the larger Review for Religious whole. Knowing that some members will be upset by the decision may paralyze many a woman who needs to make hard decisions. Also, playing one-on-one, with its focus on individuals, can prevent women from envisioning the whole and defining clear responsi-bility and accountability within a large group of people. How to get along. Good little girls learn to be sweet, cahn, gen-tle, charming, mild, and helpful. Conflict, assertiveness, and direct confrontation are to be avoided at all costs. Instead of being up front and direct, girls learn indirect methods of dealing with dis-sension, such as involving a third party, dropping hints, or practic-ing avoidance, all in order to pre-serve the relationship. All women religious in conflictual situations recognize these and similar meth-ods in themselves. In fact, other women often see directness on the part of women as aggressive and pushy. This sometimes leads to conflict. In religious congrega-tions, where relationships are important and carry a "familial" character, conflict may feel very threatening. It is important, however, that it be dealt with directly, not in a blaming or judgmental way, but with each person owning her own experience and feelings. Unfortunately, some people, in their desire to maintain "nice," "positive" relationships, may see this directness as causing trouble, causing damaged relationships. How to be fair to everyone. Little girls try to resolve conflicts by compromising and being fair so that everyone wins. They want to be sure no one feels left out, and so they flatten differences to make everyone "all the same." When that carries over into adult relationships, some convoluted relationships occur between elected leaders and members. Members are not all the same; they each have unique gifts and needs. Setting a policy for all because a few need limits, and creating a committee rather than asking a person with special skills to do a task, are two examples among many. Being "fair to everyone" can cause chapters and assemblies to set-tle for a middle-of-the-road arrangement when they should be promoting a visionary life. An effort to accommodate everyone's sense of direction for the community leads to an unfocused and hard-to-accomplish plan. An effort to accommodate everyone's sense of direction for the community leads to an unfocused and hard-to-accomplish plan. 251 3lay-June 2000 ' Eicbten ¯ Electing Leaders I ] How to engage in play as a process. Girls' games seldom have a goal (one does not "win" at dolls or playing house). If there is a purpose, it is to get along with playmates,.create intimacy, and share imaginative ideas. This learned behavior serves congrega-tions well when it is the time for dreaming, for developing ideals and fostering goals. The challenge is to follow this up with clear assignments and holding people accountable, thus bringing the dreams into reality. All communities have reams of documents filled with wonderful ideals. Have they brought them to fruition? Have they stopped the process because it would be unpopular or because the responsible persons did not follow through and no one dared confront them? How to negotiate differences. For girls, decisions are reached by group consensus. When there are different views about the best way to set up doll house, or whose turn it is to play dress-up, girls learn to talk their differences through, take turns, compromise. The goal is a win/win outcome, not a win/lose one. "You want to play house, I want to play nurse. Okay, you be the mommy and bring your sick baby to me at the hospital." This is a learning that supports collaborative models of leadership and efforts at recon-ciliation. The goal is not "anything goes"; it is true collaboration that aims at the good of the whole. The risk is that including every-one's ideas leads to a mediocre outcome. How to keep the power "dead even." Girls grow up in flat orga-nizations, not hierarchies. They learn to cooperate within a web of relationships for the sake of preserving friendship. It does not take long for a little girl to discover that, if she wants to be the leader and starts giving directions, her playmates will call her bossy and avoid her. As a result, girls try to keep the power "dead even" and learn to exercise it ve.ry carefully. This is a learning that makes elected leadership in congregations very difficult. For, even though the power of elected leaders is not "dead even" with that of other members, the latter still tend to define for themselves how obedi-ence and authority will be understood and carried out, in routine functioning and also in special efforts regarding mission or com-munity or both. How that reality is dealt with is critical for con-gregations' life and vitality. When it is not dealt with,.when communities attempt to flatten power and authority, untold energy is spent on internal dynamics rather than on mission and vision. Such learnings from their earlier years have an effect on how women religious relate to each other in community. Men, on the Review for Religious other hand, learn very different behaviors from their childhood play, which often involves numbers of boys in team play. Women who have grown up playing team sports will recognize as their own some of the learnings males tend to acquire. Whether women have grown up learning things typical of women or men, those learnings have implications for women religious. Things Boys Tend to Learn from Their Play How to compete. Competition is the name of the game. The games little boys play involve adversarial relationships: us vs. them. They learn that competition and conflict are stimulating and fun, to be welcomed, not avoided. They also learn that when the game is over the game is over. The adversarial, competitive relationship during the game does not affect their relationships afterwards. After a bruising discussion over a controversial issue, men will often go out together to play a game of golf. Women, on the other hand, may have learned to compete, but they are likely to take the competition personally and retain negative feelings towards one another afterwards. How to always do what the coach says. Boys learn early that, in order to win the competition, there must be a leader or coach to focus strategy and effort. This creates a structural hier-archy unlike the flat organization common among girls. In order to move up the hierarchy, boys and men learn to do what the coach or boss says--period. No negotiation! How to be a good team player. Boys learn early that they will not always get to be team captain or coach and tell others what to do. Most often they will be in the position of receiving instruc-tions. Good team members learn to give up their individuality and independence for the good of the-team. They see the importance of supporting the other team members so that the team wins--a win that is "their" win. (Women have a more difficult time sacri-ficing their individuality for the team goal.) Men also learn that, to be a good team member, it is vital to know how to play with peo-ple you do not like, but whose skills will help the team win. (Because women tend to personalize conflict, they have a more Good team members learn to give up their individuality and independence for the good of the team. -2Y3 -- May-June 2000 Eicbten ¯ Electing Leaders difficult time getting past their dislike of the person to the estab-lishment of a good working relationship.) How to be a leader. Despite the team nature of their play, boys do at times get to take on the mantle of leadership. This gives them the opportunity to experience their own authority, to prac-tice leadership, to give directions and make them stick. When they do, they are rewarded and valued for their leadership. How to be aggressive or appear aggressive. In order to do well for the team, little boys learn that it is important to look like a mean, aggressive player, even if they do not feel all that tough. They learn power plays that help create an illusion of power. (As we will see later, women are more likely to accommodate one another, to negotiate.) How to take criticism and praise. In sports, boys receive con-stant criticism from the coach and from other players. They learn the connection between getting feedback and improving their per-formance. They also learn how to take criticism as feedback so it does not damage their self-esteem and destroy their feelings of self-worth. (For girls, however, criticism is not usually experienced as feedback about behavior or performance. It is more often expe-rienced as criticism of their person.) Howto stay focused on the goal. Rather than perfecting the details (as girls and women might), in team play boys set their sights on the goal line. If they make a mess in getting there or knock some-one over, that is just part of the game. They learn early on that they cannot do everything perfectly, but that perfection does not really matter, since winning is what counts. Winning is all that matters. Boys play games to win. Their stance is that there is no point to playing the game if you are not going to win. And, in order to win, you must take risks--playing it safe will never make your team number one. Half the time, boys will lose. Rather than feeling devastated by the failure, boys learn how to take a loss, learn from it, and move on. (On the other hand, women tend to replay the failure over and over, to beat themselves up for failures and attempt to fix blame. This is reflected in women's response to negative evaluations of com-munity meetings. They are overly sensitive, paying greater atten-tion to one or two criticisms of the meeting than to three hundred positive evaluations.) How to have a game plan. Little boys play in crowds, not in dyads or triads as little girls do. So they need a way of organizing Review for Religious an unwieldy group of people. They do so by following the coach's game plan. They learn early that, if each one plays independently of the others, the team will not score that coveted touchdown. (For adult women, their own individuality and creative expression are important. It is difficult for them to subordinate their indi-viduality to the team goal--note such areas as dress, living arrange-ments, ministry, and availability for leadership positions and motherhouse roles. Adult women can set their independence aside, but they intend to do it consciously and for a significant reason.) Would that the behavior patterns that girls and boys develop could be combined in such a way that the best of both would improve people's ways of being and working together. Member/Leader Relationships among Women Women need to be alert to power relationships. In girls' play, direction is negotiated, not set by a power figure. There is no sin-gle leader, and, even if one is identified as an official leader, she is expected not to act the part. What does that lead to? Girls learn early that negotiation is the key to getting things done their way. More often than not, a woman's goal is to bring others around, not direct them. When women are in a hierar-chical structure, their discomfort with not having "dead even" power, with being a subordinate or a boss, can lead to inappro-priate negotiation after a decision has been reached, or to passive-aggressive behavior. Such behavior is more likely when the person in power is a woman--"Who does she think she is?" The response of communities needs to be "She thinks she is, and she is, your elected community leader (or your supervisor, or your local com-munity leader)." Sometimes women sabotage other women in power through indirect cattiness, gossip, negativity. Often these women are responding unconsciously to their negative perception of another woman's power. Leaders need to practice and encourage direct communication, done so as to build and maintain relationships that express genuine interest in the other sisters as persons. Women in leadership, as they move from membership to elected leadership positions, realize quickly that the move changes relationships with other women in community. This is because the flat relationships women enjoy are antithetical to hierarchical relationships. The elected leader, like it or not, is in a position of xYlay-June 2000 Eicbten ¯ Electing Leaders power. Friendships can be lost or damaged when one is elected to lead the community. Simple statements made by the leader can seem to carry negative meanings, but such outcomes derive more from the hearer's family and communal experience than from the words and their intent. Also, confidentiality may prevent leaders from disclosing every reason and circumstance; this, too, may bring negative judgments and unfounded criticism upon them. Women leaders may find that their need to be liked keeps them from doing a competent job. The desire to preserve harmo-nious relationships can make it difficult for a leader to make the tough, right decisions, knowing that Sister X will be angry with them. Consultation and team processing can help the leader move toward making the needed decision, but it may still damage some relationships. If the decision is tough but fair, however, people will eventually come around. It is helpful for congregational members and leaders to under-stand how power tends to affect relationships among them. On some projects both women and men find it relatively easy to use power appropriately or to acquiesce in its use. But, when there are disagreements in their communal and personal lives, leaders and members of women's communities need to be alert to power dynamics. We will look at some behaviors as they operate in con-flict situations. Exercising Power in Conflict Accommodation. Accommodation means giving in; the others are allowed to have their way. This may be appropriate when oth-ers feel strongly about something and you really do not care. But, because women have been trained to accommodate others for the sake of preserving the relationship, it is important for them to attend to what is important to them and to be willing to take a stand on that issue. Inappropriate accommodation occurs when persons do not know what they want or feel, when they give up what is important to them in order to keep the peace, or when they decide to "help" another win because they see that it is impor-tant to him or her. Avoidance. In avoidance, a conflict is ignored in the hope that it will disappear. Women commonly do this because they detest confrontation. A situation that is avoided, however, worsens for having been ignored. When conflict is not addressed directly, it Review for Religious does not go away; it just goes underground. The hostility gets rechanneled into passive-aggressive, destructive behavior. Women use a particular kind of avoidance, especially in communication. They avoid addressing the issue directly with the relevant parties because that could damage the relationship. Instead, they drop hints (and think they have been clear), or they tell others about the dispute (and hope it will get back to the person concerned). Compromise. In compromising, you win some and you lose some. "I'11 give you this if you give me that." They do not get all they want, but they decide half a loaf is better than none at all. The down-side of compromise is that it may be used to avoid the interpersonal work that happens when people resolve conflicts through collaboration as described below. Competition. In competition there is usually a winner and a loser. Men are very comfortable with competi-tion and often make things a win/lose dynamic. For women, a win/lose dynamic is not attractive. They tend to see it as not "fair" or "dead even," and thus damaging to relationships. Collaboration. In collaboration, two individuals or groups find a way to work out their differences so that both are satisfied with the result. They delve into why they hold such disparate views. Collaboration takes time and trust. For a worthwhile discussion, persons must care about their own underlying concerns, be will-ing to understand the other side, and be open to appropriate influ-ence. When differences are resolved collaboratively, relationships are improved; the level of trust increases. Women are adept at col-laboration because as children they have learned to share equally with everyone and to focus on being fail to others. Men tend to be less adept at collaboration because they focus on winning, on doing better than their colleagues. Women look for solutions that help everyone win. These learnings about power continue to operate in women, often unconsciously and often in contradiction to their profes-sional training and the c6mmunal/spiritual values they espouse. They affect women's perception of themselves as leaders in com-munity and of those they elect as leaders. It is important that con- When conflict is not addressed directly, it does not go away; it just goes underground. May-June 2000 Eicbten ¯ Electing Leaders gregations give attention to these unconscious learnings as they reflect on the meaning of leadership as a call to ministry. The Ministry of Leadership in a Religious Community Leadership in a religious community is a ministry, one that facilitates and focuses the purpose and goals of the community. Often women called by their community to serve in the ministry of leadership need to put aside their current ministry--where they feel effective, secure, and significant--in 6rder to serve their con-gregation. The call of the Spirit draws such women to place their gifts and their vulnerabilities at the service of their sisters and the church, going beyond individual and sometimes even communal needs and concerns to global needs and concerns. They do this knowing that leadership is a dynamic, relational exercise of power between members and leaders, a relationship fraught with opportunities and risks. Elected leaders, in their for-mal exercise of power, are called to help members work together for the common good and achieve spiritual and ministerial ideals. The function of that leadership is defined and authorized by the. community, and is exercised through the community's governance model in a mutual obediential manner. Leadership, then, is an experience of reciprocity, of being both leader and follower. I~ asks all, especially those elected to leader-ship, to take the initiative, to see problems, and to point toward creative solutions--to give direction and to take action that moves the community towards a common goal. Leadership is relational. It is based on mutuality and respect even as the differing roles and responsibilities of the elected lead-ers and the members are recognized. Being relational begins with both leaders and members seeing the value of each person's gifts and weaknesses, seeing these as part of the communal reality of persons drawn together for mutual witness and service. Not every-one is capable of doing this. Leadership focuses on the common good, and so leaders are asked to: ¯ go beyond the perspective of the individual to the perspective of the whole; ¯ see the congregation as part of a bigger whole and to keep it from getting enclosed or focused only on surviving; ¯ bal-ance the purpose of the congregation with the good of the indi-vidual; ¯ keep the mission as the focus, going deeper into its Review for Religious meaning and reality in their charism and community life; ¯ be spiritual leaders, relating to community charism, to personal and communal spirituality, and being attentive to how the Spirit is moving the community into the future; ¯ be stewards of congre-gational resources guiding decisions relating to ministerial, finan-cial, material resources available for the accomplishment of mission; ¯ be stewards of human resources by attending to the personal and communal needs of each member; ¯ carry out corporate responsibilities, which include sponsorship, ministry engagement, administration of the congregation's properties, assets, and liabil-ities, and civil and canonical legal responsibilities; ¯ carry out canonical responsibilities (these involve community viability, mem-bership, documents, relationships with dioceses and the broader church, and convening the community for governance through the congregation's governance model). Qualities for Leade.rship in a Religious Community What does all this have to say about qualities needed for lead-ership today? Community leadership moves one into a complex set of relationships with the community (remember what was said above regarding women and "dead even" power), the church, and the public. It calls for the development and public exercise of many skills in order to carry out the functions defined and expected by community. Leadership pushes one to an awareness that encom-passes both individual and common good within the context of the broader world. Because of this, it is important to feel positive about the min-istry of leadership. It cannot be simply an obligation or a duty. If a person accepts congregational leadership, she needs to have energy and willingness for such service. This comes from a sense of personal readiness and ability for community service. It comes, too, from a personal vision and hope for the life of the congrega-tion, even as one acknowledges the limitations and pains experi-enced in the all-too-human experience of living community. The person needs to know herself as gifted and called to leadership both by community members and by her own inner spirit. This call assumes a faithful relationship to God, who challenges, guides, and sometimes pushes one in new directions. Being a leader today requires being a learner, a communicator, and a unifier. As a learner, a leader needs to be able to think, open May-June 2000 Eicbten ¯ Electing Leaders to influence, and ready to gather relevant information. As a com-municator, she needs to be adept at both listening and speaking. As a unifier, she is called to draw together the diverse gifts and talents of members, associates, and ministry partners. Leaders need to be willing to make tough decisions for the good of the whole and to base their decisions on clear principles and careful consideration. Leaders need a consultative, collabora-tive style for decisions affecting the life of the members. Because they also carry organizational and canonical responsibility and authority, they need to be able and willing to make leadership decisions affecting the good of the congregation. The leader needs to be visible and to make connections within the community and within the larger church and society. Research shows that outstanding leaders emphasize setting goals and achiev-ing them by careful planning and by building group commitment; they give less attention to the personal adjustment of members.2 Against the background of women religious thinking of their leader as "Mother" (nurturer, caretaker), this change in leadership style can be misunderstood as "not caring for the members." In every community there are members who want "a mother" who spends her time nurturing and being available to individual members. Other members want a leader that inspires vision, mobilizes energy, supports risk taking, and is engaged in church and world issues. The challenge for leaders is to know their leadership role and to address and deal effectively with members' differing expectations. Martin Heidegger says that to be human is to be called to become a "shepherd of being." Each person carries that call. The leader carries this call for herself and for the community, shep-herding her own well-being and the well-being of the community. The leader needs to know that her leadership is based on human-ity, her own and the congregatiori's. This requires knowledge of herself as a person of intellect and feeling, 6f gift and limitation, as one called but also a sinner, blessed and still in need of conver-sion. The leader is called to compassion and mercy as well as truth-telling and tough love; she needs to see the person, not just that person's deficient performance or its impact on the community's image. The leader is called to keep alive the vision of this human, blessed community of persons drawn together in personal and communal experiences as an expression of the face of God in our world. She does this by working to create an inclusive community of persons who, simultaneously gifted and vulnerable, are corn- Review for Religious mitted to mutuality and respect, to growth in holiness and faith-ful witnessing to the presence of God in our world. A leader needs to understand that leadership is an invitation to be creative through frailty. The first reality of the incarnation is the principle of limitation. We are not God. There is no such thing as a "perfect" leader, with all the gifts and skills needed. Leaders need colleagues that balance and compensate for limitations. They need community members who are willing to support, to be direct and honest, and to allow for frailty and mistakes. Leaders and members need to be comfortable with the experience of the inter-dependence of gifts and limitations. Concluding Questions Power can be a positive force in the life of a congregation-- power with and for, power that energizes and challenges, power that knows and loves the strength, gifts, and limits of all the com-munity. As women religious reflect on how power can and should benefit themselves and their communities, there are many areas for personal and communal exploration. I will put these questions in a personal mode, since that is where each person needs to start. ¯ How does what I learned as a girl about power operate in my life? ¯ What learnings from group (boys') play would be helpful in enhancing my relationships in community~ At work? ¯ How might making those learnings conscious help me relate better with oth-ers in my local community? In regional and large community gath-erings? At work? ¯ How do I view leadership before and after leaders are elected? How does that affect my communication, sup-port, and conflict patterns, both with the leaders and with other members? ¯ How does my approach to elected leaders diminish or enhance my engagement in con, gregational endeavors? ¯ How do my relationship to power and my view of leadership and its impli-cations affect my availability for service to community in the lead-ership role? Honest answers to these questions and in-depth conversation about their implications in member/leader relationships could move a community to a greater readiness to see leadership focus° ing--beyond the "nurturing mother" role--on the achievement of communal goals through careful planning and through building group commitment. It would, I believe, strengthen the interplay between member and leader and would lead to better communi- May-June 2000 Eicbten ¯ Electing Leaders cation, to a healthier dynamic among adults properly aware of their own and the organization's power, and would enhance engagement around communal goals. Notes ~ Pat Heim PhD with Susan K. Golant, Hardball for Women: Winning at the Game of Business (New York: Penguin Books, 1992). z David J. Nygren CM and Miriam D. Ukeritis CSJ, "Religious- Leadership Competencies," Review for Religious 54, no. 3 (May-June 1993). Free and Groaning We are children of earth In birth Goslings Tapping On the shell of our next Resurrection Creaking branches wind-moved Almost into flight Not Quite Tight-bound buds breaking Flames that leap Anchored in ash Clouds thai float in th~ sky But the clouds weep Autumn leaves let loose We dance and we die Careless clowns With foolish faces Wild doves flying So in need Of footing places Riders of reckless surf Baptized in waves As for me I am a free Woman Constrained Chained ¯ At once being born And giving birth Crucified I survive Alive Alive! Mary Alban Bouchard CSJ 262 Review for Religious FRANCIS W. DANELLA I Apostolic Religious Communities in America: Moving in the Right Direction! During the thirty-five years since the Second Vatican Council, religious life has endured a trial by fire. At the beginning of a new century, a mixture of cautious optimism and open despair is often evident when religious speak about their communities' future. While numbers continue to decrease and members continue to age, one wonders if the cautious optimism is not simply denial. The perspective of history, however, would sug-gest that, while some congregations will die, others will serve well into the next millennium. Some will even flourish2 Thirty-five years after the council, some trends seem to encourage that spirit of cautious optimism. Many religious com-munities have wandered through the post-Vatican II desert, and they perceive there might be a "Promised Land." These religious communities are successfully exploring their roots and the stories and spirituality that underlie those roots. This has led to a clearer sense of identity and then to internal renewal and a clearer sense of mission. Apostolic religious communities are emphasizing mission even as they cope laboriously with the endless issues of maintenance. Beyond mission they need to address the issues of community life Francis W. Danella OSFS, clinical assistant professor of pastoral the-ology at the Catholic University of Aanerica, served recently as director of planning for his province. His address is Oblates of St. Francis de Sales; 2200 Kentmere Parkway; P.O. Box 1452; Wilmington, Delaware 19806. May-June 2000 Danella * Apostolic Religious Communities in America and vocations. After the thirty-six years of my religious life, I would prefer never to discuss community life and vocations again. But the time for reassessment on both fronts is at hand. Not to muster the strength to ask the difficult questions regarding these two issues would be to the detriment of these apostolic religious communities of ours. Below we will consider religious life before the council, the challenge of the post-Vatican II church, and the future direction of apostolic religious communities with respect to mission, commu-nity life, and vocations. The fundamental mission underlying the particular apostolates became blurred. Religious Life before the Second Vatican Council As a young man I wanted to know, love, and serve God in this world so as to be happy with him in the next. Towards this goal I sought a singular focus and complete absorption. This desire, com-bined with a predisposition toward teaching, led me to my religious community, whose pri-mary ministry is teaching. There I learned that religious life in my community is about three things: the search for God, eschatologi-cal witness, and the education of youth. Other apostolic religious congregations are similar, but their specialized ministry may be something different in the con-text of religious community. All people are called to search for God. An inner yearning to find our origin, purpose, and destiny gnaws at all of us from the time we are able to think clearly. The catechism had clear answers for the children of immigrants to this country, and their own chil-dren in turn. Religious life became the place in which persons could be devoted full-time to this quest, with fewer distractions to get in the way. Religious gave eschatological witness to a kingdom that was not of this world. While religious were building the kingdom of God on earth, they were clearly giving witness to a fullness of life beyond this one. This religious witness was evident in their lifestyle, their way of being in the world. In this context vows of poverty, chastity, and obedience made sense. The virtues of humil- Review for Religious ity, gentleness, and simplicity became ways in which God's people could experience powerfully God's presence in the persons of these devoted servants. Most religious congregations devoted themselves to a partic-ular good work. Most engaged in a ministry of education, health-care, or social work. Most often religious congregations were in service of the poor or the lower middle class. Religious life suc-cessfully educated and cared for immigrants and their children. Many in the Catholic community were able to develop their skills and intellectual gifts, thereby acquiring a better standard of living and a richer and fuller life. Catholics were now positioned to have major influence on the American culture. During the years preceding the council, religious congrega-tions were deeply absorbed in the work that they did so well. An unfortunate by-product of this successful period of religious living is that many religious congregations became identified with their work. Many perceived their charism to be education, healthcare, or social services. As the ministry of service became more intense, the fundamental mission underlying the particular apostolates became blurred. The Challenge of the Post-Vatican II Church With the advent of the Second Vatican Council, religious were challenged to renewal. The council said: "The up-to-date renewal of religious life comprises both a constant return to the sources of the whole of the Christian life and to the primitive inspiration of the institutes, and their adaptation to the changed conditions of our time.''2 The effort of religious institutes of the last thirty-five years to be faithful to this .injunction has borne much fruit. The movement forward has been a struggle. The emphasis on freedom and personal responsibility evident in the Pastoral Constitution on the Church in the Modern World (Gaudium et spes) had a profound effect on the future direction of religious life. There was a strong emphasis on each religious developing his or her gift to the fullest. This was in sharp contrast to the tradition of many religious communities, which determined the needs of the schools, hospitals, nursing homes, and so forth and then decided who would fill the need, no matter what their personal preference. This corrective from moving in lockstep to a more May-June 2000 Danella ¯ Apostolic Religious Communities in America individual way of developing one's gifts and talents was met with varying degrees of acceptance. Many religious communities resisted the more individual approach and the quest for self-fulfillment. Such resistance had disastrous consequences because it failed to recognize the legiti-macy of what was being sought. Consequently, there was no inte-gration between individual needs and community priorities, between personal growth and the common good. In this atmo-sphere, self-fulfillment became an end in itself rather than the means by which religious became all that God was calling them to be in the service of the church. At times this led to an exaggerated individualism and a misguided quest for self-fulfillment that was reinforced in American society by our strong bent toward indi-vidualism. In this period there were parallels with the best and worst of the human-potential movement. In the main, however, religious life was attempting to be faith-ful to the council's injunction to return to the primitive inspiration of the institute and to adapt to modern time. The efforts to recap-ture the spirit of the foundation have been the singularly most hopeful development in religious life since the council. This quest has led to internal renewal and a new sense of mission. There are common elements among the groups that have taken this course, a commonality that is clearly the work of the Spirit. Most groups have recaptured and reinvigorated for our time the spirit of their foundations. Many have experienced a resurgence in scholarship in their spiritual traditions. This new look at foundational texts and spiritualities is leading to an internal renewal. The search for God is once agaiia on track. With a clear sense of their origin, purpose, and destiny, religious congregations are in a better position to carry out their mission in the service of the church. Those faith-ful to the task will play a large role in shaping the future direction of the church. Ok/It The Future Direction of Religious Life Mission. A clear identity has led to internal renewal and a clear sense of mission. Apostolic religious communities are focused on living and disseminating their charism. Religious congregations that were instrumental in improving the quality of life for gener-ations of immigrants have begun to share their charisms with an educated lay faithful as they assume their expanded role in the Review for Religious church. Just as apostolic religious communities helped generations of immigrants to assume their rightful place at the table in American society, they will assist the current generation to assume their rightful place as religious leaders in our society. Religious life can help the laity to be the leaven in the world that the Second Vatican Council desired. By virtue of their baptism, the lay faithful share in the priestly, prophetic, and kingly office of Christ. Besides being faithful to the duties of their state in life, they are called, as the council points out, to work at the evangelization and sanctification of all God's people. They do this when they endeavor to have the gospel spirit permeate and improve the temporal order.3 Parish communities need to help the lay faithful to be aware of this mission and to carry it out. Religious congregations, too, can assist the lay faithful in their efforts at evangelization, sanctification, and the transformation of the temporal order. They can create forums in which lay people can come to understand their role and develop a plan of action for permeating the temporal order. Recently I participated in a symposium on the care of the dying jointly sponsored by George Washington University Medical Center and the Center to Improve Care of the Dying. Among the participants were medical doctors and other healthcare profes-sionals intently interested in how patients' spirituality affects their overall well-being. These dedicated healthcare professionals are carrying out the council's mandate to permeate the temporal order with the gospel spirit. One physician told me of her involvement with the Carmelite community, of the importance of the Carmelites in her life. Inspired by them, she has been instrumental in bring-ing courses on the spiritual dimensions of healthcare to medical students across the country. Last year I was captivated by a piece in Wilmington's Catholic newspaper on the graduation ceremony at a local private high school, the Salesianium.4 A graduating senior had spoken at some length about the influence of Salesian spirituality in his life. This was no passing comment. He detailed the teachings of De Sales that had influenced him, pointing out that he and his fellow graduates could take such teachings with them into their life ahead. This is the direct result of the school's effort to live and disseminate its charism. One physician told me of the importance of the Carmelites in her life. 267 May-June 2000 Danella ¯ Apostolic Religious Communities in America The many new forms of community life that have appeared need to be reevaluated. Apostolic religious communities need to live and disseminate their charisms for the well-being of the church. They need to share the theological and spiritual wisdom of their traditions, tra-ditions that answer the fundamental questions of origin, purpose, and destiny. They need to share the spiritual practices that guide daily living and daily choice. Apostolic religious congregations can encourage and even bring together people of similar professions and people from different walks of life to put together a plan of action that responds to the council's call to bring the gospel spirit into the temporal order. This is precisely what many apostolic communities excel in today. They need to reinforce their efforts. They need to have clear pastoral plans for the future. They need to bring even greater zeal and enthu-siasm to this vital mission. Many apostolic religious communities are effectively developing lay leadership and entering into collaborative ministry with the laity. They share with the lay faithful not only their spirituality but their mission as well. Religious communities are moving in the right direction and will greatly help a new generation of lay faithful to fulfill their complex mission in today's world. Community Life. Religious life of the future will be lived by those young men and women who currently are associates, novices, temporarily professed, and young perpetually professed. We need to listen to what they are saying to us. Some tend to be more con-servative than those of us who have reached our middle years, but this must not lead to new polarization o'r a new age of friction resulting from personality differences or other biases when there may be no substantial differences at all. My own experience suggests that the young enthusiastically embrace the efforts of congregations to revisit their spiritualities and to disseminate their charisms. This is an exciting mission. The young also seek a community life that is based on community prayer, mutual concern, hospitality, and self-sacrifice. They seek a religious community that is a genuine witness to both the "already" and the "not yet." Thirty-five years after the council, the many new forms of community life that have appeared need to be reeval-uated. For example, those who question the suitability of parish Revlew for Religious ministry for religious communities deserve a hearing. I would dis-agree, on the ground that parishes are ideal places for dissemi-nating the charism and helping the lay faithful to become the leaven in the world, but I would agree that we need to reassess the ways in which parish community life is lived. We need to hear the wisdom of all the members in order to make good, Spirit-filled decisions. Hearing all sides of issues can lead to a rich response. Also, we must examine the vitality of our eschatological witness if the choice for poverty, chastity, and obedience is to continue to make sense. We owe this to one another, to ourselves, and to those we will invite to join us. Vocations. What are we to do about the shortage of vocations? I remain convinced that the best advertisement for religious life is faithful, enthusiastic religious charged by their clear sense of pur-pose and mission. We need to be especially attentive to women and men in their twenties and thirties who have not made a per-manent commitment and who know in their hearts that there is more to life than what they are currently experiencing. Men and women of every age have been attracted to religious communities that have a clear purpose and mission and a healthy community life. Today as in the past the young and not so young will be attracted by religious who clearly put the welfare of others ahead of their own. We must not turn our vocation offices into maintenance oper-ations focused on numbers and survival. Vocation directors need to touch all potential candidates with the spirit of the institute, whether their final decision is to enter or not. A faithful, enthusi-astic commitment to mission will captivate the minds and hearts of those inspired by the Holy Spirit to look into this form of life. Furthermore, beyond traditignal vocations, we need to rec-ognize and affirm the enormous asset that lay associates are to our congregations. These women and men share not only in our spir-ituality but also in our mission. Influenced by the enriching guid-ance of the traditions embodied in apostolic religious communities, they make a unique contribution to the church. Religious life exists in the service of the church, whose future is assured by Christ in the gospel. And so with courage, hope, and determination and most especially with faith, we can march con-fidently into this millennium. We walk with our God, who began the good work in us and who will bring it to fulfillment. May-June 2000 Danella ¯ Apostolic Religious Communities in America Notes ~ See Sean Sammon FMS, "The Transformation of U.S. Religious Life," in Living in the Meantime, ed. Paul J. Philibert OP (New York: Paulist Press, 1994), pp. 23-38. 2 Pofectae caritatis (Decree on the Up-to-Date Renewal of Religious Life), §2. ¯ 3Apostolicam actuositatem (Decree on the Apostolate of Lay People), §2. The Dialogue, 10 June 1999. Spring Prayer To Whoever makes hard wood of maple grow and bud, sprout green lace of leaf; to Whoever breaks open frozen ground to receive water and seed to bloom; to Whoever stirs tiny throat of wren to sing, waking sleepy human to dance; to Whomever, I send up hope-filled cry, dizzy praise, begging for the same miracle to pulse in me. Patricia G. Rourke Review for Religious JOEL GIALLANZA Look to the Future paope John Paul tells us in Vita consecrata: "You have not only glorious history to remember and to recount, but also a great history still to be accomplished! Look to the future, where the Spirit is sending you in order to do ever greater things" (§110). "A great history still to be accomplished! Do ever greater things"--an affirming image and a challenging mandate, to say the least. And yet speaking about the future of religious life always runs the risk of degenerating into soothsaying, its content far removed from .reality. It would be interesting if we could somehow eavesdrop on religious at the beginning of the 1900s, and more so at midcentury, as they spoke about or even predicted religious life's future. Their descriptions of how religious institutes would look in the year 2000 probably assumed that our sponsored ministries would keep mul-tiplying, that the majority of our members would be in active midlife, that our next chapter might consider--"if there is a real need"--expanding our one retirement facility, that formation houses would be veritable skyscrapers with No Vacancy signs hang-ing out in front, and that vocation promoters would be requesting a year off to process the multitude of applications already received. By contrast, today's prospective vocations and our members in for-mation are sometimes stunned to learn how many entered our communities in the early and middle years of the 20th century and are surprised to learn the median age of the present members. The numbers can evoke a nod of wonderment even in those who knew of and experienced something of that earlier era. Joel Giallanza CSC has written for us a number of times. His present address is Congregation of Holy Cross; 1101 St. Edward's Drive; Austin, Texas 78704. 271 -- May-3~une 2000 Giallanza ¯ Look to the Future We have sobered enough in the past thirty years to know that the "greater things" of which Vita consecrata speaks cannot be summed up in statistical increases and demographic optimism. Nevertheless, it would be inaccurate to characterize contempo-rary religious as inactive, discouraged, cynical. Admittedly, some of this is present and operative, but in fact it always has been. Such characteristics come with the reality we call human nature. Lack of energy or enthusiasm, discouragement, cynicism or uneasiness about the future flow more from the inconsistencies and variables within our human nature than from the current situation of reli-gious life within the church. What, then, do we look to in the future? I would suggest some essential tasks. I would say we need to be ready and willing to do these tasks if religious life is to continue moving vigorously into the future. The tasks I mention are necessarily basic and general; they must be addressed from the experience of local communities and individual religious in their living of their particular institute's heritage and tradition. __ 2_72 Build and Cultivate Relationships We call ourselves sisters and brothers of Christ, of one another, of God's people, for the sake of greater sisterhood and brotherhood in the church. Vita consecrata emphasizes this relational character of religious life (see §60). Our very titles as religious have more to do with the kind of relationships that we are called to have and foster and support than with any hierarchical arrangement in the church. The task before us is to sharpen our skills for building and cultivating relationships. The witness value of doing this should not be underestimated. Religious live and work in societies and settings in which rela-tionships are expendable because individual independence has become a priority to preserve at all costs. People desire personal autonomy over all else. In response, religious must be entre-preneurs of union, cooperation, and reconciliation. We must become experts at initiating and nurturing relationships, over short and long distances, in times of blessing and burden, with sincerity and integrity. We should not underrate the transforming power of the witness we can give simply through the friendships we estab-lish among ourselves and the variety of relationships we build with and among others. That witness reflects the importance we assign Review for Religious to Jesus' mandate of love and the commitment we have to build-ing and cultivating relationships. Demonstrate the Possibility of Permanent Commitment Our way of life witnesses to the fact that permanent commit-ment is a possibility for human nature. Too often in our world, commitment is interpreted as a temporary arrangement; perma-nence is perceived to be beyond human capability. And significant decisions in life are made accordingly. Further, explicitly short-term commitments are also considered adjustable, to fit the pri-orities of one or several individuals. We see the effects of such common cultural patterns even within the church. The durability of a commitment comes to be gauged by the comprehensiveness and precision of the legal specifications that make it binding. On the other hand, legal rearrangements can be used to dissolve the commitment; forever is conveniently reinterpreted as "for as long as I am interested." By our religious profession, we claim that commitment is a matter of the heart, not legal provisions. It is the heart, the Lord's own dwelling place, that gives meaning and direction to our activ-ities in ministry and community. Commitment is rooted in and nourished by the convictions of the heart. Our life as religious often stands as a wonder to others, partly because of their fasci-nation with its components--vows, community living, types of ministry, prayer, and so forth. The more intriguing wonder, how-ever, will be simply that we choose to and profess to and do live this way forever, and thereby demonstrate the possibility and reality of permanent commitment. Show and Accompany Others along the Pathways to God There is a hunger evident among people, a growing desire to find a path toward union with God. In recent years there has been a resurgence of interest in spiritual matters of all types and tradi-tions. In response to this our task is twofold. First, we must our-selves be acquainted with some pathways to God and speak with integrity and sincerity and some fluency of our own relationship with God. Second, we must accompany others along the pathways May-June 2000 2.73- Giallanza ¯ Look to the Future of the spiritual journey. We need not be trained spiritual direc-toi's to offer basic, everyday support and encouragement, but we do need to love the Lord and be faithful to a life of personal and com-munal prayer. Otherwise our accompaniment is more theoretical than real. The pathways to God are known most clearly and surely by actually traveling along them. Only so much can be absorbed by the head. It is the heart that must be saturated with the knowl-edge of the ways to union with God. A significant part of our com-mitment in religious life as people of prayer is to know those pathways by heart. Whatever the nature of our ministry, however we encounter others in daily life and work, we as religious, as peo-ple committed to the mission and message of Jesus, must actively encourage and enthusiastically accompany others along the path-ways to God. They expect us to know the way. And we should. The pathways to God are known most clearly and surely by actually traveling along them. Notice and Take Up Emerging Apostolic Needs The needs of the mission to which our religious institutes respond are always emerging and ever endless. Even though our communities have been involved in some specific ministries for years, possibly even since our foundation, it is important to deter-mine if those ministries continue to address specific contemporary needs.' There will be undoubtedly much emo-tion surrounding such a determination. Very fine may be the line marking the difference between continuing a ministry because it responds to the current needs of God's people and continuing a min-istry because the religious involved are trained to do it and have not considered an alternative. And, because ministry has a large part in shaping our identity, people may resist any serious exploration of alternatives. In "determining the continuing relevance of particular min-istrieb, the institute's heritage and vision and values must have a guiding part. We should ask ourselves, "What would catch the apostolic attention of our'founders and foundresses today? What emerging and pressing needs would urge them to send us in response?" Admittedly, the world and the towns and countrysides in which they lived and worked were quite different places from Review for Religious those we experience today, but we must try to glimpse and describe what they would do in response to our world and church and soci-ety and culture. Such an'effort would express our fidelity to the heritage and charism that have marked our religious communities from their foundation. And that fidelity would give us a fresh vital-ity for addressing today's emerging apostolic needs. Clarify Our Heritage, Glimpse and Sketch Its Future In recent years religious institutes have spent time and energy exploring the spirituality of founders and foundresses and the her-itage they have passed on to us. Much of that was done to fulfill the church's mandate to revise constitutions and rules. It would be a mistake to think that the time and effort spent have brought the task to completion. Today religious--particularly male lay reli-gious- often express the feeling of being invisible within the church. While some of that invisibility has to do with church struc-tures, we must guard against contributing to it by any lack of famil-iarity with the unique heritages of our various institutes--especially their relevance for today and for tomorrow. That familiarity will enable us to answer two important ques-tions that touch our identity and our effectiveness in carrying on Jesus' mission. First, what contribution does my religious insti-tute make to the church today? Second, what challenges does my religious institute present to the church today? Answering such questions is no simple task, but it will be less daunting if we con-tinue to clarify our institute's heritage with a view to the future. Be Always Ready These tasks should be supplemented from the experiences of religious within the context of their own communities and min-istries. The tasks identified here can support and strengthen our continuing fidelity to this way of life in general and to our own reli-gious institute in particular. The tasks, of course, are not com-pletely new to religious. I mention them to emphasize the need for examining our present approach to them and for refining that approach as necessary for continued effectiveness. These tasks will be accomplished differently in accord with each religious institute's p~rspective on living the gospel. The common ground will be the qualities of life that energize and guide May-June 2000 275" Giallanza ¯ Look to the Future I the efforts of all religious in completing them. Our effectiveness in addressing these tasks will be determined by our attentiveness to living these qualities. To build and cultivate relationships we must be people of love. In demonstrating the possibility of permanent commitment, we proclaim that we are people of hope. Suggesting pathways to God and accompanying others along them require thfit we be people of faith. To notice and address emerging apostolic needs, we must be people of discernment. And all these qualities of life assume that we are people of prayer. Love, hope, faith, discernment, passion, and prayer lie at the very heart of our efforts to look to, prepare for, and work toward a future for religious life that is marked by integrity, credibility, and vitality. I close this brief reflection with a text from Vita con-secrata reminding us .of the sacred responsibility we bear and of the graced consequences that flow from committing ourselves anew to live our consecrated life: "Be always ready, faithful to Christ, to the church, to your institute, and to the men and women of our time. In this way you will day by day be renewed in Christ. and contribute in your own unique way to the trans-figuration of the world" (§ 110). Traditional Practice Values mixed with a touch of the past, bring together rituals and habits, turning them into modern ideas. Donna Bauman Review for Religious REN]~E MIRKES Fertility Awareness and Women Religious I thoroughly agree with the Mock Turtle who advised Alice that "no wise fish would go anywhere without a porpoise.'" Whether I am undertaking a journey, a life vocation, or for that matter this composition, I ought to have my telos or end securely in mind. The goal of this essay is to offer an apologia for the practice of fertility awareness in the life of a consecrated woman religious. More specifically, it is a personal apology for this activ-ity and how it metamorphosed in my very doing and experiencing it. By that I mean that the program of charting the cycles of my fertility--at base a natural dis-cipline-- gradually evolved into a practice that benefited me and my commitment to my vowed life on a meta-physical or super-natural level. Beginnings I attribute the circumstances that disposed me to see a theology behind the practice of fertility awareness to two events that were simultaneously occurring in my life. In the first place, I had been tracking my ovulation and menstrual cycles for two years through a system of Ren4e Mirkes OSF is the director of the Center for NaProEthics, a division of Pope Paul vI Institute; 6901 Mercy Road; Omaha, Nebraska 68106. 277 - May-June 2000 Mirkes * Fertility Awareness and Women Religious What is the significance of "'being a body" as a man or a woman ? charting that is specific to Creighton NaProEducation Technology. While tracking fertility is most generally taught to married women as a component of a moral means of family planning, unmarried women also use it as a way of tracking their gynecological health. It was for this latter reason that I adopted the exercise. In the second place, in the same two-and-a-half years, I was immersing myself in the pope's theology of the body as prepara-tion for my work as a Catholic ethicist. One day I read something that proved to be the turning point in my practice of tracking my fertility. Pope John Paul II, explaining the complementary nature of the vocatons of Christian marriage and consecrated religious life, noted the following. Marriage and religious-life decisions presuppose "the learning and the interior acceptance of the nuptial meaning of the body, bound up with the masculinity and feminin-ity of the human person.''2 If I was correctly understanding the Holy Father, he was suggesting that, even though this kind of sexual knowledge and understanding is typi-cally associated with the decision to marry, it must also be present in those who are called to a celibate life. In other words, both married persons and celibate religious must ask the important anthropological question: What is the significance of "being a body" as a man or a woman? Furthermore, and with great import for me in my daily practice of charting, the pope went on to insist that, given this "full consciousness" of the truth of the human body, "a man or a woman who has vgluntarily chosen continence for the sake of the kingdom of heaven must daily give a living wit-ness of fidelity to that choice, heeding the direction of Christ in the Gospel" (italics mine).3 If I were to couch in Thomistic language what happened when my practice of fertility awareness intersected with these insights of John Paul, I would speak in terms of matter and form. As these two life experiences converged, the "material" aspect of my project of fertility appreciation fell into place, and it simultaneously received a new "form." I was charting my fertility every day. But, with the new light of grace that came from my studies of the pope's personalist thought, I began to see this practice in its more comprehensive Review for Religious moral and spiritual implications. The pope's insight acted as a powerful reminder to me that I must be a personal testament each new day to my vowed commitment. With this important new dimension, tracking my fertility was a personal experience whose benefits could very well far exceed those initial ones of health and bodily stewardship. Now it was also an effective tool that brought me into direc~ contact with the meaning of my vowed life, particularly the meaning of the total way I had vowed myself to love Jesus and the members of his body. The earthy, biology-based practice of fertility awareness became, from this point forward, a direct contact with the essential meaning of my vowed life, particularly the meaning of my vow of chastity. Tracking my fertility and my gynecological health could be an integral component of a daily "living witness" to my decision to become a bride of Christ forever. Health Benefits The cumulative information from the practice of tracking fer-tility on a regular basis gives a woman a picture of what her cycles look like when they are normal. Against this yardstick she can more readily notice indications of physiological change that it would be good for her to be aware of. The following are some of the gynecological conditions that are not healthy and to which the practice of charting cycles might alert a woman in the future.4 First, PMS (premenstrual syndrome) will frequently manifest itself in the charting with biological markers that signal hormonal deficiencies. These include a limited mucus cycle, premenstrual brown bleeding, or a short post-peak phase, all of which are abnor-mal cyclic developments. A religious sister might suspect she is experiencing PMS because she struggles with the classic psy-chophysical symptoms seven to nine days before her menses (bloat-ing, fatigue, irritability, depression, breast tenderness, carbohydrate craving, weight gain, headaches, and insomnia) and because of what she sees on her chart. The hope is that, having evidence from both her charts and her lived experience, she can get medical help early before this condition escalates into a debilitating psychoso-matic condition,s Second, endometriosis can be detected in abnormal symptoms that the woman religious and her instructor-practitioner may notice, perhaps from the very beginning of her charting process. May-June 2000 Mirkes ¯ Fertility Awareness and Wo~nen Religious [ I must be a personal testament each new day to my vowed commitment. These signs include the presence of premenstrual and postmen-strual spotting, a limited mucus cycle, and a short post-peak phase, all conditions that deviate from the defining parameters of a nor-mal cycle. At the identification of these symptoms, the sister could be referred to a physician and thereafter take a proactive kind of stewardship over her gynecological health. Third, one of the early warning signs of endometrial cancer is abnormal bleeding. Women who do not chart could easily miss this sign or dismiss it as insignificant. That will not happen with the sister who is charting, since she has been instructed to note on her chart any bleed-ing that is abnormal in either its timing or its color. Needless to say, the earlier one detects this type of cancer, the better.6 Fourth, it stands to reason that there are proportionately as many celibate women as there are married women in the general population who experience such conditions as irregular cycles, irregular bleeding, or dysmenorrhea. These sisters should know that there are physicians trained by the Pope Paul vI Institute who prescribe cooperative hormone replacement therapy (HCG or pro-gesterone) that often alleviates these conditions.7 And, good news, these situations can be treated without recourse to a medical reg-imen that introduces the abnormal, artificial chemical environ-ment of the oral contraceptive into the woman's body. Fifth, cervicitis, inflammation of the cervix, is another condi-tion that can be diagnosed early with the knowledge that comes from charting one's cycle. Again, the early detection of this disease will give the woman a running start in its medical management. There are two specific criteria for the identification of cervicitis. One is the presence of sticky, tacky, or gummy mucus in the woman's early pre-peak phase. The timing of this type of mucus is abnormal because in go6d health the woman observes it only dur-ing her peak time of fertility, in and around ovulation. The other is the presence of sticky, tacky, stretchy, or gummy mucus in the post-peak phase; it may also be yellow in color. This type of mucus could signal a health problem by reason of the abnormal time of its appearance. Sixth, a woman can identii:y the problem of a luteal ovarian cyst when, besides the experience of pain in her side, the post- Review for Religious peak phase.of her cycle is longer than normal. Clinical research at the Pope Paul VI Institute shows that these tumors will often shrink and disappear when they are managed nonsurgically through coop-erative hormone replacement therapy, particularly, progesterone therapy. Finally, as a woman religious approaches menopause, chart-ing will also help her identify certain pre- and peri-menopausal conditions that need to be carefully monitored. For example, she might observe long ptt ~ods of peak-type mucus that could involve critical adverse effects on gynecological health because it would mean a prolonged estrogemc stimulation of the uterus. Unchecked, this unhealthy situation cou'd lead to a precancer-ous uterine condition. In the case of irregular cycles (another perimenopausal symptom), it is good for a sister to be noting it on her chart and discussing it with her practitioner and physician. Most of the time the woman religious will be assured that this irregularity can be expected in perimenopause and need not be a problem or a concern to her. It is, however, only in a fertility awareness program of regular observation of cervical mucus that the precancerous condition or worrisome pre- and peri-menopausal conditions can be carefully identified and monitored in their very earliest appearance. Moral and Personal Benefits I consider the intersection of human and divine realities in fertility awareness to be yet another example of our human nature's inherent capacity for God. The development of a theology from what is a natural (and, for some, perhaps a pedantic) exercise pro-vides yet another "window" onto what I believe is the basic rela-tion between God and human persons. Human nature, including my human sexuality and fertility, is open to receiving a transfor-mative meaning from the side of the supernatural. Things human, including my fertility, although they are decidedly of an unstable, transitory, and mixed character, have an obediential potency for stable, lasting, and pure supernatural realities. It is my conviction that, if we women religious peer through the window provided by the experience of fertility appreciation, we will have a view of how the supernatural life of God confers on human nature, including human fertility, the very completion toward which it tends. What we will see is that to be fully human May-June 2000 Mirkes ¯ Fertility Awareness and Women Religious in the existential, historical living out of the meaning and the truth of our human sexuality and fertility is to live a life of grace. Bear with me as I repeat something I have already mentioned. That I would be so bold as to speak in terms of a theology of a prac-tice that is at base natural is testimony to the reciprocally inte-grative way that nature and grace function in our lives as persons who are at once physical and spiritual. I experience the practice of (racking my fertility, now trans-formed by grace, as an ever renewing reminder that, in the essen-tial nature of my sexuality, God has created me to be a gift. The reality slowly begins to sink in: Human beings, myself included, are the only creatures on earth that God created for their own sakes, and I find myself by making a gift of myself (see Gaudium et spes, §24). I hav~ my origin in the love of my parents and in the person of God, who is love. In this context should I, could I, doubt that the deepest meaning of who I am is that of a person who exists ~r another? The truth to which fertility awareness points is the mys-terious paradox summed up in Simone Weil's thought, "We only possess what we renounce." And that renunciation applies even to my very sell In short, I will find myself only when I give myself away. Keep ifi mind that the supernatural "form" of the practice of tracking fertility not only brings the process itself to its fullest meaning, but als'o helps the one who uses the method to more precisely understand the ethos of her personal being. No longer is charting only a way of tracking gynecological health and coming to fertility appreciation on a biological level. It is a growth-inducing encounter between a woman religious who practices fertility awareness and the wisdom exemplified in John Paul II's theology of the body. A consecrated woman religions who genuinely gives herself to others in community and receives oth-ers as gift experiences the opposite of a lust that uses rather than loves the other. Instinctively such a woman religious will want to curb any spirit of competition between herself and other persons-- within or outside of her comm