Mūsdienīga ekonomiskā vide un attīstības dinamika gan valstī, gan pasaulē liek arvien vairāk pievērst uzmanību jauno projektu īstenošanai un attīstīšanai ar mērķi sniegt ne tikai kvalitatīvus, patērētāju interesēm atbilstošus pakalpojumus, bet arī attīstīt vispārējo reģionālo labklājību. Turklāt ekonomiskās krīzes apstākļos, kad pietrūkst finanšu resursu, pazeminās nodarbinātības līmenis, iedzīvotāju ienākumu līmenis, īpaši svarīgi ir ne tikai uzturēt līdz šim panākto attīstību, bet arī censties ieviest un īstenot jaunas idejas ar mērķi izlīdzināt vispārējās sociālās depresijas stāvokli. Krīze ir ne tikai problēmu laiks, bet arī paver jaunas iespējas izmaksu samazināšanas ziņā, radot iespējas projektu ilgtermiņa attīstībai, kas nākotnē nodrošinās cienīgu peļņu un ienākuma līmeni nodarbinātiem, projektā iesaistītiem iedzīvotājiem. Latvijas valsts ekonomiskajos apstākļos ir svarīga uzņēmējdarbības attīstība, kas ir orientēta uz eksportu. Tas paver iespējas palielināt apgrozāmo naudas līdzekļu apjomu valstī uz citu valstu rēķina, kurus pasaules ekonomiskā krīze skārusi salīdzinoši mazāk. Tādējādi, pēc autora domām, ir lietderīgi pievērst uzmanību tūrisma attīstības jautājumam saskaņā ar blakus nozaru attīstību. Maģistra darbā autors piedāvā izskatīt iespēju īstenot viesnīcu pakalpojumu sniegšanas projektu vienā no stratēģiski svarīgākajiem reģioniem Latvijā Jelgavas rajonā, pievēršot īpašu uzmanību Ozolnieku pagastam. Ņemot vērā Ozolnieku pagasta vēsturiski-sportisko mantojumu, viens no galvenajiem projekta mērķu virzieniem ir sporta infrastruktūras attīstība starptautiskajā līmenī. Tādējādi tiek radīta iespēja īstenot Latvijas teritorijā arvien vairāk starptautisko sporta turnīru, sacensību un sporta svētku. Runājot par blakus nozarēm, tad jāpiebilst, ka viesnīcas projekta sekmīgā attīstība tās darbības uzsākšanā dotajā gadījumā ir cieši saistīta ar sporta nozari, kas ir sabiedrības sociālās kultūras elements. Papildus tiek izskatīti uzņēmējdarbības vides attīstība, zinātnes un izglītības attīstība, kā arī iespēja padarīt Ozolnieku reģionu par dažādu nozaru pārstāvju tikšanās vietu. Līdz ar to projektā izvirzītājs uzņēmējdarbības misijas formulējums ietver dažādu interešu grupu vajadzības, to apmierināšanas attiecīgo kvalitāti un līmeni, profesionālo nozaru pārstāvju intereses, reģionālās intereses, vietējās valsts pārvaldes intereses, kā arī vispārējo reģionālo labklājību, infrastruktūras attīstību un uzņēmuma cienīgu vārdu un iespēju pelnīt atbilstoši padarītajam darbam. Par misijas formulējumu autors izvēlas: "Projekta "Ozo" misija ir veicināt uzņēmuma ekonomisko izaugsmi, atainojot vēlmi sniegt viesnīcas, aktīvās atpūtas un izklaides, klientu profesionālo vajadzību apmierināšanas pakalpojumus un servisu , kas ciena cilvēku tiesības un atbilst klientu vajadzībām, nodrošinot atbilstošu ienākumu uzņēmumam, taisnīgu attieksmi pret darbiniekiem un vispārējā sociālās labklājības un kultūras līmeņa attīstību. " ; Current economic conditions and the dynamics of not only our country but other countries in the world requires more and more to draw attention to new projects and developments to ensure not only high quality appropriate to the needs of consumers, but the development of common prosperity in the region. In addition, the economic crisis, lack of financial resources, low employment, low incomes are particularly important not only in support of progress, but also in an effort to introduce and implement new ideas aimed at reducing the overall depresivnoy social situation. The crisis - is not an issue, but also new opportunities for cost reduction in terms of creating opportunities for long-term projects, whose development in the future provide a decent profit and income levels. Latvian national economic conditions are important for business development, export-oriented. This opens the possibility to increase the circulation of money in the country at the expense of other countries, to buyout the global economic crisis has affected relatively less. Thus, the author's opinion, it is useful to focus on the development of tourism in accordance with the development of parallel market sectors and industries. In this paper, the author proposes to explore the feasibility of the project of hotel services in one of the most strategically important regions of Latvia Jelgava region, paying particular attention ozolnieku parish. Given the historic sporting heritage of the region, one of the main objectives of the project is the development of infrastructure for sports at the international level. The project examines opportunities for the territory of Latvia in international sports tournaments, sporting events and festivals. With regard to side branches of Entrepreneurship, it should be noted that the hotel project, its successful development is closely linked to the sports industry, which are socio-cultural element of society. In addition, we also consider the development of business environment, science and education, as well as the opportunity to do in this region a place of meetings of representatives of different sectors of economic, political and public sector. Consequently, the draft of the wording of its mission includes a variety of consumer interest groups, in accordance with the requirements of the quality and level of professional interests in the industry, regional interests, the interests of local governments, as well as the general prosperity of the region, infrastructure development, worthy of the name of the company and the opportunity to earn in accordance with the work done. A mission statement is as follows: The mission is to ensure economic growth, reflecting the desire to offer accommodation services, leisure and entertainment services to meet the professional interests of their clients, while respecting human rights and customer satisfaction, ensuring adequate income in the company, fair treatment of employees and development overall social welfare and cultural level.
Together with reductions in indirect taxes on food imports, cash for work programs were one of the main responses implemented by African governments following the food, fuel, and financial crisis of recent years. The main objective of those programs was to help the poor cope with the various shocks by increasing their net earnings through community-level work paid for under the programs. Yet it is unclear whether these cash for work programs indeed reached their intended beneficiaries and to what degree they generated other, potentially long-term beneficial impacts. This paper explores these issues in the context of Liberia and the performance of the Cash for Work Temporary Employment Program (CfWTEP) funded by the World Bank through an emergency crisis facility in response to the 2007/2008 food crisis. Both quantitative and qualitative data are presented, focusing on the operational and policy experiences emerging from program implementation. This paper analyzes the context that led to the creation and implementation of the CfWTEP in Liberia, the nature and administrative arrangements for the program, and its operational performance. The objective is to share the lessons learned from evaluation findings so that they can be useful for implementing similar programs in the future in Liberia itself or in other countries. Findings from the analysis highlight the possibilities of implementing public works program in low capacity, post conflict setting and the scope for using the program as a springboard towards a broader and more comprehensive social safety net.
Die Politbarometer werden seit 1977 etwa monatlich von der Forschungsgruppe Wahlen für das Zweite Deutsche Fernsehen (ZDF) durchgeführt. Seit 1990 steht diese Datenbasis auch für die neuen Bundesländer zur Verfügung. Im Zentrum der Untersuchung stehen die Meinungen und Einstellungen der wahlberechtigten Bevölkerung in der Bundesrepublik zu aktuellen politischen Themen, Parteien und Politikern sowie dem Wahlverhalten. 1990 bis 1995 und ab 1999 wurden die Politbarometer-Umfragen in den neuen und alten Bundesländern getrennt durchgeführt (Politbarometer Ost bzw. Politbarometer West). Die monatlichen Einzelumfragen eines Jahres werden in einen kumulierten Datensatz integriert, der alle Erhebungen eines Jahres und alle Variablen des jeweiligen Jahrganges umfasst. Ab 2003 sind die Politbarometer-Kurzbefragungen, die unterschiedlich häufig im Jahr erhoben werden, in die Jahreskumulation integriert.
In the 20th Century, Brazil rapidly urbanized and is now not only an urban nation but a metropolitan one. Brazils sprawling regioes metropolitanas (metropolitan regions, or RMs, which are municipal clusters) are now home to almost 50 million people and much of the countrys economic vitality. The RM spatial level and its supporting governmental institutions have thus become critical to Brazils future development. While challenges remain for tackling deprivation in rural areas, poverty in Brazil is now predominantly urban. More than six in 10 Brazilians in extreme poverty were living in urban settings as of 2012. Of these, over a fourth was concentrated in the 10 largest RMs.
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PLEASE REMEMBER That by sending your orders to us you help build up and develop one of the church in-stitutions with pecuniary ad-vantage to yourself. Address HENRY S. BONER, Sup't. T H E HE RC U R V The Literary Journal of Gettysburg College. VOL. XV GETTYSBURG, PA., OCTOBER 1907 No. 5 CONTENTS PRINCIPLE AND PRACTICE.—Junior Oratorical Oration. 2 W. A. BEKKEY, '08. MAN, THE MARVEL OF CREATION. Honorable Mention Junior Oratorical. H. M. BOWEK, '08. PUMPKIN PIE. GEO. W. KESSLER, '08. THREE GREAT PHILOSOPHERS.—Essay. Socrates.—Part I. CHARLES W. HEATHCOTE, '08. 10 SOLDIERLY QUALITIES.—Essay. MARY HAY HIMES, '08. lf> MY FIRST DAY AS TEACHER IN A COUNTY SCHOOL. 19 E. E. SNYDER, '09. OUR NATION'S DANGER.—Poem. H. D. SWANK, '11. 21 A VISIT TO SING SING.-Essay. BY 1908. 22 SCHEDULED TIME.—Essay. EDITORIALS. EXCHANGES. 2& 28, 31 THE MERCURY. PRINCIPLES AND PRACTICE. Junior Prize Oration. W. A. BEHKEY, '08. THOUSAND years hence the history of the United States will be studied with an interest that shall equal if not excel that which is now manifested for Greece, Eome, or any of the nations whose history is already made. . The unparalleled rise and development of our nation is a truism. Our standing and supremacy among the other nations of the world is indeed unique. Little wonder is it that the heads of European nations grow dizzy when they see the progress of their own countries during hundreds of years equalled and excelled in a few scores of years by the American people. Of first importance to the student, then, will be this incomparably rapid development. Various prophesies and predictions have been made about the destiny of our republic. The whole of history has been scanned for a parallel of principles and practice which will indicate her ultimate character and function. The question how long our republic will endure was answered very profoundly by James Russell Lowewll: "So long as the ideas of the men who found-ed it continue dominant." To some people the character of our age seems so evident, since they themselves form a part of it, that it presents no ques-tions of inquiry. To the student who surveys carefully the principles and practice dominating and shaping the trend of our growth, there appear tendencies, various, conflicting and inconsistent to such a degree, that the scene is one of intermi-nable confusion. Among the nations of the world, none wields such power and prestige for bringing about peace, as our own When Nicholas of Russia extended a call to the nations for a world parliament at The Hague, and afterwards refused to follow the very prin-ciples which he advocated; when England, the leading nation of Western Europe was willing to block the way of international peace; when the Hague conference, the grandest ideal ever at-tempted, seemed to result in utter fruitlessness ;then it was that the United States on the occasion of the Venezuelan trouble. THE MERCURY. 3 brought back to life this grandest movement of history. When Japan and Eussia, failing to come to terms of peace, were on the point of resuming a war that was inhuman in its character, and unjustified in its object, it was again through the mediation of U. S. that peace was effected satisfactorily to all the world. But on the other hand, if our nation wields such an influence for peace, honesty, integrity of character and justice, how can we reconcile this with the inner life of our nation—with such facts &s are disclosed by the Life Insurance Investigation, the monopolists, the Capitol graft, in our own state which is but a type of what is occurring in some form or other in nearly every large city; the corruption of our politics; the startling statistics of crime; the constant strife between the different races in our own land; the lack of a public conscience in our courts of jus-tice. These glaring facts seem to indicate an utter disregard of the principles of peace, honesty, liberty, and justice, upon which our nation is founded. Statistics show that the IT. S. has the greatest criminal record of any other nation on earth. We pride ourselves in claiming that one of our great national principles is the equality of man. and we point to the 15th Amendment of our Constitution as an achievement which must outshine any enactment, decree, or legislation in the world. In practice, however, we discriminate against the negro. States are openly disavowing and nullifying the 15th Amendment by inserting in their constitutions suffer-age provisions which are in direct conflict with the spirit of the Federal Constitution. Separate coaches on lines of transporta-tion, and restriction of residence to certain portions of the city are not matters of the dim past. We dilate each year on the growing feeling of peace between the North and South, and yet when a Southerner comes to the North, he is a mark of curiosity—a rebel—alive, and in the North. It was but a few months ago when a prominent South-erner, during his visit to a wealthy shoe manufacturer of Boston was utterly embarrassed by the curiosity of the people, which reached its climax in the question from the most refined lady to the Southerner: "Since the war is over, don't you Southern-ers feel ashamed for causing it ?" We eulogise American democracy for the principles which THE MERCURY. govern her political system. Yet we have come to such a status in which it seems the majority of men are willing to abdicate the sovereignty entrusted to them, to allow a boss to dictate their votes, and all too frequently, to compromise with one fac-tion or tiie other for a price. Do we not regard our own government with too much com-placency ? A feeling' that it cannot go wrong, it has been maintained that the glory of American democracy consists in the manner in which people of the most various races and na-tions have been absorbed and adapted by the vigor of the Aiheri-ean spirit. Hugo Munsterburg says of this: "The foreign ele-ments which come of their own choice to Germany, have been as thoroughly assimilated by the monarchy as the American emi-grants by the democracy. America's whole success in that di-rection, hi' says, is determined by her geographical and economi-cal situation, but not by her form of government." We make no apology for this seeming pessimism. Such is not our view. We have no sympathy with the view that every-thing is corruption and that all the picture should be dark and threatening. The last decade has been marked by prosperity never known heroic: by progress in international relations never dreamed of in all history. There has been illgotten gain and corruption in many places. But, the abuses which in' condemn only cause the principles in which we hare such profound faith, to stand out by contrast in their full orbed glory. The questions which present themselves are these: How can the 1'. S. maintain and exert such an influence for peace and honesty, when internal conditions are so inconsistent ? If the rest of the world is really aware of the true conditions, what is the secret of our influence ? If the rest of the world is not aware, how long will it be until the corruption comes to the sur-face and our prestige falls ? We do not believe even that danger is imminent. But we must admit that the people do not want to hear and seemingly are almost unwilling to believe that our destiny as a nation is affected by forces such as these. 1'eare is not the greatest word. Honor and Justice are far greater. We must remain true to the principles which we maintain. We must endeavor to practice them universally. We cannot close our eyes to facts. We have • little time for the student or teacher of science who refuses to THE MERCURY. -open Eds eyes to the (acts of investigation which lie beneath the surface. So with the individual who refuses to recognize the •disharmony between his principles and the facts of his practice. One of the most dramatic lessons in history is Demostheness pleading with the people of Athens. Demosthenes well knew that Athens could stand only as she was true to the principles ■of the fathers. Not because they were the principles of the fathers, but because their fathers had been faithful to the message of Demosthenes to Athens remains a message to every republic—a message of life. The people in their assemb-lies applauded the fine sentiments, enjoyed the praises of the fathers, passed eloquent resolutions,—and shirked their duties. They depended upon leaders—bosses—to attend to all the affairs •of the state. "In old. days," Demosthenes said, "the people was master of its statesman. Now it is their servant." These seeming inconsistencies are only warnings directing us where our principles which are ideal might become real. If ■there can be any evident reason for our progress at home and abroad during the last six years, it is because we have a man at the head of our government who practices the principles for which the nation stands. His, the work of one man,-shows us the secret of a principle of progress—the individual. The thinker sees problems in their relations. The inconsistencies which he finds become a burden, and this very burden of incon-sistency between principle and practice gives the impulse which, leads him to their solution. THE MERCURY MAN, THE MARVEL OF CREATION. Honorable Mention, Junior Oratorical. H. M. BOWER, '08. ITII the advancement of civilization and the rapid pro-gress of modern times, the truth of the assertion that man is a wonderful piece of mechanism becomes more and more apparent. In his forward movement he leaps the chasm of mysteries, forces the strongholds of igno-rance, and surmounts the seemingly impossible. Prom the very beginning, created from the dust, guided by the Omnipotent Hand, he is by his very nature, not only a vir-tual compendium of proceeding stages of creation; but as such is an exponent of the power and wisdom and goodness of God. For in him the laws of matter are to find their interpreter, the vegetable kingdom its uses, animal and all creation its subordi-nate completion and end. "He is a being who besides being a continuous link in the chain of the divine manifestation, could,, as the creation to whom the manifestation is made, turn round and look back upon that chain and by that very act show himself to be the most important part cf it." In this new creature we behold a being capable of knowing and distinctly conscious of a three-fold element of knowledge—of himself as a dictinct ex-istence; of the finite creation to which he belongs and from which he derives his sensation; and of the Infinite Maker of both, presupposed by their existence. Still more: Ileie is a person, a being, influenced by motives and determined by will, and having a high moral end cf his own. He is a creature in whose mysterious constitution law and liberty—perfect law and conscious liberty—harmoniously co-exist. It is the universal law that all things develop gradually. Man with all his wonderful endowments, his emotion, his intellect, his will, once latent gradually arose to his present stage of in-telligence. But he possessed the germ of power which burst forth into a mighty volcano of achievement—the power of his perception, which enables him to remember and compare, the power of his imagination which, at times indeed, leads him into perplexities and errors, but without the aid of which Newton would never have passed from a falling apple to a falling moon; THE MERCURY. the power of his thought by which an inventor finds his wonder-ful analogies; the power of his will by which he determines his destinies. What mind is there large enough to grasp the great achieve-ments that man has wrought. He revels among the stars and says that they are suns. He delves into the bowels of the earth and says there is fire. Archimedes exclaimed: "Give me a place to stand and I will move the earth." Man has found a standng place and he literally moves the earth, not, it is true, from its place among the stars, but that he brings every part nearer the other, and bends the forces of nature to his own pur-poses. He crushes a ton of granite or cracks an egg with equal •ease. He lifts thousands of tons as easily as he raises a finger. The deepest valleys and the highest mountains are his play-things-— he bridges the one and tunnels the other. He makes a messenger of the lightening and harnesses vapor to his chariot. At his command the spirits of air, water, fire, and earth do his every bidding. They propel his steam ships, railway cars, and mighty energies. They make his garments; they build his houses; they harvest his crops; then illuminate his cities; for him they make ice in the tropics or oranges grow amid the snow; for him they fan heated atmosphere into cooling breezes, banish icy winds. They.flash his news around the world; carry his voice for thousands of miles; or preserve it after he is dead. What are the causes of man's progress ? His indominatable will and the gift of Immortality are the true and real causes. His will, the very image of the Divine will, which is unconquer-able, enables him to control the lower creation as well as him-self. God has given to man immortality. He leads and guides man so that he will be worthy, at His call to assume the crown ■of immortality. No wonder Hamlet exclaimed: "What a piece of work is man ! How noble in reason !, How infinite in faculty, in form and movement, how expressed and admirable ! In action how like an angel! In apprehension how like a god! The beauty of the world ! The paragon of animals !" *Baker, '08, also received honorable mention. THE MERCURY. PUMPKIN PIE. GEO. W. KESSLER. '"08. • EXT to pudding, pumpkin pie is one of the best of the toothsome inventions of our New England ancestors. The modern substitute is made of squash, and very good it often is. But s-q-u-a-s-h is a dreadful name. The man who invented it ought to have a hard shelled Hubbard hurled at his head, as Ichabod Crane was served with a pump-kin, in the "Legend of Sleepy Hollow." Pumpkin is quite a different word , whether it adorns a bill of fare, is woven into poetry, or is flattened into "pu-n-n-kin"in the vernacular. It is one of the old fashioned vegetables that has held its own among upstart rivals for one hundred years or more. Precious little help has the pumpkin had from the propagating gardeners, who are so intent on improving nature's products in other fields. The pumpkin is the same honest, homespun, self-made sort of vegetable vagabond that it was when it straggled through the cornfields and dotted the autumn landscape with spots of golden color in the pioneer days when luxuries were not necessities and wants were few. They pretend to say that the quality has de-teriorated, like some stiains of blood in men whose heads this useful vegetable has most uncharitably been made to symbolize, and that the flesh is pale and poor compared with the yellow richness of fonner years. Yet this may be only the woi k of the old-time worshippers. But when made "tine to name" in just the right way, and served before it gets cold, a pumpkin pie is a thing of beauty and a joy—while it lasts ! 1 know there is an attempt made by certain super-civilized persons to make abstinence from pie a test of refinement. Some of them haven't gastric juice enough to digest anything but tea and toast, but others are just putting on airs. I wouldn't trust some of these fellows who make a virtue of abhoring pie alone with a whole one behind the pantry door, even at 11 o'clock at night. 1 take my seat with Emerson, who, when lunching at a railroad eating house with a party of literary and scientific friends, asked them each in turn if they would ha,ve a piece of the pie before him. When all had politely declined the philosopher helped himself to a gen-erous pie«e and, beaming upon the company with his benevolent THE MERCURY. 9 smile asked: "What is pie for, gentlemen ?" Judge the diet i)v its results ! Was not our New England sage a hundred times healthier and saner with his pie than crabbed old Thomas Carlyle was with his oat meal porridge and dyspepsia ? A well made pie of the right sort is a good deal more wholesome than half of the modern messes concocted as a concession to dyspep-tics who charge upon healthful foods, the natural results of their own sin and ignorance in living without exercise, sleeping too little, smoking too much and neglecting the normal condi-tions of health. But to return to my pie. I scorn to make a cook book of this essay with my present rather scant supply of technical knowledge. But I do know that for a good pumpkin pie you want plenty of milk, just enough eggs, not a judicious sprink-want plenty of milk, just enough eggs, not too much pumpkin, a lump DI' butter and a judicious sprinkling of spices, princi-pally cinnamon and ginger—omitting, if you please, the nut-megs and cloves. The concoction when made ready for the oven, in a "bottom crust" that is tender and flaky when baked, should be about the consistency of good thick cream. Pies that cut out only a little less firm than a pine board—those that will "wobble" without breaking, like a piece of leather—and those that run about loose on your plate are alike to be avoided. About an inch and a half strikes me as a good depth for the filling; two inches is better than the miserable, thin plasters one some-times sees at boarding houses, that look for all the world like pumpkin flap-jacks. The expressive phrase, "too thin" must have come from such lean parodies on pumpkin pies. With the pastry light, tender and not too-rich, and a generous filling of smooth, spiced sweetness, a little "trembly" as to consistency, and delicately browned on top, a perfect pumpkin pie, eaten within a few hours after baking, is one of the real additions made by American cookery to the good things of the world. For the first pumpkin pie of the season, flanked by a liberal cut of creamy"cheese, I prefer to sit clown, as the French gour-mand said about his boiled young turkey—"with just two of us; myself and the turkey." Company is apt to distract from the attention—and subtract from the pie. IO THE MERCURY THREE GREAT PHILOSOPHERS SOCRATES. Parti. CHARLES W. HEATHCOTE, '08. HE ideal which the citizens of ancient Greece held in; mind was that the state should not be too large, so. that each one personally would be able to take a large share in civic affairs. The divided condition of the country made it difficult for the ideal to be realized, for in-tense rivalries sprang up continually between the various com-munities and the result was that national life was destroyed. Though confederacies were formed, nevertheless they were short-lived and in th end this rival spirit resulted in Greece losing her liberty. . Thus when Xerxes had invaded Greece with his Persian hordes, Athens and Sparta were active in repelling the invasion. Subsequent years found Athens the leader in Grecian affairs. She became weaithy and brilliant. Intense rivalry and jealousy on the part of Sparta and many other Greek states who had formed a confederacy with Athens led to an open revolt. Athens was accused of appropriating funds for her own use, which did not belong to her. In the struggle that followed Athens lost her political supremacy from which she never recovered. Al-though she remained intellectual queen of the world for years afterward. In order that the state might be strong each citizen lived pri-marily for the state. Though the state may be ever so small each citizen participated in the government in a personal and direct manner. The citizen formed and made up the leisure' class of society. The people were therefore able to devote all their time to civic, religious, intellectual and artistic pursuits, since their menial tasks were performed by slaves. The intense rivalry of various states and factions within the-state and the mountainous condition of Greece prevented a firm union. A diversity of interests sprang up. The state was unable to grow or develop. It was ideal in its conception, ■ but there was breathed into its structure an air of artificiality. The true development of the state was also hampered by the-union of their so-called protecting divinities and civic ideals: They developed all knds of fantastic ideas about gods, divinities'. THE MERCURY II and deities. The various so-called priests multiplied the con-ceptions of numberless gods. Their religion was lacking in unity and stability. Forbes.well says: "That the more stable elements in the Athenian constitution had been greatly weaken-ed, and the general aim was to make all legislation and admin-istration a reflection of the immediate feeling of the citizens, a rationalizing process in matters of faith and principle had been gaining among the more cultured Greeks, and its results had been filtering through philosophic teaching and poetry into the minds of a wider circle." Since the priests were not true guides in the religious affairs, the moral life of the people degenerated. However, the time would come when the religious and moral tone of the native would undergo a complete revolution. Poets and philosophers would seek to know and explain the mysteries of life. Specula-tive thinkers desired to know the origin of things. About (600 B. C.) Hales of Milatus begins to philosophize upon these things. After him followed Anaxmander, Heraclitus, Pytho-goras, Xenophanes, Parmenides, Zeno, Anaxagoras, and others who sought to explain the ultimate reality of things. About 450 B. C. a transition is noticed in Greek thought. The Sophist School became the leaders in Greek philosophical thought. The reasonings and teachings of the Sophists were empty and to a great measure false. Ueberney says: "In the doctrine of the Sophists the transition was effected from philosophy as cosmology to philosophy as concerning itself with the thinking and willing subject. Yet the reflection of the Sophist extended only to the recognition of the subject in his immediate individual character, and was incompetent, therefore, to establish on a scientific basis the theory of cognition and sci-ence of morals, for which it prepared the way. The chief rep-resentatives of this tendency were Protogoras the Individualist, Gorgias the Nihilist, Hippias the Polymathist, and Prodicus the Moralist. These men were followed by a younger genera-ton of Sophists, who perverted the philosophical principle of subjectionism more and more, till it ended in mere frivolity." Furthermore the Sophistic teachings led to a confusion of thought, a corruption of morals and skepticism. Selfishness and self-conceit everywhere were prevalent. Men claimed to know everything, when in reality thy knew nothing. An atmosphere 12 THE MERCURY entirely foreign to the earlier days of the Athenians hung over the city. The citizens were unable to receive justice at the courts. Wealth, luxury, indifference, immorality, atheism and selfishness had resulted in bringing chaos to Greek life. A cricis, faced the people. Who would arouse the citizens from their leth-argy ? To whom could they look for help ? They were in-different to their condition. This work was to be started and accomplished in part by Soc-rates. Kitch el I says: "There were great evils existing in men and society about him. To those evils he was particularly sen-sitive, owing to the peculiar quality of his intellectual and moral nature. For those evils he was persuaded that he had the only and sufficient remedy. The application of the remedy in order to overcome those evils was the work of his life. His great aim was to make men care, not so much for their bodies, or money, or office, as for righteousnes, and virtue and the things of the-snul." He spent his time among his fellow-citizens, in the con-stant and public quest of truth, with them and for their good. He was convinced that as only could he do his part in counter-acting the evils in men and society about him." Socrates was born at Alopece near Athens about 469 B. C. His father, Sophoniscus, was a sculptor and his mother's name was Phaenarete. His father was a freeman and was in humble circumstances. At an early age he was instructed in gymnas-tics, lyric poetry (JKOWEK^)" and literary art. Tradition, says that some one gave him sufficient money to attend a special course of lectures given by a rhetorician in mathematics, logic and ethics. For a time he followed the art of his father, but not with very mueh success. He was dissatisfied with this profession and at length abandoned it to devote all of his time to phi-losophy. However to live in Athens in the days of Socrates was an education in itself. He lived at the time of the confederacy of Delos, the great poet Pindar, and the three brilliant dramatists, Aeschyus, Sophocles and Euripides. It was the great age of Pericles. Athens was the intellectual-queen of the world. He saw the great development Athens was making. He was also conscious of the immorality and skepticism which was prevalent everywhere. Without a doubt as he contemplated and reflected. THE MERCURY J& upon the condition of his beloved' city, lie realized how great a mission he had to fulfill. During this period the Sophists, Pro-tagoras and Gorgias, lived and taught, and it is very likely that Socrates attacked them and argued with them in regard to the-principles they advocated and taught. The mind of Socrates, as his personal appearance, was unique. Kitchell says: "That his eyes projected like a crab's, his nos-trils were upturned like an ape's and his lips were thick." He was independent in his thought. In his conversation with men. he sought to find out the relation of things. His mind was keenly analytic. The principle that governed his teaching was "Know Thyself." • He had wonderful control over his body and mind. As Soc-rates so St Paul had this power as is illustrated in his letter to the Corinthians (i Cor., IX, 26, 27)—so fight i as not heating the air, but I buffet my body and bring it into bondage. His: remarkable fortitude was revealed in the military expedition to Potidaea in 432 B. C. At this time he was in the prime of life. The winter was severe and the food supplies were short and the soldiers suffered intensely. But Socrates went for days without food and went about very thinly clad and marched in his bare feet over the snow and ice. He also took part in the battle of' Delium, Amphipolis and Arguinsal. In these battles he exhibi-ted the same moral courage as at Potidea when he rescued Al-eibiades from the enemy at the peril of his own life. Of the home life of Socrates very little is known. Late in> life he married Xanthippe. Several sons were born to them. Xanthippe's fame as a common scold is proverbial. However, she had much to contend with. Socrates was very seldom at home and did not provide very well for the wants of his family. For days at a time and perhaps for weeks Xanthippe and her hungry children saw very little of Socrates. He was engaged and interested in nothing else than his great philosophic mis-sion. Tradition says that when the needs of the family became too apparent Socrates would make some piece of sculpture and sell it and give the proceeds to Xanthippe to provide for the famished household. Socrates' wants were few and he got the-necessaries of life wherever it was possible. It is very likely that his friend, admirer and pupil, Crito, did much toward sup-porting his family. Perhaps some of the cross things she may 14 THE MERCURY have said to Socrates may be overlooked. It is seen that Socra-tes was more interested in his work than in his home life, as many great men have been. He felt that he had not only a mission to carry out but that God had called him to do this particular line of work. Every-where he came in contact with men. He knew and understood human nature. He was ever ready to question men upon their knowledge of life. He was sincere in his convictions. He loved Athens but he pointed out the wrong views of life her citizens held. He was in the quest of truth and he was ready to learn from every source and he was always willing to impart truth to his hearers. He was practical. He wanted living con-trol with men of action and reflection. Thus he was different from the thought uttered by Wordsworth : "One impulse from a vernal wood May teach you more of man, Of moral evil and of good Than all the sages can." Socrates believed in the divinities which were wworshiped by the citizns of Athens. Every moyning lie offered prayer and sacrifice to the rising sun. He believed that the gods took an active part in the af-fairs of men. From his childhood he claimed to be guided by a voice. He obeyed that voice implicitly and he always listened to be guided by it. This voice he termed the Sai^oviov arj/xilov This voice revealed to him his mission as a philosopher. He be-lieved it to be the voce of God. He was guided by it only in regard to the future actions. Thus Fisher well says: "Socrates asserted the doctrine of theism, and taught and ex-emplified the spiritual nature of religion. It is true that he be-lieved in 'gods many and lords many.'" But he believed in one supreme, personal being, to whom the deepest reverence was to be paid. He taught the truth of a universal Providence. "He was persuaded," says Xenaphon, "that the gods watch over the actions and affairs of men in a way altogether different from what the vulgar imagined; for while -these limited their knowl-edge to some particulars only, Socrates, on the contrary, extend-ed it to all; firmly persuaded that every word, every action, nay THE MERCURY even our most retired deliberations, are open to this view; that they are everywhere present, and communicate to mankind all such knowledge as relates to the conduct of human life." He had only one prayer, that the gods would give him those things that were good of which they alone were the competent judges. \'o service is so acceptable to the Deity as that of a pure and pious soul. With Socrates a new era begins in philosophy. He knew his-, knowledge was limited and he knew how far to proceed and that made him the great man of his age. His influence and power over men was striking. His command was, "Follow me and thou shalt learn." Thus, as Socrates taught and questioned all with whom he came in contact, he started to get at the basic principle of all knowledge. He worked with concrete examples and although many of them were crude and simple, nevertheless they served his purpose. He studied the soul and strove for the improvement of man's moral nature. His method was entirely introspective. Xeno-phon tells us that he endeavored to have his pupils distinguish between "what was pious; what impious; what honorable; what base; what just; what unjust; what wisdom; what folly; what courage; what cowardice;" etc. i6 THE MERCURY SOLDIERLY QUALITIES. MAST HAT HIKES, '08. HOM of men do the people as individuals or as a nation love and revere so mueh while living or pay such honor to when dead as the true soldier ? To the . heart of the small boy in childhood the game which is perhaps the most delightful is that of "playing soldier," and when lie grows older lie reads with admiration of the brave lives of warriors and of the worthy deeds-of knights and, at school lias his taste of hero-worship. What makes the true soldier what he is, what are the qualities which distinguish him 'i If we were to paint our ideal soldier—ideal in every way— the picture would show a man tall, well-built, and impressive, of powerful strength, whose brow shows intellect, and whose eyes though keen are kind and glow with the light of a mighty and noble purpose. The lines in his tanned and weatherbeaten face which is alight with enthusiasm, reveal the strong determination and endurance of the one who overcomes. His whole appear-ance impresses us with his remarkable power in things physical, mental, and moral. He is physically perfect, and, mentally, he is a man of keen-sightedness and wise decision. However these physical and mental traits are not essential for the making of a true soldier. The qualities which are most distinguished as soldierly are the moral ones. One could lie one of the truest soldiers even though not physically or mentally gifted;'for after all the moral battles are the greatest tests. One of the first soldierly qualities to be brought into play is that of patriotism ; however, this must signify devotion to duty. The love of his country leads one to give up much, but not un-less it proves his duty, does the true soldier seek war. There is nothing shallow or fleeting about his patriotism. In the camp the true soldier is distinguished by his honorable-ness. His respect for the cause which is his goal is too great for him to forget himself and his duty. Everything must be con-ducive to the end which he seeks, at least not detrimental to it. The cause is worthy of his risking suffering and death, therefore it is worthy of an upright life. He is truthful and faithful to any trust; holding his honor dearer than his life. When hard- ? 1 i THE MERCURY >7 ships come he is patient and conquers himself so far as to stifle all complaints. He is unselfish, thinking always of others and considering their welfare before his own, even denying himself necessary food at times of short rations in order that another may have a better fare. When he goes to battle he faces the enemy with bravery, not that brute courage which is a "free gift of the gods," but that kind which is inspired by duty, which enables a man to approach the fire though his knees tremble so that he can hardly stand. He fights, not because he hates men, and enjoys felling them, one after another, but because his sense of duty compels him and makes him say with Luther: "Mere 1 stand, I cannot do other-wise." One of the essential characteristics of a soldier in battle is obedience to authority. He must learn to obey without question the one who has the right to command, and this obedience as well as everything else which he does must be prompt and accur-ate. This quality of promptness is, also, a very necessary thing for the soldier, for the delay of a few seconds has often been the cause of the destruction F much life and of heavy losses. The soldier is never at his best unless he has perfect confidence in his commander, for prompt obedience is like the power which naturally springs up under this as the warm spring sunshine.' The true soldier must be a hero doing great deeds if the oc-casion is offered, but doing them always'quietly, unostentatious-ly. He has been brave and he rejoices if he is permitted to go still farther and to give to duty a richer offering, an act of hero-ism. Xext I would mention two qualities whose names when read seem to stand for two extremes, enthusiasm and endurance; for the former seems so full of life and the latter so stolid, almost dead. However the former may impart life to the latter. En-durance is a very essential soldierly quality. Battles are often, indeed nearly always won through the endurance of the soldiers. Enthusiasm is the oil which makes the steady flame of endur-ance grow strong and last as well as excites new energy. The soldier's enthusiasm encourages his comrades to make greater and more effective efforts. Mercy has not generally been associated with the grim coun- THE MERCURY. tenance of Mars, but I believe that the true soldier is merciful. Since he is fighting against a bad cause, not against men, he must be as merciful as possible to his prisoner if he gets control of any, and, in the olden combats, honor forbade the one par-ticipant to strike the other while he was down. Dina Gibson represents in one of his pictures the characteris-tic of the present day soldier, who sits, whole and strong before a veteran of bygone days who had then been deprived of several limbs, recounting with evident relish tales of the terrors he has just experienced, the very recital of which .brings horror to the old man's face. This quality does not belong to the true soldier, as the picture may help to illustrate. A true soldier at home when he tells of the brave deeds of the war invariabty omits, his own share in the glory. The true soldier possesses the quality of modesty—he has done deeds which speak for themselves, he need not boast. So, I have given some of the qualities which are necessary for a true soldier to possess, the qualities which I consider most be-coming to a soldier, and in that sense soldierly. Especially would I emphasize those which may be found in the persons around iis who are fighters in silent battles of which the world seldom dreams. THE MERCURY 19 MY FIRST DAY AS TEACHER IN A COUNTRY SCHOOL. E. E. SNYDEH, '09. XE bright autumn morning, some few years ago, after receiving much good advice from my father and many admonitions from my mother, I set out to walk about five miles to a little country school house to spend my first day as a teacher. It was a beautiful autumn morning; the sun throwing its first firey gleams across a distant eastern mountain, the light of which danced and glimmered on the many colored leaves of the forest through which I passed; the rustling of the corn in the Held just beyond; the noisy chattering of the scolding squirrel; the frequent noisy flight of the quail and pheasant, were enough to arouse one to a more than ordinary interest in the life and beauty about him, but I saw them not, or heeded not, for my thoughts and fancies were all centered on that little white school house which I had never seen. 1 a 1 rived at the school house about 7.30 A. M. and at once began to sum up my duties and to speculate upon my chances for fame amid such surroundings. I found that the school house was situated in an old field partly covered with shrubby pines, locusts, and wild grape vines. It was about two miles to the borne of the nearest pupils and about half a mile from any traveled road. To a more experienced mind the impression would have been anything but favorable, but I was blind to everything unfavorable, and was well pleased with the surround-ings. Taking from my pocket a ring that contained four or five keys I immediately opened the door, and began to examine the in-terior of the school house. I found a room about twenty by thirty feet with one row of desks on each side, and a few others scattered promiscuously around. A slate blackboard ran across the room and immediately in front of this was the teacher's desk and chair. I at once directed my steps thither, sat down on the chair, made a careful survey of the entire room, and felt, for the first time the dignity and power of one in authority. About 8 A. M. the pupils began to arrive; I at once talked to them, and endeavored in every way possiblel to gain their re-spect and friendship. This was not hard to do; for there were 20 THE MERCURY only six of them and they were all bright, mischievous children, four hoys and two girls. When 9 o'clock arrived, we were already fast friends and our real work began. I rang a large bell, which was altogether un-necessary, and once more walked forward to the teacher's desk. After reading a chapter from the Bible 1 attempted to make my opening speech. It was a very brief one, and I was never able afterward to recall what 1 said; but I noticed that the pupils seemed to be getting restless and I thought I had better try some other means of instruction. Accordingly I unlocked a small book-case in one corner of the room and began to distri-bute the books. This, under ordinary circumstances, would have required but a short time; but we spent fully one hour at it, and, by the time we were done, it was time for recess period. After recess we began our class work and the remainder of the forenoon was spent in assigning lessons and arranging a pro-gram. The noon hour was spent gathering chestnuts from some large trees nearby. At 1 o'clock we returned to the school house eager for the afternoon's work. After a series of recita-tions, another recess period and then another period of recita-tions, we found it was time to dismiss, which was immediately done, and my first day's school was over. THE MERCURY OUR NATION'S DANGER. \. 1). SWANK, 1911. United States ! Thou land of lands ! Where once the savage Indian roved. Through forests dense, o'er desert sands, The rude primevial dweller moved. From this vast waste with Time's sure aid, By Culture's and Invention's hands A great republic, grand, was made! And year by year resourceful mines (live forth their rich, unstinted ore. Our fields, our woods of oak and pines, All yield to us their plenteous store ! Our land extends from sea to sea, With plain, broad vale, high hill, rich field, We hold fair isles by us set free, A land which seals and gold doth yield ! Material wealth, abundant ours! But heed ! Success may be a bane, Unless man's soul be pure as flowers And he from guile and greed abstain. Anon comes some calamity, And man is moved by conscious dread, Lest, lacking fellow-amity, Just chast'ning fall upon his head. Take warning from the earthquake's force,. The flood, the dread volcano's fire, That men below have no recourse, ", And cannot flee their Maker's ire. 21 Beware ! Great land, lest thou some day Shouldst sink before material glare, And should'st to gold thy homage pay,, Unlieedful how thy Soul doth fare. Keep us from greed, 0 God, we pray, Let mammon not our actoins sway \ 22 THE MERCURY A VISIT TO SING SING. BY .1908. FEW years ago I had occasion to visit Osining and had an opportunity of visiting Sing Sing Prison. It is unique in more respects than one. Thirteen hundred men breakfast and dine together "in the mess hall, the largest eating room in New York state. The prison workshops turn ont the refuse cans and ash i arts used by the Street Clean-ing; Department of New York City. The mats at the entrance to the Capitol and State House at Albany are made by the pris-oners, and they manufacture the uniforms worn by the officials of the various state institutions. The workshops are hives of industry. They supply every-thing the men wear, from the caps on their heads to the shoes on their feet. 'Hie sheets they sleep on and the quilts that cover them come from the hosiery department. They make the towels that dry their hands and the brooms that sweep the prison floors, Cratches, wardrobes and typewriter desks are manufactur-ed in the cabinet department. The bread they eat, their soup, meat, potatoes and coffee are prepared by prisoners assigned to kitchen duty. Even the classes1 in school are taught by men ce-lected through the head teachers. A chosen few edit and print the prison paper, Star of Hope. The txtiipation of a new prisoner is recorded in the warden's office. He is then assigned to the department in which his tal-ents will be best employed. It is no easy matter for the warden to determine where he shall utilize some of the new-comers. Suppose a trapeze performer or a manufacturer of fireworks should come to the prison. Are they fitted for the mat depart-ment ? What shall be done with a theatrical agent, a coal dealer and an architect ? These are some of the problems that the warden must solve. Places must also be found for letter tamers, hankers, journalists, art dealers, physicians, railroad conductors, insurance agents, musicians, silk merchants, police-men, nurses, messengers, florists, stenographers and grocers. If the new arrival is without a trade or profession he may ehoose his work. The, most popular departments are the knit-ting and hesiery and ihat where the mats arc made. Two Iron- THE MERCURY. 23 dred and thirty-two men are employed in these departments, or nearly a third of the entire number at wort in the different shops. In the mat department the beginner is set at work braiding the rope. The men are seated on chairs and stools, they are in their shirt sleeves, and soon learn to make good head-way. They tie the ends of the ropes to pegs on the wall while the loose mass falls to the floor nea"rby. With a dexterious twist of the hand they braid the rope in a heavy coil, winding it on a piece of wood. The coil goes to another branch of the department and here it is woven over frames into its final form. Bristle mats are also manufactured. The men are seated before upright frames and weave the rope back and forth into the compact form in which the mats are sold. Thousands arc dis-posed each year to the various public buildings throughout the state. One of the most interesting shops is that where the shoes are made. There are eighty-two men in the various sections of the department and they turn out better boots and shoes than are sold in the cities. One set of men makes lasts, while another cuts the leather into shape. In the sewing room the second stage is gone through withjthe men are seated on theeir benches and work as cheerily as if they were in a factory. The room is com-fortably heated and no one wears his coat during working hours. A pleasant effect is gained.by the sunlight which streams in through the windows, lighting np the large room. It has a cheerful influence on the men as they talk and work. Upstairs in the polishing department the shoes receive their final touch, and are then placed in the stock room. The enormous total of 25,000 pairs of shoes, slippers, and boots indicates the fine show-ing of that branch in one year. The clothing department is the noisiest of all the shops. Great piles of clothing are scattered on the tables up and down the room. The material is cut, hemmed and sewn in the'most skillful manner. In another room the hand sewing is carried on. Caps and overcoats are made in addition to suits. The men do all the work, from the handling of the raw bolt of cloth until the finished product is ready. Their own clothing is gray, without stripes if they are serving their first term. Two stripes-close together indicate "second term" men ;three stripes show 24 THE MERCURY. that the prisoner has been in jail twice before. A red bar on the sleeve means that its wearer has one year of good behavior to his credit. Additional bars are added while the mam's record is satisfactory until the fifth year, when he gets a star. That is a mark of confidence, and he gets many privileges which are not granted to those who have disregarded the rufes. He may buy extra tobacco, cigars and the daily pa-pers. Two or three stars are Seen on some of the prisoners sleeves, and the scheme is carried out to the termination of the sentence. More than ordinary interest attaches to the mattress depart-ment. It is in this branch of the prison that a noted convict is at work. He is serving out his life sentence by keeping the books of the shop. He also keeps track of the output of the sash and door department. An allied indiistry is that where the wood carving is carried on. Beautiful examples of what the men have done in that line are shown in the warden's office. Few are aware that there is a prison newspaper, which is en-tirely the product of the inmates. They do all the work inci-dental to the writing of the matter, setting the type and print-ing the paper. There is modem machinery and every facility in tire way of presses and type. It is fittingly named the "Star of Hope," and is a-means of intellectual improvement to a great, many men. They readily admit, it is said, that they have been helped and trained by their efforts to supply contributions,- some of which are particularly interesting. General news items occupy the remainder of the pages. The cleanliness of the kitchen would delight any housewife: The utensils, tables, and floors are as neat as wax. The im-mense ovens are in the rear and in another part of the great kitchen is a long cooking apparatus, with large boiler shaped vessels for making coffee and ovens for roasting meats and po-tatoes. It is no small task to prepare food for 1300 men, and the kitchen force is one of thee largest and most efficient in the prison. For the morning and midday meals the men are marched from their cells and workshops in companies, to the large mess hall. Every one faces in one direction. Fun and laughter is the order cf the meal, and there is no disposition on the part of THE MERCURY. 25 the guards to interfere unduly with the men. The evening meal is at half-past four, immediately after which thee men are lock-ed in their cells. In addition to the plain and wholesome food of the prison, dainties, such as fruit and pastry, are allowed to the trusted inmeates. Their friends may send these in or permission is given them to buy outside the prison walls. On Sunday all work is suspended. At half-past eight the men assemble in the chapel for devotional services. There is a first rate volunteer choir and addresses are made by the chap-lain and visitors. Even the small pipe organ which is used in chapel was made by one of the prisoners and is played by him. It is not an easy matter for a prisoner to escape from Sing Sing Prison for it is well guarded on all sides. The prison is situated on the very edge of the Hudson River which forms a very strong natural hindrance to those who wish to escape in that way. In addition to this there are guard houses on every side of the prison and at each' corner and even visitors are chal-lenged by the guards. A visit to Sing Sing Prison is both interesting and instruct-ive. I write this brief article with the intention of giving you some idea of the way in which the state prisoners are treated. 26 THE MERCURY. SCHEDULED TIME. S. FRANK SNYDEK, '09. BEEMAN HUNT has said, "The best laid plans, the most important affairs, the fortunes of individuals, the weal of nations, honor, and life itself are daily sacrificed because somebody is behind time." The question of time is one of the greatest importance to eacli individual, because our success in life largely depends upon what use we make of the golden moments that have been en-trusted to us. And the question is only to be decided once, as time that is lost cannot be recalled and invested in some other way, but once spent means forever. In this day of competition in every department of life, he who is not upon the scene of action at the scheduled hour has very little chance for success. The merchant who is careless about opening his store at the proper hour in the morning will lose custom. The manufacturer who promises to have a piece of work done for a customer at a certain time and then fails to have it at the time promised must suffer the loss of the custo-mer's confidence and possibly his patronage. To draw an ex-ample of the same principle from our college life, if the profes-sor comes to class more than five minutes after the clock strikes he is almost sure to fail to teach that hour. On the other hand the teachers insist that the students come promptly to each reci-tation at the scheduled hour for at least two reasons: 1st, If the recitation is to be conducted successfully, each member of the class must be present and the work commenced at once. The student that comes in late loses a part of the recitation and also disturbs the class. 2nd, The man who will'be successful in the larger school of life must learn to meet each engagement at the appointed hour. In college is the place to acquire this habit which will contribute so much to success. The successful business man carefully estimates the gain on each dollar that he has invested, so we should carefully estimate the gain that we receive from each hour of invested time. As we study the lives of those men whose names are written high amo^g the heroes of the cr-4!\ wc fr.d *hat b- making the most of time they have been enabled to reach such high attainments. THE MERCURY. 27 Abraham Lincoln by using each golden minute of his early life to an advantage acquired the power of body and mind which enabled him to stand at the head of a great nation and lead it successfully through the dark hours of war. A student being asked by a friend why he did not read more good literature replied, "I have not time." Said his friend, "You have all the time there is." Time is given to everyone alike. But why do some students seem to have time for all kinds of work: athletics, literary society, Y. M. C. A., etc., while others have not. Longfellow explained it when he wrote: "The heights of great men reached and kept Were not attained by sudden flight. But they while their companions slept Were toiling upward in the night." .Some time ago in one of the western cities a man was seen niching down a street at break-neck speed trying to catch a train. You may ask the question did he get there in time. The answer is no. Then you may ask why, was he not going fast enough. And the answer is yes, he was going fast enough, but lie did not start in time. Is this not the frequent experience of everyone? Often when we are rushed with our work, is not the real trouble due to the fact that we have not started in time? The men who have accomplished the most in their lives are they who have recognized the importance of the present, the great principle of the now. It is not for us to worry about the failures of the past or be apprehensive about the future; but get right into the line of duty and fill our place in.life faith-fully day by day. I K E HE RCU RV Entered at the Postoffice at Gettysburg as second-class Matter. VOL. XV GETTYSBURG, PA., OCTOBER 1907 No. 5 Editor in-Chief EDMUND L. MANGES, '08 Exchange Editor ROBERT W. MICHAEL, '08 Business Manager HENRY M. BOWER, '08 Ass't Bus. Managers LESLIE L. TAYLOR, '09 CHARLES L. KOPP, '09 Assistant Editor MARKLEY C. ALBRIGHT, '08 Associate Editors PAUL E. BLOOMHART, '09 E. E. SNYDER, '09 Advisory Board PROF. J. A. HIMES, LITT.D PROF. G. D. STAHLEY, M.D. PROF: J. W. RICHARD, D.D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance : single copies 15 cents. Notice to discontinue sending THE MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contri-bute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be. addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. Another school year GREETING lms very favorable and promising conditions. To the student body, more especially the new men, the MERCUEY extends its most hearty gjeetings and best wishes. Those of us who have been at school for sonic time can appreciate what great oppor-tunities we have had. Some of us, no doubt, all of us, will have to say, but with regret, tbatwe THE MERCURY. 29 have not used them to the greatest advantage. To some, the college course has meant more than to others simply because those who have received the greatest benefit have been those who have applied themselves most. Let us say at this point to the new men that college is going to mean to them just as much as they make it mean. The whole question rests with each indi-vidual. This observation has been made before, but in our estimation, we feel that it may he used again to advantage. Every man who has the idea that he will receive an education by merely going to college is mistaken. It is true he will receive something that he may call an education bnt the term will have to be considered in a very narrow sense. Anyone with any amount of training will realize that knoyledge is infinite. Let each one of us take an introspective view and see how much we know compared to what it is possible to know. We can think of no suitable comparison. To say it is like a drop of water compared to the ocean is putting it mildly. Realizing that diligent application is going to mean much in our education let us all put forth our best efforts for an excellent training. THE BEGINNING No longer riUI we> tue members of the class OF THE END of 1908, anticipate another year in college; no longer can we rely upon next year to accomplish what we have failed to accomplish during the present year. A few years since we entered these halls with the ambition to do our work well, but the most of us have worked along unconcernedly, car-ing foi the present only, paying but little attention to the past and letting the future take care of itself. But now we are facing the stern realization that we have entered upon the be-ginning of the end of our college careers. There remains but one short year in which to complete our college education. Now is the time to take a retrospective view into the golden past and compare it with the future which, before seemed dim and distant, now looms up before us as something near at hand to be reached only too soon. It has been wisely and justly said that the Senior in college is one who knows and knows that he knows. Above all he should know himself; know wherein he has failed and in what respects his education has been neglected. Let each individual member of the class learn what phase of 3° THE MERCURY. his education he lias slighted and at once make strenuous efforts to accomplish the desired results. Our last year at college is here with a great opportunity. Let us seize upon this opportu-nity with all the vigor and energy that we command. Let us make the last lap "the embodiment of dash and vigor." Com-mencement will soon he a matter of history. Then, shall we recall our college days with a spirit of regret or shall we '-dwell upon memories" of faithfulness and sincerity in our college duties ? Let it be said of noone that he is a college man in name only, and little deserving of the title. THE MERCURY. EXCHANGES. 3i ITH the opening of college we have j>repared our desk to welcome the first numbers of our old friends,"The Exchanges." We hope also to receive many new ones. And we ask all to help us in making our pa-per by their criticisms, and that our criticisms of other papers may be received as they are intended for the benefit of the paper and writer. Hoping to hear from all our old "Exchanges" and new ones, we wish you all a successful year. The new cover of "The College Student" makes a big im-provement and also the arrangement of the material add to it. "Nemesis," of the October number, is a well written article and shows much thought and preparation. The poem entitled "The Picture," in the October number of the "Augustana Observer" is a well written article. * * * * We have received several others which are making a good start, among them are the "Otterbein Aegis," "Drury Mirror," "Sta teCollegian," "Dickinsonian" and "Crimson and White." PATRONIZE OUR ADVERTISERS. Fl/fOTTt/^E Mattresses, Bed Springs, Iron Beds, Picture Frames, Repair Work done promptly. Under-taking a specialty. - Telephone No. 97. X3I. ZB_ ZE3er3.a.er, 37 HalHmort St., : : : : : : Gttlyhnrg; I'a THE WINDSOR HOTEL 1217-2 FILBERT ST., PHILADELPHIA. HEADQUARTERS FOR STUDENTS. THOROUGHLY RENOVATED, REFURNISHED, AND REMODELED. FRANK M SCHEIBLEY, Manager. Graduate of Lafayette College 1898- I). A. I«ii|>p" L. E. Eiiterline. THE "R k E" STORE 36 Baltimore Street, PT'TTV^T^TTP Cr PA Next Citizens'Trust Company, WJll 1 1 I WC U *UU, lA. SUNDAY SCHOOL LESSON HELPS AND SUPPLIES, P. ANSTADT & SONS, Publishers, Book and Job Printing of all Kinds Write for Prices YORK, PA. PATRONIZE OUR ADVERTISERS. THE BEST PEN FOR COLLEGE MEN There's no pen that gives such all-round satisfaction as Conklin's Self-Filling Fountain Pen. It's the best pen for College Men. When an ordinary fountain pen runs dry in the middle of a word, it means you've got to stop right there, hunt up a rubber squirt gun, fill ycur pen to overflowing, clean both pen and dropper, wash your hands, and then endeavor as best you can to collect your lost train of thought. It's different with CONKLIN'S .SSSb FOUNTAIN PEN "THE PEN WITH THE CRESCENT-FILLER" To fill, just dip it in any ink, press the Crescent-Filler, and the Conklin is filled and ready to write instantly. You can't over-fill it Hence no inky fingers, no loss of time, no ruffled temper. The feed of the Conklin is No waiting for ink to come—no jerking—no slips, balks or blots. Leading dealers handle the Conklin. If yours does not, order direct. Look for the Crescent-Filler and refuse substitutes. Prices, $3.00 and up. Send at once for handsome new catalog. THE CONKLIN PEN CO., 310 Manhattan Building Toledo, Ohio. PATRONIZE OUR ADVERTISERS EMIL ZOTHE COL^G S!EM3 ENGRAVER, DESIGNER, AND MANUFACTURING JEWELER 722 Chestnut St, Phila. SPECIALTIES : MASONIC MARKS, SOCIETY BADGES, COLLEGE BUTTONS, PINS, SCARF PINS, STICK PINS AND ATHLETIC PRIZES. All Goods trdered through G. F. Kieffer, CHARLES S. MUMRER, iu:.n.i:n IJV TTTTT? TTTTTTT? T j. H- 8°Hep, 115 Baltimore St., near C urt House GOOD WORK GUARANTEED. —IS— Your Photographer ? If not, why not? 41 BALTIMORE ST., GETTYSBURG, PA. 8EFT0N i FLEMMING'S LIVERY, Baltimore Street, First Square, Gettysburg, Pa. Competent Guides tor all parts of the Battlefield. Arrange-ments toy telegram or letter. Lock Box 257. PATRONIZE OUR ADVERTISERS. The Most Popular College Sc>ngs A welcome gift in any borne. 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This is a follow up to last month's post on the attack on education, but rather than use images of people protesting CRT I decided to post the video of the talk referred to below. As I think I have mentioned elsewhere on this blog in the spring I taught a seminar on Race, Class, and Gender. This involved an engagement with both some familiar material, Balibar's writing on race and class, and some material that I have not taught before, Stuart Hall, Kimberlé Crenshaw, Sylvia Wynter, etc. (I should say that in light of the title of this piece that I did not teach CRT specifically, but rather critical writing on race). At the same time that I was expanding my teaching and research the country, or at least parts of it were moving in the other direction, passing laws that outlawed discussions of critical race theory, intersectionality, and gender theory. This was in some sense a teachable moment, or at least should be: I kept coming back to the question of the politics of knowledge and ignorance around race.In Stuart Hall's famous lecture, "Race, The Floating Signifier" he outlines the basic point against the concept of race as a biological concept, "As we know human genetically variability between different populations, normally assigned a racial category, is not significantly greater than it is within those populations." However, as he goes onto to detail in the next section this scientific fact has never been accepted. As Hall writes, "First, [this general position] represents the by now common and conventional wisdom among leading scientists in the field. Second, that fact has never prevented intense scholarly activity being devoted by a minority of committed academics to attempting to prove a correlation between racially defined genetic characteristics and cultural performance. In other words, we are not dealing with a field in which, as it were, the scientifically and rationally established fact prevents scientists from continuing to prove the opposite."Here are my two points about Hall's two points. First, as a matter of historicization, a lot has changed since nineteen ninety seven. Race is no longer the outlier as it once was. The science of global warming, vaccines, even such basic astronomical matters as the size and shape of the Earth, all now have their doubters and alternative facts. A survey of the world of conspiracy theories and people with various crank beliefs demanding to be debated on social media only serves to illustrate Spinoza's fundamental axiom that "Nothing positive which a false idea has is removed by the presence of the true insofar as it is true." Ideas, even adequate or true ideas, have no intrinsic force or power, but must be actualized, materialized by other forces. Which brings me to my second point, if an idea or the criticism of an idea, in this case the criticism of race as a biological reality, does not take hold then the problem may have less to do with the idea itself, its own intrinsic value, than with the forces, social, political, economic, psychic, etc., that are allied against it. Sylvia WynterWhich brings me to my second point of reference, and that is Sylvia Wynter's essay (that reads like a book)"Unsettling the Coloniality of Being/Power/Truth/Freedom: Towards the Human, After Man Its Overrepresentation—An Argument/." In that essay which develops its own meta-intellectual history, Wynter engages with a question that seems as far as possible from the question of race, and that is why, given their mathematical sophistication were the ancient greeks incapable of developing a corresponding sophistication of physics. As Wynter writes, "In a 1987 interview, the theoretical physicist David Böhm explained why the rise of the physical sciences would have been impossible in ancient Greece, given the role that the physical cosmos had been made to play in stabilizing and legitimating the structures/hierarchies and role allocations of its social order. If each society, Böhm pointed out, bases itself on a general notion of the world that always contains within it "a specific idea of order," for the ancient Greeks, this idea of order had been projected as that of an "increasing perfection from the earth to the heavens." In consequence, in order for modern physics (which is based on the "idea of successive positions of bodies of matter and the constraints of forces that act on these bodies") to be developed, the "order of perfection investigated by the ancient Greeks" had to become irrelevant. In other words, for such an astronomy and physics to be developed, the society that made it possible would have to be one that no longer had the need to map its ordering principle onto the physical cosmos, as the Greeks and all other human societies had done. The same goes for the need to retain the Greek premise of an ontological difference of substance between the celestial realm of perfection (the realm of and the imperfect realm of the terrestrial (the realm of doxa, of mere opinion). This was not a mutation that could be easily effected. In his recent book The Enigma of the Gift (1999), Maurice Godelier reveals an added and even more powerful dimension as to why the mutation by which humans would cease to map the "idea of order" onto the lawlike regularities of physical nature would not be easily come by."In other words, progress in the physical sciences became possible only once the world, or the cosmos, ceased to play a role in the order and organizing of human social and political life, is no longer part of our sociogenesis, to cite the term that Wynter borrows from Fanon. The social order determines and limits what can be thought or asked. On this point Wynter's argument is similar to the point Marx makes regarding value in Capital. As Marx writes,"There was, however, an important fact which prevented Aristotle from seeing that, to attribute value to commodities, is merely a mode of expressing all labour as equal human labour, and consequently as labour of equal quality. Greek society was founded upon slavery, and had, therefore, for its natural basis, the inequality of men and of their labour powers. The secret of the expression of value, namely, that all kinds of labour are equal and equivalent, because, and so far as they are human labour in general, cannot be deciphered, until the notion of human equality has already acquired the fixity of a popular prejudice. This, however, is possible only in a society in which the great mass of the produce of labour takes the form of commodities, in which, consequently, the dominant relation between man and man, is that of owners of commodities. The brilliancy of Aristotle's genius is shown by this alone, that he discovered, in the expression of the value of commodities, a relation of equality. The peculiar conditions of the society in which he lived, alone prevented him from discovering what, "in truth," was at the bottom of this equality."While the focus is different Marx, Wynter, (and I would argue) Spinoza, are all in some sense focusing on the social and political conditions of knowledge, in order for the natural sciences to become possible or in order for Value to be discovered something had to happen in society first. In the case of the former it is the general secularization of the cosmos. We could add that this process of secularization is always fragmentary and incomplete, the continued existence of flat Earthers, who, when pressed to explain why NASA and the globe industry would lie to them about the earth, they often phrase it in terms that hark back to that old theocratic order, that a round earth spinning about in a solar system of other similar planets makes them feel small and insignificant, and not, the center of God's creation. More to the point, to Wynter's point, the end of an order predicated on the cosmos is the beginning of a new order, one predicate on humanity. To quote Wynter again,"A new notion of the world and "idea of order" was being mapped now, no longer upon the physical cosmos - which beginning with the fifteenth- century voyages of the Portuguese and Columbus, as well as with the new astronomy of Copernicus, was eventually to be freed from having to serve as a projected "space of Otherness," and as such having to be known in the adaptive terms needed by human orders to represent their social structures as extrahumanly determined ones. Instead, the projected "space of Otherness" was now to be mapped on phenotypical and religio-cultural differences between human variations and/or population groups, while the new idea of order was now to be defined in terms of degrees of rational perfection/imperfection, as degrees ostensibly ordained by the Greco-Christian cultural construct deployed by Sepúlveda as that of the "law of nature, " natural law": as a "law" that allegedly functioned to order human societies in the same way as the newly discovered laws of nature served to regulate the processes of functioning of physical and organic levels of reality."Wynter's argument is that in the modern age it is humanity, the anthropos, rather than the universe, the cosmos, that is the basis of our social order. Hierarchies are no longer between the Earth and the other celestial beings, but between different aspects of humanity, or more to the point between humanity and its own internal division, between "Man" understood as the embodiment of rationality and its others. As Wynter writes,"It is this new master code, one that would now come to function at all levels of the social order - including that of class, gender, sexual orientation, superior/inferior ethnicities, and that of the Investor/Breadwinners versus the criminalized jobless Poor (Nas's "black and latino faces") and Welfare Moms antithesis, and most totally between the represented-to-be superior and inferior races and cultures - that would come to function as the dually status-organizing and integrating principle of U.S. society. So that if, before the sixties, the enforced segregation of the Black population in the South as the liminally deviant category of Otherness through whose systemic negation the former Civil War enemies of North and South, together with the vast wave of incoming immigrants from Europe, would be enabled to experience themselves as a We (that is, by means of the shared similarity of their now- canonized "whiteness"), in addition, their segregated status had served another central function. This had been that of enabling a U.S. bourgeoisie, rapidly growing more affluent, to dampen class conflict by inducing their own working class to see themselves, even where not selected by Evolution in class terms, as being compensatorily, altruistically bonded with their dominant middle classes by the fact of their having all been selected by Evolution in terms of race." I will say as something of a parenthetical aside, one that I hope to include in my actual writing this summer, and not just my blogging, that on this point Wynter is close to André Tosel's understanding of neoliberalism. As Tosel argues the more capital justifies itself in terms of an anthropology, as an expression of mankind's rationality, productivity, and individuality, the more its hierarchies are anthropologized as well, which is to say racialized. Poor countries, and the racialized poor within the country's border, are understood to be produced not by history, including the history of discrimination, but human nature. All of which may be a long, a very long way of answering the question posed by Hall, a question which has come to light in the opposition to teaching on race from the 1619 project to Critical Race Theory. The short version of this response is that a society that still needs racism in order to justify and explain itself cannot dispense with the concept of race, with the idea of racial hierarchy, no matter how many scientific studies are published disproving it. Race, and racism, are necessary parts of our social common sense, and thus any attempt to discredit and disprove them threatens that, and, as in the way CRT is represented, can only be understood as a political assault on the existing order and not additions or transformations of knowledge. Moreover, and this is something that I discuss in the podcast below, outlawing any theoretical and historical understanding of race and racism, is tantamount to legislating racism, or, at the very least to making sure that there are no official accounts that contest the dominant common sense around race. It is the modern version of putting Galileo under house arrest, to connect the dots of Wynter's essay.
Auch Professionelle sind Menschen: In diesem Beitrag wird mittels eines biographischen Interviews die komplementäre und widersprüchliche Beziehung zwischen Biographie und Beruf am Beispiel einer Krankenschwester untersucht, die als Sozialarbeiterin in einer Obdachloseneinrichtung tätig ist. Es werden die Verstehensschwierigkeiten thematisiert, die im Rahmen einer Fallstudie dieser Art entstehen. Diese Schwierigkeiten werden mithilfe zweier Konzepte diskutiert: dem des "defended self " und des "theory-in-use" in der sozialen Arbeit und Berufsausbildung.
Social protection schemes can contribute to poverty reduction objectives pursued through current community-driven development (CDD) platforms in Myanmar by building household and community resilience. In turn, existing CDD platforms provide viable options to promote a transition to government-led social protection delivery. Making infrastructure development more pro-poor andproviding communities with an expanded menu of options, including social protection schemes, can be a first step in enhancing the poverty reduction potential of CDD platforms.
Newspaper Article - 'Relief is Large Demand on Women's Institutes'. Calgary Albertan Paper ; AWI Collection ; 8 C A L G A R Y ALBE A Page About All Relief Is Large Demand On Women's Institutes T% ELIEF for distressed families in their communities has been a " major demand on the local branches of the Women's Institute of Alberta. • Reports of all constituencies read at the convention of District Four which met in Paget Hall Wednesday showed strenuous effort to raise money and help with food and clothing the unfortunate in the districts. But in this activity the other objects of the Institute have not been neglected. Reports told of the establishment of libraries, of household economics courses arranged in the districts, of medical clinics arranged by the Institute, of school fairs and many other projects successfully undertaken. Mrs. M. L. Thompson of Coaldale, district director, presided and a special guest was Mrs. J. P. Ferguson of Trochu, president of the Alberta Women's Institute. Following the sessions of the day, the delegates were guests of the Calgary branch at a banquet in the Elizabethan room of the Hudson's Bay . Companys' store, when Mrs. C. H. Stout presided, and afterwards at the performance of the British Gull<* Flayers. Recreation ' Wise use of leisure time is one of the challenges of the new age which has been ushered in by labor- saving devices and machinery," said Mrs. J. P. Ferguson of Trochu, president of the Alberta Women's Institutes, In her address Wednesday afternoon. Need for recreation in its widest sense to meet the increase in leisure time, and to fill the gaps— physical, mental and moral— which the changes have brought, is pressing, and in this field the Women's Institutes have a splendid opportunity for leadership, Mrs. Ferguson believed. Lack of sufficient recreation has been responsible to a large extent for the drift to urban centres, and now to hold the rural population, and encourage others to return, farm life must be made more attractive; Drawing, as it does, its membership from all classes and creeds, the Institute is the logical leader in organized recreation for the rural district, Mrs. Ferguson said. She suggested golf, hiking, tennis, badminton, dancing, particularly folk- dancing, as suitable activities to be inaugurated, and for those less interested in sports, libraries, sewing groups where skilled teachers might instruct in embroidery and, of great importance, the revival of handicrafts. Tastes, skills and habits formed in adolescence exert their influence strongly throughout life, the speaker continued, and care should be taken to see that there were worthwhile things at hand for young people in the country to employ their free time. Congratulates Members Mrs. * Ferguson congratulated the members on the wide scope of their activities, which embraced relief work, public health clinics and studies, peace work, child welfare, supplying garden seeds to dried- out areas, assisting with libraries, and recreational projects. In speaking of the scheme wherein the Provincial Women's Institute was co- operating with the I. O. D. E. and U. F. W. A. to provide assistance for needy mothers, under the direction of Miss Kate Brighty, Mrs. Ferguson told the members the council had hesitated to ask for donations to the central fund for this purpose, since so many branches were already doing work of this sort, " out that the W. I. had offered to prepare necessary bundles containing layettes and medical supplies, to the number of 50 during the year. Names of the needy mothers would be forwarded by Mrs. Ferguson to various W. I. branches for help in this connection. , Spiritual Disarmament In all the millions of people in the world going quietly about their own business there are none who desire war, said Dr. George Kerby, speaking at the afternoon session on " A Call to Peace.". The task of capitalizing the universal sentiment against war is difficult but is the first step in progress toward peace. The minds of the nations must be prepared for peace. For war is born of faults of the spirit;— of the greed and jealousy of nations all striving for commercial supremacy, erecting artificial barriers, creating artificial antipathies and hatreds. Patriotism is a passion and must be controlled and restrained as other passions. " Not that I love my country less, but that I love humanity more" must be the policy of statesmen. Dr. Kerby told of the ever- increasing armament race, leading inevitably toward war. He quoted Lord Grey, who had declared that there is no security in competing armaments. The soldiers of the last war were convinced that they died for peace, but the generation that has followed them is betraying them. Nursing Schools The need of a reorganization of the nursing schools was discussed by Miss Eleanor McPhedran of the Alberta Joint Study Committee on Nursing Education. Other professions are 1 taught in schools supported by the state— teaching, law, medicine, but nurses are expected to pay for their I training in physical labor, she said. J The disadvantages of nursing schools operated by hospitals were clearly outlined. The d* ty of the hospital is to its patients and in maintaining the hospital on a paying basis. Too often the education of the nurses is sacrificed to these other considerations. The students are exploited for cheap nursing and maid service. Each hospital is a law unto itself and no standard of knowledge and experience is demanded. As a result many half- trained nurses are graduated from the poorer training schools. The training of nurses has not kept pace with the advance in scientific treatment of disease, Miss McPhedran said. What is needed is more study in the classroom and less duty on the wards. The bill passed at this session of the legislature requiring students to have junior matriculation standing was commended as a step in the right direction toward standardizing the qualifications of the members of the profession. Girls' Clubs Suggestions for the work of leaders in the girls' clubs were given by Mrs. R. E. Wood of Stony Plain, supervisor of the girls' clubs. She recommended division according to age in four groups and told of the different needs of each group. The little girls from 6 to 10 years of age are all enthusiasm and eagerly absorb teaching. The next age, to J 4 years, is an egotistical time when they crave recognition of their personalities. Nothing is too strenuous for them to undertake. The girl from 14 to 16 years of age needs inspiration. She is a day- dreamer, is hungry for books, but needs to be guided in her reading as she is strongly influenced by all she reads but has not learned to discriminate. The girl of 16 to 18 years is beginning to use her reasoning powers, takes life very seriously and questions everything. It is a poetic age. It is the best time to Interest her in social problems. Acting Mayor J. H. Ross brought greetings to the delegates who were welcomed by Mrs. C. H. Stout, president of the Calgary branch. Mrs. A. E. Clark of Oluny replied. Greetings were read from the provincial officers. Musical selections were heard during the day, the program arranged by Mrs. H. E. Kelley. Mrs. Harry Hutchings sang at the morning session and following the banquet; W. Rothwell sang, accompanied by Mrs. Rothwell; Max Bishop sang, accompanied by Miss Dulcie Bishop; pupils of Miss Marjorie Hall gave clever dances and Mrs. J. Welsh gave read-lings. Following the banquet Miss Foster played \' iolin selections, Miss Claire Powell gave pianologues, and Mrs. Slater sang, Mrs. Kelley was accompanist. Mrs. Stout presided at the banquet and spoke of the function of he Institutes in fostering the well- being of community life. Mrs. F. G. Grev-ett proposed a toast to the guests anc Mrs. Powell of Maple Leaf local responded. A toast to the press was proposed by Mrs. W. Rothwell anc Miss M. McLean replied. Mrs. Ferguson, Mrs. R. E. Wood and Mrs. W. Harold Riley spoke briefly and Mrs. Moreau MeCallum moved a vote of thanks to the artists. Mrs. Ferguson and Mrs. Wood were speakers at the separate session of the Girls' Club Wednesday morning when Miss Esther Oliver, vice- president, of Drumheller presided. Reports from constituencies were read and messages from Miss Lily Sahlen of Cardston, provincial president, Miss Vivian, Berg of Clareshotai, district director, and Miss Jane Popham of Barons, publicity convenor. Co- operation With League of Nations Vital Need, Claimed " Canada's prosperity and her destiny lie in working in co- operation with the League of Nations. Having solved her own bi- lingual, bi- racial and minority problems, she is in position to give advice on these problems, and her opportunities for service and molding opinion in the League are broad." This was the opinion voiced by H. S. Patterson, K. C., in addressing the fortnightly Calgary women's peace, meeting held in the Palliser hotel tea room Wednesday afternoon. Mrs. D. A. McKerricher presided. Introduced the speaker and urged those present to broadcast the announcements of these meetings to all women's organizations. " What Does Partnership in the Collective System Involve for Canada?" was the topic of Mr. Patterson's talk, and, prefacing his subject, he traced advancements made in the past century in the field of science, which had resulted in drawing into close contact all the nations of the world. Friendly rivalry of nations in art, music, literature and kiftdred fields had given spice and variety to the resultant products, but, in the struggle to advance materially, nations had come into conflict. Quarrels between nations were the same as struggles in primitive society. In olden days war could procure territory, material goods, security and advancement. With the drawing together of countries through science, however, nations were now like school children who had been playing and quarreling among themselves at recess, but who found that, on going into . school they could not continue so without detriment, to | themselves. Fear resulting from the past war j had induced the nations to become self- sufficient. Canada, in her need,; . had turned to the commonwealth of the British Empire in an attempt to construct within its bounds a situation of markets and supply which had existed in the world before the war. Canada produced more food than she could consume, and markets were es- j sential. Hence, her destiny lay In i close co- operation with countries; which could assure her those markets, the speaker said. Through participation in a collective system of nations, Canada shared the responsibility of contributing " whole- hearted Co- operation, aid for the helpless, strength for the weak, and her share in the creation of organizations for curing the ills of mankind," the speaker quoted from an address by Sir Robert Borden. Mr. Patterson answered a number of questions at the'end of his address, and a general discussion period followed.
Interview with Ms. Dorothy Moreira of Fitchburg, Massachusetts. Topics include: Dorothy was born in Portugal and lived with her family in St. Michael de Azores until she was eight years old and her family moved to the United States. What her life was like in St. Michael. The different places her family lived when they arrived in the U.S. Dorothy's first impressions of the U.S. and of Fitchburg. The different jobs she has held. What school was like in Portugal compared to the U.S. How she became a U.S. citizen. Her feelings about state and local government. How she spends her leisure time. Her fondest childhood memories. ; 1 SPEAKER 1: November 18, 1973. Interview conducted by Wayne Lucier. Place of interview, Ms. Moreira's home. Your name, please. MOREIRA: Moreira Dorthy. SPEAKER 1: And your nationality. MOREIRA: Portuguese but I am a US citizen. SPEAKER 1: Okay, and your date of birth. MOREIRA: February 24, 1943. SPEAKER 1: Which makes you…? MOREIRA: Thirty years old. SPEAKER 1: And what generation? MOREIRA: First generation. SPEAKER 1: And your present address. MOREIRA: 208 Westminster Hill Road at Fitchburg. SPEAKER 1: And your phone number please. MOREIRA: 26413. SPEAKER 1: And where were you born? MOREIRA: St. Michael de Azores. SPEAKER 1: Are there any specific section? MOREIRA: [Unintelligible - 00:00:48] which is a little village in that island. SPEAKER 1: And when did you arrive in the United States? MOREIRA: April 7, 1951. SPEAKER 1: And how old were you? MOREIRA: I was eight. SPEAKER 1: You were eight. And when did you come at Fitchburg? MOREIRA: That same day. SPEAKER 1: The exact same day? MOREIRA: Mm-hmm. SPEAKER 1: And why did you decide to come to Fitchburg? MOREIRA: Well, my parents, mainly my father I think, believed that we could have a better education and a better life here in the United States 2 than we did there, although we had a very good life there as I can remember. SPEAKER 1: And what type of house did you live when you're over there? Can you recall? Was it a one-family, a two-family or was it…? MOREIRA: We lived in a one family. My dad had always travelled back and forth in the states and he lived for a time with my grandmother, with my mother, and then we moved to our own home and it was a one-family home. I remember it had three rooms in it. My sister and I would sleep in one room. We had a kitchen, and my mother and my dad had their own bedroom, and I used to love that home very much. SPEAKER 1: Did you move a lot over there or…? MOREIRA: No, I can only remember going from my grandmother's home to…. SPEAKER 1: And you said before the reason why you came is because for a better education. Are there any other reasons besides that? What were your reasons to come? Did you really have or…? MOREIRA: I didn't really have a reason. I just came because my parents were coming. I really didn't know what was here or what it was. I just came because they decided that we should come. SPEAKER 1: And their reason for coming was…? MOREIRA: Obviously my dad had been here before and worked and he knew that he would do better for us here for a time. I say "for a time" because I didn't know whether he really intended to stay permanently, but I guess he thought he could give us a much better life with. SPEAKER 1: And from where you were born to where you are right now, where else have you been? Have you moved around or have you been mobile or…? MOREIRA: No, we moved around. We stayed with my aunt when we first came for a couple of weeks.3 SPEAKER 1: And where was that? MOREIRA: That was on the Federal Street and then we moved to Allan place and we lived there with my grandmother and my uncle for a short time, I think. I can't remember the dates. SPEAKER 1: Was it a big house or was it…? MOREIRA: It was an apartment house. It probably had four rooms or so to it, you know, as I recall. SPEAKER 1: Did you mind having all those people there or…? MOREIRA: No, no, it didn't really bother me because I liked my uncle and I liked my grandmother, but then we moved to Daniels Street and then we stayed there for a while and we lived in my grandmother there. And one of my aunts came from, you know, [east coast] and lived with us for a while until her family came and then we moved to Leighton Street because my grandmother didn't live us with any longer. She went to live with her daughter that came. My mother had to go to work. In order for my younger sister to have a place so someone could babysit for the night, my older sister and myself had to bring her every morning so my grandmother could babysit her. SPEAKER 1: You did bring her from…? MOREIRA: From Daniels Street to Leighton Street. That is where my grandmother had moved to. SPEAKER 1: Uh-huh. MOREIRA: Then finally my dad decided that it was too much for my little sister to go every morning. We had to leave about, I'd say, at least seven o'clock so we could go back to school. And then we moved to Leighton Street so she wouldn't have to get up every morning and we wouldn't have to walk her there. SPEAKER 1: And your parents are working early in the morning, is that right? MOREIRA: Right, right. They both went to work in the morning. So my sister Anne and I had to bring her. She's probably two years old and we 4 had to bring her every morning, which was quite a little walk for a little girl and us, and then we had to go back to school and we brought her. SPEAKER 1: And what type of buildings were you in, apartment houses or…? MOREIRA: All apartment houses. The one on Leighton Street was a very old apartment house, I can remember it. The neighborhood wasn't very good. I didn't like living there at all and they had very fresh kids—I say fresh at that time because they used to play with knives—and the house was old and I didn't like it at all. And then from there, we moved to Daniels Street and then my dad bought an apartment house and we lived there for a number of years before moving to [unintelligible - 00:05:38]. SPEAKER 1: Do you think you had any reasons for leaving the old country, for personal reasons, or do you have any reason why you would want to leave? MOREIRA: No, no, I can't recall at all. I had very fond memories of there. It didn't seem to bother me at that time. I don't remember being bothered by the fact that I have to come to the United States. SPEAKER 1: And what kind of passage did you take to the United States? MOREIRA: We came by airplane. SPEAKER 1: What was it…? MOREIRA: It was a prop jet, four engines. SPEAKER 1: And it was the first time you've ever been on a plane or…? MOREIRA: Yes it was. It was the first time and then I remember that we had a very bad time. We couldn't communicate with the stewardess and we didn't like the food; my sister and I took the hot ones that they had and we didn't want him to know that we hadn't eaten so we hide them under the seat [laughs] and we slept most of the way. But I remember my mother saying her rosary beads when she came because she was petrified with my little baby sister. SPEAKER 1: Was your father with you when you came?5 MOREIRA: My dad was with us, the whole family came. SPEAKER 1: It must have been useful by then, right, if he was… MOREIRA: Right. Well, I think previous to that, he had come by boat. I don't think he had a plane fare. SPEAKER 1: Uh-huh. MOREIRA: But we came with another family also that came at the same time we did, and they eventually moved to come [with us]. SPEAKER 1: Do you still keep in communication with them or? MOREIRA: We did until our father died about five or six years ago. We used to visit them occasionally when my dad was living. SPEAKER 1: What are your impressions of the United States before you came here? MOREIRA: Yes, I remember when my cousin came to pick us up at Logan Airport. I had never been to an automobile. Well, I had been on the buses and used to get very ill and I didn't like coming in automobile. And I remember Callahan Tunnel and then my cousin telling me about the ocean on top of it and it impressed me tremendously at 8 years old. And when I went to Federal Street, the food was a very big problem. My aunt tried to give me hotdogs and beans but I couldn't stand it so she was very upset that I couldn't eat. And then I remember the trains; I've never seen a train before. SPEAKER 1: Why didn't your aunt prepare you some of your own food? MOREIRA: I have no idea. She just gave me beans the first thing, that's all I can remember. SPEAKER 1: You haven't had hotdogs and beans? MOREIRA: No [laughs], I never saw them. The smell and everything just was bad to me. I just couldn't stand the smell of the food or the looks of it. And the trains, it surprised me how old Fitchburg looked versus what I had remembered in Azores. And I didn't like Fitchburg at all when I first came.6 SPEAKER 1: Why, just looking at it, it looked old or…? MOREIRA: Just looking at it, it wasn't beautiful whereas the Azores is a very beautiful island and I just remember things there, the ocean and the fields and everything, very fond memories, and when I came here, I didn't like it at all, very old. SPEAKER 1: So after you came then, your opinion – was it the same as before or was it…? MOREIRA: No, it changed gradually as I went to school and I found friends and you know I learned the language then. Here, it just didn't make any difference after that. I learned to notice it. SPEAKER 1: And when you came to Fitchburg, have you always lived with Portuguese people or was it, you know a mixture or something to that effect? MOREIRA: Well, I've always lived with my family and we've been around Portuguese, but in the apartment house, there were different ethnic groups. SPEAKER 1: Such as? MOREIRA: French. I don't remember the other, mostly French, I think, yeah. SPEAKER 1: Did you resent living with them or did you find it difficult or…? MOREIRA: No. When I was younger, I didn't notice anything; plus as you get older, you form opinions of different ethnics groups, but I didn't—at that time no, we had friends and just enjoyed being with them. SPEAKER 1: And what kind of jobs have you held, let's say from your earlier jobs up to today as far as you can recall? MOREIRA: Well, when I was about I think 15-1/2 or so, I worked at my cousin's store, helped him out a little bit, and he paid a little bit a week so that I could, you know, get small items for myself. And then when I was, I think, 16 or 17, I went to work at [unintelligible - 00:10:42] and I worked in a shipping room. SPEAKER 1: Was this fulltime? MOREIRA: No, this was a part-time job, when I was in high school.7 SPEAKER 1: All right. MOREIRA: And I used to help unload the pants and put them on the shelves and then [rolled out] the slips for shipping. Sometimes I sewed on tags on the pants and I did this for about six or seven months. SPEAKER 1: Did you enjoy it? MOREIRA: It wasn't hard work, but I found that factory job isn't the best because you're on a time schedule. And if you're on piecework, I saw a lot of the people that worked on piecework and I wouldn't want to do that. I didn't work piecework but you only had so much time for break, you know. I had to quit that [in our] college day, so… SPEAKER 1: Did it have an effect or let's say in your relationship with somebody or, you know, personality being on piecework do you think or…? MOREIRA: What do you mean? SPEAKER 1: Why wouldn't you want to go on piecework? MOREIRA: I wouldn't want that [taste] of work and it just didn't impress me as I want to do that type of thing for the rest of my life. To me, it was hard work. For me to earn a living that way, to me, that didn't impress me as being a thing I would want to do. SPEAKER 1: Then after this job, you…? MOREIRA: After that, I went to work for an insurance company for about five years after school. SPEAKER 1: What type of job was it? MOREIRA: I started out as a file clerk and then I went on to workman's comp. I paid people that were out of work due to industrial injuries and accident help, and I did that. And after that, I went to Gordon Chemical and I started there doing switchboard and various other jobs and finally went to secretarial and I'm now still a secretary, more or less a staff secretary, more or less like that.8 SPEAKER 1: [Would] you like to [prepare] yourself, let's say education-wise of job-wise or…? MOREIRA: No, no. I'd like to learn more, I'd like to go to school but I've never really been—I haven't pushed myself enough. As far as another job, I just wished I had continued further. I wished I had gone to college which at that time, I didn't want to bother with it. I should have. SPEAKER 1: Do you belong to any type of clubs? MOREIRA: At work, we have a social club which members can join, I mean the employees can join if they want to, and we provide certain functions in here for the employees. And I belong to the National Secretary's Association. That's about it. SPEAKER 1: What types of education have you had, you know, the type of schools, the name of the schools like going back, like grammar school…? MOREIRA: Grammar school, I went to Clarence Street School. SPEAKER 1: Have you attended school in Portugal before? MOREIRA: Yes, I did. I was in the first grade for about six months before I came to the United States. SPEAKER 1: Did you resent being pulled out of there to come here? MOREIRA: No, I don't recall any resentment at all about that. SPEAKER 1: How about let's say just the school system, do you remember anything about it or…? MOREIRA: I guess I do. It was a one-room school and there were four grades in it. They went from first to fourth, and you were very advanced versus the United States educational system. SPEAKER 1: Advanced how? MOREIRA: Well, I was only in the first grade; I was just beginning to learn. But my sister who's in third grade, when she came here, I would say, she had the ability of a fifth grader or so. What they taught her, she was far more advanced than the third graders who were 9 here. She could do arithmetic far more advanced than any student here. They would have to teach us in the fourth grade almost equivalent, I wouldn't say to high school but almost close to high school level which you will get in 12 years. SPEAKER 1: And how were these teachers educated? Were they, you know, taught there or came from the United States do you know? MOREIRA: No, they were taught there. They had colleges—they have a college there where they teach them. And they're taught not to just teach one grade; they're taught to go from the first to the fourth and teach them all these things. SPEAKER 1: And from, let's say, after you left there, you came to which school did you say you went to? MOREIRA: Clarence Street School. SPEAKER 1: And what grade—did you reenter the first grade or…? MOREIRA: I reentered the first grade. I had a bad time learning the English language. I came in April and the school year ended in June so I really didn't have much time to pick up the English language, so they held me back, and then when I went back, after then, they put me in the second grade. SPEAKER 1: And did you have anybody to help you, let's say away from the school or was it…? MOREIRA: No, my sister and I just picked it off from friends, the language. We really didn't have anyone to help us. SPEAKER 1: Your school experiences, did you enjoy them or you know, grammar school, did you find it difficult or…? MOREIRA: I enjoyed grammar school; I liked it. I found it difficult at first, trying to communicate with my schoolmates because I couldn't tell them what I wanted to say and then they would talk. I don't really remember how I have picked up the English language but I do remember them trying to tell me certain things and I just couldn't 10 understand what they were trying to tell me. That was difficult, but from then on, there was no problem. SPEAKER 1: And after grammar school, you went to high school? MOREIRA: Julian high. In high school, I went to Fitchburg High. SPEAKER 1: Did you encounter any problems at all? MOREIRA: No, but I think the English, there was still some problem in learning at times, you know, understand… SPEAKER 1: Do you remember anyone else having problems like a different language problem at that time? MOREIRA: I think there was another friend that had come from Italy and I think he encountered some problems too when we were in grammar school. SPEAKER 1: Did you relate to that problem, you know what I mean? MOREIRA: No, I don't think I did. SPEAKER 1: You didn't? MOREIRA: Well, I could relate in the way that I knew he was—like I was trying to learn in that way. SPEAKER 1: Yeah. MOREIRA: I think he experienced quite a bit of difficulty too. SPEAKER 1: When did you become a citizen? Are you a citizen? MOREIRA: I'm a citizen, yeah. SPEAKER 1: And when did you become a citizen? MOREIRA: 1964. SPEAKER 1: And was it difficult? Did you find it a difficult thing or…? MOREIRA: No, no, they just asked a few questions about the government. SPEAKER 1: And where did you have to go to get your citizenship? MOREIRA: We went to the courthouse in Fitchburg and then… first they gave us a test, first time in that. SPEAKER 1: Was it hard? Did you find it hard or…? MOREIRA: No, I didn't find it hard. I didn't know what they were going to ask but they were very helpful if you didn't get the questions.11 SPEAKER 1: Mm-hmm. MOREIRA: And then after that, you had, you know, to come back again to swear allegiance to the United States. SPEAKER 1: Is this test written or oral? MOREIRA: Oral. SPEAKER 1: It was oral? MOREIRA: Right. SPEAKER 1: And how old were you roughly about that time? MOREIRA: Eighteen. SPEAKER 1: And did you find it a meaningful experience or was it, you know, just one of the things you had to go through? MOREIRA: I found it meaningful. I was quite happy that I was a citizen at that time. SPEAKER 1: All right. Are you a Republican or Democrat? MOREIRA: Neither, but I lean more toward the Republican Party, no particular reason. SPEAKER 1: Okay. Have you ever become involved in a political party? MOREIRA: No. SPEAKER 1: It never appealed to you? MOREIRA: No. SPEAKER 1: What are your feelings about the state government? Is it important to you or is it just there or…? MOREIRA: The only thing I think is wrong with the state government is that they don't provide enough for the elderly and young children, those with problem backgrounds, and I think the welfare is atrocious. I think the state should do more for their elderly and the young people. Especially with the parents who have problems if they're alcoholics or anything, I think they should try and do something for these children so they won't become problems to society afterward. I think the state hasn't done enough in this realm. And welfare, I think they should do more to get people that 12 are able to work and are able to do things and get them out and do things for the city. I think they should utilize these people that are able to work to clean up the city, give them recreational areas to beautify the city, instead of having these people just collect. Whether there is more to this welfare, well, I don't know whether the federal government regulates it. I think they're involved in it. SPEAKER 1: How about the local government? Have you ever been involved with it or has it [done] anything…? MOREIRA: No, I've never been involved in local government except on one instance. I needed some help from the local government, in trying to get my cousin to visit the states, so I… SPEAKER 1: When was this? MOREIRA: This was a couple of years ago, two or three years ago. I wrote to Representative [unintelligible – 00:20:46] because the American Council, [counsel] or whatever. The [ANA source] was giving my cousin a hard time about coming to United States for a visit. So I wrote to Representative [unintelligible – 00:20:56]. I don't know what he did but he finally managed it that she was able to come over, so I thought that was a very good thing where he got involved in very small matters by his government [goals] that he involved. SPEAKER 1: Do you feel like he was directly, you know, influential in this or was it…? MOREIRA: Yes, I do. I believe that he had something to do with it. SPEAKER 1: Okay. Have you experienced any language barriers or problems because of your language, directly related to your language? MOREIRA: Not really, just in grade school, not after that. SPEAKER 1: Well, let's say, did the other kids in grade school resent you because of this or…? MOREIRA: No, I don't think so. I never felt any resentment with my peers. SPEAKER 1: Have you ever experienced discrimination, let's say, in your job?13 MOREIRA: No, no. I think if I did, I would do something about it now if I thought there was any discrimination. If I felt that I wanted to further myself and if I felt that they were discriminating against me because of my ethnic background or my being a woman, then I feel that I would so something about it, but I didn't feel there was any discrimination. SPEAKER 1: How about finding a house, let's say, or in your social life, did you encounter any problems whatsoever? MOREIRA: None whatsoever. SPEAKER 1: Do you think Fitchburg provides some decent job opportunities? MOREIRA: I think in… SPEAKER 1: Let's say for you first. MOREIRA: Yes, I think in the field of secretarial realm, they do. I've never felt that I couldn't get a job in Fitchburg. SPEAKER 1: Well, how about somebody else. Do you think there is enough jobs for everyone or…? MOREIRA: No, I don't think there are enough adequate jobs for a college graduate that either wants a teacher, wants an executive job or I think—I don't think the opportunities are good. I think you have to go out of state to a bigger city for job opportunities. I don't think Fitchburg has it. SPEAKER 1: How is your leisure time spent now, your time away from work, how is it spent? MOREIRA: Well, I like to see plays; I like musicals. I travel quite a bit out of the country and in the country, you know, that's how I spend it. SPEAKER 1: How did you spend your time, let's say, when you first came over, was it leisure time or…? MOREIRA: Well, my sister and I really didn't get involve too much when we were in school. My mother worked, and a lot of the times, we had to come home and make supper and get things ready and we felt very shy and we never really did get involve with classmates. I 14 think that goes back to how we've been raised. We felt a little bit –I know whether my sister did but I felt inferior to my classmates and I never felt that I wanted to go a dance or anything of that kind. SPEAKER 1: Oh, you know, were there any facilities for recreation in Fitchburg? MOREIRA: They had them. Well, they had the Y, and they just had dances local hops where the kids went in the schools. As far as any others, I don't know. I don't remember anything about that. SPEAKER 1: And what types of food do you enjoy now? MOREIRA: I like Chinese food and I like some Portuguese food. SPEAKER 1: Let's say, as much as before or…? MOREIRA: The same. I'm not very big on food. I will try a variety of foods. It doesn't make any difference what kind, but I'm not [in need], that's why I wouldn't. SPEAKER 1: What are the names of your immediate family? MOREIRA: I have a sister Elisa who is a school teacher, you know, [possible] acting assistant. I have a sister Anna who is married and has three children. She's at home. SPEAKER 1: In Fitchburg? MOREIRA: No, in New Bedford, Mass. SPEAKER 1: And what does her husband do? MOREIRA: He works in a shop of some sort. I think he presses coats. I really have no idea. [Laughs] SPEAKER 1: And how about your mother? MOREIRA: And my mother works at [National] Pants and she's a stitcher. SPEAKER 1: Okay. Do you know… was your father a veteran? MOREIRA: No. SPEAKER 1: He never became involved? MOREIRA: Well, no, he became involved.15 SPEAKER 1: How about over there, did he ever become involved in military over there or…? MOREIRA: Well, the Portuguese government at that time, World War II, had said that any American citizen should come back to the states or else they would enlist them in their own services, and my dad felt since he was a citizen, he didn't want to get involved in the Portuguese government, so what he did eventually was he left the country, not wanting to go into the services over there. He came to the states and he left his wife and two children, and my mother was going to have another child at that time, and he came here. And when he did come here, I guess he tried to get into the United States government in a service, but they wouldn't take him because he didn't speak the English language. SPEAKER 1: Do you go to any church or…? MOREIRA: Well, I think we're registered at the Madonna of The Holy Rosary. SPEAKER 1: And what type of church is that or what types of people go there? MOREIRA: I think it used to be a town in certain time. I think there's a variety of people in my [government]… SPEAKER 1: Have you had any customs that you still practice now? MOREIRA: No, no. SPEAKER 1: Let's say when you first came over, did you have any customs then, you know? MOREIRA: I don't remember. In my mind, I don't remember any of that. SPEAKER 1: What are your own personal fondest memories? MOREIRA: My fondest memories are when I was a child in Azores. SPEAKER 1: Why? MOREIRA: I just enjoyed it there. I remember the best times in my life were there. I remember riding horses and playing in the fields, going swimming—not when I was here. SPEAKER 1: So do you resent being here? MOREIRA: No, no.16 SPEAKER 1: How about your memories of Fitchburg? What are your fondest memories of Fitchburg? MOREIRA: Just when I was younger, my friends, that's all, not very much. SPEAKER 1: Was there anything that you'd like to erase, you know, if you could, about Fitchburg or, you know, something that happened or…? MOREIRA: The only thing is I wished there had never been that problem of learning in language and getting accustomed to a new way of life. I wished we could have fallen right into this way of life and never had to adjust. I found that very difficult and I wished that could have been done… SPEAKER 1: And how would you approach it then? How could it be rectified? How can the situation be changed? What can be done? Let's say if someone was coming over today, how would you help them? MOREIRA: Well, I think you could help…well right now, I think all of [Europe] and all that are advanced as far as clothes and stuff like that where we didn't have the opportunity. I think my parents couldn't afford to give us the same types of clothing and we couldn't be like the other kids as we felt we didn't dress like them and we weren't quite like them so this held us back from doing different things, and we felt that we weren't on the same level as other people here. I think we could help other kids if they were in the same background, as they got older, to help them learn how to dress and learn how to overcome any of the [complex] things. Of course, we had no one to help us because my mother didn't know so we just had to learn by ourselves. SPEAKER 1: Is Fitchburg drastically, you know, concerning the seasons, is it a lot different from what you were accustomed to? MOREIRA: Yes. The coldest that ever got there, I think, was about 50 degrees and even then, you could just get by. It's chilly because of the ocean weather, it's damp, but you know we had this extreme cold 17 like you do here in the winter months, and the summers aren't as hot. They're just pleasant. SPEAKER 1: How about snow, have you ever seen snow? MOREIRA: No, I have never seen snow. SPEAKER 1: Well, when you came, can you recall things [about it besides]…? MOREIRA: I liked it [laughs], I like playing in it. I like snow. SPEAKER 1: When you came to United States, did you want to stay here? MOREIRA: When I was younger, I guess I did. I never really gave it much thought until I got older and then I wanted to go back, see the ways there, so I didn't want to stay here all the time without seeing it. I did want to go back and I had that yearning to see it all the time because I remembered how good it was and I wanted to go back and see it. SPEAKER 1: How about Fitchburg you think? When you came to Fitchburg, did you intend to stay here or just like one step in the long process in going someplace else? MOREIRA: I really don't know. I did not have the time. I didn't know if we'd stay permanent… that thought never came to my mind. SPEAKER 1: Okay, yeah. Lastly, would you want to go back? MOREIRA: Yes. SPEAKER 1: To stay or…? MOREIRA: Only if I had enough money to afford to stay there, which I can't. I'd like to have enough money where I could stay there and live, with the option of coming back./AT/ee
The problem of child labor has moved from a matter of regional and national concern to one of international debate and possible global persuasion and policy intervention. In crafting policy for mitigating this enormous problem of our times, it is important to start with a proper theoretical and empirical understanding of the phenomenon. What gives rise to child labor, and what are its consequences? What interventions might end child labor without hurting children? A well-meaning but poorly designed policy can exacerbate the poverty in which these laboring children live, even leading to starvation. The article surveys the large and rapidly growing literature on this subject, focusing mainly on the new literature based on modern economic theory and econometrics. It also looks at some of the broad policy implications of these new findings, with the objective of contributing to better informed discussion and policy design.
Women, business and the law focuses on this critical piece of the puzzle, objectively highlighting differentiations on the basis of gender in 141 economies around the world, covering six areas: accessing institutions, using property, getting a job, providing incentives to work, building credit and going to court. Women, business and the law describes regional trends and shows how economies are changing across these six areas, tracking governments' actions to expand economic opportunities for women. For men and women throughout the developing world, the chance to start and run a business or get a good job is the surest hope for a way out of poverty. It also requires good business regulation, suited to the purpose, streamlined and accessible, so that the opportunity to build a business or have a good job is dependent not on connections, wealth or power, but on an individual's initiative and ability. The doing business report has led the way in providing data to countries about creating a sounder and more streamlined business environment. Women, Business, and the Law 2012 are the second in this series of reports. This edition retains the same basic structure of the 2010 pilot edition, while significantly expanding the depth of data covered. While the number of topics covered is the same, there has been a significant expansion of the data collected within these topics, thus addressing some of the initial shortcomings of the pilot edition. The number of economies covered has also been expanded from 128 to 141.
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Elizabeth Anderson is always an interesting author for me to read because as much as we are both concerned with the same issues, namely, the politics of work, and the domination of the work ethic over our lives, we approach these issues from fundamentally different philosophical perspectives. Anderson is for the most part working on these issues from within the liberal tradition, construed broadly, while my approach is framed in large part by the traditions of Marxism and Marxist Spinozism. Determination is negation, as Marx cited Spinoza as saying, and it is through reading Anderson that I get a deeper sense of my own philosophical commitments and perspective.Anderson's latest book is, as the title and subtitle make clear, about the work ethic and how it has been reworked by neoliberalism. Her critique is in some sense an immanent one, demarcating a division between a progressive and conservative work ethic. In some sense this division draws a line of demarcation that can be traced back to such thinkers as John Locke. It is a question of asking who or what was being referred to when Locke argued that, "God gave the world to men in common…He gave it to the use of the industrious and rational (and labor was to be his title to it) not to the fancy or covetousness of the quarrelsome and contentious." Where the quarrelsome and contentious that Locke was arguing against the lower classes, the rabble, who begged rather than worked, or were they the landed gentry and aristocratic classes, that lived off of their inheritance rather than laboring? Anderson makes the claim that it is as much the latter than the form, that the central line of demarcation in Locke's writing is between idle and industrious and this line of demarcation cuts against the wealthy as much as the poor. As much as Locke can be understood as arguing for inequality and the accumulation of a few, it is only because those few are proven to be more industrious. Anderson rejects the interpretation put forward by C.B. Macpherson and others that Locke is developing the philosophical foundations for capitalism. For her the line "turfs my servant has cut" is less a symptom of an emergence of wage labor than a residue of the disappearing world of indentured servitude. Locke is positioned as a starting point of a division between the progressive and conservative work ethic, a disagreement "within economic liberalism," as Anderson puts it. As she argues, "The progressive work ethic includes the virtues of industry, saving for investment, and prudential planning. As a secularized ideal, it aims to bring the rewards of following the work ethic from the next life into this one." In contrast to this the conservative work ethic focuses on work itself as a source of discipline primarily for the poor and working classes. The meaning of the work ethic does not end or begin with Locke. After Locke it continually vacillates between its progressive meaning, critical of the idle rich as much as the unemployed, and its conservative meaning, focused on the idleness of the poor. Caught between these two interpretations is the question of how unemployment is understood, is it structural, an effect of the capitalist division of labor, or is it an individual issue, a failure of resolve, dedication, and industriousness? As Anderson writes, "Poor law reforms at turn of the seventeenth century had been drafted partially in response to the discovery of a large class of poor who were neither the impotent deserving poor (unable to work) nor the able-bodied underserving poor (unwilling to work). This third class of poor--the "laboring poor" for whom Adam smith had great sympathy, and Burke such contempt--consisted of the involuntary under- and unemployed."In other words, namely Hegel's (cited above) the problem of capitalism is that of the rabble. By and large the response to the rabble, to those able to work but unable to find work, has been to double down on the "ideology of the conservative work ethic." Anderson defines ideology as follows, "By 'ideology' I refer in part to a set of explicit beliefs that rationalize some social or political ideal and its associated institutions and policies. I also refer to a system of representations, cognitive biases, attitudes, emotional and epistemic dispositions, and values embodied in the social practices associated with those ideologies."In the conservative work ethic it is work itself that becomes the central ideology. Work, wage labor, is ideological when it is in excess of its economic function. As Anderson writes, "British welfare reform and famine-relief policies in the nineteenth century reflected the key features of poverty policies informed by the conservative work ethic. They offer extremely stinting levels of relief, typically insufficient to enable recipients to escape poverty, and sometimes even to survive. They observe the principle of "less eligibility," insuring that recipients, even if blamelessly unable to work, are worse off than the lowest paid worker. They prefer to condition relief on the performance of wage labor, even if the recipient's activities would better promote social welfare directed to education, self-employment, or dependent care. Work requirements are often imposed without regard to their interference with recipient's ability to fulfill duties provide direct care for dependents."Following Anderson's understanding of ideology, it is possible to say that the conservative work ethic is attached to the idea of work as discipline and virtue, what Hegel understood as the ethical and formative dimension of work. In some sense this ideological dimension is at tension with the economics of work, as workhouses and even modern work programs prove to be more costly than just giving people what they need to survive. It is not always in tension, however, and the overall emphasis on work as discipline and virtue has proven to be a beneficial tool of discipline and control--this is part of what Anderson means by neoliberalism. As with her earlier book on the corporation, one is left wondering where Marx fits into this divide between progressive and conservative work ethics. In some sense Anderson sees Marx as the most radical of the advocates of the progressive work ethics, "from each according to their abilities to each according to their needs" can be understood as a statement of a general imperative of productivity and industriousness. Marx went further than Mill and other advocates of the progressive work ethic in that he thought that a realization of this ideal would mean eliminating private property and markets. Anderson generally interprets Marx through the lens of Lenin and even Stalin rereading the young Marx discussion of labor as a human activity as a testament to productivity as an ideal. Her exclusion of any other aspect of Marx, of an anti-work Marx gets the strangest dismissal. As Anderson writes,"This view draws inspiration from nascent attempts of revolutionary workers to spontaneously organize society, as in the Paris Commune of 1871, and the soviets (workers' councils) of Russia's February Revolution. However, these attempts were rapidly crushed wherever they appeared. For this reason I shall set it aside."It is a strange formulation, and if I wanted to follow through with the symptomatic reading of Locke linked to above (and expanded upon here), one could argue that she takes repression, a historical and political process, to be a refutation, a philosophical argument. It is a confusion of defeat and failure, to draw on a distinction made by Michael Hardt in his latest book. When it comes to all of the other positions considered, from Adam Smith to the Levellers and Diggers, Anderson considers their argument, how they understand work, its value, and its ethic. When it comes to Marx, or at least a strain of Marxism understood as a radical critique of work, another factor is introduced, how they were defeated. There arguments and positions are refuted not in theory but in the practice of history. Of course one could argue that such a dismissal of the revolutionary tradition is almost required to be discussed in the circles of the New York Times, NPR, etc. Lest that seems too harsh I should add that I appreciate Anderson's attempt to revive the reputation of Eduard Bernstein, to at least be open on her commitment to Marx as part of liberal project of reform even if, at the moment she makes that choice, she sets aside the radical tradition of Marxism for the odd reason of its repression. More could be said about this, much more, but in closing I would like to say that she misses perhaps the most important aspect of Marx's critique of capitalism and his most important point about ideology. The true "highjacking" of the work ethic is the idea of capitalist productivity itself in that it identifies as productive, as valuable, primarily that which produces surplus value, and not that which is aimed or oriented towards human needs. What Anderson calls the "progressive work ethic" is predicated on the idea, often unstated, that work, wage labor, always fulfills some social need. Capitalism refutes this daily, not just in dismissing the important work of care, as Anderson acknowledges, but in elevating pernicious and harmful work to value creating activity. A work ethic presupposes a connection between work as an activity and some social good as a result, and that does not exist under capitalism.
Die Politbarometer werden seit 1977 etwa monatlich von der Forschungsgruppe Wahlen für das Zweite Deutsche Fernsehen (ZDF) durchgeführt. Seit 1990 steht diese Datenbasis auch für die neuen Bundesländer zur Verfügung. Im Zentrum der Untersuchung stehen die Meinungen und Einstellungen der wahlberechtigten Bevölkerung in der Bundesrepublik zu aktuellen politischen Themen, Parteien und Politikern sowie dem Wahlverhalten. 1990 bis 1995 und ab 1999 wurden die Politbarometer-Umfragen in den neuen und alten Bundesländern getrennt durchgeführt (Politbarometer Ost bzw. Politbarometer West). Die monatlichen Einzelumfragen eines Jahres werden in einen kumulierten Datensatz integriert, der alle Erhebungen eines Jahres und alle Variablen des jeweiligen Jahrganges umfasst. Ab 2003 sind die Politbarometer-Kurzbefragungen, die unterschiedlich häufig im Jahr erhoben werden, in die Jahreskumulation integriert.
AbstractThe procedures for recognition of refugees differ considerably from country to country. In Norway residence is on the whole more important than nationality. As in Denmark, the private international law is based on the principle of domicile. In social welfare legislation and with respect to education, formal status - nationality or recognition as a refugee - is of little if any importance. In fact, it is only within the ambit of aliens police law that the question of refugee status is of some consequence. The Norwegian Aliens Act of 27 July 1956 is strongly influenced by the Swedish Aliens Act of 1954. The Act is supplemented by the Aliens Order. Important provisions are found in the Administrative Procedures Act of 1967. The aliens authorities are the police, the State Aliens Office (which is assisted by a State Aliens Council), the Royal Ministry of Justice and Police, and finally the King in Council. There would be no legal hindrance for the Ministry (or the Aliens Office, given the authority) to issue eligibility certificates to refugees. But it is doubtful what legal effect such certificates would have. Today, such certificates are not issued, and the question of refugee status is therefore only determined prejudicially in connexion with applications for asylum or Convention travel documents. According to § 11 of the Act, an alien shall not be refused entry if he can substantiate his claim to be a political refugee, until his case has been presented to the Aliens Office. Against a refusal of entry, he may file an appeal to the said Office, which may instruct that the entry refusal order shall not be effectuated until the appeal has been decided. In any case it is obvious that in connexion with the question of entry refusal, a full-fledged recognition of refugee status is not possible. According to § 2 (1) of the Aliens Act, a political refugee is entitled to asylum, provided that there are no valid reasons to deny it. Applications for asylum are decided by the Ministry, which prejudicially shall have to determine whether the applicant is a political refugee as defined in § 2 (2) of the Act. Against the Ministry's negative decision, it is possible to appeal to the King in Council. Such appeals are frequently successful. - The alternatives to asylum are either leaving the country or being issued with a residence permit on humanitarian grounds. The latter instance corresponds to the status of so-called "B-refugees" in Sweden. As the quality of refugee is merely prejudicially determined, the grant of asylum is not binding on other authorities which may have to make an eligibility determination, but naturally a grant of asylum will carry considerable weight in such situations. Travel documents are issued upon a decision by the Aliens Office. In this case to, the determination of eligibility is just a prejudicial one. A refused request does not necessarily mean that the person in question is not considered a refugee. Just as the grant of asylum, the issue of a travel document creates a presumption in favour of its holder, even if the underlying eligibility determination is not formally binding on other authorities. A special determination of fear of persecution may take place if a person is threatened with deportation or extradition. All administrative decisions are subject to administrative appeal to higher authority. But a final decision may be challanged in a court of law. The question whether a person is a refugee is a question of law. A plaintiff may request a declaratory judgment to the effect that he is a refugee according to the Aliens Act and/or the Refugee Convention and Protocol. But it seems more practical to ask a court to declare the refusal of asylum or a travel document illegal, and to order the authorities to grant the applicant's request. There have not been many court cases concerning refugee status in Norway. But the fact that such cases may be entertained by the courts, adds an interesting dimension to the aliens law of Norway. The author suggests that the Aliens Act ought to be amended so that whenever an alien claims to be a refugee, his case should be considered by the Aliens Office before he is refused entry. It is also suggested that it should be possible to request an eligibility determination pure and simple, and that this question, and also the questions of grant of asylum and grant of a travel document, as well as the question of non-refoulement, ought to be decided by the State Aliens Office in the first instance. In the event of a negative decision, the administrative appeal should be filed in a court of summary jurisdiction (forhørsrett, cf. the French juge d'instruction), which would give an oral hearing to the applicant, his counsel, and a representative of the State, and also hear witnesses and experts, if any. A representative of a refugee aid society might appear as an amicus curiae. The judge would in due course forward the court records and other ducuments to the State Aliens Office, which might reverse its decision or forward the documents to the Ministry for decision. Should the Ministry's decision, too, be negative, the applicant would have the option of suing the State in the City Court of Oslo. The author makes a strong plea for the creation of a Eupean Refugee or Eligibility Appeals Commission within the framework of the Council of Europe. An appeal to this Commission might become an alternative to court proceedings. It might also be possible for national courts to request the Commission's opinion on points of interpretation, somewhat along the lines of Article 177 of the Rome Treaty establishing the European Economic Community. One would then get some uniformity in the application of the Refugee Convention and Protocol in the participating countries, notability with respect to eligibility and non-refoulement. If also the so-called refugees in orbit could appeal to the Commission, it might prove possible to find a solution even to this very pressing humanitarian problem. Perhaps the creation of a European Refugee Commission should be considered the next great challange in the development of refugee law.
