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JUNE, 1901 ooTheoo ettysbur VOL. X NO. 4 PENNSYLVANIA COLLEGE GETTYSBURG,PA. PATRONIZE OUR ADVERTISERS. Amos Eckert Dealer in Hats, Shirts, Ties, Um-brellas, Gloves, Satchels, Hose, Pocket Books,J* Trunks, J>& Telescopes, Rubbers, Etc., Etc. AMOS ECKERT. PRICKS ALWAYS RIGHT. TUG Lutheran No. 1424 Arch Street, PHILADELPHIA, PA. Acknowledged Headquarters for Any-thing and Everything in the way of Books for Churches, Families, Colleges and Schools, and Literature for Sunday Schools. PLEASE REMEMBER That by sending your orders to us you help build up and develop one of the church institutions, with pecuniary ad-vantage to yourself. Address HENRY S. BONER, Supt., No. 1424 Arch St. Phila. 50 YEARS' EXPERIENCE TRADE MARKS DESIGNS COPYRIGHTS &C. Anyone sending a sketch and description may quickly ascertain our opinion free whether an Invention la probably patentable. Communica-tions strictly confidential. Handbook on Patent! sent free. Oldest agency for secuiingpatents. Patents taken through Munn & Co. receive special notice, without charge, In the Scientific American. A handsomely illustrated weekly. Largest clr. dilation of any scientific journal. Terms. $3 a year; four months, $£• Sold by all newsdealers. MUNN &Co.36""a* New York Branch Office, 626 F St., Washington, D. C. J. I. MUMPER, PHOTOGRAPHER, i 29 Baltimore Street, Gettysburg, i'n. Special attention paid to COLLEGE WOKK A fine collection of Battlefield Views always on hand. Mail orders receive prompt at-tention. C. A. Blocher's Jewelry Store, For Souvenir Spoons, Sword Pins, Etc. All kinds of Jewelry. Repairing- a Specialty. POST OFFICE CORNER CENTRE SQUARE THE GETTYSBURG MERCURY The Literary Journal of Pennsylvania College Entertd at the Postoffice at Gettysburg as second-class matter VOL. X GETTYSBURG, PA., JUNE, 1901 No. 4 TABLE OF CONTENTS William Shakespeare, . 104 What College Does for a Man, . . . . . . 107 The Mountain Brook, . 109 The Great Stone Face, . . Ill Two John Smiths, . US On a Sunlit Harbor, . . 118 Tennyson's "In Memoriam," . 119 Sonnet, . . 121 Editorial, . 122 The Present Difficulty Between Russia and Japan, 124 The Badge of Courage, . . 125 Translation of Horace I. 35, . 127 The Use of the Novel, . . 128 A Visit to Vahalla, . . 129 An Indian Legend, . . 131 Exchanges, . . . . . . 133 A Picture of Fancy, . . . . . . 134 The College Girl, . 135 For a cap and bells our lives we pay, Bubbles we earn with a whole soul's tasking; 'Tis heaven alone that is given away, 'Tis only God may be had for the asking ; There is no price set on the lavish summer, And June may be had by the poorest comer. And what is so rare as a day in June ? Then, if ever, come perfect days ; Then Heaven tries the earth if it be in tune, And over it softly her warm ear lays. Whether we look, or whether we listen, We hear life murmur, or see it glisten ; Every clod feels a stir of might, An instinct within it that reaches and towers, And, grasping blindly above it for light, Climbs to a soul for grass and flowers. -Lowell. 104 THE GETTYSBURG MERCURY WILLIAM SHAKESPEARE J. B. BAKER, '01 'TPHERE is no name in modern literature, or perhaps we may * put it more broadly and state with equal certainty, none in all literature as illustrious as the name of William Shakespeare. Homer, in the gay dawn of Grecian civilization, stands out as the finished product of a more illustrious civilization than the one he occupies. He inhabits Olympus with imperial gods and god-desses and sings the grandest of heroic songs. A thousand years thereafter, in a lavish mood Calliope smiled upon the Latins. She gave to them a Virgil. In sweet and mel-low tones he sang of arms and men, and sent ringing through the corridors of time the undying cadence of his mellifluous tongue. Dante, when the gods of Homer and the heroes of Virgil were no more, towered up in Titanic grandeur, proud and solitary, with the sad and solemn dreams of his poetic imagination. Milton, of immortal fame, opened the gates of death, of heaven and hell, and saw such visions as no man saw before or since. Goethe, the acknowledged prince of German poets, stirred the whole literary mind of Europe like a breeze sweeping over a forest. But Homer, Virgil, Dante, Milton and Goethe do not live in our hearts ; do not twine round our affections; do not satisfy our souls as Shakespeare does. Here and there we may find touches of more daring sublimity, passages more steeped in learning, lines more concealed in abstract thought, but with Henry Glassford Bell, we must acknowledge that the greatest and best interpreter of human nature, the poet of the widest sympathies, a greater sculptor than Phidias, a truer painter than Raphael, came into the world at the pleasant town of Stratford-upon-Avon in April of 1564. Much as might be said of the life of this myriad-minded man, his early environment, his education, his struggle for success, his domestic and public relations, we shall pass all these by and pause for a moment in profoundest reverence to meditate upon the mag-nitude of his intellect. Let us first view him as the dreamer. How barren and inhos-pitable would be the realms of fancy if the characters of Shakes-peare's creation were not its denizens ! What an arid plain ! How sparsely inhabited ! How cold its inhabitants ! Where in all history can we find a creation to equal, nay, to THE GETTYSBURG MERCURY 105 , approach the production of " A Mid summer Night's Dream ?" What poet has ever seen so many fairies flitting along the green knoll, through the shady dingle, and near the crystal fountain ? Who saw them dancing on the sand with " printless foot," mak-ing midnight mushrooms, gathering dewdrops and hanging pearls " on every cowslip's ear ?" Who saw them creep into the acorn cups, stealing honey-bags from the humble bees, and plucking the wings from painted butterflies ? What intellectual vision was ever keen enough to catch them bringing jewels from the deep and putting a girdle " round the earth in forty minutes ?" Can you find anywhere in all literature a creation to approach the ex-ploits of Queen Mab driving her hazelnut chariot with little atomies, using traces of a spider's web, a whip of a cricket's bone, and a lash of film ? And not only are the sportive acts of these various fairy beings fascinating, their very names are suggestive to us ot their nature, and carry a charm to the ear that hears them. Puck, Cricket, Cobweb, Oberon, and Ariel who slept in the cow-slip's bell, are as sweet music emanating from the strings of a master harpist. Shakespeare's imagination, however, was not always leading his lambent feet to the ephemeral assemblies of sylvan life. His thoughts were not always wrapped in the dapper little inhabitants of the fields of fancy. He was more than a dreamer. He was an interpreter of nature. Never in all history has an uninspired mind so variously and so exhaustively interpreted the mind of the Creator as revealed in nature as Shakespeare has. No " cloud-capped towers" were too high for him to behold, and no grain of sand too mean for him to wonder at. The blue hills from which the Avon flows lay before him as the slope of age, which we must all ascend, and the dark ravines that lay between them as the valley of the shadow of death. The blinding flash from an o'erhanging cloud, and the quick, sharp clang that clattered through the heavens and echoed and re-echoed among the distant hills, awakened within him a sense of the majesty of his Creator. The frail anemone and the faint blush of the arbutus in the midst of bleak and wintry March, touched his heart like a hope from heaven in a field of graves. The spark-ling oriole swinging in his hammock, the quail piping from the meadow fence, and the lark soaring up from the lush grass, re-minded him of the happiness of liberty, and furnished him with 106 THE GETTYSBURG MERCURY some of his sublimest thoughts. He plucked the lily of the val-ley, and showed to the world that not even Solomon in all his glory was arrayed like one of them. In short, he was a perfect child of nature, finding " Tongues in trees, books in running- brooks, Sermons in stones, and good in everything." But Shakespeare was more thau an interpreter of unconscious nature. He peered into the arcana of human character. He sunk his plummet into the sea of human experience, deeper thau poet ever stirred its briny depths. The magic wand of his genius laid bare to him that paragon of all animals—intelligent man. It revealed to him the asininity of passion as well as the nobility of reason, the niggardliness of greed as well as the voluptuousness of hedonism, the depressions of the canaille as well as the festivi-ties of the affluent. Who has ever depicted in such striking colors the power of an evil woman as Shakespeare has ? Where can you find one steeped in greater heinousness than Lady Mac-beth ? Jezebel, the infamous wife of Ahab, planned the murder of Naboth for the acquisition of his vineyards. Catherine de Medici, almost insane with fear of the Huguenots, shocked the world with St. Bartholomew's massacre. But Lady Macbeth was the bloodthirsty assassin herself. " Give me the dagger," she says ; " the sleeping and the dead are but as pictures ; 'tis the eye of childhood that fears a painted devil." On the other hand, what pen has given us a more sublime picture of the bonds of reciprocal love than that which existed between Celia and Rosalind ? That of Holy Writ between David and Jonathan, and the one between Laelius and Scipio, are the only ones of which we are cognizant that will bear comparison with it. Who has ever shown the fickleness of the multitude more strikingly than the consummate Anthony showed it when he ap-pealed to the passions of the populace ? Who has shown the desolating effects of revenge more accurately than Shakespeare's Hamlet ? Who has glorified the spirit of forgiveness more admi-rably than his Prospero ? In fact, there is scarcely a phase of life that he did not touch, and on account of this his name enjoys its unparalleled univer-sality. An Englishman reads him andhe says, " How English !" A German reads him and he exclaims, " How Teutonic !" An THE GETTYSBURG MERCURY 107 Italian reads hirn and be says, "How Roman !" As they said that Helen of Argos had such universal beauty that every one felt related to her, so Shakespeare seems to an American an Ameri-can genus. His broad humanity transcends all sectional lines, and he is the common heritage of the literary minds of the world. WHAT COLLEGE DOES POR A MAN . WILLIAM FKEAS, '01 A S the end of the college year draws near, it is fitting to ask the **■ question, What does college do for a man ? I^et us try to answer this query. It is difficult to hit upon the best thing which may have been accomplished, for there are so many good results, but we will mention a few. An undergraduate cannot appreciate so well the influence his college career has upon him as one who has been out in public life for some years after leaving his Alma Mater, but he has a fairly good idea. There is one thing which seems to hold pre-eminence in the majority of cases. It is, that a habit of thought has been formed. Nothing can be of more benefit to a man. How many men who have graduated have retained much of the subject matter of the text-books used ? They are not very numerous. Then, of what use are the text-books ? It is the training of application and learning to read and study intelligently which makes them so use-ful. Another thing of vast importance presents itself. At the time a man generally goes away from home to college he is at an impressionable age. It is during this period that his character is formed. Frequently we hear it said that a man is through all his life what he was when he graduated. How careful we should be that our associations and surroundings are such as to form good, noble characters. The love of knowledge, for its own sake, is gained when we come into touch with the great number of things to be learned in this world. When we see the extent of good, solid literature, and realize how little of it we will be able to master, there comes to us an unsatisfied longing—an aching void. There opens before us a vista, through which we can travel only for a short distance. Then it is that we see how small is our real knowledge. It knocks the over-weening conceit out of a man quicker than anything else, and puts him into a true posi- 108 THE GETTYSBURG MERCURY tion to his fellows. A college course reveals to us in what line we may be most useful, for what our talents are best fitted. It is true, the majority of men come to college with a fixed purpose, and lay out for themselves a prescribed course which will best fit them for their life-work, but new capabilities are developed, and they turn their energies into new channels. Outside work, such as managing a team, being on the staff of a college publication, being active in literary societies, and many other things, aid greatly in the progress of a man. Laziness attacks all men at times, and especially a college student, but a man with any spirit cannot always sit idly by and watch the progress of his friends and not make an effort to follow them. We might even say that his association with wide-awake men is an education in itself. Many a man gets his first impulse for hard, persistent work while in college. He begins to appreciate the true worth of the mas-terpieces of literature and art, and places inferior productions in their true light. Even to-day we hear the assertion that college life ruins many, and so people refuse the advantages to those whom it would ben-efit greatly. A man must have very little backbone if the good he gets does not far outweigh the evil. An example of a wrecked life, traceable to college days, does sometimes come to our view, however much we regret it, but that should not make anyone condemn a college career, for a great number of men gain many advantages from it. Frequently a man is led to live an intellectual life, and then looks at things squarely in the face, " clearly, dis-passionately, and in their large relations." It has been said that " the American college is a mother of men." When a man gets away from home, and has to look out for himself, he gets expe-rience sometimes dearly bought, but of great value to him. It gives him the quality of independence which stands him in good stead. There are two elements in a college career—instruction and personality, and it is not easy to say which has the more and better influence. A man at college comes into contact with higher per-sonalities than he is likely to meet under other circumstances. Instruction gives him good principles upon which to build the structure of his life, while, on the other hand, the personality of the instructors can and does influence a student to higher ideals. The contact of man with man is beneficial to all concerned. Many THE GETTYSBURG MERCURY 109 a life-long friendship has been formed during college days which, in later years, is of inestimable value. College is an excellent place to study men—their modes of work, their characters, and, in fact, all about them. This training is very useful in later life. The study of science and philosophy strengthens our trust in our Creator. The more we study the plan which is everywhere exhibited about us the more we feel "perfect fear" and rever-ence, as well as love and devotion, for the God who made us. We get a grander idea of His love for us in the provisions made for our welfare. Some few men may, perhaps, scientifically and philosophically, reason God out of existence, but generally the moral and mental horizon is widened infinitely. Let us sum up a few of the things mentioned which college does for a man. It forms the habit of thought ; it molds charac-ter ; it gives a love of knowledge for its own sake ; it has a de-terminative influence ; it brings man into contact with many other men, some of higher personalities ; it enriches his life ; it deepens and widens his view of truth ; it raises his ideals ; it increases his view of, and his love for, the beautiful; and it strengthens his faith in God by giving him a better understanding of the won-drous provisions made by an all-wise God for his welfare here be-low. THE MOUNTAIN BROOK C W. WF.ISER, '01 From a crevasse in the ledges, Covered by the flowery hedges, Shaded froni the noon-day's glow, In a pocket, mossy, low, Cool and limpid, bubbling ever From its home, without endeavor— Flows the crystal ice-cold fountain, High upon the lonely mountain. From deep parts, to us unknown, It has through the ages flown; From dark caverns in the ground, Gushing, bubbling all year 'round It pours forth into the light, Pure and limpid, crystal, bright, Filtered rain and melted snows. Rippling, wavering, on it flows 110 THE GETTYSBURG MERCURY From its rock-bound, mossy bower, Hidden by the bush and flower, Rhododendrons, ferns and pines, Thorny shrubs and flowering vines, From whose branches, twigs and strands Hanging mosses stream in bands. All's a deep, luxuriant maze Whence songsters bright peal softest lays. Over all's the glowing sun; Underneath the shadows run, Where the fountain noiseless plays All the livelong summer days. Down the nook and thro' the dell, Rippling on the brook to swell, Flows the little, limpid stream, Murmuring as in pleasant dream, By the ancient little mill, Sometimes clattering, sometimes still; By the vine-clad cabin running, On whose porch the dog is sunning, And the old black puss is drowsing. In the mead a cow is browsing, By the brook are children playing, To the woods a colt is straying, From the trees an axe is ringing, In the house the mother's singing, From the chimney, curling, blue, Floats the smoke, and wafting thro' The Heavens bright, above the trees Dissolves in cooling morning breeze. A moment, and the scene is gone, The gurgling brook is flowing on, Now between the ponderous mass Of towering peaks, thro' mountain pass, Tumbling down with swish and roar, Dashed to spray on rocky floor. Rushing on its downward course, Over boulders, rumbling, hoarse, Loudly, swiftly on it sweeps Down the pass and o'er the steeps, Dashing into feathery spray, Prancing silvery on the way. Loudly rumbling, Noisy, grumbling, Gurgling, whirling, Eddying, twirling; Wildly churning, Skipping, turning, THE GETTYSBURG MERCURY 111 Downward rushing, Bubbling, gushing, In its hurry And its flurry L,oudly roaring, Madly pouring, On its way to vales below Does the mountain torrent flow. Thus the limpid mountain stream Floats at first as in a dream, a Sweetly murmuring softest tune, Harmonious with the month of June; Then as down the pass it flows, Swiftly up the scale it goes • With a rumble and a roar, Resounding far the mountains o'er; Floating, rushing, murmuring ever, Onward to the mighty river, Thence into the deep blue ocean, Tossed about in ceaseless motion, Till at last in vapor form It home returns in mist or storm. THE GREAT STONE FACE Oration by S. A. VAN ORMEB, '01 QITTING belore their cabin door, Ernest and his mother were ^ looking through the gathering gloom that follows the setting sun at the Great Stone Face, who, from his throne on the perpen-dicular side of the mountain, miles away, seemed to preside over the valley beneath. Here the mother related the story of the mountain image— told how that it had long been believed that the time would come when one should be born in the region who should become the greatest and noblest personage of his time ; and who should, in the splendor of his manhood, exactly resemble the wondrous features on the mountain side ; told how that the earliest inhab-itants had heard the story from the Indians, who had received it from their ancestors, to whom it had been told by the trickling waters of the mountain brook and whispered by the swaying trees. At the conclusion of the story Ernest expressed a desire to live to see the man; and his mother replied, " Perhaps you may." 112 THE GETTYSBURG MERCURY Time passed. Ernest lived on in his log cottage, helping his mother with his little hands and loving heart. He had no teacher save the Great Stone Face, whom he imagined to smile at him in response to his veneration. After the toil of the day he would gaze at the Titan image, and discern the love that was meant for all. Soon it was reported that one who had been born in the region was about to return, and spend his declining years amid the scenes of his childhood—the prophetic personage long-looked-for. Now this Mr. Gathergold had been fortunate in business pur-suits. He was the owner of a fleet that gathered the treasures of land and sea. A great retinue preceded him, and the people eagerly awaited his arrival. He came; but the "yellow claw" that dropped some coppers to a beggar woman, and the careworn face, bore no resemblance to the benign features of the mountain image. Dis-appointment filled Ernest's breast, and he turned away ; while the crowd, heedless of his lack, lauded the miser. But Ernest continued to study the granite face. Soon it was reported that the counterpart of the wondrous image was to ap-pear in the person of General Blood and Thunder. The inhab-itants prepared to banquet him and his retinue. The tables were set in the open. The banquet ended, the General arose to speak, and then Ernest saw him over the heads of the jubilant throng. His war-worn countenance, full of energy and expressive of an indomitable will, was indeed characteristic of the warrior; but it bore little resemblance to the broad, wise and sympathetic features of the man of stone. Next came the eminent statesman, whose clarion voice had made him prominent. Great preparations were made to receive Old Stony Phiz. Officers and prominent men accompanied him. A band added to the enthusiasm of the crowd, for he was a Presi-dential candidate. But, in the words of the author, " the sublimity and stateli-ness, the grand expression of divine sympathy, that illuminated the mountain image and etherealized its ponderous granite sub-stance into spirit, might here be sought in vain." The years sped on. White hairs appeared in Ernest's head. He had become a minister, and many eminent men visited him to share his wisdom. THE GETTYSBURG MERCURY 113 While he sat one evening reading songs that he thought worthy of one resembling the Great Stone Face, the author of those songs appeared, and Ernest was once again disappointed. Pleasantly they talked together; and when the hour arrived for Ernest to address an open-air meeting, they walked arm-in-arm to the scene. Ernest took his position before the audience; and as he poured forth the fullness of his heart the poet noticed the strong re-semblance between the grand beneficence of the minister's face and that of the face now enshrouded in the mountain mists ; and, in the author's words, " impulsively he threw his hands aloft and shouted: 'Behold! behold! Ernest is himself the likeness of the Great Stone Face !' " Such, in short, is the story of the Old Man of the Mountains; the legend of the Great Stone Face. Man cherishes ideals, and his worth in the world depends upon the ideals that he cherishes. Ideals, in the words of one, "are the meat and drink of life." Every thought that we think and every deed that we do is directed to some end; and life, which is but a series of acts, must answer to some end, noble or mean, pursued either consciously or unconsciously. The word progress is mean-ingless without reference to an ideal. They support and encour-age us. They exercise their influence upon us insensibly. They force us into the arena where we must wield the Gladiatorial sword in their vindication. The man of science discerns and interprets an order in things that we do not make. The effort to give distinctness and form to our ideals brings with it a purity that becomes evident. In this sense only should the word ideal be used; but if our thoughts and actions are directed toward a mean or low end, the result is just as evident. These truths are beautifully illustrated by the char-acters of the story. " We are what we are," says the Chinese aphorism, "'because we have been doing what we have been doing," and it might well be added that we have been doing what we have been doing because of the ideals we cherish. This is none the less true of nations than of men. Biography and History alike are replete with illustra-tions of men and nations that arose to eminence in a particular line because their thoughts, their efforts and their energies were directed toward that one end—an ideal. The merchant, the warrior, the statesman, the poet, and 114 THE GETTYSBURG MERCURY Ernest—the minister—all were born in the valley over which the man of the mountain presided. The merchant left in early life, spent his time and energy in accumulating a massive fortune. Anxiety filled his breast lest the ships that sought the northern furs be crushed by the icebergs, or the savage tribes, for whose Afric gold he bartered, might murder his agents. The storm at sea filled his breast with terror; still he sought his gold. His saf-fron hand and knitted brow were indeed characteristic. He achieved his end. He was diligent in business, so are all men who achieve success—"they shall stand before kings." The Phoenicians centered their efforts on commercial pursuits, and they secured almost exclusively the carrying trade of antiquity. The general's stern features and commanding figure were suggest-ive of one who had obeyed the bugle's call and led the charge to the mouths of belching cannon; one hardened by the carnage and death-agony of fields lost and won. Contrast, if you will, two great warriors to two great nations— Napoleon and Washington. Napoleon welded together into one vast domain many parts of Europe; Washington gained the inde-pendence of the American colonies. Napoleon worked for vain glory and aggrandizement; Washington fought for a cherished principle—a noble end. Napoleon "stamped his name upon the bricks of Paris;" Washington in the hearts of his countrymen. Sparta devoted her attention to military pursuits and she pro-duced a race of warriors of whose deeds and endurance we read with wonder. The statesman and orator, whose voice was heard on various occasions, could sway his auditors, which was one aim —perhaps he had a higher. The lives of Adams, Madison, Web-ster, Clay, Calhoun, Douglas, Lincoln, Blaiue present the various phases of achievement that result from the tendencies and attitudes of the men; but these are familiar. Athens sought orators and she produced them—"Orators that commanded silence in the very streets while the}'- spoke in the as-semblies. '' The poet sung his way to the hearts of the people and left cheer and inspiration there—which was his ambition. Milton's Paradise Eost is the result of great effort. Grey spent seven years on his Elegy. There was a time when England gave much attention to literature, and in the Elizabethan Age she produced Spencer, Shakespeare and Bacon together with many others scarcely less famous. THE GETTYSBURG MERCURY 115 But Ernest! He, like the others had heard the story of the mountain image in youth; but, unlike them, he had made it the study of his life. // was his ideal. He had seen it dimly through the morning fogs; he had seen it when the noonday sun made it effulgent or the storm-cloud cast over it an ominous shadow; he had looked upon it at evening until the ebon curtains of night shut itoff from mortal gaze. He it was Who had grown to resemble The Old Man of the Mountains; he was the counterpart of The Great Stone Face. TWO JOHN SMITHS L. W. GROSS, '01 TN a remote settlement in one of the upper counties of Pennsyl- •"■ vania there lived two men who both had the popular name of John Smith. Strange as it may seem, neither was related to the other nor to their illustrious namesake—the Virginia hero. These two men lived in a region once famous for its giant murmuring pines and its hemlocks, whose size is to this day re-vealed by the massive stumps which the. settlers removed from the ground and dragged to the roadside for the purpose of construct-ing iences on either side. Oftentimes the belated traveler would mistake their crooked gnarled roots, raised high above his head, for some giant ready to strike him down with a club. So fantastic and strange they appeared, making all sorts of weird forms and designs as they cast their crooked shadows athwart the road in the moonlight, that they startled and frightened anyone passing along this lonely road by night. In order to distinguish these two strange characters they were each given a special name to designate which John Smith was meant in talking about them. The one was called "Devil" John and the other "Lightning" John. Both names were descriptive of the personality of each man. Both persons were famous in the community. Of their early history I know nothing, but as my fancy pictures them to me now, I see them as aged men, perhaps 45 years of age. "Devil" John is tall, broad shouldered and slightly stooped. He goes about without a coat and has his trousers crowded into the tops of his boots. He wears a slouched hat and a lumberman's flannel shirt. He has long dark hair, mixed with gray, reaching nearly to his shoulders. His eyes are 116 THE GETTYSBURG MERCURY small and of a grayish color, deeply set in his head, overhung by thick bristling eyebrows, and moved restlessly about when one looked at him. On the left side of his face is a scar which he says he received in an encounter with a bear. His face is nearly covered by his beard and moustache. His entire appearance arouses one's suspicion, yet his dealings with his neighbors are faultless. This man was the stage driver from the nearest railroad station to this particular place, which was a distance of sixteen miles. The way lay mostly through mountains and it required a full day to make the journey. To hear him relate his adventures with huge rattlesnakes, bears and highwaymen on the route made one think that he was a veritable "Tom Pinch." But this particular Smith's fame did not only consist in being a stage driver. That was a very small part of it. What he really was famous for was the fact that he was the biggest, the most skillful and accomplished liar in the community, besides other characteristics which contributed to his fame as a "character." Whenever the question in regard to the relative amount of pleasure derived from the pursuit or the realization of an object comes up, I think of a ride a young school teacher took on this particular stage. In contemplation of his journey he imagined himself seated on top of a huge coach, like a king upon his throne, with a coat-of-arms emblazoned upon the sides of the body of the vehicle. He imagined himself being drawn by at least four spirited horses at a full round gallop down the Narrows, around dangerous passes, over hill and dale. This was in contemplation. But what he realized when he stepped from the platform of the railway train was to find a disreputable old bay horse hitched to what was once a skeleton road wagon. It had been lengthened in order to make room for a trunk or two behind the driver's seat which was covered by a yellow umbrella. When the teacher inquired for the stage this odd combination was pointed out to him, and in a short time he was being driven over this route by the famous "Devil" John Smith. It took but a short time for the fact that he was the new school teacher to be known to the driver, and then into the credulous ears of this timid youth, who was already beginning to feel the pangs of disappointment and homesickness, were poured tales of all the bad boys in the school, making them appear as desperadoes, cowboys and veritable imps. THE GETTYSBURG MERCURY 117 He was told about the number of teachers who had been turned out of the school during the last term. All these stories were so well told that the unsuspecting pedagogue could not help but believe them, and before he was halfway over the route he wished himself in any other part of the world. The little children were deathly afraid of "Devil" John and would scamper away whenever they saw him coming. It was rumored that when his two children were sick with diphtheria he intentionally gave them carbolic acid instead of the proper medi-cine and thus killed them in a few minutes. This wicked act caused the children in the neighborhood to fear him. "Devil" John was also very irreligious, never being known to attend a religious service, and he frequently cursed his good wife who was a constant church goer. "Lightning" John Smith was famous for being the ugliest man as well as the loudest shouting Methodist in that part of the country. In appearance he resembled a Galilean bedouin. His hair and eyes were jet black. Beneath a scanty black mustache a row of well-preserved and very white teeth displayed themselves. Unlike the other John Smith he would drive for hours through cold winter nights in order to give his experience in the regular series of protracted meetings held in the Methodist church of that village during the winter months. He invariably began to speak slowly and in a moderate tone, but the longer he spoke the louder he became, until he fairly shrieked, bringing his hard fist down on the back of the pew for emphasis at the end of each sentence. The torrent of words and blows could be heard by passersby, who ofttimes took the commotion for the ravings of a mad man. After continuing his cries and shouting for some time he would sit down and wipe the perspiration from his brow. Thus we have a picture of two characters which have been interesting to me, and I doubt not that many others have seen these two persons in their own community under other names. c^p In every act reflect upon the end; and in the undertaking it consider why you do it.—JEREMY TAYLOR. 118 THE GETTYSBURG MERCURY ON A SUNLIT HARBOR J. R. S., '01 On the pier of a beautiful harbor stand Three figures garbed in royal array, With anxiety stamped on their noble brows,— A youthful hero, and honored gray. 'Neath the watery horizon the sun reclines ! A sea of fire 's on the face of the deep! But the delicate hues from the sky shine not In a sea of glass; for wavelets leap. And the eyes of the three are fixed on a spot Far out on the troubled, uneasy sea; For the tide is receding and the breeze is brisk And a precious gem is borne to the lee. The gold and the violet and the pale green flame, Like the colors of a mighty banner flung On the harbor,—were caught by the playful waves, And from their crests in splendor hung. It was not this grandeur that held their gaze, Enrapt by the scene an only child Was carelessly drifting to the open sea, And tempests were rising o'er breakers wild. Said the father to the hero, "She ventured too far She can never return against those odds." And the stately mother with silvering locks Disturbed the silence by heart-breaking sobs. In an instant two skiffs, the pursued and pursuing, Were afloat in a splendor, rare and unreal, That makes life in this world an ecstasy, A glorious, painless star,—an ideal. And as twilight drew its shades o'er the deep The ideal became the real, indeed; For the rescue is complete and the treasure regained And hope made joy by a noble deed. When daisies pied, and violets blue, And lady-smocks all silver white, And cuckoo buds of yellow hue Do paint the meadows with delight. —SHAKBSPBARE. THE GETTYSBURG MERCURY 119 TENNYSON'S "IN MEMORIAM" CLYDE B. WEIKEBT, '02 HPO attempt to criticise such a piece of literature as the "In A Memoriam" of Tennyson would be rashness on the part of one whom insufficient study and poor interpretation of thought has acquainted with but few ideas of the real import of the poem. This work has been done more or less ably by men of culture in the art of criticism, and to these we willingly commit the task, being satisfied ourselves with an attempt at the comparison of this work to several others alike in character; and with an estimate of the poem, its merits and worth. In comparing this poem with the "Lycidas" of Milton we are at once made conscious of a vast diversity in degree of feeling in the hearts of the two authors. Milton mourns for the loss of his friend but his sorrow is obviously not so deep-seated as that which Tennyson pours forth in the endearing terms of the "In Memor-iam." The relation of the former poet to the subject of his song was tender and full of feeling, but the intimacy that existed be-tween Tennyson and Hallam was infinitely closer. In the one case it was the love of friend for friend; in the other of brother for brother, mortal man for his ideal,—almost perfect love. This love is expressed in a poem by Milton that compares with the feeling expressed in the verses by Tennyson only as a set of res-olutions framed by a secret society on the death of a brother does with the tender verses penned by a mother on the death of her child. The circumstances of King's death and the sorrow caused by . it are not treated philosophically by Milton in the "Lycidas" as are the like circumstances by Tennyson in the "In Memoriam." His departure from this life is deeply regretted, but the pangs caused by his death are not referred to as bringing blessings in disguise to us. Sorrow is not represented as elevating or as de-signed to better our condition; as making us more perfect morally or spiritually. Separation from loved ones is not mollified by any such vivid assurances of a happy meeting in the hereafter. The thought of the departed ones is not used as a guiding star by which we can regulate our aims and measure our achievements. Again, Milton does not indulge in any of the happy explana-tions or rather suggestive questions concerning the future state of the soul as does Tennyson. These almost inexplicable problems 120 THE GETTYSBURG MERCURY are dealt with in a most interesting way by the author of the "In Memoriam," for instead of expressing his own beliefs he rather intimates happy and probable solutions and gives to the mind of the reader a subject for thought. The most notable of our innate curiosities concerning eternity are voiced and the poet does not seemingly shun any one of them. Milton happily refers to his friend in glory but does not suggest near so many of his possible conditions there. The thought in the "Lycidas" is not so subtle, nor is the trac-ing of the poet's meaning nearly so difficult a task as in the "In Memoriam," yet its many mythological references render it far less enjoyable and less capable of interpretation by the unschol-arly. The poem of Tennyson's seems to conform more closely to Milton's statement, "Poetry should be simple, sensuous, and pas-sionate," than does his own. Shelley treats the death of John Keats in his "Adonais" more extensively than Milton does that of his friend in the "Lycidas.'' However, it may be said as was concerning the latter that the sorrow for Keats was not so heart-felt; his death did not affect the author so directly as Hallam's did Tennyson. Furthermore, the philosophical treatment is less as are also the intimations concern-ing eternity. The thought is more subtle than in the "Lycidas," though still far inferior to the "In Memoriam," and the language is less scholastic. But the poem seems to be more of a reprimand or an accusation against the author of the harsh criticisms against Keats, rather than a loving memorial and eulogy on his life. Words again fail in attempting an estimate of this poem. Pardoning a personal reference, let it be said that never has any piece of literature appealed to my emotions more than this. Never has the light and purity of perfect love for a friend been shown so forcibly as was by Tennyson in this memorial of Arthur Hallam. Ideality of character and ambitions seem to be the chief attributes which are assigned to his friend and these are worshipped with a steadfast devotion. A perfect consciousness of the super-iorities of his ideal kept the worshipper forever in loving awe of the worshipped one and became his only delight. The philosophical treatment of the subject is excellent. The poet never allows himself to become so enveloped in the cloud of sorrow as not to be able to see the light beyond. Through each pang which Hallam's death has caused him he sees the refinement THE GETTYSBURG MERCURY 121 of his own nature. His death he realizes to be only the opportu-nity for further development which will render him a more perfect model after which to mould his own life. Even the spring-tide, when the advent of Arthur's birthday approaches is used to rep-resent the glorious season of immortality when friend shall meet friend to part no more. As to the allusions to the future, nothing could be more probable and suggestive than his opinions. The intimation of the development of the mind in after life along all lines of knowl-edge and wisdom on a more rapid and perfect scale is beautiful. The hope for recognition in glory is full of pathos and contains a happy, consoling thought. His reference to his friend as being with God, where he is only in his true sphere, shows a faith that is boundless and displays the most confident trust. Surely noth-ing could be more full of belief in and admiration for the Divine than the verse with which the poem is concluded: That God, which ever lives and moves, One God, one law, one element, And one far-off divine event, To which the whole creation moves." SONNET I think of her and try, all through the day, To see her face, and as I persevere L,ove lets me see, but the sweet lips appear Cold, and the eyes not yielding' blue, but gray, Hard gray ; her whole form seems to say me nay. In all the din of day I cannot hear Her voice ; but in the night it seems so near, Laughing and chiding all my doubt away, So near, I almost feel her breath ; I crave Fancy of I^ove ; he sweeps me with his wing And all the air around is sweet with her : I feel her breast to mine like a swelling wave And lingering lips light love-words murmuring, Melt into mine in a soft slipping blur. Mortimer Stirling, from Red and Blue. THE GETTYSBURG MERCURY Entertdat the Postojjice at Gettysburg as second-class matter Voi,. X GETTYSBURG, PA., JUNE, 1901 No. 4 E. C. RUBY, '02, Editor-in- Chief R. ST. CLAIR POFFENBARGER,' 02, Business Manager J. P. NEWMAN, '02, Exchange Editor Assistant Editors Miss ANNIE M. SWAHTZ, '02 A. B. RICHARD, '02 Advisory Board PROF. J. A. HIMES, A. M., LIT. D. PROF. G. D. STAHLBY, M. D. PROF. J. W. RICHARD, D. D. Assistant Business Manager CURTIS E. COOK, '03 Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg1) College. Subscription price, One Dollar a year in advance; single copies Fifteen Cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors, and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. EDITORIALS ¥ ITERARY societies are voluntary associations for educational ■"-^ purposes. They are entirely separate from the regular course of school and college work. In many instances they are established by the students themselves, and the officers are usually chosen from their own numbers. This gives them the opportun-ity to learn how to preside at public meetings and to become fa-miliar with the recognized methods of conducting the affairs per-taining to such organizations. It is in these societies that the young parliamentarian learns to make a motion or to rise to a point of order; the aspiring debater displays his skill in convincing his hearers that his opponents are wrong; and the coming orator pours forth his eloquence to his heart's content. THE GETTYSBURG MERCURY 123 The debates, the essays and the orations develop the powers of observation and expression. They promote readiness and in-dependence. Are these not some of the most valuable things which a man, who goes out into the world to try its realities, ought to possess ? Do we as students fully realize the importance of such an equipment ? In all true education the amount of knowledge communicated, however important it may be, is an entirely subordinate matter compared with the mental desires that are aroused and the mental power that is stored up. I once heard a man say that he did not care so much whether the teacher taught his son the facts in his-tory, but he did want him to create in him a taste for history. This expresses exactly the idea of our college course. How few, indeed, are the facts which we as students are able to gather while under the instruction of the professor compared with those that are gathered by men who are working by themselves in some chosen profession! Some of us regret that not more time can be spent in the classroom on the subject of botany. If the professor has succeeded in arousing a taste for the subject he has accom-plished his work. The student will then become his own teacher and a better one he could not find anywhere. The same is true in the department of literature. How few are the authors to whom we get but an introduction ! But if we have been led to love lit-erature, or have been made hungry, we will not be satisfied with what we get in the classroom. Could not the same be said of all the college work ? We should not come to college with the ex-pectation of going away with a load of facts and a feeling that we have all we want. If we do not go away with a greater appetite than when we came, we might as well have remained at home. c^P Duty is a power which rises with us in the morning and goes to rest with us at night. It is the shadow which cleaves to us, go where we will, and which only leaves us when we leave the light of life.—GLADSTONE. 124 THE GETTYSBURG MERCURY THE PRESENT DlfEICULTY BETWEEN RUSSIA AND JAPAN ARTHUR B. RICHARDS, '02 rT,HE current literature of the last mouth has had much to say *■ concerning the threatened war between Japan and Russia. The province of Manchuria, situated on the eastern coast of Siberia, seems to be the bone of contention. Each nation has her own distinct reasons for wishing to bring this province under her control. What Russia desires is a harbor in the east. She now owns the greater part of Siberia, but can not develop the resources of this vast territory nearly so well as she could were she able to reach the eastern markets. With a seaport in the east Russia could greatly increase her commerce; she could trade directly with the islands of the Pacific. But in order to reach a harbor she must go through the center of Manchuria and she is now striving to hold this country until she can secure the right of way. Japan, on the other hand, has not room at home to accommo-date her industrious and ever-increasing population. The people can not all be cared for on the small island, and Japan has long been looking to Manchuria as a possible outlet. Moreover, Japan had gained a landing in Manchuria during the war with China in 1895, but was forced by Russia to withdraw. This Japan has not yet forgotten, nor is she ready to forgive it. These, in brief, are the principal causes of the threatened war. In case war were toensue.it is generally conceded that Russia would prove too strong for her rival. Manchuria would be the objective point, and could probably be reached and a landing effected by Japan. But she would be unable to hold out long against the superior laud force of Russia. In round numbers, Russia's army has 1,250,000 men to Japan's 90,000. Russia's troops, by the thousands, could be hurried across Siberia by means of the newly constructed railway, while Japan would be compelled to bring her army by the slow process of transportation. These considerations show that Japan's hope of success is very small, and with such odds against her it is not likely that she will be willing to clash arms with the formidable Russians. THE GETTYSBURG MERCURY 125 THE BADGE OF COURAGE CARRIE E. INGLEBIRT, '04 'T'HIS expression is doubtless familiar to nearly every one by ■"■ reason ol its being almost identical with the title of a recent and very popular book. You can read the words, pass on, and pay little attention to them, yet if the reader pauses and takes a deeper insight into them they gradually unfold a meaning which is far from being insignificant. Courage is a spiritual or innate force, which enables one to face trouble, danger, and even death, with that fearlessness which characterized the sainted martyrs of mediaeval days when being led forth to the stake. Amid the jeers and hisses of the surging crowds, they sang hymns. The American of today, living at too fast a pace to sing slow meter psalms in the face of danger, cheer-fully whistles. It is a somewhat common or popular opinion that courage can only be displayed upon the field of battle or other public places, in which the chief actors appear before the eye of the public. But this contention is false and unreasonable, as can be proven by examples almost without number. In all the humbler walks of life men and women, unseen and almost unheard of, show themselves to be heroes and heroines of the most courageous type. Do not the city papers bring to our notice page aftef page of noble soul-stirring deeds performed at a most perilous risk of life ? And despite the idea that news items are often fictitious, these cannot all be the products of ingenious reporters. With no disparagement to the soldier, it may be said that he has ever before him, as a stimulus to courageous deeds, the hope of promotion from the ranks. But no such red badge of courage adorns the man who saves another in distress, passes on into the crowds, and is lost sight of. Such instances are witnessed fre-quently in our large cities. The laurel and myrtle wreaths are reserved exclusively for those who are valorous in time of public danger, while the one who, from an unselfish Christian motive, takes his life in his hand, remains unrecognized. Out of the multiplicity of instances may we not treat of just a few ? To whom shall the badge of courage go with more pro-priety or justness than to those who leave home, and all the 126 THE GETTYSBURG MERCURY sacred interests which are clustered around the homestead, and sail far away, across the sea to the sunny isles of a southern clime, there to become ministering angels to the suffering human beings stricken with leprosy. It is almost certain to be their first and last journey ; for who, with the meagre knowledge of man, can tell when they, too, will be in the same sad plight ? Let us also spare a kindly thought for the mothers, wives and clear ones of the hero who buckles on his belt and sword and goes forth to war. Must not pain and anguish almost wrack those fond hearts at the separation, which can so easily be final ? Surely, do the dear ones at home anxiously scan the daily mortality list, as sent out by the army. And then the startling intelligence reaches them that their hero has gone down in battle, or, sadder still, has fallen a victim to the wages of disease. No more will his cheery whistle resound through the house, or his happy smile chase the shadows of care and trouble away as the rising sun dis-pels the morning mist. It is altogether befitting that upon these sorrow-laden ones we pin the badge of courage. What emblem of courage should we give to such as these for their self-sacrificing devotion to their trust ? Theirs is the self-consciousness of work well done, of obligation carried out, of duty faithfully fulfilled, and no more honorable badge of courage can be secured at our hands than this. They know, as Christians, that they have answered the demands of their Maker, and the ringing plaudits of the people are as the singing of birds in their ears. The highest aspiration in life should be to do the best at all times, and in all places. And now, this having been done, a distinct feeling of satisfaction must surely be felt. Having endeavored to prove the theory already advanced, may we not conclude that the true badge of courage is not neces-sarily the red one for valor in time of danger, but is really the white, that one symbolic of purity and innocence, which is not secured in this sphere, but when the possessor has left the earthly scenes, and stands forth in the clear radiance of another world, then is the true reward, the real badge of courage, seen in its highest and holiest sense. The hearts of men are their books; events are their tutors; great actions are their eloquence.—Macaulay. THE GETTYSBURG MERCURY 127 TRANSLATION OF HORACE I. 35 ABDEL E. WENTZ, JK., '04 O peaceful goddess, favored Antium's queen, Thou who canst raise a humble man to fame, And turn proud triumphs wondrous to be seen To funerals—all men adore thy name. The rustic farmer prays to thee in fear; To thee as mighty mistress of the sea, Whoever tries through boisterous waves to steer, Directs his prayer, that he secure may be. The warlike Dacian flees before thy face; Whole towns and nations look to thee for aid. The strength of kings depends upon thy grace; The power of despots all on thee is staid. They know that thou canst overthrow the state, And quickly rouse the idle ones to arms; They stand before thee trembling lest their fate Shall prove thee to be worthy of alarms. Stern Doom is ever foremost in thy train; She bears her emblems in her brazen hand: The huge beam—nail, the wedge, the clamps, the chain, And melted lead, to make thy edicts stand. Pure Faith and Hope are both thy steadfast friends, They follow thee whatever may betide; To thee each one an earnest friendship lends, Nor can misfortune drive them from thy side. As Caesar sails for distant Britain's shore, Do thou protect and keep him by thy might; Defend our youthful soldiers, we implore, And may they be successful in the fight. Alas! the awful crimes in which we've shared! Too long have civil wars abased our pride; What altars in our madness have we spared? What kind of evil have we left untried? O grant to forge the blunted sword anew! Remove from us the cause of all our woes; Bestow on us thy grace in all we do, And help us to subdue our cruel foes. 128 THE GETTYSBURG MERCURY THE USE OF THE NOVEL BESS DRAIS, '04 TX EPRIVED of books the world would be robbed of one of its *-/ most essential joys. They are one of the few profitable things that afford unalloyed pleasure. In books, the mind has scope, something to develop its power and something that feeds it. There are thousands of standard works of fiction which are wholesome in tendency, purely educators of the mind. The bright accounts of travel, witty discussions, lively or pathetic story-telling in the form of a novel, is a singular characteristic of the present age. We should read them not merely to be occupied but to weigh and consider, although their purpose is, in a measure, to delight, relieve and amuse. A novel to be of great value, however, must be true to life. If it excites sympathy it will help us to see our own faults as well as the failings of others and will teach us to make an allowance for human nature. The novel superseded the drama when the latter had become unprofitable; not content with this, it makes high aims to rival history by discussing the great deeds of the past and the burning questions of the present; for its general use is culture, teaching history or science, thus reaching many people with its truths which would not be read elsewhere. In times of despondency, when even life seems monotonous, novels sustain and cheer, showing us the truest side of human na-ture which we are often inclined to imitate. Grounded on truth they arouse our moral imagination causing us to think—to think very seriously of our own weak selves. But truth is not the only requisite. The novel, to be profitable as well as entertaining, needs love. Of course I do not mean that sentimental art of love-making,' but rather a tender feeling for hu-manity and the conditions of man. Hawthorne, in his novels, pictures a higher ideal of life by making virtue more attractive and vice more repulsive. He goes deeper and higher than mere literalness; he. sees life as a whole but after all the true things are the spiritual things. At a certain age we are most amused by the unnatural and supernatural, but, as it has been said, when we grow older we realize that life itself has the best outlook for us and the most interesting fiction is that THE GETTYSBURG MERCURY . 129 which shows us life as it is. So every novel does have a purpose,' and whatever that purpose ma)' be it will be truly noble if built on the appreciation of human love, human courage and human character. A VISIT TO VALHALLA P. W. EYSTER, '03 /^\NE day in May after a shower of rain, a student while walk- ^^ ing over the scene of Pickett's charge in quest of relics found a ring, which had been washed out of the ground. On close examination he found it to be a broad, silver ring, which bore the device of two triangles, crossing each other in such a way as to form the representation of a star. King Solomon, the Wise, is said to have invented this device, which is of great use to enchanters and conjurers, but as the student was not well versed in the signs of magic he could not appreciate its value and carelessly placing the ring on the little finger of his left hand, returned to college. He was a member of society and attended the parties and enter-tainments given by the hospitable people of Gettysburg. In the latter part of May, on a beautiful moonlight night, there was a party given by his friends near L,ittle Round Top. He went to this party where he enjoyed himself until a late hour, when he saw that a certain young lady got home safely. He challenged her to walk on Little Round Top past the statue of Gen. Warren. She being active, accepted the challenge. They left their friends and when they reached the summit, being out of breath, they seated themselves on a rock near the statue for a brief rest. While they were resting, the statue commenced to speak, moving its jaws as if rusted from disuse. It said, "You, young man, have a ring on your finger bearing the representation of a star; that ring is the key to Valhalla. The fates have decreed that the gates of Valhalla shall not be opened by the hand of a man, even though he possess the ring with the star, but if the young lady will touch the rock upon which I stand after you have placed the silver ring on her finger, the gates of Valhalla shall for the first time be opened to mortal man." The ring having been placed on the young lady's finger, she touched the rock upon which the statue stands. Immediately there was a loud report like that of thunder, and the rock moved 130 THE GETTYSBURG MERCURY aside leaving an opening where the two entered. After entering they found themselves on a grassy plain. They saw at a distance a body of English soldiers dressed in bright red uniforms, lined up for battle. Soon another body of soldiers appeared but not so gayly dressed as the other. At the head of this was the venerable George Washington preparing to fight for the thousandth and first time the battle of Yorktown. Washington rode before his men and said: "See those Red-coats, shoot for their belts, we must win the day or perish on a bed of honor." The English advanced, but the soldiers of the "land of the free and the home of the brave" being determined to win drove the Redcoats over their entrenchments. The visitors advanced farther and saw at a distance embank-ments of cotton-bales and earth thrown up, behind which were a few thousand men. Seeing Andrew Jackson riding near them they asked him what his men were waiting for. He said, "They are waiting to thrash the army which defeated Napoleon on the world-famed battlefield of Waterloo." The English army ad-vancing under Gen. Packenham soon attacked the embankments of Jackson's soldiers but was driven back in confusion under a writhing fire from the American guns. The next scene which met the visitors' eyes was a battle be-tween soldiers wearing the blue and those wearing the gray. As a regiment of soldiers were filing past the visitors, the young man asked a soldier, who was in the rear, what they were about to do. He replied, "We are going to fight the battle of Gettysburg, where we will show to the world that 'Republics shall stand and king-doms fall.' And we will teach the kings of Europe that 'a gov-ernment of the people, for the people, and by the people' is a possibility." By this time the battle was going on in dead earn-est. Valhalla was resounding from the artillery duel between the contending armies. Soon a division of the Confederate army, advancing from the smoke, charged the Union breast-works. A hand to hand conflict ensued, and above the rattle of the musketry could be heard the groans of the wounded and dying men. During the excitement of the battle the young lady carelessly lost the ring, when there was a clap of thunder and the visitors again stood on Little Round Top. Oh! had this woman not been so careless as to lose the key to Valhalla, we might visit at our leisure the warriors contending on the bloody battle-field of Val- THE GETTYSBURG MERCURY 131 halla. But just as Eve was the cause of the downfall of man, so this Gettysburg maid, one of the daughters of Eve, was the cause of the loss of the key to that mysterious realm of the soldiers' heaven. But what is the use of mourning over the misfortunes of mankind, since we cannot add a cubit to our stature. After they had stood for a while on Eittle Round Top, breathing the atmosphere of mortal men, they started for the young lady's home. When the two separated, they promised each other to keep their visit to Valhalla a secret. But putting a secret in a woman's braiu is like pouring water on a sieve. So, dear reader, I have the pleasure of recording the incidents of a visit to Valhalla. c*$J AN INDIAN LEGEND A. 0. WOLFE, '04 To the westward, afar o'er the prairies is the land where the Sierra Nevadas Rear aloft their bald heads to the heavens; and reach out with their mystical shadows, Just as though the grim soul of the mountains stretched its hundred hands forth o'er the valley, To rebeckon its armies of whirlwinds, or to summon its thunders to rally. There the smiling- Yosemite valley, 'neath the sheltering crags of the mountains, Robed in tropical green and in freshness as is grass near the spray of a fountain, Stretches out with its slow winding river; and with a waving ocean of petals, Attempts, in its alluvial bosom, to conceal all its glittering metals. In the valley a town of the Shoshones, nestled snugly 'tween mountain and river, Seemed asleep in the afternoon sunlight; for the red men with bow and with quiver, Far away o'er the snowy capped mountains, sought the flesh of the deer on the prairie Or the lumbering buffalo hunted. The village, by the wand of a fairy, Seemed a quaint painting conjured on canvas; e'en the butterfly breezes were leaving The fierce watch dogs alone to their dreaming; and the squaws stopped anon at their weaving 132 THE GETTYSBURG MERCURY With the maidens to witness the sunset. At some distance removed from the village Walked the wife of the red warrior's chieftain. She had gone the green meadow to pillage Of its succulent roots and its fruitage. To her right her child toddling and straying Neared the place where a crystal spring bubbling with itself like an infant was playing. From aloft in the transparent ether on bold pinions descended an eagle, Which at first seemed a speck in the zenith; then as bent on a purpose illegal, Nearer and larger it grew till at length, like a bolt from a bow it de-scended, Grasped ithe Indian child in its talons, and aloft to the wild crags ascended. Such a scream from the lips of the mother as might waken to life the departed, Roused the idling maids in the village. They beheld as she frantically started Up the steep ragged side of the mountain, that she further and further retreated In pursuit of her child and the eagle. But her journey was not half completed Ere a wild hissing sound through the branches, the dark gathering clouds and the thunder, The swift pattering fall of the rain drops, and the tossing of tree tops in wonder, All proclaimed the approach of the tempest. The elements crash! The wild winds bellow! And the day reels and rocks into darkness. Then the lightning shot forth in the yellow And sulphurous turmoil of ether in a network of serpentine flashing, Till the hills on their very foundations seemed to rock at its terrible crashing. And the storm is abroad in the mountains! The oracular hills and the hollows Are appalled at the noise of his stamping; and the brook in the gulch where he wallows L,eaps its bounds, in its anger, a torrent. Then from bastion to bastion each moment In the chaldron of vapor below with a roaring and rumbling the sound went Of the battering peal of the thunder. Millions or more of roused echoes arose When the wind rushing forth in his fury, left the blue ocean in placid repose And encamped 'mong the paralyzed hemlocks. And he howls as he hounds down his quarry. THE GETTYSBURG MERCURY 133 And his lash tears the hair of the oak tree, which, with womanish fear in its flurry, As it clings to the rock with torn garments, is bewailing- its fate and the morning'. Then this fierce guide of storm and of terror rushes off with a hoarse note of warning Through the intricate maze of the branches. There is war in the skies! And the midnight, Doubly mocked by its own apparitions, quickly cringes and shrinks from the flashlight Of the murderous bolt of the lightning. Then the storm passes on to the ocean, And has left the dark mountains in quiet and the night-fairies filled with emotion. But the Indian child and the mother passed from life into death in its maelstroms; And the eagle bore skyward their spirits to the glad Hunting Ground of the Shoshones. As they sail through the night wind, richly lit by the glow of the moon-light, The bright orbs of the sky in amazement reel and swim in their oceans of starlight. All the spirits of beasts of the forest quickly flee the approach of the stranger, As a herd of wild deer on the prairie run away at the first sign of danger- Then a buffalo, older and wiser to oppose their advancing, had started, But the bold, fearless soul of the mother raised her hand and the wild beast departed; And at once in its place was the sunrise, was the glad Hunting Ground of the Shoshones. EXCHAINGES IT is a relief to turn from the somewhat tedious prose articles of * the college magazine to its lighter contents. We are not among those who say that the literary monthly should be com-posed entirely of short stories, but we do believe there should be enough light material to relieve the tedium which necessarily arises from the perusal of a number of theoretical articles, which are often difficult of comprehension. Because of its pleasing va-riety, The College Student holds first place among our last month's exchanges. Nearly all the magazines contain some fiction—The Touchstone and The Lesbian Herald too much, according to our opinion. 134 THE GETTYSBURG MERCURY "The Poet's Corner" of the Dickinson Literary Monthly is always entertaining. " The "Wreck " is a vivid descriptive poem in the last number. The Shakespeare edition of The Coitey College Chronicle is full of excellent articles on the great dramatist and his work. Half-tones of the poet, his own and Ann Hathaway's home, make the magazine very attractive. " Nescius Aurae Fallacis " in The Western University Courant is the title of a story on a phase of college life which is probably familiar to most students. A PICTURE OF FANCY I. There's a vale in the far away mountains Where the pinnacle barriers stand Like guards in the outskirts of nature To shut in the peace of the land. Here, wild and alone, great boulders are strewn And there sweeps a beautiful lawn; And the Angel of Light brings a rose every night To hang on the curtains of dawn. II. She forgets not to pause in the evening And spread o'er the heavens a glow, With a picture whose secret of painting No mortal man ever shall know; When the stars are asheen and the skies are serene, And the soft clouds gently are driven, She changes the scene and the moon glides between Like a ray through the window of heaven. III. I gaze on the depths of the morning And all like a glory doth seem, I find in the twilight resplendent, A divine and immaculate dream. And touched by the wand of some magical hand, All the raptures of fancy unroll; And a music unknown, like a deep undertone, Is awaked in the harp of the soul. THE GETTYSBURG MERCURY 135 IV. Would I Bell the sweet picture of fancy- Though its being were nought but a name? No not for the wormwood of glory, And not for the bubble of fame. It is sweet to be near to the eye and the ear, Of a Father who watches above, To study how grand are the works of His hand, And to catch little secrets of love. Ex. How much energy, vitality, effort, is being expended every day fruitlessly because of the want of intelligent application ! Even among students of college there are some who, though they are sincerely studious in their daily work, pass through their course without having attained the best which their opportunity affords and their efforts seem to deserve.—Ex. "To me, I swear, you're a volume rare;" But she said, with a judicious look, "Your oath's not good by common law, Until you've kissed the book." —Ex. THE COLLEGE GIRL There's a gladness in her gladness When she's glad; There's a sadness in her sadness When she's sad; But the gladness of her gladness, And the sadness of her sadness, Aren't a marker to the madness Of her madness When she's mad. —Ex, PATRONIZE OUR ADVERTISERS. Botcher Beef, Veal, Pork, Lamb, Sausages. Special rates to Clubs. In buying don't forget the Advertisers; They support us. ESTABLISHED 1867 BY ALLEN WALTON. ALLEN K. WALTON, President aud Treasurer. ROBT. J. WALTON, Superintendent. flammeistomn Bromti Stone Gompany Quarrymen and Manufacturers of Building Stone, Sawed Flagging and Tile Waltonville, Dauphin Co., Pa. Contractors for all kinds of Telegraph and Express Address. Cut Stone Work. BROWNSTONE, PA. Parties visiting the Quarries will leave cars at Brownstone Station on the P. & R. R. R. For a nice sweet loaf of Bread call on J. RAiUER Baker of Bread and Fancy Cakes, GETTYSBURG. PA. ~ EIMER & AMEND, Manufacturers and Importers of Chemicals and Chemical Apparatus 205, 307, 209 and 211 Third Avenue, Corner 18th Street NEW YORK. Finest Bohemian and German Glassware, Royal Berlin and Meissen Porcelain, Pure Hammered Platinum, Balances and Weights. Zeiss Mi-croscopes and Bacteriological Apparatus; Chemical Pure Acids and Assay- Goods. SCOTT PAPER COMPANY MAKERS OF FINE TOILET PAPER 7th and Greenwood Ave. PHILADELPHIA PATRONIZE OUR ADVERTISERS. The Century Double-Feed Fountain Pen. Fully Warranted J6 Kt. Gold Pen, Iridium Pointed. GEO. EVELER, Agent for Gettysburg College PRICE LIST. No. 1. No. 1. No. 3. No. 3. Chased, long or short $2 00 Gold Mounted 3 00 Chased 3 00 Gold Mounted 4 00 Spiral, Black or Mottled $2 SO Twist, " 2 50 Hexagon, Black or Mottled 2 SO Pearl Holder, Gold Mounted S 00 THE CENTURY PEN CO., WHITEWATER, WIS. Askyour Stationer or our Agent to show them toyou. Agood local agent wanted in every school 71 We Print This Book THE MT. HOLLY STATIONERY AND PRINTING CO. does all classes of Printing- and Binding-, and can furnish you any Book, Bill Head, Letter Head, Envelope, Card, Blank, or anything pertain-ing to their business in just as good style and at less cost than you can obtain same elsewhere. They are located among the mountains but their work is metropolitan. You can be convinced of this if you give them the opportunity. Mt. Holly Stationery and Printing Co. SPRINGS1;^A. H. S. BENNER, .DEALER IN. Groceries, Notions, Queensware, Glassware, Etc., Tobacco and Ggars. J7 CHAMBERSBURG ST. WE RECOMMEND THESE BUSINESS MEN. Pitzer House, (Temperance) JNO. E. PITZER, Prop. Rates $1.00 to $1.25 per day. Battlefield a specialty. Dinner and ride to all points of interest,including the th ree days* fig-lit, $1.25. No. 127 Main Street. You will find a full line of Pure Drugs and Fine Sta-tionery at the People's Drug Store Prescriptions a Specialty. J. A. TAWNEY_^_ Is ready to furnish Clubs and Boarding Houses with Bread, Rolls, Etc. At short notice and reasonable rates. Washington & Middle Sts., Gettysburg. R. A. WONDERS, Corner Cigar Parlors. A full line of Cigars, Tobacco, Pipes, Etc* Scott's Corner, Opp. Eagle Hotel. GETTYSBURG, PA. M. B. BENDER Furniture IRON BEDS, MATTRESSES, SPRINGS Picture Framing and Repair Work done Promptly 27 BALTIMORE ST. GETTYSBURG, PA. .00 TO. fjotel (Gettysburg Barber Sfyop. Centre Square. B. M. SEFTON W.F.CODORI, m^Tc^do^i Dealer in Beef, Pork, Lamb, Veal, Sausage. Special rates to Clubs. York St., GETTYSBURG. .GO TO. CHAS. E. BARBEHENN, Barber In the Eagle Hotel, Cor. Main and Washington Sts. CHAS. S. MUMPER (Formerly of Mumper & Bender) Furniture Having opened a new store opposite W. M. R. R. Depot, will be pleased to have you call and examine goods. Picture Framing promptly attended to. Repair Work a Specialty Students' Trade Solicited FAVOR THOSE WHO FAVOR US. Spalding's Official League Ball and Athletic Goods Officially adopted by the lead-ing Colleges, Schools and Athletic Clubs of the Country Every Requisite for— BASE BALL FOOT BALL OOLF TENNIS ATHLETICS GYMNASIUM Spalding's Official League Bail Is the Official Ball of the National Iveague, the princi-pal minor leagrues and all the leading college associations Handsome Catalogue of Base Ball and all Athletic Sports Free to any address Spalding's Offi-cial Base Ball Guide for 1901, edited by Henry Chadwick, ready March 30,1901. Price 10 cents. A. Q. SPALDINQ & BROS., Incorporated NEW YORK CHICAGO DENVER ROWE, Your Grocer Carries Pull Line ol Groceries, Canned Goods, Etc. Best Coal Oil and Brooms at most Reasonable Prices. OPPOSITE COLLEQE CAMPUS. S. J. CODORI, *#Druggists Dealer in Drugs, Medicines, Toilet Articles, J> Stationery, Blank Books, Amateur Pho-tographic Supplies, Etc., Etc. BALTIMORE ST. R. H. GULP PAPER HANGER, Second Square, York Street. COLLEGE EMBLEMS. EMIL ZOTHE, ENGRAVER, DESIGNER AND MANUFACTURING JEWELER. 19 S. NINTH ST. PHILADELPHIA SPECIALTIES: Masonic Marks, Society Badges, College Buttons, Pins, Scarf Pins, Stick Pins and Athletic Prizes. All Goods ordered through A. N. Beau. A. C Miller Job Printer Students' Trade Solicited Best of Work Guaranteed Meneely Bell Co. TROY, N. Y. MANUFACTURERS OF SUPERIOR BELLS The 2000 pound bell now ringing in the tower of Pennsylvania Col-lege was manufactured at this foundry. PATRONIZE OUR ADVERTISERS. The Pleased Customer Is not a stranger in our establish-ment— he's right at home, you'll see him when you call. We have the materials to please fastidious men. J. D. LIPPY, Merchant Tailor 39 Chambersburg" St., Gettysburg, Pa. L Try My Choice Line of .} £ High-Grade Chocolates 3 ¥¥ at 4flc per lb. Always fresh at CHAS. H. McCLEARY Carlisle St., Opposite W Also Foreign and Domestic Fruits A 3 ARY J Mil. R. R. p Y' Always on Hand. L. D. Miller, GROCER Confectioner and Fruiterer. Ice Cream and Oysters in Season. 19 Main St. GETTYSBURG City Hotel Main St. Gettysburg. Free 'Bus to and from all Trains Thirty seconds' walk from either depot Dinner with drive over field with four or more, $1.35 Rates $1.50 to $2.00 per day- John E. Hughes, Frop. Capitol Cits Cafe Cor. Fourth and Market Sts. HARRISBURG, PA. First-Class Rooms Furnished. Special Rates to Private Parties. Open Day and Night. European Plan. Lunch of All Kinds to Order at the Restaurant. ALDINGER'S CAPITOL CITY CAFE. POPULAR PRICES F. Mark Bream, Dealer in Fancy and Staple Groceries Telephone 29 Carlisle St., GETTYSBURG, PA. JxMijjJ^^hy .Photographer. No. 3 Main St., GETTYSBURG, PENNA. Our new effects in Portraiture are equal to photos made anywhere, and at any price. PATRONIZE OUR ADVERTISERS ftlrigbi 140-142 Woodward Avenue DETROIT, MICH. Manufacturers of High Grade Fraternity Emblems Fraternity Jewelry Fraternity Novelties Fraternity Stationery Fraternity Invitations Fraternity Announcements Fraternity Programs Send for Catalogue and Price List. Special Designs on Application. HOTEL GETTYSBURG LIVERY GETTYSBURG, PA. LONG & NOLTZWORTH, Proprietors Apply at Office in the Motel for First-Class Guides and Teams TME BATTLEFIELD A SPECIALTY Zhe Bolton Market Square Ibarrfaburg, ff»a. Large and Convenient Sample Rooms. Passeng-er and J5a.gga.ge Elevator. Electric Cars to and from Depot. Electric Light and Steam Heat. J. M. & M. S. BUTTERWORTH, Proprietors Special Rates for Commer-cial Men "EZ 1ST IMMER CUT ET WAS ZU WISSEIN." These are the words of Goethe, the great German poet, and are as true in our day as when uttered. In these times of defective vision it is good to know something about eyes. A great deal has been learned about the value of glasses and their application since Goethe lived. Spectacle wearers have increased by thousands, while at the same time, persons losing their eyesight have been greatly diminished. If your eyes trouble you in any way let me tell you the cause. Examination free and prices reasonable. We grind all our own lenses and fit the best lenses (no matter what anyone else has charged you) for $2.50 per pair and as cheap as SO cents per pair, or duplicate a broken lens if we have one-half or more of the old one, at a reasonable charge, returning same day received. .E. L. EGOLF. 807 and 809 North Third Street, FIARRISBURG, PA. PATRONIZE OUR ADVERTISERS. Pentpol J-fotel, ELIAS F1SSEL, Prop. (Formerly of Globe Hotel) Baltimore Street, Gettysburg, Pa. Two doors from Court House. MODERN IMPROVEMENTS. Steam Heat, Electric Lig-ht and Call Bells all through the House. Closets and Bath Rooms on Every Floor. Sefton & Flem-ming's Livery is connected with this Hotel. Good Teams and Competent Guides for the Battlefield. Charges Moderate, Satisfaction Guaranteed. Rates $1.50 Per Day. GET A SKATE ON And send all your Soiled Linen to the Gettysburg Steam Laundry R. R. LONG, Prop. Horace Partridge & Co., BOSTON, MASS. Fine Athletic Goods Headquarters for Foot Ball, Gym-nasium, Fencing and Track Supplies. Send for Illustrated Catalog. 84 and 86 Franklin Street R. W. LENKER, Agent at Penna. College. JOHN M. MINNIQH, Confeetionery, lee, • »««Iee Creams-*-* Oysters Stewed and Fried. No. 17 BALTIMORE ST. HARim §. 3EFTON The Leading Barber v>f)op (Successor to C. C. Sefton) Having1 thoroughly remodeled the place is now ready to accommodate the public Barber Supplies a Specialty. .Baltimore Street. GETTi^URCj., PA. ESTABLISHED 1876 PENROSE MYERS, Watchmaker and Jeweler Gettysburg Souvenir Spoons, Col-lege Souvenir Spoons. NO. lO BALTIMORE ST., GETTYSBURG, PENNA. L. t\. kiitm Manufacturers' Agent and Jobber of Hardware, Oils, Paints and Queensware. OETTYSBURa, PA. The Only Jobbing House in Adam* County. PATRONIZE OUR ADVERTISERS. For Fine. Printing go to Tfe Jo Co Wile foitiipg Honje CARLISLE ST. GETTYSBURG, PA. C. B. Kitzmiller Dealer in Hats, Caps, Boots and Douglas Shoes GETTYSBURG, PA. R. M. Elliott Dealer in Hats, Caps, Shoes and. Gents' Furnishing Goods Corner Center Square and Carlisle Street GETTYSBURG, PA. EDGARS. MARTIN, ^CIGARS AND SMOKERS' ARTICLES. %2** w^v^ Charnbersburg St., Gettysburg Leadership . IN THE CLOTHING and MEN'S PURNISHING Business It is strictly here—everybody knows it. Testimony? The stock itself. The pen suffi-ciently nimble to tell all the good points of our ::::::: FALL AND WINTER. SUITS AND OVERCOATS has not been found. We will keep you dressed right up-to-date if you buy your Clothing and Furnishings here. : : : : STIINE McPherson Block. No. II BALTIMORE STREET ,--.-;. Ibotcl (Bett^sbutQ. ©ett^burg, pa. ZlDerville IE. Ztnn, proprietor r^^^^gsS^S^S^-* The Leading Hotel Rates $2.00 per Day Long & Holtzworth Livery Attached Cuisine and Service First-Class Look for Wm. M. Seligman's Advertisement on this page in our next issue

APRIL, 1903 Gettysburg GETTYSBURG COLLEGE GETTYSBURG, PA. DAKBIHENN * LITTLE, LTD., QfTTYBOUHO V PATRONIZE OUR ADVERTIZERS. Geo. E. Sparkler, PIANOS, ORGANS, MUSICAL MERCHANDISE Music Rooms, - York St. Telephone 181 GETT1TSBUBG C. B. KITZMILLER, DEALER IN Hats, Caps, Roots, and ^^^■■•^Douglas Shoes GETTYSBURG, FJRL. h. M. AMxEMAN, Manufacturer's Agent and Jobber of Hardware, Oils, Paints and (joeenswar Gettysburg, Pa. THE ONLY JOBBING HOUSE IN ADAMS COUNTY W. F. Odori, ^DEALER IN^k- D ± ^S-SS,!) . ^r. SPECIAL RATES TO CLUBS. York Street, Gettysburg:, Pa. THESE FIRMS ARE O. K. PATRONIZE THEM. DO YOU KNOW WHERE The Choicest Candies, The Finest Soda Water, The Largest Oysters, The Best Ice Cream, Can he found in town? Yes, at Young's Confectionary On Chambersburg Street, near City Hotel, Gettysburg, Pa. IF YOU CALL OH C. A. Bloehet*, Jeuuelet*, Centre Square, He can serve you in anything you may want in REPAIRING or JEWELRY. SEFTON & FLEMMING'S LIVERY Baltimore Street, First Square, Gettysburg, Pa. Competent Guides for all parts of the Battlefield. Arrangements by telegram or letter. Lock Box 257. J. I. MUMPER. 41 Baltimore St., Gettysburg, Pa, The improvements to our Studio have proven a perfect success and we are now better prepared than ever to give you satisfactory work. EMIL ZOTHE COLLEGE EMBLEMS Engraver, Designer and Manufacturing Jeweler, 716 CHESTNUT ST., - PHILADELPHIA. SPECIALTIES : Masonic Marks, Society Badges, College Buttons, Pins, Scarf Pins, Stick Pins and Athletic Prizes. All goods ordered through PHILIP BIKLE, JR. HELP THOSE WHO HELP US. The Intercollegiate Bureau or Academic Costume. Chartered igo2. Ootrell St Leonard, Albany, ]ST. IT. makers of the Caps, Gorans and Hoods To the University of Pennsylvania, Harvard, Princeton, Yale, Cornell, Columbia, University of Chicago, University of Min-nesota, Leland Stanford, Tulane, University of the South, Wel-lesley, Bryn Mawr, Wells, Mt. Holyoke and the others. Illustrated Bulletin, Samples, Etc., upon request. I A. Wright's Engraving House, 1108 Chestnut St. PHILADELPHIA We have our own photograph gallery for half-tone and photo engraving. Fashionable Engraving and Stationery. Leading house for College, School and Wedding Invitations, Dance Programs, Menus. Fine engraving of all kinds. Before ordering elsewhere com-pare samples and prices. GET THE BEST The TEACHERS' AID PUPILS' CYCLOPAEDIA. ANEW, RELIABLE and BEAUTIFUL WORK OF REFERENCE in three volumes, edited by B. P. Holtz, A.M., for the homes, schools and colleges of America. It has over 2,200 pages, quarto size, is absolutely new, and treats thousands of selected topics. Many prominent educators have already recommended it for gener-al use. Sample pages furnished on ap-plication. AGENTS WANTED. The Hoist Publishing Co., Boone, lo-wa. PATRONIZE OUR ADVERTIZEKS. "\X7~e al-re/ays na-v7-e tine; sea-sons novelties, besides a complete line o£ staples at prices to tempt you, • SPECIAL CARE TAKEN TO MAKE WORK STYLISH AND EXACTLY TO YOUR ORDER. - CUill CQ. Seligman, Taiio*, 7 Chambepsbupg St., Gettysburg, Pa. R. A. WONDERS Corner Cigar Parlors. A full line of Cigars, Tobacco, Pipes, etc. Scott's Corner, opp. Eagle Hotel GETTYSBURG, PA. Pool Parlors in Connection. D. J. Swartz Country Mnce Dealein Groceries Cigars and Tokco GETTYSBURG. Established 1867 by Allen Walton. . Allen K. Walton, Pres. and Treas. Root. J. Walton, Superintendent. Hummelstown Brown Stone (Jompanij, QTT_£L.i^:R,-5r:ivd:E isr and Manufacturers of BUILDING STONE, SAWED FLAGGING, and TILE, WALTONVILLE, 1£E. PENNA. Contractors for all kinds of cut stone work. Telegraph and Express Address, I3ROWNSTONE, PA. Parties visiting Quarries will leave cars at Brownstone Station, on the P. & R. R.R. THE GETTYSBURG JIERGDRY The Literary Journal of Gettysburg College Voi,. XII. GETTYSBURG, PA., APRIL, 1903 No. 2 CONTENTS MY GUARDIAN STAR 48 C. E. BUTLER, '05. JONATHAN SWIFT AS A SATIRIST 49 HERBERT L. STIFEL, '03. THE SIGNIFICANCE OF HIGHER EDUCATION FOR WOMAN S3 M. ADA MCLINN, '04. THE BLACK SHEEP . 57 ESSAY-WRITING AS A COLLEGE DISCIPLINE . . 62 N. R. WHITNEY, '06. A SOLILOQUY 64 B. A. STROHMEIER, '06. THE INFLUENCE OF THE NOVEL . . . . . 66 J. EDWARD LOWE, '05. THE RURAL TELEPHONE 68 BRUCE P. COBAUGH, '05. SHOULD A STUDENT KEEP HIS COLLEGE TEXT-BOOKS? . 70 C. EDWIN BUTLER, '05 EDITORIALS 72 EXCHANGES " . 75 48 THE GETTYSBURG MERCURY. MY GUARDIAN STAR. C. E. BUTLER, '05. *m MiERE are spots in the far away sky *• Where the heavenly bodies stand, Like sentinels over all nature To keep the peace of the land. Here alone, great bodies are strewn And there sweeps a beautiful lake, And an angel brings a rose every night To hang as a clear silver flake. If one were to pause in the evening And gaze to the heavens all aglow, He would find there, a star, by instinct Whose secret only one man can know. This bright and heavenly body Has been placed by the hand of Fate To keep watch o'er a certain pilgrim On his journeys early and late. The Fates favor not only one, But each has his guardian star, And if you will but eagerly look Your guardian is watching from afar. 'Tis sweet to be so shielded By a Father who watches from above, For such stars are the works of his hand As our guardian angels of love. THE GETTYSBURG MERCURY. 49 JONATHAN SWIFT AS A SATIRIST. HERBERT L. STIEEL, '03. {Graeff Prize Essay.] SATIRE has been defined as criticism that searches for de-fects in order to ridicule them. Being destructive rather than constructive, it is not the highest form of criticism; in fact it occupies a low plane in the scale of literary merit. Neverthe-less, it has been a popular form of writing from the times of the Athenian Aristophanes and the Roman Horace down to the present day. At no time, perhaps, was it so prevalent as at the beginning of the eighteenth century. Those days formed a period of literary duels, personal, political, and religious, such as the world has never seen before or since. Satire, lampoon, and epigram were the weapons ; such men as Voltaire, Swift, Addison, and Defoe, were the contestants. Masters of their weapons, all of them ; able to send home their rapier-like thrusts with telling effect. Pre-eminent among them, in satire at least, stands Jonathan Swift, author, clergyman, politician and misanthrope. Many a brilliant production has come from his vitriolic pen, but none of his works contain a satire more keen than his own life. At college he was a poor student. He read much, but the regular studies of his course had no attraction for him. Mathematics and the sciences of the day were his especial bugbear. This dislike may have been the origin of the ridicule to which he subjected them later, in his "Voyage to Laputa." At times he was pinched with poverty. An extremely dis-agreeable disposition prevented his making many friends and soon lost for him the few he did have. Joseph Addison was one notable exception, however; his friendship for Swift was firm and lasting. Swift was a man of irascible passions, mis-anthropic to the last degree. Life, to his mind, was not worth living. He had a horror of old age and a desire for death which would have been pathetic had it not been so cynical and bitter. "God bless you, I hope we shall never meet again," 50 THE GETTYSBURG MERCURY. was his customary farewell to his friends. Brutality towards woman was another of Swift's traits, Esther Johnson, the subject of his "Journal to Stella" and Miss Vanhomrig, known in his works as Vanessa, were the principal sufferers. The last few years of his life were spent in total insanity. Even on his death bed the habit of satire was strong in him. With satirical intent, as he himself admitted, he willed his entire fortune to a home for incurable madmen. Of the writings of Swift, "Gulliver's Travels" is the most im-portant and best known. Nearly all of his other satires are at times licentious, indelicate, and coarse. Particularly is this true of his "Tale of a Tub," a general satire, lashing in all directions. This was one of his earliest works and though very offensive, it has been pronounced "the most powerful satire of the century." The "Drapiers Letters" and the "Battle of the Books" are also among his more important productions. In his two pamphlets written along almost parallel lines, the "Argu-ment Against the Abolishment of Christianity" and the "Modest Proposal for Preventing the Children in Ireland from Being a Burden to their Parents" by fattening and eating them, we have two of the best examples of unrestrained irony known to the English language. He is also the author of numerous political pamplets which are worthy of consideration as examples of pure, simple En-glish. Throughout all of them we can trace the unfailing vein of his satire. The style of Swift is simple, direct and even. Sentences flow naturally and easily from his pen. A child would have no difficulty in understanding the words which he uses. Originality is another "characteristic of his works. Sir Walter Scott draws our attention to this fact, claiming that Swift was more original than any other author of his period. Swift has been imitated, as in the "Travels of Baron Mun-chausen," but never did he imitate. An interesting peculiarity of his writings is his power of giving "the wildest fiction an air of realism." The characteristics and methods of Swift's satire are best discerned by an examination of his well known work, "Gulliver's THE GETTYSBURG MERCURY. Si Travels."* Here he makes the wildest invention and most grotesque humor hide a serious purpose. So well does he succeed that I have heard a college man, a Senior, declare that the work is a story for children, written with that purpose in view. The voyage of Captain Gulliver to Lilliput refers chiefly to the court and politics of England. The political parties in Lilliput, the one insisting that high heels shall be worn upon the shoes, the other equally insistent that only low heels shall be worn, are the Tories and Whigs of England. When Swift tells of the heir apparent of the country, who wears one heel high and one low, the shaft is aimed at the Prince of Wales, whose political leanings were equivocal, to say the least. The petty disputes in Lilliput as to whether eggs should be broken at the small or the big end, find their parallel in the differences of the English Papists and Protestants. Horace Walpole, Prime Minister'of England, is said to have laughed heartily when, on reading Swift's ridiculous account of the Premier Flimnap, he recognized himself. Placing the scene of the story in a country where the inhabitants are six inches high and their surroundings and deeds in proportion, only adds effectiveness. In the next voyage we are taken to Brobdingnag. The satire here is more general. Few particular references to persons or events can be discovered. The littleness and vanity of our desires and the insignificance of our pursuits are shown the more strongly by increasing them to Brobdingnagian propor-tions. The third voyage is to Laputa, and this time the scien-tists of England suffer. It is not real science which Swift de-rides, but the many pretenses and imitations of the day. Nevertheless, some pointed passages are directed against Sir Isaac Newton and the Royal Society. In the author's gloomy account of the Struldbrugs, the immortals of Laputa, we are reminded of his own indifference to life and his fear of old age. * Analysis based on notes of Rev. John Mitford ; W. C. Taylor Edi-tion, Vol. I. 52 THE GETTYSBURG MERCURY. The satire which we find in the fourth voyage is bitterly mis-anthropic and repelling. On this voyage, Captain Gulliver is thrown ashore upon an island where the horse is the superior animal and man the inferior. The picture which Swift here draws of human nature is nauseating and disgusting. The mind at once rejects so horrible a caricature. Had the "Voy-age to the Houyhnums" never been written, "Gulliver's Travels" would be a much more readable book. With all his coarseness, Swift was undoubtedly a genius. Thackeray, with all his adverse criticism, admits that he was "the greatest wit of all times ;" Macaulay claims that he was the "ablest man in the Tory party" and the "keenest observer of men and manners ;" Joseph Addison calls him "the greatest genius of his age." Of Swift's use of English, Dr. Hugh Blair says, "He knew beyond almost any man the purity, extent and precision of the English language." The consensus of opinion is that he was the greatest satirist of his own, if not of any, age. Sir Walter Scott not inaptly compares the personality of Swift to Shake-speare's description of Cassius in "Julius Caesar :" "He reads much ; He is a great observer and he looks quite through The deeds of men. Seldom he smiles ; and smiles in such a sort, As if he mocked himself and scorned his spirit. That could be moved to smile at anything." THE GETTYSBURG MERCURY. 53 THE SIGNIFICANCE OF HIGHER EDUCATION FOR WOMAN. M. ADA MCLINN, '04. "Ignorance is the curse of God. Kowledge is the wings with which we fly to heaven." IF knowledge is so significant for the uplifting of the human race and the lack of knowledge equally significant for its downfall, it is worth while to investigate it and discover in what way it means so much to mankind in general. It is through education that one obtains knowledge. Education is too comprehensive in its workings to admit of definition. This much can be said of it, however. It is an all-round de-velopment of the mind by means of which it expands and changes in character. This development guides the mind to the great realms of thought where a vast, vast expanse stretches before it. There the minds sees by-ways, roads and large avenues which lead to undiscovered knowledge. The only pass needed for traveling upon them is thought—deep, re-searchive thought; but, to speak literally, the training of one's intellectual powers is of untold value. Ask any educated per-son if he would be willing to part with what he knows. He will answer positively in the negative. It means too much to him to part with it at any price. What mean the phenomena of nature to the untaught? What does he see in the sky above him other than a canopy over the earth set with lights ? He does not see the stars as worlds revolving in the endless blue aether. What does he see in the gorgeous cloud formations and hues of dawn and sunset other than a sign of to morrow's weather ? The orchard in its dainty dress of blossom pink and leafy green means only a prospective crop of fruit. To one whose mind has been trained by thought and study these sights give inspiration, they open a new world to him, they fill his mind with glorious reflections and create within him a desire to become something. 54 THE GETTYSBURG MERCURY. To the ignorant person, the world is as an opaque mist. He can see dimly the outlines and positions of objects, but can-not define them. It is education that clears away the opacity and enables him to view his surroundings through a clear transparent atmosphere. It is in our literature that we find the greatest thoughts of the greatest minds, the most soul inspiring thought, the most beautiful songs of gifted poets. These mean nothing to the unlearned. He thereby loses all the best that the world which lived before him left him. Education gives one a constant source of entertainment and instruction. Place an educated person on a lonely island. He can do more than exist. He can find friends in the birds, the trees, in fact, in all of his surroundings. Place him in the crowded city and, because of his insight into human nature, he will be the leader of his circle. In any place, he is at home and capable. Through education one discovers what a potent force is mind—how it rules the world with its all-compelling sway. Before this development one leads, as it were, a vegetative ex-istence ; he is merely an individual—one of the many millions upon the earth's surface. Educate him and he is a person with a personal plan before him to carry out. He is a character with influence. This and much more does education mean to every human being who lives on God's earth—both to man and woman, but we shall now proceed to show what it signifies to woman, specially, in her own sphere. No one will deny that woman's mental constitution is dif-ferent from man's. Her nature is more sensitive to her sur-roundings, she requires a more ideal existence, her sense of sympathy is keener, her heart is the controlling force. To such a temperament education means more than to the more staid temperament of man. Her sensitive nature quick-ened, by such training, to a sense of the great possibilities be-fore it, will make a new world for itself. The horizon will stretch away from the four walls of the house to the great round THE GETTYSBURG MERCURY. 55 - world. To her, personally, it means a life flavored with con-tinual happiness, it is "a thing of beauty and a joy forever." It gives her the ideal existence that she needs. Instead of be-ing bound down to the hum-drum routine of her household duties, she rises above the drudgery of them. With systematic order she can arrange these duties, then lay them aside to en-joy life in a realm above the culinary department. Her tendency to be ruled by the heart is restrained, which, while most humane, is sometimes dangerous without the con-trolling power of reason. Her judgment and reasoning powers are developed. She views the questions of life with logical perception. Her sanguine temperament is brought to its proper balance and her mind in emergencies becomes calm and clear. It is the ideal existence which makes woman happy, and Ruskin says, that is what makes her lovely. It is education that gives substance to her day dreams. With clearer vision than man she grasps the ideal which stands out upon the heights of possible achievement. She listens to the low voice of duty which commands the actualization of this ideal, and with the power which the intellectual life bestows, she approxi-mates it more closely, in her daily life, than man can do. In the home it establishes her as queen. What does it not mean to a home to have an educated mother in it? Her trained faculties, combined with her innate love and sympathy, make her an ideal mother. It is safe to say that the rudeness of American children, for which unfortunately they are noted, would disappear could educated and cultured mothers be placed in all homes. To his mother a child owes his mental endowment. Review the biographies of the great men of the age. It will be found that from their mothers they inherited superior mental traits. Again to be an ideal wife a woman must have reached such a stage of mental development that she can meet her husband on any ground. Can there be per-fect congenialty and love between two minds, one of which has expanded and been broadened in its development, the other a small intellect filled with trifles ? In addition to the influence education exerts upon a woman 56 THE GETTYSBURG MERCURY. personally, and her elevation in the home, it means a great deal to her social position. One can judge the status of a com-munity by the women he finds in it. Woman rules the social world about her. Every one will acknowledge that it is desir-able to live in a community of some standing and culture. Then he must acknowledge that it is necessary to have the women educated who live in the community. An educated woman will have no time for petty gossip and slander. And by conversing with her one will gain more than mere diversion. It gives her presence, assurance and tact in her intercourse with others. If one wishes to know what education has done for woman previous to this, let him note the changes in her condition and in the condition of the world, since the time when she was de-nied the privilege of learning even so much as the alphabet. Education enables woman to help man directly and indirectly in his work in the world. It was Psyche, in Tennyson's "Princess," who in speaking of this union of the minds of man and woman, said with prophetic voice: "Everywhere Two heads in council, two beside the hearth, Two in the tangled business of the world, Two in the liberal offices of life, Two plummets dropped for one to sound the abyss Of science and the secrets of the mind." This combining of the two minds she expected to see brought about by woman's being educated apart from the world. We are seeing her prophecy fulfilled, not by woman's exclusion from the world, but by her mingling with it, and being edu-cated to dwell in it. In this way she is becoming an interesting factor in the world's history, while at the same time she is becoming a womanly woman, full of charm, and ready to fill any place where the world needs her, be it within or without the home. THE GETTYSBURG MERCURY. 57 THE BLACK SHEEP. IN his library, one December night, an old man sat watching the flames as they leaped higher and higher in the old fireplace, each one seeming as though it were trying to reach a greater height than its fellow. His head rested in his hands, and on his face was a look of sadness, such as might have been produced by some mental agony. If the old man's face could have been seen, a tear would have been noticed trinkling down his old, wrinkled face. He might, perchance, be recalling the dark days of his life. For no life, no matter to what height of perfection it has attained, but has had its hours of temptations and darkness. Outside the winds howled and moaned. The snow flew in clouds. A fierce winter's storm was raging. The streets were deserted except for those whom business compelled to be abroad on such a night. Yes, on such a night the home was the Mecca of all pedestrians. The old man continued to sit in silence until he was aroused from his musings by the opening of the door into his den. And turning around he beheld his daughter in the doorway. She was a woman of perhaps twenty years of age, not to say beautiful; but her face had that in it which makes one feel at once that he has found a woman of noble character. One whose life was filled with noble sentiment and pure thoughts. "You wish to see me, father?" she asked, approaching the old man. "Yes, my dear," replied the old man, raising his head, "draw a chair up to the fireplace, I wish to talk to you." While she was doing as her father directed, the old man's head was again in his hands and he seemed lost in thought. She sat for some moments in silence, waiting for the old man to speak, but he did not move. At length she ventured to say, "I am still here, father." Without seeming to notice her remark the old man began : "Nellie, I have always been a good father to you, haven't 58 THE GETTYSBURG MERCURY. I ? I have always done all for you that I should ? I was always good to your mother before she died? I never brought disgrace or sorrow to our home ? We were always happy, we three ?" "Why, certainly, father, why do you ask ?" his daughter questioned, in some surprise. "Because, my daughter," the old man resumed, "I feel that my life is almost at its close; that my race is almost run." "Don't talk so foolish, father, you know that you will live many years yet." "Ah ! my daughter, I wish it were so, but I know it cannot be. And before I die there is something which I must tell you. Something which only myself and my God know, yet I feel, my darling, that when I have told you that you will turn away from your poor old father in disgust. You won't do that, Nellie ? Say that you won't do that." And the old man stretched his hands appealingly toward his daughter. "You have always been true and noble to me, father, and whatever you may have done I am sure that I will love you still," replied the girl taking the old man's hands in her own. They sat in silence for some moments but at length the old man began: "Having started out in life under favorable circumstances, it was not long until I had made a name for myself. At a quite early age I became cashier in the bank then run by Howard & Rawlston. My mother and father were proud of their son. He was an honor and joy to them. Soon my name became a by-word for honesty and integrity. But not so with my elder brother Dick. On the contrary, Dick was a wild sort of a chap. The old folks never mentioned his doings excepting when things had gone so far that we could not bear them any longer. Time after time father had gotten him out of one scrape only to find that he had gotten into another. At last it came to a crisis and when father had given poor old Dick his last chance, he ignominiously failed. Then father left him shift for himself. I really pitied my brother often, believing that we THE GETTYSBURG MERCURY. 59 did not fully understand him. For I knew that at heart he was a noble fellow. " Year after year glided by, during which I met your mother and our friendship was eventually consummated in our happy marriage. At length, one day, I was shown a chance by which I might make my fortune. I invested. Then came the crash. What should I do ? I needed money. An idea came to my mind, but I would not listen to it. No, I had lost my all but I was still honest. " Oh ! how many sleepless nights I spent. Oh ! how many days of torture I lived through, no one will ever know. And then to cap the climax you were born. There were three mouths to feed now, what should I do? After much delibera-tion I resolved to give way to the thought which had come into my mind, and make of myself a criminal. I was surprised to see with what complacency I arranged my plan. Really, I was astonished with myself. " I waited with impatience the fatal day. It came at last, bringing with it rain and a high wind. A very suitable time for my opprobrious project. After the business hours of the day were over I went home, ate my supper, and told your mother I must go out on business. This being a frequent oc-currence did not surprise her in the least. 'About midnight, muffled in a long coat, I made my way to-ward the bank. The rain was falling fast. No one was on the streets. All the better for me. At length I stood on the bank steps; my heart almost failed me. No, I would not turn back, I had made my resolve and would stick to it. I took out my keys and soon had the door open. It was only the work of a moment to get to the safe and open it. Quickly taking out ten packages of bills, each containing ten one thousand dollar bills, I put them into a bag which I had brought with me for that purpose. Ah, I was rich once more, but the bank! The bank was ruined, but what cared I for that, I had gone too far to turn back. The bank must look out for itself. "In a few moments I had the safe closed and was soon on the outside. I hastily looked up and down the street. No one 6o THE GETTYSBURG MERCURY. was in sight. I started quickly up the street. Soon I was at the corner and just as I turned around it I bumped into a man coming in the opposite direction. He muttered something about people looking where they were going. We looked at each other, my God! It was my brother Dick. He did not apparently recognize me, or if he did he did not care to let me know it. "I was soon at home and after having put the bank notes in a safe place turned to my bed to spend a sleepless night. ******** "The next day the town was wild., The robbery had been discovered. The bank was on the verge of ruin. Detectives were sent for, but they could find no clue. The robbers had left not the slightest trace of their identity behind. "A few weeks after, one of the parties believed he had traced the crime to me. He as much as told me that I had done it. What should I do ? Was all my work for nothing ? I must prove an alibi by all means, but how ? That was the question. "The directors of the bank were in meeting. I was there against my will. I was to prove to them that I had had no connection with the robbery whatever. If I failed in this I should be handed over to the authorities in the morning. I was almost frantic with fear. I believed myself lost. I had been away from home that night and they knew it. Try as I would, I could not think of any plausible thing to tell them. "Many questions were asked me, and I was given a chance to prove that I was not near the place of crime. But it was of no avail. I could not do it. I was doomed. At length Mr. Howard arose and looking squarely at me said, 'John Gilford, we have given you a chance to clear yourself. You have failed. Yet you stoutly maintain your innocence. We wish to believe you. I wish to God I could do so. But if you are not guilty, who is?' "Not a sound was heard. The perspiration was trinkling down my face in large drops. The fatal moment had come. THE GETTYSBURG MERCURY. 61 All eyes were riveted upon me. I resolved to confess, to tell them all. I was just about to answer when 'I am' came the answer in a clear and distinct voice. We all turned and there standing in the doorway was a man, worn and haggard-looking, and that man was my brother Dick. "I tried to see Dick during the trial but he would not let them admit me to see him. All too soon the trial was over, and Dick was sentenced to twenty years in the State prison. But the poor boy did not last long. The next year we buried him in the cemetery on the hill. He had fallen a victim to typhoid fever, contracted shortly after he entered the prison. "My darling, what years of torture I have gone through since then no one can realize. What remorse and anguish have filled my soul God alone knows. But I was a coward then. I could not confess and clear him, and Dick, poor boy, did it for myself and your mother. He loved your mother, Nellie, and he would not see her disgraced." The old man in his earnestness arose, stretched his hands toward his daughter : "You forgive me my child ? You will love—you will love—me—still ?" He tottered and fell to the floor. Quickly his daughter was by his side. "Speak to me, father," she cried, "speak to me." She felt at his heart. It had ceased to beat. No, he would speak no more. He had gone to his God. His race was run. He had gone to join the Black Sheep. w. A. G. 62 THE GETTYSBURG MERCURY. ESSAY-WRITING AS A COLLEGE DISCIPLINE. N. R. WHITNEY, '06. THE end for which men come to college is to gain a lib-eral education. To attain this end it is necessaiy to make use of some means besides that of poring over text books. These means are to be found especially in literary-work. This must not be understood as implying that the knowledge gained from text books is of secondary importance. On the contrary such knowledge is of primary importance, for one must have thoughts worthy of utterance before he begins to write; and the knowledge gained from a course of study is such as to suggest these thoughts. Besides text books we have access to another source of in-formation. This is found in the reading of good literature. When a person reads a book properly it is not the thoughts of the author that impress and benefit him so much as it is the ideas suggested to him by the book, but enlarged and converted into thought by his own brain. We never truly appreciate a book or its author until we possess ourselves of the facts he had and then strive, by our own mental powers, to arrive at the same conclusions at which he did. Reading, in addition to furnishing thoughts, will give one an ideal of the proper literary form and thus serve a two-fold purpose. The ability properly to express one's thoughts is an accomplishment of no mean worth and will be found of great value in whatever occupation he may engage. Language is but the garment of thought. Good taste is just as evident in the selection of language as in dress. It is man's nature to wish to communicate his joys and his sorrows to others. His joys are never half so enjoyable as when shared with others, and his sorrows never so heavy and depressing as when borne alone, hidden in the depths of his own heart. So in all his experiences he feels the impulse to communicate them. Language, either written or spoken, is the means by which he makes known his innermost feelings THE GETTYSBURG MERCURY. 63 and desires, hence we see the value of this practice in express-ing thought. The ability to communicate with others is not restricted to man alone. The lower animals also have some means of communicating with others of their kind, and as we advance in the scale of intelligence and civilization this means of intercourse becomes more perfectly developed. In fact we have come to gauge the degree of the civilization of a people by its literature. In studying the history of the Middle Ages we regard the revival of learning as the chief instrument or agent in dispelling the darkness of ignorance and superstition, and awakening the human mind from its long sleep to witness the dawn of a new day in the world's history. The expression and progress of this intellectual revival is found in the literature of that period. Thus literature is synonymous with enlighten-ment and education. This being true, practice in literary work is a necessity to a liberal education. Exercise in this branch of college work will gain for one the habit of thinking logically and of arranging his thoughts in the most effective manner. It will increase our vocabulary and improve our diction. The reading necessary to this work will enlarge our fund of general information and develop the aesthetic side of our nature. If one attempts to write a descriptive article, the necessity of observing more closely his surroundings will be forcibly impressed upon him—it is truly amazing how little one sees in comparison with what there is to be seen all around him. Thus, looking at the matter from every side, one must be conscious of the great benefits to be derived from this work. It is true that it requires a great deal of time and effort, but the results will prove it to be a profitable investment. Bacon has said, "Reading maketh a full man ; writing an exact man," to which we might add, and together they make a liberally edu-cated man. 64 THE GETTYSBURG MERCURY. A SOLILOQUY. B. A. STROHMKIER, '06. TEJTAVE you ever been off with a college team— ■^■*- With a basket-ball, base-ball, or football team, When your spirits were high and your heart was light, And your soul bubbled over with hopes all bright? Say, have you? Have you ever thus gone from your college home Like the legions that marched out of ancient Rome, Full of confidence born in a brilliant past, Gone to war with a foeman that stands aghast? Say, have you? Have you entered the land of the foe and felt All at once, at Uncertainty's shrine you knelt, When you heard the wild crowd giving hostile cheers And the young vulgur rabble hurl stinging jeers ? Say, have you? Have you girded your lions for the coming fray Thinking still that your prestige will win the day ? Have you heard the shrill, referee's whistle blow When, relieved, in to conquer or die you go? Say, have you ? Then alas! has your prestige and fame dissolved Like the mist into air by the sun resolved ? Have you lived not to glory, but groan.in pain, While the ignoble foe sings the victor's strain? Well, I have. Of a truth it is bitter to taste defeat; It is sweet to be feared as unconquered, unbeat. But in all the wide world, and in any age Who can find such a one writ on history's page ? Say, can you,? THE GETTYSBURG MERCURY. 65 When Ambition appeared, then great Caesar fell; It was Carelessness sounded vast Rome's death-knell; And Napoleon met with his Waterloo When he least was afraid. Can it be it's true ? Say, can it ? Then remember the lesson, and hold it tight: It is power not prestige that wins the fight; And defeat now and then is a wholesome thing That conceit, too high flown, back to earth will bring, For a man's but a man, that withal he's done, Though there's many a man thinks he's more than one. Say, do you ? THE YOUNG SINGER. He sang the charge song of the Guard A mad, wild fever seized me. He crooned a mother's cradle-song ; What far fond dreams it weaved me ! With bursts of laughing opera airs Tumultuously he'd wake me; And through a flaunting Gypsy dance His tripping voice would take me. He sang of love, my blood caught fire, For lo ! soft hands caressed me. He sang of death ; a calm cold breath With mystic power oppressed me. He sang, but now his voice is still. Why should his memory grieve me? For in the spirit of his songs He lives, he ne'er shall leave me. —The Monthly Maroon. 66 THE GETTYSBURG MERCURY. THE INFLUENCE OF THE NOVEL. J. EDWARD LOWS, '06. THIS is an age of education, and the present generation is a generation of readers. Illiteracy, at least in the most pro-gressive countries, is no longer the rule, but the exception. Since education has become so general, it is hard to find a man, who has gone beyond the purely elementary stage of mental train-ing, who is not somewhat familiar with the literature of his mother-tongue. There is a class, often referred to as the read-ing public, who compose the material for the newspapers, magazines and books. Since literature is a subject with which so many are inter-ested, it might be proper to inquire what particular branch of literature is the most powerful and far-reaching in its effects. The answer, I think, is not hard to find ; it is the department of prose fiction. It will doubtless be readily considered that the novel is at least the most popular kind of writing. There are reasons for this. For to appreciate poetry properly often requires no small degree of culture, if not, indeed, a special cast of mind. Not every-body enjoys reading history, be it ever so graphi-cally portrayed. There are few who do not enjoy reading a good story and who cannot appreciate, in some degree at least, the work of a master-hand in this department. Who does not follow with breathless interest the vivid narrative of Scott ? Who does not laugh at "Mr. Pickwick," the inimitable creation of Charles Dickens ? Or again the vividly portrayed story of "Rip Van-Winkle," written by Washington Irving? It is safe to say that ten novels are read to every volume of poetry; a hundred to every volume of history. One great reason for the popularity of the modern novel is its realism. It is in this respect that it is so very different from its prototype, the romance of the Middle Ages. The hero of the Medieval romance was generally a king or knight, an impossible creature, who was the very embodiment of virtue and bravery. En- THE GETTYSBURG MERCURY. 67 chanted castles, witches, ghosts and spectres played a promi-nent part in the plot. These went to make up a story so fan-tastic that it could have appealed to minds only the most imaginative and credulous. The modern novel, on the contrary, is decidedly realistic. "Robinson Crusoe," by some called the first English novel, is so well composed, that it is often hard to convince a boy. who reads Defoe's celebrated story that it is not gospel truth. Every cause can be best judged by the effect it produces and,, judging the influence of some of the world's greatest novels bjr the results they have achieved, it is beyond doubt that they have been most potent factors in the great work of moral re-form, and social progress. It was the publication of Dickens' "Nicholas Nickelby," that opened the eyes of the English people to the abuses existing in the public-school system, and its direct results was a radical change in that system. In "Oliver Twist" the evils in the system of poor-relief were pointed out. We turn to the United States, for the most re-markable effect a novel has ever produced upon the public sentiment. That novel was "Uncle Tom's Cabin," which a prominent Southern writer recently asserted was the cause of the Civil War. This may seem a little far-fetched, but it was at least one of the causes of the awful conflict between the North and the South. It has been predicted by certain writers, that there will come a time when the novel as a form of literature will cease to exist. They think that eventually everything in the form of a plot will have been so completely worked out that the new will be only a repetition of the old. This, it seems to me, is a foolish view. Solomon was doubt-less correct when he said, "There is nothing new under the Sun." But the fact remains that there have always been minds that could present the old in a new and attractive form. When the military hero has ceased to win the admiration of the ap-plauding millions ; when all the world has ceased to love a lover; when, in short, the human mind has lost the faculty of imagination; then, and only then, will the novel cease to live. 68 THE GETTYSBURG MERCURY. THE RURAL TELEPHONE. BRUCE P. COBAUGH, '05. THE telephone is one of the great factors of modern pro-gress. Now, it is a noticeable fact, and a deplorable one too, that, while miles of telephone lines stretch across the country, the farmer seldom avails himself of the benefits afforded by the telephone. Nor is it wholly through ignorance that he does not do this, for any intelligent man must recognize the usefulness of the 'phone; but the farmer must consider the cost of the telephone service, and in the stock companies the yearly rate is so high that he cannot well afford the expense. What the farmer needs is a line that will connect him with the market, and his neighbors as well, at a moderate expense. The question of the rural telephone has been successfully solved by the mutual company. By this is meant the entire ownership and operation of the line by the subscribers. In order to show that mutual control of a line is practical, the writer will state a few facts concerning a mutual line with which he is familiar. This line has been in operation for several years and has given good satisfaction. The residents of a certain community held several meetings to discuss the necessity of a telephone line. It was agreed that the telephone would be of advantage but that the cost was too great. This was based on the offer of a stock company, which proposed to place 'phones in the homes at a yearly rent of fifteen dollars each. This led to the suggestion of a cheaper method: the mutual control of the line, and accordingly a company of twenty subscribers was organized. The members of the company did as much work as possible in the construc-tion of the line, thereby restricting the cost to the minimum. The line when completed was ten miles long and connected a small town to a larger one. The total cost of construction of the line was twelve hundred dollars, or an average of sixty dollars per member. But new members were added at once and so the cost was lessened THE GETTYSBURG MERCURY. 69 greatly. Each member paid eighteen dollars in cash and the remainder in yearly payments of six dollars each till the line was paid for. At the end of his payments the subscriber owned a full share in the company and his 'phone as well. The yearly cost of operation was found to be not over two dollars per member. The line has later been extended by con-nection with another mutual line and by a rate free exchange of connection with a good stock company. The necessity of the 'phone is clearly shown by its many advantages. It brings the farmer into close touch with the markets. He can keep track of the fluctuating prices of pro-duce by ringing up his home dealer, for the business men are generally connected with a farmers' line. In this way some men have saved more than the cost of their 'phone. Then the telephone brings the people of a community into close contact. The farmer finds it rather more convenient and more pleasant to sit down to his desk and speak with his neigh-bor than go a mile to borrow an implement only to find it in use. Formerly it was a half-day's work to procure hands for threshing. By use of the 'phone it is done now in an hour. And in procuring assistance for all kinds of work, the 'phone is especially useful to the farmer. But we should not omit the social intercourse which the 'phone affords the farmer's home. This is probably one of the greatest advantages of telephone service. No need of braving a winter storm to inquire about the health of a sick friend. One great advantage is yet to be named : it is the time which the 'phone saves in summoning a physician. All physi-cians within reach of the line are connected with it. In many cases they have arrangements for night calls. The time saved in their arrival may save the-life of many a sufferer. These are only a few of the advantages of the rural telephone. Others could be named which would prove further the profit-able use of the 'phone and the comfort and pleasure as well which it affords the home. The farmer can well consider him-self fortunate in having the 'phone, by it a comparatively isolated life has been socially strengthened through a ready means of intercourse. 7o THE GETTYSBURG MERCURY. SHOULD A STUDENT KEEP HIS COLLEGE TEXT BOOKS ? C. EDWIN BUTI,ER, '05. THIS is a question every college man must meet, and that very early in his college course. Comparatively few men go through a course of four years at college without pur-chasing a number of text books. Everyone knows the neces-sity of them for a successful study and research, and if it is so essential to have them during the college life, why should they not be just as necessary afterwards, or what is the reason for parting with them ? There can be only one of two reasons : either the student has no use for them in later life, or the money he gets for them—which is generally a very small sum—is of more value than the books themselves. If it is proven that a student has need, and great need, of his books after he leaves college; and if it is proven that they are of greater value to him than any price he can obtain for them, then is it not clear that a student should keep his college text books ? It is the prevailing custom of the human race to have friends. Each person, no matter of what degree or station in life, enjoys the companionship of certain friends. Whether he be a doc-tor, minister, statesman, or common day-laborer, they are as necessary to his peace of mind and contentment as food and clothes are for the body. And what are books to the student, but friends? They help him over the rough places in his course and stand by him in all his need and labors. What he does not know they tell him. When he chances to go astray, they put him on the correct path. Verily, they are friends indeed as well as friends in his need. At least it does one a great deal of good to think of them as such. While seated in the class room many little notes and marks are made in those books that in later years are found to be a source of fond recollections. The memory of them will float through the mind as sweet incense. Hence they would be THE GETTYSBURG MERCURY. n worth the keeping for old times' sake, if there were nothing else to enhance their value. It matters not into what profession you enter, your college text books will prove themselves friends to you at many times. You will have need of them. Being thoroughly acquainted with their contents you can very readily turn to any subject which may have escaped your memory and refresh yourself in half the time and with thrice the ease you would find by con-sulting any other book. And back of it all, you have the authority which you have been prepared so well to defend dur-ing all your college course. The cost of college books now compared with former days is so small that the student of moderate means finds it within his power to retain them even for his whole life and then hand them down to his children, from whom they could not be pur-chased for ten times their value. When you purchase your text books you pay full value for them, and if you sell them to another student, you cannot receive more than that, and gener-ally but half as much. ' They have become endeared to you by frequent use, and like old friends you dislike parting with them. The price you paid for them is incomparable with the value of them to you now. Even should you never have any cause to use them, are not the recollections they recall worth the cost? Any man who should dare to insult you by offering to buy your friends would receive a blow from you that would com-pensate him in full for his audacity. Why then should any college man misusing or offering you a mean price for your books not receive as much or more? Fellow-students, keep your text books ! Under no circum-stances barter them away for a mess of potage. They will prove a monument of pleasure more enduring than brass and which the countless succession of years cannot wear away. You will love them in later years as you do no other books, and curse the hand that dares to misuse them. Honor your college career, your library, and your home, and take with you the joy and comfort of your old age, which may be found in your books, and which treasures should not purchase from you. THE GETTYSBURG MERCURY Entered at the Postoffi.ce at Gettysburg as second-class matter Voi,. XII GETTYSBURG, PA., APRIL, 1903 No. 2 Editor-in-ch ief LYMAN A. GUSS, '04 Exchange Editor M. ROY HAMSHER, '04 Business Manager F. GARMAN MASTERS, '04 Asst. Business Manager A. L. DIHENBECK, '05 Associate Editors M. ADA MCLINN, '04 BRUCE P. COBAUGH, '05 C. EDWIN BUTTER, '05 Advisory Board PROF. J. A. HIMES, LITT. D. PROF. G. D. STAHI,EY, M.D. PROF. J. W. RICHARD, D.D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance; single copies 15 cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Busi-ness Manager. Articles for publication shoidd be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. ■ THE REASON WHY EDITORIALS. Scientists tell us that in this world of ours all is strife. Of all the forces in the universe every one is antagonistic to every other. The domin-ating and controling are eternally being opposed by the minor and subordinate. All is constant strain. In the physical world the animating energies of nature are continually work-ing counter to one another. Although there is interpenetration yet there is resistance. In the lowest forms of life, in the smallest microcosms, there is unrelenting conflict. In a higher grade we find the same warfare exemplified in the continued existence of the most capable. Finally the antagonism finds its culmination in the great struggle for existence common to the race. THE GETTYSBURG MERCURY. 73 Even as this is the climax, so it is likewise the point of demarcation. Success now crowns the efforts of the strong ; failure those of the weak. Success! That for which all men hope. Strength ! The means by which they attain it. The latter is the cause, the former the effect. The inference is ready. The effect is the necessary consequential of the cause, but let it not be supposed that the strength incident to success is that typical of a Cyclops, or that symbolic of a Hercules. Rather it is that kind which has been evinced by the master-minds of all ages—intellectual strength. And this is the reason why men go to college ; to attain intellectual power, to cultivate brain-energy, to discipline mental vigor, to learn to appreciate the good, the beautiful and the true, to exalt their being in every way tending to symmet-rical development and, in short, to bring out all that is worth the effort in self. But too often, alas, do college men fail to realize the vitality of their situation; they neglect to seize circumstance and to clinch with time, pregnant with the possibilities of future great-ness. Too frequently is the collegiate life considered one of imposing task work, a mighty preponderance of labor over-shadowing the student. Hence his constant aim is to elimin-ate it, not by conquering it, in which case the law of compen-sation yields ready returns, but by shirking it, whence comes only a void which the craving of later years will seek in vain to satisfy. Instead of surmounting obstacles he shuns them, instead of trodding boldly over the rocky places he rides over them, while his companion plods. But the tortoise beat the hare at the finish. This is the reason why some college men are, and forever will be, in the great but glorious struggle for existence. Their lot must ever be commonplace. They can-not rise above the common level of humanity. The scholar must overcome, not surrender, must conquer, not submit, and must take advantage of all advantages. As Winter, with his cold and stormy winds takes his departure, Spring appears before us in all the beauty of awakening life, and if there is one place especially favored with a beautiful Spring-time it OPPORTUNITIES OF SPRING. 74 THE GETTYSBURG MERCURY. is the country surrounding Gettysburg. Not only do the climate and natural contour of the country with its hills, woods and creeks make it pleasing, but the avenues over the battle-field furnish ideal walks for recreation hours. For the lover of natural scenery this country furnishes a magnificent prospect with charming color effects. To the botanist it gives a most varied flora. The country is also full of birds. Many rare kinds may be found by the close observer. One of the stu-dents has counted thirty different kinds of birds from his win-dow already this Spring. For the student of geology the land formations will repay any attention given them. And if one unfortunately should have no taste for any of these things he can at least study the history of his country in the many mon-uments and tablets erected over the battlefield. Rarely does one find a place so inviting to the man who wishes to increase his store of general knowledge; and these delightful spring days furnish time to make use of the opportunities. Instead of a spring fever that gives one a desire to loaf and neglect all his work let him contract a fever for making use of what Gettysburg and her surroundings offer him in the above men-tioned lines. THE TRUTH FOR In all colleges there exists a spirit of mis- ITS OWN SAKE, chief and diablerie. No college is without it; none can be without it. It is peculiar to the college world. As such it can scarcely be called an infection, yet it is in the atmosphere, and may be said to be an all-pervading character-istic of every collegiate community. The infusion of this unavoidable, yet not always desirable, element in the student body often finds its manifestation in some overt acts on behalf of its most arduous enthusiasts, rang-ing even from the quite insignificant to the violent, but for the most part in our own college this diablery has existed only in a dormant state, and its most ostentatious expression has been, excepting extremely rare cases, of a mediocre kind. Therefore, when in its mild form it so impels a few students to commit a mischievious act of harmless and unimportant con-sequences, resulting in nothing but a slight inconvenience to THE GETTYSBURG MERCURY. 75 the usual routine of college affairs, why should it be enlarged upon to such proportions and amplified to such an enormity as was the case in the recent chapel disorder? Such misstatements as appeared rife and rank in the city papers a few days ago cannot help but redound to the degredation of the good name of the college. May not our reporters be more considerate in noting details? May we not have more of the truth for its own sake ? ALUMNI REUNIONS. As the spring term opens we gradually be-come aware of the approaching end of the collegiate year. Then naturally our minds turn to the events which always take place at such time and the abundance of pleasure derived from their occurrence. In other words, we begin to think about commencement and its attendant circum-stances. This time is undoubtedly the most enjoyable time of the year, but its success is only made possible by the presence of the students, in the first case, and by the alumni, in no less degree, in the second. One of the best means perhaps of per-suading the congregation of a large -number of alumni is by class reunions. The class spirit never dies out in the breast of the college man, and if he can come to his alma mater with the expectation of meeting old-time friends and class-mates, the chances of his coming, no doubt, will be greatly enhanced. The class spirit, redoubled by the college spirit, would certainly act as a powerful stimulus or persuasion in inducing the alum-nus to visit the scene of his college days. It is to be hoped that we may have several class reunions at least during the coming commencement week. Now is the time to arrange for them. EXCHANGES. The editor of the average college literary monthly is usually at a loss for material to make the magazine truly interest-ing to all its readers. Several of our exchanges seem to have struck the proper means of awaking interest, in publishing 76 THE GETTYSBURG MERCURY. articles on travel and foreign lands, written by recent graduates. "Random Sketches" in The Otterbein Aegis was written by an alumnus travelling in Europe. The Swarthmore Phoenix contains an article on "A Journey to the Second Cataract of the Nile" and another on "University Life Abroad," written by a graduate of Swarthmore, who had taken a course in the Ger-man Universities. Such contributions certainly add to the in-terest and value of a college monthly. There is the danger, however, that the true object of a college paper, which con-sists in securing literary contributions from the students, may thereby be neglected or forgotten. The Pharetra comes out in a very pretty blue and white dress with the representation of a demure college maiden on its cover page. We find several delightful storiettes in the last number; and may say that the paper is characterized by a general tone of pleasantness rather than by any philosophic traits. "Tell a tale of troubles March wind and April rain, Second term has ended Marks are here again— Sing a song of quizzes, Are we to take them all? Reports they'll soon be reading, How great may be the fall!" —Maryland Collegian, The Mountaineer has again devoted the greater part of her exchange column to a pleasant criticism of our former editor. We agree with one of our exchanges in saying that our col-league of Mt. St. Mary's should not have blamed the MERCURY representative for words that were not his; and that he should reconcile his preaching with his practice. We sincerely hope that our "smoky" (?) article will cease to inflame the wrath of our neighbor. May we add our regrets that The Mountaineer of last month has not arrived in time to be reviewed. Among the influences that tend to corrupt our speech there is none more pernicious than the play upon words. It is with THE GETTYSBURG MERCURY. 77 some surprise then, that we find an article entitled "A Defense of Shakespeare," in one of the college papers, which ends with the following paragraphs : "In the second place, why should anyone who loved the name of BACON SO lose all sense of his own dignity and all respect for his own good name as to give a play of "his own make" by the name of "Ham-let." "Now I hope I have made myself clear and vindicated my client. If I have not, this has been 'Love's Labor Lost'— yea, even more ! it has been 'Much Ado About Nothing.' This, however, is a serious matter; it is no 'MidsummerNight's Dream' but a plain 'Winter's Tale.' Take it ^As You Like It' but remember All's Well That End's Well.' " EASTER LILIES. Sweet emblems of a purity unknown to earth, They wake the soul of man to aspirations fair, And fill the palace—aye, the cot of meanest worth— With fragrance like the incense of an angel's prayer. So fragile all, so weak, they seem a tempting prey To every hostile gale—each hand untaught of ruth; But ah ! the spoiler e'en should know that in the day That beauty dies, the world must die to love and truth. Fit consorts these of faith and prayer and holy praise; Mute worshippers and witnesses of Him above, Whose skill can wed to matchless glory simplest grace, And veil in wondrous art the mysteries of love. —University of Va. Magazine. The Monthly Maroon has a poem to Robert Louis Stevenson as its frontispiece. One of the best features of this number is the well-written paper on Stevenson, depicting the life and character of this Scottish author. "Unto the End" is a beau-tiful story; the author portrays an ideal love which seems none the less real for its beauty. Some of the shorter stories are of a bravado character, but "The Cub-Errant" depicts a phase of college life seldom represented. 78 THE GETTYSBURG MERCURY. Quite a number of the exchanges this month contain "Char-acter Sketches" of different great men or characters in fiction. We refer the reader particularly to "Francis Parkman : a Study-in Success," in the Nassau Literary Magazine ; and "Mr. Jack Hamlin," a study of one of Bret Harte's heroes in the College Student. This is a most commendable kind of essay-writing, and every student should try his ability along this line. The Medico-Chirurgical College of Philadelphia, DEPARTMENT OF MEDICINE Offers exceptional facilities to graduates of Gettysburg College, especially to those who have taken a medical preparatory or biological course. The instruction is thoroughly practical, particular attention being given to laboratory work and bed-side and ward-class teaching. Ward-classes are limited in size. A modified seminar method is a special feature of the Course. Free quizzing in all branches by the Professors and a special staff of Tutors. The College has also a Department of Dentistry and a Department of Pharmacy. All Gettysburg College students are cordially invited to inspect the College and Clinical Amphitheatre at any time. For announcements or information apply to SENECA EGBERT, Dean of the Department of Medicine, 17th & Cherry Streets, PHILADELPHIA, PA. tfrjp, \\ \ Co. 140-144 Woodward Avenue, DETROIT, MICH. Send for Catalogue and Price List- Special Designs on Application, Manufacturers of high grade Fraternity Emblems Fraternity Jewelry Fraternity Novelties Fraternity Stationery Fraternity Invitations Fraternity Announcements Fraternity Programs PATRONIZE OUR ADVERTISERS. ^m«*mw«««w*«»mw*««««w«m«*«w««««« AMOS ECKERT Latest Styles in HATS, SHOES AND GENT'S FURNISHING .Our specialty. WALK-OVER SHOE AMOS ECKERT Prices always right The Lutheran puMigfjing {louse. No. 1424 Arch Street PHILADELPHIA, PA. Acknowledged Headquarters for anything and everything in the way of Books for Churches, Col-leges, Families and Schools, and literature for Sunday Schools. PLEASE REMEMBER That by sending your orders to us you help build up and devel-op one of the church institutions with pecuniary advantage to yourself. Address H. S. BONER, Supt. FAVOR THOSE WHO FAVOR US. E.C.TAWNEY Is ready to furnish Clubs and Boarding Houses with . Bread, Rolls, Etc., At short notice and reason-able rates. Washington & Middle Sts., Gettysburg. Shoes J^epaifed J. H- BAKER, 115 Baltimore St. near Court House. Good Work Guaranteed. J. W. BUMBAUGH'S City Cafe and Dining Room Meals and lunches served at short notice. Fresh pies and sandwiches always on hand. Oysters furnished all year. 53 Chambersburg' St. mm mmm m m. 3 :V\= :**: :\*= A*= A*: - : -\\= A\= A^ -V*: =VX= I U-PI-DKE. A new Co-cd has alighted in town, U-pi-dee, U-pi-da! In an up-to-datest tailor-made gown.,U-pi-de-i-cla ! The boys are wild, and prex is, too, You never saw such a hulla-ba-loo. C HOKUS. — U-pi-dee-i-dee-i-da! etc. Her voice is clear as a soaring lark's, And her wit is like those trolley-car sparks ! When 'cross a muddy street she flits, The boys all have conniption fits 1 The turn of her head turns all ours, ton. There's always a strife to sit in her pew; 'Tis enough to make a parson drunk, To hear her sing old co-ca-che-lunk ! M The above, and three other NEW verses to U-PI-DEE, Cl/fl antl NEW WORDS, catchy, uo-to-date, to many Tl others of the popular OLD FAMILIAR TUNES; be- Ph> sides OLD FAVORITES ;nnd also many NEW SONGS. fTff SONGS OF ALL THE COLLEGES. jfbji Copjriciit. Price, $r.jo, postpaid. IPOO. ULU HINDS & NOBLE, Publishers, New York City. ! ff ff Schoolbooks of all publishers at one store. } n*pv7 r«z A*: **= Act= :\*r :**= z\^= =«r =**=^A\= r _C^_JC^ JC J^ _c _e^ _c^ i m PI mm PI PI mmm PI 50 YEARS' EXPERIENCE TRADE MARKS DESIGNS COPYRIGHTS AC. Anvono sending a sketch and description may quickly ascertain our opinion free whether an invention is probably patentable. Communica-tions strictly confidential. Handbook on Patents sent free. Oldest agency for securing patents. Patents taken through Munn & Co. receive special notice, without charge, in the Scientific Jftnerican. A handsomely illustrated weekly. Largest cir-culation of any scientific journal. Terms, $3 a year; four months, $1. Sold, by all newsdealers. MUNN & Co.36,Broadwa^ New York Branch Office. C26 F St., Washington, D. C. GO TO. HARRY B. SEFTON'S (Barber (Shop For a good shave or hair cut. Barbers' supplies a specialty. Razor Strops, Soaps, Brushes, Creams, Combs, etc. Jfo. 38 Baltimore St. GETTYSBURG. You will find a full line of Pure Drugs and Fine Stationery at the People's Drug Store Prescriptions a specialty. / PATRONIZE OUR ADVERTIZERS. FURNITURE Mattresses, Bed Springs, Iron Beds, Picture Frames, Repair Work done promptly. Under-taking a specialty. * Telephone No. 97. S. IB- Bendei 37 naltimor St., Gettysburg, Pa. THE STEWART & STEEN CO. College EngTCLvers and, (J?Tvnters 1024 Aroli St., Philadelphia, Pa. MAKERS AND PUBLISHERS OF Commencement, Class Day Invitations and Programs, Class Pins and Buttons in Gold and Other Metals, Wedding Invitations and Announcements, At Home Cards, Reception Cards and Visiting Cards, Visiting Cards—Plate and 50 cards, 75 cents. Special Discount to Students. N. A. YEANY, Gettysburg College Representative. 4. §. Raiding & §ros., Largest Manufacturers in the World of Official Athletic Supplies. - Base Ball Lawn Tennis Golf ield Hockey Official Athletic Implements. Spalding's Catalogue of Athletic Sports Mailed Free to any Address. A. G. Spalding & Bros. NEW YORK - . CHICAGO - - DENVER - - BUFFALO - - BALTIMORE WE RECOMMEND THESE FIRMS. The Pleased Customer is not a stranger in our estab-lishment— he's right at home, you'll see him when you call. We have the materials to please fastidious men. J. D. LIFPY, 2XEe:re:iia.n.t Tailor, 29 Chambersburg Street, GETTYSBURG, PA. CITY HOTEL, Main Street, - Gettysburg, Pa. Free 'Bus to an from all trains. Thirty seconds' walk from either depot. Dinner with drive over field with four or more, $1.35. Rates, $1.50 to $2.00 per Day. Livery connected. Rubber-tire buggies a specialty. John E. Hughes, Prop. THE PHOTOGRAPHER Now in new Studio 20 and 22 Chambersburg Street, Gettysburg, Pa. One of the finest modern lights in the country. CMS. IBARBEHENM, THE EAGLE HOTEL E-^ZESIQIEEB Corner Main and Washington Sts. Dimg Stoi*e, 36 Baltimore St. HOT AND COLD SODA AND CAMERA SUPPLIES >l % rf

The College Mefcuty. VOL. IV. GETTYSBURG, PA., FEBRUARY, 1897. No. 10. THE COLLEGE MEftClPRY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STAFF. Editor: ROBBIN B. WOLF, '97. Associate Editors : LEWIS C. MANGES, '97. ED. W. MEISEN H ELDER, '98. SAMUEL J. MILLER '97. CHARLES T. LARK '98. JOHN W. OTT, '97. CHARLES H. TILP, '98. E. L. KOLLER, '98. Alumni Association Editor: REV. D. FRANK GARLAND, A. M., Tanetown, Md. Business Manager: HARRY R, SMITH, '97. Assistant Business Manager: JOHN E. MEISENHELDER, '97. -"","./One volume (ten months). . . . $1.(10 lijl'ms • t Single copies, . . .15 Payable in advance. All Students are requested to hand us matter lor publication. The Alumni and ex-membera ot the College will favor us by sending Information concerning their whereabouts or any Items they may think would be Interesting for publication. All subscriptions and business matters should be addressed to the business manager. Matter intended for publication should be addressed to the Editor. Address, THE COLLEGE MERCUBY, Gettysburg, Pa. CONTENTS. EDITORIAL, --- 142 COLLEGE SPIRIT, - - 145 AN OYSTER ROAST, 146 COLLEGE L-OCALS, -. 14S ALUMNI NOTES, 150 LITERAL TRANSLATION OF THE IX ODE OF HORACE, - 152 OUR BABY, --- 152 ATHLETIC NOTES, --.•'■ 152 TOWN AND SEMINARY NOTES, 153 LITERARY SOCIETIES, 154 FRATERNITY NOTES, 154 EXCHANGES, 155 EDITORIAL-WE were delayed about two weeks in get-ting- out this issue of the MERCURY by the printers, who have been working night and day on the Spring election tickets THE plan proposed, in our last issue, for getting alumni news from all over the country has met with such encouraging response that it will be given a trial. The names and ad-dresses of those who have promised to help us are: Dr. Charles Baum, 630 North Broad St., Philadelphia; Rev. J. J. Young, D. D., 79 Christopher St., New York City, N. Y.; Rev. L. M. Kuhns, 2539 Pierce St., Omaha, Neb.; Mr. W. J. Gies, 2 Hillhouse Ave., New Haven, Conn.; Rev. J. Elmer Bittle, Turtle Creek, Allegheny county, Pa.; Rev. George Beiswanger, 1722 North Fulton St., Baltimore, Md.; Rev. Albert Bell, 117 East Maple St., York, Pa., and Rev. E. J. Metzler. Altoona, Pa. Several others written to, have riot yet replied. These wide awake gentlemen, loyal' sous of Alma Mater, take a lively interest in all that pertains to the history and work of the College, and the readers of the MERCURY may hereafter expect to find a newsy and lengthy column of Alumni personals. Their fellow Alumni living in their respective regions can forward items either to them or to this office. It is to be hoped that this evidence of interest in the Alumni will be reciprocated by an increasing interest of the Alumni in the MERCURY, and we suggest that one way of do-ing this would be for each subscriber to get his neighboring Alumni to send in their subscrip-tions. * * * THE "Board of Trustees" held their regu-lar semi-annual meeting on the 16th ult., H3 THE COLLEGE MERCURY. about eighteen of the members being present. Their most important action related to the date of Commencement. This has been changed from the next to the last Thursday in June, to the first Thursday in June. Several reasons lead to this. The General Synod meets the second week in June and a number of the "Board" and Faculty are delegates to the Synod. It has been learned through ex-perience that the boys don't do very good work in warm weather. The attractions out of doors seem to outweigh the attractions of-fered by the sciences. After the first of June, base-ball and tennis generally command more time and energy than study. The plan, how-ever, has some disadvantages, since College and Seminary Commencements will come on the same day of the same week. The winter term will close Nov. 26th and will open the next morning. A short recess will be given at Easter, from Thursday even-ing till Tuesday morning, thus giving the boys the privilege of celebrating the Resurrection Festival at their homes. * *- * WE were gratified at the hearty response of the boysr who are not members of the ''Staff," to the notice on the bulletin board. The pub-lication of one or two of the articles had to be deferred for lack of space. A similar notice will be put up each month, and it is to be hoped that the response will be equally prompt. * * WE desire to call attention ^o Prof. Kling-er's correction ot a mistake made in our last issue, and take this means of assuring him that the mistake was altogether unintentional and published without due consideration or inquiry. THERE is a certain feature in some of our neighboring institutions, which, if added, might be of great benefit to our Alma Mater. We refer to lectures, not only by the Profes-sors, but also by others. There are quite a number of cultivated Alumni in the neighbor-ing towns and cities who no doubt would con-sent to deliver a lecture to the student body on some educational topic. These would serve to broaden the minds of the students and would be highly appreciated. One or two lectures ,in the Y. M. C. A. course constitute all that we hear outside the class-room. The Stuck-enberg course of lectures was a step in the right direction. Let us have some others. * * * THE boys have decided to give an entertain-ment on the night of the 22nd. The subject has not yet been announced. The proceeds will be devoted to the interests of the Athletic Association. These plays are quite common at some other colleges and this proposed step shows that the Gettysburg boys mean to rank with the best. The young ladies of Irving- College have been quite successful in ther ef-forts and the boys can always do as well as the ladies. Let the coming play be made so inter-esting that it will be an inducement to con-tinue in that line and thus have the.monotony of the college course somewhat relieved. * LET it not be forgotten that the time for the "Inter-Collegiate State Oratorical Contest" is approaching. It will be held at Muhlenberg, on the 12th of March. Gettysburg is entitled to one contestant. In order to make a selection of this one, there will have to be a preliminary contest. Let there be a lot of applicants, so that the man who represents Gettysburg shall truly represent her. Let us be determined to win the prize this year. We have never yet won it and now it is our turn. It would be well for the literary societies to attend to this matter promptly. * * * SOME exception has been taken, especially by "The Yale Gettysburg Club" to some statements in our last issue in the essay on "College Literary Societies." Among others THE COLLEGE MERCURY. 144 was the statement that "Harvard always beats Yale in literary contests.'' As an explanation we would say that the essay was written some time ago and only given for publication be-cause the editor had been disappointed in sev-eral promised articles. .It was handed in on the spur of the moment and without revision. Since the writing of the essay Yale has had some signal literary victories over Harvard and Princeton, so that the words "always beats" were a little too strong and likely to create some misapprehension as to the undoubted high literary standing of Yale. * ., * "J. A. H." suggested in a previous number of the MERCURY, that there would be a larger number of Alumni in attendance Commence-ment week, if instead of the regular Alumni meeting, there would be an Alumni dinner. The suggestion seemed to meet with general approv-al, but, so far as we know, no action has been taken to accomplish this. With a little pre-sumption, we beg to offer an amendment to his suggestion, which is to substitute an Alumni dinner for the President's reception. This latter has been one of the most attractive features of Commencement week, but it has not been ap-preciated by the Alumni. One great advan-tage of the President's reception is that it affords a means of entertainment for the visit-ing young ladies, who would no doubt be ex-cluded from an Alumni dinner. But they have confessedly been so much abused of late that we think the change would be welcomed. On the other hand, an Alumni dinner would be for the Alumni and only those would attend it whose interest in the College would make the meeting very entertaining to all. We claim no originality for the above pro-posal, and it certainly is worthy of the consid-eration of the proper authorities. PHILIP MELANCTHON.—The year 1897 will be memorable as the four hundreth anniver-sary of the birth of Philip Melancthon, the scholar of Germany. All over the land of his birth, throughout the Luther-lands of Europe, and in America, and doubtless also in Eng-land, there will be "Melancthoncelebrations". Great preparations are being made for the event and the result will be a better apprecia-tion of the man and his services in the cause of literature and in the advancement of the kingdom of God in the Reformation. Some of the ablest men of our own church will deliver addresses, many of which wili find their way into permamnent form in magazine articles, and Melancthon literature will be deservedly increased. A glance over Poole's Index will be sufficient to convince one of the crying need of such literature in the English. The "Life of Melancthon" will also issue from three dif-ferent firms by as many writers in the near future. One of these is now on the market from the Pilger Co., of Reading, another will follow in early summer from the Lutheran Publication house in Philadelphia, and another in '98 from Putnam & Sons, of New York. Doubtless others besides Lutherans will join in doing honor to the memory of this great scholar, whom Luther denominated as "incon-ceivably learned". There is no doubt to be entertained of the superiority of his intellect, but his unbounded success as a writer, his prodigious learning, his purity of diction, his scholarly attainments must be attributed to this in addition, viz, that that he was an untiring toiler. Union of talent and application made him a scholar. He was a student—he studied. He determined when he went to the University of Wittenberg that "youth should study as well as frequent the university". His zeal in this "particular never abated to the end of his life. His great desire was to furnish young men with the motives and means for study. To this end he made abridgements of the various branches of philo-sophy, and reduced almost every art and science into a form which was of invaluable assistance to the student. For many years his Logic, Ethics, Treatise on the Soul, and Physics were used in all the Lutheran schools. He applied himself so earnestly to study that if II * '45 THE COLLEGE MERCURY. his friends were alarmed for his health and the elector wrote him, kindly admonishing him to be careful of his health. He studied medicine, theology, jurisprudence, and mathematics, besides his thorough mastery of languages. His success must be attributed very largely to the fact that he knew how "to toil terribly". His life has in it a lesson for the easy-going, careless student of today whose highest ambi-tion is "to get through" college, whose last thought is of acquiring an education. G, ILLITERACY OF BOYS.—In an article in the Educational Review by E. L. Godkin, on the "Illiteracy of Boys," the position is taken maintaining that our public schools give tbo little attention to English in the preparation of boys for College, and that private schools are little in advance of public schools in this par-ticular. The author says, "I meet everyday with men whom we call educated who do not seem to care how they speak or write. Their speech is full of solecisms, their letters and notes are unpunctuated scrawls and in their pronunciation the vowel sounds are summarily "got rid of." The colleges of America have in the past placed far too little stress on prepara-tion in English for admission. It was not un-til 1874 that Harvard required "any sort of Engish qualification" for entrance. One of the reasons alleged for faulty English is that in America education counts for little, socially, while in England bad grammar is supposed to indicate mean origin. Carelessness in speech is said to be growing. Many of the newspa-pers are given to slang and the language of the street, with a view to popularity. From the cradle to the college the home is a sharer in the blame for this illiteracy. Parents are too much given to "baby talk," thus cultivating a habit of carelessness in themselves and in their children. Too little attention to the matter of chaste English is given in the conversation at table and about the hearth-stone of the home. On the street children will unlearn in an hour the lessons of a week. Even publishers of books are guilty of sending forth millions of pages of trashy literature couched in wretched English. A higher standard for admission to college in English is needed and more atten-tion to the study of English in all our public schools is imperative. In our own institution the work heaped on the Professor of English literature is enough for three departments at least. Not less Latin or Greek but more Eng-lish in the classical course is the crying need of the hour in the educational work of the col-lege. G. To THE EDITOR OF THE MERCURY : I desire to correct a misapprehension of the aim of the "Philosophical Society" and of my relation to it. The society is not a "class," but simply a body of Seminary and College students, who come together fortnightly for the purpose of discussing some of the funda-mental processes of thinking, and also to talk over some of the problems of the day. I am not the "teacher" in any sense of the word, but a member holding the office of Vice President. The society was not organized by me, but is the outcome of the interest in scholarship excited in the student body by Dr. Stuckenberg's lectures. When asked by the students to become a member of such a body, I gladly consented, with the distinct understanding that I was to go in as ' 'one of the boys." I am ready at any time to organize a "class" in any subject belonging to my department, and to "teach" it with all my heart, but to trespass upon another depart-ment is neither my intention nor my right. OSCAR GODFREY KLINGER. COLLEaE SPIRIT. What is meant by college spirit? It means the love a student has for his college. It means j the interest he exhibits in her standing with other institutions, her government, her athlet- \ ics, her morals and her welfare in general. A student possessed with true love for his college will not permit her rating to be lowered, but W^i THE COLLEGE MERCURY. 146 would rather seek to elevate it; and in so do-ing see that no unscrupulous methods are em-ployed. He will defend his college from the assaults of those who unjustly attack her, as a true soldier defends his country, and would stand by his colors as firmly as a color-bearer does in battle. Further, he will assist his superiors, I mean his professors, b}' obeying them, for if he pays little attention to their counsels "he is but cutting off his nose to spite his face." There are many students who be lieve that their professors take no interest in their welfare, a belief in which I think they are very much mistaken. By what methods can a student elevate the standing of his college? One method has al-ready been given; to this may be added that he do his work faithfully and honestly, for what a student is after he is graduated will be mostly attributed to his college. For it does not ad-mit of a doubt that, all other things being equal, the alumnus of an institution who is seen by the public leading his fellows in professional, business or other pursuits will have that honor credited to the training he received at college, and thus people will be led to believe that his college is a college worthy to educate their sons. In the race for college honors, for there are some who work merely to obtain that end, a spirit worthy of honor is in that student who obtains the crown on his own merits, but words of condemnation too great cannot be spoken of that student who works merely for honor and, in addition, uses dishonest means. No true college spirit here. As an example of false college spirit there is a student in a Theo-logical Seminary who, while he was in college, was a plodder, but where he is now he can ob-tain no mark or honors and has stopped his plodding. Is this true college spirit ? Far from it. Further, in the government of an institution a true college spirit may be shown. Those who are in charge of the government do not always know what men in the march to success are the gamblers, the drunkards, and the van-dals. Those students who believe in pure government as an essential to the success of a college ought to show their loyalty and have ousted from the army these men. Surely, is not college love, loyalt}' and spirit very defi-cient here ? Next to divine law comes the moral law and such students as are immoral should not be among our number. There can be no doubt that in athletic con-tests the spirit of a college is shown as promi-nently as anywhere else. How great is the rejoicing over a victory and the brooding over defeat. The men who constitute our athletic teams should be men of true spirit, for the}7, to a certain degree, make a college what it is. So that those who are deficient in their studies, void of respect, loose in morals, should not be permitted to represent the college. College spirit has two sides, good and evil, and will make an everlasting impression upon the young man, for from the seed college spirit is reaped a habit, from a habit a character, a character a destiny. Shall it be good or evil ? M. AN OYSTER ROAST. So calm and quiet was the night. Not a sound was heard along historic Seminary Ridge except the monotonous puff, puff, puff of the engine in the steam-plant back of the Seminary buildings. The light of the mid- December moon, filtering through the naked trees, seemed to change the puffs of steam, which escaped with lazy precision and punctu-ated the silence of the night, into halos of wreath-like brilliancy. Towards the buildings which crest the hill and are inhabited by the youthful saints—for whose pretty brows the ephemeral halos were probably intended—were hurrying many gay and well-groomed couples; college widows, of established age and dignity-; society queens, of numerous ill-starred conquests; vivacious debu-tantes, of unknown possibilities; each piloted by a theological social lion. The long expected night had arrived; the I■ H7 THE COLLEGE NEERCURY. society event of the season was about to be given by these promiscuous scions of unclassi-fied genealogical trees. A whole barrel of choice oysters had been purchased. For the sake of novelty and economy, the engine house served as a reception-room, cloak-room and banquet hall. The coal dust and smutty soot flakes had been carefully removed from the j floor and walls; tri-colored bunting and multi-colored lanterns had been borrowed for the oc-casion and draped semi-artistically about the walls and girders; a long table covered with immaculate linen and illuminated by hand-some banquet lamps, also borrowed, extended the length of the room. Mr. Jones, the en-gineer, was the chefiox the occasion, but inci-dentally fed the furnaces with coal and kept his eyes on the barrel of "blue-points which had been placed right outside the door which was left conveniently ajar. It was a peculiarly novel scene, after all had assembled; "The mild eyed, ,melancholy lotus ' eaters'' never dreamed of anything quite like it. Occasionally some of the volatile products j of highly heated bituminized coal escaped from the furnaces and mixed with the prevalent aeriform matter of different origin but pro-duced no effect upon the assemblage other than a sudden ebullition ofjocosity. Anything which under ordinary circumstances would produce discomfort seemed to cause volleys of second-hand wit to ricochet impetuously along the line of hungry guests who were now, awaiting the first course of "raws." Meanwhile "Hans," "Judy," "Dick," "Pete" and "Billee," a quintettee of jolly col-lege boys, had mysteriously met in front of the old, wide-winged, Doric edifice on the college campus. After a short parley they retired into the shadow of "Gym" but quickly returned bearing something between them. As they darted stealthily from shadow to shadow, the little brown stone cherubs high up in the tower of Recitation Hall, looked down and smiled as they recognized a little, old, red wheelbarrow ill concealed among the five. They had seen such sights before. When "Hans" had led his party safely to the edge of the Seminary grove, where they say, the spectre soldiers stand in battle line on somber July nights, he placed his men on guard and started out to reconnoiter. The barrel was soon located; a signal from the captain quickly brought his four muscular companions to the coal-bin from which they silently removed the barrel. Be-fore leaving "Hans" returned to look upon the victims. While peeping through the dust covered windows he heard some belated guests approaching and lightly stepped into the shadow. "Doctor, do you smell the oysters ?'' he heard a theological professor's wife ask her husband as they approached the door, and he replied, "yes, don't they smell delicious?" and "Hans" muttered sotto voce, as he went back to his companions, "Well, I guess nit." The "robbery was soon detected and con-sternation seized upon the banqueters. Carl Browne Coxey looked like a cross between a frightened poodle and a Circassian freak, as he pushed his hands wildly through his hair, and with frightful facial contortions, said, "I'll give twenty dollars for the apprehension of the purloiners of our ostreoid bivalves." Freddie Balm, in his unseemly haste to obtain the re-ward, dashed from the building, climbed a treacherous tree to look into a darkened room, fell and broke the government fence. John Evangelical Hindall dropped his padded shoulders, blinked his eyes and said, "ei,ei,ei." Rev. Mephistopheles Crowmore, who came from the far, far west, croaked dolefully about "snakes in the grass," and "Pud" Shower, appreciating the joke, but forgetting his sur-roundings, fiercely danced the Choochie- Choochie. J. H. Arms sent to town for a few oysters and a photographer so that he might have his picture taken while in the act of eat-ing one of the "succulents" and thus prove that he had enough, anywa}'. While these incidents were occurring, Mr. Jones was flashing his dark lantern up and down the grove, and its intermittent light was observed by five young fellows, satiated with laughter and oysters, who were leaving a hid- THE COLLEGE MERCURY. den nook in Reynold's grove, and moving toward the College. Each one carried with him a fine, large oyster shell, which now adorns his room, only some fair hand has since then painted upon it an old, red wheelbarrow, with this inscription below: '■The best laid schemes of mice an' m-.-n, Gang aft a' glee." COLLEGE LOCALS. EDMUND W. MEISENHKLDER and E L. ROLLER, Editors. number have weeklies ? Pay up your back subscriptions ! This is the only way to keep the MERCURY moving. Dr. B.—"Now Mr. N. where was the Flaminian road." Mr. N., '98.—"Between Rome and Ar-menia." Hurrah ! At last we will get a new yell. It is a long felt want. Now all we need are the fellows to give it, and they are always plenty. Mr. D.—"Hamilton died by committing a duel." Probably we do speak too often about sup-porting the Spectium, but we ask 5'our for-bearance. Let each lower classman ask him-self if he is doing as much for the present Spectrum as he wants the '98 men to do for him. There is no reason, except it be our-selves, why we should not produce an annual which shall equal the annual of any other col-lege. Other colleges have no difficulty as re-gards literary material, why should we ? Surely we think we are equal in this respect to the college men of other institutions. What do you think ? Dr. S.—"What does arboreal mean ?" "Guv." '99.—"Wild. It is used when we want to designate wild animals." Already some of our boys have been out practicing base ball. It is a good idea. We expect to see the finest base ball team our col-lege has ever had. Begin work early and get on the first team. There is always room at the top. Dr. S.—"What purpose does the tail of the monkey serve." Mr. C, '98—"Apprehension. Nobody knows who stole the Sem. oysters. If you find out, report to Harmes or Cox. "That oyster supper cost us all the way twelve dollars." Mr. D., '99.—"Professor, what was that ex-ercise law ?" Prof. H.—"I suppose you mean the excise law." B., 1900 has been the first unfortunate to go through the ice. No serious results have fol-lowed. Do you think that the MERCURY can be run on wind ? No we must have money. Would 3'ou like to see the MERCURY fail, when all other colleges have monthlies and a good Mr. L., dead?" (in Greek,) "Prof, is a corpse The first one of the entertainments arranged by the Y. M. C. A., took place on Friday evening, Jan. 15th. The concert was given by the Mozart Symphony Club and was a'fine one. This concert has been the best, which we have had the opportunity of enjoying, for a long time. We have had some poor ones and we were in prime condition to appreciate a good company. Herr Hoch was the favorite of the evening and acquitted himself nobly, and much to the delight of the audience. The conduct of the student body was admir-able and was so thought by the company them-selves, who left very well pleased with their treatment. There is but one criticism to make, namely, the concert was not sufficiently well attended. Turn out and patronize the other entertainments. Some treats are in store for you. Remember, we want to see a Y. M. C. A. hall grace the campus not many years hence. One of the '99 men gives promise of making a man as noble as George Washington, inas-much as he cannot tell a lie. The following story about S., will corroberate this statement. Proctor.—"S., was that you who blew that horn?" S. '99.—"No, sir!" Proctor.—"Didn't you blow that horn ?" S—"No, sir !" Proctor.—"See here now S., don't tell me a lie, didn't vou blow that horn?" S.—"Yes, sir." Several surprising statements have already been made by some of the Juniors in Logic. F., 98 says—"An animal that swims is a a fish. Man swims. Therefore a man is a fish." "Earney" A., 97, has a ver>^ refined musi-i 1 ■ l 149 THE COLLEGE MERCURY. cal taste ; but still he thinks the young (?) lady with the Mozart Symphony Club "should have sung United States." S., '98, (In Juvenal)—translates "cum tu dcponis amiclus turgidus" as follows: "when you lay aside your dirty clothes." The Preps wonder how A. B. B. V. O., gets excused from chapel and church on Sunday. Sound sleep is a very necessary thing. E., 97, reading in papers the account of the fire at Wanamaker's Dept. store, spreads the news that "John Wanamaker's Depot store was burned." S., 1900 usually does his sleeping in French class and becomes very indignant when Dr. M. disturbs his sound slumbers by calling on him to recite "Tom" N., (class of 1919) has developed wonderful propensities for spelling—his latest spelling for dog is "D-O-Voni !" The lecture by Judge Alfred Ellison on "Kings and Queens or Earth's True Royalty," was well attended and enjoyed, despite the condition of the chapel. The lecture abound-ed in humorous anecdotes, and the lecturer recited quite a number of his own poems dur-ing the course of his talk. Again has King Death come into our midst and deprived us of Mr. H. Dee Peters, of the class of 1902. He was the step-son of Rev. D. T. Koser, of Arendtsville. He left school about the middle of December and died two weeks later from hemorrhages of the lungs, being only twenty years old. He was a young man of ability and firm Christian character and gave promise of brilliant success in college and in life. His sister, who accompanied him to and from school every morning and even-ing, must now come alone. While he was here for only one term-, and not very well known, yet his death should be an example to us, who are behind. We too, may be taken away, we know not how soon, and therefore should al-ways be ready, as he was, and not be afraid to meet our Judge. The MERCURY extends sincere sympathy to the friends and family of the deceased. [The above was inadvertently omitted from our last issue.] The Easter vacation has been shortened to five days, and the college year will end the last week in May, and Commencement will oc-cur the first week in June. This change meets the approval of the boys generally. The Photographers, Tipton and Mumper, have been seen quite frequently this term on the campus and in the buildings taking views for the Spectrum. One view, that of the whole campus, a combination of four different plates, is an especially fine piece of workmanship. This is the "dull term" of the year—noth-ing to break the monotony but the course of lectures and concerts given by the Y. M. C. A. Everyone should take advantage of them. K., '97, says that "The Gospels include Acts, Romans and Epistles to the Hebrews. Dr. H.—Mr. S., '99, How many men were in Saul's army when he went out against the Philistines ? Mr. S. (getting the signal mixed,)—30,000. Dr. H.—Did you say 3000? Mr. S.—Yes, sir. Dr. H. (who heard the prompting)—Sound must increase as it travels from the back part of the room to my desk. Mr. C, '99, remarked as he left Dr. M.'s room that the next time he visited the dutch locality of Recitation Hall he would wear his shield so as to be protected from the flying missiles which occasionally pervade that local-ity. Mr. S., '99, (on returning from a call at 11.30 P. M., decides on practicing an exercise in elocution). Taking a full breath he slowly but loudly repeats, Now—I—am—alone. Mr. C, '99, (from under the covers in an adjoining room). If you don't break that off you won't be very long. Jerry of'98 and Willie of '99, two of the crack shots on the campus, ^recently exhibited some fine marksmanship by'chasing an (idea) over the athletic field. They mistook a bundle of charred paper which was tossed about by the wind for a chicken hawk and several shots were fired before the mistake was seen. The following officers have been elected by the Seniors, for class day exercises: Master of Ceremonies, Henry W. Bikle, Gettysburg; Ivy Oration, George W. Englar, Linwood, Md.; Ivy Poem, ,J. William Ott, Rocky Ridge, Md.; Class History, J. Hay Kain, York, Pa.; Class Poem, Fred. W. Fri-day, Jefferson, Md.; Class Roll, Clifton G. White, Manheim, Pa.; Faculty Roll, White Hutton, Chambersburg, Pa.; Presentation Ora-tion, Robbin B. Wolf, Gettysburg, Pa.; Man-tle Presentation, Frank S. Leisenring, Cham- THK COLLEGE MERCURY. !50 bersburg, Pa.; Tricks, John E. Meisenhelder, Hanover, Pa.; Love Cup, Charles B. Erb, Boyertown, Pa.; Our Absent Ones, Arthur B. Coble, Lykens, Pa.; Class Prophecy, William E. Wheeler, Baltimore, Md.; Conferring of Decrees, Samuel W. Miller, Edgemont, Md. ALUiviNi- '37. In looking up the members of the vari-ous classes, the Alumni Department of the '98 Spectrum has ascertained that Thomas Means, Esq., who was supposed to be the oldest living graduate, died in Centreville, Ind., March 5th, 1894. '39. Rev. W. F. Eyster, D. D., of Crete, Neb., the surviving member of '39, is now the oldest living graduate. '41. Rev. Nathan H. Conwell, of Philadel-phia, died last summer. His death was not generally known. '42. Rev. M. Sheeleigh, D. D., read a poem at the Melanchtou Memorial Services, which were held in St. Matthews church, Philadel-phia, Feb. 16, 1897. '43. Rev. W. M. Paxton.D. D. LL. D., pro-fessor of Homiletics, in Princeton Seminar}-, preached the sermon at the installation of Rev. D. W. Woods, Jr., pastor of the Presbyterian church, Friday evening, Jan. 29. '45. Rev. Wm. Uhl died recently at Los Angeles, Cal., after having spent a long and eventful life. '46. At the recent meeting of the Board of Trustees, Rev. W. M. Baum, D. D., and Rev. L. E. Albert, D. D., were appointed a com-mittee to present the matter of providing a new dormitory, to the church at large. '52. The address of Geo. H. Spang, Esq., is changed from Bedford to Hollidaysburg. '59. Rev. J. G. Goettman, D. D., Trinity church, Pittsburg, is seeking rest and heakh in the Somerset county mountains '60. Rev. L. Groh, pastor of St. Mark's Lutheran church, Omaha, was presented by his parishioners with a handsome mantle clock. At the last communion there were seven accessions. '63. Prof. E. J. Wolf, D. D., will deliver the address at the Melanchthon celebration, under the auspices of the New York Luther League. '68. Rev. L. M. Heilman, D. D., of Harris-burg, has been suffering with bronchial trou-ble for the past few months. He spent some time in Colorado, but finding that the climate did not agree with him, has now gone to Florida. We hope that he will find relief in that sunny clime. '70. Rev. A. G. Fastnacht is editor of the York Lutheran, and Rev. W. S. Freas, D. D., '73, is business manager. Rev. Fastnacht re-cently celebrated his twentieth anniversary as pastor of one of York's churches. '77. Rev. S. Stall, D. D., editor of the Lutheran Observe), is one of the associate edi-tors of the Open Church, a quarterly magazine of applied Christianity. To the last number he has contributed a valuable article on 1' Methods of Church Work.'' '73. Rev. Dr. Freas made one of the ad-dresses at the dedication of Trinity United Evangelical church, of York, on Sunday after-noon, January 24th. '73. Rev. E. H. Leisenring preached his seventh anniversar}* sermon January 3rd. There are three young men at college from his congregation. '74. Rev, C. M. Stock, of Hanover, was elected Secretary of the Board of Trustees at. its recent meeting. '76. The Pittsburg Times of Jan. 2nd, says : "A remarkable action was taken by the Coun-cil of the First English Lutheran church, of which Rev. Wm. A. Shipman, a minister of much ability and great popularity, is pastor. Upon his solicitation an open court was estab-lished in which all literary, socialistic and soci-ological questions shall be discussed with open doors and free speech to all denominations.'' '77. The good people of Grace church, Win-chester, Va., celebrated, in a royal manner, the birthday of their pastor, Rev. W. L. Sea-brook. Both he and his family received many beautiful presents. '77. Harry M. Claybaugh, Attorney-Gen-eral for the State of Maryland, has been se-lected .as a member of the reception committee for the Inaugural Ball. '77 Rev. H. B. Wile, of Carlise, addressed the students in Brua Chapel, Sunday after-noon, Jan. 31st, the Day of Prayer for Col-leges. He also preached in Christ church in the evening to a large congregation. He is a THE COLLEGE MERCURY. very eloquent speaker and is very popular among the students. '78. Rev. Albert Bell, of St. Luke's church, York, is instructing a class in vocal music in his church. '79. Rev. Luther Kuhlmau, of Frederick, Md., filled the pulpit of Dr. Hamma, at Al-toona, Pa., recently, during the Doctor's ab-sence in Washington. '80. Rev. Geo. S. Bowers, pastor of St. Mark's Lutheran church, Hagerstowu, was re-cently presented with a large hall rack and a fine Smyrna rug besides many other useful things, by the members of his congregation. '80. Rev. L. N. Fleck, Stoyestown, Pa., was remembered by one of his Sunday Schools with a purse of money, and by another with the gift of a fine overcoat. The next conven-tion of the Allegheny Synod will be held in his church at Stoyestown. '81. Rev. S. J. Taylor, of Berlin, Pa., read a paper on "The New Birth" before the Min-isters' Club of Meyersdale, Berlin and Salis-bury at the regular monthly meeting, Feb. 1st. '83. Rev. L. M. Kuhns, of Washington, D. C, was recently in Akroii, O., preaching for pastors Keller and Lesher. '83. Rev. F. H. Crissman, ofthe Brushtown Avenue church, has been on the sick list but is now convalescent. '83. Rev. W. W. Anstadt was installed as pastor of Zion's Lutheran church, Hollidays-burg, on Sunday evening, January 17th. Rev. P. G. Bell, of Altoona, and Rev. W. A. Shipman, '76, of Johnstown, conducted the installation services. '84. Rev. L- M. Zimmerman, pastor of Christ Lutheran church, Baltimore, had a very severe attack of La Grippe recently. '86. Rev. Luther DeYoe, ofHarrisburg, Pa., is resting a little while at Atlantic City. He ministers to a very large congregation, and has been over-taxed-. He hopes very soon to be in his pulpit again. '86. The new church building at White-marsh, Pa., Rev. J. Eugene Dietterich, pastor, was dedicated on Sunday, February 7th. '88. On the 29th of Dec. Rev. S. D. Daugh-erty and his wife gave a reception to the young people of his church, in honor of the College and University students of the congregation, who were home for the holiday vacation. '88. Rev. J. M. Francis, of Columbia City, Indiana, is now writing his sermons on a new Universal "Hammond" typewriter, the gift of a few of his friends. '88. Rev. D. Frank Garland, of Taneytowu, Md., has been engaged by the Lutheran Pub-lication Society to write a "Life of Melanc-thon." The book will contain about 145 pages and is intended to serve as a hand-book. It will be published some time during the present year. '90. Rev. E. E. Blint recently held a two weeks' service in his church at Littlestown. The meetings were interesting and instructive. Rev. Blint is doing a most excellent work in his field. '90. Rev. W. J. Bucher, of New Bethle-hem, has been called to Clarion, Pa'., and will accept. '90. Rev. Noah E. Yeiser, of India, writes for the back numbers of the MERCURY and sends in his subscription for another year. Though thousands of miles away, he has not forgotten his Alma Mater. The MERCURY extends best wishes for his success in bis no-ble work. '91. Rev. Stanley Billheimer, of West Wash-ington, had his salary increased recently. Plis congregation is small, but appreciative, and owns a very valuable property. '92. E. H. Herman is in deserved promi-nence in the councils ofthe Republinan party of Maryland. '92. Rev. H. E. Berke}-, who was very in-fluential in the establishment of the new paper, The York County Lutheran, has been elected as its editor. '92. Rev. Jesse W. Ball, of Los Angeles, Cal., in a recent issue of The Littheran World writes of the polyglot character of his congre-gation, in which he has representatives of Norway, Sweeden, Denmark, Holland, an American Indian and a converted Jew. '93. Rev. Andrew J. Rudisill, of New Bloomfield, recently visited his parents near Gettysburg, and also looked up his friends at College and Seminar)'. '93. Rev. and Mrs. G. M. Diffenderfer, of Newport, visited friends in Gettysburg last month. '93. Rev. Marion J. Kline was installed pas-tor ofthe Bethlehem Lutheran church. Harris- THE, COLLEGE MERCURY. ■52 burg, Jan. 24. Rev. Dr. Huber, '55, deliv-ered the charge to the pastor, and Rev. Dr. Gilbert, '57, Harrisburg, to the people. '93. The address of Rev. Eugene E. Neu-dewitz is changed from 228 W. 10th St., New York, to 85 Wayne St., Jersey City, N. J. '95 Dr. M. L. Boyer is practicing medicine at 1309 N. 29th St., Phila., where he has a splendid practice. '95. EL L. M. Hoffman, (Yale '97) one of Yale's most prominent athletes, won another first prize at the recent exhibition in the Yale Gymnasium, for superior work on "the long horse." The prize awarded him is a very handsome gold cup, appropriately inscribed, and is the fifth trophy of the kind already won by Mr. Hoffman. The prizes previously won, were a "first" on "the side horse," "two firsts" in "tumbling," and a "second" on "the long horse." '96. W. H. Mengeslatelj' visited the College and Seminary for several days. He intends to enter the Seminary next Fall. LITERAL TRANSLATION OF THE IX ODE OF HORACE. You see Soracte deep with snow, And the trees with heavy weight bent low, And river chilled with stinging frost; Rut cheerful be what e'er the cost. Bring out the good old Sabine wine, And happy be while yet in prime, Leave else to gods who rule supreme, Whose power stills the winds most keen, The aged ash trees are unmoved, The cypress tree, the same doth prove. Ask not what chance may bring to thee. It may be sorrow, may he glee. While you are yet quite young in years, Have pleasure with the dearest dears Until old age his steps advance. Indulge at times in merry dance. Stroll on the campus and side-walks, And with the young have pleasant talks. If you in games were won't to play, Speak if light laugh did her betray. Steal golden ring from dimpled hand. She may resist, but not with stand. C. S. It., Professor—What is the difference between idealism and realism ? 'Varsity Girl—Idealism is when you con-template matrimony. Professor—Yes ; and realism? 'Varsity Girl—You get that afterward.— Philadelphia Review. OUE BABY. I heard a sweet sound soft and low, Come drifting 'mougst the trees, While on the Campus I stood frying each note to seize. I quickly urged myself to where I heard the sweet sound fall, And found out to my great surprise, It was in Phrena Hall. I stopped outside the door a while, Then quietly went in And pretty soon, just as before, I heard the sound again. The babe which made the sound I heard, Was not named John or Hannah, But merely bore this pretty name : "Our Babv"—Grand Piano. ATHLETICS. CHARI.ES T. LARK, Editor. Capt. Burns, '01, with his usual push and determination, has been getting our base-ball material together and unless appearances are very deceitful, the "orange and blue" will be represented on the diamond this spring by a finer team than she has had for some years. Our men are training hard and regular prac-tice in the "cage" and bowling alleys, is adhered to, from which there can be but good results. The problem of the pitcher is the most serious one which confronts a college team, and it very often happens that, through weak-ness in this respect, man}'otherwise fine teams fail to make the showing they should. We are indeed exceptionally fortunate in having so many applicants for this position, a number of whom have considerable reputation for their ability in this line, among which number are: Burns, '01; Dale, '00; Gladfelter, '00: Roehn, '99; Culler, '98. As most of the above mentioned men are in the lower classes we may feel sure of having good men in the box for some years to come. White, '97, who has had considerable ex-perience on his class team, will, in all proba-bility, occupy the position behind the bat, made vacant hy Tate, '96. Stifel, '00, has been elected by the Athletic Association to the managership of the Track Team of which Krb, '97, has been chosen cap-tain, and systematic practice is indulged in. The team already contains a number of ath- '53 THE COLLEGE MERCURY. letes of no mean ability and, as the new men are rapidly falling into line, we may confi-dently expect to be represented on the track by a lot of men who would be a credit to any institution. Our base-ball season will be considerably shortened, owing to the fact that College will close three weeks earlier than it did in former years, Commencement being on June 3rd. Manager Armstrong has already arranged for a number of games and has but a few more dates open. He is working hard to get a game with U. P. as we are quite desirous of crossing bats with the University. TOWN /\ND SEIVJINARY NOTES. s. J. MILLER, Editor. TOWN. A fire alarm system is being agitated in Get-tysburg, to be used in connection with the telephone. A large gong would be so placed that by touching a button at the exchange the alarm would be given indicating the location of the fire. The Lutheran Observer gives the following account of the battle-field parks at Chicka-mauga and Gettysburg. The Government has spent a much larger sum of money at the for-mer place than at the latter. Of the 3874 acres to be acquired at Gettysburg, the Government has 845 acres of which 521 acres were donated by the Gettysburg Battle-field Association. It has, on the other hand, bought 5568 acres at Chickamauga out of the 8000, within the limits prescribed by the Act. The Government has expended $758,876.20 at Chickamauga and only $251,219.46 at Gettysburg. The County Sunday School Convention will be held in this place, Feb. 23. It will likely j be held in the Presbyterian church. Rev. T. P. Ege, last Wednesday a week, at-tended the winter session of the Archdeaconry of the Episcopal church, convened in Harris- ! burg, and took part in the discussion, the sub-ject of which was the church's attitude toward the social element. A bill appropriating $50,000 for a statue of President Lincoln at Gettysburg, was passed by the U. S. Senate. About twenty-members of the Bar and Bench of Adams county attended the annual Bar supper on the evening of the 19th tilt. The occasion was an extremely pleasant one. 1 Speech-making was a very interesting feature of the evening. Judge Swope was toast-mas-ter and the following responses were made : "Some Words of Advice from the Nestor of Our Bar," Hon. D. McConaughy; "The Bench of Adams County," Wm. McSherry, Jr., Esq.; "The Bar of Adams County," C. S. Duncan, Esq.; "The Diligent Practitioner," Hon. G. J. Benner; "Our Law Makers," W. C. Sheely' Esq.; "Lawyers' Wives and Law-yers' Sweethearts," Judge Swope and Hon. G. J. Benner; "Legal Ethics," John B. McPher-son, Esq ; "Reminiscences of Our Last Bar Supper," Edw. A. Weaver, Esq.; "The Press and Its Mission," C. E. Stahley, Esq., "Rem-iniscences of Philadelphia Bar," J. L. Kendle-hart, Esq.; "Permanency of Our Annual Sup-per," Wm. P. Quimby, Esq.; "Cordiality of Bench and Bar," Judge Beales. A Farmers' Institute was held in Gettys-burg, Friday and Saturday, Feb. 12th and 13th, under the auspices of the Department of Agriculture of Pennsylvania. Day of Prayer for Colleges was observed Sunday, Jan. 31st, in Christ Lutheran church in the morning and in Brua Chapel in the af-ternoon. The morning services were con-ducted by the pastor. Rev. Herbert Alleman, and in the afternoon, under the direction of the College Y. M C. A., by Rev. Wile, of Carlisle, Pa., his theme being "Godliness." On Friday evening, January 29th, the re-cently elected pastor of the Presbyterian church, Rev. D. W. Woods, Jr., was installed. The exercises were very interesting and im-pressive and were largely attended. Rev. W. S. VanCleve presided and Rev. Wm. M. Pax-ton, D. D., LL. D., Prof, ot Homiletics in the Theological Department of Princeton Univers-ity, delivered the installation sermon. Rev. Dr. J. A. Crawford, of Chambersburg, deliv-ered the charge to the pastor, and Rev. Dr. S. A. Martin, President of Wilson College, the charge to the Congregation. SEMINARY. The Missionary Study Class has completed the course on Missionary Biography and has taken up for this term, "Missions and Apostles of Medieval Europe." Rev. Cross preached at Stone church, Sun-day, Jan. 17th. Revs. Nicholas and Ibach were out preach-ing on 31st ult. TH1C COLLEGE MERCURY. T54 Rev. Arthur Bredeubek, of the Senior class, was unanimously elected pastor of the Luth-eran church, at Thurmont, Md. Messers. Berger and Fulper made Home Missionary addresses at Flohr's church, on Jan. 31st. LITERARY SOCIETIES. JOHN W. OTT, Editor. PHRENA. The following officers were installed on Fri-day evening, Jan. 29th, 1897: Pres., Stockslager; V. Pres., Tholan; Rec. Sec, Bikle, Jr.; Chap., Woods; Mon., Miller; Critics, Bikle, Sr., Duck, Clare, Woods; Asst. Lib., Miller. The following special program was rendered by our '00 men on Friday evening, Feb. 5th. Piano Duet Gates and Frey Declamation .Bechtol Declamation - Young Essay Miss Frey Vocal Selection Quartette Declamation Hickman Essay Brandt Declamation Gilbert Declamation Hammacker Piano Duet Gates and Clare Essay .' Hurst Debate. Resolved, That despotism is the best form of government for an ignorant people. AFF. NEG. Miller, Frey, Ernest, Hummer, Weigle Clare. Vdcal Selection Quartette PHILO. Noticeable interest was taken in the first program of the term, and especially on the part of the new men. Koller and Sieber, '00, were initiated into the society on Jan. 22c!, '97. Preparations are being made for a special program to be rendered this mouth. Philo's interest in the "Amateur Theatrical" was evinced at the last meeting by the appoint-ment of a committee to consider the advisa-bility of getting up a dramatic entertainment. A complete catalogue of Yale has been for-warded to the society, for the reading room, by W. J. G., '93, on behalf of the Gettysburg Club of Yale. FRATERNITY NOTES. PHI KAPPA PSI. M. W. Weidman, M. D., '61, has been elected President of the Pennsylvania State Medical Board. Harry M. Clabaugh, '77, Attorney-General of the State of Maryland, was appointed a member of the Inaugural Ball Reception Com-mittee. S. D. Schmucker, Esq., '61, of Baltimore, and W. E. Parsons, D. D., '67, of Washing-ton, D. C, attended the recent meeting of the Board of Trustees of the College. M. C. Horiue, D. D:, '62, recently dedi-cated the new Bethany Evangelical Lutheran church, Reading. Rev. S. A. Martin, D. D., President of Wil-son College, Chambersburg, Pa., was present at the installation services of Rev. D. W. Woods, Jr., as pastor of the Presbyterian church, Gettysburg. W. R. Reitzell, '96, is studying law at Cor-nell Universit}'. PHI GAMMA DELTA. Bro. C. W. Fairbanks, Theta Deuteron, was elected by the legislature of Indiana to succeed Hon. D. W. Voorhees as Senator from that State. Bro. H. B. Wile, '77, delivered the address to the students in Brua Chapel on the 31st, ult, the Day of Prayer for Colleges, and preached in the College church in the evening. Bros. E. G. Miller. '85; D. F. Garland, '88, and L. E. DeYoe, '89, visited friends in town last month. Bros. H. L. Stahler, '82, and L. Y. Smith, '90, Sigma Deuteron, spent several days with the Chapter a short time ago. Bro. Shaar spent last Sunday with his par-ents at Steelton. SIGMA CHI. Rev. C. M. Stock, '74, was elected Secre-tary of the Board of Trustees of Pennsylvania College at a recent meeting held in Gettys-burg. Rosensteel visited the Chapter at Dickinson several weeks ago. Newton Fredericks, who left college a short 155 THE COLLEGE MERCURY. time ago, intends to enter the Lawrenceville Preparatory School at Lawrenceville, N. J. Wm. H. H. Bixler ex-'98 is taking a course in dentistry at Louisville, Ky. Garnet Gehr, '91, was elected attorney for the Commissioners of Franklin county. W. W. Good, ex-'99, has entered Troy Business College. Charles Humrichouse, ex-'97, has been made junior partner in his father's wholesale coffee and sugar house in Baltimore. PHI DELTA THETA. M. J. Killian, Va., Alpha, recently filled the pulpit of Trinity Lutheran church, Chambers-burg, Pa. D. Julian Forney has just recovered from a slight illness. Kain was elected historian of the Senior class, in place of Ott, resigned. A charter has been granted to the Case School of Applied Science, Cleveland, Ohio. The annual chapter letters, now coming in, show marked progress in all of the sixty-nine. The Fraternity is preparing to celebrate the birthday of its oldest surviving founder—Rev. Robert Morrison, Miami, '49. ALPHA TAU OMEGA. William H. Menges, '96, spent Sunday, Jan. 30th, with the Chapter. Chas. B. Erb, '97, has been elected Captain of the College Track Team. Paul W. Roller, '94, recently preached in the College church. Paul W. Kuhns, '89, of Omaha, Neb., was married a few days ago. Maurice R. Zullinger, '98, is at the Johns Hopkins Hospital, having an operation per-formed for his disease. John W. Cable, ex-'97, is a student at F. and M. College. Joe S. Hay, ex '95, is in attendance at Bellevue Hospital, New York. Chas. S. Emmert, ex-'97, recently gave a German to his Hagerstown friends. estate now amounting to nearly $3,000,000 to colleges named in his will. This will be distributed equally to the fol-lowing institutions, after the legal expenses are deducted: Amherst, Boudoin, Dartmouth, Williams, Yale, Columbia, Hamilton, Lafay-ette, Lincoln, Maryville, Marietta, Adelbert, Wabash, Park, Wesleyan, Universities of Ro-chester, Cornell, Virginia, Hampton, and the Union Theological Seminaries.—Ex. In all the Universities of France there exists no college periodical, no glee clubs, 110 frater-nities, no athletics, no commencements. The requirements of Johns Hopkins Univer-sity have been so high that but 784 of 2,976 students have obtained degrees.—Ex. Princeton has made application to establish a chapter of the Phi Beta Kappa Society there. The request will probably be granted. The student who refuses to subscribe for a College paper and then reads it over the shoulder of his neighbor, is short enough to tie his shoe-strings to his necktie.—Ex. Music hath charms to soothe the savage breast. That is the reason they put a brass band around a dog's neck. Write for the MERCURY ! To increase its readers' knowledge : Subscribe for the MERCURY ! For the sake of the College : Encourage the MERCURY 1 In the work it is to do ! Support the MERCURY ! The whole year through. "Give me a kiss, my darling do," He said when he gazed in her eyes so blue. "I won't," she said, "you lazy elf, , - Screw up your lips and help yourself."—Ex. He hugged the fair Miss Lemon, And squeezed her very tight, She angry grew and drawing back Hit him with all her might. He sues her for striking him; ■ In court she him thus taunts, "Who could expect to squeeze a Lemon Unless a punch he wants?" —Princeton Tiger. EXCHANGES. FURNITURE. Cabinet Making, PICTURE FRAMES. Mr. Fayerweather has willed his residuary Baltimore street, Gettysburg, Pa. ADVERTISEMENTS. BASE ISisitors to J3 /A _J J_J £ettl/si>urSr College, . . SUPPLIES, . . cBpalcliqcj Loag ue Ball, jWiits, Mas^s, otQ. Managers should send for samples and special rates. Every requisite for TENNIS, GOLF, CRICKET, TRACK AND FIEI-D. GYMNASIUM EQUIPMENTS AND OUTFITS, COMPLETE CATALOGUE SPRING AND SUMMER SPORTS FREE. "This Name the Guarantee." A. Q. Spalding: & Bros., NEW YORK, PHILADELPHIA, CHICAGO. iioa CHESTNUT STREET, PHILADELPHIA *llJright's £ngraving jfcouse VflAS become the recognized leader in unique styles of *?& COLLEGE and FRATERNITY EN-GRAVINGS and STATIONERY, College and Class-Day Invitations, engraved and printed from steel plates; Programmes, Menus, Wedding and Reception Invitations, Announcements, etc., etc. Examine prices aud styles before ordering elsewhere. '50 Visiting Cards from New Engraved Plate for $1,00. ERNEST A. WRIGHT, 1108 Chestnut Street, PHILADELPHIA Hon. W. J. Bryan's Book All who ure interested in furthering the snle of flow. W. J. Bryan's vrw bonk sl.oultl correspond Immediately wit), the publishers. The work will contain . . . AN ACCOUNT OF HIS CAMPAIGN TOUR. HIS BIOGRAPHY, TCrnD'BYHISWIFB HIS V0S1 IMrORTADT SPStCHIS 'HI RIS1JI,TS OF THE CAUPAIGli OF \m. t REV IE* OF THE POLITICAL SITUA'lIOiN. • •OACCNTS WAMT^D © • • Mi myan tins an-nounced his intention of devoting: one-half of all roy ItH'S to furthering the cause of bimetallism. Tii^rH are already indications of an enormous sale. Address W. B. COlNKtY COMPANY, Publishers 341-351 Dearborn St.CHICAGO Settysburg, tPenn*a, -WILL FIX!) THE-Cumberland Valley R. R. running in a South-westerly direction from Harrisbnrg, Pa., through Carlisle. Cfiambcrshurg, Hagerstmvn tin 1 Martinsburg to Winchester, Via., a direct and available *£ route from the North, East and vyesl to Gettysburg, Pa., via. Harrisbnrg and Carlisle. Through tickets via. this route on sale at all P. R. R. offices, and baggage checked through to destination. Also, a popular route to the South via. Carlisle. Ask for your tickets via. I. F. BOYD, Superintendent. id Valley Railroad and Carlisle. Pa. II. A. RIDDLE, lien. Passenger Agent. FPU. H. MlNNlCH, onfeetionervj, OYSTERS Manufacturer, Wholesale and Retail hni/r,- in NEXT DOOF^ TO 5 Suits from $121 to Lowest Maes. 5 p° PAIR'S0 E' f Pants from S4.DD to $121, (^Centre ?«>quare.^ COLLEGE OF PHYSICIANS 1 SURGEONS, -^-BALTIIVIOFIE, IV|D.-^ ^mmsm ?>i^^Y&zgmm3&Q%t&- KM The College of Physicians and Surgeons of Balti-more, Maryland, is a well-equipped school. Four ses-sions are required for graduation. For full informa-tion send for the annual catalogue, or write to THOMAS OPIE, M. D., Dean, Cor. Calvert and Saratoga Sts. Established 1876.- eSfPBNBOSB MYMSJ JEWELER, Gettysburg Souvenir Spoons, College Souvenir Spoons, No. 10 Baltimore Street, GETTYSBURG, PENN'A. J# A. TAWNEY Is ready to furnish clubs and boarding houses BREAD, ROLLS, &0., at short notice and reasonable rates. Cor.Washington and Middle Sts., Gettysburg. sy 6i£o. 1

En la primera parte de este trabajo hemos visto cuales han sido los principales ámbitos geográficos donde se exiliaron los dirigentes y militantes de la izquierda chilena posteriormente al Golpe de Estado encabezado por el General Pinochet el 11 de septiembre de 1973. En esta segunda parte, haremos hincapié en la profusa bibliografía producida por el exilio chileno, desde donde es posible comenzar a comprender la calidad de la renovación y por qué el proceso alcanzó (al menos hasta ahora, octubre de 2011) un alto grado de consolidación. Aguirre, Chamorro y Correa enumeran las distintas editoriales de los chilenos en el exilio (1):- Centro de Estudios del Movimiento Obrero Salvador Allende, en México.- Centro de Estudios Latinoamericanos Salvador Allende, en México.- Comité Chileno Antifascista, en Berlín RDA. (Revista ANCHA)- Comité de la Defensa de la Cultura Chilena, en Suiza.- Ediciones Agüita Fresca. Centro Difusor de la Cultura Chilena, en Canadá.- Ediciones Belisario Henríquez, en Canadá.- Ediciones Cincuentenario Jota, en Budapest, Hungría.- Ediciones d'Orphée, en Canadá.- Ediciones del Litoral, en Madrid, España.- Ediciones El Maitén, en Estados Unidos.- Ediciones Grillo M., en Francia.- Ediciones Llueve o Truene, en Holanda.- Ediciones Michay, en España.- Ediciones Parler Net, en Francia.- Ediciones Taller Literario Pepe Duvauchelle, en Suecia.- Editorial Alborada, en Canadá.- Editorial Arauco, en Estados Unidos.- Editorial Colo-Colo, en Berlín RDA.- Editorial Cordillera, en Canadá.- Editorial El Siglo, en Canadá.- Editorial LAR, en España.- Editorial Nuestro Tiempo-Casa de Chile, en México.- Instituto para el Nuevo Chile, en Holanda. (Cuadernos ESIEN)- Prensa Libre et l'Association des Journalistes Chiliens en France, en París.De las mencionadas publicaciones y editoriales, las mas influyentes han sido (por orden alfabético):1) ANCHA ("Agencia Noticiosa Chilena Antifascista") Editada en Francia mensualmente en cuatro idiomas, por el Frente del Pueblo en el Exterior, expresión política cercana al MIR (Movimiento Izquierda Revolucionario)2) Araucaria de ChileSi bien siempre ha sido una publicación ligada al Partido Comunista, Araucaria alcanzó un vasto prestigio en el ámbito cultural, hecho que le permitió penetrar en amplias capas del exilio. Su Comité Editorial estaba integrado por: Soledad Bianchi, Omar Lara, Luis Alberto Mansilla, Luis Bocaz, Osvaldo Fernández, Carlos Martínez, Jaime Concha, Ligia Balladares, Pedro Bravo Elizondo, Hernán Soto, Jose Miguel Varas y Virginia Vidal. Entre sus colaboradores se encontraban ilustres figuras: Humberto Díaz-Casanueva, Margarita Aguirre, Fernando Alegría, Clodomiro Almeyda, Alfonso Calderón, Carlos Cerda, Francisco Coloane, Luis Enrique Délano, Jorge Díaz, Claudio Giaconi, Marta Harnecker, Hernán Loyola, Patricio Manns, Miguel Rojas Mix, Grínor Rojo, Federico Schopf, Antonio Skármeta, Armando Uribe, Juvencio Valle, Raúl Zurita y Rubén Sotoconil. Entre sus colaboradores internacionales, destacaban los nombres de los argentinos Julio Cortázar y Ernesto Sábato, los uruguayos Eduardo Galeano y Mario Benedetti y el colombiano Gabriel García Márquez.Sostiene el sitio http://www.memoriachilena.cl/index.asp que Araucaria "Fue una de las revistas que tuvo mayor repercusión, principalmente por la capacidad de agrupar en torno suyo a gran parte de los más destacados escritores, artistas e intelectuales del exilio no sólo chileno, sino latinoamericano (…) Inicialmente radicada en París y más tarde en Madrid, Araucaria de Chile fue un espacio privilegiado del debate cultural latinoamericano, ya que entre los miembros de su comité de redacción y sus colaboradores se encontraban algunos de los más destacados artistas e intelectuales latinoamericanos y chilenos, que hicieron de esta revista no sólo una eficaz herramienta de denuncia contra la dictadura, sino una experiencia editorial de un enorme valor para la construcción identitaria y la discusión del conjunto del campo intelectual exiliado en esos momentos (…)Araucaria de Chile no sólo permitió dar continuidad al desarrollo cultural en el exilio, sino que mantuvo un vínculo constante con las expresiones desarrolladas en Chile en ámbitos tan variados como la historia, la poesía, la literatura, la música y la plástica, que tuvieron permanentemente un espacio en la revista a través de sus portadas (.) Como señaló la editorial de su último número, "su publicación cesa en correspondencia con el cese del exilio mismo, que empieza a ser una experiencia radicada en el pasado desde el instante en que, por decisión popular inexorable, se ha puesto fin en Chile a la dictadura (.). En doce de los dieciséis años que duró el tenebroso paréntesis asociado para siempre al nombre de Pinochet, nuestra revista fue una luz constantemente encendida (.).Fundada en 1978, Araucaria de Chile fue dirigida por Volodia Teitelboim, y logró desde sus inicios –a pesar de ser una iniciativa principalmente vinculada al Partido Comunista- hacer confluir en sus páginas el pensamiento y la obra de numerosos artistas e intelectuales, llegando en su momento de mayor auge a más de 37 países de todo el mundo" (2).3) Boletín del Exterior, llamado Boletín Rojo, Moscú (Partido Comunista, entre1973 y 1989).Editado en Moscú y reproducido en distintas capitales y ciudades alrededor del mundo4) Revista Chile-América Editado en Roma, Italia. Publicación mensual (Septiembre 1974- Octubre 1983). El Comité Editor estaba integrado por Estaban Tomic, JulioSilva Solar, Jose Antonio Viera-Gallo, Bernardo Leighton y Fernando Murillo. "Su continuidad, la apertura y pluralidad de sus análisis políticos, la viveza del debate, la variedad de información y la calidad de sus secciones periodísticas, la convirtieron en un signo de referencia importante para los exiliados en la treintena de países donde pudo circular" (3). Primer ámbito de encuentro para el debate y el acercamiento entre democristianos y socialistas, tanto en el exilio como en Chile.5) Convergencia, Revista del Socialismo chileno y Latinoamericano (México DF) Los integrantes del Consejo de Redacción son referentes claves del proceso de renovación socialista:Ricardo León, Carlo Rosselli, Felipe J. Suárez, Bernardo Valenzuela (Chile); Raúl Ampuero (Italia), Jorge Arrate (Holanda), Miguel González (Nicaragua), Rafael Kries (Venezuela), general (r) Sergio Poblete (Bélgica), Tulio Romero (Guyana), Oscar Waiss (RFA); Pedro Correa, Rogelio de la Fuente, Francisco Fernández, Luis Inostroza, Marcelo Schilling, Juan Vadell (México).Comité Editor: Alejandro Chelén, Roberto Donoso, Belarmino Elgueta, Pío García, Sergio Maurín, Ivonne Szasz. El primer y segundo numero de la revista se encuentran digitalizados íntegramente en http://www.salvador-allende.cl/Convergencia/convergencia1.pdf yhttp://www.salvador-allende.cl/Convergencia/convergencia2.pdf. Las restantes portadas pueden verse en http://www.salvador-allende.cl/Convergencia/convergencia.html6) Cuadernos de Orientación Socialista (Berlin Oriental, decada del 80')7) Informativo de Casa de Chile, México (años 80).8) Instituto para el Nuevo ChileFundado y dirigido por Jorge Arrate, este instituto fue responsable de la publicación de los influyentes Cuadernos del ESIN (alrededor de 20 recopilaciones monógraficas realizadas a partir de los seminarios y encuentros patrocinados por el Instituto) (4).9) Izquierda Cristiana, México. Dirigida por Luis Maira (década del 80')10) Literatura Chilena en el Exilio (posteriormente llamada "Literatura chilena. Creación y Crítica". 1977 a 1989).Esta revista fue fundada en 1977 en Los Angeles (California) por David Valjalo y posteriormente en 1981, cuando fue reeditada en España, pasó a llamarseLiteratura chilena, creación y crítica. "Su contenido fue preferentemente de carácter literario. Se publicaron muestras de escritores tanto del exilio como colaboraciones desde Chile. Uno de sus aspectos más significativos fue recoger gran arte de la creación dramática de la época, dispersa en revistas (o que se encontraba inédita), sirviendo como guía para el montaje teatral" (5).11) Nueva Historia, Gran Bretaña (1981 a 1989).El primer número se encuentra íntegramente en: http://www.abacq.net/imagineria/revistas.htm El mismo sitio sostiene que "(la revista) fue publicada por la Asociación de Historiadores Chilenos y patrocinada por el Instituto de Estudios Latinoamericanos de la Universidad de Londres, y es una de las revistas más importantes (del exilio). Entre 1981 y 1989 aparecieron diecisiete números. La dirigió un Comité Editorial integrado por Leonardo León, Luis Ortega y Gabriel Salazar, que tenían el apoyo de connotados especialistas británicos, como Simon Collier, Harold Blakemore y Andrew Barnard. En sus páginas se recogieron trabajos de alto valor académico de los nombrados y de muchos otros, como Julio Pinto, María Angélica Illanes, Fernando Casanueva, Maximiliano Salinas, que forman parte, hoy, de una generación de historiadores chilenos con plena vigencia".12) Pensamiento SocialistaRevista fundada en 1977 en Frankfurt por el periodista Oscar Weiss Banda. Ver http://www.salvador-allende.cl/weiss/pensamientosoc.htmlDe las mencionadas, las publicaciones mas influyentes para el proceso de renovación de la izquierda han sido las siguientes (por orden de importancia):1) Instituto para el Nuevo Chile 2) Revista Chile América (Roma, Italia)3) Revista Convergencia (Ciudad de México)4) Revista Izquierda CristianaEl primer número de la Revista "Chile-América" refleja la importancia que adquiriría el exilio con el paso del tiempo, en la construcción de una autocrítica y reflexión. En el editorial del primer numero, titulado "Posición y propósitos", la revista sostiene que "…el hecho es que, dada la ilegitimidad del golpe militar que puso fin a una experiencia política única en el mundo que, pese a sus defectos y limitaciones evidentes, encarnaba la esperanza de muchos, dados lose excesos de todo tipo cometidos por la Junta Militar y su proyecto político de definida orientación neo-fascista, el repudio al gobierno chileno es prácticamente unánime. Su aislamiento internacional es solo comparable con su desprestigio al interior de Chile (…) Ante esta situación, nos ha parecido indispensable canalizar la voz de los cristianos que, en diversas tiendas políticas o independientemente, luchan por el restablecimiento de la democracia y la libertad en Chile. El grupo inicial de Chile- América está compuesto por personas que militan en los partidos de la izquierda chilena y personas que, perteneciendo a la Democracia Cristiana, condenaron desde el primer momento la intervención militar y la dictadura. Chile-América quiere hacer llegar esta voz unitaria al mayor número de personas, dentro y fuera de Chile, a fin de que no se adormezca la conciencia democrática. No queremos ser una voz excluyente. Muy por el contrario, pensamos que este es el momento de sumar el mayor número de fuerzas (.)No es esta solo una necesidad política. Es también una exigencia de coherencia y consecuencia éticas. La defensa de los derechos humanos, del nivel de vida de los trabajadores, de la independencia nacional y de las libertades publicas es una tarea ineludible de todo autentico demócrata (…) En chile se desarrolla un drama que, por mucho, sobrepasa los limites de su fronteras. En el campo internacional hay tareas impostergables de solidaridad con la lucha del pueblo chileno contra la dictadura.En el convencimiento de que "mas temprano que tarde se abrirán Las Alamedas para que pase el hombre libre y construya una sociedad mejor", según lo dijera el presidente Allende poco antes de morir, entregamos este mensaje de convicción democrática y de esperanza libertaria" (6).La cita es reveladora tanto en la predisposición al diálogo como en la intransigencia en relación al régimen militar. Tanto esa predisposición como esta intransigencia devendrán crecientes. Así, el diálogo como condición necesaria no suficiente para la construcción de una sociedad plural y próspera tiene una primera re-significación: el camino a una sociedad liberal no es de la mano de un capitalismo autoritario sino de una recuperación del relato democrático que, con el tiempo, consolide una nueva concepción, la de la democracia liberal.Paso seguido, podemos sostener que la renovación de la izquierda chilena se ha llevado a cabo en dos ámbitos geográficos determinados: el exterior y el interior de Chile. Como mencionamos, este artículo ha hecho hincapié en la renovación desde la riqueza teórica, histórica y política que le ha provisto a los dirigentes la vida en el exilio.¿Cual de las dos renovaciones ha sido, analíticamente hablando, la mas influyente? No es posible definirlo con precisión. Cada una posee sus características positivas y negativas para posicionarse como ámbito con mayores y mejores aptitudes. Así, podemos ver que el proceso de renovación dentro de Chile se realizó principalmente intra y entre los institutos y organizaciones que surgieron como consecuencia de la prohibición de los partidos políticos, las limitaciones a la libertad de prensa y la expulsión que sufrieron los intelectuales independientes de sus cátedras en las universidades publicas y de la universidad privada mas importante, la Pontificia Universidad Católica de Santiago.Sostiene Eugenio Tironi que la tarea analítica e ideológica mas importante de la renovación socialista se realizó dentro de Chile, a través de los intercambios y desarrollos académicos y analíticos que se concatenaban y potenciaban entre instituciones como FLACSO, el Grupo Sur o CIEPLAN. Para Tironi, la explicación es simple: si bien los "exiliados internos" estaban marginados de la vida pública, podían discutir y realizar trabajos de investigación sujeto a la crítica de los otros grupos y, además, tenían la vivencia diaria de lo que realmente acontecía en Chile (7).En cambio, si bien los exiliados vivían mayormente en países donde se respetaba y se promovía la diferencia y donde los debates intelectuales eran sofisticados, el intercambio entre ellos resultaba mas difícil. Así, solo en los principios de los 80' comienzan los encuentros de Chantilly (Francia) y Ariccia (Italia), donde alrededor de 200 exiliados finalmente pueden converger en un ámbito de discusión relevante.La discusión sobre cual de los dos procesos de renovación socialista es el mas importante es de difícil resolución. Mas aun, asumiendo que pudiéramos convenir que una de las dos es analíticamente mas relevante, eso no significará que la otra no posea valor comparativo y teórico crucial para la comprensión del proceso general de la renovación de la izquierda chilena después del golpe del estado de 1973.Por ende, podemos enumerar una lista representativa de las instituciones que estuvieron enmarcadas en la delicada tarea de pensar una renovación desde el interior de Chile. Para ello, recurrimos principalmente al notable trabajo de Jeffrey Puryear, "Thinking Politics: Intellectuals and Democracy in Chile, 1973-1988":AHC (Academia del Humanismo Cristiano)CED (Centro de Estudios para el Desarrollo)CEP (Centro de Estudios Públicos)CERC (Centro para el Estudio de la Realidad Chilena)CIDE (Centro de Investigación para el Desarrollo y la Educación)CIEPLAN (Corporación de Estudios para Latinoamérica) CISEC (Centro para la investigación socioeconómica)CLACSO (Consejo latinoamericano de Ciencia Social)CLEPI (Centro Latinoamericano de Investigación en Economía Política)CPU (Corporación para la Promoción Universitaria)FLACSO-Chile (Facultad Latinoamericana de Ciencias Sociales)GEA (Grupo de Estudios Agro-regional)GIA (Grupo de Investigación Agraria) ICHEH (Instituto Chileno para los Estudios Humanísticos)IDEP (Institutos de Estudios Políticos)ILADES (Instituto Latinoamericano de Doctrina y Estudios Sociales)ILET (Instituto Latinoamericano de Estudios Transnacionales)PET (Programa sobre economía del trabajo)PIIE (Programa Interdisciplinario de investigación educativa)PROSPEL (Programa para el monitoreo de la política exterior latinoamericana) SUR (Consultores Profesionales Sur)VECTOR (Centro para el estudio de la economía y sociedad)Fuente: Puryear, Jeffrey M. (1994): "Thinking Politics: Intellectuals and Democracy in Chile, 1973-1988". Página XVPaso seguido, es necesario preguntarse qué parte de la renovación socialista se ha debido a la interacción entre el proceso de reflexión interno y el proceso en el exilio. Es decir, en qué medida la existencia de dos ámbitos físicos y analíticos para la autocrítica y reflexión contribuyó a la mutua potenciación del proceso de renovación política e ideológica. Así, dado que las particularidades de uno y otro ámbito son complementarias, podemos plantear que ha sido precisamente dicha inusual diferencia entre uno y otro proceso lo que ha potenciado la calidad teórica y política del proceso.A partir de la creciente tensión que se ha dado entre estudiantes secundarios y el gobierno de Sebastián Piñera (2010-2014), podemos pensar que se cierra un ciclo en la historia contemporánea chilena. Los combativos estudiantes secundarios ya habían demostrado su disconformidad con el statu quo en la primera etapa de la administración Bachelet (2006-2010). Como una buena síntesis de un final de época, recurrimos a breves biografías de dos referentes claves del exilio y renovación de la izquierda chilena que, en la actualidad, han sido críticos del alcance que ha tenido la moderación de la izquierda devenida de aquella renovación. Nos referimos a Carlos Altamirano y Jorge Arrate (8).Carlos Altamarino Orrego se desempeñaba como secretario general del Partido Socialista durante la presidencia de su amigo y competidor Salvador Allende. La fuga y exilio de Altamirano es una síntesis integral del personaje: el 11 de septiembre de 1973, día del golpe de estado, era el dirigente mas buscado por los jerarcas militares después del propio Allende. Logra escapar y pasar a la clandestinidad, escondiéndose en una población (barrio humilde) en las afueras de Santiago. Después de varias jornadas donde comprende que todas las alternativas pensadas para defender al gobierno ante la posibilidad del golpe habían fracasado, Altamirano toma contacto con la embajada de la Republica Democrática Alemana (RDA), cuyo servicio secreto (la Stasi) se ocupa de organizar su salida del país. Luego de pasar semanas en un pequeño cuarto incomunicado del piso superior de esa sede diplomática, Altamirano cruza la Cordillera de los Andes escondido en la parte trasera de un automóvil, entre el asiento y el baúl. Logra semejante cosa debido a su extrema delgadez.En la planificación y ejecución de su fuga participan 21 agentes de la Stasi. Ello ejemplifica la relevancia que la experiencia chilena tenía para un actor clave de la guerra fría, como la RDA. Carlos Altamirano aparece triunfante el 1 de enero de 1974 en la Plaza de la Revolución en La Habana, al lado de Fidel Castro, donde es recibido como un héroe, significando este el primer golpe de efecto internacional contra la dictadura de Pinochet. Mas allá de lo anecdótico, el episodio releva tanto la influencia de la experiencia chilena como la relevancia del personaje. Carlos Altamirano se convierte en el referente del socialismo chileno y departe en distintos foros internacionales, donde aparece al lado de Francois Miterrand, Andreas Papandreu o el joven Felipe Gonzales, entre otros. A su vez, es compañero asiduo de Erich Honnecker en las excursiones de caza de siervos en las afueras de la ciudad de Berlín.Sin embargo, pronto comenzarían a profundizarse las diferencias entre Altamirano y Clodomiro Almeida, el otro histórico líder del socialismo chileno y ex canciller de Salvador Allende, quien también reside en Berlín Oriental. El histórico cisma del PS se produce en 1978 en el Congreso de Argel (congreso que en realidad se llevo a cabo en la ciudad de Berlín). Esta división es el comienzo formal del lento y duro proceso de renovación del PS chileno. Semejante crisis le costaría a Altamirano la desconfianza y desprecio tanto de los principales lideres como de los militantes históricos del PS. La razón de ello no reside en su profunda convicción sobre la necesidad de la renovación sino en la extrema conversión desde su ortodoxia revolucionaria a la búsqueda de construcción de una opción socialdemócrata para Chile.Semejante viraje sin escalas sería uno de los acontecimientos analíticamente mas decisivos y polémicos de la compleja trama de la renovación socialista y de la izquierda chilena. Altamirano pagaría muy caro (en cierta medida, continua pagándolo, a sus 88 años) tanto su decisivo papel en las provocaciones que gatillaron el golpe del 73' como su decisivo papel en la ruptura socialista, que consolidó y profundizó un camino sin retorno hacia la renovación. Carlos Altamirano solo pudo regresar a Chile en 1992, cuando la justicia deja sin efecto su pedido de captura, por el intento de sublevación de miembros de la marina en agosto de 1973. Su violento discurso del 9 de septiembre de 1973 es sistemáticamente mencionado como el punto de inflexión, donde la presidencia de Allende ya no tendría retorno. Ante un Estadio Nacional enfervorizado, el líder socialista revela la existencia de contactos entre dirigentes del gobierno y de la izquierda (el mismo Altamirano, el líder del MIR Miguel Enriquez y Manuel Antonio Garreton) con miembros de la marina, quienes le habrían informado de la preparación de una conspiración en Valparaíso, sede la marina de guerra. La agresividad del discurso sorprende a propios y extraños. En horas de la noche de ese domingo 9 de septiembre, el mismo Salvador Allende cuestiona a su amigo Altamirano por lo que acaba de hacer. Allende le pregunta si era conciente de que después de ese discurso la espiral de violencia política sería indetenible y el golpe consecuentemente inexorable. Por su parte, Jorge Arrate Mac Niven se exilia primero en Roma y luego en Rótterdam, donde recibe financiamiento del gobierno de los Países Bajos. El papel relevante del exilio en Holanda debe situarse dentro de la coyuntura que vivía ese país en los 70', que era gobernado por una expresión socialdemócrata con alto grado de institucionalización. En esta lógica se entiende el apoyo recibido por parte del gobierno holandés para desarrollar actividades académicas y políticas dentro y fuera de ese país. En Rótterdam, Arrate funda el Instituto para el Nuevo Chile. Allí comienza una sistemática tarea de reflexión y articulación: por un lado, realiza incontables viajes y reuniones en la búsqueda de sumar capital humano para la renovación. A su vez, comienza una serie de publicaciones. El Instituto para el Nuevo Chile es, junto a la revista Chile-America, un ámbito académico donde puede situarse el comienzo de la renovación socialista. Sostiene Arrate que "…exile was "an immense scholarship program" to some of the world's best universities. For exiles' political purposes, Western Europe was ideal: With well-informed, politically conscious, and affluent populations, open political systems, and strong socialist and social democratic parties and labor movements, Europe offered fertile ground for building vigorous solidarity movements and raising funds to sustain the resistance and relieve poverty in Chile…"(9).En 1985 Arrate es clave para la articulación de los encuentros de verano en Mendoza (Argentina), donde dirigentes de fuera y dentro de Chile se conocen, discuten e intercambian opiniones y estrategias sobre cómo alcanzar primero la democracia y, fundamentalmente, lograr su posterior consolidación. Arrate es un actor central para entender la construcción y éxito de la Concertación de Partidos por la Democracia. Sin embargo, es también uno de los primeros críticos sobre la perdida de la identidad socialista que ha conllevado la articulación de la mas exitosa coalición de gobierno en la historia moderna de la región(1) Ver http://chile.exilio.free.fr/chap03g.htm(2) Ver http://www.abacq.net/imagineria/arauca0.htm. El histórico dirigente del Partido Comunista, el poeta Volodia Teitelbiom, dirigió durante años el programa radial "Escucha Chile". La transmisión se efectuaba en onda corta desde radio Moscú, en su edición en español. La misma duraba dos horas y se realizaba todos los martes y jueves. El mismo Volodia editó cuatro tomos de la publicación "Escucha Chile, una voz viene de lejos" donde narra la historia del programa y distintos acontecimientos del período. El régimen militar intentó bloquear la transmisión de radio Moscú en español, pero los soviéticos instalaron un barco trasmisor en el océano pacifico, en aguas internacionales. Paso seguido, Pinochet decidió contrarrestar la medida emitiendo un programa anticomunista en onda corta hacia la Unión Soviética (en ruso). Al corto tiempo se decidió terminar este proyecto, dado el nulo efecto que tenía. Las razones para el levantamiento del mismo fueron que, según el régimen militar, se habían alcanzado los objetivos buscados. Entrevista con el experto en medios Roberto Iglesias, Washington DC, setiembre de 2006.(3) Esta descripción de la Revista Chile América es relevante porque la realiza un órgano del MIR (Movimiento Izquierda Revolucionaria). Es decir, el grupo que ha sido mas reaccionario y contestatario a la renovación socialista. Ver http://www.archivochile.com/Mov_sociales/exilio_cl/MSexiliocl0019.pdf(4) El Instituto también comenzó a publicar la Revista Plural (Rótterdam, 1983). Sus integrantes mas conocidos eran precisamente Jorge Arrate, Jorge Tapia y Roberto Celedón. Sostiene Carlos Orellana que "En ella (en la revista Plural) hubo un evidente cambio de óptica, marcado por el transcurso del tiempo ya que se creó diez años después del golpe de Estado, donde se dio espacio para el debate cultural. Su mayor calidad técnica se explica porque el Instituto para el Nuevo Chile, que la patrocinaba, gozaba de un sólido apoyo internacional. Además de Plural, este organismo publicaba trimestralmente un Boletín Internacionalinformativo, y organizaba la Escuela Internacional de Verano, que dio origen a la publicación de losCuadernos del ESIN, una veintena de valiosas monografías sobre muy diversos temas políticos y culturales.(5)Ver http://www.memoriachilena.cl/mChilena01/temas/dest.asp?id=litchilenaenelexilio, donde se pueden encontrar la colección completa, en versión PDF(6) Revista "Chile-América". Numero I, Año I. Roma. Septiembre de 1974. La colección completa de la revista se encuentra en la sede del CIDOC (Universidad Finis Térrae Pedro de Valdivia 1307, Providencia, Santiago-Chile. http://www.cidoc.cl/. Contacto: cidoc@uft.cl ).(7) Entrevista del autor con Eugenio Tironi. Santiago de Chile, 17 de noviembre de 2006.(8) Ver una biografía parlamentaria de Altamirano en http://historiapolitica.bcn.cl/resenas_parlamentarias/wiki/Carlos_Altamirano_Orrego y una entrevista con Arrate en el año 2003, donde ya podía percibirse una creciente crítica al alcance que había tenido la renovación socialista: http://www.socialismo-chileno.org/PS/index.php?option=com_content&task=view&id=565&Itemid=9(9) Arrate, Jorge. Exilio: textos de denuncia y esperanza ( Santiago: Documentas, 1987). Citado en "Flight from Chile- Voices of Exile". Rody Oñate y Thomas C. Wright University of New Mexico Press. Albuquerque. 1998. "Capítulo 6 The Diaspora, Exile in Western Europe". Pagina 123 *Profesor Depto. Estudios Internacionales, FACS - Universidad ORT Uruguay.Master en Filosofía Política, London School of Economics and Political Science

The present study documents a language educator's reflection on two transitions that mirror current curricular changes in undergraduate language programs in the United States. The first chronicles her personal pedagogical transformation from a general-purposes Spanish language professor and her adjustment to teaching as a visiting professor in a Spanish for Specific Purposes (SSP) language-learning environment at the United States Air Force Academy. The second reports the evolution over several decades of the Spanish language program at University of Alabama at Birmingham from a traditional general Spanish-language program to a multipurpose program. The study suggests that SSP and liberal arts values are not mutually exclusive, and it explores what Spanish for General Purposes (SGP) can learn from SSP. Spanish programs that find common ground and hybridize to respond to multiple demands of today's Spanish learners are likely to be the most successful in the future. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 88 The Unexpected Spanish for Specific Purposes Professor: A Tale of Two Institutions Sheri Spaine Long United States Air Force Academy University of Alabama at Birmingham Abstract: The present study documents a language educator's reflection on two transitions that mirror current curricular changes in undergraduate language programs in the United States. The first chronicles her personal pedagogical transformation from a general-purposes Spanish language professor and her adjustment to teaching as a visiting professor in a Spanish for Specific Purposes (SSP) language-learning environment at the United States Air Force Academy. The second reports the evolution over several decades of the Spanish language program at University of Alabama at Birmingham from a traditional general Spanish-language program to a multipurpose program. The study suggests that SSP and liberal arts values are not mutually exclusive, and it explores what Spanish for General Purposes (SGP) can learn from SSP. Spanish programs that find common ground and hybridize to respond to multiple demands of today's Spanish learners are likely to be the most successful in the future. Keywords: language learning curriculum, liberal arts, medical Spanish, military language learning, Spanish for General Purposes (SGP), Spanish instruction, Spanish for Specific Purposes (SSP), United States Air Force Academy, University of Alabama at Birmingham (UAB) Introduction This academic year, I dubbed myself the unexpected Spanish for Specific Purposes (SSP) professor because specialized career-focused instruction became part of my pedagogical repertoire. Working in a SSP language-learning environment has made me take stock of what mainstream language educators can gain from exposure to the philosophy and instructional techniques of languages for specific purposes. I am serving currently as Distinguished Visiting Professor of Spanish at the United States Air Force Academy. I am a permanent Professor of Spanish at the University of Alabama at Birmingham (UAB). In this reflective paper, I chronicle two transitions. First, I share observations about my transition from general purposes language instruction to the more focused language-learning setting at the United States Air Force Academy. Language learning at the United States Air Force Academy exemplifies the definition of a Spanish for Specific Purposes (SSP) program because it is dedicated to the goal of educating future Air Force officer-leaders with a global perspective. Secondly, I narrate from an administrative/ administrator's point of view UAB's evolution from a traditional Spanish curriculum to a dual-purpose program that includes a SSP certificate. I conclude that both the United States Air Force Academy and UAB Spanish language programs provide unique insights into the curricular changes and challenges in language teaching that have emerged during the last several decades in higher education. My experiences in these respective undergraduate Spanish programs show that signature language curricula have been and can be developed to serve diverse missions of learners and institutions and that intellectual and practical needs simultaneously helped mold these A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 89 programs. The United States Air Force Academy and UAB Spanish language programs are traditional and nontraditional at the same time. I posit they will resemble our future hybridized Spanish language programs. For purposes of this paper, I understand hybridized to mean multipurpose programs that have SSP components and a liberal arts foundation. The subfield of SSP can be defined as a practice that gives language learners access to the Spanish that they need to accomplish their own academic or occupational goals (Sánchez-López, 2013). It is necessary to locate SSP within the domain of Second Language Acquisition (SLA) in order to recognize that SSP is not a departure from current theory or practices in foreign language education. The counterpoint to SSP is Spanish for General Purposes (SGP). SGP is a broad descriptor for the teaching and learning of Spanish in ways that can be exploratory in nature. It is language teaching and learning that is likely not to have a singular career focus. Along with the concept of language learning for cultural breadth, traditionally SGP has been ensconced within the notion of liberal arts education. After almost 20 years of teaching principally undergraduate SGP at UAB, I relocated to Colorado Springs to experience anew the teaching and learning of Spanish in a different context. The learning environment that I envisioned at the service academy would be focused on the specific Air Force mission within undergraduate higher education. By contrast, I am the product of a liberal arts education that was not singularly focused on a specific career. For the last several decades, I have taught students with a variety of goals, both professional and personal. The teaching and learning environment with which I am the most familiar is rooted in the model of a liberal education that has historically framed SGP programs across the United States over the last 75 years. Goals of the liberal arts education include such attributes as thinking critically, possessing broad analytical skills, learning how to learn, thinking independently, seeing all sides of an issue, communicating clearly (orally and in writing), exercising self-control for the sake of broader loyalties, showing self-assurance in leadership ability, and participating in and enjoying (cross-)cultural experience (Blaich, Bost, Chan, & Lynch, 2010). By reviewing some attributes commonly found in definitions of a liberal arts education, I highlight the cornerstone of numerous undergraduate programs in higher education. My goal is not to produce a comprehensive list of its characteristics. In fact, one finds variations in the definition of the liberal arts education tailored to suit institutional realities and needs. The elements that I emphasize in the present discussion are particular characteristics, such as analytical and critical thinking, leadership development, civic responsibility and cultural breadth, which are especially relevant to how these two Spanish language programs evolved at both the United States Air Force Academy and UAB. Although critical thinking may not be one of the characteristics that spring to mind within military education given the realities of obedience, discipline and hierarchy, critical thinking is an essential characteristic of military officers that must make decisions in complex situations. The teaching/learning of the ability to analyze critically is key in military service academies and in civilian institutions, such as UAB. UAB and arrived at the United States Air Force Academy in summer 2011. Because of the courses that I had been asked to design and teach, I knew that the United States Air Force Academy's curriculum was not about technical instruction as in Spanish for Military Purposes. In fact, my fall courses had mainstream course titles that one might find in any Spanish program: Literature and Film of Spain and Latin American Civilization and Culture. My military supervisors told me that I was invited here to bring a different perspective and pedagogy into the classroom. As my first semester unfolded, I set out to learn from diverse A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 90 pupils and faculty members and to absorb and adapt to the differences before me. The United States Air Force Academy's mission fits neatly on a sign that everyone reads upon entering the military installation: "Developing Leaders of Character." The United States Air Force Academy (2011) is an undergraduate institution, awarding the BS degree as part of its mission to inspire and develop officers with knowledge, character and discipline. Undergraduates are referred to as cadets, and this underscores both the military and academic focus of the learners. After a few weeks at the United States Air Force Academy, I realized that I had landed in a one-of-a-kind educational setting. The institution subscribes to and emphasizes many of the key core values that I associate with a liberal arts education while additionally providing technical training. As Pennington (2012) pointed out in her recent commentary in The Chronicle of Higher Education, we need to acknowledge that preparing for work and pursuing a liberal arts education are not mutually exclusive. Considering liberal arts principles and professional training as polar opposites is a deeply ingrained notion by many individuals in higher education and in society at large. This belief needs to change because of the type of complex preparation that today's students will need to flourish in the future. Below is the complete list of shared outcomes of the Unites States Air Force Academy. Even with a cursory examination, one finds intertwined traditional liberals arts concepts and elements associated with technical education for engineers, scientists and warriors: Shared United States Air Force Academy Outcomes (2011) Commission leaders of character who embody the Air Force core values. . . . . .committed to Societal, Professional, and Individual Responsibilities  Ethical Reasoning and Action  Respect for Human Dignity  Service to the Nation  Lifelong Development and Contributions  Intercultural Competence and Involvement . . .empowered by integrated Intellectual and Warrior Skills  Quantitative and Information Literacy  Oral and Written Communication  Critical Thinking  Decision Making  Stamina  Courage  Discipline  Teamwork . . .grounded in essential Knowledge of the Profession of Arms and the Human & Physical Worlds  Heritage and Application of Air, Space, and Cyberspace Power  National Security and Full Spectrum of Joint and Coalition Warfare A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 91  Civic, Cultural and International Environments  Ethics and the Foundations of Character  Principles of Science and the Scientific Method  Principles of Engineering and the Application of Technology Source: http://www.usafa.edu/df/usafaoutcomes.cfm?catname=Dean%20of%20Faculty Values such as critical thinking, ethics and ethical reasoning, respect for human dignity, lifelong development and contributions, intercultural competence, and oral and written communication are integral to a liberal arts education and are the foundation of cadet education. The first phrase that frames the entire list—"Commission leaders of character who embody the Air Force core values. . ."—is key to my contention that the United States Air Force Academy's type of SSP is the teaching and learning of languages in the broader context of leadership education. The direct relationship between what one associates with well-informed leaders and liberal arts values emphasizes the importance of nurturing future leaders (whether cadets or college students) that are civically and globally astute. Leadership development clearly underpins both liberal arts values and those of the United States Air Force Academy. Like many undergraduate institutions in the United States, Spanish is widely taught at the United States Air Force Academy. According to Diane K. Johnson, an institutional statistician, there are a total of more than 500 cadets (out of a total cadet enrollment of over 4,000) that are in Spanish classes (introductory through advanced) in spring semester 2012. There are also cadets enrolled in 7 other languages that are labeled strategic or enduring. Notably, there is no language major at the United States Air Force Academy. However, there is a Foreign Area Studies major. Also, cadets can declare a minor in a language. There were 327 cadets with minor in languages at the time of this spring semester 2012 snapshot. The specific mission statement of the United States Air Force Academy's Department of Foreign Languages is: "To develop leaders of character with a global perspective through world-class language and culture education." Language and culture are embedded in the concept of the kind of global perspective that a 21st-century leader must possess. From Washington DC to Wall Street, there is agreement that future leaders internationally—both military and civilian—need to be multilingual and culturally adept to be able to navigate and lead in the 21st century (Education for global leadership, 2006). According to Lt. Col. Western (2011), it is imperative that our military comprehend that maintaining world leadership and security requires a broad understanding of other languages, cultures and thought processes. Although the Department of Defense's report (2012) on "Sustaining United States Global Leadership: Priorities for 21st Century Defense" does not directly address language and cultural expertise, many of theses priorities rely on knowledge from military leaders with considerable language and cultural acumen. Historically, the language department has always had a dual purpose that has consisted of SSP focusing on developing future Air Force officers, while providing many elements of a liberal arts education. From the following list, you will see a sampling of the generic course titles. They are not a departure from what one might find at other institutions: Basic Spanish I & Basic Spanish II (Spanish 131–132), Intermediate Spanish A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 92 I & Intermediate Spanish II (Spanish 221–222), Advanced Spanish I & Advanced Spanish II (Spanish 321–322), Civilization and Culture (Spanish 365), Current Events in the Spanish-Speaking World (Spanish 371), Introduction to Peninsular Literature (Spanish 376), Introduction to Latin American Literature (Spanish 377), Advanced Spanish Readings (Spanish 491), and Special Topics (Spanish 495). The course titles do not offer clues as to how these classes might differ from the average civilian college or university classes with similar names. In my experience teaching and/or observing these classes, differences do stand out because language learners at the United States Air Force Academy focus on application of language as a skill combined with cultural and historical knowledge. The cadets also seek intellectual breadth through the analysis of multiple perspectives particularly found in intermediate- to upper-level Spanish language classes. In the first six months in residence at the United States Air Force Academy, I observed that cadets are more intellectually broad than I assumed at the outset. Cadets read about literature and culture, analyzed film, and even wrote poetry in Spanish with gusto. They do perform in the classroom with a defined career in mind. The focus on the military profession and leadership changes the daily routine in the language classroom. By emphasizing deliberate leadership and language teaching and/or learning opportunities, crosspollination enhances the classroom exper-ience and improves institutional learning outcomes. Form cannot be divorced from function in language learning, so the synthesis of leadership development and language/cultural learning occurs. Recent studies from interdisciplinary research with the neurosciences and education show that fusion between disciplines can provide effective pathways to learning (Coyle, Hood, & Marsh, 2010). Teaching Spanish at the United States Air Force Academy altered my preparations and delivery. Because of SSP, I adapted to differences that are administrative, operational, pedagogical, experiential and conceptual. First, I experienced the surface-level administrative transformations from SGP to the special brand of SSP at this institution. I learned about:  Classroom rituals that include military protocols, such as calling the class to attention in Spanish, inspecting students' regulation dress and upholding other classroom standards in the target language;  References to Air Force traditions and military rank in the target language;  And, lock down, active shooter and natural disaster drills that might happen during class time in the target language. Additionally, there were different details in course design that reshaped my pedagogical filter. During an examination of all Spanish language course syllabi at the United States Air Force Academy, I noticed that the communities standard from the 5Cs in the Standards for Foreign Language Learning (1999) is often replaced with a different C that stands for Careers. The focus on the professional use of Spanish is starkly emphasized through this substitution. On an operational level in the classroom, staying abreast of current events in the Spanish-speaking world and being able to interpret them—such as changes in government officials, political and economic transitions in the target culture—take on greater importance while teaching at the United States Air Force Academy. For example, when A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 93 learners know that they might be assigned to carry out tasks in any Latin American country in the future, the learners understandably pay more attention to geographical details, how economic conditions impact political situations, how longstanding historical realities affect the current mood, and so on. The language-learning environment carries with it a cachet of practical information, and it also supplies complex situations and problem-solving scenarios on which future Air Force decision makers can cut their teeth. Language practice includes creating a number of hypothetical SSP situations in which cadets participate in order to foreshadow their leadership roles, such as role-play opportunities that are relevant to Air Force operations. For example, cadets might be asked what they would do and say as a United States Air Attaché or an intelligence officer stationed in Latin America. On the conceptual level, I am currently organizing and creating a seminar that is titled War in the Arts, Literature and Film in Spain and Latin America. It is a themed-humanities seminar that offers a rich lexical environment and an opportunity to focus on the profession of war, ethics, conflict and peacekeeping in the context of film, art and print texts of the Spanish-speaking world. Considering, for example, the representation of the warrior in a literary work provides an opportunity to discuss ethics and strategies and to analyze the representation of leaders across cultures. At the United States Air Force Academy, I have participated in preparing cadets to go on semester-long exchanges to foreign military academies. Some of this is done through wayside teaching at our Spanish conversation table, emphasizing the type of current and relevant social, linguistic, and cultural information that a cadet might need to function abroad in a variety of contexts and represent the United States. One way to prepare for going abroad has been to encourage and mentor cadets to volunteer for selection to host visiting military dignitaries, such as ranking delegations from the Colombian and Mexican Air Force. To prepare cadets, instructors share with them tips about how to interact appropriately and to display leadership through social intelligence and knowledge of protocol in the target language and culture. As a follow up, debriefing after these events is essential to discuss perceptions and observations and to develop cross-cultural competence. Much like teaching and interacting with SGP students, there are immediate needs, and then, there is the important long-range goal of encouraging life-long learning in Spanish. In the context of the United States Air Force, there are programs that make this objective more concrete than what is generally experienced by students in civilian colleges and universities. To take advantage of what the Air Force has to offer, I have also learned about LEAP (Language Enabled Airman Program), which provides for structured life-long language learning for specific purposes in the Air Force. According to the Air Force Culture and Language Center ("Air force culture," 2012), LEAP is designed to sustain, enhance and utilize the existing language skills and talents of Airmen in the program. The stated goal of LEAP is to develop a core group of Airmen across specialties and careers possessing the capability to communicate in one or more foreign languages. To become a participant in LEAP, Airmen must already possess moderate to high levels of proficiency in a foreign language. Individuals that apply and are accepted into the LEAP program receive regular training both face to face and online in the target language as well as have immersion opportunities at intervals during their careers. Working to encourage and help cadets apply for LEAP is another SSP goal at the United States Air Force. A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 94 These are an overview of my unexpected SSP experiences at the Air Force Academy. My transformation from SGP to SSP started with learning and applying new vocabulary that focuses on cadets' professional needs. Later, I began to think of my learners as future leaders that will need to perform and apply knowledge to make judgments about the Spanish-speaking individuals and groups. This motivated me to reorganize courses and reconceive of them with a keener eye toward performance and to explore ways to get cadets to think beyond their immediate milieu. With the overlay of leadership development and military culture, this teaching experience has driven me to operate in a more interdisciplinary fashion than before. I experienced first hand a teaching and learning climate that offers a unique hybrid of liberal arts and technical education in a military context. Perhaps the best lesson that SSP teaches is to constantly question the relevance of what you are doing in the classroom: to whom is it relevant and for what purpose? Within the Department of Foreign Languages at the United States Air Force Academy, the SSP focus on career preparation in language instruction and the liberal arts connection with leadership evolved simultaneously. This dual focus of the curriculum contrasts the reality in most civilian language departments where there was one general focus and departments are being (or have been retrofitted) to include new curricula and/or tracks. Many civilian language departments are currently transitioning from SGP programs and integrating more SSP language options. In the late 1980s and on into the 1990s, Spanish for Business and Medical Spanish courses appeared. The integration of professional courses happened in response to societal needs (Doyle, 2010). The Department of Foreign Languages at the United States Air Force Academy offers a rare, fully integrated model of the curricular common ground of career-focused language learning with an underpinning of liberal arts breadth. Conversely, civilian language programs have transitioned to dual-purpose or multipurpose programs for different reasons. In many cases, motives for transitioning programs have been to maintain relevance and enrollments. The latter was clearly the case with the Spanish language program at UAB in the 1990s. This two-fold reality raises the palpable issue of how best to organize these dual-purpose programs from both a curricular and an administrative point of view. Undergraduate language departments and programs have to meet the needs of both their general and specific constituencies. There is a general consensus in the language discipline that multiple paths to the language major, as advocated by the Modern Language Association in the report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007), will be a necessity for the future survival of undergraduate language programs. With curricular reform underway, how do traditional language programs best transition from general purposes programs to hybridized programs that also house languages for specific purposes? Another obvious driver of dual-purpose Spanish language programs is the limited support for language teaching and learning. As programs transform, we need to be mindful of the realities that face most undergraduate language programs: 1) limited financial resources to support language programs, 2) staffing limitations because of faculty back-ground and adaptability, 3) reward systems that favor faculty members who work in the more established subdisciplines in the language field, and 4) multifoci and/or shifting interests of undergraduate students. Because of these conditions, exploring ways that resources can be shared intentionally and constructively will be essential to benefit general A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 95 and specific purposes language programs at the same time. The UAB Spanish language program learned to share resources and evolved into a multipurpose program. The UAB Spanish language program transitioned from SGP to include SSP gradually over several decades. This transformation aligns the department with the institution's vision and mission, which is outlined below: The UAB Vision UAB's vision is to be an internationally renowned research university—a first choice for education and health care. The UAB Mission UAB's mission is to be a research university and academic health center that dis- covers, teaches and applies knowledge for the intellectual, cultural, social and eco- nomic benefit of Birmingham, the state and beyond. Source: http://www.uab.edu/plan/ Reflecting the mission and vision at UAB, these statements clearly present the dual role of the institution: it is both medical and educational. When I joined the faculty 20 years ago, we spoke of the medical side and the academic side of campus in a way that implied a scant relationship between the two. Therefore, the undergraduate curriculum in the language department in the early years of my appointment had no relationship with the health sciences. This separation slowly eroded over the years. When I was hired in 1992, the curriculum for the UAB undergraduate language major would best be described as traditional: language and literature. UAB students studied languages for a variety of reasons, ranging from enrichment to the fulfillment of the compulsory language requirement. We had a multiquarter language requirement that was rescinded in the mid-1990s as a result of the politics between the state's community colleges and the universities. Currently, UAB has no foreign language requirement. Almost 650 students were enrolled in Spanish in spring 2012 out of an undergraduate population of close to 12,000 students ("UAB student profile," 2011). Ironically, the lack of a language requirement in the undergraduate curriculum set the department on a path toward popularizing SSP. At that time, the UAB Department of Foreign Languages and Literatures began to turn its attention to providing courses that the students demanded. As a result in the mid-1990s, UAB offered its first medical Spanish classes for undergraduate students. From that time on, I became interested increasingly in SSP for reasons that had to do with the institution's human capital both faculty and student. Also from 2002–2009, I served as chairperson of the UAB Department of Foreign Languages and Literatures. I took an administrator's interest in growing and integrating a SSP program into the existing general Spanish program. The medical Spanish courses were a good match for the interests of our student body. Approximately 40% of the freshmen that enroll at UAB declare that they are on the premedicine track. Many students are attracted to our campus because UAB houses an internationally known School of Medicine, although many freshmen abandon the premedicine track for other health-related fields. A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 96 Student interest grew in professionally focused language courses and key faculty members invested in SSP as well. In 2001, our first applied linguist in Spanish was hired in the language department. She shared her vision of starting a SSP program by offering a few courses to appeal to pre-professionals. She became the director of the nascent SSP program. Over the years, the SSP program became so popular that it evolved into a more defined and elaborate SSP certificate program ("UAB Spanish for specific purposes program," 2012) that had 62 students enrolled in the program in spring 2012. It was the first undergraduate certificate program on the UAB campus. As the program grew, the SSP Director was successful in convincing existing junior faculty to take professional development seminars in SSP and develop additional SSP courses, such as Intermediate Spanish for the Professions, Advanced Business Spanish and Advanced Spanish for Health Professionals. In 2007, we hired a Spanish instructor to develop and expand the medical Spanish courses in the undergraduate curriculum under the umbrella of SSP. She began to collaborate with the Schools of Nursing, Medicine, and Dentistry to provide short courses to their graduate students. Over time, signs of curricular integration increased between the medical and academic sides of campus. Also, there was a confluence of external events in the state of Alabama and internal events on the UAB campus that occurred in the late 1990s and the first decade of the 21st century that promoted the success of the SSP program. Prior to the 2007 recession, a rapidly growing Spanish-speaking population in Alabama had health professionals in a reactive mode because they were not prepared to handle patients that spoke limited English ("Demographic profile of Hispanics in Alabama," 2012). In 2005, UAB hosted campus-wide events around its first freshmen discussion book The Spirit Catches you and you Fall Down: A Hmong Child, her American Doctors and the Collision of two Cultures by Ann Fadiman (1997). The book was widely read across campus, especially in the School of Medicine. Fadiman's volume chronicled Hmong (not Spanish) speakers. Nevertheless, the book captured the timely problem of the critical need for communication with the foreign born in the health professions. From that year on, the importance of cross-cultural communication became part of the UAB campus dialogue. Also around this time, UAB's prominent, grant-funded Minority Health and Research Center unofficially broadened its definition of minority to include Latinos. Meanwhile, within the UAB Department of Foreign Languages and Literatures we were able to offer our first scholarship award for a Spanish major on the premedicine track in 2003. Beginning in 2003, I recall anecdotally receiving periodic inquiries from ranking individuals in the School of Medicine that wanted to collaborate. Typically, they requested the assistance of Spanish-speaking faculty with informed-consent forms. There were repeated requests for help with interpretation until the UAB clinics developed protocols to deal with Spanish-language only patients. In January 2010, we piloted a short course in Spanish (Davidson & Long, 2012) that was offered as part of the medical school elective curriculum. In 2002, the staff of the language department informally observed a trend in the increase of undergraduate students who declared a double major in Spanish and Biology/Chemistry. I procured a modest donation from a local physician for the aforementioned scholarship. All of these events fueled the popularity of the UAB SSP program and clearly defined the need for it. The current SSP program and certificate houses a number of preprofessional courses that are not limited exclusively to SSP students. The full program description can A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 97 be viewed at http://www.uab.edu/languages/languages-programs/ssp. The number of general versus pre-professional students varies from course to course, but courses such as Spanish Translation and Interpretation tend to enroll students from both cohorts, whereas Spanish for the Health Professionals enrolls few general-purposes students. Of course, the faculty members have noticed over time that our student clientele had slowly changed: two very different types of students were sitting in the same classroom. Professionally focused Spanish students and general Spanish students enrolled in the some of the same courses. This presented new pedagogical challenges for our faculty members and raised the issue: how does one meet the needs of both groups (SSP and SGP) in the context of our institution's student body? To date, this matter has not been systematically dealt with in the UAB Spanish Division. Individual professors have developed strategies, like individualizing projects, and yet, other faculty members teach to one group to the exclusion of the other. The curricular changes discussed by the Modern Language Association have come about in many language departments, and they have been welcomed by some faculty members but not by all. Embracing the notion that the traditional liberal arts language learner can cohabitate with the interdisciplinary and/or career-focused language learner (as demonstrated at the United States Air Force Academy) is key. Highlighting the philo-sophical common ground rooted in a liberal arts education is what may be perceived by some individuals as strictly technical training may help ease the transition. The next phase will be to articulate relevant practices for educators and administrators, as well as shared values and outcomes, and to provide models that show transitional programs how to achieve what I would like to call 'constructive hybridity.' I define constructive hybridity as a positive and collective effort to sort out and integrate the best of traditional Spanish language programs with different SSP practices evidencing more focused professional goals. The next task is to define the 'shared canon' between the various tracks in any given Spanish program. Obviously, this is not a one-size-fits-all charge due to different student, societal and institutional needs, but there is foundational work to be done in order to come up with more consensuses. Given my administrative experiences as a faculty member at UAB and my teaching experience at the United States Air Force Academy, I have come to realize that both general and specific missions in Spanish-language learning are not mutually exclusive. In June 2011, I marched off to Colorado to teach and to learn. I have learned that there is a place for time-tested liberal arts values within SSP programs and that hybridized programs (liberal arts and SSP) can be successful and beneficial to the learner. As suggested by the United States Air Force Academy and UAB programs, future programs in Spanish-language instruction will need to focus on our common ground to serve multiple purposes. Thus, I return to the concept that I mentioned at the outset: it is time to think hybrid. Our future undergraduate language programs will have multiple tracks/purposes. This hybridization can be as positive and enriching for both faculty members and language learners as it has been for me during this phase of my career as a language educator. Returning to my own narrative as a committed, career Spanish professor, I have no doubt that, in the future, my newfound SSP instructional acumen and orientation will inform my future general purposes classes and improve them. A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 98 Disclaimer The views expressed in this paper are those of the author and do not necessarily represent those of the United States Air Force Academy, the United States Air Force, The Depart-ment of Defense or the United States Government. References Air force culture and language center. (2012, May). Retrieved from http://www.culture.af.mil/leap/index.aspx Blaich, C., Bost, A., Chan, E., & Lynch, R. (2010). Defining liberal arts education. Retrieved from http://www.liberalarts.wabash.edu/storage Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning (p. 25). Cambridge: Cambridge University Press. Davidson, L., & Long, S. S. (2012). Medical Spanish for US medical students: A pilot case study. Dimension, 1–13. Retrieved from http://scolt.webnode.com/ Demographic profile of Hispanics in Alabama. (2012). Retrieved from http://www.pewhispanic.org/states/state/al/ Doyle, M. S. (2010). A responsive, integrative Spanish curriculum at UNC Charlotte. Hispania, 93(1), 80–84. Education for global leadership: The importance of international studies and foreign language education for US economic and national security. (2006). Washington, DC: Committee for Economic Development. Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. NY: Farrar, Straus and Giroux. Foreign languages and higher education: new structures for a changed world. (2007) MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association, 2007 (May), 1–11. Pennington, H. (2012, April 13). For student success, stop debating and start improving. The Chronicle of Higher Education, pp. A33–A34. Sánchez-López, L. (2013). Spanish for specific purposes. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell. Standards for foreign language learning in the 21st century. (1999) Lawrence, KS: National Standards in Foreign Language Education Project, Allen Press. Sustaining US global leadership: Priorities for 21st century defense. (2012) Washington DC: Department of Defense. UAB Spanish for specific purposes program. (2012). Retrieved from http://www.uab.edu/languages/ssp UAB Student profile. (2011). Retrieved from http://www.uab.edu/home/about/student-profile-accomplishments United States Air Force Academy curriculum handbook 2011–2012. (2011). USAF Academy, CO: Academy Board. Western, D. J. (2011). How to say 'national security' in 1,100 languages. Air & Space Power Journal, 48–61. Retrieved from http://www.airpower.au.af.mil

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HENRY E. CLARE, 95. WALDO D. MAYNARD, '95. PAUL W. KOLLER. '94. ROSCOE C. WRIGHT, '95. FREDERICK H. BLOOMHARDT, '94. Alumni Association Editor : D. FRANK GARLAND, Baltimore, Md. Business Manager; BENJAMIN R. LANTZ,'94. Assistant Btisiness Manager ; CHARLES F. KLOSS, '94, T **c /One volume (ten months), . . . . $1.00 1EKMS-1 Single copies, . . . . ; 15 Payable in Advance. All Students are requested to hand us matter for publication. The Alumni and ex-members of the College will favor us by send-ing information concerning their whereabouts, or any items they may think would be interesting for publication. All subscriptions and business matters should be addressed to the Business Manager. Matter intended for publication should be addressed to the Editor. Address, THE COLLEGE MERCURY, Gettysburg, Pa. COMTENTS. SEMINARY COMMENCEMENT PROGRAMME^ 75 CANDIDATES FOR DEGREES 75 ABSTRACT OF DR. VALENTINE'S BACCALAUREATE SER-MON, 76 ABSTRACT OF BACCALAUREATE SERMON BY W. H. DUNBAR, D. D., 77 ABSTRACT OF Y. M. C. A. ADDRESS BY PROFESSOR YUTZY, 79 CLASS-DAY PROGRAMME, 80 IVY POEM, 80 IVY ORATION, 81 BELLAMY OF CLASS OF '93 82 '93 CLASS-DAY SONG 83 JUNIOR ORATORICAL PROGRAMME, 84 THE REALITY OF DUTY, 84 THE MISSION OF EDUCATED MEN AND ITS FULFILL-MENT, 85 ROLL OF HONOR, 86 COLLEGE COMMENCEMENT PROGRAMME, 87 CANDIDATES FOR DEGREES, 87 THE POWER AND INFLUENCE OF PERSONALITY, . 87 PHILO. SOCIETY'S RESOLUTIONS, 89 COMMENCEMENT NOTES, 89 SEMINARY COMMENCEMENT PRO-GRAMME. WEDNESDAY, JUNE 7TH, 1893. Holman Lecture on the Augsburg Confession.—Article VII. De Ecclesia. Lecturerfor 1893-93, . . . REV. P. BERGSTRESSER, D. D. Baugher Lecture on Christian Worship. Lecturerfor 1892-93, . REV. C. S. ALBERT, D. D. THURSDAY, JUNE 8TH, 1893. The Religious Principle in Man, . . . EDWARD E. BLINT. The Preacher as Pastor, . . . JOHN F. W. KITZMEYER. Christianity's Responsibilityfor Islam, . GEORGE H. REEN. Parting Counsel to Class, REV. M. VALENTINE, D. D., LL. D., President of Faculty. CANDIDATES FOR DEGREES. Jonathan E. Bittle, Baidland, Pa. II. Clayton Bixler, Manchester, Pa. Edward E. Blint, Littlestown, Pa. William J. Bucher, New Bethlehem, Pa. Ellis B. Burgess Avonmore, Pa. Henry H. Flick, Lavansville, Pa. Frederick S. Geesey, Spring Grove, Pa. Morris F. Good, Lionville, Pa. Oscar H. Gruver, Hyndman, Pa. John F. W. Kitzmeyer, Davis, W. Va. Harry L. McGill Louisville, Ky. William G. Minnick, Middletown, Md. Samuel T. Nicholas, Allegheny City, Pa. George H. Reen, Newport, Pa. Herman C. Reller, Miltonsburg, O. Ulysses S. G. Rupp, Ono, Pa. Franz S. Schultz Morrelville, Pa. Samuel A. Shaulis Grafton, Pa. Luther T. Snyder Orrstown, Pa. William J. Wagner, Centre Hall, Pa. 76 THE COLLEGE MERCURY. ABSTRACT OF DR. VALENTINE'S BACCA-LAUREATE SERMON. John xix, 20: "And it was written in Hebrew, Greek, and Latin." WE cannot regard it as a mere accident that put the inscription on Jesus' cross in Hebrew, Greek, and Latin. For it came as the result of providences that had for centu-ries been shaping the course of history and bringing the peoples of these tongues to Jeru-salem and Calvary at that time and in the re-lations which determined the writing. Long lines of Jewish, Grecian, and Roman develop-ment had been made to converge there, as in a focus of Divine movement and preparation, in an event that was at once to express the outcome of more than four thousand years of history and take it all up for the life of the on-ward ages. And though Pilate penned the title, God had determined the form of it by these . wide-reaching directions and over-rulings. But not particularly as to the outcome of the past are we to view the fact of the three-fold inscription, but as related to the future, in the meaning and bearing of the cross on the phases and factors of life which Providence had brought there. What God brought there He meant should feel the touch and power of what He was doing there. He manifestly de-signed that what the Hebrew, the Greek, and the Latin providentially represented was to come under the power of that cross, to be met, taken up, and carried to the true con-summation provided for them in the grace and redemption of the Gospel. Let this, then, be our subject: The cross of Christ as related to the three great features or interests of human life which its threefold inscription represents. 1. To begin: It is no obscure inference, but a plain, direct fact that the writing " in He-brew," under the circumstances, identifies Christianity with the consummation of super-natural revelation, or revealed religion, in the earth. As the tongue of the chosen people this stood almost as a synonym of that mys-terious working of God through all the pre-ceding centuries, by which grace and redemp-tion and supernatural truth were being given to men. " To them were committed the oracles of God." Whatever God may have done for His fallen and wandering children in other nations and tribes, it was clearly through the race of Abraham that there descended the great unique, divinely-guided movement, opened in the proto-evangel by the closing gates of Eden, promising and preparing for the race recovery from sin and restoration to God. The onworking divine response to humanity's woeful need had been drawing a clear, deep, broad, and wonderful line of his-tory down the passing centuries. It was peculiar, without a parallel, an isolated, marked, inextinguishable phenomenon in the world. The most acute criticism, the most relentless hostility of effort, has not been able to reduce the Israelite development to the grade of a mere natural evolution. Israel's history stands apart, and juts boldly out from the features and fortunes of the common his-tory of those two thousand years of the world's fortunes, marked by clear and yet clearer supernatural self-revelations of God, of His will, His law, His love, His grace, and a di-vine preparing of salvation for the ends of the earth. And when the times stretched on to their " fullness," and the crowd stood on the brow of Golgotha, the Hebrew inscription— " This is Jesus, the King of the Jews "—was a notice to the peculiar people that then and there was being fulfilled all the grand purpose of their history. And the point to be observed is that the cross of Christ was the turning of all the preparatory stage into the fullness of the divine religion for mankind. This supreme interest of man, the supply of his religious nature, was here all taken up and satisfied in completed provision—in Christianity. The way of divine acceptance, righteousness, and immortal life is fully opened. The whole religious interest of the race, for mind, heart and will, for worship, conduct and character, is met and consum-mated in perfected provision and divine powers, for the ends of the. earth and the ends of time. 2. But we look up again to the provi-dentially shaped inscription and see another great human interest provided for. Without doubt, the Greek tongue represented a factor and movement of deep and lasting interest to mankind—culture, intellectual development, attainment of the true and the beautiful, the refinement of life. " The Greek seek after wisdom." They developed a culture whose lit-erature has ever since been a study and disci-pline in the educational work of the civilized THE COLLEGE MERCURY. 77 nations. Greece represented humanity's best effort, up to that day, in the mind's striving in the realm of thought, the world of ideas, the philosophy of existence, the discovery of truth. But when the Jewish Messiah came in Pal-estine, Greek culture had exhausted its best powers, and was sinking into skepticism and sense of failure. Its sun was going down, when God proclaimed, in substance, in the Greek tongue: " Lo, this disappointed aim shall find its own in the power which the cross shall put into the world." And has Christianity really answered the great interest which the Greek striving was feeling after, but failing adequately to estab-ish ? But, as merely incidental to its grand religious aim, Christianity has necessarily be-come light and life to the human intellect, the exaltation, refinement, glory, and joy of human culture. Trace the progress of Christianity through the world and down the course of time, and you trace the highest ascent and ad-vance of the enlightenment and culture of the race—a new culture from the year of the cross. Philosophy, science, art, discovery, invention, and ■ all the pure and refined humanities flourish and bear richest fruit, as under new skies and with living waters at the root. The explanation of this is easy. In Chris-tianity "the true, the beautiful, and the good" are forever revealed in quickening power for the intellect and life. The true view of the world is given. The grand truths of the fatherhood of God, the brotherhood of man, the obligations of righteousness, the present life an open avenue to a lofty immortality, all have been placed under thrilling illumina-tion. The Holy Scriptures, as the embodiment of Christianity, have been a peerless power for culture, a book to give the mind the grandest horizons and the most exalting ideals. They have supplied to literature its finest themes, and winged its highest thoughts. Art—in sculpture, painting, music—has reached its best results under this influence. 3. But there is another interest of human life that, failing elsewhere, was brought to read of a divine provision on the cross. By the Roman development the " Latin " tongue was the synonym of law and administration. In this it has ever been considered as standing conspicuously over against the significance of Greece. Law is one of the fundamental interests of the earth and in the skies. It means order, not chance, or chaos, or anarchy. Its seat is in heaven. It is at the basis of all well-being. In the physical world law reigns everywhere, from the rhythm of the planets in their orbital sweep and times down to the ebb and flow of tides, the growth of trees, and the coloring of flowers. Hence the regularity, harmony, adaptation, beauty, and joy of nature. For rational free agents law is just as truly a ne-cessity for order, welfare, and blessedness. Here, however, it is moral law, a free en-forcement by men upon themselves of the principles of righteousness and love. From want of this moral element, even in Roman power at its best, what shuddering wrongs marked all administration, and kept chaos and woe in life! Christianity stands for the su-premacy of law. Even the atonement and redemption were in the interest of righteous-ness. Upon this basis of ethical law Christianity comes as a« divine consecration of statute and civil administration. It gives a place and dig-nity to law, compared with which the old ad-ministrations of paganism were but the tyran-nies of willfulness and brute force. The actual governments of the so-called Christian nations are, alas, not yet according to the lofty ideal. Secular governments are the last things on earth to be really Christianized, and their growth in grace is very slow. Yet a mighty improvement has come. The nations under the banner of the cross are leading the world in the science and administration of good laws. Thus Christianity has been proving itself to be the gift of the Divine hand, to bring human life under the laws of Heaven's order; and, as Lowell says, " Mold the world into the scheme of God." ABSTRACT OF BACCALAUREATE SERMON BY W. H. DUNBAR, D. D. Esther iv, 14 : " Who knoweth whether thou art come to the kingdom for such a time as this?" OUT of this old story of the long ago comes God's message for us this morn-ing. The story of Esther is a Bible gem. It is a remarkable fact that the name of God does not once occur in it. To discard it on this account as of no moral or religious value 78 THE COLLEGE MERCURY. is a serious mistake, for at every step in the wonderful book we cannot fail to trace the evidence that God Himself is there. When God beckons with His finger it is just as im-perative on us to pause to note as when He speaks. The text is an appeal which came to Esther at a moment of supreme crisis for herself and her people. It must have come like a trumpet call. It was like the pulse of God beating down into her soul, and nerved the weak woman's heart to the splendid resolve : " If I perish, I perish." The appeal has a certain special emphasis for those I am to address this morning. i. It is an appeal to those who have come to a kingdom of any special advantage or influence or power. Things are wonderfully equalized in this world by a law of compensation. Lowly place has'small honor among the sons of men, but it has also less responsibility. " Getting up toward the stars appears to be promotion, but it is getting up also amid the tempests." It is a great thine to come to a kingdom—it is an appalling thing to face the responsibilities of a king. There are men who have come to a kingdom of wealth. They have come to a most royal kingdom. The sceptre of gold is more potent than ever was the sceptre of monarch. It is a great thing to be rich—it is a serious thing to face the re-sponsibilities of riches. There are men who have come to the kingdom of official place. The holding of office brings honor and power, but with it enormous responsibility. It is deplorable that it should ever become matter of political manipulation. There are men who have come to a kingdom of knozvledge. Highly favored are they who have been given special educational advantages. The educated man stands first among thousands. His very exaltation brings serious responsibilities. And most favored of all are they who have come to a kingdom of grace. It is a great thing to be a true child of God—it is a matter of solemn import to face the responsibilities of being a Christian. 2. It is an appeal emphasised by the claims of " such a time as this." Transfer this sen-tence out of its ancient settings and fix it in the framework of present conditions. Con-template the time in which we are living, its movements and spirit. Take up the morning paper as it comes to your door with its record of current events, and we are ready to cry out with ever-increasing amazement, " Such a time as this I" Pre-eminently characteristic of the time in which we are living is its intense activ-ity. We are living at a tremendous rate. Again and again the question must rise to every thoughtful mind,—" What will be the end of this fever-heat ?" Equally characteristic of the time are its marvelous achievements. There is something almost startling in what science has accomplished, and in the triumph of mind over matter. jhty are the possi-bilities of good, but grave are the possibilities of peril. Most seriously characteristic of the time are the grave problems it is called upon to face. There are the problems involved in cer-tain secular issues. More significant than these there are the problems involved in great moral issues, and back of all these there are the problems involved in what may be called the strictly religious issues of the time. The same problems have troubled other ages. They have been able to temporize with them. We are brought face to face with the absolute necessity of a practical solution. It seems as if we were on the eve of great movements. Trifle with these problems, and the hand on the dial may be turned back four centuries and more. " Such a time as this " has tre-mendous claims upon men who have been fa-vored with power of any kind. The masses are, and in large measure must be, what the tendencies of the time make them. It is not a time for the enthronement of demagogues or political schemers. Grave above all are the responsibilities laid upon men who have been favored with the advantages of mental culture and higher education. To whom else may we justly look for the enlightened thought which is rightly to solve these great problems ? 3. It is an appeal which grows solemn in the recognition of divine purpose. God Almighty rules in the affairs of this world. This is evi-dent in the course things were made to take in the court of Ahasuerus. And it is just as cer-tain that God's providences, in controlling the affairs of this world, centre in individuals. Expectation waits over every one of us. Doubt this for a moment and more than half the inspiration of life is gone. Think of the unknown possibilities which hide in this cer-tainty of divine purpose! who knoweth ? The very thought is enough to make any heart that is worth beating at all throb with the THE COLLEGE MERCURY. 79 most intense earnestness. Does it stagger the mind ? Thank God if it does. The mind that can contemplate it without emotion is un-worthy the favor of culture and education. The moment of hesitation is over. The voice of God has sounded down into Esther's soul and the true heart responds, " I will do my duty, and if I perish, I perish." O woman ! grandly hast thou spoken! O weak heart! God's pulse beating down has been thy strength and nerved thee to heroic purpose! Blessed are they who hear God's call and make it the resolve of the heart. Fall into line with the divine purpose and nothing can resist you. Young gentlemen of the class of 1893, my message to you this morning is contained in the appeal of the text. With all its emphasis and in all its solemnity I lay it upon your hearts. Favored among men do you stand to-day. The college graduate starts into life from a vantage-ground which is bound to in-sure success if he is faithful. His chances as over against the non-college graduate are as one hundred and fifty to one. On his gradu-ation day he is crowned with honors more royal than those of a prince. And it is your privilege to take your places, equipped for active work, at a time of wonderful opportu-nity. Wherever your lots may be cast, you will find yourselves in the whirl of mighty move-ments. A whole society is remaking itself. It is not a time of achievement for armed hosts. The sword which flashed over the battle-fields of the past is sheathed. The con-flict of the hour is an intellectual and moral one. History, in all its centuries, has never afforded such opportunities for achievement to cultured minds. " Who knoweth whether thou art come to the kingdom for such a time as this ?." Divine purpose hangs over each one of you. God's call comes to each one of you. It may be a call to one or other of you to great achievements or to mighty martyrdoms for the truth ; who knoweth ? Seek for God's work for you, and be God's men in doing that work. Find God's path, set your feet in it, and follow it with heroic resolve, and it will lead you to the golden mountain summits of victory. 1 Why fear the night ? Why shrink from death, That phantom wan ? There is nothing in heaven or earth beneath, Save God and man." WHITTIER. ABSTRACT OF Y. M. C. A. ADDRESS BY PROFESSOR YUTZY. "Ye also the called of Jesus Christ."—Rom. i, 6. THIS, dear friends, is an auspicious hour in the history of your lives. We have assembled to hail with joy and thanksgiving the onward march and brilliant achievements of this band of noble and consecrated young men, known as the Young Men's Christian Association. I take this text as a motto and THE YOUNG MEN'S CHRISTIAN ASSOCIATION as the theme to guide me in my address. And let me ask you first to note the humble origin and the marvelous growth of this Association. This organization sprang into existence as a proof of the fact that God, in the fullness of the times and in every emergency, raises up the man and starts the movement that will best glorify His name and advance His cause. It was when the principles for which Hooper and Latimer had gone to the stake were rele-gated to the rear, and the Pietism of Spener and Francke had vanished, and the Church of Christ seemed paralyzed in her effort to save young men, that the Y. M. C. A. was born in London, 1844. Twelve God-fearing young men in a little room twelve feet square, just above George Williams' counting-room, or-ganized the Y. M. C. A. That little English-speaking Association is now a polyglot or-ganization, teaching all tongues in all lands. Broader than the wings of the Roman eagle in the days of the Caesars, this Association girdles the globe, and has friends and patrons among the greatest and best of the earth. In 1890 the College Y. M. C. A. gave $20,000 for Foreign Missions. Within twenty years 2,500 men have entered the Gospel ministry under the auspices of this organization; 20,000 have professed conversion, and 40,000 more have carried new spiritual activity into the various avenues of life as College Y. M. C. A. adherents. Over 6,000 men in out-colleges volunteered in less than six years for Foreign Mission work, 600 of whom are now in the Foreign Field. Surely the finger of God is in this movement. Let me next enumerate and emphasize some things that will lead to greater results in future. A glorious history lies behind you, but the Golden Age of the Y. M. C. A. lies in the future. 8o THE COLLEGE MERCURY. 1. The first I name is Higher Spiritual At-tainments for yourselves. Let it never be forgotten that it was for " the spiritual improvement" of those belonging to this Association that it was formed. You are not primarily a social club, nor a debating society, nor an athletic club, nor even a galaxy of startling scientists, but you are more than that. You are CHRISTIAN MEN. Christ-like character is your chief glory and power. As ye are called of Christ, as ye bear His great name, so must His religion and character, molding your character into more heroic proportions, be your chief aim. " More love, O Christ to Thee, more love to Thee " must be your constant prayer. 2. More personal effort for the salvation of the unsaved is urgently needed, as another point. There are in the colleges of our country now over 150,000 young men, more than one-half of whom are indifferent to the claims of Christ. In your generation over 2,000,000 of young men will go from college' walls to bless or to curse the coming centuries. Is it any wonder that President Hitchcock, of Union Theological Seminary, already eight years ago said, " The great fact in the religious life of our colleges to-day is the Young Men's Christian Association " ? The age is critical, the moment is pivotal, the guns of the enemy are thundering from rampart and turret, and "To arms, to arms for the rescue of the lost," is your Captain's com-mand. Sir Humphrey Davy says his greatest discovery was Michael Faraday, and we may say Kimbal's greatest discovery was finding Moody. Find your lost brother and bring him to the feet of Christ in the Christian Church. 3. Have unbounded faith in God's Word, and boundless enthusiasm for Christ's cause. The scholar and student must be on his guard lest he lose warmth of soul, or enthusiasm in holy things. The very purpose of a college education is to rtake men critical, accurate, logical; but criticism is always a cold-blooded thing. The student must be on his guard lest he cultivate his intellect to an edge so sharp that it will cut out his heart. The Holy Spirit is needed, and daily meditation upon holy things to keep up a warm glow of soul for heavenly things. Enthusiasm laid the plan of redemp-tion and carried it out. Enthusiasm built the Pyramids in Egypt and the Temple in Jerusa-lem. Enthusiasm led old blind Homer to sing his immortal songs to the masses, and Milton to write his immortal Paradise Lost. Enthusiasm thundered in the invectives of Demosthenes and fulminated in the periods of Cicero, and enthusiasm consumed the heart of Jesus. Let this holy faith abide in your hearts, this holy fire burn in your souls, and you shall be crowned conquerors on earth, and be made heirs of immortal glory in the bright beyond. CLASS-DAY PROGRAMME. TUESDAY, JUNE 20TH, 1893. 6.30 P. M. Master of Ceremonies, GELLERT ALLEMAN. IVY EXERCISES. Ivy Poem, N. L. J. GRON. Ivy Oration, JOHN C. BOWERS. Ivy Song (Yale), . . '93 GLEE CLUB. CLASS EXERCISES. Class Roll, VIRGIL R. SAYLOR. Class History, G. M. K. DIFFENDERFER. "Bellamy," JEROME M. GUSS. Pukwana, WILLIAM L. AMMON. Class Song, . JOHN HAY KUHNS. IVY POEM. NIELS L. J. GRON. The years which nurtured us, amidst these walls, have flown. From stern authority, we hear, you, too, must fly : These learned peers, these halls of lore, this sacred place Shall seem to us, when like light birds we soar away— Away into our strange and hidden destinies— As one pure fount from which the stream of life doth flow; And we who drank from it shall never thirst. Now here, just where the glowing twilight of our course Meets with the brilliant dawn of true sincerity, With hearts so full, at once, of sadness and of joy, Of aspiration's fire and true ambition's zeal, To Alma Mater we express our filial love ; Within her bosom do we plant this ivy sprig, That, as it grows, it may entwine our hearts to her. In fancied imag'ry behold the time and place, When once, and where, this ivy plant did thus enshroud Those ancient shrines, those heroes' statues of renown. The mother of the sprig which we have planted here THE COLLEGE MERCURY. 81 Did once adorn the home of Scotland's noblest son. Entwined by it was Abbotsford, the home of Scott, And now forever may it grace our home of lore. Classmates, behold the duty of this tiny twig. How steep and smooth the wall which it must climb! How fierce Boreas' blast, how hot the scorching rays Which, in its course, it ever must endure ! It does not shrink—with constancy aloft it climbs. The velvet rose, the pansy blue, so quickly fade, But it, triumphant in its march, is ever green. Now wreathe around these college halls our loyalty. Fond memories of the past within thy leaves enfold. Be vigorous and strong, and beautify this wall, And, as thy sparkling dew reflects the heavenly blue, So may each one of us, as we our course shall run— So may our dear old Alma Mater's sun— To all mankind reflect the noble and inspiring truth. IVY ORATION. WHO wishes to be forgotten ? It is so sweet to be remembered that many a deed is done simply with this motive, that the doer may not be forgotten. And we of " ninety-three" are not different, in this particular, from our fellow-men. So, to perpetuate our mem-ory, we take this ivy green and plant it in the soil, hoping that mother earth will nourish and cherish it, and that these walls will furnish it with support throughout the years to come. But may we not hope that we shall leave behind us a more enduring memory than that of the ivy ? A teacher once asked a class of boys where Washington lived. They were all nonplussed. Finally one little fellow ventured to raise his hand, and, when asked where, he said, " In the hearts of his countrymen." Now that is where we want to live. Do not think we are so ambitious as to hope or ex-pect to become great like Washington, but we mean simply that it should be our ambition to live in the hearts of those with whom we come in contact. If it should be our lot to mingle, not with the many, but the few, if we may live in the hearts of those few, we shall have done well. How may we live in their hearts ? By living for the good of others, by endeavoring to help onward and upward every man we meet. May we not learn some lessons from the ivy ? It is a hardy plant. It does not demand that the sun shall always shine upon it, but it rather grows the more luxuriant in the shade. Storms do not affect it. In winter and sum-mer it is ever the same—a thing of beauty. And the lesson for us to learn is not to allow adversity to dwarf, but to develop us. If the sun does not always shine upon our pathway (and our lot will be different from that of most mortals if it always does), we must learn to be undaunted, brave to endure the cold of winter, the heat of summer, the clouds and storms that shall meet us on our journey through life. A second lesson : The ivy seeks a support, —a tree, a sheltering wall—to which to fasten its claspers or tendrils, and thus enable it the better to withstand the storms that are bound to come. So we cannot stand in our own strength, but, if we would make a success of life and be ready for the life beyond, we must seek Christ, the Rock, a sure refuge in the time of storm. Sometimes an ivy is seen clinging to some tower, its stem completely severed, so that it no longer receives nourish-ment from the earth, but, by means of its claspers penetrating the structure, it still con-tinues green and flourishing. And so it may be with us eventually. The world may deal hardly with us, and we may feel that all that holds us to earth has been taken, but we still have our Rock to which to cling. The ivy is a tenacious plant. It takes firm hold and does not easily let go. It clings to its support. So to make life a success it is necessary for man to have a definite purpose to which he should strictly adhere. Let nothing daunt him in pursuance of that which he thinks right. Let all his powers be con-centrated in the achievement of that which is great and noble. Then may we bespeak for him a career most brilliant, most lofty. Turn-ing history's page, what glowing tributes are paid to the memory of those who wielded a fearless pen in the interest of some potent cause, or spilt their life's blood for its further-ance ! As the ivy ever persists in climbing upward, growing higher and more beautiful as it becomes older, so let us emulate its exam-ple, whatever be .our calling, and strive to be-come greater and nobler as we advance in years. The ivy is naturally a beautiful plant, but, in order to make it symmetrical, so that it will present a comely decoration for these walls, we shall have to direct it where to climb. So have we been directed during our college 82 THE COLLEGE MERCURY. course, by means of liberal studies, into sys-tematic and symmetrical education. These walls may become weather-stained in time, but our clasping ivy will still continue to grow green and luxuriant. The hardships and trials of life which will be ours to meet after leaving these classic halls will bring with them sorrow and care,but let us bear up under them courageously and with manly fortitude. These walls may molder, yea, may crumble away, but the ivy which we have to-day planted will still veil the ruins and decorate decay. Little ivy, first clasping in thy infancy to-day the wall which is to be thy future life support, cling fast, though wild the tempests break, and yield not to the winds' control. Each blast resisted will render the succeeding blast less severe. May earth and showers nourish thee and help thee to mature. Though the world is dark with tempests, and our pathway is beset with trials, mayest thou still remain the same, rejoicing in thy beauty. It is devoutly to be wished that the class of '93, which now, in its infancy, must sur-mount the wall of difficulty before reaching the heights of distinction, will cling fast to the course in which it has been directed, and not yield to any storms of adversity which may beset it. Let us, then, classmates, strive up-ward with mind and heart and soul after that nobler and broader truth which shall be the transcendent ivy wreath crowning those who shall live in the evening of life. JOHN C. BOWERS. BELLAMY OF CLASS OF 93. MYSTERIOUS and wierd is my story. Desiring to complete my cabinet of battle-field relics, I asked Dr. Menges for a souvenir of the " new and wonderful com-pound." He told me to go where it was made. After passing down many winding stairs, I arrived at a dismal vault. On enter-ing the den I accidentally upset some sulphur and phosphorus into the terrible compound. A loud report followed, lurid flames shot forth, and suffocating fumes overcame me, so that I soon fell into a deep trance. 1 was transported into that mysterious, prophetic realm which is so Wisely veiled from mortal eye. As I was standing at the end of the next quarter of a century and " looking backward," it was with mingled feelings ofjoy and grief that I noted the mighty changes wrought and the wonderful progress made. I was told that any information I might desire about old friends could be obtained by going to one of the offices of information. Going to the nearest office I, as directed, having fixed my mind upon persons about whom I desired information, pressed a button. I first heard of my old chum. He and Jacob were still giving their famous lecture on " Columbus and the World's Fair." Jake car-ried the boodle and Jonathan the wind. Pressing the button again I was told that " Denmark " was managing a first-class thea-tre. His best play was " American Girls," and his actors were: "Sister," a shy mesmerist; " Lizzie," an excellent guy; " Neudy," a clown, and " Kelly," stage manager. Next, I learned of a gentleman living in all the luxury and enjoyment that love and money could bestow. Yes, with his little lamb Bob could always be happy. Again, I was informed that the most flour-ishing city in the country was due to the push and punctuality of two men—a business man and a minister. They held " Christmas " re-unions every year. They were, of course, Kuhns and Dieterly. A sad picture was next revealed. A de-structive fire swept away two brothers' for-tunes, and Plank was carrying brick up four stories, while Heffner supplied mud on his "mortar-board." A beautiful scene followed. The first En-glish Lutheran Church of New York city was decorated with the loveliest flora of the season. The happy bridegroom was Geo. C. Baum, and the officiating clergyman was Fred H. Knubel, D. D. The next case was that of a very short but brilliant career. Immense crowds assembled to hear the eloquent sermons. But the minister, having bet on a rooster fight, THE COLLEGE MERCURY. 83 quarreled with the Squire, and in the melee Rev. Grimes and " Squire" were mortally wounded. A mystery was solved by the next revela-tion. Even after it was propounded by Dr. McKnight at Commencement, it remained un-solved who was the married man of the class, but I was told it was the great salesman, Culp. Politicians were not all dead. Tammany and Hill were succeeded by Flavius and Saylor, Quay, by one of ability who rose from one position of trust to another. Because of wire-pulling propensities, he was a favorite of farmers, and so Deardorff and Allison got Gies to fence their farms. I was heartily gratified to learn that " Pap " had improved sewing-machines, so that, by placing a piece of calico upon the machine, there came out a complete silk dress. These machines were manufactured by Bortner, Enders & Co., of York. The two leading scientists of the age sur-passed all former ones by their dazzling brilliancy. A staunch advocate of descent from an ape was Alleman, while Welty was a verbose literary palaeontologist. Next, I heard of a'prisoner before the bar of justice. Chief witness for prisoner was Dr. Boyer. Hipsley was cleared by the eloquent appeals of his lawyers, Leitzell and Am-mon. The news following was a pleasant surprise. Gettysburg College had become a great university. Of course, H. S. Ehrhart became the efficient President; Professor in Chemistry, Dr. Gettier; Professor in Hygiene, Dr. Nipple; Professor in Latin, Rutt; and floor-sweeper, Dundore, F. R. S. I was astounded at the next report. A youth I had once known as bashful and noisy had become a complete failure. He failed in study, in running a machine for the " Colum-bian Phonograph Co., of Washington, D. C," in the ministry, and in life. He was taking in washing for his wife, who kept him by her own industry. What I next heard was that in the fastnesses of the South Mountain dwelt a hermit who was in seclusion from a disappointment in love. He wore whiskers, and was known by mountaineers as "Billy." Then I was told that Lutherville had the largest female seminary on the continent. Its genial principal was his father's successor. Girls always did take well to " Sal." I now found that a medical doctor flourished in Catawissa, with the largest practice in the State. He was assisted by Dr. Smith. Then I heard that Dr. Bowers had taken his brother's congregation in York. A strange thing about his people was that, in things spiritual, they were so like their ancestors. It likely arose from similarity of discourses. I now caught the word that great authors were living at Mahwah, N. J., and found that the critical essays of Brallier and Sutherland were read far and wide. Joyful was I to hear that two worthy men were wielding a powerful influence for good by their eloquence and singing. The Moody and Sankey of the nineteenth century had become the Kline and Diffenderfer of the twentieth. I longed to have a talk with them, but while I meditated, a burly man, a robber, entered the office and threw me violently to the ground. By the tackle, I knew it was " Ajax." I struggled and kicked and screamed. The effort awoke me, and I found Dr. Menges busy shaking and rubbing me to consciousness. I got the relic I was after, thanked the doctor for his kindness, and departed, rejoicing that I was alive to tell the tale. J. M. Guss. •93 CLASS-DAY SONG. JOHN HAY KUHNS. Tune : " We meet again to-night." Our college course is run, boys, With books and fun; Now sturdily row, On life's sea we go. We'll paddle our own canoe, ever true and staunch, And conquer every wave. CHORUS. We'll launch and row, and jolly be, and jolly be through life, my boys, With never an anxious fear, boys, never a sigh to hear— Farewell to all, my boys—a fond farewell. Since first we came to college, So green and young, More wise we have grown As the years have flown. We'll paddle our own canoe, ever true and staunch, And conquer every wave. 84 THE COLLEGE MERCURY. We part in love tonight, boys, A college class ; On billowy tide Our ships we'll guide. We'll paddle our own canoe, ever true and staunch, And conquer every wave. JUNIOR ORATORICAL PROGRAMME. WEDNESDAY, JUNE 2IST, 1S93. 9 A. M. *T/ie Imagination and its Value, , FRANK BARNDT. ■\A Governing Purpose, R. WARREN MOTTERN. * Courage Mounteth with Occasion, L. ASHTON BUSH. ■\Breakers Ahead, FRED. H. BLOOMHARDT. *Aims of the Student ELMER M. STAIIL. ■\A Debt we Owe DAVID W. VAN CAMP. *The Reality of Duty, . BENJAMIN R. LANTZ. f The Human Mind, JOHN S. ENGLISH. * l'hrenakosmian. t Philomathean. THE REALITY OF DUTY. MAN is born, he lives, and when he dies humanity is either better or worse for his having existed. No being leaves this world in the condition in which it was when he entered it. His influence has been for good or evil, in proportion as he has done his duty or shirked it. The thinking minds with which the Almighty has endowed the creatures made in His own image sooner or later com-prehend the great truth that, " Life is real, life is earnest," and with that comes the realization that there is a purpose in these lives ; that they have a duty to perform, and that this duty is as real as life itself. " Man does not live for himself alone." Indeed, he does not try to do so. He is as dependent upon his fellow-men as are the growing fields upon the rains of heaven. As well might the brain say to the hand, " I have no need of you," or the earth cry out to the sun, " You need no longer shed your light o'er me," as for any mortal to declare, "I am an independent creature, and am indebted to no man." We do owe obligations to the race, and, when once we recognize it, we know that duty is a reality, and that the happiest are they who endeavor to make others happy ; a simple but glorious truth. The present age says, " No matter what may be your condition in life, .whether it. is to win the fame of a Napoleon, or to pace up and down a midnight beat, guarding a sleeping camp ; whether it is to amass the wealth of a Crcesus, or to live as the humblest laborer, you have a real part to play, and must plav it well." " Honor and shame from no condition rise, " Act well your part—there all the honor lies." On the day of the battle of Trafalgar Nel-son called out, " England expects every man to do his duty." To-day, when such grave and important questions are confronting her, when some of her most sacred institutions are in danger of being desecrated, America looks to her young men and expects each one of them to do his duty. Conscience, that small voice, is constantly reminding us of the reality of duty. Like the sentinel at his post it stands, ready to breathe into us virtuous aspi-rations and prompt us to noble achievements. Oh! that men would stop and listen to its voice. Oh! that they would heed its call to duty. Then at the end could more exclaim with the expiring Nelson, " Thank God, I have done my duty! I have done my duty !" But duty is not a reality only because the world expects us to do our share of work, or because conscience impels us. There is a more important reason. We have the com-mand direct from the Holy Word, when it says, " Whatsoever thy hand findeth to do, do it with thy might." Not slovenly and in a haphazard way, but bend all your energies to the task. Enlist all the faculties of the mind, and all the muscles of the body, and the seem-ingly impassable barriers will vanish like the ripe grain before the harvester's cradle. And now having recognized that duty is a reality, what advantage is there in a faithful performance of it ? In the first place, it is the true philosophy of pleasure. Show me the man who lives in strict accord with duty and I will point out to you one of the happiest creatures on the face of the earth. To have the blessed assurance that you are doing your duty; to feel ■ that the use you are making of your talents affords others happiness, is the veiy acme of felicity. The accusers may say that Socrates is an evil-doer and corrupter of the youth, and that he introduces strange gods; an unjust court may try and condemn him to death, yet he can take the fatal hem-lock and quaff it with a smile, happy in the THE COLLEGE MERCURY. 35 thought that he has done his duty. But a second and more important reason is that a faithful performance of duty improves mankind. Look about you and see the misery and squalor that is everywhere apparent. See ignorance and superstition, like fiends, enthrall so many minds; visit our prisons and peniten-tiaries, and behold crime in all its hideousness; hear the cry of distress that comes from dis-tant lands, and then question for a moment, if you can, whether duty is a reality. Will you dare ask then, " Am I my brother's keeper?" Yes, you are in large measure responsible for your brother's condition, and the sooner the truth is stamped upon your heart, with let-ters of living fire, if need be, the better. There are certain requisites necessary to the individual who has once fully comprehended the positiveness of duty. " Do noble things, not dream them, all day long, And so make death life, and that vast forever one sweet song." And then, when a stand has been taken, have the courage of your convictions. When as-sured that duty has called, speak and act with the courageous determination of a Martin Luther : " Here I stand, I cannot otherwise." Such boldness will command the respect and admiration of the world. And when once you have set out on the road of Duty, endure. Do not turn back; falter not by the wayside. Remember that he who would win the prize must run the race. Jeremy Bentham asserts that man is actuated by one motive,'and that is to secure pleasure and avoid pain. " Further," he says, " it is his duty to form his own disposition, and govern his conduct so as to secure as much as possi-ble of the one and avoid as much as possible of the other." Vain philosophy! To see one go through life actuated by purely selfish motives, and working merely for his own pleasure is in-deed a sorry spectacle, and one that must excite the pity of every lover of duty. More-over, this philosophy will not stand when brought to the test. John Stuart Mill accepted Bentham's ideas, but it is doubtful if he ever derived any consolation from them. Though he was a devotee at the shrine all his life, yet five years after he began to study and accept Benthamism he asked himself this question : " Suppose all your objects in life were realized, that all the changes in institutions and opinions which you have looked forward to were ef-fected at this very instant, would this be a great happiness to you ?" and an irrepressible self-consciousness answered, " No." His great mind sought to find happiness in the pursuit of this end, but when he received a negative answer to his question his philosophy was shattered. And so with every living creature. If he possesses the idea that duty is not a reality, that he lives only for his own pleasure, an irrepressible self-consciousness will say to him : " No ! no ! Happiness is not there." Yes, duty is a reality, positively real. Hier-ocles spoke truly when he said: " Each one of us is a centre circumscribed by many concen-tric circles." These circles comprise parents, relatives, fellow-citizens, the entire race. To our God and to these we owe a duty. Though at times it may be hard to perform, yet, if we are.faithful, we will triumph. B. R. LANTZ. THE MISSION OF EDUCATED MEN AND ITS FULFILLMENT. Abstract of Alumni Address by S. G. Valentine, Ph. D. EDUCATED men have a special mission in the world, and the advantages enjoyed bring a corresponding obligation. Because of their presumed training for careful, consecu-tive, adjusted thought, they are expected to take a leading part in the practical affairs and movements of society. Many vital questions demand settlement. The task demands dis-criminating thoughtfulness. College-trained men are called as leaders to the people passing through the desert of these radical social agi-tations. Those best equipped must guide the host of the less informed. The whole course of American history shows the effect of such leadership in its affairs. From his very posi-tion as an educated man, the college graduate should stand for the development and main-tenance of culture. The world needs such men to stand for a harmonious development of all man's powers and capacities, and their training and direction to proper ends. We need a more energetic culture. Life is full of retrograding and depressing influences from within and without which are hard to resist. College-bred men should represent and make efficient all the agencies that refine and exalt. And in his own personality each man, for him-self, needs that culture that shall prevent his 86 THE COLLEGE MERCURY. occupation from becoming an end in itself, and make it the means of developing the best that is in him. The College Alumnus should stand for the intellectual and spiritual as over against the merely material in life. For whatever the gain to the world from material pursuits, we view these aright only when we look upon them as forces acting upon intellectual and spiritual character. Educated men must pro-tect society from abasement before its images of brass and iron, stone and clay, and show that culture is not a mere synonym of comfort or convenience. The tendency to over-estimate the value of the material and mechanical in life is every-where apparent. It has so affected the views of many on education that, with some, educa-tion has its aim in a mere knowledge of laws and skill to turn this to the best account. With others the best education is that which looks to material success in life. But, after all, an education requires not merely sharpened faculties, but faculties enlarged, expanded, and disciplined. All special ideas must be ab-sorbed in the spiritual ideas of an education which shall develop a systematic manhood, and fill the life with rational delights. The unbalanced regard paid to material and me-chanical processes has also been felt in scien-tific investigation. Carlyle lamented that " we are no longer instinctively driven to apprehend and lay to heart what is Good and Lovely, but rather to inquire as onlookers how it is pro-duced, whence it comes, and whither it goes." The same regard for appliances is prone to produce reliance upon machinery for doing what should be done by personal effort. We want things done for us, and are apt to smother personality under appliances. We must uphold the benefit of a real development of the " dynamical " side of man. We often wonder why many men of college education fail to. fully produce that effect within their sphere that was expected of them. The reason is too often found in the fact that real intellectual growth ceased with gradua-tion. But no man ever yet had a " finished " education. No man who dwarfs his growth can ever ripen his inherent possibilities. The preacher who ceases self-cultivation as soon as installed is doomed to failure. The lawyer needs fresh weapons for every fight. Men lack body of thought, and specialists get con-tracted views because broad culture is neg-lected. For the times demand not merely proficiency in one's special work, but also an expanded culture, and every man needs for his own effectiveness the broadest he can get. Examples are seen in the cases of men like Gladstone and Chauncey Depew. All can keep on growing, and duty and success re-quire that all that is potentially in every man shall be developed, trained, and directed, as far as possible, to its true ends. Perfection must be his ideal. But in all this we must never forget that the spiritual side of man is as much a reality as the intellectual, nor allow mere intellectu-ality to lead away from spiritual progress. "Not as men of science, not as critics, not as philosophers, but as little children shall we enter into the kingdom of heaven." Culture and religion are in perfect harmony; culture must culminate in religion, and religion must expand into culture. But the spiritual stands above the intellectual, and can only find its highest development in harmony with a higher than itself. Restoration and perfection must come from powers outside of and beyond man. " Of such powers no tidings reach him from any quarter of the universe save only from the Revelation that is in Christ Jesus." Thence only comes the truest phil-osophy of life, and the brightest light shines upon its path, illumining its mysteries, ex-plaining it perplexities, showing the goal. ROLL OF HONOR. Senior Class. FIRST HONOR. FREDERICK H. KNUBEL, New York, N. Y. JOHN J. BRALLIER, Berlin, Pa. MARION J. KLINE, Frederick, Md. CHARLES E. ALLISON Gettysburg, Pa. JOHN G. DUNDORE, Bernville, Pa. SECOND HONOR. WILLIAM H. DEARDORFF, . Gettysburg, Pa. EDGAR SUTHERLAND, Mahwah, N. J. WILLIAM C. HEFFNER Pinegrove, Pa. WILLIAM J. GIES, Manheim, Pa. Hasster Latin Medal. DAVID W. VAN CAMP Plainfield, Pa. Honorable Mention. HERBERT A. ALLISON, Gettysburg, Pa. MARGARET R. HIMES, Gettysburg, Pa. JULIUS F. SEEBACH Waynesboro, Pa. Mu/ilenburg Freshman Prize. LUTHER P. EISENHART, York, Pa. L THE COLLECxE MERCURY. 87 Honorable Mention. GRAYSON Z. STUP, . Frederick, Md. EDNA M. LOOMIS, Troy, Pa. ARTHUR H. BROWN, East Stroudsbutg, Pa. Reddig Oratorical Prize. BENJAMIN R. LANTZ, Hagerstown, Md. Honorable Mention. JOHN S. ENGLISH, Harrisburg, Pa. Post- Graduate Degrees. REV. W. H. KLOSE, De Wilt, Iowa, received the degree of Ph. D. S. P. MIKESELL received the degree of A. M. Honorary Degrees. Doctor of Divinity, . REV. SYLVANUS STALL, A. M. Doctor of Divinity, . . . REV. GEORGE GAUL, A. M. Doctor of Divinity, . REV. B. PICK, PH. D. COLLEGE COMMENCEMENT PROGRAMME. THURSDAY, JUNE 22D, 1893. 9 A. M. Latin Salutatory JOHN J. BRALLIER. Man's Use of Natural Forces, WILLIAM H. DEARDORFF. Literature and Revolution, . . EDGAR SUTHERLAND. The Roman Element in Modern Law, JOHN G. DUNDORE. National Quarantine, . WILLIAM C. HEFFNER. The Gothenburg System, . . . ANDREW S. HAIN. Safeguards of Suffrage, . . . CHARLES E. ALLISON. Socialism and Individual Lib-erty, WILLIAM J. GIES. The Bible as Literature, . . . FRED. H. KNUBEL. The Power and Influence of Personality, with the Vale-dictory, MARION J. KLINE. CONFERRING OF DEGREES. H. W. MCKNIGHT, D. D., LL. D., President of the College. ♦ '» * . CANDIDATES FOR DEGREES. BACHELOR OF ARTS. Charles Edward Allison, . Gettysburg, Pa. William Lester Ammon.Jr York, Pa. Will Franklin Bare York, Pa. George Croll Baum Philadelphia, Pa. Franklin Mtlanchthon Bortner, . York, Pa. John Culler Bowers Jefferson, Md. Merle Stouffer Boyer, Aitch, Pa. John Jacob Brallier, Berlin, Pa. Daniel Floyd Culler, Apollo, Pa. ' Theodore Daniel Culp, Gettysburg, Pa. William Henry Deardorff, . Gettysburg, Pa. Ervin Dieterly, Springtown. Pa. George M. K. Diffenderfer, . . . East Petersburg, Pa. John Grant Dundore Bernville, Pa. William Henry Ehrhart, . Dallastown, Pa. George William Enders, Jr., . . . York, Pa. Harry Earnshaw Gettier, . Littlestown, Pa. Nie's L. J. Gron, Brondum, Denmark. John Conley Grimes, New Cumberland, Pa. Jerome Michael Guss, Patterson, Pa. Andrew Sylvester Hain, . Hometown, Pa. Frank Flervey Hedges, Jefferson, Md. William Clinton Heffner Pinegrove, Pa. Flavius Hilton, Meadowdale, N. Y. George Edgar Hips'ey, Baltimore, Md. Au-tin Augustus Kelly, Kingsdale, Pa. Jacob Fry Kempfer, Beaver Springs, Pa. Marion Justus K'ine Frederick, Md. Frederick H. Knubel, Neiv York, N. Y. John Hay Kuhns, Omaha. Neb. Char'es Wilson Leitzell Brookville, Pa. Eugene Edward Neudewitz, . . . New York, N Y. Walter Scott Oberholtzer, . . . Mifflintozun, Pa. Henry Newton Nipple, Selinsgrove, Pa. Elmer Ellswoith Parson, . Alloona, Pa. John Ranson Piank, Gettysburg, Pa. Andrew Jackson Rudisill Gettysbutg, Pa. Aaron Reist Rutt, Landisville, Pa. Virgil Ross Saylor, Lull, Pa. Lewis Watson Smith, East Liberty, Pa. Edgar Sutherland, Mahwah, N.J. G. Frank Turner, Lutherville, Md. *Charles Stork Wolf, Gettysburg, Pa. Schmucker, Duncan, '91, . Gettysburg, Pa. * Died May 2d, 1893. BACHELOR OF SCIENCE. Gellert Alleman, York, Pa. William John Gies Manheim, Pa. Robert Reitzell Miller, Pinegrove, Pa. William Maberry Vastine, . Catawissa, Pa. Frank Randolph Welty, Allegheny, Pa. THE POWER AND INFLUENCE OF PER-SONALITY. IN every realm of thought and action there are two classes—the leaders and the led— and this division is not an artificial but a real one. Into whatever sphere of life we may go, we will see these two classes. In the councils of Church and State we see the men whose opinions mold the policy which governs the great spiritual and temporal interests of the world. The Pope issues his mandate and nearly one-half the Christian world acknowl-edges his sovereignty. Gladstone speaks and England, however unwilling, finally obeys. In the world of science, of art, of philosophy, of literature, how easily may we distinguish the men whose statements give authority to the theory, whose opinions color the entire sci-ence, whose personality runs like a bright golden thread through all the discussion on the subject! The leader of the social world sends forth his fiat, and his personal power and au-thority is acknowledged from the gilded salons of Paris to the rude parlors of the Sand-wich Islands. In every clime the 400 bow the knee in token of submission to his imperial decree. S8 THE COLLEGE MERCURY. The history of the power and influence of personality is the history of civilization, the history of the world. Among all people it manifests itself in one form or another. Among the savage tribes it consists in the elevation of its possessor to a position of prominence in the tribe. Among the highly civilized, the intel-lectual, it is demonstrated by the homage which is paid to the man who has this power. But its sway is not confined to the so-called higher walks of life, to the sphere where only the favored few can hope to dwell. In the every-da'y walks of life, as we go about our daily duty with those whom we meet, shoulder to shoulder, face to face, heart to heart, here we have the noblest, the grandest illustration of the power and influence of personality. Almost unconsciously we feel the subtile mag-netism of some personalities with whom we come in contact, and we acknowledge their influcnce in the formation of our own charac-ter. The statement that man does not live to himself alone needs no proof to substantiate it. The universality of the power and influ-ence of personality must be conceded by all. History and experience alike demonstrate the fact that this power is exercised in one of two ways. As we study the history of any particular nation, as we view the development of any race, we must be struck- with the fact that, at the crucial point in its history, some personality appears to guide the destinies of the nation for weal or for woe. One of the most striking illustrations of this fact is found in the life of the greatest soldier of modern times. He was a man of most magnificent at-tainments, a warrior of unquestioned ability, a ruler, fit rival for an Alexander, a personal magnet which drew to himself every one who came within the scope of his extraordinary power, a personality which overcame all ob-stacles, whose vocabulary did not contain the word impossible, a personality with one ele-ment of weakness which made his life a com-plete failure. What might not France have become if the element of selfish ambition had been eradicated from the character of Napo-leon Bonaparte! Some one has said, •" Self-aggrandizement was his chief object. His personality was one not to awaken calm ad-miration, but one which should dazzle, elec-trify, overwhelm." As a result, all his fine ability, all his splendid talents only served to render his life more wretched, and the sun, which rose so auspiciously at Austerlitz, sank in blood at Waterloo. Contrast with this the personality of another soldier, a man whose military ability was not of such a high order, whose intellectual attain-ments were not of so brilliant a character, but who might be described by the immortal tribute which Antony pays to Brutus when he says, " his life was gentle; and the elements so mixed in him that nature might stand up and say to all the world this was a man." A pa-triot, in the midst of trials and difficulties, sur-rounded by a triumphant foe, harassed by the machinations of secret traitors, he unsel-fishly devoted his life to the service of his country, and when he had brought that coun-try out of all its fiery trials, and had made it a free and independent nation, he rejected the kingly crown only to be enshrined in the hearts of his countrymen, to rule there with undivided sway. The personality of George Washington shines with a glory and a lustre which has not been dimmed by the flight of time. His character will ever stand forth as a type of the highest and noblest personality. Place these two personalities side by side, compare them in detail, and draw the logical conclusion. Representing two entirely differ-ent classes, they produce two entirely different results. The selfish ambition of the one, in spite of all his splendid ability, brings only un-happiness and disappointment to him, and stamps failure upon all his efforts: The un-selfish, noble character of the other brings happiness to millions, peace and joy to its possessor, and crowns his life with a glorious success. We have said that every personality exer-cises an influence, and this is pre-eminently true of the college man. Placed in an envi-ronment much more favorable than that of the ordinary young man, he has the facilities and opportunities given to him for the develop-ment, not only of his intellectual powers, but, far greater than these, of a personality. And with these increased advantages come corre-sponding obligations. He lives in a sphere where his influence must be exercised, where he feels the influence of others. As he comes in contact with his fellows from day to day, in the varied relations of college life, he is form-ing a personality which shall send forth streams of influence when he has once taken his position upon the world-stage. THE COLLEGE MERCURY. 89 The power and influence of personality is the greatest force which is exerted in the sphere of human activity. It is the power which sways the world. Some one has said : " The attainment of a noble personality is the highest conceivable achievement of which a human being is capable. Nothing can com-pare with the significance, the worth, the im-portance, the power of this attainment. As the chisel in the hand of the sculptor, play-ing upon the marble, changes the hard, rough substance into a figure of beauty and grace, into a statue of magnificence and grandeur," so this force works upon the human character, and brings forth a being noble in his thoughts and aims, pure in his motives and impulses, unselfish in his actions and desires, grand in his faith and hope, a being fit for immortality. M. J. KLINE. PHILO. SOCIETY'S RESOLUTIONS. WHEREAS, The members of Philomathean Literary Soci-ety have been dwelling " in the shadow of a great affliction " in the death of SUMNER R. MILLER, and there is a vacant seat among us, and we miss a beloved voice, and he who once filled that vacant seat is sleeping on the hillside covered with fair and fragrant flowers, " Emblems of the Resurrection, Emblems of the bright and better land," therefore, be it /< esolved, That in his death Philo. Society has been de-prived of one whose cultured intellect was destined to win for her honor and renown in the field of literature and ora-tory; and though we can but long "for the touch of a vanished hand," yet be it further Resolved, That we " Be patient and assuage the feeling We may not wholly stay ; By silence sanctifying, not concealing, The grief that must have way." And be it further Resolved. That a copy of these resolutions be presented to the family of the deceased; that they be published in THE COLLEGE MERCURY ; and that they be entered upon the minutes of Philo. Society. FRED. H. BLOOMHARDT, '94, 1. EDWARD BYERS, '95, HERBERT F. RICHARDS, '95. COMMENCEMENT NOTES. MRS. CROLL'S school closed on Friday, June 9th, with very pleasant exercises. A paper was read by each member of the school. Among these were "The Electric Road," " Mr. Eckert's Corner," " The College Mercury," ."Town. Notes," and others of varied character. The school presented Mrs. Croll with a book of photogravures, and Miss Griest with a silver napkin ring. The Board of Directors of the Seminary met on Thursday, June 15th. In the absence of Dr. Baum, President of the Board, Rev. M. G. Boyer presided. The Treasurer's accounts showed over $16,000 uninvested. During the year $6,202.75 were added to the endowment fund which is now $100,270.50. The question of removal has been finally settled. In view of the recent bequest of $22,000 by the late Matthew Eichelberger, and also of the value of the present property, it was decided to remain in Gettysburg. Five thousand dollars was voted to remodel the old building at the end of next scholastic year, and $15,000 was appropriated to erect a new building containing recitation halls and a li-brary at once. The building committee, con-sisting of Drs. M. Valentine and C. S. Albert, and Messrs. Scull, Picking, and Carl, was in-structed to put a financial agent in the field to solicit ftinds for building purposes. The Board decided to dispense with the Easter vacation hereafter, thus shortening the scholastic year one week. Rev. Dr. Morris tendered his resignation as lecturer on elocution and pulpit oratory, to take effect at once. Rev. Dr. Hay also tendered his resignation, the same to go into effect at the end of the next scholastic year. Both resignations were accepted, and a committee was appointed to procure succes-sors to their positions. Next year the Holman lecture will be de-livered by Rev. Dr. J. A. Earnest, of Mifflins-burg, Pa., and the Baugher lecture by Rev. F. Manhart, of Selinsgrove, Pa. The following officers of the Board were elected for the ensuing year : President, Rev. M. G. Boyer; Vice-President, Rev. J. Wagner; Secretary, Rev. E. Breidenbaugh. On Tuesday evening, June 20th, the class of '78 had its first reunion. Of the thirteen living nine were present to assemble around the festal board at McCullough's Cafe. Many and fond were their recollections as they sat once more face to face. Before their separa-tion it was decided to hold a similar reception in '98. A silver cup was purchased for A. Earl Stump, the first addition to the class after graduation. 90 THE COLLEGE MERCURY. C. H. Huber has been appointed Vice-Prin-cipal of the Preparatory Department. By this the number of instructors is reduced by one, but the efficiency is increased. Mr. Huber will now give all of his time to teaching. The attention of those who are interested in University Extension work is called to the summer meetings, to be held in Philadelphia during July. Many distinguished lecturers are to be present, and the meetings will be in the highest degree profitable. The editor regrets that lack of space forbids his inserting the programme in full, but all who desire further information may obtain it by addressing Rev. Alleman, Chambersburg, Pa. A. Russell Auckerman, '97, has been ap-pointed Physical Director of the Gymnasium, to assist Dr. G. D. Stahley. It may be of interest to many to know that the ivy planted by the class of'93, during their ivy exercises, came originally from Sir Walter Scott's home, at Abbotsford. The subject of the Graeff Prize Essay for 1894, is Tennyson's "Princess.", The class of '94 is to be congratulated on the ex-cellent selection given them, and no doubt the feminine members of the class will be pleased in view of the fact that the poem so nobly advocates true woman's rights. On Friday evening, June 16th, the Knights of the Brass Eagle held their first annual ban-quet at McCullough's Cafe. There were eight members present, and the success of the first ensures the continuance of the annual feast. The tennis tournament, held June 19th and 20th, was a decided success, and the outlook for next year is very encouraging. Following is the detailed list of games and scores : DOUBLES. HOFFMAN AND POVALL VS. FAIR AND IIF.KR. Fair and Herr : 6-3, 6-4. MADARA AND KEEFER VS. ElIRHART AND APPLE. Madam and Keefer : 6-1, 6-3. STOVER AND HOLXINGER VS. GLADHILL AND EMMERT, SR. Gladhill and Emmert, Sr.: 6-5, 6-3. RUSSELL AND HUMRICHOUSE VS. BRALLIER AND BURGER. Brallier and Burger ; 6-2, 2-6, 6-4. TURNER AND KI.OSS VS. BLOOMHARDT AND WIEST. Bloomhardt and Wiest: 5-6, 6-0, 6-4. BARNDT AND GRON VS. LANTZ AND NEWCOMER. Lantz and Newcomer: 6-3, 5-6, 6-3. LEITZELL AND STUP VS. FICKINGEK AND EMMERT, JR. Fickinger and Emmert, Jr. (forfeited). Guss AND BAUM, JR. VS. RUDISILL AND WITMAN. Guss and Baum, Jr. : 6-4, 6-4. CRILLY AND LOUDON VS. ENDERS AND KUMP. Enders and Kump : 3-6, 6-4, 9-7. FAIR AND HERR VS. Guss AND BAUM, JR. Fair and Herr: 5-6, 6-2, 6-3. BRALLIER AND BURGER VS. LANTZ AND NEWCOMER. Brallier and Burger: 6-2, 6-5. GLADHILL AND EMMERT, JR. VS. ENDERS AND KUMP. Enders and Kump : 6-1, 5-6, 6-3. BLOOMHARDT AND WIEST VS. FICKINGER AND EMMERT, JR. Bloomhardt and Wiest: 5-6, 7-5, 6-3. FAIR AND HERR VS. BRALLIER AND BURGER. Brallier and Burger: 5-6, 6-4, 6-3. MADARA AND KEEFER VS. ENDERS AND KUMP. Madara and Keefer: 6-5,3-6,6-4. BLOOMHARDT AND WIEST VS MADARA AND KEEFER. Madara and Keefer: 5-7, 3-6, 6-3, 6-4, 6-2. MADARA AND KEEPER VS. BRALLIER AND BURGER. Madara and Keefer : 2-6, 6-0, 8-6, 6-1. SINGLES. BLOOMHARDT VS. MADARA. Bloomhardt: 6-3,6-1. FICKINGER VS. CARTY. Fickinger: 6-0, 6-0. LANTZ VS. HOFFMAN. Lantz: 6-1, 5-6, 6-1. FAIR VS. GLADHILL. Gladhill : 6-4, 4-6, 6-3. EHRHART, SR., VS. STUP. Ehrhart, Sr. : 1-6, 6-1, 6-3. RUSSELL VS. MILLER, R. R. Russell: 6-5, 6-2. Biz OMHARDT vs. LANTZ. Bloomhardt: 6-3, 6-3. GLADHILL VS. BAUM, SR. Baum, Sr.: 5-6, 6-2, 6-4. • FICKINGER VS. RUSSELL. Fickinger : 6-1, 6-0. FICKINGER VS. EHRHART, SR. Fickinger : 6-0, 6-1, 1-6, 6-2. BLOOMHARDT VS. BAUM, SR. Bloomhardt: 2-6, 7-5, 6-3, 6-2. FICKINGER VS. BLOOMHARDT. Bloomhardt: 6-3, 6-0, 6-0. INTER-FRATERNITY TOURNAMENT. ALPHA TAU OMEGA VS. SIGMA CHI. Sigma Chi: 6-3, 6-2. PHI KAPPA PSI VS. SIGMA ALPHA EPSILON. Phi Kappa Psi: 6-0, 4-6, 6-0. PHI DELTA THETA VS. PHI GAMMA DELTA. Phi Gamma Delta : 6-2, 6-0. PHI KAPPA PSI VS. PHI GAMMA DELTA. Phi Gamma Delta : 6-4, 6-3. SIGMA CHI VS. PHI GAMMA DELTA. Phi Gamma Delta : 6-0, 6-1. ADVERTISEMENTS. Wanamaker's. PROFESSIONAL CARDS. Baltimore Street, GETTYSBURG, PA. CHRS. E. STAK^E, '87, ATTORNEY-AT-LAW, Baltimore Street, GETTYSBURG, PA. DR. CHAS. B. STOUFFER, OFFICE, STAR AND SENTINEL BUILDING, GETTYSBURG. PA. Sporting goods of every sort. CHR^HS S. DU^lCfl^, '82, Sporting wear of every sort—Coats, ATTORNEY AND COUNSELLOR-AT-LAW, Trousers, Caps and such a gathering of Shoes for every indoor or outdoor game as was never before seen in America. And Wanamaker prices—as low as anybody's, very likely lower than any-where else. ATALANTA was the swiftest girl of antiquity. The myth has come true to-day in a Wheel. Our ATALANTA is a Bicycle as fast, as strong, as simple as any on the market; faster, stronger, simpler, safer, better than most of the "first-class" machines. And lighter—weight 30^ lbs. But the best part is the price—$120 for a bang-up $150 Bicycle ! JOHN WANAMAKER. SEND FOR CATALOGUE OF - FOR - NKAR BALTIMORE, 3VCD. Jibber's Dril2 Store, Baltimore Street, GETTYSBURG, PA. This widely known, thoroughly equipped, and extensively patronized School will open its 41st Annual Sesson, Sept. 13th, 1893. All the Departments of a High Grade Seminary. Prescriptions Carefully Compounded. matcst Styles ii} Hats, Shoes, AND Gents' Furnishings, R. M. ELLIOTT'S. Address, Rev. J. H. TURNER, A. M., Principal, LUTHERVILLE, MD. N. B.—Stiff Hats made to Fit the Head in two minutes. A. D. BUEHLER&.CO., Headquarters for B©©1^3 a^d Brags, Stationery and Blank Books. LOWEST CASH PRICES. VI ADVERTISEMENTS. DECKER BROTHERS' PIANOS. Absolute Evenness of Touch, Richness and Brilliancy of Tone, Extraordinary Singing" Quality, lL^ Unequaled Workmanship, Power of Standing in Tune longer than any other Piano made, are among the characteristic qualities of DECKER BROS. PIANOS, 33 Union Square, ]^euu York. Used in Philo. Hall at Gettysburg College. GO TO C.A.BLOCHER'S Jeujelfy Store for Souvenir * Spoons, • Sword * PTVins, &c. DKEKA Fine Stationery and Engraving House, 1121 Chestnut StM Philadelphia. COLLEGE INVITATIONS CLASS STATIONERY SOCIETY STATIONERY PROGRAMMES, BADGES WEDDING INVITATIONS VISITING CARDS BANQUET MENUS DIPLOMAS AND MEDALS Post Office Corner, Centre Square. STEEL PLATE ENGRAVING FOR FRATERNITIES, CLASSES AND COLLEGE ANNUALS. All work is executed in the establishment under the personal supervis-ion of Mr. Dreka, and only in the best manner. Unequaled facilities and long practical experience enable us to produce the newest styles and most artistic effects, while our reputation is a guarantee of the quality of the productions of this house. ADVERTISEMENTS. vii — ■ R. H. REININGER, AJVIOS EC^EPyT, Merchant * * * * x Tailor. DEALER IN Hats, Shirts, Shoes, Ties, Umbrellas, Gloves, Satchels, Hose, THE BEST WORK AT THE LOWEST PRICES. Suits from $12.00 to $40.00. Pocket Books, Trunks, Pants from $4.00 to $12.00. Telescopes, Rubbers, NEXT DOOR TO POST OFFICE, Etc., Etc. UP-STAIRS. CENTRAL SQUARE. AMOS ECKERT. PETE THORNE, Shaving $ Hair Cutting SPECIRIi TO STUDENTS. pine Tailoring. Parlors. JOSEPH JACOBS, Merchant Tailor, PIKST CLASS A-RTISTS. Chambersburg Street, (Below Eagle Hotel) CENTRAL SQUARE. GETTYSBURG, PA. FLEMMING & TROXEL, Red Front Cigar Store Billiard R. H. RUPP, Proprietor. Jio. 8 Baltimore St., Gettysburg. AND The place for'a fine Cigar or a good Pool "Rooms. chew. Solid Havana filler, 5 for 25c. An elegant article. BALTIMORE STREET. A FINE ASSORTMENT OF PIPES AND SMOKING 1 MIXTURES. Vlll ADVERTISEMENTS. ESTABLISHED 1876. PE/N-ROSE MgEKS, YY/dTcnn/iKER ™ JEWELER. Iiafge Stock of matches, Clocks, Jeuielpy, etc., on Hand. GETTYSBURG SOUVENIR SPOONS. COLLEGE SOUVENIR SPOONS. 10 BALTIMORE STREET, GETTYSBURG, PA. Students' Headquarters IS AT J. R. STINE & SON'S CLOTHING STORE The Cheapest Clothing and Gents' Furnishings in Gettysburg. That Man is Out WHO BUYS HIS BASE BALL, . BICYCLE, . . LAWN TENNIS -42-3 <-^M OUTING, YACHTING AND BOATING SUPPLIES,] MERCHANT TAILORING A SPECIALTY. COME AND SEE US. J. R. STINE & SON, THE LEADING CLOTHIERS, MAIN STREET, GETTYSBURG, RA. ELSEWHERE . THAN AT . A. Q. SPALDINQ & BROS.1 CHICAOO, NEW YORK, PHILADELPHIA, TO8 Madison St. 243 Broadway, 1032 Chestnut St. DfflTLETIELD LlVEKT. Rear of Washington House, Opposite W. M. R. R. Depot. GETTYSBURG, PA. M^r. All Kinds of Teams. Good Riding Horses. -:o: The Battlefield a Specialty, With First-Class Guides. DAVID McCLEARY, Prop.

Technical Report 2018-08-ECE-138 Technical Report 2002-09-ECE-007 Enterprise Engineering - A Transdisciplinary Activity: Mapping IT to Core Competency Rajani S. Sadasivam Urcun J. Tanik Murat M. Tanik This technical report is a reissue of a technical report issued December 2002 Department of Electrical and Computer Engineering University of Alabama at Birmingham August 2018 Technical Report 2002-09-ECE-007 Enterprise Engineering- A Transdisciplinary Activity: Mapping IT to Core Competency Rajani S. Sadasivam Urcun J. Tanik Murat M. Tanik TECHNICAL REPORT Department of Electrical and Computer Engineering University of Alabama at Bi1mingham December 2002 ENGINEERING OF ENTERPRISES: A TRANSDISCIPLINARY ACTIVITY Mapping Information Technology to Core Competency Contributors: Murat M. Tanik, Rajani S. Sadasivam, lJrcun J. Tanik 1. ELEMENTS Qli' INTERNET ENTERPRISE ENGINEERING 1.1) Uusiness Language Structure Before any e n gin~ring takes place, the requirements of the project must be identified in as much detail as possible to satisfy the customer. Hence a customer-driven system is created, with the goal of ensuring that the end product is profitable. Business analysts should be able to accurately assess customer needs and break them down into manageable pieces for the technology analysts and engineering team, and that analysis can be effectively done on common ground with an object-oriented design language called Unified Modeling Language (UML). Introduced in November 1997, UML has quickly become the standard modeling language for software development, later adapted by business analysts to systematically design business processes [15]. UML has a business model approach that provides a pJan for engineering an orchestrated set of business functions. It provides a framework by which business is to be perf01med, allowing for changes and various improvements in the process. The model is designed to anticipate changes in business function and adapt software implementation accordingly in order for a business to maintain a competitive edge. One of the advantages of modeling in UML is that it can visually depict functions, relationships, and paradigms. UML is reconunended for business analysts to breakdown a large-scale business operation into its constituent parts for restructming and design. 1.2 Strategic Guidance One innovative approach to safely guiding an lEE venture through unce11ain waters is the Cosmos model, proposed by Yeh [10]. It is a model designed to assist a business manage change through holistic, three-dimensional modeling. One of the important aspects of this model is that it should be noted that three dimensions exist interdependently, as each dimension behaves as an enabler and an inhibitor to the other dimensions. The Cosmos model provides a conceptual tool for managers to guide their company along the best possible path by providing a structure for effective decision-making, while navigating from one point of an organizational situation to another over . time. The managerial decision made at each point in the path detetmines the future course of the company and the most optimum tradeoff's along the way. 1.3 General Business Types and Characterizations The Enterprise Maturity Model is introduced in the beginning of Chapter 2 to serve as a general reference for business and technology analysts working together to build an Intemet enterprise riO]. This model helps to accurately define the objectives for the specific type of organization they wish to build with respect to the maturity level of the organizational structure. In order to characterize a business in terms of its level of maturity, focus, activity, coordination, and infrastructure, these various faclors are covered explicitly. It is very helpful to understand the maturity level of a given organization in order to apply the most appropriate management techniques according to enterprise type. 1.4 Online Business Model Selection and Analysis An enterprise business model is one of the most important aspects in the construction of a viable business initiative. The combination of a company's policy, operations, technology, and ideology defines its business model [16]. Entrepreneurs who wish to launch e-businesses need to be aware of these models and how to implement them effectively. An array of business model types are provided that have proven profitable for actual enterprises in operation today, including the storefront model, auction model, portal model, and dynamic pricing model [11]. The case study is used as an example for online business model selection and analysis. 1.5 Online Financial Transactions In financial transactions, it is critical to have a reliable method to collect payment. Since the scope of this thesis covers lEE systems, this thesis describes those that would be relevant to Cyberspace operations. There are various methods and mechanisms that merchants online use to collect income through electronic transactions. The types of transactions covered include credit card, e­wallet, debit card, digital currency, peer-lo-peer, smartcard, micropayment and e­billing mechanisms [11]. 1.6 Online Legal Contracts In order for proper oversight of monetary operations, legal issues must be addressed for lEE projects, so the concept of the online contract is introduced. An online contract can be accomp.lished through the use of Digital Signatures [1 1]. These electronic signatures are the electronic equivalent of written signatures. The ";Electronic Signatures in Global and National Commerce Act of 2000" (E-sign Bill) was recently passed into law [ 1 I, 4]. This technology was developed for use in public-key cryptography to solve the problems of authentication and integrity. The purpose of a digital signature is for electronic authentication. The U.S. govemment's digital­authentication standard is called the Digital Signature Algorithm (DSA) [1 1]. The U.S. government also recently passed digital-signature legislation that makes digital signatures as legally binding as hand-written signatures. This legislation is designed to promote more activity in e-business by legitimizing online contractual agreements. 1.7 OnUne Security For centuries in human society whenever something of value was transferred, a method to protect that shipment or trade had to be established. Naturally, this subject is discussed to illustrate the measures taken by current security agencies to protect value on the Internet. For example, Netscape Communications developed the Secure Sockets Layer (SSL) protocol, developed as a non-proprietary protocol commonly used to secure communication on the Internet and the Web. SSL is designed to use public key technology and digital certificates to authenticate the server in a transaction and to protect private information as it passes f1·om one party to another over the Internet. Secure Electronic Transaction (SET) protocol was developed by Visa International and Mastercard and was designed specifically to protect e-commerce payment transactions [11, 12]. SET uses digital certificates to authenticate each party in an e-commerce transaction, induding the customer, the merchant, and the merchant's bank. 1 . 8 Online Business Prototyping Technologies and Development In order for technologists to satisfy the requirements set forth by the business analysts expressed in a language such as UML, various high-level tools are needed to develop an accepta~le solution. One such tool, Macromedia . Drumbeat 2000, recently released by Elemental Software, is capable of accepting and delivering complex information and functionality through a Web-interface [20). This technology is introduced as a recommended tool for building a professional enterprise through rapid prototyping. The tool aids a visually skilled Web designer to competitively build a website without necessarily having to do any coding. It is a sophisticated tool that interacts with the back-end database by building user-friendly client-side applications with Active Server Page (ASP) Web technology. 1.9 Government Initiatives in Cyberspace An enterprise planning for the future should consider the overall development of the global Internet infrastructure. It is important to understand the territory in which an Internet enterprise is to be launched. In addition to the current Intemet environment, a new government initiative is in the works, entitled The Next Generation Internet (NGI). This multi-agency, national U.S. research and development program began on October 1, 1997 with the partidpation of the following agencies: DARPA, DOE, NASA, NJH, NIST, and NSF. These agencies are charged with the responsibility of developing advanced networking technologies, developing revolutionary applications that require advanced networking, and demonstrating these capabilities on test beds that are 100 to 1,000 times faster th

Introducción¿Es necesario apartar a Dios del debate público? ¿Cuál es el lugar de la religión y de las Iglesias en las esferas pública e institucional? ¿Cómo debemos concebir la relación entre Estado, sociedad y religión en el siglo XXI?Desde el 11 de setiembre, una lectura parcial del mundo (que sea política, académica o popular) parece presentar una división irreconciliable entre Occidente y Oriente (próximo, medio o muy lejano) sobre el fondo de guerras de religión. Esta tesis, propuesta algunas décadas atrás por Samuel Huntington -de manera casi profética dirán sus defensores-, ilustra la existencia de "líneas de fractura" entre civilizaciones o culturas en diferentes puntos del orbe, siendo la más explosiva la división entre el Occidente democrático y cristiano y el mundo musulmán, teocrático y autoritario. Habría entonces, supuestamente, un vínculo entre el Islam como religión y el Islam como vector de violencia política (Cesari, 2005: 39). Este vínculo, sin embargo, no sería proporcionalmente menos importante (o nocivo) que la influencia que poseen ciertos sectores conservadores protestantes en la determinación de la (belicosa) política exterior estadounidense. Más allá de estas consideraciones por demás maniqueas, fruto a menudo de la propaganda o de agendas particulares, resulta difícil negar el rebrote del debate religioso en la esfera pública e internacional. Luego de años durante los cuales el paradigma dominante se centró en el equilibrio de poder entre las dos superpotencias, el debate religioso parece querer estructurar una nueva visión del mundo.En este sentido, resulta interesante desarrollar dos conceptos que a menudo articulan el debate entre religión, Estado y esfera pública, pero que suelen ser pobremente explicados: laicidad y secularismo. Frecuentemente asociados o utilizados como términos intercambiables, representan una visión, que algunos calificarán de etnocéntrica y occidental, de un tipo de sociedad particular. Precisamente en la actualidad, cuando estos conceptos sufren las críticas provenientes de los círculos religiosos o pluralistas, es que conviene entonces interrogarse sobre su validez.Este trabajo se estructurará en 4 partes. La primera y segunda parte versarán sobre el desarrollo teórico y la distinción entre secularismo y laicidad y trataré más en detalle la concepción republicana y francesa de esta última. En tercer lugar se desarrollará la idea detrás del "mito de la laicidad o del secularismo" en las sociedades modernas. Por último, y a modo de conclusión, se presentará una visión alternativa a estas dos nociones, la de pluralismo.El secularismoEl secularismo pareció imponerse, a lo largo del siglo XX, como la nueva "religión" de las democracias liberales, apuntalando tanto la autonomía individual como la independencia del Estado frente a otra forma alternativa (y rival) de control, de organización y de lealtad social: la religión y la iglesia.En su acepción más simple, el término secular hace referencia a aquello que está desconectado de las cuestiones religiosas y espirituales. Derivado del latín "saeculum", que significa temporalidad, el secularismo sería entonces un proceso de distanciación entre las esferas religiosas y temporales. Esto no debe conducir, necesariamente, a una exclusión de la esfera religiosa del plano temporal, sino más bien a una valorización de las realidades humanas y sociales en una época determinada. El Hombre, centrado y anclado en su temporalidad, no es más una entidad ausente en su propia determinación. La secularización no rechaza obligatoriamente la religión, mas produce un cambio y un ajuste de la fe religiosa a las experiencias y realidades provocadas por el cambio histórico y temporal. Esta "temporalización" es conocida en nuestra época como modernización (Dallmayr, 1999: 720). El secularismo busca promover la libre elección y la autonomía individual. El hombre debe ser capaz de debatir con su conciencia, sin otra intervención que la suya propia. En este sentido, la creencia y la fe emanarían sencilla y únicamente de la libertad individual, y no de la sumisión a un poder terrenal.El origen del secularismo remonta a la transición entre la edad media y el renacimiento. Si el medioevo es antes que nada percibido como "l´age d´or" de la cristiandad, con la fe como motor y cimento de la sociedad, tanto en Oriente como en Occidente, los cuestionamientos que emergerán durante el renacimiento, amplificados posteriormente por los aportes filosóficos de la ilustración, provocarán el declive progresivo de la Iglesia en Occidente y el desarrollo de ideas y concepciones que posicionan al hombre en el centro del mundo y del universo, nociones en gran medida incompatibles con la subordinación del hombre a una potencia divina. Para Smith (2007:8), la Ilustración será responsable de socavar a lo religioso en sus fundamentos divinos y temporales, promoviendo un ateísmo y un anticlericalismo que emergerán como las nuevas referencias sociales y culturales. "L´age de la raison" cantonará progresivamente a la Iglesia al ámbito privado pero, argumenta el autor, la división entre Iglesia y sociedad, entre temporal y sagrado, será menos incuestionable que lo que los defensores de la tesis de la modernidad han pretendido. En efecto, las sociedades occidentales han construido sus sistemas de valores, sistemas que perduran hasta hoy en día, sobre los valores propios a la fe judeo-cristiana. Pero, podríamos argumentar, la valorización y aceptación de ciertos principios comunes, necesarios a la cohabitación pacífica, al respeto o al mantenimiento del orden social es una cosa, la creencia en una entidad superior, omnisciente y todo poderosa, es otra muy diferente. Ciertos teólogos argumentarán que la aceptación de los principios cristianos resulta indisociable de la creencia divina ya que los primeros carecen de sentido sin la última. Independientemente de dicha cuestión, los principios religiosos han fuertemente influenciado el sistema de valores de las sociedades modernas, sean estas seculares o, con más justa razón, religiosas.El siglo XIX reforzará la fractura entre religión y esfera pública, y bajo la égida de pensadores, positivistas en su gran mayoría, como Spencer, Comte, Durkheim, Webber o Marx, se promoverá la idea que las sociedades industriales debían quebrar sus cadenas y conducir al individuo hacia la libertad y la autonomía. En esta época nueva, que se abrirá a los albores del siglo XX "«…theological superstitions, symbolic liturgical rituals, and sacred practices are the product of the past that will be outgrown in the modern era. The death of religion was the conventional wisdom in the social sciences during most of the twentieth century." (Norris y Inglehart, 2004: 3). Esta idea de un vínculo casi mecánico entre progreso científico y secularización fue largamente defendida y articulada bajo la "tesis de la secularización".Uno de los primeros en explorar esta cuestión fue Peter Berger en The Sacred Canopy (1967), argumentando que la secularización y la modernización son dos fenómenos altamente correlacionados, uno no existe sin el otro, o más específicamente, la modernización conduce a la secularización de la sociedad (Berger renegará posteriormente, al menos en parte, este argumento). Para Berger, el racionalismo, así como el capitalismo, contribuyeron a la secularización a través de la diversificación productiva y el cuestionamiento de los dogmas y valores de la iglesia católica. En este sentido, la Reforma, como bien muestra Webber en su Ética Protestante, permitió limar progresivamente los límites de la libertad individual. Según la tesis de la secularización, el proceso evolutivo de las sociedades modernas transitaría desde un modelo holístico y tradicional, penetrado y dominado por la religión, hacia una sociedad con una creciente diversificación de las funciones sociales, provocando la marginalización y hasta la obsolescencia de la religión (Dallmayr, 1997: 718).Los defensores del liberalismo político consideran que la separación del Estado de la Iglesia es inevitable. La separación institucional entre estas dos entidades debe realizarse según tres principios liberales y democráticos (Audi, 1997: 38): un primer principio libertario, donde el Estado debe permitir el libre ejercicio de la religión; un segundo principio igualitario donde el Estado no debe permitir o expresar preferencia alguna de una religión sobre otra; por último, un principio de neutralidad donde el Estado no debe tampoco desfavorecer ninguna religión. Sin embargo, la aplicación de estos principios puede resultar más fácil en la teoría que en la práctica. Así lo expone Bader (1999: 599): "Liberal political philosophy excels in the construction of ideal models of well-ordered states and societies and ideally reasonable citizens ; it does not tell us how to judge or act under conditions of not so well ordered actual states and societies. Quite often, the link between the ideal world and the real one is missing, and yet the real world is treated as if it approximates or resembles the ideal world". Esta fractura entre un mundo teórico-ideal y el mundo real será aún más flagrante cuando tratemos de la laicidad, donde la rigidez y la generalidad de la ley se confrontan a las singularidades y complicaciones de una sociedad multicultural.En este esfuerzo de separación de las esferas pública y privada, conviene sin embargo aportar cierta precisión sobre dos términos cercanos y a menudo utilizados como sustitutos: secularismo y secularización. Algunas formas de secularización serían más tolerantes y abiertas que otras a la heterogeneidad religiosa. Para Mayer (1998: 33), la distinción entre secularismo y secularización reside en que el primero es un término con connotación negativa y doctrinaria mientras que el segundo sería un término más tolerante. La secularización implica una apertura al mundo y a su propia época (en detrimento de lo sobrenatural). El secularismo, por el contrario, perseguiría una agenda militante negando la existencia de cualquier elemento trascendental. La secularización sería entones un proceso natural, casi orgánico de cambio social y cultural, una evolución progresiva de las actitudes y de los valores dominantes en una sociedad, mientas que el secularismo se inscribiría dentro de una lucha por el poder terrenal entre dos entidades con agendas políticas discordantes: la Iglesia y el Estado. El secularismo sería así un arma política en el esfuerzo del naciente Estado de emanciparse de la tutela moral y política de la Iglesia. Si este debate puede quizá limitarse al rango de las disputas semánticas, no es menos cierto que subraya la importancia de la tolerancia, de la comprensión y la aceptación del otro en todo proceso de secularización, particularmente si ese otro es nada menos que lo divino o lo trascendental. Resulta claro entonces que el secularismo puede estar tentado de caer en las mismas derivas fanáticas que la más fundamentalista de las religiones, erigiendo sus propios principios al rango de dogmas sagrados (en particular si adoptamos la dicotomía negativa/positiva entre secularización y secularismo). Algunos estarían tentados de afirmar que el problema del racionalismo científico es su intransigencia frente a toda forma no racional de construcción del significado.La tesis de la secularización no se desarrolló sin generar un número importante de críticas y de visiones alternativas o contendientes. Algunas de estas tesis o teorías merecen un breve apartado (para un enfoque más detallado, ver Norris e Ingleheart, 2004, Sacred and Secular: Religion and Politics Worldwide, cap. 1). La tesis de la pérdida de fe propone la idea que el advenimiento de "l´age de la raison" y su enfoque empirista progresivamente minó los fundamentos dogmáticos y culturales de la religión, conduciendo a una erosión de la fe y de las prácticas religiosas en las sociedades más desarrolladas. Otra tesis, basada en un enfoque funcionalista e inspirada en los trabajos de Durkheim (Les formes élémentaires de la vie religieuse) es la de pérdida de significado o sentido social, donde la religión es entendida no únicamente como un sistema de valores, sino también como un conjunto coherente de ritos y acciones que regulan la actividad humana y aseguran la cohesión social. Según esta tesis, la diferenciación estructural de las sociedades modernas, generada a través de la creación de instituciones (de protección, de asistencia o de educación) estatales (al menos en sus inicios), conduciría a la pérdida del sentido social de las instituciones religiosas. El Estado desplazaría entonces a la Iglesia en su dominio terrenal, relegándola casi exclusivamente al ámbito espiritual y privado.Norris e Inglehart presentan, ellos, una tesis de la secularización revisitada (2004:13), basándose en la noción de seguridad existencial. Dos axiomas son fundamentales a esta teoría. El axioma de seguridad propone que las condiciones de seguridad (en el más lato sentido desde una perspectiva socio-económica y de desarrollo humano) varían en función de las sociedades y que las características dadas de cada sociedad impactarán sobre el nivel de religiosidad: "the experiences of growing up in less secure societies will heighten the importance of religious values, while conversely experience of more secure conditions will lessen it " (2004 :18). El segundo axioma, de las tradiciones culturales, considera que las diferentes visiones del mundo (world views) originalmente asociadas con la religión, moldearon los diferentes sistemas de valores sociales. En la actualidad, estos valores no serían transmitidos y vehiculados a través de la iglesia, sino que serían el sistema educativo y los medios de comunicación los encargados de transmitir los valores relevantes.Conviene resaltar que si en Europa el secularismo tiene tanta importancia, es sobre todo porque ha sido reconocido por la mayoría de los Estados como un principio fundacional. Según Ferrari (2005: 12), las características principales , tanto políticas como legales del secularismo en Europa son: la libertad individual de culto, que conduce a la no-discriminación y a la irrelevancia de la religión en el usufructo de los derechos cívicos y políticos; la distinción entre Estado e Iglesia, asegurando por un lado la autonomía de las organizaciones religiosas y la ausencia de intervención estatal en sus doctrinas y organizaciones, y por otro lado, la independencia del Estado de toda forma de legitimación religiosa del poder Estatal, fundado pura y exclusivamente en la voluntad ciudadana. Sin embargo, debemos interrogarnos sobre la perspectiva o idea que el secularismo pueda "exportarse" sencillamente. Hemos visto que el secularismo fue un proceso histórico y político que acompañó en la mayoría de los países europeos la creación del Estado y de la Nación. El secularismo "a la europea" no puede por lo tanto disociarse de esa lucha intestina por el poder entre, por un lado, las fuerzas centralizadoras (y normativas) del naciente poder político, y por el otro, las fuerzas eclesiásticas, divinas quizá, pero temporales con total certeza. La construcción y legitimación del poder estatal (y ciudadano a posteriori) debió realizarse "a expensas" de su competidor directo por el control de las almas (y los recursos) terrenales. El Estado y la Iglesia no podían coexistir en el mismo plano político, económico y jurídico, y esta no-cohabitación se saldó ya sea en la exclusión de la Iglesia de la esfera temporal (como en el caso de Francia) o en la subordinación del poder religioso al poder estatal (como en el caso de Inglaterra). ¿En qué medida este proceso tan específico a Europa no creó condiciones particulares difícilmente exportables a otros contextos. ¿Cómo explicar el secularismo en países donde Estado e Iglesia no son más que uno? Antes de intentar responder a esta pregunta, conviene desarrollar la noción de laicidad.La laicidad¿Es acaso necesario introducir una distinción entre secularismo y laicidad? La laicidad, ese concepto "tellement français" que pena a atravesar las fronteras latinas, es a menudo traducido en Inglés como secularismo (Laborde, 2002: 168), pero permanecerá por siempre fuertemente asociado al proceso republicano francés. Si es posible remontar su génesis hasta la revolución francesa y la separación radical entre la Iglesia católica y el nuevo poder civil revolucionario, habrá que esperar hasta el fin del siglo XIX para asistir a las primeras tentativas de definición y aplicación institucional (los "interludios" de la Restauración, de la Monarquía de Julio y del III Imperio no son del todo ajenos al freno de las fuerzas laicas y republicanas). Hacia 1880, Ferdinand Buisson -uno de los primeros en teorizar sobre la laicidad-, se rebelaba contra "cet état des choses qui consistait essentiellement dans la confusion de tous les pouvoirs et de tous les domaines et la subordination de toutes les autorités à une autorité unique, celle de la religion" (en Bauberot, 2004 :14). La laicización, a imagen del secularismo, se construye sobre la conquista progresiva de esferas de influencia en el ejército, en la función administrativa, en la justicia y, lugar de batalla estratégico entre Estado e Iglesia, en la escuela. Pero hasta aquí nada nuevo o radicalmente diferente con respecto al secularismo. Sin entrar en un pormenorizado detalle del recorrido histórico de la laicidad, destaquemos que transita un proceso similar al del secularismo, aunque es posterior en el tiempo, con el progreso y aumento de la influencia de las fuerzas anticlericales y libre-pensadoras. Jean Bauberot (2007:48) identifica tres características distintas de la laicización en sus inicios. La primera es la fractura institucional de la religión y el retroceso de su influencia social, conducente a la autonomía creciente de otras instituciones sociales. La segunda característica es que, no obstante su deterioro institucional, la religión mantiene una importante legitimidad social. La última característica de este proceso inicial de laicización sería la aceptación del pluralismo religioso.Podemos ahora introducir una primera distinción entre laicidad y secularización, basándonos en el aporte de Claude Langlois, que distingue entre una laicidad de combate y una laicidad de Estado (Langlois, 2005: 11). La primera, llamada laicidad de combate o de convicción, puede ser asimilada a la secularización en el sentido que se trata, para las fuerzas laicas, de ganar terreno y de afirmar la primacía de sus principios y de recuperar las esferas de influencias otrora dominadas por las fuerzas religiosas. La segunda forma de laicidad, de Estado, hace referencia a la incorporación de los principios laicos al orden constitucional. Esta forma es característica de Francia y de su República y consagrada en el primero artículo de su constitución (La laicidad del Estado en Francia quedó legalmente consagrada en la ley de 1905 de "Separación de las Iglesias y del Estado"): "La France est une République indivisible, laïque, démocratique et sociale. Elle assure l'égalité devant la loi de tous les citoyens sans distinction d'origine, de race ou de religion. Elle respecte toutes les croyances", y ha sido emulada por numerosos países, en particular los de tradición y convicción republicana, como el Uruguay1. La laicidad "a la francesa" articula dos principios, si bien no directamente antinómicos, a menuda problemáticamente conciliables, a saber la igualdad ante la ley y el reconocimiento de la libertad religiosa. La religión, o la pluralidad de religiones, no puede socavar el principio de igualdad de tratamiento ante la ley y no debe constituir una barrera a la igualdad de oportunidades. El segundo principio estipula que la república respeta todas las creencias. Como ha sido dicho, la cohabitación de estos principios puede ser problemática.Si el principio de igualdad ante la ley se opone a todo aquello que es singular o distintivo (siendo la religión parte de esa singularidad), el principio de libertad debe asegurar el respeto de todas las creencias y asegurarles la libertad de expresión. Esta cohabitación entre ambos principios es expresada por Langlois (2005: 14): "Con vistas a la igualdad, la religión no puede ser legítima, ya que no es más que una diferencia entre tantas otras, con vistas a la libertad, las religiones deben ser respetadas, con sus respectivas diferencias". Una de las críticas a esta forma particular de laicidad es justamente ese "tire y afloje" entre igualdad y libertad. Las tensiones comunitarias a menudo son el resultado de la incomprensión de este marco de aplicación de las libertades individuales. La laicidad implica que las libertades individuales son aseguradas en el ámbito privado, y que el Estado hará nula distinción, ni favorecerá una religión sobre otra, pero, desde el momento en que penetramos en el dominio público (ya sea en la escuela, en el juzgado e inclusive en una agitada calle comercial del centro Parisino), la libertad de creencias queda subordinada a la única "religión oficial", es decir a la aceptación y la lealtad hacia los principios republicanos y hacia la República, siendo la laicidad uno de sus puntos centrales. No puede existir, en una república laica, principio superior al de igualdad, ya que la igualdad de los ciudadanos es la razón de ser de todo gobierno republicano, fundado en la pertenencia de los ciudadanos a un proyecto común, único e indivisible (y democrático en el caso francés o uruguayo). Para asegurar este ideal, la religión, tal como la raza o el género, no puede ser tomada como un polo de diferenciación, ya que crearía diferentes categorías de ciudadanos. A riesgo de ser repetitivo, la laicidad no tiene sentido si la igualdad no se transforma en la base fundacional de la sociedad o, invirtiendo el orden de los factores, la laicidad es una condición necesaria para asegurar la igualdad ciudadana.Un enfoque innovador es propuesto por Cecile Laborde (2002), que no describe la laicidad únicamente como la separación entre Iglesia y Estado, sino que reconoce un fenómeno de naturaleza compleja, sujeto a interpretaciones alternativas y hasta por momentos contradictorias. La primera variante, llamada de neutralidad, hace referencia a la neutralidad entre la esfera política y la religiosa, a la separación de poderes y al compromiso por parte del Estado de no intervenir en el ámbito de las creencias privadas ni de privilegiar una forma de creencia sobre otra. La segunda variante presentada por el autor, calificada como de autonomía (2002: 171) requiere esta vez un rol activo por parte de las instituciones públicas como promotores de la laicidad como "filosofía de la emancipación humana". El Estado no sería ya el garante de la neutralidad, sino una fuerza liberal encargada de forjar y promover la autonomía (la libre elección) de sus ciudadanos. Esta lógica, inspirada del liberalismo político, choca contra las fuerzas conservadoras que ven en este esfuerzo de "conversión" una violación del principio de neutralidad del Estado e inclusive del principio de libertad ya que, argumentan, la promoción de la laicidad no es nada menos que la difusión ideológica de preceptos morales y políticos destinados a alienar y alejar al individuo de la religión. La misión activa de la instrucción pública de inculcar los principios laicos se asemejaría al catequismo religioso del siglo XIX. Una respuesta a favor de la tesis de la autonomía argumentaría que la laicidad contribuye a formar ciudadanos responsables y democráticos, ya que la autonomía alejaría al individuo de concepciones dogmáticas y arbitrarias y conduciría hacia procesos pluralistas donde la critica y los cuestionamientos racionales son perfectamente admitidos. No obstante, conviene resaltar que nada prueba que las democracias laicas sean mas pluralistas y abiertas al debate que las democracias no laicas.La tercera forma de laicidad propuesta por Laborde (2002: 176), que ya hemos evocado parcialmente, es la laicidad como comunidad, es decir la aceptación del principio laico como vector central y constitutivo de la identidad común de una sociedad. En Francia, entonces, ser republicano implica ser laico (lo que no significa que uno no pueda ser ferviente creyente), y ser laico es admitir la primacía de los principios republicanos sobre otras formas de construcción de significado, por lo menos en lo relacionado al funcionamiento político y social. Pero esto no hubiese sido posible sin la voluntad de las instituciones públicas de buscar suplantar la lealtad hacia la Iglesia y promover principios liberales. Esta cultura cívica republicana promueve antes que nada la fraternidad entre los miembros de la comunidad. Es, en ese sentido, ya que fomenta la fraternidad del grupo, discriminatoria con respecto al exterior, al extranjeroEstos tres enfoques son difícilmente reconciliables y cada uno intenta sintetizar uno de los tres puntos cardinales del republicanismo francés. La primera forma de laicidad (de neutralidad) intenta asegurar la igualdad a través de la neutralidad del Estado, mientras que la segunda busca promover la libertad del individuo gracias a su autonomía sobre otras formas de dominación ideológicas o espirituales. Por último, la tercer forma de laicidad refuerza la fraternidad de los individuos al interior de una comunidad. La crítica que podemos realizar a este enfoque es que sólo funciona en "circuito cerrado", en el sentido que estas formas de laicidad sólo son válidas si aceptamos los principios republicanos, y es en particular por esta razón que la laicidad a la francesa es difícilmente exportable y comprensible para otros sistemas políticos. La libertad y la fraternidad son antes que nada nociones intra-comunitarias subordinadas a la aceptación previa de los principios republicanos.Otro ataque contra la laicidad, bastante común entre los adversarios de esta idea, propone que la laicidad no sería más que un concepto negativo, ya que expresaría lo que no está permitido en el funcionamiento y la estructura de las instituciones públicas (en este caso la religión y la Iglesia), contrariamente a la secularización que sería un concepto positivo que determina lo que si está permitido2 (Kucuradi, 1998: 72). Esta visión refleja perfectamente la incomprensión o desconocimiento de la laicidad a la francesa, percibida más como parte de una agenda política propia al Estado Francés que como un movimiento de emancipación similar a la secularización presente en otros países.Resulta por lo tanto difícil diferenciar estas dos nociones y podemos justamente preguntarnos si no estamos ya en presencia de un debate más semántico que ontológico. En la medida en que la laicidad sea percibida como una excepción "francesa", un tanto revolucionaria y anticlerical, y sobre todo muy republicana, entonces sí contiene singularidades difícilmente asimilables a otros movimientos seculares. Sin embargo, Francia no es el único país a declararse constitucionalmente laico ni a realizar una clara demarcación entre esfera pública y privada. No obstante, no es menos cierto que la laicidad puede ser considerada como la "evolución definitiva" del secularismo ya que, en la práctica, el secularismo es más tolerante en la incorporación de la religión en la esfera pública, llegando hasta a reconocer una religión de Estado o a impartir cursos de religión en las escuelas públicas, como es el caso en Inglaterra o Dinamarca. Si la secularización es antes que nada un proceso cultural e histórico de emancipación con respecto a lo sagrado y divino, la laicización concierne a los arreglos institucionales y políticos con respecto a la relación entre Estado, religión y sociedad. Puede existir secularización sin laicización, pero no puede existir laicización sin secularización. 1- El artículo 5 de la Constitución de la República Oriental del Uruguay reconoce la laicidad de Estado "El Estado no sostiene religión alguna", así como el pluralismo y la tolerancia religiosa: "Todos los cultos religiosos son libres en el Uruguay", mientras que el artículo 8 reconoce la igualdad de los ciudadanos y la no- discriminación : "Todas las personas son iguales ante la ley no reconociéndose otra distinción entre ellas sino la de los talentos o las virtudes". La laicidad de Estado en el Uruguay fue introducida en la constitución de 1918. En la constitución de 1830 (vigente hasta la entrada en vigor de la constitución de 1918), se establecía como religión de Estado la Católica Apostólica Romana (art 5).2- Vimos previamente la distinción realizada por Mayer entre secularismo (negativo ya que provisto de una "agenda política") y secularización (positiva ya que sería un proceso de evolución social "orgánico"). Si aceptamos esta distinción, entonces en este caso la laicidad podría asemejarse a la secularización. *Este artículo fue presentado en la 5° sesión el Seminario Interno de Discusión Teórica 2014, organizado por el Departamento de Estudios Internacionales de la Universidad ORT Uruguay.Germán Clulow es Licenciado en Estudios Internacionales por la Universidad ORT –Uruguay, Master en Ciencia Política por la Université de Genève – Suiza, y Master en Estudios de Desarrollo por el Instituto de Altos Estudios Internacionales y de Desarrollo (IHEID-The Graduate Institute) Ginebra, Suiza

A STUDY OF TURN-TAKING USED IN INTERVIEW TV PROGRAM "INDONESIA NOW EXCLUSIVE AGNES MONICA WITH DALTON TANONAKA" ON METRO TV Ari Nugroho English Literature Study Program, Faculty of Languages and Arts, Surabaya State University Ari.cicit@yahoo.com Lisetyo Ariyanti, S.S., M.Pd. English Literature Study Program, Faculty of Languages and Arts, Surabaya State University lisetyo.a@yahoo.com Abstrak Percakapan sebagai perilaku manusia terjadi ketika ada dua peserta atau lebih yang membahas sesuatu . Dalam percakapan , giliran untuk bicara memiliki struktur dasar yang adalah hanya satu peserta yang dapat bicara pada satu waktu kemudian yang lain seperti yang dinyatakan oleh Levinson (1983:296) bahwa percakapan yang ditandai dengan turn taking , yaitu: salah seorang peserta , A , bicara , berhenti ; yang lain , B , mulai berbicara , dan berhenti jadi dapat distribusi dari A-B-A-B-A-B pada dua peserta . Tesis ini tentang pengambilan giliran berbicara dalam acara wawancara TV Indonesia Now eksklusif Agnes Monica dengan Dalton Tanonaka di Metro TV . Tujuan penelitian ini adalah untuk menemukan cara peserta dalam mengambil dan membangun giliran untuk berbicara . Ada tiga pertanyaan penelitian yang muncul dalam tesis ini , pertama adalah sistem pengambilan berbicara seperti apa yang digunakan oleh peserta dalam wawancara program televisi Indonesia Now , kedua adalah bagaimana peserta membangun giliran mereka dalam percakapan dan yang terakhir adalah efek pada alur sesi program dan peserta saat menggunakan giliran mengambil strategi yang didasarkan pada latar belakang budaya percakapan mereka. Desain tesis ini adalah deskriptif kualitatif dan menggunakan beberapa teori dari Sacks , et al ( 1974 ) teori tentang sistem pengambilan giliran dan juga Tannen (2005) , dan Yule ( 1996) teori tentang strategi mengambil giliran berbicara seperti tumpang tindih , gangguan dan backchannel sinyal , dan Kurylo ( 2013 ) tentang latar belakang budaya percakapan dalam menggunakan strategi mengambil giliran. Proses analisis data yaitu menggambarkan data, kemudian mengklasifikasi , setelah itu menghubungkan ke teori dan penelitian sebelumnya tentang mengambil giliran berbicara. Setiap orang memiliki cara sendiri saat mengambil giliran untuk berbicara . Mereka hanya tidak menyadari bahwa dalam setiap sistem dan strategi mengambil giliran dalam percakapan memberikan banyak efek kepada para peserta, program , dan juga penonton . Data analisis ini menunjukkan banyak fenomena tentang mengambil giliran untuk berbicara dan juga menemukan hal baru tentang gangguan yang memiliki hubungan dengan tumpang tindih . Kata Kunci: percakapan, pengambilan giliran Abstract Conversation as human behaviour happens when there are two or more participants who are discussing something. In a conversation, the turn to talk has a basic structure that only one participant can talk at a time then another as Levinson (1983:296) stated that conversation is characterized by turn taking, that is: one participant, A, talks, stops; another, B, starts, talks, stops and so we obtain as A-B-A-B-A-B distribution of across two participants. This thesis is about turn-taking in interview TV program Indonesia Now exclusive Agnes Monica with Dalton Tanonaka on Metro TV. The aim of this thesis is to find the way participants in a conversation take and construct the turn to talk. There are three research questions that arise in this thesis, first is what turn-taking systems are used by the participants in interview TV programme Indonesia Now, second is how do the participants construct their turn in conversation and the last is hat are the effects to the flow of session of the programme and to the participants while using the turn taking strategies based on their cultural background of conversation. The design of this thesis is descriptive qualitative and use some theories from Sacks, et al (1974) theory about turn-taking systems and also Tannen (2005), and Yule (1996) theory about turn taking strategies such as overlap, interruption and backchannel signal, and Kurylo (2013) about the cultural background of conversation in using turn taking strategies. The processes of data analysis are describing the data, then classifying, after that connecting to the theory and previous study about turn taking approach. Every people have their own way while taking the turn to talk. They are just not realize that in every systems and strategies of turn taking in conversation give a lot of effects to the participants, programme, and also the audiences. The data of this analysis shows a lot of phenomena about taking the turn to talk and also find new thing that interruption have relation with overlap. Keywords: conversation, turn-taking Introduction Every person always interacts with others to socialize their lives in order to understand each other. They have their own way to do it. In this case, they use a different language conversation to show what their purpose and expectations. Conversation as discourse type has been defined by Cook (1989:51) in the following way, it is not primary necessitated by a practical fast, any unequal power of participants is partially suspended, the number of participants is small, turns are quite short and talk is primarily for the participants and not for an outside audience. In a conversation, people mutually explicate intents and purposes using a variety of ways. The conversation has a number of reasons why it could happen, such as where that conversation took place, How close they get to know each other, Topics of conversation, how do they convey what is in their minds, when they get a turn to talk. For example, when someone was jogging in the park, and then saw someone falling over due to the stumbling stone, the first person will start a conversation to offer help even though they didn't know each other, then automatically the first speaker will directly show the intention and the objective without further small talks. This contrasts with an incident where there was a conversation that occurs between people who know each other. Most of them start a conversation with a greeting or a bit of humour, such as "Hi", "wow you are so cute like a puddle". Conversation is a natural human behaviour that always occurs when there are two or more participants. Levinson (1983:296) stated that conversation is characterized by turn taking, that is: one participant, A, talks, stops; another, B, starts, talks, stops and so we obtain as A-B-A-B-A-B distribution of across two participants. This explains that only one participant speaks at a time then another when the turn is possible. But in every conversation there is definitely some phenomenon of turn-taking that often occurs as Yule given example about turn-taking below ; Mr. Strait : What's your major Dave? Dave : English—well I haven' really decided yet. (3 seconds) Mr. Strait : So—you want to be a teacher? Dave : No—not really—well not if I can help it (2.5 seconds) Mr. Strait : Wha—//Where do you— go ahead Dave : I mean it's a—oh sorry //I em— (adapted from Yule, 1996: 73) George Yule has given an example in his book "Pragmatics" of overlap interaction between a student and his friend's father during their first meeting. The conversation above shows that there are very short pauses which marked by a line are hesitations, but longer pauses became silence. When there is a silence from the speaker, and another speaker tries to take his or her turn in that conversations as Mr. Strait speech "wha—//where do you— go a head", then Dave try to take his turn at that time and Mr. Strait tries to complete his speech, then Mr. Strait stop and gave Dave the opportunities to talk by said "go ahead". That's call as an overlap. Note that the overlaps marked by double slash (//) at the beginning of overlapping talk. Some people may have their cultural background of conversation or taking the turn to talk such as for English man, overlap and interrupt may not tolerated in a conversation as stated by Sacks et al (1974) that U.S. English-style turn taking overwhelmingly includes quick speaker changes and little overlapping speech. It means that for English man, when in a conversation, they tend to minimize the gap and avoid the overlap that can be interruption of speech because they want to each speaker finish their speech to get full information and this makes the flow of conversation itself run smoothly. It could also happen in a talk show where the host when being asked to the guest star, at the same time the guest stars suddenly answer when the question has not yet been completed. Even then the emcee also interrupted because the answer was nothing like what he wants. Here the host has full power to regulate turn of speech. These events sometimes interfere in the enjoyment of the viewers who are watching it and the speaker who get the overlapping talks due to they use the overlap as the device to get the turns. In this case, the host has full power to regulate a turn to talk. Turn as the organization of talk in conversation and the opportunity of the speaker to get the right of speak is fundamental in conversation because people may not be continuously talk, they need to take a breath for a while then the next speaker tries to get the turn of speak. But sometimes it is inversely proportional to the fact that some people often can't wait until their turns is possible and the researcher wants to know why they did that. To covering the phenomenon as explained above, Conversation Analysis (CA) is useful device to find the observable rules and procedures by which participants manage their conversation behaviour such as who gets the next turn, when the turn is possible and so on. CA aims as discovering how participants understand and respond to another in the turns at talk with a central focus on how sequence of actions generated. Through out the course of a conversation or talk in interaction, speaker display in the next turns an understanding of what the prior turn was about. CA also the device to analysing the way that what speaker say dictates the type of answer expected and that speakers take turns when they interact. Several previous study mention them only marginally, mostly merely presenting a definition of turn-taking, usually categorised in turn-taking system, while the system needs to proved in the use of turn taking strategies and show the effect while using it. An outstanding study concerning turn-taking system was introduced by Indri Manisha, Diponegoro University about The Turn – taking System used in TODAY'S DIALOGUE broadcast On METRO TV March 8th 2011 just analyse about the type and again about the kind of turn taking systems that used in the data. From that phenomenon, the researcher chooses Indonesia Now as the main data of this research. This program broadcasts once a week on Tuesday on Metro TV at 9.30 p.m to 10.30 p.m. It is hosted by Danton Tanaka as the interviewer and Agnes Monica, the international singer as the interviewees. The researcher curiosity in finding out how the turn is accepted, held, and why the participants some time can't wait the possible turn. The topic of the main data is about Agnes's experiences in becoming international singer. RSEARCH QUESTION Based on the phenomena in the background of the study above, it is intended to answer some of the research questions as follows; 1. What turn-taking systems are used by the participants in interview TV programme Indonesia Now? 2. How do the participants construct their turn in conversation? 3. What are the effects to the flow of session of the programme and to the participants while using the turn taking strategies based on the cultural background of conversation ? PURPOSE OF THE STUDY The purpose of the creation of this research is to provide the answer of the research question described above, namely; 1. To know about the turn-taking systems are used in interview TV programme Indonesia Now 2. To find out how the participants construct their turn to speak 3. To know the effects of the flow of the programme and participants if they use the turn strategies which they are from different cultural conversation background METHOD This study uses descriptive qualitative method which is not focus on number but tends to focus on the phenomenon of words, phrases, and sentences. According to Munhall (2007), descriptive qualitative research is not reducible to numbers and categories but it situated in the person's life and the participant's words to understand social interaction. The object of this study is the turn-taking system and strategies used by the participants in interview TV program Indonesia Now on Metro TV. This study uses their turn-taking systems and strategies as the research by noting the transcript of the object in data collection. The participants in interview TV program Indonesia Now exclusive Agnes Monica with Dalton Tanonaka on Metro TV become sources of the data, specifically the host, and the guest star. The data are in form of speech times, utterances, words and phrases. In the process of collecting the data, the use of observation data technique is important to get an easy way while choosing the data to be analysed. According to Bloomer (1998:186), observation is a technique of collecting the data for studies in psycholinguistics, first-language acquisition, second-language acquisition, literacy, accent and dialect studies, sociolinguistics, language and gender, and conversation analysis. In this technique, the data can be finds out in various ways such as secret or open observation, recording from TV or radio program, or reusing previous study which contain of transcriptions and notes relating to the object. The researcher as the key instrument in this study uses his science and ability to collect the data as explained by Heigham (2009: 11) that in qualitative research, the researcher is the primary research instrument and researchers use themselves to collect the data. The researcher is one of English Department student in State University of Surabaya, specifically focus on Linguistics. When the data was got, the phenomena of the way the participants talk which is sometimes irregular was became the main problem to analysed next. In order to get a good data including well audio and video, after observation was done, then continued with record the data by using a tool which was called tape-recording. This will support many types of work or project such as sociolinguistics, accent and dialect studies, conversation analysis and so on, where it may help to make notes of transcript and avoid missing important information as explained by Bloomer (1998: 153) that the use of collecting recorded data is to listen over and over again for the detail. It would be badly need of a good video and audio, because some people are often unclear in utter the words. In this part, the data was recorded by using a video tape recorder. In order to get a good data involve well audio and video, the use of one of internet's most popular sites, namely YouTube was choose. After the data was found, then it was downloaded. The need of well audio and video was to get the transcripts and well understand about the phenomenon of the TV programme really occurs. Once all the data is obtained, it is now time to analyse. In this study, the researchers used the technique of data analysis from Dey (1993:31-56) which show the way to analyse qualitative research. According to Dey, the qualitative analysis includes processes of describing phenomena, classifying it, and seeing how the concepts interconnect. the data used to conduct this study will be described first in order to give the information about the phenomenon that is found in this research as explained by Dey (1993: 32) that the first step in qualitative analysis is to develop thorough and comprehensive descriptions of the phenomenon under study. It was continued by classifying the data as Dey (1993; 41) stated that without classifying the data, we have no way of knowing what it is that we are analysing. This means that by classifying data, the researcher will be able to analyse a research. In this part, the researcher makes a table of list about the turn-taking systems and the thing that doesn't related to the object will not be entered into the list. Describing and classifying is not finish yet, the researcher must continue the analysis by making connection between data and theories. This part is to make building blocks which mean that the researcher has to connecting the data with the theories in order to keep it on topic and goals analysis. DISCUSSION After analyzing the data, it can be found that the participants use the systems in different way and words. The table below are the most commonly system used by the participants; No Turn-Taking Systems Type of Words 1 Turn-Constructional Component Single Word Yeah Okay Because Really Sure Confidence Yes No Exactly Single Phrasal I don't I listen Work harder I can Out of window Of course Single Clausal Is there one of good thing? But then becomes harder? But that's the goal So you admit it? It just happens? But you say you plan thing? 2 Turn-Allocation Component Self Selecting Selecting by another From the table above shows how the participants use the systems in conversation. It can be described that the participants use the first system Turn-Constructional Component which divided into three parts, single word, single phrasal, single clausal with many kind of words. For the first, single word, the participants which are the host Dalton Tanonaka and the guest star Agnes Monica use the word yeah, okay, because, really, sure, confidence, yes, no, and exactly as the way in using this system. From those data, the participants didn't use the same way or word while constructing their turn by using single word, single phrase and single clause component because this is only a single unit types and it will not be usable if use in the same way as Sakcs, et al (1974;702) stated that the use of unit-types lacking feature in the same way may not be usable. The use of single word, single phrase, single clause turn and also the allocation component which are self-selecting and selecting by other in taking the turn to talk are the techniques to make a bridge to know their turn status in conversation and the way of turn to talk was allocated as stated by Sacks, et al (1974;699) that there are techniques for the construction of utterances relevant to their turn status and the allocation of speaker. In a conversation, sometime the speakers can't wait for the TRP or the possible sentence completion to get the turn to talk. They tend to use the strategies in taking the turn which are overlap, interruption and backchannel signal. Overlap Here the overlap and interruption have a connection in use. In the analysis of this study, the participants in interview TV program Indonesia Now use overlap strategies as a way in taking the turn and also show their enthusiasm of the topic in conversation. As Tannen (2005;98) stated that overlap, and latching of utterances are devices by which some speakers show solidarity, enthusiasm, and interest in others' talk, that's can be called as cooperative overlap. Why the overlap strategy has a connection with overlap because the overlap tends to be positive way in taking the turn and interruption is the negative. The overlap will be useful for the participants and the flow of the program itself can be more interest to watch. According to Coates (2004:113), overlaps are instances of slight over anticipation by the next speaker, instead of beginning to speak immediately following the current speaker's turn, and the next speaker begins to speak at the end of the current speaker's turn (TRP). This could be the way of next speaker anticipate the silence of the current speaker's talk by following the current speaker's turn and topic of conversation. Interruption Meanwhile, interruption is begun by overlap but in wrong place and seems like competing the turn to talk because the next speaker was difficult to find the last word where the turn was come. Coates (2004:113-114) stated that interruptions are violations of turn taking when the next speaker begins to talk while the current speaker is still speaking and the current speaker's turn could not be defined as the last word. Interruption can make the interlocutor angry because when the current speaker is talking about serious topic, next speaker tries to get the turn with overlap strategies but in wrong place and moment, so this become an interruption and broke the flow of the conversation in the program. The conversation below show how the participant uses overlap strategies in a right and wrong way; D: you have the performance skill, you know what I think will do for you? Just my limited experience in the broadcast, a movie role like things that need did for Zang ziyi or Michelle Yeoh, they take role in a serious movie, they serious actress and you can singing further because there is so many //singer A: Actually there has been over but I am not gonna// talk about it first ((laugh)) D: But you let us// know? A: OF COURSE OF COURSE I will definitely (scene 2, line 88-91) The conversation above shows that there are two arrows which are the first is overlap and second is overlap but become interruption. As the first arrow shows that when D didn't finish his talk yet, A overlap him as seen where the double slash (//) was the time A overlap D's talk. It was called as an overlap strategy because D didn't feel that A competing him in taking the turn. It contrast with second arrow which is an overlap became interruption as seen in A's talk in the last line. There are up arrow and bold letter which show that A felt angry because D forced her to answer his question which A didn't want to answer it in line 89 and when D forced her, A answer it with raising pitch. This proves that overlap can be interruption if the user can't place it in the right way. Backchannel Signal Meanwhile, the use of backchannel signal makes the flow of the program run smoothly, no overlap or interruption phenomena when the participants use this strategy. Backchannel signal as the way of participants indicate that they are listening the current speaker speech made the flow of conversation run attractively because the participants seem like they are understand about the topic. Yule (1998) maintains that backchannels are "vocal indications of attention, e.g. uhhuh, hmm when someone else is talking". The effect in using the turn-taking strategies All of turn taking strategies has their own effect to the program even to the flow of the program itself. Here the host, Dalton Tanonaka as an American and Agnes Monica as an Indonesian have their own cultural background of conversation. As Robles in Kurylo (2013) stated that United States people tend to give quick response and answer just to minimize the gap and conversation and for outside U.S such as Indonesia, the longer pause may not be a problem in conversation as the conversation below show the participant (A) Agnes Monica didn't pay attention that when she was speaking, there was a longer pause up to 9 seconds; D: Now what could you be better act? A: ehhh (9 seconds) politics?(0.2)//may be probably D: pol politics? Playing the business and the industry and// A: But for now I mean I don't em I am not thinking of going into politics but if you know(.) if I was born// (scene 1, line 35-38) When the participants use an overlap strategy, the flow of the program become more interest and attractive because they use this strategy to show that they are enthusiasm while discussing the topic of conversation and make the audiences want to watch it until the program is end. It different with the use of interruption, the flow of the program become flat because the audience and the participants involve it competing the turn to talk and for the audiences, they can't enjoy the program as stated by Sacks et al (1974) that interruption is a violation of the current speaker's right to the floor and disruption to the flow of the conversation. On the other hand, Halliday in Paltridge (2006;14) argues that speech or spoken discourse are no less highly organized. There is no organization or rule of using overlap and interruption. A conversation or in the DA it was called as spoken discourse, no grammatical structure for spoken discourse and as natural aspect for speaker says something. People allowed to overlap or interruption someone speaks to ask for clarification to reach information clearly. For this, it may allowed for people outside U.S English community, because for the U.S English community, in a conversation, the gap, silence, overlap, and interruption must be avoided as Philips in Kurylo (2013;100) mentioned that In other speech communities within and outside of the United States, however, longer pauses may occur between speakers with more or less than the expected overlap. CONCLUSION AND SUGGESTION Conclusion Basically, all theories of turn takings systems and strategies are applicable to analyse the phenomena of the use of turn taking systems and strategies based on their theories category. In preceding chapter, the background of the study here give a little view about turn taking, and anything about conversation that will be analysed next. In doing analysis, there are a lot of new phenomena in using the turn taking systems and strategies. For the turn taking systems, turn allocation component, self selecting system is always not a question. The use of strategies also given a lot of phenomena which is if the speaker uses overlap strategies, it will useful for the conversation become more interest but if the speaker use overlap in a wrong way, it will be interruption that can make the flow of the program was not interest and for the effect in using the turn taking strategies, the use of overlap and interruption may allowed for people outside U.S English community because for the U.S English speaker, in a conversation, the long pause, interruption and overlap phenomena must be avoided to minimize the gap and make the flow of the program run smoothly based on the rule in conversation which is the next speaker should wait until the TRP is come or in other word, the next speaker should wait for the current speaker finishes the speech. Suggestion Based on the result, the researcher thinks that conducting research of turn taking is very challenging. By using conversation analysis, turn taking approach, or other approaches, such as discourse analysis approach. For the net researcher, the researcher of this study suggests that in doing turn taking analysing phenomena, its better to choose the data that the background of the participants has a lot of information, knowledge and so on to get a lot of phenomena off turn taking. Turn taking phenomena is not only in interview TV program, but also in another forms of conversation. REFERENCES Brown, G. and Yule, G. (1983) Discourse Analysis, Cambridge University Press. Coates, J. (2003) Men Talk, Blackwell Publishing Ltd. Coates, J. (2004) Women, Men And Language: A Sociolinguistic Account Of Gender Differences In Language (3rd ed). Pearson ESL Cook, G. (1989) Discourse, Oxford: Oxford University Press. Dey, Ian. (1993) Qualitative data analysis; A user-friendly guide for social scientists, London & New York, Routledge Heritage, J and Clayman, S. Talk in Action; Interactions, Identities, and Institutions, Wiley-Blackwell Jorgensen, M and Phillips, Louise J. (2002) Discourse Analysis; as Theory and Method, Sage Publication Ltd. Kurylo, A (2013) Inter/Cultural Communication. Marymount Manhattan College; Sage Publications, Inc. Lerner, G.H. (2000) Conversation Analysis; Studies from the first Generation. University of California, Santa Barbara Levinson, Stephen C. (1983). Pragmatics .Great Britain, Cambridge University Press. Liddicoat, Anthony J. (2007). An Introduction to Conversation Analysis, Continuum Litosseti, L. (2010). Research Method in Linguistics, Continuum Intenational Publishing Group. Munhall, P. (2007). The landscape of qualitative research. In P. Munhall(E.d), Nursing research: A qualitative perspective (4th ed., pp 3-36). Sudbury, MA: Jones & Bartlett. Paltridge, B. (2006), Discourse Analysis; An Introduction, Great Britain: MPG Books Ltd, Bodmin, Cornwall Sacks, Harvey, Schegloff, Emanuel A. and Jefferson, Gail (1974) 'A simplest systematics for the organisation of turn-taking in conversation', Language 50, 696–735. Tannen, D. (2005), Conversational Style; Analyzing Talk among Friends New Edition, Oxford University Press Tannen, D. (1994), Gender and Discourse, Oxford University Press Woffitt,R. (2005), Conversation Analysis and Discourse Analysis. Sage Publication Ltd. Yule, G. (1996). Pragmatic. Oxford University Press.

Issue 42.3 of the Review for Religious, May/June 1983. ; Notes on LitUt~!y REVIEW FOR REIAGtOUS ( ISSN 0034-639X~, published every two months, is edited in collaboration with the faculty members of the Department of Theological Studies of St. Louis University. The editorial offices are located at Room 428:3601 Lindell Blvd.: St. Louis, MO 63108. REVU-:W FOR REI.IGIOt~S is owned by the Missouri Province Educational Institute of the Society of Jesus, St. Louis, MO, © 1983 by REVIEW FOR RE~.~G~O~JS. Composed, printed and manufactured in U.S,A. Second class postage paid at St. Louis, MO. Single copies: $2.50. Subscription U.S.A.: $9.00 a year: $17.00 for two years. Other countries: add $2.00 per year (postage). For subscription orders or change of address, write: REVIEW I.'OR REI,W,~OtrS: P.O. Box 6070:, Duluth, MN 55806. Daniel F. X. Meenan, S.J. Dolores Greeley, R.S.M. Daniel T. Costello, S.J. Joseph F. Gallen, S.J. Jean Read Editor Associate Editor Book Editor Questions and Answers Editor Assistant Editor May/June, 1983 Volume 42 Number 3 Manuscripts, books for review and correspondence with the editor should be sent to REVIEW FOR RELtGtOUS; Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108. Questions for answering should be sent to Joseph F. Gallen, S.J.; Jesuit Community; St. Joseph's University; City Avenue at 54th St.; Philadelphia, PA 19131. Back issues and reprints should be ordered from REVIEW t'O~t RELIGIOUS; Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108. "Out of print" issues and attic, s not published as reprints are available from University Microfilms International; 300 N. Zeeb Rd.; Ann Arbor, MI 48106. Kierkegaard on Purity of Heart Paul J. Joncas Rev. Joncas, whose M.Div. is from the Northwestern Lutheran Theological Seminary, is pres-ently pursuing doctoral studies at Fordham University. He describes this paper as an exposition of Kierkegaard's Purity of Heart Is to Will One Thing in which each discourse carries a consistent theme of Complexit'y and Simplicity as opposing modes of life. Tracing each of these modes through the book provides a picture of the style of life that Kierkegaard regards as exemplary. Rev. Joncas may be addressed at 102 Washington St.; Morristown, NJ 07960. When a woman makes an altar cloth, so far as she is able, she makes everyflower as lovely as the graceful flowers of the field, as far as she is able, every star as sparkling as the glistening stars of the night. She withholds nothing, but uses the most precious things she possesses. She sells off every other claim upon her life that she may purchase the most uninterrupted and favorable time of the day and night for her one and only, for her beloved work. But when the cloth is finished and put to its sacred use, then she is deeply distressed if someone shouM make the mistake of looking at her art, instead of at the meaning of the cloth; or make the mistake of looking at a defect, instead of at the meaning of thk cloth. For she could not work the sacred meaning into the cloth itself, nor could she sew it on the cloth as though it were one more ornament. This meaning really lies in the beholder and in the beholder's understanding, if he, in the endless distance of the separation above himself and above his own self, has completely forgotten the needle-woman and what was hers to do. It was allowable, it was proper, it was duty, it was a precious, duty, it was the highest happiness of all for the needlewoman to do e~brything in order to accomplish what was hers to do; but it was a trespass against God, an insulting misunderstanding of the poor needlewoman, when someone looked wrongly and saw what 321 322 / Review for Religious, May-June, 1983 was only there, not to attract attention to itself, but rather so that its omission would not distract by drawing attention to itself.1 The needlewoman of this story serves as an example of what Kierkegaard sets out to develop in his book Purity of Heart Is to Will One Thing. In her concern for the work that is set before her the needlewoman approaches it with a reverence, straightforwardness, unity of thought and purpose, and simplicity that speaks not of her, but of the duty which she was fulfilling. The viewer who looked on her work as something more than she had intended is the example of what it is to be guilty, as we all are, of double-mindedness and thus unable to see the beauty of what lies before them. It is my purpose in this paper to examine the guilt of the viewer in terms of a life of Complexity. This life is filled with double-mindedness, duplicity, evasion, attention to "the crowd," and a denial of the self. All of this is set up by pride which presents the person with many difficult pitfalls. There is also another side to what Kierkegaard has to say in his book which will be discussed in this paper. That is the story of the needlewoman, or the person who wills one thing. This is evidenced by a life of Simplicity. This life unfolds as one which is a unity, through which the "individual" is capable to "will one thing" and have a knowledge of self that enables the person to take risks. The result of this life is a sense of humility which is transparent, pointing to the "Good." I will discuss these two opposing modes of life under the titles 1 have assigned to them: Complexity and Simplicity. After describing how they each have an influence upon us, 1 will conclude with some more general observa-tions about the two categories and their relationship to one another. Complexity Throughout his book, Kierkegaard remains true to the Lutheran notion that humanity by nature is sinful. This sinfulness is lived out within the tem-poral order of the creation, and has a natural resistance to the "Eternal." In resisting the Eternal we are confronted with a multiplicity of life choices that may give the appearance of leading us to the "Good," but they are only delusions and actually hide the true, the Eternal from the seeker. We are led down the blind path of complexity that cuts us off from that for which we were created and we attempt to postpone what we know to be inevitable in our journey toward God. Alas. the temporal order and the press of busyness believe that eternity is so far away. And yet not even the foremost professional theatrical producer has ever had all in such readiness for the stage and for the change of scenes as eternity has all in readiness for time: all--even to the least detail, even to the most significant word that is spoken; has all in readiness in each instant--although eternity delays? Busyness, the continual search for meaning in the temporal order, the continual search for permanence in what is only transitory, the constant run- Kierkegaard on Purity of Heart ning in search of what is already before the seeker. It looms over the entirety of life and "clouds the heart, keeping it ever unknowing and bound to the tem-poral. We look on the procession of life and see the changes that occur in relation to the temporal. The fear that feeds the life of Complexity reminds us over and over that we are approaching the end. We turn in upon ourselves and try to find the key to not changing. We live with the false hope of delaying that which, in view of the Eternal, never happens. "For in relation to the Eternal, a man ages neither in the sense of time nor in the sense of an accumulation of past events."3 In.relation to the Eternal we are set free from the burdens of temporal existence and begin to see the Good and in turn the Good becomes visible through us. This temporal life is characterized by double-mindedness which draws us into an endless maze of dead ends that prevent us from apprehending the Good, the Eternal. Kierkegaard calls this double-mindedness by many names: pride, passion, denial of sell fear, cleverness, self-deceit, despair, impatience, the "crowd," evasion, and false humility. They are names of conditions we all know intimately. Kierkegaard shows us his magisterial knowledge of the human condition by naming those things which we all share in common, those things which tie us all together in our state of sin, and lead us down the path away from God. In order to understand the gu.ilt of the above mentioned viewer, and ourselves, we need to take a close look at the life of Complexity and the conditions that define our human situation. Pride 1 begin with pride because it appears in Kierkegaard's system that pride sets us up to fall into the other traps of double-mindedness. Once we have established what we consider to be our worth in the world we can begin to evaluate all our other actions in light of this worth. In this fashion the lazy man always has a disproportionate power of imagination. He thinks immediately how he will establish himself, and how fine it will be for him when now this and now that is done: he is less given to thinking that he should do this and that. And in reflection this logks very inviting, but when he must step out upon the road (for reflection is up above the road) then all is changed.4 Once the road is entered upon and the true demands of the journey are seen, as prideful people we begin to reassess our position and conclude that the course we are undertaking is act.ually beneath us. Pride plays to our predilec-tion to overvalue ourselves. It whispers to us ever so quietly, "Oh, you poor soul, just see what the world is asking of you. You have more important things to be involved with. Why go about wasting your time on what is trivial?" In listening to this voice we become further enamored with ourselves and we fall prey to grandiose dreams of what we can give to the worl~d, as if we had anything of our own to give. He wills that the Good shall triumph through him. that he shall be the instrument, he 3~4 / Review for Religious, May-June, 1983 the chosen one. He does not desire to be rewarded by the world--that he despises: nor by men--that he looks down upon. And yet he does not wish to be an unprofitable servant. The reward which he insists upon is a sense of pride and in that very demand is his violent double-mindednessP We exhibit our sinfulness since we do not just want to be an instrument of the Good in the world, but we want to be the instrument. We insist that God's will should be our will, his way should be our way--and we stretch the dis-tance separating us from God even further than before. That is the only power we have. The power to drive ourselves further away from God and think that we are drawing ever nearer. Kierkegaard does not let up in his insistence that the greatest damage we do is, above all, to ourselves. The grandness of our dreams, to be more than what we actually are, is the banner of our sinfulness that we carry into eternity. Pride widens the gulf between humanity and God by its pervasive nature: It creeps into every facet of our existence and tricks us into thinking how right we are when we are actually wrong. This is the self-deceit which pride leads us toward, and after we have already turned our backs on God, we begin to turn the tables on ourselves. For when hate, and anger, and revenge, and despondency, and melancholy, and despair, and fear of the future, and reliance on the world, and trust in oneself, and pride that infuses itself even into sympathy, and envy that even mingles itsdf with friendship, and that inclination that may have changed but not for the better: when these dwell in a man--when was it without the deceptive excuse of ignorance?. This ignorance is called self-deceit. : And to be ignorant of the fact that there is one thing and only one thing, and that only one thing is necessary, is still to be in self-deception.6 Self-deceit exists as a precipitate of pride. It is the only thing that is left after the ashes rendered by pride are sifted. Self-deceit has a way of turning everything upside down and it tries to give us the excuse we need when our efforts come to nothing. This overturning by self-deceit is much like the words of St. Paul "For the good that 1 wish, I do not do; but 1 practice the very evil that I do not wish" (Rm 7:19).7 This self-deceit has a way of masking our efforts so they may appear noble to ourselves when they actually bring about harm. Not only harm to others, but harm to ourselves. We are open to the suggestions of the world and hear a voice that appeals to our pride and thus we deceive ourselves again. But there is a wisdom which is not from above, but is earthly and fleshly and devilish. It has discovered this common human weakness and indolence; it wants to be helpful. It perceives that all depends upon the will and so it proclaims loudly, "Unless it wills one thing, a man's life is sure to become one of wretched mediocrity, of pitiful misery. He must will one thing regardless of whether it be good or bad. He must will one thing for therein lies a man's greatness.TM It is in the willingness to do even what we know to be bad that we start the process of selling out to whatever whim or fancy the world throws before us and we enter deeper into the self-deception that has already grasped us. The greater our self-deception the more we become oblivious to the "Good" and we enter into the next realm that dominates our earthly life--fear. Kierkegaard on Purity of Heart / 325 Fear And spiritually understood there is a ruinous illness, namely not to fear what a man should fear: the sacredness of modesty, God in the heavens, the command of duty, the voice of conscience, the accountability to eternity.9 Our pride and self-deception have led us to the point of forgetting the things which we know to be desirable and the absence of these elements in our lives is not viewed as a great loss. The eternal element of our life is gone and we no longer understand what true fear is all about. Our concept of fear becomes entangled with what we perceive to be punishment. "For punishment is indeed not what a man should fear. He should fear to do wrong.''~° The concern we have is not for our eternal life but for our temporal life. "Yet double-mindedness seldom dwells on eternity's punishment. The punishment it fears is more often understood in an earthly and temporal sense."~l How often do we find ourselves doing things, not out ofthe goodness of our hearts, but out of fear for the punishment that may be inflicted upon us if we do not do it. This type of fear seems to be inbred from childhood when parents gladly point to the threat of punishment in order to get even a small degree of cooperation from the child. A full life cannot be lived from a defensive posture and God's attempts to break through our self-protection fall on ears that are deaf. Kierkegaard is trying to show that in taking away the will for the "Good" the person lives a second-class life that inhibits the individual in all rela-tionships with and in the world. What a terrible existence it would be to fear every action we take not knowing if we will receive accolades or be stoned. Kierkegaard rightfully puts this condition into the category of illness. But then, in a spiritual sense, there is another illness, a still more destructive one: to fear-what a man should not and ought not to fear. The first illness is defiance and obstinacy and willfulness. The second is cowardice and servility and hypocrisy.~' We are slaves to our fear and jump to its command. We are cowards in our actions, afraid to take any risks that may bring about punishment. We are hypocrites who smile in order to disguise our fear, thinking that we are being judged by the world while at the same time we are judging and condemning it. Kierkegaard wants to make clear the incredible power that sin can have over us in this world, it has a way of creeping into our lives silently, and just as silently tears our lives apart. We soon start to exhibit another means of self-defense which is not to risk anything. Another says, "1 have not the strength to risk all." Again evasion, an evasion by the aid of the word "all." For the Good is quite capable of reckoning and computing its demand in relation to the strength that this man has.~-~ We are unwilling to take risks because we cannot adequately judge the scope of the task. We do not truly know the risk that we are called upon to take since we stand in fear of what may happen to us if we do take the risk. Our lives are paralyzed by fear and that which is in us to lead us to the Good begins to atrophy. The result is to take even more desperate measures that lead us further away from the Good. 326 / Review for Religious, May-June, 1983 Cleverness The above mentioned evasion is not solely a device to escape risk but also starts us on ihe road to thinking we are very clever. By the help of evasion, namely, one does not come into danger, and neither does he lose his honor by running away in danger--on the contrary one does not come into danger--that is one advantage. And one wins great honor as being especially clever-- that is a second advantage.~4 In our cleverness we have the ability to weave a complex of schemes that isolate us from the world. We are able to construct an ivory tower out of our plotting and slowly raise ourselves up in the eyes of the people who see us. Our cleverness allows us to look down upon the world below and gives us the illusion of achievement. The other poor souls we look down upon are seen as a threat, but as a threat that is a long way off. These same schemes also play into one of the primary traps of cleverness. Alas, there is in every man a power, a dangerous and at the same time a great power. This power is cleverness. Cleverness strives continually against the commitment.~5 Since we are not committed we give the appearance of being free but that is all we have, the appearance of freedom. We have no idea of what we may have lost in exchange for this appearance. We are not free as a true Christian enjoys freedom. We live in a cloud that, like a drug, keeps us temporarily sedated until it dissipates. The lack of commitment through cleverness does not affect the temporal life alone. Kierkegaard sees an even greater danger ahead. If he uses cleverness to hinder commitment to the Eternal, he is double-minded. He is and he remains double-minded, even if temporal help did come and he did revel in the Cleverness by which he managed his shrewd escape: yes, one should still believe that it was a calamity that he cleverly managed to evade commitment to the Eternal. Com-mitment to the Eternal is the only true salvation.~6 We have now achieved the dubious distinction of having temporarily escaped from a moment of danger and at the same time cutting ourselves off ¯ from salvation. What is left for us? Do we simply wander aimlessly through time being free from any commitment or does something else arise to take the place of this commitment to the Eternal? Kierkegaard would say that there is something else that fills in the gap created by lack of commitment and that is the passion that lives inside each of us. For if passion continues in a man, it changes his life into nothing but instants and as passion cunningly serves its deluded master, it gradually gains ascendancy until the master serves it like a blind serf.17 We are now slaves to our passions and are led about without regard for the people around us. Our passions consume us like a ravenous wolf that leaves the refuse behind. What could be left for us once we have descended to these depths? It seems that we have lost the last thread of our humanity, but there is still something more towards which Kierkegaard points the reader. Kierkegaard on Purity of Heart Despair Now that we have been blinded by our passions we no longer see what lies before us. We are now ready for the final descent. We have left the world behind and our attention is turned to the only place left for us, that is, totally into ourselves. When the attention has been focused within, it brings with it the danger of not being able or willing to accept what is found therein. It is as if our attention has been focused to the point of a laser and it holds the potential to destroy. In our nonacceptance we find that we are "at variance with our-selves." Kierkegaard uses the.following example of the gravity he sees in this moment of "variance." ¯. at each man's birth there comes into being an eternal vocation for him, expressly for him. To be true to himself in relation to this eternal vocation is the highest thing a man can practice, and. as that most profound poet has said: "Self-love is not so vile a sin as self-neglecting." Then there is but one fault, one offense: disloyalty to his own self or the. denial of his own better self.~8 We have now reached the point where there is nothing else to which we can turn. We have reached the point in our "double-mindedness" when we can go no further. We have reached the point of despair. "Is not despair simply double-mindedness?'n9 In denying ourselves have we not abandoned ourselves, who we are, our purpose for existence? Will you in double-mindedness of mind despair? Have you considered what it is to despair? Alas it is to deny that God is love! Think that over properly, one who despairs abandons himself (yes, so you think); nay, he abandons God!20 There it is! The terminal point for the life of complexity, the abandonment of God! There is nowhere else to turn. We could turn to the "crowd" but that is just a delaying tactic., a dead end. "For many fools do not make a wise man, and the crowd is doubtful recommendation for a cause.TM In Kierkegaard's estimation, to follow this mode of life is to take the path to eternal death, to be forever outside of the love of God. Now that the discussion of the life of Complexity has been finished as Kierkegaar&has outlined it in his book it is possible to look at the opposing mode of life--Simplicity. Simplicity It would be a dangerous mistake to think that the life of Simplicity is a life characterized by naivete. There is no room for an unsophisticated meandering through life. That would only serve as an invitation to the elements of double-mindedness in the world, alerting them that a pigeon is on the loose. A life of Simplicity has many facets to it bht it is "simple" in the fact that all of these facets are present for the cause of the' Good. The Good is the all-consuming goal of the person who lives a life of Simplicity. Our every atten-tion and energy is directed toward the Good and finds its telos in eternity. The move from Complexity to Simplicity is not just a shifting of gears but rather: 3211 / Review for Religious, May-June, 1983 It is indeed like a changing of raiment to lay off manyness, in order rightly to center down upon one thing: to interrupt the busy course of activity, in order to put on the quiet of contemplation and be at one with oneself. And this being at one with oneself is the simple festival garment of the feast that is the condition of admittance. The many-hess, one may see with a dispersed mind, see something of it, see it in passing, see it with half closed eyes, with a divided mind, see it and indeed not see it. In the rush of busyness, one may be anxious over many {hings, begin many things, do many things at once, and only half do them all. But one cannot confess without this at-oneness with oneself.22 Kierkegaard in giving his advice for preparation to confess points out that it is necessary to leave behind the manyness that presses in and confuses us in our moment of examination. It is necessary that we become focused, simple in our thoughts, in order to come to our confession as whole persons. His notion of "a changing of raiment" is not merely to do so for the moment, but rather, in the fashion of metanoia, it is a complete change of direction. Life is trans-formed and our life takes on the same shape as that of the above-mentioned needlewoman with all of its attendant expressions, The life of Simplicity is not as easy to dissect as that of Complexity. The categories that exist in this life overlap a great deal, with each one helping strengthen the other. Since they all combine to form a unity, a oneness of purpose, a simplicity of expression, any attempt to categorize wouid be arbi-trary and would not remain true to the method of presentation used by Kierkegaard. In view of this, the life of Simplicity will be dealt with as a whole. It is a mode of life that stands in opposition to the life of Complexity and as such it does not exist as a positive response to a negative stimulus. It is a distinct mode that stands on its own without need of outside impetus beyond the call of God to the sinner. In Kierkegaard's schema of the life of Simplicity it becomes clear that the style of life we live reflects the internal unity or disunity we are currently experiencing. True Simplicity reflects an attention to life and the things that are necessary to be done and it does not allow us to be overcome by the miasma of Complexity. We are able to stay in the world without needing to be exclusive in our relationships. We find what is good in life and participate in it fully. Do you live in such a way that this consciousness is able to secure the time and quiet and liberty of action to penetrate every relation of your life? This does not demand that you withdraw from life, from an honorable calling, from a happy domestic life. On the contrary, it is precisely that consciousness which will sustain and clarify and illuminate what you are to do in the relations of life. You should not withdraw and sit brooding over your eternal accounting. To do this is to deserve something further to account for. You will more and more readily find time to perform your duty and your task, while concern over your eternal responsibility will hinder you from being "busy" and busily having a hand in everything possible--an activity that can best be called: time-wasting.23 As we have seen, busyness for Kierkegaard is another expression of double-mindedness. This double-mindedness captures our will and makes the will captive to its perceptions of time available and the talents that we have at our command. We have a distorted view of the task at hand and soon think we Kierkegaard on Purity of Heart / 329 do not have the time needed to do the Good. The life of Simplicity will not stand for this sort of distraction because it is God who calls us to this life and it is God who is left behind in pursuit of the manyness of life. But to will one thing, genuinely to will the Good, as an individual to will to hold fast to God, which things each person without exception is capable of doing, this is what unites.24 Unity is important in order for us to continue in willing the Good. Without this unity it is not possible for our life to become a reflection of the Good nor is it possible for us to "unconditionally serve the Good in action." As persons who are united, there is an awareness of the freedom in our lives for service and commitment to the Good. We no longer fear for what may happen to us since we are now united to the Good, and our concerns have been turned from the temporal to the Eternal. "He that wills the Good in truth even hopes for the punishment;"~5 and this serves as an indication that we have beenset free from the fear that has prevented service and commitment to the Good. Once freed from fear we are empowered to act in a manner that is consistent with our new understanding of duty in relation to the Good. If, then a man in truth wills the Good, then he must be willing to do all for it or he must be willing to suffer all for it.~6 Our commitment to the Good is visible through action or suffering. Suffer-ing in this context does not have the same power it holds over the double-minded person. Suffering is understood in a different way because we now live in a new relationship to the world. It is not something thrust upon an unwilling victim. It is accepted in the knowledge that what happens to us in this world is insignificant when viewed in relation to the Good. When the sufferer, on the other hand, willingly takes up his appointed sufferings, he is willing to suffer all for the Good, that is, in order that the Good may be victorious in him.27 Suffering is not a badge worn before others in order to win accolades. It is worn as a simple garment, It is quietly endured and quickly forgotten." When we suffer for the Good we know deep within ourselves that it is the Good which is being accomplished through us and that our God is right here with us in our suffering. ~ Oh, you sufferer, alone and abandoned as you are by the generation to which you belong, know that you are not abandoned by God, your creator. Everywhere you are surrounded by his understanding ~,hich offers itself to you at each moment. In it you unite your will to the Good. And the edifying contemplation is always ready to remind you of that presence; and its very existence is a source of security to the living.28 As sufferers who "will one thing" we live in the world knowing that what we are experiencing will be long forgotten in ~he realm of the Eternal,, and in this knowledge we receive consolation while still in the temporal order. This is the only reward we are willing to accept because the "understanding of God" is sufficient. There is nothing more necessary since, in time, everything will be 33[~ [ Review for Religious, May-June, 1983 finished for us in the temporal order. If we are forgotten by the world, that is no problem. If we are rejected by others, that is no problem. If we lose all that we have in service to the Good, that is no problem. For this world's memory is like the moment: a series of moments. Eternity's memory, that he is certain of. When he leaves the world, he leaves nothing behind him, he takes all with him, he loses nothing, he gains all--for "God is all to him.'~9 The total focus of energy is toward God and God alone. The will is a complete unity with itself and with the Good which resides in the Eternal. We have now reached the point when our unity also reflects a purity of thought and desire. When this point is reached, Kierkegaard begins to talk about the roles of hope, faith, and love in light of "death's decision." And it is here that the evidence of a life that is truly Christian may be seen. Yet sad as it is with the wish, how joyful it is with hope! For there is a hope that is born and dies; a shortlived hope, that tomorrow is forgotten; a childish hope, that old age does not recognize; a hope that one dies away from. But then--in death, in death's decision, a hope is born in death. By this hope the sufferer, under the pain of the wish, is committed to the Good. So it is with the hope in which the sufferer, as though from afar off, reaches out toward the Eternal . With faith it is still more joyful. For there is a faith that disappoints and vanishes; a faith that is lost and is repented of; there is a faith, which, when it droops is like death. But then--in death, in death's decision, a faith is won that does not disappoint, that is not repented of, that does not die: it seizes the Eternal and holds fast to it. By this faith, under the pain of the wish, the sufferer is committed to the Good. So it is with faith in which the sufferer draws the Eternal nearer to himself . But with love it is the most joyous of all. For there is a love, that blazes up and is forgotten; there is a love, that unites and divides--a love until death. But then--in death, in death's decision, there is born a love that does not flame up, that is not equivocal, that is not--until death, but beyond death, a love that endures.~° All of life is understood in terms of the Eternal and the very being of the individual is grounded in eternity. All of the trappings of this world are seen for what they are in their impermanence. A new permanence is given to be understood by us in our new found unity and depth of being. We no longer seek for anything for ourselves in this world and it is that which seeks nothing for itself that is truly transparent and pure. The Good alone is visible in and through us. The entirety of our being is bonded with the Good. For commitment to the Good is a whole-souled decision, and a man cannot, by the craft and the flattery of his tongue, lay hold of God while his heart is far away. No, for since God is spirit and truth, a man can only draw near to him by sincerity, by willing to be holy, as he is holy: by purity of heart. Purity of heart: it is a figure of speech that compares the heart to the sea, and why just to this?. On this account we compare the heart with the sea, because the purity of the sea lies in its constancy of depth and transparency)~ To achieve true depth of mind, true depth of will, true depth in unity, is to be transparent as Kierkegaard regards the true Christian to be. Everything is done for the sake of the Good ~ind it is, at the same time, a complete uniting of the will with the Eternal, and the will has reached its telos with the Eternal. This is the end point of the life of Simplicity, bringing us to wholeness in the Kierkegaard on Purity of Heart / 331 presence of God as opposed to losing "self" in the manyness of the "crowd" as in the life of Complexity. Conclusion Kierkegaard wrote his book as a collection of addresses which could be read at different times, with the reader still finding them of value. The result is that many of the same themes are used over and over. Although each section has a distinct flavor, it is also connected to all of the others. This makes it difficult to identify any clear line of development from the beginning to the end of the book. However, general comments about both styles of life can be made, now that the pattern within each mode has been made clear. For the life of Complexity there is a general shape that could be described as an inward and downward curve. This characterizes a concern to find mean-ing within the person. There appears to be a reliance upon the natural abilities of a person as a means of self-justification. This self-justification is indicative of the notion that everything a person needs for life can be found just by looking inward hard enough to locate it all. Schleiermacher could be used as an example of a theologian who placed a great amount of emphasis on the person being able to find God by looking inward. This mode of life is dependent on the belief that there is an intrinsic value to the person as a separate entity. Once the search is conducted and, as Kierkegaard believes~ the person comes up empty in the inward search, there is a sudden reversal of direction, and the search continues by looking to other people. It is hoped that what could not be found within the person may be found in the "crowd." Once again the empha-sis is on what human beings are capable of doing for themselves, and to Kierkegaard that is unacceptable. The natural shape of the life of Simplicity would be outward and upward. This time there is an emphasis on God, who is outside of humanity, as the basis of movement on the path toward the Good. God provides all that is necessary for the journey and God gives the person value in his sight and at the same time in the eyes of the world. There is no need for justification beyond that which God has given. In the life of Simplicity God is sufficient for the person who "wills one thing." Movement toward the Good is a long, slow process since it is not natural to humanity. On the other hand, movement toward double-mindedness comes easily since it does not fit our sinful nature like a well-worn glove. The tension between the two of them is intense because Complexity has a way of imitating expressions of the Good. Life is not looked upon as a black and white matter. Life has immense areas of grey that the person depends upon God to be led through. There is another contribution that Kierk.egaard makes in his book. There, he preserves the integrity of what it is to be human and, at the same time, acknowledges the absolute sovereignty of God. We do not need to be more than what we are as persons. There is no call to greatness beyond the greatness 339 / Review for Religious, May-June, 1983 that we have as creations of God. The holiness of our existence is a gift of God to us. We are attracted to God because of the love he has shown for us through his Son. Our humanness has been blessed, and yet God has not been com-promised in any way. Many of the theologians of Kierkegaard's day looked for justification within humanity or within creation as represented by the natural world, but this was not something Kierkegaard could accept. He took on the difficult task of pointing to God who stands over and above all creation, and to humanity, which held a special place in the created order. Kierkegaard was clearly Lutheran in all of his basic presuppositions, and remained consistent in this position. I would suggest that an area for further study would be to see how these modes of life carry over into Kierkegaard's other writings and perhaps into his own life. NOTES ~Soren Aabye Kierkegaard, Purity of Heart Is to Will One Thing. trans. Douglas V. Steere (New York: Harper and Brothers Publishers, 1948), pp. 27-28. 21bid. p. 107. 31bid. p. 38. 41bid. p. 116. 5Ibid. p. I00. 7New American Standard Btble. 9Ibid. p. 80. ~2Ibid. p. 8 I. '~Ibid. pp. 126-127. ~81bid. p. 140. 2~Ibid. p. 191. 241bid. p. 206. ~71bid. p. 148. 3°Ibid. p. 150-151. ~Ibid. p. 52. SKierkegaard, Purity of Heart. p. 63. ~°Ibid. p. 79. '~Ibid. p. 88. ~31bid. p. 129. ~4Ibid. p. 127. ~6Ibid. p. 168. ~71bid. p. 51. ~91bid. p. 61. "-°Ibid. p. 151. nlbid, p. 47. "-31bid. p. 197. ~lbid. p. 93. ~6lbid. p. 122. 2Slbid. p. 158. ~91bid. p. 147. 311bid. p. 176. Withstanding Sunbelt Sectarianism David K. O'Rourke, O.P. Father O'Rourke is Associate Director of the Family Life Ministry for the Diocese of Oakland, CA and Adjunct Professor of Pastoral Theology at the Graduate Theological Union of Berkeley. He may be addressed: 2446 Estand Way: Pleasant Hill, CA 94523. In recent months two of America's leading scholars have made statements that bring the current direction of education for religious life seriously into question. Both of them, professors at the University of California at Berkeley, speak out of personal scholarship and accomplishments so respected that their comments merit a hearing. Speaking at the annual meeting of the American Association of Colleges in Boston, Professor Charles Muscatine, a Chaucer scholar and, from our point of view even more important, one of the most respected university educators in the United States, noted that American education has abandoned its proper role of teaching students how to make ethical judgments in favor of a concern with technical skill teaching. Speaking of the bachelor's degree, Professor Muscatine said it has become a "marvelous convenience for a mediocre society, putting passive acceptance.ahead of questioning, and propagating the danger-oias myth that technical skills are more important than ethical reasoning." His address received favorable comment in a New York Times editorial.~ The editorial continued "What am lherefor? is the student's and the teacher's perpetual question. To gain and give life skills and a glimpse of life's larger possibilities seems an appropriate answer to each of them." in a recent article in Commonweal~ Robert Bellah, Ford Professor of Sociology and Sociology Department chairman, described a structural change in American religion. Using categories of Ernst Troeltsch, which are com-monly used by students of religion, he notes that there has been a shift from the "church type" of religion, which ". we may briefly characterize as an 333 3311 / Review for Religious, May-June, 1983 organic conception of the religious institution for which the defining metaphor is the Pauline image of the Body of Christ," to the "sect type" which ". views the Church primarily as a voluntary association of believers." and which sees itself"., primarily as the gathered elect and focuses on the purity of those within . " This shift, he says, parallels other shifts. There is a shift from the civic and religious ideals which provided the underpinnings to the social ameliorization we saw in our past history in the United States to an "ever growing dominance of bureaucratic individualism." There is the shift in American political power from the eastern establishment to the sunbelt capitalists of Texas and California. And there is the shift in importance from the heavy industries of the north and east to the "technologically innovative industries of the south and west." I believe that we can synthesize the statements of these two scholars into a picture of a culture, both religious and civil, that is changing the religious life we see herein the west. It is also producing the candidates for religious life we are receiving here. And because of California's influence through its control of the media it is influencing the entire United States. The dominant influence in religion is a view of church life that is religiously subjective, personally pious, politically uninvolved, technically skilled and culturally unlettered. I believe that this view can be summarized as sunbelt sectarianism. Living, teaching and ministering in Berkeley for the past fifteen years, I have had the opportunity to see the rise of this new phenomenon. In October of 1966 I joined ten other Dominicans in establishing the first Catholic com-munity at Berkeley's pioneering Graduate Theological Union. Since that day hundreds of other men and women have come here for studies. The Berkeley venture has, itself, become a model for religious, theological and pastoral studies and formation. Those studies and formation, I believe, are more and more becoming a mastery of those same technical skills that Professor Musca-tine described, and less and less a development of the art of ethical reasoning which he sees as the goal of all education. Make no mistakeabout it, the level of skills he is referring to is high, in-deed. The University of California has few equals in its ability to train men and women in the scientific, social and professional skills that make our society run. However, as the Times editorial suggests, it is far less well equipped to teach its students how to answer the question "What am I here for?" The ministerial skills we are teaching in our pastoral training centers are also of high caliber. The art of working in the community as an effective leader and on the one-to-one level is taught at least as well as in other professions, like medicine and law. Current understanding of Scripture is well taught. Tech-niques in liturgical design and performance are also taught. The broader questions, however, like the one posed by the editorial writer of the Times are not explored in a way which allows the Church's traditional answerings of the question to be brought into the discussion. 1 do not dehy Withstanding Sunbelt Sectarianism / 335 that they are answered. I suggest that they are answered from within the context of sunbelt sectarianism. They are not explored within the context of church as Body of Christ. The questions are answered in light of the individual's personal religious experience, frequently an experience that led to entering into religious life. They are not explored in the light of the Catholic theological tradition to which the individual is exposed after his or her arrival into theological educa-tion. The latter may be used to establish some theological foundations for ministry. It is not really used, in my experience, to establish the theological foundations for the minister. These remain what they were when the man or woman arrived. Professor Bellah points out that each of the definitions of church that he uses in his article, including the idea of the organic church and sectarianism, has found a welcome within the Christian tradition. That is true. But within the Roman Catholic tradition the view of the Church as the Body of Christ comes closer to the religious and theological tradition that lies at the heart of the Church's life than do any of the other views of church. I am suggesting, it should he obvious, that we religious have followed much the same route as the universities. In our case, however, the deviation from what we should be about is more serious. An argument could possibly be made for universities devoted to transmitting technical skills. Less°argument can be made for Catholic religious orders that are not concerned, first and foremost, with answering the question "What am I here for?" and trying to answer that question, at least in part, by drawing on the Church's theological tradition. I would like to look a bit more into the situation described by Professors Bellah and Muscatine, especially as it can be related to education for ministry and religious life, by examining three sets of opposed values drawn from their statements. The opposed values are skill mastery versus life purpose explora-tion; creativity versus passivity; ethical reasoning versus affective moral intuitionism. 1 will begin discussing skill mastery versus life purpose exploration by illustrating the differences with a story. When I first began my theological studies many years ago I was taught by one of the country's leading moral theologians. Nearing retirement age, he went on instead to become editor for the moral theology section of the Catholic Encyclopaedia. In his years as a teacher he was respected for his ability to bring speculative principles to bear on concrete issues. We were all gathered in the lecture hall for the first class of the year, and he entered the room and climbed the three steps to the large platform from which the professor lectured. Since this was the first day of class we were all waiting for him to outline the course of lectures he was to deliver. Instead he did something quite different. After walking back and forth, and pausing to look out the window obviously thinking about something, he turned and just looked at us. Then he began to talk. "Increasingly in profes- 336 / Review for Religious, May-June, 1983 sional education, and commonly in seminaries, it is the practice to give the student enough training and adequate skills so that he can go about his work with competence and confidence. Here," he added, "we are trying to do some-thing fundamentally different. We are trying to provide you with a framework, conceptual and personal, within which you will be able to make sense of your own lives. Then we hope that you will be able to go out and help others do the same." And then, without further comment, he began his lecture. The difference between mastering a curriculum and making sense of life can also be seen as the difference between fitting into a world of someone else's design and establishing the moral and ethical parameters of your own world. I believe that this difference is also the difference between a skilled technician and a religious leader. 'Within the context of religious education it is the difference between accepting someone else's priorities for life and recognizing the need to establish your own, and ~oing this not as a duty but as a real, personal need. Professor Muscatine's statement, translated into the context of pastoral training and religious education, would say that specialization as a self-defini-tion has replaced religious and ethical probing as a means to self-definition. And skill training for ministry has replaced learning the art of making ethical judgments as the model for education itself. The second set of opposed values, passivity versus creativity, follows from the first. The individual learning technical skills begins his learning recognizing that what he wants is the possession of another, the mastery of a technique. What is of value, the particular skill or technique, is in someone else's hands, and the student works to gain what he does not yet have. The message communicated by the learning medium values the technical master's knowl-edge, not the student's lack of that knowledge. Life-purpose clarification, on the other hand, values the student's ability to probe and explore, and assumes that, here and now, he or she possesses creative abilities. In the process of trying to make sense of life all are equal participants. While some are further along in the attempt, and the teacher, in principle, has achieved some mastery of these human arts, all have the oppor-tunity to be creatively involved. The third set of opposed values is ethical reasoning versus affective moral intuitionism. Learning to reason ethically, as opposed to an affectively directed intuition of right and wrong, let it be said, is a supremely difficult task. Deciding what to do through a rational process of assessing the proper goals and the means to those goals is a far cry from deciding, based on feelings. In effect, it means abandoning a non-effort--intuiting right and wrong, based on how the individual feels about it--for the difficult effort of establishing internally coherent and systematically logical principles of human action. 1 submit that this is an effort of prime intellectual and personal asceticism. I believe that in our education for religious life and pastoral work we are institutionalizing affective intuitionism in the place of ethical reasoning, passiv- Withstanding Sunbelt Sectarianism ity in the place of creativity, and skill mastery in the place of life-purpose exploration. I am not so naive as to suggest that the replaced values were realized goals in the past. What I am saying is that they were stated values. Further, I believe that we are moving from these stated values to the newer ones in response to the influence of the current view of the Church as sect. We are living with a view of church in which it is effectively defined, as Professor Bellah describes it, as a voluntary association of believers. The difference between the two views can both be pictured and symbolized by the differing means of entry into each. In the Church seen as the body of Christ new members are baptized into a community of believers and become members of Christ. They are members in the root meaning of the word, a physical part of an organic body. In the Church seen as sect the new members make a decision for Christ, and are members in virtue of that decision. The membership is not organic as much as voluntary. The new values we are institutionalizing in our training for ministry and religious life fit comfortably within the definition of church as sect. They are at odds with the view of church as an inclusive body, the Body of Christ. The values being replaced fit comfortably within the view of church as Body of Christ. They do not fit within the functioning of a church defined as sect. There are obvious advantages to the view of the Church as sect. It draws clear lines between those who will live by its values and those who do not. So it is equipped to judge those who belong and those who do not. And in an age of clashing values, it helps to know who is with you and who is not. The function-ing of the Church as sect fosters clarity of values. Greys are washed out to the advantage of the stronger blacks and whites. There are also disadvantages. A church which distinguishes between the elect and the sinners will leave the sinners behind. Placing a value on the process of making that distinction will also surface a means to do so. Since the traditional theology of the church maintains that the distinction cannot be made, an extra-theological means will have to be found, like an affective in-tuitionism. And such systems, like a zealot's hunches, can prove unreasonable. The organic view of the Church, the Church seen according to the Pauline model of the Body of Christ, has many disadvantages. It is an inclusive Church, and an inclusive church is morally muddy. Combine this moral muddiness with the emphasis on moral decision making which I advocate, and which I admit is an art very difficult to master and beyond many people, and it can be a disheartening combination. It means that we will live beset by the suspicion that our moral decisions may not be definitive. But it is also quite possible that it is this very suspicion which has led religious leaders in the past to stress the importance of learning how to make ethical decisions. Technical skills can be mastered in a way that ethical decision ' making cannot. And this fact may lead some to see skill mastery as a more worthwhile goal than moral decision making. Our current education for reli-gious life and ministry seems to embody this view. But 1 would suggest that 3311 / Review for Religious, May-June, 1983 religious leadership can be,benefited more by an emphasis on moral decision making, an emphasis that is more at home in the Church seen as Body of Christ than in the Church seen as sect. NOTES I Jan. 22, 1982 2Dec. 3, 1982 The Coming Down ~Going up to Jerusalem . . ." I got used to-- There was such a dearness to it. A digging-in, yes-- A putting-t he-face-to-t he-wind . Going up to Jerusalem had its hardness. But, oh, the coming down . Coming down from Jerusalem The purpose is gone And even the trees forget their bareness and bloom again As if my journey had not been-- As if I did not leave my Love to the wind and the stars Under the snow--on a hillside . "Going up to Jerusalem." had its price, But, oh, the coming down (alone) Is beyond the counting . Sister Ann Maureen, 1.H.M. 11201 Academy Road Philadelphia, PA 19154 Jesuit, Catholic Higher Education: Some Tentative Theses Michael J. Buckley, S.J. Father Buckley gave this as a paper at the annual meeting of Jesuit academic vice-presidents in 1982. This year Father Buckley is Barman Scholar in Residence at the University of Santa Clara, on leave from the Jesuit School of Theology at Berkeley. Introduction In the pages that follow, 1 have tried to suggest certain reflections around the general and troubled topic of the Jesuit, Catholic university. I do so because 1 suspect that a central problem for many administrators of such institutions lies within the vagueness or even chaotic understanding of this governing issue: what it is that they are administering. What do you mean by a "Jesuit university"?. Is it basically the same sort of thing that any Catholic university is--something clear enough in purpose, however imperfect in reali-zation; but at the same time something variant, in that the Jesuit university is staffed in part by a different religious coterie and marked by a particular historical tradition, so that one speaks primarily about "Jesuit presence" when one talks about these institutions? Or are we talking about something that is radically different when we talk about a Jesuit university? Are we talking about a university with a cultural orientation and a peculiar set of emphases that make it profoundly different from other Catholic universities, granted any number of similarities among them all--differences and similarities which the administrator should be at pains to foster? Or is there something in between? When one assumes administration of such an institution, it is not unreas-onable for such questions to be asked. Especially in a university, there is a unique value in knowing what you are doing! 339 ~141~ [ Review for Religious, May-June, 1983 Appropriate as such a set of questions is, however, it presupposes too much. It presupposes that the content of "Catholic university" is itself already determined--a "cluster concept," at least, which all can recognize, agree upon, and discuss within. I think, though, that this presupposition is false. I think that "Catholic university" is as much of an ambiguity as "Jesuit university," and that many of the problems in understanding the latter stem from an incoherence in this more fundamental premise. Since that is my conviction, 1 have structured the theses of this article accordingly. 1 have first set down a series of statements which I think are true about Catholic universities in general, and then I have stated how I think these either have been or could be realized in the Jesuit university. The normal difficulties of such a task of description or definition are increased enormously for American Jesuits by a second fact, one which also touches the presuppositions for a series of questions on the nature of Jesuit higher education: American Jesuits are almost universally unaware of, or indifferent to some central foundational documents in their tradition. A strik-ing example of this was provided by a remark of Father George Ganss~ on the initial options posed byProject One:2 The second feature of Project One (Volume 4) which strikes this writer is the virtually total lack of references to or use of Part IV of Ignatius' Constitutions, the locus where he most succinctly, clearly and authoritatively enshrined his educational theory or rationale. That theory is his own application of the dynamic and apostolic world view towards which God led him . In Part IV of the Constitutions, he applied it to the formation of Christian persons in the secondary schools and universities which he founded and administered.3 In a subsequent discussion with Father Ganss, a prominent Jesuit educator remarked that the Fourth Part of the Constitutions was not only absent from the written reports of Project One, but from almost all of its discussions as well. It would be instructive, perhaps, to discover how many Jesuits have some knowledge of the characteristic elements which Ignatius placed in the Fourth Part of the Constitutions, as distinct from those which subsequent Jesuit educators specified in the Ratio studiorum.4 If Jesuits do not know the unique genius of their own origin in education, they cannot define a present stand for themselves in education by "dialoguing with their tradition." They are left to follow in their adaptations: (a) usages within their own memories and (b) the patterns and directions they find in American secular education. Perhaps the reason for the repeated failures of commissions, conferences and programs for Jesuit higher education is that these have represented individual or collective initiatives at particular periods, but initiatives without continuity with the organic development of the Society. Isolated from this continually evolving tradition, these initiatives lived briefly and died. Whatever be the accuracy of this reading of our present awareness of our Jesuit, Catholic Higher Education / :341 historical meaning, 1 have tried to formulate the theses of this article with one such central foundational document in mind--the most important document, in my opinion: the Fourth Part of the Jesuit Constitutions. 1 do so, not because 1 think that American Jesuits of the twentieth century can or should copy or repeat these individual provisions, but because these spell out in the concrete Ignatius' view of higher education. Perhaps by looking at what might seem, at first blush, quaint or antiquated, the contemporary Society could sketch more perceptively an outline of what it is about today and enrich its self-understanding by drawing from its tradition some of its unrealized possibilities. The difficulty of any de~nitional inquiry is that its language must be prescriptive as well as descriptive, i.e. it must say something about what this thing is to become as well as describe what it de facto is. Consequently, any discussion of the idea of a university will always suffer from the accusation of irreality. But the value of such prescriptive discourse is that it can present something of a vision of what the institution might become and a goal towards which human beings might marshall their efforts. Finally, these theses are insistently entitled tentative. They are my first attempt to do something along these lines, and I am anxious to obtain modifi-cations, corrections, and suggestions of alternatives. The value of the Renais-sance "thesis method" was that positions were laid down which reflected a serious judgment and were stated with a precision and in a common language which made discussion and disagreement possible. The liability of the thesis method was that it tended towards defensiveness, polemics, and inflexibility. Let me attempt to allow for these deficiencies by positing these theses as "exploratory," as being a number of statements that I think are true and which are stated as directly as possible in order to invite the reflections of the reader. Hence, to speak again from the customs of an earlier time: "salvo meliore iudicio . " 1. The Nature of a Catholic University Thesis 1: The problem of the Catholic university is falsely stated if it is framed as if this university and the Church were two distinct, though inter-connected institutions. Counterposition: Father Timothy Healy, S.J., in "Belief and Teaching," Georgetown Magazine (January-February, 1982), p. 3: How does the Church live within a university? How do the two institutions interact on common ground?. The Church also lives here [in a Catholic university] in two distinct ways: first, it leads its own life on our grounds; secondly, the Church joins in, shares and influences the life and the work of the university itself. Comment: Such an understanding does not do justice either to the historical nature of the Catholic university or to its intrinsic uniqueness. Father Healy's "two distinct ways" could describe the presence of the Church within any major secular society, such as the City of New York. Catholic universities, in 342 / Review for Religious, May-June, 1983 contrast, are institutions founded by the Church, supported by the Church, and oriented to a unique service of the Church. Such a university is "Catholic" in a way that no city or state could be. Thesis 2: The Catholic university cannot be defined simply as a university where there is a strong Catholic presence. Counterposition: Father Ladislas M. Orsy, S.J., "A Catholic Presence," Amer-ica, (5 April 1969), p. 397: A human institution is not transformed into a supernatural one; it simply offers an opportunity to persons with religious belief to share the life and the work of a university community--in freedom and sympathy that supports them . The quality and intensity of their presence will make its mark on the university . To have a Catholic university, then, means to have a Catholic presence at the university. Comment: The same cricitism could be offered of this understanding as of the first, with the added remark that it is actually a description of a secular university with an active and influential Newman or Catholic Faculty Club. Both this and the previous descriptions attempt to determine the Catholic university as being a university in which the Church is one important element. Thesis 3: The Catholic university cannot be described as Catholic simply through the activities of campus ministry, the presence of religious and Catholic lay faculty, and a requirement in religious studies. Counterposition: "Goals and Guidelines of the University of Santa Clara," January, .1979: If we are to honor our heritage, we must assure that Santa Clam remains a Catholic and Jesuit university in more than name only. We do this now in many ways: the activities of the Campus Ministry Office: the involvement of Jesuits and campus lay people in all areas of campus life: the presence of spiritual counselors in the dormitories; the com-mitment of men and women in the Christian Life Community to service of God and mankind; the exposure of all undergraduate students to courses in the Department of . Religious Studies; and the role of the Mission Church as both the symbol of Santa Clam's heritage and a dynamic focus of Christian activity. Comment: In this understanding, the purpose in the Church which the Univer-sity of Santa Clara is to serve is not articulated. Most of the presence of the Church is assigned to campus ministry and segregated off from the formally academic integration of the university and its more general intellectual life. The university exists for mental culture, but, aside from religious studies, Catholic reflection and theology are allotted no pervasive place within the development of such a culture. Thesis 4: The Catholic university is one form of the Church, one of the communities which are integral to the universal Church, as much a Catholic community as is the parish, the monastery, the family, a secular institute, a communidad de base, and a diocese. These differ radically among themselves, each having its own members, constitu-tion, government, origins and purpose. Jesuit, Catholic Higher Education / 3113 Comment: "Such an ecclesial origin of the university cannot have been fortui-tous. Rather it seems to express something more profound. But why does the Church need the university?. The reason for this need should be sought in the very mission of the Church. In fact, the faith which the Church announces is a tides quaerens intellectum: a faith that demands to penetrate human intelligence, to be thought out by the intellect of the human person. Not by placing it alongside what intelligence can know by its own natural light, but by permeating from within this same knowledge" (Pope John Paul II, "The Church Needs the University," March 8, 1982, L'Osservatore Romano, Eng-lish edition [3 May, 1982], p. 6). In the same address, the pope refers to these institutions as a necessity for the Church. Thesis 5: The Catholic university is that Catholic community in which the Church "strives to relate all human culture to the gospel of salva-tion" (Gravissimum Educationis, no. 8). This relationship is con-cretely to be realized both in the development of its students and in the advancement of this integral knowledge by its faculty. Another way of making this claim: "Secondly, the university is Catholic in its deliberate determination to render the Church this unique service: to be a forum where in utter academic freedom the variant lines of Catholic tradition and thought can intersect with the most complex challenges, contradictions and reinforcements of contemporary thought, moving towards a unity of world and Word, that all things be assimilated into the Christ. No other institution within human culture can render this critically important contribu-tion to the Christian community (as a whole), and without it the commitments of faith disintegrate into sectarian polemics whose only strength lies in their isolation from contradicting contact" (Michael J. Buckley, S.J., "The Catholic University as Pluralistic Forum," Thought 46:181 [June, 1971], p. 208). Comment: The Catholic university, then, essentially includes within itself the presence and the unique contribution of non-Catholics as well as the academic freedom which makes open discussion possible. Without the presence of vari-ant tradition it would be impossible that the Church could sponsor this rela-tion of the Gospel with "all human culture." Both Catholic and non-Catholic faculty have an appropriate contribution to. make to the advancement of the life of the Catholic university, and what is asked from faculty and students is not a particular credal affiliation, but that they be willing to enter into the conversations about those questions which constitute the formal academic character of the Catholic university (theses I 1 and 12 below). This integration of the Gospel with .culture demands especially the presence and contribution of non-Catholic Christians whose perspectives p~sh the radical questions about what Christianity really is, and what it really means, in the contemporary world. This means that the Catholic university is not the Church nor a microcosm of the Church nor even a community composed only of believers. Such a 3l~l~ / Review for Religious, May-June, 1983 university is, however, rather one modality or form which the Church in-ternally develops in order to reach its full stature, in order to become what it must be. It is an assimilative sub-community of the Church, i.e. one that assimilates into the reflection consequently upon the Gospel the vast pluralism of persons and persuasions representative of"all human culture,"a community whose institutional determination is to render to the Church universal this unique service. The autonomy of the Catholic university from controls that would be properly exercised over a diocese or a parish is essential. This academic freedom from external controls is essential not only for its authen-ticity as a university, but for that comprehensive, free discourse which alone can offer the Church serious, disinterested, and uninhibited inquiry. Thesis 6: Hence, the Catholic university as a unique Catholic community is, like any Christian communit.v, essentially sacramental, i.e. that community which, with historical continuity and tangible percepti-bility, makes present for all human beings now the realit.v of Christ drawing all human culture to himself. Another way of making this claim: It is in and through the Catholic university that the mission of Christ to draw all human culture to himself is given historical continuity and visibility in the twentieth century. Comment: The Catholic university is not a university in which the Church has a strong presence. The Catholic university is itself, and as a whole, a presence of the Church. Thesis 7: The manner in which this understanding of the university is mani-fested in the Jesuit Constitutions is by (1) stipulating that the entire college[university is a residence of the Society, i.e., the entire college/university is a Christian, religious community (Formula of the Institute (5), (8)," Const. 289)," (2) orienting both the schools of humane letters and of natural science to their integration with theology (446-452); (3) insisting upon the Christian service for which these studies are undertaken, often concretized as .future teaching, and generalized as "the glory of God and the good of souls" (Const. 440; 289-290; 351; 446; 622). Comment: This orientation towards service received striking expression by Ignatius on December I, 1551: From among those who are now merely students, some in time will depart to play diverse roles--one to preach and carry on the care of souls, another to government of the land and the administration of justice, and others to other occupations. Finally. since young boys become grown men. their good education in life and doctrine will be beneficial to many others, with the results expanding more widely every day (Monu-menta Historica Societatis lesu. Epp. Ign. IV. p. 9). II. The Administration of a Catholic University Thesis 8: The academic leadership or administration within a Catholic uni- Jesuit, Catholic Higher Education / 345 versity is essentially a religious ministry. By "religious ministry" is meant something quite specific, namely that it is the. responsibility of the administration that the sacramental finality of the Catholic university be realized: the integration of human culture and the Gospel. This ministry is intellectual leadership, but that does not make it less religious. It bears directly upon the intellectual service of God, a pervasive ministerium verbi (Ministry of the Word), in which the Word is translated into varying cultures, in which a more accurate understanding is gained by its encounter with and advancement of these cultures and in which a new synthe-sis is obtained between faith and all forms of knowledge. This ministerium verbi is the first ministry which the Formula of the Institute lists in its enumer-ation of Jesuit apostolic commitments. The universities have a unique function in this ministry: to advance and to synthesize the Gospel and all forms of human culture. Comment: Thus the president, the academic vice-president, the deans, the provost--whoever de facto preside over the life of the university have a pro-foundly synthetic religious leadership as their primary task. Their leadership is not "religious" as opposed to "academic" or intellectual"---that is precisely the dichotomy that the university is to deny. But it must be stated that if the leader of any Christian community--be it a Catholic university or parish or family or monastery or hospital--is not persuaded of the appropriately religious charac-ter of his or her leadership, then the community drifts into secularization. Thesis 9: The manner in which this understanding of university[college administration is manifested in the Jesuit Constitutions is by the insistence upon the personal religious character of its rector (423) and upon the religious quality of his leadership, with learning and Christian life placed as a single finality (424, 490). Comment: There are no grounds for asserting that separate incorporation removes the essentially religious nature of Jesuit university leadership. It is not the case that the division of functions between rector and president meant that one was religious and the other secular: The rector of the community is the religious leader of the Jesuit commu-nity, and his function is to govern it in such a way that it is Jesuit in its life and supports this apostolate to which it is committed. The president of the Jesuit university is the religious leader of the univer-sity, and his function is to administer it in such a way that its life promotes that intellectual and moral integration of all human culture with the Gospel which is its purpose. See Pedro Arrupe, S.J., "The Image of the Jesuit University President," (August 8, 1975) Documentation 27/2. III. The Formal, Academic Catholic Character of the Catholic University Thesis 10: The formal character of any" university is not constituted by the 346 / Review for Religious, May-June, 1983 elimination or by the presence ~f any particular discipline. Comment: A university, to be a university, should include whatever passes as serious and disciplined knowledge. The exclusign of theology from a particular university does not mean in itself that it has excluded religious commitment; per se it means that it has fallen that short of being a university. On the other hand, the presence of Catholic theology on a university campus does not necessarily indicate that the university is Catholic; it indicates that it is just that much more a university. Thesis 11: The formal, academic character of any university is constituted by the order of the questions which are entertained and by the kind of knowledge which is considered most worth having. Comment: One would not expect restrictions upon discourse and study at the University of California at Davis, or at MIT, or at the University of Santa Clara. But the priorities in the issues to be investigated or the knowledge considered either fundamental or most important will be different in these different institutions. This trait will constitute the difference among them. " Thesis 12: The Catholic academic character of a university will be constituted by the quality and the influence of its theology, i.e. by the depth, rigor, and thoroughness with which theological inquiry is con-ducted and by the integrating influence of theology upon all of the other disciplines taught in the university. A Catholic university is one in which Catholic theology acts as an architectonic wisdom, one which draws the arts and the sciences and the engagements of the professional schools into an ongoing conversation about pre-suppositions, consequences, and common themes. Thesis 13." The Constitutions exhibit this understanding of the Catholic aca-demic character of the university primarily in the principal empha-sis which they give to theology (446). Literature, natural sciences and philosophy are oriented to this theological wisdom: their study prepares the students for the serious engagement in theology; theology unifies knowledge into a single understanding of the world, into a wisdom; the orientation of all learning tends to the same end ultimately as theology (447-451). Comment: The place of theology given by the Constitutions of the Society of Jesus is really quite different from that allotted to it by, say, Newman's Idea of a University. In Newman, theology would be one element among others in a circle of knowledge which forms the "philosophical habit of mind." In Igna-tius, theology is the principal and governing discipline in which the humane letters and sciences reach their natural completion (446, 450). Thesis 14: The formal academic curriculum of a Catholic university must be sustained by the surrounding presence of a more general Catholic culture that makes the daily life of the university itself. Jesuit, Catholic Higher Education / 347 Comment: Examples of this "more general Catholic culture" would be found in the quality and seriousness of its worship, the character of its collective morality and social concerns, the pastoral care of one member for another, the seminars and general lectures which it fosters, the atmosphere of intellectual and religious interests, and so forth (see Const. 481-489). IV. Agents of Integration of Faith with Culture Thesis 15: Granted this integrating function as the primary work of the administration, the principal administrator must be aided in his responsibility by subordinate officials whose ministry it is to see that this integration permeates the intellectual life (the Academic Vice-President), the social life (Vice-President for Student Affairs), and the religious life of the university (the University Chaplain). Thesis 16: Such an integral view of the Catholic university can never be realized if "campus ministry" is only or principally composed of those who are not part of the academic community and who confine themselves to the ob.viously liturgical and pastoral en-gagements of the university, i.e. if campus ministry confines itself to a "sacristy" or even to an "activist "function. Thesis 17: "Campus ministry" should be that interdepartmental committee whose function it is to assist the president in some aspects of his religious ministry to the Catholic university, i.e. the integration of faith with culture/life. Such a staff or committee is necessary because too many of the possibilities for such an integration can-not be realized in the present departmental divisions: members of the various departments should be invited to become members of this interdepartmental staff, composed of the University Chaplain and members of the university faculty, and full-time staff members. These are some implications and possibilities envisaged by this thesis: 1. The head of "campus ministry" should be the University Chaplain of the school, with the rank of vice-president to assist the president in his general religious ministry of the integration of faith and culture. 2. The majority of the members of the "campus ministry" committee or staff would also be members of other departments and schools. 3. Areas of religious integration which are open to such a "campus ministry" would be for example: a. Sponsorship of a religious/academic bookstore which would be a cen-ter of regular discussions, lectures, and seminars on the integration of faith and culture. b. Introduction into the campus of the great range of prophetic and intel-lectual movements within the Church, such as the Catholic Workers, Charis-matics, liturgical groups, Pax Christi, Rural Life Conference, Christian Family Life, Jesuit Volunteers--for the possibilities both of critique and of assimila- 341~ Review for Religious, May-June, 1983 tion into the life of the university. c. Sponsorship of prolonged engagements in Christian service which would be planned, supervised and reflected upon for their Christian elements and which would be of such an academic quality that the theology department could recognize them as legitimate courses. d. Through the presence of campus ministry on various academic commit-tees, planning groups, and other representative bodies, a continual source of the questions about the integration between these plans or programs and the purpose of the university. e. Through their presence within placement offices, career planning and counseling centers, a challenge to the university community, that the teachers would understand their lives and the students plan their futures as vocations rather than simply careers,.i.e, as a way of life and service within the world which is a response to the call of God in their lives, rather than a positive evaluation of obvious and secularly justifiable options. f. Organization of a rich and full liturgical life, which embodies such possibilities as the Morning and Evening Prayer of the Church, a eucharistic liturgy which follows the variations and harmony of the liturgical year, a series of "university sermons," etc., and which so integrates the university as a whole at certain solemn occasions that it is the university, as this form of the Church, which is at prayer. Thesis 18: To act as an architectonic wisdom, Catholic theolog.v must be restored as an integral discipline, distinct both from the more gen-eral "religious studies "and from an eclectic amalgam of disparate courses in Scripture or ethics or spirituality. "Theology "is here understood as an inquiry into the natu~'e, influence and claims of God as revealed in Christ, and "religious studies "as an investiga-tion of the nature and varieties of religions or confessions which have emerged in human history. Comment: As the architectonic discipline which integrates and marks a Catholic university, theology should be in constant interchange with the other sciences and arts, with the other schools, studies, and activities of the univer-sity. Theology gains in content and in method in its encounters with other disciplines; the other disciplines are drawn beyond themselves into a general academic unity by their discussions with theology. What kind of presence or curriculum-order is necessary to obtain such a dialogue can only be deter-mined by experience, but it should be of such a character as (a) to maintain theology as a serious and systematic study and (b) to constitute it in a synthetic unity with all the other aspects of the university. Thesis 19: Thus both theology and "campus ministry" have an integrating function within the university. Everything within the university is the object of the theological faculty as it attempts to move towards a synthetic vision which is a Christian wisdom, and of "campus Jesuit, Cathofic Higher Education Thesis 21: ministry" as it attempts to introduce that vision into practice and expand it in areas not under the purview of various departments. The manifestation of the sacramental nature of the Catholic uni-versity, i.e., of the historical presence of Christ drawing all human culture to himself, is to be found in every aspect of the university: in the priorities among the questions investigated and in the knowl-edge thought essential," in the quality of the intellectual, moral and religious life on campus; in the criteria by which decisions are reached and investments made; in the kind of recruitment informa-tion, of students admitted, and of faculty hired, and so forth. The Jesuit community is that local community of Jesuits who both collectively and individually minister to this kind of university. How it does so would be the subject of another twenty theses,t NOTES ~The Reverend George E. Ganss, S.J. is the distinguished translator and editor of the English version of the Constitutions of the Society of Jesus. 2Project One was an attempt of the American Jesuits, initiated in 1973 and extending over the next four or five years, to identify and evaluate their goals and efforts in the apostolate of education. 3Project One, Volume #5, pp. 194-195. 4The Ratio Studiorum is the successively revised Jesuit plan of studies, an organization of curricula and of instructional methods rather than an exposition of educational theory. "What Should I Wear Today?" Thomas Ryan, C.S.P. Father Ryan is associate director of the Canadian Centre for Ecumenism. He is the author of Fasting Rediscovered: A Guide to Health and Wholeness for Your Body-Spirit and Tales of Christian Unity (Paulist Press). He may be addressed at the center: 2065 Ouest, Rue Sherbrooke; Montreal H3H IG6; Canada. I got up this morning and stood before my closet and asked: "What should I wear today?" Not so long ago the question felt like a helpful freedom; more and more it is feeling like a bother, and I frequently find myself resenting the loss of time and energy as I stand there in morning grogginess trying to answer the question. Where 1 live we probably face it more than would be the case elsewhere, yet Quebec is certainly not the only place in North America where the religious uniform has been traded in for secular dress. The history here is unique, but some of its consequences are shared with the rest of the continent. Some twenty years ago in a cultural revolution in Quebec, Canada, the Church was perceived to be too friendly with a government that had permitted the English to keep the key positions of economic influence and kept the French down on the farm. Both the Church and English economic dominance were thrown off like unwanted and resented yokes by the increasingly nationalistic French majority. Education and the university became the new place of worship and the leaders of the Parti Qubbbcois, the new high priests of the society. In the period of anticlericalism that followed, the French clergy traded in their clericals for ties and turtlenecks, and the sign of contradiction was reduced to a cross on a suit-coat lapel. "The anticlericalism was so pronounced," explained one sister who lived through it, "that at any public meeting we would go to, we were condemned by our apparent association with the Church before we even opened our mouths. We priests and sisters began dressing in 350 "What Should 1 Wear Today?"/ ~151 civies just to get a fair hearing and have what we were saying evaluated on its own merit." Among the English clergy in Quebec, there are enough "ties" or enough "collars" present to leave one genuinely feeling free in either direction. In other words, there is an unpressured climate for each person to sort through the value questions involved and make a choice, knowing the "tie" will not mean "radical" nor clericals mean "conservative." When I said jokingly to a confrere this evening that 1 was going to submit an article to REVIEW FOR RELIGIOUS entitled "What Should 1 Wear Today?" he immediately responded, "Oh, you mean, 'Who am I going to see today?"' He was quite right, and that's part of what bothers me. When l'm going to be meeting with Orthodox clergy, I wear black. When l'm going to be meeting With Protestant clergy, ! wear a tie. When they're both going to be there, 1 find myself playing one off against the other in my mind in a kind of who's-more-important- to-me game. What I am uncomfortable with is that it's my projection of the other's reaction to me that guides the decision. Where are my own convictions in the matter? 1 was thrown back on that question because I caught myself feeling like l'd made the "wrong" (political, not moral) decision. One day I put on a suit and tie to speak at a clergy study-day in the neighboring province of Ontario. When I arrived and saw all the collars and religious habits I was reminded again of what a different world Ontario is from Quebec. "Are you a local minister?" (he meant Protestant) asked one clerically-attired person who turned out to be a permanent deacon. The irony was rich. So I asked myself on the way home, "What are your values on this question?" Some years ago I was in an identity group of seminarians as part of a training program for counselors at the Center for Religion and Psychiatry in Washington, D.C. We spent a few sessions on the question, "What does it mean for me to wear or not wear a collar?" It's certain that not all of the participants drew the same conclusions from those discussions, but the operating principle that evolved for me from our reflections was a variation of "The habit does not make the monk." Dress that identifies me as a religious person is a means. If it will be likely to help advance some pastoral situation, use it. If it is likely to get in the way (as may be the case on college campuses with university students), don't use it. During that formative period, the important thing seemed to be secure enough in my own identity that I didn't need the collar as a crutch. Satisfied that my identity as a priest and religious was anchored within, and not in what I wore without, I proceeded to live these past years with no consistent external mode of dress. Yet, the question is not settled with me. Where the above rationale breaks down is in the presumption that I can always accurately project which mode of dress will be a pastoral asset or liability. In our secularized society, there is a growing Catholic consciousness of our mission for evangelization. We are becoming more aware of the importance of each of us witnessing, according to 359 / Review for Religious, May-June, 1983 our occupation and way of life,to a faith-centered existence. This awareness is perhaps renewing our appreciation of sacramentals and their potential to be an occasion of reflection for the casual passerby. To the extent that a mode of dress conveys a religious meaning, it qualifies as a sacramental. On this question of sacramentals, Sacramentum Mundi notes that "the statements of the Constitution on the Liturgy point to an emphasis on their character as a sign. But they do not answer the fundamental question, whether the sacramentals are not part of a special religious world which may be outdated by. the present-day experience of existence in the world. This [question]. has particularly far-reaching consequences for the usage of the sacramentals and hence for their theology, which must concen-trate fundamentally on their apt and proper use . Religion must not be seen in purely transcendental terms or merely as a dimension in depth. It must be classified in the category of a sphere of religious manifestations . The difference between nature and grace, and between the present and the coming age, justifies the existence of an order of sacred signs which express and manifest this difference." The habit, the collar, the cross, have not lost their power to be a sign of transcendence or of contradiction, a symbol that casts a question. But I do not always have the courage or the desire to stand apart. Or sit apart, for that matter. When I'm on the bus, I've noticed people will generally not sit next to "a collar" if there's another choice. On a plane, where people don't know who they're choosing to sit next to, 1 often feel more-than-the-usual hesitancy on the part of the other to normal social discourse. Or the reverse happens and one finds oneself in a not-so-private counseling session. And on the street corner while waiting for the light, I try not to notice the out-of-the-corner-of-the- eye glances that indicate one is being coolly appraised: "Hmm! What is a young (median clergy age today: 50!), intelligent-looking (well, at least my sister says that my receding hair line makes me look more 'intellectual'), athletic (I confess: it is getting harder) person like that doing in the priesthood?" When 1 was living for a time with a family in France, the mother said to me one day, "If you catch our guests kind of staring at you sometimes, don't take it personally. It's just that for us a young priest is, well, a very curious beast." What I'm coming to recognize is that there's going to be a negative reaction on the part of some people whichever way one dresses, and a positive reaction on the part of others. Furthermore, the guideline, "What will help or hinder my pastoral effectiveness in any given situation?" seems more and more presumptuous to me. Who can ever really know what happens in the hearts and minds of people when they see a priest in his clericals? If presumptive guesses about what others want, will be pleased by, or will derive benefit from are unreliable, then what is there to guide me? My answer is: my desire to make my life an articulate sign of the gospel I am trying to live. I am closer now than 1 was five or seven years ago to seeing how religious symbolism in dress can be an effective concretization of that desire. But as long "' What ShouM I Wear Today?"/ 353 as religious garb is connected with actions or life-styles that do not clearly reflect gospel living (which will always be the case to some extent), clericals or a religious habit will never be an entirely reliable symbol of communication. Thus it is that my choice on any given day is made with a certain flexibility and tentativeness, and with a sense of its built-in limitations in either direction. I was recently in a conversation with a group of priests and one of them told a story on four of the others that illustrates the point. "When I met you at the port on the first stop of your Caribbean cruise, 1 was surprised to see you were all wearing clericals," said the recounter of the tale. "Ah yes," one of the four affirmed, "we were not pleased with the cabins we'd been given, so we were trying to influence the ship's captain." "And?" "Oh it worked quite nicely. For the rest of the trip we were given any available suite." That's why many of the priests in. Montreal have switched to ties and coats. But I wonder sometimes on the buses and subways and street corners whether anybody sees that little cross on their lapel, and I wonder if we're using all available means of witnessing to the presence of God in a society hungering for meaning and ready to respect people who stand for something. If you and I should meet, what will I be wearing? Well, I'll probably be wearing the question inside and wondering if I made the best choice that day! The Incarnation and Chariots of Fire Halbert Weidner, C.O. Father Weidner published an account of the spirituality of the Oratory in our issue of November, 1979. He continues to reside at South Carolina's Oratory, the mailing address of which is P.O. Box 11586; Rock Hill, SC 29370. The Liturgy of the Hours has been enriched with an appendix of poetry and among the most recent poets represented there are the remarkable British pair of Edwin Muir (1881-1959) and Kathleen Raine (born in 1908). Muir is a poet much admired by such different writers as T.S. Eliot and Thomas Merton. Kathleen Raine's work on William Blake remains current and widely read. Her poetry, autobiographies, and critical works have drawn much praise and attention. Both authors are religious writers in the most profound sense of the term and, as poets and pilgrims, have something to say to both believers and unbelievers. Muir is relatively unknown in this country despite a sojourn at Harvard and, with his wife Willa, being established as the first and most popular translator of Franz Kafka. Muir is not a consciously modern poet. In fact, his devotion to tradition and accessibility may put off the professional literati. Still, T.S. Eliot said of him: He was first and foremost deeply concerned with what he had to say--and by that l do not mean that his purpose was ever didactic or that he was striving to convey a "message." But under the pressure of emotional intensity, and possessed by his vision, he found, almost unconsciously, the right, the inevitable way of saying what he wanted to say.~ The best introduction to the poet is his own story, An Autobiography. He was born in the Orkney Islands, off the north coast of Scotland, and so is claimed by Scots. Muir himself says his native language was really a mixture of Incarnation and Chariots of Fire / 355 Norse, Scots, and Irish. Indeed, such words as creels (fishing baskets), bannocks (a fiat, unleavened bread), and byres (cow-sheds) are evenly woven into the narrative of his childhood. For Muir, the islands were not on the edge of the world, but were the "heart of civilization." The seasons nurtured each their own phase of an ancient culture. The Winter gathered us into one room as it gathered the cattle into the stable and the byre; the sky came close; the lamps were lit at three or four in the afternoon, and then the great evening lay before us like a world: an evening filled with talk, stories, games, music and lamplight? This winter time gave Muir his first introduction to poetry. The early ballads sung in the home came from an oral tradition about James V and Sir James the Rose. These songs were sung with full voice and personal confidence. Other ballads, late in the tradition, were "chanted in a literary way, in honor of the print in which they had originally come, every syllable of the English text carefully pronounced, as if it were an exercise."3 Spring carried the sacred rituals of breeding and killing--both aspects of farm life his mother tried to prevent him from seeing. He made sure, of course, that he saw both--though the activities of the bull and cow were not understood and the excitement was all in the activities of the men directing the affair. He did not, in the slaughtering, pity the animals, but somehow touched the terror and the need which were inextricably bound up in the process. "There was a necessity in the copulation and the killing which took away the sin, or at least, by the ritual act, transformed it into a sad, sanctioned duty.TM The spring, a series of vivid happenings, gave way to the summer, its opposite: a "motionless blue" in which "nothing happened." This nothingness demanded acceptance as the pivot marking the time of growth. This in turn gave way to the hard work of autumn and the feasts that defined the line between harvest and the winter. And so it went with each winter being favorite season of the farmer's child because it was the family time for play and song and story. The family religion was a fundamentalist Calvinism which combined early baptism with the stern demands for a later conversion and personal claim to being born-again. Muir's conversion, under severe pressure from his family, was sincere, but barely a prelude to his lapse from Christianity. His disbelief was, moreover, also the result of pressure. This time the strain came from the deaths of his parents and of two of his brothers when the family moved, in hopes of better employment, to the industrialized city of Glasgow. It was as if the Muir family in a few short years had been required to pay the price of the industrial revolution's whole century of devastation. "All that time," Muir remembered, "seemed to give no return, nothing but loss; it was like a heap of dismal rubbish in the middle of which, without rhyme or reason, were scattered four deaths.''~ The great city of free enterprise could not replace the agricultural community that once bridged birth and death with faith and ritual. As a young man forced out early on his own, Muir moved just south of 356 / Review for Religious, May-June, 1983 Glasgow to earn his living in what might have been the Checkpoint Charlie of hell: a bone factory. "The bones," he tells us, "decorated with festoons of slowly writhing, fat yellow maggots, lay in the adjoining railway siding and were shunted into the factory whenever the furnaces were ready for them." There was only one major problem: "There were sharp complaints from Glasgow whenever the trucks lay too long in the siding, for the sea gulls could gobble up half a hundredweight of maggots in no time, and as the bones had to be paid for by their original weight, and the maggots were part of it, this meant a serious loss to the firm."~ Thus necessity introduced the factory's most important ritual: a shotgun blast into the air over the trucks each half hour. It was in this atmosphere that Muir began a ferocious personal quest which included reading philosophy seriously. This led to Nietzsche and to a kind of socialism. He abandoned the tough Christianity of his family for a soft belief in "process." "Be hard' was one of Nietzsche's exhortations," Muir tells us, "but I was not hard enough to give up Nietzsche." Muir's hunger for ideas, as well as for communicating them, attracted the attention of A.R. Orage, editor of the New Age and a genius for gathering talented, left-wing, and sometime elitist writers. Muir had a high opinion of Orage, but a low one of his own work for him. Muir's column, "We Moderns," revealed, said Muir, that "whenever I hit upon a paradox which lay conveniently near the surface I took it for the final truth."7 Still, Muir was the rarest of twentieth-century beings: a non-university educated revolutionary. A marriage, "the most fortunate event of my life," led to a move into London for economic reasons. Eventually journalism and translation work allowed them the adventure of moving to Prague. This city became for them what Paris was for American expatriates: a city riding the crest of a billowing tradition and arriving at the edge of revolutionary changes. Now in his mid-thirties, Muir began writing poetry. "I had no training; 1 was too old to submit myself to contemporary influences; and I had acquired in Scotland a deference towards ideas which made my entrance into poetry difficult. Though my imagination had begun to work I had no technique by which I could give expression to it." He was a poet in the middle of life caught between a change in poetic consciousness. "There were the rhythms of English poetry on the one hand, the images in my mind on the other. All I could do at the start was to force the one, creaking and complaining, into the mould of the other."s In Muir's case, the distance provided by his experience of Prague as the far country, and some early psychoanalysis and dream work, led to a recovery of the childhood geography and the roots engendered there. If poetry incarnates meaning, as Muir believed, then this geography literally provided the ground for Muir's poems. He acknowledges this in his life's last poem: I have been taught by dreams and fantasies Learned from the friendly and the darker phantoms And got great knowledge and courtesy from the dead Incarnation and Chariots of Fire / 357 Kinsmen and kinswomen, ancestors and friends But from two mainly Who gave me birth? This healing recovery of his roots and reconcilation with much of his unconscious gave birth to his poetry at the very time that Europeans were destroying their past: "They were lost and on the road to greater loss, and ready to accept any creed which would pull their lives together and give them the enormous relief of finding, even under compulsion, a direction for their existence, whether it had a spiritual meaning or not.''~° Muir saw the political left and right taking over the violent spirit of his native country's religious past: they were like the old Scottish covenanters who went into battle with banners reading "Christ and No Quarter." During the time of no quarter, Muir returned to Britain and began his eight-year association with the British Council, an organization promoting British culture. Prior to the war, Muir's office in Edinburgh set up houses for refugees and introduced them to British life. During this time Muir wrote more poetry in the midst of administration and the central issues of the day than he had in previous and more solitary jobs. British Council work eventually led him to Rome and his first major encounter with cultural Catholicism. It was here that he had his encounter with the Incarnation: During the time when I was a boy I attended the United Presbyterian Church in Orkney. I was aware of religion chiefly as the sacred Word. but nothing told me that Christ was born in the flesh and had lived on earth. [But in Rome] that image was to be seen everywhere, not only in churches, but on the walls of houses, at cross-roads in the suburbs, in wayside shrines in the parks, and in private rooms. I remember stopping for a long time one day to look at a little plaque on the wall of a house in the Via degli Artisti, representing the Annunciation. An angel and a young girl, their bodies inclined towards each other, their knees bent as if overcome by love, "tutto tremante," gazed upon each other like Dante's pair; and that representation of a human love so intense that it could not reach farther seemed the perfect earthly symbol of the love that passes understanding.~ Before Rome, a friend had pointed out to Muir that he was Christian in his images and his metaphysics. It had not occurred to him, but he accepted it. What the encounter in Rome did for Muir was to support him in his conclusion that mystery was at the source of life, that it lived and touched us, incarnate in what were not "mere" symbols, but the final reality. Symbols, which Yeats said united the "sleeping with the waking mind," also unite us to each other and to the generating reality that cares for all, past and present. Incarnation was a delight and good news to Muir, for whom nothing airy and abstract could hold the truth: "A religion that dared to show forth such a mystery for everyone to see would have shocked the congregations of the north, would have seemed a sort of blasphemy, perhaps even an indecency. But here it was publicly shown, as Christ showed himself on the earth."12 In the conclusion to his autobiography, Muir anticipated the theologians of our time in their interest in the theology of story: ~1511 / Review for Religious, May-June, 1983 As I look back on the part of the mystery which is my own life, my own fable, what 1 am most aware of is that we receive it from the past, on which we draw with every breath, but also--and this is a point of faith--from the Source of the mystery itself, by the means which religious people call grace.~3 When we read of this mystery in Muir's poems, we are struck by the plain language. But the poems demand rereading before the light that comes from the depths of human experience begins to dawn. One poem in the Liturgy of the Hours is called "One Foot in Eden" and may be taken as an example. It is composed of twenty-nine short lines of ordinary words~ but in it Muir has communicated a highly developed reflection on the necessity of choosing experience over innocence and then given depth to the Easter cry of O Felix Culpa.t Muir's Eden is both a place of innocence which must be given up and an impossible Utopia which must not be succumbed to. The world outside Eden awaits a judgment for its failings, but also attention to its special value: Blossoms of grief and charity Bloom in these darkened fields alone. What has Eden ever to say Of hope and faith and pity and love. Strange blessings never in Paradise Fall from these beclouded skies.~4 The other poem in the Hours collection is "The Killing." In it there is a remarkably graphic description of death that reaches back to Muir's childhood memories of farmyard slaughters. Muir suggests in the poem that an incarnate God is not what people want, and they will kill in their disappointment. The Incarnation, rather than being an easy myth that a longing humanity desperately creates, is really an affront and a capital crime. The poem ends with the question of an agnostic, a stranger, who wonders if, in the very act of dying, an incarnate God crossed his path. The wonder is a real enough grasp of the mystery and a crack for grace to move through. Muir did not come to a church and an orthodox form of Christian faith. But his insistence that meaning can only reach its fullness in the real world of flesh and blood, and his embrace of the world in beautiful language can certainly help us ordinary Christians to remain orthodox. Muir's acceptance of limits and his belief in their necessity so that there can be both definition and a grace that can take hold is a challenge to any spirituality that wishes to escape the human condition. This poet from the North Sea islands could, then, help us to purify and enrich the language of our prayer and our pulpits and lead us to embrace, and be embraced by the Word made flesh. Kathleen Raine If Muir i~ the poet of the Incarnation, Kathleen Raine writes of the Transfiguration. She is a pilgrim like Muir and now a stranger to orthodox Christianity though she had joined the Catholic Church for some years. She presents an interesting problem. Her experiences have led her to believe more rather than less, and so she moved away from Catholicism: Incarnation and Chariots of Fire / 359 To me it seemed absurd to find one aspect of a total symbolic event less acceptable than other parts: mythical events (so I thought) are not to be verified (did they or did they not take place) but rather to be understood, as is poetry. If anything, I still continued to find the Christian myth, as comparett with the pagan richness of symbol, too meagre, and welcomed any addition.~5 She means here, of course, no denigration of the Christian faith by calling it poetry and myth. For her, the truths of existence cannot be expressed any other way. This is a position that she fought to get to and promote all her life. To get to it, she had to overcome the assaults of a narrow Christian upbringing and an even narrower philosophy at Cambridge University where she studied science. Writing of the Christian poet Vernon Watkins, who came to Cambridge at about the same time, Raine says: "Years later Vernon Watkins wrote a ballad on Abram and Sodom; but at the time acted like Lot and quickly left a town past praying for. He was not deceived by the prestige of ignorance in high places."~6 The scientific materialism prevailing in the university spilled over into a Marxist politics in one direction and into an analytically dry and thin literary criticism in the other direction. While at Cambridge, Raine began to write poetry that was in a romantic and mystic vein, twin heresies, which Cambridge literary leaders tried to tear out. She did have two great privileges in her time in the scientific Sodom. She was in the audience when Virginia Woolf came to read her manifesto for feminists, A Room of One's Own, and, because he was unpopular and unread there, she discovered T.S. Eliot on her own. Kathleen Raine's poetry is obviously based on her experience of the sacred, and in her three autobiographies, she is plain about some of these ecstatic and enlightening encounters with nature. What is reassuring to Christians is that her hints of the transcendent are not limited to impersonal experiences, but are also to be found in encounters with other people. What is constant in both is her belief that poetry and imaginative truth are intimately related in both experiences of nature and persons. Her devotion to the imagination as a voice and a revelation echoes a favorite quotation from William Blake, whose works Raine has really helped to make popular in our own century. Blake tells us: If the Spectator could enter in these Images in his imagination, approaching them on the Fiery Chariot of his Contemplative Thought . . . or could make a Friend and Companion of these Images of wonder, which always intreat him to leave mortal things (as he must know), then would he meet the Lord in the Air, then he would be happy.~6 Raine quotes Bede Griffiths, now a monk in a Christian ashram in India, to the effect that "the function of art is. to evoke the divine presence."17 She not only quotes the insight, she believes and preaches it fervently in her criticisms of much modern literature. Materialism and naturalism, she says, betray the material and the natural. She believes that the peasant had it right when he answered the question, "How can bread be God?" by replying, "What else would it be?" Of course, the difficult side to Raine is the superfluity of belief. She 360 / Review for Religious, May-June, 1983 remembers with joy the seriously considered polytheism of her old friend and Nobel prize winner, Elias Canetti. He told her, "If I believed in one God, I should be obliged to hate him." He would, she says, "rather watch supernatura supernaturans than relegate the supreme gods of all the ages from gold or stone to iron and the machine, to the ethnological section of any museum, or the files of case-histories."~8 Perhaps Cardinal Newman's dictum that the superstitious are infinitely closer to the truth than the rationalists might help us understand Raine's extremism. Extreme or not, in the poem "Word Made Flesh" is captured some of Raine's ability to convey an experience that uses Christian symbols well, even if they spill outside of Christianity. "Word" is described over and over in eight short stanzas: "Word whose breath is the world-circling atmosphere. Word traced in water of lakes. Word inscribed on stone. Grammar of five-fold rose and six-fold lily, Spiral of leaves on a bough, helix of shells. Instinctive wisdom of fish.and lion and ram. Flash of fin, beat of wing, heartbeat, beat of the dance." And finally: Statement of mystery, how shall we name A spirit clothed in world, a world made man?~9 The descriptions are all authentic application of the word or "logos," and challenge the Christian to find a more beautiful poetic expression of the Cosmic Christ of I Corinthians 15:28. Another test of authenticity is Raine's real ability to conjure the evocative power of language, not in the mechanical control of formula or the mystification of gibberish, but in the power which comes from the choice of images that resonate with the inner nature of things around us, including all and excluding nothing. One of the poems in the Liturgy of Hours comes from the 1952 collection called The Year One. The book title comes from a friend who said the historical applied only to humans and their toil because for nature "it is always the year one." The title of the poem is Northumbrian Sequence IV. Northumbria is a border county of wild weather, moors merging into seascapes and the site of Hadrian's wall built by the Roman emperor to keep out the barbaric Scots. The poem offered as possible food for prayer begins: Let in the wind Let in the rain Let in the moors tonight. The storm beats on my window-pane, Night stands at my bed-foot, Let in the fear, Let in the pain, Let in the trees that toss and groan, Let in the north tonight. The evocation continues to the heart of the matter: Let in the nameless formless power That beats upon my door. Incarnation and Chariots of Fire / 361 Let in the ice, let in the snow, The banshee howling on the moor, The bracken-bush on the bleak hillside, Let in the dead tonight. The poem continues to link individual aspects of nature with even more powerful figures symbolic of various dark sides of humanness. Then there is a question and a short response: Oh how can virgin fingers weave A covering for the void, How can my fearful heart conceive Gigantic solitude? How can a house so small contain A company so great? Let in the dark, Let in the dead, Let in your love tonight. The answer must be a gentleness and pity that understands the immensity of the forces at hand and does not shrink from them: Gentle must my fingers be And pitiful my heart Since 1 must bind in human form A living power so great, A living impulse great and wild That cries about my house With all the violence of desire Desiring this my peace. Whether an interior demand of self or of others, here is a promise of a presence that cannot be articulated or tamed, but is full of promise. The poem concludes with this stanza: Let in the wound, Let in the pain, Let in your child tonight. This conclusion is at once crushing and comforting: the alien forces so powerful, so destructive, so all-inclusive are nevertheless one child to us in need of father-mother. These forces, these other presences are not us, and yet are as close to us as possible, and so we need to claim them. The spell Raine invokes brings them home as one child. As in Muir, the acceptance of all promises pain. Raine is, in fact, afraid of anything that would take away the pain: "Buddhism;" in her view, ~"offers'release from suffering;~C- hristianity the Cross, heavy with all the anguish of the world, to be lived arid known as the very heart of a Mystery. I wished to understand that mystery, not to be freed from it."~0 In the other poem to be found in the Hours, we read: Sorrow is true for everyone--a word That illiterate men may read By divining in the heart God's human name, and natural shroud. 369 / Review for Religious, May-June, 1983 In that last image, perhaps we have the echo of the hard-won wisdom of another woman of sorrow, Cornelia Connelly, who saw in "accepted suffering" that "one simple remembrance of his presence that unwraps all the windings of the heart and makes us true as he is true." Kathleen Raine's poetry is grounded in earthliness and suffering, but she also sees more burning bushes than we do, and she seems to be constantly taking off her shoes in awareness of the sacred and the spiritual. She is a reminder to those with other vocations about the nearness of the transcendent and how the Word evokes its presence in a terrible beauty. NOTES ~T.S. Eliot, Preface to Selected Poems by Edwin Muir, London, 1965, p. 10. 2Edwin Muir, An Autobiographov, London, 1980, pp. 30-31. 3Ibid., p. 30. 4Ibid., p. 36. ~lbid., p. 104. 61bid., p. 130. 7Ibid., p. 151. Slbid., p. 205. 9Edwin Muir, Selected Poems, p. 96. ~°An Autobiography, p. 229. ~lbid., pp. 277-278. ~21bid., p. 278. ~31bid., p. 281. ~4Selected Poems, p. 80. ~SKathleen Raine, The Land Unknown, New York: 1975, p. 183. ~6Kathleen Raine, Defending Ancient Springs, London: 1967, p. 55. tTQuoted in Kathleen Raine, The Lion's Mouth, London: 1977, p. 25. ~81bid., p. 49. ~gKathleen Raine, Collected Poems: 1935-1980, London: 198 I, p. 20. ~°The Land Unknown, p. 188. Currents in Liturgy Notes on Liturgy Everett A. Diederich, S.J. Father Diederich has been professor of liturgy at St. Louis University School of Divinity and at Weston Jesuit School of Theology. He is presently an associate pastor at St. Francis Xavier Church; 3628 Lindell Blvd.; St. Louis, MO 63108. I want to offer a service in the area of liturgy to the readers of the REVIEW by furnishing them with a survey of current literature not easily accessible to them. I intend to focus on issues which are likely to be of greatest interest, namely, those dealing with the relation of present day liturgical practice to the forming and nourishing of Christian piety and spirituality. In the present survey in addition to calling attention to the themes of the national and international liturgical meetings of 1983 about which I have information at this writing, I have focused on articles and books dealing with concerns which have arisen around what I might call our post-conciliar, popular eucharistic practice and interior spirit. Unless I have overlooked some significant articles, I found in my reading that almost all the articles on the Eucharist were something of a critique of present popular eucharistic practice and theory, sometimes imply-ing, sometimes stating explicitly that it is somewhat unbalanced. By way of introduction to the survey of the articles on the Eucharist, I have summarized current evaluations of the overall liturgical reforms and their effect. I have also included a very brief, perhaps overly simplified sketch of the eucharistic piety and practice of the last one hundred years. National and International Liturgical Meetings of 1983 December 4, 1983, will mark the twentieth anniversary of the Constitution 363 364 / Review for Religious, May-June, 1983 on the Sacred Liturgy. This has set the spirit for some of our national liturgical meetings. From April 19-22, 1983, the Sixth Annual Pastoral Musicians' National Convention took place in St. Louis, Missouri. The title given to the convention was, "Remembering Into the Future." It was intended to help ". musicians and clergy of the United States and Canada to step back and look at the past twenty years--the changes, controversies, and developments of the American musical scene" (quoted from the program). A special feature of the program was a survey of the history of American liturgical music for the last twenty years, with presentations in five different sessions by a liturgist and a musician. The Notre Dame Liturgical Conferences are well-known for their uniform high quality presentations. The Twelfth Annual Conference, June 13-16, 1983, has as its theme, "Renewal! Perspectives on Twenty Years of Liturgical Change." Boston College is sponsoring a National Liturgical Consultation, June 19-22, 1983, with participation by invitation only. "The purpose of our meeting, expressly called a "Consultation," is to appraise the present liturgical situation in the light of (I) the pioneering efforts of the "40s and '50s, (2) the directives of Vatican 11, and (3) the experience of the last twenty years, with an eye to those measures that might be adopted in the immediate future" (from the program). The names of 16 participants appear on the pages sent with the program. It promises to be an important gathering, with a significant number present who were involved in those "Pioneering efforts of the '40s and '50s." The theme of the International Congress of the Societas Liturgica, August 18-22, 1982, in Vienna, Austria, is "Liturgy and Spirituality." When the topic for the 1983 Congress was discussed in Paris in 1981, the need was expressed for greater prayerfulness in our liturgical celebrations. We need to identify the spirituality of the liturgy because, "Spirituality, the life of grace in those who seek to live anew in Christ, finds communal expression in patterns of worship, ministry and service--in a word, in liturgy . In short, worship and piety, liturgy and Christian life.are tightly interwoven" (quoted from the program for the Congress). The 1983 Synod of Bishops is not a liturgical meeting, but its topic should have important consequences for the liturgy. The topic is, "Reconciliation and Penance in the Mission of the Church." The Synod Secretariat at the Vatican sent out a kind of working paper to all the bishops on the theme and invited the national bodies of bishops to reply to some questions which were enclosed. The paper deals explicitly with sacramental penance but does this within the broad context of the Church's mission of reconciliation. We can expect a good bit of writing on the topic after the Synod.~ It is clear from the themes of the national meetings that there is a strong pastoral urge to evaluate our experience of the liturgical reforms, We remember the vision given us through the Constitution on the Sacred Liturgy. Notes on IJturgy / 365 The active participation at which it aimed is now in place in all the major sacramental rites of the Church. The changes have given us a new house of prayer. At least it has been renewed, remodeled, and rehabilitated. The ques-tion in the minds of many is whether the post-conciliar liturgical reforms are really renewing the Church. We were very optimistic that it would twenty years ago. We had hoped that the renewal of the liturgy would be the renewal program for the whole Church. Now the existence of so many different renewal programs in parishes in our country makes us doubt that it was. A possible answer, of course, is that we are not giving enough energy and effort to the liturgy. In 1980 the NCCB Committee on Parish Development reported to the U.S. bishops. The Committee stated, "The central responsibility of parish leadership is worship and the spiritual development of the people . In spite of this, the parish activity least often directly addressed in the parish development programs we have reviewed is liturgy . It appears that we do need to adopt a more direct approach to the development of liturgy and preaching."z Pope John Paul II still thinks that liturgical renewal should renew the whole life of the Church: "A very close and organic bond exists between the renewal of the liturgy and the renewal of the whole life of the Church" (Letter to All the Bishops of February 24, 1980). The Societas Liturgica Congress should be a stimulus to all liturgists to take a second look at how the promoters of the liturgical movement in the first decades of our century tried to make the celebration of the liturgy the primary and indispensable source of the true Christian spirit, as St. Pius X said that it was. His pastoral judgment that active participation in the liturgy is the pri-mary and indispensable source of the true Christian spirit, spoken near the beginning of his pontificate, November 22, 1903, has proved to be the most durable of all authoritative pastoral judgments made about the liturgy. It inspired the beginning of the liturgical movement in 1909. It seems to challenge us still. The theme chosen for the Societas Liturgica Congress bears this out. Evaluation of the Liturgical Reform There has been a significant trend in the liturgical journals during the last ten years to evaluate the ongoing experience of the liturgical reform. An Italian liturgist, Domenico Sartori, C.S.J., has done us the great service of making a brief summary of each of these evaluations.3 After summarizing them he identifies their converging points. First, he says that the writers agree that the enthusiasm and pastoral fervor with which the reforms were received in their first stages has waned and that now we find a certain weariness, routineness, and even downright regression in the communities which have implemented the reforms. Secondly, all are basically positive in their evaluation of the reforms themselves. There is convergence around what their positive elements are. These are the emphasis given in the reforms to salvation history and to a dialogical conception of the liturgy, to its ecclesial dimension, to the principle of adaptation, and to the relationship between faith and sacrament. They also ~166 / Review for

The Implementation of Gap Information Activity to Teach Speaking Procedure Text to the Ninth Graders Luhur Bayu Nirwana 092084002 English Education, Faculty of Language and Art, State University of Surabaya luhurnirwana@gmail.com Dosen Pembimbing: Him'mawan Adi Nugroho, S.Pd., M.Pd. English Department, Faculty of Language and Art, State University of Surabaya Abstrak Bahasa Inggris adalah salah satu pelajaran wajib yang dimasukkan ke dalam kurikulum sekolah SMP dan SMA. Ini berarti siswa telah belajar bahasa sejak tahun pertama di bangku SMP. Tapi kemudian ketika mereka lulus dari sekolah tinggi kemampuan mereka berbahasa Inggris tidak berkembang dengan baik. Strategi mengajar tampaknya menjadi salah satu faktor kegagalan. Kegiatan kesenjangan informasi tampaknya menjadi pilihan bagi guru dalam melakukan kegiatan mengajar kepada siswa. Berdasarkan pandangan CLT kegiatan ini sangat membantu untuk mengembangkan keterampilan berbicara siswa. Ini memberikan siswa banyak kesempatan untuk berlatih berbicara selama kegiatan pembelajaran. Dengan demikian, peneliti memutuskan untuk melakukan penelitian tentang kegiatan ini untuk digunakan dalam mengajar berbicara teks prosedur untuk anak kelas sembilan. Ada dua pertanyaan penelitian dalam penelitian ini. Pertama adalah tentang pelaksanaan kegiatan informasi kesenjangan dalam mengajar berbicara teks prosedur untuk anak kelas sembilan. Yang kedua adalah tentang respon siswa terhadap implementasi dalam mengajar berbicara teks prosedur untuk anak kelas sembilan. Penelitian ini dilakukan di SMP Negeri 1 Bangkalan. Subyek adalah siswa IX-D nilai. Ini adalah penelitian deskriptif yang menggambarkan pelaksanaan kegiatan informasi gap untuk mengajar berbicara prosedur teks untuk siswa kelas sembilan. Berdasarkan hasil penelitian, pelaksanaan kegiatan informasi gap yang baik untuk diterapkan di kelas untuk mengajar berbahasa Inggris. Selain itu, siswa juga memberikan respon yang positif terhadap penerapan Gap Information Activity di dalam kelas. Kata Kunci: Gap Information Activity, Pengajaran Berbicara, Prosedur Teks, Kelas IX Abstract English is one of compulsory lessons which is put in junior and senior high school curriculum. It means students have learned the language since the first year in junior high school. But then when they are graduated from high school their English speaking ability does not develop well. The strategy seems to be one factor of the failure. The gap information activity seems to be an option for teacher in conducting teaching activity to students. Based on the CLT view this activity is helpful to develop students' speaking skill. It gives students a lot of chances to practice speaking during the lesson activity. Thus, the researcher decides to conduct research about this activity to be used in teaching speaking procedure text to ninth graders. There are two research questions in this research. First is about the implementation of gap information activity in teaching speaking procedure text to ninth graders. The second is about students' response toward the implementation in teaching speaking procedure text to ninth graders. This research was conducted in SMP Negeri 1 Bangkalan. The subject was the students of IX-D grades. It is the descriptive research which describes the implementation of gap information activity to teach speaking procedure text to ninth graders. Based on the result of the research, the implementation of gap information activity is good to be applied in class to teach speaking English. Moreover the students gave positive response toward the implementation of the activity. Keywords: Gap Information, Teaching Speaking, Procedure Text, Ninth Graders. INTRODUCTION Background of Study There is no objection that language and human being cannot be separated. Language is a media for people to communicate each other. Without language we cannot make a good interaction with other people. It is like what Yule (2010) says that human language trully serves a communication system in any situation. Moreover language also tool for learning, Yule (2010) states in his book that we can use language as a tool to learn about language itself. English has taken its role to be an international language. As quoted by Crystal in Cahyono & Widiati (2004) it is abudantly clear that now English has achieved its global status and the global status of English cannot be separated from its popular role as the language, science and technology. As the result of this situation, English has started being popular to be the media of communication among people around the world including Indonesian. As a country that wants to take a role in the world trading and competition, Indonesian government puts English as compulsory lesson in junior and senior high school curriculums. It is stated in Depdiknas (2006) that the aim of English teaching is to enable students to communicate with target language. In the term of communication, speaking skill takes the bigest role. However the final target of learning a certain language is to use it as a media to communnicate with other. Here in Indonesia, students start to learn English from the first year of Junior High School and it is continued regularly until they graduate from senior high school. But then the problem appears here. Although they have started to learn English since first year in Junior High School, their English skill do not develop well. There are seceral factors cause this failure, one of those factors is the method that is applied in class. Most of English teachers in Indonesia still apply teacher-centered class setting in teaching English. This class setting does not optimally give students chance to communicate through target language. This class setting will also provide low students talking time, so that the researcher will conduct a research of The Implementation of Gap Information Activity to Teach Speaking Procedure Text to Ninth Graders. The researcher decides to carry out research in speaking field because the main purpose of learning a language is to communicate and the most obvious way of human being to communicate is by speaking. Speaking is an important part of learning to speak the language teaching purposes should improve the communication skills of students, because that way, students can express themselves and learn how to follow the rules of social and cultural right in communicative circumtance. Kayi (2006) It makes speaking takes very important role in either learning or teaching English. The purpose of the students who learn language is to communicate. Finally it only can be communicated as well as expressed through speaking. Moreover students need a motivation to stimulate their willingness to communicate. They need a reason and an environment that supports and encourages them to start speaking through target language, English. Here is where teachers take their roles. Teachers have to be able to motivate their students to speak through English by creating the atmosphere and environment that support their students to speak and communicate through the target language, English. How then teachers will provide all those thing to students? It is of course they should find the right method to be applied in the class. Communicative Language Teaching (CLT) method can be a solution in this case. Richards (1999) says that CLT sees the needs of language teaching is to communicate each other in the real life. That is why the teacher should focus on communicative profiency rather than mastery of structures. There are some class activities that include in CLT, such as Role-play, interviews, information gap, pair-work and learning by teaching. Based on the perspective view of CLT, researcher decides to conduct a research about the implementatioan of Gap Information activity. It is because the gap of the information will make students curious and it gives the students reason to ask. Whenever they have a question to ask, it means they have reason to communicate and it can be good beginning for teacher to start teaching their students to communicate through target language. Moreover there are some genres in our national curriculum. They are procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion and review. The researcher will only concern on the procedure text because he believes it motivates students more since through procedure text students will be abble to share their idea of making or doing something. Based on the background study above, the researcher formulates questions in carrying out this study.Those questions are: (1) How is the implementation of gap information activity to teach speaking procedure text to ninth graders? (2) How is the students' response of the implementation of gap information activity to teach speaking procedure text to ninth graders? This research will only focus on students' speaking skill. It will be conducted to the ninth graders students in SMP Negeri 1 Bangkalan. The result of this research may not be the same with other school, other material and other students in different level Review Literature The aim for someone who learns language is in order to communicate with others using the target language. According to Harmer (2003) in order to make the communication to be successful, the speaker must have to structure the discourse in such a way that can be understood by the listeners. It means that when the speakers try to speak, they do not need to use complicated structure of discourse. They only need to make what they want to deliver can be understood by the listeners, so that the goal of communication can be achieved. Still related to the former, Kayi (2006) explains that the ability to communicate in a second language clearly and efficiently contributes to the success of the learners in school and success later in every phase of life. Kayi mentions the words "success" and "ability to communicate" in his statements. It is clearly enough that by being able to communicate well, people have a big chance to be successful in various situations. People tend to express what they feel through spoken language. If those people can express it well and understandable, they have more opportunity to get the things they want. In the country which uses English as foreign language like in Indonesia, most of its learners study language at school. They learn English with many limitations, such as limitation of time, place and situation, especially when they want to start learning speaking. They do not have enough opportunity to do that. Klancar (2006) states young learners in the communicative classroom should get as many speaking opportunities as possible and their speaking time should slowly but steadily rise so as to prepare them for various communicative situations. The opportunity of speaking will affect to the speaking ability. After giving the learners opportunity to speak teachers should improve learners' speaking skill. At this point, the role of the English teacher is also important to the students' speaking skill development. The teacher should be able to conduct a good teaching speaking during the lesson activity in class. to attract students' attention during the lesson, the teacher should be smart in positioning himself in front of the students during the lesson activity, because the way of how teacher takes role during the class activity can also affect the students' attention. One of the best methods in teaching English is Communicative Language Teaching. This method aims to make students can communicate through target language. Belchamber (2007) says that the main focus of CLT is to teach student use the target language as their media of communication. That is why this method is appropriate to support foreign language learners to communicate through the target language. There are lots of features that provide students to speak much use target language. CLT can be understood as the principles of teaching goal, all features in this method both the setting of the class, the role of teacher and also the class activities facilitate the learners well. One of the activities that is included in this method is Gap Information Activity. Harmer (2007) states that Information Gap is where two speakers have different bits of information and they can only complete the whole picture by sharing that information-because they have different information, there is a gap between them. It means that gap information is the class activity that is used to train students speaking skill communicatively. In this activity each student will be given a paper that consist different information with his partner. Students have to get the complete information by asking his partner. Harmer (2007) also says that the idea of information gap as an organizing concept for a speaking activity is that one person has information that another lacks. They must use English to share that information in order to accomplish a task. Through this activity student will get the real reason and situation that will make them communicate trough the target language In implementing gap information activity to teach speaking procedure text teacher needs to follow some steps that have been stated by Murray (2006) Pre Activity: This stage is the beginning of the lesson. Firstly, the teacher needs to tell students everything about the procedue text. Its aim, grammar features and also the generic structure. After that, teacher needs to tell the students the rules of the gap information activity. He also needs to show the students the example how they will do the gap information activity. Whilst Activity: This stage is the main activity of gap information. In this stage, teacher let students do the activity while the teacher himself watches his students and helps them with their difficulties. In this stage teacher should pay much attention to his students' activity to make sure that the activity is going well. Post activity; This is the last stage of the lesson activity. In this stage teacher discuss the students' work together. After that he tells the students the conclusion of the activity that they just did. Then he ends the lesson. It can be adapted from Ansarey (2012), her study by title "Communicative Language Teaching in EFL Contexts: Teachers Attitude and Perception in Bangladesh". One of its aims is to find out the contribution of communicative language teaching in Bangladesh and the result of this study is it obviously shows that CLT can contribute much in helping develop more proficient speakers of English. METHODOLOGY Research Design The researcher used descriptive qualitative research design to obtain the information concerning with the implementation of gap information activity to teach speaking procedure to ninth graders. According to McMillan (1996) descriptive study investigates and describes the existing phenomena. It shows the real condition happens when the research is being conducted. The researcher is not allowed to manipulate anything, the condition of the research must be naturally happens. The researcher used descriptive research since the objective of this research was to demonstrate a class activity in teaching speaking procedure text. The researcher did not get involved in teaching and learning process. He only observed the teaching learning process in the class. The researcher did not make any interaction or participation during teaching and learning activity in class. The researcher only observed all activity that occurred during the lesson concerning how the teacher delivered gap information activity in teaching speaking procedure text. He kept on detail recorded of what happened and monitored the observation as the result. The researcher would only write what he saw and listened during the lesson activity. At the end of the observation, he would analyze the data involved observation checklist, field note and questionnaire. The Subject of the Study The subjects of the study were the ninth grade students. This research was conducted in class IX D of SMP Negeri 1 Bangkalan which consists of 36 students. Setting of the Study This study took place in the IX D class in SMP Negeri 1 Bangkalan. The researcher chose SMP Negeri 1 Bangkalan as a place to conduct this study. The school was comfortable for learning activities since the school was surrounded by trees and the situation in the school was not too crowded, so that students could study pleasantly. Besides the students were also provided with facilities that supported teaching and learning activities, such as library and various laboratories, The important part of the school that encouraged the research to be successful was the clean, wide and comfortable classroom which the students were in to study. It was one of the essential facilities which give an effect for the teaching learning process. Those factors create conducive atmosphere in class the support the researcher to conduct this study. Moreover the teacher applies gap information activity that suitable with this study. Data and the Source of Data The data of the study were the activities in the teaching and learning process that were according to gap information activity. The researcher would describe the data in the form of words, phrases, and sentences, rather than numbers because the researcher would conduct the descriptive qualitative study. The data were in the form of description of the students' English oral performance during the gap information activity and the responses of the students. Those data were needed to answer research questions of the study. The data to answer the first research question "how is the implementation of gap information activity to teach speaking procedure to ninth graders?" were the class activity during the teaching and learning process. To get the data, the researcher use observation checklist to observe the presence of the behavior and field note to take a note of the thing that happened during the teaching and learning process. The data to answer the second research question "How is the students' response of the implementation of gap information activity to teach speaking procedure text to ninth graders" were the students' opinion. To get the data the researcher used questionnaire. Research Instrument Research instrument was an equipment to collect the data. In this study, the researcher would use observation checklist, field notes and questionnaire as instruments. Those would be explained below: Observation Checklist The researcher used observation checklist to understand individual behavior or process of occurring a noticeable activity in actual or situation. "The simplest device used is a checklist, which presents a list of the behaviors that are to be observed. The observer then checked whether each behavior were present or absent" Ary, Jacobs, Sorensen, & Razavieh (2010). Through checklist the researcher would know which part of behavior was missed by teacher during lesson activity. Field Notes Field notes was a kind of brief notes made by the researcher to observe the teaching-learning process. The researcher used field notes to observe the activity in the class by watching, listening, paying attention and writing everything that could be used as the data during the research. Bodgan and Biklen (2003) say that field notes are the written account of what the researcher hears, sees, experiences and thinks in the course of collecting and reflecting on the data in the descriptive qualitative study. The researcher would write all the important things she would see, hear and some additional information that was not mentioned in the observation checklist. It is also supported by Wallace (1998) that making field notes can prevent the researcher from trouble and confusion in presenting data caused by continuing to the next things. It will help her to organize the data before the data is being analized. Questionnaire Questionnaire was an instrument to get the survey information from the research participants. It is in line with McLean in Cohen, Manion, & Morrison's book ( 2007) state that questionnaire can be used to collect survey information that provide structure, often numerical data being able to administrated without the presence of the researcher and often being comparatively straight forward to analyzed. Data Collection Technique The researcher got the data from observation checklist, field note and questionnaire. The observation checklist was used to get the information during the teaching and learning process. The observation checklist was also to know whether the teacher applies the indicators or not. The field note would be used to records how teacher would implement gap information activity to teach speaking procedures text and what situation would occur during the lesson activity. It would be used by researcher to answer the first research question. To answer the second research question the researcher would use questionnaire. Questionnaire would gain the information about students' responses toward the implementation of gap information activity to teach speaking procedure text. Data Analysis Cohen, Manion, & Morrison (2007) state that data analysis of qualitative research is a process of categorization, description, and synthesis data in a form of participations' definition. In analyzing the data, the researcher would present the result of the observation checklist, field note and questionnaire during three meetings. The results of observation checklist were analyzed based on the class condition and responses of the data students. The researcher would observe the teaching and learning process during three meetings. The results of the field notes are used to support and explore the data from the observation checklist and questionnaire. The results of the questionnaire are analyzed by dividing number of comments of each item with the total number of students then are multiplied with a hundred percent. RESULTS AND DISCUSSION Result The Result of the Observation Checklist and Field Note: Observation Day I The first observation was conducted on Wednesday, July 24th, 2013. It was Ramadan Month. Most of students who were Muslims were fasting that is why the learning activity in class was shorter than in regular days. It was 2 X 30 minutes for each meeting. The class was begun at 6.30 AM. Right at that time the observer together with all students entered the class. The observer took a seat at the back row in order to be able to take a note of the class situation during the class activity. The students were so crowded. They were so busy talking each other. At 6.35 AM the teacher came and asked all students to take their seat before the lesson began. In the very first time teacher asked one of the students to lead their praying before starting the lesson. This was the conversation that occurred in the beginning of the class: Dialogue I T : Halo guys, good morning S : Good morning sir, T : Ayo semuanya kembali ke tempat duduk masing2 yaa Ayo, rafa pimpin doa S : Before we start let's pray together Than all students pray S : Finish! After praying, teacher checked the students' attendance list by calling their names. At the beginning of the lesson, teacher reminded his students about the previous meeting. Their previous meeting was about reading procedural text. Teacher gave them short review about the previous meeting. Teacher asked students some questions about their previous meeting to stimulate students' memory about previous material and to give them chance to speak when they answered the question. Dialogue II T : Ok students, know I want to check do you still remember about procedure text? S : Yes sir ( they answer in a choir) T : All right students, raise your hand please. (Some students raise their hands) Yes, andika please S : Procedure text is text tell we about doing and making pak T : Oh good, any other answer? Yana, please yana S : Same sir, text telling us to make or doing thing T : Yes, good. Procedure text is a text that tells us about doing or making something. Very good. What about the generic structure? Anybody knows? (Students answer in choir and the class become crowded) Teacher chose one students to answer his question S : Title, ingredients, steps T : All right good, the other? Teacher point other student S : Same with sir, the title, the tool and ingredients and the steps T : Ok, very good, it seems you understand about procedural text, jadi sekarang kita akan mulai ke speaking, apa speaking itu? S : Ngomong paaak ( together) In this point teacher had succeed to remind his students about the previous meeting's material which was still related to today material. It also gives them chance to start speaking in answering some questions from the teacher which was as the warming up before they start to the main activity, speaking procedure. The next thing which was done by the teacher was telling his students about what they were going to do that day. Moreover teacher gave them example about their activity today. Teacher also asked his students to help him in doing the example of their main activity which was gap information activity. Dialogue III T : Oke anak anak, sekarang kita akan belajar speaking procedure text sambil main game, S : Horeee ( the class become crowded) T Nama gamenya adalah Gap Information. Dan dimainkan berdua dengan teman sebangku kalian yaa. Here I have the steps make instant noodle but it is not complete information it is only picture. Ayo latihan dulu sebelum main, mari kita lengkapi sama sama informasi how to make instant noodle Then the teacher sticks the incomplete text of how to make instant noodle to the whiteboard and ask the students to complete it together. T : OK, bangku sebelah sini, apa step number one? S : Masak airnya sir, T : Yes, come on in English please S : Boil the water T : Ok, good. Come on next row S : Keluarkan the noodle from its kemasan sir and then put in to the boiling water T : Ayo open your dictionary S : Take it of the package T : Ok, good, what's next? S : Mix the flavor T : All right, and then? S : Mix the flavor with the noodle, and it's ready to serve T : All right, you all are very good. Nah nanti kalian kerjakan sepert tadi ya, saling melengkapi dengan temen sebangku kalian masing-masing. Remember, always speak English because I will watch all of you. Ok students? S : yes sir After giving the students example about the activity, teacher gave his students the worksheet. The worksheet was a procedure text about how to serve a simple diner. Each student received a text with the same title but had different information. One student had the information which his bench friend did not have. The teacher asked them to complete their worksheet by asking to their bench friend. After that he walked around the class to watch and help his students. In the other side students were being so busy completing their worksheet. They did the gap information activity like what their teacher did. They asked their bench friend about the information they need to complete their worksheet. The conversation occured among the students during the main activity. They tried to speak English bravely and confidently to their friend. The atmosphere in the class was good enough and conducive that support students to speak English. Here are the examples of the students' conversation. The examples of the conversation bellow were taken from several pairs of students in class: Dialogue IV S1 : What is the first ingredient? S2 : The first ingredient is water. S1 : OK, what is next? S2 : Akuuu. . . S1 : Oh,OK yes please. Dialogue V S3 : What is the second ingredient? S4 : The second ingredient is meatball S3 : Oke I get it. S4 : Next, what is the third? S3 : The ingredient number three is noodle S4 : Ok, its hamper lengkap S3 : What is next? S4 : Next ingredient is chili flavor. Now, what is the last ingredient? S3 : The last ingredient is salt. S4 : Ok, now it is complete. . Dialogue IV and dialogue V were the script of conversation that occurred from two different groups in the class during the activity of gap information. They participate very well and actively speak with their partners to complete the information of what ingredients they needed to serve a simple dinner. The similar conversation also occurred in the other pairs during the activity. They kept speaking actively during the gap information activity. The examples below were the conversation that occurred when some students were completing the steps of how to serve a simple diner. Dialogue VI S1 : The first step, Boil the water for ten minutes. S2 : Thank you S1 : Come on, next! S2 : Next is put in the meatball to the boiling water. Dialogue VII S1 : What is the step number three? S2 : Take the meatball, then put in the noodle to the water S1 : Ok, after that when the noodle masak, what is masak? S2 : Sir, masak bahasa inggrisnya apa sir? T : Just say being cooked, pake tobe ya. Is being cooked S1 : Thank you, Sir. Ok. When the noodle is being cooked put in the salt and mix it S2 : Ok, next step. Put in the chili flavor and mix it. S1 : Yes, after that put in the meatball and wait for three minutes. S2 : Then the food is ready. All students conducted the similar conversation with the examples above during the gap information activity. In the other side the teacher kept watching and guiding his students during the activity. The student centre activity like what happened in this class really gave much time to students to speak and express their English during the lesson. They did not need to be afraid of making mistake or asking because they had supporting environments to learn and practice to speak English. Besides, the teacher was always ready to help them if they had some difficulties or questions. After doing the gap information activity teacher asked all students to check their worksheet. At last teacher asked the students randomly to deliver the step how to serve a simple diner to the class. Teacher chose two students to speak in front of the class. Those lucky students are Suci and Ramdan. They did it well although grammatically they still made some mistake. In the end of class activity teacher asked his students to review what they had done that day. After that, the teacher asked students to make group of 6 that would be used in the next meeting. Teacher also gave students some assignment to find a procedural text for each group. And finaly teacher asked the captain of the class to lead his friends prayed before they went home. The Result of the Observation Checklist and Field Note: Observation Day II The observation day II was conducted on Friday, July 26th,2013. This observation was also conducted in 2 X 30 minutes. It was the same with the day I, the class also began at 6.30 AM. All students and the researcher entered the class right at 6.30 AM. Same with day I, the observer took seat in the back row in order to be able to watch the whole class. For about ten minutes after all students entered the class, teacher entered the class and greeted his students. After greeting and having little conversation with the students, he checked the attendance by calling the students' name on by one. Next, he asked the students to sit with their group that they had made. After all students sit with their group, he asked the captain of the class to lead their friend prayed before starting the lesson. After that, teacher reviewed their previous meeting. The following was the dialogue between teacher and students in the beginning of the lesson. Dialogue VIII : T : Ok students, how are you all? S : Fine, Sir. T : Good, before we continue the lesson, I want all of you to sit with your group. S : (Students move to sit with their group) T : All right, good. Now before we start the lesson. Raffa, ayo pimpin doa S : Before we start, let's pray together. (Everybody starts praying) Finish! T : Well students. now, I want to check. Who still remember about our class meeting (students answer in a choir, it makes the class crowded) T : Silent please, ayo dibiasakan raise your hand. Jangan keroyokan Yes, Lita please S : Learn about procedure text sir, play gap information how to serve simple dinner. T : Very good. Gitu dong, ngacung dulu kalo mau jawab. OK, now who still remember the generic structure of procedure text? Yes, anang, please S : The title, ingredients and steps sir. T : That's good. I think You all still remember everything. Now it is time to submit your task. Ayo ketua kelompoknya maju kumpulkan tugas yang bapak kasih kemarin. This review was very useful as the warm up for the students before they continued to the main activity. Moreover, by remembering what they did in the previous meeting, it would make students be ready to receive material of the lesson that day. In this point, teacher also asked students some questions to make them speak, this was done to create English atmosphere in the class. However, when students had supporting environment they would participate well to the whole activity during the lesson. The next activity which was carried out by the teacher was another gap information activity. Different with the previous meeting, it was conducted in group not in pair. Students would do the activity with their group. It applied the basic concept of gap information activity where one of the group members had the information while the others did not have. Those who had the information should tell his friends what information he had to complete the worksheet was given by the teacher. Since the activity that day was different with the previous meeting. Teacher gave them example how to do the activity. He asked some students who were the representative from each group to come forward and help him gave an example to their friends. Before teacher started the example he stuck a passage of how to make meatball to the white board. After that all students who came forward was asked to gather as a group. Then he asked one of the members to read the text in the white board and remember it. Later when that students came back to the group he would tell the group what he had read and all members of the group will take a note of what their friend told them. Every single member of the group would have their own turn to read the passage and tell his group about the information that he read. In the end the group should collect all the information and complete the work sheet as the perfect procedure text. The dialogues bellow were some conversations that occurred when the teacher was giving the example. Dialogue IX : T : Well students, now we will do another gap information activity. S : Horeee ( students yelling together) T : We will do this activity in group. Does everybody have the group? S : Yes, Sir! T : Ok very good. I will give you example, but I need some students to help me. Ayo masing masing kelompok kirim satu orang untuk maju. How many groups is in here? S : Six groups, Sir T : OK. Sekarang bapak dan teman teman kalian akan memberi contoh bagaimana kita nanti akan melakukan gap informationnya. Well, here I have a passage of how to make meatballs. I will stick this passage to the whiteboard. Nah, sekarang. One of you read one sentence of this passage and tell your group. Come on do it. S : One student walks toward the whiteboard to read the text and then tell his friends what he just red. T : Nah sudah, gantian. Diikuti yang lain. Begitu seterusnya, urutan sampai teksnya selesai. Is it clear students? S : yes sir. After the example was given, the main activity, gap information, was started. On the white board there were three passages of procedure text. Text number one was how to make egg and lemon soup, text number two was how to make milkshake and text number three was how to make tomato soup. Group one and five were asked to do text number one, group two and four were asked to do text number two while group three and six got text number three. After listening to all instructions and getting their job, each group started doing the task. Every student was so busy completing the worksheet which had been given by the teacher. When completing the task some conversation occurred among students. The following dialogue was the example of conversation that occurred among students. Dialogue X S1 : The title is how to make egg and lemon soup. To make egg and lemon soup you need all these ingredients. (While one of the group member was saying the sentences, the other group members were taking note in their paper. Then after the first member finish, the next member immediately went to the whiteboard to get next information) S2 : Number one. Three pints chicken stock. Number two juices of two lemons. S3 : Number three salt and pepper. Number four, four eggs well beaten. The conversation above was the example of the dialogue when students in group one completing the ingredients of the procedure text. The similar conversation and situation also happened is the other group. The following was the dialogue of group six. Dialogue XI S1 : Number four, a half teaspoon of salt. Number five eight cups of water. S2 : Number six, one per four teaspoon of pepper. Number seven small clove of garlic S3 : The last ingredient is one pr four teaspoon of butter. In completing the next part of procedure text, the steps, students took longer time because the sentences were longer than in ingredients. However they still actively took part in the activity to complete their worksheet. The dialogue below was the example of conversation in group four when they were doing the steps of how to make milkshake. Dialogue XII S1 : Now follow these steps to make a milkshake S2 : Number one, place milkshake glasses into the freezer. S3 : Number two take the ice cream from the freezer before you. . . I forget, wait. (She went back to the whiteboard to read the text.) From the freezer before your shake. S4 : Number three, mix the ice cream, milk and added flavors into blender for one minute. S5 : Number four, pour shakes into the frosty glasses. Take the milkshake glasses out of the freezer, then pour the shake mixture in. S6 : Drop a straw into the shake, then enjoy The last thing that students needed to do after they had completed the ingredients and steps was collecting all those information and write it to the worksheet. Directly after it was completed, they submitted their worksheet to the teacher. In thirty minutes all groups had finished their work. Then, teacher asked one student of each groups to read their worksheet in front of the class. in the end of activity teacher asked the students to review what they had done that day. After that the captain of the class led their friend to pray. Before the class dismissed teacher greeted his students and the class was over. The Result of the Questionnaire The result of the questionnaire was used to find out the students' responses during the implementation of gap information activity in teaching speaking procedure text. The questionnaire consisted of fourteen statements in the form of multiple choices. After classifying the result of the questionnaire, each opinion was calculated by dividing number of comments of each item with the total number of students then was multiplied with a hundred percent. The Students' Opinion About the Teacher's Role The result of the questionnaire showed that teacher really had good skill in teaching. More than seventy percent students said that they can easily follow his teaching way. Moreover most of students said that they understood what their teacher taught them. It was proved by more than seventy five percent students choose "understand" for the statement "do you understand what your teacher has taught you?". Teacher also gave much time for students to take their role during the learning activity. More than eighty percent students said that teacher did not dominate the class activity. Most of students in that class also said that their teacher often gave them explanation for something they did not understand well. As well as more than eighty percent students agreed that their teacher also often asked them to deliver their idea or opinion during the class activity The Students' Opinion About the Material Based on the sixth statement of the questionnaire, the text that was given by the teacher was quite easy to catch by students. More then half students in the class also agreed that the topic of the text was interesting enough for them. Moreover most of the students said that the material from the teacher increased their motivation to practice speaking English. However, students still found some difficult words in the text that was given by teacher as the material in during lesson activity. The Students' Opinion About the Technique Students also gave their opinion relating with the activity conducted by the teacher. More than seventy percents of the students agreed that the activity was interesting for them. Teacher also gave quite clear explanation to the students about the procedure to do the activity. Most of the students also said that the activity increased their knowledge about the procedure text. They strongly agreed that gap information activity had motivated them well to speak English with their friend during the lesson. Moreover most of the students said that the activity was easy to do. Discussion The Implementation of Gap Information Activity to Teach Speaking Procedure Text to Ninth Graders In this chapter, the researcher would answer the first question of the research question. It was how the implementation of gap information activity to teach speaking procedure text to ninth graders is. The implementation of the gap information activity could be seen in the result of observation checklist and field note. In the first meeting the teacher began the meeting with reviewing their previous meeting. It was about the procedural text. The teacher explained about its generic structure and its aim. He also gave the example of the procedure text to the students. Afterward he explained to the students about the activity, gap information. Then, he continued giving them example how to do it. He asked the students to do the example together to stimulate them to speak as the warm up. After that he guided his students to conduct the main activity, gap information activity. In the first day, the activity of gap information was conducted in pair work. It was because the pair work was simple to do since the students had never done the gap information before. In the second day it was conducted in group work. The teacher let the students make the group of six by them self. During the main activity both in day I and day II the teacher walked around the class and kept his eyes on the students while the students were working with their partners. Sometimes he helped the students translating the difficult words. In the end of the lesson teacher asked some students to deliver their work in front of the class and discussed it together. The way of teacher conducted the lesson above showed that he gave much time to the students to practice their English. Klancar (2006) the opportunity of speaking will affect to the speaking ability. The more of speaking the learners get, the better they will become. The point was done during the teacher conduct the lesson. Before doing the main activity he gave students chance to speak while they were doing the example of gap information activity. Before, he also gave students chance to speak while reviewing the previous meeting. The gap information activity which was applied by teacher in class was suitable with Murray (2006). However, he modified the system according to the situation in the class. In the preparation the teacher preferred to make the worksheet by himself than collect the information from the students. The rest of the procedure was similar with what Murray suggested. He divided the students into small group (pair group in day I and bigger group in day II). Then he gave them the worksheet and asked them to complete the worksheet by trading the information they had with their friends. During the main activity, students actively spoke with their friends to complete the task. It was truly like what Harmer (2007) states that the idea of gap information activity as organizing concept for speaking is that one person has the information that another lacks. They have to speak English to share the information in order to accomplish the task. As the time ran out, he asked his students to deliver their work in front of the class. While a group was delivering their work, teacher was doing correction to it. Moreover the implementation of gap information activity really had helped teacher to attract students' attention. It

When looking at the literature surrounding the Iran Hostage Crisis, many scholars focus solely on the events that occurred in Iran leading up to the embassy being taken. This focus tends to paint Iranians as the "bad guys" in all situations. However, there was a large population of Iranian students in the US at the time, and these students had a completely different experience than those often remembered from the nightly news. Few scholars have set out to demonstrate the lives of those Iranian students, but those who have often describe the controversy that surrounded them. Scholars recognize how Iranian students in the US faced discrimination and how the US government was looking to deport them. These scholars tend to look at the lives of students who had it the worst, assuming all Iranian students' lives were atrocious in the US. They do not take into account those who were still welcomed at their universities throughout the crisis, as students disregarded diplomatic tensions and looked at the humans they spent their days with instead. By looking at more universities and more student experiences, a broader picture can be understood about the lives of Iranian students in the US during the crisis. ; Winner of the 2020 Friends of the Kreitzberg Library Award for Outstanding Research in the University Archives category. ; A Diplomatic Fiasco: How Iranian Students in the US were Affected Throughout the Iran Hostage Crisis Faith Privett Professor Boonshoft HI 249 Historical Methods 0800 5 December 2019 3979 Words 2 Not long after Ronald Reagan's inauguration as President of the United States on January 20th, 1981, former President Jimmy Carter was meeting the hostages he tried so desperately to release for 444 days. One of the bleakest moments of United States foreign policy history is the Iranian Hostage Crisis, which lasted from November 4th, 1979 to Reagan's inauguration day. In total, 66 people were taken hostage initially, but 52 were held for the full 444 days. America and the rest of the world watched as the days in captivity kept getting longer and longer, and their hopes conversely dropped. However, those accounts rarely showed the perspectives of the thousands of Iranian students in the US who suffered discrimination, harassment, and questioning throughout the crisis. They were seen as the enemy in a country that is supposed to be the "Land of the Free" and the "Great American Melting Pot." Nevertheless, this was not the case for all students; some were accepted with open arms throughout the crisis, as all so desperately sought world peace. Some students who did not necessarily feel the general American abhorrence were those who attended Norwich University, a private military college in central Vermont. Even though the rest of the country had conflicting views towards Iranian students in the US during the late 1970s, the Iranian Imperial Navy students at Norwich University were welcomed and well respected because of the well-developed program, the shared military experience and respect for authority, and the outward-looking ideals taught by the university, despite the tensions between the US and Iranian governments at the time. When looking at the literature surrounding the Iran Hostage Crisis, many scholars focus solely on the events that occurred in Iran leading up to the embassy being taken. This focus tends to paint Iranians as the "bad guys" in all situations.1 However, there was a large population of Iranian students in the US at the time, and these students had a completely different experience 1 Scott, "Bound for Glory." 3 than those often remembered from the nightly news. Few scholars have set out to demonstrate the lives of those Iranian students, but those who have often describe the controversy that surrounded them.2 Scholars recognize how Iranian students in the US faced discrimination and how the US government was looking to deport them. These scholars tend to look at the lives of students who had it the worst, assuming all Iranian students' lives were atrocious in the US.3 They do not take into account those who were still welcomed at their universities throughout the crisis, as students disregarded diplomatic tensions and looked at the humans they spent their days with instead. By looking at more universities and more student experiences, a broader picture can be understood about the lives of Iranian students in the US during the crisis. The US and Iran have a tumultuous diplomatic relationship that continues to this day, or better put does not continue to this day. The US had an interest in Iran during World War II and later into the start of the Cold War due to the fear of communism spreading and the fact that Iran had copious amounts of oil. In 1953, this came to a head when the leader of Iran, Mohammed Mossadegh, showed some "communist" tendencies that did not support US and British interests. The two countries staged a coup that removed Mossadegh and placed the previous ruler, Muhammed Reza Shah, back into power. This jumpstarted US involvement in Iran through diplomatic means that continued until the overthrow of the Shah in 1979. According to research by Dr. David Patrick Houghton, this involvement consequently may have led to the interest of the revolutionaries to take the hostages in 1979, as they saw the US as a threat to their sovereignty once again.4 2 Shannon, "American-Iranian Alliances." 3 Teague, "Hostages of the Crisis." 4 Houghton, US Foreign Policy and the Iran Hostage Crisis, 58-59. 4 Iranians may also have related the actions of the Shah to US involvement because the US supported him despite his authoritarian tendencies. Dr. Matthew Shannon notes the injustices that took place under the Shah in numerous works. When the Shah came into power, he instilled policies that led to "rapid socioeconomic modernization," but the process in which he did it brings about questions of civil rights and democracy.5 The modernization process that took place in Iran, known as the White Revolution, made the country incredibly western by allowing capitalist practices in land and factory holdings and giving women the right to vote, among other things.6 However, the vote that supposedly put these acts into power was not necessarily ratified by the legislative body of Iran at the time, although the Shah made it look as such.7 By taking away democratic practices such as these, the Shah furthered his cause of becoming an authoritarian ruler without opposition. Along with taking away democratic practices, the Shah also limited expression in Iran, especially for those that may have come out against his reign. Much of this was enforced by SAVAK, or the National Intelligence and Security Organization, who was known for repressing any anti-government sentiments, especially anti-Shah sentiments. Starting in the 1950s, SAVAK was trained in the US by government officials, and their only oversight and command came from the Shah, meaning they did whatever they were told to do by him directly.8 News came out in the 1970s that SAVAK was using torture to suppress anti-government acts within Iran. Military tribunals, which were open to the public for a time, were moved behind closed doors for over a year by the Shah after a defendant showed scars during a tribunal they had obtained from torture by SAVAK.9 These human rights abuses and the fact that 5 Shannon, "American-Iranian Alliances," 662. 6 Shannon, "American-Iranian Alliances," 675. 7 Shannon, Losing Hearts and Minds, 63. 8 Shannon, Losing Hearts and Minds, 25-27. 9 Shannon, "American-Iranian Alliances," 681. 5 SAVAK could be anywhere instilled fear in the hearts of Iranians both at home and abroad, which helped the Shah uphold his authoritarian regime. Besides support for the Shah by the US, Shannon also focuses on how US involvement in Iran from 1953 to 1979 focused highly on education, as many of those who worked in the Iranian government in the early days of the Shah were educated at American universities. The exchange rate of students from Iran to the US to study in college was greater than any other country at the time, with over 50,000 Iranian students enrolled in US universities in the 1979-1980 school year, and in the years following, post-secondary education in Iran was oftentimes structured after American universities.10 The cooperation between the US and Iran regarding education before the Shah's removal helped to modernize the country, which was seen differently by each party involved. Luckily for historians, many of the documents from the era are still preserved in university archives, including those at Norwich University, where upwards of 134 Iranian students were attending in the spring of 1979.11 Numerous student newspaper articles, administrative files, and oral histories tell the stories of Iranian students at Norwich from 1976 to 1980. The President Loring Hart files describe the administrative set up of the program, which was modeled after the program at the Virginia Military Institute (VMI), where Iranian students had been attending for a few years before the program starting at Norwich. Deputy Commander LTC Paul Lafond went down to VMI to review their program in early May 1976, and he detailed a report that helped to eventually flesh out Norwich's Iranian student program. Some of the recommendations Lafond had were that Iranian students should room with American students, not with other Iranian students, because this would help them adapt to American life and learn 10 Hamidreza, "A Follow-Up Study on U.S.-Trained Iranian Faculty Members," 1038-1039. 11 Hart, "The President's Corner," Norwich University Record. 6 English quicker.12 Because of the Corps of Cadets' lifestyle at both VMI and Norwich, other recommendations were made regarding how cadre, or student military leaders, should train the Iranian cadets, as their learning styles were not the same. Lafond recommended that Iranian students respond well to clear orders, but they do not always respond well to negativity or derogatory or vulgar language. They should also be told when something is wrong, as they are oftentimes eager to fix it, but they will not understand if it is not brought to their attention. Lastly, Lafond notes that English proficiency is the biggest issue on campus, and even though the students attended a summer program that focused on English, it was not enough.13 This information was taken into account when designing the Norwich program. The administration designed an eighteen-week summer program that prepared the first fifty Iranian students with classes mainly focused on English, Math, Physical Education, and Naval ROTC, before the start of the school year in August 1976.14 With each year that Iranian students were on campus, more and more were able to attend as they worked out some of the issues with the program, and it became better established. Early on, Iranian students on campus ran across a few issues in their daily lives that highlight some of the changes that Norwich went through from 1976 to 1980 to improve the program. In a Norwich Guidon article published in October 1976, American author Gerard Grimes interviewed "Recruit Mohammad Zerehi from Iran" about what life was like at Norwich and how students could better understand their international counterparts.15 Zerehi noted some of the issues he and his fellow Iranian students were having on campus included English proficiency, adapting to the climate, and the diet. Zerehi asks readers that they do not 12 Lafond to Hart, 7 May 1976. 13 Lafond to Hart, 7 May 1976. 14 "Iranian Students Come to Norwich" Norwich Guidon. 15 Grimes, "Iranian Students at Norwich" Norwich Guidon. 7 discriminate against the Iranian students on the issue of pork, which many chose not to eat, because it is a religious practice.16 Other accounts by Iranian students recognize the issue with pork as well, but that over time, both the students and the school were able to resolve these problems and continue growing.17 Because this was written so early on in the program, it is noticeable that eventually, American and Iranian students got used to each other's practices, which led to their friendship and respect for one another throughout the years. Vital to the descriptions of life at Norwich from 1976-1980 are the oral histories of Iranian cadets Arsalan Namdar and Benjamin Heydary. Both men described what training was like, how they got along with their classmates, struggles they had, and how they eventually had to leave. Namdar described Rook Week as a "Piece of cake" because they had already been through years of more intense training in the Iranian Imperial Navy (IIN).18 Namdar also noted the Iranians "goofed off" at the beginning of training, much to the chagrin of their American classmates. This behavior transitioned once tasks started getting more intense. Another issue they ran into was the fact that their cadre were often younger and more inexperienced than they were, which created difficulties when they would get yelled at and disciplined.19 Heydary described similar feelings towards younger authority figures, but that he often kept his head down and dealt with it due to his humble upbringing.20 Another issue that arose earlier in the Iranian student's time at Norwich was that they often had more money than their American classmates because they were still getting paid their full salaries while attending school. This created a bit of strife between students, as the Iranians were not afraid to spend their money on cars and stereos.21 16 Grimes, "Iranian Students at Norwich" Norwich Guidon. 17 Namdar, interview by Yahm, April 2, 2015, transcript. 18 Namdar, interview by Yahm, April 2, 2015, transcript. 19 Namdar, interview by Yahm, April 2, 2015, transcript. 20 Heydary, interview by Yahm, March 10, 2015, transcript. 21 Namdar, interview by Yahm, April 2, 2015, transcript. 8 Dr. Matthew Shannon also describes the Norwich Iranian Cadets in his book Losing Hearts and Minds. Without saying much, he recognizes that Norwich had one of the largest programs in the US training Iranian Naval officers and that it trained women as well, which was new in the era and especially in the Middle East. He also describes some of the programs at Maine Maritime Academy, The Citadel, the Virginia Military Institute, and the United States Naval Academy. In general, these programs were similar because they were building off of each other's programs; Iranian students studied engineering and business most often while receiving Naval ROTC training and improving their English.22 He finds that Iran sent their naval officers to US military schools because they wanted a standard education, which was difficult when they sent their cadets to numerous other countries to train as Iran did not have an officer training facility at the time. Also, Shannon notes that the US had an interest in training Iranian cadets because of the protection of oil assets in the Middle East.23 The Nixon Doctrine, which was President Nixon's plan to support conflicts in the Pacific through management and materials but not manpower, was also being upheld through the act of training and providing military aid.24 Iranian students throughout the rest of the country were not as lucky as those at Norwich, as protests against them often occurred on college campuses. Will Teague described some of the protests held on college campuses in the South throughout the entire hostage crisis, but mainly in 1979 as the news was fresh in the minds of Americans. Teague documents protests at Lamar University in Beaumont, Texas, the University of Tulsa, the University of North Carolina at Chapel Hill, the University of Arkansas at Fayetteville, and the University of Arkansas at Little Rock. These protests included gatherings of hundreds of students marching against Iranians, 22 Shannon, Losing Hearts and Minds, 105. 23 Shannon, Losing Hearts and Minds, 103. 24 Gannon. "25 July 1969: The Nixon Doctrine." https://www.nixonfoundation.org/2008/07/25-july-1969-the-nixon-doctrine/ [accessed 20 Nov 2019]. 9 burnings of flags and images of Ayatollah Khomeini, and derogatory and threatening signs all directed towards the Iranian students that were on these campuses.25 Newspapers were also an outlet for protest, as correspondence and letters to the editor called Iranian students, "savages, barbarians, bandits, and terrorists."26 However, Teague also notes that Iranian students were writing to newspapers as well, trying to show their side of the issue. Overall, they described their confusion about the event, just as much as American students were confused, but they wanted their fellow students to know the Shah was not whom they thought he was, and because they were not the ones who experienced his reign, they should not be quick to let him into the US.27 Besides the protests against Iranians on college campuses, Iranian students in the US themselves were protesting, for other reasons. The Iranian Student Association in the United States (ISAUS) was a student led-group with chapters around the country that organized protests and lobbied against the Shah's actions. Because they were in the US, they were able to use their freedom of speech rights to express their beliefs, where if they were in Iran, they most likely would not have been able to express their opinions for fear of getting imprisoned. Early on in the history of the ISAUS, their goals were to advocate for more democratic practices in Iran, including freedom of expression. They lobbied the Kennedy administration, specifically Robert Kennedy, to try and influence US foreign policy towards Iran and the Shah's regime.28 After news of SAVAK's torture started coming to the US from new students arriving, the ISAUS switched their tactics and started advocating for bringing to light the crimes against humanity that the Shah and SAVAK were committing. The ISAUS issued "On the Violation of Human Rights in Iran," which outlined the abuses under the Shah and called for the US to stop 25 Teague, "Hostages of the Crisis," 115-116. 26 Teague, "Hostages of the Crisis," 120. 27 Teague, "Hostages of the Crisis," 116-118. 28 Shannon, "American-Iranian Alliances," 672-674. 10 supporting him. They were able to get attention in newspapers around the world, but the US continued to support the Shah due to their prior commitments.29 Protests against the Shah continued throughout the US the entire time he was in power. However, both Namdar and Heydary describe what set Norwich Iranian cadets apart from the rest of the Iranian students in the US at the time. Namdar states, "In later years…Americans and Iranians really became friends based on the values…."30 He goes on to say, "I think Norwich taught me a lot in terms of quality and integrity…experiencing life, and trying hard, and just trying to work with others and be friendly."31 At first, things were difficult for the students because of the language barrier and the fact that the Iranian and American cultures were so different. As Namdar recognizes, through time, both the American and the Iranian cadets learned more about one another and grew to respect the fact that they were different, which improved how they worked together. One can hypothesize that this might have something to do with the military training that all students received at Norwich. The military encourages the fact that soldiers need to work together to produce the best outcome in the field, despite their differences at home, which allowed the Iranian and American cadets to look past their many differences and unite on common ground. President Loring Hart described the impact that the Iranian students had on the American students at Norwich as, "They have brought to all of us broader horizons, and a new awareness…. They have provided a current which has flowed through our campus and our town…, reminding us that our college and our community is indeed a part of the greater scene beyond us."32 This statement describes the worldly perspective that Iranian students brought to the school and how it made Norwich students more aware of others who were not like 29 Shannon, "American-Iranian Alliances," 682-684. 30 Namdar, interview by Yahm, April 2, 2015, transcript. 31 Namdar, interview by Yahm, April 2, 2015, transcript. 32 "The Rest of the Story," Norwich University Record. 11 themselves. Like Heydary states, there were instances of discrimination or derogatory slang terms used against the Iranian students at the beginning of their time at Norwich, but once students got to know each other and the barriers were broken down, they were able to become friends despite their differences.33 After all of the unrest occurring in Iran at the time, 1979 was the icing on top of the cake. The Shah left Iran in early 1979, and Ayatollah Ruhollah Khomeini, a popular religious leader who was incredibly anti-Shah and anti-American and who became an icon for revolutionary voices within Iran while in exile, took power shortly after.34 The entire country was calling for the Shah's return so he could face charges in front of the people he oppressed for so many years. Instead, the Shah sought cancer treatment in the US, which is what most people think caused the hostage situation to occur. A substantial diplomatic issue arose as President Carter considered allowing the Shah into the US, which many Iranians thought was the US harboring their criminal and preventing them from exerting their sovereignty. When the Shah was admitted into the US, the unrest came to a peak, and protesters outside the US embassy in Tehran, Iran, many of which were US-educated students, stormed the embassy and took 66 Americans inside hostage, 52 of which they held for the entirety of the crisis. With so many people protesting the Shah both in the US and Iran, there is much to say about how the media spun the story to make all Iranian's the bad guys in the situation when they faced discrimination in the US themselves. Professor Catherine Scott explained the "captivity narrative" that was portraited throughout the crisis by the media and the government, which convinced the American citizens to hate Iran more than they ever had before. A captivity narrative is best described when a story is portraited in such a way that the victims' actions 33 Heydary, interview by Yahm, March 10, 2015, transcript. 34 Shannon, Losing Hearts and Minds, 70. 12 against the captors are justified because of the actions that were committed against them.35 What she is saying is that the Americans knew they were the victims during the hostage crisis, and they played into it, but they were not willing to take into account the atrocities that they themselves committed beforehand. Retaliation, by any means, was not only justified but also necessary to protect the American people. This only increased the abhorrent treatment by Americans against Iranians because it was for the public good, even if the public included over one hundred thousand Iranians. The fact that the media portraited the US as victims, and the federal government was retaliating against Iranians just made it more acceptable for the everyday Americans to lash out against their Iranian counterparts. Because of the backlash against Iranians by the US public, there was also government backlash as well. President Carter issued Section 214.5, which called for the investigation into Iranian students in the US to ensure that they were abiding by their visas. If they were not, they were to be deported. This turned into somewhat of a witch hunt as Iranian students could be investigated and deported at any point. According to Tinsley Yarbrough, the deportations were supposed to reduce the number of protests in the US against Iranians so they would not get in the way of hostage negotiations.36 However, many people outside of the government sector questioned the constitutionality of the act, including members of the ISAUS, who brought a case forward against Section 214.5 in late 1979. The original ruling on the case by DC District Court Judge Joyce Green was that the students were correct, and the order was unconstitutional due to discrimination.37 The Appeals Court overruled Judge Green's decision because Section 214.5 had to due with foreign affairs, and under the Constitution, the judiciary could not shoot down 35 Scott, "Bound for Glory," 180. 36 Yarbrough, "Federal Alienage Doctrine," 248. 37 Teague, "Hostages of the Crisis," 124-125. 13 any law regarding the handling of foreign affairs by the executive.38 This allowed the deportations to continue without question, and arguably set a precedent that is followed today. While the rest of the country was dealing with Section 214.5, Iranian students at Norwich encountered a different dilemma. Because they were members of the Iranian military, they had different travel visas than Iranian students at other universities around the US. On April 9th, 1980, President Carter issued a deportation order that all, "non-diplomatic and consular officials and employees of Iran in the US leave no later than Friday April 11th."39 This made it clear that the Iranian cadets at Norwich had to leave for good because their visas made them fall under this category. A newspaper article from the Iranian students' departure day describes the fact that President Loring Hart and the administration contacted as many agencies as possible, trying to allow the cadets to remain at school to finish the year, but there were no loopholes they could use as students at the Citadel and VMI also had to leave. The article then goes on to describe the last few days of the Iranian students on campus, their rush to pack and sell their belongings, and the "emotional farewell" that awaited them on April 11th.40 Cadet Kazem Yahyapour stated in an interview on the day he was forced to leave that he wished he could kiss everyone goodbye, and that, "friendships…made at Norwich will never be forgotten."41 The article also says that Cadet Yahyapour hugged Cadet Colonel William Elliott in a "symbolic gesture."42 This symbolic gesture represents the experiences Iranian cadets had at Norwich, and how their time was much different from that of their counterparts at other American universities, as Norwich welcomed 38 Yarbrough, "Federal Alienage Doctrine," 252-253. 39 "Fond Farewell to Iranian Students" Norwich Guidon. 40 "Fond Farewell to Iranian Students" Norwich Guidon. 41 "Fond Farewell to Iranian Students" Norwich Guidon. 42 "Fond Farewell to Iranian Students" Norwich Guidon. 14 these students with open arms despite the hard times in their country, when they could have turned against them as so many others in the US did at the time. Overall, the Norwich program tried incredibly hard to welcome the Iranians into the US by basing their training and education off of other programs in the US and using their misgivings to make their program the best they could be. The values of respect, tolerance, friendship, integrity, and hard work made people from different backgrounds, and even different countries, able to work together instead of hate one another when diplomatic ties between the two countries fell apart. This was not the case in the rest of the United States at the time, when tensions ran high among neighbors, and Iranian students were constantly on edge, wondering when the government was going to send them back to their revolution-torn homeland. Today, diplomatic ties still have not been reestablished, and the situation with Iran created a deeply divided society in which blame was able to be placed on anyone at any time based on where they came from, a sight not unseen throughout history before and since then. However, the precedent set by Norwich students during the crisis could be an example to the rest of the world of how people from different backgrounds can learn to work together when their two countries could not seem to get along. 15 Bibliography Primary Sources Arsalan M. Namdar, interview by Sarah Yahm, April 2, 2015, transcript, Norwich Voices Oral History Project, Norwich University Archives, Kreitzberg Library, Northfield, VT. • Arsalan Namdar was an IIN student at Norwich and faced the issue of deportation in April 1980. His oral history was recorded in 2015, and he looks back on his time at Norwich, as well as his experiences in the US in general and back home in Iran. Benjamin Heydary, interview by Sarah Yahm, Northbridge, MA, March 10, 2015, transcript, Norwich Voices Oral History Project, Norwich University Archives, Kreitzberg Library, Northfield, VT. • Heydary's oral history works alongside Namdar's oral history to describe what was going on at Norwich from 1976 to 1980 when they were both IIN cadets at Norwich. Heydary also explains how he got to Norwich and how he actually went back to do his military service under the Ayatollah before coming to the US. "Degree Status of Deported Iranian Students" Norwich University Record, May 1980. • The article describes a meeting with the Board of Trustees to determine the degree status of those Iranian seniors who were deported but who were supposed to graduate in May or in the summer. It states that they can get their degrees eventually once relations with Iran are restored, which to this day have yet to be formally restored. "Fond Farewell to Iranian Students" Norwich Guidon, May 10, 1980. • In an article written in the Guidon following the deportation of the Iranian students, the author describes the scene in the last few days the students were on campus. They note specifically that the Iranians had to leave because of the Executive Order issued by 16 President Carter on April 9th that all, "non-diplomatic and non-consular officials and employees of Iran in the U.S. leave no later than Friday April 11th." They state the overall good relations that everyone had on campus, even though the rest of the country was deeply divided along the lines of their country of origin. Grimes, Gerard. "Iranian Students at Norwich" Norwich Guidon, October 31, 1976. • A Guidon writer, Gerard Grimes, interviewed an Iranian recruit, Mohammad Zerehi, about his experiences and those of his fellow Iranians during their first year at Norwich. It describes the overall good treatment the students received, although this was before tensions rose too much between Iran and the US. Hart, Loring. "The President's Corner" Norwich University Record, March 1979. • The article describes President Loring Hart's views about the IIN students at Norwich at the time. He mentions how there is currently turmoil in the country, and that he wishes for peace. He also notes how many students are at Norwich and that Iranian women are now enrolled. "Iranian Students Come to Norwich" Norwich Guidon, May 6, 1976. • The article describes the beginning of the program at Norwich after the students arrived and some of their expectations overall, including some of the characteristics of the new students. Report from Deputy Commandant LTC Paul Lafond to President Loring Hart, 7 May 1976. Loring Edward Hart Records, Box 12, Norwich University Archives, Kreitzberg Library, Northfield, VT. • The report states the observations that LTC Lafond made when he went to VMI to go over their Iranian exchange program to see what would work best for Norwich. This 17 bases their program off of the VMI program, based on their mistakes and successes, including how the language barrier made a difference. "The Rest of the Story" Norwich University Record, Winter 2012. http://thenorwichrecord.com/the-rest-of-the-story/ [accessed 20 November 2019]. • This is a story from the alumni newspaper was written long after the Iranian students left campus. However, it takes into account the memories of IIN students of their time at Norwich, departure day, and what it was like going back to Iran. It paints a picture of the Iranian students on campus and when they left. Secondary Sources Chaichian, Mohammed A. "The New Phase of Globalization and Brain Drain: Migration of Educated and Skilled Iranians to the United States." International Journal of Social Economics 39, No. 2 (2012): 18-38. • Dr. Chaichian is a professor of sociology at Mount Mercy University. His article recognizes the "brain drain," which is the emigration of educated individuals that is currently occurring from Iran to other western nations, like the US. He states that this is caused not only by a shift in the internal structure of Iran and its acceptance of western-based education but also the international economic opportunities that are available outside of the country. Gannon, Frank. "25 July 1969: The Nixon Doctrine." https://www.nixonfoundation.org/2008/07/25-july-1969-the-nixon-doctrine/ [accessed 20 Nov 2019]. • This article makes note of President Nixon's words regarding the announcements he made about his plans for Asia, which explains what came to be known as the Nixon 18 Doctrine. He wanted to get away from using manpower and focus more on management and support for countries attempting to fight oppressive or communist regimes than by providing troops. Hamidreza, Arasteh. "A Follow-Up Study on U.S.-Trained Iranian Faculty Members: Satisfactions and Dissatisfactions." College Student Journal 43, No. 4 (Dec 2009): 1037- 1045. • Dr. Hamidreza is a professor of education and psychology at a university in Tehran, Iran, and his study is based on US-educated college faculty in Tehran, giving him access to the information. He notes some of the problems that US-educated faculty have because of the openness of American education and the structured, hierarchal nature of Iranian that do not always agree with each other. However, Iranian higher education is still based on the American system of higher education. Houghton, David Patrick. US Foreign Policy and the Iran Hostage Crisis. New York: Cambridge University Press, 2001. • Dr. Houghton is a professor of National Security Affairs at the US Naval War College and is an expert on US foreign policy. This book goes into depth about the actions taken both in Iran and the US to solve the Iranian Hostage Crisis, while also going into depth about the causes of the crisis from both perspectives. He analyzes how each group, Americans and Iranians, looked at the historical background of the situation and drew upon different events to support their reasoning for their actions during the crisis. The argument is that it was their own experiences that validated their analogies and their actions. The issue of foreign policy is brought up as there was no precedent for this, so 19 they analyze the information that was used as the basis of American and Iranian decisions. Kessel, John H. "The Structures of the Carter White House." American Journal of Political Science 27, No. 3 (Aug 1983): 431-463. • This article is from 1983 and was written shortly after President Carter left office. Professor Kessel was a distinguished scholar at Ohio State, and he interviewed the members of the Carter administration upon their phasing out, getting information straight from the source. He sets up what the Carter administration did, how it changed over time, and how the goals and interests of the President are carried out through his staff. It never uses the words "Iran Hostage Crisis" at all. Mobasher, Mohsen. "Cultural Trauma and Ethnic Identity Formation Among Iranian Immigrants in the United States." American Behavioral Scientist 50, No. 1 (Sept 2006): 100-117. • Dr. Mobasher is a professor of anthropology at the University of Houston. This article recognizes the shift in pride within Iranian immigrants to the United States during and after the crisis, and how it has affected them to this day. Because of their status as both Iranians and as Muslims, American society automatically looks down on them and makes assumptions, which puts them in a position to suppress their heritage and culture. Scott, Catherine V. "Bound for Glory: The Hostage Crisis as Captivity Narrative in Iran." International Studies Quarterly 44, No. 1 (Mar 2000): 177-188. • Scott is a professor of political science at Agnes Scott College. In her article she describes the use of the media to influence the stories coming out of crises, such as the Iran Hostage Crisis, that made America rally behind the hostages and the President as the 20 victims who were fighting brutal and vicious Islamic captors, changing the narrative for years to come. Shannon, Matthew K. "American-Iranian Alliances: International Education, Modernization, and Human Rights During the Pahlavi Era." Diplomatic History 39, No. 4 (Sept 2015): 661- 688. • Professor Shannon is educated at UNC and Temple and teaches history at Emory and Henry College. He also authored Losing Hearts and Minds about Iranian relations. Shannon tells the story of American-Iranian relations that began and ended with the shah. Iranian students in the US tried multiple times to get the US to dump the shah because of his authoritarian tendencies and campaign against human rights, although the US's international policy regarding them eventually failed. Shannon, Matthew K. Losing Hearts and Minds: American Iranian Relations and International Education During the Cold War. Ithaca: Cornell University Press, 2017. • By describing the events of the Iran Hostage Crisis and those that lead up to it, Shannon focuses on the importance of education throughout. He recognizes how the Iranian students that came to the US and went back helped to support the White Revolution and how all Iranian students, in turn, became voices for their country outside of its borders because they could not within. The main argument is that it was the students who inevitably brought about the Iranian Revolution and the actions that came with it due to their activeness in government, including how they used their American educations to further their causes and cause the destruction of US-Iranian relations. 21 • The book actually mentions the military programs at the SMCs that were in place and how they inevitably influenced the educational training aspect of both country's diplomacy towards one another. Teague, Will. "Hostages of the Crisis: Iranian Students in Arkansas, 1979-1981." The Arkansas Historical Quarterly 77, No. 2 (Summer 2018): 113-130. • When writing this journal article, Teague was a doctoral student of history at the University of Arkansas Fayetteville, so he had the access and resources to make a clear argument for examples within the state of Arkansas and its experience with Iranian students. He also uses sources from other universities, mostly throughout the South, which painted a picture of what protests were like and how often they occurred on college campuses with Iranian students. This can be used to compare Norwich to the rest of the country. He also adds some of the challenges that came up with deportation, and how America was trying to decide whether or not it was legal, which can be related to past events like Executive Order 9066 and even today with President Trump's Muslim ban. Yarbrough, Tinsley E. "Federal Alienage Doctrine and the Iranian Student Litigation." Human Rights Quarterly 4, No. 2 (Spring 1982): 243-260. • Tinsley Yarbrough is an expert on the mid-20th century US Supreme Court and has published numerous books and articles on the topic. By relating the Iranian student litigation in 1979 to numerous cases and rulings throughout the 20th century regarding immigration issues, he establishes a precedent for the decisions made that can be brought into question in the modern-day by explaining the arguments of the case against Section 214.5.

Issue 17.2 of the Review for Religious, 1958. ; A. M. D. G. Review for Religious MARCH 15, 1958 Teaching Brothers . Pope Plus XII Religious and Psychotherapy . Richard P. Vaughan A Sense of Balance . Robert W. Gleason Pattern for Religious Life . Da.ie~ J. M. Ca~aha. The Might of ~ood . c. A. I-lerbst Summer Sessions Book Reviews Communications (~uestions and Answers Roman Documents about: Movies, Radio, Television Seminarians and Religious The Role of the Laity VOLUME 17 NUMBER 2 RI::VII:::W FOR RI::LIGIOUS VOLUME 17 MARCH, 1958 NUMBER 2 CONTI::NTS THE HOLY SEE AND TEACHING BROTHERS . 65 SUMMER SESSIONS . 72 RELIGIOUS AND PSYCHOTHERAPY-- Richard P. Vaughan, S.J . 73 A SENSE OF BALANCE~Robert W. Gleason, S.J . 83 COMMUNICATIONS . 90 OUR CONTRIBUTORS . 90 THE PERFECT PATTERN FOR RELIGIOUS LIFEm Daniel J. M. Callahan, s.J . ' . 91 THE MIGHT OF GOD--C. A. Herbst, S.J . 97 SURVEY OF ROMAN DOCUMENTS~R. lq. Smith, S.J . 101 BOOK REVIEWS AND ANNOUNCEMENTS: Editor: Bernard A. Hausmann, S.J. West Baden College West Baden Springs, Indiana . 112 QUESTIONS AND ANSWERS: 7. Sisters Overworked . 121 8. Elimination of Silence .¯ . 122 9. Illegitimacy and the Office of Local Superior . 123 10. True Meaning of Tradition in the Religious Life .124 11. General Councilor as Treasurer General . 126 12. Unsuitable Spiritual Reading . 127 REVIEW FOR RELIGIOUS, March, 1958. Vol. 17, No. 2. Published bi-monthly by The Queen's Work, 3115 South Grand Blvd., St. Louis 18, Mo. Edited by the Jesuit Fathers of St. Mary's College, St. Marys, Kansas, with ecclesiastical approval. Second class mail privilege authorized at St. Louis, Mo. Editorial Board: Augustine G. Ellard, S.J.; Gerald Kelly, S.J.; Henry Willmering, S.J. Literary Editor: Robert F. Weiss, S.J. Copyright, 1958, by The Queen's Work. Subscription price in U.S.A. and Canada: 3 dollars a year; 50 cents a copy. Printed in U.S.A. Please send all renewals and new subscriptions to: Review for Religious, 3115 South Grand Boulevard. St. Louis 18. Missouri. The Holy See and Teaching Bro!:hers A LETTER BY Pope Plus XII, dated March 31, 1954, and addressed to Cardizial Valeri, prefect of the Sacred Congre-gation of Religious, discussed the nature and dignity of the teaching brothers' vocation. The official Latin text of this letter is in Acta Apostolicae Sedis, 46 (1954), 202-5. Several English translations have appeared in our country. C, ornmen-tarium .pro religiosis, 33 (1954), 150-61, published the Latin text, with some annotations by Father A. Guti~rrez, C.M.F., and some interesting background. According to the Commentariurn, the procurators general of~i~!ght institutes of teaching brothers have the custom of meet-ing.~.' in Rome and discussing their mutual problems. The insti-tutes are: Christian Brothers; Christian Brothers of Ireland; Marists; Marianists; Brothers of Christian Instruction mel; Brothers of the Sacred Heart; Brothers of St. Gabriel; and the Xaverian Brothers. The main point discussed in their meeting in the spring of 1953 was the problem of vocations to their institutes, and especially the very delicate problem of mis-understanding by the clergy. Deeply concerned about this prob-lem, the procurators general de.cided to ask His Holiness for an official statement concerning the nature, .dignity, and value the teaching brothers' vocation and apostolate. Thus, with the approval of their own superiors and of the Sacred Congregation of Religious, they addressed a letter to the Pope. The French text of their letter, dated October 15, 1953, is given, in. the Commentarium /~ro religiosis. The Annotations Since Father Guti~rrez' remarks serve as a so~rt of brief commentary on the papal letter, the Gommenlarium publishes them immediately after the letter. It seems better for our 65 TEACHING BROTHERS Review for Religious purpose, however, to incorporate his principal points into this introductory background material because this will help to appre-ciate the' content of the papal letter, as well as of the letter addressed to the Pope by the procurators general. The principal points stressed by Father Guti~rrez are these: (1) The teaching brothers are religious in the full sense of canon law. (2) They have a special divine vocation, which is approved and specially protected by the Church. (3) Their apostolate of teaching is given to them by the Church itself; and the Church recognizes this apostolate as a higher call than Catholic Action. (4) The object of this apostolate is to form good men, good Catholics, and leaders; and this is accomplished not only by having excellent schools and teaching methods, but also and especially by teaching Christian doctrine and morality. (5) Since the pontifical institutes of brothers have received from the Holy See a commission to teach religion, they have a .right to exercise this apostolate within the limits of canon law. (6) One sign of the fruitfulness of the brothers' apostolate of teach-ing is the number oi: ecclesiastical vocations among their alumni. On the last point, Father Guti~rrez gives some interesting statistics concerning seven it~stitutes of teaching brothers with a total professed membeiship of 31,006. Of their former pupils who were still living in 19~3, there were 10 cardinals, 218 bishops, 31,938 priests, and 11,398 seminarians. I. Letter of the Procurators General Most Holy Father: The undersigned procurators general of eight institutes of teaching brothers lay at the feet of Your Holiness their respect-ful homage as loyal and obedient sons; and, in full agreement with the officials of the Sacred Congregation of Religious, they beg you graciously to consider a problem which their superiors are now making efforts to solve, that is, the misunderstanding by certain members of the clergy of the usefulness and canonical 66 TEACHING BROTHERS status of our vocation as lay religious men engaged in the teach-ing apostolate. Recalling the provisions of canon law (c. 107), Your Holi-ness declared to the religious' assembled in an international congress at the end of the Holy Year, I950, that "Between the two states--clerical and lay--which .constitute the Church, there falls the religious state." As religious with simple vows, our profession places us in the humblest category of the religious state. We are religious in so ~ar as we tend toward the perfection of charity by the practice of the ~three vows of the state of per-fection; we are laymen inasmuch as we have deliberately offered to God our sacrifice of~th_e priestly dignity and of the spiritual privileges which priests enjoy in order to concentrate all our activity on one apostolate alone: the Christian education of youth. This apostolate wa~ entrusted to us by the Holy Church. It is "a tedious work and a thankless task,''~ as Your Holiness pointed out when speaking to the m~sters of the French uni-versities on April 10, 1950; -But divine Providence. has con-tinually blessed such work and has rewarded it with the most noble of harvests through the priestly and religious vocations which spring up in our schools. "It is an unassailable fact that the number of p~iestly voca-tions is, if not the only criterion, at least one of the surest criterions for measuring the strength and fruitfulness of a Catholic school or of any Catholic educational institution." This is the judgment Your Holiness pronounced on May 28, 1951, at an audience marking the fifth centenary of the College Marc-antonio Colonna. The statistics on this subject which we have. the honor submitting to Your Holiness are based on the most recent research and are of such a nature as to console the heart of the Holy Father by showing in just what proportion the labors 6¸7 TEACHING BROTHERS Review for R~ligious teaching brothers contribute to the increase of the clergy through-ou~. the entire world. These results would be even more noteworthy if the nu-merical growth of our own institutes permitted us to answer all the appeals we are constantly receiving for the further expan-sion of our present works and for ventures into new fields of apostolic endeavor. We here touch upon the unfortunate problem which we wish to bring to the attention of Your Holiness. In many places our recruiting is hindered and the perseverance of those whom we do recruit is jeopardized by the misunderstanding or the opposition of certain members of the clergy. These ecclesi-astics are ignorant, or appear to be ignorant, of the canonical status of our vocation as well as of the mission which the Church, by its approbation of our institutes, has confided to us. In Appendix No. 2 0f this petition, we recount to Your Holiness some of the fallacious arguments disseminated against ui and some of the methods used in certain regions to turn young men away from our novitiates or to direct toward the clerical state some of our own religious even though already bound by perpetual profession. We thought, Most Holy Father, that a word from the Chair of Truth would-be most helpful to us in our efforts to refute these fallacies, to break down the prejudices which they engender, to encourage and guide souls of good will somewhat confused by these false ideas. The recent yearly congress of the Union of Teaching Brothers held at Paris--the report of which we beg you to receive as a humble testimony of our loyalty--seemed an appro-priate occasion for addressing the present petition to Your Holiness. Confident of the gracious welcome it will receive from the head of Christendom and the father of all religious and implor-ing your blessing, very respectfully we profess ourselves once 68 March, 1958 TEACHING BROTHERS more Your Holiness's most humble and obedient sonsR. ome, October 15, 1953. II. Letter of Pius XlI to Cardinal Valeri Beloved Son, Health and Apostolic Benediction: The procurators general of eight religious institutes of brothers, whose special mission is the instruction and education of youth, have presented Us with an official report of the annual meeting of the French provinces of their institutes, held last year at Paris, in order to inform Us of what had been accom-plished there and what they hope to accomplish in the future. At the same time, they besought Us in a submissive and respect-ful spirit to give them paternal instruction and to point out to them the best means to increase their numbers and to achieve the happiest results in their recruitment of vocations. That is what We gladly do in succinct form by means of this letter. And in the first place, We congratulate them very much, because We know with what zealous and untiring will these brothers are fulfilling the mission confided to them, a mission that can be of the greatest assistance to the Church, to the family, and to civil society itself. Indeed, their work is of great importance. Boys and young men are the blossoming hope of the future. And the course of events in the years ahead will depend especially upon those young men who are.instructed in the liberal arts and every type of discipline, so that they may assume the direction not only of their private affairs but also of public matters. If their minds are illumined by the light of the gospel, if their wills are formed by Christian principles and fortified by divine grace, then we may hope that a new gen-eration of youth will era"" t, appily triumph over the difficulties, beil -esently assail us a:ad which by its I e can establish a better and health. It is Our grent c~. ~nat these religious institutes are laboring to that end, guided by those wise rules 69 TEACHING BROTHERS Review for Religious which their founders have bequeathed to their respective insti-tutes as a sacred inheritance. We desire that they perform this task not only ~vith the greatest alertness, diligence, and devotion, but also animated by ~that supernatural spirit by which human efforts can flourish and bring forth salutary fruits. And specif-ically We wish that they strive to imbue the youth confided to them with a doctrine that is not only certain and free from all error, but which also takes account of those special arts and prodesses which the present age has introduced into each of the disciplines. But what is most !mportant is this, that they draw super-natural strength from their religious life, which they ought most intensively to live, by which they may form to Christian virtue the students committed to their care, as the mission confided to them by the Church demands. For if this virtue were relegated to a subordinate position or neglected entirely, 'neitl~er literary nor any other type of human knowledge would be able to estab-lish their lives in rectitude. In fact, these merely human attain-ments° can become effective instruments of "evil and unhappiness, especially at the age "which~ is as wax, so easily can it be fashioned to evil" (Horace, De arte l~Oetlca, 163). Therefore, let them watch over the minds and souls of their pupils; let them have a profound understanding of youth-ful indifference, of its hidden motivations, of its deep-seated drives, of its inner unrest and distress, and let them wisely guide them. Let them act with vigor to drive away at once and with the utmost determination, those false principles which are a threat to virtue, to avert every dange~ that-can tarnish the brightness of- their souls, and to so order all things about them that while the mind is being illumined by truth, the will may be tightly and courageously controlled and moved to embrace all that is good. While these religious brothers know that the education of youth is the art of arts and the science of sciences, they know, 70 March, 1958 TEACHING BROTHERS too, that they can do all these things with the divine aid, for which they pray, mindful of the word of the Apostle of the Gentiles: "I can do all things in Him who strengthenth Me" (Phil. 4:13). Therefore, let them cultivate their own piety as much as they can, as is only right for those who, although not called to the religious priesthood, yet have been admitted to the lay form of the religious life (c. 488, 4). Such a religious institute, although~ composed almost entirely of those who by God's special calling have renounced the dignity of the priest-hood and the consolations that flow therefrom, is all the same held in high honor by 'the Church and is of the gr.eatest assist-ance to the sacred ministry by the Christian formation of youth. On a previous occasion we turned our attention to this subject, saying: "The religious state is in no sense reserved to either the one or the other of the two types which by divine right exist in the Church, since not only the clergy but likewise the laity can be religious" (Allocution to the meeting of re-ligious orders held at Rome, AAS, 1951, p. 28). And by the very fact that the Church has endowed laymen with this dignity and status, it is quite plainly signified to all that each part this holy militia can labor, and very ~ffectively, both for its own salvation and that of others, according to the special canonical rules and norms by which each is regulated. Wherefore, let no one lack esteem for the members these institutes because they do rmt embrace the priesthood, or think that their apostolate is less fruitful. Moreover, it is afact well known to Us that they gladly encourage the youths com-mitted to their care for instruction and education to embrace the priesthood when it seems that" divine, grace is calling them. Nor is there any lack of instances of their former pupils who now adorn the ranks of the episcopate and even the Sacred College of Cardinals. These religious institutes merit and de-serve Our praise and that of the whole Church; they deserve, also, the good will of the bishops ~and" the ~ clergy, since they give them their fullest support, not o.nly in providing a fitting 71 TEACHING BROTHERS education for youth, but also in cultivating the vocations oi~ those students whom divine grace attracts to the sacred priest-hood. Therefore, let them hold to the way upon whichthey have entered, their vigor increasing day by day; and one with the other religious orders and congregations to whom this work has been confided, let them devote themselves to the instructior~ and education of youth with peaceful an~d willing souls. As a pledge of the divine help, which" we implore for them with earnest prayer, and as a testimony of Our personal benevo-lence, we lovingly impart the apostolic blessing to you, Our beloved son, and to each of the superiors of these institutes, to their subjects and to their pupils. Given at Rome, at St. Peter's, on the 31st day of the month of March, of the year 1954, the sixteenth year of Our pontificate. SUMMER SESSIONS [EDITORS' NOTE: The deadlinefor summer-session announcements to be included in our May number was March 1. Since the May number is the last one to be published before the summer sessions begin, it will be useless to send us further announcements for 1958. We wish to take this occasion to make one candid remark. In our November, 1957, number, page 32~, we outlined several specifications to be observed in draw-ing up summer-session announcements. Most deans who sent us announcements either completely or partially ignored these specifications. May we suggest that someone who reads this magazine might call his or her dean's attention to this?] St. Louis University will feature an institute in liturgical music: Gre~gorian Chant and Polyphony, June 9-13. During the six-week summer session, June 17 to July 25, there will be graduate courses .in the Theology .of the Mystical Body and in Moral and Ascetical Theology, together with undergraduate courses in Sacred Scripture, Divine Grace and Corporate Christianity, and in other topics. For further details write to: Department of Religion, St. Louis University, St. Louis 3, Missouri. Registration for the summer session at St. Bonaventure Uni-versity will take place on June 30. Classes will extend from July 1 until August 7. Special attention is called to the School of Sacred Services for the sisters. The purpose of this program is to afford teaching sisterhoods an opportunity of broaderiing and deepening their knowledge of religion and of acquiring a scientific and scholarly (Continued on page 81 ) 72 Religious and Psycho!:herapy Richard P. Vaughan, ~.J. THE PAST TWO decades have seen an ever-increasing awareness of the p~esence of mental illness in our midst. Newspapers and magazines have served as media to educate the public. As a result, the person who previously had been ac-cepted by his family and friends as "just naturally odd" is looked upon as mentally disturbed and in need of psychiatric care. The usual treatment of twenty or thirty years ago, which consisted of relegating the peculiar member of the family to the back of the house or excusing his presence by an embarrassing wink, has to a great extent given way to the realization that the emotion-ally and mentally ill can be helped only by adequate psychiatric treatment: Within the cloister and the convent, however, this changing attitude has been slow to make its appearance. Many superiors recognize signs of mental disorder in one or more ot: ¯ their subjects, but they are hesitant even to consider the pos-sibility of psychiatric aid. In general, they will exhaust every other possible source-of assistance before they will send the subject to a psychiatrist. If one stops to analyze this distrust, a number of reasons come to mind. Sources of Negative Attitudes In the first place, this negative attitude toward psychiatry is partially due to the historic role of the priest. From the earliest days of the Church, the clergy have been the accepted pastors of souls. The very notion of pastor implies a duty to guide and direct. Since there was no other source of profes-sional guidance until quite recently, the full burden of this duty fell upon the shoulders of the priest. It became the accepted practice for the faithful to seek his help when confronted with the vexing problems of phobias or compulsions as well as in their strivings toward spiritual perfection. As a matter of fact, many looked upon these purely psychological disorders as spiri-tual difficulties. 73 RICHARD P. VAUGHAN Review [or Religious This attitude has persisted uniil our own day. It is espe-cially prevalent among priests, brothers, and sisters. Even though experiende has shown that most prie.sts are not equipped to deal with pathological emotional disturbances, many religious cling to the outdated view that the priest should be the sole ~source of assistance. They are convinced that spiritual guidance and the frequent reception of the sacraments are the best remedies for neurotic disordeks. Psychiatric care is deemed necessary only in those cases where the individual can no longer live in the religious community. A further source of antagonism is tl~e materialistic and anti-religious philosophy held by some of the most important psy-chiatrists. Foremost among these is Sigrnund Freud, who. has done more to shape psychiatric thought than any other individual. Unfortunately, most rdligious have heard only of Freud's errors. They have made no attempt to understand his valuable contribu-tions to the science of treating the mentally ill or to sort out his scientific findings from a biased and i'rreligious philosophy, which came as an after-thought. They summarily dismiss Freud's works on the false assumption that their sole topic is sex in its basest form. This view has led to a condemnation of the scien-tific as well as the philosophical teachings of Freud. Since most psychiatrists are Freudian to a degree, a distrust for the whole profession has resulted. Finally, there are the often-quoted examples of seemingly immoral advice given by some psychiatrists. One of the traits of the mentally ill is a resistance to treatment. It sometimes hap-pens that this resistance takes the form of trying to undermine the reputation ot~ the therapist. If this can be successfully ac-complished, the neurotic feels justified in discontinuing treatment. Thus, he sometimes either consciously or unconsciously misin-terprets the words of the psychotherapist. This misinterpreta-tion gives rise to some of the stories of immoral suggestions offered during 'the sessions ot: therapy. Of course, it cannot be 0 74 Marck, 1958 RELIGIOUS AND PSYCHOTHERAPY said that this is true in every instance.~ Undoubtedly, thereare genuine cases of psychiatrists advocating sinful actions. Such advice does not, however, constitute good therapy. It is not the function 0~ the psychotherapist to make moral judgments 'for his patients. It is rather a sign of incompetence. However, just as there is a certain amount of incompetence in the other branches of medicine, so too we should expect it in psychiatry. We do not condone such incompetence, but look forward to the day when it will be eliminated. The s01ution to the problem is not to ~ondemn the whole .profession, but to know the qualifications of the psychotherapist to whom we refer a patient. Church's Position As can r~eadily be seen, the three above-mentioned sources of hostility toward psychiatry as a medium for treating mental illness are the product of personal attitudes and personal ex-perience. They in no way express the official view of the Church. Up to a few y~ars ago, the Church had not as yet officially indicated her position in regard ~o psychiatry. She prudently and cautiously waited before making any statement. The nega-tive views that were prevalent among Catholics some ten or fifteen years ago simpIy reflected the personal attitudes of a large percentage of the clergy. In 1953 th~ Holy Father, Pius XI.I, at the Fifth Congress of Psyhotherapy and Clinical Psychology concluded his address to the delegates with these words: "Further-more, be assured that the Church follows your research and your medical practice with warm interest and best wishes. You work on a terrain that is very difficult. Your activity, however, is capable of achieving precious results .for medicine, for the~ knowledge of souls in general, for the religious dispositions of man and for their development. May providence and divine grace light your path!" These words represent an official statement of the Church. They certainly indidate anything but a negative and hostile attitude toward the arduous work oi: the psycho.therapist. 75 RICHARD P. VAUGHAN Review for Religious Types of Psychiatry In general, therapy for the mentally ill takes two forms: one which is strictly medical and one which is psychological. The medical approach makes use of such means as brain surgery, electric shock tre~i~ment, and the use of drugs. This approach is entirely in the hands of medical specialists. The second ap-proach, which is called psychotherapy, makes use of a continuing series of interviews. This latter approach is not limited exclu-sively to the medical profession. At present, not only psychia-trists but also psychologists and psychiatric social workers are practicing psychotherapy. In a number 0f instances, the mem-bers of the latter two professions practice psychotherapy under the supervision of a psychiatrist, because of the physical impli-cations involved in many cases of mental illness. With those who are so seriously ill that little personal con-tact can be established, the purely medical techniques are used until such a time as psychotherapy can be profitable. With the less seriously disturbed, some psychiatrists make use of a com-bination of psychotherapy anddrugs, while others look upon drugs as a crutch and prefer to depend entirely upon psycho-therapy. It is this latter type of treatment toward which numer-ous religious are so antagonistic. If the only technique used by psychiatry were the administration of drugs or surgery, there would probably be much less oppogition to it. Psychotherapy If one surveys the history of mankind, it becomes apparent that a type of psychotherapy has been practiced for centuries. It seems safe to say that people have always had problems that they were unable to solve without the help of others, and these problems disturbed their emotional equilibrium in" varying de-grees of seriousness. The writings of ancient Greece and Rome tell of troubled individuals seeking advice and aid from the wise and learned. From the very beginnings of the Church, people brought their troubles and problems to the priest. In past 76 RELIGIOUS AND PSYCHOTHERAPY generations, most had a dlose friend with whom they could dis-cuss their most intimate affairs. The help derived from these above-mentioned sources came not only from the advice given by the friend, priest, or learned counselor, but also from the relationship that was established through numerous sessions of conversation and from the insight into the problem that the disturbed party g~ined through the very act of talking about it. However, because of a lack of knowledge and skill in deal-ing with human emotions and feelings, those consulted fre-quently found themseives at a loss to help those who sought their assistance. With the development of scientific methods in psychiatry, men discovered that they could apply the results of their in-vestigations to the emotionally and mentally ill and thus aid those who had previously been immune to all known sources of help. In this manner, psychotherapy, as it is known today, was born. One practices scientific psychotherapy when he car~ analyze an emotional disorder and then during the course of his dealings with the afflicted person apply the psychological techniques that are the product of fifty years of clinical experi-ence and research. The good therapist must have learning, skill, and experience. Basically, therefore, psychotherapy is nothing more than the age-old practice of aiding others through communication, but now built upon a scientific foundation. It has the added factor that the therapist has a psychological knowledge and skill which his predecessor lacked. Morality and Psychotherapy Since religious men and women are by no means free from emotional and mental disorders, the development of psycho-therapy should have offered a welcome solution to a very vexing and persistent problem. However, owing to the previously mentioned factors, a negative and hostile attitude arose among religious toward the whole movement. As a result of this at-titude, today when a religious superior is faced with the necessity of seeking psychiatric help for a subject, he frequently hesitates 77 RICHARD P. VAUGHAN Review for Religious for a "considerable length of time, questioning the advisability of such a step. Because of the seemingly close connection between religion, morality, and psychiatry, the superior sees in psycho-therapy a potential danger to the faith and religious vocation of the subject. Psychiatric aid has, therefore, become in most instances a last resort. For the most part, this attitude is built upon a false notion of the nature of psychiatric treatment. The treatment of mental illness pertains to the science of medidine. Just as there are specialists in the fields of surgery, obstetrics, and internal medicine, so too there are specialists in the area of mental disease. The specialist in this branch of medicine is the psychiatrist. His training, which consists of three years of concentrated study and work with the mentally ill over and beyond his general course in medicine, adequately equips the psychiatrist to treat the mentally ill. His auxiliaries, the psychologiit and psychiatric social worker, likewise have an in- ¯ tensive training; but the orientation of their studies restricts their activity to psychotherapy and diagnostic testing. The religious who .is psychotic or neurotic is just as sick as the religious with a heart or stomach disorder. And he is just as much in need of treatment. He, therefore, has an equal righ~ to the specialized services of those who have been trained to treat his particular disorder. In all probability, unless he does obtain this specialized care, his condition will grow progressively worse. In view of this fact, the emotionally afflicted priest, brother, or sister is certainly justified in making a request for psychiatric care. And in those cases where the mentally ill are unable to make such a request because of their disorder, superiors have the obligation to see that these sick religious obtain specialized treatment. We are all bound to preserve our life and health. Severe mental diseases sometimes hasten death, and in almost every instance undermine physical health. More-over, mental health is equally as important as physical health for happy and efficient living. The superior, therefore, who disregards the condition of a severely neurotic or psychotic sub- 78 March, 1958 RELIGIOUS AND PSYCHOTHERAPY ject because of an erroneous prejudice against psychiatric treat-ment works a gross injustice upon the afflicted religious. Any Psychiatrist? Granted that a religious is given permission to seek psy-chiatric treatme.nt, the next problem that presents itself deals with the particular therapist to whom the religious is sent. In brief, should a priest, brother, or sister seek the services of any psychiatrist? Obviously, some psychiatrists have a'better reputa-tion than others, just as some heart specialists have a better repu-tation than others. Thus, it seems needless to say that religious should seek out the best possible psychiatric treatment available in the area. This means that the therapist should be competent in his profession.One of the foremost characteristics of a com-petent psychiatrist, in addition to knowledge and skill, is a deep understanding and respect for the person of his patient. These two factors result in a relationship between the patient and the therapist that becomes the cornerstone of successful treatment. Understanding and respect naturally include an appreciation of the religious and moral convictions of the patient, since these are an integral part of'his ipersonality. Thus, contrary to the thinking of a number of priests and sisters, the competent psychiatrist does not try to undermine the faith and moral principles of his patient but rather accepts these convictions. He knows that he has had no specialized training in religion and morality which would qualify him as an authority in these areas, Furthermore, he looks upon these areas as foreign to his "function as a professional man. Should a religious problem arise with a patient, he sends the patient to a specialist; namely, the priest who is a trained theologian. Thus, any conflict that might arise between morality and psychiatry is the product of incompetency rather than the natural outcome of the psychotherapeutic process. A Catholic Psychiatrist? One of the questions which is most frequently asked is whether a Catholic should seek the services of a Catholic psy- 79 RICHARD P. VAUGHAN Review for Religious chiatrist in preference to those of a non-Catholic. This question is especially pertinent when one is dealing with a religious who is in. need of psychotherapy. If there is a choice between two psychiatrists who are equally skilled, but one is a Catholic and the other is notl then it would seem that the better choice would be ~he Catholic. The reason for such a choice does not rest upon moral issues, but rather upon the need for full under-standing of the patient. A Catholic psychiatrist is in a much 'better position to understand the religious life and all its implications than the non-Catholic. Thus he is more likely to be able to offer greater assistance to the mentally-ill religious. However, it sometimes happens that a particular non-Catholic psychiatrist has a deep interest in priests, brothers, and nuns and, as a result, has spent considerable time and effort in trying to gain an appreciation of the religious life. In such instances, it may well be that the non-Catholic psychiatrist is equally as well equipped to treat the religious as the Catholic psychiatrist. It should also be noted that the fact that a psychiatrist is a Catholic does not mean that he is a good psychiatrist and capable of treating religious. Some Catholics have little understanding of or sym-pathy for the religious life. In those few cases where religious and moral problems are deeply interwoven with the neurotic co.ndition, the Catholic psychiatrist who is well versed in his faith is in a considerably better position to help the religious patient than the non-Catholic, because he has a better understanding of what his patient is trying to convey to him. It is needless to say that in these instances the priest with training in psychotherapy is in a unique position. Unfortunately, however, there are very few priests who have sufficient skill and experience in psychotherapy. In the majority of psychological problems found among religious, however, faith and mo.rality play a relatively minor role. Generally speaking, the roots of the disorder spring from those periods of life which preceded entrance into the convent 80 March, 1958 RELIGIOUS AND PSYCHOTHERAPY or cloister. The conflicts" and problems that have to be faced are of such a nature as to be experienced by any patient, re-gardless of faith or walk of life. In these instances, psycho-therapy aims at helping religious get at the source of the neurosis and then change the patterns of thinking and feeling that pro-duce the condition. Thus, for many emotionally disturbed religious the non-Catholic psychiatrist who has some under-standing of the religious life is adequately equipped to handle treatment. Conclusion The pr~actice of psychotherapy is a rapidly developing method of treating mental illness. Because of certain negative attitudes and a lack of understanding, many religious hesitate to make use of it or turn to ~t only as a last resort. As a result, numerous priests, brothers, and sisters needlessly continue to suffer untold anguish from the various forms of mental and emotional illness. In as much as mental and emotional dis-turbances disrupt the whole personality and hinder advance in the spiritual life, this usually unfounded distrust of psychiatry is in all likelihood damaging the growth of the religious 'spit:it in our country. Summer Sessions (Continued from page 72) understanding of the teaching of the Church. Further information will be gladly supplied by the Director of Admissions, St. Bona-venture University, Olean, New York. The Theology Department of Mai'quette University will offer two non-credit summer institdtes from June 30 to July 12. An institute on canon law for religious will be conducted by Father Francis N. Korth, S.J., J,C.D., a specialized lecturer and consultant in canon law. The institute will provid~ a thorough course in the current church law for religious. Although the lectures are designed especially for superiors, mistresses of novices, councilors, bursars, and others engaged in administrative or governing functions," other religious would profit from the course. These lectures will be held in the mornings. In the afternoons an institute on prayer will be 81 SUMMER SESSIONS conducted by Father Vincent P. McCorry, s.J, author, professor, and spiritual director. The purpose of the institute is strictly prac-tical: to provide for an interested group such exposition and direction as will enable the individual religious to practice mental prayer with greater fidelity and profit. Campus housing for the institute par-tidipants will be the new Schroeder Hall. For further information write: Director of Summer Institutes, Marquette University, Mil-waukee 3, Wisconsin. Graduate courses in theology leading to the Master of Arts degree will also be offered. The two introductory courses i:or those students entering the graduate theology program are: Fundamental Theology which will be taught by Father Bernard .L Cooke, S.J'., S.T.D., of Marquette University, and the Church of Christ to be conducted by Father Cyril O. Vollert, s.J., S.T.D., professor of theology at St. Mary's, Kansas. For advanced students, The Unity and Trinity of God will 'be taught by Father John J. Walsh, s.J., S~T.D., of Weston College, Weston, Massachusetts; and Father R. A. F. MacKenzie, S.J., S.S.D., of the Jesuit Seminary, Toronto, Canada, will conduct the course on Special Topics in Scripture. For further information about the program write to: The Graduate School, Marquette University, Milwaukee 3, Wisconsin. In the Canadian capital, the Pontifical Catholic University of Ottawa offers courses in its summer school, July 2 to August 6, leadin~ to the degree of Master of Arts in Sacred Studies. The curriculum stresses the kerygmatic presentation ot: theology. It is planned particularly to meet the needs of sisters and brothers teach-ing religion, and of novice mistresses or others giving religious or spiritual instrudtion. These courses are also open to students work-ing toward other degrees. The summer school offers a separate series of courses in sacred studies in which the language of instruc-tion is French. For the sacred studies prospectus and the complete summer school announcement, write: Reverend Gerard Cloutier, O.M.I., Director of the Summer School, or Reverend Maurice Giroux, O.M.I., Head of the Department of Sacred Studies, University of Ottawa, Ottawa 2, Canada. Immaculate Heart College, Los Angeles, California, will open a iix-week summer session on June 24. An extensive liberal arts program leading to the Bachelor of Arts and Master of Arts degrees will be supplemented by workshops in art, drama, language arts, and library science. T[fe curriculum of undergraduate courses lead-ing to a Certificate in Theology will be continued this summer. The Immaculate" Heart Graduate School will ina~ugurate a new depart-ment of religious education, offering a major ia theology and minors in Sacred Scripture or church history. Elective courses will be given in Catholic Social Thought and Liturgy. Designed especially to prepare teachers of religion ~•or high school and college, this program .is open to those who hold a Bachelor of Arts degree from an accredited college (with a major in any field) and. have sufficient (Continued on page 128) 82 A Sense Balance Robert ~X/. Gleasonr S.J. IT IS CHARACTERISTIC of Christian doctrine to maintain the delicate balance between extremes. Moreover, without los-ing hold of any aspect of a" complex truth, the Church unites all its elements in a synthesis that throws light on each of them. And the Christian himself is often called upon to do something of the same sort in his spiritual life. He has to tread a careful path between attitudes which are apparently opposed, though each of them reflects some truth. This di~i-culty is sometimes experienced when the Christian soul ap-proaches the antinomy between the natural and the supernatural or between what we migh't call the accent of optimism and the accent of pessimism in Christianity. For both currents, opti-mism and pessimism, have played an historic role in Christian thinking; and both seem destined to be with us for ~quite awhile. Each of these perspectives is capable of dangerous exaggeration', ~for Pelagianism is an overblown optimism and Jansenism is pessimism run riot. As an examl61e of a thoroughly unchristian pessimism, we might point to those words of the French novelist Andr~ Gide: "Commandments of God you have embittered my soul; com-mandments of God you have rendered my soul sick; will you never draw a limit? Will you go on forever forbidding new things? Is all that I have thirsted for as beautiful on earth, forbidden, punishable? Commandments of God you have poisone.d my soul." Gide was a tortured personality, even to the end of his life; and in these lines we can perhaps glimpse a reason for his unhappiness. For they reveal a fundamentally unchristian point of view, a thoroughly pessimistic point of view that perfectly reflects his Calvinistic background. In striking contrast to those lines are two sentences from St. John's Gospel which are almost startling in their optimism. 83 ROBERT W. GLEASON Review for Religious In the tenth chapter of that Gospel, Christ the Lord, the Alpha and Omega of truth, gives us a summary of His plat-form. "I am come that you may have life and have it more abundantly." In this direct utterance Christ enuntiates a posi-tion of relative optimism. He explains the purpose of His existence as Incarnate Word, both God and Man, and He explains it in terms of an increase of life---an optimistic point 'of view, surely. He put it in other words at other times, but they all come down to the same thing in the end. He also said: "Those who are well have no need of a doctor; I am come to the sick." And He said: "I am come to rescue all that which was in the act of perishing." But perhaps the clearest expression of His purpose is that simple declaration: am come that you may have life and have more of it." In that one line Christ compressed the whole spirit of what we might call Christian optimism. It has taken philosophers and theologians a good many years to unravel some of the implica-tions of the program summed up in these few words. God has planned a new life for us; He has planned to expand, to increase our capacity for living beyond any capacity we might have dreamed of. In fact, He has planned for us an entirely new grade of life~-known as the life of sanctifying grace. The story of Christ's coming we usually call the Gospels; and the Gospels, the e.vangels,are the great and good news, the announcement of the definitive victory of this new life over death, over sin, and over Satan. As the whole of human history unfolds before us centered in this momentous figure of Christ in whom God wrote the definitive chapter of the history of our salvation, we cannot but feel the optimistic position in which we Christians of these latter days find ourselves. The victory belongs to the Christian; that is the meaning of Christ. The victory over death, sin, and Satan is ours. Is ours, we must say, not will be ours, for Christ, our Victory, already exists. We have conquered in Him; and 84 Ma~'ch, 1958 A SENSE OF BALANCE the victory is ours for we ,are not separated from the conquering hero, rather we are closely united by physico-mystical ~bonds to Him who has the victory, who won it on Calvary. There is one of our race and family, one of .us, crowned with victory in the glory of the Trinity in heaven. And His victory i.s ours for He did not enter into it as an isolated individual alone, but as the Head of the Body, His Church, .of which we are mem-bers. The Head of the great column o.f humanity to which we belong has already entered upon His triumph; and, if we but remain united to Him, our victory too is assured and inevitable. After the conquest which was Calvary, then, there is really no place in the Christian life for a depressed pessimism. There is no place for a spirit of defeatism. There is no place for a small-spirited, mean-spirited mentality. We are the victors al-ready, and ours is a ~spirit of optimism. Despite this, life still has its dangers and its difficulties. The roses did not lose their thorns on Easter day. Because this is true, the Christian must be realistic about the dangers ~nd the difficulties of life. His traditional asceticism, maintained in a spirit of optimism, will preserve him from both'. But at bottom there still remain two fundamentally opposed ways of looking at life. One we have labeled pessimistic, and Gide's words exemplify it. The other we may call optimistic, and the words of St. John are its charter. The pessimistic attitude is negative. It is a depressed view 6f things ifi wh~ich the vic-torious Redemption which has already taken place appears to be forgotten. It might seem a~ though such an attitude could never creep into authentically Christian li~es, yet, since error is al-ways possible, even for the well-intentioned, such negati~,e at-titudes have not been entirely unknown even among earne'st Christians. It is surprisingly easy t6 drift into these" dangerous waters, particularly if one's theological perspectives are' awry. This will be clear if we think for a moment on the rigfi't and the wro_ng understandings of certain religious realities. 85 ROBERT W. GLEASON Review fo~" Religious Consider, for example, the way in which these two classes of souls, the negative and the positive, approach the great mystery of God. The negative ~oul will light at once upon certain isolated texts from Scripture and come up with a picture of God as a hard Master who reaps where He did not sow, who lies hidden in the shadows of our life, always prepared to fall upon us in a moment of surprise and seize us in some misdoing or sin. The God of these people is a hard God, ready at any moment to drag out the account books and show us our deficits, not omitting the idle words. Alas, if God takes to playing the mathematician, how few of us can endure. For as the De Pro/undis puts it: "Lord, if you take to numbering our in-iquities, who ot: us shall survive?" ,. The attitude of the op.timistic Christian, on the other hand, is quite different. He knows that God is the absolute Lord and Master, the unapproachably holy and just one, the transcendent, the totally.other. But He also recalls God's recorded definition of Himself, "For God is love." St. John gives Us this phrase, and St. John was neither pietistic nor particularly poetic. He was an excellent theologian, the best in this respect of all the evangelists; and his definition is inspired. God' is indeed a just God, but He is als0 a justifying God. He justifies us irz His sight by the free, undeserved gift of His grace. He is indeed a demanding God--"I am a jealous God"--but He is never hard, uncomprehending, or cruel. He is very demanding, and His demands are ever-increasing. But they all go in the same direction. For they all rgquire us to accept more from Him. God insists that we prepare ourselves, with His help, to receive His floods of generosity. He asks us, to be sure, for ~more--more acceptance, more readiness to receive the new gifts He has laid up for us. His demaads are the demands of one who loves, not the demands of a suspicious bank auditor. We see somewhat the same contrasts if we look at the way these two classes of souls regard man himself. For ~he 86 March, 1958 A SENSE OF BALANCE pessimistic soul, man is essentially/ a spoiled creature, a ruined, unbalanced creature all too heavily laden with the effects of original sin. Evil seems so often triumphant in him. Hell is always just around the corner. Satan appears to 'be the real victor in this world, and man is his victim. Man is a poor thing; his nature is fallen. The phrase "fallen human nature" is repeated even with a certain relish. Fallen indeed, but fallen and redeemed, replies the Christian soul. We cannot underrate the Redemption of Christ our God. Satan is not triumphant. His back was broken on a certain hill outside Jerusalem, and the victory of Christ is written large for all to see who have eyes to.look upon a crusifix. Man is no .ruined, spoiled .creature, half-demon and victim of his own determinisms. He is the spoils of the victory of Christ. He is the prize of the Redemption, won in the sweat and the blood and the tears of Calvary and valued at a great price, bought with no blood of oxen or goats, but with the blood of Him who is God. In. the center of :all creation stands Jesus Christ, and with Him stands man. We two, He and I, are members of the same race, members of the same family. Where sin did abound now grace does superabound. Grace it is which replaces sin at baptism and raises us to the heights of quasi-equality, where we can claim the friendship of the God of the Old and the New Testaments. We Christians are a family with a great tradition. We are wounded but remade and more marvelously remade, for God does not do a poor patchwork job when He repairs us. In our family we have legions of martyrs, men like us. We have legions of virgins, men like us. We have legions of con-lessors in our family, and t.hey have all put their merits at our disposal for this is only normal in a loving family. When we turn trrom the question of the meaning of God and of man to the third great problem of the spiritual life, the 87 ROBERT W. GLEASON Review for Religion,s meaning of creatures, we find the same two contrasting attitudes. For the negative, pessimistic soul creatures are all deformed, twisted beings with little value or meaning in themselves. They are only tenuous beings serving us as instruments. In general they are things to be feared, for they are all traps for the unwary soul. They all conspire to ensnare man and to destroy him. But the genuine Christian insight discovers in creatures.a meaning, and a dignity of their own; for they, too, are mirrors of God. The sacred humanity of our Lord is a creature; and, if it is a net, it is a net designed to catch and save us--that I may be caught by Christ, says St. Paul. The wine at Mass and the water at baptism and the oi! of 'confirmation . . . all are creatures. We live in a sacramental universe in which all crea-tures speak of God. For they are the means God has given us to form us as His children. They are called by" a wise and ancient writer "our viaticum," our sustenance during this period when we are on the way. It is on creatures that we practice our apprenticeship in the art of loving God. They do demand of us a wise, lucid, and generous choice; but they 'are not evil. We learn much about loving God from our use of them--a use that can take many forms from contemplation to absention. Creatures always have a role to play in our lives, and we cannot forget that we too have a role to play in theirs. We have to reconsecrate them to God and rededicate them to Christ, the Center and Owner of all cre~turedom. We have to bless them by our use and stamp them with the image of the risen Lord. Does not the Church write special blessings for such shiny new creatures as typewriters and fountain pens? In doing so she resp'onds to the age-old appeal of creaturedom for its redemption. For the very material world about us groans for the day of its liberation, and we are called upon to extend to it the effects of the Redemption.~ 88 March, 1958 ASENSE OF BALANCE Of course, with such different conceptions of the world, the two classes of souls we have been envisaging will regard the moral or spiritual life in very different lights. For the negative soul the moral life is a long battle, a series of prohibitions, an ever-expanding Decalogue that is purely negative. Above all, one must be on his guard to do nothing to .anger a God who is always ready for anger. Do nothing that can be punished . . and there is almost nothing that is not tainted in some fashion, and so punishable. Such a view, replies the truer Christian, is essentially in. adequate. The moral life consists above all in living, in doing something, in being something. It consists in life and an expansion of our divinized life so that we may live for God and gro.w in love and make our talents fructify. Virtues ire not negative dispositions but positive .dispositions. And prime among all the don'ts on that list is the one great and transcendently great do. "Thou shalt Love the Lord thy God." The spiritual life is not one long escapism. It is not a flight from life. It is a positive living of love for God and my neighbor. The Christian soul's apostrophe would run quite differently from Gide's. "Commandments of God," the Christian would say, "you are all so many-signposts on 'the road toward the lasting city; you point out the road to love and of developing life to foolish humanity. And if I but read you right, you are all so many declarations of love on the part of God for me. Commandments of God, you indicate and you preserve all that life has to offer that is beautiful and worthy of search. Without you beauty would dry up from the face of a scorched earth." The pessimist has an unrealistic view of God and the world, for he lives as though the Redemption had an incomplete efficacy. The realism of the Christian's optimism takes into account both his own weakness and the power of God who has conquered the world. The pessimist's view is an incomplete view and an incomplete truth; it needs to be completed with 89 COMMUNICATIONS a real assent to the truth of the Redemption, gloriously accom-plished. For an incomplete truth is a half-truth, and a half-truth is nearly as dangerous as a lie. Communica!:ions More on Delayed Vocations (See REVIEW Fog RELIGIOUS, May', 1957, page 154) Reveiend Fathers: The Congregation of Handmaids of the Sacred Heart of Jesus professes a special worship of reparation to the Sacred Heart of Jesus, above all in the Blessed Sacrament. This spirit of reparation is concentrated in daily adoration before the Blessed Sacrament exposed, and offered in an active apostolate in the education of youth, retreat work, catechetical instruction, and foreign missions. The spiritual training is based on the rules of St. Ignatius. The Handmaids have some sixty houses throughout the world. The mother house is in Rome. Mission work has taken 'root both in South America and in Japan. A future field of work is opening up in India. The foundress of the congregation, Blessed Raphaela Mary oic the Sacred Heart, was beatified in 1952, only twenty-seven years after her death. Her process of canonization is now,going on. Candidates are accepted up to the age of thirty. Those who wish to dedicate themselv'es to domestic work are accepted up to the age of thirty-eight. We accept widows. Our novitiate is located in Haverford, Pennsylvania. Private retreats, may be made there by a candidate to decide her vocation. Mother Maria Angelica Iq'an, A.C~J. Handmaids of the Sacred Heart of Jesus 700 East Church Lan~ Philadelphia 44, Pennsylvania OUR CONTRIBUTORS RICHARD P. VAUGHAN, an assistant professor of psychology at the University of San Francisdo and a staff member of the McAuley Clinic, St. Mary's Hospital, is currently engaged, in psychotherapy with religious men and women. ROBERT W. GLEASON is a professor of dogmatic theology in the Graduate School of Fordham University, New York. DANIEL J. M. CALLAHAN is professor of ascetical and mystical theology at Woodstock College, Woodstock, Maryland. C. A, HERBST is now a missionary in Seoul, Korea. 9O The Pert:ec(: Pa!:l:ern t:or Religious Lit:e Daniel J. M. Callahan, S.J. DIVINE REVELATION assures us of our elevation to the supernatural state and of'the o.rganism which equips us for life and action on that superhuman level. The question immediately presents itself: Who will inspire us to respond to God's .beneficence and supply the pattern for such a life? God predestines us to be, not creatures only, but His children through adoption and heirs of His beatitude. ~Voblesse oblige; rank has its obligations; nobility of station demands nobility of con-duct. As God's children we should resemble our Father in our conduct no less than in our nature, and such is the injunction placed on us by Christ: "~ou therefore are to be perfect, even as your heavenly Father is perfect" (Matt. 5:48) and resumed by St. Paul in his letter to the Ephesians (5:1): "Be you, there-fore, imitators of God, as very dear children and walk in love, as Christ also loved us." To imitate God we must first know Him, and this is one reason why He has manifested I-Iimself to us. in His Son and through His Son. It is by means of the Incarnation that the Son has revealed to us the Father. Christ, the incarnate Son of the Father, is God brought within human reach under a human expression, and in Him and through Him we know the Father. In reply to Philip's request: "Lord, show us the Father and it is enough for us," Jesus said to him, "Have I been so l~ng a time with you, and you have riot knowa Me? t~hilip, he who sees Me, sees also the Father . . . I am in the Fathe.r and the Father in Me" (John 14:8 ft.). To know and imitate God, we have only to know and imitate H~s Son, who i~ the expression at once divine and human of the perfec-tions of the Father. Jesus is perfect God and perfect, man, and under both aspects He is the ideal for every one, for religious most of all. 91 DANIEL J. M. CALLAHAN Review for Religio~ts He is the natural Son of Go,d, and it is His divine sonship that is the primary type or pattern of our divine adoption. Our filiation is a participation of His eternal filiation; through Him and from Him we share in divine grace, are in reality God's children and partake of His life. Such is to be the fundamental characteristic of our likeness to Jesus, the indispensable requisite for our sanctity. Unless we possess sanctifying grace, we are dead spiritually; and all that we can do is of no strict merit entitling us to our everlasting inheritance. We shall be coheirs with Christ only if we are His brethren through habitual grace. Here it may not be amiss to examine our appraisement of sanctifying grace, our prudence in safeguarding it, and our diligencd in its increment in our souls. Do we ~ippreciate its embellishing effects and how unlovely and helpless we are with-out it? Mortal sin alone despoils us of this precious treasure; and, because we are subject to temptation from within and from without, it is expedient, at least occasionally, to probe our atti-tude to sin, to the frailties and perhaps unmortified passions that induce it, and to the constructive measures to be adopted. Growth is the law of life, and it is through the cultivation of the theological and moral virtues that we are to fortify and expand our supernatural life. . Every least good action per-formed with the requisite intention by one in the state of grace, as well as every sacrament worthily received, effects in us an iricrease in grace and in all the infused virtues. Christ is in truth a perfect man, and in this He is for us the attractive and accessible model of all holiness. In an in-comparable degree" He practiced all the virtues compatible with His condition. He did not have faith in God, for this theo-logcal virtue exists only in a soul which does not enjoy the immediate vision of God, a vision that was Christ's privilege from the mbment of the Incarnation. He did, however, have that submission of will inherent in faith, that reverence and adoration of God the supreme truth that imparts to faith its excellence. Neither did Christ possess the virtue of hope in the proper sense, 92 March, 1958 PATTERN FOR RELIGIOUS LIFE since the function of this 'virtue is to enable us to ddsire and'to expect the possession of God and the means necessary for its attainment. Only in the sense that Christ could desire and expect the glorification of His body and the accidental honor that would accrue to Him after the Resurrection, could He have hope. Charity He possessed and practiced to a supreme degree: the purest love of the Father and of His adopted children in-undated His soul and motivated His activities. Love unites the wills of the lovers, fusing them into oneness of desire and con-duct. Christ's first act in entering into the world was one of ardent love: "Behold I come . . . to do Thy will, O God" (Matt. 10:7), and His subsequent life was the prolongation of His initial sacrifice: "Of Myself I do nothing He who sent Me is with Me; He has not left Me alone, because I do always the things that are pleasing to Him" (John 8:26 ft.). Our Blessed Lord's soul was adorned with all the moral vir-tues: humility, meekness, kindness, patience, prudence, jus-tice, temperance, chastity, fortitude, zeal, each in its own per-fection. His every least action glorified and eulogized His Father, and was the object of the latter's complacency, as voiced by Himself: "This is My beloved Son in whom I am ~ell pleased" (Matt. 3:17), a proclamation which covered everymome.nt and every deed of Christ's life. His actions as man, while in them-selves human, were divine in their principle, for there was in Him only one person, a divine person, performing all in union with the Father and in the most complete dependence on the divinity and therefore confdrring on the Father infinite glory. Religious, obligated by their state to strive for perfection, have need of an ideal, of a perfect pattern to be realized in their lives. Mere human beings are too imperfect. God in His divine nature seems too distant from us and beyond our repro-duction. The God-man is the consummate ideal for all, at all times, for childhood, youth, maturity; for the hidden, public, apostolic, and suffering life. There is no phase of human life' which He does not exemplify, illustrate, adorn, and enoble. 93 DANIEL J. i~I. CALLAHAN Review fo~" Religious Far from resembling the cold blueprint of the architect or the lifeless page of our favorite author, Jesus is always the most attractive and appealing man who lived in circumstances similar to our own; and, while He enlightens our mind, He awakens love and emulation in the will, meanwhile offering the necessary strength and the assurance of ultimate success. In our endeavor to fashion a Christlike character, obviously there is need of intelligent interpretation. As we turn over the pages of our New Testament, often we read of deeds that were the outcome of superhuman power and clearly beyond us. However, even in such instances we can fall back on the spirit and motive of these achievements. Christ used His infinite ¯ power, not for His selfish aggrandizement, but for the honor of the Father and the benefit of souls--a procedure within our finite reach and sedulously to be duplicaked. In our attempt to imitate Christ we are constrained by the nature of the case to reduce His traits to terms of human capability. We cannot, for instance, forgive sins against God; but we can pardon offences against self. We are unable immediately to cure the sick, but we can alleviate their sufferings by sympathy and kind-ness. We may not be permitted to spend the night on the mountain in prayer with Jesus, but we can cultivate the spirit of communion with God amidst our activities throughout the day and pray with attention when we do pray. We may not be in a position to teach with authority, but we can say a salutary word of instruction and counsel when occasion offers. We may not hope to die for mankind, but we can sacrifice our-selves for the convenience and happiness of our fellow religious. 'We are not called on to undergo the scourging and the crown-ing with thorns, but we are expected to endure a little pain or accept a humiliation without becoming ill-tempered and render-ing others miserable. We cannot redeem the world from sin, but we can exercise zeal in promoting the fruits of the redemp-tion by shunning sins ourselves and prudently doing what may be feasible to draw our neighbor to a better life. Thus, every- 94 March, 1958 PATTERN FOR RELIGIOUS LIFE where we can reduce our Lord's example to the humbler terms of ordinary life; and, out of the result, together with appropriate precepts from His moral teaching, we can construct for our-selves an ideal which, ever haunting our minds, is to be pon-dered and realized, or at least aspired to systematically in shap-ing our lives. "A Christian is another Christ" applies with' additional force to every religious. These have dedicated their lives to Jesus in order to share through sanctifying grace in His divine filiation and to reproduce by their virtues the features of His asceticism. To ambition a career so sublime, far frora being presumption, is God's eternal design for them and His sincere will Jesus said: "I am the way, and the truth, and the life. No one comes to the Father but through Me" (John 14:6). Such is the pattern faith proposes to us, truly transcendent and yet easy of access, since through grace we share in the divine filiation of Christ and our activity is supernaturalized. Clearly we keep our personality, remaining by nature merely human creatures. Our union with God, however intimate, is accidental, not substantial; but it in-creases in perfection the more the autonomy of our personality, in the order of activity, is effaced before the divine. If we "desire to intensify our intimacy to the extent that nothing interposes between God and us, we are to renounce not only sin and willfdl imperfection, but moreover we are to despoil ourselves of our personality in so far as it obstructs perfect union. It is such an obstacle when our self-will, our inordinate self-love, our suscepti-bilities lead us to think and to behave otherwise than in accord-ance with the divine will. The habitual attitude of soul which wills to keep in everything the proprietorship of its activities seri-ously hampers familiarity with God. We must, therefore, bring our personality to a complete capitulation before Him and make Him the supreme, mover of our thoughts, volitions, words, and actions, entire life. Only when we have divested ourselves of our excessive attachment to self and to other creatures, in order to surrender ourselves to God in absolute dependence on His good 95 DANIEL J. M. CA~LAHAN pleasure, shall we have attained to the perfect imitation of Christ and be able to say with St. Paul: "It is now no longer I that live, but Chrisf lives in me. And the life that I now live in the flesh, I live in the faith of the Son of God who loved me and gave Himself up for me. I do not cast away the grace of God" (Gal. 2:20-21). And we should apply to ourselves his plea to the Romans (12:.I): "I exhort you therefore brethren, by the mercy of God, to present your bodies as a sacrifice, living, holy, pleasing to God, your spiritual se~rvice. And be not conformed to this world, but be transformed in the newness of your mind, that you may discern what is the good and the acceptable and the perfect will of God." Christ is the head of the Mystical Body of which we are the members, and there should be identity of life and conduct in both. He has merited for us the courage and strength ¯ requisite; and divine revelation assures us that with Him, in Him, and through Him we are competent to travel the one and only way to the Father. Our persevering endeavor consequently should be to know Christ more thoroughly and more intimately through prayer, study, and our manner of life: "He who has My command-ments and keeps them, he it is who loves Me. But he who loves Me will be loved by My Father and I will love him and manifest Myself to him" (John 14:21). Love issues from knowledge, and love adjusts our daily conduct to that of Jesus. This was the mind of St. Paul when he reminded his converts of Ephesus that they were to be: "No longer children, tossed to and fro and carried about by every wind of doctrine devised in the wicked-ness of men, in craftiness, according to the wiles of error. Rather are we to practice the truth in love and to grow up in all things in Him who is the head, Christ . Be renewed in the spirit of your mind, and put on the new man which has been created acdording to God in justice and holiness of truth" (Eph. 4:14- 24). To accomplish in us this transformation is the precise pur-pose for which Jesus comes to us in Holy Communion. 96 The MighI: o1: C. A. I-.lerberI:, S.J. A meditation made at sea enroute to the Korean missions AS THE S. S. Fair/~ort plows her way through the wild Pacific a few thousand miles out of San Francisco, the thought that strikes one forcefully is the thought of the might of God. Religious seem not to emphasize this attribute of God so much, seem almost to de-emphasize it, in fact. It is rather God's love and mercy that occupy their thoughts and prayers. Yet in God's mind and in that of His Church, His almighty power stands out. "I believe in God, the Father. al-mighty, Creator of heaven and earth." The creator-creature relationship is most fundamental to all religion. Only the Al-mighty can create. In the creed, both in and outside of Mass, "almighty" is the only attribute of God mentioned at all. And how often the official prayer of the Church begins with "al-mighty!" The Old Testament is full of almighty God, the God of armies, and very, very often the God of the sea. As I sit here on the boat-deck reading the Invitatorium of the Office I pray: "His is the sea: for He made it" (Ps. 94:5). Only He could. One realizes that more and more as one looks out or~ the vast circle of water stretching away to the horizon in every direction. Yet those are only a few of the seventy million square miles of the Pacific. God reaches from end to end of it mightily, up-holding every particle of it by the word of His power. A great artist works miracles with his brush and a little pair~t. He tries to imitate nature. What a masterpiece the almighty Artist creates in each sunset at sea! Tonight, Hallo-ween, I watch the sun sink into mountains of gold and silver clouds and make the whole ocean a cauldron of blazing gold. There is no imitation of nature by this Artist; He is at play 97 C. A. HF_~BST Review for Religious creating the most exquisite origina!. The more delicate shades and colors come. as the evening deepens. This is the time for the most loving and awesome thoughts of God. Somehow, on this particular night, I cannot help thinking of the little lights flickering on each grave in southern Austria on All Souls' eve. As the last rich violet cloud is absorbed into the night up north toward Siberia, I think of the suffering, silenced Church behind the iron curtain. The moon is high in the east now, building a silvery bridge to the Philippines three thousand' miles from here. The shep-herdess of the night is queen over her flock of woolpack clouds. She is a type of Mary, our queen, reflecting the light of her Son as the moon does. The stars seem so near and companion-able out here so far away from home and everyone. The big-gest and brightest are the ones we long to see in the crown encircling the head of the Artist's virgin mother. We constantly hear of the power and destructive force of typhoons. We are running into the typhoon area now. Again, we are reminded of the might of God: God of old came in the whirlwind. We struck south several hundred miles in order to get away from the wild weather the equinox brings to the north Pacific but ran into a gale. As the wind thunders through the gear fore and howls through the rigging aft and one sees the angry ocean all around, one feels very small and helpless. The largest ship is a tiny toy in an angry ocean. It is good to be at peace with the Almighty out here. I think of the heavy toll the ocean has taken. How many a guardian angel has had to plead the cause of his charge in these depths! Perhaps the angel of the Pacific helped him. Countries have their angels to watch over them, the Scripture says. Should not these boundless waters have one, too? The Far East radio network out of Tokyo is telling us these days of the troubles in Egypt and the sinking of ships in the Suez Canal. Their number is zero compared with the burden 98 Marck, 1958 THE MIGHT OF GOD this north Pacific bears. What are the secrets of the sea? They have always enticed man. But to them again only the almighty mind of God can reach. One of the mates says there are eight thousand feet of water under this ship; ahead of us there are forty thousand and more. What lies down there and what goes on down there only God knows. Uncounted ships and men have perished here. Here the almighty Judge sat enthroned to pass the sentence of justice and mercy on many a lonely,child of God since Pearl Harbo.r struck. Only He and this restless, silent ocean know the anguish of those-days. Time means nothing to the great timeless One. But its mystery, too, confuses us. We have just crossed the one hundred and eightieth meridian and passed from Monday to Wednesday. There will be no Tuesday for us this week. But for us time is the stuff of which we make our eternity. God gave it to us for that and it goes by quickly. For wasted time and every idle thought we shall have to give an account. Such an occasion as this is like the year's ending. It gives us pause for some serious thinking on the value of time. Here one is impressed by almighty God's providence, too. Large albatross-like birds, "gooney birds" the seamen call them, have been following the ship since San Francisco. For hundreds, even thousands of miles now, they have been following: soaring, soaring all the while, never flying or exerting themselves. Beauti-fully colored little birds appear, too, just out of nowhere, catch-ing insects and feeding, then resting on the water. They are very content ' and carefree. ~At night they sleep on the sea. Naturally there come to mind some of the most consoling words the almighty Christ spoke in the Magna Carta He gave His Church: "Look at the birds of the air; they do not sow, or reap, or gather into barns; yet your heavenly Father feeds them. Are you not of much more value than they?" (Matt. 6:26). A school of porpoises went sporting by today. Their omnipotent Father has given them a happy disposition. They 99 C. A. HERBST are playful and friendly to men, yet are one of the few watery creatures a shark holds in dread. Then a whale went spouting by: big, showy, always attracting attention, but terrible, too, in his way, and almost the hero of the sea since Moby Dick. How big the Almighty has made him, the largest of all known animals, to supply so many products for man! In the evening, as I say the fifth glorious mystery, the Coronation of Offr Blessed Mother Queen,of Heaven, I look up into the big comfortable-looking clouds "over the East China Sea towards Nanking and Shanghai. I wonder what our Lady of China is thinking about tonight. A missionary to China wrote: "Our men are still rotting in Shanghai. They really must be suffering now because the winters in Shanghai are grim." Mary was assumed and crowned for China, too, even for today's China. This evening we are slipping through the East China Sea toward Korea. Off to the right over fifty miles of beautiful blue water to the northe~tst lie Nagasaki and Nagasaki Hill, the hill of the martyrs. Again I think ~f the might of God: how these poor frail men needed His .almighty arm to support them in the terrible torment they had to undergo. Three hundred years later came to the same spot a manifestation of might of another kind; August, 1945, brought the atom bomb that smashed this same Nagasaki to pieces. The power of God, at work in the death of the martyrs and the fissure of the atom, is also bringing a second spring to the Church in Japan. As we pass among the countless rocky islands along the west coast of Korea, mighty China lies four hundred miles to the west over the Yellow Sea. Its iron curtain closes her to Christ toda~ as her exclusiveness made her impenetrable to St. Francis Xavier four hundred years ago. But all things are pos-' sible to almighty God. The length of His arm is not shortened. The exquisite sunrise over the hills around Inchon Bay at the end of this voyage seems like a promise that in these Far Eastern lands the might of God will bring forth a rich harvest. I00 Survey oJ: Roman Document:s R. F. Smlth~ S.J. IN THE FOLLOWING pages there will be given a survey of the documents which appeared in the ~cta /Ipostolicae Se~/z's (AAS) during the months of October and Novem-ber, 1957. Throughout the article all page references will be. to the 1957 AAS (v. 49). Motion Pictures, Radio, and Television Under the date of September 8, 1957 (AAS, pp. 765-805), the Holy Father issued a lengthy encyclical which, is entitled IVIiranda/~r~rsus and which treats of the mass communication arts of the contemporary world. After an introduction wherein he gives the reasons why the Church must be interested in the matter of movies, radio, and television and outlines a brief history of previous papal documents on the subject, Pius XII begins the main body of the encyclical, dividing it into four principal parts which treat in succession the following topics: general norms for the movies, radio, and television; the movies; the radio; television. In developing the first principal part of the encyclical, the ViCar of Christ points out that God who communicates all good things to men has also. desired that men themselves share in the power of communication; human communication, therefore, is an activity which of its very nature possesses nobility and if evil is found in it, that evil can come only from the" misuse of human freedom. Because true human freedom demands that men use for themselves and communicate to others whatever augments vir-tue and perfection, it follows that the Church, the state, and the private individual have the right to use the communication arts for their differing purposes. It is blameworthy, however, to maintain that these arts may be utilized for the dissemination 101 R. F. SMITH Review for Religious of matter that is contrary to sound~mora!ity, provided only ~hat the laws of art are observed. Human art, the Pontiff remarks, need not perform a specifically ethical or religious function; nevertheless, if it leads men to evil, then it corrupts its own nobility and departs from its first and necessary principle. To avoid such evils the Church, the state, and the communication industries should cooperate with each other in working for the attainment of the legitimate goals of the communication arts; this is particularly necessary in the case of the cinema, the radio, the television, for each of these arts is a remarkably effective way of large scale communication. Motion pictures, radio, and television, the Pontiff points out, must first bf all serve the truth by. avoiding the false and the erroneous; they must also aim at the moral p'erfecting of their audience, and this especially in th~ case of those enter-tainment programs where vivid scenes, dramatic dialogue, and music are united and which, by appealing to the whole man, induce him to identify himself with the scene being presented. The power of these communication arts to affect the whole man together with the fact that these arts are destined not for a select audience but foi ~he great masses of the people leads the Holy Father to consider solutionsto the moral problems connected with these arts. He accordingly proposes three practical means by which the mass audience can be led to pass a mature judgment on the products of the communication arts and to escape being carried away uncritically by their superficial attractiveness. The first of these means is that of education, whereby men will be given the artistic and moral norms by which the products of communication arts can be ~orrectly evaluated. Accordingly, the Holy Father expresses the desire that training in the right .appreciation of motion pictures, radio, and television be in-cluded in schools of every kind, in associations of Catholic Action, and in parish activities. The second means is that care be taken that young people should not be exposed to programs 102 March, .I958 ROMAN DOCUMENTS which can harm them psychologically and morally. The third means is that in each country the bishops should set up a na~ tional office for the supervision of motion pictures, radio, and television. The second principal part of the encyclical then considers the problems of motion pictures in particular. The bishops should see. to it that the national office of supervision imparts needed advice and information concerning the movies and moral evaluations of current films should be published. The faithful should be reminded of their obligations to inform themselves of the decisions of ecclesiastical authorities ~ith re-gard to films. All those connected with the movie industry, from the exhibitor to the director and the producer, must be mindful of their duty of fostering morally wholesome produc-tions. Finally, the Holy Father urges that the approval and t.he applause of the. general public be generously given as a reward to those motion pictures that are really worthwhile. The third principal part of the encyclical concerns the radio. Listeners should admit into their homes, only programs which encourage truth and goodness. National Catholic offices for radio should attempt to keep the public informed of the nature of radio programs, and listeners should make known to radio stations and chains their preferences and criticisms. The bishops are encouraged by the Holy Father to increase the use of radio for apostolic and doctrinal purpose~, taking care, however, that such programs meet the highest artistic and technical, standards. The fourth part of the encyclical concerns itself with tele-vision which, among other advantages, has that of inducing members of the family to stay at home together. The obliga-tions with regard to television are the same as for the movies and for radio. In the conclusion to his encyclical the Holy Father encour-ages priests to acquire a sound knowledge of all questions per-taining to motion pictures, radio, and television; moreover, as 103 R. F. SMITH Review for Religious far as it is possible and usefu!, they should utilize these aids for their pastoral work. The same subject matter of the communication arts was the topic of the Pontiff's talk on October 27, 1957 (AAS, pp. 961-65), on the occasion of the blessing of the new quarters for the Vatican radio. In the course of his talk the Vicar of Christ pointed out that radio furnishes Christians a new means' for the better fulfillment of the command to preach the gospel to every creature; and he expressed the hope that the new and more powerful.radio station of the Vatican will prove a new bond of unity among the Christian community, since by its aid more peoples will be able to hear the voice of the Vicar of Christ. To Seminarians and Religious On September 5, 1957 (AAS, pp. 845-49), the Pope addressed a group of students from the minor seminaries of France. After encouraging them to look forward to their priesthood with the greatest of eagerness, he praised their clas- " sical studies as an unrivaled means of' developing penetration of judgment, largeness of outlook, and keenness of analysis. The Pontiff concluded his talk to the seminarians by extolling the value of minor seminaries for the good of the whole Church. On July 30, 1957 (AAS, pp. 871-74), the Sacred Con-gregation of Religious published an important decree, M'ilitare servitium, which henceforth will be the controlling legislation in the matter of religious who must undergo military service for at least six months. Full and exact knowledge of all the provisions of the decree can be obtained only by a direct study of the docu-ment, and no more than the principal points of the legislation will be noted here. According to the decree perpetual vows may not be taken unless a religious has already served his required time in the armed forces or unless it is certain that a given religious is immune from such service. During milit.ary sekvice temporary vows are suspended, though in given-cases the major superior can allow a religious to retain his vow~ during such service. 104 March, 1958 ROMAN DOCUMENTS In either case, however, the person involved remains a member of his religio~s institute and under the authority of its superiors. One whose vows are suspended during the period of mili-tary service may leave religion •luring that time according to the norms of canon 637, provided that he has declared his intention of leaving to superiors either in writing or orally in the presence of witnesses. The decree also gives directives concerning temporal possessions acquired during the time of military service and stipulates that between the conclusion of military service and the taking'of perpetual vows there must be a probation period which generally should not be less than three months. The final provision of the decree is to extend the above legislation, where applicable, to all societies liging in common, but without vows. The same Congregation of Religious issued on March 12, 1957 (AAS, pp. 869-71), a decree giving the norms for aggre-gation to the pontifical institute Re~ina 2V~undi. (For the nature and purpose of this institute, see REVIEW FOR RELIGIOUS, January, 1957, p. 25.) Aggregation places a house of studies of religious women under the patronage of the institute Regina Mun~/~" and allows the house the right to confer pontifical diplomas, with the reservation that the highest diploma can be granted only to those students who have studied at least one year at Regina 2"V~unc/i. The decree concludes by noting that a house of studies may acquire a special relationship to Regina 2V~unc/i by reason of a special act of recognition, which, how-ever, does not give the house the right to confer pontifical diplomas. By an apostolic letter dated December 27, 1956 (AAS, pp. 889-94), the Holy Father united the two parts of the Order of the Daughters of Mary Our Lady' under the new title, Order of the Company of the Daughters of Mary Our Lady. Two documents of the period surveyed were addressed to religious orders of men. The first was a letter from His 105 SMITH Review fo~" Religfous Holiness to Very Reverend Michael Browne, Master General of the Order of Preachers. Written on the occasion of the seven hundreth anniversary of the death of St. Hyacinth, the letter proposes the saint as a clear image of the apostolic work entrusted to the Dominican order. On September 10, 1957 (AAS, pp. 806-12), the Pope addressed the members of the general congregation of the Society of Jesus, recalling to their attention their ideals of loyalty and obedience to the Holy See. He urged superiors to be vigilant in their care for re-ligious observance and discipline. The Pontiff insisted on the need for austerity of life to be manifested especially by an observance of poverty involving not only a dependance upon superiors but a moderate use of temporal things and the priva-tion of many comforts. In conclusion the Vicar of Christ insisted, to his listeners upon the need to retain the Society's traditional monarchical form of government. For Laymen and Laywomen A large number of the documents published in AAS during October-November, 1957, were devoted to the role of the laity in the .life of the Church today. In a radio message deliv-ered September 15, 1957 (AAS, pp. 854-57), to the faithful present at the Marian shrine of Mariazell in Austria, the Holy Father touched briefly on the subject of the urgenc.y of the lay apostolate in the Church today; three weeks later on Oc-tober 5, 1957 (AAS, pp. 922-39), th.e same topic formed the subject matter of the long and important allocution which the Pope delivered to the Second World Congress for the Lay. Apostolate. The Pontiff began his allocution by framing and answering the question whether a layman who has an ecclesi-astical mandate to teach religion, and whose professional work is almost exclusively such teaching does not therefore pass from the lay apostolate to the "hierarchical" apostolate. The Holy Father replies to the query in the negative, for the layman possesses neither the power of orders 'nor that of jurisdiction. It is interesting to note that at the end of this part of the allocu- 106 Marck, 1958 .ROMAN DOCUMENTS tion the Holy Father refers to the possibility of re:establishing in the Church deacons who would have no intention of going on for the priesthood. His Holiness does not show himself unsympathetic to this idea, but nevertheless notes that the times are not yet ready for such a practice. The Pontiff continues by noting that it is wrong to dis-tinguish in the Church a purely active element (ecclesiastical authorities) and a p.urely passive element (the laity), for all the members of the Church are called to collaborate in the building up of the Mystical Body of Christ. Even apart from a scarcity of priests, the work of the laity is necessary, for the task of the "consecration of the world" is essentially the work of laymen, intimately associated as they are with the economic, social, political, and industrial life of the world. In showing the relations between the lay apostolate and Catholic Action the Pontiff begins by saying that the lay apostolate is the performance by the laity of tasks which derive from the mission given the Church by Christ. Accordingly, the apostolat~ of prayer and personal example and the Christian practice of one's profession are lay apostolates only in a wide sense of that word; the Pontiff emphasizes, however, that lay Christians who exercise their professions in an exemplary fashion perform an activity that is comparable to the best kind of lay apostolate in the stric~ sense of the word. Catholic Action, the Pope remarks, always bears the char-acter of an official apostolate of laymen. It cannot, however, claim for itself a monopoly of the lay apostolate, for alongside of Catholic Action there always remains the free lay apostolate. In this connection the Holy Father discusses a possible change in terminology and structure which may eventually be put into effect. According to this plan the term. "Catholic Action" would be used only in a generic, sense to signify the sum of organized lay apostolates recognized on the national level by the bishops or by the Holy See on the international level. Each individual movement would then be designated by its own proper and 107 R. F. SM~ Review for Religious specific name and not by the generic term "Catholic Action.;' Each bishop would remain free to admit or reject such or such an individual movement, but he would not be free to reject it on the grounds that of its nature it Was not Catholic Action. Observing that not all Christians are called to the lay apos-tolate in the strict sense of the word, the Pope then notes that the lay apostles will always form an elite, not indeed because they stand apart from others, but precisely because they can influence others. As such, they need to be given a serious formation; and this training of lay apostles should be taken care of by organizations within the lay apostolate itself, though diocesan and religious priests, secular institutes, and women religious should assist in this formation. The final part of the allocution is devoted to a detailed consideration of the many areas where lay apostles are urgently needed today; and the Roman Pontiff concludes his allocution by urging his listeners to conquer the world, but only by the weapons of Christ. On ~ugust 25, 1957 (AAS, pp. 837-45), His Holiness addressed thirty thousand members of the Young Catholic Workers. He spoke of his audience as a great hope for the Christian regeneration of the world and urged them to re-establish the Christian notion of work as the personal act of a son of God and of a brother of Christ for the service of God and of the human community. On September 29, 1957 (AAS, pp. 906-22), the Holy Father addressed the Fourteenth International Congress of the World Union of Catholic Organizations of Women, speaking on the mission and apostolate of women. Women's apostolate, he notes, must be rooted in the tru.th, that she comes from God; that she is an image of God;" and that h'er everlasting destiny is God. Not only has God created woman, He has also given her her proper physical and psych!cal structure. 108 March, 1958 ROMAN DOCUMENTS She has been given the gifts which permit her to transmit not only physical life, but also qualities of a spiritual and moral nature---and this not only to the children she bears, but to social and cultural life in general. In married life woman expresses the gift of oneself; this symbolization, however, of self-giving receives a higher form in consecrated virginity, for there her giving is more total, more pure, and more generous. Moreover, the Pope continues, woman belongs to Christ; accordingly no form of heroism or sanctity is inaccessible to her. This belonging of woman to Christ attains its perfect realization in the Blessed Virgin. If actual life sometimes reveals to what depths of evil woman can descend, Mary shows how woman in and through Christ can be raised above all .created things. In the exercise of the apostolate, says the Pontiff, woman finds herself in a welter of ideas, opinions, tendencies, and systems. She needs, therefore, a guide and a norm of judg-ment and action; and this she will find in the Church which is the guardian and interpreter of divine revelation. The aposto-late of woman, concludes the Holy Father, even when rooted in the above truths, will remain largely ineffective, unless it is inspired by a deep love of God that flows over into a universal and fruitful activity which seeks to bring all men into one fold under one pastor. In an allocution given on September 16, 1957 (AAS, pp. 898-904), the Vicar of Christ gave a moving allocution on the nature of Christian widowhood. The Church, he ob-served, does not condemn second marriages; neve~rtheless she has a special love for those who remain faithful to their spouses and to the perfect symbolism of marriage. Christian widow-hood is based on the conviction that death does not destroy the human and supernatural love of marriage, but rather per-fects and strengthens it. Doubtless after~death the juridical institution of marriage does not exist;¢~but that which con- 109 R. F. SMITH Review for Religious situted the soul of the marriage--conjugal love--still continues in existence, for it is a spiritual reality. If the sacrament of marriage is a symbol of the redemptive love of Christ for the Church, it may be said that widowhood is a symbol of the Church militant deprived of the visible presence of Christ, but nevertheless indefectibly united to Him. Socially too the widow has a definite mission to perform, for she participates in the mystery of the cross and the gravity of her comportment should show the message she carries: she is one who has through sorrow gained entrance to a more serene and supernatural world. "In times of trial and discourage-ment the Christian widow should strengthen herself by the thought of the Blessed Virgin who lived as a widow during the early years of Christianity and who by her prayer, interior life, and devotion called down divine blessings on the infant com-munity. Miscellaneous Matters By a decree of July 1, 1957 (AAS, pp.'943-44), the Sacred Congregation of the Sacraments announced that local ordinaries need no longe~ send an annual report to the congre-gation concerning the number of confirmations conferred in their territories by extraordinary ministers of that sacrament. On October 7, 1957 (AAS, pp. 954-58), the Holy Father spoke to a group of sick persons reminding them that they do not suffer alone, for Christ lives in them and makes of them in a real but mysterious sense tabernacles of His presence; moreover, they must complete the Passion of Christ by their suffering and the offering of their pain can preserve the in-nocence of many, recall sinners to the right path, assist the indecisive, and reassure the troubled. In a message dated August 5, 1957 (AAS, pp. 857-61), His Holiness wrote to a group of teachers meeting at Vienna that the Catholic teacher who perfectly exercises his profession I10 March, 1958 ROMAN DOCUMENTS performs an activity which is equal to the best lay apostolate', adding that this is true of those who teach in Catholic schools and almost more so of those teaching in non-Catholic schools. In a later letter dated September 18, 1957 (AAS, pp. 830-36), and directed to Cardinal Siri, President of the Italian Council of Social Weeks, the Pope urged the necessity of protecting the human values of rural life and stressed the need for an increase of faith in agricultural areas. On November 4, 1957 (AAS, pp. 966-69), the Holy Father addressed the parliamen-tary representatives of the European Coal and Steel Authority, congratulating them on the success of their work and expressing the wish that their accomplishments may lead to a greater federation ofEurope. On September 8, 1957 (ASS, pp. 849- 53), His Holiness addressed a group of dentists, showing a competent grasp of the latest phases of dentistry and manifest-ing a delightfully human side of his personality by his solicitude for children who suck their thumbs or bite their nails and by' his hope that the newly discovered method of painless drill-ing of teeth may prove to be really effective. The Sacred Consistorial Congregation issued three decrees by which it canonically established military xiicariates in Argen-tina (AAS, pp. 866-68), in Belgium (AAS, pp. 940-43), and in the United States (AAS, pp. 970-73). The Sacred Con- ¯ gregation of Seminaries and Uni~iersities by a decree of July 28, 1957 (AAS, pp. 975-77), canonically erected De Paul University, Chicago, as a Catholic University according to the norm of canon 1376; moreover, the faculty of music of the same institution was a~liated to the Pontifical Institute of Sacred Music in Rome. Finally, by the same decree the metropolitan archbishop of Chicago was made grand chancellor of De. Paul Catholic University. In the last document to be noted, an apostolic letter of May 9, 1957 (AAS, p. 823), the Holy Father announced the inauguration of an apostolic internhntia-ture for the country of Ethiopia. 111 Book Reviews [Material for this department should be sent to Book Review Editor, REVIEW FOR RELIGIOUS, West Baden College, West Baden Springs, Indiana.] MARIOLOGY, VOL. II. Edited by Juniper B. Carol, O.F.M. Pp. 606. The Bruce Publishing Company, 400 North Broadway, Milwaukee 1. 1957. $9.50. This second volume of a most ambitious trilogy on Marian theology contains fourteen articles by some of America's leading theologians. The treatment is scholarly; the articles are well docu-mented; proofs are advanced soberly in an attempt to shed light, not generate heat. . Primarily a reference work, Mariology, Vol. II, covers the major fea'tures of Marian dogma: Mary s-- predestination, divine maternity, perpetual virginity, fullness of grace, knowledge, universal queenship, etc. Among the better parts of the volume are Father Cyril Vollert's two introductory essays, "The Scientific Structure of Mariology" and "The Fundamental Principle of Mariology." The latter serves as a natural basis for some of the articles that follow. Father John Bonnefoy's article "The Predestination of Our Blessed Lady" and Father Gerald Van Ackeren's "The Divine Mother-hood" should provoke discussion and stimulate theological specula-tion among readers of the book. The latter article contains a brief interesting account of modern Protestantism's attitude toward the Mother of God which is worthy of study. Since the volume's bent is less devotional than scientific, the reader should not expect from it what the editor and his contributors did by no means intend. This second volume offers the reader considerable insight into the past progress and present status of the science of Mariology; it makes a distinct, and quite co~ivincing, apology for Mariology's place in the traditional theological dis-ciplines. Religious and priests will especially profit from a thoughtful reading of the book. Seminarians and teachers will find in it a concise and ready reference work on the more important tenets of Marian dogma as it has developed to this day. But for the study of Marian devotion we must await Volume III. To prove the numerous theses presented in Mariology, Vol. II, the individual authors invoke the Church's magisterium, Scripture, tradition, and theological reasoning--the traditional approach. The 112 BOOK REVIEWS general method of presentation is excellent; it is orderly and clear. If there be a flaw in this mode of argumentation, it will probably be found in the scriptural interpretations advanced by some of the theo~ logians in this volume. Quite briefly, they fail to convince. This is especially true of the treatment given the oft-invoked text of Genesis 3:15, which, according to Father Wenceslaus Sebastian, refers to Mary alone "and that in the strict literal sense" (p. 355). The case for Mary's prerogatives as found in the Old Testament seems in this article--fis well as in some others--to be somewhat overstated. But these are slight blemishes on the canvas. No better reason for this entire series can be assigned than that employed in a more specific context by Father Francis Connell. At the conclusion" of his article on Mary's knowledge, he asserts: "And so it is not unprofitable to seek some definite ideas on Mary's knowledge, since a study of this kind helps us to understand the sub-lime dignity of the Mother of God and inspires us to be more ready to seek through her intercession the wisdom and the understanding that we need in the journey of life" (p. 324). What Father Connell remarks about Mary's knowledge may legitimately be predicated of the other facets of her unique personality and character, about which a volume such as this affords us all the opportunity to learn more and more.--THo.x~AS G. SAVAGE, S.J. MANUAL FOR NOVICES. By Felix D. Duffey, C.S.C. Pp. 232. B. Herder Book Company, 15 South Broadway, St. Louis 2. 1957. $3.50. Father Duffey is to be congratulated on his book Manual for Novices. As the title indicates, the book is written primarily for novices and those who have the care of novices; but it is pertinent, profitable, and of interest even to those formed religious who have been away from the novitiate training for a number of years. Is not a good treatment of the vows always a welcome book for our spiritual reading! Manual for Novices is geared to a better understanding of the three vows and their corresponding virtues, which we know to be the essence of the religious life. Father Duffey's thesis is that novices should be carefully schooled in the science of the vows; they should know what the vows entail, what is demanded by the rules and con-stitutions that they might enter the life of the vows with "minds pre-pared." Thus the novitiate is a place where the novice is to form 113 BOOK REVIEWS Review for Religious the proper religious attitudes, where each novice has ample time to test himself and to be tested to see if he can live the life of the vows. It is a time to consider and pray over the great privileges and duties of being a vowed laborer with Christ; /~ time to examine his intention and motives and even to purify them if necessary; the novitiate is a time to understand himself as he has never understood himself before and establish a correct hierarchy of valui~s based on Christ, the model of the vows. Father Duffey tries to give, and quite successfully too, the moral and canonical demands of the vows together with a doctrinal back-ground and ascetical incentive for the faithful living out of the vows. He emphasizes over and over again that the vows are a supernatural way of life led in imitation of Christ; they are something positive, and not a series of "suffocating denials" nor a legalistic ladder to heaven. The living of the vows gives the religious freedom from creatures to do God's will. It is on this positive character of the vows that novices should fix their minds and hearts, for it is the vows that permeate the whole day of the religious! The-book is well planned. There are twelve interesting chapters dealing" with such subjects as: The Novitiate, The Religious Life, Perfection, The Meaning of a Vow; two chapters on each of the three vows; one on Authority and Obedience, which is a very fine treatment of the duties of superiors; and a final chapter on Religious Profession. As the book stands it is broad enough to embrace all spiritualities. It is not meant to be a substitute for the instruction that the master or mistress is accustomed to give, but rather a complement to that instruction. The novice has a source to which he can go if he wishes to refresh his knowledge. The great insistance on the dynamism of the vows as the religious way of living in imitation of Christ is to be commended. "The chap-ters on chastity and obedience are especially well done and bring out the positive character of the vows exceptionally well. However,' the chapters on poverty fall short when compared with the treat-ment of the other two vows. In general the book is instructignal, motivational, full of good common, as well as supernatural, sense. It will be easily understood by the novices. Like a good teacher, Father Duffey repeats his key ideas throughout the book and frequently makes a summary of what has been seen in various chapters. In all the book is most worth-while, highly recommended, and will repay with. interest the time one spends reading it.--RALPH H. T~.LK~N, S.J." 114 March, 1958 BOOK REVIEWS THE YOKE OF DIVINE LOVE. By Dom Hubert Van Zeller, ¯ O.S.B. Pp. 238. Templegate, Springfield, Illinois, 1957. $3.75. The tireless pen of Dom Hubert has, in this small volume, pre-sented another challenge to comfort-loving nature, this time taking for his audience the seekers after conventual perfection. He makes it clear from the outset that he is not writing merely for monks, and certainly not exclusively for those of Benedictine Rule, but for all religious, men and women, though the medium through which he aptly chooses to impart his lessons and deliver his frank and kindly blows is Benedictine vocabulary culled from the wisdom of St. Benedict and his greatest interpreter St. Bernard, The whole concern of his book, as he tells us in the preface, is to show how to work up from the fundamentals of religion, prayer, reading, silence, labor, and enclosure to God and not inward toward self. Such a caution is of vital interest to all religious; and they will eagerly submit to Dom Hubert's admoni-tions, delivered with a freshness and candid realism not too often encountered in spiritual treatises. The volume might almbst be ~ermed a "Book of Sentences," or another version of The Following of Christ, with its many incisive, diminutive paragraphs. Thus the first chapter on Supernatural Motive of less than nine pages is presented in gixty-two thought-packed para-graphs. Any one of them might serve as an outline for a more pro-found meditation. And almost a good third of them would present the thesis of the book, the yoke of divin~ love, in a nutshell. There is always love in the background to give light and warmth whenever it does not appear explicitly or at the head. But it is not an easy doctrine of love the book preaches. It can and does issue startling warnings. "The heart of the monk, if it deviates from the love of God alone, can become an unquiet evil. It wanders, looking for rest and finding none. It fastens on other hearts and drains them of the love of God. If it shrivelled up in solitude it would be a waste enough, but the heart that has tired of the love of God and that hungers still for love is a menace." Dom Hubert tells us exactly what his method in writing the book will be. "What we have to do is to find principles common to most religious orders and examine them in the light of love, prayer, and faith. To agree on foundations is at least a start." From' this humble beginning he develops a gripping code of religious life as he finds it substantially presented by all religious founders. The Yoke of 115 BOOK ANNOUNCEMENTS Review for Religious Divine Love, a clever title for the book that follows, is broken down into three minor "books" treating of the religious life, prayer, and community life. Each of these essential constituents of religious life is reviewed with a freshness and vigor that opens the eyes of the reader to a number of surprising subterfuges and alibis that even sincere religious may construct for themselves to escape the more exacting pressures of the yoke of love. One might cite countless instances of plain-spoken axioms of religious living which in one form or another bear out the author's verdict: "The trouble about renouncing the world is that it comes back in another form. You bar the windows of your cell against it, and it comes up through the boards of the floor. You throw it out by the door, and it comes in through the ventilator." It appears that this candid volume to be truly appreciated had better be read first cursorily, with many a smile and more than one mea cull~a, and henceforth be left on the desk or priedieu as a vade mecum for the purpose of snatching now and then tiny crumbs from its pages to be refreshed by its invigorating frankness. More than one reader will be disappointed at the lack of definite references to the many scripture passages cited. St. Thomas, too, St. Benedict, and the Fathers are frequently quoted by name only. ~ALoYSIUS C. KEMPER, S.J. BOOK ANNOUNCI:MI:NTS THE BRUCE PUBLISHING COMPANY, 400 North Broadway, Milwaukee 1, Wisconsin. Conferences on the Religious Life. By Aloysius Biskupek, S.V.D. You will find these conferences refreshing and original both as .re-gards the topics chosen and as to the treatment accorded them. Some of the unusual topics are: The Religious Habit, Patrons, The Refectory, Living the Mass, Sick Religious. The author is forthright in his treatment. Part of his answer to those who say that they cannot meditate reads as follows: "Meditation requires the exercise of memory, mind, and will; the use of these faculties is wholly or partially impossible in the case of infants, mental defectives, and insane persons. Does any one who claims he cannot meditate classify himself as belonging to these categories?" Pp. 204. $3.50. Live in the Holy Spirit.By Bruno M. Hagspiel, S.V.D: This is a book" of conferences onthe religious life written for religious 116 l~larch, 1958 BOOK ANNOUNCEMENTS women. The author speaks with the authority 6f one who has done much work for religious women and knows their virtues as well as their faults. It is a modern book and does not omit to discuss modern topics such as motion pictures, radio, television. Pp. 170. $3.50. You. By Father M. Raymond O.C.S.O. Living in an age that looks on the individual as expendable and negligible, we have great need to realize anew the dignity, sublimity, exalted vocation, and priceless character of even the least of the children of men. Father Raymond emphasizes these truths not in the abstract but in the concrete; not as applied to some one else but to you. His exhortations, . each chapter is a fervent exhortation, are addressed to both religious and lay people. There are no chapters applicable only to religious, and only one (14) intended specifically for parents. It makes encouraging spiritual reading. Pp. 301. $4.50. My Sunday Reading. A Popular Explanation and Application of the Sunday Epistles and Gospels. By Kevin O'Sullivan, O.F.M. We have all heard the Sunday Epistles and Gospels oftener than we care to admit. Do we understand them? This .book serves as an excellent introduction to such understanding. It is written primarily for the layman, but even the religious can profit by a study of this volume. Pp. 345. $5.00. A Christian Philosophy of Life. By Bernard J. Wuellner, S.J. We are guided on our journey through life on earth by the light of reason and by the light of faith. Both are necessary, and both should come into play many times each day. Both also need to be developed. As we may grow in faith by the study of revela-tion, so we perfect reason by the study of philosophy. If you have had the advantages of a college education, you will find Father Wuellner's book an excellent refresher course in philosophy; if you have not, it will give you a brief introduction to the most significant course a Catholic college has to offer. A great merit of the book is that the author does not hesitate to appeal to revelation to supplement the findings of reason. Here is a book which a religious can afford not only to read but to study. Pp. 278. $4.25. Angels Under Wraps. By Edward. Vincent Dailey. A book of stories, all about angels. They are interesting and enjoyable, and it would be surprising if they did not increase your devotion to your own guardian angel. Pp. 149. $2.95. 117 BOOK ANNOUNCEMENTS .Review for Religious FIDES PUBLISHERS, 744 East 79th Street, Chicago 19, Illinois. One in Christ. By Illtud Evans, O.P. The author accurately describes this collection of essays in these words: "The purpose of these pages is not to argue or to prove. It is simply to say that the life of the Church is the life of Christ continued in time and place, made available to men. The truths we believe are declared every day and the prayer of the Church (which is the prayer of Christ) exists to express them. The life of charity exists to make them incarnate here and now." Pp. 82. Paper $0.95. The Modern Apostle. By Louis J. Putz, C.S.C: Priests and religious will be interested in this book as a means to learn more about the modern lay apostolate and to help to spread this move-ment among the laity. It was written by a priest who has probably done more for this movement in America than any other. The material in the book first appeared as a series of articles in Our Sunday Visitor. Pp. 148. $2.95. Key. to the Psalms. By Mary Perkins Ryan. More and more lay people are beginning to discover the treasure of the Psalms. To help them Mary Perkins Ryan has written this book. She has made her own all the latest findings of the scripture scholars and has written a book that is both authoritative and popular. The translations of the Psalms are particularly excellent. Read this book and discover for yourself why the Church has always made the Psalms such a large part of her liturgical prayer. Pp. 187. $3.50. Together in Marriage. By John J. Kane. This i~ another volume in the "Fides Family Readers Series." It is of special interest to priests who are engaged in Cana Conference work and very suitable for the libraries of 'all houses for lay retreats. Pp. 154. $2.95, The Meaning Of Christmas. By A. M. Avril, O.P. Translated by S. D. Palleske. This is a volume of sermons that were orig-inally broadcast on the National "French Chain. Their subject matter is the Christmas cycle, from the first Sunday of Advent to the sixth Sunday after Epiphany. Pp. 153. $2.75. Going to God. By Sister Jane Marie" Murray, O.P. This is the first volume of a four-year series of textbooks in religion for high schools. The series bears the title "The Christian Life." These books are the product of much thought, study, planning, and con-sultation with fifteen experts in the fields of theology, Sacred Scrip- 118 March, 1958 ~BOOK ANNOUNCEMENTS ture, education, the apostolate, and art. All four of the volumes are to be available by the summer of 1958. Before adopting a new set of texts for the religion classes in high school~ be sure that you examine these new books. Pp. 430. GRAIL PUBLICATIONS, St. Meinrad, Indiana. Pope Plus XII and Catholic Education. Edited by Vincent A. Yzermans. We owe a debt of gratitude both tb the editor and to the publishers for collecting in d single volume twenty-two addresses of Pope Plus XII on Catholic education. Teachers will find in them encouragement, wise directives, and much matter for fruitful examination of conscience. Pp. "180. Paper $1.00. B. HERDER BOOK COMPANY, 15-17 South Broadway, St. Louis 2, Missouri. The Sacred Canons. A Concise Presentation of the Current Disciplinary Norms of the Church. Volume I, Canons 1-869; Vol. II, Canons 870.2~14. Revised Edition. By John A. Abbo and Jerome D. Hannan. The purpose of this commentary on the Code of Canon Law is explained in the preface: "The work was begun to answer in some degree the spontaneous demand for a better knowledge of ecclesiastical law that has arisen in~ English-speaking countries among religious who are not clerics and among laymen, especially those engaged in the professions." Vol. I, pp. 871; Vol. II, pp. 936. $19.00 the set. P. J. KENEDY & SONS, 12 Barclay Street, New York 8, New York. Handbook of Moral Theology. By Dominic M. Priimmer, O,P. Translated by Gerald Shelton. Adapted for American usage by John Gavin Nolan. This is0 an English compendium of the justly celebrated four-volume Latin edition. It requires no gift of proph-ecy to predict that it will prove very popular with priesis, sem-inarians, and any who have frequent occasion to familiarize them-selves with the moral teachings of the Church. Pp. 496. $4.00. Maryknoll Missal. If you are looking for an English missal, you will want to examine this one, the first to be published since the recent decrees simplifying the rubrics. It is dom. pletely up-to- . date, and the translation is in modern English. References have been reduced to a minimum. It is a very handsome and convenient missal. Pp. 1699. 119 BOOK ANNOUNCEMENTS Review ]or Religious LONGMANS, GREEN & COMPANY, INCORPORATED, 55 Fifth Avenue, New York 3, New York. Catholicism and the Ecumenical Movement. By John M. Todd. Introduction by the Abbot of Downside. Mr. Todd, author, as-sistant editor of the Downside Review, and radio commentator, writes for both Catholics and non-Catholics. His aim is: "(1) To inform Catholics of the nature of the ecumenical problem and of the solu-tions that are offered by the non-Catholic world; (2) To inform non-Catholics of the reasons for the contemporary (Roman) Catholic attitude to the problem, and to show how a Catholic layman ap-proaches the situation today." Pp. 111. Paper $1.50. THE NEWMAN PRESS, Westminster, Maryland. God's Bandit. The Story of Don Orione, Father of the Poor. By Douglas Hyde. The author, a newspaper reporter by training and temperament, writes the dramatic story of a priest possessed of an immense love of the poor and unfortunate. To promote his work he founded four religious congregations, of which the principal one is the Sons of Divine Providence. As a boy he spent two years with St. Don Bosco. As a priest he was on intimate termswith St. Plus X. He died in 1940 and already many legends have grown up around his memory. It is probable that we shali one day honor him as a saint, for the causeof his beatification has been introduced in Rome. Pp. 208. $3.50. New Life in Christ. By Ludwig Esch, S.J. Translated from the German by W. T. Swain. The author spent forty years working for youth and in' this very comprehensive book gathers together what he has learned so that others may profit by his experience. There are four main divisions. ¯ The Fundamental Principles Gov-erning Our Growing Up in Christ, Our Life in Christ, The Growth of Life in Christ, and Maturing in Christ. Any of the problems that youth must meet today you will find treated in these pages. The book will be useful not only for youth but also for all those who have to assist in their training and education. Pp. 294. $4.50. SHEED & WARD, 840 Broadway, New York 3, New York. Martyrs from St. Stephen to John Tung. By Donald Attwater. Here are fifty-eight graphic and gripping accounts of martyrdom. They will make many a saint you know only as a name come to life for you and, as a result, become a real influence in your life. Pp. 236. $4.00. 120 March, 1958 QUESTIONS AND ANSWERS The Roots of the Reformation by" Karl Adam; Marriage and the Family by F. J. Sheed; Confession by John C. Heenan; The Rosary by Maisie Ward; The Devil by' WC'a[ter lCarreI[, O.P., and Bernard Leeming, S,J. These are the first five books of a new series called "Canterbury Books." They are paper-covered books that average one hundred pages and sell for seventy-five cents. They treat their subject matter in greater detail than is possible in a pamphlet but more concisely than a full-length book. They are to be on religious topics and are intended for both Catholics and inquiring non-Catholics. The Making of Church' Vestments. By Graham Jenkins. Part One details the history of the liturgical vestments. Part Two gives easy-to-follow instructions abundantly illustrated on how ~o make church vestments. Pp. 32. $0.95. The New Guest Room Book. Assembled by F. J. Sheed. Illus-trated by Enrico Arno. Here we have a miniature library guaranteed to contain something to please any taste. Pp. 448. $7.50. ( ues ions and Answers [The following answers are given by'Father Joseph F. Gallen, S.J., professor canon law at Woodstock College, Woodstock, Maryland.] When you repeatedly state that sisters are overworked, don't you realize that almost universally the blame is cast on their superiors? And yet what can the superiors do? Are they to blame for the num-ber of Catholic children to be educated? for the opening of new schools? for the vacation schools? for the added demands of modern education? The fact that sisters are overworked is an evident and incontro-vertible fact, and the harmful effects are equally evident. The sense of the remarks on this point has never been that superiors are wholly to blame but that they can do something to lighten the burden. This thought is also completely evident and has been expressed by many others. "In my opinion, a policy almost heroic adopted by certain superiors is deserving of signal praise, that is, the refusal to accept 121 QUESTIONS AND ANSWERS Review for Religious new works, certainly useful, but which would overwhelm their religious men or women. A more cogent reason is that these religious are already overburdened as they become too few to accomplish the works already accepted which become progressively more compli-cated. The religious who is overburdened, exhausted, iaervous is in danger not only of doing his work poorly but, what is more serious, of being unable to draw spiritual profit from the time of prayer pre-scribed by the constitutions. He thus falls into activism, and there is no need to demonstrate here that this is the contradiction of the . primary and common purpose of the state of perfection" (Reverend A. Pl~, O.P., ztcta et Documenta Congressus Generalis de Statibus Per-fectionis, II, 146). "Superiors should be forbidden to accept new foundations unless they are able to staff them in such a way that their subjects are given the leisure needed for their own souls. What 'is needed are fervent foundations, not mere physical buildings in which a few religious, overwrought and exhausted, live and work in a frenzied round of activity. I believe that the cause of the Church would prosper far more with fewer buildings and projects, erected at the cost of the religious spirit, and with more prayerful religious" (Reverend F. Rice, C.P., ibid., III, 517). "Overwork will inevitably pull down the sl~iritual life. It is al-most impossible to live up to the ideals of the religious life when we are launched upon a troublesome sea ill-prepared and ill-equipped. Careful training and a good, broad education will do much to obviate this and so help considerably in preserving the religious spirit" (Brother P. C. Curran, F.S.C.H., Religious Life Today, 181). Since we are not contemplative, couldn't we dispense with the rule of silence? You are partially contemplative. The mixed religious life is the harmonious union of the contemplative life with apostolic activity. Every religious is supposed to attain a deep spirit of prayer and interior life. Neither of these is possible without recollection

The College Metcufy. VOL. IV. GETTYSBURG, PA., NOVEMBER, 1896. No. 7. THE COLLEGE MEftCUfiT, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STAFF. Editor: ROBBIN B. WOLF, '37- Associate Editors : LEWIS C. MANGES, '97. ED. W. MEISENH ELDER, SAMUEL J. MILLER '97. CHARLES T. LARK '98. JOHN W. OTT, '97. CHARLES H. TILP, '98. E. L. KOLLEK, '98. Alumni Association Editor: REV. D. FRANK GARLAND, A. M., Baltimore, Md. Business Manager: HARRY R, SMITH, '97. Assistant Business Manager: JOHN E. MEISENHELDER, '97. Tvi>»a. J0ne 1EKMS volume (ten months). -\Slngle copies Payable in advance. $i.no .15 All Students are requested to hand us matter for publication The Alumni and ex-members or the College will lavor us by sending information concerning their whereabouts or any items they may think would he interesting for publication. All subscriptions and business matters should be addressed to the business manager. Matter intended for publication should be addressed to the Editor. Address, THE COLLEGE MERCURY, Gettysburg, Pa. CONTENTS. EDITORIALS, - - - ■ - 97 "GETTYSBURG CLUB" AT YALE, - 100 "PREP," 103 COLLEGE LOCALS, . - 104 BOOK REVIEW, . 106 ALUMNI NOTES, -.-. --- 107 ATHLETIC NOTES, 109 TOWN AND SEMINARY NOTES, --- no FRATERNITY NOTES, m LITERARY SOCIETIES, . --- . - 112 EDITORIAL. IN the Franklin and Marshal Weekly for October 21st, appears a caustic criticism on the Gettysburg vs. F. and M. foot-ball game. It is anonymous, but it was evidently written by one who saw nothing of the game and knew less. It starts with saying, "Our team made an obstinate stand and brave fight against G. College as a whole." A huge faori-cation to start with. Fleven men only opposed them. No one except players and officials were allowed within the lines. "As a whole" maj' insinuate something bad concerning the officials. If any official showed partiality, it must have been their own man. Mr. Kump, the Gettysburg umpire is a conscientious and upright man, a student in the Theological Seminary, and there is no one who could have filled the position more honorably or more im-partially. "The 'Varsity was the constant mark of offensive derision and extreme disre-spect at the hands of many of the spectators and the substitutes on the side lines." This is a great exaggeration. No team ever re-ceived more gentlemanly treatment on our field. Cessna was the only F. and M. player that was guyed and he well deserved it. Another imaginary statement was, "Gettys-burg played a game which was characterized by holding, slugging and off-side playing." This was evidently copied from some dime novel and sounded well, so the writer put it in to fill up. Then, too, it said, "We condemn that reckless spirit which will resort to indecent and unsportsmanlike methods to accomplish its end." So do we. Such a thing would never be tolerated by the students or the Fac-ulty of Gettysburg College. We claim to be decent and gentlemanly, and denounce and re-press anything indecent or ungentlemanly. The article is so inconsistent with the talk of 98 THE COLLEGE MERCURY. the F. and M. players themselves. Manager Garhard personally thanked our Manager for the excellent entertainment. Hosterman, their injured player, will never forget the tender care given him, which was forsooth the cause of his speedy recovery. While we believe in manly emulation, we are grieved to think that college men have not realized the fact that both teams can not win. Rather let defeat be an inducement to gain the victory next time. * * WE publish this month the article entitled, "Reminiscences of Prep," sent us by a man signing himself "An Alumnus." There will hardly be space to publish an account of his whole college career. While we may be glad to publish portions of it, we can and will not do it unless he sends us his name, not neces-sarily for publication. He may write over a nom deplume, but it is against editorial rules to publish anything unless the author is known. The article was published this month ex gratia but we will delay all others until the name is known. * * * COMMUNICATIONS sent us this month by Alumni as to their whereabouts were wel-comed. It is to be hoped that many others will imitate them. It is impossible for the ed-itors to know of the movements and fortunes of all the Alumni. If you have any personal items send them on. * * *. WE unwittingly neglected to mention the new professors in our last issue. Rev. Oscar G. Klinger, Professor of the Greek Language, Clyde B. Stover, assistant in the Laboratory, and Luther P. Eisenhart, instructor in Prep. All of them are graduates of our Alma Mater and are giving general satisfaction in their re-spective positions. The MERCURY wishes them success in their work. THE recent action of the leading Medical Universities, requiring an applicant for admis-sion to be an A. B., is well worth notice. The main object of this action is to keep office boys out of the profession, that is, to have only thoroughly educated men as doctors. Physi-cians are not held in the same estimation to-day as they were formerly, and this is largely due to the fact that the authorities at the vari-ous colleges and universities have been too lenient, granting diplomas, etc., ex gratia. Boys who have not been able to keep up with their classes in colleges and academies, go to medical schools, receive their diplomas, and then undertake to cure all the ills that flesh is heir to. Few things are more sacred than this office and every advance which tends to place this work in the hands of only competent men is to be commended. BY the time this copy of the MERCURY reaches you, the next President of the United States will have been elected. Very little en-thusiasm is shown hereabouts this year, com-pared with other presidential elections. This is probably due to the great sound money ma-jority among the college boys. Perhaps it is partly due to the fact that most of the boys are minors. There are so few silverites here that there is not as much cause for party spirit. The students used to hold political meetings, make eloquent speeches and make various lu-dicrous bets. Perhaps the spirit is latent, daily increasing, ready to break forth in all its glory when the result is known. * * * THE foot-ball game between Lafayette and University of Pennsylvania on the 24th, strik-ingly illustrated the disastrous effects of over confidence. Self reliance is one of the noblest attributes, but over confidence is sure to work injury to any cause. The U. P. team was so sure of victory that they thought practice was unnecessary. Compelled to practice, they merely went through the form, being sure of their positions on the teaiji and confident that Lafayette would be "easy." Lafayette, on the other hand, knew they must play a hard game THE COLLEGE MERCURY. 99 and therefore practiced faithfully. The game was played and the University team, represent-ing several thousand, succumbed to the team representing a college of several hundred. Our team should take note of this and profit by their example. OUR foot-ball enthusiasts might learn a needed lesson from their neighbor at Carlisle. Our first team is willing to practice, but often there is no second team out. We are told that from thirty to fifty men in uniform are on the field every night at Dickinson, and from them is picked a team well worthy to cope with the first "eleven." OUR LARGE ADDITIONS.—In these times of financial distress throughout the country our college is to be congratulated on the large ad-ditions made to the student body at the open-ing of the scholastic year. Reports from the various colleges throughout the land indicate a reduction in the number of recruits—some colleges having only about the usual number, while others report less. On the contrary this will be the banner year for Pennsylvania Col-lege, having the largest Freshman class in her history and the largest number in the Prepar-atory Department ever registered at the open-ing of the year. Midland, too, and Carthage have larger additions than ever before and Wittenberg holds her own. All this speaks well for the education of our Lutheran boys and for the •colleges of the Lutheran church. Our people believe in the higher education o'f their sons and they have faith in the colleges of the church. G. * * PRINCETON UNIVERSITY.—So we write it now, for the name of the great institution has been changed. Princeton has just passed its sesqui-centennial, which attracted the atten-tion of the entire world of letters. The great scholars of Europe crossed the sea and joined with the great men of America in doing honor to this institution of learning. Perhaps never before in the history of America has there been gathered such a body of distinguished men. There were men from England, Ire-land, Scotland, France, Holland, Germany and Greece^ Some of the leading educators, governors, literateurs and editors of this coun-try were present. Mr. Cleveland also was a distinguished guest, and the chief speaker of the occasion. His theme was, "The duties and responsibilities that college men owe to the cause of good government." President Patton reported the gifts, on this occasion, to the institution to be more than a million and a quarter dollars. It is worth}' of note that un-der present conditions the cause of education should be so generously supported. A rather long list of celebrities were honored in the con-ferring of degrees. In the list were some of the great men of Lutheran Germany. We ex-tend our hearty congratulations to Princeton University and trust that long before Pennsyl-vania College has reached her sesqui-centennial year Princeton will have the pleasure of re-turning congratulations to Gettysburg Uni-versity. G. # * * "THE ETHICS OF WORK."—Work has an ethical element. It is not something to be shunned. It is not an evil to be avoided, but a privilege to be accepted. It is a part of the Moral law, "Six days shalt thou labor." Idle-ness degenerates—work develops manhood and womanhood. It is not as some write, "a badge of inferiority," but it is a sign of super-iority. Christ, who came as the highest rev-elation of the Father, took his place at the work-bench in the carpenter-shop at Nazareth. Out of the necessity of work are begotten un-told blessings both to the race and to the indi-vidual. It is therefore a serious mistake to court idleness and to seek to be "saved from work." There seems to be in our day a wide-spread anxiety to escape from work. Too many are asking for "the minimum of labor for the maximum of remuneration." Thou-sands seek the "short-cut road" to riches and to the rewards of work and effort. Too few ioo THE COLLEGE MERCURY. are willing to tread the slow and weary road our fathers trod to success. This spirit of "short-cut" search for treasure has effected our educational work. Here, too, is mani-fested anxiety to get the maximum of reward for the minimum of toil. Too many seek the short-cut road to graduation and the diploma, in their anxiety to be saved from work. Too many take the short-cut road to the prepara-tion of lessons and "ride" into the recitation hour. They save themselves the drudgery of toil, but they lose the blessings of work and carry with them at graduation, too much of diploma and too little of true learning. "Hon-est toil" is the thing needed most in educa-tional methods. The men whom the world honors most are the men who have toiled hardest. The leaders in thought and in en-deavor are. the men who have not sought to be "saved from work" but who have cheerfully and honestly accepted the righteousness of God's command, "Six days shalt thou labor." G. " GETTYSBURG CLUB " AT YALE. • NEW HAVEN, CONN., NOV. 2, 1896. To THE EDITOR OF THE MERCURY : The October issue of your journal, if you will allow me to comment upon it, was found to be unusually interesting and, I am satisfied, has been read with more than ordinary pleas-ure by all of your patrons, in the college as well as out of it. The welcome news con- [OUR readers are to be congratulated on hav-ing presented to them, in this issue, the fol-lowing very readable letter of Win. J. Gies, '93. He is at present pursuing a special course of studies at the Sheffield Biological Department of Yale University, and is well-known as a true Gettysburg College man. He was instrumental in the change of the name of our college and in the betterment of our ath-letics. It is to be hoped that other alumni will follow his example and favor us with in-teresting contributions. —ED.] veyed by the "List of New Students," and by your enthusiastic editorial references thereto, has indeed been of a most gratifying character and suggests the hope that the numerical strength of the classes at Gettysburg will steadily increase, year after year. Every member of the class of '93 is very, very proud (pardon our egotism) of the distinction which membership in that largest, let me say most famous, of Gettysburg classes confers, but each of us, I believe, has long since gladly bowed his acknowledgments to the bright, brawn}', brainy Jioys of 1900 and will, here-after, constantly hope that, in their course through Gettysburg, the present Freshmen, as a class, will establish an unprecedentedly brilliant record in every line of commendable activity and, on the whole, make an impres-sion, upon the history of the college, so deep and so decided as to completely subordinate all the great achievements of the class of classes -93- Your editorial reference to the recent action of the Athletic Association in regard to the resolution upon "pure athletics" at Gettys-burg, reopens and, at the same time, an-nounces the satisfactory settlement of a ques-tion often heretofore discussed, but never be-fore so commendably acted upon. Are we to attribute to the advent of the class of igoo the influence which has brought about this great advance in the athletic polic}' of the student-body at Gettysburg ? If so, we weaklings of '93 will have to gracefully bow again. Let me be one of the first to congratulate you all upon this decided step in the right direction, and to express the hope that there will never, for any cause, whatever, be a reversal of the present creditable policy. The reports appearing in the MERCURY, and in the newspapers, in regard to the work of the foot-ball eleven are indicative of a very laudable earnestness on the part of the men constituting the team, as well as of the hearty enthusiasm of the entire student-body sup-porting it. This is indeed a very happy state of affairs. The recent defeat of Franklin and THE COLLEGE MERCURY. IOI Marshall, at Gettysburg, particularly, affords intense satisfaction to those of us who delight in noting the repeated supremacy of our ath-letic teams, and that the present season of foot-ball will prove to be eminently more success-ful than any over which Gettysburgians have had occasion to rejoice in the past, is doubtless the earnest wish of ever}' friend of our Alma Mater. All honor to the brave fellows who, under the dashing leadership of Captain White, '97, are struggling so manfully and so successfully to advance, to the very forefront, the athletic standard of Gettysburg College. Collectively, as well as individually, they are deserving of the highest and strongest praise, and it should certainly be openly and cheer-fully accorded them. The "suggestion" made by "J. A. H.," in the preceding issue, is one of the most im-portant general communications ever presented in the columns of the MERCURY,-and, if fol-lowed in detail, cannot fail to be productive of the happiest results. The plan suggested to bring about a more general interest in, and larger attendance upon, the annual Commence-ment exercises and Alumni meetings, as inti-mated, "is substantially that which has been in operation at Yale University," and those of us who are familiar with the brilliant success attending the annual gatherings of graduates here at Yale can enthusiastically endorse any plan of the same general character as that now proposed by "J. A. H." for the special pur-pose of inducing a greater personal interest in the affairs of commencement week at Gettysburg. The suggestion is assuredly worthy of a trial. The plan proposed succeeds gloriously at Yale. Why should it not eventually effect similar happy results at Gettysburg? It is to be hoped that the committee appointed by the General Alumni Association "to devise a more popular entertainment- for those who revisit their Alma Mater" will give this important suggestion the consideration it deserves and, if possible, put the proposed plan into prompt practice next June. The writer takes great pleasure in announc-ing that a permanent association of former Gettysburg students has lately been organized at New Haven. It is known as the "Gettys-burg Club" and its main objects are practi-cally the same as those of the General Alumni Association. As a permanent organization it proposes to stand by Gettysburg College and its affairs with unswerving loyalty at all times and, in every way within its influence, con-tribute to the success and advancement of our Alma Mater, and to the furtherance of the varied interests of her students in college. The "Gettysburg Club" will always cheer-fully extend the right hand of good-fellow-ship to all Gettysburgians desirous of continu-ing their studies at Yale, and all who come to New Haven from .Gettysburg will find the members of the club ever ready and willing to systematically assist them, and besides, always anxious to make their stay here as agreeable and pleasant as possible. Mr. Arthur H. Brown, '96, (Yale, '97), resident at 150 Shelton Ave., is the club's Corresponding Secretary. The first formal action of the club to indi-cate the attitude it intends to assume, in rela-tion to the affairs of the students now at Get-tysburg, was the unanimous adoption of a res-olution requesting the Spectrum editors for the privilege of representation with suitable cut, etc., in the '98 annual, at the club's expense. This action is designed primarily to give to the Spectrum editors the encouragement that those who earnestly and unselfishly labor in the name and for the interests of the college, as the '98 staff is now doing, should mani-festly receive from all. The following very brief accounts of some of the more important facts in the recent history of each of the eleven Gettysburgians now in New Haven are presented in the belief that they may be of general interest to the readers of the MERCURY : '90. SANFORD BOUCK MARTIN. B. A., (G., '90; Y., '94). B. L., (Y., '92). M. A., (G.,.'93)- M. L., (Y., '93). (Phi Gam-ma Delta.)—Left Columbia Law School, '91, to enter Yale Law School; received degree B. 102 THE COLLEGE MERCURY. L., June, '92. Pursued post graduate studies in the Yale Law School, '92-'93, receiving M. L., magnet cum laude, June, '93. Entered Senior class of Academic undergraduate de-partment in '93 and graduated with honors with the class of '94, receiving degree B. A., June, '94. For the past two years Mr. Martin has been practicing law in New Haven and has already earned a very enviable reputation. The exceptional ability he displayed, as assist-ant attorney for the defense in the widely pub-lished Lee murder trial, elicited universally approving comment among the people of New Haven and the acquittal of the defendant was due in large part to the masterly efforts of Lawyer Martin. '91. SCHMUCKER DUNCAN. B. A., (G., -9i). M. A., (Y., '94). (Phi Kappa Psi.)— Pursued undergraduate work in English and Philosophy in the Academic department, '92- '93. Continued work in same subjects as graduate student, '93-' 94, and received degree M. A., June, '94. After a year's absence from New Haven, Mr. Duncan has again resumed work in these same lines as a graduate stu-dent. '93. DANIEL FLOYD CULLER. B. A., (G., '93)! M. A., (Y., '96).—Entered Yale in the fall of '96 as a graduate student of Modern Languages; received degree M. A., June, '96. Has resumed work as a graduate student in the same department. '94. CHARLESFRONEFIELDKLOSS. B.A., (G., '94).—Has just entered Yale as a gradu-ate student and is pursuing studies in Political and Social Science. '94 REV. JEREMIAH KNODE COOK. (Phi Delta Theta.)—After graduation from Berkeley Divinity School, Middletown, Conn., June, '95, was given charge of Christ Church at East Haven, serving the congregation there from date of ordination to diaconate to end of October of present year. Was ordained to priesthood in Trinity church, New Haven, October 11, '96. Is now curate at Grace Church, Baltimore, Md., having taken charge there on All Saint's Day—Nov. 1. During the two years of his work in East Haven, Rev. Cook made a very favorable impression upon all who knew him, and the members of his congregation part with him now most re-luctantly. During the academic year, '95-'96, Rev. Cook took a post graduate course of lect-ures in the Yale Divinity School. '95. HARRY LESLIE MORRIS HOFFMAN. (Phi Gamma Delta.)—After the close of his Sophomore year at Gettysburg, Mr. Hoffman, in the fall of '93, entered the Freshman class of the Yale Academic department and has since continued a member of '97 in good stand-ing. In '95 he received one of the class hon-ors conferred annually upon the "high stand" Juniors on the basis of exceptional work done during Freshman and Sophomore years. Dur-ing his course at Yale he has been paying par-ticular attention to courses in the department of Music and in the Art School. He has been one of the most prominent and successful members of the Yale Gymnastic Team for the past two years, during that time having won three first and two second prizes in contests open to all members of the University. Mr. Hoffman has been one of the mainstays of his class base-ball team and is a popular member of many of the leading college organizations. '95. HORACE MONTGOMERY WITMAN. B. A., (G., '95). (Phi Kappa Psi.)—Has just begun the studies of the second year in the Yale Divinity School as a member of the Mid-dle class, after having finished the work of the first year in the Gettysburg Seminary. '96. ARTHUR HALLECK BROWN.—Entered Yale in the fall of '94 from the Sophomore class at Lafayette and became a member of'97 in the Academic department. He has continued to be a regular member of the class since then, having received one of the Junior honors based upon good work done upon his studies during Sophomore year. Mr. Brown has been mak-ins; special study in the Political Science courses. '96. ADELINE SOPHIA BROWN and SALETTA MERCY BROWN.—Both ladies have been re-siding with their parents in New Haven since the summer of '94. THE COLLEGE MERCURY. 103 The writer, the eleventh on the list, at pres-ent is a graduate student in the Biological de-partment of the Scientific School and an as-sistant in the Biological Laboratory. WM. J. GiES, '93. "PEEP." To those who enjoyed the privileges of a life at "Prep.," the recollections of those em-bryonic days vie in interest with the later ones at College. It is for this reason, and with the hope that the incidents here narrated may bring to others in reading them, the same pleasurable recollections they have brought to me, that I now give these reminiscences of "Prep." It was on a dark and stormy September night in the seventies, that I first set foot upon the sacred soil of Gettysburg; a night not es-pecially conducive to cheerfulness; when the rain drops reminded you of falling tears and the winds sang funeral dirges. I felt strangely in accord with nature that night, and the ba-rometer of my feelings pointed to "rain." The first glimpse of my future school home was more reassuring than my introduction to the town had been. After stumbling along over the uneven pavements, stepping now and then in puddles of water, and again, feeling the bricks gently give way beneath my step, the appearance of the Preparatory building with its windows all brightly lighted and the hospitably open door, seemed to promise that which I received—a hearty welcome. As I crossed the portal, I ran against an outstreched hand, and this I immediately seized and shook most vigorously. My victim informed me during the exeicises that he was Mr. H., the Principal. Afterward, the boys completed the introduction by stating that every one called him by his official designation, "Pete." Soon after my arrival, I was introduced to my future chum and immediately began a covert study of him in the endeavor to weigh the probabilities of future peace or war. The result of my inspection was decidedly in his favor and during our association together, the verdict reached at this first meeting was never reversed. Dick G. was a tall, good-natured fellow, with a bright, smiling face and a hap-py- go-lucky air about him, that argued more for his companionship in frolic than in study. One point of difference settled, we managed to get along in perfect harmony. Dick was an inveterate tobacco chewer, and it was only af-ter many remonstrances that he could be per-suaded, in expectorating, to select other and more worthy objects than the stove and furni-ture for his deadly aim. At that time he was about seventeen years of age; just the period when youth to female charms is most suscepti-ble. Night after night, yielding to the mag-netic influence of the beautiful girls of G., he would throw hat, coat and boots out of the window, and then, in dressing gown and slip-pers, go down for water. If that water was needed before midnight, it was generally nec-essary for me to carry it up myself. Though not registering many perfect recita-tions, in every trick or escapade my chum stood easily, the first. When, with an intuition amounting almost to a certainty, our irate Principal would sharply question him concern-ing some especially audacious mischief, Dick, with a face of most cherubic guilessness would evince the greatest interest, ask the particulars and lie in a manner most convincing of his in-nocence. He was also musical, was chum, and, to gratify his artistic taste in this direction, inaugurated midnight symphony concerts. After Pete's light had been extinguished a sufficient time for slumber to have wrapped him in her mantle, white robed figures might be seen quietly stealing through the corridors; suddenly from every corner and recess of the building there would issue a succession of un-earthly and most fiendish howls; these would increase in volume and then as quickly cease, while their echoes, slowly dying in the mid-night air, seemed like the wail of lost and tortured spirits. By this time could be heard the pushing back of bolts; and the scurrying of feet and slamming of doors which followed io4 THE COLLEGE MERCURY. the suspicious sound, plainly indicated the presence of an enemy in the field. The quiet which then so suddenly succeeded pande-monium, rendered distinctly audible the soft and cat-like tread of our • Preceptor. Nearer and nearer it would come, pause for a moment at the door and then as quietly move away. All this time we had been listening with bated breath and hardly yet dared breathe too freely for fear we might receive a second visi-tation. After a silence of several minutes had sufficiently reassured us, preparations would be made for new renditions. Not always was, however, the danger we had run so quickly over; for, frequently the pause before our door -would be succeeded by a number of light, sharp taps, which, receiving no attention, (for at such times we were heavy sleepers) would increase in force, while Pete's voice trembling with anger, would demand admit-tance. Finally, with a deal of grumbling at being thus so unceremoniously aroused, some one would turn out and let poor Pete in. The angry charges of our much abused preceptor, would be met by our aggrieved and equally indignant -protestations of denial. All had "been most soundly sleeping and no noise had -been heard except what he had made by bang-ing on our door. No one could sleep with that infernal din and how did he expect us to get up and .study out our morning's lessons •when thus our rest had been so rudely broken. •Vanquished but not convinced by our re-proaches, the almost invariable result was an admonishment followed by the withdrawal of our discomfited and unwelcome visitor. Fif-teen minutes was considered ample time for him to get in proper frame of mind for more music and' in this manner, for weeks in suc-cession, would the poor man be driven to the verge of distraction. When it was seen that our attentions were beginning to prey upon our dear Preceptor's health, with generous consideration, a cessation of hostilities would be voted until he had recruited. I wonder if poor Pete, whom we really liked, has forgiven his former pupils the many sleep-less nights they caused him. I most sincerely hope he has, for malice was not the main-spring of our actions, but simply, well, simply the desire to keep the procession moving. "AN ALUMNUS." COLLEGE LOCALS. EDMUND W. MEISF.NHELDER and E L. KOLLKR, Editors. One of the Freshmen does not eat grapes be-cause he says he is afraid of getting pe) itonitis, F., '98, (reading in German) "And all the people were clothed in their vestal garments. F., '98, (in Lab.) "Why this crucible weighs only five centi-meters." This metric system must be a queer thing, anyway. Prof. K., (in Greek) "Mr. S. it seems that your feet are.too long." Quite true, only S. thinks its his legs. H., '99, says that F., '99, "hadn't ought to dare play foot-ball according to doctor's ad-vice., "Herbie" F., 98, says that Minerva is the "goddess of fatness" and that "Zim" is her especial favorite. A few of Nick's puns heard lately : Upon being asked by one of the fellows for fire -from his cigar Nick replied, "Man, this is a good cigar, and you oughn't to make light of it. In Lab. some of the fellows were hotly dis-cussing the whereabouts of a piece of meat that was being used in the experiment, and which somebody had stolen, when Nick re-marked, "Fellows, it is not meet that you should make this disturbance." It is .said that those who are caught study-ing in Chapel are marked absent. According to this, on Psychology and Astronomy morn-ings it would seem that nobody is present ex-cept the Sophomores and Freshmen. At the urgent request of "Bobby" W., '98, we publish the following JOKE : "Why doesn't Mr. McKinley like mack-erel? Because there is too much brine (Bryan) about them." Those prostrated by this will please avenge themselves on "Bobby,'' not on the editors. "Meadow" L., '98, (translating in Ger-man)—" Very ungladly spoke the excellent landlord." THE COLLEGE MERCURY. 105 Dr. M.—"Yes, Mr. L.; now suppose you read it in English." There had been a discussion about the value of the training gotten at the music schools of the large cities, when D., 1900 remarked to S., 1900: "Say, don't you think if there's any music in a man those obse?vato?ies will bring it out ? '' It seems that mathematics is always useful. D., 1900, was writing to his especially dear lady friend, and in trying to prove to her that he does not spend his time in the society of the gentler sex of Gettysburg, used the fol-lowing : "Let D=myself and g=the Gettysburg girls. To prove that D does not go with g. Proof—There are no girls in Gettysburg. . D does not go with g." Cline, '98, is back, and is going rig'ht on with the Classical Juniors. It is reported that during the recent wind storm the carpet in the room of L., '97, was blown off of the floor and that the bed was lifted several feet. We can vouch for the ve-racity of all the items of this story, except con-cerning the carpet and the bed. "Doc." L., formerly of '98, Gettysburg College, is now at Susquehanna University. He reports that there are no horses in the in-stitution. He ought to know. Quite a number of the fellows went home to vote. It took some of them all Saturday, Sun-day, Monday and Tuesday, to attend to this. The members of the West Pennsylvania Synod, which was recently in session in St. James Lutheran church, visited in a body the College campus and buildings, Saturday after-noon, Oct. 17. The Glee Club is working hard on new pieces and expects to be in excellent shape for their engagement during Institute week at the Court House, and for their trips in the winter term. Some fellows apparently do not know that our Chapel is not ah Opera House or a Concert Hall, where they can groan, hiss, talk, sing or shuffle their feet at pleasure. It is a matter for congratulation, however, that those who are most inclined to do it, still have two years and one-half in which to learn better—that is if they finish their course. A straight tip to Freshies : Do not stand for more than half an hour at a time under the windows of the fourth floor on the front porch of middle division. It isn't "healthy." To find out why, try it. Mr. C. (in Latin) how that part reads." Remember what ? 'Dr. I can't remember G., chre ? Is a euchatist one who plays eu- On the evening of the visit of the Columbian Club of Philadelphia, A., '97, our proctor, was trying to devise all forms he could for giv-ing the visiting gentlemen a rousing reception, and said: "Say, wouldn't it be fun if we could get a whole crowd of fellows with those Kala-mazoos V' But then his ideas of the names of musical instruments are not as clear as some other things. It certainly is an unfortunate state of cir-cumstances for a man to say just before going into Psychology class, that he thinks "the les-son was quite easy this morning," and then to go in and flunk. Mr. F., '98, (one of "The Dummies," after having stumbled through the translation of an Anglo-Saxon sentence.) "Prof. I didn't get that sentence out very well." Prof. H. "I see you didn't, Mr. F.'' The Freshmen have recently gotten class hats. They are argent, with a narrow garnet band. Generally speaking they are attractive and it's a good idea. The biological course has recently been fav-ored with a very valuable gift from Charles Baum, M. D., Ph. D., of the class of'74. The gift consists of a collection of forty choice plates for the study of normal human his-tology, arranged by Prof. Geo. A. Piersol, of the University of Pennsylvania. The plates are silver prints and photo-micrographs giving at least five illustrations on each card and are invaluable aids in teaching this particular branch. Explanatory notes accompany the plates. This contribution is very thankfully received and the hope is entertained that many of our medical Alumni may remember the col-lege in a similar manner. Mr. C., '99, remarked that one of the early leaders of the church "died a martyr's life." Dr. H.—"What does the word Philistine mean." Mr. S., '99.—"High language." io6 THE COLLEGE MERCURY. Have you subscribed for a '98 Spectrum? ' If not, why not? Now is the time to show your class and college spirit. The business manager will call on you in a few days. Give him encouragement in the way of subscrip-tions. The '98 Spectrum receives enough en-couragement in other ways-, now let it have it in this way. "Actions speak louder than words." Mr. S., 1900.—"Water is changed by elec-trolysis into two sightless gases." . Mr. I., 1900.—"Is the Columbia Club go-ing to have their exercises in Bureau Chapel ?'' On the afternoon of Oct. 21, '96, Mr. Pearl Schriver entertained the Senior Class at his home. It was a stag party. The ever genial host Pearl showed his class mates a royal good time, and after all had regaled themselves with cider and apples, they withdrew very well pleased with their entertainment and, need we add, wishing the host many happy returns of the day. Mr. F.'s '98, favorite expression, "Is that so, Doctor?" The students should remember that the local department depends, for its success, upon them. Let them give all the jokes to the edi-tors of this department. The latest reports tell us that Mr. K., 1900, is going to be a professional nurse. Of late, Jess has had some experience in that line. Let us have some class-games of foot-ball. Class spirit in the lower classes seems to be below par. Rouse up Freshmen ! The Soph-omores want to play. Dr. N. to Mr. K., 1900 (who is playing with some paper), "I guess you had better bring some pap along next time, Mr. K." Mr. W., 1900, (introducing himself to a certain town girl), "Good evening, my name's W., how did you like my father's sermon?" Dr M.—Translate "Ou mencz-vous la vache." B ) jgoo—■ 'When you have eaten a cow —. One Of the girls of the "Baltimore Normal School" asked Mr. D., '99 (who was making himself conspicuous by his noise), "To what class do vou belong ? Are you a Freshman ? '' Too bad, "Bobby!" Mr. K., '98, has been doing good work in Lab., having received, as he thinks, 96 per cent.' His note book was marked 10 | 9 | '96. Dr. B.—"Where do you find legiV Mr. N., '98—It is infinitive, passive, da-tive. Mr. H., '99, likes Marion Crawford, because he thinks she is a fine writer. Dr. B.—What is the syntax of auctoritate ? Mr. B., '98—Subjective of—. Mr. S., 1900—"Louis, XIV, was the great-est anarchy that ever lived." Dr. M.—"No, greatest monarch that ever lived. An anarchy is a kingdom over which no one rules." "Kopy"—"Dr. isn't an anarchy a kingdom over which an anarchist rules ?'' "Kopy" is making quite a hit in Gettys- I burg society. He tells us the girls here are i "dead easy" to catch; he himself having j caught the supposed daughter of one of Get- I tysburg's prominent citizens. Mr. S., '99, was calling recently. During the course of the evening the mistress of the house suggested that the pair should withdraw to the kitchen, where they, or rather the girl, properly belonged. There is a move on foot to invent a new col-lege yell. This is a move in the right direc-tion. Some of the things heard Halloween night : "What are you doing out so late at night ? " "It would do my heart good t^ catch some of them!" "Is that you, Doctor?" "Have you caught any one yet, Doctor ?'' BOOK REVIEW. Football, by Walter Camp and Lorin F. De-land: Boston, Houghton, Mifflin & Co., pp. 425. Price $2.00. The authorship of this book renders almost unnecessary any word of commendation for its manifold merits. It is certainly a most com-plete and interesting treatise on this most fas-cinating of college sports. Divided, as it is, into parts "For the Spectator," "For the Player" and "For the Coach," it recommends itself at once to all those who take any inter-est whatever in the game. Every college stu-dent will want a copy of it, but to the players and the coach it is indispensable. Containing a history of the game with full and clear de- THE COLLEGE MERCURY. 107 scriptions of all its various features, it cannot but add wonderfully to the prestige of inter-collegiate football which is gaining grouad so rapidly in this country. The publication of such a book is certainly most opportune and will be hailed with delight by all devotees of the "gridiron." ALUMNI-I*. C MANGES and CHARI.ES H. TILP, Editors. '42. Rev. M. Sheeleigh, D. D., read an orig-inal poem, entitled, "The Perkiomen," at the recent meeting of the Montgomery County (Pa.) Historical Society. '44. On Sunday, October nth, it was just fifty years since Rev. George A. Nixdorff, now of Frederick, Md., entered the active work of the gospel ministry. Rev. Nixdorff is in ex-cellent health and was in regular attendance upon the recent meeting of the Maryland Synod at Cumberland, Md. '47. On Monday, October 19th, the Luth-eran Social Union of Philadelphia, held its semi-annual session in the parlors of the Law-yers' Club in the Betz building, when inter-esting addresses were delivered by Rev. Luther E. Albert, D. D., '47, pastor of Holy Trinity, Germantown, and by Rev. Dr. Joseph A. Seiss, '40, pastor of Holy Trinity, Phila-delphia. '47. Rev. P. Sheeder died at his home near Gettysburg, on Wednesday, October 21, aged 77 years. He retired from the active ministry nine years ago. '49. Rev. Elias S. Henry, of Pine Grove, Pa., preached his 44th anniversary sermon in St. John's Lutheran church last month. This is his first and only charge. '54. Rev E. Unangst, D. D., has been actively and successfully engaged in the Gen-eral Synod mission field in India since Nov. 23, 1857. He is now resting from his life labors in California. '57. Rev. J. R. Dimm. D. D., president of Susquehanna University, is now president of the Central Pennsylvania Synod. '57. Rev. Dr. H. L- Baugher has been called to the pastorship of St. Paul's Lutheran church, at Baltimore. '60. The corner stone of Grace church was laid at East Stroudsburg, Pa., Sept. 27th, by Rev. B. F. Apple, pastor of St. John's assisted by Rev. William Ashmead Schaeffer, of Ger-mantown, Pa., and Rev. Theo. Heilig, of Stroudsburg, '61. Rev. H. C. Halloway, D. D., was elected as a director of the Seminary by the Central Pa. Synod. '64. Rev. Frank Richards, of Zanesville, Ohio, recently visited his old church, Trinity, of Chicago, 111., of which he was the first pas- : tor. '65. Rev. T. C. Billheimer, D. D., repre-sented Pennsylvania College, at the meeting of j the Central Penn'a Synod at Lock Haven, Pa. '67. Rev. Chas. S. Albert, D. D., of Phila-delphia, Pa., is visiting a number of Synods this fall in the interest of the Board of Publica-tion. '68. Rev. J. W. Richard, D. D., of Gettys-burg, Pa., occupied the pulpit of the Memorial Lutheran church, Harrisburg, Pa., on Oct. 4. '68. Rev. Lee M. Heilman, D. D., pastor of of the Memorial Lutheran church, Harrisburg, Pa., has gone to Manitou, Colorado, for his health. The rest of the summer did not help him much and a stay in the high altitude in the Rockies it is believed will be beneficial to him. '69. Rev. Jacob A. Clutz, D. D., of Mid-laud, College, Atchison, Kansas, will preach the dedicatory sermon for the new First Luth-eran church of St. Joseph, Mo. '70. J. L. Hill, Jr., Esq., has been confined to the house with rheumatism. '71. Rev. D. Z. Foulk, North Platte, Neb., j has returned from a much needed vacation j which he spent in Pennsylvania. '73. The address of Rev. J. S. Moser is ! changed from Riverside to 31 Van Ness Ave., Santa Cruz, Cal. '73. Rev. J. A. Singmaster, D. D., of Al-lentown, is one of the presidential electors on : the Prohibition ticket. '74. Rev. W. L. Remsberg, of Meyersville, Md , who prepared the Church Extension Service for the past two years, has prepared a Home Mission Service this year for Luther Sunday. '74. Rev. G. C. Probst was installed on September 13th, as pastor at Burlington, Iowa. io8 THE COLLEGE MERCURY. Revs. Ortlepp and Bockelmann had charge of the services, '75. Rev. M. S. Cressman has been elected a delegate to General Synod by the Central Pa. Synod, and also to represent his Synod on the board of trustees of Susquehanna Univer-sity. '76. Rev. J. C. Jacoby, D. D., has resigned j as pastor of Newton, Iowa, to take charge of | the new mission of Webster City, Iowa, No-vember 1. Please address him accordingly j after Nov. 1st. '77. Rev. C. S. Trump, of Martinsburg, W. Va., was elected President of the Maryland Synod at its recent session held in Cumber-land, Md. '79. Rev. Luther Kuhlman has been made President of the Frederick, Md., Ministerial Association. '80. Rev. M. F: Troxell, D. D., has com-pleted seven years of most successful service as pastor of Grace Lutheran church, of Spring-field, 111. '80. At the Choral Recital, given by the choir of Ziou Lutheran church, Lebanon, Pa., in College church on Oct. 22, Dudley Buck's well-known song, "Fear not ye, O Israel," was well sung by Mr. S. G. Valentine. '82. Rev. C. R. Trowbridge, of Baltimore, Md., has resigned as president of the Balti-more Lutheran Church Extension Society. '82. Rev. Prof. C. L. T. Fisher, of Mt. Pleasant, N. C, recently preached a powerful sermon on "Christ's Descent into Hell," in St. James Lutheran church, Concord, N. C. '82. Rev. M. H. Valentine, of Philadelphia, was in Gettysburg on Oct. 22, visiting parents and friends. '83. Rev. W. W. Anstadt, of Bedford, Pa., has been called to succeed the late Rev. T. F. Reeser as pastor of the Lutheran church at Hollidaysburg, Pa. 83. Rev. Chas. W. Baker has been re-elected for another year, as the Conference Missionary Secretary of York county, Pa. '83. Rev. Prof. Huber Gray Buehler, M. A., English Master in the HotchkissSchool at Lakeville, Conn., has prepared a lecture on the battle of Gettysburg. '85. Rev. G. G. M. Brown, of Everett, re-cently preached a sermon pertinent to the is-sues of the day, a brief review of which was given in the Everett Republican of October 2. '87. Rev. H. C. Alleman, of Chambersburg, Pa., has accepted the call to College church and will begin his work here about December 1st. '88. It is hoped to dedicate the new church at Taneytowu, Md., Rev. D. Frank Garland pastor, in February next. '90. Rev. O. G. Gruver, pastor of First English Lutheran church, of San Francisco, Cal., recently gave the members of the mis-sionary societies of the First English Lutheran church of Oakland, Cal., and of St. Matthew's German church, San Francisco, a cordial wel-come to a joint meeting in his church. '90. Rev. U. S. G. Rupp, of Fort Washing-ton, Pa., has been called to succeed Rev. D. F. Garland, as pastor of the Church of the Reformation, Baltimore, Md. '91. Rev. John M. Axe, of Belleville, Pa., and a member of the Central Penna. Synod, is at present in charge of a school at Belleville. '91. Rev. E. J. Wolf, Jr., a graduate of our Seminary, is teaching school at Centre Hall, Pa. '93. Rev. J. M. Guss was marned on Oc-tober 28th to Miss Evangeline Dimm, daugh-ter of Rev. Dr. Dimm, of Susquehanna Uni-versity. The ceremony took place in the Lutheran church. '93. Rev. E. Er Neudewitz, of 228 West 10th street, New York, has organized an English Lutheran church in Jersey City. Dr. H. Louis Baugher, President of the General Synod, preached the opening sermon. '93. Virgil R. Saylor, Principal of the Elk Lick, Pa., schools, has been speaking at Re-publican rallies in various places in Somerset county. '93. Niels L. J. Gron has had charge of the Scandinavian department of the campaign which the Republican National Committee has waged in behalf of McKinley and Hobart. The Boston Herald of a recent date gave ex-tracts of his speeches and an account of his work. '94, Luckett A. Bush was licensed to preach the gospel at the recent session of the Witten-berg Synod held in Van West, O. Reciprocity Illustrated--Fall brings forth the foot ball game and a foot ball game brings forth the fall. THE COLLEGE MERCURY. 109 ATHLETICS. CHARLES T. LARK, Editor. Gettysburg, 50—B. C. C, o. Gettysburg, 10—F. and M., o. Gettysburg, 12—Swarthmore, 4. What a most delightful task is mine, that of chronicling three very decisive conquests for the home team. Victory is always sweet and it seems doubly so when it comes after several defeats. It is almost a settled fact that when we play on the home grounds the orange and blue will wave triumphant over our opponents. It is then we can play the material we have, it is then, and only then, that dear old Alma Mater is represented in the field as she can and should be represented. The team and the en-tire student body feel most keenly the loss of the Seminarians from our athletic organiza-tions. One hears grumblings and questions on all sides to this effect, "other institutions can play their Sems., why can't we?" It is an undeniable fact, that Athletic pres-tige is a big drawing card for new students. The foot-ball season was opened Oct. 10th, on the home grounds—Baltimore City College vs. Gettysburg. In spite of the cloudy and threatening condition of the weather, a crowd of 300 people saw the game. Our opponents, though somewhat lighter than the home team, played a very plucky game. They were clearly out-classed, as our' fellows made gains almost at will. Captain White and Dale made some fine runs, and Sheely played in his usual ground-gaining manner. The playing of Doty and Wagner of the B. C. C. team, was of a high order, as they played to win and tackled very sharply. At no time was the Gettysburg goal in danger. Twenty-five and twenty minute halves were played in which our team scored thirty and twenty points respectively. The line-up was as follows : BALTIMORB C. C. Zollers Love. Boggs Winslow POSITION. GETYSBURG. center Stifel .left guard Hagerniau .left tackle Manges left end Doty Campbell right guard Koppenhaver Kequardt right tackle Nicholas Wagner right end Fite (Loudon) Cordell quarter-back Lawyer Phillips left half-back Dale Warner right half-back White Doty full-back Sheely Touchdowns—Sheely 3, White 2, Dale 3, Nicholas 1. Goals— Dale 7. Referee—Best. Umpire—Templeman. Linesmen—Ott and Wheeler. Timekeeper—Wheeler. Twenty-five and twenty minute halves. Franklin and Marshall had agreed to play us a return game on the home grounds Oct. 17th, but having won the contest when we visited them, feared defeat in case they should come here and so cancelled their engagement. Manager Wheeler through earnest and per-sistent efforts secured another date with them —Oct. 17th. Our team manifested the greatest activity in their preparation for this game and were determined to win it. Interest grew as the time for the game drew near. Finally the wished for day arrived and the stout set of fellows comprising the oppos-ing eleven came on the field confident of add-ing another to their list of victories. But alas ! they were doomed to feel the bitter pangs of disappointment. They met a stronger team than the one which they encountered on their grounds, since we can not take with us on trips some of our best material. Four of their players are students in the Theological Semi-nary at Lancaster. The two teams were very evenly matched in weight. F. and M. having the kick-off, sent the ball well down the field. It was, however, rushed back to the Gettysburg 50 yd. line, and for the first fifteen minutes of play was kept al-most in the centre of the field, changing hands several times on downs. The Lancaster boys then made their greatest gain of the game, that of a 15 yd. run around the end. The ball was then forced into F. and M. territory, gradually worked down the field and carried across the line, at the end of 20 minutes, by Byers after having made a 15 yd. plunge through the line. The punt-out failed. Our opponents again put the ball in play, when by a series of tackle and end plays and a 25 yd. run by White, it was taken to their 15 yd. line, at which point time was called. The first half thus ending : Gettysburg, 4; F. and M., o. In the second half F. and M. taking ad-vantage of the strong wind which had sprung up, resorted to a kicking game and gained con-siderable in so doing. They, at one time, captured the ball on our 20 yd. line but lost it on downs. Our fellows here took a very de-cided brace. Nicholas, Byers and Moser played as they are capable of playing. Dale made some fine runs. Sheely besides kicking very cleverly, hit the line hard and in a short time the ball was taken to the 20 yd. line at I (O THE COLLEGE MERCURY. the other end of the field. White then scored the second touchdown, from which goal was kicked. This gave us six more points making the score io-o. The ball was again put in play and was in the centre of the field when time was called. Enthusiasm was at a high pitch. The students formed a parade and marched through the town filling the air with college yells and songs. Thus closed the hottest, cleanest and most scientific exhibition of foot-ball which has ever been witnessed on the home grounds. The line up was as follows : F. AND M. POSITION GETTYSBURG. Cessna, (Capt.) right half .Dale Greenawalt right end Manges llertolet right tackle Nicholas High right guard Hagerman Guider center Stifel Hower left guard Kuppeuhaver Keiffer left tackle. Byers Schneder left end Moser Hosterman, McLaughlin left half (Capt.) White Metzeuthin fullback Sheely Locher quarter back Lawyer Touchdowns—Byers and White. Goals—Dale i. Time—25 minute halves. Referee—Garwood. Umpire Kump. Lines-men— Gerhard and Leisenring. In the presence of 400 people, on the 6th St. grounds, Harrisburg, Swarthmore' con-tested with the boys from the battle-field town. It was on this same field that they defeated us last year, 10-0, and our team went there de-termined not again to be conquered at their hands. The Swarthmore boys are a jovial, gentle-manly set of fellows and they played a very quick; snappy game of ball. Gettysburg started the game by kicking the ball well down the field. We seemed in the first half not to realize the strength of our op-ponents as our playing was not up to form, for it lacked life and spirit. Swarthmore steadily advanced the ball, losing it occasion-ally on downs but recovering it, scored at the end of 20 minutes' play. They failed to kick the goal. The ball was again put in play and was on the Swarthmore 25-yard line when time was called. Our team took their customary brace in the second half and their playing certainly was a marked improvement over that of the former half. Swarthmore kicked off and through a fumble the ball was downed on our 15-yard line. Our men forgot all about not soiling their new jerseys and got into the game with the greatest vim and energy. By taking the ball through the line and around the ends we scored and kicked the goal after eight minutes' play. The next five minutes gave us six more points. Swarthmore sent the ball sail-ing down the field. We had the leather on our 25-yard line, however, through a fumble we lost it but recovered it on our 15-yard line. White then carried the ball to their 50-yard line, and Dale immediately after took it over the line and kicked the goal. Time was called with the ball on our 40-yard line. A drunken mob of rooters from Dickinson made themselves very conspicuous during the first half but were not heard from in the sec-ond. The Dickinsonians manifested their love for Gettysburg by such characteristic yells as "Hity Tity," etc. Their conduct verified their reputation of former years. They doubt-less did much towards bringing about a friendly feeling between the two institutions. (?) The line up- was as follows : GETTYSBURG. POSITION. SWARTHMORE. Young, Fife .left end Patten Ott left tackle Verlender Koppenhaver .left guard Farquar Stifel center Booth Hagerman right guard Harper Nicholas right tackle Mears Doty right end Cahall Lawyer quarter-back Hollingshead White left-half-back Larison Dale right half back Way Sheely full-back Brownfield Score—Gettysburg 12, Swarthmore 4. Touchdowns—Sheely, Dale and Way. Goals—Dale 2. Time of halves—25 and 20 min-utes. Umpire—Tate. Referee—McCormick. Linesmen—Leis-enring and Hubbard. TOWN AND SENPNARY NOTES. S. J. MILLER, Editor. The lecture course for the forty-second an-nual session of the Adams County Teachers' Institute, to be held at Gettysburg, Nov. 23d to 27th, is as follows : Monday night, Dr. Y. M. Philips; Tuesday night, Col. Geo, W. Bain; Wednesday night, Hon. H. W. J. Ham; Thursday night, Hon M. W. Howard; Friday night, The Torbett Concert Company. Rev. Dr. H. L- Baugher has been called to the pastorship of St. Paul's Lutheran church at Baltimore. At the late meeting of the West Pennsyl-vania Synod, this place, the following officers were elected to serve for the ensuing year : President, Rev. W. S. Freas, D. D.; Secre-tary, Rev. Amos Parr; Treasurer, Rev. Albert Bell. I THE COLLEGE MERCURY. in Rev. H. J. Alleman, of Chambersburg, has accepted the call tendered him by the Christ Lutheran church, and expects to assume his duties as pastor about Dec. ist. Revs. H. L, Baugher, D. D. and A. R. vSteck were among the lucky number elected to represent the West Pennsylvania Synod at the meeting of the next General Synod. The Sacred Concert given b)' the Lebanon Choral Society on the 22d ult., in Christ Luth-eran church, proved to be very delightful in many respects. The proceeds, which were very fair, will be used for the improvement of the church. Work on the telephone line is being pushed rapidly. Connection with Littlestown has been made and the instruments in use give excel-lent satisfaction. The company has leased the third floor of the Spangler building for the exchange. The Y. P. S. C. E. of Adams county will convene in St. James Lutheran church, this place, Nov. 20-21. The Battlefield Commission have removed the dancing pavilion, cook-house, swings and all other buildings from Round Top Park. Rev. C. H. Huber, principal of the prepar-atory department, was reliceused at the late meeting of the West Pennsylvania Synod. The Presbyterian congregation, this place, has extended a unanimous call to Rev. D. W Woods, of Lewistown, Pa. He is a very learned man, being a graduate of Princeton College and Seminary and afterwards studied abroad in Edinburgh and in Germany. SEMINARY. Rev. M. Valentine is one of the delegates elected to represent the Maryland Synod at the meeting of the General Synod which convenes at Mansfield, Ohio, next year. Messrs. Paul W. Kohler, J. Henry Harmes, G. C. Cromer and L. B. Hafer were licensed at the late meeting of the West Pennsylvania Synod. On Sunday, Oct. nth, Rev. A. Bredenbek preached in the St. Paul's Lutheran church, Baltimore. At the last session of the Maryland Synod, the following were licensed to preach: Messrs. Seebach, Hazeltine, Myers and Cross. A large number of students went home to vote. On Sunday, Oct. 25th, Rev. Paul Kohler preached in St. Matthew's Lutheran church, Hanover. A missionary class has been organized among the students of the Seminary to pursue a- course of Missionary study. Missionary Biography has been selected for the work of the fall term. Rev. R. W. Mottern preached in the Augs-burg Lutheran church, Harrisburg, on the 20th ult. Rev. C. H. Brosius preached at Cold Spring on Sunday, Nov. ist. The Sunday evening services in the College church have been conducted by members of the Senior class. FRATEFJNITY NOTES. PHI KAPPA PSI. Dr. Davis Garber, '63, professor of mathe-matics in Muhlenburg College, died recently at his home in Allentown. By his death we lost a loyal brother and a true Phi Psi. F. M. Keffer, '95, is studying law in Greens-burg. W. B. Keefer, '95, is playing quarter-back on the Reading foot-ball team. Eisenhart, '96, witnessed the game in Har-risburg on Oct. 31st. Kuendig, '98, recently visited his home for several days. Weaver, '99, and Weaver, 1900, were called to Washington last month on account of the death of their grandfather. Lark, '98, accompanied by White, '97, spent Sunday. Nov. ist, at his home in Mil-lersburg. PHI GAMMA DELTA. Bros. R. Z. Imber, 1900, and W. N; Mc- Nair, 1900, were initiated Oct. 5th and 17th respectively. Bro. Brewer, '83, represented us at the Phi Gamma Delta Convention, held at Chicago, Oct. 28-30. Bro. Alleman, '87, has accepted the call to College church and will officiate about Decem-ber ist. Bro. McConaughy, '80, has returned to his foreign field of labor. J 12 THE COLLEGE MERCURY. Bro. Neudewitz, '93, who has started a mis-sion in Jersey City, has met with much en-couragement in his work. We wish him all possible success in the future. Bros. Neudewitz and Knubel, '93, were or-dained at the recent session of the New York- > New Jersey Synod. Bro. Wile, '77, preached in the College , church and Bro. Leisenring preached in the j Presbyterian church on the 18th ult. Bros. M H. and S. G. Valentine accom-pauied^ the Zion choir, of Lebanon, which gave | a concert in the College church. Bros. Buehler, '82, and Stahler, '82, were j among the spectators at the Balto. City Col- | lege foot-ball game. Bro. Stahler also attended I the F. and M. game. We were glad to have with us, during the past month, Bros. Garland, '88; Anstadt and ! Blint, '90; Kauffman, '90, and Fickinger, '94. Bros. Stifel, 1900, and Fite, '98, accom-panied the foot-ball team, playing F. and M. at Lancaster, and Swarthmore at Harrisburg. Bro. Smith, '97, and Shaar, '96, spent a few days at their respective homes. Bro.G. J. Benner was elected to Congress from the 19th Congressional District by a large majority. SIGMA CHI. The Chapter has had visits from the follow-ing alumni : Stock, '74, and Trowbridge, '82, who attended the sessions of the West Penna. Synod; Frank Hersh, '92, and Nor-man Heindle, '96. Leisenring recently spent Sunday with his parents in Chainbersburg. Rosensteel, who was compelled to go home on account of the serious illness of his grand-father, has again returned to college. Loudon spent Sunday with his parents in Altoona, several weeks ago. Several of the Alumni presented the Chap-ter with a beautiful painting of the fraternity badge. PHI DELTA THETA. J. Clyde Markel, 1900, was initiated Oc-tober 3rd. Hon. A. K. McClure, Philadelphia, was ' one of the speakers at the sound money meet-ing held in Gettysburg, Oct. 10th. Rev. A. Bell, '78, one of the founders of the Chapter, paid us a call during the sessions of the West Penna. Synod. He was elected Treasurer of that body. Revs. H. H. Weber, '82, and Theodore L. Crouse, '87, paid the Chapter a call during Synod week. Revs. D. B. Floyd and J. F. Frantz, Va Alpha, were welcome visitors of the Chapter. George H. Eckels, '95, spent a few days as guest of the Chapter. C. W. Ziegler, '96, of the Phila. School of Pharmacy, spent election day at his home in Gettysburg. F. W. Friday, J. E. and C. S. Smith and G. W. Sloop, spent election day at their homes. ALPHA TAU OMEGO. We have recently had our hall reno-vated and repaired, and it now is in very good condition. It presents an elegant ap-pearance, and is a great improvement over the old. Chas. H. Spayd, '99, who has been ill at his home for some time, is rapidly recovering and will soon return to college. William E. Wheeler, '97, at his home in Baltimore. C. W. Baker, '83, of York, Pa., paid the Chapter a visit during Synod. Dr. Franklin Menges, '86, visited the Chap-ter during the meeting of Synod. LITERARY SOCIETIES. JOHN W. OTT, Editor. The following new members were initiated during the past month: Culler, Schwartz, Knittle, Easterday, Traub and Stock. Philo rendered the second of this year's series of her "Author's Evenings'' Friday even-ing, Oct. 23. The following program was rendered : Introductory—The Modern School of Scotch Writers, Mr. Myers Reading Mr. Fite Sketch of Maclaren's Life Mr. Kohler Piano Duet Misses Wisotzki and Wible Reading Mr. Kitzmeyer fRecitation, Miss McMillan Violin Solo Mr. Gates Characteristics of Maclaren's Writings, Miss Myers Reading, , Mr. Wheeler "Auld Lang Syne," Philo Quartet tBy special requent of thfl committee. THE .COLLEGE MERCURY. "3 The following officers were inaugurated Oct. 30th: Pres., H. R. Smith; V. Pres., £. L. Kohler; Rec. Sec, C. H. Smith; Cor. Sec, C. T. Lark; Treas., C. J. Fite; Critic, G. F. Abel. PHRENA. Phrena society has initiated into her ranks the following : Edwards, Hummer Frey, Hurst and Bittinger. On Friday evening, Oct. 30th, the following were elected as'officers of the society : Pres., Woif; V. Pres. Briner; Sec, Clare; Chap-lain, Clare; Critics, Meisenhelder, E. W., Cline, Musselmau, Woods; Monitor, Bikle, Jr. On Friday evening, Nov. 6th, 1896, the so-ciety rendered the following special program : THE BATTLE) OF GETTYSBURG. : ]\1 tisic Essay—Account of the Battle, .-.■ Wheeter Declamation—On to Pennsylvania Reisch Oration—General Lee . Ott Music. Declamation—John Burns Roehner Oration—General Meade .'. Brhter Declamation—Jennie Wayde, Brown Music. Essay—College in Battle, Rnders Oration—Pickett's Charge, Manges Declamation—Heroes ot Gettysburg, Finch Music. WON'T YOU GIVE YOUR LOVE TO ME ? We have just received a copy of the above-named beautiful song with a splendid waltz chorus. It is now being sung in all the prom-inent theatres in New York, Boston and Phil-adelphia. The following are the words of the chorus: Won't you give your love to me and take my heart, Ever.to abide with yours alone, sweetheart? There to dwell through all eternity- Darling, won't you give 3'our love, your love to me ? Price 40 cents per copy. All readers of our paper will receive a copy at half price by send-ing 20 cents in silver or postage stamps to The Union Mutual Music Co.; 265 Sixth Avenue, New York. i.D. RJILLER, 19 Main St., GETTYSBURG, Qroeer, (Confectioner and ffiriiiierer. Ice Cream and Oysters in season. Foot Ball Suppli EVERYTHING FOR THE PLAYER, •Jackets, Shoes, Stockings, Jerseys, Shin Guards, Etc. Spalding's Official Intercol- $y&fye£^ legiate Foot Ball, ■'^^^.A. Officially adopted bjf the Intercollegiate Association. COMPLETE CATALOGUE FALL AND WINTER SPORTS FREE. A. Q. Spalding: & Bnxs., NEW YORK, PHILADELPHIA, CHICAGO. 1108 CHESTNUT STREET, PHILADELPHIA tyfright's Qnyrav/ny jtjtfouse *?/?AS become the recognized leader in unique styles of &~£ COLLEGE and FRATERNITY EN-GRAVINGS and STATIONERY, College and Class-Day Invitations, engraved and printed from steel plates; Programmes, Menus, Wedding and Reception Invitations, Announeemonts.-.etc., etc. Examine prices and styles before ordering elsewhere. 50 Visiting Cards from New Engraved Plate for $1.00. ERNEST A. WRIGHT, 1108 Chestnut Street, PHILADELPHIA 7/isitors to Settysburg College^ ® Settysburt/, !Penn'a, Will find the CUMBERLAND VALLEY RAILROAD running in a South-Westerly direction from Harrisbnrg, Pa., through Carlisle, Chambersburg, Hagerstown and Martinsburg to Winchester, Va., a direct and available route from the North, Kast and West to Gettysburg, Pa., via. llarrisburg and Carlisle. Through tickets via. this route on sale at all P. 11. R. offices, and baggage cheeked through to destination. Also, a popular, route to the South via. Carlisle, AsK for your tickets via, Cumberland Valley Railroad and Carlisle, Pa, J. F- BOYD, . Superintendent. H. A. LIDDLE, Gen. Passenger Agent. ADVEKTISiSMKNTS. DURING VACATION GO TO CHAUTAUQUA F" F? El El FULL INSTRUCTIONS. NO EXPERIENCE REQUIRED. H. B. WILLIAMS, Secretary, Geneva, N. Y, YOU CAN EARN S10 TO 8100 MONTHLY AND EXPENSES IF YOU WORK FOR THE NURSERY CO. Stock sold with a guarantee and replaced. ~R.$H.$REMINGER,~ MERCHANT TAILOR. e tot Lowest frices. NEXT DOOFJ TO POST OFFICE, XJP-STAIRS. Suits from $121 to $40.00. Pants from $4,00 to $121, (^Centre Square.: ,gOLLEQE OF PHYSICIANS i SURGEONS, ■BALTIMORE, rV|D.-^ The College of Physicians and Surgeons of Balti-more, Maryland, is a well-equipped school. Four ses-sions are required for graduation. For full informa-tion send for the annual catalogue, or write to THOMAS OPIE, M. D., Dean, Cor. Calvert and Saratoga Sts. t_g=iEstablished 1876.5^3-5 eSfPBNSOSB MYBfiSj^ "WATQHMAKEft AND JEWELER, Gettysburg Souvenir Spoons, College Souvenir Spoons, No. 10 Baltimore Street, GETTYSBURG, PENN'A. .1. A TAWNEY Is ready to furnish clubs and boarding houses BREAD, ROLLS, &0., at short notice and reasonable rates. Cor.Washington and Middle Sts., Gettysburg. W«.1 HOWJANI DEALERS IN Fresh Beef, Veal, Lamb, Pork, Pudding, Sausage, HAMS, LARD, &c-., GETTYSBURG, IMIM'A. JOHN L. SEErtDS. NEW CIGAR STORE Next door to W. M. DAVID TROXEL, .DEALER IN. FINE CR0QERIE5 AND NOTIONS. d. I.^MunqpGP, ZPhotographerj No. 29 Baltimore St., GETTYSBURG ■York Street.^- nil • CLOTHIER, * FASHIONABLE TAILOR, 11 GEM'S FURNISHER. No. 11 Balto. St. - GETTYSBURG. SPECIAL ATTENTION PAID TO oj(©ollege oHt. J. E. BOYLE, OF LEECH, STILES & CO. EYE SPECIALISTS, 1413 Chestnut Street, Phila. Will be in Gettysburg, Pa., at W. H. TIPTON'S, THURSDAY,. NOV. 12, From 9 a. m. to 3.30 p. m. No charge for consulta-tion and examination and every pair of glasses or-dered guaranteed to be ■ satisfactory by LEECH, STILES, & Co. ^MOTEt GETTTSBURe-s- -XMftBER SHOP*- Centre Square. _B. M. SEFTON. 2fou will find a full line of tPure 'Drugs dc J^ine Stationery ^People 'a *Druy Store. ^Prescriptions a tSpeciat/y. $% ffine (Sollsotion of. BATTLEFIELD VIEWS .S/TLt0a'Ss on hand. MAIL ORDERS RECEIVE PROMPT ATTENTION. >iafcssr JUtyrajs^, - A-1ST13— Hlliott & Housep. IT. B.—Stiff Hats made to Fit the Heal in two minutes. d). E. KlTZnfLLE^, HATS, CAPS, ^, -^-r BOOTS * SHOES. Gi£:Satlsfaction Guaranteed.^) No. 6 S. Baltimore Street, GETTYSBURG. PA. por all the latest styles in .uitings_?-nd. Trou AND FULL LINE OF sers, Cents' Furnishing Coods, Call or, D. H. WELSH, York, F=a. ADVERTISEMENTS. k —, , — I. Classical Course for the Degree of A. B. II. Scientific Course for the Degree of B. S. III. Post-Graduate Course for the Degree of Ph. D. IV. Special Course in all Departments/ V. Elective Studies in Junior and Senior Years. VI.' New Testament Greek and Hebrew in English Bible Department. Observatory, Laboratories and new Gymnasium. Four large buildings. All buildings heated with steam from central plant. Libraries, 25,000 volumes. Fine Museum. Expenses low. Department of Hygiene and Physical Culture in charge of an experienced physician. Accessible by frequent railroad trains. Location, on BATTLEFIELD of Gettysburg; most pleasant and healthy. PREPARATORY DEPARTMENT, in separate buildings, for boys and young men preparing for business or college, under special care of the principal and three assistants, residing with students in the building. For full particulars, apply for catalogue to HARVEY w. MCKNIGHT, D. D. LL. D., PRBS'T., Petrasytwaaiia QoJCeg©,, Gettysbwg, Pa. •

Issue 64.1 of the Review for Religious, 2005. ; Biblical Helps Maki ng Co nne c tion s QUART~:RLY 64.1: 2005 Review for Religious fosters dialogue with God, dialogue with ourselves, and dialogue with one another about the holiness we try to live according to cbarisms of Catholic religious life, As Pope Paul VI said, our way of being church is today the way of dialogue. Review for Religious (ISSN 0034-639X) is published quarterly at Saint Louis University by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393 Telephone: 314-977-7363 ° Fax: 314-977-7362 E-Mail: review@slu.edu ¯ YVeb site: www.reviewforreligious.org Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ¯ St. Louis, MO 63108-3393 Correspondence about the Canonical Counsel department: Elizabeth McDonough OP ¯ St. Joseph's Provincial House 333 South Seton Avenue ¯ Emmitsburg, Maryland 21727 POSTMASTER Send address changes to Review for Religious ¯ P.O. Box 6070 ° Duluth, MN 55806. Periodical postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for information on subscription rates. ©2005 Review for Religious Permission is herewith granted to copy an}, material (articles, poems, reviews) contained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law. All copies made under this permission must bear notice of the source, date, and copyright owner on the first page. This permission is NOT extended to copying for commercial distribu-tion, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such permission will only be considered on written application to the Editor, Review for Religious. ~gournalof Catholic ~piri~uali~y eview for religious Editor Associate Editor Canonical Counsel Scripture Scope Editorial Staff Webmaster Advisory Board David L. Fleming SJ Philip C. Fischer SJ Elizabeth McDonough OP Eugene Hensell OSB Mary Ann Foppe Tracy Gramm Judy Sharp Clare Boehmer ASC Steve Erspamer S~I Kathleen Hughes RSCJ Ernest E. Larkin OCarm Louis and Angela Menard . Bishop Terry Steib SVD Miriam D. Ukeritis csJ QUARTERLY 64.1 2005 contents prisms 4 Prisms religious life refocusea Religious Life: Naturally Sacred vs. Graced Sacred? Nihal Abeyasingha CSSR proposes a sacramental perspective as a corrective for religious institutes to employ in bringing a harmony between the apostolic service inspired by the graced sacred of their chrisms and that same service adapted to the naturally sacred of human invention. 22 Mixed Communities' Gift to the Church: Analogical Considerations Edward Foley OFMCap suggests that, when we look at lay-and-clerical religious communities through the lenses of biculturality and double religious belonging, we will find an untapped resource for the church and the world to which we minister. 37 bib icaO he ps Reclaiming the Prayer of Lament Colleen Vogt offers a pastoral solution for reclaiming the lament tradition, using lectio divina as a model to show how one might inhabit one of the p~alms of lament. Prayer / Reflection Review for Religious 51 The Role of Scripture on the Spiritual Journey Matthias Newman OSB reviews the gradual increase of Bible reading in the everyday spirituality of Catholics and gives some guidelines for a person's spiritual journey. Prayer 65 making connections ~ Aquinas, Pascal, Lonergan, and the Spiritual Exercises Frederick E. Crowe SJ describes two ways of our human growth--the way from above downwards (belief) and the way from below upwards (personal acquisition)--and applies these ways to the Ignatian Exercises. 76 Ignatian Colloquies: Their Surpassing Value A. Paul Dominic SJ reflects on the ease and power of the prayer time known as the Ignatian colloquies. Reflection and Discussion 89 94 99 departments Scripture Scope: Death and Resurrection: Patterns of Loss and Hope Canonical Counsel: Salus Anirnarurn Book Reviews 64.1 200~ What you are now holding in your hand is the first issue of a carefully revised Review for Religious. Our new subtitle, as you see, is A Journal of Catholic Spirituality, a description that has always been true of our journal without being expressed explicitly. One is slow to modify an esteemed sixty-three-year- old journal, either in its title or in its format. A number Of factors have led me as editor, with the consultation and approval of my advisory board and my editorial staff, to introduce this subtitle and a slightly different format, adapted from our experi-mental issues called Spirituality Review. From its beginnings Review for Religious had as its primary audience the many men and women reli-gious- priests, brothers, and sisters--now more accurately called members of the consecrated life-form in the church. At the same time Review for Religious had readers who were diocesan priests and seminarians and men and women belonging to "third Orders" or secular associations of traditional religious orders such as the Benedictines and Franciscans. But the very title of the journal referred only to "sisters" and "brothels" and some priests. Today, in view of the women and men who are now formally associated with the spirituality and min- Review for Religious istries of various religious congregations and the many others who are coworkers in the mission, it seems appropriate to make our name more inclusive. Our journal desires to share the charisms of consecrated life with all who hope thereby to enhance their Christian lives. Review for Religious has always been a journal for mem-bers of all religious congregations, without focusing on just one of them. Now this journal continues along this path with renewed mindfulness of how laypersons can benefit from the richness of the church's various spiritual traditions. Review for Religious will continue to publish articles that are theological, pastoral, spiritual, historical, and sometimes canonical. As in our Spirituality Review supplement, we will have some articles that invite interaction, both through per-sonal reflection and through conversation with others. At the same time, we will continue to publish articles that demand more attentive reading and slow personal assimilation. We will have the more interactive articles in full on our website () along with synopses of other articles from the current issue. They will be easily acces-sible via the "icons" that grace particular sections of each issue. We ask you, our readers, to spread the good news about Review for Religious. David L. Fleming SJ 64.1 2005 NIHAL ABEYASINGHA Religious Life: Naturally Sacred vs. Graced Sacred? religious life refocused The World Bank has initiated a dialogue with faiths and cultures. One of its aims is to maximize the effectiveness of its projects.' Underlying the dialogue is this institution's supposition that it needs to look carefully at the beneficiaries of its projects. Their perceptions and viewpoints could be more relevant and practical than those of its own administrative personnel. The question is twofold. Are the World Bank's assumptions a hindrance or a support to the projects it sponsors, and can there be a mutually beneficial dialogue (teaching and learning hand in hand, "evangelizing and being evangelized") between the financing partner (World Bank) and the beneficiary (the nation and its people)? In the present article I pose and try to answer those two questions in the .context of religious life. Nihal Abeyasingha CSSR has degrees in law, philosophy, Buddhism, and Catholic and evangelical theology; has recently retired from university teaching in Sri Lanka; and is spending time away from his country. He can be contacted c/o L.N. de S. Wijeyerame; 25, 2nd Lane; Ratmalana, Sri Lanka. Email: nabeyasingha@yahoo.com. Review for Religious If a religious institute can be considered the repository (the bank) of its charism and the "marginalized" the beneficiaries of its charism, the issues are, first, whether the methods of the institute are a help or hindrance to what it seeks to accomplish and, second, what mutual benefits of dialogue and interaction might we be talking about (evangelizing and being evangelized). I preface these reflections with a brief reference to Vatican Council II. When the decree Perfectae caritatis was being finalized, the forces in the council that were in tune with its renewed thinking had lost their theological battle to incorporate the vision of Lumen gentium (Constitution on the Church) into Perfectae caritatis (Decree on Religious Life). So they decided on a strategy. They outlined a method of reform and adaptation of religious life and left the actual adaptation to the religious institutes themselves. Perhaps no other council document (except Optatam totius in §16) describes a method so explicitly. The hope was that religious institutes would bring to their adaptation the vision of Lumen gentium. The method included two steps and five principles. The steps were for religious life to return to the sources of all Christian life and to adapt community living to meet the conditions of today. The five principles are (1) that the purpose of religious life is to follow Christ more closely, to live his story as it is told in the Gospels; (2) that the unique contribution of a religious institute to the church comes from the spirit and customs of its founders; (3) that all religious communities contribute to the church by taking up needs of the apostolate; (4) that communities' keen awareness of the human condition in today's world will help them serve more adequately; and (5) that all the external changes in the world mean nothing without a renewal of heart that never forgets that the goal of religious life is closeness to Christ through the vows. 64.1 2005 Abeyasingha * Religious Life The charism of the institute is a graced gift of the Spirit that~ is not available to all. A Challenging Counterfeit Probably all religious institutes have adapted their constitutions and statutes in accordance with these two steps and five principles, but problems arise amid this very renewal. In addressing them I offer this first hypothesis, namely, that sometimes what makes for the personal fulfillment of the members of a religious institute may hinder the effective functioning of the charism. The paradox of human existence is that we are spiritual and bodily at the same time. The paschal mystery touches the very depths of our being (see Rm 6). But the problem is: Can we ever fully know what our full potential as humans beings is and what depends on the gift of the Holy Spirit? Almost every spiritual gift has what has been called "a challenging counterfeit"-- spiritual healing-psychic healing, prophecy-psychic knowing, divine ecstasy-self-induced trance, and so forth) The one comes from the Spirit, the other from human nature. No one denies that what comes from human nature is good. But the problem comes when the natural is identified as not merely from "above," but as a gift of the spirit beyond questioning by mere mortals, including those entrusted with the task of "discerning spirits" within the religious institute. Natural gifts are good, even sacred, because they ultimately derive from the Spirit. But religious life bears witness to the following of Christ according to the charism of the founder. Following Christ is a call to all people without exception; the charism of the institute is a graced gift of the Spirit that is not available to all. Review for Religious The charism is different from the naturally sacred. Rudolf Otto wrote of the numinous. Jung discovered a religious component in mental health. The charism, on the other hand, is what can be called the "graced sacred." This graced sacred brings us to a greater awareness of our difference from God, seen in our particular personhood and historicity, and leads us to communion with God and with our fellow human beings. This is the point of Lumen gentium, the constitution on the church, describing the church as a sacrament, a sign and instrument of intimate union with God and the unity of the whole human race. Harmonizing the Naturally Sacred and the Graced Sacred What I suggest in this article is that the harmony comes about from the meaning of sacrament. The sacramentality of the church is expressed preeminently in seven different aspects (the sacraments) and many other practices (sacramentals). One sacrament cannot be substituted for another; the fruit of each is specific. That specific fruit is symbolized by specific natural elements and the orientation given to those elements by specific words. Similarly, I suggest, religious life and its institutes may not be in a position to use all of the naturally sacred (all of the multiplicity of good gifts) along with the graced sacred of their specific charisms, but must keep a sacramental perspective: the bread and wine of Eucharistic celebrations are no substitute for the water of baptism. To think and do otherwise is like something described by Eric Gill (1882-1940): "The clergy seem to regard it as their job to support a social order which as far as possible forces us to commit all the sins they denounce. ¯ . . A man can be a very good Catholic in a factory, our parish priest used to be fond of saying. And he was very annoyed and called us bolshevists when we retorted: Yes, 64.1 2005 Abeyusingba ¯ Religious Life but it requires heroic virtue and you have no right to demand heroic virtue from anyone and certainly not from men and women in thousands and millions." A Specific "Grace" for a Specific "Need" of a Specific "People" Here is an example from the secular world. Why do business corporations exist? To make a profit for shareholders by serving their clientele. Coca-Cola marketed a soft drink with a particular flavor for nearly a hundred years. Many felt it was time to change. A new flavor was developed. For four years there were market surveys and discussions about whether the new flavor would be accepted. Experts thought it would. But, when the new flavor was introduced, sales began falling, Coca- Cola dealers began complaining, speculators were buying up the old brand and reselling it at a premium. Once the facts were established, the management was quick to do a flip-flop. As always in the marketplace, even the cleverest ideas surrender unconditionally to reality. To express this in the language of sacraments, Coca- Cola is the church. The drink it produces and advertises (the external sign) is intended to get specific results: popular refreshment and financial profit. When adaptations are made for greater effectiveness and that effectiveness is not forthcoming, the company goes back to its original specific success. (The analogies here are, of course, rather loose.) Both business effectiveness and sacramental effectiveness may have something that religious institutes could well learn from. Another analogy would be: As any fisherman knows, the bait has to be attractive to the fish, not to the fisherman. A group of teaching brothers came from Europe to a mission country many years ago and established a small school primarily for Catholics in the town, but others were Review for Religious admitted if there was room. The brothers received no salary; their founding province supported them. Because of their sheer dedication, the school prospered. Years passed. Graduates of the school did very Well and soon held many of the better jobs. More and more students applied for admission. The school expanded. Fees were raised. The result? The poorer Catholic children for whom the school was originally intended could no longer afford the school, and, with the shortage of vocations in Europe, the brothers could no longer staff the school and so they pulled out. The diocese now runs the school. The question is whether the school and its activity and reputation are still effective signs producing the particular good result it was established to produce. Less than ten percent of its students are from poor Catholic families. I raise another question. A religious who was a popular teacher and preacher (let us call him Jack) asked and received permission to study for a doctorate in his own country. During his studies he wanted to continue with some teaching and preaching, his institute's main work; that, too, was approved. When he asked for a computer, however, he was told, "We cannot afford to give you a computer, but if someone gives you one you may keep it." At that same time his institute was spending a great deal of money on other things, including computers for others studying elsewhere. What sense does this make? What is the "sign value" of this refusal, especially when it is the institute's policy to provide members with what they need for their mission and apostolate? Priority of Insight over Orders: Problems of Transition An institution is always in danger of taking care of itself first and finding reasons for continuing to do what it has begun doing. Before Vatican II one hardly thought of the 64.1 2005 Abeyasingba ¯ Religious Life church and religious life as sacramental. They were institutions and functioned like clockwork on orders given from above rather than by options freely made by the members. The only option members had was to join the institute or leave it. Leaving An institution was not really an option, for is always in danger of it was considered putting oneself in danger of dam-taking care of itself first nation. But with Vatican II the idea came to the fore and finding reasons for-o that God's revelation is not continuing to~do so much the communication ~ of his will by commands, but what it has begun doing:., rather the manifestation of ___ I his call in Christ. Options took priority over orders--not that orders did not have a place. Life always has to function with some insights and orders from above. In the period of transition, option often came to mean a choice for oneself and for one's own pleasure and convenience. The result was some new terminology and some misunderstandings. Many religious who had worked tirelessly in the mission field were convinced of their mission's importance, but their success (judged especially by the love of the people) began to be criticized from the perspective of social-justice issues. Critics said it was more important to root out the causes of evil than to treat the victims of it. (When a drunken driver is knocking people down, one stops the driver first and then takes care of the injured.) 12 With democratic elections of superiors, numbers counted. Lobbying for candidates became a virtue supposedly for the good of the insftute. Advertisements in Catholic publications, and much more the talks of vocation promoters to prospective candidates, pointed Review for Religious out the benefits of joining this or that institute. One such promoter of vocations says, "If you join, you will get a good education, two degrees, never be without food, shelter, and clothing, take trips abroad" and so forth. The Ironic Priority of the Naturally Sacred over the Graced Sacred Twenty or thirty years ago a certain pastoral initiative was to be voted on. Some thought it was going astray. An insightful religious defended the initiative and argued that negative votes would probably be motivated by envy more than prudence. My interest now, though, is in the conclusion of what he said at the time, a short section titled "Tips to Younger Members." Today it seems to make a great deal of sense. I present an edited version of what he said, so that the individuals and the institute involved may not be identified. Those who have followed the recent efforts to block the pastoral initiative will surely have picked up some guidelines for their future. Some of these could be: 1. Concentrate on becoming popular. This is more important today, when decisions depend a great deal on the community, than when the superior was all-powerful. If you are accepted by the confreres, whatever you do will be accepted. If you are unpopular, you could be a hundred percent right, but people will find flaws. 2. Develop your apostolate outside the congregation, rather than do something that will redound to its name. 3. Spend more time on creating public opinion than on the actual work. Opportunities for this are many in the work you do and in community gatherings. Every vote you win can help. An 64.1 2005 Abeyasingba ¯ Religious Life excellent way of becoming popular is to caricature someone else, preferably someone who is out of favor at the time. 4. Note that some institutes operate like prima donnas and cannot tolerate another getting the limelight and tend to undermine those that succeed. 5. Note that, beneath all the spiritual talk, we use the same tactics that politics does; for example, we eliminate those who threaten our position. 6. Note that some confreres are skillful in getting people transferred, projects closed, and houses rethought. Enlist their help if you find that your present house or a particular confrere does not suit your taste. 7. Remember that, if you muster a sufficient quantity of emotion, it can carry more weight than rational arguments. 8. If you have a foreign degree and good contacts abroad, use arguments camouflaged by spirituality to prevent others from acquiring similar advantages: 9. Do not forget to choose scapegoats. They provide safety outlets for group frustration. If possible, pick on the more talented ones, for that will give you a head start in the race. It is easy to see that this man's irony points out the danger of the naturally sacred taking priority over the graced sacred and, worse still, acquiring institutional approval. Where to focus? My Contention is that the sacramental perspective, as outlined earlier, could function as a corrective. In this regard I recall two axioms that were used in sacramental theology: "Sacraments are for people" and "Sacraments are to be celebrated in a Revie~ for Religious human way." The corrective is people, learning from them even as one teaches and serves them and letting the normal dynamic of human interactions operate. Introducing a Corrective Based as they are on people's memories and often on their catering to their own selves, mentalities cannot be changed by decree. It is possible, however, to improve one's memories by expanding one's horizons. It is possible to lessen one's selfishness by increasing it, by including others within the ambit of self-love and self-fulfillment and thereby making pleasures of longer duration available to them and oneself, by loving your neighbor as yourself. In our day the horizons of memory are constantly being expanded. There is the effort to draw from Christian and pre-Christian thinkers principles that could be used in management. There is fascination in the variety of cultural patterns, even though unfortunately the principle of "might is right" sometimes operates. Other problems arise when people do what they consider good for others without paying enough attention to cultural patterns. Technology has expanded, and now there is the marvel of the global village. People cannot survive in this "village" by excluding others and looking out only for themselves. But that does not mean following others blindly. It is by contributing one's particular insight that one benefits from the global environment. How the Corrective Could Function The principle is that all people have specific contributions to make in the service of others. That is the reason for the very existence of religious institutes. In the global village the interconnections among people can help in the sharing .of benefits, but, if people simply remain members of the crowd and do not offer something 64.1 200Y Abeyasingba * Religious Life specific, the benefits to be shared are nothing special and what each person receives is even less. How the religious charism functions is not much different. Those who bear the charism today have to be fully aware of both providing and receiving benefits, benefits that are not necessarily measurable in money or any other numerical way. The benefits are in the life of the community of believers and in the life of the religious institute. In the history of Christianity, when many believers, sometimes the majority, deviated from gospel values, almost always it was a religious institute that initiated the reform. Eric Gill said that the "social order" which his parish priest supported (namely, values which well-meaning people usually support) often forces people to commit all the sins they denounce. This was the point made in the satiric novel The Ugly American, which showed how unintended negative results often come out of well-intentioned and generous works of U.S. foreign policy.3 One can perhaps draw from it some ideas for religious to take into account today. 1. If you manipulate people or achieve results using unethical means, the people at some point use these same means against you. Because unethical means often yield quick results, it is easy, when human rights are violated, to focus on some beneficial result being achieved at the moment. The words of a British politician are relevant: "We have no perpetual friends, no perpetual enemies; we have only perpetual interests." Western religious orders with dwindling numbers are tempted to take in members from wherever they can in order to continue the works they have set up. But have they ever asked themselves whether what they are doing caters to the self-interest of the recruits. Are the new members interested in religious life and the ministry of the institute? Or do they consider it a way of getting access to the more affluent world? By Review for Religious getting new members accustomed to levels of creature comforts well above those of the upper-middle class in their own countries, are religious institutes providing the means for a more effective ministry or are they creating a self-serving inward-looking membership? When higher superiors support blindly the actions of lower superiors, regardless of whether such actions are ethical or not, what message are they conveying to observers who have offered criticism and to others who see or hear about what is going on? The ironic "Tips to Younger Members" mentioned above are all-too-accurate a list of what religious institutes, sometimes knowingly, sometimes with naive good intentions, actually do. They seem not to ask themselves pointedly whether tolerating (or even approving) such conditions Wh nstarting lO al m-o ement, local resources. and arrangements almost inevitably causes amoral and even immoral practices to increase in the general membership. 2. When starting a local movement, use local resources. First discern the spirit of the locals that one chooses as collaborators. Then let the locals decide clearly and exactly what it is they want. When the project takes a life of its own, know that it is time to bid goodbye and let the locals manage.it. In The Ugly American a priest who wanted to do something for the locals has been so successful that the U.S. ambassador in the country writes about him, "If the report is accurate, this man is an agitator of the most extreme skill, and combines with this the typical Jesuitical command of dialectics. The priest is rumored to speak Burmese, eats native food, and is obviously engaged in some sort of papist plot. I need not remind you of Lenin's warnings about the skill of the 64.1 2005 Abeyasingba ¯ Religious Life papacy when its interests are threatened. I should appreciate receiving whatever dossier material you might have on this man.''4 If any project initiated by an outsider is to endure and not be considered a foreign imposition, it must take on a life of its own in the new soil. When people have forgotten who started a given project, that is a good sign. It means it has become part of themselves. In Bombay, India, the vigil Mass for Sundays was started relatively recently. But in Sri Lanka it has been functioning for over thirty years. The same is true of the paschal vigil celebrated after nightfall and not at midnight. If asked who initiated the changes in these places, people would probably have no idea. The fact is that they were introduced by one priest after he found that some people had difficulty coming to Sunday Mass and the Easier Vigil celebrated at midnight. Many of his fellow priests, however, were very negative about his initiative. If a project is to take a life of its own and continue beyond the lifetime of those who set it in place, it must operate according to local norms, use local resources, and harness local technology. The general temptation is often to go high tech, but in the less-developed world high tech often flounders. How many computers have been damaged when the electricity fails without warning or when voltage fluctuates? How much equipment lies unused in hospitals, either because the technician who was trained to operate the instrument has retired or because the materials required to operate it are not easily available? When high-tech equipment needs repair, who is at hand to repair it or who has the money to replace it? How few are those who think ahead and avoid such problems! How many projects fail to take account of the real needs of the people here and now and the present state of development! Are they projects that the people Review for Religious can contribute to and participate in? 3. If one can move with the "native" majority-- haltingly at first and with more confidence later--and come to share their way of life, one comes to understand their hopes and fears and expectations. That is an excellent basis for an apostolate that the majority will feel part of. With all their limitations and biases, they will bring also their native wisdom. On the other hand, if one begins with a minority elite that shares one's own cultural background and lifestyle, the apostolate is likely to move in an elitist direction and result in efforts "owned" mostly by the few and largely for their own benefit. 4. One can learn even from those who oppose one's efforts. In The Ugly American the exchange between two characters--both of them in the armed forces--is interesting. One is French and the other American. They are both involved in fighting the communists in Vietnam. The Frenchman believes that beyond the classical authors there is little to learn. But the war is going badly for those who are following classical methods. The American comes along. He proposes that some of the principles of Mao Tse-tung be included in their war effort, and he proposes fighting a battle on those principles. The Frenchman is surprised and even pleased at their success. The lesson is clear. One can learn tactics and strategy even from the "enemy"--those espousing false doctrine, unconscionable goals, and so forth. The Reassertion of the Graced Sacred Early in this article I pointed out the relation and the difference between the naturally sacred and the graced sacred. The interplay between them comes to the fore in Advent, when one reflects on the significance of Jesus' incarnation. It occurs in the prayers after communion on the four Sundays of Advent: "May our communion teach 64.1 2005 Abeyasingba ¯ Religious Life us to love heaven. May its promise and hope guide our way on earth"; "teach us to judge wisely the things of earth and to love the things of heaven"; "may this Eucharist free us from our sins and prepare us for the birthday of our Savior"i "in this sacrament we receive the promise of salvation; as Christmas draws near, make us grow in faith and love." It is not that the things of this world are evil. The statement "Indeed, nothing genuinely human fails to raise an echo in [Christians'] hearts" (GS §1) sums up the spirit of Vatican II. The point is the balance. While we appreciate and enjoy the things of this world, how do we express our faith in Christ? We seek a balance between the things of earth and those of heaven. The prayer in Proverbs 30:7-9 is relevant to ordinary human affairs and to the charism of a religious institute: "O God, two things I beg of you; do not deny me them before I die. Keep lying and falsehood far away from me; give me neither poverty nor riches; give me just as much food as I need lest, satisfied, I deny you and say, 'Who is Yahweh?' Or else, being in want, I steal and profane the name of my God." It is easy to begin well and end up doing all-too-well for ourselves. If, however, we live with and work for the majority and, more particularly, the lower end of that majority, then there is a good reality check on whether we are incarnating the charism to address today's needs or manipulating the charism for ourselves. An Italian missionary in Sri Lanka was known for his love for the laborers in his parishes. Eventually he became bishop and was known as the "coolie bishop." He traveled by public transport and, when asked why, said he liked to meet the ordinary people. Beggars walked in and out of his office. When celebrating Mass for the laborers, he went to them in full episcopal attire because, he said, he wanted to Review for Religious honor them. When I was a young priest, he was already retired. When I visited him soon after my ordination, he told me, "Look after the poor. If you do that, the rich will automatically come to you." Notes ~ See www.worldbank.org. 2 See Robert T. Sears, "A Christian Approach to Discerning Spiritualities," Journal of Christian Healing 21, no. 1 (spring 1999): 17-18. 3 William J. Lederer and Eugene Burdick, The Ugly American (London, 1958). By 1961 it had gone into thirteen printings. 4 Lederer and Burdick, Ugly American, p. 41. Be Still Be still, very still, and know that I am God. Listen to the steady breathing of a baby fern just before dawn. Listen to the high blue air calling to a distant cloud. (Do not try to woo me with your words. My heart already aches for yours - oh, if you but knew!) Listen to a cornstalk's shadow singing to the sun. Listen to ants chuckling, scratching their ears, to seeds throbbing with life. Listen long with your whole being. My voice is a whisper. My voice is silence. Be very, very still. Louise Finn CND 64.1 2005 EDWARD FOLEY Mixed Communities' Gift to the Church: Analogical Considerations An intriguing outcome of the 1994 Synod on Consecrated Life was the definition of a new genre of religious life, '~mixed communities." In Vita con-secrata Pope John Paul II has described "mixed" com-munities as institutes that originally "were envisioned as a brotherhood in which all members, priests and those who were not priests, were considered equal among themselves" but "have acquired a different form with the passage of time" (§61). Two distinct yet 0ppositional fac-tors in this picture are the clericalization that had occurred in many men's religious communities before Vatican Council II and the call of the council's Perfectae caritatis (§2) for communities to return to the original inspiration of their founders.1 Edward Foley OFMCap presented a x;ersion of this article in Assisi in March 2004. He is professor of liturgy and music at Chicago Theological Union, where his address is 5401 South Cornell Avenue; Chicago, Illinois 60615. Review for Religious When my Capuchin Franciscan order addressed these two factors, it became clear that brotherhood and fra-ternity, rather than ordination, are the "specific kernel of the gospel form of life revealed by the Most High to Francis." Capuchins have declined to introduce "clerical institute" language into our constitutions, appealing this matter directly to Pope John Paul II in 1987. The pope's 1996 message to our minister general, in which he stressed the link between our identity as brothers and the nature of "mixed institutes," seems to affirm the non-clerical nature of our order.2 Despite such official clarifications, however, there continue to be tensions among Capuchins regarding the appropriate relationship between ordination and reli-gious profession. Such tensions manifest themselves gov-ernmentally around the questions of electing lay brothers as provincials and of the proper role of concelebration in Capuchin life. Initial formation also is a point of con-tention: formators struggle with balance between for-mation for Capuchin life and formation for ordained ministry. Such tensions are not limited to Capuchins or Franciscans; many "mixed communities" struggle with them. More broadly, the Roman Catholic Church itself could be considered a "mixed community" comprising lay and ordained persons, persons of equal dignity in dif-ferent ecclesial states of life. And so I offer this study of "Capuchin priesthood" not only as a way to rethink the nature of ordained priesthood within institutes of consecrated life, but also as a way to reenvision the relationship of ordination and baptism, of the clergy and the laity. If a community of equal members can consider the juxtaposition of its Franciscan "minority" and its sacerdotality less as a prob-lem to be solved than a grace to be lived, maybe its think-ing can help other religious communities and the church 64.1 200~ Foley ¯ Mixed Communities' Gift to the Church 24 itself to think about appropriate complementarities among the mix of lay and ordained members. I propose this reenvisioning through two unexpected analogues to the relationship of priesthood and member-ship in an institute of consecrated life. These two ana-logues are biculturality and double religious belonging. Biculturality One of the characteristics of 2 lst-century society is a heightened multiculturalism. Cultural commentators and especially cross-cultural psychologists have begun to explore the phenomenon of biculturality. Sometimes it is defined as "the ability of people in a minority culture to understand and work within the dominant culture in order to improve their economic and/or physical well-being .[while retaining] the knowledge and behaviors of their own indigenous culture." 3 Some contend that bicul-turalism is only a transitory phase.4 Others believe that biculturality is by definition the marginal experience of not being in either culture, but trying to understand and change that situation,s Recently, however, some researchers have argued that biculturality is not necessarily a matter of marginalizafion or dislocation nor an uncomfortable step toward assim-ilation. Rather, it is a healthy and even ideal stage in which one's original cultural worldview remains while one acquires other cultural views.6 According to these researchers, then, biculturality can be the integrated life stance of belonging to two cultures at the same time.7 This view of biculturality suggests that living what some have called "a hyphenated existence" successfully does not mean achieving a perfect equilibrium between cultures, but engaging in a continuous negotiation between them. Researchers have found that bicultural persons do not embrace elements from both cultures to Review for Religious the same degree at the same time. Instead, as their self-identities adjust to various social situations, they seek various cultural balances.8 They seem to achieve an advanced degree of acculturation, becom-ing adept at drawing upon varied aspects of their cultural identities as needed. I think that this more positive and dynamic understanding of biculturality pro-vides a useful analogy for thinking about religaous profession vis-a-vis the priesthood. In particular, I think it makes three distinc-tive contributions to thinking about this relationship. First of all, biculturality suggests that being an ordained religious does not force one to choose either the religious life or the priesthood as primary or foundational. Unfortunately, this choice is often made: men describe themselves as "first a Capuchin, and only then a priest." Such words imply that one vocation is not as important or as privileged a voice in the identity as the other. Chronologically, of course, formation as a Capuchin ordi-narily comes first and then formation for presbyteral min-istry, but this does not prevent a friar from living an integrated life, with religious profession and ordination as equal dialogue partners in the lived "culture" of his vocation. If one were to find theological meaning in this chronology, a meaning that would supersede "cultural" considerations, that could introduce a kind of colonial-ism by suggesting, for example, that Capuchin priesthood must somehow be tamed by Capuchin life--or vice versa. Biculturality, however, suggests another way. Individual Capuchins and Capuchin communities that 64.1 2005 Foley ¯ Mixed Communities' Gi~ to the Church welcome both profession and ordination can model-- because of that lived reality--a mutual "inculturation" (not an "acculturation,''9 but a constructive bicultural-ity), an integration without denigration. This would be a turn to what some theologians call "complementary dualism," a kind of East Asian yin-yang symbolic think-ing-- a "both/and" form of thinking distinct from the "conflicting dualism" and "either/or" thinking that mark so much of Western thought.1° Biculturality reveals that, in the hyphenated reality of the friar-priest and in the reality of ordained and nonordained members in mixed communities, there is actually grace: for the individual, the community, the church, and the world. Biculturality suggests that there is here a gift to be accepted, not a problem to be solved.~ There is, as Jung Young Lee asserts, an invitation to be not only "both/and," not only "in-between," but also "in-beyond," transcending the present and finding a new identity, a new understand-ing, a new relationality epitomized as a "harmony of dif-ference." 12 A second contribution of biculturality to our under-standing of ordained religious and of communities that comprise both the lay and ordained vocations is aware-ness of the dynamism present there. As previously noted, various studies have shown that bicultural persons make various adaptations according to various social situa-tions. 13 This insight is useful for mixed communities and for their individual friar-priests. Just as a bicultural African American woman knows when to adapt to one or other circumstance or keep a balance between them, so can individual Capuchin priests and Capuchin communities acquire sufficient integra-tion to know what to do when. An example would be concelebration. When they concelebrate, ordained friars emphasize the presbyteral facet of their ecclesial identity. Review for Religious Sometimes this is most appropriate, as at the Chrism Mass on Holy Thursday, when priests celebrate receiv-ing their priesthood from Christ in union with their bishop. At a Mass of first profession, however, concele-bration is inappropriate, for it would emphasize the priesthood of some of the friars at a ritual moment when our Capuchin identity is the focus. Concelebration is not an absolute right; it needs to be regulated in accord with various sensible considerations.14 Note that the goal of people's inculturation is alertness to relevant consid-erations and wisdom in weighing them in various cir-cumstances. One-size-fits-all responses (such as "No concelebration, ever" or "I always concelebrate") are not adequate. The goal is not to ignore or suppress prefer-ences and other considerations, but to find the appro-priate dynamic balance in various circumstances. A third contribution of bicultural understandings is that they can put us in solidarity with the many sisters and brothers around the world for whom biculturality is not an option, but a fact of their everyday life. The last thirty years have brought a 230-percent increase in the number of people who live outside their countries of birth--an estimated 185 million people,is Growing numbers of today's people are of mixed race. As V]rgilio Elizondo has aptly noted, "the future is mestizo." 16 Of course, biculturality and mixed race are not nec-essarily synonymous terms, especially if one thinks of biculturality as an advanced state of acculturation. Unfortunately, many immigrants and people of mixed race live in circumstances of marginalization and forced itinerancy, not integration. Such pilgrims long to move in from the margins, finding a society that allows them to live their own lives--woven of disparate social and cultural strands--in integrated and peaceful ways. If we are to be on mission to these displaced and dis- 64.1 2005 Foley ¯ Mixed Communities' Gift to the Cburcb traught people, we must acknowledge that our first step in evangelization is "the example of our lives.''~7 The ecclesially "mixed" ~8 nature of international communities such as the Capuchins is an untapped resource for our mission to those caught between countries, languages, We are a hybrid community, a conjunction of lay and ordained, disparate str~ands woven together into a single, yet not homogenized identity: ? and cultures, for we embody an ecclesias-tical biculturality and are a religious paral-lel to what some post-modern scholars call "hybridity." We are a hybrid community, a conjunction of lay and ordained, dis-parate strands woven together into a single yet not homogenized identity. We are living examples-- or at least potential examples--of ecclesiastical incul-turation, of the integration of clerical and lay cultures into better relationship. Double Religious Belonging Another contemporary form of hybridity is double religious belonging.19 This, too, may help lay religious and ordained religious reimage their togetherness. Double religious belonging--that is, being an adherent of one religion while incorporating the teachings or prac-tices of another religion--may be attributable to increas-ing globalization. In the West and in a church such as ours, this appears to be the case.2° In countries like Japan, however, double religious belonging is not only widespread but also a traditional, preglobalization real-ity. Recent government statistics indicate that, in a coun-try of 126 million, 100 million Japanese identify Review for Religious themselves as Shinto adherents, and 95 million identify themselves as Buddhists. The only conclusion one can draw is that a majority of Japanese consider themselves both Shintoists and Buddhists.2~ Not only is double religious belonging the rule in China, Japan, Korea, Vietnam, India, Nepal, and Sri Lanka;22 it is also at the root of Christian origins. Claude Geffr~ writes: "At first the Jews who had become disci-ples of the path of Jesus found it completely normal to continue to visit the synagogue, to be circumcised, and not to eat certain forms of impure meats. Thus they believed in the possibility of remaining Jewish while becoming Christian.''23 Despite this history, however, double religious belonging has emerged as a theological problem "in reli-gions that demand an absolute and exclusive commit-ment on the part of their adherents to their founders and/or faiths." Peter Phan numbers among such reli-gions Judaism, Christianity, and Islam. He notes that "these three religions consider themselves not only mutu-ally incompatible but also irreconcilable with any other religion whatsoever, so that 'conversion' to any one of them is often celebrated with an external ritual signaling a total abjuration of all previous religious allegiances." Despite such official stances, some Roman Catholic and other Christian scholars believe that double belonging-- being a Hindu Christian or a Christian Buddhist--is increasing and may even be desirable.24 1 will leave that debate to theologians concerned with religious plural-ism, but I want to examine two contributions that dou-ble religious belonging brings to our rethinking of the "mixed communities" of priests and lay religious. First, double religious belonging is a catalyst for a particular and promising type of dialogue across notori-ously difficult terrain. Vv'hen individuals and communi- 64.1 200Y. Foley ¯ Mixed Communities' Gi3~ to the Church ties simultaneously identify themselves with two distinct religious traditions, they enable dialogue marked by unusual openness and absence of acrimony. In describing effective interreligious dialogue, Jacques Dupuis says that, "in order to be true, interreligious dialogue between persons of different faiths requires that both partners make a positive effort to enter into each other's religious experience and overall vision insofar as is possible.''2s Such empathy is a particular gift of those individuals and communities who live not between but within two dif-ferent religious experiences. Their dialogue is actually a dialogue with themselves, and it has a ready capacity for honesty and authenticity in a complementary rather than exclusionary manner. It is, in effect, a public self-exam-ination requiring a particular humility and honesty. Such dialogue is not only a technique for survival but a powerful form of witness and evangelization.26 It reveals Christianity in its most hospitable mode, allowing for "mutual complementarity" that enriches all partners in the dialogue.27 It is a rejection of colonial forms of mis-sionary activity where the goal is to impose one's reli-gious beliefs on another community, and an exquisite example of a new kind of missiological dialogue--a "mis-sion in reverse"--in which a true mutuality between mis-sionary and community develops,z8 Analogously, 2 lst-century Capuchins--like other mixed communities--embody a kind of double religious belonging, both within individual friars and within our communities. The graced invitation here is to a public dialogue of the self, a new response to our constitutions' call to "mutual dialogue" in a spirit of fraternal under-standing and sincere esteem,29 a call to a continual self-examination marked by empathy, honesty, and hospitality. If we can sustain such humble dialogue, not so much for resolving some perceived problem in our Capuchin iden- Review for Religious tity as for continual self-reflection, Capuchin life will freshly give gospel witness to people outside the Roman Catholic community. Simultaneously, such Capuchin Franciscan dialogue will become a poignant form of "new evangelization," not only (in Pope John Paul's words) as "reawakening traditionally Christian countries to the urgency of the gospel," but also as struggling with the alienation that faithful Catholics often feel as a result of clericalism in the face of yearnings for new models for the ordained ministry. A second contribution of double religious belonging to our rethinking of Capuchin priesthood is its invita-tion to reconciliation. Few forms of violence are more heinous than those perpetrated in the name of religion. Holy wars, a disturb-ing human reality, are a particularly unset-tling legacy among Jews, Christians, and Muslims.3° In his clas-sic work Violence and the Sacred, Ren4 Girard ,i A secon~ d. contribution of idouble religious belonging ' :o~o to o.urreth~i~tking ~ ,,~"~ ~i~of Capuch~n priesthood ::~ ,:is i~s invitation to r~coffciliation, has demonstrated how religion and violence are wed together in ancient religions.31 As recent events in Bosnia, Northern Ireland, Israel, Afghanistan, and other places demonstrate, however, the inseparability of religion and violence has not been relegated to some ancient past. Sadly, many today embrace violence as a "sacred duty." 32 As Christians we are called to confess the horrors we have perpetrated under the banner of Christ. As John Cobb summarizes, "our history is replete with persecu-tion of Jews and heretics. We have sanctioned and sanc- 64.1 2005 Foley ¯ Mixed Communities' Gi3~ to the Church dried conquest and slavery. We have undergirded patri-archy in extreme and horrific forms. We have ignored the consequences of our actions for the well-being of the natural world, thus threatening the human future on this planet. We have used political and economic power to force our beliefs on others." 33 Few have modeled our need to confess such sins of commission and omission as much as our H01y Father, who throughout his pon-tificate has confessed the wrongs that the church has perpetrated against Jews, the Orthodox, minorities, and others.34 This is an essential move towards reconcilia-tion. Yet forgiveness is not a power that belongs to the perpetrators, but a gift that belongs to victims, and it is a gift they can give only when they are no longer demo-nized, colonialized, trivialized, or in some other way dis-missed as the "other.''3s Those who experience the grace of double religious belonging can show us the way. They have embraced the other to themselve~ and become living icons of interre-ligious dialogue. As dynamic models of integration, they clarify that reconciliation is not an act once and for all achieved, but an abiding prophetic stance.36 Individuals and, even more so, communities of double religious belonging are symbolic antidotes for the poisons of reli-gious ignorance and hostility, and show the way to "shalom." A minorite community of lay and ordained members can be similarly iconic. Individual ordained fri-ars and, even moire so, communities of lay and ordained brothers also manifest, in a sense, double religious belonging. They show clearly that there are no aliens or strangers in our midst, that otherness is to be welcomed. What a potent witness to a church in which there is considerable feeling of alienation. Many feel that prob-lems of a clerical culture significantly contributed to the sexual abuse that has rocked the church in my own coun- Review for Religious try and others. The clergy and the laity feel some alien-ation from each other. In a recent study of newly ordained Roman Catholic priests in the United States, the respected sociologist Dean Hoge reports that sev-enty- five percent of diocesan priests in the United States ordained between 1995 and 1999 believe that ordination confers on priests a new status which makes him essen-tially different from the laity; sixty-nine percent believe that a priest must see himself as a "man set apart" by God; and thirty-six percent think the laity need to be "better educated to respect the authority of the priest's word.''37 This suggests that considerable numbers of Roman Catholic priests and laypersons may view each other as different, unreconciled strangers, even aliens. Like all those who embrace otherness even in them-selves, we Capuchins too must be agents of reconcilia-tion, in the church and for the church and the world. In the image of the Crucified, we are called to break the circle of violence, to model a new way of being church, a new way of being priest, no.t predicated upon separa-tion and sacralization, but rather in solidarity with oth-ers and in humble service. A Gift to the Church Often communities like my own consider the issue of lay friars and friar-priests an internal one. I would contend that mixed communities are not an intra nos "problem," but a gift to the church and the world. The meaning, the reality, of that gift is well illustrated by its analogy with the contemporary phenomena of biculturality and double reli-gious belonging. Such reenvisioning is useful not only for mixed religious communities, but also for a the contem-porary "mixed" church. In a world and church wounded by violence and oppression and abuse, it is only through collaboration, mutuality, and an openness to understand- 64.1 2005 Foley * Mixed Communities' Gift to the Church ing and abiding with each other that we can prevent vio-lence and become true collaborators in God's reign. Notes t For help on this article, I am grateful especially to Professors Stephen Bevans SVD and Robert Schreiter CPPS of Catholic Theological Union and to my Capuchin brother Patrick McSherry. 2 Analecta OFM Cap (2002): 338-342. 3 Jerome Hanley, "Beyond the Tip of the Iceberg," Reaching Today's Youth 3, no. 2 (1999): 10. 4 See M.M. Gordon, Assimilation in American life (New York: Oxford University Press, 1964). s Visweswaran Kamala, Fictions of Feminist Ethnography (Minneapolis: University of Minnesota Press, 1994), p. 127, as cited in Ravneet Tiwana, "Hyphenated Identities and the Space 'In- Between': Construction of the Sikh-American Identity." http://depart-ments. oxy.edu/anthropology(31.xii.03). 6 J.M. Bennett, "Multiculturalism and International Education: Domestic and International Differences," in Learning across Cultures, ed. Gary Althen (Washington D.C.: National Association of International Educators, 1994), pp. 157-158. 7 See Jean Phinney, "Ethnic Identity in Adolescents and Adults: Review of Research," Psychological Bulletin 108, no. 3 (1990): 501- 502. s See K.A. Noels, G. Pon, and R. Clement, "Language, Identity, and Adjustment: The Role of Linguistic Self-Confidence in the Acculturation Process," Journal of Language and Social Psychology 15, no. 3 (1996): 246-264. 9 This is an intentional move from the term "acculturation," used by social scientists, to "inculturation," used by theologians. ~0 Jung Young Lee, The Trinity in Asian Perspective (Nashville: Abingdon, 1996), pp. 33-34. ** See the stories of "hyphenation" as 'an exploration of grace in Peter Phan and Jung Young Lee, eds., Journeys at the Margin: Toward an Autobiographical Theology in Asian-American Perspective (Collegeville: Liturgical Press, 1999). ,2 See Jung Young Lee, Marginality: The Key to Multicultural Theology (Minneapolis: Fortress Press, 1995). ,3 See Inga Jasinskaja-Lahti, "On a Way toward Integration: Russian-Speaking Immigrant Adolescents in Finland." http:// www.utu.fi(15.xii.03). Review for Religious 14 See John Huels, "Concelebration," in Disputed Questions in the Liturgy Today (Chicago: Liturgy Training Publications, 1988), pp. 39-45. ,5 This is a conservative estimate (9.i.04). ~6 Virgilio Elizondo, The Future Is Mestizo (Oak Park: Meyer-Stone Books, 1988). ~7 Third Plenary Council of the Capuchin Order (Mattli, 1978), The Path of Renewal: The Documents of the Five Plenary Councils and the First Assembly of the Order of Capuchin Friars Minor, ed. Regis Armstrong, p. 44. ,8 Letter of John Paul II to John Corriveau (18 September 1996) as cited in Analecta OFM Cap 112, nos. 3-4 (1996): 566. ~9 Though some speak of "multiple religious belonging," we opt for "double religious belonging." As Claude Geffr~ explains, multiple religious belonging is a postmodern form of syncretism in which con-sumers consider the living religions as supermarkets from which they choose. It is "believing without belonging," with little attention to "the credibility of this or that belief, its necessary connection to this or that religious system, and its incompatibility with other beliefs. The only criterion is the enhancement of my being and most inti-mate potentialities." See "Double Belonging and the Originality of Christianity as a Religion," in Many Mansions? Multiple Religious Belonging and Christianity, ed. Catherine Cornille (Maryknolh Orbis Books, 2002), p. 94. 20 See Catherine Cornille, "The Dynamics of Multiple Belonging," in Many Mansions? p. 1. 2~ Jan Van Bragt, "Multiple Religious Belonging of the Japanese People," in Many Mansions? p. 8. 22 Peter Phan, "Multiple Religious Belonging," Theological Studies 64 (2003): 498. 23 Geffr~, "Double Belonging," p. 102. 24 Phan, "Multiple," pp. 498 and 504. 2s Jacques Dupuis, "Christianity and Religions: Complementarity and Convergence," in Many Mansions? p. 64. 26 Sung-Hae Kim, "An East Asian Understanding of Mission," in Mission in the Third Millennium, ed. Robert Schreiter (Maryknolh Orbis Books, 2001), pp. 16-17. 27 Dupuis, "Christianity," p. 65. 28 See Claude Marie Barbour, "Seeking J~astice and Shalom in the City," International Review of Mission 73 (1984): 305. The Third Plenary Council of the Order (Mattli, 1978) affirmed this notion of "reverse mission" in Path of Renewal, p. 61. 64.1 2005 Foley ¯ Mixed Communities' Gift to the Church 29 Capuchin Constitutions 84:2; see 145:3,157:4, 162:1,175:2,175:4. 30 See Leo Lefebure, "Sacred Violence and Interreligious conflict: The Background of a Tragedy," Chicago Studies 41, no. 1 (2002): 8- 25. 31 Ren~ Gerard, Violence and the Sacred, trans. Patrick Gregory (Baltimore: Johns Hopkins University Press, 1977). 32 R. Scott Appleby, The Ambivalence of the Sacred: Religion, Violence, and Reconciliation (Lanham: Rowman and Littlefield, 2000), pp. 81- 120. 33 John Cobb, "Multiple Religious Belonging and Reconciliation," in Many Mansions? p. 25. 34 Many of these are chronicled in Luigi Accattoli, When a Pope Asks Forgiveness: The Mea Culpas of John Paul II, trans. Jordan Aumann (Boston: Pauline Books and Media, 1998). The book could not include more recent papal gestures such as the 12 March 2000 ceremony in Rome calling for forgiveness for the sins committed by members of the church, and the May 2001 trip to Athens, where the pope asked for forgiveness for sins against Orthodox Christians. 3s Robert Schreiter, Reconciliation: Mission and Miniswy in a Changing Social Order (Maryknoll: Orbis Books, 1992), pp. 45-46 and 52-53. 36 While John Cobb does not think that "multiple belongers" can lead the reconciliation process, I think he overlooks the iconic role of such believers in that process. See Cobb, "Multiple," pp. 26-27. 37 Dean R. Hoge, The First Five Years of the Priesthood: A Study of Newly Ordained Catholic Priests (Collegeville: Liturgical Press, 2002), p. 28. cloister space curves softly into silence here a solitude like trees becomes the smooth line of bench or table even the edge of longing breathes a blessing curving back into flesh and bone Lou Ella Hickman IWBS Review for Religious COLLEEN VOGT Reclaiming the Prayer of Lament Prayer has been described as "an exercise in dialogue with a deity that holds simultaneously great hope and immeasurable risks.''1 Christians, at least popularly, are taught to ask for what we need and to praise God for what we are given, bearing pain and pleasure just the same, as God's will. While there is, of course, value to prayer in a "Thy will be done" stance, we lose much if we cannot hold God accountable for our suffering as our Israelite ancestors did. Walter Brueggemann articulates well this "costly loss of lament." 2 This paper addresses a loss of lament and suggests that lectio divina can show how one might "inhabit the psalms of lament,''3 in particular Psalm 69, and thus enter into dialogue with God while feeling pain and anger. Costly Loss of Lament Much in today's world calls for lament: violence and war, our complicity in social sin, Colleen Vogt has a graduate degree in divinity and is in ini-tial formation at Mount St. Benedict Monastery; 6101 East Lake Road; Erie, Pennsylvania 1651 I. biblical helps 64.1 2005 Vogt ¯ Reclaiming the Prayer of Lament slander of one another, and even petty disagreements. We need to be able to bring such laments to prayer not only in petition and confession to be rid of them, but also from the very midst of our feelings of anger and anguish. Without lament in our prayer and worship, we live an impoverished relationship with God. We lose an element of authenticity in our prayer if we do not honestly face our faith's bewilderment at evil that still exists when God is all good and all powerful. Prophets offer us examples. Jeremiah speaks of being overpowered by God (Jr 20:7). If he does not take up this concern of his with God, he cannot grow in his relationship. Brueggemann suggests object-relations theory about mothers and their children as a parallel, but any human relationship can show this human concern for authenticity. When people feel trampled upon, they must speak up or risk not being a full person in relation to the other. As Brueggemann says, "the absence of lament makes a religion of coercive obedience the only possibility.''4 A pattern of coerced obedience is likely to think "If I am suffering, it must be God's will, and 'his will be done'" without us liking it, and in fact smothering some truth. At this point we need not become violent or abusively assertive, but we can ask for respect. Lament leads to asking questions of theodicy. By lamenting we express that all is not well with the world, that this state of affairs is changeable, and that it seems to be God's responsibility to change the situation. Just to form this thought has a benefit all by itself. Brueggemann points out that Jeremiah seems happy simply in the hope of having his say, without expecting anything to change: "You will be in the right, O Lord, when I lay charges against you, but let me put my case to you" (Jr 12:1, NRSV throughout). Jonah, however, clearly expects God to respond. He asserts that God has "cast [him] into the Review for Religious deep" and declares as an accomplished fact that God brought him back up from the pit (2:3-6). God is the one responsible for his downfall and the one who can restore him. "Deliverance belongs to the Lord" (Ion 3:9). The ancients reasoned that in a world without an evil God, and ruled over by an all-powerful God, if something is wrong it must be because of God. Speaking to God about this, or "holding God against God," is risky, but it allows one to continue.5 Otherwise, without admitting one's true feelings of lament, one could not truly express praise as a free person: "praise can retain its authenticity and naturalness only in polarity with lamentation." 6 If we admit this need for lament, how do we go about restoring it? There are a number of ways in our tradition. I suggest lectio divina as a help to inhabiting a lament psalm prayerfully. Lectio Divina Several recent books introduce lectio divina in an accessible manner. They provide slighdy different ways of prayerfully reading the Bible (or some other text). The following is an amalgamation of these sources and my own experience. Lectio: reading. What does the text say? What do the words actually say? Also, what is its literary or historical setting? One may read several translations or glance at the accompanying notes. Cross-references may provide insight into the text at hand. For those familiar with Scripture, connections may occur of their own accord. Lectio divina is not the time for more extensive research. Meditatio: meditation. One explores the text further, making room for it in our hearts. What word or phrase stands out? By focusing on short sections, we have time to mull things over. We may learn small parts by heart, to help our heart to become more involved.7 We reflect 64.1 200Y Vogt ¯ Reclaiming the Prayer of Lament prayerfully, drawing personal meaning from the text.8 We trust in the grace of God to lead us. These first two .steps are closely tied to each other and are similar to what I learned about exegesis as a theology What happens in us we trust in the gra ce of God to lead us? student. Lectio, however, is private prayer, and exegesis seeks more universal and communal insights. It is best not to double up and intermingle these two practices.9 Oratio: prayer. Once we have become familiar with the text, we are ready to relate it to our life. Perhaps the words invoke our deepest desire; they may help us find meaning in suffering. They may have reminded us of others who need our compassion. Other words, too, may come to mind at this moment in a prayerful way. Contemplatio: contemplation. Here, more or less beyond words, one sits in the presence of God. During prayer these stages are not always clearly delineated, but they have a general movement toward contemplatio. Often one reads slowly and mindfully until a word or phrase catches one's attention or tugs at one's heart. Then one pauses for a shorter or longer time. Vv'hen attention wanes, one returns to the same text or moves on.|° Lectio and a Psalm of Lament Let us now apply this to a psalm. I chose a psalm because, as a postulant in a Benedictine community, I look to know them more deeply and because the "psalms invite us to be honest." ~ They give us scriptural language to express and transform deep and dark emotions such as anger, self-righteou.sness, and sorrow. And I have come to appreciate the special relationship between the psalms Review for Religious and lectio. Bernard of Monte Cassino says, "In psalmody we speak to God, in lectio God speaks to us through the Scriptures. In the first we ask him about things, and in the second we understand the answer." 12 Lectio/Meditatio I put these two steps together to bring some exegesis to the prayerful reading, for it can provide enrichment. When one has great familiarity with Scripture, a kind of exegesis arises spontaneously in prayer, but beginners can use help in making connections and understanding the psalms' literary style. In Psalm 69 there are many graphic images: "waters have come up to my neck," more enemies "than the hairs of my head," poison and vinegar for food and drink, and enemies "blotted out of the book of the living." These give readers pause and invite them to react. The images of distress may stir compassion for the psalmist or a memory of having felt like that. One may think of examples of unjust sufferers: prophets of the gospel, persons falsely accused of crimes, the church itself, or Jesus, the ultimate innocent suffering servant. The strong curses may evoke immediate resistance because Christians should "love your enemies"--or perhaps agreement with the vindictive sentiment as personal enemies come to mind. But any of these reactions may signal that God is trying to say something to our heart. The reactions may be invitations from God to go deeper. They may suggest that we pause and ponder. What is God saying through this text? Alternate translations may help. The words quoted above from the New Revised Standard Version are almost the same as those in the New American Bible, except that "poison" becomes "gall." Are there cross-references provided for this text? This is, in fact, the psalm most quoted in the ~4.1 2005 Vogt ¯ Reclaiming the Prayer of Lament Cursing enemies is a difficult_.th ei one with which many modern ,Christians are uncomfortabie. What is my res ponse? New Testament.13 "Gall and vinegar" appears in the Gospel accounts and in Romans 15:3 and Hebrews 11:26. Verse 25 about a camp made desolate is used in Acts 1:20 to refer to Judas. Revelation 3:5 mentions "the book of life" of verse 28 (and elsewhere in the Hebrew Scriptures). Seeing the psalmist's words reinterpreted on Jesus' lips in the Gospels or used in explaining theological concepts in Paul's letters brings new levels of meaning. Christological interpretation of the psalms is very much a part of the patristic tradition. Biblical notes and commentaries offer background information on several phrases and themes. The "deep waters" of verse 2 suggest the chaos engulfing the earth itself along with this innocent person. In the praise at the end, even the sea, which was a threat in the beginning, offers its praise to God. The water reference could also refer to a river ordeal, a trial by water to test the innocence of a person.14 This ancient practice was revisited in European medieval and American colonial witch trials. Praise as a sacrifice or offering to God is another theme in this psalm. This usage helps scholars to date this psalm. Because verses 30-31 say that a song of praise is worth more than an animal (or grain) sacrifice, the psalm is probably exilic or postexilic; there is no temple in which to offer sacrifices.~5 Prophets and psalmists determine that God does not want animals ("Do I eat the flesh of bulls or drink the blood of goats?" Ps 50:13), but prefers people's obedience and songs of praise instead. Cursing enemies is a difficult theme, one with which many modern Christians are uncomfortable. The strong Review for Reli~ous words are frequendy omitted from the lectionary cycles even when the rest of the psalm appears. They are sometimes excised from communal prayer. But it is important to understand this literary device in its context. Hebrew is a particularly metaphoric and graphic language. Though desires for punishment are certainly expressed, the words are not all meant literally,16 nor are the psalmist's words a decree of punishment--this is no vigilante justice seeker. In the Israelite understanding, the curse was only to be effective upon God's judgment that the person was indeed guilty. This was helpful to Israel as a people without a modern justice system as we know it. This is the reasoning behind trials by ordeal. If God finds guilt in someone, he or she will die. This practice is not in accord with modern thought and sensibilities, but, in many cases, allowing God to do the punishing is an idea needed as much today as ever. Many a lawsuit or personal vendetta might be prevented if those involved brought their laments to God and left the case in the hands of divine justice. Another relevant aspect of cursing is that there is indeed evil in the world that needs to be exorcized. Though the Israelite understanding did not easily distinguish between the sin and the sinner or between the individual and the community, we can take a cue from the psalmist and curse the sin, asking God to purify this blot in our community. We can curse an evil on behalf of those who cannot, namely, the victims who have been so dehumanized that they can no longer pray themselves.17 Claus Westermann has noted the following elements in biblical laments: address or introductory petition, lament, turning toward God (confession of trust), petition, and vow of praise.~8 We see them to some extent in this psalm. "Save me, O God" invokes God in verse 1. Then there is a long lament to God over the psalmist's 64.1 200Y Vogt ¯ Reclaiming the Prayer of Lament 44 situation: false accusations, desertion by friends and family, ridicule for religious practice (vv. 2-12). There is a confident petition to God for help (vv. 13-18). "Answer me, rescue me, let me be delivered," verse 13 cries out. After more lamenting about his sorry situation (vv. 19- 21), the psalmist expresses a desire for God to punish his enemies (vv. 22-28). This cursing is especially graphic and invites us to admit our own inner violence. A final petition for salvation in verse 29 makes way for a song of praise that calls all the earth to praise God (vv. 30-36). This praise ends the mood of sadness and vindictiveness and moves the psalmist to trust that God will make salvation known by vindicating him in the here and now. Westermann offers another helpful observation. Three subjects or characters have a part in many of the lament psalms: God, the psalmist, and the enemies. Westermann traces the history of the lament psalms by noting the balance between the three subjects. Accusations against God become more and more subtle, perhaps representing a trend like the one we know today of being hesitant to accuse God. As this is. a later psalm, the small accusation against God in verse 17 is couched in restrained terms: "Do not hide your face from your servant"--words that hint that God be not silent or absent.~9 This close and prayerful reading of the psalm helps us see how others prayed this psalm in the past. We understand the situation and the words and phrases better, sharing in the tradition. But we do this in order to communicate with God better, and so we turn now to oratio and contemplati0. Oratio Looking again at the text, we pray it with new eyes and a new heart. Perhaps, by God's grace, we are inhabiting the psalm, or perhaps the word dwells in us. Review for Religious God spoke to us as we came to understand the psalm more deeply. Now we speak to God as we understand our own relation to the psalm. We pray as the innocent sufferer, declaring anger at God (a little) and at enemies and problems (a lot). We trust in God to restore our fortunes, sure that it will happen. We may repeat our prayer, perhaps going deeper. More understanding may come, or more earnest petition. At some point this dialogue is finished, and we are left without words, or "we read under the eye of God until the heart is touched and leaps to flame.''2° Contemplatio We may image contemplation as gazing at God or just being in God's presence.21 No deep searching of our own into the text can force this. Our reflection on the text is mere preparation, tilling the soil and watering the seeds. It is God who brings forth the fruit of the land and the fruits of contemplation. We move forward, changed by this encounter with God through the word of God. We ha~e followed the traditional lectio model for expressing and transforming deep emotions. By inhabiting the words and the world of the psalmist, we are brought into relationship with our tradition and with God. We go forward by witnessing to the Word as committed Christians, in a stage one writer calls operatio.22 Notes ~ Samuel E. Balentine, Prayer in the Hebrew Bible: The Drama of Divine-Human Dialogue (Minneapolis: Fortress Press, 1993), p. 168. 2 Walter Brueggemann, "The Costly Loss of Lament," in his The Psalms and the Life of Faith (Minneapolis: Fortress Press, 1995). 3 Michael JinkJns, In the House of the Lord: Inhabiting the Psalms of Lament (Collegeville: Liturgical Press, 1998). 4 Brueggemann, "Costly Loss," p. 104. 64.1 200Y Vogt ¯ Reclaiming the Prayer of Lament s Balentine, Prayer, p. 146. 6 Claus Westermann, Praise and Lament in the Psalms, trans. Keith R. Crim and Richard N. Soulen (Atlanta:John Knox Press, 1981), p. 267. 7 Mariano Magrassi, Praying the Bible: An Introduction to Lectio Divina, trans. Edward Hagman (Collegeville: Liturgical Press, 1998), p. 109. 8 Thelma Hall, 7bo Deep for Words: Rediscovering Lectio Divina (New York: Paulist Press, 1988), p. 9. 9 Michael Casey, Sacred Reading: The Ancient Art of Lectio Divina (Liguori, Mo.: Triumph Books, 1996), p. 80. 10 Charles Cummings, Monastic Practices (Kalamazoo: Cistercian Publications, 1986), p. 8. 11 Elizabeth Canham, Praying the Bible (Cincinnati: Forward Movement Publications, 2001), p. 33. 12 Quoted in Columba Stewart, Prayer and Community: The Benedictine Tradition, Traditions of Christian Spirituality, ed. Philip Sheldrake (Maryknolh Orbis Books, 1998), p. 34. 13 Carroll Stuhhnueller CP, "Psalms," in HarperCollins Bible Commentary (rev. ed.), ed. James Mayes (HarperSanFrancisco, 2000), p. 420. 14 John Kselman and Michael Barrd, "Psalms," in New Jerome Biblical Commentmy (Englewood Cliffs: Prentice Hall, 1990), p. 537. 15 Kselman and Barrd, "Psalms," p. 537. 16 Stuhlmueller, "Psalms," p. 420. 17 Stuhlmueller, "Psalms," p. 420. is Westermann, Praise, p. 170. 19 Westermann, Praise, pp. 169, 170, and 181. 20 Dom Marmion, cited in Hall, 7b0 Deep for Words, p. 44. 21 Hall, 7bo Deep for Words, p. 9. 22 Mario Masini, Lectio Divina: An Ancient Prayer That Is Ever New, trans. Edmund C. Lane (New York: Alba House, 1998), p. ix. Prayer / Reflection Let us use the fourfold traditional approach of reading, meditation, prayer, and contemplation as we enter into Psalm 69. Review for Religious In the Spirit of Psalm 69 Come and save me, O God, for the floodwaters rise, and my body has sunk in the depths of the mire; There is no footing left in this bottomless pit, which keeps dragging me under to make me expire. I am wearied from weeping and crying aloud, and my throat has dried up like a desert of clay, And my eyes swollen shut are consumed by my tears, while I wait for the Lord and continue to pray. They are numerous, more than the hairs of my head, they who hate me, unjustly, insisting I die; They are many and mighty, who force me to pay what I never did steal, which they claim, but they lie. O my God, you have known all my follies and sins, for my guilt I have never concealed from your sight; I admitted my faults and confessed them to you, and for these you have punished me, that is but right. But that they who have trusted in you, O Lord God, should be shamed, and through me, how could that ever be? How could they who have sought only you be disgraced? God of Israel, never permit it, through me! It was only for you that I suffered reproach, every insult and shame they could throw in my face, Like a stranger to brothers, an exile from home, by the sons of my mother cast out in disgrace. For the zeal of your house had consumed me with fire; these reproaches I bore were intended for you; When I wept for my sins and I fasted for days, those reproaches were mine, and the insults were true. I repented my ways, put on sackcloth for clothes, 64.1 2005 Vogt ¯ Reclaiming the Prayer of Lament and became like a fool for my sins which I grieved; How the mouths in the marketplace laughed me to scorn, and the drunkards reviled me with songs they con-ceived. But for my part, I sought only you, O Lord God! Come and favor mb now, come and answer my prayer! O my God, in your greatness, be tender and kind! Come and show me you love, show me how much you care! Let your faithfulness come to my aid even now, lest I sink ever deeper and deeper in mire; Let my enemy fail, as you rescue my life from the bottomless waters before I expire. Let the waters abate and not sweep me away; let the ocean not cover and choke me to death; Let the depths not rise up and then swallow me down, nor the grave close around me and smother my breath. Hear and answer me, Lord, in your bountiful love, all the mercy and goodness befitting your grace; Turn your face to me, gently, with deepest concern; take me into your arms with your fondest embrace. Turn your face not away from your servant in need, but have pity and answer me quickly instead; Draw me closer and closer to you, O my God, as you ransom me back from the fate of the dead. You have known all my shame, my abuse, my disgrace, the reproaches which crushed me and wasted my soul; This disease has consumed me and broken my l~eart, and my spirit, now helpless, has lost all control. When I looked for somebody to comfort my pain, there was no one With mercy or pity around; Wh6n I looked for consolers to share in my grief, Review for Religiou~ there was no one who cared, there was none to be ¯ found. But they poisoned my food and they sickened my thirst, when they gave me the dregs of their wineskins to drink; May their tables be turned into deathtraps for them, their companions, the pits which they fall in and sink. May their eyes grow too dim and distorted to see, and their thighs never cease from convulsing with fear; May you pour out your just indignation on them, and in fury destroy all the things they hold dear. May their camps be deserted like desolate wastes, no inhabitants left who could live in their tents, For the one you have wounded, they wounded the more, with their slanderous stories of sins he repents. Take account of the crime upon crime they commit, lest they enter your meadow, the pasture you tend; May their names be erased from the record of life, with the just be not listed in life without end. As for me, in my pain and affliction, 0 God, be my help and my bulwark of strength from on high; Only let me sing praise to the Name of the Lord and give thanks for His glory extolled to the sky. For what pleases the Lord, more than oxen or bulls, with their horns and their hoofs, is. the praise of His Name! So, take courage, you faithful ones who are oppressed, and your heart will rejoice in the God you proclaim! For the Lord in His love hears the cry of the poor, and He never forsakes those who cry out in need; They are bound unto Him who created their lives, who has bound Himself to them, His creatures, to feed. 64.1 200~ Vogt ¯ Reclaiming the Prayer of Lament Let the heavens declare it, their God is the Lord! Let the earth sing His praise for its life that He gives! Let the sea that is full of the creatures He feeds praise the Name of the Lord, their Creator, who lives! Know that God will save Zion and bring exiles home! They shall dwell in the cities of Judah restored! Know the seed of His servants inherit the land, all who love Him and trust in the Name of the Lord! Joseph E. Brown SJ, Jesus Sings the Psalms in Your Heart (1980) YO Review for Religious MATTHIAS NEUMAN The Role of Scripture on the Spiritual Journey Tena lB sipbilreit huaasl lpilvaeyse odf a C vaatrhieotlyic o Cf hrorilsetsi ainn st hthe rpoeurg-h the centuries. In the immediate pre-Vatican II church, the Bible had little impact on ordinary Catholic spiritu-ality; Mary, the saints, and popular devotions held the dominant places. The Bible was certainly revered as a source of religious truth, and many good Catholic homes had a family Bible, but not many Catholics read it reg-ularly for their own spiritual nourishment and their rela-tionship with God. Students in my theology classes over the past twenty years--who have been mostly of the post-Vatican II generation--are amazed to learn that the Bible seldom played a direct role in the religious forma-tion of their parents and grandparents. Since the coun-cil the Bible enjoys a larger role in everyday spirituality, but usages still vary widely among Catholics. Matthias Neuman OSB last wrote for us in 1997. His address is 1414 Southern Avenue; Beech Grove, Indiana 46107. 64.1 200Y Neuman * The Role, of Scripture on the Spiritual Journey In a course called "The Documents of the Second Vatican Council," one assignment I give is to conduct a number of personal interviews, some with Catholics who lived through the years of the council and can remember the pre-Vatican II days and some with persons born after the council. A key question of the interviews concerns the role of the Bible in the personal spiritual life of the respondents. Their answers range widely, but three groups typically appear. One comprises those Catholics who still have little.awareness of the Bible, who do not read it even occasionally or consider it a guide for their own spiritual lives. (Many of these same people can make little sense of the lectionary readings at Mass.) A second group reads the Bible in a fundamentalist way. It func-tions in their lives about the same as it does in the lives of Protestant fundamentalists--as the literal source of all religious truth. Their interpretation of many passages tends to be simplistic. A third group consists of Catholics who have developed a significant and balanced practice of Bible reading. Scripture functions in their lives as a source of spiritual direction and nourishment. Other variations could be identified, but these three suffice to show what a complex situation exists among the Catholic faithful with regard to the Bible and its role in their lives. In this article I want to explore the connections between a prayerful reading of Scripture and the appli-cation of that reading to a person's spiritual life journey. My intent is to get at a number of ways in which the "meanings" in the Bible help people set and seek their spiritual goals and make practical decisions. Beginning with a historical overview of the Bible's role in Catholic spirituality through the ages, I move to the church's cur-rent teaching on Bible reading as a personal spiritual practice. In a final section I suggest some specific ways the Bible can guide a person's spiritual journey. Review for Religious The Bible in Catholic Spiritual Life through the Centuries Private Bible reading was not much encouraged throughout much of Catholic Christian history. Vatican II stands as a refreshing new beginning in this regard. Make no mistake--the Bible has always been crucial to the Catholic Christian tradition, all the way back to the 2nd century, when the various books of the New Testament began to be collected. But the Bible was usu-ally seen as the source of authentic religious truth for the church as a whole, rather than as reading material for individuals. In the liturgy the "meaning" of the Scriptures that were read or sun'g was usually "given" through the spoken word of the preacher. Personal read-ing for meaning and application seldom occurred. There were, of course, exceptions. In the 3rd and 4th centuries, the Egyptian desert monks used the Book of Psalms as a "manual of conversion." The individual monks wanted their reading to effect a gradual conver-sion of their raging emotions, a principal goal of theirs. The practice of lectio divina that developed later, in cenobitic life, continued and broadened this application of the Bible to the monks' personal lives, but the prac-tice was not widespread in the church.1 A second excep-tion was the use of Scripture in the Spiritual Exercises of St. Ignatius Loyola. Scenes from the Bible served as start-ing points for many of his exercises. But here again the practice was confined to limited numbers of directors and retreatants. Over the centuries, of course, personal reading of the Bible was encouraged by particular spir-itual directors. In the late 6th century, St. Gregory the Great, in his letters, often recommended the reading of Sacred Scripture to his correspondents? But these peo-ple were generally wealthy persons who could afford manuscript copies of a book or books of the Bible. This 64.1 2005 Neuman * The Role of Scripture on the Spiritual Journey luxury precluded its use by the general populace until the invention of printing in the 15th century. Before then, not many individuals or families possessed a Bible. The cost was prohibitive. An entire parish con-gregation might have only one copy of the Sacred Scriptures (usually locked up, except for services, or chained to the lectern). When the printing press began to make books more affordable in the early 16th century, the strong connection seen between printed books and the "private interpretation" of the Protestant Reformation made Catholic leaders try to limit Bible reading while Protestant leaders--with numerous Bibles printed in the vernacular languages--encouraged the reading of the Bible by everyone. The famous Catechism of the Council of Trent or Roman Catechism (1564) made no mention at all of reading the Bible as a spiritual practice for Catholics.3 In short, good Protestants read the Bible; good Catholics did not, for it could lead to doctrinal or moral error. Another change had been gradually happening in post-Reformation Catholic circles that also moved atten-tion further away from the Bible. As Catholic leaders became increasingly concerned with "correct doctrine and teaching," catechisms became the primary ways to teach people the true faith. Moreover, since some of those Catholic teachings (on the priesthood, the seven sacraments, and the Roman primacy, for example) were not clearly apparent in the Bible itself, catechisms became the immediate basis of instruction, without, of course, claiming to replace the Bible. In the long period between the close of the Council of Trent (1563) and the opening of the Second Vatican Council (1962), Catholics were sometimes counseled against reading the Bible personally. A New Perspective The Dogmatic Constitution on Divine Revelation Review for Reli~ous (Dei Verbum) of Vatican II stands, therefore, as a strikingly new statement of the Catholic Church. It encourages ordinary believers to read the Bible regularly for their spiritual nourishment. Chapter 6, "Sacred Scripture in the Life of the Church" (§§21-26), forged a new direc-tion for Catholic spirituality. How that chapter came to be is an amazing story.4 The preliminary schema of the constitution contained warnings about laypersons read-ing the Bible. They were reminded to approach the sacred text with the church's teaching in mind and with careful preparation. They were to be ready to accept willingly any definite assertions of meaning the magis-terium made about individual passages.5 There was no mention of personal.spiritual nourishment. Two factors seem to have brought about the radical shift that occurred in the writing of this chapter of the document. The first was the comments and testimony of several Protestant observers about their own personal and communal church experiences of Bible reading and the many spiritual benefits it brought to people/The second factor was a principle from the patristic era, one that had slipped out of modern Catholic awareness, the strong parallelism between Sacred Scripture and the Eucharist. Several Catholic theologians had persuasively brought this idea to the committee's attention. In the end the drafting committee included a strong encour-agement of Scripture reading for believers' personal spir-itual benefit. This decision ranks as one of the major achievements of the council. Let us review this pivotal chapter, "Sacred Scripture in the Life of the Church."7 It begins by noting that Scripture along with Tradition is the supreme rule of the church's faith (§21). But then the text goes on to assert that the word of God also serves as "strength for faith, food for the soul, and a pure and lasting fount of 64.1 200~ Neuman ¯ The Role of Scripture on the Spiritual Journey spiritual life" (§21). This reading is for all believers. "Access to Sacred Scripture ought to be wide open to the Christian faithful" (§22). There are no restrictions. This practice is not limited to the clergy and to scholars, but is for everyone. Church leaders are to see that ade-quate translations in vernaculhr languages are available for the faithful (§22). Preachers, patristics schol-ars, exegetes, hnd catechists are to help people under-stand God's word (§23). The ordinary faithful them-selves are encouraged to pick up the Bible and read: "Let them go gladly to the sacred text itself, whether in the sacred liturgy, which is full of the divine words, or in devout reading, or in suitable programs and various other helps" (§2 5). Here the council fathers begin claim-ing Scripture reading as a spiritual practice for the Catholic Church. This section of Dei Verbum ranks among the more important of the council's pastoral decisions, because it led to many changes in the practical spiritual life of the church. Soon after the council, dioceses and publishing houses began to develop "biblical study programs" for groups and parishes. Interest in these programs ran high and gave many lay Catholics their first real familiarity with the sacred texts. Renew, the Little Rock Bible Study, the Paulist Press Bible program, and other endeavors began to make the Catholic faithful better acquainted with the Old and New Testaments as a resource for liv-ing their faith. Small neighborhood groups started meet-ing regularly to read and discuss the Bible. The spiritual How do We experience, preachers, patristics scholars, exegeteS, and catechists helping people under tand God's word? Review for Religious lives of innumerable Catholics were deeply affected by these developments. Almost thirty years after the council, the Pontifical Biblical Commission issued a document to assist such developments. Although this document, The Interpretation of the Bible in the Church, is intended primarily for schol-ars, it has several pages that are relevant to us.8 Its sec-tion IV, "The Interpretation of the Bible in the Life of the Church," advances beyond Dei Verbum. First, it iden-tifies a specific purpose of reading the Scriptures spiri-tually, a purpose it calls "actualization." Actualization means putting the meaning of the Bible into action as a value or norm of behavior. It is not sufficient to read the Bible and merely understand its meanings; those mean-ings must begin to make a difference in how the reader perceives, judges, and acts as a believing Christian. Second, actualization presupposes a correct exegesis (explanation) of the text, part of which is the determin-ing of the literal sense--what the historical writers intended to communicate in their time, place, and cul-ture. Rejected here is any literary theory or assumption that the only real meaning is what the text immediately means to each reader. There is, however, a recognition that every text contains more meanings than the literal one; the richness of a written text is not limited by the lit-eral sense alone.9 This richness is part of the spiritual guidance of Sacred Scripture. The document recom-mends especially the Scriptural texts used in the liturgy as excellent for both personal and communal reflection. Finally, the document promotes the ancient monas-tic practice of lectio divina (divine reading), which is "a reading, on an individual or communal level, of a more or less lengthy passage of Scripture, received as the word of God and leading, at the prompting of the Spirit, to meditation, prayer, and contemplation.''~° We have come 64.1 200Y Neuman * The Role of Scripture on tbe Spiritual Journey a long way from the wariness of pre-Vatican II days, with its warnings about the dangers of false interpretation. Applying the Bible's Meanings to Personal Life We can now proceed to three specific ways of read-ing Sacred Scripture as nourishment or companion on our personal spiritual journeys. The first way is to exam-ine and apply the large patterns and themes which the books of the Bible offer. This knowledge can guide or challenge us into new areas of faithful Christian living. Sometimes these patterns will be quite obvious, for exam-ple, Job's struggle with God's justice. Sometimes a sec-ondary book can help us get off to a good start on one or another biblical theme. Andrew Ryder's Follo~ving Christ: Models of Discipleship in the New Testament can help us discover the various ways in which the following of Christ is depicted .in the New Testament and might be pursued today.~ Afterwards we will be ready to read and understand various suggested passages of Scripture more carefully. I have used this book in spiritual-direction ses-sions; it has helped people find a pattern of discipleship that fits their own life circumstances. In Matthew's Gospel, discipleship is expressed in community building; a beginning parish minister found in that Gospel a sense of direction for his spiritual jour-ney. Luke's Gospel sees discipleship more as an individ-ual stance in a large society; a young adult new to a large city reflected and prayed over that Gospel as a welcome way of maintaining strong faith in an unfamiliar setting. Another example of large Scriptural patterns guiding people's faith would be the contrasting Christologies of the Gospels of Mark and John. For those with too "divine" an image of Jesus, reading Mark slowly and meditating on its descriptions of Jesus' weaknesses and struggles can help towards appreciating the full down-to- Review for Religious earth humanness of Jesus (3:20-30; 6:1-6; 7:14-23; 8:16- 21; 11:12-21). On the other hand, John's Gospel will definitely strengthen people's view of the divine nature of Jesus and his mission (1:1-18; 5:1-47; 6:35-58). Various attitudes toward "law" are reflected in the writings of Paul and Matthew. For people struggling to overcome a paralyzing sense of law, Paul's letter to the Galatians high-lights Christian freedom, especially 5:13-26. That passage was of great importance in my own spiritual maturation as I began theology studies. On the other hand, peo-ple who need a deeper appreciation of the place of law in Christian life can benefit from sustained reflec-tion on the Gospel of Matthew (5:17-20; 12:1-13; 15:1-14; 19:16-24). Sometimes struggles dealing with anger, espe-cially towards God, are a problem. Reading the sections of Jeremiah called "Jeremiah's confessions" (11:18-12:6; 15:10-21; 17:14-18; 18:18-23; 20:7-13; 20:15-18) assist people to see how anger can change into improved prayer. One advantage of large Scriptural patterns and var-ious contrasts is that they can help Christians to be more sensitive to the differences in people's spiritual lives. Today many legitimate spiritualities exist in the church, many ways of actualizing the gospel in one's life. Instead of acting like competitors, all can benefit from a healthy exchange of ideas and practices. To acknowledge and cel-ebrate these differences and similarities remains an ongo-ing challenge for everyone in our variously pluralistic church. 64.1 2005 Neuman * The Role of Scripture on the Spiritual Journey A second method of reading the Bible personally uses individual passages as answers to personal questions or as directives for daily living. Christian history provides many examples of this. In late-3rd-century Egypt the young man Anthony, hearing in church the words "If you would be perfect, go sell what you possess and give to the poor, and you will have treasure in heaven" (Mt 19:21), took them as addressed directly to himself. Thereupon he sold his many belongings and took up the life of an ascetic. Over a century later another famous African, Augustine of Hippo, torn by internal turmoil, picked up Paul's Letter to the Romans and read: ". not in riots and drunken parties, not in eroticism and indecencies, not in strife and rivalry, but put on the Lord Jesus Christ and make no provision for the flesh in its lusts" (13:13-14). He describes its effect on him: "At once, with the last words of this sentence, it was as if a light of relief from all anxiety flooded into my heart. All the shadows of doubt were dispelled." 12 This method is often used in modern Catholic retreat practice. Individuals or groups are assigned a passage for them to reflect on and pray over, listening for how it "speaks" to them. The contemporary spirituality movement Focolare makes a monthly practice of reflection on a specified Bible passage. Some potential problems with this method need to be addressed. People may take the ideas that come from these passages as special divine messages, divine answers to some difficulty of theirs. Such interpretations need to be balanced with other factors: discussion with a spir-itual director, prayerful reflection, practical "testing," and so forth. People need to be cautious of "absolute" interpretations, taking them as God's direct inspiration. Some of Benedict Groeschel's guidelines for evaluating "private revelations" would apply: (1) Keep all claims of Review for Religious revelations in perspective; (2) no private revelation comes directly from God and therefore none can be assumed to be inerrantly true; (3) a private revelation by definition is personal and therefore must be carefully applied and must never be considered an infallible guide in any sit-uation.~ 3 Still, this use of Scripture can be beneficial. Biblical quotations often grace calendars, diaries, and notebooks. Using them as thoughts for the day or week or month can be a helpful spiritual practice. A third method of using the Bible for personal spir-itual nourishment is lectio divina. For years lectio divina was seen as a uniquely monastic spiritual practice. In recent decades it has come to be used widely in the church. The document mentioned earlier, The Interpre-tation of the Bible in the Church, encourages all Catholics to consider lectio divina as a way of reading the Sacred Scriptures.~4 The lectio divina of the monastic tradition differs from "spiritual reading," as a practice of the 16th and 17th centuries came to be known. Spiritual reading has meant a "set time" for reading a variety of religious books. Its primary purpose is religious information. Lectio divina means an in-depth reading of the Scriptures that challenges readers to personal conversion. The text is read slowly, more than once, and its meanings are mulled over in an effort to see their application to one's life. Lectio divina demands unbiased and receptive read-ing. It demands prayer and concentration. Focused atten-tion demands discipline of body and mind, and one prays for honesty, openness, and insight and for the grace to bring them into one's daily practice. The Bible has always been the favored material for everyone's lectio divina, but that does not mean it is an impersonal generic record. The books of the Bible are the word of God, but also are the faith accounts of real men and women, and so lectio divina is a unique form of 64.1 2005 Neuman ¯ The Role of Scripture on the Spiritual :yourney listening. The reader continually asks: What do these particular words coming down to me from these partic-ular people say to me? Those spiritual experiences are allowed to challenge my own. My faith is confronted with the faith of another, and in that encounter I may glimpse my own need for conversion. As I read St. Paul's words to the Philippians, "I thank my God every time I remember you, constantly praying in every one of my prayers for all of you" (1:3), I am led to explore thank-fulness in my own life. How often do I thank God, even for my best friends? How often do I pray for them? At this point we have arrived at the heart of lectio divina. By these questions in this context, the Christian feels hap-pily invited once again to conversion; God's grace to change for the better is there. A succession of such moments becomes a conversa-tion between the Christian and the Lord, a loving inter-change between ourselves and the Mystery of God, mediated by the faith-filled words of the Bible. Many use the daily lectionary passages for their lectio. In any case this conversation with God should be continued day by day. In it we will find ourselves noticing our motives, the effects our attitudes and actions are having on our-selves and others, and the shape our hopes and dreams are taking. The Second Vatican Council blazed a fine trail for Catholic spirituality by encouraging more reading of the Bible. Many have been following it with enthusiasm, but much remains to be done. The Bible and its many stories and poems of faith have the potential to guide people's faith life amid today's formidable challenges to it. Many need to become more aware of how much they need this treasure trove of Christian tradition for their own peace and happiness. The council says it well: "Such is the force and power of the word of God that it can serve the church Review for Religious as her support and vigor, and the children of the church as strength for their faith, food for their soul, and a pure and lasting fount of their spiritual life" (DV §21). Notes ' Michael Casey, Sacred Reading: The Ancient Art ofLectio Divina (Liguori, 1995); Matthias Neuman OSB, "The Contemporary Spirituality of the Monastic Lectio," Review for Religious 36, no. 1 (January 1977): 97-110. 2 Peter Brown, The Rise of Western Christendom (Cambridge, Mass.: Blackwell Publishers, 1996), p. 137. 3 [Addressed to pastors of parishes, the Roman Catechism (1566) does, however, cite explicitly about a thousand short Scripture pas-sages throughout--somewhat like the references made on pp. 59-60 above--and quietly weaves another thousand biblical allusions into the discourse. There are some twenty-five pages explicidy devoted to prayer and eighty-five more pages on the Our Father, all of them laced with Scripture. Ed.] The ten-year-old Catechism of the Catholic Church devotes eight pages specifically to the importance, place, meaning, and use of Scripture in the church (CCC §§101-141) and seventy-five pages to prayer (§§2558-2865), with considerable Scripture weaving in and out and the Our Father given pride of place as in the Roman Catechism. 4 Stanislas Lyonnet SJ, "A Word on Chapters IV and VI of Dei Verbum: The Amazing Journey Involved in the Process of Drafting the Conciliar Text," in Vatican 11: Assessments and Perspectives, ed. Ren~ Latourelle, Vol. 1 (Mahwah: Paulist Press, 1988), p. 187. s Lyonnet, "Word," pp. 198-199. 6 Lyonnet, "Word," pp. 178-179. 7 Texts of Dei Verbum are taken from Vatican Council 1I: The Conciliar and Post-Conciliar Documents, Vol. 1, ed. Austin Flannery OP, rev. ed. (Collegeville: Liturgical Press, 1992). s Pontifical Biblical Commission, The Interpretation of the Bible in the Church (Washington: USCCB, 1994; also in Origins 23, no. 29 [6 January 1994]). 9 This issue is dealt with in detail by Sandra M. Schneiders IHM, The Revelatory Text, 2nd ed. (Collegeville: Liturgical Press, Michael Glazier, 1999). See especially pp. xxx-xxxiv. ,o Interpretation of the Bible in the Church, p. 38 (IV.B.2). II Andrew Ryder, Following Christ: Models of Discipleship in the New Testament (Franklin, Wisconsin: Sheed and Ward, 1999). 64.1 200Y Neuman ¯ The Role of Scripture on the Spiritual Journey ~z Augustine, Confessions, trans. Henry Chadwick (New York: Oxford University Press, 1992), p. 153 (Book 8, no. 29). ~3 Benedict Groeschel CFR, ,'I Still Small Vo#e: /1 Practical Guide on Reported Revelations (San Francisco: Ignatius Press, 1993). ~4 The Interpretation of the Bible in the Church, p. 38 (IV.B.2). Prayer Litany to the Holy Spirit Come, Spirit of wisdom, and teach us to value the highest gift. ---Come, Holy Spirit. Come, Spirit of understanding, and show us all things in the light of eternity. --Come, Holy Spirit. Come, Spirit of counsel, and guide us along the straight and narrow path to our heavenly home. --Come, Holy Spirit. Come, Spirit of might, and strengthen us against every evil spirit and interest which would separate us from you. --Come, Holy Spirit. Come, Spirit of knowledge, and teach us the shortness of life and the length of eternity. --Come, Holy Spirit. Come, Spirit of godliness, and stir up our minds and hearts to love and serve the Lord our God all our days. ~Come, Holy Spirit. Come, Spirit of the fear of the Lord, and make us tremble with awe and reverence before your divine majesty. --Come, Holy Spirit. -Viterbo University-Book of Prayers Review for Religious FREDERICK E. CROWE Aquinas, Pascal, Lonergan, and the Spiritual Exercises In the Second Week of the Spiritual Exercises of St. Ignatius, the grace I ask for in the third prelude of the first contemplation (on the incarnation) is an intimate knowledge of the Lord that I may love him more and follow him better (§104).1 That establishes a pattern. In the next exercise (on the nativity) I make the same petition in the same form (§113). And so throughout the Second Week the grace I ask for is always the same, and is asked for in the same form.2 The aim is to know Christ and so to love him. This is in full harmony with the point that the actions of Christ we have been contemplating were performed for me; the Lord's nativity and all of his sufferings leading to his death on the cross were undergoneJbr me (§116). Love follows on knowledge: to know such self-sacrificing love calls for a return of love. Frederick E. Crowe SJ, a contributor to our pages in 1994, 1999, and 2004, is editor of The Collected Works of Bernard Lonergan. His address is Lonergan Research Institute; 10 St. Mary Street, Suite 500; Toronto, Ontario M4Y 1P9; Canada. making connections 64.1 2005 Crowe * Aquinas, Pascal, Lonergan, and the Spiritual Exercises The order from knowledge to love not only stands to rea-son and appeals to our common sense; it is also thoroughly Thomist, possibly reflecting what Ignatius learned at the University of Paris. At any rate, he could easily find this doc-trine in St. Thomas and make it his own. The will, Thomas holds, is a faculty that follows the direction of intellect. Few doctrines of his seem better established than that.3 Its position in Thomist thought is further solidified by its role in Trinitarian theology: as will follows intellect, as decision fol-lows understanding, so the Holy Spirit proceeds from the divine Word.4 No doubt the doctrine is true, central, and important, but it is not the whole truth, nor does Thomism exclude other ways of thinking on this question. One other way, especially, is nowadays coming to the fore. In current literature we repeatedly find a quotation attributed to Pascal: "The heart has reasons that reason does not know," and there has been a growing movement to explore those reasons of the heart that are not reasons in a strictly cognitional sense, and do not depend on prior knowledge. There even is a kindred doctrine in Thomas: what he calls knowledge by connaturality. The context for Thomas was the question whether wisdom resides in the intellect. In response he says that wisdom implies a rectitude of judgment, and that this rectitude can be had in either of two ways: either through the full use of reason.or through a certain connaturality with the matter under judgment. Thomas gives an example. In regard to chastity one person may have right judgment through moral science, but another person who has the habit of chastity may have right judgment through a certain con-naturality with the matter to be judged,s If we turn to Lonergan, we find him remarkably reticent on knowledge by connaturality, at least on knowledge so termed: it is missing from the indices of most of his major works. There is, however, a mention in a late lecture, where Review for Religious he says, "God's gift of his love is the cause of our knowledge of God by connaturality," and adds a reference to Aquinas.6 There is also his interview, again late in life, with Pierre Robert, where Robert brings up for discussion "knowledge of God by connaturality" and Lonergan responds: "[The knowl-edge of God by connaturality] comes about through charity. No created being provides a solid analogy (St. Thomas). There is an order: a wisdom that is sapita (savory) introduces an enlightened goodwill, which yields good practical or theoret-ical judgments.''7 But let us, like good Thomists, avoid slavery to words. Under another heading Lonergan has a full doctrine of his own that achieves the same purpose as knowledge by connaturality, that in fact includes in other terms both knowledge by connaturality and the usual Thomist order. And, because the unity of this twofold pattern could become such an important theme in the science of our spiritual life, and possibly in our practice of the Spiritual Exercises, I will try to Lonergan sees two patterns ff advance in human development, describe it in more detail and in simpler language. The thought of Bernard Lonergan may not be the simplest, but I am familiar with it, and it has the advantage of being a real fac-tor in his spirituality and his theology. The Two Ways of Human Development Lonergan sees two patterns of advance in human devel-opment. 8 I propose to see them first in their unity and con-trast, and then take each by itself. There is a movement from below upwards: from experience through understanding and judgment to decision and the commitment of love, and this is the order of the Ignatian Second Week. But there is also a process from above downwards: from love through commit- 64.1 2005 Crowe * Aquinas, Pascal, Lonergan, and the Spiritual Exercises 68 ment and judgment to understanding and enriched experi-ence. This second process gives us knowledge resulting from love, knowledge by connaturality, and it is the more funda-mental and the chronologically prior process. I believe that these two ways of development have much to contribute to a science of Christian spirituality. Do they relate also to the Spiritual Exercises? That is an intriguing question, and the pursuit of an answer is the main task of this essay. We must therefore take a closer look at Lonergan's doc-trine on each of these two ways. The Way from Below Upwards First, the order from below upwards: from experience through understanding and judgment to decision and the com-mitment of love. One simple way to see this "ordinary" way, in its elements and in their coherence, is to think of the "lev-els" of activity in a court case. There are witnesses who bring their experience to the case: what they saw, what they heard, and any relevant experience they had. There are attorneys, at least two of them, with their two different explanations of what the witnesses described; they represent the level of understanding. But understanding is a fickle instrument in the search for truth, and so, third, there are the members of the jury, who have to decide on the truth of the matter: Which attorney is right? Is the accused guilty or innocent? Finally, there is the judge, who not only presides over the whole oper-ation, but must take action, imposing an appropriate sentence or declaring the accused flee. This pattern of four steps, so sharply outlined in a court case, can often be observed in the give-and-take of family life, though there it is obscured by the chaotic flux of conversation. Somewhat more systematic than conversation and less sys-tematic than legal proceedings, this is the pattern we follow in the Second Week. We interrogate the witnesses in the way Ignatius describes: What are they saying? What are they Review for Religious doing? and so on (§107). In this way we come to understand and know our Lord better and, in response, to choose to love him and take appropriate action. In the words of the First Week, anticipating the response of the Second, what have I done for Christ? what ought I do for him? (§53). The Way from Above Downwards The way from below upwards is only half the picture. As time went on and the tableau of the two ways of development became a regular reference in Lonergan, the way from above downwards emerged more and more clearly as the way most of us live our lives. Its beginning is found in children, maybe even more than in adults. It coheres with the role of love in religion and theology. It descends from the gift of God's love through religious conversion to moral conversion, and per-haps-- though this step is more academic than spiritual-- through moral to intellectual conversion. The process from above downwards, thus briefly indi-cated, is not spelled out as fully as the way from below upwards, and so for an integral picture I have to piece together remarks from various places. My procedure is similar to what I believe prospectors for gold do: panning for nuggets and discarding the sand (though the "sand" may in this case have its own value). Lonergan starts as always with the gift of God's love. On our side there is the transformation of falling in love. One no longer is one's own. A life has begun in which the heart has reasons which reason does not know. A new world has opened up. In some kind of analogy, perhaps a rather distant one, this applies also to the Lord Jesus. We have to think of him "as developing from below as other human beings and from above on the analogy of religious development.''9 Here is a sweeping view of the process. Children are born into a cradling environment of love. The process begins in the affectivity of the infant, the child, the son or daughter, 64.1 200y Crowe ¯ Aquinas, Pascal, Lonergan, and ttse Spiritual Exercises ¯ 7o the pupil, the follower. On this affectivity rests the child's apprehension of values; as educators know, values are caught, n6t taught. On these apprehended values, belief rests. On belief follows the growth in understanding of one who has found a genuine teacher and has been initiated into the study of the masters of the past. Then, to confirm one's growth in understanding, comes experience made mature and percep-tive by one's developed understanding. One can recognize these terms as fitting into one or another o~: the four levels of human activity, but note that the experience at the end of the way down is not identical with the experience at the start of the way up. The experience at the start is rather raw material, but at the end of the circle it is experience "made mature and perceptive by one's developed understanding." Implications are many. One is the role of community. It is all-important in this process that we are born into and develop and live out our lives in a community, that our insertion into community and history includes an invitation to accept the natural process of development. In that process one belongs to a hierarchy of groups and so owes allegiance to one's home, to one's country, to one's religion. Through the traditions of the group, one is "socialized," finding that one's home is an exist-ing society. One is "acculturated," learning and accepting the values of one's group. One is "educated" to become in time a fully inserted member of the tribe or clan, and eventually a participant in the modernity that each generation must create for itself and for its posterity. (The trio of words in q~otation marks recurs over and over in Lonergan.) There are further implications. Of special impo~tfince is the healing factor. The transformation of falling in" love (domestic love, human love, divine love) is a healing',force. Where hatred sees only evil, love reveals values. In one sweep it commands commitment and joyfully carries it out. Where hatred reinforces bias, love dissolves it. We see this in our Review for Religious Catholic history. Christianity possessed the spiritual power to heal what was unsound in the imperial domain of Rome. But it was unaccompanied by its natural complement of creating, for a single development has two vectors: one from below upwards, creating; the other from above downwards, healing. Of similar importance is the factor, already mentioned, of tradition. The community receives and adds to what it has received and hands on the tradition. In this transmission, belief plays a key role. Through belief personal experience is filled out.by reports from others, one's insights are complemented by insights of others, and one's own judgments--what one has been believing from childhood or in school or in college or in university or in the press--are formed within the context of the judgments of others. These two sources of growth (personal acquisition and belief) are not in separate compartments; the two are inter-dependent, there is a symbiosis. Both begin from infahcy. But only through the second does the first take one b~yond the earliest prehistoric stages of human development. Only through the first:is there any real assimilation and appropri-ation of the second. From the cradling environment of the infant to the professor consulting the encyclopedia, our lives are filled with trust and eventually belief. Applying the Way from Above. to the Spiritual Exercises I began my .sssay with the Ti~omist pattern, from below upwards, as seen.iri the Second Week of the Ignatian Spiritual Exercises. It is a familiar pattern,, arid I need not go through it again. The application of the opposite order to the Spiritual Exercises, the process from above downwards, is, however, not so simple. 'A useful preliminary is to note a parallel between the secular and the religious, between day-to-day liv-ing and the world of revelation and faith. Here is Lonergan's position on this point. "What holds in general for self-under- 64.1 200Y Crowe ¯ Aquinas, Pascal, Lonergan, and the Spiritual Exercises Where the Second Week focuses on knowing and, therefore loving, the Third and Fourth Weel~s focus on communicqtion between persons already in lovei , standing in our world mediated by meaning and motivated by values holds also when that world is transfigured by God's self-revelation in Christ Jesus. The one revelation was made to many and thereby brought about a new type of commu-nity. For that community Christ prayed to his Father that 'they all be one.' It remains that a community is one not only by God's grace, but also by a consequent union of minds and hearts. Again, it remains that that consequent union can be troubled, disturbed, undergo an identity crisis; and the solu-tion to that crisis will be a common confession of faith."1° The present task, therefore, is to apply the process I have described to the Spiritual Exercises and to our Catholic spir-ituality. There are particular applica-tions, as when the rules for thinking with the church (§§352 -370) suppose the role of tradition. But what we seek here are applications within the heart of the Exercises, appli-cations built into their structure. We ask whether this contrasting position on knowledge and love is found there, either in the form given it by Pascal or in the Thomist knowledge by connaturality or in Lonergan's two ways of development. How do these ideas enter, if they do, into the Spiritual Exercises? My tentative answer is that they do enter the Exercises and in a way that considerably enhances our understanding of the Exercises. The Third and Fourth Weeks illustrate this most clearly. Where the Second Week focuses on knowing and therefore loving, the Third and Fourth Weeks focus on Review for Religious communication between persons already in love. That is, they presuppose love, love expressed in being with Christ, being with him in his suffering and being with him in his glorifica-tion. It is "being with" that matters. Whether we are with the Lord in his suffering or in his glory is secondary. What is pri-mary is that we are with him. Thus, although point six of the exercise on the Last Supper (§197) does not mention love, it is integral to love, a love that is grateful, a love that is a return of love. We are to ponder the way Christ suffers all these things on account of my sins (§ 197). The story is told of a mother who, on finishing her kitchen chores, went out to her child in its cradle on the verandah. She closed her eyes and sat there. There were loud voices next door, but she did not open her eyes t