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

PRIZE ESSAY NUMBER. i i ~ JUSTE, 1904 IY6L, XIII. HO. i GETTYSBURG COLLEGE GETTYSBURG, PA. i w. V N. C. UARBKMENH, OCTTTOBUflS II n w i HELP THOSE WHO HELP US. The Intercollegiate Bureau of Academic Costume. Chartered igoz. Cottrell & Leonrard Albany, N. Y. AAAAAAAAAAAAAAAAAAAAAAAA WWWWWWWWWWWW Makers of Caps, Gowns, Hoods AAAAAAAAAAAAAAAAAAAAAAAA A. B. BLACK, Gettysburg College Representative. Come and Have a Good Shave, E. A. Wright's or HAIR-CUT at Engraving House, Naffy B. SeftOll's 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. New Tons:)rial Parlor's, 35 Baltimore St. BARKERS' SUPPLIES A SPECIALTY. Also, choice line of fine Cigars. Northwestern Mutual Life Insurance Company, *^ A, L, Menbeck, Agent, COLLEGE. IF YOU CALL ON C. A. Bloehef*, JemeleF, Centre Square, He can serve you in anything you may want in REPAIRING or JEWELRY. rffWHipwjPii^jj ifwPBjmHHMP! 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. LIPPY, lxle;reiaa-rit Tailor, 29 Chambersburg Street, GETTYSBURG, PA. CITY HOTEL, Main Street, - Gettysburg, Pa. 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. Livery connected. Rubber-tire buggies a specialty. John E. Hughes, Prop. T1PT0H M Now in 1 THE .PHOTOGRAPHER. new Studio 20 and 22 Chambersburg Street, Gettysburg, Pa. One of the finest modern lights in the country. C. E. Barbehenn THE EACLE HOTEL ZB-A-ISIBIEIK Corner Main and Washington Sts. 1905 SPECTRUM Now in Printer's hands. Order from M. M. METZGEE. BEILLHAKT & PARKEE Students' Supply Rooms! Everything You Want. Fine Stationery a Specialty. NO. 5 AND 7 EAST. i r PATRONIZE OUR ADVERTISERS. I WE HI A COMPLETE LI Of Novelties for the Spring Season, including Latest Suiting, Coating, Trousering and Vesting. Our Prices are Right. SPECIAL CARE TAKEN TO MAKE WORK STYLISH AND EXACTLY TO YOUR ORDER. tUill Ol. Seliman, T^, 7 Chambefsfaufg 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 Dealer in Country Produce Groceries Cigars and Tobacco GETTYSBURG. Established 1867 by Allen Walton. Allen K. Walton, Pres. and Treas. Robt. J. Walton, Superintendent. Hummelstown Browq Stone Company and Manufacturers of BUILDING STONE, SAWED FLAGGING, and TILE, WALTOMLLE DAUPHIN COUNTYj: PENNA. Contractors for all kinds of cut stone work. Telegraph and Express Address, BROVVNSTONE, PA. Parties visiting quarries will leave cars at Brownstone Station, on the P. & R. R. R. DO YOU NEED PNEY TO GO TO COLLEGE ? [FROM COPYRIGHTED STEREOGRAFH BY UNDERWOOD AND UNDERWOOD] Happy Land of t :e R* staff Sun where Song Unceasing Flows. Stereoscopes * and * Stereographs K\ can furnish it fo.' you during the Summer Vacation, Many New Subjects for this season: Russian-Japanese War, Panama Canal, Balti-more Fire, President Roosevelt, Gettysburg Battlefield: New Comic Series; Stereo-scopic Tours, accompanied by patent maps and interesting descriptive books- Write for particulars- Underwood & Underwood 3 AND 5 W. NINETEENTH ST., COR. FIFTH AVE., NEW YORK. REPRESENTED AT PENN'A COL. BY E- G- HESS- The CDcFGury. The Literary Journal of Gettyburg College. VOL. XIII. GETTYSBURG, PA., JUNE, 1904. No. 4 CONTENTS "DE SAPIENTIAE PROFESSORIBUS "—POEM, . . 128 ANDROMACHE ET DECIDIANA. RUSSIAN AGGRESSION—Pen and Sword Prize Essay, . 130 PAUL B. DUNBAR, '04. A MODERN FAUST, 136 "X. Y. Z.'' SOCIALISM ,137 JOSEPH E. ROWE, '04. THE SABBATH AS A CIVILIZER, 144 Miss HELEN WAGNER, '06. THE COURSE OF THE U. S. GOVERNMENT IN CONNECTION WITH THE PANAMA REVOLUTION, . 146 CHAS. W. HEATHCOTE, '05. A HUNTER OF MEN—POEM, 148 "BRIDGET." .'THE PATH OF DUTY IS THE WAY TO GLORY," . 151 POEM, 154 EDITORIALS 155 EXCHANGES, . 157 w 128 . THE MERCURY. «DE SAPIENTIAE PROFESSORIBUS." ANDROMACHE ET DECIDIANA. HOW dear to our hearts are those days when at college We studied and wept o'er the classics of yore; The Latin, the Greek, and the terrible German, And brain-splitting ''Math" which we used to deplore. To-night as we sit in the glow of our fire-side, And think of those days and the pleasures of old, Our hearts fain would turn to our former professors, Who gave to us learning, much better than gold. The fire burns low in its smouldering ashes, The faces appear that we once knew so well, Some pleasant and jovial, and others more solemn, But of each, in his turn, we will .now try to tell. Oh Muse ! pray be kind and remain standing by us, And give to us freely and with no restraint, That much sought for gift, the true power of description, So each one may know whom we're trying to paint. The first who appears in the fast dying embers, Is one who made culprits shake clear to their toes ; He'd rap on the desk with a frowning expression, And quell all confusion, just how, no one knows. His eyes were as blue as the azure of Heaven, His hair was inclined to a faint auburn shade, His stature was tall, and this mighty Apollo Was reverenced alike by each man and each maid. And now we behold one so tall and so handsome, Who led our young minds 'round the fair walls of Troy, Who oft would propound his fav'rite assertion That 'there should be guardians for maidens so coy.' And next to him standing, a man of small stature, Whom feline protectors all look on with dread; He bears in his right hand a tight-covered basket, Just lift up the cover ! Out pops a cat's head. Our dear 'Roman Senator' now looms before us, As tall as a dignified 'senex' of old. He too bears a basket, but it's full of good things, And as a 'rear guard' he has 'Waggles,' the bold. The next that appears to our far-seeing vision Is one who seemed stern tho' at heart he was ki-nd. His friends the}' were num'rous, his travels were many, But ever to "Dutchland" his heart was inclined. THE MERCURY. 129 Scarce had his form disappeared in the ashes, When two more professors came into our sight. A halo of gas, (H2S), was around them, Which ever had been their fond joy and delight. How often we shivered when into their class-room We went in dread fear that we might not come out. A "fiss" and a "bang" and a "crash" would oft greet us; And then the stern question, "What are you about?" And now comes a face that so quietly greets us, He led 'little boys' in the way they should go. He taught them politeness as well as sound doctrine, And stirred to high ideals instead of to low. And last but not least comes that jolly, good "Sap'ens" Who once taught us "Math" and a great deal beside, For he used to tell all the jokes of the season, And solved weighty problems discussed far and wide. The fire dies out and we sit there reflecting On those pleasant days and our teachers of old, And we would not sell our fond recollections For all the rich treasures the deep sea could hold. And so let us close while the dark shadows gather, Which hide from our vision each loved noble face. We hope they still walk through those fair halls of learning, And for many years yet each may keep his old place. 130 THE MERCURY. " RUSSIAN AGGRESSION." [Pen and Sword Prize Essay.] PAUL B. DUNBAR, '04. THE discussion of a subject of world-wide importance can-not fail to be influenced by preconceived prejudices. It seems to be natural for Americans as a whole to entertain strongly such a prejudice against Russia. This is probably the result of our instinctive sympathy for the weak in a contest with the strong. The attempt will be made in this paper, how-ever, to set forth as impartially as possible the facts of the Rus-sian Advance. Having studied these carefully, Russia's motives will be discussed, and finally the probable results of these ag-gressive movements will be briefly summed up. A glance at the map of Russia, her possessions and spheres of influence, shows over how vast a region the Empire of the North holds sway. From the Baltic on the west to the Sea of Okhotsk and the Behring Sea on the east, the Russian territory extends in an unbroken stretch—five thousand miles of steppes and mountains, rivers and inland seas, burning deserts and bar-ren tundras. On the broad plains of Siberia are sections of wonderful fertility practically undeveloped and in its mountain ranges are untouched stores of boundless mineral wealth. This entire region is subject to the most diverse climatic conditions, seasons of extreme cold alternating with intervals of almost tor-rid heat. Such is the Empire of the Czar, embracing more than one seventh of the land surface of the globe and support-ing a population of one hundred and thirty millions. Today we see the Great Bear reaching out ready to seize in his powerful clutch territory after territory. The stress of pres-ent events draws our attention especially to the Far East. There we see the Muscovite pressing relentlessly upon the territory of China, and now by the test of battle it must be decided whether Korea also shall be Russian. The Far East is not the only object of Russia's advance. Slowly, silently, by stealth of di-plomacy, plans are being laid, forces set to work to widen Asi-atic Russia to the southward. During the last forty years; THE MERCURY. 131 , •% . — Britain has watched with apprehension the southward advance of the Bear toward her Indian border. Never for an instant dare she relax her vigilance against the encroachment of the Czar. Russian advisers ever ready to advance the interests of their master hold the ears of many of the native border princes. But yesterday came rumors of Russian influence in Tibet, of a treaty of that country with Russia, and the presence of envoys in the Tibetan capital whose purpose is to forward Russian in-terests in opposition to those of England. Turkey and the Balkan States feel this powerful hand and Sweden and Norway look with alarm toward the borders of Finland. What is the history of the growth of this giant among nations ? Three hundred and twenty years ago Russia was a small and semi barbarous state whose advance posts were scarcely eight hundred miles east of St. Petersburg. In the closing years of the sixteenth century, however, there came to the throne a ruler distinguished for severity even in that stern age. Ivan the Ter-rible, by the very cruelty of his rule, inaugurated the eastward movement of that Slavic invasion which now after three cen-turies of alternate advance and retreat is now approaching so terrible a crisis. Rebellious subjects of the Czar fleeing from pursuing troops were forced to take refuge in the unknown, frigid wilderness to the eastward. As they retreated, they easily overcame the scattered nomads who inhabited these regions. Then by turning over the conquered territory to Russia, they obtained the pardon of the Czar Ivan. This was the first step —the entering wedge—in Russia's eastward advance. The tide thus setting toward the Pacific flowed on slowly but resist-lessly, unopposed by rival nations, for the region was to them unknown. A century passed and another mighty figure ascended the Russian throne. Under Peter the Great came further aggres-sive expansion. The northern ocean presented an insurmount-able barrier but in other directions the advance continued. Southward the Muscovite ruler forced his way and to the west-ward Sweden and Poland felt the force of Russian aggression. Thus year after year, under ruler after ruler, the slow policy of 132 THE MERCURY. expansion has gone on. Wherever opportunity offered the Great Bear forced his entering wedge. West and south felt the advance, but it was toward the east that he moved most steadily. As has been said, Russia aims to follow the line of least re-sistance. The vast plains of Siberia, frozen in winter, parched in summer, were a part of the world's surface uncoveted by the earth-hunger of Europe. So while other nations fought and wrangled over other portions of the globe, the Empire of the Czar silently absorbed this mighty region. Thus by slow movements or sudden leaps, by treachery or by diplomacy, by fair means^or foul, Russia at last reached the Pacific—the ocean outlet which she has always desired. Here was encountered an unsurmountable difficulty. Russia, having apparently overcome all obstacles in her march to the sea, was now met and held by the strength of perpetual winter. The ice bound harbors of northern Asia were valueless. Warmer waters must be reached and, having come thus far, Russia was not to be baffled. By a sudden, bold move the Amur was made the southern boundary. Then in i860, subtle diplomacy obtained from China the strip of coast upon which is built the port of Vladivostok. It is significant that the name of this city is the Russian phrase for " Control of the East." As a seaport Vladivostok is a vast improvement over Petropaulovsk, the first Russian port in Kamtchatka, but still there is not en-tire freedom from the disadvantages of winter. Russia still hungered for a warm-water port. The Trans-Siberian Railway was built—five thousand miles of single track reducing the in-terval of transit between Moscow and Vladivostok to only fif-teen days. Events now began to move rapidly in the Far E^ast. In 1894, the close of the Chino-Japanese war left Japan in possession of the valuable harbor of Port Arthur. On the plea that the possession of this port by Japan threatened the in-tegrity of China, Russia forced the retrocession of Port Arthur to its original owner. Two years later, a Russian squadron entered this harbor ostensibly to winter there. Ere many months the world was startled to learn that Russia had leased Port Arthur from China. The integrity of the latter country THE MERCURY. 133 seemed no longer a consideration. Immediately came military occupation of the city and the erection of tremendous defensive works. Russia had obtained her warm-water harbor; but was she satisfied ? Between Port Arthur and the Siberian frontier lies the rich Chinese province of Manchuria. In it have settled many native Russians. What could be more natural than that the Great Bear should covet this prize also to make his possessions com-plete? Asa preliminary step, a Chinese concession was ob-tained for shortening the route of the Trans-Siberian Railway to Vladivostok by a line across Manchuria. Russia had at last obtained a foot-hold south of the Amur. The erection of branch lines to the borders of Korea and the very gates of Pe-kin was but a short stride. In every case the right of garri-soning the railroad was included in the concession. In 1900, came the Boxer Rebellion. Its close saw Manchuria held by an immense Russian army of occupation. In concert with the allies, Russia agreed to withdraw from Chinese territory, but months went by and the Manchurian'army lingered., The wily Muscovite concluded a treaty with China providing for the long-promised withdrawal, but it soon became evident that before this would be carried out new concessions were expected. The Russian representative in Pekin even went so far as to demand that all the Manchurian concessions be granted to Russians. This was but one of Russia's diplomatic attempts to gain a controlling voice in Chinese affairs. China, however, was al'ive to the true state of affairs and refused to commit herself to any further agreements. As a consequence, Russia is still in mili-tary possession of Manchuria. Nominally her troops were kept there solely in pursuance of the treaty-right of protecting her railroad interests. In reality, the whole line was turned into an armed camp by the establishment of forts garrisoned by all branches of the Russian army, and today Manchuria is practically a Russian province. • We now reach the final chapter in the history of Russian aggression—final because it brings us to the present time, cer-tainly not because it marks the end of the advance. With hr's 134 THE MERCURY. grip firmly fixed on Manchuria, the Bear now turned a longing eye to the little kingdom of Korea. The possession of this choice bit of the world was now his aim. Even before the Chino-Japanese war Russia was laying her subtle plans to this end. In 1893 or early in 1894, she made a generous present of rifles to the Korean army and even furnished a Russian drill-master to train Korea's seven thousand soldiers in European tactics. At the same time swarms of Russian agents entered the country. The fruit seemed almost ripe for plucking. But now an opponent faced Russia. Japan had long watched this onward march with jealous eye. In this move toward Korea she saw a positive menace to her existence. Nothing remained but to throw down the guage of battle and to begin the contest whose result is being awaited by the entire world. What are Russia's motives and what her ultimate policy ? Her statesmen would have us believe it is a simple one. Says M. Witte, the former chief of Russian finances and now presi-dent of the Committee ot Ministers : " History measures not by years, but by centuries ; and from this point of view, by the building of the Chinese Eastern Railway to Port Arthur and Dalny.a mighty work is completed, a historical problem is solved, and one of the last steps is taken in the advance of Russia to the Far East, in her effort to find an outlet to the open sea, to the ice-free shores of the Pacific ocean." This is indeed Russia's principal object, but its fulfillment means also the control of northern Asia. And since the de-velopment of her railroad policy has done so much already for the advance of Russian territory, there is no reason to believe that it will not be made the occasion of further advance. We have the word of M. Witte that Russia's object is to obtain a warm-water port. This is in the main a legitimate object and has been partly fulfilled by the acquirement of Port Arthur. But it must be remembered that Port Arthur is not wholly a Russian possession. It is, therefore, obvious that the Russian wishes will not be entirely satisfied until that port is Russian beyond a doubt. The same is equally true of the whole pro- THE MERCURV. 135 vince of Manchurfa. Then, too, it is more than probable that the desire is to reserve the acquired territory for Muscovite trade alone. It is true that Dalny is an open port, but Port Arthur is closed and foreign merchants find much difficulty in meeting Russian competition in Manchuria. As a recent writer puts it: The Russian motive may be viewed from two stand-points. Russia herself would have us believe that it is benevo-lent. She is building a railroad through unopened territory, erecting modern cities and valuable mills in the wilderness, and setting up an orderly government in the place of misrule. The outsider acknowledges all this, but what, lie a;ks, will Russia demand in return for these enormous expenditures? The an-swer is apparent. It has already been given. She has the right of protecting her interests and now demands a complete monopoly. Such are Russia's complex motives. What will the outcome be? If Russia be successful in the present contest, will her aggressive plans be concluded without opposition ? Will the world witness the spectacle of Korea and China absorbed or will the Powers step in to fix a limit to further expansion ? If they do so, will their strength be sufficient to restrain the Bear already flushed with victory ? If Russia be vanquished, will the settlement thus arrived at be permanent ? Will little Japan continue to be an efficient barrier, or will returning strength again put in motion the tide setting toward the Orient with overwhelming volume ? Will the gallant Island Kingdom perish or may it look for help to Europe and America? Time alone can bring an answer. Here prophecy has often failed and will fail again, for as has been well said: "Russia's state-craft is not of the months or of the years; it is of the ages. It is not of monarchs, but of a dynasty, and it is less the policy of the dynasty than it is the need of a people and of a land." 136 THE MERCURY. "A MODERN FAUST." (BEING A BIT OF TRUTH MASQUERADING AS NONSENSE.) ONCE upon a time—during the twentieth century—there lived a young man who had been but three years out of college. Having entered the greater University of the World, he had been hailed by his fellow Freshmen as a comrade, had been hazed by Sophomores, patronized by condescending Juniors, and deluged with advice by venerable Seniors, even as he had been in college. But he was a restless and adventure-some youth. The monotony of the office palled upon him, and, for relief, he experimented in Mysticism and Christian Science. One momentous evening he conceived the idea of putting his knowledge to the supreme test, by summoning be-fore him the Prince of Darkness. Thereupon he took down his LeConte and. his Mary Baker Eddy from the shelf and set to work. And in very truth, gentle reader, in less than half the run-ning of an hour glass, Mephistopheles himself stood before him. faultlessly attired in evening clothes—for the red cap and mantle had succumbed to the spirit of progress in Hades even as the simple sins of our forefathers have given place to the more delicately refined and ingenious vices of to-day. But in this one respect was the Devil unchanged. For no sooner had the usual conventionalities been exchanged than lie attempted to purchase the soul of the youth in the most approved man-ner. He showed him visions of fair women, even as he had shown them to the Faust of old. But the youth was unmoved; he smiled and shook his head, for he was a wise youth. And the Devil promised him great riches and power. But the youth, for he was wise, replied, "If these things were worth while, O Lucifer, I could attain at a lesser price, even hard work. It is not enough." T,hen did the Devil promise a most miraculous thing, "For," said he, "if thou wilt give thyself to me, Grover Cleveland and William J. Bryan shall make a truce and be as brothers. Shoulder to shoulder they will fight for thee and nominate thee for the Presidency on the Democratic THE MERCURY. I 37 ticket. Thou wilt be the most talked-of man in the Nation." But the youth, being wise, replied : "Am I not own cousin to the Proprietor of Pennsylvania, and is it not agreed that I shall be the next State Treasurer? And is not this better than to be President, much less a candidate for President mid on the Democratic ticket? Go to, it is not enough." Now the Devil was almost vanquished, but he was also wise and he thought deeply, and he said, "I can then offer thee nothing more than again to make thee a reckless, carefree Sophomore among thy former classmates. Think! Is it not enough?" And the youth meditated within himself; he knew there were no days like those days; he longed again to be carefree and thought-less, recognizing no higher authority than his own sweet will and the majority action of his class; his heart called out for those friends who, too, had dwelt in Arcady. And he replied, "It is enough." For he was a wise youth withal. MORAL—Eat, drink, and be merry, ye Seniors, for to-mor-row ye die. "X. Y. Z." • SOCIALISM. ( Written for the Pen and Sword Prize Essay Contest.) JOSEPH E. ROWE, '04. THE word socialism was first used in 1835 in connection with an organization founded by Robert Owen of Eng-land. This society was given the grandiloquent appellation of the Association of all Classes of all Nations, and its purpose was to secure "Social improvement and reconstruction." Since that time the word socialism has been applied rather incautiously, and,as a consequence, it is an exceedingly difficult word to define with precision. According to some writers there is a growing tendency to regard as socialistic any inter-ference with property undertaken on behalf of the poor, or any measure promoted by society to limit or modify the working of the economic principle of laissez-faire. Roscher defined socialism "as including those tendencies which demand a greater regard for the common-weal than consist with human 138 THE MERCURY. nature." John Raeof our day declares that it is common to describe as socialistic "any proposal that asks the State to do something lor the material well being of the working class, or any group of such proposals, or any theory that favors them." Janet defines it as "every doctrine which teaches that the State has a right to correct the inequality of wealth which ex-ists among men, and to legally establish the balance by taking from those who have too much in order to give to those who have not enough, and that in a permanent manner, and not in such and such a particular case—a famine, for instance, or a public calamity." But these definitions and all others describe only phases of the question. For instance, in order for any measure to be socialistic it need not proceed from the State; it may emanate from individuals just as well; in fact the earliest socialistic measures proceeded from individuals. There was socialism in colonial times when they had a common storehouse from which each one received his equal share of goods; the instituting of a wider system of public schools is a highly socialistic measure ; an equal distribution of profits between two partners, or among the many members of a company is also socialistic; and yet it is just as proper and usual to describe as socialistic the so-called "strikes," or the assassination of million-aires by dynamite. It is, therefore, evident that socialism em-braces a great deal; at the same time, we must remember that all these are only different phases of the same great question. All socialists are alike in attempting to secure a more equit-able distribution of wealth, or in endeavoring to equalize op-portunities for acquiring it; but the salient points upon which they differ are the ways and means of accomplishing their ends. Some maintain that the State, by managing industry and controlling land, could best promote the commonweal; others very emphatically declare that there should be no cen-tral government at all. The more radical of the first class try to get control of the government; those of the latter class en-deavor to destroy it. Unfortunately in the present age the most influential forrfl of socialism is of the most radical and revolutionary character— THE MERCURY. 139 that which desires no government at all. Alexandria II. of Russia and our late President McKinley fell victims to this outrageous doctrine. Nihilism and anarchism are its more specific names. Yet we cannot afford to consider as danger-ous all socialistic measures of today. Upon exactly this prob-lem a great amount of useless discussion has taken place. Politicians of late years have made very effective use of the ambiguity in the word socialism. Whenever an opponent could accuse a candidate for public office, of promoting socialistic measures, no matter how benevolent or beneficial they might have been to the people, the mention of that word together with the prevalent misconception of it in its better sense, was generally the most derogatory charge brought against him in the eyes of the ignorant working classes—the very persons whom worthy socialistic principles would benefit. Although every writer has made his own classification of so-cialists, they all directly or indirectly acknowledge the four following classes: (1) large-hearted and thoroughly benevo-lent men whose feelings have been touched by the unjust op-pression of laborers ; (2) those who are revolting against cruel oppression; (3) those who are discontented with their positions in life, principally because they fail to realize their limitations; (4) the lowest class whose adherents are characterized by a covetous, selfish, and utterly lawless spirit. The first of these classes consists principally of nothing more than ardent sympathizers with the socialistic movement in its better meaning. According to good authority more than a half million of such men are found in the United States. Many ministers of the gospel and other benevolent men as well as the members of philanthropic and humanitarian orgini-zations belong to this class. They sympathize deeply with the oppressed laborer and endeavor to alleviate his misery by every peaceable means. Others of this class" become so impressed with the necessity of social and industrial improvements that they have devoted their lives entirely to the cause. These are quite liable to be-come extremists, and notwithstanding the fact that their inten- 140 THE MERCURY. tions are of the most noble character, more harm than benefit results from their efforts, chiefly because the lower moral and mental capacities of those whom they influence are not vigor-ous enough to prevent the latter from becoming radical, desper-rate, and fanatical. Hall Cane has pictured such a man in his "Eternal City" in the person of Dr. Roselli or of David Rossi, especially in the latter; but the futility and evil consequences of their efforts are also portrayed in a striking manner. It is only natural that there should be such men especially in a Christian nation. When one considers the extremely low wages for which laborers had to work at certain periods of our history, the condition of some of their homes even in our day, the company store and the extortion ot overwork from them by overseers, it is not very strange that large hearted men should bestow their symapthy. No doubt, these conditions have been vastly exaggerated by some writers, but that they exist to a reasonable extent cannot be doubted. The oppressed or those who imagine themselves to be in such a condition, constitute the second class of socialists. Only men who work come properly under this divisicjp; those who become discontented and quit work will be considered later. Labor Unions consist almost entirely of such men; if they suspend labor, it is only temporarily, and is for the purpose of bringing about better conditions. Occasionally the labor union-ists content themselves by merely putting a stop to production, but more frequently, almost invariably, they manifest quite "an omnivorous spirit of destruction." The whole cause of the unreasonable demands made by Labor Unions seems to arise out of ignorance. They claim that the whole production of their labor belongs to them, on the ground that wealth belongs to those who make it. In a certain sense this is true, but not according to the interpreta-tion of it given by these laboring men. They understand it to mean that the entrepreneur, landlord and capitalist have no natural right to a portion of the wealth produced, forgetting that in the modern differentiated and specialized form of in-dustry these—especially, the entrepreneur and capitalist—are THE MERCURY. 141 absolutely indispensable. The socialistic idea of the State's ownership of land could probably do away with the landlord, but to attempt the abolition of entrepreneur and capitalist in our present industrial system is absurd. Another very prevalent kind of socialism arises out of the fact that a great many men, failing to realize their limitations, complain of the more advantageous opportunities of other in-dividuals. They claim that the world owes them a living, but as some one has said, "are too lazy to collect the debt." It is this sort of socialism which is the "besetting sin" of our age. Ambitious people now-a days are so thoroughly imbued with the spirit of "sticktoitiveness" that only a few failures leave them practically undaunted. Having been taught, as Dr. Furbae says, such precepts as "There is always room at the top," encouraged by such maxims as "Try, try again," and cautioned to aim high instead of directly at the mark, they continue to strive for positions to which it is impossible for them to attain and for which, if they did reach, they would find themselves wholly unfitted. Many a proud father and fond mother, either because they have wished to encourage a son, or because of the blindness of paternal love, are respon-sible for a young man's superabundance of self-esteem by their having told him that he is not like the average person, and then he goes forth into the world only to consider his efforts unsuccessful because he cannot do as much as some one else who probably has much greater talent. It is this tendency of the individual's failure to realize his true place in life and his proper relation to others that has produced in our age so many dissatisfied, petulant, and cynical socialists. The last and most dangerous sort of socialism is that which manifests itself in murder, vandalism, and other lawless practices. It is exactly synonymous with anarchism. The number of such persons in the United States is as astounding as the awful doctrines which they promulgate. Some years ago President Seelye of Amherst College, declared: "There are probably 100,000 men in the United States to-day whose animosity against all existing social institutions is hardly less than bound- 142 THE MERCURY. less.' In 1881 their press consisted of 19 journals with a cir-culation of about 80,000, and since that time their numbers and the powers of their press have vastly increased. The fol-lowing are statements from some of their papers. "Religion, authority, and state are all carved out of the same piece of wood—to the Devil with them all!" "Dynamite is the power which in our hands, shall make an end of tyranny." "War to the palace, peace to the cottage, death to luxurious idleness." "You might as well suppose the military orginizations of Eu-rope were for play and parade, as to suppose labor orginizations were for mere insurance and pacific helpfulness. They are organ-ized toprotect interests, for which, if the time comes, they would fight." This last, taken from a socialistic paper of Chicago, pro-bably shows, to a great extent, the true relation between Labor Unions and socialistic tendencies of the most awful character. Such socialists probably began their careers as oppressed working men, or as men who failed to realize their true posi-tions in life, and later under the influence of violent socialistic journals or the lectures of an Emma Golden, became fanatical. A great number of them are foreigners who, having become disgusted with the absolutism of Europe, have come to Amer-ica to carry out their nefarious designs. Several great movements of the past two centuries have conspired to inspire socialistic propensities in men. The foun-dation of the American Republic, with the annunciation of her principles—-such as, "all men are equal and possessed of cer-tain inalienable rights such as, life, liberty and the pursuit of happiness"—paved the way for ideas which, carried to extremes by the ignorant and mischievous, resulted in socialism. In the same way, the French Revolution radiated its evil influences; and the Proclamation of Emancipation by Abraham Lincoln had its baneful as well as its worthy effects. But more influential than any of these has been the greatly increased profits of the rich. How would a poor down-trodden laborer look upon the following statement which occurred in a paper of 1880 ? "The profits of the Wall Street Kings the past year were enormous. It is estimated that Vanderbilt made THE MERCURY. 143 $30,000,000; Jay Gould $15,000,000; Russel Sage $10,000,- 000; Sidney Dillon $10,000,000; and James R. Keene $8,- 000,000. Is it strange if the working man thinks he is not getting his due share of the wonderful increase of national wealth ?" How do men to-day regard a rise in the price of coal-oil and the next week read in all the papers that the larg-est stockholder of the Standard Oil Company has made a be-nevolent gift of several million dollars ? The assassination of rulers and millionaires, the wanton des-truction of property by strikers, and the inconvenience accru-ing from a stoppage of production are not the only bad results of socialism. It tends to ruin the Church as well as the State. Infidelity and skeptacism follow closely in its tracks. In a so-cialistic convention at Pittsburg not many years ago the follow-ing nefarious resolution was unanimously adopted: "The church finally seeks to make complete idiots of the mass, and to make them forego a paradise on earth by promising them a fictitious heaven." "Truth, a socialistic journal of San Fran-cisco says : "When the laboring men understand that the heaven they are promised is but a mirage, they will knock at the door of the wealthy robber, with a musket in hand, and de-mand their share of the goods of this life now ! " What could have a more disasterous effect upon discontented humanity than to read such doctrine ? The socialist of this order denies the existence of God on the ground that if there would be one, wealth, happiness and opportunities would be more equally shared ; they forget to see that the rich are as often unhappy as the poor, and that God sends "his rain upon the just and unjust." Although an attempt to solve a problem of such magnitude may appear absurb, there is, at least one, feasible solution— a more general acceptance and use of the principles ot Chris-tianity. "Socialism attempts to solve the problem of suffering without eliminating the factor of sin." That all suffering caused by our industrial system is the result of sin, either on the part of employer or emplyee, or of both, there can be no doubt. If the spirit of the Golden Rule were put into practice, it "would 144 THE MERCURY. dictate such arrangements between capitalist and laborer as will secure to the latter a fair return for his toil." As Dr. Fisher says, "It will check the accumulation of wealth in a few individ-uals. And the Christian spirit, as in ancient days, will inspire patience and contentment, and a better than earthly hope, in the minds of the class whose lot in life is hard." THE SABBATH AS A CIVILIZER. Miss HELEN WAGNER, '06. WHEN God said, " The seventh is the Sabbath of the Lord thy God, in it thou shalt not do any work, thou nor thy man servant—," He surely had more ends in view than the mere refreshing of man and His own glorification. Besides achieving these results the Sabbath has other far-reaching in-fluences. Chief among these influences we see its power as a civilizer, as an educator and a refiner. It has long been an ac-knowledged fact that Christianity pnd education go hand in hand. In the accomplishment of one we necessarily attain the other. The influence of the Sabbath is like the atmosphere—it sur-rounds every one it touches, whether with that one's approval or not. The most violent atheist would be no more likely to scorn the influence of the day set apart chiefly for the worship of the God he ignores than would our staid old deacons. It has been proven that no civilized country can exist without the aid of the soothing influence of the Sabbath on the passions ot men, in the observance of its laws. Because the influence of the Sabbath is so all-prevailing and must be felt everywhere, no man can or does escape it. Christians, of course, are those most directly affected by the Sabbath. They come into immediate contact with some of its most potent influences. A true Christian never misses the Sabbath—he spends . it in the worship of God and for rest as was commanded. And so he reaps not only the physical bene-fit but the intellectual as well. One of his chief duties and THE MERCURY. MS '* pleasures is a regular attendance upon divine worship. Thus while being spiritually fed and elevated he assimilates some of the best literature and art of the world as it radiates from the pulpit and the organ loft and the temple of God itself. But the people who do not come into direct contact with the Sabbath influence, feel it just as surely. They must breathe it with the very air. One cannot go anywhere on the Sabbath Day without being made very conscious that this day differs from all others. In the cities and towns the stillness imparted to the streets, noisy and hustling on other days, by the aspect of the closed stores and shops and the absence of the clattering dray and shouting venders, and the quietly passing inhabitants with their peaceful, serene countenances and their fresher, more artistic raiment, and the sweet music of the church bells—all have a subduing, refining influence on the sensibilities and pas-sions of men, not easily thrown off. And out in the open country away from church bells and changed surroundings one feels an unwonted peace and calm—one breathes with the very air which draws one a little nearer Mother Earth—and thus is made to appreciate her beauties and truth a little more fully. Besides these maternal, physical influences there is another, more subtle, ever advancing influence—the influence of man upon man. Usually the Christian does not need the Sabbath environment for purposes of self-education and refinement, but those with whom he associates or with whom his friends come in contact may and are more helped, as they imperceptibly absorb from him a finer sense of right and wrong and a better general knowledge, than they would be by any numbers of over-zealous instructors and noisy evangelists. I46 THE MERCURY. THE COURSE OF THE UNITED STATES GOVERN-MENT IN CONNECTION WITH THE PANAMA REVOLUTION. ( Written for the Pen and Sword Prise Essay Contest.) CHAS. "VV. HEATHCOTE, '05. PANAMA has an area of about 31,500 square miles and a population of almost 300,000. When Panama revolted a short time ago, it was not the first time she attempted to throw off the yoke of Columbia. In 1885 a similar revolution took place. Columbia promised various reforms which checked the revolution. However, Columbia failed to carry out these reforms. Columbia established a centralized form of govern-ment which caused Panama to lose the privilege of a state. For years the idea of building a canal across the isthmus has been in vogue. The French Company, which attempted it a few years ago, failed miserably. It remains for the United States to carry out the plan. The Panama and Nicaragua routes were suggested. The need of the canal is very evident. If the canal had been built when the Oregon made her long run around Cape Horn the United States government would have been saved much expense. Then, the American interests in Porto Rico, Cuba and the Pacific possessions strongly urge the construc-tion of this canal. For a time the Nicaragua route was favored. A bill was drawn up and unanimously ratified by both Houses of our Na-tional Legislature. The main idea of this bill was that when the canal was completed it was to remain neutral under the protection of the great European powers. However, delay over this part led the people to favor the Panama route. Fi-nally, upon the recommendation of the Walker Commission, the Panama route was chosen providing it could be bought from the old French Company for $40,000,000. However, to keep our word with Nicaragua, the Spooner compromise was passed which instructed the President to select the Panama route pro-viding the necessary arrangements could be made. If, not the Nicaragua route was to be chosen. About this time Columbia became very much interested in THE MERCURY. 147 the canal affairs. They gave the United States every assurance that a treaty favoring the Panama route would be ratified by their Senate. However, after much delay, it was unanimously rejected. Columbia was to receive $10,000,000 for certain con-cessions. Columbia thought the United States was an easy mark and refused to ratify the treaty unless $20,000,000 was given to them. In all these proceedings the Columbian politi-cians refused to consult the wishes of Panama. Panama knew the value of the canal. That the Columbian politicians were working for their own interests was very evident. Conse-quently Panama's hatred for Columbia grew more intense. When the revolution broke out the world was not surprised. The revolution was virtually bloodless. The republic was soon recognized by the United States, France, Germany, Russia and many other powers. In a short time a treaty was drawn up and signed. By this treaty the United States gained complete ownership of the canal and received much more territory than she would have received had Columbia-not acted in such an ugly manner. The course of the United States government has met with general approval by all well-thinking people. All the foreign powers sanctioned the action. Many people tried to condemn the course of the government because the warships were or-dered to prevent any of Columbia's troops being landed to bring Panama to time. How often in the South American rev-olutions the lives of our citizens and likewise their property have been endangered. Many times before this the United States marines and sailors were landed to protect the property of our citizens. American interests are better developed in Panama than in any other South American state. American capital runs the whole railroad system on the isthmus. What good is a government to its people if it fails to protect them ? Then again Panama had been recognized by the United States and for that reason alone her action was justifiable. Some people in criticizing the government forget the action of Presi-dent Polk in the way he started the Mexican War. His action cost the United States' thousands of lives and dollars in order to maintain the national honor. Today all people recognize 148 THE MERCURY. that the addition of Texas to United States territory is a blessing. The idea that the government's course is a stain up-on the history of our country is erroneous. The government has upheld our traditions by being the champion of the weak and helping young republics maintain their standing. "A HUNTER OF MEN." "BRIDGET." WITHIN the forest depths I wandered far, O'er the great battlefield, where bloody war Had made upon our land a loathsome sore, Healed now, but still retaining its deep scar. At last, upon a wooded hill was found, what I had sought, A monument, commemorating strife With victory and loss of life, The boon God-given, A monument for heroes, dearly bought, A witness unto Heaven. Upon a natural rock, like those which on the hillside lay, Was carved the figure of a man; Not as the Knights of old, with upright pose, And fearless eyes, he faced his foes, at bay, But crouched and hid him, midst the trunks of trees, And with a deadly purpose, did the hillside scan. 'Twas here I rested me, A dream I dreamed, Which, to my wand'ring fancy, even seemed A waking dream, a reverie. Within the homestead of an old Virginian farm, A mother sat one sunny summer morn, Holding, within the shelter of her arm, A little babe, her son, her own first born. Oh! what a wondrous grace was in those words,, "her own," What sword could pierce the soul of such a one ? A soul, so full of hopes, before unknown, The deed too cruel, to be planned or done. THE MERCURY. 149 A glorious future lay before her boy, All fashioned with her mother love and care, A future, full of happiness and joy, Devoid of sin, the bait of Death's dread snare. "Her own," but ever since the earth wastrod By her, above all women blest of God, In honor of her wondrous motherhood, The soul of womankind has felt the sword. He grew into a handsome, stalwart youth, Beloved by many, and disliked by few, Then came the blow; her soul was pierced in truth, And he went forth to die, as sons of all brave mothers do. To die, but could he kill his fellow-man? This was the question that had haunted him, Upon the day of march, and in the nightly din Of dreadful dreams, bloody with warfare's ban. A marksman of sure eye, and hand unfaltering, Far-famed was he, And many a woodland voice had cased to sing Through death, from him, its untaught melody. So, when night's dreams were changed to day's reality, Not placed in ranks that fought an open war was he, But called of men, a sharpshooter, lay low, Upon the hillside's brow, to slay the unwary foe. #**#*#***♦* The sun comes flickering through the whispering leaves, Casting their shadows on green moss and fern, A birdling, from a nest above, moves restlessly, and grieves, In dismal chirpings, for its mother's late return. The noonday calm is over hill and glen, Save for the distant sound of battle's roar, There, where a multitude of bravest men, Fight onward for their country's noble fame, for honor more. Then with a rustling sound, the calm is broken, The underbrush is parted by a man in blue, A moment's pause; no warning word is spoken, To tell him "Death is waiting now for you." And he, whom destiny ordained to give to Death her prey, One instant hesitated, in his covert lay Sickened by fear, of his dread deed alone, Then aiming fired and it was done. ISO THE MERCURY. Quickly his weapon casting on the ground, He bounded fearless, down the wooded slope, His boyish eyes, all bright with unshed tears, For in his soul remorse fought hard with hope. And Hope, how soon 'twas vanquished in the fray, A boy, scarce older than himself, his victim lay, Dying in agony upon the sod ; No word he spoke, but with great eyes of pain, Looked up into his face, who had his brother slain, And then, just as the birdling fell to earth, His spirit met his God. 'Twas then a red mist rose before his eyes, a mist of blood ; Concealing the poor body of the slain, from which the soul had fled, He climbed once more the hillside's weary road, Determined to repeat his deed of dread. At sunset, when the wounded mother-bird Returned, to find her nestlings gone, No sound, upon that dark hillside she heard, To tell her of the deeds that there were done. Yet, 'midst the underbrush, there silent lay What had been seven brave men, And he, who watched the little bird's dismay, Red-eyed and haggard, envied each of them. But God is good, his day of darkness o'er, A wandering bullet claimed him for its own, And his sad soul, its struggles knew no more, No more did yearn for murder to atone. As from my dream I woke, my heart was torn With pity, for the " Man of Sorrows " who, Upon another hill, in distant clime, Gave up his life " hunter" for such as you. " Oh, God Omnipotent! " aloud I cried, " For His dear sake forgive the crimes, Committed in the name of Liberty, and dyed With heroes' blood, the curse of warlike times." THE MERCURY. 151 "THE PATH OF DUTY IS THE WAY TO GLORY." NO one will deny me the fact that our present age with all its hurry and hustle, its energy and propelling-force, its competition and its competitors, is an age for the success of in-dividual purpose. Having granted this concession, it follows that individuals must exist with specific purposes, carrying out and fulfilling the obligations which are imposed on them. Be-lieving that no man has ever been created without a purpose, which results in a duty or obligation to his Creator, and when he fulfills this obligation or carries out this duty he has a for-tune worth more in realistic and spiritual value than all the Rockefellers, Carnegies, Vanderbilts or any other gods of gold that ever lived—believing this, I ask you to come with me to the rich meadow-lands of Connecticut, where on Oct. 5, 1703, a man was born who graduated from Yale University at the early age of 16 and set out into the world following the paths of duty and therein was his fortune, a legacy far richer than any earthly inheritance the world could have given him. It was during his boyhood days that a problem of extreme importance began to trouble him, and the solution of this was the determining of his course in after life. From that time he became a man that had an end in view, a something to say and he said it. A bold, fearless, ardent and consistent advocate of his belief; a man with a conscience so clear, so pure, and so unbiased that all the world loved him though he sought not for their favor; a man with iron-clad precepts, not for others, but for himself and he lived them; a man that has come down through two centuries, spotless, to live in the hearts of all man-kind, and who dares to say that his glory shall not live till the sun shall cease to rise and set and until time shall be no more ! This man of purpose or duty has been the father of a very illustrious progeny. Among his descendants more eminent men have been numbered than have been recorded of any other man in American history. They have been most promi-nent in the ministry, in education, in law and a number have sat on the bench. Let me mention some of them: Dr. Jo-nathan Edwards, Aaron Burr, Vice-President, Prof. Park, of Andover, President Woolsey and President Uwight, of Yale, 152 THE MERCURY. not forgetting the elder President Dwight. Three Presidents of Yale are his descendants. Could any man be more signally blessed or have a richer inheritance in the hearts of his child-ren ? He was also a born naturalist, and there is hardly any doubt that had he not become our greatest theologian he would have been our father of Natural Philosophy. As a boy he dis-covered facts which have been handed down to the naturalist of today as most valuable information. Who can set the limit for his discoveries had he devoted himself to this branch of science with his purpose and ambition ? Jonathan Edwards as a man, as a theological and philosophi-cal writer, as a naturalist and as the broadest and grandest man the American pulpit has ever produced, stands out in lines so bold, in verse so tender, and in character so spotless as to thrill with admiration and awe every American youth of today. Who would not love to be what he has been ? Who would not exchange all the wealth he possesses—I care not whether it be millions—for the place Jonathan Edwards holds in the hearts of the people and in the history of his country ? His life is a story that should make any young man enthusiastic and his success has been such as would turn the heads of thousands had it been theirs, but not his for he had a purpose, a convic-tion, a duty to the world and his fellow-man and until that should be accomplished his labor was with him incessantly. Truly he knew the paths of duty and just so surely his glory followed. In two centuries from today how many men's 'names of the present generation, lives and characters do you suppose will have been handed down to posterity ? Where are our Long-fellows, our Emersons, Whittiers, Bryants, Lincolns and Far-raguts of today ? Are we producing any such ? Indications from the past decade and more do not show them and it is believed that unless a change in the ambitions of the young of today is brought about, America will have none to record in her history. The lust for gold is the keynote to this dearth of noble manhood. Men are willing to sacrifice anything—prin-ciple, creed, honor, friends, self, anything—no matter what to obtain the riches of a Carnegie or Morgan. THE MERCURY. 153 Says B. O. Fowler, "if this, our republican form of govern-ment is to stand we must have men" and he means more men like Jonathan Edwards. The U. S. Senate has grown to be a rich man's club, the offices of the government are filled and controlled by political graft with men who are unable to cope with the issues demanded of them. Oh for a few fearless preachers of duty and loveliness, for a few men like Jonathan Edwards; men with purposes, men with a sense of duty and honor, men with the love of a superior being in their hearts ! Our nation must have these men and she is going to get them. Whether they come from Connecticut or from Florida, from California or from Pennsylvania it matters not; they must come. Would you have this, your free form of government turned into a monarchy? Indications point us to the fact that it is gradually being done and there is only one sure method of making the wrong right. This threatening evil can only be averted by finding men who are willing, if need be, to die for a correct principle. Nothing counts so much as principle and nothing tells in a man like purpose. If you would have a for-tune, have a principle, and if you would have the love and esteem of your fellow men live a principle. In all the history of the world there never was a grander period in which to live than the present. Never was there so much to do, so many chances, so bright an outlook, but it is only for the man with a sense of duty. The nation wants men, but she wants them stern, tender and fearless, full of duty and loneliness as was this missionary to the savages, this first of American naturalists, this explorer of philosophy and theology. If for no other vir-tue we should love and revere the memory of Jonathan Edwards today because of his devotion to stern duty and to no other cause can we attribute his success and glory. If asked to write his epitaph I would have inscribed on his monument the sub-stance of his acts done on earth : "The part of duty is the way to glory." "C. E. B. '05." 154 THE MERCURY. POEM. ( Written by a quondam High School pupil.) We come before you this evening, To tell of our High School days, And while our stories we relate, Don't criticize our ways. We started the fourth of September The ladder of knowledge to climb, While the months were rapidly passing, Marking the flight of time. While our work was thus progressing. The holidays drew near, And through all the glad and happy days Were pleasures, unbedimmed by tears. We studied hard to reach the goal, We scholars of Number Ten, And now to the fullest we realize " Laborum Dulce Lenimen." The friendships, sympathies and all That were our life in school, Are meshed with memories of the hall, Which was our working tool. 'Tis sad to part with friends so dear, With whom so long we've been. Try as we will, the briny tears Will come, and sight bedim. School life, so dear, is over now, On life's broad wave we speed, May God 'ere guide our journey through, And we His warnings heed. To one and all we bid farewell, As now are separated The many friends who proved us well, And joys anticipated. Farewell to many undone tasks, To victories not yet won ; May all unfinished work In heaven, if not on earth, be done. * f THE MERCURY Entered at the Postoffice at Gettysburg as second-class matter VOL. XIII GETTYSBURG, PA., JUNE, 1904 No. 4 Editor-in-ch ief C. EDWIN BUTTER, '05 Exchange Editor CHARI,ES GAUGER, '05 Business Manager A. L. DILLENBECK, '05 Asst. Business Managei E. G. HESS, '06 Associate Editors H. C. BRILLHART, '06 ALBERT BILLHEIMER, '06 H. BRUA CAMPBELL, '06 Advisory Board PROF. J. A. HIMES, LITT.D. PROF. G. D. STAHLEY, M.D. PROF. J. W. RICHARD, D.D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance; single copies 15 cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Busi-ness Manager. Articles for publication should be addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. LOYALTY TO Probably no force, power or influence among ALMA MATER, the graduates of a college is felt so much as Loyalty. We all believe that a college can be only what her Alumni wills her to be. If she is to spread her influence through-out many states; if she is to wax strong and command a place among the leading universities and colleges of the world; if she is to grow and prosper as she should, and as so many col-leges are doing, she must have your support, Alumni. Loyalty to Alma Mater must be your watch-word day and , night. Be eager, ready and enthusiastic at all times and you will be surprised beyond measure how much you can do for her. The very fact that you are a graduate is proof of your obligation and should be a sufficient incentive to rouse your earnest endeavors on her behalf. I56 THE MERCURY. Every college, no matter where or how situated, has its own reasons for producing loyal Alumni. It is, indeed, a sad day for the old mother when liar son turns his back on her, and it is a sorry day for Gettysburg when an Alumnus forgets her love and devotion. Perhaps a true indication of the success a man will make in the world is the spirit and vehemence with which he accomplishes his college work. If the undergraduate does his very best and is loyal to the core, the college cannot be without loyal Alumni. He who sings most lustily his Alma Mater'a songs, who has again and again made his throat raw with a "heike" for the orange and blue, who fervently loves every spot of this historic ground, he is the fellow who usually counts for something. Tis to the devotion and love and in-terest of such men that Gettysburg pays tribute. Loyalty to Alma Mater means the preaching of her charms to every boy who expects to go to college, and to many more who have never had a thought of a college course. Loyalty to Alma Mater means doing one's best and a keen and lively interest in all her affairs. Loyalty to Alma Mater means your unbounded support, Alumni, to your college publications. Gettysburg wants love and devotion and loyalty from every Alumnus. How much will you do for her in the next year ? Shall we, undergraduates, believe your efforts to be commen-surate with your love ? It is the only criterion we have with which to take your measure. Are you one of the many who are always so busy that when an appeal comes you must beg to be excused ? If you are made of such stuff, Gettysburg has no use for you, and the noise you will make in the world will never cause a disturbance. Our dear old college has many loyal alumni who have fought, bled and died in her interests, and to them, we, her sons, give all the honor and reverence for what she is today and for what she gives promise of in the not far distant future. Sooner or later in the life of many a young person the ques-tion comes, "To what college shall I go after I have prepared myself in the academy or high school?" It is thrusting itself upon a great many young people in this month of June, as the THE MERCURY 157 colleges and universities are sending out their scores and hun-dreds of graduates and the preparatory schools are finishing up the share of- the work that properly belongs to them. It is a serious question, one that will mean much in the life of the in-dividual, one that should not be decided without grave con-sideration. Shall he go to the college having the most successful ath-letic teams ? or to the one having the greatest reputation ? or to the one which makes the greatest promises ? These are some of the questions usually taken into consideration by pro-spective college students. But how many stop to ask them-selves and to consider the vastly more important question, "Which college lays the greatest emphasis upon the training of its students in the duties of good citizenship and the devel-opment of Christian character?" This, after all, is the important consideration. Not how great a reputation do the athletic teams have, not how much does it seem to promise, but how much importance does it attach to the development and training of that which really makes character ? H. C. B. -^> EXCHANGES. " Criticism is essential to good work. True criticism is both appreciative and corrective, but it is not so essential that a writer receive perfect criticism after all. Public judgment, fav-orable, adverse or perverse, is instructive and leads us to correct our errors, improve our style, sharpen our wits and pay more attention to the perfecting of our work, line by line. Have you a thought, the plot of a story, the idea of a poem ? Write it in your best and freshest moments and lay it by until the frost of cool evenings has chilled it, and it has become a thing apart from yourself. Then criticize it, remodel it, with your best impartial judgment. Never doubt that the English lan-guage has the right word ; and the right words rightly and ar-tistically constructed, make famous literature of the thought of men."—The Bowdoin Quill. I58 THE MERCURY. V The Otterbein Argus contains a rather interesting story en-titled " Character Painting." It pictures quite vividly the con-dition of many a poor child in the mining districts of our coun-try and portraying the effect produced by refinement and wealth upon so uncultured a mind as that of the heroine. While this story is good in the main, it is the only article of a literary nature in the journal. We cannot feel that such a meagre amount of literary matter does justice to a school which styles itself an university. The editorial pointing out why students should remain for commencement, whenever it is at all possible, is timely and well worth putting into practice. Commence-ment exercises are the crowning events of the year, and cer-tainly, whenever possible, the student should avail himself of this privilege to enjoy the happy closing of the school-year and also to bid farewell to the graduating class for whom it means so much. Remember that you yourself expect to be in a similar position some day, then perhaps you can better appreci-ate its significance. The best part of the World's Fair number of The Wabash is its "exchange pickings." The exchange editor is to be com-mended^ for his judgment and selection of clippings. We quote a few of them. " Are you Hungary ? Yes; Siam. Well, come along ; I'll Fiji." Again : " It is said some girls are pressed for time ;—others for the fun of it." " If college bred is a four-year loaf (The Smart Set says its so.) Oh tell me where the flour is found For us who need the dough !" —The Acorn. TEACHER—Johnny, repeat after me " Moses was an austere man and made atonement for the sins of his people." JOHNNY—" Moses was an oyster man and made ointment for the shins of his people." MM » "THE MERCURY. 159 "Usefulness is the rent we are asked .-to pay for room on earth. Some of us are heavily in debt." The May number of the Manitou Messenger \s a credit to the new staff. The oration "The Public Service of Church and School" is a well written and logical development of the power exerted upon the state by church and school. " Chaucer's Hu-mor" is a terse estimate of one side of his nature, as seen in "The Canterbury Tales." We are glad to welcome the Bucknell Mirror to its long va-cant place on our table. The only literary article, "The Col-umn to the Right of the Doorway," is an interesting and amusing reminiscence of a college prank fifty years ago. An increase in amount of literary matter would greatly improve the paper. The Buff and Blue contains a number of short articles. Among them "The Assassination," while an interesting recital of an imaginary college joke, it might be much improved by a smoother style, less abrupt and " choppy " sentences. The article on "Fiction" gives a brief history of its beginning, de-velopment, present use and abuse. " Ninety-Seven," an episode of an undergraduate who was determined to win his race in an indoor meet, is well written and worth reading. The Red and Blue is always among the best journals of fic-tion on our table. The June number is no exception. Roses bloom and roses fade, Flowers bloom and die. Life is made of sun and shade, ' Laughter and a sigh. Heigh-o ! sun and shade, Laughter and a sigh. Love is like the roses red, Fading in a day ; Soon 'tis dead, its sweetness fled On the wind away. Heigh-o ! soon 'tis dead— Pluck it while you may.— The Haverfordian. ■ The Susquelianna contains a well written article on Jonathan Swift, setting forth his true character. It calls attention to the fact that the vulgarities in his writings, on account of which he ■ i6o THE MERCURY. is not read, are no index to his real character. The spirit of the age demanded writings of such a nature, hence his contri-bution. "The Midnight of the Revolution" gives us a good resume of the condition of affairs in our own country during its struggle for birth. The writer has well digested the his-torical facts relating to this period and gives them to us in terse and unbiased form. In The Western Maryland College Monthly, "Old Man Knowl-ton's Greenbacks " is quite an interesting narrative of how an old miser was robbed of his greenbacks by rats. We think the story might have been told in a more interesting way. The break in the story, caused by shifting the scene to events in the court room, detracts from the narrative; while, on the other hand, were the style in which the story is begun continued, the produc-tion would be much better. The other articles are good. On the whole, the paper is worthy of commendation. The Pharetra contains a sort of parody on " The Raven " (under the title of " Easter Vacation "), which begins well, but soon loses rythm and at times whole lines are entirely devoid of any claim to poetry. However, considering the production as a whole and its probable intent, it is fairly good. SPRING TIME. The cro- cusses As the bull rushes O'er the grass-blades 'Neath the " bloomin' shades ' Of trees which are short For the cro-cusses frolicking sport. —Ex. PATRONIZE OUR ADVERTISERS. Weaver Organs Weaver Pianos Used by Gettysburg College Y. M. C. A. Used by Druid's Society Gettysburg College. of Further recommendation unnecessary. Close Prices, Easy Terms, Old Instru-ments Exchanged. Satisfaction Abso-lutely Guaranteed. WEAVER PIANO AND ORGAN CO., MANUFACTURERS, YORK, PA., U. S. A. I|. \ Ec^eil Latest Styles in HATS, SHOES AND GENT'S FURNISHING .Our specialty,. WALK-OVER SHOE M. K. ECKERT Prices always right The LutfieM putting |Ioiige,. 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. PATRONIZE OUR ADVERTISERS. FURNITURE Mattresses, Bed Springs, Iron Beds, Picture Frames, Repair Work done promptly. Under-taking a specialty. * Telephone No. 97. H_ E. Bender 73 Baltimore. St., Gettysburg, Pa. THE STEWART & STEEN CO. College 'EngTcuueTs ctnd (pTi/nteTs 1034 Arch 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. A. G. Spalding «S Bros. Largest Manufacturers in the World of Official Athletic Supplies. * * * * * * ^ Plans'and Blue Prints of Gymnasium Parapherna-lia furnished on request. BASE BALL, LAWN TENNIS, FOOT BALL, GOLF, xs^sa^. FIELD HOCKEY, AST TRADE JSM, BASKET BALL, TOW OFFICIAL ATHLETIC ^ajjjgj^ INPLEMENTS. Spalding's Catalogue of all Athletic Sports Mailed >^» «^V *^V #^ T) TT others of the popular OLD FAMILIAR TUNES; be- Ti sides OLD FAVORITES; and also many NEW SONGS. ifrWJf ff ft SONGS OF ALL THE COLLEGES. fTff £Mt CopjriEhv, Price, ?f .JO, postpaid, «0u. uuu HINDS & NOBLE, Publishers, New York City, ui^, *T ft Schoolbooks of ail publishers at one store, ff^f p^q^t :**= :«=:«: :«= :\*= :**= :«= :**: =*5fc =**: Rig 1^2 ^tr *^ 3A= ^Srt: :**: ;**: :**: :**= :\*= :**: =**: ELJ mm mm m m. w mm m 50 YEARS' EXPERIENCE TRADE MARKS - DESIGNS r , . , - COPYRIGHTS &C. Anyone sending a Fleet oh nnd description may quickly ascertain our opinion free whether an invention is probably patentable. Communica-tions strictly confidential. Handbook on Patents sent free. Oldest ngency for securing patents. Patents taken through Munn & Co. receive gpecialnotice, without charge, in the Scientific American. A handsomely illustrated weekly. Lnrcest cir-culation of any scientific Jrrarnu'. Terms, $3 a year: four months, tl. Sold by all newsdealers. MUNN & Co.361Broadwa>- New York Branch Office, 625 F St., Washinuton, D. C. You will find a full line of Pure Drugs and Fine Stationery at the People's Drug Store Prescriptions a specialty. FOR HOMES, Schools, Colleges and Libraries,. . . The Underwood Stereoscopic Tours. A marvel in the educational world! Endorsed by prominent American and European Educa-tors. E. G. HESS 37 E. Penn Hall, Gettysburg, Pa. PATRONIZE OUR ADVERTISERS. EAGLE HOTEL Rates $2.00, $2.50 and $3.00 pr day. HAS A CAPACITY OF 400 GUESTS— ~-^ GEO. F. EBERHART, PROFR. Picture Frames of All Sorts. Repair work done promptly. &g"I will also buy or exchange any second-hand furniture 4ChambersburgSt., - GETTYSBURG, PA. Bujj pur Summer Suit at |upp' It fits. Is stylish, looks well, wears well. We mean hand-tailor-ed, ready to wear clothing-. "* Nobby Dress Hats, Swell Neckwear, Fancy Shirts, ivlen's Underwear. • • TDTTppJO CENTRE SQM -1- -*" v-^ "^ -1" »—'f IS.-u.pp Building, YORK, PENN'A. Watch for his Representative when he visits the College. TX3::E3 sn^^^eo: SET. A MACAZINE OF CLEVERNESS Magazines should have a well defined purpose. Genuine entertainment, amusement and mental recreation are the motives of Tlie Smart Set, the most successful of magazines. Its novels (a complete one in each number) are by the most brilliant authors of "both hemispheres. Its short stories are matchless—clean an I full of human interest. Its poetry covering the entire field of ve :se—pathos, love, humor, tenderness—is by the most popular poets, men and women, of the day. Its jokes, witticisms, sketches, etc., are admittedly the most mirth-provoking. io3 pages delightful reading. No pages are wasted on cheap illustrations, editorial vaporings or wearying essays and idle discussions. Every page will interest, charm and refresh you. Subscribe now—$>.s° per year. Remit in cheque, P. O. or Express order, or regis-tered letter, to The Smart Set, 452 Fifth Avenue, New York. N. B.—Sample copies sent free on application. PATRONIZE OUR ADVERTISERS. Geo. E. Spacer, PIANOS, ORGANS, MUSICAL MERCHANDISE Music Rooms, - York St. Telephone 181 GETTYSBURG C. B. KITZMILLE,R DEALER IN HATS,'CAPS, BOOTS AND DOUGLAS SHOE. M*53£wJfc'* Gettysburg, Pa. k M. AIxIxEMAN, Manufacturer's Agent and Jobber of Hardware, Oils, Paints and Queensware Gettysburg, Pa. THE ONLY JOBBING HOUSE IN ADAMS COUNTY W. F. Codori, ^DEALER IN - SPECIAL RATES TO CLUBS — York Street, Gettysburg:, Pa.

AjN \Z r t SK*-*—*— DECEMBER, 1900 Qettysbtiir Mercury CONTENTS The End of the Nineteenth Cen-tury, 205 Pennsylvania College at the Close of the Nineteenth Cen-tury, 206 The Belles 208 The Mysterious Picture, . . 211 Father Hawkin's Observations, 215 King- of Reformers, . . .217 An Old Camera, . . .220 Editor's Desk 222 Elements of Inspiration in the Earliest Greek Poets, . . 224 Words add Things, . 228 A Financier, . 233 Book Review 236 Among Our Contemporaries . 236 FAVOR THOSE WHO FAVOR US. For Fine. Printing go to Tk J° Co Wile Prifltiig ftwe CARLISLE ST. GETTYSBURG, PA. C. B. Kitzmiller Leadership Dealer in Hats, Caps, Boots and Douglas Shoes GETTYSBURG, PA. R. M. Elliott Dealer in Hats, Caps, Shoes and. Gents' Furnishing Goods Corner Center Square and Carlisle Street GETTYSBURG, PA. IN THE CLOTHING and MEN'S fURNISHING Business It is strictly here—everybody knows it. Testimony'! The stock itself. The pen suffi-ciently nimble to tell all the good points of our ::::::: FALL AND WINTER. SUITS AND OVERCOATS has not been found. We will keep you dressed right up-to-date if you buy your Clothing and Furnishings here. : : : EDGARS. MARTIN, F^CIGARS AND SMOKERS' ARTICLES Chambersburg St., Gettysburg ST McPherson Block. No. li BALTIMORE STREET THE GETTYSBURG MERCURY, The Literary Journal of Pennsylvania College. Entered at the Postoffice at Gettysburg as second-class matter. VOL. IX. GETTYSBURG. PA., DECEMBER, 1900. No. 7. THE END OF THE NINETEENTH CENTURY. "Old Time's great clock, that never stops, Nor runs too fast nor slow, Hung up amid the worlds of space Where wheeling planets glow; Its dial-plate the orbit vast Where whirls our old earth free— Has pushed its pointers round again And marked a century." «^2> 'T'HE century ends. The startling records of to-day are being ■^ stamped upon the last lap of the scroll. Marvelous have been the achievements of the last ten decades. Strange are the inscriptions on the escutcheons of the nations of the world. May the American not cease to hallow the ground where rest the ashes of the sages, patriots and warriors! Remembered be the deeds of the fathers ; long live their admonition ! Soft be the breeze that sways the trees on the famous fields of battle! Forgotten the strife that stained our soil with blood! Firm be the future grasp of Labor's callous hand—recognized, in every sphere, the noble and the true! Appreciated be the heritage of the fathers ! Bared be every arm in defense of our common, sacred trust! Solid be the phalanx in freedom's holy cause! 206 THE GETTYSBURG MERCURY PENNSYLVANIA COLLEGE AT THE CLOSE OP THE NINETEENTH CENTURY. E. S. BREIDENBAUGH, SC. D. T N this last issue of the MERCURY for the nineteenth century it *■ is proper to consider Pennsylvania College in connection with the present condition of higher education in our country. While not attempting a complete survey, a few glimpses of the field will be a source of congratulation and encouragement in our work, and may be an incentive to further effort for advancing the interests of our college. During the last third of the century there has been a large in-crease in the number of college students, proportionally a larger increase than the increase in population. There are no available statistics to show whether the number of Lutheran young people in institutions of learning has grown in proportion to the growth of our church membership, there are sufficient facts to show that there has been a very decided increase in the number of our young peo-ple who are having the advantages of the higher education. This increase in number of college students is due in part, if not wholly, to the growing conviction that a higher education is advantageous to men in every field of activity. While formerly the college graduates rarely entered any other profession than the ministry, law or medicine, we now find a minority of all the college graduates entering these professions. In our own college we find in recent years an increasing number of our graduates entering on business or technical pursuits. This change in the life work of college men has accompanied and has been in part the cause of and in part the effect of changes in the college curriculum. There have been introduced into the curriculum many important subjects, which in the early part of the century were hardly thought of in connection with a college education. This large increase in number of subjects taught has necessitated the introduction of electives into the requirements for entrance to and graduation from college. The same conditions have lead to the opportunity being given to the student to substi-tute for Greek, L,atin and Mathematics, which formerly occupied nearly the whole of the college time, Modern Languages, Natural and Physical Sciences, History, Politics, etc., thus giving the student the choice of subjects in which he may specialize. At the same time the requirements for entrance and graduations have THE GETTYSBURG MERCURY 207 been notably increased. In all departments of study there have been changes in method of work which increase the labors of the teachers and require more and better study on the part of the pupils. Pennsylvania College has enlarged her courses of study —has adopted to a fair degree elective courses of study—and in every department has increased the requirements for graduation. These changes in subjects of study and methods of work have necessitated an increased teaching force and enlarged equipment. Our college has in recent years somewhat increased her teaching force and added laboratories of chemistry, biology and elementary mechanics. We have also greatly improved our accommodations for class work in new and convenient buildings. The duty of our college is not rivalry with our neighbors, nor is it at present to do university or technical work, but is to do the best possible for our constituency in providing a sound college training such as is demanded by the present times, to this end we need, and we need greatly, additional teaching force, increased facilities for laboratory work and larger library equipment. Our professors are required to teach too many subjects, and other subjects barely included or not included in our curriculum require attention which cannot be given them. While there has been no increase in the personal interest teachers have for their pupils, there has been a change in methods which requires more immediate individual work between teacher and pupil. This personal teaching in all subjects, while greatly benefiting the student, is a great drain on the vital power of the teacher. As the number of pupils increases the personal attention to individual pupils must lessen unless the teaching force is in-creased, thus enabling each teacher to have fewer subjects and a smaller number of pupils. Co-education has been adopted to a limited degree by Penn-sylvania College. If we desire to enlarge this work, which can easily be done, we must have suitable accommodations for the young women. There has been in our colleges a great change in the dormitory and other accommodations for students. What thirty or forty years ago was regarded as excellent is now deemed wholly inadequate by parents and pupils. In some places these provisions have grown to extravagant proportions, while Pennsylvania College 208 THE GETTYSBURG MERCURY has not developed to such a degree, we are in these respects fully abreast of the times. We find the college student yearly taking a greater interest in matters outside the college curriculum—this when properly guarded, is wise and of educational advantage. Our students have shown reasonable activity and had fair success in many of these enterprises, such as athletics, musical clubs, publications and debating clubs. With all these changes in college work—with the greater pressure of material things, with the ever increasing claims of study on the energy of the student and the accompanying greatly increased personal freedom and self-control of the individual student there has been an equally increased interest in religious subjects—this is shown in many ways, not the least being the activity of the College Y. M. C. A. and the accompanying Bible study. In this brief summary of the changing conditions of college work—and we believe they are changes for the better—we find that Pennsylvania College has been advancing in the same direction as the general educational world, and while there is always room for fuller growth, we feel encouraged with the past and are hope-ful for the future. These improving conditions are due to the diversified and united labors of trustees, presidents, professors,students,numerous liberal friends and the general loyalty of the alumni of the college. It is in reliance on the continued energy and loyalty of all these friends that we are assuredly hopeful for the future of our college. THE BELLES. J. B. BAKER, '01. Hear the singing of the belles— Choir belles! What a world of vanity their rhapsody foretells ! How they wrinkle, wrinkle, wrinkle, All the muscles of their bite 1 While the gems that oversprinkle All their tresses, seem to twinkle With a hyaline delight; THE GETTYSBURG MERCURY 209 Keeping time, time, time, In a faintly falling: rime, To the nasal proclamation that so dissonantly wells From the belles, belles, belles, belles, Belles, belles, belles— From the singing and the ringing- of the belles. II Hear the flippant summer belles, Giddy belles! What a string- of soda bills their coquetry foretells ! Throug-h the balmy air of nig-ht How they draw us out of sight! From their starting, darting eyes All aglow, What a funny feeling hies To the bosom of the lover, while he spies Not the bow. Oh, from out those spheric cells, What a gush of repartee extravagantly wells ! How it swells ! How it dwells On the future ! how it tells Oh the philter that impels To the flushing and the blushing Of the belles, belles, belles, Of the belles, belles, belles, Belles, belles, belles— To the flushing and the blushing of the belles. Ill Hear the loud alarum belles— Infant belles ! What a train of muffled oaths their noisiness compels ! In the startled ear of night How they scream out their affright! Too much horrified to speak, They can only shriek, shriek, Out of tune, In a clamorous appealing to the mercy of the sire, In a mad expostulation with his warm erratic ire Leaping higher, higher, higher, With a desperate desire, And a resolute endeavor To resign the job forever That he undertook alas, too soon. Oh, the belles, belles, belles What a tale their horror tells Of the crier! 210 THE GETTYSBURG MERCURY How they squirm, and kick, and roar, What a horror they outpour On the palpitating bosom of the sire ! Nor the father fully knows, By the wiggling-. And the wriggling, How the sulphur ebbs and flows ; But the mother t'is who tells, In the jangling, And the wrangling, How the danger sinks and swells, By the sinking and the swelling in the squealing of the belles,- Of the belles— Of the belles, belles, belles, belles, Belles, belles, belles— In the squealing and the reeling of the belles. IV Hear the moaning of the belles— Ancient belles ! What a world of sympathy their monody compels ! Through the day and oft by night, How our tears spring into light, At the melancholy mumble of their tone ; For every sound that floats From the rust within their throats Is a groan. And the lovers—ah, the lovers— They who go and wed some others, Altar prone, And who strolling, strolling, strolling, By discarded belles alone, Feel a glory in so rolling On the human heart a stone— They are neither false nor true men— They are neither brute nor human— They are fiends, And their king the devil, tolls, And he rolls, rolls, rolls, Rolls A threnode from the belles ! And his scaly bosom swells With a threnode from the belles! And he dances and he yells ; Keeping time, time, time, In his Tartarean grime, To the threnode of the belles— Of the belles; Keeping time, time, time, THE GETTYSBURG MERCURY 211 In his Tartarean grime, To the throbbing- of the belles— Of the belles, belles, belles,— To the sobbing- of the belles ; Keeping time, time, time, As he knells, knells, knells, In his Tartarean grime, To the groaning of the belles— Of the belles, belles, belles,— To the moaning of the belles Of the belles, belles, belles, belles— Belles, belles, belles— To the moaning and the groaning- of the belles. THE MYSTERIOUS PICTURE. STANLEY C. FOWLER, '04. 44QPEAKING of mysteries reminds me of a very curious, yes, ^ startling experience I had when a struggling young artist in Paris," said Wilbur Cutting. " What was that? " we asked. " Go ahead, let her rip, said Coleman, the irrepressible, "we're all attention." Wilbur puffed at his favorite corn-cob pipe and we all drew our chairs nearer the grate fire which burned cheerily and lighted up our cozy club-room. Presently we heard Wilbur's voice from behind a cloud of tobacco smoke, saying: "I was searching for a new model to pose for my 'Abraham.' I had been told of an old, patriarchal Jew, living in one of the many by-ways in the Latin quarter. While walking down a dingy, narrow alley, my attention was attracted by a picture lying on a heap of canvasses, in an old curiosity shop. Drawn by an irresistible impulse I entered and purchased it from the shop-keeper, a queer, little, old Orient, who seemed eager to dispose of it. I took it under my arm and hurried back to my studio, in-tending to retouch it. I placed it on my easel and scrutinizing it closely, marked what a peculiar face it was. Pure oval, the fore-head low and square, eyebrows high-arched meeting over a long, Roman nose, the nostrils were contracted, the mouth, tight shut, was cruel and sinister. The eyes had been scratched through the pupils, completely destroying its expression ; the hair, long 212 THE GETTYSBURG MERCURY and black as a raven's wing, was painted as though blown by the wind and finally blended into the deep crimson background. The head had the appearance of flying through the air, for there was neither shoulders nor neck. I failed to recognize the style and searched in vain for the artist's name. "I was soon at work on the eyes, hoping to complete them before the arrival of Archie Armstrong, a young American, who, attracted by the gayeties of Bohemian life, had adopted them as his profession. He had a rich, indulgent, spinster aunt, living in Paris, who descended periodically upon his studio, which was across the hall from mine, and purchased all his masterpieces. To tell the truth, the only parts of them not painted by me were his signatures, which he persistently painted in the brightest colors and in the most conspicuous places. He was expecting a visit from his aunt that afternoon and was about to make a raid upon my studio and carry off all the paintings, finished or not. "As I painted the eyes, it seemed as though an invisible hand was guiding or directing my brush. They were soon finished and I stepped back to see my work. What an expression ! Simply hellish. The eyes seemed like living coals of fire. They burned and blazed and seemed to pierce one through and through. I felt a most peculiar tingling sensation. "I looked at lny hands. No longer were they covered with oil and paint stains, but were changed to long, slender white hands with tapering fingers. My velvet jacket and paint covered trous-ers were changed to an evening suit. Even the studio had changed to a drawing-room elegantly furnished. "Stepping over to one of the mirrors that adorned the wall, I looked in. I started back with a cry of surprise and alarm. The face that had stared at me from the canvass now gazed back at me from the mirror. Could it be possible? Was it I? I raised my hand to my face and when the glass reflected the action, I knew then that I had changed. "Presently I heard footsteps and turning, beheld a young man advancing towards me with outstretched hands to welcome me. I hastened to meet him and he led me into an inner room where a young woman was reclining gracefully on a high-backed, old-fashioned seat. She blushed prettily as we entered and he presented me to her—his wife. As I bowed low and kissed the tips of her dainty fingers, I had an uncontrollable desire to kill THE GETTYSBURG MERCURY 213 her, take possession of me. I cannot explain it. It seemed as though I must kill her or myself. "The young man took me to his "den" where we were soon drinking her health. I took up a jeweled dagger from a table and told him of some murders I had heard of done under hypnotic influence. He asked if I believed in hypnotism and I replied in the affirmative, saying, that I could hypnotize him if I so desired. He seemed startled but continuing to drink heavily was soon in a stupor. "Seizing the dagger I stole into the room where his wife was; I raised it aloft and struck with all my might, again and again. As I felt the blade sink into the soft flesh, I could not refrain from laughing exultingly. I knew that when he was aroused from his stupor he would believe himself guilty of the crime. I think I must have been changed into the devil, for I chuckled and gloated over the misery that would come to the young man. "I stole away still gloating over my crime. Suddenly my face grew warmer and warmer. It seemed that flames were creeping slowly over my head. I screamed aloud for agony and then I must have fainted. "When I regained consciousness, I found myself in my own bed with Archie leaning over me and the.morning sun pouring in the window. " 'What has happened ?' I asked. " 'Blamed if I know,'said Archie, rubbing his head. 'Icame yesterday afternoon and nearly banged my fists off, trying to make you let me in. I heard you sputtering and as time was valuable, I pushed the door in and found you staring at the queerest picture I ever saw. You turned around to me sputtering gibberish and I took you into your room. I thought you had been indulging too freely. In the night you stabbed your lay figure with your pallet knife. You'll have a nice job replacing that gown. You had it spoiled before I discovered you. You've been raving until you screamed just now,' said Archie, looking disgustedly at me. ' 'I looked at my easel. The picture was gone. "'Where's the picture?' I asked. Archie looked sheepish and said: 'Well, auntie would have it. There's the check on the table.' % % if. ■%. % "That afternoon as I was relating my experience to Archie, the 214 THE GETTYSBURG MERCURY door flew open with a bang and in stepped his aunt with head erect and fire in her eye. Without returning Archie's greeting, she opened hostilities thus: " 'What do you mean by selling me that picture, sir ! I don't believe you painted it at all! I think the devil did ! ' " 'Why, auntie, you surprise me. What's the trouble,' asked Archie. " 'Trouble! Humph! I should say so. Trouble! There's been nothing but trouble since I brought that thing to my house. Why, when I had Henry hang it in my saloon with the rest of your paintings, he acted like a lunatic. Tried to stab me ! He raved so all last night about that picture that I took it down this morning and threw it in the fire, and as I did so, it shrieked! My nerves have had such a fright that it'll be months before they'll get quieted again. How did you ever get it, tor I don't believe you painted it? ' she finally asked Archie. " 'Well, I'll confess I didn't paint it. My friend Wilbur bought it in an old shop and I thought since you liked it, you know, when—er—that is—I thought you would like it better if you thought that I painted it. I am sorry that I deceived you, but shan't do it again,' said Archie, looking very penitent. " 'You'd better not, for I am very shrewd. I thought you didn't paint it,' said his aunt, and turning to me said: " 'Mr. Wilbur, if you would turn your attention toward art, as my gifted nephew has, and paint a few pictures like his, it would be better than tramping around buying such things as that picture and calling them your own as I guess you were going to do. I hope this will be a lesson to you, Archie. Don't follow in your friend's footsteps again or attempt to deceive me again, for I am too shrewd for you !' and off she stamped, followed by Archie, whose face was purple with suppressed laughter. I was in deadly fear of the eruption and heaved a sigh of relief as they disappeared. "All those symptoms Archie's aunt attributed to his shame and mortification he felt at being caught trying to fool her. "I made inquiries afterwards at the shop about the picture. All that I could learn was that the shop-keeper had bought it at the auction of the art treasures of a young man who had killed his wife and died crazy. It was said that he had imported the picture from the Orient, where it had been, probably, for many I THE GETTYSBURG MERCURY 215 years. It was the shop-keeper who had scratched out the eyes, for he said they haunted him. Whether or not I should have died mad, as did its former possessor, had it not been destroyed, I can't tell." e^pj FATHER HAWKINS' OBSERVATIONS. CHAS. W. WEISER, '01. Well, Lizer, I'se been up ter town, Ther college fur ter see, And talk about yer country Jakes— Ther same as you and me. Of bildins fine I saw a heft, That's fine as ever I've seen, And trees, and signs—"Keep off ther grass' I guess because its green. The Profs' got lots of larnin, And plenty fur ter spare ; But me thinks they need it all, Ter train thim fellers thare. So guess we'll send our Kier, Ter eddicated be, Fur he must have more larnin, Than ever you an me. I saw thim fellers go A stragglin long ther walk, Ther one he looked so strait ahead As any line of chalk. He looked not ter ther right er left, But just strait down his nose, And where that little nose did point, He always surly goes. Ther one did run his hands, Inter his pockets deep. With hangin head and crooked back, He ter the class did creep. His knees did knock each other gainst, And pigeoned were his toes. Well such er sight I niver seed Where ever I do goes. 216 THE GETTYSBURG MERCURY Another one went walkin long, A lookin at ther cloud ; His nose er pointin in ther air, His heels er stumpin loud. He wore er collar high er enough, Fer any six months calf ; And tie like my red handkichief, That made er feller laugh. And one he said "Wha don chu knaw" I took my "cut" ter day ; Another one he got er "zip," And wished he'd stayed away. They say they "horse," and "make a stab, An some times make a "break." But if I had them in my field, I'd make them take a rake. When yer do hear a college chap, Yer don't know what he says I guess its Latin—but don know, In all my born days. We send our men from off ther farm— They have some common sense ; Ther "city's" call them "greenies" But grapple for ther pence. But soon they larn to shporty dress, And know ther college slang, They come back with swellin heads, Too fine ter help er lang. They think they know a heft of stuff, And flaunt it in yer face, But 'fore ther thro' ther college course, They've set another pace. But don't cher know, I often see, Ther boys from off ther farm, Who think ther "dad" has got ther "mon," Make oft ther shports—yes marm. And tho I kin not spaik mam Like eddicated men I'm not so dull as ruff mam Tho' kin not hold ther pen. And so they musn't judge mam, 'Cause farmin is our lot, THE GETTYSBURG MERCURY 217 That we are slow and kin not tell Ef they're er man er not. They ortend fur ter be mam, More than thay really was, But live ter what ther trained fur, And not make sich a fuss. " KIING OP REFORMERS." GEO. W. NICELY, '01. Honorable mention Junior Oratorical. HPHE sixteenth century gave birth to the most remarkable man A the world has ever known. Welcome must have been the change in all Germany, created by the reformation. " From Germany proceeded the power which caused Rome, the once proud mistress of almost the whole world, to tremble, even when she was at the zenith of her potency. And from Germany also proceeded the power which shook the triple crown of the most artful religious and temporal usurper at modern Rome, and brought her to the very brink of inevitable ruin; it was in Ger-many where the morning dawn of a pure worship of the Supreme Being, and of a wise liberty of conscience was destined to arise." In order to realize, to some extent, the magnitude and im-portance of Luther's services to mankind in promoting the cause of freedom and progress, as well as in reformiug the church, it is necessary to recall the condition of the civilized world at the time he appeared and began his career on the stage of human affairs. In the beginning of the 15th century the church was almost universally corrupt, and popes and bishops and people were alike involved in the general demoralization. For a hundred years before the papal chair was occupied by princes, most of whom attained their elevation by intrigue and bribery, and some even by assassination. " It was an age of monasticism." Thousands of men and women in all countries had renounced the world and entered into monasteries and convents to lead lives of superior holiness, but these retreats from the world had changed from their original character and many of them were now places of in-dolence and sensuality. Guiler Von Kaiserburg declares that convent life had become a mere mockery. Infessura, a Roman 218 THE GETTYSBURG MERCURY historian, says: "Everyone in Rome knows, alas, that monas-teries have now become dens of corruption.'' Such was the general character of the clergy, from the pope down to the lowest priest; and such also was the condition of religious teachers. Ignorance, superstition and immorality prevailed generally among them. All who questioned the authority of this complex despotism, or denounced its usurpations, were soon silenced or crushed. John Huss and Jerome Prague suffered martydom at Constance for preaching the truths of the gospel a hundred years before Luther; Savoiiavola, at Florence, met a similar fate in 1498. Thousands of others were persecuted, imprisoned, assassinated, tortured to death; hunted down like the wild beasts, or burned to the stake, for worshiping God according to the dictates of their own con-science, for reading the scriptures or for exposing the wickedness and usurpations of the clergy. It was under this state of civil and ecclesiastical despotism, when corruption and profligacy were dominant in the church, and ignorance and superstition prevailed among the people, that Luther appeared and entered upon the great work of reform, for which God had prepared him. It is difficult, if not impossible, at the present day to appreciate the magnitude of that work. All sources of power and influence in church and state; all customs and habits of the people for generations; all existing institutions and the entire structure of society were against him, and had to be assailed, confronted, overthrown and reformed. The word of God was buried in the Latin vulgate version, which only the educated few could read, and copies were so dear and scarce that they were inaccessible to the common people, even if they had been able to read them. " It was one of the achievements of Luther, and a service of ines-timable value to the Germanic nation, that he translated the Bible and gave it to the people in their own tongue, so that all could read it and know that the doctrines he proclaimed were the living truths of the living God, before whom popes and kings and priests and all men were alike accountable." But Luther's work was not confined to reforming the church and furnishing the Bible to the people. It was not only the overthrow of usurped ecclesi-astical power and the restoration of religious toleration and free-dom in Europe. It was all this, but it was also more. There is not an interest or reform affecting human welfare in modern civilization—whether educational, social, industrial or THE GETTYSBURG MERCURY 219 political—upon which Luther did not shed the light of his great intellect and soul, enlightened by the word and spirit of God. He taught that it was the duty of the state to educate all the children of the people in order that they might become intelligent and useful citizens; and thus he was the pioneer advocate of uni-versal education four centuries ago. In quelling the outbreak of communism in Germany, known as the "peasant war," he de-clared it to be the duty of all to be subject to " the powers that be," and to acquire property, not by the plunder and robbery of others, but by industry, frugality and honesty. In an address to the princes and nobles of Germany, he taught the reciprocal duties of rulers to their subjects, and of subjects to their rulers, suggest-ing the fundamental principle announced in our Declaration of Independence, that governments, though " ordained of God, de-rive their just powers from the consent of the governed." " I will call this Luther a true, great man," says Carlyle. " Great in intellect, in courage, affection and integrity, one of our most lovable and precious men; great, not as a hewn obelisk, but as an Alpine mountain, so simple, spontaneous, honest, not set-ting up to be great at all; therefore quite another purpose than being great. A.h, yes, unsubduable granite, piercing far and wide into the heavens; yet, in the clefts of its fountains, green, beautiful valleys with flowers ! " "In my judgment," said Senator Wellington of Maryland, " Luther is the greatest man that hath yet lived." "Challenging the license To make gain of sin, Luther nails his protest; Listen to the din. "Striking with his hammer— How the panels shake— How the gateway trembles— How the timid quake! "Blows on blows resounding, Echoed from afar; How the world is shaken, How the churches jar. "We to-day are feeling Heart and conscience thrill, And throughout the ages Men will feel it still. 220 THE GETTYSBURG MERCURY "Till the death-stroke's given To all force and fraud; For the striking' hammer Is the word of God." AN OLD CAMERA. P. W. EYSTEB, '03. A BOUT twenty years ago there lived in Dowingtown, about •**■ thirty miles west from Philadelphia, a young man by the name of Warren, whose ambition it was to succeed. He started out in life by teaching school in his native town. So, during the school term he was busy, but during vacation he did all kinds of work about his home. His neighbor was a photographer, and business being dull, he sold his old camera to Mr. Warren at a small price. After young Warren's school had closed, he packed up his camera and left the town, visiting the small villages and towns, to take the pictures of buildings and family groups. Finally he came to a small vil-lage called Pleasant Hill. There was at the time a small show in the place, and as Warren was strolling over the show grounds, he saw an Italian organ-grinder, and a curly-headed boy about six years old on whose face were the features of an American parent-age. Just then the intoxicated assistant-manager of the show came out of a nearby hotel, and tossing to the organ grinder a dime, said, "Make the little rascal dance." The organ grinder, after a few kicks and cuffs, got the boy to dance. The photographer, Mr. Warren, was among the onlookers and took a picture of the Italian and the daucing boy. Warren went to his lodging place, and after developing the picture, put it with others in his traveling case, forgetting all about it. Not meeting with much success at Pleasant Hill, he went to Ardmore, a suburb of Phila-delphia. He took the pictures of the pretty houses and beautiful scenes to be seen in and about Ardmore. One morning as he was stopping before a large sandstone house, preparing to take a pic-ture of it, a handsome lady, on whose face were signs of inward grief, came walking across the lawn, and commenced to talk with the photographer. THE GETTYSBURG MERCURY 221 This was the house of Mr. Sheffield, a wealthy Philadelphia banker, who lived in Ardmore, and conducted his business in the city. About five years before, his little only son, then one year old, had wandered into the street and was kidnapped. Mr. Shef-field offered a large reward to any one who would make known the whereabouts of his child, but was not successful. Mrs. Shef-field, who admired children, was so grieved at the loss of her only child that she, at times, came near losing her reason. She would every morning, at the time the child was kidnapped, walk across the lawn as if looking for some one; and she Could frequently be heard repeating a low prayer, in which she asked but one favor from God—the return of her sou. This accounted for her pres-ence on the lawn at this time. Mr. Warren invited her to look over the pictures in his travel-ing case while he was fixing the camera. She examined them all till she came to the last, the picture of the organ-grinder and the curly-headed boy; and as she recognized the boy's picture, she exclaimed , "Oh, my boy, my dear little George," and fell over fainting. Just then Mr. Sheffield came; arid Mrs. Sheffield soon recovered sufficient to hand the picture to Mr. Sheffield, He took a long look at it, and judging from the tears that rolled down his cheeks, one could easily tell what his feelings were. Mr. Sheffield asked young Warren where and when he had last seen the organ-grinder and the little boy. Warren gave Mr. Sheffield the desired information, and in less than four hours the police in every town and village in eastern Pennsylvania were looking for an organ-grinder and a little boy, who answered the description of those on the picture. Both were soon found. The organ-grinder, who was the kidnapper, was dealt with according to law and the child was sent to the home of his loving mother. The boy grew up to take part in his father's business, and to-day the Philadelphia firm of Sheffield & Son is well known. The young photographer received from Mr. Sheffield the reward which gave him a good start in business. At present Mr. Warren lives in Baltimore as a retired mer-chant, and he often tells his friends about the old camera stored on the garret of his house. THE GETTYSBURG MERCURY. Entered at the Postoffice at Gettysburg as second-class matter. VOL. IX. GETTYSBURG, PA., DECEMBER, 1900. No. 7. Editor-in- Chief, S. A. VAN ORMEK, '01. Assistant Editors, W. H. HBTEICK, W. A. KOIILEH. Business Manager, H. C. HOFFMAN. Alumni Editor, REV. F. D. GARLAND. Assistant Business Manager, WILLIAM C. NEY. Advisory Board, PROF. J. A. HIMES, LIT. D. PROF. G. D. STAHLEY, M. D. PROF. J. W. RICHARD. D. D. Published monthly by the students of Pennsylvania (Gettysburg) College. Subscription price, One Dollar a year in advance; single copies Ten Cents. Notice to discontinue sending the MERCURY to any address'must be accompanied by all arrearages. Students, Professors, and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE GETTYBURG MERCURY, GETTYSBURG, PA. EDITORS' DESK. "VVTE hear with regret of the death of Business Manager Hoff- " man's father. Mr. Hoffman was summoned home some weeks ago on account of his father's illness, and accompanied him to a Philadelphia hospital, where an operation to save his life was performed in vain. The MERCURY extends sincere sym-pathy to the bereaved family. Since the close of the foot ball season there is a noticeable in-crease in interest in the work of the literary societies. Special programs were rendered in both societies last evening (Dec. 7)— THE GETTYSBURG MERCURY 223 in Philo, "An Evening with Kipling"; in Phrena, "A Mock Trial.'' Both halls were filled. It is to be hoped that enthusiasm in and the healthy rivalry between the two societies will continue increasing as time advances. A college man is expected not only to talk intelligently on the current topics of the day but also to meet his adversary in debate with clean-cut, forcible arguments. Men are needed who can think accurately and think on their feet. That Gettysburg men may be the better able to meet these de-mands, a course in Argumentation has been provided for. It is in charge of Professor Klinger, whose enthusiasm and magnetism will prove a source of inspiration to the members of the class, which, added to a knowledge of the principles of Argumentation and practice in the application of these principles, will amply pay for the time and energy expended. As this is the last issue of THE MERCURY for the year and for the century, we wish to bespeak a continuance of the kindly feeling and hearty support of the journal on the part of the stu-dents, alumni and friends of the college. We wish all a pleas-ant vacation, and hope that all may return with renewed ambition and high ideals. When we shall have been transported by the machinery of the world into a new century, may we behold a "New Era" that con-tains bright visions for the coming years ! *3^ab Do not look for wrong- and evil, You will find them if you do; As you measure to your neighbor, He will measure back to you. Look for gladness, look for gladness, You will meet them all the while; If you bring a smiling visage To the glass, you meet a smile. —Alice Cary. 224 THE GETTYSBURG MERCURY ELEMENTS Of INSPIRATION IN TME EARLIEST CREEK POETS. C. M. A. STINE, '01. "VVTHAT do we mean when we speak of a book as inspired ? " What is the signification of the word inspiration? These two questions present themselves at the very outset of the subject. The word inspiration means, literally, a breathing into, that is, it is the breathing of God's spirit into the mind of man. When we speak of a book as inspired we mean that it makes the divine will known to man, or contains some great principle or truth in regard to the life of man. It is in this sense of the word that we use the terms inspired and inspiration. In considering the elements of inspiration in the earliest Greek poets we naturally inquire what these elements are in order that we may know what to look for. Let us consider the subject from three standpoints: first, the revelations of God and of the hereafter which they gave to their readers ; second, any prophecies which they contain ; third, their influence upon Greek morals and civilization. Homer and Hesiod are the earliest Greek poets of whose works we have any definite knowledge. The great epics of Homer and the "Theogouy" and the "Works and Days" of Hesiod may fairly be considered as representative of this earliest known period of Greek poetry. Hesiod, in his "Theogouy," as the name indicates, endeavored to harmonize and systematize the numerous myths in regard to the gods b}' arranging the gods themselves in the order of exact genealogy. Homer portrays the gods as grand in the strength of their passions and in their power, yet they leave the impression of being scarcely more than human beings endowed with great power and with immortality. In the Iliad they take sides against one another. Zeus at first is not favorable to the Greeks, and they realize that without the favor of Zeus it is useless to fight. They therefore prosecute the war by wiles and by spies till Zeus has been propitiated. The power of Zeus is recognized, but there are none of the attributes portrayed as pertaining to him which belong to the true God. In his portrayal of the character of Athena, Homer gives the loftiest conception of the Deity. Athena is mind personified. She is without the lower attributes and the petty jealousies which attach to the. other gods. Athena, "the flashing eyed," is essentially the goddess of the keeu-witted THE GETTYSBURG MERCURY 225 Greeks. It is necessary that the Greek be constantly on the lookout not to offend the Deities, and if by some mischance a god or goddess is offended, it is necessary that the offended deity be placated at any cost. The various divinities have their favorites over whom they watch and whose actions they direct. In the first book of the Iliad Athena is represented as restraining Achilles by his yellow hair when he is about to draw his sword against Agamemnon : ***** jiffy g> •AOrjvrj ******* * * * l-avOTfi $k ho/ir/i HX* TTTjXziwya, (II. I. 193-201.) Again, in the Odyssey, she assists Teleuiachus to set out from Ithaca in search of his father, and watches over the wandering Odysseus. But how far is all this from the love of the Christian Jehovah ! There is a power spoken of against which it is useless to strug-gle or to appeal to the gods. The decrees of the fates are unalter-able. Even the gods themselves are subject to them. As com-pared with the Christian idea of God as the supreme power there is a wide difference to be noted here. Homer gives a high con-ception of God, when it is remembered that he was a pagan, but the Zeus of Homer and of Hesiod is far indeed from the God of the Christian. From the foregoing we see, first, that there is no clear revela-tion of the attributes of God; second, that there is no idea of Provi-dence; when a guiding hand is revealed it is still within the limitations of stern fate. As to revelations of the future life, the hereafter as painted by Homer is gloomy and forbidding. Instead of regarding the soul as the real ego, and the body merely as a fetter from which the soul is freed at death, the soul is regarded by him merely as a "shade," the shadow of the physical body. This life is all, and there awaited the Greek after death a joyless exist-ence in a gloomy twilight at best, and perhaps even the tortures of Tartarus. He makes the shade of the great Achilles in Hades to say: "I would be A laborer on earth, and serve for hire Some nian of mean estate, who makes scant cheer, Rather than reig-n o'er all who have gone down To death." Od. XI. 489-90, (Bryant's Trans.) 226 THE GETTYSBURG MERCURY Such a conception of the hereafter must certainly be regarded as unfavorable to the attainment of the highest and noblest life. As to the revelations of God and of the hereafter as contained in these poems we may say that God never reveals half of himself, or in contradictory lights, nor can an idea of the hereafter be for a moment entertained as the correct one if it is hostile to the attainment of the noblest life and the fulfillment of man's highest ideals. Second, as to the element of prophecy as contained in these poems. Prophecy, strictly defined, is "a prediction under divine influence or direction." We ask then, what predictions are there in the works of these poets and what indications do these predic-tions give of having been made under divine influence or direction ? These poems contain not a single instance of this kind of prophecy. It is true that Homer represents predictions as uttered and later on as fulfilled, but there is no prophecy made by either Hesiod or Homer in regard to the future. The predictions of oiacles are mentioned, and later on we see the fulfillment of these predictions worked out as the action of the poem moves on, but in no case is a prophecy in regard to future ages uttered. We come next to the influence which the works of these poets had on the morals and civilization of the Greek people. It is from this third standpoint that we are most likely to speak of these poems as inspired. The"Theogony" of Hesiod moulded the vast number of myths which we find to have existed in that early period into an orderly, polytheistic theology and was accepted as authority by the Greeks. Any book which brings the idea of God nearer to a people and gives more definite form to that idea, whatever form it may be, will have an influence for good upon the morals of that people. In this way such a book as the "Theogony" must have influenced Greek morals. Hesiod's "Works and Days," however, came nearer home to the hearts of the common people. This poem is a sort of a farm-er's calendar, and in addition to the enumeration of the various lucky days for sowing, etc., it contains a collection of precepts, ethical, economical and political. While the style is homely and unimaginative there is a lofty and solemn feeling throughout, found-ed on the "idea that the gods have ordained justice among men, have made labor the only road to prosperity, and have so ordered THE GETTYSBURG MERCURY 227 the year that every work has its appointed season, the sign of which may be discerned." A poem of this character certainly had a beneficent effect upon the minds of the people. It is before the immortal Homer that we must pause in wonder and almost in awe. The influence of the Iliad and the Odyssey upon the Greek mind can hardly be over-estimated. Tbe char-acters which stand forth in his poems, with their matchless symmetry and trueness to life, even to this day, twenty-five hundred years after the writing of the poems, play a part in the formation of the ideals of all who read them, and cannot but enoble the reader. Nausicaa, the loveliest of Homer's female creations, is a character which, in her innocence and her queenly maidenhood, has scarcely ever been equaled. Penelope is the ideal of a con-stant wife, faithful and unswerving in her affections through the most trying experiences. Hector is an ideal of a loyal, unselfish patriot. While no less brave than the fiery Achilles, he is yet more human than that mighty warrior, who has been rendered by the gods practically invulnerable. The appeal of the white-haired Priam for the body of his son will never fail to touch human hearts. With characters such as these ever before them in the lofty poetry of Homer, Greek minds could not fail to be purified and ennobled. Their influence upon the general culture of the age must have been very great, and they are therefore treated as one of the great factors in Greek civilization by many historians. To sum up, we find that while these early poems failed to give the highest conceptions of God, contain nothing of the idea of the fatherhood of God and the brotherhood of man, and were entirely lacking in the element of prophecy, they, nevertheless, were of the greatest value in the education of the Greek people and the advancement of civilization. In this third aspect, at least, they do not fall short of that lofty ideal which we expect an inspired work to fulfill. While we are not warranted in conclud-ing that they were inspired, yet so long as either Hesiod or Homer are read, the homely truth of the former and the superb genius of the latter must command our highest admiration. 228 THE GETTYSBURG MERCURY WORDS AND THINGS. D. C. BUBNITK, '01. I ANGUAGE is God's gift to man. The lower animals pos- *~* sess memory, will and intellect, and in a few cases even the ability to repeat words; but to man alone has the Creator given the power of expressing his thoughts in words. This dis-criminate use of words is the most prominent mark of difference between man and beast. The value of language is realized when we try to imagine man without it. How limited would be his knowledge and how nar-row his range of thought, for he would be unable to receive from his fellows one single idea with which to compare his own thoughts, and thus arrive at new conclusions. Nor would reason have any value without words to communicate to others its re-sults. What would be the extent of scientific knowledge today had Copernicus, Newton, Franklin and all the host of discoverers been unable to preserve their results in words? "Thoughts without words are nothing." * Words are valueless without a knowledge of the relations they bear to the things for which they are the symbols. But an ex-tensive knowledge of their significance is inestimable, for upon this foundation rests all learning—that alone which can procure true appreciation of life and its blessings. Acquaintance with the real meanings of words is necessary to scholarship. One must be able at a glance to discern that which lies back of a word, the thing for which a word stands. He must have appropriate terms with which he can readily give accurate expression to his own thoughts. "A word fitly spoken," says Solomon, "is like apples of gold in pictures of silver." T_et us attempt to substitute one word for another in a passage of Milton, and we destroy the effect of the whole. It was Webster's accurate selection of words that placed him in history. How do we acquire this ability to join the right word with the right thing ? This faculty, like most other endowments, develops with age. The infant hears a word and learns by mere observa-tion what thing it represents. He wishes to denote an object or express a thought, and his elders supply him with the necessary words. And this process of obtaining the meanings of words may be pursued in this same manner all through life. No con- *Max Muller. THE GETTYSBURG MERCURY 229 scious effort in this direction need be made in order to prosper, but to pass into the sphere of education one must apply himself to the work of definition; he must faithfully consult his dic-tionary. The student's vocabulary is also increased, as in the case of the infant, by being supplied with the ideas before he is given the corresponding terms. That is, a definition may precede the word it explains. This is the modern inductive method of teaching, especially in the natural sciences. By it we are lead first to form a conception and then given the appropriate word. By repeated use every word whose meaning is understood be-comes a complete possession. But not only mere definition and repetition suffice to procure for us in all cases true appreciation of the meanings of words. The things for which some words stand must be experienced before their real significance lies open before us. Who knows what the word "sorrow" really means but him who has had trouble ? The mild tempered person can-not realize fully what lies back of the word "anger." The true meaning of "ocean" is inconceivable to him who has never be-held its beauty. Words are living beings to one who has expe-rienced the things they represent. One of the greatest obstacles to retard our progress is the lack of this absolute requirement for advancement—total command of the words in common use. We wonder why this is. Of course some of us lack original capacity to understand words, and some of us have not had sufficient opportunities to obtain a good vocabulary. But most of us have this capacity and have had the best of chances, and yet we are deficient. The failure to understand and use words in their true import can generally be traced to the habitual disinclination to do that which requires .special effort; in short, we have been lazy. It is surprising how few of us are willing to attribute some of our fail-ings to that cause. Many of our present shortcomings are owing to wilful neglect in the past. In the case in hand we have failed to perform the fundamental process. We have procrastinated, deferring the definition of unfamiliar words till "the next time." We have done this again and again, and now when we attempt higher pursuits, we find our error. An exceedingly large proportion of persons are in this condi-tion. And it is to be deplored that a very large part of those in 230 THE GETTYSBURG MERCURY this plight do not seem at all anxious to remedy their condition. How shiftless and inaccurate is their use of words. How feeble their attempts to argue, or even to hold intelligent conversation. The artisan must have materials with which to work. He who would make his thoughts known must have suitable words. But these persons are satisfied with their poor attempts, both to ex-press their thoughts and to understand the thoughts of others. "The world," says Paschal, "is satisfied with words; few care to dive beneath the surface." How true this is. We see it everywhere. Where it is possible the student uses his memory. Words, empty words, are all he tries to obtain; and, sad to say, he gets what he is after. He fails to see beyond the narrow present into the broad future. He strives for present reputation and marks, and he gets them; and that is all. He soon loses words, and he has never received their corresponding ideas, and all that is left is a record "on the books," which in these days of the survival of the fittest, counts for naught. But then there is that large class of persons who do thoroughly realize the necessity of greater command of language, who do want to make up for past neglect. How can we accomplish this ? "There is no royal road to learning." The rudiments of any study must be mastered before there can be advancement. We must now do what we have before neglected. We must use our dictionaries and weigh the significance of each word before we attempt to use it. To attain the highest use of language we must not pass by a single word without thoroughly understanding the thing it stands for. Extreme care must be exercised in the selec-tion of words with which to express our thoughts. Constant watchfulness is the price of success. This work of improvement is an arduous task, the performance of which persistence alone can accomplish, but the end fully repays the effort. Who that has reached this goal would trade his accomplish-ment for all that man could offer? With this possession one dwells upon a higher plane than that of his less intelligent fellow. By it he is brought a step nearer to the Being with whose help he obtains it. No other acquirement can produce such pleasure as this knowledge of the relations of words to things. THE GETTYSBURG MERCURY 231 THE REFINING FIRE IN NATURE. J. R. STONER, '01. A T that period of the year when the process of oxidation is **• going on more rapidly than at any other, preparing nature for a state in which she may resume anew the forms of activity and life,—look out over the landscape ! The autumnal equinox has ushered in another season to succeed the vanished summer, and the robe of verdure is changed into the beautiful golden garb of autumn. The forest and the grove reflect a hue of amber and gold as they lie in the distance, bathed in the rich sunlight against the blue background of the sky. It is but the flame of this burning process in nature now fanned into a great conflagration consum-ing all that has flourished in the past year that is no longer of value in the economy of nature, except it be decomposed into its elements and taken up in the formation of other substances. But all is not consumed. The golden grain and the fruit of the tree; that which at one time appeared but as an obstructed growth of leaves, now contains within its narrow shell the capability of un-folding in another life. By its persistence in complying with the law that turns all hindrances to good effects, while it could not assume the beauty and prominence of a leaf in the bright robe of the herb or the tree, but submitting to its allotted destiny, it grad-ually developed into the permanent kernel, able to survive in the test under which the leaf must perish. We see all around us the work of nature purging the earth of all that is useless at the end of a period of creative activity or growth, preparing for another period of vigor and work. By means of this oxidation or slow burning "all effete substances that have served their purpose in the old form are burnt up" and only that which has the promise of life and usefulness passes un-harmed through the ordeal. Without this conflagration by which the earth is swept in autumn, there could be no.new, fresh growth in nature. Through the amber flames of autumn comes the pure, fresh verdure of spring. Everywhere is this refining fire purg-ing the universe of all that is worthless, perpetually tending to bring it into a purer state. Even the rivulet, whose crystal waters have been made foul by the natural contamination of the soil over which it has flown, is made purer by being thrown into a state of agitation as it ripples down over the obstructions in its way. The grand column that dashes precipitately over the awful 232 THE GETTYSBURG MERCURY cataract and is separated into multitudinous particles of spray reaches the plane below in a purer state ; because the molecules have been bathed in the refining element of oxygen pervading the atmosphere. Thus we see that hindrances or adversity in nature are the means through which all great and phenomenal feats are brought about. And may not this principle be traced into the ethical life of man ? Surely all great heroes of the past, whose deeds are worthy of immortality, and whose careers merit the height of fame they have attained, have been disciplined by the stern school of adversity. They were men who met the hindrances with a de-termined will that would not flinch, when faced by difficulties, or cower in the presence of misfortune, their destinies were not moulded by circumstances ; but circumstances were controlled by their high destiny, the goal of their illustrious lives. And as a consequence the hindrances they met and surmounted prepared them to survive in the refining fire of trial, and instilled into their very sinews pure and noble principles of life. Thus estab-lished in character, they came from the ordeal all the more beauti-ful for having been submitted to the test. Arduous accomplishments that require an extraordinary amount of perseverence, patience, tact, and earnest toil should not be looked upon disparagingly. They are but the means, the testing fire, as it were, by which those who are fit to rise high in the walks of life, to take charge of responsible positions and to wield the sceptre of influence over the world in a manner to di-rect it in the channels of righteousness, are separated from those who are frivolous, trifling, insignificant idlers. And like the evergreen,—fitting emblem of the eternal that it is,—as it stands robed in its brilliant garb, unscathed by the withering effect of the autumn frost and the snows of winter, an object of life stand-ing out in sharp contrast with the seemingly lifeless world around it; so shall those, who have stood the test, be clothed in immor-tality though all things else may perish. CQgj 111 fares the land to hastening' ills a prey, Where wealth accumulates and men decay. —Goldsmith. THE GETTYSBURG MERCURY 233 A PINANCIER. FRANK 8. FITE, '01. \ HAD the rare privilege, some forty years ago, to make the ac- * quaintance and to be favored with the confidence of a finan-cier who had risen to eminence from the lowest social grade. As a beggar boy, his exceptional talent for begging had roused the enthusiasm of a set of elderly maidens, who were attracted by his peculiar cry of helplessness and his boast of honesty. They put him to school. He learned there the fundamental principles of arithmetic, and little else; but his aptitude for trade was devel-oped in a marvelous degree. All the spending money of the scholars was invariably found at the end of a vacation in Chaucey Alcott's pockets. Yet, no boy could say that he had been cheated. All the fellows felt that their bits of silver coin had mysteriously disappeared in their various business relations with Alcott; but still they reluctantly confessed that everything had been "fair and square." He was said to be "on the dead level," yet plucked them, it would seem, pitilessly; but he stood by his own contracts, as he compelled them to stand by theirs. No act of positive dishonesty was ever proved against this plausible, cautious and relentless trader. The boys declared that he was shrewd, cunning and hard, yet he was "so obliging!" They disliked him, and at the same time accepted his services. Could they have caught him in any act of rascality his life would have been made a misery, but he was so discreet in his early preparation for his future career that, at the age of ten, he already gave promise of the great merchant and banker he eventually became. On leaving school, young Alcott found that his possessions amounted to thirty dollars. Instead of rushing at once to the elderly maidens who had helped him he went to the city and offered himself as clerk in a wholesale fish house. The senior partner was attracted by his evident talent and felt his youth renewed in looking at the youngster; he gave him a position in his counting room at once with a salary of fifty dollars a year. The keen youth, seeing at a glance that his employers were pious misers, instantly became, to all appearances, a pious miser himself. But in the course of five or six years he astonished the firm by show-ing that he knew more about the wholesale fish business than they did, and had made some money by quiet speculation of his 234 THE GETTYSBURG MERCURY own. They oSered to double, treble, quadruple his salary, but nothing would satisfy Alcott but a partnership in their question-ablegaius. This they refused and Alcott promptly set up for himself on a small capital of money but a large capital of knowledge and intelligence, and soon cornered his former employers in a few heavy dealings and put them into bankruptcy in twenty-four months after he had left them, with the skillful use of their own methods. In the course of a few years he ventured cautiously but surely into other departments of commerce. He became a general merchant and at last assumed the dignity of ship owner and shipped his o-oods in his own vessels. He had two grand qualifications for business: his mind was quick and his heart was hard. In all financial panics he collected what was his due relentlessly, regard-less of the suffering it might bring upon nobler people than him-self; and paid all his own notes punctually as they fell due. To "fail'' was to him the worst of crimes. Almost everybody detested him, yet all knew that they could rely both on his word and his bond. Such a merchant, perhaps, should be judged by his own prin-ciples ; he had no sympathy with the great body of merchants of the country and laughed at all such sentimentality. "Get the better of 'em," was his motto. About this time he was a little wearied with commerce and bonds and stocks held for him the charm which merchandise had lost. He had obtained about two million dollars and amazed the moneyed world by a rush into Wall street, where he became a gigantic stock-jobber and banker. Here, as in school, the same shrewd, cunning characteristics were manifest, and slowly at first, but surely, his fortune increased and he obtained big commissions on the doubtful and worthless securities he sold; but just as his school-mates, those wbo relied on him could not assert that he had done anything to forfeit his reputation for honesty. It was at this point that I happened to have the honor of being one of his clerks, and in a short time his confidential one. I at once noticed his profanity. Everybody and everything interfering with his business designs brought forth a volley of oaths. There is probably no greater shock to the mind of an honest, well-intentioned country lad who is sent to confront the tempta- THE GETTYSBURG MERCURY 235 tions of a city, with a mother's prayers hovering over him, than when he finds his employer is a rascal disguised as an honest man. Shall he also become a rascal ? Shall he stoop to scoundrelisms which his inmost soul abhors ! His behavior under such circum-stances is a test of his character ; his father, mother and sister, if he is fortunate enough to have a sister, combine all their moral energies to help him. There is no reason why the boy should have more privileges thau the girl, but the fact that he has is too evident to admit of a doubt. The denial of sisters to advance their brothers is one of the tragedies of human life. The re-verse SHOULD be the case, but unfortunately is not. But to return to my theme. As soon as I found out Mr. Al-cott, I began to look upon him with a certain horror. He had the greatest confidence in my honesty and even allowed me to sign his name to checks, but when I suggested that my services were worth more than I received, and that fifteen hundred would but partly recompense my unceasing work in his journal and ledger, he used his favorite formula and cursed me and my ser-vices roundly. He really thought that my services were due his pre-eminent position, though he was aware that I might ruin him in a single day had I chosen to "skip" at the close of business hours with his stocks and bonds. It is curious that I never had the slightest temptation to use the vast powers with which Mr. Alcott endowed me, for I might easily have become a millionaire in some European country had I chosen, like my employer, to become a rogue. I witnessed, as do clerks every day, the process of plundering, without any desire to plunder the plunderer. His wife, a meek woman, whom he swiftly scared into the grave, left him a daughter. She appeared to me a foolish, gig-gling creature, with large black eyes, a pug nose, and a complex-ion which was red to the point of ignition. A younger clerk in the office, much to our amusement, with a salary of five hundred dollars a year, declared that he was madly in love with her and convinced her of his sincerity ; as it was ridiculous to suppose that the father would consent to such a match, the clerk and heiress eloped and were married. When Alcott heard of it, he blasphemed with a savage fluency that was Wonderful even in him. His son-in-law was a bright fellow, however, with some rich connections, and with their backing, soon appeared in Wall Street. He made money, backed as he was, and Mr. Alcott went deliberately to work to ruin him, but at first he didn't succeed, as the son-in-law, in an early "corner in Erie," took eight hundred thousand out of his father-in-law's pocket: but this only stimu-lated Mr. Alcott and he ventured his millions without stint in an attempt to "corner" his son-in-law. [Continued.] 236 THE GETTYSBURG MERCURY BOOK REVIEW. Quicksand, by Hervey White :—Small, Maynard, and Co., $1.50. QUICKSAND is the life history of a family with many more downs than ups. It is divided into three parts, in each of which a particular member of the family is the central figure, although all the members of the family enter into each divi-sion. The birth, boyhood, education, marriage, struggle for literary fame, and tragic death of Hubert form a conspicuous current in the narration. The varying dispositions of the members of the family, the appearance of the Indian, Maude, and the faithful hired man give an abundance of variety. The characters are depicted in striking detail, and the descriptions of the three homes (which the cover-ing of shame made necessary) are complete. The effect of a number of follies (crimes in some instances) are so clearly brought out as to emphasize the necessity of straight forward living. AMONG OUR CONTEMPORARIES, TT has not been the policy of THE MERCURY to devote much *■ space to an exchange article, but we feel it our duty to say something at intervals of those journals of other institutions, the reading of which gives us much pleasure and is profitable. The fact that an exchange article was crowded out of the November number explains why, in a few instances, reference is made to October numbers. The University of Virginia Magazi?ie is one of the most com-plete literary journals on our table, and the November number is an especially good one. It contains an article on "Keats—A Conscious Reformer of English Poetry," that is worthy of study. "The Quiet Indian's Ghost" in the November Touchstone is a well written story. The editor makes a strong appeal to the "men of Lafayette" in behalf of the literary journal of the insti-tution . The recent changes in the form and general get-up of the Pharetra make it the neatest and most attractive of our exchanges. The material is of a high grade, and the pen-sketches add ma-terially to its attractiveness. THE GETTYSBURG MERCURY 237 "The Living Relic of Barbarism" in the October Ursinus Col-lege Bulletin is decidedly above the average oration in beauty and in force. An increased number of pages of literary material should accompany the change of The Bulletin from a biweekly to a monthly. The November Midland contains in its literary department a poem by Longfellow and one from the Denver News, an article by an alumnus and one by a student. Will this encourage liter-ary work among the students at Midland f The Dickinson Literary Monthly has materially raised its standard and, in general, does not suffer in comparison with the best; but the November number contains a partisan article that is unworthy a place in a college journal. Those interested in the educational condition of Puerto Rico will find an interesting article by Dr. M. G. Brumbaugh in the Juniata Echo for October. The Echo is to be congratulated on being able to publish these articles. We regret that the Novem-ber number did not contain one. "The Spanish Arnaida," an outline with explanations, by Stanley Ecker in The Western University Couranl reflects credit upon the author and the journal. It is the result of effort and thought. The poetry of The Lesbian Herald is an important feature of the publication. A well written article on "The Sun's Eclipse," accompanied by a photograph of the total eclipse at Centreville, Va., May 28, 1900, appears in the last issue. ««*£> "Over and over again, No matter which way I turn, I always find in the book of life Some lesson that I must learn ; I must take my turn at the mill, I must grind out the golden grain, I must work at my task with a resolute will, Over and over again." PATRONIZE OUR ADVERTISERS. C. F?. SOLT MERCHANT TAILOR Masonic Bldg., GETTYSBURG Our collection of Woolens for the coming- Fall and Winter season cannot be surpassed for variety, attractive designs and general completeness. The latest styles of fashionable novelties in the most approved shades. Staples of exceptional merit, value and wearing durability. Also altering-, repairing-, dyeing and scouring at moderate prices. .FOR UP-TO-DATE. Clothing, Hats, Shoes, And Men's Furnishing- Goods, go to I. HALLEM'S MAMMOTH CLOTHING HOUSE, Chambersburg St., GETTYSBURG, PA. ESTABLISHED 1867 BY ALLEN WALTON. ALLEN K. WALTON, President and Treasurer. ROBT. J. WALTON Superintendent. Hummelstomn Bromn 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. RAWER Baker of Bread and Fancy Cakes, GETTYSBURG. PA. EIMER & AMEND, Manufacturers and Importers of Chemicals and Chemical Apparatus 205, 207, 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. Xeiss 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. Chased, long or short $2 00 No. 1. Gold Mounted 3 00 No. 3. Chased 3 00 No. 3. Gold Mounted 4 00 Spiral, Black or Mottled |2 SO Twist, " 2 SO Hexagxm, Black or Mottled 2 SO Pearl Holder, Gold Mounted S 00 THE CENTURY PEN CO., WHITEWATER, WIS. Askyour Stationer or our Agent to show them to you. Agood local agent wanted in every school ^Mirmm^fr^wmmwwMmmmmmmwmm^ Printingand Binding We Print This Book THE MT. HOLLY STATIONERY AND PRINTING CO. does all classes of Printing- and Binding-, and can furnish you any Book, Bill Head, Letter Head, Envelope, Card, Blank, or anything- pertain-ing to their business in just as good style and at less cost than you can obtain same elsewhere. They are located among the mountains but their work is metropolitan. You can be convinced of this if you g-ive them the opportunity. Mt. Holly Stationery and Printing Co. K SPRINGS, PA. 73iUMtimU4UMtMlJUiUJUiUiU4UJUJUJUiUM R H. S. BENNEP, .DEALER IN. Groceries, Notions, Queenswcire, Glassware, Etc., Tobacco and Ggars. 17 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 pointsof interest.including the tb ree days" fight, $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. MUMPER & BENDER Furniture Cabinet Making, Picture Frames Beds, Springs, Mattresses, Etc. Baltimore St., GETTYSBURG, PA. .GO TO. fyotd (Gettysburg 3arber Sfyop. Centre Square. B. M. SEFTON W.F.CODORI, S£Sf)op (Successor to C. C. Sefton) Having thoroughly remodeled the place is now ready to accommodate the public Barber Supplies a Specialty. .Baltimore Street. (itrrT*l5£UR(i, PA. ESTABLISHED 1876 PENROSE MYERS, Watchmaker and Jeweler Gettysburg Souvenir Spoons, Col-lege Souvenir Spoons. NO. lO BALTIMORE ST., GETTYSBURG, PENNA. L. f\. MltW Manufacturers' Agent and Jobber of Hardware, Oils, Paints and Queensware. GETTYSBURG, PA. The Only Jobbing House in Adams County.

The Mercury May, 1893 ADVERTISEMENTS. TReafting 1Ratiroa6 The "Royal "Route New and Direct Line To and From QETTT5BURQ. Fast, Frequent and Superbly Equipped Train Service Between NEW YORK, PHILADELPHIA, Allentown, Pottsville, Williamsport, Reading, Harrisburg and Interior Pennsylvania Points, with through connections to and from all parts of the Middle States, New England and the West. Visitors to America's Greatest Battlefield can obtain through tickets and baggage checks, via this new and most picturesque route, at all principal stations and ticket offices throughout the country. I. A. SWEIGARD, C. G. HANCOCK, General Manager. Gen. Pass. Agt Barber Sfrop, CHARLES C. SEFTON, PROPRIETOR. BALTIMORE STREET. THE PLACE FOR STUDENTS TO GO. ONLY FIRST-CLASS WORK. /HUgrc at-)d ^Kfc £or]S£r«Vatopy. Chartered 1850, offers Classic, Normal, Music and Art courses for Diploma and Degrees ; comprises three large brick buildings, situated on a beautiful eminence, a lovely campus, library, apparatus, hot and cold mountain water, steam heat, gas light, electric bells, a suite of rooms nicely furnished for every two or three students, music lessons on Pipe Organ, Reed Organ, Piano, Violin, Guitar, Mandolin, Banjo, and Cornet, Lessons in Drawing, Crayoning, Pastel, China and Oil Painting. German and French languages taught and spoken. Special attention paid to Elocution and Voice Culture. Normal course with Diploma for teaching. Strict attention given to Physical, Social, and Religious culture. Kee Mar College is located in a most attractive, refined, and healthful city of 14,000 people. SEND FOR CATALOGUE AND JOURNAL TO Rev. C. L. KEEDY, A. M., M. D., President, Hagerstown, Md. WILLIAM SMALL, DIM BOOK nnunt AND DOOR Mm, 6 WEST MARKET STREET, YORK, PENNA. w. S^SGHRODER, DEALER IN Hats and Caps? VBoots and Sho^s? No. 6 Balto Street, Gettysburg. Spalding's Livery Stable, STRATTON ST., GETTYSBURG, PA. Branch Office, E. S. Faber's Cigar Store. Hacks, Carriages, Wagonettes, Double Teams, Riding Horses, Large Wagons Capable of Holding Sixty Persons at a Time. COMPETENT GUIDES FOR THE BATTLEFIELD. CHAS. J. SPALDING, Proprietor. —^-Jo^y) l'""|l||||||||!||||||||||ll"|||"ll''|i||"'|||||"'i|lll||ll"""|t|l"""l'""|"|l|"""li"IIU11""11"111 (0S§j"*— Gettysburg Carriage Works, CHAS. J. SPALDING, Proprietor. WEST MIDDLE STREET. BUILDER OF oo REPAIRING PROMPTLY DONE. ADVERTISEMENTS. F. D. SCHRIVER, Draper, Importer, • • fl^D Merchant Tailor, 23 Baltimore Street, GETTYSBURG, PA. The College Mercury. Vol. I. Gettysburg, Pa., May, 1893. No. 3. THE COLLEGE MERCURY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STAFF. m ■ Editor: GELLERT ALLEMAN, '93. Associate Editors ; MARION J. KLINE, '93. FRED. H. KNUBEL, '93. PAUL W. ROLLER, '94. JOHN J. BRALLIER,'93. NIELS L. J. GRON, *93. FLAVIUS HILTON, *93. Business Manager; G. FRANK TURNER, '93. Assistant Business Manager : BENJAMIN R. LANTZ, '94. ™ /One volume (ten months), . . . .$1.00 lERMS*t Single copies, 15 Payable in Advance. All Students are requested to hand us matter for publication. The Alumnt 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. CONTENTS. EDITORIAL, 37 FREEDOM IN GERMAN UNIVERSITIES, 39 MOTHER EARTH 41 ZEROS 41 COLLEGE LOCALS, 42 ALUMNI, 45 FRATERNITY NOTES 50 ATHLETICS, 51 TOWN AND SEMINARY 52 LITERARY SOCIETIES ,.,.,, 54 EDITO-RIAL. AN impetus has been given this year to oratorical contests between colleges, particularly in the East. The Western insti-tutions have had this test of comparison for some time, but in this section, it has fallen into disuse or been superseded by the various field contests. Of late years, the struggle between most colleges have savored more of brawn than brain.' A reaction in favor of the latter has, however, been awakened, and it will be appropriate and beneficial if only to a limited extent the training turns from matter to mind. The intellectual should figure to a larger extent than it does. This is a step in the right direction and would be eminently in keeping with the idea of a school of learning. There is a movement on foot to form a State Inter-Collegiate Oratorical Association, and it is proposed that those colleges which have representatives in the State Athletic Associa-tion be elegible to membership. Here is a fresh field for a display of comparative prowess, and would have something to distinguish it from the exhibition of an ordinary athletic club. The enthusiasm manifested in our col-lege of late in all departments shows the state of affairs to be healthy and is accomplishing many good results. In this new opportunity for a test of strength Gettysburg will meet her sisters in any overtures. What's to be done about it? * * WHEN a mob marched the streets of Paris, a young corporal in charge of a regi-ment held them at bay by a salute of cannister. This was Napoleon, and his method of master-ing the situation was by annihilation. In one of the mining camps of the West a mob of 38 THE COLLEGE MERCURY. lynchers are subdued by a gentleman, alone, unarmed, by the power of personality. With guns pointed at his own breast as well as at the one he was protecting, while from two hundred throats came the ominous slogan, "Lynch him!" the pistols are lowered, the thirst for blood withstood,the crowd conquered, by the simple words uttered with rare presence of mind and nerve, " Boys, you can't have this man." This is Heffefinger, famous for his prowess on the foot-ball field, now a Pay-master on a Northwestern railway. " A new field for the athlete" at first suggests itself. Yet it is but the legitimate field of the true athlete, who is nothing less than a true gen-tleman. The admiration for the ability of this man, confined heretofore, perhaps to the lovers of sport, resolves itself into a more exalted esteem and must be shared by all lovers of true manhood. There is no surprise in the incident. He that in the whirl of a foot-ball game, when the brain seems to lose the faculty of percep-tion, when all the world goes round, when one is conscious of nothing but fists, and arms, and knees, and death-like embraces, and earth itself is no longer a terra finna for one's feet, but leaves him treading on space till it rises to meet him with a thud; he who in such a melee keeps himself in order amid general chaos in a master manner, must in similar cir-cumstances, prove master of the situation. And the circumstances are not unlike. There is also a little to be said in favor of a sport that furnishes opportunities for the culture of such nerve and presence of mind. * * THE musical clubs have taken down the orange and blue and hung black on their car. The decree has gone forth that they will not be allowed to give entertainments, during this term, away from town. The musical ability that has wandered into our midst during the last few years has been carefully fostered until at present the college has among its students an organization of mu-sicians such as it has never before possessed, and one which is the equal of any of the simi-lar college clubs in existence—we make no exception. At the very height of success, the Faculty, by refusing to allow the clubs to make a short trip, have brought on a crisis in things musical. This action has also deprived the college of one of its best advertising me-diums. There is hardly a college in the land that does not realize the advantage to be de-rived from a traveling organization representa-tive of its musical talent. The most serious consideration, however, is as to the future. Under the existing circumstances it is a ques-tion whether the men next year will feel justi-fied in making such extensive preparation to give a series of concerts, as it involves sacri-fices of time and money. Can we afford to lose our place in the ranks of the progressive colleges? * * ONE of the luckiest strokes of fortune that could happen this college would be the en-dowment of a Department of History and Poli-tics. Owing to the present union ofthese depart-ments with that of English literature the work of the professor is hampered on both sides. This combination is a most unnatural and illogi-cal one. Just as reasonable would it be to give the management of the instruction in his-tory and politics to the Greek, or Latin, or German professor. Moreover, an extension of the electives in both English and history is desirable but impracticable, because the pro-fessor is already overworked. We feel confi-dent also that the course in literature and rhetoric for the under-classmen is curtailed not because the Faculty do not realize the import-ance of these subjects, or because the students are crowded for time, but on account of a lack of facilities. The prime reason, however, for this plea is the educational value of history itself. What men think of the world depends on what they know of it, and we dare say most of us know little enough. This, of course, is partly our own fault, but it is also due in great measure- to the lack of adequate instruction in THE COLLEGE MERCURY. 39 history. Whenever any of our liberal-minded friends feel disposed to give Gettysburg Col-lege some thousands of their wealth, let them remember the really urgent need of a separate department of History and Politics in this institution. * * * THIS is the last issue of THE MERCURY that the present staff will control. The societies have elected a new staff and they will have control of the publication for one year. We are pleased to state that THE MERCURY is on a sure financial basis already and we wish to thank all those who have contributed to its success. The many words of commendation which we have received on every hand, both by letter and through the press, have been very encouraging and have aided us. We were tempted to publish some of these but we remained firm in our first decision that THE MERCURY must stand on its own merit. The new staff is as follows: Editor, Julius F. Seebach ; Assistant Editors, Frank Fickin-ger, Sumner R. Miller, Roscoe C. Wright, Henry E. Clare, Alfred S. Cook, Paul W. Roller, and Waldo D. Maynard; Business Manager, Benj. R. Lantz; Assistant Business Manager, Chas. F. Kloss. We bespeak the same consideration for the coming staff that has been shown the retiring members of the board. FREEDOM IN GERMAN UNIVERSITIES. THE hegemony of Germany in all branches of science, without excep-tion, must be recognized by all civilized na-tions. It is a fact that Germany, scientifically, produces more than all the rest of the world." Mon. F. Lot, L'enseignement superieur en France. Ce qu'il est ce qu'il devrait etre, 1892. The wisdom of Germany, it is often sneer-ingly said, is professorial wisdom. Look at England and you will see men like Humphry Davy, Faraday, Mill, Grote, Darwin, Spencer, who have no connection with English institu-tions. In the fatherland, however, the case is different. Nearly all the pioneers of science hold academic chairs, those who do not have at least the right to deliver lectures in the uni-versities. The universities are the seats of science. No wonder that scholars of every tongue come to them, even from the farthest parts of the earth. What is the cause of this prominent position ? It is the freedom which is granted to the students and to the profes-sors. To the German mind students are young men, responsible to themselves, who aspire after science of their own free will. They arrange their own plan of studies as they think best. They have free choice among the teachers of the same subject. It matters not whether these be ordinary or extraordinary (assistant) professors or private docents. At the same time they have perfect freedom to migrate from one university to another, from Ronigsber"' to Zurich, from Gottingen to Gratz. Outside the university there is no con-trol over the conduct of the students so long as they do not come into conflict with the guardians of public order. No civil authority can touch the color-bearing citizen of the re-public of letters. Even if the drawn swords of policemen should meet the naked rapier of the " Burschen," the university authorities are called upon to decide. The " Bursche " stands or falls to his rector. It must be considered fortunate that German students have retained a vivid sense of corporate unions, by which an honorable behavior of the individual is demanded. To Americans this uncontrolled freedom is, no doubt, a subject of astonishment. How can young men be left thus to themselves without the greatest detriment? But it must be remembered that no German is allowed to become a citizen of a university except he has given proof of his ability to use rightly the freedom which is granted to him. He comes from the gymnasium with a logically 40 THE COLLEGE MERCURY. trained judgment, with a sufficient habit of mental exertion, with a tact developed on the best models to discriminate truth from the ap-pearance of truth—right from wrong. Delighted in youthful responsibility, he then devotes himself to the task of striving after the best and noblest which the human race has hitherto been able to attain in knowledge and in speculation. Joyfully he sings : " Hurrah ! Freies Wort lebe ! Hurrah hoch ! Wer die Wahrheit kemiet und saget sie nicht, Der bleibt furwahr ein erbarmlicher Wicht, Frei ist der Bursch !" He is joined in friendly rivalry with a large body of associates of similar aspirations. In mental intercourse with his teachers he learns how to " work the thoughts of independent minds." The German regards his student life as his golden age. With the melancholy tune's: " O alte Burschenherrlichkeit! Wie schnell bist du verschwunden ! Nie kehrst du wieder, goldne Zeit, So froh und ungebunden," he leaves the city of the muses. Since the German students are esteemed as men, whose unfettered conviction is to be gained, and who can no longer be appeased by an appeal to any authority, instruction is given to them only by teachers who have proved their own power of advancing science. No professors are introduced into the faculties who have not the qualifications of an inde-pendent academical teacher. He who desires to give his hearers a perfect conviction of the truth of his principles must know how convic-tion is acquired. He must have worked at the confines of human knowledge, and conquered for it new regions. A teacher who retails views which are foreign to him may be sufficient for those pupils who depend upon authority as the source of their knowledge. To such, however, as require bases for their beliefs, which extend to the very bottom, an opinion which is not based upon independent research, appears of no value. It is only with students who give themselves to the formation of inde-pendent thoughts that the intelligence of the teacher bears any further fruit. But the conviction of the student can only be acquired when freedom of expression is guaranteed to the teacher's own conviction. Liberty of teaching has not always been in-sured in Germany. In times of political and ecclesiastical struggles the ruling parties have often enough allowed themselves to encroach. The political freedom of the new empire has brought a cure for this. There is now no ob-stacle to the discussion of a scientific question in a scientific spirit. When toward the end of 1892 a reactionary party sought to deprive the theologians of the advanced school of their academic chairs, the German nation regarded the movement as an attack upon their sanctu-ary. Liberty of teaching! Freedom alone can cure the errors of freedom and a riper knowledge, the errors of what is unripe. No wonder that the Germans have such a number of young men, the so-called " privatdocenten," who without salary, with insignificant incomes from fees, and with very uncertain prospects of the future, devote themselves to arduous sci-entific work. And how readily the faculties admit young men who at any moment may change from assistants to competitors. Thus it has been seen that the entire organi-zation of the German universities is permeated by respect of free, independent thought. This love of freedom, which is more strongly im-pressed on the Teutons than on their Aryan kindred of the Celtic and Romanic branches, is the main cause of the intellectual supremacy of Germany. But liberty necessarily implies responsibility. The German professors and students are in a responsible position. They have to preserve a noble inheritance not only to their own peo-ple, but also as a model to the wider circles of humanity. They must work for independence of conviction. I say zvork! For indepen-dence of conviction is not the facile assumption THE COLLEGE MERCURY. 41 of untested hypotheses, but can only be ac-quired as the fruit of conscientious inquiry and earnest labor. They must also show that a conviction which they themselves have worked out is a more fruitful germ of fresh insight and a better guide for action than the best inten-tioned guidance by authority. The spirit which overthrew the yoke of the Church of Rome also organized the German universities. Germany, which in the six-teenth century first revolted for the right of free inquiry and gave its witness in blood, is still the van of this fight. Truly to Germany has fallen an exalted historical task. And if the mighty armies of her mighty foe should invade her sacred borders and crush the youth-ful defenders of the united Empire, Germany will still be the conqueror of the world. MOTHER EARTH. Mother Earth is waiting for her children, Wooing them to seek her quiet breast, Offering for their wounds a balmy healing, For their weariness—a dreamless rest. When the sun is riding in the heavens, When the day is shining warm and bright, Then they oft forget the patient mother, Yet she knows they will return at night. Mother Earth is calling to her children, Calling them in every passing breeze, In the mystic murmur of her waters, In the rustling of her forest trees; But the tender music of her whisper Falls unheeded on each deafened ear, For the chinking of her gold and silver Is the sweetest melody they hear. Mother Earth is beckoning to her children, Beckoning from each dancing flower and vine, Fluttering hands from every nodding tree-top, Wave and beckon in the glad sunshine; But her children's eyes are strained with watching For the fluttering of their while-sailed ships, For the laden barge whose longed-for coming Sets the wine of fortune to their lips. Mother Earth, thy children have forgot thee In the bustle of their noisy life, Lost are all thy gentle invitations In the dust and din of noonday strife; But when evening dews are softly falling Then, all bruised and weary from the fray, Heeding late thine oft-repeated summons, One by one they drowsily obey. —M. R. H., '94. ZEROS. IN the great problem of destiny, whether it be that of a race or of a nation—or per-chance of both—we find figures of value and zeros as in the simplest mathematical problem. In scanning the pages of history we find in every problem presented to the race for solu-tion, whether one of sociology or one of national or international importance, men of foresight, men of wisdom, men of individual thought and action—great men—who at a glance have grappled with the questions of the hour, and, by their industry and perseverance, planted on heights far in advance the ensigns of liberty and progress. As we look upon the great march of hu-manity, from the gates of Eden to the nine-teenth century, we see in the vanguard of this mighty host men leading in thought and in action, the light of whose achievements, shin-ing with refulgent splendor, has illumined ever the pathway of nations. In the constellated canopy of history there are stars which far surpass their fellows in brilliancy and splendor. Amid the social darkness of the fifteenth century, when igno-rance and superstition enveloped Europe as with a pall, there shone forth a Calvin and a Luther—bright stars which will continue to shine with an ever-increasing brightness until the dawning of the other day. When the great problem of the Reformation presented itself to mankind for solution all must admit that these men were figures of inestimable value. When the problem of American Indepen-dence was presented to the struggling colonies for solution, we see a Washington, a Jefferson, an Adams, and a Henry, at whose urns we may even to this day rekindle within our 42 THE COLLEGE MERCURY. breasts the slumbering fires of patriotism, and freely imbibe the true spirit of fatherland de-votion. A quarter of a century ago, when the life of the nation hung trembling in the balance, when one of the greatest problems to which a nation has ever been brought face to face was presented to Americans for solution—a pro-blem which cost many a human sacrifice upon the altar of a country's devotion, and for which the sod of many a field was crimson-dyed— there stood forth from the multitude, pre-eminent among all other leaders, the immortal Lincoln, whose life-work can be best summed up in the intertwining of the pine and the pal-metto o'er his tomb. Thus has it been through all history from the beginning. However trivial or mighty in importance the problems have been, we find alongside of the figure's value the zeros. As there are those who of themselves advance, and thus advance our race, so are there those who by their efforts would retard the onward, upward march. We meet on every hand these counteracting, deadening influences. These negative forces are at work in eveiy age. They pull down where others build; they tarry where others progress. Setting themselves up in opposition to every generous impulse, every noble endeavor, and every patriotic movement, as zeros to the left of a significant figure, they decrease the value of all that is noble and good, and depreciate whatever is honorable and upright. But who are zeros ? Well may we ask. In brief, carrying out the original figure, men who are nothing, stand for nothing, have not the courage of their con-victions, without individual value, unstable as water, wavering as the reed in every wind that blows. In this age of constant change, this age in which Church and society are under-going so many transformations, zeros.are not wanted, but men. Men who are not driven hither and thither by every wind of dissension, nor stranded upon the shoals of every new doctrine ; men who can, when these storms arise, let down through the troubled waters the anchor of firmness and stability until it rests secure upon the grand old rock of prin-ciple. These are the men who preserve our government and free institutions, not only in times of civil commotion, but also in the hour of a nation's peril. Many and varied are the problems which are brought before the American people. These problems must be solved, and each American citizen is a factor in their solution. As we look about us, particularly at election time, and see the masses—the body politic of this great Republic—arranged as so many zeros at the dictation of a " party boss," dis-posed of as though they possessed no individual opinions, no individual value, does not this spectacle impress us with a sense of the dan-gers toward which we are drifting ? By using such factors in the solution of our political problems, is it difficult to see what the result will be ? The result of every problem is in proportion to the number of zeros employed in its solution. Bearing this thought in mind, I would plead earnestly for individual thought, individual action, individual merit, individual value and worth. The words of Longfellow come to us with a peculiar aptness, " In the world's broad field of battle, In the bivouac of life, Be not like dumb, driven cattle, Be a hero in the strife." When this becomes a living reality, will America reach the summit of national great-ness. Then might will not make right, and justice will not be handicapped. ROSCOE C. WRIGHT. COLLEGE LOCALS. MARION J. KLINE, Editor. SINCE the last issue of THE MERCURY Dr. Charles Baum, '74, of Philadelphia, has endowed the Baum Sophomore Mathematical Prize with $500. The interest on this amount will be annually given to the Sophomore who THE COLLEGE MERCURY. 43 attains the highest grade in mathematics. THE MERCURY wishes to extend to Dr. Baum the sincere and hearty thanks of the students of his Alma Mater for his kindness. The Philadelphia Press of April 20th con-tains the following item of interest to all friends of our college and the Lutheran Church: " The will of the late Jacob Reddig, of Ship-pensburg, was probated to-day before Register Clark. The public bequests made by the tes-tator are $500 to the Theological Seminary of the General Synod of the Lutheran Church; S500 to the Pennsylvania College at Gettys-burg ; $500 to the Board of Home Missions of the General Synod of the Lutheran Church ; S200 to the Lutheran Board of Church Ex-tension ; $200 to the Education Society of the West Pennsylvania Synod of the same church ; Si00 to the Missionary Institute at Selin's Grove, and $100 to the Tressler Orphans' Home at Loysville." " Mr. R., you should never pick your teeth with a metallic tooth-pick !" Mr. R., of'95.—" I beg your pardon, but it isn't metallic. It is gold." Is that the kind of non-metallic gold you have in New York State ? Prof. H.—" What treaty was made in the year 1842 ?" Mr. O., of '93.—" There was a treaty con-cerning neutral trade made by Washington!' Prof. B.—" What mode is attributo ?" Mr. M., of '96.—"Ablative." Mr. J., of '95, says he is taking vocal lessons in singing. Persevere, Charley, and you will make the glee club. Chappie H., of '95, insists upon it that Adam was in the ark, while Mr. E., of '95, who is famed for his extensive and accurate knowl-edge of the Bible, graciously points out to him his mistake by telling him it was Moses. Mr. K., of '93, is quite an electrician. The other day he was heard to exclaim: " Hello, Rutt; do you have any isolated wire ?" Dr. B.—" What was the number of soldiers who were placed as a guard over Peter in prison ?" Mr. V., of '93.—" There were four quarts— I mean four quarters of soldiers." Bad break, Billy. " What is the subject of your graduating speech ?" one Senior was heard to ask of an-other. " They gave me 3 Es and 5 Ds," was the significant reply. Mr. H., Sr., of '95 (hunting for molybdate solution).—" Doctor, where will I find the elliptic solution?" Mr. B., '93, has a phonogragh. During the Easter vacation he was giving entertainments. One evening he made the following announce-ment : " The next selection is ' The Midnight Fire Alarm,' as played by the U. S. Marine Band. You must listen for the gong and then the alarm will be sounded." Then the phono-graph played " Nearer, My God, to Thee." Mr. B. now puts the title on each roll. Mr. S., '94 (carving pork).—" This beefsteak has the queerest appearance of any beefsteak I ever saw." Put on your glasses, Selly. Mr. R., of '95 (as a six-mule team passes by).—" Well, a six-horse team for such a little load ! New York must certainly have some ' way-back' sections." Mr. A., of'93, to Mr. G, of '93 (with photo-graph of beautiful young girl suspiciously near his lips).—" Stop kissing that photo., G." Mr. G.—" I am not kissing it. I'm blowing the dust off." Mr. B., of '93 (to street-car conductor).— " Please give me a transfer to Heart-iy Street." With a phonograph to occupy his mind and a girl to possess his heart, our friend B. is in a bad way. Mr. H., Sr., of '95, says that there are a large number of Italians digging up the electric rail-road. Dr. S.—" Pants is the abbreviated form of pantaloons, Mr. C." Mr. C, of '07.—" But, Doctor, pants is uni-versally used." " Arthur, I fear we must modify the univer-sality of the usage." Mr. S., of '93, says Gettysburg is a bad place for crows. " One day I saw fifteen dead crows walking along the railroad track." That must have been a remarkable sight. At a "World's Fair Exhibit" contest for amateur photography, Mr. R. A. Warner, for- 44 THE COLLEGE MERCURY. merly of the class of '95, had the compliment paid him as a photographer of having seven of his views selected for exhibition. Among the views was one of" Pennsylvania Hall," Gettys-burg College, and also a bird's-eye view of the campus. THE MERCURY extends congratula-tions. Several years ago the Board of Trustees passed a rule that, beginning with the Class of '93, each class shall be represented in the Com-mencement exercises by ten speakers. These speakers shall be the ten men who shall have attained the highest averages in their studies for the three terms of Junior year and the first two terms of Senior year. This arrangement is much more satisfactory to all concerned than the former rule of having the whole class speak, and its wisdom is exemplified in the case of the present class, which will graduate about 50 men. In accordance with this rule Dean Bikle has made the following announcement of speakers and subjects: Latin Salutatory, John J. Brallier; "Safe-guards of Suffrage," C. Edward Allison; " Man's Use of Natural Forces," William H. Deardoff; "The Roman Element in Modern Law," John G. Dundore; " Socialism and In-dividual Liberty," William J. Geis; "The Gothenburg System," Andrew S. Hain ; " Na-tional Quarantine," William C. Heffner ; "Fa-miliarity with the Best Literature," Frederick H. Knubel; "Literature and Revolution," Edgar Sutherland ; " Valedictory," Marion T. Kline. Another evidence of the progressive spirit of our preparatory department appears in the adoption of a new marking system, viz., ex-emption from examinations to those who se-cure a term-mark above a certain per cent. This system—new to us—has been almost universally adopted by the larger colleges and universities, and has in it much to recommend it to our own institution proper. It' has be-come almost an aphorism that examinations do not measure a student's ability or his honest intellectual acquirements. The new system does away with that practice so hurt-ful in its effects upon the college man. We refer to the " cramming " for examinations. And it encourages instead, honest, faithful work from day to day. We predict for the future classes of our college a better equipped set of men as a result of Professor Klinger's advanced ideas on education as shown in his new methods. The " Class Day" Committee, of the Class of '93, Messrs. Brallier, Guss, Hilton, Knubel, and Kline, have arranged a programme for Class Day, and it has been adopted by the class. The class also selected the gentlemen who have places on the programme. The following is the programme : TUESDAY, JUNE 20TH, 1893. Master of Ceremonies Gellert Alleman 3 l'- M. Ivy Poem, Frank R. Welty Ivy Oration, . John C. Bowers Ivy Song, . Class of '93 6.30 I1. M. Music, Band Address of Welcome, Jerome M. Guss Class Roll, Virgil R. Saylor Music, Band History, G. M. K. Diffenderfer " Bellamy," Charles W. Leitzell Music, Ban(i " Pulswana," William L. Ammon Class Song, Class of'93 John Hay Kuhns, Poet On April 8th, at 11.15 A. M., our President, Dr. H. W. McKnight, set sail from Hoboken, N. J., on the " Kaiser Wilhelm II," of the North German Lloyd line, for a trip to the continent. On Monday, April 17th, a cable-gram, announcing his safe arrival at Gibraltar, was received at Gettysburg. He sails from Gibraltar to Genoa and then will spend one week in the southern part of France. Thence he will visit the principal cities of Italy and pass through Switzerland and Germany. He will then visit Paris and London. He expects to set sail from Southampton, Eng., about June 7th, for New York. He will return on " The Spree," which is due in New York on June 13th. THE MERCURY wishes the Doctor a pleasant time, and trusts that he may return to us en-tirely restored to health and strengthened for many years of usefulness as the honored President of Gettysburg College. Y. M. C. A. NOTES. The College Association was well repre-sented at the recent district convention held in Middletown, Pa., on the 7th, 8th, and 9th of THE COLLEGE MERCURY. 45 April- There were six authorized delegates from the college, and one from the preparatory-association. They seem to have taken active part in the exercises and devotions, and were full of enthusiasm and zeal for the work as they gave their reports at the regular meeting on Thursday evening, April 13th. The meet-in"- of that evening was especially well at-tended, and close attention was paid to the talks delivered by the delegates, who recounted the methods and extent of Y. M. C. A. work in the district. Mr. Malof, a Syrian, a native of Damascus, having been present at the Middletown Con-vention, also addressed the meeting in a very pleasant and interesting manner. We expect good results from the Conference of Y. M. C. A. Presidents from the States of Pennsylvania, New Jersey, and Maryland, to be held at Carlisle, April 27th to 30th inclu-sive. The Presidents of both the college and preparatory associations expect to be present, and also Mr. Marion J. Kline, of the Senior Class, who will present some papers before the Conference. The good influence of the Y. M. C. A. among our boys is very apparent and most encouraging. The leaders appointed have, with but few exceptions, taken charge of the meetings and conducted the devotions in a most acceptable manner. Let all our students identify themselves with this organization and attend all its meet-ings regularly. Then we may expect greater results and richer blessings to ourselves and our institution. ALUMNI. FRED. H. KNUHEL, Editor. MANY a letter of praise and encourage-ment has been received by us from the Alumni; they impel us to more earnest work for the improvement of THE MERCURY. The present staff of editors has decided not to publish any of them, but keep this department purely for the brief mention of interesting bits of news that come under our eye. We are always open for suggestions, notes, and the like. Recently the Literary Societies adopted rules to govern the publication of THE MERCURY. Among; them was one which seeks the election of an editor by the Alumni Asso-ciation, who is to have charge of this depart-ment along with a student. It is impossible for one who is yet in college to do all that should be done; his sources of information arc not sufficient. We hope the Alumni Associa-tion will elect a live man for us at their meet-ing in June. Mr. Frank Fickinger, '94, is the student elected, who will hereafter take care of the Alumni notes. Commencement is approaching fast and every alumnus who possibly can should be here. There ought to be rousing reunions of the classes of '90, '83, '68, and even of '43, though the living members of the last named are few in number. Lack of space prevents us from mentioning the Easter services and accessions of our ministerial graduates. The Lutheran Publication Society has just issued The Distinctive Doctrines and Usages of the General Bodies of the Evangelical Lutheran Church in the United States. The General Synod is represented by Rev. Prof. M. Valentine, D. D., LL D., '50; the General Council by Rev. Prof. H. E. Jacobs, D. D., LL. D., '62; and the United Synod in the South by Rev. E. T. Horn, D. D., '69. The three other divisions of the book are not by Gettysburg men. Seven P. C. men contribute to the April Lutheran Quarterly. Dr. E. Miller, '41, " The Pastor fertile Times ;" Dr. M. Valentine, '50, " Conquerers through Christ;" Dr. E. J. Wolf, '63, "Two Facts as to Inerrancy;" Rev. G F. Behringer, '68, '' Frederick the Wise and the Castle Church at Wittenberg ;" Rev. J. Wag-ner, '71, " The Lutheran Church Doctrines in the Nineteenth Century;" Rev. M. S. Cressman, '75, "The International Lesson System;" Rev. J. Aberly, '88, " The Decennial Confer-ence in India." Rev. Prof. M. Valentine, D. D., LL. D., '50, and Rev. Prof. H. E. Jacobs, D. D., LL. D., '62, have able articles in a recent number of the Lndepcndent on " Denominational Union among Lutherans." '35. A picture of Hon. M. G. Dale appears in the February School Board Journal. He is President of the School Board of Edwards-ville, 111. THE COLLEGE MERCURY. '36. Rev. F. A. Muhlenberg, D. D., Presi-dent of Thiel College, was stricken with paraly-sis, but has recovered and resumed his work. '40. The fifth volume of Lectures on the Gospels and Epistles, by Dr. Seiss, has ap-peared. It is in size and form like the four other volumes. '44. John T. Morris, Esq., has been spend-ing some time in Florida for the benefit of his health. '46. The Sunday-school of St. Matthew's Church, Philadelphia, Pa., Rev. Wm. Baum, D. D., pastor, celebrated its 74th anniversary at Easter. '47. Rev. J. G. Butler, D. D., for so long a time Chaplain of the United States Senate, on account of the change of administration holds that position no longer. '48. In the Philadelphia Press of April 20th appears an able article by Hon. Edw. McPher-son. It is a stricture on Prof. Woodrow Wil-son's article on the relative merits of Bayard and Blaine. It was copied from the Gettys-burg Star and Sentinel. '50. The April Reviezu of Reviews gives an excellent portrait of Dr. Valentine in an illus-trated article by Dr. Barrows on the World's first Parliament of Religions to be held at Chicago next September, of which Parliament Dr. Valentine is a member. On September 12th he will read a paper on " The Harmonies and Diversities in the Theistic Conceptions of the Historic Faiths." '51. On the nomination of Congressman Beltzhoover, '62, Hon. David Wills has been appointed one of the Vice-Presidents of the Congress of Finance of the World's Fair. The congress is to meet about June 19th. He is also a delegate from the Carlisle Presbytery to the General Assembly. '53. Rev. P. Bergstresser resigned his charge, Middletown, Md., and will make his future home in Chicago from May 1st. He has been awarded a prize for a poem written by him. '53. Rev. J. S. Lawson, pastor of the Luth-eran Church in Pittsburgh, East End, has just issued the first number of a periodical, to be known as The Lutheran MontMy, It is to be issued in the interest of the pastors and churches of the Pittsburgh Synod. '53. A large part of Rev. W. F. Ulery's article on the " Intermediate State," that ap-peared in a recent Lutheran Quarterly, was rcpublished in The Thinker, of London. '55. Rev. Prof. Eli Huber, D. D., who occu-pies the chair of Biblical Literature in the Col-lege, has been bereft of his wife, who had been sick for a long time. He has the sympathy of all. '56. The corner-stone of Dr. S. A. Holman's new church in Philadelphia was laid some time ago. H. M. Bickel, D. D., '48, delivered an appropriate address. '57. Prof. H. L. Bauger, D. D., has been chosen one of the Vice-Presidents of the Anti- Gambling Society, and also as a member of the Advisory Board of the World's Congress on Religion at Chicago. '57. Prof. L. A. Gotwald, D. D., has been acquitted of the charges brought against him as a Professor in Wittenberg Theological Seminary, that he was not teaching the type of Lutheranism under which the college was founded. The defense was that he had not violated the obligation he took at his inaugu-tion. The Doctor will preach the sermon on Sunday night of Commencement Week to the students of Newberry College. '57. Dr. C. L. Keedy informs the public that the report stating that he has been negotiating to sell Kee Mar property, at Hagerstown, to the Catholic sisters is incorrect. '58. Rev. E. S. Johnston received a fine gold watch on April 9th from the members of the three churches composing the Stoyestown, Pa., charge. The occasion was his birthday. '61. Rev. J. B. Remensnyder, D. D., pastor of St. James', New York city, is preaching a series of Sunday evening sermons on the "Epiphanies of the Risen Lord." '62. This year's Spectrum, the Junior annual, will contain a historical sketch of Co. A, Twenty-sixth Emergency Regiment, Pennsyl-vania Volunteers, the College company, by Captain F. Klinefelter. '62. C. V. S. Levy, Esq., has been again appointed City Attorney of. Frederick, Md. '62. Rev. J. L Smith, of Christ Lutheran Church, Pittsburgh, was highly complimented THE COLLEGE MERCURY. 47 by the Pittsburgh Journal of April 8th, on his very successful work during his first year's pastorate there. '63. Rev. M. Colver, some weeks ago, preached a special sermon before the Knights of Pythias, on " Faith without Works is Dead." It received high praise both from the Order and the local press. '63. Prof. E. J. Wolf, D. D., is one of the speakers on " Lutheran Day " at the World's Fair next September. '64. The present address of Rev. P. Doerr is Ligonier, Pa. '64. The address of Rev. J. G. Griffith has been temporarily changed from Stella, Neb., to Shannon House, Pawnee City, Neb. '64. Dr. Theo. L. Seip has been appointed by Dr. William T. Harris, United States Com-missioner of Education, as a delegate and honorary Vice-President of the Congress of High Education, at the World's Columbian Exposition, Chicago, which is to convene July 25th, 1893. '65. A cablegram announces the safe arrival of Dr. McKnight and Mr. Scott, at Gibraltar. '68. The Inter-Ocean of Monday, March 13th, devotes a column and a half to a sketch of the history and growth of Grace Lutheran Church under the faithful ministry of Rev. L. M. Heilman. This sketch is followed by a very full outline of the sermon preached the day previous, together with a portrait of Rev. Heilman and an engraving of his church and parsonage. '68. Rev. R. F. McClean, for many years Presbyterian pastor at New Bloomfield, has removed to Carlisle, Pa. '68. Dr. Richard and his wife returned to Gettysburg on Tuesday evening, April nth, from their year's sojourn in Europe. An ac-count of the reception given them will be found among the Seminary Notes. Dr. Richard brings a phototype reproduction of the Codex Vaticanus for the use of the Seminary. '69. Rev. E. T. Horn, D.D., of Charleston, S. C, has been elected to membership in the American Society of Church Histoiy. '70. Rev. A. G. Fesnacht, of York, will erect two houses on West Middle Street, Gettysburg. He was in town recently looking after their erection. '71. Rev. Dr. W. H. Dunbar, of Lebanon, Pa., lectured in Baltimore, at the First Lutheran Church, and for Dr. Parson in Washington. '71. Prof. G. D. Stahley, M. D., Professor of Hygiene and Physical Culture, has been in-vited to become one of the honorary Vice- Presidents of Department Congress of Phy-sical Education at the World's Fair. '71. The salary of Rev. John Wagner, Hazleton, Pa., has been increased from $1,200 to $1,500, and the council voted the same to take effect from his eighteenth anniversary, which occurred on the first of July of last year. '72. St. John's Lutheran Church, Northum-berland, Pa., Rev. A. N. Warner, pastor, bought a parsonage on April 1st, and made the first payment, $600. '73. Rev. S. L. Sieber preached his farewell sermon to his congregation at Lewisburg, Pa., on April 9th. During his three years' pas-torate much has been accomplished. '74. An addition to the Lutheran Chapel, at Hughesville, Pa., Rev. J. A. Wiit, pastor, is planned. Already $3,200 have been secured. '74. Mention is made elsewhere of the gen-erous gift of Charles Baum, M. D. At last the Sophomores have a prize to contend for. '74. The Democrat and Sentinel of Lewis-ton, Pa., has great words of praise for Rev. J. B. Focht. '74. Rev. M. O. T. Sahm has removed to New Millport, Clearfield County, Pa., of which pastorate he has taken charge. '75. Rev. E. G. Hay, Pottsvillc, Pa., was presented by his congregation with an Easter Egg, containing fifty dollars in gold. His successful parish paper, The English Lutheran, is in its seventh year and has a circulation of 700. '75. Rev. E. D. Weigle, of the First Luth-eran Church, Altoona, Pa., was recently pre-sented with a handsome secretary by the young people of his church, the occasion be- 48 THE COLLEGE MERCURY. ing the celebration of his sixth anniversary as pastor. Mr. Weigle will preach the Bac-calaureate before the graduating class of Lutherville Seminary, June 4th. '77. On Easter Sunday a very handsome polished brass lecturn was dedicated in St. Mark's Lutheran Church, Canajoharie, N. Y., Rev. Wm. M. Baum, Jr., pastor. It was pre-sented by one of his members. '77. The address of Rev. R. F. Hassinger is changed from Beaver Springs to Beavertown, Snyder County, Pa. '77. Rev. B. F. Kautz, Millersburg, Pa., has been granted leave of absence for three months to afford him- an opportunity to regain his health, which is somewhat impaired. '77. Rev. F. P. Manhart is starting out with great vigor in his work at Missionary Insti-tute, Selin's Grove. He has issued a number of circulars to pastors and friends of the insti-tution. '77. Rev. W. L. Seabrook has returned from Florida to his church at Abilene, Kansas. His health is fully restored. During his long and severe sickness his congregation has acted nobly toward him. '77. Rev. C. S. Trump and his wife cele-brated the tenth anniversary of their wedding on March 6th. The members of the congre-gation sent a gift of a horse and buggy. Our congratulations and best wishes. '77. Rev. J. J. Young, D. D., now of Rich-mond, Ind., preached trial sermons on April 9th at St. John's Church, New York city. He has received a call from there and will proba-bly accept. '78. Geo. J. Benner, Esq., has been retained as counsel in the Heist murder trial, which will come up before the August court at Gettysburg. '79. Rev. E. Felton, Baltimore, Md., is re-covering from his late illness. He is now in Gettysburg and will remain for a few weeks. '80. Rev. Lindley N. Fleck was installed pastor at Oriole, Pa., on March 12th, by Rev. Prof. Jacob Yutzy, President of the Susque-hanna Synod. '80. Rev. J. A. Metzger recently preached his tenth anniversary sermon as pastor of his first charge. '80. Grace Lutheran Church, Springfield, 111., Rev. M. F. Troxell, pastor, was dedicated on March 19th. Pictures of the church and pastor appear in the Illinois State Register of March 18th. The sermons on the day of dedication were by President Clutz, '69, of Midland; President Dysinger, '78, of Carthage, and Dr. Barnitz, '61, Western Secretary of Home Missions. Mr. Troxell is a representa-tive of the Lutheran Church in the Illinois Church Alliance. '81. Rev. W. P. Swartz was elected Modera-tor of the New Castle Presbytery, which con-vened at Elkton, Md., last month. '82. Rev. H. L. Jacobs has been appointed to the pulpit of the Methodist Church in New Oxford, Pa. '82. Rev. H. H. Weber, General Secretary of the Board of Church Extension, preached a series of inspiring sermons in Bethlehem Tabernacle, Harrisburg, Pa., beginning ' on Palm Sunday, extending nightly through Pas-sion week, and closing on Easter Sunday. '83. Rev. Prof. H. G. Buchler is a member of "The New England Association of Col-leges and Preparatory Schools." '84. Rev. Herman F. Kroh has resigned from the pastorate of St. John's Lutheran Church, Sparrow's Point, Md. He has at present no other charge. His address is 152?. North Wolfe Street, Baltimore. '84. Dr. J. B. McAllister is a delegate from Dauphin Co. to the convention of physicians to be held in New York in June. '84. Rev. L. M. Zimmerman, pastor of Christ Church, Baltimore, has issued the first number of a neat parish paper entitled The Pastor s Indicator. '85. Rev. G. G. M. Brown, pastor of the Union Bridge and Keysville congregations, Maryland, has issued a helpful paper, The Pastor's Anniversary, which contains a sum-mary of the past two years' work, and some spiritually valuable suggestions to his flocl for the future. The suggestions are ones for any Christian. good THE COLLEGE MERCURY. 49 I '85. Rev. E. G. Miller was installed at Eas-tern on April i6th, by Rev. M. Valentine, D. D., LL. D., '50. '86. Rev. J. Elmer Bittle, of the Theological Seminary, has received a call to the Lutheran charge at Braidland, Pa., which he supplied during his last vacation. '86. The Messiah Lutherans of Harrisburg recently voted Rev. Deyoe an increase of $200 in his salary, which he declined in favor of the church's debt. '86. Rev. E. E. Ide has canvassed the western section of Baltimore, and will in the near future organize a prosperous mission. The field is a rich one for an English Lutheran Church. '86. The San Jose, Cal., Report of April 12th publishes an excellent likeness of Rev. V. G. L. Tressler, M. A., in connection with an article on his life and work. His great suc-cess in his church work is lauded and the cause-ascribed, " confidence in ' The Victory of the Faith '." Mr. Tressler is the Lutheran denomi-national Secretary of the State Y. P. S. C. E. '87. Rev. S. E. Bateman is continuing to introduce new ideas in his work at St. Mark's Mission, Hagerstown, Md. He has now a " Literature Table," which is supplied with church papers, periodicals, tracts, etc., for free distribution. '87. Christ Lutheran Church, Harrisburg, Rev. T. L. Grouse, pastor, celebrated its third anniversary at Easter. It was organized with 60 members, and now has 210. '87. The sickness of Rev. Cyrus G. Focht, Centreville, Pa., continues ; he is yet in a very critical condition. '87. The College Forum, the paper of Leba-non Valley College, begins in its March num-ber an excellent article on " Prometheus Bound," by Prof. J. A. M'Dermad, A. M. We await the continuation. '87. Dr. I. Newton Snively has been elected President of the Northwestern Medical Society, Philadelphia, and also Assistant to the Pro-fessor of Nervous Diseases in the Medico- Chirurgical College. '88. Rev. John Aberly, the students' mis- '90. Rev. F. S. Geesey has been elected sionary to India, has issued his circular letter ' pastor of Trinity charge, York Co., and will No. 2, which is addressed to the students of all the Lutheran colleges and seminaries that help to support him. '88. Rev. L. S. Black assumed charge of Christ Church, Gettysburg, on April 9th. The evening following, a reception was ten-dered him in the lecture-room of the church. The local papers of his former charge are sending good words after him. '88. The new chapel of the Church of the Reformation, Baltimore, Rev. D. Frank Gar-land, pastor, will be dedicated on Sunday, May 14th. '88. Rev. Leander Goetz will not go to Evansville, Ind., as reported, but continue in his present charge at Newberry, Pa. '89. The Church of the White Deer, Pa., charge, Rev. R. E. Fetterolf, pastor, burned to the ground on Sunday morning, March 19th. " To rebuild will be a very difficult thing for the present," Mr. Fetterolf says. '89. E. C. Hecht, of Red Lodge, Mont., ex-pects to go to Germany in a year or two to study the Romance languages. '89. Rev. A. M. Heilman, Dallastown, Pa., was surprised by his people recently by the handsome sofa and other things they presented to him on the twenty-seventh anniversary of his birthday. '89. Rev. H. E. Wieand's congregation at Clarion, Pa., have bought the old Methodist church property for $1,250. '89. Rev. H. E. Zimmerman, of the Semi-nary, has accepted a call to Tannersville, Pa. '90. Rev. J. E. Bittle has been called to the charge at Baitland, Pa. '90. Rev. H. C. Bixler has accepted the call to the Manchester (York Co.) charge, and will enter upon his duties about the middle of June. '90. Rev. E. E. Blint has accepted the unanimous call to St. Paul's Church, at Littles-town, Pa. He has been assisting Rev. J. G. Goettman, D. D., of Allegheny, Pa., for the past few weeks. 5o THE COLLEGE MERCURY. enter upon his work about June 15th. He will reside in Spring Grove. '90. Mr. Joseph S. Shapley is a charter member of the Delta Chi fraternity recently organized in the Law School of Dickinson College. F-RATEHNITCj MOTES. JOHN J. BRALLIER, Editor. PHI KAPPA PSI. Bro. A. C. Carty, '96, of Frederick, Md., was initiated April 15th. Bro. G. Frank Turner presided as Secretary at the recent District Council held at Philadel-phia. Bro. Schmucker Duncan, who is attending the Yale School of Philosophy, spent a few days in our midst recently. A symposium during Commencement week is proposed by our chapter. The hearty co-operation of our Alumni is solicited. Among the persons chosen as speakers for Senior Class Day Exercises are Bros. F. R. Welty and J. C. Bowers. The former will write the Ivy Poem and the latter will deliver the Ivy Oration. PHI GAMMA DELTA. Bro. Fickinger, '94, has been elected Alumni Editor on the new MERCURY staff. Bro. Knubel, '93, has been chosen as one of the ten Commencement speakers. Bro. J. W. Richard, D- D., '68, has returned from his extended trip abroad and has again entered upon his duties in the Seminary. Bro. Sanford B. Martin, '90, who spent the first week of the present term with his parents in Gettysburg, Pa., has returned to his studies in Yale Law School. The Pennsylvania State Convention of 0 /' J will meet at the Wyandotte Hotel, South Bethlehem, Pa., May 4th and 5th, under the auspices of the Beta Chi (Lehigh) Chapter. Bro. E. E. Blint, who will graduate from the Seminary in June, has accepted a call to the St. Paul's Lutheran Church, Littlestown, Pa. Bro. Blint will be one of the three speakers from the graduating class at Commencement. Bro. D. F. Garland, '88, surprised us re-cently with a short visit. He is much inter-ested in having the musical clubs come to Baltimore, and says we are sure of success. Bro. Garland's chapel will be dedicated on Sunday, May 14th. Bro. Luther De Yoe, '86, also spent a few days with us. PHI DELTA THETA. Bros. English, '94, and Meisenhelder, '97, were initiated on April 8th. Bro. Chas. Reinewald,, of Emmitsburg, Pa., recently spent a few days in our midst. Bro. Lantz, '94, has been elected Business Manager of THE MERCURY, and Bro. Cook, '95, was chosen as one of the Associate Editors of the same journal. Bro. Brallier, '93, will be one of the ten Com-mencement speakers, and has been assigned the Latin Salutatory. Bro. Leitzell, '93, was also elected one of the speakers for Class Day Exercises. Extensive preparations are being made for the accommodation of" Phi's " at the World's Fair. The Boddie brothers, members of Tenn. Alpha, have offered to fit up a nice, large cor-ner room on second floor of their hotel, the Great Western, corner of Jackson and Frank-lin Streets, Chicago, and donate it to the Fraternity as Phi headquarters. This location is in the heart of the city near the depots, Board of Trade, Grand Pacific Hotel, etc., and the generous offer will be accepted. The June number of The Scroll and a World's Fair " extra " will contain notices of interest to all the Phi men who intend to visit the Fair. ALPHA TAU OMEGA. Bro. James P. Michler,' 97, of Easton, Pa.; was initiated March nth, 1893. THE COLLEGE MERCURY. 51 Bro. W. L. Ammon, '93, will be one of the speakers for Class Day Exercises during Com-mencement week. . / Y recently received information from Bro. ]I. W. Booth, Chairman of A T ii Fraternity Exhibit, that the proposed general Fraternity Exhibit is likely to collapse. A new official catalogue of all members of A T Q will be out in a short time. The direc-tory is under the efficient management of Bros. Booth and Ehle, of Chicago, and will be a book of great interest as a source of infor-mation to all Alpha Taus. The Fraternity Congress of the World's Fair will meet July 19th and 20th in Memorial Art Palace. This will be the greatest Pan- Hellenic reunion ever assembled. The chief and most important event of the meeting will, a joint session of Fraternity Editors. ATHLETICS. PAUL W. KOLLKR, Editor. BASE-BALL promises well, thirty candi-dates or more having applied for the various positions on the team. Captain Geis has the men in hand and gives them an hour and a half of hard practice every evening. The old men are doing very good work, and many new men are showing up finely. Among the new men the most promising are McCartney, '97, Leisenring, '97, Cook, '95, and Hoffman, '95. Many others show decided base-ball talent, which will be developed as the season progresses. The following is the authentic schedule of games as obtained from Manager Turner : Franklin and Marshall, at Gettysburg. Indian School of Carlisle, at " Dickinson, at " Western Maryland, st Westminster. Bucknell, at Gettysburg. Johns Hopkins, at Gettysburg. State College, at " " at State College. Bucknell, at Lewisburg. April 29th, May 6th, May 10th, May 13th. May 20th, May 30th, June 2d, June 9th, June I oth, A return game will be played with F. and M., date not yet fixed. You will notice from the schedule that a great many of the games arc to be played at Gettysburg; that will demand a hearty support of the team by the boys, and let us not fail to give it. The Freshmen class has organized a base-ball team with Mr. Brown as manager. The Sub-freshmen class has also placed a team in the field with McCartney manager and White captain. Some exciting class games can now be looked for. There is no reason why we should not have more class games, they are very often the means of bringing new men to the front. Mr. Chas. Huber, '92, being unable to de-vote his time to the work, has resigned his position as manager of field and track athletics. Mr. W. O. Nicholas, '94, has been elected to fill the vacancy. Manager Nickolas is now ready to receive entries for the spring athletic contest. This contest is preliminary to the annual athletic games held in Philadelphia. The men who make the best showing will be sent to these games as our representa-tives. We are now a member of the State League, and we trust that our men will endeavor to make as good a showing as possible. The candidates for the foot-ball team will practice once every week for the remainder of the term. The work will consist of run-ning, kicking, falling on and catching the ball, and work of that kind. It is very necessary that some work of this kind be done before the fall term, so that we can devote more time in the fall to perfecting the term work. Everybody seems to have caught the tennis fever. There are at present eleven courts about college, and all of them are occupied most of the time. Manager Hoffer has been working hard to make the annual tournament a success. He is now ready to receive entries. 52 THE COLLEGE MERCURY. All who desire to play in the tournament must hand in their names before May 5th. The entrance fee is 25 cents. Prizes will be given as follows : First prize in the singles will be the finest racket Spalding makes. Second prize, a college sash. The first prize in the doubles will be two tournament rackets. Second prize two fine belts. Three booby prizes will also be given. The tournament is to be played during the first part of Commencement week, and is quite an interesting feature of that inter-esting week. No regular work in the gymnasium is re-quired this term, the entire time being devoted to field sports, which demand all the energy one can muster. The athletic field fund is gradually increas-ing. An effort was made during vacation to increase the fund, but the committee has not yet made a report. The following is the Treasurer's statement of moneys received up to date: STATEMENT OF ATHLETIC FIELD FUND. Previous statement, $185 79 From the following, per F. J. Baum : W. J. Miller, 5 00 Joseph Stulb, 5 00 V. L. Conrad, D. D., j 00 Rev. H. B. Bickel, 50 April 21st, 1893. $201 29 E. S. BREIDENISAUGH, Treasurer. Quite a large and appreciative audience listened to the phonographic entertainment given in Brua Chapel on Saturday, April 22d, by Messrs. Bare, '93, and Newcomer, '95, for the benefit of the base-ball team. The enter-tainment was in every way a success, and the snug sum of $20.50 was realized. Many thanks are due the gentlemen for thus helping athletics and at the same time giving the students and citizens of Gettysburg such a treat. TOWN AND SEMITSTVRy. FLAVIUS HILTON, Editor. SEMINARY. ON Friday, April 14th, the Seminary Faculty announced to the Senior class the subjects for their theses. They are: Luther's Catechism, H. C. Bixler; Christian Asceticism, J. E. Bittle; The National Sun-day- Closing of the World's Exhibition, W. J. Bucher ; Catholicity in Mission Work, E. B. Burgess; the Bible in . the Schools, H. H. Fleck; Apostolicum Controversy, F. S. Geesey; the Present State of Higher Criticism, M. F. Good; Inspiration of the Scriptures, O. H. Gruver; the Relation of the Synagogue to the Church, H. L McGill; St. Paul and Women, W. G. Minnick; Phillips Brooks, S. T. Nicholas; Hawaii, H. C. Reller ; Christian Sociology, U. S. G. Rupp ; Fifty Years of Lutheran Foreign Missions, F. S. Schultz ; Duty of a Christian Man, S. A. Shaulis ; Music in Christianity, L. T. Snyder; Ultramontanism, W. J. Wagner. The Faculty have selected as speakers for the Seminary Commencement, Mr. Edward E. Blint (subject not yet assigned), Mr. J. F. W. Kitzmyer, The Preacher as Pastor; and Mr. G. H. Reen, Responsibility of Christianity for Islam. Thursday, April 13th, Dr. Richard made his first appearance in the class-room of the Seminary after a year's absence in the Father-land. The usual rhetorical exercises, on motion of Mr. Pohlmann, were set aside and the Doctor was then assured of the pleasure the students had in seeing him in his accus-tomed place. At the close of the address of welcome, Dr. Richard gave a hearty response and in the course of his remarks, said that Lutheranism was taught at Gettysburg as purely as in any of the German Universities, and that he was proud of the General Synod Church. His remarks touched upon the political, social, and religious state of Germany, but dwelt particularly upon the political. After the Doctor's response, Dr. Wolf and Dr. Hay gave a few reminiscences of travel in Germany. Dr. Valentine consoled those who do not expect to make such a trip by recalling to mind stay-at-homes who have become illus-trious men. Mrs. Richard then told what Germany looked like through a woman's spectacles. Rev. L. S. Black welcomed the Doctor as "one of his old boys." The meeting THE COLLEGE MERCURY. 53 ■adjourned and a general hand-shaking fol- Bowed. A course of ten lectures on Ecclesiastical Architecture will be delivered next year by Dr. Richard. It will treat of the history and development of Roman, Gothic, and Italian ■Architecture. i The Inter-Seminary Missionary Alliance minutes for 1892 contain a very interesting paper, entitled, " The Pastor and the Foreign ! Field," by G. H. Reen, of the Senior class. J. K. Cook will supply, for the summer, at Floyd Court House, Va., and Mr. E. R. [ McCauley, at Blacksburg, Va. The following supplied vacant pulpits April 16th : F. S. Shultz, Morelville, Pa.; S. A. Schaulis, Huntington; M. F. Good, Man-chester, Pa.; O. H. Gruver, Sparrows Point, Md.; W. J. Wagner, Littlestown, Pa.; F. S. Gusey, near Spring Grove, Pa.; Messrs. Dun-lap and Pohlman, at St. James, Gettysburg. And on the 9th, Messrs. Getty and Schantz, at St. James. Rev.S. Stall, editor of The Lutheran Observer, announced that a prize of #10 would be given for the best article on " The Value of a Church Paper." For the second, $5. The treatment of the subject is at the option of the students. Rev. M. Valentine, D. D., installed Rev. E. Miller, at Easton, April 16th. Dr. Richard secured and brought with him a photo-type reproduction of the Codex Vati-canus, the N. T. original in the Vatican Library, Rome. It is attributed by scholars to the middle of the fourth century, and regarded as the most valuable literary treasure of the world, and until within the last few decades not accessible to scholars. The original Codex is written in small capital Greek on parch-ment sheets, 10 by 12 inches, in three columns of 42 lines each to a page. In 1889 100 copies were made, which were quickly picked up by public libraries and a few private in-dividuals. By the aid of a German book-seller in Rome, Dr. Richard was able to get a copy, which cost 200 fr. It is expected the Seminary Libraiy will secure this treasure from Dr. Richard for the use of the students. This, added to our other valuable N. T manu-scripts, exceedingly enhances our facilities for textual criticism. The process made the copies even more legible than the original, and equal to the original for purposes of study. Among his other acquisitions, the Doctor secured Strype's Memorials of Cranmer (1694), and Heylyrts History of the Reformation in Eng-land (1674). TOWN. The congregation of Christ Church held a reception on the evening of April 17th for Pastor Black. Captain Calvin Gilbert has the contract for furnishing the markers and gun-carriages for the position of the regular troops. In the rearrangement of this Judicial Dis-trict it was attempted to join Adams with York and with Cumberland, who in turn opposed the union. It being expedient to separate Adams and Fulton, the only thing left was to make Adams a separate district, and so was reported from committee. This would do away with our associate judges. The Springs Hotel will not be opened this summer. However, large orders for water are daily received, and bottling has commenced. Gettysburg National Bank stock sold recently at $119 (par, $50); the highest price yet reached. Water stock sold at $23.25 (par, $15)- Gettysburg is indulging its passion for arbu-tus this season, and many there be who gayly travel the intervening 10 miles and seek it. Mrs. Walter chaperoned the Clover Club and their guests on their annual pilgrimage in quest, April 19th. Mr. Shantz, an expert botanist, Mr. McCauley, Mr. Frontz, and Mr. R. B. Wolf, all of the Seminary, formed the gentlemen of the party. At the meeting of the Masonic Lodge on the evening of the 17th ult, called for the con-sideration of a market-house and a town hall project, $20,000 worth of stock was taken and a site on West Middle Street, selected on the lots of Ed. McPherson and Mrs. Weaver. An architect was employed to furnish plans. April 17th a crowd of Italians arrived, and were put to work on the bed of the electric road. They commenced near the Peach Orchard. Poles for the trolley have been strewn along the streets. The company has secured the lots on which Wible's Warehouse and adjoining buildings stood for the location of the power-house. The buildings will be re- 54 THE COLLEGE MERCURY. moved immediately. The citizens are contract-ing for electric lights in places of business and private houses. Twelve double-decker cars, each with a trailer, will be put on, giving a capacity for 2,000 passengers per hour. All separate departments of the enterprise are re-quired to be finished by the end of June. ' Mr. Tipton furnished a large assortment of photographs for the Massachusetts and New York exhibits at the World's Fair. It is ex-pected that Pennsylvania and Ohio will engage similar collections. William Lochren, Mr. Cleveland's nominee for Commissioner . of Pensions, visited the battle-field on April 10th. Lawrence Heim and Archibald Mackrell, two of Pittsburgh's representatives at Harris-burg, viewed the field a few days ago. Quartermaster Hiram Hayes and wife, of Wisconsin, were here last week. LITE-RTVRy SOCIETIES. NIELS L. J. GRON, Editor. THE most active society men are now busily engaged in securing new members for their respective society. The members of the sub-freshmen class are the victims against whom the arrows of persuasion and exhorta-tion are aimed. He who desires to rise by stepping on the heads of others will soon be hurled to the ground; the man who wishes to illumine his own society by casting shadows upon his opponents will soon find that his effort has been expended in the wrong direc-tion. If you work for Phrena., do not depreciate Philo., if you are at Philo. then do not fail to give Phrena., at least, her dues. Though there may be some advantage in canvassing new students, explaining and deeply impressing upon them the merits of your so-ciety, yet a much more effective plan would be to see that all of the performances in the society show evidence of diligent preparation and then extend a hearty and cordial invita-tion to new students to attend your sessions. A student who desires to reap all the ad-vantage possible during his four fleeting col-lege years should commence society work at an early period of his course, but before he permits his name to be proposed in either so-ciety he should by all means be sure to visit both, during their regular sessions, at least] once, but better twice. Young men, do not] listen to persuasive tongues nor let your eye I be captivated by richly adorned walls; let the members and their methods of work appeal to your reason and then follow its dictation. This year and hereafter the Inter-Society Oratorical contest between members of the | Junior class will be held during Commence-ment week. The contestants are already be-1 ginning to prepare for the battle and we antici-pate a treat which shall do great credit to the literary abilities of the societies. May not Gettysburg Literary Society mem-| bers soon aspire to even higher honors ? Whyi not enter the arena of the Inter-Collegiate I Oratorical League, which we understand is | just now being formed? PHILO. NOTES. At the first business meeting of this term, I Philo. elected her portion of the editorial staff I of THE MERCURY, she also elected the following officers : President, Dundore; Vice-President, Fickinger; Corresponding Secretary, Allison, Jr.; Recording Secretary, Reitz; Treasurer, Kempfer; Assistant Librarian, Nicholas; Sub-scriber for papers, Mattern. On the evening I of April 21st, a most instructive and entertain-ing programme was rendered. It was the first of I the four authors' evenings of which we have' previously spoken. Lord Tennyson and his works were the subject for contemplation as I usual, selections on the piano was a part of I the programme. The interest which these] authors' evenings seem to arouse among Philo.'s members is largely due to the efforts of the Committee on Arrangements, of which Mr. John Hoy Kuhns is the chairman. Messrs. J. Enniss and Russel Auckerman, '97; have been introduced as active members | of Philo. PHRENA. NOTES. At the first regular meeting of this term, the following were elected to represent Phrena. on the staff of THE MERCURY : Business | Manager, B. R. Lantz, '94; Associate Editors, Wright, Maynard, Clare, and Cook, '95. Shimer, '95, is prevented from returning to| college on account of failing health. He con-f I templates taking up medicine at University 011 Pennsylvania as soon as he is able. i ADVERTISEMENTS. in Wanamaker's. Sporting goods of every sort. Sporting wear of every sort—Coats, [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 youfSG I^DTSS, NEAR BALTIMORE, MD, This widely known, thoroughly equipped, and extensively patronized School will open its 41st Annual Sesson, Sept. 13th, 1893. All the Departments of a High Grade Seminary. Address, Rev. J. H. TURNER, A. M., Principal, LUTHERVILLE, MD. PROFESSIONAL CARDS. CHJ^LLES s. DUfiCRfl, '82, ATTORNEY AND COUNSELLOR-AT-LAW, Baltimore Street, GETTYSBURG, PA. CHHS. E. STRHLtE, '87, ATTORNEY-AT-LAW, Baltimore Street, GETTYSBURG, PA. DR. CHAS, B, STOUFFER, OFFICE, STAR AND SENTINEL BUILDING, GETTYSBURG. PA. fiber's Dril2 Store, Baltimore Street, GETTYSBURG, PA. Prescriptions Carefully Compounded. matest Styles \r\ flats, Shoes, AND Gents' Furnishings, R. M. ELLIOTT'S. N. B.—Stiff Hats made to Fit the Head in two minutes. A. D. BUEHLER&CO., Headquarters for B©@I^s a^d Brags, Stationery and Blank Books. LOWEST CASH PRICES- IV ADVERTISEMENTS. Absolute Evenness of Touch, Richness and Brilliancy of Tone,] Extraordinary Singing Quality, Unequaled Workmanship, Power of Standing in Tune longer than any other Piano| made, are among the characteristic qualities of DECKER BROS. PIAfiOS 33 Union Square, ^eua York. Used in Philo. Hall at Pennsylvania College. GO TO C.A.BLOCHER'S Jeuielpy Stove fop Souvenir ^ Spoons, ^ Sword Pins, &c. DEEKA Fine Stationery and Engraving House, 1121 Chestnut St., Philadelphia. Post Office Corner, Centre Square. WEDDING INVITATIONS VISITING CARDS BANQUET MENUS DIPLOMAS AND MEDALS COLLEGE INVITATIONS i CLASS STATIONERY SOCIETY STATIONERY PROGRAMMES, BADGES 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. R. H. REININGER, Merchant * * * Tailor. * * THE BEST WORK AT THE LOWEST PRICES. Suits from $12.00 to $40.00. Pants from $4.00 to $12.00. NEXT DOOR TO POST OFFICE, UP-STAIRS. CENTRAL SQUARE. PETE THORNE, Shaving $ Hair Cutting Parlors. FIKST eUASS 7VRT1STS. CENTRAL SQUARE. FLEMMING & TROXEL, Billiard AND Pool "Rooms. BALTIMORE STREET. RfHOS ECKEHT, DEALER IN Hats, Shirts, Shoes, Ties, Umbrellas, Gloves, Satchels, Hose, Pocket Books, Trunks, Telescopes, Rubbers, Etc., Etc. AMOS ECKERT. SPECIAL* TO STUDENTS. Fine Tailoring. JOSEPH JACOBS, Merchant Tailor, Chambersburg Street, (Below Eagle Hotel) GETTYSBURG, PA. Red Front Cigar Store R. H. RUPP, Proprietor. j4o. 8 Baltimore St., Gettysburg. The place for a fine Cigar or a good chew. Solid Havana filler, 5 for 25c. An elegant article. A FINE ASSORTMENT OF PIPES AND SMOKING MIXTURES. VI ADVERTISEMENTS. ESTABLISHED 1876. PE/NKOSE MgEKS, VV/dTcnndrcER s» JEWELER. Liafge Stock of tliatehes, Clocks, Jeuuelpy, etc., on Hand. GETTYSBURG SOUVENIR SPOONS. COLLEGE SOUVENIR SPOONS. That IVHO BUYS HIS BASE BALL, . BICYCLE, . . LAWN TENNIS 10 BALTIMORE STREET", GETTYSBURG, PA. Students' Headquarters IS AT J. R. STINE & SON'S CLOTHING STORE The Cheapest Clothing and-Gents' Furnishings in Gettysburg. CUTINQ, 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. SPALDING & BROS. CHICAGO, NEW YORK, PHILADELPHIA, ToSMsulison ft. 243 Broadway, 1032 Chestnut St. DnTTLEFIELD LlVEKT. Rear of Washington House, Opposite W. M. R. R. Depot. GETTYSBURG, PA. . ^Mfe All Kinds of Teams. Good Riding Horses. -:o:- The Battlefield a Specialty, With First-Class Guides. DAVID McCLEARY, Prop

The Mercury July, 1893 ADVERTISEMENTS. IReabtng "The "Royal IRailroafr ] *oute New and Direct Line To and From QETTT5BURQ. Fast, Frequent and Superbly Equipped Train Service Between NEW YORK, PHILADELPHIA, Allentown, Pottsville, Williamsport, Reading, Harrisburg and Interior Pennsylvania Points, with through connections to and from all parts of the Middle States, New England and the West. Visitors to America's Greatest Battlefield can obtain through tickets and baggage checks, via this new and most picturesque route, at all principal stations and ticket offices throughout the country. I. A. SWEIGARD, C. G. HANCOCK, General Manager. Gen. Pass. Agt Barber S^°P> CHARLES C. SEFTON, PROPRIETOR. BALTIMORE STREET. THE PLACE FOR STUDENTS TO GO. ONLY FIRST-CLASS WORK. Chartered 1850, offers Classic, Normal, Music and Art courses for Diploma and Degrees ; comprises three large brick buildings, situated on a beautiful eminence, a lovely campus, library, apparatus, hot and cold mountain water, steam heat, gas light, electric bells, a suite of rooms nicely furnished for every two or three students, music lessons on Pipe Organ, Reed Organ, Piano, Violin, Guitar, Mandolin, Banjo, and Cornet. Lessons in Drawing, Crayoning, Pastel, China and Oil Painting. German and French languages taught and spoken. Special attention paid to Elocution and Voice Culture. Normal course with Diploma for teaching. Strict attention given to Physical, Social, and Religious culture. Kee Mar College is located in a most attractive, refined, and healthful city of 14,000 people. SEND FOR CATALOGUE AND JOURNAL TO Rev. C. L. KEEDY, A. M., M. D., President, Hagerstown, Md. To tte StUd^ts OF QANDERS & OTAYMAN Beg to call attention to their splendid exhibit of the leading makes of Pianos and Organs Including the famous ESTEY ORGAN, WEBER, DECKER BROS., ESTEY, FISCHER, AND IVERS AND POND PIANOS. Also a full line of Sheet Music, Music Books, and Musical Instruments of all kinds, including Violins, Mandolins, Banjos, Guitars, Cornets, Autoharps, &c. SANDERS & STAYMAIM, 13 NORTH CHARLES ST., BALTIMORE, MD. 934 F STREET, N. W., WASHINGTON, D. C. Music Sent " On Selection." Catalogues Free. We are Sole Agents for the Wonderful "JEOLIAN," an Orchestra in Your Own Parlor, With You as Musical Director. Spalding's Livery Stable, STRATTON ST., GETTYSBURG, PA Branch Office, E. S. Faber's Cigar Store. Hacks, Carriages, Wagonettes, Double Teams, Riding Horses, Large Wagons Capable of Holding Sixty Persons at a Time. COMPETENT GUIDES FOR THE BATTLEFIELD. CHAS. J. SPALDING, Proprietor. -SIiHiniiiiimtirmiiiiiimintimii nun .iiiii.iiiiniiiiiimHi'uiii'imiuiniiuiiniiiiuHiiiii,#- Gettysburg Carriage Works, CHAS. J. SPALDING, Proprietor. WEST MIDDLE STREET. BUILDER OF # and f^eip's ftepiai§kep§, —•©©■— TRUNKS, LEATHER GOODS, AND VALTSES, 12 W. MARKET ST., YORK, PA. Special Attention to Mail Orders. H. S. Benner, Choice Family Groceries, Chambersturg St., Gettysburg, Pa. Coffees, Teas, Flour, Fish, and Canned Goods. Queensware, Glassware, Etc. jfranhltn printing Company E. LAWRENCE FELL, President. E. STANLEY HART, Vice-President. GEORGE MASTERS, Treasurer. W.\t. C. SPROUL, Secretary. JOHN CALLAHAN, Gen'l Manager. 514=518 Minor Street, Philadelphia, Penna. TELEPHONE 1044. ENTRANCE TO ELEVATOR, 518 MINOR ST. ADVERTISEMENTS. in College lptt3es Society Babges Hbti3e flfcebals Stationery The most successful designers of College and University Badges in the Country Estimates Designs on Application BAILEY BANKS BIDDIxE Chestnut and Twelfth Streets Philadelphia, "Pa. /tlary had a Little Lamb, (Stamp your Memory.) It's wool was ajl the go— We make it up in BUSINESS SUITS for $1 5.00 you know. These Cu«tom-Made Suits are popular throughout Amarlca— because they represent the very Quintessence of Mob by Dress, and are essential to every business man who cares one Iota for economy and APPEAR-ANCE. Send us (i cents in stamps, stating kind of gar-ment or suit desired, and we will forward you SAMPLES of Cheviots, Cassimeres, etc., Self-measurement rules and fashion plate. YOU DO THIS; and we do the rest. Balti more cheapest market. KEELER the largest custom producer. Full Dreti Suits, Trousers, - - Frock Suits, - Overcoats, - - JO.iN M. KEELER, S N. Calvert St. Baltimore, fid. "Suffer no longer the extortions of locM tailors S25.0U Up. $4.00 Uf. $18.00 Up $18.00 Up. Correspondence Solicited With Responsible Parties Desiring to Act as Agents. OEHM'S AGME HALL (JMIffi, HnTTERS, # fuRimnro, 5 and 7 W. Baltimore Street, Annex 6 and 8 S. Charles St., BALTIMORE, MD. NEW SPRING STYLES Of Suits and Overcoats now ready at 20 to 30 per cent, under com-petitors' prices. Write for Samples and Price List. WILLIAM SMALL, DIM DOOM IIMER AND DOOR DMDER, 6 WEST MARKET STREET, YORK, PENNA. w. S^SGHRODER, DEALER IN Hats and Caps? ^ Boots and ShogS? No. 6 Balto Street, Gettysburg. IV ADVERTISEMENTS. F. D. SCHHIVER Draper, Importer, fl^D JVterehant Tailor, 23 Baltimore Street, GETTYSBURG, PA. The College Mercury. Vol. I. Gettysburg, Pa., July, 1893. No. 5. THE COLLEGE MERCURY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STAFF. Editor : JULIUS F. SEEBACH, '94. Associate Editors ; ALBERT S. COOK. '95. FRANK E. FICKINGER, '94. 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.

In this dissertation I explore the co-emergence of multinational corporations and the consolidation of the discourse on human rights at the level of the United Nations throughout the second half of the twentieth century and analyse the resulting conceptual gap that created tensions in the international legal order. Despite attempts by developing countries to alleviate this imbalance through the New International Economic Order (NIEO), a multitude of soft law initiatives and the reluctance to address human rights issues in MNCs at the level of the United Nations failed to make MNCs incorporate human rights standards in their operations. The merging of the two concepts became increasingly more challenging throughout the 70s and 80s when the world was faced with the oil crisis and the rise of neoliberalism. This shift in the global legal architecture forced the Third World to take a new approach to tackle the conceptual gap, this resulted in the emergence of the Third generation of human rights and ultimately, the concept of Corporate Social Responsibility (CSR). CSR is a concept of international private business self-regulation that aims at merging human, socio-economic, and political rights into the world of the corporation. As a response to the concerns for human rights violations by corporate actors, CSR slowly came to the forefront of the global business scene to enable the continuation of the operation of multinational enterprises. CSR presented a platform for global soft law initiatives to minimise the conceptual gap they had created over throughout the preceding decades. This allowed people such as John Ruggie to develop the Guiding Principles, the most successful initiative to date. This dissertation will provide its readers with a fruitful understanding of the crucial role that international law played in this development and further, what implications this had on the political and economic level. - Introduction In the words of Sundhya Pahuja and Anna Saunders, the second half of the twentieth century staged a 'series of encounters between rival practices of world making, each of which travelled with rival accounts of international law'.[1] Anti-colonial disputes, the Cold War, the rise of developmental issues and the increasing popularity of neoliberalism are only some of the events that generated these competing views of the international legal order. These events brought different coalitions across the Global North and Global South, and different 'alliances of interest between 'public' and 'private' actors'.[2] At the heart of the system that emerged lie two fundamental elements: the modern multinational corporation and human rights. How to conceptualize multinational corporations (MNCs) and how to define their relation to the law and the State was part of these rival stories. In this paper I explore the co-emergence of multinational corporations and the consolidation of the discourse on human rights at the level of the United Nations throughout the second half of the twentieth century and analyze the resulting conceptual gap that created tensions in the international legal order. In particular, I examine how this encounter, which became evident as calls for a New International Economic Order (NIEO) were being advanced within the UN, came to produce the idea of 'Corporate Social Responsibility' (CSR). I show that CSR emerged from the failure of the NIEO, particularly in relation to the roles and responsibilities of private actors in the global economy and how this can be traced to the limits of initiatives addressing the tensions between human rights claims and the interests of multinational corporations. In so doing I provide an understanding of the crucial role that international law played in this development and the implications this had at the political and economic level. The first section of this essay examines the lack of direct use of human rights language in the UN literature focusing on MNCs and their role in world development from the 1960s to the 1970s. This includes an analysis of the report entitled 'Multinational Corporations in World Development'.[3] I demonstrate the emphasis and enthusiasm for multinational corporations displayed at the level of the United Nations and how the concepts of the corporation and human rights were kept separate due to their respective supporters during the Cold War. I then focus on the attempts by the Organization for Economic Co-operation and Development (OECD), the International Labor Organization (ILO) and the 'Group of 77' (G77) to bridge this conceptual gap through the imposition of policies and initiatives, though without major success. The second section analyzes the influence of the oil crisis and the rise of neoliberalism on the shift of the global legal architecture, ultimately promoting the birth of the new developmental state. Here concern is with the new legal structures' attempt to merge the concepts of multinational corporations and human rights through a third generation of human rights, [4] and I engage in theoretical approaches by legal scholars such as Samuel Moyn and Antonia Darder. In the third section investigates the concept of Corporate Social Responsibility (CSR) and analyzes its application and limitations. CSR is a concept of international private business self-regulation that aims at merging human, socio-economic, and political rights into the world of the corporation. As a response to the concerns for human rights violations by corporate actors, CSR slowly came to the forefront of the global business scene to enable the continuation of the operation of multinational enterprises. I demonstrate how CSR aspired to close a gap between human rights and corporate action in a way that would harmonize them through a multitude of soft law initiatives. This leads to the question of whether direct regulations can apply to MNCs under international law and a discussion of the UN Global Compact, at the time the world's largest and most far-reaching CSR initiative.[5] Finally, this paper closes with the most recent developments in the global legal order designed to tackle the conceptual gap between MNCs and human rights, namely through the United Nations Norms on the Responsibilities of Transnational Corporations and Other Business Enterprises[6] and the development of the Guiding Principles. Dawn of co-existence The United Nations lies at the heart of the international regime with its normative, institutional and procedural human rights activities.[7] By adopting the Universal Declaration of Human Rights in 1948, the UN created a milestone document in the history of human rights. The Declaration has had an enormous influence on the world both in terms of 'spreading the philosophy of human rights, and in terms of inspiring legal texts and decisions'.[8] New states have used the Declaration as a basis for their constitutions, while domestic and international courts have invoked the Declaration in their judgments.[9] As human rights law developed, the International Covenant on Economic, Social and Cultural Rights, followed by the International Covenant on Civil and Political Rights, were both drafted under the auspices of the United Nations, adopted in 1966 and entered into force in 1976. Together, these three instruments make up the 'International Bill of Human Rights'.[10] Throughout the 1960s and 1970s, the world became a stage for global changes that altered the legal order. The end of colonialism dawned in the Global South, and during the height of the Cold War the West faced the Soviet Bloc and its mission of 'exporting revolution'.[11] Leaders of nationalist resistance movements received military as well as financial aid from the Soviet Bloc which intensified anti-colonial mobilization for self-determination.[12] Simultaneously, globalization was increasing rapidly, with multinational corporations emerging onto the global scene with heightened awareness of their existence as an entity with legal personality. As outlined by Sornarajah, their distinct bases of power allowed them to assert their interests through the law. With economic resources often exceeding those of their host state, MNCs had the ability to sculpt and manipulate legal outcomes through arbitration processes concerning foreign investment protection. This was done by exerting lobbying pressure on a host state which might be reluctant or even unable to object to the activities of MNCs.[13] The 'Multinational Corporations in World Development', report drafted by the UN Secretariat's Department on Economic and Social Affairs in 1973, considers 'the role of multinational corporations and their impact on the process of development, especially that of developing countries [.] [and] international relations'.[14] From the outset, the Report identifies the emerging phenomenon of the MNC in international economic affairs, how its size and spread has increased, and identifies the wide array of its activities and its use of natural resources which 'rival traditional economic exchanges between nations'.[15] It is surprising therefore, that a Report from the Department on Economic and Social Affairs, does not contain the term 'human rights' throughout the entire document. In the Report's introduction the UN makes a clear distinction between the differing views of impacts MNCs have on host countries. While 'depicted in some quarters as key instruments to maximizing world welfare, [they] are seen in others as dangerous agents of imperialism'.[16] The fact the United Nations recognized the potential neo-colonial nature of multinational corporations further highlights the need for guidance on human rights violations by MNCs. Yet the Report's reluctance to engage in the area of human rights provides a first glimpse into the divergence of the concepts of multinational corporations and human rights. An explanation for this can be identified by analyzing the Conventions, on Civil and Political Rights and on Economic, Social and Cultural Rights, with the UN's reluctance to avoid tensions between the supporters of both Conventions, respectively the United States and the Soviet Union. The US pushed for the development of civil and political rights, reflecting the protection of the freedom and liberties of individuals. Stemming from a Western philosophy, John Locke identified that in a 'state of nature' humans had 'natural rights' including the right to life, liberty and property. Similarly, French legal philosophers such as Rosseau, Montesquieu and Voltaire argued that such rights emerge from the inherent nature and virtue of man.[17] As Joseph and Castan argue, 'natural rights theories were highly influential [.] particularly in the revolutionary fervor of the United States'.[18] The advancement of civil and political rights reflects the capitalist ideology of the United States, conforming to the libertarian nature of Western capitalist societies.[19] In contrast, the Soviet Union pushed for the advancement of economic, social and cultural rights. These included the right to work, the right to an adequate standard of living, and the right to physical health. Contrary to the civil and political rights, these rights were based on the idea of equality, one deeply rooted in the political ideology of socialism. As the US would not commit to a proposition that there is a right to social goods, the US has never ratified this Convention.[20] The Soviet Bloc promoted the right of self-determination by providing military and financial aid to indigenous political activists in their fight for independence; an idea enshrined in Article 1 of the Covenant which states that: 'All peoples have the right to self-determination'.[21] For the Soviets 'national self-determination was an adjunct to revolutionary communism'.[22] They envisioned self-determination as the tool for the transition from dismantling a colonial empire to establishing a socialist state.[23] However, while the United Nations was reluctant to adhere to human rights in the framework of multinational corporations, other international institutions were motivated to develop this area. The OECD attempted to impose human rights on MNCs by adopting the Guidelines for MNCs (hereinafter 'OECD Guidelines') in 1976.[24] These were 'voluntary recommendations for business practices relating to human rights, disclosure of information, anti-corruption, labour relations, taxation, the environment and consumer protection'.[25] The Guidelines were intended to strengthen the international investment climate by improving the relationship and confidence between MNCs and host countries. National Contact Points (NCPs) were created that bore the responsibilities of enforcing and promoting the Guidelines, and any natural person could make a claim related to the violation of the Guidelines.[26] This aspect of the Guidelines provided an enforcing mechanism accessible to the public. But although the Guidelines were formally adopted by member states as a corporate responsibility instrument, they were subject to widespread criticism in the international legal order. As explained by Cernic, the Guidelines are ambiguous while the NCPs are limited in their influence on host states. Even though they outlined the need to respect human rights, the obligations were not framed in mandatory terms.[27]. Since the Guidelines lacked legal basis, the OECD was unable to assert sanctions on non-compliant corporations, and critics labeled them weak and ineffective. However, it was the intention of the OECD to guide rather than to legislate, because they saw voluntary versus legally binding standards as less of a dichotomy and more a continuum.[28] Although voluntary, corporations would be under scrutiny and potentially harm their reputation if they violated the Guidelines.[29] Yet, the Guidelines were hardly successful in the international legal order. A year later, in 1977, the ILO attempted to bridge this gap by adopting the Tripartite Declaration of Principles Concerning MNCs and Social Policy. These also attempted to 'encourage the positive contribution the MNEs can make to economic and social progress'.[30]. Article 8 emphasizes the respect for the Universal Declaration and the International Covenants. However, its voluntary and non-binding nature, as well as its weak monitoring process made this instrument as frail as the OECD Guidelines.[31] The lack of responsibility and perseverance stemming from international organizations and their disappointing attempt at bridging the gap between multinational corporations and human rights forced national and regional change. On the one hand, developing nations began taking matters into their own hands. To portray unity and solidarity throughout the 'Third World' the G77 coalition, formed in 1964 by developing member countries with the primary intention of promoting its members' economic and humanitarian interests through cooperation at the level of the United Nations, took a strong initiative. In the late 1970s the Group expressed its concern at the 'imbalance of negotiating power between TNCs [transnational corporations] and their host countries and inability on the part of the latter to control the activities of the TNCs within their territories'.[32] Simultaneously, home countries wanted to ensure their investments abroad would be protected, 'specifically from expropriation without a commitment to compensation based on international law'.[33] In accordance with the principles and concerns of the freshly adopted NIEO, developing countries raised the issue of the dominance of MNCs over natural resources and strongly urged the UN for a reaffirmation of their sovereignty over their resources. The NIEO was an attempt by Third World developing states, in the wake of decolonization, to deploy international law to achieve economic justice and improvements in the areas of development and socio-economic rights.[34] Pushed by the G77, the United Nations General Assembly (UNGA) member states devised a set of NIEO proposals in 1974 including (1) that developing states are entitled to control and regulate all activities of MNCs within their territory; and (2) that international trade must be based on equitable, stable and remunerative prices for raw materials.[35] Despite its impressive aims and careful compilation, the NIEO was unsuccessful. It failed 'to displace the power and advantage held by influential states', it failed to alter international law which favoured the economic interests of capital-exporting states and, most importantly, it demonstrated the Third World's acceptance of the economic ideology of the capitalist mindset, inflating the value of foreign capital including the exploitation of local labour in developing countries.[36] Consequently, the UN set up the United Nations Commission on Transnational Corporations which drafted a code of conduct for TNCs, one of the first formalized instruments drafted by the UN that set an obligation upon MNCs to respect human rights in host countries.[37] However while developing countries insisted on the idea of adopting an international instrument that was binding on MNCs, developed countries were not prepared to go beyond the voluntary sets of guidelines already in place.[38] On the other hand, due to the ineffectiveness of the international institutions, some MNCs that sought to abide by human rights law attempted to create some provisions themselves. An example is the Sullivan principles designed by Leon Sullivan, former member of the General Motors' Board of Directors. These principles included the elimination of discrimination based on race, and the concept of equality in the workplace. The objective was that by engaging in human rights concepts like dignity and respect, MNCs could be a lever for the elimination of apartheid in South Africa. However, like the previously established soft law on obligations on multinational corporations, these principles were voluntary and unlike the OECD Guidelines which had the NCPs, there was no enforcement mechanism. The great majority of MNCs that adopted his principles did so with the sole motive of being able to continue to prosper in South Africa.[39] In summary, throughout the 1960s and 1970s, there were attempts at a variety of levels to bring together the concepts of human rights and multinational corporations. Though it was largely absent on the level of the United Nations until the late 1970s there were many first steps by international institutions to bridge this gap. The NIEO was the first set of concrete economic principles that were prescribed in international law 'articulating a form of justice based not on domination of one people over another'.[40] It was an 'effort to assert the sovereign autonomy of the non-western world',[41] exemplifying the importance of linking human rights and development, and the fundamental values of duties of international cooperation. However, there was still much to be done as the new decade of the 1980s saw a drastic restructuring of the global trade and investment system - ultimately ending in massive international debt and a dramatic increase in foreign direct investment. A Change in the Global Legal Architecture An accumulation of capital obtained by the main oil producing states in the Middle East led to the establishment of the Organization for Petroleum Exporting Countries (OPEC) Cartel in 1972. With the intention of creating a monopoly and obtaining major profits, OPEC raised the price of oil by approximately 400%, with its members keeping revenue in US or European banks, from which developing countries regularly borrowed in the form of aid and loans.[42] However, banks were now lending at higher interest rates to these countries as they were deemed less creditworthy. As a result of sovereign debt and the surplus problem in the international banking system, developing states were forced to rely on foreign direct investment (FDI), as opposed to private borrowing. The very principle that developing states wanted to control with the establishment of the NIEO was now negated by Western states selling MNCs to the developing world as necessary for their survival.[43] Simultaneously to the effects of the oil crisis, the political ideology of neoliberalism emerged on the global scene. Conservative governments gained power in western countries, communism collapsed in Eastern Europe with a move towards market economics, and Latin America implemented stabilization policies to boost their economies.[44] This process saw neoliberalism became an enemy for structural equality, political inclusion, economic access and human rights.[45] Prior to the implementation of neoliberal policies, the relationship between multinational corporations and their host state was formed through the conflict between the host country's national developmental interests as opposed to the corporation's global investment interests. The state being the more powerful actor, attempted 'to channel its private investments to serve its own developmental objectives'.[46] However, as Michael Peters argues, neoliberalism provides 'a universalist foundation for an extreme form of economic rationalism'[47], which according to Paul Haslam, was a re-forming of the modern state rather than the perceived notion of the state 'unambiguously withering away'.[48] As a result, power shifted from host countries towards multinational corporations as the era was characterized by liberalization of foreign investment rules.[49] As the United Nations World Investment Report of 2000 showed, out of the 1035 changes made in national legislation regarding Foreign Direct Investment (FDI) from 1991 to 1999, only 5.9% were directed at restricting FDI.[50] Now more than ever before, the existence and nature of human rights were jeopardized in the sphere of multinational corporations led by neoliberal politics. Yet when analyzing human rights and neoliberalism, the two concepts have a plethora of similarities that run counter to this assertion. Samuel Moyn states that human rights and neoliberalism share (1) a predecessor and (2) a target, namely the welfarist West and the post-colonial nation state seeking economic autarky respectively.[51] Both concepts emerged and were formalized in the West. As a target, developing countries need both economic (neoliberalism) and social (human rights) elements to establish economic control. Furthermore, the two concepts share key foundational building blocks. Firstly, the principle of prioritizing the individual 'whose freedoms matter more than the collectivist endeavours' and secondly, their shared antipathy toward the state due to their rejection of its moral credentials.[52] As described by Darder, neoliberalism is characterized by a rampant greed that subsumes any notions of equality and public responsibility.[53] At the heart of this lies the ultimate subversion of human rights. When faced with the powers of global capitalism, human rights struggle to maintain themselves in the Third World. A prime example countering this thesis is the idea that human rights are a handmaiden to neoliberal policies. The argument follows that human rights are so tightly related to the role of a freely functioning market that there could be no socio-economic rights without extreme capitalism.[54] Unfortunately under this notion, human rights fall victim to being seen as dependent upon the capitalist order, creating the illusion that multinational corporations enhanced and promoted human rights in the developing World. What Wolfgang Streeck termed as 'non-market notions of social justice' became impossible to secure. Any attempt to place social commitments over economic ones were expelled, leaving market pressures to form human obligations and be governed by the dictatorship of neoliberalism.[55] The World Bank and the IMF, backed by the United States and other western states, became key in the project for liberalization, privatization, and market-friendly policies, known as the Washington Consensus. MNCs were given the protection they needed to flourish, be it proprietary or intellectual property rights. The interests of human rights on the other hand were not regarded. Though excelling and growing more than ever before, human rights had done so 'on a discrete track spearheaded internationally through the UN'.[56] Directed by developing states, human rights were intentionally dealt with by the United Nations while international economic law was being dealt with by the international institutions where they hold the balance of power.[57] Simultaneously, the developing world saw the third generation of human rights emerge as a result of anti-colonialist movements in the post-Second World War era. Newly born independent nations voiced their concerns over repeating their colonial past and demanded a new set of rights. These included the right to self-determination, the right to a healthy environment and the right to participation in cultural heritage. These are reflected in Declarations and Conventions such as the Declaration on the Granting of Independence to Colonial Countries and Peoples of 1960, the Proclamation of Teheran of 1968 and the Stockholm Declaration of 1972.[58] What makes this generation of human rights exceptional however is that while they reflect neither the traditional individualistic approach of the first generation, nor the socialist tradition of the second generation, they simultaneously demand certain recognitions from the state while being able to be invoked against the state. Most importantly though, as articulated by Vasak, the third generation of human rights 'can be realized only through the concerted efforts of all the actors in the social scene: the individual, the State, public and private bodies and the international community'.[59] In other words, these rights belong to the community as a collective, rather than to an individual.[60] Drafted in 1986 by the UNGA, the Declaration on the Right to Development [61] (DRD) calls for effective international cooperation towards development objectives through the enhancement of human rights and the distribution of benefits.[62] The DRD gained inspiration from the NIEO as it relied on providing equal national opportunity through measures of fair distribution of natural resources and income. Alongside neoliberal policies, the two contradicting concepts were forced to work in tandem. Foreign investment in the developing world could proceed under the neoliberal ideology as long as it did not infringe the DRD. Interestingly, the right to development was coined by the former UN Independent Expert on the Right to Development, Arjun Sengupta, as 'growth with equity'. Growth should not only focus on the economic aspect, but also emphasize human rights and the principles of justice. This focus on equity, would require a 'a change in the structure of production and distribution in the economy to ensure growth was equitable', including the required international cooperation and not having to rely on the market.[63] Though the United Nations are promoting and enhancing the development of human rights, they are disregarding the fact that their work should be focused more on the human rights aspects entailed in the market, rather than solving human rights issues outside of the market framework. The development of human rights and the regulatory frameworks supporting multinational corporations attended very different interests. The new global legal architecture born of the oil crisis and rise of neoliberalism reorganized the relations between the Global South and Global North. At this point human rights and the regulation of corporations, with their distinctive genealogies, were forced to come together, but the failure of this exercise could not be challenged until the late 1980s when the third generation of human rights provided another opportunity for the merging of the two concepts. The outcomes of these new sets of discussions produced a more clearly defined relationship between human rights and multinational corporations which, although more sophisticated, was still unable to produce a satisfactory result. Nevertheless, the right to development began to take root in the corporate world. For the sake of their reputations, corporations were forced to appreciate the power held by vulnerable individuals that could act together as a strong collective.[64] As Claire Dickerson argues, multinationals became more aware of their relationship with human rights not only in regards to the individual, but rather to the society as a collective.[65] These were the first formalized steps to the recognition of what came to be known as Corporate Social Responsibility (CSR). The Heterodox Approach What became apparent in the sphere of business and human rights were two situations, (1) that states were either unable or unwilling to implement human rights; and (2) that multinational corporations acting in such states were unprepared to deal with the risks of harming human rights through their activities. This was seen especially in the private extracting sector, such as oil, gas and coal, using aggressive means to exploit remote areas and leaving large physical and social 'footprints'. Local communities began resisting the activities by the multinationals and the language of human rights became increasingly popular in challenging corporate norms.[66] Some of the world's largest MNCs had become culprits of violating human rights standards, including Nike, Shell or Yahoo. Nike was guilty of using child labour, while Shell misused public funds to practice corruption and theft at all levels.[67] The effects were reflected in local communities that resorted to violence and criminal behaviour, significantly affecting the living conditions of these areas. In the early 1990s, some corporations began adopting measures to comply with responsible business conduct. CSR was a voluntary form of business self-regulation that attended the current societal goals. It involved the creation of monitoring schemes that regulated the workplace standards and policies of the global supply chains. However, what caused CSR to emerge, was not only pressure exerted by nations that felt their human rights had been impinged, but also a wider global political ethos. With its emphasis on privatization and deregulation, neoliberalism promoted CSR initiatives in order for corporations to gain self-control and rely less on direct government initiatives. Due to its voluntary nature, CSR was not conceived as a regulatory instrument but as a learning forum to promote strategies that enhanced socially responsible policies. This included the enhancement of human rights, environmental protection and anti-corruption efforts. [68] CSR had now progressed to the forefront of the global business scene by morphing out of corporate philanthropy.[69] Corporations began adopting voluntary schemes that not only adhered to social policy, but at times even went beyond the standard set by local requirements, which occasionally created conflict between the two.[70] Unilateral corporations produced company codes, with companies such as Gap and Nike adopting theirs in 1992. This involved internal audit teams and ethics officers to be established, verifying that contractors were complying with their company's codes of conduct. Gradually, social audit teams emerged onto the global scene. As one of the most prominent, the Fair Labour Association (FLA) monitored the working conditions for some of the top athletic brands such as Nike, Puma and Patagonia. In the food industry, the label of Fair Trade emerged, ensuring for local farmers the social, economic and environmental standards they deserved. Corporations adopted CSR measures mainly to improve their reputation. However, perhaps a greater incentive for corporations to adopt CSR measures lies in the financial risks posed by community pushback as a result of human rights violations. These pushbacks cause delays in design, operation, construction, siting, granting of permits etc. Further, they can create problems and relations with local labour markets, higher costs for financing, insurance and reduced output.[71] In a study of a large multinational company that wished to remain anonymous, Goldman Sachs found that it had accrued $6.5 billion in such costs over a two year period.[72] A great percentage of these costs could be related back to the staff time in managing conflicts that arise in communities as a result of human rights violations. In some instances between 50% and 80% of an assets manager's time can be devoted to these issues. Thus, it is clear that in this lose-lose situation, where MNCs violate human rights and thus incur losses, it makes sound corporate sense to adopt some sort of CSR measures.[73] Despite the improvements and the clear step forward the business world took in addressing human rights, CSR involved limitations and fragmentations that challenged its success. It was built on the assumption that it is an effective mechanism for a corporation to positively reconnecting with the community it is based in. Thus, in practice, CSR operates under the presumption that society has granted authority to corporations with naturally applying legal responsibilities.[74] In 2000 John Ruggie conducted research in the Fortune Global 500 and a wider range of corporations to assess the extent and success of voluntary initiatives promoting human rights. Staff monitoring schemes had evolved, demands by socially responsible investors had grown, and large public sector funds all aided in this development. However, the research also found 'company-based initiatives fell short as a stand-alone approach'.[75] Most companies still did not have the capabilities of managing human rights risks and instead were acting on a reactive based notion. Moreover, it was within the company's discretion to decide which human rights the company would address and furthermore how to define its measures. Thus, their voluntary nature could often be used as a camouflage to delay real reform.[76] A logical response to such a broad limitation would be to impose direct obligations under international law upon MNCs. Though only states and international organizations have legal standing in international law, the general view on this contention is that it would be possible to impose obligations upon MNCs due to their major economic and political influence as explained earlier, and their capabilities of influencing the enjoyment of human rights.[77] However, as explained by Zerk, the challenge lies in 'developing jurisprudence which refines and makes precise the vague aspirational statements [.] in the CSR debate'.[78] However, as the law stands, the most promising and efficient method for applying obligations on multinational corporations remains to be the national courts. Yet the fact that claims must be raised as a tort-based litigation proving a violation of domestic tort principles rather than claiming a violation under international human rights casts doubt over this method. An interesting exception to this is the US Alien Tort Statute of 1789. The tort states that district courts 'have original jurisdiction of any civil action by an alien for a tort only, committed in violations of the law of nations or a treaty of the United States'.[79] The original intention of the statute was to establish a civil remedy for violation of international law norms such as piracy, mistreatment of ambassadors and the violation of safe conducts.[80] This piece of legislation lay dormant until the 1980s when human rights lawyers discovered its potential for foreign plaintiffs to raise a claim for certain human rights abuses against an individual of any nationality, or a corporation as long as they had a presence in the United States. The question whether the Act could be enforced against a corporation was considered in 2012 in the U.S. Supreme Court case of Kiobel.[81] The court held that there was a presumption against extraterritoriality applying to claims under the Statute. There is therefore no application of the statute abroad unless it is explicitly stated in the international law which is the subject of the claim.[82] As stated by John Ruggie in his advice to the Human Rights Council in 2007 'no single silver bullet can resolve the business and human rights challenge. A broad array of measures is required, by all relevant actors.'[83] Ultimately, as a measure to seek guidance on the matter, this led to the UN Global Compact in 2000, the largest global CSR initiative.[84] The UN Global Compact was a strategic policy initiative posed by the former UN Secretary General Kofi Annan that aimed at improving corporate conditions in areas such as human rights, environmental protection and labour rights.[85] It was a prospective and hopeful initiative that was designed as a learning forum to develop, implement and disclose sustainability principles among corporate actors.[86] At its time, the Global Compact was the most far-reaching, non-governmental set of policies aimed at catalyzing the voluntary nature in the corporate citizenship movement.[87] Legal scholars such as Meyer and Stefanova felt the Global Compact could shape the relationship between MNCs and human rights through 'rewarding responsible TNCs [MNCs], while shaming at least some of the irresponsible TNCs [MNCs] into better promoting human rights'.[88] Their only concern about the extent of the success of the Global Compact lay, in the Global Compact's voluntary nature. Comparing it to the OECD Guidelines implemented 25 years earlier, an initiative like the Global Compact will only be successful if there is commitment to the initiative at all levels of the international system. Thus, the main task is to put a human face on globalization through the values and principles shared by the people, the corporation and the state.[89] However, Aravalo and Fallon dispute this. Published in 2008, their Report uses the Compact Quarterly and UNGC Annual Review to critique the Global Compact's activities and practices throughout its eight years of existence. Published by local networks and the UN respectively, they evaluate new businesses adhering to the Global Compact, as well as Global Compact practices and responses. Aravalo and Fallon found that after evaluating the various progress reports, the Global Compact falls short of being a successful initiative. According to the UNGC Annual Review, there are a multitude of gaps existing in the Global Compact framework. Research instruments for instance, under the principles of human rights and labour protection, have been deemed as inadequate as participants have failed to voice their concern over the protection of such rights within their corporation. The Global Compact has solely used online surveys to administer data, which smaller businesses are often unwilling or unable to provide. The methodology applied by the Global Compact was ambiguous and did not show the extent of the success of CSR initiatives.[90] Alavaro and Fallon argue that it would be highly beneficial for the Global Compact to re-think its methodology process of evaluating its success by introducing a chronological component into its future research models. [91] It would allow for a clearer comparison not only for participants of the Global Compact, but also for the comparison with non-Compact companies in the area of corporate responsibility.[92] As a result of this poor research methodology, the Global Compact has difficulty assessing its direct influence on the broad and voluntary concept of CSR. There are key principles of CSR that fail to receive the attention they deserve in the scope of the Global Compact. However, this is not to say that the Global Compact has been an outright failure. The Annual Review, though lacking quantifiable data, has provided a wide array of case studies providing evidence for the practical influence of the Global Compact on participants. These include programs in education and working relationships the Global Compact has encouraged and facilitated. It can be said therefore, that the Global Compact is making a difference, even if only in these cases. Until shortly after the turn of the millennium, neither company codes nor multilateral initiatives such as Global Compact, successfully achieved the necessary, concrete obligations in regard to human rights and environmental protection demands. This was set to change with the arrival of the United Nations Norms on the Responsibilities of Transnational Corporations and Other Business Enterprises (Norms). Drafted in 2003, the United Nations Sub-Commission on the Promotion and Protection of Human Rights attempted to merge the concepts of MNCs and human rights and transform these newly developed principles into hard law. The intention was to impose human rights obligations upon companies through the domestic legal systems of their host countries. The Norms clearly express that 'states retain primary, overarching responsibility for human rights protection' and that corporations are identified as 'Duty-bearers' based on that expectation of following human rights principles.[93] The expectations expressed by the Norms are supported by enforcement mechanisms for their implementation which address the requirements that MNCs must adopt in terms of their internal practice. Furthermore, there are a multitude of rights that go beyond what is traditionally accepted as international human rights law. Examples include rights associated with consumer protection, the environment or corruption which are covered by different areas of the law.[94] However, the Norms failed to achieve promising results. Described as a 'train wreck' by John Ruggie, the Norms fell under heavy criticisms for a plethora of reasons. Firstly, the Norms fall under heavy scrutiny for attempting to impose obligations upon corporations, while simultaneously imposing parallel obligations on the state. The intention was to address the fact that MNCs operate in a legal vacuum due to their status of acting as a multinational. To alleviate this issue, it was thought that binding MNCs to hard international law would be the best option. On the one hand, minimalists argue that binding multinational corporations to international law is not an appropriate method as this would go beyond the concept of soft law initiatives such as Global Compact. This argument is developed by stating that binding corporations to international law would 'privatise human rights'. The Norms would be placing obligations on an entity that was never democratically elected, nor eligible to make reasonable decisions in regard to human rights at the level of international law.[95] On the other hand, maximalists lobby for a judicial body solely focused on the practice of multinational corporations and argue that corporations should be bound by international law.[96] Secondly, there was severe backlash against the Norms from states, corporations and businesses who argued that there was a lack of consultation from the Sub-Commission when drafting the Norms. However, this argument has since been disputed by institutions such as the Corporate Europe Conservatory or the scholars Weissbrodt and Kruger.[97] In regard to the discontent presented by states, many argued that there was a lack of involvement on their behalf in the Norms' development. As stated by Kinely, Nolan and Zerial, it is of vital importance that in issues revolving around CSR and their wide variety of stakeholders, everyone's voice must be heard when protecting human rights.[98] Thirdly, issues were raised regarding the language used by the Norms. Terms like 'sphere of influence'[99] and 'complicity' were deemed as vague and unclear.[100] It is agreed upon, even by supporters of the Norms, that such terms must be defined more definitively and where possible, draw definitions from more grounded areas of the law like criminal law, tort or contract law. This attitude towards the Norms from corporations shows the extent of their distrust and the scare factor used to attempt to dismantle the Norms.[101] However, even though the Norms failed as a concept, as Kinley, Nolan and Zerial maintain, 'the Norms have been a beneficial and fruitful initiative, reinvigorating debate on business and human rights'.[102] Previous to the imposition of the Norms, CSR had found itself in a position that was stagnant, focusing solely on codes of conduct that should be implemented by corporations using a bottom-up approach. The Norms altered the position of CSR to now provide a top-down approach and provided human rights activists with hope that human rights protection in regard to multinational corporations was now in the hands of the United Nations. However, the reactions to the Norms from the CSR community varied. CSR had been a newly emerging concept which was still unclear when fitted into the international legal order. It was still in its early years of development with highly broad-reaching initiatives in the fields of both soft and hard law. The playing field for CSR was simply too big for such an underdeveloped concept to handle. Further, it was attempted to implement CSR through domestic laws and quasi-legal initiatives raised to the level of international law. It is therefore often perceived that the implementation of the Norms were an attempt to remedy CSR by uniting these various aspects into one document at the level of the United Nations. The Norms conjoined national and international levels of CSR while maintaining that states continued to hold the primary responsibility of ensuring that businesses protect human rights. The world was a 'deeply divided arena of discourse and contestation lacking shared knowledge, clear standards and boundaries; fragmentary and often weak governance systems concerning business and human rights in states and companies alike'.[103] A range of governments still expressed their demand for further attention to be given to the relationship between human rights and the practices of multinational corporations. Thus, the United Nations appointed a team led by John Ruggie to establish the Guiding Principles. Rather than establishing a new international framework as was previously attempted with the Norms, Ruggie was 'urged [.] to focus on identifying and promoting good practices and providing companies with tools to enable them to deal voluntarily with the complex cluster of business and human rights challenges'.[104] Ruggie moved away from the traditional 'mandatory approach' which involved the compliance of national laws in correspondence to a corporation's voluntary measures and practices, to a heterodox approach. This heterodox approach was devised to create an environment of mixed reinforcing policy measures that provided cumulative change and large-scale success. The Guiding Principles lay on three foundations: (1) the state duty to protect against human rights abuses; (2) the responsibility by corporations to respect human rights and the implied obligation of acting in due diligence; and (3) the need for greater access to remedies for victims. However, there are two things that the Guiding Principles fail to accomplish. Firstly, to create binding international law and instead rely on normative contributions which further elaborate the implications of existing standards. Secondly, the Guiding Principles 'fail to ensure the right to an effective remedy and the need for States' measures to prevent abuses committed by their companies overseas'.[105] Amnesty International goes further by reiterating that aside from lacking accountability measures, the Guiding Principles should mandate a due diligence approach rather than only recommending it, as this would solve internal as well as extraterritorial accountability issues. Alongside Amnesty International, Human Rights Watch criticized the Guiding Principles for not adopting a global standard in corporate responsibility, and instead resort to a 'sliding scale' based on a corporation's size and geographic location.[106] However, when compared to other governance regimes in the past and present, the Guiding Principles seem to be a robust framework. Although various human rights organizations and NGOs identify neglect of human rights in the framework of MNCs, the Guiding Principles reiterate business as an instrument to contribute to societal welfare.[107] Thus, it acts as a basis for the empowerment of society and a benchmark to judge practices and conduct of corporations and governments.[108] Conclusion The discourse of the co-emergence of multinational corporations and human rights took the world by storm. The ongoing globalization of multinational corporations and the evolution of the concept of human rights were born attending different aims in the global legal order. Their greatest challenge however was not necessarily their harmonization and co-existence, but more importantly co-existing under the intentional gap created through the world's largest and most influential actor, the United Nations. This was clearly visible in the 1960s and 1970s. Throughout the various Reports and Declarations that were passed through the international institution, the two concepts were kept separate. While the United Nations was enthusiastic for the growth of both MNCs and human rights, it intentionally avoided discussing the harmonization of both concepts. Due to the underlying pressures imposed on the United Nations by the tensions from the Cold War, the UN was left in a legal vacuum unable to merge the two distinctive genealogies. The global international legal order was unaware of the extent of the importance of such a gap being eradicated before adopting a resolution as complex as the NIEO. Thus, from this point onwards, the NIEO was therefore already bound to be unsuccessful. Not only had international law not developed enough to impose such obligations upon MNCs, the corporations themselves were not aware of the ramifications and necessity for abiding human rights obligations as I showed in the third section of this dissertation. Enthusiasm for further initiatives such as the push by the G77 or the United Nations Commission on Transnational Corporations was only short lived. The events of the 1980s greatly disrupted the already turbulent environment of the global international legal order creating a greater gap between the concepts of multinational corporations and human rights. The 1980s became a stage which saw a great change in the global legal structure. The NIEO was an already broken concept from the outset as the conceptual gap had already created a disparity in the relationship between MNCs and human rights. This meant that although they were not aware of it at the time, the Global South could not rely on the imposition of the NIEO. Fostering the Western neoliberal policies, the conceptual gap between MNCs and human rights was now well established. For human rights to become a globally instructed concept, MNCs are a useful tool to spread, promote and enhance human rights across the globe. This of course is under the condition that the MNC does not violate human rights. From the other perspective MNCs rely on human rights in terms of their societal and financial risks. It becomes clear that when this is not realized by the proponents of both concepts, it can lead to major discrepancies and disparities as was proven in the Global South during this period. If there had not been this conceptual gap, and instead there had been a clear and devised relationship between MNCs and human rights, the effects of the oil crisis and neoliberalism would not have left the detrimental mark in developing countries that they did, potentially allowing the NIEO to prevail. However, the ongoing persistence of developing countries and their call for the third generation of human rights to gain prominence forced MNCs to catch up with their relationship to human rights. What emerged, were essentially the first initiatives and practices of CSR. CSR was heavily affected by the fact that it relied on the voluntary nature of businesses to adhere to as well as practice CSR. Even though corporations had an incentive to adopt CSR measures, weak monitoring systems allowed violations to still occur on a grand scale. The issue was that the multinational corporation as a concept was still unclear and lacked definition and that tying MNCs down with hard international law was not possible due to the diversity of MNCs. CSR allowed for too large a divergence from the issue at hand and required to approach human rights at a different angle. This was the key reason for the partial success of the Guiding Principles. Ruggie's unconventional, heterodox approach provided clarity and distinct concepts that individuals, business and states could adhere to. Although the conceptual gap has still not vanished, the UN has after an array of various attempts, managed to narrow the gap that it had created almost sixty years ago by continuously forcing society to rethink and redefine the relationship. What exactly lies in the future is uncertain and impossible to foresee. It can be said with great certainty however, that if initiatives such as Global Compact or the Guiding Principles are enhanced and given more attention, the world will be faced with a much clearer and concise relationship between multinational corporations and human rights. Focusing on monitoring mechanisms, methodological research and greater transparency and accountability among all actors involved will undoubtedly seal the conceptual gap that has caused the international legal order to experience such unsettling times. [1] Pahuja, Sundhya. Saunders, Anna. Rival Worlds and the place of the Corporation in International Law in Dann and Von Bernstorff (eds). Decolonisation and the Battle for International Law (OUP, 2018) p.1 [2] Ibid. [3] UN, Multinational Corporations in World Development ST-ECA/190 [4] Linarelli, John. Salomon, Margot. Sornarajah M. The Misery of International Law. (OUP, 2018) p.245 [5] Ruggie, John. Just Business. (W.W. Norton & Company, 2013) p.70 [6] United Nations Norms on the Responsibilities of Transnational Corporations and Other Business Enterprises E/CN.4/Sub.2/2003/12/Rev.2 [7] Alston, Philip. Mégret, Frédéric. (eds) The United Nations and Human Rights: A Critical Appraisal (Second Edition, OUP, 2020) p.1 [8] Clapham, Andrew. Human Rights: A Very Short Introduction (OUP, 2007) p.42 [9] (n.8) p.108. [10] ibid . p.109 [11] Allina, Eric. Imperialism and the Colonial Experience in Paul A. Haslam, Jessica Schafer and Pierre Beaudet, Introduction to International Development (3rd Edition, OUP, 2017), pp. 24-42. p.39 [12] Ibid. p. 40 [13] Sornarajah M. International Law on Foreign Investment (CUP, 2010) p.5 [14] United Nations Department of Economic and Social Affairs, Multinational Corporations in World Development, 1973 ST-ECA/190 p.VI [15] ibid. p.1 [16] ibid. [17] Joseph, Sarah. Castan, Melissa. The International Covenant on Civil and Political Rights: Cases, Materials. (3rd Edition, OUP, 2013) p.4 [18] ibid. p.5 [19] ibid. [20] Alston, Philip. U.S. Ratification of the Covenant on Economic, Social And Cultural Rights: The Need for an Entirely New Strategy. The American Journal of International Law Vol.84, No.2 (CUP,1990) pp.365-393, p.4 [21] UN General Assembly, International Covenant on Economic, Social and Cultural Rights, 1966, Article 1 [22] Simpson, Gerry. The Diffusion of Sovereignty: Self-Determination in the Post-Colonial Age (Ashgate Publishing, 2000) p.266 [23] Ibid. [24] Organisation for Economic Cooperation and Development, OECD Guidelines for Multinational Enterprises, 1976 [25] Carasco, Emily. Singh, Jang. Towards Holding Transnational Corporations Responsible for Human Rights. European Business Review Vol.22, No.4, (Emerald Publishing Group, 2010). p.4 [26] Cernic, Jernei. Corporate Responsibility for Human Rights: A Critical Analysis of the OECD Guidelines for Multinational Enterprises Hanse Law Review, Vol.4, No.1, (2008). p.16 [27] Ibid. p. 12 [28] Sanchez, Juan Carlos Ochoa. "The Roles and Powers of the OECD National Contact Points Regarding Complaints on an Alleged Breach of the OECD Guidelines for Multinational Enterprises by a Transnational Corporation." Nordic Journal of International Law (2015) Vol.84, No.1, pp: 89-126 p. 18 [29] Bolt, Cassidy. "Leveraging Reputation in Implicit Regulation of MNEs: An Analysis of the OECD Guidelines for Multinational Enterprises' Capacity to Influence Corporate Behavior." Corporations and International Law, 20 Jan. 2018, Available at: sites.duke.edu/corporations/2018/01/20/leveraging-reputation-in-implicit-regulation-of-mnes-an-analysis-of-the-oec

The Situation In The Middle East ; United Nations S/PV.8260 Security Council Seventy-third year 8260th meeting Wednesday, 16 May 2018, 10 a.m. New York Provisional President: Ms. Wronecka. . (Poland) Members: Bolivia (Plurinational State of). . Mr. Inchauste Jordán China. . Mr. Ma Zhaoxu Côte d'Ivoire. . Mr. Djédjé Equatorial Guinea. . M. Ndong Mba Ethiopia. . Mr. Alemu France. . Mr. Delattre Kazakhstan. . Mr. Umarov Kuwait. . Mr. Alotaibi Netherlands. . Mr. Van Oosterom Peru. . Mr. Meza-Cuadra Russian Federation. . Mr. Polyanskiy Sweden . Mr. Skoog United Kingdom of Great Britain and Northern Ireland . Ms. Pierce United States of America. . Ms. Eckels-Currie Agenda The situation in the Middle East This record contains the text of speeches delivered in English and of the translation of speeches delivered in other languages. The final text will be printed in the Official Records of the Security Council. Corrections should be submitted to the original languages only. They should be incorporated in a copy of the record and sent under the signature of a member of the delegation concerned to the Chief of the Verbatim Reporting Service, room U-0506 (verbatimrecords@un.org). Corrected records will be reissued electronically on the Official Document System of the United Nations (http://documents.un.org). 18-14999 (E) *1814999* S/PV.8260 The situation in the Middle East 16/05/2018 2/12 18-14999 The meeting was called to order at 10.15 a.m. Adoption of the agenda The agenda was adopted. The situation in the Middle East The President: In accordance with rule 39 of the Council's provisional rules of procedure, I invite Mr. Staffan de Mistura, Special Envoy of the Secretary- General for Syria, to participate in this meeting. Mr. De Mistura is joining today's meeting via video-teleconference from Geneva. The Security Council will now begin its consideration of the item on its agenda. I give the floor to Mr. De Mistura. Mr. De Mistura: When I last briefed the Security Council on 9 April, it was at an emergency meeting (see S/PV.8225). On that occasion, I warned of the threats to regional and international peace and security arising from developments in or related to Syria. I know that today it is not an emergency meeting. However, the circumstances of an emergency very much remain. I do not need to remind members that tensions are high and regional and international confrontations have occurred several times. Allow me to highlight some recent events since 9 April. On 13 April, the United States, France and the United Kingdom conducted missile strikes in response to the allegations of the use of chemical weapons in eastern Ghouta. Those countries say that the strikes targeted three research and production facilities near Damascus and Homs. On 29 April, strikes were reported on Syrian Government military facilities in Hamah and Aleppo. Some media outlets attributed those strikes to Israel, alleging that those killed included Iranian personnel. Neither Israel nor Iran responded to those claims. On 8 May, strikes were reported just south of Damascus. Syrian State media attributed those strikes to Israel. Israel did not confirm that claim. Israel then said that it had detected "irregular Iranian activity" in the occupied Golan, which it put on high alert. Between 9 and 10 May, Israel carried out dozens of strikes against presumed Iranian and Syrian Government military targets across southern Syria. The Israeli authorities claim that they were responding to Iranian forces firing rockets from Syrian territory at Israeli military targets in the occupied Syrian Golan. Iran condemned the Israeli strikes and denied those claims. We are not is a position to independently verify every aspect of those incidents. However, even an incomplete picture shows the troubling trajectory of the increasingly frequent and ever more intense international confrontations over Syria, unprecedented since 1973. As the Security Council knows, the Secretary- General has followed those developments with great concern and called for restraint by all parties in order to avoid any acts that could escalate the situation and worsen the suffering of the Syrian people. The Secretary-General stressed that the United Nations has a "duty to remind Member States that there is an obligation, particularly when dealing with matters of peace and security, to act consistently with the Charter of the United Nations, and with international law in general." (S/PV.8233, p. 2) On the issue of chemical weapons, let me again echo the Secretary-General's call for the Security Council to "agree on a dedicated mechanism for ensuring effective accountability for the use of chemical weapons in Syria" (ibid.). As the Council well knows, as of now, we await the results of the ongoing investigation by the Fact-finding Mission of the Organization for the Prohibition of Chemical Weapons following its visit to Douma, with a report to be issued to States parties to the Chemical Weapons Convention. However, we have also seen worrying developments elsewhere in Syria. Evacuations from eastern Ghouta were similarly repeated in the eastern Qalamoun area, southern Damascus and northern rural Homs. First, on the military escalation, the pattern has been one of incoming air strikes and artillery and outgoing mortars and rockets towards Damascus. Then there was a negotiation, followed by an agreement for the evacuation of those civilians and fighters unwilling to remain under Syrian Government control or Russian Federation protection guarantees. We have also seen similar evacuation agreements 16/05/2018 The situation in the Middle East S/PV.8260 18-14999 3/12 being discussed in Idlib province but in a completely different format — the reverse format. This time we are talking about civilians and fighters in Government-controlled areas, namely, Kafraya and Fo'ah, while considering evacuations — beginning with medical evacuations — following the three-year siege and intermittent attacks from armed groups surrounding that area.Let me share with the Council a recurrent concern that I know that all members have. If civilians and fighters are simply funnelled into northern Syria — mostly into Idlib — then that might only postpone another conflict affecting many additional people, which I will discuss later. Therefore, it is important to keep close watch on future developments in Idlib province. Meanwhile, civilians continue to pay a terrible price. To be precise, 110,000 people have been evacuated to north-western Syria and Operation Euphrates Shield areas in the past two months. Many of them are reportedly traumatized and in urgent need of assistance and protection. Humanitarian partners are overwhelmed and stretched quite thin by the scale of those evacuations, but continue to do their utmost to respond to the growing needs, with the Council's assistance.Returning to the topic of Idlib, if a Ghouta scenario were to play out there, the situation could be six times worse, affecting 2.3 million people, half of whom are already internally displaced and would have nowhere else to go. But that is not purely a question of the Syrians' suffering. We fear that any substantial escalation in Idlib, Dar'a or in the north-east might also result in risks not only to Syrian civilians, but also for international peace and security. As we know, many of those areas contain external and international forces. Conflict there might entail confrontations with those forces, thereby leading us down a slippery slope towards regional or potential international conflict. Therefore, discussions at the international level on how to prevent that and on de-escalation are needed, and, although they are taking place, they also need to be very intensive.I was therefore very encouraged to see concrete discussions on de-escalation when I attended the ninth high-level Astana meeting yesterday, which covered the issue of Idlib in particular, as the three guarantors have a say and the means to avoid it. That round of discussions in Astana saw constructive discussions on how that might be achieved. While fully stressing the need to respect Syria's sovereignty, independence and territorial integrity, we saw at first-hand the parties engage actively on how to avoid a worst-case scenario in Idlib. Moreover, the working group, of which the United Nations is a member and a proactive supporter — as hundreds of thousands of people in Syria expect of us — held its second meeting on the release of detainees, abductees and bodies, and on the identification of missing persons. The members of the working group held constructive discussions on practical and concrete steps to address that key humanitarian issue. The guarantors informed us that they have secured the parties' support — which, if confirmed, is good news — for the activities taking place under the auspices of the working group, which is a positive development. As it is a matter of preliminary discussions, I hope that we will see progress with regard to that complex issue at the working group's next meeting, which we understand will be held in Ankara.De-escalation is indispensable, as the Syrians themselves are telling us, but it is only one of the ingredients necessary to move forward the political process. We also need to overcome concrete challenges to meaningfully follow through with the Geneva process so as to implement resolution 2254 (2015). As instructed by the Secretary-General, I have consulted with a broad spectrum of relevant stakeholders and proactively identified options for a meaningful relaunch of the United Nations-facilitated Geneva process. Over a period of two weeks, I conducted an exhaustive tour of consultations with members of the League of Arab States; representatives of Saudi Arabia, Egypt, Jordan and Iraq; the European Union (EU) High Representative; representatives of several key European countries, Turkey, the Russian Federation and the Islamic Republic of Iran; and all members of the Council, during what I believe was a very productive and useful retreat in Sweden; United States authorities during my visit to meet with them in Washington, D.C., several days ago; and also the Syrian Government and the opposition, with whom I had constructive discussions on the sidelines of the Astana meeting over the past two days. My deputy, Mr. Ramzy, was also in the region this past weekend in continuous political contact with regional stakeholders, and my chief of political affairs, Mr. Robert Dann, is visting China as we speak to exchange views with officials of that important member of the Security Council.What did I learn from that long tour? Not surprisingly, I returned to Geneva with a mixed picture. S/PV.8260 The situation in the Middle East 16/05/2018 4/12 18-14999 Clearly, significant differences remain, but there is also much common ground and interest on the need, first, to de-escalate, secondly, to form a constitutional committee under the auspices of the United Nations, thirdly, to facilitate the establishment of a safe, calm and neutral environment — leading to our shared goals in the political process — and, fourthly, to respect Syria's sovereignty, territorial integrity and independence. However, those commonalities risk getting glossed over, especially in the absence of serious international dialogue. I will say more on that later. During my tour, my message to all was the need — now more than ever — for robust, strong, proactive and urgent dialogue and consensus at the international level to create the minimum conditions necessary for a realistic and credible political process. As we know, much water has flowed under the bridge and much has happened since resolution 2254 (2015) was adopted. We are therefore becoming increasingly realistic and know that we need a credible political process that takes into account the current situation and does not forget resolution 2254 (2015).As the Secretariat, we are not sitting idle in that regard. We are assessing a number of creative options to update, revive and advance the Geneva-based political process. Let me state for the record that the United Nations remains ever-mobilized and -ready to work on the formation of a constitutional committee in accordance with the final statement of the Syrian National Dialogue Congress in Sochi. I therefore welcome the intention of the Astana guarantors to actively and regularly engage with the United Nations in Geneva so as to see through a concrete follow-up to the statement since its adoption three and a half months ago.I was also pleased to see a significant number of Member States reaffirm the primacy of the United Nations-led Geneva process, in general, and the need for a constitutional committee working under United Nations auspices, when I was at the EU-United Nations Brussels conference from 24 to 25 April. Those at the conference nearly unanimously reiterated the message that the only solution to the crisis will be political and that only such a political solution will pave the way for reconstruction efforts. Also in Brussels, we saw the entire United Nations system highlight the increasing needs of millions of Syrians, including internally displaced persons (IDPs) and neighbouring countries hosting refugees.Let me also note the important contribution of Syrian civil society in Brussels, in particular during a side event organized by the EU and my own Office. Those present did not shy away from debating with one another constructively and intensively on complex issues, such as transitional justice and sanctions. They all demanded the release of all detainees, abductees and missing persons. They all affirmed that any political solution must protect the right of refugees and IDPs. Despite their differences, Syrians — Syrian civil society — displayed a genuine commitment to dialogue and a spirit of negotiation that I hope can be replicated in the formal negotiations.In Brussels I also met with a group of Syrian women activists who stressed that not enough has been done to secure the direct participation of Syrian women in the political process. I committed to translating our collective commitment to that inclusion into concrete measures, and I will count on the Council's support to keep that promise. For instance, in future intra-Syrian talks, I will insist that the relevant number of seats be reserved exclusively for Syrian women. When I am criticized, I hope that the Council will support me. I know it will not be popular, but it needs to be done.Let me briefly touch on an issue that was raised by the civil society in Brussels and by many Syrians elsewhere who have been writing to us, that is, the possible implications of the newly adopted Law No. 10. We are quite aware of the concerns surrounding that law. We, as well as other United Nations partners, are seeking clarifications on the law's goals and repercussions, especially for refugees and IDPs who do not have access to legal documentation.Let me conclude with two bottom lines.First, de-escalation is critical between the Syrian and international stakeholders, both regional and global. We hope that the relevant players can re-establish some overarching rules of the road in that regard. We stand ready to facilitate such a discussion, with focused support from the Council and key countries for the good offices of the Secretary-General and myself.Secondly, we must revive the political process in terms of the constitutional committee, as well as in terms of some initial steps towards the establishment of a safe, calm and neutral environment. We stand ready to facilitate discussions on both. Let me stress that a critical component of either aspect of the political process is active, continuous and positive United 16/05/2018 The situation in the Middle East S/PV.8260 18-14999 5/12 Nations engagement with the Syrian parties. I repeat once again that we stand ready, today as always, to engage with the Syrian Government in Damascus. We will also continue our contacts with the opposition and Syrian civil society.To unlock and lock those two aspects, careful diplomacy is required more than ever — careful, but proactive diplomacy, including at a high level. Hence, we look with interest to the forthcoming visits to Moscow and meetings of Chancellor Merkel and, later on, President Macron with President Putin, which undoubtedly will not avoid the issue of a political process in Syria. The United Nations believes that there is an urgent need for high-level diplomacy to support de-escalation, avoid any miscalculation and ensure a genuine communication system about a sustainable end to the conflict. With the support of the Secretary-General, we will increase our own efforts to contribute to that endeavour, including by offering further ideas and —if required, which we hope it will be — bridging proposals.The President: I thank Mr. De Mistura for his briefing.I shall now give the floor to the members of the Security Council who wish to make statements.Ms. Eckels-Currie (United States of America): Since this is my first opportunity to congratulate you upon assuming the presidency, Madam President, I would like to do so at this time. I also thank Staffan for his briefing.Last week the world witnessed a new and extremely dangerous escalation in Syria. It should not surprise anyone on the Security Council that Iran was responsible. Iranian forces operating from Syrian territory launched a rocket attack against Israeli citizens — citizens of a sovereign State Member of the United Nations. The United States strongly supports Israel's right to act in self-defence. Iran's reckless and provocative acts last week prove what we have been saying: wherever Iran shows up in the Middle East, chaos follows. Last week's rocket attack against Israel is the latest in a pattern of destabilizing behaviour that is a dire threat to the region's stability.Iran's rocket attack against Israel shows something else too. It puts to bed any myths about why Iran is present in Syria, or what its true objectives might be. The fact is that Iran has installed offensive rocket and missile systems in Syria aimed at Israel. Iran has introduced those threats that were not present in Syria before the conflict; they are now. Iran, together with Hizbullah and other militias, is taking advantage of Syrian territory to establish bases and training camps. They are moving ever closer to Israel. The United States calls on Iran, Hizbullah and their other proxies to take no further provocative steps. If they do, Iran will bear full responsibility for its actions.It is also important to emphasize that Iran's actions do not serve the interests of the Iranian or the Syrian people. The Syrian people get no say in whether Iran threatens war against Syria's neighbours, but it is they who have to live with the consequences.All of us on the Security Council have an important choice to make: we can stay quiet and watch as Iran builds up the infrastructure to create another Hizbullah in Syria, or we can speak up and take steps to put real pressure on Iran to stop. For our part, the United States refuses to stay quiet. Russia in particular has a special responsibility here. Its troops are on the ground, sometimes alongside Iran's. Russia must know that Iran's provocative actions do nothing to help resolve the war in Syria. Russia must know that Iran's actions do just the opposite. They only inflame, prolong and widen the conflict.We heard once again from Staffan today that there has been very little progress on the political track. There has been no progress at all in Geneva, or following Russia's own conferences in Astana and Sochi. Since January, the United Nations was supposed assemble a new constitution drafting committee that would help kick off a new round of talks. The United Nations was supposed to have the ability to choose which people would serve on the committee, and the United Nations was supposed to be empowered to facilitate those talks. Instead, the Al-Assad regime has backtracked, stalled and then refused to cooperate.At the same time, the Syrian regime escalated its brutal military campaign. It seized eastern Ghouta, at the cost of thousands of lives and tens of thousands displaced. It used chemical weapons in Douma. Just yesterday, the Organization for the Prohibition of Chemical Weapons Fact-finding Mission released a report determining that chlorine was used during attacks on 4 February in Saraqib.As reported by the Fact-finding Mission, the facts of that chemical-weapons attack bear the hallmarks S/PV.8260 The situation in the Middle East 16/05/2018 6/12 18-14999 of similar attacks conducted by the Al-Assad regime. As we have said before, the United States assesses that the Syrian regime has used chemical weapons well over 50 times since the start of the civil war. The Al-Assad regime, with Iran's and Russia's full support, is choosing to pursue a military solution instead of a political solution, and that goes against everything we should stand for as the Security Council.In the aftermath of eastern Ghouta, the need for a real ceasefire could not be more obvious. Already, we see the Al-Assad regime launching new attacks in Idlib and the south-west. As Staffan noted, a Ghouta scenario in Idlib would be six times worse than the horror we saw in recent months in Ghouta. Air strikes in the south-west have tripled in the last month, even though that area is part of a de-escalation zone. Russia is supposed to be a sponsor of that zone. It must urgently meet its commitments to prevent the regime from carrying out attacks and stop Iranian militias from expanding their foothold in the south.Members of the Security Council — all of us — must push the political process forward. There is Council unity behind that goal. There is a clear blueprint for a political solution in resolution 2254 (2015), which we adopted unanimously. We have to send a clear message to the Al-Assad regime and its backers: the end of the conflict can be reached only via the United Nations-led political process. There must be constitutional reform and free and fair elections under United Nations supervision. If the Al-Assad regime does not comply, we need to be prepared to impose real costs on it for its years of defiance and the devastation it has wrought in Syria. If we take those steps, we can start to change the calculus of the Al-Assad regime and its allies in Syria. We can show them that further conflict is not in their interests and that it is time for them to genuinely commit to a political solution. But as we saw last week, the longer we wait, the greater the risk of confrontation. Now is the time to act to reduce tensions and address Iran's designs in Syria. That is how we can prevent further escalation and even worse suffering. There is no time to waste.Mr. Polyanskiy (Russian Federation) (spoke in Russian): We thank Mr. De Mistura for his briefing. We can see that his personal participation in the meeting on Syria in Astana enabled him to make it a substantive one. We appreciated his call for active diplomacy, which Russia has advocated for from the very beginning. We continue to make significant efforts to facilitate a political settlement in Syria despite the undermining effects of the aggressive action by the United States, the United Kingdom and France in April against a number of civilian structures in Syria. I discerned no sympathy about what happened there in the statement by my United States colleague, despite the fact that it was a blatant breach of international law and did absolutely nothing to advance any kind of a settlement. Furthermore, her statement had an odd, confrontational tone that I felt certainly did not correspond to the message that Mr. De Mistura wanted to convey to all of us today, which is that it will be important for diplomacy to function if the peace that the Syrians have awaited for so long is to finally be established on the ground.Unlike some Security Council member States, which prefer taking unilateral measures to finding ways to solve problems, Russia is focusing on steps to genuinely improve the situation on the ground and advance the prospects for a political settlement. As Mr. De Mistura already noted, the ninth meeting of the participants in the Astana process concluded yesterday in the capital of Kazakhstan, and the guarantors adopted a joint statement. We are grateful to the leadership of Kazakhstan for its steadfast support. The meeting in Astana considered concrete measures for resolving a number of political and humanitarian issues and analysed the situation in the de-escalation zones, which play a key role in maintaining the ceasefire regime, reducing the level of violence and generally stabilizing the situation in Syria. The importance was noted of increasing efforts to help all Syrians and restore normal civilian life and, to that end, of providing fast, safe and unhindered humanitarian access and essential humanitarian and medical assistance, and creating the conditions needed to enable the safe and voluntary return of refugees and internally displaced persons to their homes, as well as people's freedom of movement.A second meeting was held of the working group on the liberation of detainees and hostages to discuss the handover of the bodies of the dead and the search for missing persons, with the participation of experts from the United Nations and the International Committee of the Red Cross. The importance of continuing joint efforts with the aim of building trust among the conflicting parties in Syria was emphasized. The Syrian Government declared its willingness to engage with the working group and decided to appoint a special representative on issues related to its work.16/05/2018 The situation in the Middle East S/PV.8260 18-14999 7/12 In line with the provisions of resolution 2254 (2015), the meeting affirmed its determination to continuing to promote a political settlement by helping to implement the recommendations of the Syrian National Dialogue Congress held in Sochi. The consultations with the Special Envoy of the Secretary-General and the Syrian parties will continue, with a view to establishing the conditions conducive to starting the work of a constitutional committee in Geneva as soon as possible, whose parameters will have to be agreed on by the Syrians themselves. We will get nowhere without their consensus, so there is no point in proposing artificial frameworks for the process, especially if they are based on provisional plans of some kind. Thanks to the Astana process, we have succeeded in generating momentum for a political process based on intra-Syrian talks under the auspices of the United Nations, although, as we have noted, the triple alliance's aggression against the Syrian Arab Republic has significantly limited the room for manoeuvre in that regard.Concerted efforts by the guarantor countries are bringing us steadily closer to eliminating the presence of the Islamic State in Iraq and the Levant (ISIL), Jabhat Al-Nusra and other terrorist groups altogether. The recent situation in Syria has continued to be difficult. The guarantor countries' efforts are certainly not being helped by provocative initiatives from external actors, which merely strengthen radical sentiments among groups opposing the legitimate Government and fuel their reluctance to work for negotiated solutions.In Damascus, the operation to liberate the southern regions and suburbs of the capital from ISIL-affiliated groups continues, but Yalda, Babila and Bayt Saham are now fully under the Syrian authorities' control and civilian life there is returning. Russian specialists are helping the Syrian authorities to restore civilian infrastructure. Mines are being cleared, socially significant facilities are being rebuilt and electricity and water services are being restored. In eastern Ghouta, some 65,000 residents previously evacuated from the area have returned to their homes. However, in some other regions where the Syrian Government lacks access, the situation has continued to deteriorate. That is especially true of the Rukban and Al-Tuwaihina refugee camps, as well as the former ISIL capital, Raqqa, where the humanitarian situation is disastrous. Measures must be taken to rectify it without delay. The solution is simple — restore Damascus's sovereignty over those territories as soon as possible.Government forces and Palestinian volunteers, with aerial and artillery support, have continued to combat fierce resistance from terrorist detachments in the Palestinian refugee camp in Yarmouk. The militias wounded several dozen civilians in mortar strikes on residential areas in the north-east area of the camp. In the past week, the territory held by the illegal armed groups in Yarmouk has been significantly reduced.The Syrian army's assault on ISIL positions in Deir ez-Zor province has also been ramped up. ISIL's adherents have incurred considerable losses in manpower and equipment and have been driven out of an area of about 1,500 square kilometres. A large-scale operation to eliminate ISIL is being conducted in the eastern part of Syria with the aim of completely defeating the terrorists based in hard-to-reach desert areas, who have been increasing their attacks on Government forces in the Euphrates region and Homs province.We will continue the difficult work of restoring peace in Syria. Frankly, we are disturbed by some international and regional actors' disrespectful attitude to the issue of Syrian sovereignty, of which we have recently seen alarming manifestations. It is important to understand that this will not help to normalize the situation in Syria or the region as a whole. It fuels the conflict and reduces the prospects for a political settlement. For example, how can we be sure that reckless and illegal actions similar to those that occurred a month ago will not be repeated on some other trumped-up pretext? The reckless conduct of a number of international and regional players who claim to have common sense has considerably slowed progress regarding a settlement of the situation in Syria. If they cannot or will not help us with that, they should at least not interfere.In conclusion, I would like to touch briefly on the remarks by my American colleague. Basically, more than half of her statement was about Iran, not Syria, and Syria is the item on our agenda today, after all. I would also like to ask the Americans some questions we have about that. Before they blame Russia or Iran, I would like to ask what the reason is for the presence of United States forces in Syria and what their real objective is. The territories under their control have become grey areas where extremists of various stripes and real terrorists roam freely. In particular, what is going on with the several hundred ISIL followers who are being held by forces loyal to the United States under United States oversight in the region beyond the S/PV.8260 The situation in the Middle East 16/05/2018 8/12 18-14999 Euphrates? They are not being investigated, and nor are they being returned to their countries of origin. We are worried that ISIL will re-emerge in those areas when the United States withdraws from them, which it must do sooner or later.In conclusion, I would like to once again assure the Council of Russia's willingness to support any diplomatic efforts that can bring an end to the miseries of the Syrian people and peace to that long-suffering land.Mr. Ma Zhaoxu (China) (spoke in Chinese): I would like to begin by thanking Mr. De Mistura, Special Envoy of the Secretary-General for Syria, for his briefing. I appreciate his tireless efforts to find a political solution to the conflict.In recent weeks various members of the international community have made tremendous efforts to restore momentum in the political process. China welcomes the latest round of Astana talks and its joint communiqué, and salutes Russia, Kazakhstan, Turkey and Iran for their efforts. We hope that this dialogue will continue to play a positive role in helping to maintain a ceasefire in Syria and advance the Geneva negotiations.China has always maintained that a political solution is the only possible option where the issue of Syria is concerned, and that achieving that goal will require efforts on the international, regional and national fronts. First, the international community should continue to give its support to the United Nations, as the main channel for mediation, and to Mr. De Mistura's efforts to relaunch the Geneva negotiations as soon as possible, on a basis of full respect for Syria's sovereignty, independence, unity and territorial integrity and with a view to helping the conflicting parties to engage in negotiations on political governance, the Constitution, elections and counter-terrorism. The Council should remain united in moving the Syrian political process forward.Secondly, the countries involved in the region should take the country's long-term interests and stability into consideration and play a constructive role in helping to find a political solution. China notes that there have been attacks on targets inside Syria. We hope that the parties concerned will remain calm, show restraint and work together to maintain regional peace and stability.Thirdly, both the Syrian Government and the opposition, based on concern for the future of their country and the fundamental interests of their people, should proceed to participate in the Geneva negotiations without preconditions, in accordance with the principle of a dialogue that is Syrian-owned and -led, and on the basis of resolution 2254 (2015), with a view to actively engaging in gradual efforts to reach a settlement that is acceptable to all the parties.For its part, China has been working relentlessly to find a solution. On 13 and 14 May, in the first instance of such an event being held on Syria in China, we hosted an international symposium in Shanghai on the prospects for a political settlement to the Syrian issue. It was attended by Xie Xiaoyan, China's Special Envoy for Syria, a representative of the Special Envoy of the Secretary-General, and the Special Envoys of the United Kingdom and France for Syria, as well as experts and scholars from many countries. Participants held in-depth discussions on the prospects for a solution, the factors bearing on a political settlement and the role of the international community. Our Special Envoy remains in close contact with the parties concerned in his continuing efforts to help reach a solution. Together with the rest of the international community, China stands ready to continue to play a positive and constructive role in finding a political solution to the issue.Mr. Umarov (Kazakhstan): We thank the Special Envoy for Syria, Mr. De Mistura, for his update, and we were glad to hear some encouraging notes of optimism in his briefing.Despite the numerous problems on the humanitarian and political fronts in Syria, Kazakhstan believes that it is imperative to continue to promote a settlement of the crisis while implementing resolution 2254 (2015). We are glad that at their meetings held on 14 and 15 May in Astana, the representatives of Syria's Government and opposition, along with those of the guarantor States, unanimously confirmed the importance of continuing the process. Among other issues, they addressed the importance of increasing efforts to ensure compliance with the various agreements reached during the previous eight rounds of the Astana talks. On the other hand, they also agreed that Geneva should remain the main international platform from which to seek and implement a political settlement of the Syrian crisis. It will also be important to continue to support the aims of the Astana talks and further Geneva negotiations, while ultimately merging those important platforms with the aim of achieving positive results.16/05/2018 The situation in the Middle East S/PV.8260 18-14999 9/12 We thank the Special Envoy for his consultations with various Foreign Ministers at the recent summit of the League of Arab States, as well as with Ms. Federica Mogherini, the European Union's High Representative for Foreign Affairs and Security Policy. His high-level meetings in Moscow, Tehran, Riyadh and Ankara, as well as his consultations with several European ministers and senior representatives of the United States, are also commendable. We are encouraged by his summary today of his meetings and the outcomes of the Astana process, and we note his hopes for progress and his readiness to increase his own efforts and those of several of the principal stakeholders to revive the political process.We can all see that de-confliction and the precautionary measures to safeguard protected sites under humanitarian law are working. So far this year, 500 additional sites have been de-conflicted, as the process is known. Their coordinates have been voluntarily submitted through the United Nations, and today the total number of sites stands at 661.We are hearing a number of continuing questions and concerns about the outlook for Idlib, which should certainly be our top priority, simply because it has such a large population of vulnerable ordinary citizens. We agree with Mr. De Mistura that since Idlib is six times larger than eastern Ghouta, and therefore has six times more civilian residents, it is in an extremely vulnerable position. We cannot afford a war in Idlib and we therefore call on the main stakeholders with an influence on the conflicting parties to hold negotiations at the national and local levels and in the wider region in order to mitigate the potential tensions.We are impressed by the courageous stance of and the sacrifices made by the United Nations, the Red Crescent, the International Committee of the Red Cross and the Norwegian Refugee Council, which are serving under the most challenging circumstances.To conclude, we also hope that the Brussels Conference, held on 24 and 25 April, will help to generate conditions conducive to the peaceful resolution of the Syrian crisis.Finally, we emphasize once again that the most important condition for the settlement of the Syrian crisis is a political process, through direct dialogue and the use of confidence-building measures among the parties, without which there can be no lasting results. We should not forget that it is the Syrians themselves who should begin to shape the future political system of the Syrian State, with the necessary legislative reforms, its territorial and administrative structure, and presidential and parliamentary elections, in accordance with resolution 2254 (2015).Mr. Inchauste Jordán (Plurinational State of Bolivia) (spoke in Spanish): We express our gratitude for the briefing that we heard from Mr. Staffan de Mistura, the Special Envoy of the Secretary-General for Syria, to whom we reiterate our support in the discharge of his duties.Once again we cannot but express our sorrow at the fact that this conflict has gone on for six years now and we are still witnessing the ongoing siege and violence suffered by the Syrian people, mainly children, who, in addition to living with the psychological aftermath of the situation, are also in urgent need of humanitarian assistance. We deplore any act of violence that puts human lives at risk and therefore call for an end to the violence and urge the parties to refrain from any hostile, provocative or unilateral actions, in order to prevent any further suffering of the Syrian people and any further destabilization of the region.We welcome the holding of the summit of the three ceasefire guarantors in Ankara, Turkey, in March. We will be focusing closely on the next summit, which will be sponsored by the Islamic Republic of Iran. Likewise, we welcome the recent Astana meeting. We deem its outcome positive, as were the agreements reached one year ago exactly, when the important de-escalation zones were established. We believe that that international initiative has served to reduce the level of violence and has facilitated, and will continue to facilitate, the path to peace and stability in Syria.We therefore call for greater coordination among the local authorities within the de-escalation zones, humanitarian agencies and the Syrian Government, which will make it possible to improve the living conditions of the local population, with a view to contributing to international efforts to end the conflict in Syria.We call once again for efforts to continue with respect to the full implementation of resolution 2401 (2018), so as to ensure safe, sustained and unhindered humanitarian access to all those who require it. The protection of the civilian population and civilian infrastructure must also be a priority within the S/PV.8260 The situation in the Middle East 16/05/2018 10/12 18-14999 framework of respect for international law and international humanitarian law.We deem imperative the voluntary return of internally displaced persons in a safe and dignified manner, as soon as the situation permits. For that to happen, demining will be vital in those areas where it is necessary. We would urge that the political dialogue agenda continue to focus on the release of detainees and abductees, as well as on the identification of missing or deceased persons.We stress the efforts made towards the voluntary return of thousands of people to eastern Ghouta and other cities north and south of Damascus and their subsequent full return. My delegation would draw the attention of the Security Council to the need to protect thousands of innocent civilians, including children and the elderly, and move them to Idlib. It is urgent and pressing that peace be maintained and any escalation of violence avoided in that area, as the aftermath could be tragic.We believe that measures must continue to be taken to reduce the level of violence on the ground, promote confidence among the parties involved, alleviate the humanitarian situation and promote ongoing initiatives aimed at finding a peaceful political solution. The process must take place on the basis of the various initiatives taken and meetings held at different levels. We therefore underscore once again the commitments made at the Syrian National Dialogue Congress, held in Sochi on 30 January, with a focus on strengthening the United Nations-led political process in the framework of the road map set out in resolution 2254 (2015), in particular through the drafting of a new constitution and the establishment of a constitutional committee, which we believe must be representative and impartial. We hope that the work of that committee, in Geneva, should start as soon as possible and should be active and dynamic and include the participation of all parties to the conflict.We welcome the good offices and mediation of the Secretary-General and his close collaboration with the members of the Security Council in the quest for a peaceful solution to the crisis in Syria.To conclude, we reject any attempt to divide or fragment Syria along ethnic lines or to foster sectarianism there. It is the Syrian people themselves who must freely decide their future and their political leadership, in the framework of their sovereignty, independence and territorial integrity, without any external pressure or interference.We reiterate that the only way to resolve the conflict in Syria is through a Syrian-owned and Syrian-led political process that is inclusive and based on consultation and dialogue and that will allow for a peaceful solution to be reached among all the parties involved.Ms. Pierce (United Kingdom): I had not intended to speak today in the Chamber, but I wanted to respond to some of the things that we have just heard. I will therefore take this opportunity to thank Staffan de Mistura and his team for all their work, which is not proving as fast or as productive as all of us would like, but I think that we are very grateful to Staffan for all his efforts. I was also interested to hear the Chinese account of the work of their envoy.We all know what needs to be done. We have had very many discussions in this Chamber and in the Consultations Room about Syria. I think that what we struggle with is how to get it done and how to take the next step, so I hope that when we leave the Chamber and go next door into closed consultations, we can actually have a proper discussion, without polemics, about what it will take to get the constitutional committee up and running; what are the concrete steps that need to be taken and how we as the Council can best facilitate and support that; and what it takes to get Idlib protected. Lots of speakers today have referred to Idlib; I think that we all know its importance, scale and significance. I would urge those Astana progenitors to do what they can to ensure that on the ground, people in Idlib are safe and that we avert a humanitarian catastrophe there. But I would like to have a proper discussion next door about how the Council can actually support that.I wanted to turn to the issue of the Syrian Government engaging with the United Nations. The Russian representative referred to backsliding from a political settlement and entrenching Syrian unwillingness for a negotiated solution. I think that those two statements are very damning, but they are not damning about us; they are damning about the Syrian regime. We really need all those with influence on Syria, including Russia and Iran, to encourage it to set aside a military strategy as a way to resolve the conflict and to engage with the United Nations across the board, so that we can get back to Geneva and to a political settlement. It is not we in the West who are stopping 16/05/2018 The situation in the Middle East S/PV.8260 18-14999 11/12 that happening. The onus is truly on Syria to follow the will of the Security Council and its resolutions and to allow the United Nations to do its work to help the people of Syria. Those are the main things I wanted to say, but I would like to touch on three more points as well, if I may.We support what the Special Envoy said about bringing women in, which I think is long overdue, and he can count on the United Kingdom's full support for that. I would also like to refer to Iran and the strikes on Israel from Syrian territory, on which we are in full agreement with the United States representative's comments and have been very vocal about in public. I also want to comment on the Russian representative's remarks about the air strikes. I will not rehearse why France, the United States and the United Kingdom took the action we did, except to say that we did it to avert a humanitarian catastrophe, and in doing so we helped to protect civilians on the ground, deterred and degraded Syria's ability to use chemical weapons and thereby upheld the global prohibition on weapons of mass destruction.While I think those things remain very important, they should not be used by anyone on the Council as a reason to let the Syrian Government off the hook where engaging with the United Nations on the political process is concerned. The political process has been essential since 2012, when the Geneva talks were started. It has been increasingly essential since then, and it continues to be essential now. I therefore hope that when we go next door we can have a very detailed discussion about how we as the Council can get back to the spirit of Sweden and actually help Staffan de Mistura and his team do something concrete to achieve that, and have no more mud-slinging.The President: In accordance with rule 37 of the Council's provisional rules of procedure, I invite the representative of the Syrian Arab Republic to participate in this meeting.I now give the floor to the representative of the Syrian Arab Republic.Mr. Mounzer (Syrian Arab Republic) (spoke in Arabic): To begin with, the delegations of the United States and the United Kingdom have tried to promote false claims justifying their aggression against sovereign States, particularly my country, Syria, with the aim of concealing their direct involvement in terrorism and their part in the responsibility for the bloodshed in Syria. I would like to say to them that the testimony, as cited in the media, of the thousands of Syrians who have escaped the blockades of armed terrorist groups in eastern Ghouta, has proved that those countries have been involved in making those citizens suffer through their support of those terrorist groups. Through their positions, their malicious acts and their illegal occupation of various areas of Syria, they have shown that, contrary to their claims, they cannot let go of their history of greed, occupation and imperialism. When speaking in the Council, they claim falsely that they are trying to find a political solution to the situation in Syria, but let me point out, briefly, that we have been able to defeat their agenda in Aleppo and eastern Ghouta, and we will be able to ensure that they cannot win in any part of my country.For the past seven years, since the beginning of the terrorist war in Syria, the United States, Britain and France have been working relentlessly to support and help conduct that war. They have also used the United Nations as a political tool to put pressure on the Syrian Government to implement their hegemonic agenda, interfere in our internal affairs and destabilize my country. They have not used the United Nations to fight terrorism and its sponsors or to help Syria overcome the suffering inflicted on it by armed terrorist groups, which should have been the goal.The Special Envoy devoted part of his statement to discussing the humanitarian situation. In that regard, I want to reiterate that the Syrian Government gives priority to providing every kind of humanitarian assistance to all Syrians in need, wherever they are in Syria. That is our duty, and we are doing our duty. The legal and constitutional obligations established under international decisions and Security Council resolutions on combating terrorism obliged my Government to undertake military operations in eastern Ghouta in order to rescue civilians from the armed terrorist groups holding them hostage and using them for years as human shields. In that regard, I want to state that contrary to some false narratives, the successful military operations conducted by the Syrian Arab Army and its allies against the armed terrorist groups controlling a number of areas that the United Nations has classified as besieged or hard to reach — along with the settlement and reconciliation agreements — have all mitigated civilians' suffering, reduced the numbers of those areas and facilitated humanitarian access to them, including eastern Ghouta.S/PV.8260 The situation in the Middle East 16/05/2018 12/12 18-14999 We deplore the fact that the United States speaks of its eagerness to reach a political agreement while it has been committing acts of aggression against my country based on lies, simply because it is working to give support to the armed groups because they have suffered losses in eastern Ghouta. It was the United States that supported Israel's aggression on 9 May when Israel was unable to protect its own proxy terrorist groups and implement its conspiracy against my country's unity, sovereignty and territorial integrity. Israel has continued its dangerous acts of aggression, which would not have been possible without the continuing unstinting support of the United States Government, because it enjoys impunity as a result of the support it has from the United States in the Security Council, enabling Israel to continue its terrorist acts threatening international peace and security in the region and the world. The Syrian Arab Republic reaffirms that through its military and armed forces it is able and ready to fend off all acts of aggression against its sovereignty and independence. However, we want to reiterate that any attempts to support this failing terrorism will not work. Such flagrant violations will not present obstacles to us in combating terrorism throughout Syrian territory.Yesterday we concluded round nine of the Astana process, and we are pleased with the results. We thank the delegations of Russia, Iran and the host country, Kazakhstan, for making the Astana process a success with regard to combating terrorism. The outcome document of the meeting stresses the unity, sovereignty and territorial integrity of the Syrian Arab Republic against any external entities that attempt to violate them.In cooperation with our friends and allies, the Syrian army has succeeded in liberating eastern Ghouta and the southern area of Damascus, making the capital and its surrounding areas safe. With the cooperation of our friends and brothers, we have also expelled the terrorists from the northern area of Homs and the southern area of Hama. Today we reaffirm that we will continue to fight terrorism and to work to liberate each and every part of our territory from terrorism and from countries that seek to undermine our sovereignty.In conclusion, the Government of the Syrian Arab Republic will spare no effort to support all genuine efforts to arrive at a political solution whereby Syrians, and only Syrians, will decide their future and make choices aimed at safeguarding Syria's sovereignty, independence, unity and territorial integrity.The President: The representative of the United Kingdom has asked for the floor to make a further statement.Ms. Pierce (United Kingdom): I just wanted to comment on the Syrian representative's last statement, in which he said that the Syrian Arab Republic will spare no effort to arrive at a political solution. That is obviously a welcome statement. I would like to ask him if he could tell the Council, or is willing to say today, that Syria will put the same amount of effort into engaging with the Special Envoy of the Secretary-General for Syria and with the Council in order to take concrete steps to get the Geneva process to work and to get a constitutional committee off the ground. If Syria were able to make that commitment today in the Chamber, I believe that would unlock a lot of things for the Council.The President: The representative of the Syrian Arab Republic has asked for the floor to make a further statement. I now give him the floor.Mr. Mounzer (Syrian Arab Republic) (spoke in Arabic): We have said time and again that we are working with the Special Envoy of the Secretary-General for Syria. A delegation from the Syrian Arab Republic is working directly with him. We are eager, as we have said repeatedly, to find a peaceful, Syrian-led solution to the Syrian crisis.The President: There are no more names inscribed on the list of speakers. I now invite Council members to informal consultations to continue our discussion on the subject.The meeting rose at 11.25 a.m.

The Situation In The Middle East This Record Contains The Text Of Speeches Delivered In English And Of The Translation Of Speeches Delivered In Other Languages. ; United Nations S/PV.8260 Security Council Seventy-third year 8260th meeting Wednesday, 16 May 2018, 10 a.m. New York Provisional President: Ms. Wronecka. . (Poland) Members: Bolivia (Plurinational State of). . Mr. Inchauste Jordán China. . Mr. Ma Zhaoxu Côte d'Ivoire. . Mr. Djédjé Equatorial Guinea. . M. Ndong Mba Ethiopia. . Mr. Alemu France. . Mr. Delattre Kazakhstan. . Mr. Umarov Kuwait. . Mr. Alotaibi Netherlands. . Mr. Van Oosterom Peru. . Mr. Meza-Cuadra Russian Federation. . Mr. Polyanskiy Sweden . Mr. Skoog United Kingdom of Great Britain and Northern Ireland . Ms. Pierce United States of America. . Ms. Eckels-Currie Agenda The situation in the Middle East This record contains the text of speeches delivered in English and of the translation of speeches delivered in other languages. The final text will be printed in the Official Records of the Security Council. Corrections should be submitted to the original languages only. They should be incorporated in a copy of the record and sent under the signature of a member of the delegation concerned to the Chief of the Verbatim Reporting Service, room U-0506 (verbatimrecords@un.org). Corrected records will be reissued electronically on the Official Document System of the United Nations (http://documents.un.org). 18-14999 (E) *1814999* S/PV.8260 The situation in the Middle East 16/05/2018 2/12 18-14999 The meeting was called to order at 10.15 a.m. Adoption of the agenda The agenda was adopted. The situation in the Middle East The President: In accordance with rule 39 of the Council's provisional rules of procedure, I invite Mr. Staffan de Mistura, Special Envoy of the Secretary- General for Syria, to participate in this meeting. Mr. De Mistura is joining today's meeting via video-teleconference from Geneva. The Security Council will now begin its consideration of the item on its agenda. I give the floor to Mr. De Mistura. Mr. De Mistura: When I last briefed the Security Council on 9 April, it was at an emergency meeting (see S/PV.8225). On that occasion, I warned of the threats to regional and international peace and security arising from developments in or related to Syria. I know that today it is not an emergency meeting. However, the circumstances of an emergency very much remain. I do not need to remind members that tensions are high and regional and international confrontations have occurred several times. Allow me to highlight some recent events since 9 April. On 13 April, the United States, France and the United Kingdom conducted missile strikes in response to the allegations of the use of chemical weapons in eastern Ghouta. Those countries say that the strikes targeted three research and production facilities near Damascus and Homs. On 29 April, strikes were reported on Syrian Government military facilities in Hamah and Aleppo. Some media outlets attributed those strikes to Israel, alleging that those killed included Iranian personnel. Neither Israel nor Iran responded to those claims. On 8 May, strikes were reported just south of Damascus. Syrian State media attributed those strikes to Israel. Israel did not confirm that claim. Israel then said that it had detected "irregular Iranian activity" in the occupied Golan, which it put on high alert. Between 9 and 10 May, Israel carried out dozens of strikes against presumed Iranian and Syrian Government military targets across southern Syria. The Israeli authorities claim that they were responding to Iranian forces firing rockets from Syrian territory at Israeli military targets in the occupied Syrian Golan. Iran condemned the Israeli strikes and denied those claims. We are not is a position to independently verify every aspect of those incidents. However, even an incomplete picture shows the troubling trajectory of the increasingly frequent and ever more intense international confrontations over Syria, unprecedented since 1973. As the Security Council knows, the Secretary- General has followed those developments with great concern and called for restraint by all parties in order to avoid any acts that could escalate the situation and worsen the suffering of the Syrian people. The Secretary-General stressed that the United Nations has a "duty to remind Member States that there is an obligation, particularly when dealing with matters of peace and security, to act consistently with the Charter of the United Nations, and with international law in general." (S/PV.8233, p. 2) On the issue of chemical weapons, let me again echo the Secretary-General's call for the Security Council to "agree on a dedicated mechanism for ensuring effective accountability for the use of chemical weapons in Syria" (ibid.). As the Council well knows, as of now, we await the results of the ongoing investigation by the Fact-finding Mission of the Organization for the Prohibition of Chemical Weapons following its visit to Douma, with a report to be issued to States parties to the Chemical Weapons Convention. However, we have also seen worrying developments elsewhere in Syria. Evacuations from eastern Ghouta were similarly repeated in the eastern Qalamoun area, southern Damascus and northern rural Homs. First, on the military escalation, the pattern has been one of incoming air strikes and artillery and outgoing mortars and rockets towards Damascus. Then there was a negotiation, followed by an agreement for the evacuation of those civilians and fighters unwilling to remain under Syrian Government control or Russian Federation protection guarantees. We have also seen similar evacuation agreements 16/05/2018 The situation in the Middle East S/PV.8260 18-14999 3/12 being discussed in Idlib province but in a completely different format — the reverse format. This time we are talking about civilians and fighters in Government-controlled areas, namely, Kafraya and Fo'ah, while considering evacuations — beginning with medical evacuations — following the three-year siege and intermittent attacks from armed groups surrounding that area.Let me share with the Council a recurrent concern that I know that all members have. If civilians and fighters are simply funnelled into northern Syria — mostly into Idlib — then that might only postpone another conflict affecting many additional people, which I will discuss later. Therefore, it is important to keep close watch on future developments in Idlib province. Meanwhile, civilians continue to pay a terrible price. To be precise, 110,000 people have been evacuated to north-western Syria and Operation Euphrates Shield areas in the past two months. Many of them are reportedly traumatized and in urgent need of assistance and protection. Humanitarian partners are overwhelmed and stretched quite thin by the scale of those evacuations, but continue to do their utmost to respond to the growing needs, with the Council's assistance.Returning to the topic of Idlib, if a Ghouta scenario were to play out there, the situation could be six times worse, affecting 2.3 million people, half of whom are already internally displaced and would have nowhere else to go. But that is not purely a question of the Syrians' suffering. We fear that any substantial escalation in Idlib, Dar'a or in the north-east might also result in risks not only to Syrian civilians, but also for international peace and security. As we know, many of those areas contain external and international forces. Conflict there might entail confrontations with those forces, thereby leading us down a slippery slope towards regional or potential international conflict. Therefore, discussions at the international level on how to prevent that and on de-escalation are needed, and, although they are taking place, they also need to be very intensive.I was therefore very encouraged to see concrete discussions on de-escalation when I attended the ninth high-level Astana meeting yesterday, which covered the issue of Idlib in particular, as the three guarantors have a say and the means to avoid it. That round of discussions in Astana saw constructive discussions on how that might be achieved. While fully stressing the need to respect Syria's sovereignty, independence and territorial integrity, we saw at first-hand the parties engage actively on how to avoid a worst-case scenario in Idlib. Moreover, the working group, of which the United Nations is a member and a proactive supporter — as hundreds of thousands of people in Syria expect of us — held its second meeting on the release of detainees, abductees and bodies, and on the identification of missing persons. The members of the working group held constructive discussions on practical and concrete steps to address that key humanitarian issue. The guarantors informed us that they have secured the parties' support — which, if confirmed, is good news — for the activities taking place under the auspices of the working group, which is a positive development. As it is a matter of preliminary discussions, I hope that we will see progress with regard to that complex issue at the working group's next meeting, which we understand will be held in Ankara.De-escalation is indispensable, as the Syrians themselves are telling us, but it is only one of the ingredients necessary to move forward the political process. We also need to overcome concrete challenges to meaningfully follow through with the Geneva process so as to implement resolution 2254 (2015). As instructed by the Secretary-General, I have consulted with a broad spectrum of relevant stakeholders and proactively identified options for a meaningful relaunch of the United Nations-facilitated Geneva process. Over a period of two weeks, I conducted an exhaustive tour of consultations with members of the League of Arab States; representatives of Saudi Arabia, Egypt, Jordan and Iraq; the European Union (EU) High Representative; representatives of several key European countries, Turkey, the Russian Federation and the Islamic Republic of Iran; and all members of the Council, during what I believe was a very productive and useful retreat in Sweden; United States authorities during my visit to meet with them in Washington, D.C., several days ago; and also the Syrian Government and the opposition, with whom I had constructive discussions on the sidelines of the Astana meeting over the past two days. My deputy, Mr. Ramzy, was also in the region this past weekend in continuous political contact with regional stakeholders, and my chief of political affairs, Mr. Robert Dann, is visting China as we speak to exchange views with officials of that important member of the Security Council.What did I learn from that long tour? Not surprisingly, I returned to Geneva with a mixed picture. S/PV.8260 The situation in the Middle East 16/05/2018 4/12 18-14999 Clearly, significant differences remain, but there is also much common ground and interest on the need, first, to de-escalate, secondly, to form a constitutional committee under the auspices of the United Nations, thirdly, to facilitate the establishment of a safe, calm and neutral environment — leading to our shared goals in the political process — and, fourthly, to respect Syria's sovereignty, territorial integrity and independence. However, those commonalities risk getting glossed over, especially in the absence of serious international dialogue. I will say more on that later. During my tour, my message to all was the need — now more than ever — for robust, strong, proactive and urgent dialogue and consensus at the international level to create the minimum conditions necessary for a realistic and credible political process. As we know, much water has flowed under the bridge and much has happened since resolution 2254 (2015) was adopted. We are therefore becoming increasingly realistic and know that we need a credible political process that takes into account the current situation and does not forget resolution 2254 (2015).As the Secretariat, we are not sitting idle in that regard. We are assessing a number of creative options to update, revive and advance the Geneva-based political process. Let me state for the record that the United Nations remains ever-mobilized and -ready to work on the formation of a constitutional committee in accordance with the final statement of the Syrian National Dialogue Congress in Sochi. I therefore welcome the intention of the Astana guarantors to actively and regularly engage with the United Nations in Geneva so as to see through a concrete follow-up to the statement since its adoption three and a half months ago.I was also pleased to see a significant number of Member States reaffirm the primacy of the United Nations-led Geneva process, in general, and the need for a constitutional committee working under United Nations auspices, when I was at the EU-United Nations Brussels conference from 24 to 25 April. Those at the conference nearly unanimously reiterated the message that the only solution to the crisis will be political and that only such a political solution will pave the way for reconstruction efforts. Also in Brussels, we saw the entire United Nations system highlight the increasing needs of millions of Syrians, including internally displaced persons (IDPs) and neighbouring countries hosting refugees.Let me also note the important contribution of Syrian civil society in Brussels, in particular during a side event organized by the EU and my own Office. Those present did not shy away from debating with one another constructively and intensively on complex issues, such as transitional justice and sanctions. They all demanded the release of all detainees, abductees and missing persons. They all affirmed that any political solution must protect the right of refugees and IDPs. Despite their differences, Syrians — Syrian civil society — displayed a genuine commitment to dialogue and a spirit of negotiation that I hope can be replicated in the formal negotiations.In Brussels I also met with a group of Syrian women activists who stressed that not enough has been done to secure the direct participation of Syrian women in the political process. I committed to translating our collective commitment to that inclusion into concrete measures, and I will count on the Council's support to keep that promise. For instance, in future intra-Syrian talks, I will insist that the relevant number of seats be reserved exclusively for Syrian women. When I am criticized, I hope that the Council will support me. I know it will not be popular, but it needs to be done.Let me briefly touch on an issue that was raised by the civil society in Brussels and by many Syrians elsewhere who have been writing to us, that is, the possible implications of the newly adopted Law No. 10. We are quite aware of the concerns surrounding that law. We, as well as other United Nations partners, are seeking clarifications on the law's goals and repercussions, especially for refugees and IDPs who do not have access to legal documentation.Let me conclude with two bottom lines.First, de-escalation is critical between the Syrian and international stakeholders, both regional and global. We hope that the relevant players can re-establish some overarching rules of the road in that regard. We stand ready to facilitate such a discussion, with focused support from the Council and key countries for the good offices of the Secretary-General and myself.Secondly, we must revive the political process in terms of the constitutional committee, as well as in terms of some initial steps towards the establishment of a safe, calm and neutral environment. We stand ready to facilitate discussions on both. Let me stress that a critical component of either aspect of the political process is active, continuous and positive United 16/05/2018 The situation in the Middle East S/PV.8260 18-14999 5/12 Nations engagement with the Syrian parties. I repeat once again that we stand ready, today as always, to engage with the Syrian Government in Damascus. We will also continue our contacts with the opposition and Syrian civil society.To unlock and lock those two aspects, careful diplomacy is required more than ever — careful, but proactive diplomacy, including at a high level. Hence, we look with interest to the forthcoming visits to Moscow and meetings of Chancellor Merkel and, later on, President Macron with President Putin, which undoubtedly will not avoid the issue of a political process in Syria. The United Nations believes that there is an urgent need for high-level diplomacy to support de-escalation, avoid any miscalculation and ensure a genuine communication system about a sustainable end to the conflict. With the support of the Secretary-General, we will increase our own efforts to contribute to that endeavour, including by offering further ideas and —if required, which we hope it will be — bridging proposals.The President: I thank Mr. De Mistura for his briefing.I shall now give the floor to the members of the Security Council who wish to make statements.Ms. Eckels-Currie (United States of America): Since this is my first opportunity to congratulate you upon assuming the presidency, Madam President, I would like to do so at this time. I also thank Staffan for his briefing.Last week the world witnessed a new and extremely dangerous escalation in Syria. It should not surprise anyone on the Security Council that Iran was responsible. Iranian forces operating from Syrian territory launched a rocket attack against Israeli citizens — citizens of a sovereign State Member of the United Nations. The United States strongly supports Israel's right to act in self-defence. Iran's reckless and provocative acts last week prove what we have been saying: wherever Iran shows up in the Middle East, chaos follows. Last week's rocket attack against Israel is the latest in a pattern of destabilizing behaviour that is a dire threat to the region's stability.Iran's rocket attack against Israel shows something else too. It puts to bed any myths about why Iran is present in Syria, or what its true objectives might be. The fact is that Iran has installed offensive rocket and missile systems in Syria aimed at Israel. Iran has introduced those threats that were not present in Syria before the conflict; they are now. Iran, together with Hizbullah and other militias, is taking advantage of Syrian territory to establish bases and training camps. They are moving ever closer to Israel. The United States calls on Iran, Hizbullah and their other proxies to take no further provocative steps. If they do, Iran will bear full responsibility for its actions.It is also important to emphasize that Iran's actions do not serve the interests of the Iranian or the Syrian people. The Syrian people get no say in whether Iran threatens war against Syria's neighbours, but it is they who have to live with the consequences.All of us on the Security Council have an important choice to make: we can stay quiet and watch as Iran builds up the infrastructure to create another Hizbullah in Syria, or we can speak up and take steps to put real pressure on Iran to stop. For our part, the United States refuses to stay quiet. Russia in particular has a special responsibility here. Its troops are on the ground, sometimes alongside Iran's. Russia must know that Iran's provocative actions do nothing to help resolve the war in Syria. Russia must know that Iran's actions do just the opposite. They only inflame, prolong and widen the conflict.We heard once again from Staffan today that there has been very little progress on the political track. There has been no progress at all in Geneva, or following Russia's own conferences in Astana and Sochi. Since January, the United Nations was supposed assemble a new constitution drafting committee that would help kick off a new round of talks. The United Nations was supposed to have the ability to choose which people would serve on the committee, and the United Nations was supposed to be empowered to facilitate those talks. Instead, the Al-Assad regime has backtracked, stalled and then refused to cooperate.At the same time, the Syrian regime escalated its brutal military campaign. It seized eastern Ghouta, at the cost of thousands of lives and tens of thousands displaced. It used chemical weapons in Douma. Just yesterday, the Organization for the Prohibition of Chemical Weapons Fact-finding Mission released a report determining that chlorine was used during attacks on 4 February in Saraqib.As reported by the Fact-finding Mission, the facts of that chemical-weapons attack bear the hallmarks S/PV.8260 The situation in the Middle East 16/05/2018 6/12 18-14999 of similar attacks conducted by the Al-Assad regime. As we have said before, the United States assesses that the Syrian regime has used chemical weapons well over 50 times since the start of the civil war. The Al-Assad regime, with Iran's and Russia's full support, is choosing to pursue a military solution instead of a political solution, and that goes against everything we should stand for as the Security Council.In the aftermath of eastern Ghouta, the need for a real ceasefire could not be more obvious. Already, we see the Al-Assad regime launching new attacks in Idlib and the south-west. As Staffan noted, a Ghouta scenario in Idlib would be six times worse than the horror we saw in recent months in Ghouta. Air strikes in the south-west have tripled in the last month, even though that area is part of a de-escalation zone. Russia is supposed to be a sponsor of that zone. It must urgently meet its commitments to prevent the regime from carrying out attacks and stop Iranian militias from expanding their foothold in the south.Members of the Security Council — all of us — must push the political process forward. There is Council unity behind that goal. There is a clear blueprint for a political solution in resolution 2254 (2015), which we adopted unanimously. We have to send a clear message to the Al-Assad regime and its backers: the end of the conflict can be reached only via the United Nations-led political process. There must be constitutional reform and free and fair elections under United Nations supervision. If the Al-Assad regime does not comply, we need to be prepared to impose real costs on it for its years of defiance and the devastation it has wrought in Syria. If we take those steps, we can start to change the calculus of the Al-Assad regime and its allies in Syria. We can show them that further conflict is not in their interests and that it is time for them to genuinely commit to a political solution. But as we saw last week, the longer we wait, the greater the risk of confrontation. Now is the time to act to reduce tensions and address Iran's designs in Syria. That is how we can prevent further escalation and even worse suffering. There is no time to waste.Mr. Polyanskiy (Russian Federation) (spoke in Russian): We thank Mr. De Mistura for his briefing. We can see that his personal participation in the meeting on Syria in Astana enabled him to make it a substantive one. We appreciated his call for active diplomacy, which Russia has advocated for from the very beginning. We continue to make significant efforts to facilitate a political settlement in Syria despite the undermining effects of the aggressive action by the United States, the United Kingdom and France in April against a number of civilian structures in Syria. I discerned no sympathy about what happened there in the statement by my United States colleague, despite the fact that it was a blatant breach of international law and did absolutely nothing to advance any kind of a settlement. Furthermore, her statement had an odd, confrontational tone that I felt certainly did not correspond to the message that Mr. De Mistura wanted to convey to all of us today, which is that it will be important for diplomacy to function if the peace that the Syrians have awaited for so long is to finally be established on the ground.Unlike some Security Council member States, which prefer taking unilateral measures to finding ways to solve problems, Russia is focusing on steps to genuinely improve the situation on the ground and advance the prospects for a political settlement. As Mr. De Mistura already noted, the ninth meeting of the participants in the Astana process concluded yesterday in the capital of Kazakhstan, and the guarantors adopted a joint statement. We are grateful to the leadership of Kazakhstan for its steadfast support. The meeting in Astana considered concrete measures for resolving a number of political and humanitarian issues and analysed the situation in the de-escalation zones, which play a key role in maintaining the ceasefire regime, reducing the level of violence and generally stabilizing the situation in Syria. The importance was noted of increasing efforts to help all Syrians and restore normal civilian life and, to that end, of providing fast, safe and unhindered humanitarian access and essential humanitarian and medical assistance, and creating the conditions needed to enable the safe and voluntary return of refugees and internally displaced persons to their homes, as well as people's freedom of movement.A second meeting was held of the working group on the liberation of detainees and hostages to discuss the handover of the bodies of the dead and the search for missing persons, with the participation of experts from the United Nations and the International Committee of the Red Cross. The importance of continuing joint efforts with the aim of building trust among the conflicting parties in Syria was emphasized. The Syrian Government declared its willingness to engage with the working group and decided to appoint a special representative on issues related to its work.16/05/2018 The situation in the Middle East S/PV.8260 18-14999 7/12 In line with the provisions of resolution 2254 (2015), the meeting affirmed its determination to continuing to promote a political settlement by helping to implement the recommendations of the Syrian National Dialogue Congress held in Sochi. The consultations with the Special Envoy of the Secretary-General and the Syrian parties will continue, with a view to establishing the conditions conducive to starting the work of a constitutional committee in Geneva as soon as possible, whose parameters will have to be agreed on by the Syrians themselves. We will get nowhere without their consensus, so there is no point in proposing artificial frameworks for the process, especially if they are based on provisional plans of some kind. Thanks to the Astana process, we have succeeded in generating momentum for a political process based on intra-Syrian talks under the auspices of the United Nations, although, as we have noted, the triple alliance's aggression against the Syrian Arab Republic has significantly limited the room for manoeuvre in that regard.Concerted efforts by the guarantor countries are bringing us steadily closer to eliminating the presence of the Islamic State in Iraq and the Levant (ISIL), Jabhat Al-Nusra and other terrorist groups altogether. The recent situation in Syria has continued to be difficult. The guarantor countries' efforts are certainly not being helped by provocative initiatives from external actors, which merely strengthen radical sentiments among groups opposing the legitimate Government and fuel their reluctance to work for negotiated solutions.In Damascus, the operation to liberate the southern regions and suburbs of the capital from ISIL-affiliated groups continues, but Yalda, Babila and Bayt Saham are now fully under the Syrian authorities' control and civilian life there is returning. Russian specialists are helping the Syrian authorities to restore civilian infrastructure. Mines are being cleared, socially significant facilities are being rebuilt and electricity and water services are being restored. In eastern Ghouta, some 65,000 residents previously evacuated from the area have returned to their homes. However, in some other regions where the Syrian Government lacks access, the situation has continued to deteriorate. That is especially true of the Rukban and Al-Tuwaihina refugee camps, as well as the former ISIL capital, Raqqa, where the humanitarian situation is disastrous. Measures must be taken to rectify it without delay. The solution is simple — restore Damascus's sovereignty over those territories as soon as possible.Government forces and Palestinian volunteers, with aerial and artillery support, have continued to combat fierce resistance from terrorist detachments in the Palestinian refugee camp in Yarmouk. The militias wounded several dozen civilians in mortar strikes on residential areas in the north-east area of the camp. In the past week, the territory held by the illegal armed groups in Yarmouk has been significantly reduced.The Syrian army's assault on ISIL positions in Deir ez-Zor province has also been ramped up. ISIL's adherents have incurred considerable losses in manpower and equipment and have been driven out of an area of about 1,500 square kilometres. A large-scale operation to eliminate ISIL is being conducted in the eastern part of Syria with the aim of completely defeating the terrorists based in hard-to-reach desert areas, who have been increasing their attacks on Government forces in the Euphrates region and Homs province.We will continue the difficult work of restoring peace in Syria. Frankly, we are disturbed by some international and regional actors' disrespectful attitude to the issue of Syrian sovereignty, of which we have recently seen alarming manifestations. It is important to understand that this will not help to normalize the situation in Syria or the region as a whole. It fuels the conflict and reduces the prospects for a political settlement. For example, how can we be sure that reckless and illegal actions similar to those that occurred a month ago will not be repeated on some other trumped-up pretext? The reckless conduct of a number of international and regional players who claim to have common sense has considerably slowed progress regarding a settlement of the situation in Syria. If they cannot or will not help us with that, they should at least not interfere.In conclusion, I would like to touch briefly on the remarks by my American colleague. Basically, more than half of her statement was about Iran, not Syria, and Syria is the item on our agenda today, after all. I would also like to ask the Americans some questions we have about that. Before they blame Russia or Iran, I would like to ask what the reason is for the presence of United States forces in Syria and what their real objective is. The territories under their control have become grey areas where extremists of various stripes and real terrorists roam freely. In particular, what is going on with the several hundred ISIL followers who are being held by forces loyal to the United States under United States oversight in the region beyond the S/PV.8260 The situation in the Middle East 16/05/2018 8/12 18-14999 Euphrates? They are not being investigated, and nor are they being returned to their countries of origin. We are worried that ISIL will re-emerge in those areas when the United States withdraws from them, which it must do sooner or later.In conclusion, I would like to once again assure the Council of Russia's willingness to support any diplomatic efforts that can bring an end to the miseries of the Syrian people and peace to that long-suffering land.Mr. Ma Zhaoxu (China) (spoke in Chinese): I would like to begin by thanking Mr. De Mistura, Special Envoy of the Secretary-General for Syria, for his briefing. I appreciate his tireless efforts to find a political solution to the conflict.In recent weeks various members of the international community have made tremendous efforts to restore momentum in the political process. China welcomes the latest round of Astana talks and its joint communiqué, and salutes Russia, Kazakhstan, Turkey and Iran for their efforts. We hope that this dialogue will continue to play a positive role in helping to maintain a ceasefire in Syria and advance the Geneva negotiations.China has always maintained that a political solution is the only possible option where the issue of Syria is concerned, and that achieving that goal will require efforts on the international, regional and national fronts. First, the international community should continue to give its support to the United Nations, as the main channel for mediation, and to Mr. De Mistura's efforts to relaunch the Geneva negotiations as soon as possible, on a basis of full respect for Syria's sovereignty, independence, unity and territorial integrity and with a view to helping the conflicting parties to engage in negotiations on political governance, the Constitution, elections and counter-terrorism. The Council should remain united in moving the Syrian political process forward.Secondly, the countries involved in the region should take the country's long-term interests and stability into consideration and play a constructive role in helping to find a political solution. China notes that there have been attacks on targets inside Syria. We hope that the parties concerned will remain calm, show restraint and work together to maintain regional peace and stability.Thirdly, both the Syrian Government and the opposition, based on concern for the future of their country and the fundamental interests of their people, should proceed to participate in the Geneva negotiations without preconditions, in accordance with the principle of a dialogue that is Syrian-owned and -led, and on the basis of resolution 2254 (2015), with a view to actively engaging in gradual efforts to reach a settlement that is acceptable to all the parties.For its part, China has been working relentlessly to find a solution. On 13 and 14 May, in the first instance of such an event being held on Syria in China, we hosted an international symposium in Shanghai on the prospects for a political settlement to the Syrian issue. It was attended by Xie Xiaoyan, China's Special Envoy for Syria, a representative of the Special Envoy of the Secretary-General, and the Special Envoys of the United Kingdom and France for Syria, as well as experts and scholars from many countries. Participants held in-depth discussions on the prospects for a solution, the factors bearing on a political settlement and the role of the international community. Our Special Envoy remains in close contact with the parties concerned in his continuing efforts to help reach a solution. Together with the rest of the international community, China stands ready to continue to play a positive and constructive role in finding a political solution to the issue.Mr. Umarov (Kazakhstan): We thank the Special Envoy for Syria, Mr. De Mistura, for his update, and we were glad to hear some encouraging notes of optimism in his briefing.Despite the numerous problems on the humanitarian and political fronts in Syria, Kazakhstan believes that it is imperative to continue to promote a settlement of the crisis while implementing resolution 2254 (2015). We are glad that at their meetings held on 14 and 15 May in Astana, the representatives of Syria's Government and opposition, along with those of the guarantor States, unanimously confirmed the importance of continuing the process. Among other issues, they addressed the importance of increasing efforts to ensure compliance with the various agreements reached during the previous eight rounds of the Astana talks. On the other hand, they also agreed that Geneva should remain the main international platform from which to seek and implement a political settlement of the Syrian crisis. It will also be important to continue to support the aims of the Astana talks and further Geneva negotiations, while ultimately merging those important platforms with the aim of achieving positive results.16/05/2018 The situation in the Middle East S/PV.8260 18-14999 9/12 We thank the Special Envoy for his consultations with various Foreign Ministers at the recent summit of the League of Arab States, as well as with Ms. Federica Mogherini, the European Union's High Representative for Foreign Affairs and Security Policy. His high-level meetings in Moscow, Tehran, Riyadh and Ankara, as well as his consultations with several European ministers and senior representatives of the United States, are also commendable. We are encouraged by his summary today of his meetings and the outcomes of the Astana process, and we note his hopes for progress and his readiness to increase his own efforts and those of several of the principal stakeholders to revive the political process.We can all see that de-confliction and the precautionary measures to safeguard protected sites under humanitarian law are working. So far this year, 500 additional sites have been de-conflicted, as the process is known. Their coordinates have been voluntarily submitted through the United Nations, and today the total number of sites stands at 661.We are hearing a number of continuing questions and concerns about the outlook for Idlib, which should certainly be our top priority, simply because it has such a large population of vulnerable ordinary citizens. We agree with Mr. De Mistura that since Idlib is six times larger than eastern Ghouta, and therefore has six times more civilian residents, it is in an extremely vulnerable position. We cannot afford a war in Idlib and we therefore call on the main stakeholders with an influence on the conflicting parties to hold negotiations at the national and local levels and in the wider region in order to mitigate the potential tensions.We are impressed by the courageous stance of and the sacrifices made by the United Nations, the Red Crescent, the International Committee of the Red Cross and the Norwegian Refugee Council, which are serving under the most challenging circumstances.To conclude, we also hope that the Brussels Conference, held on 24 and 25 April, will help to generate conditions conducive to the peaceful resolution of the Syrian crisis.Finally, we emphasize once again that the most important condition for the settlement of the Syrian crisis is a political process, through direct dialogue and the use of confidence-building measures among the parties, without which there can be no lasting results. We should not forget that it is the Syrians themselves who should begin to shape the future political system of the Syrian State, with the necessary legislative reforms, its territorial and administrative structure, and presidential and parliamentary elections, in accordance with resolution 2254 (2015).Mr. Inchauste Jordán (Plurinational State of Bolivia) (spoke in Spanish): We express our gratitude for the briefing that we heard from Mr. Staffan de Mistura, the Special Envoy of the Secretary-General for Syria, to whom we reiterate our support in the discharge of his duties.Once again we cannot but express our sorrow at the fact that this conflict has gone on for six years now and we are still witnessing the ongoing siege and violence suffered by the Syrian people, mainly children, who, in addition to living with the psychological aftermath of the situation, are also in urgent need of humanitarian assistance. We deplore any act of violence that puts human lives at risk and therefore call for an end to the violence and urge the parties to refrain from any hostile, provocative or unilateral actions, in order to prevent any further suffering of the Syrian people and any further destabilization of the region.We welcome the holding of the summit of the three ceasefire guarantors in Ankara, Turkey, in March. We will be focusing closely on the next summit, which will be sponsored by the Islamic Republic of Iran. Likewise, we welcome the recent Astana meeting. We deem its outcome positive, as were the agreements reached one year ago exactly, when the important de-escalation zones were established. We believe that that international initiative has served to reduce the level of violence and has facilitated, and will continue to facilitate, the path to peace and stability in Syria.We therefore call for greater coordination among the local authorities within the de-escalation zones, humanitarian agencies and the Syrian Government, which will make it possible to improve the living conditions of the local population, with a view to contributing to international efforts to end the conflict in Syria.We call once again for efforts to continue with respect to the full implementation of resolution 2401 (2018), so as to ensure safe, sustained and unhindered humanitarian access to all those who require it. The protection of the civilian population and civilian infrastructure must also be a priority within the S/PV.8260 The situation in the Middle East 16/05/2018 10/12 18-14999 framework of respect for international law and international humanitarian law.We deem imperative the voluntary return of internally displaced persons in a safe and dignified manner, as soon as the situation permits. For that to happen, demining will be vital in those areas where it is necessary. We would urge that the political dialogue agenda continue to focus on the release of detainees and abductees, as well as on the identification of missing or deceased persons.We stress the efforts made towards the voluntary return of thousands of people to eastern Ghouta and other cities north and south of Damascus and their subsequent full return. My delegation would draw the attention of the Security Council to the need to protect thousands of innocent civilians, including children and the elderly, and move them to Idlib. It is urgent and pressing that peace be maintained and any escalation of violence avoided in that area, as the aftermath could be tragic.We believe that measures must continue to be taken to reduce the level of violence on the ground, promote confidence among the parties involved, alleviate the humanitarian situation and promote ongoing initiatives aimed at finding a peaceful political solution. The process must take place on the basis of the various initiatives taken and meetings held at different levels. We therefore underscore once again the commitments made at the Syrian National Dialogue Congress, held in Sochi on 30 January, with a focus on strengthening the United Nations-led political process in the framework of the road map set out in resolution 2254 (2015), in particular through the drafting of a new constitution and the establishment of a constitutional committee, which we believe must be representative and impartial. We hope that the work of that committee, in Geneva, should start as soon as possible and should be active and dynamic and include the participation of all parties to the conflict.We welcome the good offices and mediation of the Secretary-General and his close collaboration with the members of the Security Council in the quest for a peaceful solution to the crisis in Syria.To conclude, we reject any attempt to divide or fragment Syria along ethnic lines or to foster sectarianism there. It is the Syrian people themselves who must freely decide their future and their political leadership, in the framework of their sovereignty, independence and territorial integrity, without any external pressure or interference.We reiterate that the only way to resolve the conflict in Syria is through a Syrian-owned and Syrian-led political process that is inclusive and based on consultation and dialogue and that will allow for a peaceful solution to be reached among all the parties involved.Ms. Pierce (United Kingdom): I had not intended to speak today in the Chamber, but I wanted to respond to some of the things that we have just heard. I will therefore take this opportunity to thank Staffan de Mistura and his team for all their work, which is not proving as fast or as productive as all of us would like, but I think that we are very grateful to Staffan for all his efforts. I was also interested to hear the Chinese account of the work of their envoy.We all know what needs to be done. We have had very many discussions in this Chamber and in the Consultations Room about Syria. I think that what we struggle with is how to get it done and how to take the next step, so I hope that when we leave the Chamber and go next door into closed consultations, we can actually have a proper discussion, without polemics, about what it will take to get the constitutional committee up and running; what are the concrete steps that need to be taken and how we as the Council can best facilitate and support that; and what it takes to get Idlib protected. Lots of speakers today have referred to Idlib; I think that we all know its importance, scale and significance. I would urge those Astana progenitors to do what they can to ensure that on the ground, people in Idlib are safe and that we avert a humanitarian catastrophe there. But I would like to have a proper discussion next door about how the Council can actually support that.I wanted to turn to the issue of the Syrian Government engaging with the United Nations. The Russian representative referred to backsliding from a political settlement and entrenching Syrian unwillingness for a negotiated solution. I think that those two statements are very damning, but they are not damning about us; they are damning about the Syrian regime. We really need all those with influence on Syria, including Russia and Iran, to encourage it to set aside a military strategy as a way to resolve the conflict and to engage with the United Nations across the board, so that we can get back to Geneva and to a political settlement. It is not we in the West who are stopping 16/05/2018 The situation in the Middle East S/PV.8260 18-14999 11/12 that happening. The onus is truly on Syria to follow the will of the Security Council and its resolutions and to allow the United Nations to do its work to help the people of Syria. Those are the main things I wanted to say, but I would like to touch on three more points as well, if I may.We support what the Special Envoy said about bringing women in, which I think is long overdue, and he can count on the United Kingdom's full support for that. I would also like to refer to Iran and the strikes on Israel from Syrian territory, on which we are in full agreement with the United States representative's comments and have been very vocal about in public. I also want to comment on the Russian representative's remarks about the air strikes. I will not rehearse why France, the United States and the United Kingdom took the action we did, except to say that we did it to avert a humanitarian catastrophe, and in doing so we helped to protect civilians on the ground, deterred and degraded Syria's ability to use chemical weapons and thereby upheld the global prohibition on weapons of mass destruction.While I think those things remain very important, they should not be used by anyone on the Council as a reason to let the Syrian Government off the hook where engaging with the United Nations on the political process is concerned. The political process has been essential since 2012, when the Geneva talks were started. It has been increasingly essential since then, and it continues to be essential now. I therefore hope that when we go next door we can have a very detailed discussion about how we as the Council can get back to the spirit of Sweden and actually help Staffan de Mistura and his team do something concrete to achieve that, and have no more mud-slinging.The President: In accordance with rule 37 of the Council's provisional rules of procedure, I invite the representative of the Syrian Arab Republic to participate in this meeting.I now give the floor to the representative of the Syrian Arab Republic.Mr. Mounzer (Syrian Arab Republic) (spoke in Arabic): To begin with, the delegations of the United States and the United Kingdom have tried to promote false claims justifying their aggression against sovereign States, particularly my country, Syria, with the aim of concealing their direct involvement in terrorism and their part in the responsibility for the bloodshed in Syria. I would like to say to them that the testimony, as cited in the media, of the thousands of Syrians who have escaped the blockades of armed terrorist groups in eastern Ghouta, has proved that those countries have been involved in making those citizens suffer through their support of those terrorist groups. Through their positions, their malicious acts and their illegal occupation of various areas of Syria, they have shown that, contrary to their claims, they cannot let go of their history of greed, occupation and imperialism. When speaking in the Council, they claim falsely that they are trying to find a political solution to the situation in Syria, but let me point out, briefly, that we have been able to defeat their agenda in Aleppo and eastern Ghouta, and we will be able to ensure that they cannot win in any part of my country.For the past seven years, since the beginning of the terrorist war in Syria, the United States, Britain and France have been working relentlessly to support and help conduct that war. They have also used the United Nations as a political tool to put pressure on the Syrian Government to implement their hegemonic agenda, interfere in our internal affairs and destabilize my country. They have not used the United Nations to fight terrorism and its sponsors or to help Syria overcome the suffering inflicted on it by armed terrorist groups, which should have been the goal.The Special Envoy devoted part of his statement to discussing the humanitarian situation. In that regard, I want to reiterate that the Syrian Government gives priority to providing every kind of humanitarian assistance to all Syrians in need, wherever they are in Syria. That is our duty, and we are doing our duty. The legal and constitutional obligations established under international decisions and Security Council resolutions on combating terrorism obliged my Government to undertake military operations in eastern Ghouta in order to rescue civilians from the armed terrorist groups holding them hostage and using them for years as human shields. In that regard, I want to state that contrary to some false narratives, the successful military operations conducted by the Syrian Arab Army and its allies against the armed terrorist groups controlling a number of areas that the United Nations has classified as besieged or hard to reach — along with the settlement and reconciliation agreements — have all mitigated civilians' suffering, reduced the numbers of those areas and facilitated humanitarian access to them, including eastern Ghouta.S/PV.8260 The situation in the Middle East 16/05/2018 12/12 18-14999 We deplore the fact that the United States speaks of its eagerness to reach a political agreement while it has been committing acts of aggression against my country based on lies, simply because it is working to give support to the armed groups because they have suffered losses in eastern Ghouta. It was the United States that supported Israel's aggression on 9 May when Israel was unable to protect its own proxy terrorist groups and implement its conspiracy against my country's unity, sovereignty and territorial integrity. Israel has continued its dangerous acts of aggression, which would not have been possible without the continuing unstinting support of the United States Government, because it enjoys impunity as a result of the support it has from the United States in the Security Council, enabling Israel to continue its terrorist acts threatening international peace and security in the region and the world. The Syrian Arab Republic reaffirms that through its military and armed forces it is able and ready to fend off all acts of aggression against its sovereignty and independence. However, we want to reiterate that any attempts to support this failing terrorism will not work. Such flagrant violations will not present obstacles to us in combating terrorism throughout Syrian territory.Yesterday we concluded round nine of the Astana process, and we are pleased with the results. We thank the delegations of Russia, Iran and the host country, Kazakhstan, for making the Astana process a success with regard to combating terrorism. The outcome document of the meeting stresses the unity, sovereignty and territorial integrity of the Syrian Arab Republic against any external entities that attempt to violate them.In cooperation with our friends and allies, the Syrian army has succeeded in liberating eastern Ghouta and the southern area of Damascus, making the capital and its surrounding areas safe. With the cooperation of our friends and brothers, we have also expelled the terrorists from the northern area of Homs and the southern area of Hama. Today we reaffirm that we will continue to fight terrorism and to work to liberate each and every part of our territory from terrorism and from countries that seek to undermine our sovereignty.In conclusion, the Government of the Syrian Arab Republic will spare no effort to support all genuine efforts to arrive at a political solution whereby Syrians, and only Syrians, will decide their future and make choices aimed at safeguarding Syria's sovereignty, independence, unity and territorial integrity.The President: The representative of the United Kingdom has asked for the floor to make a further statement.Ms. Pierce (United Kingdom): I just wanted to comment on the Syrian representative's last statement, in which he said that the Syrian Arab Republic will spare no effort to arrive at a political solution. That is obviously a welcome statement. I would like to ask him if he could tell the Council, or is willing to say today, that Syria will put the same amount of effort into engaging with the Special Envoy of the Secretary-General for Syria and with the Council in order to take concrete steps to get the Geneva process to work and to get a constitutional committee off the ground. If Syria were able to make that commitment today in the Chamber, I believe that would unlock a lot of things for the Council.The President: The representative of the Syrian Arab Republic has asked for the floor to make a further statement. I now give him the floor.Mr. Mounzer (Syrian Arab Republic) (spoke in Arabic): We have said time and again that we are working with the Special Envoy of the Secretary-General for Syria. A delegation from the Syrian Arab Republic is working directly with him. We are eager, as we have said repeatedly, to find a peaceful, Syrian-led solution to the Syrian crisis.The President: There are no more names inscribed on the list of speakers. I now invite Council members to informal consultations to continue our discussion on the subject.The meeting rose at 11.25 a.m.

ERRORS OF LINGUISTICS COMPONENTS FOUND IN THE BACKGROUND OF THE STUDY OF THE S1 STUDENTS' THESES Dewi Anggraini English Education Department, Language and Arts Faculty, Surabaya State University. email: dedewanggara@ymail.com Prof. Dr. Susanto, M.Pd. English Education Department, Language and Arts Faculty, Surabaya State University. Abstrak Membuat kesalahan adalah salah satu hal yang tak dapat dihindari di dunia, terutama di pempelajaran bahasa, karena ini adalah bagian yang alami dari proces pembelajaran. Kesalahan siswa dapat diamati, dianalisis, dikelompokkan, dan dipelajari menggunakan error analysis dan hasil dari analisis tersebut dapat menunjukkan perkembangan siswa dalm penguasaan bahasa dan membantu guru dalam proses belajar dan mengajar. Penelitian ini menganalisa komponen bahasa dalam latar belakang permasalahan dalam skripsi mahasiswa jurusan Bahasa Inggris Universitas Negeri Surabaya. Peneliti menggunakan metode penelitian deskriptif kualitatif karena tujuan dari penelitian ini adalah untuk mendeskripsikan gambaran dari kesalahan morfologikal, leksikal, sintaktik, dan mekanikal yang dibuat oleh mahasiswa dalam latar belakang permasalahan skripsi mereka. Peneliti mengambil enem skripsi dari tiga kelompok. Peneliti mengambil dua skripsi dari mahasiswa yang lulus lebih cepat (kurang dari empat tahun), dua skripsi dari mahasiswa yang lulus tepat waktu (empat tahun), dan dua skripsi dari mahasiswa yang lulus lambat (lebih dari empat tahun). Kemudian, dalam menganalisa dan menafsirkan data, peneliti menggunakan Ferris's error analysis model sebagai acuan. Hasil dari penelitian menunjukkan bahwa: 1) Untuk kesalahan morfologikal, peneliti menemukan bahwa dari semua macam kesalahan morfologikal, kesalahan yang paling utama adalah subject-verb agreement dan kesalahan artikel/determiner, terutama kesalahan penggunaan artikel kosong (Ø) untuk the. 2) Untuk kesalahan leksikal, siswa hanya membuat sedikit kesalahan dalam preposisi dan sub kategori lain di kesalahan leksikal. Ini menunjukkan bahwa siswa telah menguasai kosa kata Bahasa Inggris untuk menyusun kalimat yang benar. 3) Untuk kesalahan sintaktik, peneliti menemukan bahwa siswa membuat kesalahan paling banyak di penghilangan kata dan run-on sentence. Dan 4.) untuk kesalahan mekanikal, peneliti menemukan bahwa kealahan tanda baca, terutama dalam penggunaan koma, adalah kesalahan yang paling banyak muncul diikuti kesalahan kapitalisasi. Kata Kunci: Error Analysis, Kesalahan Morfologikal, Kesalahan Leksikal, Kesalahan Sintaktik, Kesalahan Mekanikal. Abstract Making errors is one of the most inevitable things in the world, especially in language learning, since it is a natural part of learning process. Students' errors can be observed, analyzed, classified, and studied by using error analysis and the result of analysis can indicate the students' development in mastering the language and help the teachers in teaching and learning process. This study analyzes the linguistics components in the theses' background of the study of the English Department's students in Surabaya State University. The researcher used descriptive qualitative as the research design because the objectives of this study were to describe the profile of morphological, lexical, syntactic, and mechanical errors made by the university students in their theses' background of the study. The researcher took six theses from three groups randomly. She took two theses from the students who graduated earlier (less than four years), two theses from the students who graduated on time (four years) and two theses from the students who graduated late. Then, in analyzing and interpreting the data, the researcher used Ferris's error analysis model as the guidline.The findings of this study revealed that: 1) For the morphological error, the researcher found that from all kind of errors in morphological error, the most problematic errors were subject-verb agreement errors and article/determiner errors, especially for misused of zero article (Ø) for the. 2) For the lexical error, the students only made few preposition errors and other subcategories errors in lexical error. It indicated that the students had already mastered the English vocabularies to construct the appropriate sentences. 3) For the syntactic error, she found that the students made the most errors in omitted word and run-on sentence. And 4) for the mechanical error, she found that punctuation error, especially in using comma, was the most problematic error followed by capitalization error. Keywords: Error Analysis, Morphological Error, Lexical Error, Syntactic Error, Mechanical Error. introduction Making errors is one of the most inevitable things in the world, especially in language learning, since it is a natural part of learning process (Makino: 1993). In the language learning process, the students continuously explore and improve their knowledge about the rules of the target language. Consequently, when they do not complete or lack of the knowledge, they will make errors. According to Brown (2000: 217), an error occurs because the students do not know what is correct and it cannot be self-corrected. They need helps or feedbacks from the teacher to correct it. Thus, an error is no longer seen as a bad thing which has to be avoided in language learning process as in the past since it can indicate the students' development in mastering the language and help the teachers in teaching and learning process. Maicusi, T., Maicusi, P., and Lopez (2000) state that errors take place when the deviation arises as a result of lacking of knowledge. Then, Choiriyah (2007) defines errors as any deviation from a selected norm of language performances, no matter the possibility of the characteristic or causes of the deviation. In a few words, from the definitions above, it can be concluded that errors are the result of the deviation from the target language's norms and lack of knowledge about the target language itself. Brown (2000: 217) states that error and mistake are different. He states that a mistake occurs because of slip or lack of attention or carelessness in utilizing the language system and it can be self-corrected whereas an error occurs since the learner does not know what is correct, and it cannot be self-corrected. In the other hand, Ellis (2007:18) states that the difference between an error and a mistake may not be clear since the learners sometimes constantly use a feature in some contexts and constantly fail to use it in others. Error is categorized as local and global error. Heaton (1988: 149) states that local errors are errors which do not cause significant trouble and misunderstanding for the readers in comprehending the sentences (e.g. misuse of articles, omission of preposition, etc.), whereas global errors are errors which influence the overall structure of the sentences and make the readers get difficulty to understand the sentence (misuse of connective, omission of relative pronoun). According to Brown (2000: 223-227), there are four sources of errors. They are interlingual transfer, intralingual transfer, context of learning, and communication strategies. 1. Interlingual transfer is caused by the interference of the mother-tongue; it makes students have a tendency to copy every word or grammar rules of their native language into the target language. 2. Intralingual transfer is the negative transfer of items within the target language or the incorrect generalization of the target language's rule. 3. Context of learning can be called as false concept, the learner makes faulty hypothesis because of misleading explanation from the teacher or faulty presentation of the structure of word in textbook. 4. Communication strategy is the learning style of the learners; they use wrong strategies when getting their massages, so it causes the errors. Then, according to Touchie (1986: 77-79), there are two main sources of errors in second language learning. The first source is interference from the native language/ mother-tongue. Errors due to the influence of the native language are called interlingual errors. Interlingual errors are also called transfer or interference errors. The second source is intralingual and developmental factors. Intralingual and developmental errors are due to the difficulty of the second/target language. Intralingual and developmental factors include the following: Simplification: Learners often choose simple forms and constructions instead of more complex ones. An example of simplification might involve the use of simple present instead of the present perfect continuous. 2. Overgeneralization: This is the use of one form or construction in one context and extending its application to other contexts where it should not apply. Examples of overgeneralization include the use of buyed and goed as the past tense forms of buy and go. It should be noted that simplification and overgeneralization are used by learners in order to reduce their linguistic burden. 3. Hypercorrection: Sometimes the keen efforts of teachers in correcting their students' errors induce the students to make errors in otherwise correct forms. 4. Faulty teaching: Sometimes it happens that learners' errors are teacher-induced ones, i.e., caused by the teacher, teaching materials, or the order of presentation. This factor is closely related to hypercorrection above. Also, it is interesting to note that some teachers are even influenced by their pupils' errors in the course of long teaching. 5. Fossilization: Some errors, especially errors in pronunciation, persist for long periods and become quite difficult to get rid of. Examples of fossilized errors are the lack of distinction between /p/ and /b/ in English produced by these learners. 6. Avoidance: Some syntactic structures are difficult to produce by some learners. Consequently, these learners avoid these structures and use instead simpler structures. 7. Inadequate learning: This is mainly caused by ignorance of rule restrictions or under differentiation and incomplete learning. An example is omission of the third person singular s as in: He want. 8. False concepts hypothesized: Many learners' errors can be attributed to wrong hypotheses formed by these learners about the target language. For example, some learners think that is is the marker of the present tense. So, they produce: He is talk to the teacher. Similarly, they think that was is the past tense marker. Hence they say: It was happened last night. Brown (2000: 218) states that errors can be observed, analyzed, classified, and studied by using error analysis. James (1998) as cited in Gustilo and Magno (2012) defines error analysis as the analyses of the errors made by L2 learners by comparing and explaining the learners' norms with the target language norms. Then, Yang (2010) states that "error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language". Furthermore, Hariri (2012) defines error analysis as a systematic procedure which includes collecting, identifying, describing, explaining, and evaluating errors from a collection of language learner data by analyzing and comparing it to the target language. Hence, it can be concluded that error analysis can discover the students' weakness in the process of language learning through studying the students' errors. By conducting it, the teachers can be sensitive to their students' errors and notice what kind of errors which the students often make. Then, they can modify their teaching materials in order to adapt to the students' needs. According to Ellis (2007: 15-20), there are four steps in analyzing students' errors. They are identifying, describing, explaining, and evaluating errors. 1. Identifying Errors In identifying errors, the researcher compares the sentences which are produces by learners with the correct sentences in the target language. If the sentences are judged incorrect for the target language or inappropriate for a particular context, they are categorized as errors. 2. Describing Errors In this step, all errors are described and classified into types. The researcher may categorize errors into types, such as grammatical, phonological, lexical, or morphological categories. 3. Explaining Errors In this step, the researcher tries to explain why errors occur. It enables the teachers to identify the process in the students' mind which have caused errors to occur. 4. Evaluating Errors In evaluating step, the researcher measures the comprehensibility of students' writing. Here, he/she can know whether the students' errors are included to global or local error. According to Touchie (1986:76), language learning errors involve all linguistics components. The linguistics components include phonology, morphology, lexicon, syntax and orthography. Then, errors in these linguistics components are called as phonological, morphological, lexical, syntactic, and orthography errors. When the teachers or the researchers want to analyze the students' composition, they can focus on analyzing the morphological, the lexical, the syntactic, and the orthography errors. Here, the phonological error is excluded since it does not deal with the students' composition. It is only analyzed when they want to investigate the students' speaking ability. Analyzing linguistics components of students' compositions is very important because linguistics components have an important role in a composition. Heaton (1988: 146) states that linguistics components contribute around 50% in scoring a composition. In scoring a composition, content takes 30% for the scoring, organization takes 20% for the scoring, vocabulary takes 20% for the scoring, language use takes 25% for the scoring, and mechanical takes 5% for the scoring. It can be concluded that in writing a good composition, we need not only good content and organization but also good vocabulary, language use, and mechanical (linguistics components). Some studies about error analysis on the students' compositions have been conducted. Most of them have shown that many students still make errors on their compositions. Gustilo and Magno (2012) investigated the sentence level errors in one hundred fifty essays written by freshmen college students in five private schools in Metro Manila, Philippine. They found that the top five errors which occur in the essays were comma (unnecessary or missing comma, missing comma after an introductory clause or phrase, and missing comma before a non-restrictive clause), word choice (wrong word form/word choice), verbs (s-v agreement, verb tense, and verb form), capitalization and punctuation, and sentence structure (fragment and run on sentences). Then, AbiSamra (2003) analyzed ten written works of Arabian students which were collected in their mid-term examination. The result showed that there were some errors which found in the ten students' essays. They were grammatical, 35 syntactic, lexical, semantic, and substance (mechanics & spelling) errors. In addition, Abushihab, El-Omari, and Tobat (2011) conducted a study to investigate and classify the grammatical errors in the writings of sixty two students of the Department of English Literature and Translation in one of private universities in Jordan. The students enrolled in a paragraph writing course in the first semester of the academic year 2009/2010. These errors were classified into six major categories: tenses, prepositions, articles, active and passive voice, verbs, and morphological errors. They found 345 grammatical errors in the students' paragraphs. It was observed that the largest number of errors was the errors of preposition. The next problematic areas were morphological errors, articles, verbs, active and passive voice, and tenses. From the previous studies above, it can be concluded that error analysis can indicate the students' competence in writing since it shows the area of students' problems in writing. After discovering these areas, the teachers can take some better treatments and more reinforcements, so it can be a feedback for the students and they can use it to develop their writing competence. Gustilo and Magno (2012) states that errors can be viewed as valuable information for the teachers, the researchers, and the students. For the teachers, it provides information about the students' errors which helps them to correct the students' errors and improves the effectiveness of their teaching. For the researchers, it gives them valuable data and information about how language is acquired or learned. Then, for the students, it enables them to reflect on their learning, so they can get feedback and develop their competence. In addition, Erdogan (2005) concludes that error analysis can identify the strategies that language learners use, find out the reason of the students' errors, determine the common difficulties in learning, and help teachers to develop materials for remedial teaching. Looking at the huge benefits of error analysis, the researcher is interested in conducting a study about analyzing errors in the students' compositions. Besides, the researcher had ever visited a library and read one of the English Department student's theses submitted there. She found that there were still any errors found in that thesis. That is why; she wants to analyze the theses of the English Department's students in one of state universities in Surabaya, Indonesia. She does not analyze all of the parts of the thesis, but only the background of the study of the thesis. She chooses to analyze the background of the study because it becomes the foundation, reason, and explanation why they conduct the study. In this case, the students in the English Department have taken Writing I, Writing II, Writing III, Academic Writing I, Academic Writing II, and Thesis Proposal before composing the thesis. Besides, they also had been taught how to write when they were in junior and senior high school. Therefore, it can be said that they have had enough knowledge about writing to compose their thesis. Looking at this fact, she is more curious whether there are errors found in the other students' theses, especially in the background of the study, or not. At least, the present study is intended to investigate the following problem: How are the profile of errors made by the university students in their theses' background of the study? In line with Touchie, Ferris (2005) as cited in Kato (2006) also includes all linguistics components in analyzing the students' compositions. She divides the common writing errors which occur in the students' compositions into four categories: 1) morphological, 2) lexical, 3) syntactic, and 4) mechanical errors. Morphological errors are errors which include the lack of grammatical processes of inflection and derivation, e.g. My brother is fattest than my sister (My brother is fatter than my sister). Lexical errors are errors which involve inappropriate direct translation from the learner's native language or the use of wrong lexical items in the second language, e.g. I will wait you when the clock is five (I will wait you at five o'clock). Syntactic errors are errors in sentence/clause boundaries (run-ons, fragments, and comma splices), word order, and other ungrammatical sentence constructions, e.g. Rini very beautiful (Rini is very beautiful). Then, Mechanical errors are errors in using punctuation, spelling, and capitalization, e.g. i will go to jakarta next week buying a refrigenerator (I will go to Jakarta next week to buy a refrigerator.) Based on these categories, the researcher formulates the research questions of this study as follows: (1) How are the profiles of morphological errors made by the university students in their theses' background of the study? (2) How are the profiles of lexical errors made by the university students in their theses' background of the study? (3) How are the profiles of syntactic errors made by the university students in their theses' background of the study? (4) How are the profiles of mechanical errors made by the university students in their theses' background of the study? METHOD This study was qualitative, especially descriptive qualitative. This design was used because the data of the study were in the form of words in written language rather than numbers, taken in natural setting, and explained descriptively. In this study, the researcher analyzed the English Department students' theses background of the study, which were submitted in the Language and Art Faculty library, to know the profile of morphological, lexical, syntactic, and mechanical errors. The data were analyzed and interpreted based on Ferris's error analysis model which categorized common writing errors into four categories: morphological, lexical, syntactic, and mechanical errors. The subject of this research is the English Department students of Surabaya State University who have graduated from the English Department and submitted their theses in the Language and Art Faculty library. In this case, the subjects had taken Writing I, Writing II, Writing III, Academic Writing I, Academic Writing II, and Thesis Proposal before composing the thesis. Besides, they also had been taught how to write when they were in junior and senior high school. Therefore, it can be said that they have had enough knowledge about writing to compose their thesis. Besides, their theses had been approved as their graduation requirement. In this study, the researcher chose six theses from thousands theses submitted in Language and Art Faculty library randomly. She took the theses from three groups. She took two theses from the students who graduated earlier (less than four years), two theses from the students who graduated on time (four years), and two theses from the students who graduated late (more than four years). She chose theses from the students who had different time of graduation since she wanted to know the differences between the errors they committed and for heterogeneity of the subject. The sources of data in this study were the theses' background of the study made by the English Department students which were taken from the Language and Art Faculty library. The data of the study were the sentences which contained of morphological, lexical, syntactic, and mechanical errors found in the students' background of the study. In this study, the researcher was the key instrument in collecting data. She went to the library to choose six theses which would be analyzed. After getting the theses, she copied all of the theses' background of the study, read, and identified the errors found in the students' background of the study. In analyzing the data, the researcher analyzed theses' background of the study using several steps. After identifying the errors, she classified them based on Ferris's error analysis model which categorized common writing errors into four categories: morphological, lexical, syntactic, and mechanical errors. After classifying the errors, in order to answer the research questions about the profile of morphological, lexical, syntactic, and mechanical errors made by the university students in their theses background of the study, she did the second classification. She classified the errors into some subcategories. For the morphological errors, the classification is done in the verb errors and noun errors. Verb errors consist of verb tense, verb form, and subject - verb agreement. Then, noun errors consist of articles/determiners and noun ending (plural and possessive). For the lexical errors, the classification is done in the word choice, word form, preposition errors, pronoun errors, and spelling errors. For the syntactic errors, the classification is done in the word order, omitted word/phrase, unnecessary word/phrase, run-on sentence, and fragments/incomplete sentence. For the mechanical errors, the classification is done in capitalization, spelling, and punctuation. After classifying the errors into some subcategories, the researcher described and evaluated the errors found to make conclusion from the result of the analysis. RESULT AND DISCUSSION The Profiles of Morphological Errors Made by the University Students in Their Theses' Background of the Study In this study, the classification of the morphological errors is done on the verb error and noun error. Verb error consists of verb tense, verb form, and subject - verb agreement. Then, noun error consists of articles/determiners and noun ending (plural and possessive). The further descriptions are explained below: Verb Error Subcategory Based on the Ferris's error analysis model, verb error subcategory consists of errors in verb tense, verb form (infinitive, gerund and other forms), and relevant subject-verb agreement. The following description explains the students' errors in verb errors subcategory from each group. A. Verb Tenses Error According to Ehrlich and Murphy (1991:49), verb tense can be the indicator of time when an action takes place. Therefore, we can indicate whether somebody writes or speaks about past, present, or future events from the tenses that he/she uses. There are some tenses in English, such as present, past, past perfect, present perfect, future, future perfect, etc. On the contrary, in the other languages, include the students' native language, there is no different tenses when somebody writes or speaks about past, present, or future events; the verbs that he/she uses are always in the same form. Therefore, most of the verb tense errors in this study were interlingual errors. Touchie (1986: 77-79) states that interlingual errors are errors due to the influence of the native language. In this study, because in the students' native language the verbs that the students use are always in the same form, they confused in using it since it's different to their native language. From the verb tenses errors which were found, most of the students from each group failed to identify the correct pattern of simple present tense. Here were some examples of verb tenses errors : [1] .without realizing that they have master several vocabulary and expressions in English. [2] The presented material was made by the students, the teacher only prepare some examples for them, and then they have to make their text as they want with the guidance from the teacher and their friends. (Student 1) In sentence [1], the student failed to identify the correct pattern of present perfect tense since he used simple present instead of the present perfect continuous. The verb in the present perfect tense should be in past participle (V3), but in this case he used simple form (V1). Therefore, the sentence should be: ".without realizing that they have mastered several vocabularies and expressions in English." Then, in sentence [2], he failed to identify the correct pattern of present tense; he should use to be for simple present tense (is) instead of to be for past tense (was). Besides, the second subject (the teacher) was singular. In simple present tense, the students should add verb ending –s or –es if the subject is singular. Therefore, the correct sentence should be: "The presented material is made by the students, the teacher only prepares some examples for them, and then they have to make their texts as they want with the guidance from the teacher and their friends." [3] Nowadays, the curriculum that we used is the 2006 English standard competence. (Student 3) [4] Realia are things that given an explanation about real life. (Student 4) In sentence [3], the student failed to identify the correct pattern of present tense. The verb in the present tense should be in the simple present form (V1), but in this case she used verb in the form of simple past (V2). Therefore, the sentence should be: "Nowadays, the curriculum that we use is the 2006 English Standard Competence." In sentence [4], the student also failed to identify the correct pattern of present tense. He used verb in the form of past participle (V3) instead of simple form (V1). Thus, the sentence should be: "Realia are things that give an explanation about real life." [5] A teacher could make the end goals of language learning seem nearer and more motivating. (Student 5) [6] Lado (1957:2) says that the students who came in contact with a foreign language will face some features. [7] Dulay (1989:138) stated that making error is an inevitable part of learning. (Student 6) In sentence [5], [6], and [7], the students also failed to identify the correct pattern of present tense. The verb in the present tense should be in the simple present form (V1), but in these cases they used verb in the form of simple past (V2). Therefore, the sentence should be: [6] A teacher can make the end goals of language learning seem nearer and more motivating. [7] Lado (1957:2) says that the students who come in contact with a foreign language will face some features.and [8] Dulay (1989:138) states that making error is an inevitable part of learning." B. Verb Form Error Verb form errors occur when the students cannot apply the rule of gerund, infinitive, and past voice well. Azar (1992:150) states that a gerund is an "ing" verb form used as a noun whereas an infinitive is a verb form which is preceded by "to" and its function is as noun, adjective or adverb. Then, in passive voice, the object of an active verb becomes the subject of the passive verb. Most of the students made errors in verb form errors because of overgeneralization. Overgeneralization is the use of one form or construction in one context and extending its application to other contexts where it should not apply (Touchie, 1986: 77-79). Here were some examples of verb form errors: [8] .the students are expected to be mastered in four skills listening, speaking, reading and writing. [9] . in speaking people put idea into words, talking about perception, feeling and intension. (Student 4) In sentence [8], the students failed to apply the rule in passive voice and infinitive. He should omit be and verb ending –ed. Therefore, the correct sentence should be: ".the students are expected to master the four skills: listening, speaking, reading and writing." In sentence [9], the first verb (put) is in the simple form (V1), so in the parallel structure, the second verb should in simple form (talk), not in gerund (talking). Therefore, the correct sentence should be: ". in speaking people put idea into words, talk about perception, feeling and intension." [10] They require choosing the proper method. (Student 5) [11] Oshima and Hogue (1991:2) defined that academic writing is a kind of students writing that require doing in school, college or university. (Student 6) In sentence [10] and [11], require is one of verbs that is followed by a noun + an infinitive. But in these cases, the students applied the rule of gerund in it. This cause of error was called overgeneralization. Besides, these sentences also should be in passive voice not in active voice. Therefore, the sentences should be: [10] They are required to choose the proper method. And [11] Oshima and Hogue (1991:2) define that academic writing is a kind of students' writing that is required to do by the students in school, college or university. C. Subject-Verb Agreement Error The subject–verb agreement occurs when the verb of a sentence does not match with the subject in number and in person. The students in every group made subject-verb agreement errors in their composition. It took place because in the students' native language, there was no subject-verb agreement. They use same verb for singular or plural subject. Some examples of error in subject-verb agreement from each group were: [12] So improving participation is an obvious goal in courses that include frequent discussions and small-group work. (Student 1) [13] The key feature of successful teaching receptive skills such as reading is the teacher concern on the comprehension. (Student 2) In sentence [12] and [13], the subjects were singular (improving participation, and the teacher), but the students tended to omit the verbal ending –s or –es in those sentences. Therefore, the correct sentences should be: "So improving participation is an obvious goal in courses that includes frequent discussions and small-group work." and "The key feature of successful teaching receptive skills such as reading is the teacher concerns on the comprehension." [14] It means that reading ability is very important and teaching reading need much time in the school environment. [15] The government need to seek the most appropriate curriculum. (Student 3) [16] The second, Student are usually bored with the classroom, because sometimes the teacher manage the the classroom monotonously. [17] Baker and Westrup (2003:5) states "students find it difficult to have conversation on a topic that they know little about." (Student 4) In sentence [14], [15], and [16], the subjects were also singular (teaching reading, government, and the teacher) but the students tended to omit the verbal ending –s or –es in those sentences. Therefore, the correct sentences should be: [14] It means that reading ability is very important and teaching reading needs much time in the school environment. [15] The government needs to seek the most appropriate curriculum. [16] The second, the students are usually bored with the classroom because sometimes the teacher manages the classroom monotonously. In contrary, in sentence [17], the subject was plural (Baker and Westrup), but the student added the verbal ending –s. He should omit it in order the subject matched with the verb. Therefore, the correct sentences should be: "Baker and Westrup (2003:5) state that "students find it difficult to have conversation on a topic that they know little about." [18] The teacher needs to find the exact approach, methods, and technique which is suitable for the junior high school students. (Student 5) [19] Students tends to make errors when they are studying a language. (Student 6) In sentence [18], the student misused of to be. The adjective clause "which is suitable for the junior high school student" was modified the noun "the exact approach, methods, and technique". Here, the noun was plural, so the correct sentence should be: "The teacher needs to find the exact approach, methods, and technique which are suitable for the junior high school students." In sentence [19], the subject were plural (students), but the student added the verbal ending –s. He should omit it in order the subject matched with the verb. Therefore, the correct sentences should be:" Students tend to make errors when they are studying a language." Noun Error Subcategory In the morphological errors category, noun errors consist of article/determine errors and ending noun errors. A. Article/Determiner Errors According to Bryant (1984), article/determiner errors are frequently encountered by Asian students since definite and indefinite articles do not exist in their languages. In these languages, the noun stands alone, often being modified only by descriptive and/or limiting adjectives (possessive adjectives, relative adjectives, interrogative adjectives, demonstrative adjectives, and indefinite adjectives). This statement was proven in this study, the students from all group made article/determiner errors, especially for misused of zero article (Ø) for the since in their native language (Indonesia) definite and indefinite articles do not exist. In this study the article/determiner errors were one of the most problematic errors faced by the students. It was in line with Han et al (2006:115) in Apriyanti (2013) who state that, "one of the most difficult challenges faced by non-native speakers of English is mastering the system of English articles. Here were some examples of article/determiner errors made by the students: [20] .the teacher could not maximize students' participation in learning and practicing the competence. [21] Although it is not easy to make students speak as the teacher wants. (Student 1) [22] Nowadays, English is taught formally in fourth graders of elementary school. [23] Moreover, to be a good reader, students need to be strategic readers first. (Student 2) In sentence [20] and [21], the words student' participation and students had been identified before by the writers. Then, in sentence [22], the word fourth graders was involving an ordinal form to show order/level. Therefore, according to its characteristics and the rules of using article the, these nouns needed the article the before those words. In sentence [23], the student should not use article a since the subject is plural (students). Therefore, the correct sentence should be: "Moreover, to be good readers, students need to be strategic readers first." [24] It is an important component because it can be used as resource for teachers in teaching and learning process. (Student 3) [25] So, in the end of study, students are expected to have competence to communicate fluently. (Student 4) In sentence [24] and [25], the words teachers and students had been identified before by the writers. Then, according to its characteristics and the rules of using article the proposed by Azar (1999:115), these nouns needed the article the before those words. [26] For example, the invention of internet, mobile phone, etc. [27] In functional level, students use language to fulfill the daily life, for example reading the newspaper, manual or direction. (Student 5) [28] The main function of teaching English as stated in 1994 curriculum is to enable students to acquire science. (Student 6) In sentence [26], internet and mobile phone are kinds of invention. In sentence [27], the words functional level had been identified before by the writers. Then, in sentence [28], the word 1994 curriculum is a specific thing. Therefore, according to its characteristics and the rules on using article the, these nouns needed the article the. B. Noun Ending Error Noun ending errors are divided into noun ending error in plural and possessive. In this case, the students made noun ending errors since in their native language, the rule of pluralization is different from the rule of pluralization in English. In Indonesian, when the noun is plural, it is indicated by the amount of the noun, whereas in English they should add –s or –es after the noun to show the pluralization. Then, in Indonesian, there are some words that show about possessive, such as –nya, -ku, mu, etc, whereas in English they must use appostrophe and noun ending –s or –es to show possessive. Here were some examples of noun ending errors : [29] Therefore it is important for the teacher to be able to manage active student participation. [30] Teacher and students activities are clearly mentioned, but it is quite difficult to understand and follow. (Student 1) In sentence [29], the student omitted the apostrophe and noun ending -s after the word student to show possession. Therefore, this sentence should be: "Therefore, it is important for the teacher to be able to manage active student's participation." In sentence [30], he also omitted the apostrophe after the word students to show possession. Therefore, this sentence should be: "The teacher and the students' activities are clearly mentioned, but they are quite difficult to understand and follow." [31] Celce-Murcia at al in Agustien (2004:2) explains five component of communicative communication. [32] .most of the student will be interested if the students are in condition that make students comfort in the class. (Student 4) In sentence [31], the noun was plural but the students omitted noun ending –s after the word component. Thus, the correct sentence should be: "Celce-Murcia et al in Agustien (2004:2) explain five components of communicative communication." In sentence [32], most of was an expression of quantity. It preceded specific plural count noun or noun count noun. Since the student was count noun, it should be in plural form. Therefore, the correct sentence should be: ".most of the students will be interested if the students are in condition that makes students comfort in the class." [33] As a foreign language it is taught and learned, either formally or informally in many part of our country. (Student 6) In sentence [33], the word many showed the expressions of quantity. A noun which is preceded by some and many should be in plural form. Therefore, the correct sentences should be: "As a foreign language, it is taught and learned either formally or informally in many parts of our country." The Profiles of Lexical Errors Made by the University Students in Their Theses' Background of the Study In this study, lexical errors consist of all errors in word choice, word form, preposition errors, pronoun errors and spelling errors. Spelling errors are included if only in misspelling resulted in an actual English word. Word Choice Errors Students usually encounter some difficulties when they write a composition. One of problems is lack of vocabulary. It makes the students unable to choose appropriate word for their sentences. Consequently, they make errors in word choice. In this study, most of the students made word choice errors in their theses' background of the study. Some examples of those errors were: [34] There are 32 students with most of them are female students. [35] .the students who did not get the change to present their narrative on the previous meeting must present on the second meeting. (Student 1) [36] Besides that, the extension of scientific books in English language makes students have to master reading skill. (Student 2) In sentence [34], the student should not use preposition with. He should use adjective clause to modify the noun students. In sentence [35], the word change that was used by the student was not appropriate. He should use the word chance in this sentence. In sentence [36], besides that is usually used in spoken language, but the student overgeneralize it and apply it in written language. The student should use besides in formal written language. Therefore, the correct sentences should be: [34] There are 32 students which most of them are female students. [35].the students who did not get the chance to present their narrative on the previous meeting must present on the second meeting. [36] Besides, the extension of scientific books in English language makes students have to master reading skill. [37] An English text book, in which the ninth graders students used, has to fulfill the 2006 English Standard Competence of BSNP [38] The researcher is concerned on analyzing the reading material in "English In Focus" for the ninth of Junior High School. (Student 3) [39] Schunke (1988:295) states that realia are tangible objects things that can be seen touch held and smelled that gives students a real life experience with the topic they have been studying. (Student 4) In sentence [37] and [38], the student should use the ninth graders instead of the ninth graders students or the ninth to show the students' grade at school. In sentence [39], the word objects and things are synonymous, so the students should choose between objects or things that can be used in that sentence. [40] In addition, English has been taught in elementary, junior, senior and university. (Student 5) In sentence [40], the bolded words elementary, junior, senior are ambiguous. The student should make it clear by changing the words into elementary school, junior high school, and senior high school. Word Form Errors In this study, there were two word form errors made by the student. It was committed by the student who graduated on time. [41] "the goal of classroom management is to creat classroom atmosphare conducive to interact in English meaningful." [42] So, the teacher can use realia as an alternative technique in teaching speaking and narrative oral production skill about fable can help student more interest to speak. (Student 4) In sentence [41], the student overgeneralized the use of part of speech, he should use adverb instead of adjective in this sentence. In sentence [42], he should use adjective instead of noun. Therefore, the correct sentence should be: "the goal of classroom management is to create conducive classroom atmosphere to interact in English meaningfully." And "So the teacher can use realia as an alternative technique in teaching speaking, and narrative oral production skill about fable can help the student more interested to speak." Preposition Error In English, there are so many prepositions and it has different uses and rules. Therefore, when the students misused, omitted, misplaced or added preposition in their sentence wrongly, preposition errors occur. Some examples of preposition errors in the students' compositions were: [43] .then let them to answer the question related with the text. (Student 2) In sentence [43], the student misused preposition after adjective related. It should be combined using preposition to instead of with. Therefore, the correct sentence should be: ".then let them to answer the question related to the text." [44] .this skill is very important to be practiced for student in the classroom. [45] However, the student will interest make the realia in attractive situation with story and narrative text is one of text types that provide attractive and experience situation (Student 4) In sentence [44], the student misused of preposition for. He should use preposition by since this sentence was passive form. Therefore, the correct sentence should be: ".this skill is very important to be practiced by student in the classroom." In sentence [45], the student failed to apply the correct pattern of passive voice. Besides, he omitted preposition in after the word interest. Therefore, the correct sentence should be: "However, the student will be interested in making the realia in attractive situation with story and narrative text is one of text types that provides attractive and experience situation." [46] .the students are able to communicate fluently oral and written form. (Student 6) In sentence [46], the students omitted preposition in. Therefore, the correct sentence should be: ".the students are able to communicate fluently in oral and written form. Pronoun Errors Pronoun errors took place when the students misused, misplaced, or omitted pronoun in their sentences. Some examples of pronoun errors in the students' compositions were: [47] Teacher and students activities are clearly mentioned, but it is quite difficult to understand and follow. (Student 1) In sentence [47], the subject was plural (teacher and students' activities), so the student should use personal pronoun they instead of it. Therefore, the correct sentence should be: "Teacher and students' activities are clearly mentioned, but it is quite difficult to understand and follow." [48] When the learner learns the target language, he will face more problems than they learn his own mother tongue [49] Errors made by the students can be identified as evidences that he is in the process of learning. (Student 6) In sentence [48], the subject is singular (learner), so the student should use personal pronoun he instead of they. In sentence [49], the subject is plural (the students), so the student should use they as the personal pronoun. Therefore, the correct sentence should be: "When the learner learns the target language, he will face more problems than when he learns his own mother tongue." and "Errors made by the students can be identified as evidences that they are in the process of learning." Spelling Errors In lexical error, spelling errors are included when they produce an actual English word or the combination of two actual English words. [50] Therefore, a good textbook should fullfill the standard competence and relevant to the curriculum. [51] But the teacher should be carefull and review the text book when choosing a book. (Student 3) [52] Therefor a teacher has to make variation in the ways of his or her teaching. (Student 4) In sentence [50] and [51], the word fullfill and carefull were spelling errors since the student added the letter l in the actual words. It was caused by overgeneralization since she thought that the word full in English always had double l , so she added letter l in words fulfill and careful. Therefore, the correct words were fulfill and careful. In sentence [52], the student omitted the letter e in the actual words. The correct word should be therefore. Those spelling errors are categorized as lexical error since they are combination of two actual English words. [53] It can be seen trough the science and technology development. (Student 5) In sentence [53], the word trough was a spelling error since the student omitted the letter h in the word through. This spelling error produced an actual English word trough .Therefore, it categorized as lexical error. The Profiles of Syntactic Errors Made by the University Students in Their Theses' Background of the Study The classification of syntactic error is done in the word order, omitted word/phrase, unnecessary word/phrase, run-on sentence, and fragments/incomplete sentence. Unidiomatic sentence constructions were not included in this study since they were not found in all students' compositions. Error in Word Order Word order refers to the order in which elements occur in a clause or sentence (Leech, 2006:126). Word order in English sometimes makes the students confused since it is different from their native language. The ordering of words in English is in reverse order to their native language (Indonesian). The following description explained the students' errors in word order from each group. [54] The result is at best highly imperfect translation, at worst frustation and incomprehension. (Student 3) [55] ."the goal of classroom management is to creat classroom atmosphare conducive to interact in English meaningful." (Student 4) In sentence [54] and [55], the students could not order the words very well. The correct sentences should be: "The best result is highly imperfect translation and the worst are frustration and incomprehension." And ".the goal of classroom management is to create conducive classroom atmosphere to interact in English meaningfully." Error in Omitted Word/Phrase Error in omitted word/phrase took place since the students omitted a word/phrase or some word/phrase in their sentences. The examples of error in omitted word/phrase found in the students' composition were: [56] English is an international language plays an important role to all aspects of human life. (Student 3) [57] Depdiknas (2004:30) states the English learning in senior high school is targeted to the learners in order to gain the functional level. [58] They have to communicate through speaking to gain much more information with their teacher friends in order to practice and improve their speaking skill. (Student 4) In sentence [56], the student omitted the subject pronoun which. This word modified the noun English. In sentence [57], the word states should be followed by that, but in this sentence the student omitted it. In sentence [58], He also omitted conjunction and to connect the words teacher and friends. Therefore, the correct sentences should be: "English is an international language which plays an important role to all aspects of human life", "Depdiknas (2004:30) states that the English learning in senior high school is targeted to the learners in order to gain the functional level." and "They have to communicate through speaking to gain much more information with their teacher and friends in order to practice and improve their speaking skill." [59] While the fact shows most of the teachers might not implement it in depth study. (Student 5) [60] According Brown (1980:41), the learning of foreign language (English) often meets a lot of difficulties. (Student 6) In sentence [59], the word shows should be followed by that and in sentence [60], the word according should be followed by to but in these sentences the students omitted those words. Therefore the correct sentence should be: "While the fact shows that most of the teachers might not implement it in depth study." and "According to Brown (1980:41), the learning of foreign language (English) often meets a lot of difficulties." Error in Unnecessary Word/Phrase Error in unnecessary word/phrase took place since the students added a word/phrase or some word/phrase which were unnecessary in their sentences. The examples of error in omitted word/phrase found in the students' composition were: [61] Speaking, one of skills that is very important thing in daily communication. [62] According to Chastain (1976:340) states that "Vocabulary is needed for the students to talk about some aspect of their lives." (Student 4) In sentence [61], there was an unnecessary word. The students should omit the noun thing since the word important had modified the word skills. In sentence [62], the student should choose between according to or states that since those words could not be used together. Therefore, the sentences should be: [61] Speaking is one of skills that is very important in daily communication. And [62] Chastain (1976:340) states that "vocabulary is needed for the students to talk about some aspect of their lives." [63] Writing is very important in the academic level, in as much as the students works are mostly in the written form. (Student 6) In sentence [63], the student should omit in much as since it was unnecessary and make the reader confused. Therefore, the correct sentence should be: Writing is very important in the academic level as the students' works are mostly in the written form. Run-On Sentence A run-on sentence is two or more independent clauses improperly strung together. It omits the connectors, for examples semicolon or a coordinate conjunction, and often uses comma (comma slice) or a conjunctive adverb by mistake. In this study, run-on sentences were still found. It showed that the students could not join two or more independent clauses using conjunction or punctuation correctly. It could be caused by inadequate learning. Inadequate learning is caused by ignorance of rule restrictions or under differentiation and incomplete learning (Touchie, 1986: 77-79). Students in Indonesia seldom have enough knowledge about run-on sentences since most of the teachers in Indonesia seldom warn their students about it, so they have no sufficient knowledge about it. Here were some examples of run-on sentences made by each group: [64] The class is clear enough, with clear sunlight from the windows, there is no fan or AC, but the air is not too hot, the chairs and tables are arranged perfectly by the students. [65] The activity to practice the speaking skill which was conducted by the teacher and students was storytelling, the students did monologue of narrative text individually. (Student 1) In sentence [64], there were three independent clauses and in sentence [65] there were two independent clauses. In these sentences, the student only joined those independent clauses using comma, so run-on sentence take placed. He should use a period or a semicolon between the independent clauses. Therefore, the sentences should be: [64] The class is clear enough with clear sunlight from the windows. There is no fan or AC, but the air is not too hot. The chairs and tables are arranged perfectly by the students. And [65] The activity to practice the speaking skill which was conducted by the teacher and students was storytelling; the students did monologue of narrative text individually. [66] The purpose of the teaching of English for Senior High School is to master informational competency, this purpose should be taken into account in order to make the students be able to access the knowledge in the academic purpose. [67] Realia that be used to teach speaking of narrative text can raise the students' interest, they can be used to break up the routine class activity and they can provide fun for student in different interpretation. (Student 4) In sentence [66] and [67], there were two independent clauses. In these sentences, the student also joined those independent clauses using comma, so run-on sentence take placed. He should use a period or a semicolon between the independent clauses. Therefore, the sentences should be: [66] The purpose of the teaching of English for Senior High School is to master informational competency. This purpose should be taken into account in order to make the students be able to access the knowledge in the academic purpose. And [67] Realia that are used to teach speaking of narrative text can raise the students' interest. They can be used to break up the routine class activity and provide fun for the student in different interpretation. [68] An academic writing has special audience that is the academic circle, the advisors and the students, it is formal and serious in tone, and its purpose is to explain. (Student 6) In sentence [68], run-on sentence occurred since the student joined two independent clauses using comma. He should use a period or a semicolon between the independent clauses. Therefore, the sentences should be: "An academic writing has special audiences that are the academic circle, the advisors and the students. It is formal and serious in tone, and its purpose is to explain." Fragments Sentence fragment is a group of words without a subject or predicate in an independent clause. It is usually called as incomplete sentence since a complete sentence in English must has at least a subject and a predicate. [69] .and the recent Level of Educational Unit Curriculum (2006-present) [70] .the objective of the reading skill on the ninth graders are expected to be able to understand the meaning of short functional text and short simple essay text, in the form of procedure, narrative and report in daily life context. (Student 3) [71] Speaking, one of skills that is very important thing in daily communication. (Student 4) Sentence [69] and [71] were fragments since there was no verb in these sentences. Therefore, the students should add to be in these sentences and the correct sentences should be: ".and the recent is Level of Educational Unit Curriculum (2006-present)" and "Speaking is one of skills that is very important in daily communication. Sentence [70] was fragment since it had no object. The object should be placed after the word expecting. Therefore, the correct sentence should be: ".the objective of the reading skill on the ninth graders are expecting the students to be able to understand the meaning

Social Class in Arundhati Roy's The God of Small Things TomyPriyoUtomo English Literature Faculty of Languages and Arts State University of Surabaya tomy.priyo@gmail.com Prof.Dr. FabiolaDharmawatiKurnia, M.Pd. English Department Faculty of Languages and Arts State University of Surabaya fabkurnia@gmail.com Abstrak Karyasastraadalahrepresentasikehidupansosial.Di dalamkehidupanmasyarakattertentu, seperti India, adasebuah system yang dinamakankelassosial.Kelassosialmembawamasalahsebagaidampak yang tereflekisdalam novel The God of Small Things karyaArundhati Roy.Tujuandaripenelitianiniadalahuntukmengungkappenggambarankelassosialpadatokoh-tokohdandampaknya.Dalamskripsiini, data yang digunakanadalah novel The God of Small Things karyaArundhati Roy yang diterbitkanpenerbit Flamingo.Dalammenyelesaikanmasalah yang sudahdipaparkan, penggunaanteorikelassosialmilik Karl Marx akandiaplikasikan. Penggambarantokoh-tokohkelassosialdianalisadenganmenggunakandefinisikelas yang didukungolehpelbagaiaspeknya.Sedangkandampakdarikelassosialdianalisadenganmenggunkankonsekuensidarikonsepkelassosial.Tokoh-tokohsosialkelasdigambarkanmelaluibeberapapoin yang mencangkupkekayaan, pekerjaan, danpendidikan.KelassosialatastergambarpadasosokPappachi,Mammachi, Baby Kochama, danChacko.SedangkanKelassosialbawahtergambarpadasosokAmmu, Velutha, Rahel, danEstha. Olehkarenaitu, kelassosialpadatokoh-tokohtersebutmemeberidampakpadakesehatanfisik, kesehatanjiwa, kehidupankeluarga, pendidikan, agama, dansistemkeadilanpadakasuskriminal.Jadi, halinisepertiduridalamdaging yang sudahmengakarpada system kehidupansosial di India. Hal ininampakpadakasusAmmu yang haruskehilangan status sosialnya, hargadiriPappachiterhadapMammachi, dantokoh-tokohlainnya yang meenghadapimasalahkelassosial. Kata Kunci: India, masyarakat, kelassosial. Abstract Literary work is the representation of social life. In a particular social life, such as India, there is social class. The social class dribbles the ball of problems as the impact in Arundhati Roy's The God of Small Things is one of the representation of it. This thesis is aimed to reveal depiction of character's social class and impact of their social class. In this thesis, Arundhati Roy's The God of Small Things published by Flamingo is used as the main data source. In answering the statement of the problems, theory of social class based on Karl Marx's view is applied. The depiction of the characters' social class is analyzed using definition of social class and supported by aspects of social class. The impact of the characters' social class is analyzed using the consequences concept of social class. The main characters' social class is portrayed through several points. They are wealth, occupation, and education. The Upper social class is portrayed on Pappachi, Mamachi, Baby Kochama, and Chacko. Then, The Lower Social class is portrayed on Ammu, Velutha, Rahel and Estha. Therefore, social class on the characters gives impact on Physical health, mental health, family life, education, religion and the criminal system justice. So, this thesis portrays the intimate enemy of the system that has been rooting in India that always brings problems caused by it, the social class. It can be looked at the fall of social status of Ammu, the dignity of Pappachi toward Mammachi, and other characters who face the same problem of social class. Keywords: India, society, social class. INTRODUCTION In social life, people are demanded to live in integrated individuals where each individual delivers different characteristics. These differences finally construct a problem within the social life, especially economic problems. Economic problem has been classic problem that cannot be avoided in modern life, thus people are categorized by their capability in economic status or class. This categorizing unconsciously creates a phenomenon where society is sorted. The sort of society based on the economic capability seems to have been articulated by Karl Marx, where society with low capability to product will be dominated by the society with high capability to product. Marx exclusively distinguishes three major classes, each of which is characterized in its role in the productive system by 'the factor of production' it controlled –the land-owners, obviously, by their ownership of land; the capitalists ('bourgeoisie') by their ownership of capital; and the proletariat (working class) by their 'ownership' of their labor-power (Worsley, et al., 1970: 302). Finally, social class turns to be tight and the distance among classes go further. In modernism, construction of society is shaped by the demands to live better. This way indirectly emerges competition that a one should defeat the other one just to earn the economic status. This also becomes the base of Western to colonize and dig the domination to Eastern and African. Indeed, colonization has been passed, and all people has freed, but it has not been clear at all. Behind this fact, colonization has leaved behind the effects toward the people who have been colonized. Sometimes, this fact slaughters keenly the problem of the post-colonized people, for instance in India. In India, there is known system of caste, Brahman, Kshatriyas, Vaishyas, and Sudras. Some 3500 years ago invaders from the north, known as Aryans, imposed the caste system; there is no conclusive evidence that they originated the idea of caste in India, but it seems to be the most likely explanation. The Hindu religion divides the population into five basic groups. The highest groups are known as Varnas (colors) and beneath them come a group without caste, the Untouchables. The four Varnas consist of: Brahmans (a priest caste), Kshatriyas (a military caste), Vaishyas (a merchant or agricultural caste), Sudras (a laboring caste). These caste has been like a stamp to people's destiny and it impacts to their statues in society. These statues are not decided by what they have economically but from what caste they are. Then, it turns to be interesting thing when this system is faced with the problem of economic in modern life (Nobs, 1980: 30—31). As modern people, ability of delivering feeling is not only through direct utterance. The freedom to think, to articulate what they feel finally reach the world of literacy based on the experiences. In the literacy, meanings are accommodated with the beauty of words. Hence, in literary work, especially novel, the view of society including the problem of class can be mediated. It is added by Richard Taylor's Understanding the Elements of Literature, he says that literature is art that essentially created by imagination of the author's experiences (Taylor, 1981: 1). Wellek and Warren even assert that literature can be treated as a document that contains of historical idea and philosophy (Wellek& Warren, 1984: 111). Subsequently, literature work can be something important, crucial, and even interesting thing to dig up with interpretation. The crucial things can be seen in Arundhati Roy's The God of Small Things. TheGod of Small Things depicted the life Indian society. The setting of the story takes place in Kerala. The story tells us that comunism or even religion which teach us about equality in human rights in the reality it can not change discrimination and patriarchy in society. The main characters in this novel are Estha and Rahel. They are twins. Their grandfather is the owner of a company from Christian which is very high class (touchable). But their mother has marry with the Hindust man, it means she must change become lower class (untouchable). Max Weber stated that the social class is divided into trhree layers- the upper class, the midle class and the lower class. The higest level is held by educated and wealthy family. This includes Pappachi family. Their social classes are in the high social classwhich gives the member of this class has different life styles,attitudes, educations, and opportunities in the society. The next class is lower class (untouchable), untouchable person can not touch high class. They are uneducated person. They are not allowed to work in high position. In this novel untochable personis Velutha. Velutha is a paravan. Paravan is the lowest caste in Indian. Furthermore, the richness of this novel has glimpsed on the awards that attaches on Arundhati Roy herself and hers. It needs to know that The God of Small Things has won The Man Booker Prize for fiction in 1997. Arundhati Roy herself is a famous Indian novelist and social activist. In 2002, she won the Lannan Foundation's Cultural Freedom Award for her work "about civil societies that are adversely affected by the world's most powerful governments and corporations," in order "to celebrate her life and her ongoing work in the struggle for freedom, justice and cultural diversity". In 2003, she was awarded 'special recognition' as a Woman of Peace at the Global Exchange Human Rights Awards in San Francisco with Bianca Jagger, Barbara Lee and Kathy Kelly. Roy also was awarded the Sydney Peace Prize in May 2004 for her work in social campaigns and her advocacy of non-violence. In January 2006, she was awarded the Sahitya Academy Award, a national award from India's Academy of Letters, for her collection of essays on contemporary issues, The Algebra of Infinite Justice, but she declined to accept it "in protest against the Indian Government toeing the US line by 'violently and ruthlessly pursuing policies of brutalization of industrial workers, increasing militarization and economic neo-liberalization". In November 2011, she was awarded the Norman Mailer Prize for Distinguished Writing. It shows that she is one of important writer in India. Her literary works always tell about social and tradition also symbols to be analyzed. In the instance Roy shows Indian culture as the identity in her literary work. Most of her master piece is showed about social class, tradition in Indian culture. She wrote many books such as an ordinary person's Guide to Empire, War talk, Public Power in the Age of Empire, Power Politics, The Checkbook and the Cruise Missile and The Cost of Living. After all, it is unarguable to be questioned that Arundhati Roy's The God of Small Things is full of crucial issues. Based on those facts, the crucial issue that emphasizes on this thesis is in the social classes, thus the potential title that can be put on it is "The Intimate Enemy of Social Class in Arundhati Roy's The God of Small Things". RESEARCH METHOD The used method is descriptive quality; it means that the essence or the quality of the data becomes the reference to work rather than the quantity of the data. With interpretation toward the data, the analysis can be worked. Interpretation becomes crucial step because with regardless this, the analysis cannot be maximally operated. It is also as the technique of the study. Then, the approach of the analysis sharpens to mimesis where the universe is used as comparative literature toward the result of the analysis. Indirectly, it includes in extrinsic approach where the sociality is referred as the universe. SOCIAL STRATIFICATION In social life, they always have something that is appreciated. That can be wealth, knowledge, education or economic. In Narwoko&Bagong'sSosiologi: TeksPengantardanTerapan, SoerjonoSoekanto states that in rural society, land and livestock are often considered more valuable than education. On the contrary, it does not happen in modern society. In society, people who have valuable goods in large quantities will be more appreciated rather than people who have a small amount. Thus, they will be considered as low class (Narwoko&Bagong, 2004: 152). This low class construction, because there is characteristic of "not" low class. This construction finally creates categorizing that can be called as stratification. Sorokin states that 'Stratification' is a term used to characterize a structure of inequality where individuals occupy differentiated structural positions and the positions are situated in layers (or strata) that are ranked hierarchically according to broadly recognized standards. The implied reference to sedimentary layers from geology reflects the relative permanence of the posited structure and the long history that is assumed to have generated it. Stratification researchers focus primarily on the empirical study of the sources of the rankings that generate the hierarchy of strata, the mobility of individuals between strata, and the mechanisms of integration that allow societies to cope with the existence of persistent inequalities between strata (Narwoko&Bagong, 2004: 153). Aristotle observed two millennia ago thatpopulations tended to be divided into three groups: the very rich, the very poor and those between. It shows that in ancient times people have come to know and recognize the hierarchy system in society. Social stratification can basically be distinguished into three kinds. They are Class, Status and Power (Worsley, 1970: 288). SOCIAL CLASS According to Karl Marx's Theory of Class, as quoted by Chris Livesey, it is stated that class is the motor of social development. Marx argues that society has developed through four main epochs ("period time"). They are Primitive Communism, Ancient Society, feudal Society, and Capitalist Society. For him, only the first epoch (the "primitive communism") is free from some form of social stratification on the basis of class. This is because, for Marx, class forms of social stratifications only come into existence once people start producing more goods than they require fulfill their everyday needs and gatherer society are basically subsistence societies; that is people can only manage to hunt/ gather enough food for their everyday needs (sociology.org.uk). To describe in detail this theory, it needs to be classified based on the definition, aspect, and consequences of social class. Karl Marx is one of the first writers who analyzes class differences. He sees class as a phenomenon of any society where the ownership of wealth and the means of production, factories or land, gives an economic basis for stratification. Marx also outlines different stages in history in which the ownership of property gives one group control over others. The group, which controls and owns the means of producing food and goods, is the dominant class. Furthermore, Marx argues that there is a constant struggle, a class struggle, and this conflict between the different classes brought about changes in society (Nobs, et al., 1980: 28). Therefore, the conflict among classes are grounded by the domination of a high class over the low class. Class itself, as Lenin says, is large groups of people differing from each other by the place they occupy in a historically determined system of social production, by their relation (in most cases fixed and formulated by law) to the means of production, by their role in the social organization of labor and consequently, and by the dimensions of the share of social wealth of which they dispose and the mode of acquiring it (Collected Works, Vol. 29: 421). Furthermore, Karl Marx divides social class into two classes. They are Capitalist class (or "bourgeoisie") and Working class (or "proletariat"). Capitalist class is those who own and control the means of production (which involves ownership of such things as land, factories, financial institutions and the like). And working class is those who own nothing but their ability to sell their labor power (that is, their ability to work) in return for wages (Henslin. 2003: 284). Similar to Karl Marx in discussing about social class, Max Weber tries to generate it with defining social class as a large group of people who rank close to another in wealth, power, and prestige. These three elements separate people into different lifestyles, give them different chances in life, and provide them with distinct ways of looking at the self and the world (Henslin, 2012: 276). Aspects of socials class are classified referred by wealth, by occupation and by educational level. Each can be used for different purposes or they can be combined (Worsley, 1970: 292). According to Henslin, the primary dimension of social class is wealth. Wealthconsists of property and income. Propertycomes in many forms, such as buildings, land, animals, machinery,cars, stocks, bonds, businesses, and bank accounts. Incomeis money received as wages, rents, interest, royalties, or the proceeds from a business (Henslin, 2003: 276). Furthermore, the spread of material resources among the population is an important indicator of social inequality, while changes in this distribution over time indicate whether society is becoming more or less equal. The investigation of the spread of personal income and wealth, however, is fraught with difficulty because of inaccuracies in the data, the problem of deciding the relevant unit of analysis (whether to use individuals, families or households), how to assess the non-monetary benefits derived from government expenditure, and the way individuals' positions may change over the life-cycle (Abrecombie, 1994: 120). Occupation is another aspect of class that definitely can be included as the ground of belonging to a class.People give less prestige to jobs that are lowpaying, require less preparation or education, involve more physical labor, and areclosely supervised. For example, people in every country rank collegeprofessors higher than nurses, nurses higher than social workers, and social workershigher than janitors. As soon as people develop of being specialized kinds of work, they also get the idea that some kinds of work are more prestige than others. The high prestige occupations generally receive the higherincomes; yet there are many exceptions. The next is factor is education. According to Lindemann, as quoted by Sharon Link & Alexandra Howson in Sociology Reference Guide: Defining Class, it is stated thateducation plays a significant role in one's social position, that is, to aperson's place in the social hierarchy and ultimatelyin stratification. Education also can provide equalityof opportunity and contributes directly to social mobility (that is, to one'sability to move upwardly from one's social class of origin). Social and economic indicators such as income and occupation are typically used to measure social class, and education plays a significant role in determining one's employability, employment, and income (Danziger& Reed, 1999). Education therefore plays a crucial role in the likelihood of people being able to improve their social class location by moving into higher occupational classes. Education is seen as having different functions. Within a consensus or functionalist perspective, associated with the work of Talcott Parsons, education is seen to have a role in socialization; it contributes to ensuring that children are 'trained' to comply with the demands of the social system. Indeed, for many people, education exists to ensure that individuals learn how to be good citizens and thereby maintain an efficient, stable social order. Consequently this view of education emphasizes merit, ability and effort and the needs of society or the economy. Such a view also expresses in the idea that education is about individual opportunity (Raines & McAdams, 2006). When social class exists in society, there will be many impacts given. According to Henslin (2003: 288), consequences of class are divided into six categories. It is very good to be applied as the impact of the social class in The God of Small Things. They are: (1) physical health (2) mental health (3) family life (4) education (5) religion and (6) criminal justice system. SYSTEM OF CASTES IN INDIA India is a country where system of caste grows basically. There were four original castes, separately created by Brahma: Brahmans, Kshatriyas, Vaishyas and Shudras. This fourfold division has its origin in the Vedas, the sacred books of the Hindus, and one of the 'most ancient books in the library of mankind'. They are admitted by all the adherents of the Hindu system to be the primary and infallible authority on the origin of the castes (Keanne, 1978: 24). Senart defines a caste as a close corporation, in theory at any rate rigorously hereditary : equipped with a certain traditional and independent organization, including a chief and a council, meeting on occasion in assemblies of more or less plenary authority and joining together at certain festivals : bound together by common occupations, which relate more particularly to marriage and to food and to questions of ceremonial pollution, and ruling its members by the exercise of jurisdiction, the extent of which varies, but which succeeds in making the authority of the community more felt by the sanction of certain penalties and, above all, by final irrevocable exclusion from the group. While, according to Sir. H. Risley, a caste may be defined as a collection of families or groups of families bearing a common name which usually denotes or is associated with specific occupation, claiming common descent from a mythical ancestor, human or divine, professing to follow the same professional, callings and are regarded by those who are competent to give an opinion as forming a single homogeneous community (Ambedkar, 1916: 3—5). In India, there is known system of class based on the caste. Thus the caste is having seemed to a thing that is flown in people's blood. Hindu religion divides the population into five basic groups. The four highest groups are known as Varnas (color) and beneath them come a group without caste, the Untouchables. The four Varnas consist of Brahmans (a priest caste), Ksathriyas (a military caste), Vaishyas (a merchant or agricultural caste) and Sudras (a laboring caste). Within these groups there are thousands of subdivision; among the Brahmans there are more than 500 subdivisions and there are over 200 divisions of people without caste (Nobs, et al., 1980: 31). India's majority population is Hindu (although it is worth noting that Hinduism is highly variable). Caste is often regarded as a social structure arising from Hindu practices and ideas. But, other religious groups in India also make caste distinctions. Muslims, Christians, Sikhs, Buddhists, and Jains have historically recognized and reinforced caste and/or varnadistinctions (Mines, 2009: 67). SYRIAN CHRISTIAN AND KERALA HISTORY Kerala provides a particularly interesting case study on race because religions are divided from each other based on caste. That is, not only do Hindus follow the caste system, but Christians as well (Sonja, 2001: 129).The Syrian Christians pride themselves on being one of the earliest Christians in the world and trace their conversion to the year 52 AD, when the Apostle of Jesus, St. Thomas arrived on the Kerala port city of Malankara near the bustling trade hub, Muziris.19 According to Syrian Christian communal history, after the death of Christ, the apostles went to different lands to spread the Word of God. St. Thomas went east through Babylon, present day Iraq and onto India. On arriving at the Kerala coast in 52AD, St. Thomas reportedly performed a miracle in front of Brahmins taking a ritual bath. He threw the water in which the Brahmins were bathing into air and it stayed there (Chittilaphilly, 2000:14). Then, The Brahmins impressed by this miracle, immediately asked to be baptized. St. Thomas established churches at Kottaickal, Kokamangalam, Paruetta, Chayel, Kurukkanikulam, and Palloor. He also established chapels and erected crosses at Niranam, Pallipooran, Vattamarry, Cranganore, Palloor and Kuthamana before he was martyred outside Chennai. During St. Thomas's tenure in Kerala, he performed miracles and acts of penance that draw pilgrims to St. Thomas sites to this day (Sonja, 2011: 31). "When I was young, low-castes had to get out of the way of an upper-caste. They would know to get out of the way because the upper-caste would travel with a servant. Every now and again, the servant would call out "hoi". When I was a young girl, I would hear that. "Hoi…" and then a little while later, "hoi". If the low-caste was on the path, he would hide off the path until the upper-caste passed. They used to get out of our way too. My mother told me that us Christians would have servants to sweep the ground before us as we walked so we would not step on any bugs. We were just like upper-caste Hindus" (Sonja, 2011: 36). Restrictions were also placed on worship—lower castes were not permitted to worship the 'high' Hindu Gods (Shiva, Vishnu, and Krishna) but were relegated to demon worship. Temple entry for low-castes was denied. Low-caste Hindus and Christians were prevented from obtaining and education and excluded from public service and government positions (Sonja, 2011: 36). Namboodiriswere exempted from land taxes while low-castes had to pay taxes and fees for even the right to use an umbrella or a palanquin. Namboodirisalso controlled the informal judicial system. While they were exempted from the death penalty, low-castes could receive the death penalty for ordinary offenses such as theft. The sentences of low-caste criminals were brutal: death by elephant trampling, blown from mouth of cannon, hung for 3 days, and mutilations (Sonja, 2011: 36). Historians have conjectured that regulating the oldest son to marry within the caste ensured that the illam(Brahmin property/residence) was kept caste pure (Sonja, 2011: 38). Only converted upper-caste Hindus would be accepted as part of the Syrian Christian fold (Palakunnel, 1999: 221). THE UPPER CLASS Characters who are Upper Class in the God of Small Things are: Pappachi, Mammachi, Chacko, BabbyKochama, Estha and Rahel. The novel tells us about social life in Ayemenem, a rural area in Kerala, India. Pappachi is one of the richest people in the area. He lives in a good wealth. Every single thing that he does shows that he is a rich person. Thus, Pappachi belongs to the upper social class. The higher class people, such as working class women or women who has rich husband usually have a higher life-style. It can be seen from the way of their life. Appearance becomes the most important thing for upper class women. They usually wear expensive clothes or expensive stuff to show off to other people that they are upper class. Mammachi here, in the novel, in the reality of the novel, is told as the wife of Pappachi, a Syrian Christian with high social class. Becoming a wife of the man from high class, indirectly, will lift up her status in front of the society's eyes. With that fact, Mammachi "should" have a life as upper class, with glamour life style, exclusive life, and everything with highest quality. Expensive, that is the proper word for her jewelries, as been exposed to this statement, "Margaret Kochamma took Mammachi's hand. The fingers were soft, the ruby rings were hard" (Roy, 1997: 83). There, the fact is barely exposed, how Mammachi's passions and desires toward jewelries, especially for the expensive ones. Wherever her body exists, wherever her feet step up, wherever her life strolls up to her social life, the jewelries never go to waste to be leaved, it is always following to decorate herself to become "like" upper or high class as usual. Probably, it can be related to the characteristics of women universally, that they likely to show off their jewelries to appear the impression of their status, class, and wealth. Chacko is the first child of Pappachi. As the oldest child, plus a fact of his sex is men, Chacko has privilege. Furthermore, in India, men are having high position especially in social life. It can be understood that India is Patriarch Country where men must have privilege to control everything including women. Going back to Chacko's fact, in the family system, Cahcko can claim to own all properties in the family. As Mamachi's Pickles company, the controller, the manager, the one who has major right is the oldest men child, and he is Chacko, it can be read on this statement, "Legally this was the case, because Ammu, as a daughter, had no claim to the property" (Roy, 1997: 28). Based on that fact, it can be supposed officially that Pappachi's and Mammachi's wealth will be inherited on Chacko, while Ammu, as the women child, has no right on that privilege above those wealth or properties. It presents that Chacko has a govern of Pickles Factory. It is strengthened with the statement of Chacko confesses that the factory is his own. That is clear factually that Chacko has good wealth that means he is a high-class man. Actually, it is important to add that Chacko also has a potential to manage the factory because Chacko has been educated, he has good level of education. Thus, it drives his brain being clear of thinking cleverly, managing something in a god way, and giving good profit. For additional information that supports it, "Chacko had been a Rhodes Scholar at Oxford and was permitted excesses and eccentricities nobody else was (Roy, 1997: 19). Baby Kochama is the sister of Pappachi, John Ipe. She is the most famous person in Kerala. "He was a priest of the Mar Thoma church. Reverend Ipe was well known in the Christian community as the man who had been blessed personally by the Patriarch of Antioch, the sovereign head of the Syrian Christian Church—an episode that had become a part of Ayemenem's folklore" (Roy, 1997: 12).John Ipe is not common priest, she becomes famous because she has been blessed personally by Patriarch of Antioch. Patriarch of Antioch is the Head of Christian Syrian Church. Because of that, after John Ipe has been blessed by the the Head of Christian Syrian Church, John Ipe is respected by the people around her. It means that John Ipe has high social class, especially for people in Ayemenem. Ammu is the last child from Pappachi's family. As the child of high-class family, Ammu automatically belongs to be high-class one. Her life, lifestyle, and education have shown that Ammu is high-class one. Education is something important for a one with high social class. It is usually considered as he step of a one to be high-class one. It is also a factor that can support a one to be high-class one because it can influence the sight and the view of people around him or her to consider as high-class one. Ammu is drawn as a woman that has good education, this educated woman continuously affects her status. It is seen by this statement, "Ammu finished her schooling the same year that her father retired from his job in Delhi and moved to Ayemenem." (Roy, 1997: 19). After finishing her education, Ammu marries to someone. Ammu marries to someone with good wealth. Ammu meets with her husband in a party, the party where rich men jostle and show their wealth off. It is accepted when it is called as a party where rich men assemble, because the irrational thing must be happening when the party is for poor men or low class because the Touchable and the Untouchable must not be touched each other. While Ammu is high-class one, and she comes to a party. The party logically must be a party for high class, and the man that marries to Ammu must be a man from high class. Several weeks pass, Ammu marries with him. "He was on vacation from his job in Assam, where he worked as an assistant manager of a tea estate. His family was once-wealthy zamindars who had migrated to Calcutta from East Bengal after Partition." (Roy, 1997: 19). THE LOWER CLASS Characters who are Lower Class in the God of Small Things are: Velutha, Ammu, Estha and Rahel. Lower social class in this novel is strongly drawn in Velutha's character. Velutha is black but he is so smart. Social class rises strongly through his life. He lives in poverty. As the main character, Velutha belongs to the lower social class. Life background has significance role and it makes his having lower class level as poor people. "He was called Velutha-which means White in Malayalam-because he was do black. His father, Vellya Paapen, was a Paravan. A today tapper (Roy. 1997: 35).The quotation shows Velutha's life background. Velutha is a son of Vellyan Paapen whom a Paravan. So, it automatically makes Velutha become a Paravan too. Paravan is the lowest caste in India. It is also called Untouchable. A Paravan contains of poor people because usually Paravan only work as a lower labor. Velyan Paapen works as a maid in Pappachi family, it means that he cannot deserve his son to get a good financial condition. It brings Velutha living under poverty. Social class rises through his poor condition, because the economic condition he has, indicates that Velutha belongs to lower class people. Ammu is a Christian Syrian from upper class. However, after she gets a divorce with her husband, her status also changes. From being a high class, he turns it in to lower class. After divorcing, Ammu comes back to Pappachi's home in Ayemenem, Pappachi welcomes it because of his compassion toward Ammu, his daughter. But, it does not take to many time for Ammu to decide to get off of the home. Because Ammu "secret" love with Veluthe has been revealed up, thus it drives Pappachi angry and Ammu gets off. Ammu has to fulfill all necessity for her life, she has to work to earn money. Before that, she works at the Pickle factory of her family, but when she has been dropped out of her home by Pappachi, Ammu search for other job in other place. Job is the important factor in dragging the strata in front of the eyes of society socially. People from high class usually have prestige job with good salary. Because it can influence to what life they choose, by buying everything, shopping everything, and establishing their arrogance of the wealth. Following that, the impression of being an upper class can be sought and decided. However, behind that fact, the lower class only has lower jobs, those lower jobs jail their economy. The limited economical conditions will never change their status and strata in front of the society's eyes, thus, their status will keep being lower and never being changed. Ammu, then decides to work at a hotel as a receptionist, and working as a receptionist is not a prestige one. Additionally, the hotel is not five stars hotel, it is only a small hotel with low standard, as has been quoted on this statement, "Ammu had lost the latest of her succession of jobs—as a receptionist in a cheap hotel—because she had been ill and had missed too many days of work." (Roy, 1997: 76). Nevertheless, working here has dropped the health of Ammu down. Probably, it is caused by her changing life, from living in good house with good treatment to living in a low life. His illness finally sharpens to the way she works, she often gets the absences on working, and it makes her getting the fire as a receptionist in that small hotel. Furthermore, working at a small hotel will not give gret significance of changing for a woman like Ammu, particularly for what she gets on his salaray. This quotation can be regarded, "On that last visit, Ammu spent the morning with Rahel in her room. With the last of her meager salary she had bought her daughter small presents wrapped in brown paper with colored paper hearts pasted on." (Roy, 1997: 77). 'Meager salary' explains clearly how small the salary that ammu gets, and it must not fulfill enough for her necessity. The work of Ammu like this is not the prestige one and the salary is too small. That is the main point of this talk, it is concluded that Ammu becomes a lowe class after facing divorcing. The divorcing is added by her love with a low class, Velutha, that facts slap her status in front of the society. Socially, her status collides and becomes one of low class masses. Estha and Rahel are the twin of Ammu with Baba. Estha and Rahel have unique life in this novel. When they are still child, Estha and Rahel are treated by Ammu in her family life that is from upper class. However, although they are live there, there is an unsaid rule that sets Ammu and her children have no right anymore to live in Pappachi's house. But, Pappachi's commission breaks that rule, so that is why they can still enjoy to live in Pappachi's house. It is clear to be understood that Estha and Rahel can be put in to a detail that they are children from upper class. Estha and Rahel can enjoy a trip with family private car that for low class that is the most greatful trip. The trip that they will ever enjoy. The trip they never imagine. The trip they never fantasize because they have been adapted to jostle in the public transportation with the bad smell and disgusting sweat of poor people. Their life is painted in that public transportation and tripping with privacy car is only a part of their fantasy. Estha and Rahel also often go to cinema, it is even told that they have watched film entitled "The Sound of Music" three times. After watching it, they go home to Ayemenem, with one night over sleep in a great hotel. Plus, the smell of food, their trip becomes perfect. The fact like that, is something that is only for upper class, it is important for low class of having it. This lifestyle, indeed, need much money, thus it belongs to upper class with good condition economically, besides that, it is also becomes the viewpoint of valuing the strata of a class. Rahel is a daughter of Ammu. After being left by her brother, Estha, who is sent back to his father, Rahel becomes sad, the sadness grows peaking up when she has to be leaved by Ammu. Rahel, then is treated by Mammachi. All the need of Rahel is fulfilled by Mammachi. As the grand daughter who grows in upper class family, Rahel gets good education. "She spent eight years in college without finishing the five-year undergraduate course and taking her degree. The fees were low and it wasn't hard to scratch out a living." (Roy, 1997: 9). Rahel then continuous her school to a university, and it is not a big problem for Mammachi to pay all the charge of the school. Rahel spends eight years in that university and ends it with no graduation, or it means that Rahel drops out. She even decides to marry to a man from America and go with him to America. Actually, that is not good marriage for Rahel. She is too hurry up to marry. "Rahel drifted into marriage like a passenger drifts towards an unoccupied chair in an airport lounge. With a Sitting Down sense." (Roy, 1997: 10). After deciding to marry and move to America, Rahel does not enjoy her life, because she is not treated as an upper class. Because Rahel has married, her life burden goes to her husband's own. Thus, Mammachi does not pay anything of Rahel's life anymore. However, the age of the marriage is too short, not long after that, the marriage is broken down. Rahel divorces with her husband, and it insists Rahel to work to stay alive and fulfill all necessity for her life in America. It is clear to see that Rahel live in the circle of low class life. She works as a waiter in an Indian restaurant in New York. It is easy to be classified that working as a waiter is one of low class job, it has no any prestige. That job just give little earn for her life daily. Life he has to pass is different with the life he gets in Ayemenem. Rahel also ever works as an employee in a gas station. This job is not a job that can give her good earn in salary. This fact, one day, makes a procure offers Rahel to become a sexual worker where she can get more money. This is simply clear to understand, how low Rahel life in America, and she can be put in to one of low class people. THE IMPACT OF THE SOCIAL CLASS In this section, the impact of social class will be explained. The impact of the social class will be revealed through several characters that have connection each other. The consequences of social class by Henslin (2003) will be used to analyze the impact of the class. The consequences of class that will be used to explain are family life, education, religion, and criminal justice system. Pappachi, the character who is drawn as Upper Class has some impact in his social life. Those are family life and mental health. Papachi has good education, he has prestigious job, besides that, he also has good wealth. It makes him becomes a character or a one who is upper class. The wealth and the prestigious job he has makes him always looks prefect. He desires to be looked as the perfect one around the people. As a man with upper class, Pappachi becomes very famous in Ayemenem. It can be seen to the quotation above, when Pappachi passes away, Indian Express, a newspaper with English letters, writes the news about the death and the funeral of Pappachi. It means that, Pappachi is not only an upper class one, he is more than that. However, the important part that can be informed in this fact is, the class of Pappachi. It is not easy for low class to be put on the newsletter, only important information that can be considered as the important news to be informed, and low class does not belong to. Mammachi is an Indian woman character. As an Indian woman, Mammachi receives all things happen to her. Mammachi marries to Pappachi who is an upper class. Thus, it can be seen that it is not easy to have a couple from different class, especially upper class. However, Mammachi has been ready of facing all the risks, the risks that bring the consequences of social class.Mammachi is accustomed to get hit from Pappachi. Mammachi does not do anything because for Indian women, women, as a wife,have to serve their husband. So whatever her husband does to his wife then his wife must accept it. "He never touched Mammachi again. But he never spoke to her either as long as he lived' (Roy, 1997: 23). So, Mammachi is never really touched or talked at all to Pappachi until Pappachi died. Besides family life, Consequence of social class also influences to the religion. People who are Christian Syrian, are supposed to be upper class than Hindus. In an intriguing chapter of Modernization and Effeminization in India, Anna Lindberg discusses how jobs within cashew factories in Kerala are dependent on one's caste. The dirtiest job, shelling the cashews, is done by the lowest castes of the factories. Shelling is the most unhealthy job as it involves removing the roasted nuts from the corrosive black oily shells. The next step up is peeling, or removing the brown skin from the cashews and is performed by both the scheduled castes and the Ezhavas caste (Linberg, 2005: 55). That quotation explains indirectly how caste affects the job of people in India. People with upper caste will throw the obligation and duty of the job to the lower caste, and people with upper caste prefer choosing clean and light works. Thus, the lower caste, people with the lower caste always works with dirtiness job, and low class job. Chacko is the first son of Pappachi and Mammachi. He was born from upper class family, and it makes the life of Chacko is surrounded by the wealth that can sink himself in the sea of this life. Upper class is portrayed clearly in this novel and it is reflected by Chacko's character. It can be looked at the background of education and of lifestyle of Chacko. The background of education of Chacko that is laid on Oxford and marries-divorces-re-marries, and gets back to Ayemenem, and ends it with heading the Pickle factory, have proven that it is the interesting life to have. However, this social class, finally affects his mental health. As the head of the Pickle factory, Chacko actually can do everything he wants, he has that chance. As has been exposed on this follows statement, "He would call pretty women who worked in the factory to his room, and on the pretext of lecturing them on labor rights and trade union law, flirt with them outrageously." (Roy, 1997: 31). Chacko has a habit of calling all beautiful women who work at the Pickle factor. He invites them with reason to teach them about the rights they have to have. However, Chacko does not do that, it is just a reason. Chacko tries to sleep those women with giving them money. For Chacko, spending much money for sleeping with women, is not a great problem. The condition of his economy, especially money, can guarantee it. Baby kochama is a character who has upper social class in the novel. Her social class then gives impact toward criminal justice system. One with upper social class is usually respected. Once, when Baby Kochama arrives at a police station, she is treated as if a queen. The police treat her very well, with great attitude, and so much respect that is never hidden in the police's mouth. She ever sells a lie to the police, and the police trust it by taking it for granted. Based on that fact, it can be articulated that the impact of Baby Kochama as the upper class is really affecting to her life, her life that is full of respect by the people or the society around her. For the support to proof it, this statement can be supposed to, "Baby Kochamma misrepresented the relationship between Ammu and Velutha, not for Ammu's sake, but to contain the scandal and salvage the family reputation in Inspector Thomas Mathew's eyes." (Roy, 1997: 122). It is clear when it is known that Baby Kochama sells the lie to the police just because she does not want her family gets down of reputation. The way Baby Kochama utilizes her status in the society is very tricky. She reconstructs the story of Ammu and Velutha because the relation between the two is such a shame thing for the family, especially for Baby Kochama's family that is from upper class. With no having any choices to save the reputation, Baby Kochama finally does the lie, with regardless the value of lying is lower than lower class status. Impact of Ammu as lower social class is drawn in physical health and criminal justice system. Ammu suffer from many diseases after he gets out of Ayemenem's house. As has been exposed on this follows statement, "Who came back to Ayemenem with asthma and a rattle in her chest that sounded like a faraway man shouting" (Roy,1997: 76). Her weak economical condition grave illnesses suffered by Ammu. There is not much that can be done by Ammu. Eventhought she is sick, she still has to work to meet all her needs. Living in poverty make Ammu can not treat her disease. Her physical changes occur from groomed Ammu and beautiful become Ammu who has disease and ugly. Ammu physical changes that profoundly changed drastically make her looks very different. When Baba, who is a Hindus, marriage with Ammu that makes the church doesn not want to bury Ammu. because for the church Ammu has different class from them. So, Chacko dicides to bring Ammu's bodies to the electric crematorium. Ammu's bodies are treated very badly, they wrap the body of Ammu on a dirty mattress. How Ammu's bodies are treated very clearly illustrates how Ammu's social class. Her marriage that is considered wrong, living in poverty and disease she has, it all led to Ammu suffer until she dies. Cremation place that is used to burry Ammu's bodies is very dirty. From the above quotation clearly seen what people is burned in that place. Only the bodies of beggars, criminals and police custody are burned on the ground. It is impossible for bodies of people wiyh high social class and have good econmomic condition is buried in that ground. Unfortunately again, no more families are present in addition to the ground except Chacko and Rahel. Impact on the character Velutha great looks of the criminal justice system. Velutha as a lower social class is treated badly in the criminal system. When velutha is accused of making a mistake then the police catch him in a bad way. They do the violence which is not a procedure of arrest. They woke Velutha with their boots (Roy, 1997: 144). The police wake Velutha who is asleep with their hard shoes. The police do not want to touch velutha because he is a lower class. Velutha gets injustice. The police directly commit violence on Velutha without asking first what happen actually. On Estha's character, social class gives impact on his mental health. Estha who is accustomed to luxury living in Ayemenem's house. One day he has to move because his mother send him bank to his father. Where the condition of his father is different with condition in Ayemenem's house. Estha finished school with mediocre results, but refused to go to college. Instead, much to the initial embarrassment of his father and stepmother, he began to do the housework. As though in his own way he was trying to earn his keep. He did the sweeping, swabbing and all the laundry. He learned to cook and shop for vegetables (Roy, 1997: 6). His mental health is disturbed after he decides not to continue his education into college. Estha starts doing what he should not do. He does all the homework that should be done by women. And since then Estha starts rarely speak until one day he really stop talking altogether. Estha performs regular activities without spending a single word. He does not care what the people around him are doing. He will still silent. Although his twin sister, Rahel, is next door and talk, then Estha still keep silent. This condition sometimes makes Rahel think whether Estha become mad, as has been exposed on this follows statement, "Had be seen her? Was be really mad? Did be know that she was there? They had never been shy of each other's bodies, but they had never been old enough (together) to know what shyness was" (Roy, 1997: 44).EStha's mental condition shows that social class can also give impact on mental health. Rahel is raised by mammachi after Ammu die. Of course being raised by mammachi will make life in very good socio economic condition. Raised by Upper class lifestyle makes an impact on family life of rahel. Rahel who has been abandoned by both parents become a very naughty girl. Because she never get a good attention from all her family. Uncle Chacko and Mammachi just give her all the material only. Rahel gets all the facilities that she need so she can reach high education. it is clearly explained how Rahel who are not given attention by all her families. They are just busy with their own affairs without considering the love that needed by Rahel. She is just given all the material she needs such as clothes, food, and money. That all makes Rahel become a naughty girl. Rahel is actually a beautifull smart kid, but she often makes the act that make her eventually are punished and expelled from the school. In the above quotation illustrated how Rahel delinquency in schools. Rahel is first convicted when she is at the Convent of Nazareth. She is caught decorate dorm room door with a flower head. And the next day she is tried and given punishment by the head monastery. Six months after, Rahel is expelled from school because she is already given many punishments and she still keeps naughty. It is all because of Rahel ever caught smoking, she also ever steal and burn bun of Houseministers. Rahel becomes naughty because of she never gets a good attention. Here, it clearly shows that social class olaso give impact to family life. Rahel eventually grows into adulthood without attention and affection of a family. As an Indian women, Rahel's future is determined also by her marriage. CONCLUSION Based on the recent analysis of the data, the result can be concluded that all the issues that have been revealed by statement of the problem can be drawn. There are two conclusions which can be concluded. The first is about the depiction of the social class, the second is about the impact of the social class on the character. The first conclusion is about the existence of social class experienced by the character in the novel. Karl Marx divides social class into two classes. They are Capitalist class (Upper Class) and Working Class (Lower Class). The existence of social class can be seen by wealth, occupation and educational level. As Worsley says that each of the aspects can be used for different purposes or they can be combined. So the character in the novel is divided into two classes. Upper class's characters are Pappachi, Mammachi, Chacko, BabyKochama. And the lower class's characters are Ammu, Velutha, rahel and Estha. The social class can be identified by their economic background, their way of life, their way of dressing, and the standard of living. The second conclusion is about the impact of social class on the character. The impacts of social class are divided into six categories. They are: physical health, mental health, family life, education, religion, criminal justice system. Every character has different social class impact. Furthemore, the writer also find some characters who have different social class. Here, Ammu, Rahel and Estha are Upper social class. Because of some problems, their social class is changed from Upper social class to Lower social class. And it also makes different impact for them. REFERENCES Abrecombie, Nicholas. et al,. 1994. The penguin dictionary of sociology (3rd edition). New York: Penguin Books Ltd. Al-Qudaeri, Golam Gaus & Muhammad Syaiful Islam. 2011. "Complicity and Resistance: Women in Arundhati Roy's The God of Small Things". ISSN No. 1948-1845 (Print); 1948-1853 (Electronic). Ambedkar, BR. 1916. Caste in India: their mechanism, genesis, and development. Julundur City: The Awami Press. Chittilapilly, Paul. 2000 The Life and Nature of the St. Thomas Christian Church in the Pre-Diamper Period. Kochi: LRC Publications. Chu, Yu Ru.2006. Recasting India: Caste, Trauma, and the Politics of Transgression in Arundhati Roy's The God of Small Things. Hegel, Georg Wilhelm Friederich. 2001. The Philoshopy of History. Ontario: Batoche Books. Henslin, James. 2003. Sociology. Boston: Pearson. Hornick, Barbara. 2011. Sociology Reference Guide: Defining Class. New Jersey: Salem Press. Keane, David. 1978. Caste-based Discrimination in International Human Rights Law. Hampshire: Ashgate Publishing Limited. Khori, Moh. 2010.Social Class and Political Satire in Mark Twain's The Prince and The Pauper. Lawrence, Wishart London. 1965. V. I. Lenin: Collected Works Vol. 29. Moscow: Progress Publisher. Mines, Diane P. 2009. Caste in India. Michigan: Association for Asian Studies, Inc. Narwoko, Dwi., Bagong Suyanto ed,. 2007. Sosiologi: Teks Pengantar & Terapan. Jakarta: Kencana Prenada Media Group. Nanda, Silima. 2012. "Women as the Oppressed in The God of Small Thing". ISSN 0976-8165. Neil, Stephen. 1984. A History of Christianity in India. Cambridge: Cambridge University Press. Nobs, Jack. Et al,. 1980. Sociology. London: Macmillan Education Ltd. Palakunnel, John. 2003. Christianity is Truly Indigenous inSt. Thomas Christians. Kochi: LRC Publications. Rao, Anupama. 2003. Introduction in Gender and Caste. New Delhi. Kali for Women. Renou, Louis. 1961. Hinduism. New York: George Braziller, Inc. Richards, WJ. 1908. The Indian Christian of St Thomas. London. Bemrose& Son Limited. Roy, Arundhati. 1997. The God of Small Things. London: Flamingo Taylor, Richard.1981. Understanding the Elements of Literature. New York: Palgrave Macmillan. Thomas, Sonja. 2011. From Chattas to Churindas: Syrian Christian Religious Minorities in a Secular Indian. New Jersey: The State University of New Jersey Wellek, Rene., Austin Warren.1984. Theory of Literature. New York: Mariner Books Worsley, Peter. 1970. Introducing Sociology. Baltimore: Cox & Wyman Ltd.

Special Advent Issue of Volume 63 of the Review for Religious, 2004. ; .Sp~rttuality.Revtew, a supplcmcnt.of Rewew for Religious, is looki~g~i~6 facilita , , a~iitib aG oodg,. u:deia.loo~,e. within ~.,~ou"r s"elv aes~; d)ialo~e wi~th i~n:e anotbeg.~ s POpe.Paul~n Said, our ~ay, of beingchurcb # to~y the way qdialo~e. Spirituality Review, a supplement of Review for Religious, is published at Saint Louis University by the Jesuits of the Missouri Province twice a year during the Lent/Easter and Advent/Christmas seasons. Please send all correspondence to: Review for Religious; Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393 Telephone: 314-977-7363 ¯ Fax: 314-977-7362 See inside back cover for information on subscription rates to Review for Religious. Spirituality Review, a supplement of Review for Religious, is an interactive journal. We ask you, our readers, to give us your reactions and your suggestions. Please write to our address given above or fax: 314-977-7362 email us at: review@slu.edu * Web site: www.reviewforreligious.org ©2004 Review for Religious Permission is herewith granted to copy any material contained in this supplement 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 distribution, adver-tising, 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. S pi ituality eview Review .for Religious Supplement Editor David L. Fleming SJ Associate Editor Philip C. Fischer SJ Canonical Counsel Elizabeth McDonough OP Scripture Scope Eugene Hensell OSB Editorial Staff Mary Ann Foppe TracT Gramm Judy Sharp Webmaster Clare Boehmer ASC ~amer SM '-Iughes RSCJ Larkin OCarm .amgela Menard ry Steib SVD L~keritis CSJ ADVENT CHRISTMAS 2004 contents tracings reaching out Saint It! D.M. Flynn offers an overview of saints throughout history that challenges us to recognize the saints around us and to model saintliness for others. Reflection 13 expecting in hope l~ Imaging Isaiah David L. Fleming SJ suggests we meet the prophet Isaiah for his guidance through Advent. Prayer and Reflection Questions 17 remembering ~ Dismas's Dying Moments: Reflections on "Palpable Grace" Robert P. Maloney CM employs a type of lectio divina on the Lucan story of the "good thief" in order to offer some reflections on palpable grace. Prayer 23 expanding our world My Associates Robert North SJ enlarges our prayer by his suggestion of including "my associates," and he further explains the extent of this term. Prayer and Reflection Question SpiHt~ality Review ~.~,o mcmaea as a bonus A Spirituality fo: . orary Life:The Jesuit Heritage TodaCyo)n .t.e.m. p_ Prisms for a Christ-Life .@. .$1 Notes on the Spiritual Exercises @ God has imprinted upon all created things his traces, trail, or footsteps, so that the knowledge we have of his divine Majesty through created things seems nothing other than the sight of the feet of God. St. Francis de Sales Asking for help does not come easy for many adults. They mistakenly think that all mature persons (like themselves!) have all the resources they need. At the other extreme, there are peo-ple who are quick to condemn anyone who does not ask for help: "They are trying to be like a god, self-sufficient and not needing others." Yet our Christian understanding is that God, incarnate in Jesus, is one who asks for our help. In the New Testament, we see that Jesus sought out apostles and disciples and shared his mis-sion about the reign of God with them. Jesus was acting in continuity with God working with the Hebrew patriarchs Abraham and Moses and the kings David and Solomon and the prophets Isaiah and Jeremiah. God is always reaching out and asking for our human help. This familiar thought expresses a deep truth: "God has no tracings Advent/Christntas 2004 Tracings hands but our hands, no other feet but our feet." That is the ordinary way that God reaches out to help others. The Christian belief in the communion of saints is based on our faith that God works with and through us to bring about the reign of God. We all are meant to help one another--those of us living now and those who have preceded us--and that is why we are the "commu-nion of saints." In our daily way of praying, we ask our brothers and sisters--canonized saints (especially our favorite ones) and family members, friends, teachers, and counselors (most of whom will never be officially rec-ognized as saints but helpful to us all the same)--for their support and intercessory aid as we travel our own life pilgrimage. Every Eucharist we celebrate brings home to us how we live as a faith community of sisters and brothers willing to ask for help, to provide help, and to receive the help that is offered. Asking for help is how we grow into being the body of Christ. Asking for help is how we grow in being like God. As editor, I want to thank our readers for helping us to improve this journal, Review for Religious. This Spirituality Review is the last regular supplement issue because it has served its purpose of getting feedback from you, our readers, through postcards and emails, about format and interactive-style changes that we will be including in Review for Religious. In the first issue of 2005, you will notice these adaptations. Spirituality Review facilitated the making of prudent changes in a revered and respected international journal sixty-plus years old. We are grateful for your help, and we hope that you will continue to find the pages of Review for Religious personally and apostolically enriching. David L. Fleming SJ Spirituality Review D.M. FLYNN Saint It! Every family has them. There are stories about the relative dubbed Daddy Fix-It. Without for-mal training he could repair anything from the children's toys to the family washing machine. Anecdotes about Nana are hardly lacking either. A European immigrant, she never mastered the complexities of English, but her family feasts surpassed the efforts of every gourmet chef in town. Then there are the tales of the frugal aunt and uncle who raised ten children. They sold their empty nest to buy an RV (recreational vehi-cle), then spent their wisdom years traveling around the country visiting family and friends. Yes, every family has them: the heroes who have gone on before us while their legends live on. Family members spend many enjoyable hours poring over photo albums and recalling such tales. These stories inspire us and help to shape our family heritage. In our increasingly D.M. Flynn, who wrote about Gregorian chant for us in 1999, may be addressed at 119 Royal Gardens Way; Brockport, New York 14420. reaching out ddvent/Cbristmas 2004 Flynn ¯ Saint I!! mobile society, they not only influence our identities, they impart a sense of unity. Perhaps that explains the popularity of genealogy in recent years. As our kinfolk uproot and transplant themselves, we feel the need to maintain our family tree. We seek roots in every sense of the word. Our Catholic family also has its heroes and their leg-ends: we call them saints. Their stories inspire us and shape our Catholic heritage. These tales testify to the kinds of lives that are appropriate for God's holy peo-ple. Our lineage spans thousands of years, making it impossible to trace all of it--not here, not ever. But the following pages give us a glimpse of our Judeo-Christian family album. Saints: Set Apart To the average Catholic, the word saint refers to deceased persons whom the church has officially canon-ized for their lives of service to God and their neigh-bors. But the canon--or list--of saints could not possibly include everyone who lived a life of virtue. Moreover, the definition of saint has evolved over the centuries. The word translated as saint from both Hebrew and Greek originally referred to gods, beings "set apart." The ancient Israelites viewed God as transcending his creation and therefore worthy of worship. They believed that God alone was "holy, sanctus," set apart ("sanctuar-ied"), distinct, unique. "Holiness" set God apart from the profane, the ordinary: "Holy, holy, holy is the Lord of hosts" (Is 6:3). When God entered into a covenant with the Israelites, they were set apart from the other nations. "You are a people sacred to the Lord, your God; he has chosen you from all the nations on the face of the earth to be a people peculiarly his own" (Dt 7:6). With this Spirituality Review privilege comes a responsibility: "Be holy, for I, the Lord, your God, am holy" (Lv 19:2). Now the Israelites are God's chosen ones, a "holy people," or "saints," who are called to imitate the divine attributes. In the New Testament, the apostle Paul refers to the early Christians as saints because, as a community, they were set apart from their nonbelieving neighbors. The Christians were now God's own people, "the holy ones in Christ Jesus" (Ph 1:1). They, too, bear the task of emulating the Divine: "Put on the new self, created in God's way in Can we Use saint , to refer toChristians who lived exemplary lives ' of irtue and simplicity? righteousness and holiness of truth" (Ep 4:24). Eventually the term saint referred to Christians who lived exem-plary lives of virtue and simplicity, whose lifestyles served to inspire others. Christians at the Catacombs A cross-stitch sampler reads, "When someone you love becomes a memory, that memory becomes a trea-sure." As we peruse our family albums, we inevitably find the last photo taken of loved ones whose earthly lives are now memories. By visiting their graves and decorating the gravesites, we show that we treasure those memories. The ancient Israelites regarded death as the passage from life to Sheol (she-OHL), a dark place of confine-ment, but not one of punishment. In Sheol one was estranged from God: "Who among the dead remembers you? Who praises you in Sheol?" (Ps 6:6). From the moment of death, there were displays of grief, shown in clothing and in loud laments, wailing, and weeping. Advent/Christmas 2004 Flynn ¯ Saintlt.t Proper burial was required. To leave a body "for the birds of the air and the beasts of the field" (1 S 14:44) was an insult to God's creation. Poor people were buried in common graveyards. The wealthy had vaults dug into the hillsides. The entryway was closed with a circular stone slab. Families might have several interconnected rooms. Bodies were laid on shelves carved out for that purpose. The Jewish Christians also, of course, honored the memory of their loved ones. At first they simply con-tinued their Jewish practices, burying their dead amid laments and dirges. The resurrection of Jesus, however, changed their mourning into joy: "We do not want you to be unaware about those who have fallen asleep, so that you may not grieve like the rest, who have no hope" (1 Th 4:13). These new Christians, then, regarded the graves of their loved ones as a temporary resting place, not a final one. The word cemetery comes from a Greek word meaning dormitory, sleeping room. Christian burial customs continued to reflect the Jewish emphasis c~f respect for the body as God's cre-ation. To this end, Christians choose modest ground burial in common graveyards. During the 2nd and 3rd centuries, Christians made an effort to identify the graves of martyrs. They viewed death as a birthday: birth of a new life with God, as Jesus had promised. They occa-sionally gathered at these sites on the anniversaries of the martyrs' deaths to rejoice and commemorate their lives. In the 3rd century, Christians were buried in the cat-acombs, which were probably extensions of the hillside vaults of the wealthy. The catacombs were not used as a refuge for Christians during times of persecution. In the 4th cen .tury, however, they too were the site of memorial services. Here they celebrated the Eucharist "in memory Spirituality Review of those athletes who have gone before, and to train and make ready those who are to come hereafter."' Local Calendars and Canonization As we turn the pages in our family album, we come upon photographs of those who sacrificed their lives in the service of others--a widower uncle who refused to place his handicapped child in an institution despite pres-sure from doctors and family; an aunt who renounced marriage and children in order to care for her aging par-ents. They may not have died for their cause, but they laid down their lives nonetheless. To the Jewish community, a martyr was someone who was deeply devoted to God and lived life of exemplary piety and holiness. The martyr, or "witness," testi-fied to the manner of life appropriate for God's cho-sen people. To the new Christians a martyr was one who endured, not for the faith, but because of it. Faith allowed one to be "strengthened with every power, in accord with Mat does it'.mean .to'say a ,matyrr : one who endured; ,not for, the fai h, but ecause:ff it? [God's] glorious might, for all endurance and patience, with joy giving thanks to the Father, who has made you fit to share in the inheritance of the holy ones in light" (Col 1:11-12). The Book of Revelation refers to martyrs as those who gave their life for Jesus Christ. In later cen-turies martyrs came to mean those who willingly died for their beliefs. Christians faced persecutions until the peace of Constantine in the early 4th century. Recalling the acts of the martyrs served to inspire the .community in the Advent/Christmas 2004 Flynn ¯ Saint lt.t face of opposition. Each church had its own list of local heroes or saints. As intolerance subsided, martyrdom became uncommon. Christians now looked for new heroes to emulate. People who led extremely virtuous lives, especially those who lived in voluntary poverty, were included in the local calendar of saints. There were no formal criteria for sainthood: the devotion of the community was the sole requirement to set them apart. Over the centuries the lists of saints swelled and abuses occurred. Family legends often become exagger-ated as time passes; the sagas of the saints suffered the same fate. Consequently, the bishops began to set norms for calling people saints within their dioceses. In 1234 Pope Gregory IX declared that the sole route to official sainthood was papal canonization. Formal canonization has seen many changes since then. The most recent revi-sion came in 1983, but the devotion of the community is still an essential element. The lengthy and complex pro-cess begins when one or more persons submit a request to the bishop to examine the life of a deceased hero. All the Saints Sometimes, as we look through our family pho-tographs, we are surprised to discover an uneven repre-sentation of our relatives. Some people appear in almost every picture while others appear only rarely. Vghatever the reason for this, as families grow it becomes increas-ingly difficult to photograph the entire clan. Similarly, as our family of saints grew larger in num-ber than the days in a year, it became impossible to assign a specific day to honor each saint. The obvious solution was to select a day to honor all the saints, known and unknown, who did not have a personal feast day. Various places chose different days for this. November 1, the first day of Celtic winter, was the feast of all the saints in Spirituality Review Ireland. It was not until the 9th century that November 1 became the feast of All Saints for the entire church. While we celebrate the memory of all saints, we adore God alone. We pray to the saints to intercede with God for us. We venerate saints; we worship God alone. The distinction may be subtle, but it is significant. As Lawrence Cunningham observed, the saints "give us the encouragement to be more self-giving, more loving, less inclined to hate, more compelled to love. They invite us, in short, to transcend ourselves.''2 The Solemnity of All Saints is a day to honor those saints whom the Church formally recognizes for their lives of service to God and their neighbors. It is also a day when we can remember our loved ones who have gone before us and left memories to inspire us. It is a day when we can notice the goodness of people still among us, living relatives and friends who challenge us to be the person God calls us to be. At baptism each one of us was set apart for God. We became members of "'a chosen race, a royal priesthood, a holy nation, a people of his own, so that you may announce the praises' of him who called you out of dark-ness into his wonderful light" (1 P 2:9). Through baptism God lays claim to us, enabling us to become divine instru-ments. Whatever our situation in life, we are to imitate the divine attributes, to live virtuous lives, and to bear wit-ness to the way of life appropriate for God's holy people. The following stanza rarely appears in our hymnals despite its powerful imagery: For martyrs, who with rapture-kindled eye saw the bright crown descending from the sky and, seeing, grasped it, Thee we glorify.3 We, too, must grasp the crown, not necessarily by dying for our faith, but rather by persevering as witnesses who, through faith, live as God's image and likeness. Now it is /ldvent/Cbristmas 2004 Flynn ¯ Saintlt! our turn to be heroes and heroines for others, to "saint it," to act like saints. Our lives will then inspire a future gen-eration of saints and help to shape their Catholic heritage. Notes i From "The Martyrdom of Polycarp," 2rid century. 2 Lawrence S. Cunningham, The Meaning of the Saints (San Francisco: Harper and Row, 1980), p. 162. 3 Marilyn Kay Stulken and Catherine Salika, Hymnal Companion to VVorsbip, 3rd ed. (Chicago: GIA Publications, 1998), p. 416. Reflection Reflect on/share your 'experience of the homespun sampler that says: "When someone you love becomes a memory, the memory becomes a treasure." Spirituality Review DAVID L. FLEMING Imaging Isaiah Readings from the book of the prophet Isaiah are used for more than half of all the Advent Masses. The Liturgy of the Hours for this liturgical season, too, depends frequently on a first reading from Isaiah. Who is this man Isaiah? Why has the church chosen him to lead us through Advent? I believe that if we will make use of an imaginative way of praying we will be graced by God to have a richer appreciation of our Christian Advent. Let us ask, then, for an encounter with this prophet of God, one specially chosen to help us "wait." We are on a country road, and Isaiah is walking towards us. He seems to have a face that people say is "typical"-- that is, a typical Judean face. He, an eighth-century man of Judah, appears to be a man of experience--average height and build, seemingly in good health, with the lines of aging already visible around his eyes and across his David L. Fleming SJ is editor of this journal. He may be addressed at 3601 Lindell Boulevard; St, Louis, Missouri 63108. expecting in hope Advent/Christmas 2004 Fleming ¯ Imaging Isaiah forehead. At the same time, his eyes, bright and steady in their gaze, seem younger than his face and body; they are dark and serious,-strong, and unflinching. He has a studious air about him, like a longtime, somewhat rumpled, university professor we can feel at home with. He speaks quietly, but with authority. There is a certain cadence in his speech, a bit like listening to a poet give a dramatic reading of his own poetry. And so he begins to share some of his own story with us. We listen. I am a typical Jewish man, married, with a family. But I know that I am not typical in the way that I experience how God works in my life. Let me say straightway that God is God, there is no Other, and God is the God of my whole life. I am now working with my fourth king here in Judah; kings have come and gone in my forty~year experience, but God always remains. He stays with me, with us, his people. From my very first extraord!nary experience of God reaching into my life, God for me has always been the "Holy One of Israel." Sure, I have felt the warm reality of God's love, the intimacy of his call, that first time almost sounding like a plea, "Whom shall I send?" With the boldness of my youthful faith, I had no hesitation in speaking up and saying, "Here I am, Lord, send me." But, above all, my experience of God is that God is awe-ful, God is holy--really "other" than us. We humans are not very good in letting God be God in our lives. We do not like the awe-ful, the totally Other, the mysterious One. We still prefer making God like ourselves, and we find it very hard to allow God to make us like him. That pretty well sums up what I have had to say to my people and to kings for forty years. I see human pridebour self-indulgence and even our indifference to those in need--writ large in our nation of Judah. Yet Judah is "my people" and Jerusalem is the holy city. So it is hard for me to cry out and condemn, but what Spirituality Review can I do? The words are not mine, but God's word. God could raise up an ass to do as much as I do. Some people call me that anyway, and on my good days I take it as a compliment. You see, God is God, and from a weak and insignificant remnant of a people God will raise up a king from David's line just as he promised. We are called to trust. The Lord is the faithful One--faithful to his promises--and where else but from the Lord will we find a rule of peace and justice and a real family of humankind? I have seen quite a few kings--my hope lies not in them. My hope is always in my God, working with us now and moving with us always to a future that is in his hands. In our good times and in our busy moments, we forget or ignore God. In our hard times, we complain against our God, and we say that we cannot trust him. With all our ups and downs as a people, our moments of pride and then our times of discouragement and destitution, I feel that I must say two things at once. God wants to use me to console, not to punish. Our faith needs to feel strengthened, and not face further trial or reprimand. We need to grow in our trust of God. God says that through me; God also acts this out--for me and for my people, his people. The kingdom of God is at hand, and the poor and the lowly-- just how we feel now--are the very ones who find their home within it. So I image God's word like a two-edged sword. It cuts into our pride, our vanity, and our callous injustice to the poor; but it also heals with its searing blade, and it provides strength and protection. Advent/Christnlas 2004 Fleming ¯ Imaging Isaiah This is my experience of being God's prophet. This is the way that I live my call from God, listening to his word. I am trying to live this vocation faithfully. As I continue to respond to God's word, I feel myself always being challenged to grow in my trust of the Lord. Maybe being God's prophet is really not so extraordinary an experience. We all have to be faithful to our vocations, don't we? And that requires a continuing interplay of listening and responding. Of course, this way of living demands an ever greater trust in God for all .:of us, Living with God is such an advent experience-- always awaiting God's coming, in a spirit of trust. Prayer To continue the conversation with Isaiah and with God, we might open our Bible to Isaiah, chapter 43. Perhaps this passage will call forth in us our own encounter with Isaiah and/or God. Perhaps there will be little conversation, and instead just being with each other and thinking similar thoughts. And then we might remain with whatever phrase or sentence captures our heart, like the refrain of a song that keeps coming backer is it us coming back to it? Who is waiting for whom? Reflection Questions How have we experienced Isaiah providing a doorway for us into our Advent season? Does our listening and responding to God increase out trust in God leading us on in our vocation? Spirituality Review ROBERT P. MALONEY Dismas's Dying Moments: Reflections on "Palpable Grace" All four Gospels paint the same stark picture of Jesus' death: he dies crucified between two criminals, one on his right and one on his left. But, whereas Mark, Matthew, and John say almost nothing about the two criminals, Luke gives them speaking roles in a dramatic episode. In fact, this scene is the longest and most important Lucan difference in the crucifixion story. We usually refer to its main character as "the good thief," though Luke calls him neither "good" nor a "thief." While Mark and Matthew describe both men crucified with Jesus as "bandits," Luke simply refers to them as "wrongdoers," perhaps because, as the evangelist who most emphasizes gentleness, he wants to avoid placing Jesus in violent company at his death. Robert P. Maloney CM, superior general emeritus of the Congregation of the Mission, continues to write from Via dei Capasso, 30; 00164 Roma; Italy. remembering Advent/Christmas 2004 Maloney ¯ Dismas's Dying Moments Later tradition gave various names to both wrongdoers 0oathas and Maggatras, Zoatham and Camma, Titus and Dumachus, Dismas and Gestas), Most of these names are forgotten today, but some readers may still recall the good thief as Dismas. Under that name the Roman liturgical calendar assigned him a feast day, 25 March, once regarded as the day of Jesus' crucifixion, but now celebrated as the feast of his incarnation. A charming legend found in an apocryphal gospel relates that, when the Holy Family went down into Egypt, two robbers set upon them. One, however, halted immediately when he saw the tears that welled up in Mary's eyes. It was these same robbers (now caught plying their trade in Jerusalem)--so the story goes--who were crucified with Jesus. The one moved by Mary's tears was the good thief at Jesus' right. But the Gospels are silent about the wrongdoers' past history and personal lives. At first reading, the dialogue in Luke seems simple and direct, but in fact it is filled with subtle undertones. One of the wrongdoers, the evangelist states, joins his voice with those blaspheming Jesus: "Aren't you the Messiah? Then save yourself and us." But the "other wrongdoer" (Luke never calls him anything else) rebukes his companion: "Have you no fear of God, seeing that you are under the same sentence? We deserve it, after all. We are only paying the price for what we have done, but this man has done nothing wrong." Notice that in this Lucan scene the good thief is the witness to Jesus' innocence. Later a second witness, the centurion, will confirm the good thief's judgment, testifying "Surely this was an innocent man" (Lk 23:47). Now the drama heightens as the good thief speaks directly to the crucified Lord: "Jesus, remember me when you come into your kingdom." "Jesus"! This form of address is stunning in its intimacy. Nowhere else in Spirituality Review the four Gospels does anyone address Jesus simply by his given name without any reverential qualification. Luke's artistic touch conveys the genuineness of the wrongdoer's request. But note the irony too. For Luke, the first person with the confidence to speak so familiarly with the Lord is a convicted criminal--and he is also the last person to speak with him. He phrases his plea as remembrance, a favorite Lucan idea that is also found on ancient Jewish gravestones: "Remember me." Against all ordinary probability, this wrongdoer, hearing Jesus mocked as "king of the Jews" and sensing that an injustice is being done, believes that Jesus really will rule over a kingdom and humbly asks to be remembered. Jesus responds with an "amen saying," the only use of this solemn form in Luke's passion narrative and also its sixth and final use in his Gospel. Here the solemn formula bestows the gift of God's forgiveness. Jesus' assurance goes beyond anything that the wrongdoer (or the reader) might have anticipated: "Amen, I say to you, this day you shall be with me in paradise." Much more is granted than was asked. The response includes not just forgiveness but intimacy: you shall be with me. The good thief will, in Jesus' company, enjoy the fullness of happiness with God. Let me offer two brief reflections on this wonderful Lucan story. 1. We believe that grace is a pure gift. God bestows it freely and abundantly. We do not earn it; we only respond to it. On the deepest level, grace is God's presence, God's offer of personal love and self-communication. The gift is the giver. God touches our hearts and stirs up, even creates, a response within us. But it is important to note that this gift is not merely an unseen reality; it also comes in palpable forms. The Gospels remind us of this again and again. For the good Advent/Christmas 2004 Maloney ¯ Dismas's Dying Moments How understand "Jesus" grace, thief in Luke's story, Jesus is grace. One can almost imagine this "other wrongdoer" studying Jesus and slowly arriving at the conclusion that the man beside him is not only innocent of a capital crime but genuinely good, In fact--this little detail often goes unnoticed-- Luke gives the good thief more time to observe Jesus than any of the other evangelists, for in his Gospel (different from Mark, Matthew, and John) the two wrongdoers walk the entire way of the cross with Jesus before dying with him (Lk 23:32). The goodness he sees in the person of Jesus touches the good thief's heart and evokes a response: "Jesus, remember me." Is that not how grace often works? It enters our lives through the faithful witness of others (like our parents, or a self-giving servant of the poor, or a sick person who bears illness with courageous faith) or through a saint's life or a martyr's death that we read about. The signs of God's love--what we call "grace"--are visible all around us. What is remarkable in the good thief is that he does not turn in on himself in the desperately grim moments when his life was draining away. Instead of sinking into depression or despair, he sees goodness itself in the person of Jesus and utters a hopeful plea: "Jesus, remember me." He sees grace personified and responds. 2. There is something remarkably humble in this "other wrongdoer." Unlike his companion, he recognizes the truth of his own situation. His sober analysis was, I suspect, shocking both for the first wrongdoer and for the bystanders: "We have been condemned jusdy. We are only paying the price for what we have done, but this man has done nothing wrong." Spirituality Review Thomas Merton once wrote, "We make ourselves real by telling the truth." Truth lies at the core of our being, straining to emerge. When we express the truth, we begin to build our true self. So it was for the good thief. Drawn by the innocence and goodness of the Lord, he recognized his own emptiness and, precisely in doing so, was able to see, hear, receive, and be filled. There is a humble and at the same time affectionate ring in the good thief's plea, "Jesus, remember me when you come into your kingdom." And Jesus' warm response is another Lucan testimony that the humble are exalted: "Amen, I say to you, today you will be with me in paradise." As Jesus often 'reminded his followers, to the humble all good can come, whereas the proud always remain empty. In a time when there is so much war, so much terrorism, so much hunger, so much disease, and so much senseless death, Luke's account encourages us to see, along with the good thief, the abundant signs of God's gracious love, even in the midst of suffering. Luke urges us to stand before the Lord and before each other with great trut-hfulness and humility. Humility will enable us to see our companions on the journey as grace in our lives, visible signs of God's presence and love. As he approached the place of crucifixion, the good thief must surely have felt that this was his darkest hour. But light shone for him in that darkness because, with the Lord, "darkness itself is not dark anti night shines as the day" (Ps 139:12). Prayer We might enter into Dismas's experience by listening to Advent/Christmas 2004 Maloney ¯ Dismas's Dying Moments the Taiz~ hymn "Jesus remember me," with its repeated refrain: "Jesus, remember me, when you come into your kingdom. Jesus, remember me, when you come into your kingdom." O dying souls, behold your living spring: O dazzled eyes, behold your son of grace; Dull ears, attend what word this word doth bring: Up heavy hearts: with joy your joy embrace. From death, from dark, from deafness, from despairs: This life, this light, this word, this joy repairs: Gift better than himself God doth not know: Gift better than his God, no man can see: This gift doth here the giver given bestow: Gift to this gift let each receiver be. God is my gift, himself he freely gave me: God's gift am I, and none but God shall have me. --St. Robert So.uthwell Spirituality Review ROBERT NORTH My Associates Spirituality guides propose that to fill blanks or weariness in our prayer we readily have "recourse to familiar ejaculations like "Lord, have mercy on me a sinner," "Speak, Lord, for your servant is listening," or "Lord, to whom shall we go? You have the words of eternal life." These help us to make our prayer legitir~ate!y.~e!.(Tce!3.t~-ed, aiming to make us more Christlike. But a dif-ferent legitimate focus of prayer aims at God's creative and caring concerns more directly than our own. We propose here an ejaculation less simple and familiar but more suited to this focus: "Son of God, help me to do my part in fulfilling your creation plan for myself, my associates, and the whole universe." The invocation "Lord" may mean either God or Jesus, but the equivalent "Son of God" evokes Robert North SJ writes us an article for the first time since 1944, when he wrote "Scripture in the Christmas Liturgy" during this journal's infancy--and only a year after Divino afflante Spiritu. His address is Jesuit Community; 10100 West Bluemound Road; Wauwatosa, Wisconsin 53226. expanding our world Advent/Christmas 2004 North * My Associates our chief doctrines, the Trinity and the incarnation, as the basis of our faith and prayer. But another key term follows: "my associates." It evokes the vastness of God's creative concerns in their relation to me. "My associates"--whether used in silent prayer or expressed publicly--doubtless usually suggests my fam-ily and friends, my business associates, and members of my community or parish or neighborhood. The term "associates" is also likely to include religious authori-ties- the pope, the bishop, other bishops worldwide, the world's Catholics--with the faintest hint of omitting or forgetting other Christians or people of no belief in any God at all. Such a hint is hopefully gradually vanishing in our ecumenical age, as we take cautious steps to share the aim of several world-renowned prayer sessions of Pope John Paul II with other believers in a God even with a different name or attributes. Our progress along these lines is strengthened rather than diminished by the pope's per-sistent promotion of this project in spite of vocal and well-publicized opposition from some top Vatican prelates. God's Own Religious Associatesmand Ours Our church does indeed admit and even sometimes pronounce emphatically that our creating and caring God "willed" (can this mean less than "intended"?) the salvation of all humans, "them" no less than "us." This has been often or generally taken to mean that God wishes all humans to be members of his one church, thus giving a strong urge to missionary activity. In the early years of a developing Bible-based theol-ogy, the church became the official religion of the Roman Empire, then dominating virtually the whole world. Thus there seemed nothing quixotic in hoping and making efforts toward "conversion" of those scarcely known or Spirituality Review suspected fringe tribes outside the Mediterranean world. But the world we know today, still incompletely and pro-gressively, is of course a vastly different story. A great many of today's conversions by the received methods are in the parts of Africa or Asia whose exis-tence had never even been suspected in the Roman world. But other regions, especially those incorporated into Islam, raise a great outcry against "proselytizing," and even forbid it by law as a political maneuver. Partly to escape such laws, but more because of their own growing ecumenical con-victions, some--far from all--of the well-estab-lished Catholic "missions" proclaim firmly that their goal is not conversion but "mutual understandingF."rom Catholic theology and traditions their effort is to recognize with sympathy how the creating and caring God has enabled all peoples to get some inadequate notions of him under different names and attributes oi" even with distressing notions of (human) sacrifice or other religious obligations. Not only Catholics but also prosperous Evangelical missions hope that a dialogue will thus develop, so that each side will see some merit in the other or some lim-ited revelation of himself by God in inscrutable ways he has chosen. From such open-minded dialogue, some few or many may freely and honestly choose Christianity. This hope may be unduly optimistic, especially in view of how Christian success has historically been imposed by warlords, though not to the grim and now soft-pedaled extent of moderate Islam. But frankly proselytizing efforts like "Bibles for (communist) Russia" or "Jews for Advent/Cbrispmas 2004 North * My Associates Jesus" inevitably arouse a self-defeating hostility. Religion must adapt to culture patterns. Slavery is now con-demned, and what was called "usury" is now widespread under various names. Today's goal is ecumenism. God's Associatesmand Oursm in Starving Africa and Asia Prominent among one's associates are those whom one must feed. Not only nursing mothers but also wage earners of large families quite naturally feel a special responsibility to their children and aged relatives who depend entirely on them for keeping alive. Some few of these for various reasons may not even be relatives, though usually they are already "associates." But many of the world's people have only their creat-ing and caring God to save them from starvation, despite the help they may receive from charitable organizations whose members may well regard them as "associates." If in our prayers we think it right to focus on God's interests as equal or even prior to our own, we should include among our own "associates" these starvelings who depend on us (the overaffluent rest of the world). But wait! There is a danger that we may feel that in praying for these "associates" we have discharged our obligation toward them, like the New Testament person who virtuously says to a beggar, "Go in peace; be warmed and filled" (Jm 2:16). We may be reassured that our prayer is not an empty or hypocritical gesture if we also make a regular contribution. But the real-world situa-tion is far more complex. The clamorous problem is that a small percent of the world's population owns most of its resources. They are needlessly rich, while the others are too poor--living below what statisticians of even the richest nations cal-culate and publish as "poverty level." And of course we Spirituality Review all know, even perhaps a bit complacently or thankfully to God, that our own too rich standard of living is at or near the highest in the world. "On the average," we must add, for the thousands of our citizens who must sleep on the cold streets or survive on handouts and soup kitchens make our disproportion even worse. We are not asking whose fault this is. No one's, really. A combination of circumstances over centuries: vast national and individual landholdings, brave pioneers who transformed the untilled territories of aboriginal nomad tribes into richly yielding farms, and "democracy," which with all its merits gets lawmakers to give a higher prior-ity to contenting their constituencies ("pork-barrel" deals, lobbies, sometimes actual graft, and so forth) than to world justice. A sensible redistribution (even if far from equality) would demand that legislators and voters rec-ognize that, for one pan of the scale to go down, the other must be more or less empty. Even our meritorious farm-ers and expensively trained pharmaceutical biochemists must not only tolerate but demand that their excesses be cut to help (even if only slightly) the truly intolerable position of most of the world. This is not to suggest that there be another (rash and counterproductive) political lobby, but rather a reasoning dialogue among holders of power. Something like this should be the object of our prayers for poverty-stricken associates. Such prayers can be honest and effective, not hypocritical (as pilloried in the letter of James), even though we do not consider the situation appropriate or ourselves competent to warrant "meddling in politics." Our "Planet Earth" Associates Though "the whole universe" is a separate focus of God's creative concern,, there is an aspect of it involving AdventlChristntas 2004 North ¯ My Associates "my associates." The Earth is truly "ours," though only a planet of a galaxy so small that it is scarcely noticeable in the vast sky maps shown in the latest telescopes. Yet our own material bodies are constituted of infinitesimal particles whizzing in and out from the farthest star. Of St. Ignatius Loyola a poet wrote, "His vigil was with the stars; his eyes were bright with radiance of them." Long before him Christians and others had gazed at the How do wefeel about the convictions.ofan Earth-centered universe:? stars with a mystic fas-cination, sometimes as the very "heaven" in which God was believed to dwell. Yet through all those centuries the star-studded sky was known only about as much as could be seen on the ceiling of a planetarium, and the Earth was thought to be the center which gave function to all the rest. Ignatius wrote in the "Foundation" of his Exercises that everything that exists is for me. This is not just lib-erality but a challenge and a test: to be used only as things help to the goal of my creation. Technology and inven-tions provide now a far greater and more tempting range of options, and the universe known to science today is vastly greater. Some devout science-minded Christians find this to confirm rather than lessen their faith: "More is better! If the immensity of reality known to antiquity showed forth the greatness and generosity of its Creator, this is now proved a trillion times more firmly." But others feel that Isaiah 45:18 must now be under-stood in an entirely new way: "the creator of the uni-verse., who formed the earth and made it. did not create a chaos, but formed it to be inhabited." Why should God have chosen to produce the sterile varieties Spirituality Review known to astronomy if his real goal was the tiny pin-point of it fit for human habitation? We cannot claim to intuit or know God's intentions: "my ways are not your ways" (Is 55:8). But surely all progress of science and theology too has been due to people reflecting on vari-ous possible intentions of the mysterious data of experi-ence. We can pray that we may do our part in the fulfillment of God's creation plan. Though the conviction of an Earth-centered uni-verse is today derided, we should not sell the idea short. Even the most demythologizing astrophysicists agree that our own Earth is unique in its formation through billions of years by explosions and floods implausible for their gradual releasing, from various locations in the whole universe as much as four million years ago, gaseous and solid elements indispensable for the human life which appeared shortly after. Of course, scientists still earnestly searching may yet find evidence that other stellar bodies by quite different explosions are in process of forming a surface capable of supporting human or humanlike life. But they and the general public are much more arrested by the question of whether human or any true "life" actually exists on another planet. Even before the recent exciting com-munications from Mars, the Vatican Jesuit astronomer Guy Consolmagno wrote that materials from Mars, though not life itself, were microbe combinations of the kind which on our earth eventually hooked up with car-bon to form primitive life-forms. Later he wrote the arti-cle "Could I baptize a Martian?" Our church has in fact been open and keen on whether there could be humanlike life on other planets. With sci-ence she recognizes that evidence for this is at most a remote possibility, but not altogether excluded. These merely possible beings would fall into the class of "asso- Advent/Christmas 2004 North ¯ My Associates ciates" for whom we should pray as objects of God's own creative concern. If indeed they were (evolutively) cre-ated, then they form part of God's desire and intention that they should share in salvation, even if they have not (yet) been baptized members of the Christian church. Union Replacing Divisiveness This widening of the concept of "my associates" has been developed in accord with modern scientific revi-sions of geography, economics, and astronomy. But its true merit for our prayer lies in recognizing the spiritual value of seeking a greater union among the peoples amid whom we live. "No peace among nations without peace among religions," it has been said. Hope of real peace and union among all humans may be realistically unlikely and nevertheless a valid goal--God's own creative caring goal--toward which our prayer may be directed. A Prayer When I think of you, Lord, I cannot say whether I find you more in this place or that place--whether I am contemplating you or whether I am suffering--whether I rue my faults or find union-- whether it is you I love or the whole sum of others. Every affection, every desire, every possession, every light, every depth, every harmony, and every ardor glitters with equal brilliance, at one and the same time, in the inexpressible relationship that is being set up between me and you: Jesus! Pierre Teilhard de Chardin "The Mystical Milieu" Writings in Time of War Reflection Question What has been my experience of praying for others? 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Interview with Nunzio Roselli of Leominster, Massachusetts. Topics include: How he came to the U.S. with his family ten years prior, when he was seven years old. What he remembers about life in Sicily. His education in Sicily and then being put back two years, to first grade, when he came to the U.S. because he did not speak English. What his town was like in Sicily. What he remembers of when he first moved to the U.S. and how different things were from Europe. Stories he has heard from his family about World War II. His experiences in school. Italian traditions that his parents maintain. Cultural differences between life in the U.S. and life in Italy. How he started playing the drums. What school was like in Italy. How the food in the U.S. compares to the food in Italy. His plans to study music in college. ; 1 GREG CARCHIDI: Okay this is Greg Carchidi doing an interview, an oral history, with Nunzio Rosselli. NUNZIO ROSELLI: Buona sera, buona sera. GREG CARCHIDI: Okay, buona sera [laughter]. Okay. All right, this is Nunzio Rosselli [laughter]. We play in the same band [laughter]. All right. Nunz, how old are you? NUNZIO ROSELLI: Okay. I'm 17. GREG CARCHIDI: Seventeen years old, yeah. NUNZIO ROSELLI: Eighteen this January. GREG CARCHIDI: All right. Is that -- what's your full name? NUNZIO ROSELLI: My full name is Nunzio Roselli, exactly what you said. GREG CARCHIDI: Nunzio Rosselli. NUNZIO ROSELLI: That's it. No middle name, nothing. GREG CARCHIDI: All right. Could you tell us like where were you born? NUNZIO ROSELLI: Okay. I was born in Italy, first of all. Actually, in Sicily. Sicily. I came -- some 10 years ago, I came to this country, and I came with just my family. Actually, we came with my mother's sister, you know… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: And her family. But then they left after two years and we remained here because, you know, felt good here, felt comfortable, you know. GREG CARCHIDI: All right. NUNZIO ROSELLI: So, but like most of my relatives are in Italy. All I have here is an uncle in Boston, an uncle in Fitchburg. GREG CARCHIDI: Who else? NUNZIO ROSELLI: All alone, that's all. GREG CARCHIDI: So just you, and there's -- what is it, your mother and father? NUNZIO ROSELLI: Oh, we have a lot of friends. We have a lot of friends [unintelligible - 00:01:29].2 GREG CARCHIDI: Yeah. So how old were you when you came over here to America? NUNZIO ROSELLI: I was seven years old. GREG CARCHIDI: Seven years old, yeah? NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Well, what was the life like over there? Do you remember anything? NUNZIO ROSELLI: Oh, sure. You know, life -- well, it's a different type of things because people, they take it easier out there, you know what I mean? They worked less, okay? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: But they spend more of their time having a good time, you know what I mean? Like I'll give my uncle as an example, right? He's a constructor, okay. He works on houses and stuff like that, right? And he'll get work every now and then on his own, you know, to do something… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: And when he's not working, you know, well he's not making any money. But, still he sets money aside, goes out every night, you know, goes out with a few friends, go down to the local bar downtown or a café if you call it, go for a nice [speaking in Italian] or whatever you want to call it. And they'll have a few beers, right, have a few beers, you know. GREG CARCHIDI: They drink beer over there too? NUNZIO ROSELLI: Oh yeah, yeah, yeah. GREG CARCHIDI: Oh, that's good [laughter]. NUNZIO ROSELLI: Beers or whatever you like, you know, and go home late at night. They go to sleep late over there. Twelve o'clock is like same as 10 o'clock here, so you know, so… GREG CARCHIDI: They have a lot of churches over there. Do they have a lot of churches?3 NUNZIO ROSELLI: Yeah, yeah. Over there it's kind of -- the churches are all Catholic, you know. It's not, for instance, that you have your local Catholic church and your local Protestant church, you know. Everything is Catholic there. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Because the country itself is run by religion, [unintelligible - 00:03:09]. Not in that sense. You know I'm trying to say. GREG CARCHIDI: What town was it where you were…? NUNZIO ROSELLI: The name of the town is Santa Caterina, which means St. Catherine in Sicily [laughter]. GREG CARCHIDI: Santa Caterina. NUNZIO ROSELLI: Caterina. Hey you know how to spell that? Let's see… GREG CARCHIDI: Caterina? NUNZIO ROSELLI: Mm-hmm. GREG CARCHIDI: Did I spell it right [laughter]? NUNZIO ROSELLI: Wait a minute. You got an H there, right? GREG CARCHIDI: No H. NUNZIO ROSELLI: No H. GREG CARCHIDI: No H in Italian? NUNZIO ROSELLI: No, no. GREG CARCHIDI: Oh. NUNZIO ROSELLI: No H, just T. GREG CARCHIDI: Okay. NUNZIO ROSELLI: Yeah don't forget the T [laughter]. GREG CARCHIDI: Caterina. NUNZIO ROSELLI: St. Catherine. GREG CARCHIDI: I just want to remember here. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Okay. That's in Sicily, right? NUNZIO ROSELLI: That's in Sicily. GREG CARCHIDI: All the olive oil and the mafia?4 NUNZIO ROSELLI: That's right, that's right. GREG CARCHIDI: [Speaking in Italian] [laughter] Godfather, yeah. Let's see. You were seven when you came here, right? NUNZIO ROSELLI: Mm-hmm. GREG CARCHIDI: All right. You must have gone to school over there for a couple of years, right? NUNZIO ROSELLI: Yeah, two years I went to school there. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: I went first and second grade, and then I never finished the second, and I finished it over here. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: And then I got put back here two years. GREG CARCHIDI: That caused the…? NUNZIO ROSELLI: Yeah, instead of going to the third, I got put back in the first. GREG CARCHIDI: Really? NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Did you feel like that you knew -- like when you finally did start school in America, did you feel like you were ahead of the kids in here, in America, or was it about the same, or was there a language problem or what? NUNZIO ROSELLI: The only thing there was, was a language problem, but I think as far as knowing stuff like math or stuff that didn't involve the language, I would know more because second grade over there is like fourth or fifth grade over here. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: They teach you with the same difficulty in all. But with just the language, that's what my teacher told my relatives, you know, my aunt and uncle, when I didn't pass and then they put me back in the first. She said, well, you can't speak, so he's going to stay back and learn, you know… GREG CARCHIDI: Yeah. 5 NUNZIO ROSELLI: Just for the sake of the language, not so much the other things. GREG CARCHIDI: Yeah, oh that's…[laughter] NUNZIO ROSELLI: Oh I don't care [laughter]. This is a recording. We must keep everything [laughter]. GREG CARCHIDI: Keep it clean. NUNZIO ROSELLI: It's kind of hard to, you know, when you're used to talking… GREG CARCHIDI: Yeah [laughter]. All right. How about the people in your town there in Santa Caterina… NUNZIO ROSELLI: Santa Caterina… GREG CARCHIDI: Was it a rich town, or are they farmers? Or what do they do over there? What was the main…? NUNZIO ROSELLI: By all means, it's not a rich town. All right, if you were to judge it like, okay, a town in the United States. In other words, what kind of town would it be if it was translated to the United States, you know what I'm trying to say? GREG CARCHIDI: Yeah, yeah. NUNZIO ROSELLI: You know, it would be the equivalent of let's say something place Shirley or a small town like Princeton, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: But in size, it's small. I'd say it would be the size of… yeah, probably Shirley, would be the size of Shirley, real small, small town, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: You know, most of the people that live there, the older people like my father's age maybe in the 50s or mid-40s, probably they worked on their land. They have a piece of land that the governments rents to them or gives to them or whatever, and they work on that, you know. And younger generations, you know, they're mostly involved with either going to school or something construction or something maybe mechanics, you know. GREG CARCHIDI: Yeah. 6 NUNZIO ROSELLI: Stuff like that, you know. But it's by no means… it's not a big town. It's a real small town. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Nice town though. A lot of good times there [laughter]. A lot of nice, young people, you know, girls [laughter], people. GREG CARCHIDI: Yeah, a lot of young woman, huh? All right [laughter]. Did you have any room, did you think your family had any real reason why they wanted to come to America, or did they just…? NUNZIO ROSELLI: Well, all right, we had relatives here. You know, at the time they were living Leominster, my aunt and uncle, you know. Now they live in Boston. So I guess what we did was we were going to come here for a couple of years, see what it was like, because my father was having a hard time with jobs over there, you know. They weren't easy to come by. And so we said we'd come over here and try, you know. If we liked it, we stay a couple of years. If not, we'd leave. So we came over, we stayed. You know we've just been here ever since, you know. I've gone back a few times, two times. My brothers have gone back few times too, you know. You know, we've all gone back a few times. GREG CARCHIDI: The refrigerator just went on, huh? NUNZIO ROSELLI: Oh, sorry about that [laughter]. GREG CARCHIDI: It's okay [laughter]. All right. When you first got here, right, did you come by boat or you fly? NUNZIO ROSELLI: Oh, we fly. GREG CARCHIDI: You flew Alitalia? NUNZIO ROSELLI: Alitalia, yeah. What else? GREG CARCHIDI: Alitalia Airlines. NUNZIO ROSELLI: We're Italian. We can't use Pan Airlines, you see. GREG CARCHIDI: Oh, nah. NUNZIO ROSELLI: Yeah, it's going to be Alitalia [laughter]. GREG CARCHIDI: That's right. And you landed in Boston, right? 7 NUNZIO ROSELLI: We landed in Boston, right. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: That must have been what? What year was that? NUNZIO ROSELLI: That was '68, sessantotto. That's when President Nixon… GREG CARCHIDI: Yeah, that was when Nix -- you came [unintelligible - 00:08:28] [laughter]. NUNZIO ROSELLI: Right yeah, right. GREG CARCHIDI: They got the crook [laughter], the birth of the [unintelligible - 00:08:33]. NUNZIO ROSELLI: What the heck is this? What are you doing here [laughter]? GREG CARCHIDI: If you have any, you know, you can remember at all, like what are your first experiences? One of the first things that happened to you when you got here? NUNZIO ROSELLI: That was unique? GREG CARCHIDI: Yeah. That was like, you know. NUNZIO ROSELLI: Oh I got a few, but no [laughter]. GREG CARCHIDI: Well, so you were seven. NUNZIO ROSELLI: That's right. GREG CARCHIDI: You didn't have the [combats] on, did you? NUNZIO ROSELLI: No, no [laughter]. Well, I might have, you know [laughter]. No, let me see. I'm trying to think, actually. As far as the whole way of life, you know, it's so different when I got over here, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Because I mean, we weren't used to seeing all this many cars and things at the time, you know. But yeah, that probably have to be -- just the whole idea of the way of life over here, which is so different, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: People were different. It wasn't as close, you know what I mean? It wasn't like you know your neighbor.8 GREG CARCHIDI: Yeah, like in Sicily, you knew all your…? NUNZIO ROSELLI: Yeah, you knew what was going on. GREG CARCHIDI: Paisans and. NUNZIO ROSELLI: Right. Yeah, paisans. GREG CARCHIDI: I mean, of course you come to Boston, right? You landed in Boston. You must have freaked out when you saw [laughter]. NUNZIO ROSELLI: You say, "What the heck is this?" Oh, you know, I've seen big cities like -- you know, there were a few big cities near my hometown, you know, but it was just a different type of an atmosphere too, you know. It was set up different, you know. The cars were big, you know, so what the heck is this one, bus? GREG CARCHIDI: And when you came to Boston, you saw… NUNZIO ROSELLI: I used the small cars in Europe, you know, and you see all these [laughter] tanks. GREG CARCHIDI: The food is same thing. The first thing, is the food any -- like you eat different here, or…? NUNZIO ROSELLI: Yeah, when we get over here, I remember the first thing I think I tasted that was really big was potato chips. I didn't like it. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: I don't like potato chips at all. And I really didn't like it. But after a while, I developed at taste for it, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Well, I like potato chips, but you know, at that time, especially those Ruffles with the ridges, you know what I mean [laughter]? Funny flavor [unintelligible - 00:10:57] exactly what it was, you know. GREG CARCHIDI: Yeah [laughter]. NUNZIO ROSELLI: You know, any idea of hamburgers… GREG CARCHIDI: McDonalds and stuff… NUNZIO ROSELLI: McDonalds, you know. It was different, but I'd still rather eat Italian still.9 GREG CARCHIDI: Yeah. NUNZIO ROSELLI: You know, that's what we eat at home. We're not the gravy and potatoes type people, you know what I mean? GREG CARCHIDI: Oh yeah. NUNZIO ROSELLI: I mean potatoes… GREG CARCHIDI: Unless it's sausage and… NUNZIO ROSELLI: Yeah, unless it's sausage [laughter]… GREG CARCHIDI: Like the peppers and the onions and the garlic. They can keep McDonalds. NUNZIO ROSELLI: That's right [laughter]. GREG CARCHIDI: They can keep it, man. All right. When you first settled down, when you came to America, did you come right to Leominster? NUNZIO ROSELLI: Yeah, right. Like I said, we had a set of relatives here, and we lived with them for a couple of months until we found our own apartment. And we lived in an apartment for about eight months, then we found another apartment. We lived there about six years, then we moved here and we bought this house. GREG CARCHIDI: Yeah. Nice house. NUNZIO ROSELLI: Thank you. GREG CARCHIDI: You've got your drums on there, huh? NUNZIO ROSELLI: Yeah, I got all my stuff yeah [laughter]. We've been living here about four or five years, so. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: We enjoy it here. GREG CARCHIDI: Right, nice. NUNZIO ROSELLI: Yeah, nice part of town. GREG CARCHIDI: All right, I don't know maybe… when you were growing up, I mean, did your parents -- do you remember anything that your parents said to you about -- like they must have lived through the war in Italy.10 NUNZIO ROSELLI: Mm-hmm, yeah. They tell me a lot about their experiences, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Yeah, bad experiences. Good experiences too, you know. There were things that, you know, they remember about the war that they can relate too, but you know, I mean, what's there to say? It's just going to… GREG CARCHIDI: They made it through alive. NUNZIO ROSELLI: Yeah, they made it through, yeah. My mom always told me about her father. He joined the service. He had to join, you know. It was drafted for… GREG CARCHIDI: World War II or World War I? NUNZIO ROSELLI: World War II. GREG CARCHIDI: World War II. NUNZIO ROSELLI: Right, and he was there for about few months, then they send him back because he had too many kids, so many kids he couldn't really, you know, be involved with the war and take care of the family. Because, you know, in Italy, in other words, in Italy it's not like over here. I don't mean to get off the subject or anything… GREG CARCHIDI: No, that's okay. NUNZIO ROSELLI: In other words, there isn't as much… women's lib, you know what I'm trying to say? GREG CARCHIDI: Things like that? NUNZIO ROSELLI: Yeah. GREG CARCHIDI: You mean like white for the flag and the… NUNZIO ROSELLI: Well, no. What I'm saying is the woman's place is in the home, okay. In other words, my grandfather was out fighting, okay? GREG CARCHIDI: Yeah. 11 NUNZIO ROSELLI: And he wasn't home, and he had all these kids to take care of. Who's going to take care of them as far as supporting them, you understand? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: So they had to do things like that because of the way life is in Italy, you know. The woman really isn't as free as over here, not really free. I don't know if this is true with you. It's just… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Just a way of life, you know? I don't know. GREG CARCHIDI: It's definitely different, yeah? NUNZIO ROSELLI: Yeah, but you know, about the war, yeah. My parents told me stories about the soldiers used to come to town. Like all right, the soldiers used to come and used to give the kids candies and stuff like that, you know, and then they used to give food from some of the neighbors, you know, the Italian food, because [unintelligible - 00:14:26] or not. GREG CARCHIDI: Yeah? NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Wow. NUNZIO ROSELLI: [Unintelligible - 00:14:33] experiences. GREG CARCHIDI: Yeah. So what school did you go to when you started school over here in Leominster? NUNZIO ROSELLI: That was at Priest Street. GREG CARCHIDI: Priest Street School? NUNZIO ROSELLI: Right, up on… GREG CARCHIDI: Your Doyle Field up there? NUNZIO ROSELLI: No, no, wait. Pierce, I'm sorry. GREG CARCHIDI: Pierce Street? NUNZIO ROSELLI: I got it mixed up. Pierce Street, yeah. GREG CARCHIDI: So you lived up in North Leominster?12 NUNZIO ROSELLI: Right, that's where we moved to, right, yeah. I always get the two schools mixed up. GREG CARCHIDI: It's funny. I interviewed my grandmother. When my grandmother first came to America, that's the school she started. NUNZIO ROSELLI: Is that right? GREG CARCHIDI: Pierce Street. This is back in 19 -- oh Jesus, 1910, 1911, 1909, right around… NUNZIO ROSELLI: Amazing, that's [unintelligible - 00:15:16] [laughter]. Those of you who don't know what wig is [laughter] don't ask. That's great [laughter]. GREG CARCHIDI: So you started school there, and then you went right to like sixth grade and stuff? NUNZIO ROSELLI: Well, I moved to… Fallbrook. GREG CARCHIDI: Fallbrook. NUNZIO ROSELLI: Yeah, I went to Fallbrook, then I went to Lancaster Street, then I went to, you know… GREG CARCHIDI: How long did it really take you to kind of get the language, the English language, down? NUNZIO ROSELLI: I'd say after about a year and a half, you know, pretty good, you know, to it, you know… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Because I could speak pretty good after about a year or so. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: But still, it's a lot of the vocabulary, it takes years to pick up on everything, you know. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Because you're never sure if some of the words they're saying, you know, what exactly are they saying, you know? I always said that to myself. GREG CARCHIDI: Did the kids in school act… how did they treat you in school, say like in fourth or fifth grade? Like if you spoke Italian in front of 13 them, did they look up to you like you were really something special, or…? NUNZIO ROSELLI: Well, yeah. In a way. GREG CARCHIDI: Celebrity like… NUNZIO ROSELLI: In a way, yeah. But I don't think there was that much of a difference, you know, between me. Once I got in the fourth grade, like when I was in second, I was different. But you know, like you say, you know, when I used to talk, I used to say well, what is this kid, you know? GREG CARCHIDI: Yeah [laughter]. Did they ever call you [guinea] or anything? NUNZIO ROSELLI: Oh yeah. GREG CARCHIDI: Did you ever get to any fights when you were little, you know? NUNZIO ROSELLI: Oh yeah. I got into a fight once, I remember. GREG CARCHIDI: Yeah? NUNZIO ROSELLI: Yeah. I used to detest them. They'd call me wop or guinea or something. I used to be hurt for that. I don't like that. No, you know, if a friend says, you know, let's knock it off at school. But when I was little, I used to be really serious about it, you know. But now, you know, unless the guy's really serious about it to me… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: That's the only time I take it. It's weird, but yeah. That happens. GREG CARCHIDI: Yeah. Did you and your family belong to any social clubs? When you first came over, did you get in like -- what do they have? They used to have the Corifinio Club and the…? NUNZIO ROSELLI: Oh, you mean Italian social clubs? GREG CARCHIDI: Italian clubs, or like the church or whatever. NUNZIO ROSELLI: No, not really. My parents really aren't much of, you know, people, like go out and get involved and like that you know… GREG CARCHIDI: Yeah. 14 NUNZIO ROSELLI: In Italy they were, because they felt safe. They felt, you know, more at home. GREG CARCHIDI: Everything was closed there. NUNZIO ROSELLI: Yeah everything is closed, you know. You know, the language, you go out… GREG CARCHIDI: Right. NUNZIO ROSELLI: Social people there. But you come over here, it's a different thing, you know. They sort of lost their -- how do you say it? You know, they don't do it anymore. GREG CARCHIDI: Free spirit, or like… NUNZIO ROSELLI: Yeah, their willingness to go out as much or stuff like that, you know, because it's just a total different, different country, you know. They're still not fully used to it. GREG CARCHIDI: Really? NUNZIO ROSELLI: Yeah, they aren't, you know. They speak their language a little much better, you know. They can understand what you're saying. You know, it's still… but like I said, we get a lot of friends, you know. They're always over at somebody's house or somebody's over here or something's going on. GREG CARCHIDI: Yeah, that's good. NUNZIO ROSELLI: Yeah, you know. What are you going to do when you don't have many relatives, you know? GREG CARCHIDI: Yeah. Do you remember like your first part-time job or something? NUNZIO ROSELLI: Yeah, probably [laughter]. Well, the first… probably I was a baby boy for about five years. GREG CARCHIDI: Yeah? NUNZIO ROSELLI: Yeah, I had two, three paper routes. I had one in Lancaster Street, and then I had one up here, five years [unintelligible - 00:19:19].15 GREG CARCHIDI: You're in a unique position. A lot of immigrants that -- you know, people that came over from Italy, the people that I know, it's usually like people my grandparents' age, you know? NUNZIO ROSELLI: Right, the older people. GREG CARCHIDI: Which makes my parents, you know, native-born Americans, you know what I mean? And you were born over there, and then you came here when you were, what, seven? Yeah? NUNZIO ROSELLI: Mm-hmm. GREG CARCHIDI: And so I guess, you know, it's safe to say that you've adjusted pretty well to America, you know, to the ways of life here. But still, I think -- would you say that you have preserved certain features about Italian lifestyle, the Italian culture? Have you preserved those at all? You know, not really specific, but I mean as far as relaxing like on Sunday? I know I do, my family. You know, nobody's going to catch me up raking leaves on Sunday afternoon, you know, at two o'clock. I'm gonna be in the house eating dinner. You know, I could give a sweet shit if World War III was coming, man. Sunday dinner is… NUNZIO ROSELLI: Is more important, right. GREG CARCHIDI: You know what I mean? NUNZIO ROSELLI: Well… GREG CARCHIDI: Do you still preserve certain things like that, or…? NUNZIO ROSELLI: Yeah. Well, my parents preserve a lot of things that are Italian. They have to, because I mean, you know most of their life was spent doing that, you know. It's only been 10 years that they've been here compared to 30 years in Italy or 40 years in Italy, you know? So they have a lot of things that -- I can't remember what, but [laughter]. Well, food's one thing, you know… GREG CARCHIDI: Food… NUNZIO ROSELLI: The way you celebrate certain holidays. GREG CARCHIDI: Right. 16 NUNZIO ROSELLI: Even the way you treat guests, you know? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: You know, like I said, my parents -- all right, in other words, as far as being hosts and stuff like that, they host more like an Italian host than somebody over here would host people, you know what I mean? It's a different type of… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: I don't know how to describe it… GREG CARCHIDI: I don't know. It seems to me like I've been… most of my friends were Italian, but I don't know. You can tell right away when you go into an Italian household… NUNZIO ROSELLI: Right, right. GREG CARCHIDI: Well, especially when the people are from Italy. NUNZIO ROSELLI: Because the house is set a certain way, and in other words, you know… I know a certain openness about the people, to strangers… GREG CARCHIDI: Right. Or for meetings… NUNZIO ROSELLI: Yeah, "Sit down, have a drink," you know, all the stuff like that, you know? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Want a drink? Want something to drink? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Want a beer? GREG CARCHIDI: Yeah, all right. NUNZIO ROSELLI: Yeah. I'll get upstairs… GREG CARCHIDI: Okay, we'll have a timeout here. NUNZIO ROSELLI: All right. GREG CARCHIDI: Time off against it [laughter]. Okay. NUNZIO ROSELLI: Even if it's all for just a quick call. GREG CARCHIDI: Yeah? NUNZIO ROSELLI: Oh yeah.17 GREG CARCHIDI: The hospitality is nice. Personally, yourself, have you ever had any bad experiences here or in America? Or is there anything that has ever affected you to the extent that you wish you were back in Italy? You wish you went, you know, you wish you still lived there? You wish you lived your life there, you know? NUNZIO ROSELLI: Yeah, when I first moved here, there were a lot of things that hit me. The biggest thing I'll tell you was the freedom, you know, like kids over there had a lot more freedom, okay? By that, what I mean is every night you go out [laughter]. I mean, a 7-year-old kid will be out downtown in a bar and with a few friends of his, seven, eight years old, nine, whatever. GREG CARCHIDI: Really? NUNZIO ROSELLI: They'd be out there, they'd order a beer, you know? GREG CARCHIDI: You can go order a beer or order a glass of wine? NUNZIO ROSELLI: You know what I'm trying to say? Or you know, even if you don't do that, you go out every night. You're out, and you're in a place where there are a lot of people, you can meet a lot of people, you know what I'm trying to say? But over here, you know, your nights would be spent home, you know? I've never seen winters in Sicily. The biggest winter I've seen is maybe 2 inches of snow, nothing really big, you know? GREG CARCHIDI: Really? NUNZIO ROSELLI: And then all of a sudden I come here, it's five feet, you know? [Laughter] You walk out the door and say, "What the hell is this?" you know? GREG CARCHIDI: With all the snow. NUNZIO ROSELLI: But I think it's mostly the freedom that I had over there as a kid that I never had here, that I'm starting to enjoy now that I'm, you know, 17, 18, that I can go out, you know, have a good time that way, you know. I couldn't do that when I was younger.18 GREG CARCHIDI: So you think over here, they kind of postponed everything? They make you wait? NUNZIO ROSELLI: Yeah, yeah. GREG CARCHIDI: They make you wait before they let you live. NUNZIO ROSELLI: Yeah, which in a way is good, in a way it's not. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: You know. GREG CARCHIDI: Yeah, you got to think. They got to have some rules. NUNZIO ROSELLI: How is it that a country like Italy manages and a white kid can't manage it here? I can't understand that. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: You know, I mean, see, in Italy, that whole attitude towards booze or something like that is different. You know, they don't think of it the way you think of a beer here. "Oh, kids having a beer! Oh! Hit him!" you know, do this… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Over there, the parents will get a kick out of giving the kid a beer, you know, "Drink it." Here, "Can you drink this?" [Laughter] No, no… GREG CARCHIDI: Yeah [laughter]. NUNZIO ROSELLI: Yeah, I had a little cousin, my uncle used to get a kick out of seeing him smoke. He was like two years old. GREG CARCHIDI: Really? NUNZIO ROSELLI: My uncle used to get a kick out of seeing the kid smoke and blow through his nose [laughter]. I couldn't believe it. I used to do it, yeah. It's the way Italians are, you know? We're, I don't know… different [laughter]. GREG CARCHIDI: Yeah. What the heck, I admit it. NUNZIO ROSELLI: I don't know [laughter]. GREG CARCHIDI: What the heck [laughter], I admit it… NUNZIO ROSELLI: I admit it about you too [laughter]. 19 GREG CARCHIDI: Yeah. Have you been able to form any opinion about the American political system? NUNZIO ROSELLI: I'm not much into that. I don't know about it because, you know… GREG CARCHIDI: Well, over here, you know, the politics kind of dictates how you live. I mean… NUNZIO ROSELLI: Yeah, well… GREG CARCHIDI: You pay tax, all kinds of taxes here. NUNZIO ROSELLI: All right, all right. As far as taxes, from what I see, it's too much over here, okay? It's good because the government is rich and all that and they can do a lot, and that's why the country's probably rich. But see, besides there being a lot of work and stuff like that -- but see, in Italy, you don't have the taxes that you got over here, okay? People make less money, okay? But they spend less on taxes, you know? And they don't work as hard. My parents always say how work over here is, you know, it's like hard compared to work in Italy. You work in Italy, you get a three-hour lunch break, you know? And if you work all year around, you get at least one month vacation, yeah, something like two weeks you get over here or one week, you know? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Plus the fact that every night, you go out having a good time, something like that, you know? It's more relaxed. People don't work as hard. They have more time to themselves. GREG CARCHIDI: Everything is competitive over here. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Have you noticed that? NUNZIO ROSELLI: Yeah that's right, that's right. GREG CARCHIDI: They compete for everything, I guess, [unintelligible - 00:27:01]. NUNZIO ROSELLI: Even for your job, even for your job. See, I don't know, it's just different. That's the only thing that I don't like. But I'm used to 20 it, you know? I mean, I can relate to other American, I could relate to it, you know, as far as work, you know. It doesn't bother me because I grew up here, you know, so. All right, good night. SPEAKER 2: Go out [laughter]. I'll go. NUNZIO ROSELLI: Bye. Yeah, they go out a lot, gonna have a good time [laughter]. GREG CARCHIDI: That's good [laughter], that's good. You've given me most of your opinions about the people who lived there. NUNZIO ROSELLI: [Unintelligible - 00:27:48]. GREG CARCHIDI: Yeah, yeah, [laughter], you know. What else? NUNZIO ROSELLI: Talk, talk. GREG CARCHIDI: I mean, like heck, you lived in Italy for seven years, you know? There must have been a few things that really… NUNZIO ROSELLI: Well, I like both countries, you know, as far as opinion and the way of life. I'm used to the way of life here. You know, I'm not against it. I like the way of life over here. I like staying at home at nights, or -- you know what I mean, as opposed to always going out, like in Italy. In other words, people over there relax by going out and talking to friends, you know? Well the people over here relax by staying at home, watching TV, you know? In Italy, you know, you don't have TVs like over here. You don't have the entertainment at home… GREG CARCHIDI: Yeah. NUNZIO ROSELLI: To do over here. Just stay home and just listen to the radio or TV. So people go out more, people go out to socialize with their friends, or there's a group of friends that comes over to somebody's house, you know. It's just a mock. GREG CARCHIDI: They play cards… NUNZIO ROSELLI: Yeah, play cards, have wine. People are just crazy over there. Just, you know. GREG CARCHIDI: Yeah, they make a big thing out of it over here. NUNZIO ROSELLI: That's right.21 GREG CARCHIDI: They got to go out. The woman gets ready for four hours, you know. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: That's the way. NUNZIO ROSELLI: Well, it's different. I'm not saying one is better than the other. I'm just saying. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: It's a big difference. GREG CARCHIDI: It's true. NUNZIO ROSELLI: You know, and I could deal with either one. GREG CARCHIDI: Okay, I know probably your favorite hobby is music, because we play in the same band. So, did you start playing the drums when you were in Italy or when you were that young? NUNZIO ROSELLI: No, I just started playing that thing when I was 11. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: I was in the fifth grade over here. Matter of fact, I started playing because I was sort of forced into it by my fifth grade teacher. I studied with this real mean Italian lady. Her name was Ms. Holera… GREG CARCHIDI: Yeah [laughter]. NUNZIO ROSELLI: She was a nun at one time, you know. It was [unintelligible - 00:29:48] really mean [unintelligible - 00:29:50] you know [laughter]. Anyways, one day we got a call from the office, anybody wanted to try out for the band, you know, who could try out. And she goes I hope everybody in here is going to try out, because if you don't -- she made some remark or something. So I was afraid of her, you know. She said I'd better go down and try out, you know, or else she might get really mad at me, you know. I don't want that, so I went down. I was like -- hey, I thank her for it now, you know? GREG CARCHIDI: Really?22 NUNZIO ROSELLI: I wouldn't have gone down [laughter]. Hey, she was Italian, too. GREG CARCHIDI: But that's pretty good. But you never really had -- did you have any hobbies in Italy when you were, like, your first seven years of life over there? NUNZIO ROSELLI: Seven years? GREG CARCHIDI: You just did what the other kids did? NUNZIO ROSELLI: Well, what kind of a hobby does a kid have when he's seven? You know what I mean? GREG CARCHIDI: Yeah, they don't even start -- you know, over here, they don't even start with playing little league baseball until they're eight or nine, something. NUNZIO ROSELLI: You believe that I play any sports… GREG CARCHIDI: What did you do over there, you know, when you were little? NUNZIO ROSELLI: Oh, for fun? I played soccer… you know. What do kids do? They just hang out. GREG CARCHIDI: Hang out… NUNZIO ROSELLI: [Unintelligible - 00:31:05] when I was seven, you know. Yeah, that's mostly what I did. I had a few friends around the neighborhood. We used to always meet. We'd meet like at eight o'clock in the morning, you know, when there was no school. We'd be out till 12, go home eat 12, sleep a few hours, and then after… GREG CARCHIDI: Go back to school? NUNZIO ROSELLI: Well, go back on the afternoon, you know, and just play [laughter]. GREG CARCHIDI: How was the school over there in Italy? So you must have went '67, '66. You must have gone to school over there. Did you go like five days a week like here? NUNZIO ROSELLI: No. GREG CARCHIDI: Three or something or whatever? NUNZIO ROSELLI: Not at all. I went six days a week. It went longer as far as the weeks go, but you only went from 8 to 12. You don't have to go in 23 the afternoon, you know? You went Saturdays, but you don't have to go. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: That's good. NUNZIO ROSELLI: They ought to keep that up. I used to like school when I was in Italy. GREG CARCHIDI: Yeah? NUNZIO ROSELLI: I had a teacher that really liked me. She knew my mother, and just really liked me [laughter]. GREG CARCHIDI: You were only 6, 7 years old. NUNZIO ROSELLI: You know, people in Italy mature fast. GREG CARCHIDI: Yeah [laughter]. NUNZIO ROSELLI: No, I know. GREG CARCHIDI: Yeah, I had sideburns when I was about 13, 14. NUNZIO ROSELLI: Right, right. Don't you find that a lot of…? GREG CARCHIDI: I had full sideburns. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: When I was 14, I could have grown, you know… NUNZIO ROSELLI: Right. GREG CARCHIDI: I had to shave my sideburns and my mustache. NUNZIO ROSELLI: Yeah, I started shaving when I was in the sixth grade. GREG CARCHIDI: Really? NUNZIO ROSELLI: Uh-huh. But as far as maturing, I don't know if it means much, but when I went over there a few years ago, I find that girls are like 13, 14, I mean… GREG CARCHIDI: Developed, yeah? NUNZIO ROSELLI: Developed. They looked like they were 18, 19. GREG CARCHIDI: Well developed, yeah. NUNZIO ROSELLI: It's not [unintelligible - 00:32:58] I couldn't believe it. GREG CARCHIDI: Yeah. Hey, you want to go? Let's go, okay [laughter]?24 NUNZIO ROSELLI: No, no, it will freak you out. GREG CARCHIDI: Well, yeah. It's like over here. One of my other friends goes back every year, you know, Sandro Vittorioso. He goes back every year for [unintelligible - 00:33:16]. He goes to Italy. She has relatives that are still over there, and he says it's amazing, it's amazing. Just like what you're saying, he says exactly the same, because he's from a small, small town or village, you know. He says the same thing. He says people over here, you know, you can't beat this country for its richness and all that, but people over there, you know, open a store when they get up [laughter], when they get out. But when they have to wake up or when they do get up and all those siesta. NUNZIO ROSELLI: Is that [unintelligible - 00:33:53]? GREG CARCHIDI: Jeez, I wished they had that [laughter]. If we were good at our band, then we'd become good, real good… NUNZIO ROSELLI: We could have the same thing… GREG CARCHIDI: Real good, we could get rich. We could have a siesta every day, a little espresso [laughter]. NUNZIO ROSELLI: A little espresso. Yeah, that will keep you up if you get a siesta, isn't that right? GREG CARCHIDI: Yeah [laughter]. Well, do you think you would ever go back there to live? NUNZIO ROSELLI: I might. But I really -- well, I used to think about it a lot more, you know, when I was younger. Because after I lived here for a year or two, I got homesick, okay? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: I really got homesick. That happened, you know, all the way up to about five years, six years ago, you know, after -- I've lived for like seven years. Well, after I've lived here for about six, seven years, I started realizing, you know, I started growing up here, I started becoming, you know, more of an American, you know. I 25 grew up with kids that, you know, they were Americans. I talked to them in English. I did the same things they did, you know. I play football or whatever, you know? You know what I'm trying to say? So it's… GREG CARCHIDI: I don't know what you're saying. NUNZIO ROSELLI: So I sort of felt both ways… GREG CARCHIDI: You feel -- yeah… NUNZIO ROSELLI: You know, when I went over there for a vacation at summer, I stayed out there a month, and I'm just used to it over there. It was like I never came over here. And I came back here, and I have a hard time getting used to it. But once I get used to it, I could handle over here. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: You know. GREG CARCHIDI: All right. I got a couple of other questions. NUNZIO ROSELLI: You mean that hasn't run out yet? GREG CARCHIDI: All right. No, no, no [laughter]. About 10 minutes, Nunz. Hang in there. NUNZIO ROSELLI: No problem. GREG CARCHIDI: I want to ask you. Like I know that we all, like, all of us Italian Americans here, we like salami… NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Proscuitto, capicola, pepperoni with, you know, provolone cheese. I always wondered this. Now, the Italian cold cuts that we get over here, are they as good or close to what you get over there, the real thing? NUNZIO ROSELLI: No way. They're absolutely not, absolutely not. GREG CARCHIDI: You mean this is second-rate garbage? NUNZIO ROSELLI: This isn't even a second rate. I mean, this is… GREG CARCHIDI: This is real horse dung, man [laughter]? NUNZIO ROSELLI: If you want to compare it -- holy shit, you know, it is. 26 GREG CARCHIDI: So we're paying four, five dollars a pound for cured capicola over here? NUNZIO ROSELLI: Right. They have in a ball over there, you know, good stuff. It's a big difference. Even the stuff they import from Italy over here… GREG CARCHIDI: It's not as good? NUNZIO ROSELLI: Nothing compared to the real, you know… GREG CARCHIDI: It's nice over there. NUNZIO ROSELLI: Yeah, nothing compared to it. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Yeah. As a matter of fact, we just bought some capicola. GREG CARCHIDI: Yeah? NUNZIO ROSELLI: Gonna hang it up in the other room there. GREG CARCHIDI: Oh yeah? NUNZIO ROSELLI: Yeah. Hey, if you want a slice, you'll just slice it later on, man. GREG CARCHIDI: No, that's okay [laughter]. NUNZIO ROSELLI: You know, well… GREG CARCHIDI: What, you buy it from Italy? Somebody sent it over? NUNZIO ROSELLI: It's not from Italy, but it's from a store that's supposed to make it just like Italy. It's good. Don't get me wrong, it's good. GREG CARCHIDI: You know [unintelligible - 00:37:01] in Boston… NUNZIO ROSELLI: Yeah. GREG CARCHIDI: In the north end in Boston, that's pretty good. NUNZIO ROSELLI: They're from Italy? GREG CARCHIDI: Yeah, I think they make their own. Some they make their own, some they import. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: Very expensive, but… NUNZIO ROSELLI: Well, you know, it's the same. The only thing about it that's kind of hard, the flavor's still not as good as the Italian. Anything, you just can't beat it, the sauce…27 GREG CARCHIDI: See what I mean? That's what I do on Sundays. You know, it's not what you like to do on a -- you gotta take a day in the weekend, you eat a capicola, sit down [laughter], pasta, antipasto… NUNZIO ROSELLI: Uh-huh, that's great [laughter]. GREG CARCHIDI: It's like Thanksgiving. The Americans, they feature the turkey Thanksgiving. We feature lasagna, you know [laughter]? NUNZIO ROSELLI: Manicotti. GREG CARCHIDI: Manicotti. NUNZIO ROSELLI: We had Manicotti in Thanksgiving. We had the turkey, but hey, you give them… GREG CARCHIDI: The turkey's last. NUNZIO ROSELLI: That's right [laughter]. GREG CARCHIDI: The turkey's last. NUNZIO ROSELLI: Right. GREG CARCHIDI: Nothing against the Americans, but I mean hey, when they can make a turkey that tastes as good as lasagna or manicotti, then we'll eat it first, you know [laughter]? Well, all right. This is one of the things I want to ask you. Yeah, that's right. Okay, you're a senior now at high school, at Leominster High School. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: You're the head drum major for the band, the marching band. You've been in the all-state concert band your junior, and you look like you've got a real good chance to have a decent career in music, like -- I know you do very well in school. Do you have any plans to, you know, go to college for your education, or -- what do you think you might like to do? NUNZIO ROSELLI: Sure, yeah I'd go for a [mortician's] job, no [laughter]. It's like a friend of mine who goes to college for philosophy and gets out and becomes a [mortician]. I'm going for music, yeah. Definitely. I've thought about it for four years now, you know? I kind of decided against for three or four years, but this year I realized that, 28 you know, I can't go for [unintelligible - 00:39:12] engineering. I'm going to go there, you know, I'm just going to flunk out, you know, just -- because I can't do it. You know, I got to do something I like. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: I just couldn't go for four years, four other years in school. I'll take some courses like calculus again, yeah. GREG CARCHIDI: Well, do what you like. NUNZIO ROSELLI: That's right. GREG CARCHIDI: That's good. NUNZIO ROSELLI: That's the way I feel about it. You know, my parents, they say, "Hey," you know, "what are you doing? You got to go for something that's," you know -- I think they kind of realized now that that's what I got to do. They have to respect me for it. GREG CARCHIDI: It's the same thing. A lot -- that's an American thing over here, [unintelligible - 00:39:48] parents. You're going to become a doctor, you're going to be a lawyer, you're going to be -- you know, my parents not as much as I know other parents… NUNZIO ROSELLI: Right. GREG CARCHIDI: But you know, over here, you got the freedom to do what you want, when you want, and why. You know, why you want to do what you're going to do. You might as well take advantage of it. NUNZIO ROSELLI: That's right. Well my parents, you know, "Why don't you go for something like lawyer stuff?" I said, "I just can't do that. I see no reason why I --" you know, I can't do something like that. GREG CARCHIDI: Yeah. NUNZIO ROSELLI: See, all right, my parents grew up in a time when work was scarce, the war was going on. So they're more inclined to feel that [unintelligible - 00:40:29]. GREG CARCHIDI: Yeah. Well go ahead, go ahead. It's all right. NUNZIO ROSELLI: Can I stop over there?29 GREG CARCHIDI: No, no, okay [laughter]. No, it's okay [laughter]. Hurry up, the tape's running out. NUNZIO ROSELLI: All right, all right [laughter]. Well see, my parents feel, my parents feel -- they're more inclined to feel that work is something that you go to work, okay? That's not something that you have to enjoy as long as you make money out of it, you know what I mean? GREG CARCHIDI: Yeah. NUNZIO ROSELLI: Because they grew up in a time in Italy when work was scarce, you know, and you have to make a living and stuff, you know. But I think they understand that, you know… they're not giving me a hard time about it, you know. I told them once, like I'd decided, I've made up my mind a few months ago and I told them, you know, they opposed it, but they haven't said anything ever since, you know. They're not going to bug me about it. GREG CARCHIDI: Hold it against you, yeah. NUNZIO ROSELLI: They can't do that. GREG CARCHIDI: That's okay. This about wraps it up here. NUNZIO ROSELLI: Oh, finally. GREG CARCHIDI: But that's good. All right [laughter]. But it's interesting, Nunz, because… NUNZIO ROSELLI: Oh, nice talking to you. GREG CARCHIDI: Really, there's not many Italian immigrants that are, you know, your age around that can have and really express their opinion like you did. NUNZIO ROSELLI: Yeah. GREG CARCHIDI: So this has been an interview, an oral history, [laughter] with Nunzio Roselli. You're 18, right? NUNZIO ROSELLI: I'm going to be 18. I'm sorry, I didn't tell it. January first. GREG CARCHIDI: And you skipped a grade, right? NUNZIO ROSELLI: Yeah.30 GREG CARCHIDI: They kept you back then you skipped a grade in school. NUNZIO ROSELLI: Right. GREG CARCHIDI: You must have, because you're 17. NUNZIO ROSELLI: Well, [unintelligible - 00:42:03] should be out. I should have been out last year. GREG CARCHIDI: Oh yeah? NUNZIO ROSELLI: Yeah. GREG CARCHIDI: But you did skip a grade? NUNZIO ROSELLI: Yeah, I did skip a grade because… GREG CARCHIDI: After you learned a lot? NUNZIO ROSELLI: Hey, they screwed me once, you know? They can't screw me all the time. GREG CARCHIDI: Hey, that's right [laughter]. Okay. So thank you very much, Nunz. Why don't you say goodbye to the people in your native tongue? NUNZIO ROSELLI: Arrivederci. [Speaking in Italian] and as long as you pay me an extra 10 bucks this week, you know [laughter]… GREG CARCHIDI: Say merry… NUNZIO ROSELLI: Buon Natale, Buon Natale. It means Merry Christmas. GREG CARCHIDI: Buon Natale. NUNZIO ROSELLI: Buon Natale. GREG CARCHIDI: All right gracias, gracias. NUNZIO ROSELLI: [Speaking in Italian]. GREG CARCHIDI: [Speaking in Italian], okay. This about wraps it up. NUNZIO ROSELLI: [Speaking in Italian]. GREG CARCHIDI: Now that's the way it is./AT/jf/cl/es

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Drawing Materials and Drawing Instruments DRAWING PAPER, PENCILS, &,C. A LARGE ASSORTMENT OF DRAWING MATERIALS OF ALL KINDS. J. WOODFIN MINIFE, Manager, No. 5 NORTH CHARLES STREET, BALTIMORE, MD. Special Attention to Orders by Mail. To the Students of Pennsylvania College: QANDERS & OTAYMAN Beg to call atten-tion to their splen-did exhibit of the eading makes of pianos at-|d Organs, . Including the fa- \ mousEsteyOrgan, Weber, Decker Bros., Estey, Fischer, and Ivers and Pond Pianos. Also a full line of Sheet Music, Music Books and Musical Instru-ments of all kinds, including Violins, Mandolins, Banjos, Guitars, Cornets, Autoharps, &c. SANDERS &. STAYMAN, 13 NORTH CHARLES ST., BALTIMORE, MD. 934 F STREET, N. W. WASHINGTON, D. C. Music Sent " On Selection." Catalogues Free. We are Sole Agents tor the Wonderlul " AEOLIAN.'" an Orchestra in Your Own Parlor. Wilh You as Musical Director. Spalding's Livery Stable, STRATTON ST., GETTYSBURG, PA. Branch Office, E. S. Faber's Cigar Store. Hacks, Carriages, Wagonettes, Double Teams, Riding Horses, Large Wagons Capable of Holding Sixty Persons at a Time. COMPETENT GUIDES FOR THE BATTLEFIELD. CHAS. J. SPALDING, Proprietor. -^!S)|'Mn™ imimmiiimiiniimini ■muni .MM i I1'! milmniilllllinn :■#- Gettysburg Carriage Works, CHAS. J. SPALDING, Proprietor. WEST MIDDLE STREET. BUILDER OF « REPAIRING PROMPTLY DONE. QETTYSiURG COLLEGt UB*A« GETTYSBURG, PA. ^i^° ADVERTISEMENTS. F- D. SCHRIVER, Draper, Importer, • AHD JVterehant Tailor, 23 Baltimore Street, GETTYSBURG, PA. The College Mercury. Vol. I. Gettysburg, Pa., March, 1893. No. 1. THE COLLEGE MERCURY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STARK. Editor : GELLERT ALLEMAN, '93. Associate Editors : MARION J. KLINE, '93. FRED. H. KNUBLE, '93. PAUL W. KOLLER, '94. NIELS L. J. GRON, '93. JOHN J. BRALLIER, '93. FLAVIUS HILTON, '93. Business Majtager; G. FRANK TURNER, '93. Assista7it Business Manager: BENJAMIN R. LANTZ, '94. T™,.r . f One volume (ten months), . fii.oo iERUS'l Single copies, 15 Payable in Advance. All Students arc 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. eONTENTS. DEDICATORY, i EDITORIAL I COLLEGE LOCALS, 3 GENERAL COLLEGE NEWS, 7 ALUMNI, 8 FRATERNITY NOTES, 10 ATHLETICS, 12 TOWN AND SEMINARY 13 LITERARY SOCIETIES, . . . 14 DEDICATORY. Up and down went Mercury, In classic days of yore ; Down from proud Olympus' height Jove's messages he bore ; Up and down and up again He went on winged feet, The faithful herald of the skies, Willing, prompt, and fleet. Up and down throughout the land Our MERCURY shall go, College chat and college news To scatter high and low. Up and down goes mercury, In a house of glass ; Down it glides with falling leaves, Up with springing grass; Touched by warmth of summer days, Or chill of autumn rain, Up and down and up it goes, And down and up again. Up and down, 'twixt smile and sigh, Our MERCURY shall go, College toil and college fun Faithfully to show. MARGARET R. HIMES. EDITO-RIAL. THE COLLEGE MERCURY doffs its cap and makes its bow to the reader. It seems eminently proper at this point to make a statement concerning the origin of this magazine, and to outline the policy proposed for the future. The Pennsylvania College Monthly, now The Gettysburg College Monthly, was established 16 years ago by action of the Faculty. It is now edited and owned, not by the students, but by a member of the Faculty, and whatever benefits arise from the publication do not go to the stu-dents- or societies but to an individual. The sentiment is universal among the students that THE COLLEGE MERCURY. the magazine should be in the hands of the students for the following reasons : That the precedent of the great majority of the college publications is that the journals are under the exclusive control of the students. That whatever profits may arise from the publication of a college journal should be de-voted to the literary societies. That the Gettysburg College Monthly is not thoroughly representative of the student-body and the institution. That should the students edit and publish the magazine they would feel a responsibility which they could not possibly realize under the present circumstances. Furthermore, the Alumni and friends of the college would be brought into closer contact with the institution and more readily understand its needs. Although the matter had been talked over for some time, nothing was accomplished till a self-constituted committee took charge of the affair and gave it their earnest attention. Vari-ous plans were proposed and discussed, and it was decided that the committee ask Dr. Bikle, with the consent of the Faculty, to turn over the College Monthly into the hands of the Liter-ary Societies, and in case he decided not to do this, to ask the Faculty for permission to pub-lish the new magazine. Dr. Bikle was seen and asked under what consideration he would turn the Monthly over to the students. As no conclusion was arrived at by the Doctor, the matter was presented to the Faculty, and that body was asked either to con-cur with Dr. Bikle in handing the magazine over to the societies, or, in case of the failure to grant the request, to give permission for the publication of a new journal, to be under the exclusive control of the students. After care-ful deliberation the Faculty decided to take a position of neutrality, which will be seen from the following action : " In the matter of the petition of certain stu-dents requesting permission to publish a ' Monthly.Periodical' to be conducted by stu-dents we take the following action : " WHEREAS, The College Monthly, now in existence, was established by the Faculty in in-terest of the college and has successfully represented these interests for 16 years, "Resolved, That we cannot encourage, but at present we do not object to the publication of another journal. "Resolved, That if the publication is made the Board of Editors shall be held personally responsible to the Faculty for all matters pub-lished." A joint session of the Phrenakosmian and Philomathasan Societies was held, and the matter laid before the joint body. The committee asked the members to express their attitude toward the project. After a thorough discussion of the plans, full confidence was expressed by a unanimous vote. The result of the endeavor is before the reader. At the first meeting of the Societies, THE COLLEGE MERCURY will be formally handed over to the Societies, and they will elect editors and managers to continue its publication. A word as to the future : It will be the object of this magazine to give the news of the college and alumni, and to discuss the questions relating to the welfare of the institu-tion. In order that we may successfully ac-complish these objects we must have the hearty co-operation of every one, and we earnestly solicit the Alumni as well as others interested in us to send in contributions and news that would be interesting for publication. Some one has said : " No college man squares his account with his Alma Mater with the payment of his last term's bill. He still owes her more than Desdemonia owed father and lover both, and among the most important and simplest of those duties is to subscribe for, read and encourage in every possible way the publication of the students of his own college." The students will do all in their power to make THE MERCURY an interesting and successful publication. Let all our friends do their part. / THE COLLEGE MERCURY. We are indebted to the Swartlimorc Phmnix, yhich we have taken as a model in the form land arrangement of our publication. WITH this issue a new feature is added to the curriculum of our college. We ight say the students have endowed a new chair—the editorial chair. The knowledge gind experience gained by the editing and anaging of a college paper cannot easily be ver-estimated. The intellect and judgment like are trained. The precautionary means :o keep out all objectional matter, the solicit-g and selecting of articles, the writing of criticisms on books and magazines, the reading ofproof sheets, the bringing of the managers in connection with the outside business world—all these are in themselves forces which are power-ful auxiliaries in developing the faculties of the tudent. We stated that the students endowed his chair. We should add that the endow-ment is not yet completed. Send in your sub-scription and aid in accomplishing the object. V THE growth of college publications during the last decade has been phenomenal. The first college that started on the venture of issuing a periodical was Dartmouth, and Daniel Webster was selected as the first editor of the aper. The prospects shortly afterward were not o encouraging, and the publication of college magazines did not spring up in very rapid suc-cession. But a new impetus was given to the atter a few years ago, and each college felt an urgent need for representation through its own periodical. To-day 13 colleges and uni-ersities publish daily papers and quite a num-ber publish weeklies. The whole number of daily, weekly, and monthly publications edited and published by the students of the various colleges at the present time is 217. This cer-tainly looks like evolution in college jour-alism. ^ * * N a few days a new administration will take charge of affairs at Washington. In hinking over some of the events that have transpired during the last four years, we have been struck with one thing particularly—the alarming depletion within the ranks of the great men of our country. Many who, on ac-count of their farsightedness and pre-eminent qualifications, have stood in the vanguard as counsellors of our nation have, during the last administration, been " stricken from the things that be." Whitman', Whittier, and Lowell, whose verses have been the solace and delight of many, will not be permitted to add to their collection by the addition of a single line. Sherman will plan no more campaigns nor will he tell again the deeds of heroes of the past. Lamar will hand down no more judicial deci-sions, and the eloquent voice of Blaine will ne'er again be heard in his country's behalf. These are dead. But no man is indispensable. He falls, but some one steps in and takes his place in the ranks. The question comes to us : Who are the men who are to fill these positions ? The contest for position is a competitive one, with the nation as examiner. Those who expect to win must be men of thorough preparation, in order that they may be able to deal with the exigency that may arise under circumstances which are unforeseen. Experience has been said to be the best school, but preliminary to this experience must be the camp-life of drill, discipline, and acquisition of knowledge. And this discipline is best obtained in a college. The opportunities present themselves, and the men who are masters of the situation are the ones who will be intrusted with the responsi-ble positions. These facts certainly have a peculiar significance to college men. COLLEGE LOCALS. MARION J. KLINE, Editor. ACKNOWLEDGMENTS. THE following collections for the Contin-gent Fund of Pennsylvania College are gratefully acknowledged : . . St. James, Ashland, Rev. Wm. M. B. Gland- THE COLLEGE MERCURY. ing, pastor, $4.75 ; St. James, Phillipsburg, N. J., Rev. T. C. Pritchard, pastor, $5.00; Christ's, Gettysburg, $20.73; St. Paul's, Allentown, Rev. J. A. Singmaster, pastor, $7.50; Newport, Rev. S. E. Smith, pastor, $4.36; Apollo, Rev. M. L. Culler, pastor, $5.00; Coalpark, $1.72, and Glascow, $3.96, Rev. W. M. Spangler, pastor; Meyersdale, Rev. M. L. Young, Ph. D.i pastor, $5.00; York, Rev. M. J. Alleman, D. D., pastor, $1.00; Christ's, Baltimore, Rev. L. M. Zimmerman, pastor, $10.00; Stoyes-town charge, Rev. E. S. Johnston, pastor, $7.25 ; St. Paul's, Easton, Rev. R. W. Hufford, D. D., pastor, $23.07; Altoona, Rev. E. J. Metzler, pastor, $2.81; Maytown charge, Rev. W. H. Harding, pastor, $3.10; St. Luke's, York, Rev. G. S. Bowers, pastor, $2.00; Clarion, Rev. H. E. Wieand, pastor, $5.50; Spring Forge, Rev. A. A. Parr, pastor, $33.00; Ta-neytown, Md., Rev. G. W. McSherry, pastor, $6.60 ; St. Mark's, Hanover, Rev. C. M. Stock, pastor, $16.00; St. John's, Mahanoy City, Rev. I. P. Zimmerman, pastor, $6.81; St. Peter's, Easton, Rev. Edgar G. Miller, pastor, $6.60; St. Peter's, Middletown, Rev. F. W. Staley, pastor, $14.00; Trinity, Hazleton, Rev. John Wagner, pastor, $5.00; Personal Contribution, $5.00; Zion, Chambersburg, Rev. E. H. Leis-enring, pastor, $13.85; Westminster, Md., Rev. S. A. Diehl, pastor, $5.00; Zion, Leb-anon, Rev. W. H. Dunbar, D. D., pastor, $25.49; Second Church, Baltimore, Rev. G-W. Miller, D. D., pastor, $5.00; Zion, Harris-burg, Rev. D. M. Gilbert, D. D., pastor, $22.61; Arendtsville charge, Rev. D. F. Koser, pastor, $5.00; Friend's Cove charge, Rev. W. H. Set-tlemyer, pastor, $4.75; Grace, Westminster, Md., Rev. P. H. Miller, pastor, $6.00; First Church, Carlisle, Rev. H. B. Wile, pastor, $25.00; Trinity, Allegheny, Rev. J. G. Joett-man, D. D., pastor, $25.00; Blairsville, Rev. F. J. Crissman, pastor, $6.54; Trinity, Milton, Rev. J. M. Reimensnyder, pastor, $6.00; St. John's, Lancaster, Rev. B. F. Alleman, D. D., pastor, $8.00; Jefferson, Md., Rev. T. A. Hedges, pastor, $3.50; Leistersburg charge, Md., Rev. V. Miller, pastor, $6.43 ; Glade, Rev. A. B. Miller, pastor, $4.00; Messiah, Philadelphia, Rev. M.Valentine,pastor, $25.00; Trinity, Hagerstown, Md., Rev. E. W. Delk, pastor, $12.50. Total amount of returns to March 20th, $414.53. H. W. MCKNIGHT. LOCALS. Dr. M.—" To what declension does ' Der Mensch, Die Menschen ' belong ?" Mr. R., of '93.—" Feminine." A pious Sophomore says his motto is " Watch and pray." Beware Socio. It undoubtedly " would not hurt the ('adja-tive') Sophomore to learn a little English even in the German department." Prof. H.—" Give an illustration of the sec-ond law of the syllogism." "The law of contraries." Mr. M., of '95.—A black board must be either white or black ; it cannot be both at the | same time." This is almost as brilliant as the sign " white-washing in all colors." Messrs. H., of '94, and W., of '95, report that I they have changed their shooting gallery in West College into a dime museum. Among other attractions they have an exhibition of the quarrel scene between Brutus and Cassius every ten minutes. Makers of " horses " and translators of Hor-ace take notice of the latest rendering, by a very I bright and original Soph., of the passage, " ut I cantat absentum amicitam," " as he sings of the girl he left behind him." Hanover on top. Mr. B., of'93, says that international law on sea prevents fishermen from fishing on a strip of land. (Class laugh.) Mr. B.—" I don't see anything to laugh at. Prof. H.—"No; except that fishermen] usually do not fish on land." THE COLLEGE MERCURY. 5 Mr. ]., of '95.—"You fellows ought to be glad that I am the only J-n-s in college. It is a wonder there are not a dozen of them. Just wait until I send my ancestors here. I mean my prodigy." Mr. R., of '95, talks grandiloquently and orates eloquently of "petted larceny." Possibly they designate it in that way in New York. One of our fair Juniors received a photo of \five young ladies on St. Valentine's Day. Johnny, are you thinking of emigrating to Utah ? President K., of Philo (after several of our " co-eds " have been initiated).—" It has been moved and seconded that we take up the head of new members," and then after the applause had subsided, " It has been moved and sec-onded that we be under the head of new mem- Ibers." Mr. R., of'93, is making remarkable prog-ress in the study of Geology. He often hires a horse and buggy to study the granite forma-tions near Gettysburg. " Ring the bell and let the curtain drop." Mr. W., of'95 (examining a fancy beer-tank-ird in a friend's room).—" This is the funniest molasses-jug I ever saw. Why, it has no Spout to it." Mr. B., of '93 (after he has been told to let in idea percolate through his cranium).— ;" Chum, does that mean ' swelled head' ?" Dr. S.—" What is an artificial ventilation ?" Mr. N., of '93.—" Artificial ventilation is -ah! not natural ventilation." Wasn't that a jem of a thought ? Prof. H.—" What do you have to say about the ' remedies of love' ?" Mr. H., Jr., of '95 (who is reading Chau- ! cer).—" Professor, I don't know ; I have never [experienced them." Eat pickles, old boy. Our Baltimore City Soph., in speaking of laking hay, says : " You must never put lay in a barn when wet, because it will catch on fire. Now, I know, because I used to make hay for my goat." Corn-cake and molasses, " Reddy." Mr. E., of '95 (after having heard the ele-phant joke).—" The blind man stuck his trunk in the grate and flew." Mr. N. L. J Gron, '93, recently delivered his lecture on " Scandinavia, the Land of the Midnight Sun," to a large and appreciative audience in the chapel of Trinity Lutheran Church, Lancaster, Pa. The Daily Examiner says : " The lecturer is a young man, with a pleasing personality, and a manner of delivery which at times is very oratorical, and at all times entertaining. He treats his subject skillfully and connectedly." Mr. Gron also delivered his lecture at New-ville on February 23d to a large and delighted audience. Our " Homeric friend," of '94, has given up his idea of theology, and has decided to make his debut on the stage as a " skirt dancer." Another evil effect of Juvenal's satires. The Sophomores and Freshmen have adopted class colors. The Sophomore colors are garnet and black. The Freshmen colors are copper and apple-green. The University Extension course in the Constitutional History of the United States has just been completed. The lectures were fairly well attended, but the class work before the lectures was the more popular. The centre decided on a course in history, to be given during the fall term. The Senior class have appointed a commit-tee to have charge of the Commencement exer-cises exclusive of class-day. All the duties which may devolve upon the class in connec-tion with their graduation will be in charge of this committee. Messrs. Hain, Turner, Ehr-hart, Sr., Dundore, and Bortner are the com-mittee The committee recently appointed to ar-range for a Senior class banquet are Messrs. THE COLLEGE MERCURY. Diffenderfer, Gron, Baum, Leitzell, and Wolfe. The class anticipate a very enjoyable and pleasant time. Mr. H., of '93, translating from Plato's Pli&do: " And the stones here that are so highly prized are but fragments of them, as the sardine stones, jaspers, and emeralds." Mr. B., of '95, after having gazed long and earnestly at the picttire of a lover embracing his lady-love, turns the back of the picture around and, after some mediation, says: " Chum, where is the back of that fellow's arm ?" Prof. D., of"93, bids fair to rival Edison as an electrician. We would advise the latter gentleman to look to his laurels. Dr. B.—" In Germany the people often go to the beer gardens and sit down with a paper, and while they read they drink their beer, not from an ordinary beer-glass, but from a large —I can't recall the name just now—what is it!" Mr. L., of '96.—" Schooner, do you mean, Doctor ?" Dr. B.—" That's it; you seem to be familiar with the subject." Dr. B.—" What kind of a question does ■nortpov introduce?" Mr. B., of '96.—" An interrogative question." Undoubtedly correct. Mr. K.—" Why are some pavements like a man who has the rheumatism ?" Papa H.—" Because they are subject to changes in the weather." A first class student, a Freshman, had on previous occasions acted the Cavalier and es-corted Miss T. over Balto's hill. He was greatly chagrined one evening as she unmer-cifully informed him that his service was no longer desired. We may truly infer from this that Miss T. already possesses an Ice{eii)-lieart. The following has been adopted as the song of the Sophomore class. It was composed by J. H. Diehl, and is adapted to tune, " March-ing through Georgia." We're the boys of ninety-five, who'll sing for you a song, Class of all the college pride that cheers the boys along j Singing our delightful song with five and forty strong While we are students of Gettysburg. CHORUS. Hoop ! Lah ! Boom ! Yah ! we all are yet alive ! Hoop ! Lah ! Boom ! Yah ! great class of ninety-five ! So we sing the chorus over in our college life While we are students of Gettysburg. How the Freshies trembled when they heard that we were strong, How thy gathered all their men to fight our mighty throng ; How they summoned all the Juniors out to aid their throng. While we are students of Gettysburg. Oh ! my fellow Sophomores, you always are so true When we fight in Roman wars, in Greek and German, too; For we never shall forget the way we did pursue While we were students of Gettysburg. Yes, and we are jolly boys who came here to obtain Knowledge for our eager minds, which we will ne'er dis-dain ; So that every one shall feel that work was not in vain While we were students of Gettysburg. The Chess Club is now doing regular prac-tice. As chess is the most intellectual of all games, it may, more than any other game, in-dicate the intellectual power of an institution. Our Club has had several challenges from other colleges which it will most likely accept. The members are : Niels S. J. Gron, '93 ; Geo. Baum, '93 ; Horace Whitman, '95; Herbert | Richards, '95 ; Henry Clare, '95 ; Charles ¥■ Wiest, '95. MUSICAL CLUBS. Our college has for several years been striving to organize musical organizations to compare favorably with the other colleges of I the land, and has finally succeeded in organiz- [ ing one of the best equipped clubs of the country. The organization consists of a Glee Club of I 17 members, who have been under the instruc-tion of a competent musician from Harrisburg, and have been in daily training for several months. They sing comic glees, serenades, in mi)» THE COLLEGE MERCURY. and"have a splendid college song called "■ Get-tysburgia," composed by Mr. Hoffmann, '95, a young man of fine musical talent, who promises to make his mark in this line as well as in instrumental music. The Banjo Club consists of 10 men under the direction of Mr. Hersh, '91, and is as finely a developed club as can be found in any college in the land. A banjo burlesque, by Messrs. Hoffmann and Madara, are one of its special features. The club has no equal among college clubs for uniformity of time. The Mandolin Club of eight members, the only college Mandolin Club to-day-, except Harvard, renders on their sweet Spanish mandolins the tender, soul-touching strains which only can be rendered on that instrument by trained men. Mr. Baum, '93, the leader of the club, is an ex-perienced artist, and the guitar accompan-ists are led by C. G. Bikle, '92, a competent musician. Prof. C. E. Leslie, the famous musician and composer of Chicago, says of the clubs; " They are far .above the average college club in time and harmony." Prof. John De Motte, of Indiana State University, says: " They cannot be excelled in time or expression save by professionals." The opening concert was given in Brua Chapel, Gettysburg, February 22d, to a large and appreciative audience; the clubs were encored again and again, the vocal solo, by Mr. Herr, '97, was vigorously applauded, as was Mr. Hoffmann's " Gettysburgia." The " Sueno De Amor," by the Mandolin Club, was considered as one of the sweetest strains of the mandolin ever rendered here. The " Merry Monarch," by the Banjo Club, is a production which called forth the loudest applause, and won for Mr. Hersh and his nine men the highest admiration. The lively strains of this selection are softened by Mr. Bannis' mandolin. On February 23d the clubs gave their enter-tainment at York, and at Hanover- on February 24th. The papers speak well of them. Manager Duttera has arranged the following dates for the clubs : Chambersburg, Pa., March 2d. Shippensburg, Pa., March 3d. Martinsburg, W. Va., March 9th. Hagerstown, Md., March 10th. Harrisburg, Pa., March 24th. He is just now arranging a trip through the central and northeastern parts of this State for Easter vacation. Members of the Faculty and fellow-students, the success of a good college musical organi-zation depends largely upon your support and encouragement. Alumni, you can assist in putting Alma Mater to the front, not only in athletics but in the sweetest gift of God— music, by giving us hearty and earnest co-operation. GENERAL COLLEGE NEWS. President Harper, of the University of Chi-cago, in a recent address said : " This Univer-sity is to stand for graduate work, first in the grade school and in the divinity school; and when the medical and law schools are estab-lished I shall be surprised if they admit any but graduates."—Ex. Chauncey Depew said to the students at Yale recently : "What made the class of '53 so famous is that half its members went into journalism and praised the other half."—Ex. Wednesday, February 22d, the Mechanics' Art Building at State College was dedicated. Prominent men from all parts of the country attended. Governor Pattison, Secretary of the Interior Noble, Francis A. Walker, and President Schurman, of Cornell, delivered ad-dresses. The celebration closed with '93's assembly ball.—Ex. The campus of the Leland Stanford Univer-sity covers 70,000 acres and contains a drive-way 17 miles in length.—Ex. 8 THE COLLEGE MERCURY. The matter of dealing with cheating at ex-aminations has been left in the hands of the student body at Princeton. A'committee ap-pointed from the students to investigate dis-honesty during the recent examinations found four men guilty and sentenced them to a dilemma—the choice of applying to the several professors for re-examination, or being recom-mended for expulsion. This leniency was granted on account of the offense being the first under the new regime. Hereafter no alternation to expulsion will be allowed. The students, put upon their honor, are determined to maintain honor. Thus it always works. This phase ofco-operation works amazingly well, and is actually the only successful method to enforce honest work. The offense allows no distinc-tion between giving help and receiving it. Harvard is another institution where women will be admitted, this time with the purchase price of $250,000. The sore for which this salve is always required is never stated. If it is proper to admit them at all, they should not be required to break down moss-covered walls of exclusion with gold and silver weapons. Many and varied estimates are made of the value of collegiate training, in known quantities, as so much invested, by so much cash. The fact remains, however, that it is a variable quantity and can hardly be reckoned as convertible capital. " Economically the money value of a college education depends on the man who possesses it, and is com-mensurate with the amount of labor expended in acquiring it." Here follows the yell of the theologues at De Pauw : " Hurrah ! hurrah ! hurrah ! the gospel does away with law, We're theologues of old De Pauw, a greater school none ever saw.—Amen !" Ex. The custom of wearing cap and gown is becoming more popular. The senior classes of Harvard, Yale, Princeton, Amherst, Williams, and Dartmouth have adopted them. The JEgis says : " The three greatest things in college at present are the cap and gown, university extension, and foot-ball."—Ex. President Jordon, of the Leland Stanford, Jr., University, has given his ideas on the conser-vative custom of most American institutions : " College marks, college honors, college courses, college degrees—all these things be-long, with the college cap and gown and wreath of laurel berries, to the babyhood of culture. They are part of our inheritance from the past, from the time scholarship was hot manhood, when the life of the student had no relation to the life of the world." The number of "cuts " allowed in some of the leading colleges is as follows: Yale 24 per year to Juniors and Seniors; to Sophs and Freshmen, 18; Williams, 30; Dartmouth, 21. At Amherst and Wesleyan a student must be present at nine-tenths of the recitations. At Harvard, Ann Arbor, Cornell, and Johns Hop-kins the attendance is said to be optional.—Ex. ALUM/MI. FRED. H. KMUBLE, Editor. * • IN this, the first number of THE COLLEGE MERCURY, the Alumni Department is necessarily not as complete as it should be, since communication with the alumni can be commenced only after this issue. It is intended to make it a special feature of the paper in the future. It will contain a resume of all that is important in the doings of those who have in past days received instruction within the walls of Pennsylvania College. It will thus form in effect a history of Pennsylvania College men. The present student shall hear of what those who have gone before are making of life; the far-off graduate shall be brought into closer touch and sympathy with the other sons of Alma Mater. To all we hope to make the alumni notes readable, interesting, and attrac-tive. Brevity shall be another of their charac-teristics. No available source of information THE COLLEGE MERCURY. o shall be neglected, but we would earnestly in-vite correspondence and information from the alumni concerning either themselves or others. Let us hear from you, brothers. PHILADELPHIA ALUMNI REUNION. On Tuesday evening, January 31st, the Phila-delphiaAlumni Association held its tenth annual reunion and banquet at the Hotel Vendig. It was an enthusiastic and enjoyable gather-ing. When the menu had been discussed, the flow of soul" commenced. P. K. Erdman, '68, was symposiarch, and spoke to the toast: " Our Association." Other speakers and sub-jects were: Rev. H. W. McKnight, D. D, LL. D., '65, " Pennsylvania College ;" Rev. W. E. Parson, D. D., '67, " Mason and Dixon's Line;" Rev. L. E. Albert, D. D., '47, " Our Trustees;" Dr. J. Marshall, '76, "University of Pennsylvania." Other interesting speakers discussed interesting subjects. Alma Mater's praise ran high. Among those present, in addition to the aforementioned, were : Rev. W. M. Baum, D. D., '46; Rev. H. M. Bickel, D. D., "48; Prof. V. L. Conrad, D. D., '48; the Revs. A. H. F. Fischer, '80 ; M. H. Valen-tine, '82; M. R. Minich, '70; T. R. Beeber, D. D., '69; Sylvanus Stall, '72; Prof. Edgar F.' Smith, '74 ; Prof. G. D. Stahley, M. D., '71 ; Dr. G. E. Tetus, '74; Dr. W. R. Hoch, '77 ; Dr. J. C. Felty, '70; Dr. M. B. Hartzell, '74; Prof. S. P. Sadtler, '67; Mr. John E. Graeff, '43; Rudolph M. Shick, Esq., '60; Hon. B. F. Hughes, '71 ; T. D. Beeber, Esq., '74; James Strong, founder of the Strong Professorship of English Bible and Chaplaincy, and Mr. Wm. Buehler, '85. A set of resolu-tions were adopted, requesting the Board of Trustees of the College to give the Associa-tion representation on the Board. A reason-able request. At the tenth annual banquet of the Martin Luther Society, of New York, on February 10th, there were among the toasts the follow-ing : " The Past of the Lutheran Church in the United States," responded to by Rev. W. H. Dunbar, D. D., '71; "The Future of the Lutheran Church in the United States," Rev. J. B. Remensnyder, D. D., '61 ; " The Clergy," Rev. G. U. Wenner, D. D., '63. The speeches of all three gentlemen were highly commended by the large number of Lutherans present. On the evening of February 15th, Gettys-burg Lodge No. 124, I. O. O. F., held a banquet in Gettysburg for all the Odd Fellows of Adams County. The occasion is of inter-est to Pennsylvania College, inasmuch as among the guests were the following sons of hers : Mr. Hart Gilbert, '67 ; Rev. E. Manges, '70 ; Mr. A. A. Lechlider, '60 ; Rev. John F. Mackley, '78 ; Mr. N. L. J. Gron, '93 ; Mr. A. Reist Rutt, '93 ; Mr. John Axe, '91 ; Mr. J. F. Kempfer, '93. We obtained this informa-tion from one of the brethren. '44. Rev. P. Anstadt, D. D., of York, Pa., is temporarily supplying the pulpits of several of the churches of the Manchester, Pa., charge. '46. Rev. A. C. Wedekind, D. D., has left for San Diego, Cal, where his daughter resides. He intends to remain there. His health has improved somewhat. '51. Hon. David Wills left for Florida recently; his stay there will be short. '56. Rev. H. W. Kuhns, D. D., expects to be present at the next meeting of the General Synod, as a delegate from the Nebraska Synod. He will also attend the Commence-ment exercises of the college. '61. Rev. J. R. Williams was in town visit- . ing his son, R. Williams, '94. '62. Rev. S. B. Barnitz, D. D., Western Secretary of the Board of Home Missions, presented the special cause to the Gettysburg churches, Sunday, February 12th. He held a conference on Monday with the Seminary students. '65. Rev. H. W. McKnight, D. D., has been selected a member of the Advisory Board of IO THE COLLEGE MERCURY. the Columbian Religious Congress, and elected one of the Vice-Presidents of the Evangelical Alliance of the United States. As the Doctor's health is not of the best, he intends to make his Easter vacation somewhat longer by leaving Gettysburg several weeks before the close of the college term. '68. Rev. J. W. Richards, D. D., has, with the assistance of Rev. F. V. N. Painter, pub-lished a valuable book on Christian Worship ; Its Principles and Forms. Two chapters are contributed by Rev. M. Valentine, D. D., LL. D., '50. Dr. Richards expects to leave Europe for America early in April. 'yy. Rev. F. P. Manhart has been elected Financial Agent of Missionary Institute, Selinsgrove, Pa. 'jy. Rev. W. N. Baum, Jr., celebrated the tenth anniversary of his pastorate of St. Mark's Lutheran Church, Canajoharie, N. Y., on February 3d. He was the recipient of many tokens of regard from his devoted congrega-tion. '80. Rev. L. B. Wolf, with Dr. Kugler and Miss Dryden, took worthy part in the great conference at Bombay, India. There were 550 members of various denominations in at-tendance. '80. Rev. M. P. Hocker recently celebrated the tenth anniversary of his pastorate of St. John's Lutheran Church, Steelton, Pa. Statis-tics shown at the time indicate wonderful success in his work. Excellent progress is being made on the congregation's new church. '81. Rev. S. J. Taylor has received a very flattering call to the pulpit of St. Paul's Lutheran Church, Littlestown, Pa. '82. Rev. M. H. Valentine is doing well in his new charge in Philadelphia. '83. Rev. W. W. Anstadt, Huntington, Pa., has received a unanimous call from the English Lutheran Church of Bedford, Pa. '83. The congregation of Rev. L. N. Kuhns is contemplating the building of anew church." Rev. Kuhns is editorially active in Y. P. S. C. E. work. '84. J. B. Hileman, M. D., whose wherea-bouts has been asked for by several, is ex-amining physician for the Relief Department of the Pennsylvania Railroad. His office is at Broad and Filbert Streets, Philadelphia. '85. Rev. A. F. Richardson was installed as pastor of the Lutheran Church, Grafton, W. Va., on February 5th. '85. Rev. Chas. Reinewald was installed as pastor of the Lutheran Church, Emmettsburg, Md., on January 29th, by Rev. M. Valentine, D. D., LL. D., '50, and Rev. L. Kuhlman, '79, President of the Maryland Synod. '86. Rev. Prof. O. G. Klinger, A. M., de-livered the first of a series of lectures to the students of Irving College on February 10th. He is also President of a Chautuaqua Circle at Emmettsburg, Md. '88. The congregation of Rev. L. Goetz, Newberry, Pa., expects to build a church. Prosperity reigns in the charge. '88. Rev. L. S. Black will take charge of Christ Church, Gettysburg, about April 1st. '88. Rev. W. H. Harding was married to Miss Emma Minnick, of Wrightsville, Pa. Our congratulations and best wishes. '89. Concerning Rev. J. F. Seibert and his mission church at Ft. Madison, Iowa, Dr. Barnitz said: " I feel like falling upon my knees before that consecrated, successful young man." F-RATEHNITy MOTES. JOHN J. BRALLIER, Editor. ' Come rain, come snow, Rest wind, or blow, Or fair or stormy weather For yes, or no, With hearts aglow We stem the tide together. ***** ■MMMMMMMMMMHM THE COLLEGE MERCURY. II Time, change, and pain, Will strive in vain, To sever bands fraternal. O'er tide, o'er plain, We'll wear love's chain, And prove a bond fraternal." PHI KAPPA PSI. The next meeting of the District Councils of the Phi Kappa Psi Fraternity will be held on April 5th and 6th, 1893. District I will convene under the auspices of Pa. I. and K., at Philadelphia. Bros. H. W. McKnight and Geo. D. Stahley were present at the annual banquet of the Philadelphia Alumni Association, January 31st, 1893. Among the addresses delivered before that body was the very pleasing speech of Bro. McKnight. Bro. Geo. S. Bowers, '77, has recently been elected editor of York Lutheran. On Sunday, February 12th, Bro. Samuel Barnitz, Western Secretary of Home Missions, being in Gettysburg on performance of affairs pertaining to his office, spoke to audiences in the morning and evening, which were alike captivated by his methods and impressed with the wholesomeness of his matter. Bros. R. Kephart Russell, '95, and Luther P. Eisenhart were initiated on Jan. 28th, 1893. PHI GAMMA DELTA. Bro. Fitt, '98, is again out, having recovered from a two weeks' attack of the mumps. Bro. Blint, '90, preached at Chambersburg, Pa., on Sunday, February 12th. Graduate Chapters of F d have been organized at Seattle, Washington, and at Chicago. Bro. F. V. Filbert, '92, is being trained by manager Irwin, of the University of Pennsyl-vania Base-ball Team, along with pitchers Reese and Bayne, and will likely distinguish himself in the coming season. Bro. Huber G. Buehler, Professor of English, Lakeville Preparatory School, closed on account of scarlet fever, is home on a short visit. He gives a glowing account both of the school and the place. PHI DELTA THETA. Our number has lately been increased by the initiation of Bros. Barndt, '94, and Leitzell, '93- Bro. Beerits, who left us last Commence-ment, has just returned to his home at Somer-set, Pa., from Poughkeepsie, where he com-pleted a general business course. Bro. E. J. Cook, '92, is now occupying the position of Principal of Bel Air Academy, Md. He has under his supervision five assist-ants, and is meeting with good success. Bro. Addison, who left us last Commence-ment to accept a position in the Census Office at Washington, has been employed as private secretary of the Paymaster of the U. S. Navy. In this new position he will soon start upon a trip around the world. Our best wishes go with him. Phis who go to Washington March 4th will have the pleasure of seeing the out-going President, Bro. Harrison, '57, of Ohio Alpha, give place to the in-coming Vice-President, Bro. Stevenson, of Kentucky Alpha. ALPHA TAU OMEGA. Bro. Geo. E. Hipsley, '93, of Baltimore, Md., was initiated February 1st. Bro. Geo. A. Kyner, Esq., '89, of Chambers-burg, Pa., paid us a week's visit recently. A T Q, of Gettysburg, sends hearty greeting to THE MERCURY. May it live long and ever be truly representative of college life at Gettys-burg. One of the many things of interest to fra-ternity men who will go to the World's Fair will be the exhibit of College Fraternities. It will consist of catalogues, song-books, maga- 12 THE COLLEGE MERCURY. zines, badges, flags, banners, and souvenirs of chapters, coats of arms, pictures of chapter-houses, and photos of active and alumni chapters, and of prominent men of the differ-ent chapters. The exhibit promises to be a very good and interesting one, and well worthy the attention of all fraternity men. At present there is no little interest at the University of Chicago in regard to the fra-ternity question, while the Faculty have not outright forbidden the establishment of fra-ternity chapters, it is their opinion that such action is unadvisable. They have laid down certain rules by which a chapter, if it be estab-lished, is to be guided. The rules are, on the whole, very fair. Professor Frink, of Amherst, has lately, in an article on the " College Chapter-House," ex-pressed a very opposite opinion. He speaks in the highest terms of the fraternity move-ment, and " claims that the chapter-house is one of the strongest allies of the college and college discipline." The fraternity and chapter-house have been given their place in college life, and from present appearances are here to stay. They are not only tolerated, but are also recognized. ATHLETICS. PAUL W. ROLLER, Editor. ALTHOUGH this is winter and athletics are supposed to be hibernating, there are many things which can and must be done preparatory to the coming season. The base-ball manager must obtain a list of applicants for the respective positions and see to it that they take proper exercise in the gymnasium, not forgetting to secure a large number of good games, for how often have we with a superior team been compelled to play the en-tire season with inferior teams. The foot-ball manager and captain could be looking up a suitable coach and preparing a new code of signals. The matter of having a good coach to take the team in hand at the beginning of the sea-son is a very important one. We have been successful heretofore in plac-ing good teams in the field, and this can only be continued by hard and earnest preparatory work. A gymnastic organization known as the " Sons of Hercules " is preparing, under the supervision of physical director Pohlman and Mr. Povall, '96, to give an exhibition in bar and mat work. The exhibition will take place about the second week in March. The mem-bers are Povall, Rice, Snyder, Billheimer, Weist, Bastain, Roller, McCartney, and Rudi-sil. They are working hard and faithfully, and will give a very instructive and interesting performance. We look for an interesting and exciting season of base-ball under the management of Mr. Fickinger, '94. He is at present trying to secure as many games as possible. The fol-lowing is the list of secured and possible games. The secured games are: April 26th, Western Maryland, at Gettysburg. May 3d, " " at Westminster. May 26th, State College, at Gettysburg. May 30th, Indian School at Gettysburg. June 2d, Slate College, at State College. June 3d, Bucknell, at Gettysburg. The possible games are: three with Dickin-son, two with F. and M., return games with Indian School and Bucknell; also games with Lafayette, Lehigh, Johns Hopkins, St. John's, Columbia A. C, and Georgetown. The following men have applied for posi-tions on the team. Each man will be given a fair and impartial trial, and those making the best showing will be chosen as the team. The men are Keefer, Gies, Nicholas, Erb, Enders, Hoffman, Cook, Leisenring, Steitz, McCartney, Nicholas, Sr., Fair, Feldman, Williams, White, Gable, Lesher, Gilbert, and I THE COLLEGE MERCURY. 13 Tate. All others desiring to become appli-cants should report as soon as possible to the manager so as to obtain the benefit of the training. Mr. Chas. Huber, '92, has been elected, by the Athletic Association, manager of field and track athletics. We have always possessed men who showed ability in this line, but it was always confined to a few individual efforts. An effort will now be made to put an athletic team in the field which will compare favorably with the teams of other colleges. TOW/N A/St> SEMI/MTVRy. FLAVIUS HILTON, Editor. TOWN. At the Borough election held February 21st, Major Benner, Democrat, was again elected Burgess over Captain Gilbert, Repub-lican. George Walter, '82, Democrat, was also elected Justice of the Peace. Of the Town Council the Republicans elected three, a gain of two, and the control of the body. General Daniel Sickles estimates to the New York Legislature that $57,000 will be needed to properly dedicate their magnificent monument in the cemetery. Dr. McKnight has sold the William Spang-ler property on Carlisle Street to J. L. Butt, Esq., for $2,925. Mr. J. Ed. McCammon purchased his late mother's residence on Carlisle Street. The entire contents of the house will be sold March nth. Colonel Maish, ex-Congressman from this district, will be marshal of Pennsylvania's : civic parade, March 4th. In '87 a meteorite was discovered in Mount Joy Township, and sold four years later to a gentleman from Washington. Weight, 847 rounds. An analysis of the crust showed: Iron, 94.80; nickel, 4.81; cobalt, .51; copper, .005; lead, 19; sulphur, .01. The bill introduced by Senator Quay to mark the Confederate lines at Gettysburg has been the occasion of many personal attacks upon Colonel Bachelder. Representative Zeigler, of Adams, was called upon to defend the Colonel a few days ago in the lower House. SEMINARY. Messrs. Shantz and Pohlman attended the Inter-Seminary Alliance February 15th to 17th, at New Brunswick, N. J. Mr. Pohlman read a paper on " Consecration and Self- Sacrifice in Missions." The discussion of the subject was opened by Mr. Shantz. Some time ago a class was formed for the discussion of missionary topics. The class has found it necessaiy to catalogue and index the library books that have any bearing on the subject of missions. The books are few indeed, and for an intelligent discussion of the subject the most recent publications are needed. Any one who will feel moved to give books, or the money necessary to obtain them, can have their gifts properly cared for by Mr. George Beiswanger, Gettysburg, Pa. The following Seniors have secured charges : Mr. Kitzmyer, at Davis, W. Va.; Mr. Good, at Lyons, Berks County; Mr. Bettle, at Mt. Zion, Allegheny. Four or five of the Seniors have volunteered for Home Mission work in the West. Rev. W. H. Fishburn, of Harrisburg, has resigned the care of the Bethlehem Lutheran Tabernacle. Rev. W. H. Harding and Miss Martha R. Minnich were married February 14th, at Wrightsville, Pa. At home February 27th, Maytown, Pa. E. E. Shantz, of the Junior class, is instruct-ing a class in botany. A class has been formed for the study of the Life of Christ. They are using the Blakesley Graded Lessons. A steady interest is main-tained. j H THE COLLEGE MERCURY. Horace E. Zimmerman, '92, visited the boys February 6th. The election of officers of the Missionary j Society resulted as follows : President, Gruber; t Vice-President, Bellheimer; Treasurer, Ball; Recording Secretary, Albert; Corresponding Secretary, Dunlap; Curator of Athenaeum, Franz. The question among the Seniors now is, ■ "Are you going to Nebraska?" How few are j the " Here am I, send me." LITE-RAHy SOCIETIES. NIELS L. J. GRON, Editor. MANY who have noticed the wonderful developments of the educational facili-ties at our college, which has taken place during the last few years, have asked: "But what has become of the Literary Societies ? Dear old Philo. and Phrena., are they, too, ad-vancing in their influence for good?" To such a question we can answer most emphatically, Yes. The new and magnificent buildings which now grace our college campus had scarcely been erected before the two societies vacated the halls, which they had occupied for nearly sixty years, in order to take possession of more spacious and more elegant quarters. The two large halls which they now occupy in the new recitation building are richly and artistically furnished and decorated. There is hardly a Senate Chamber, in this land of wealth, more tastily ornamented. The credit for this is due not only to the efforts of the students but, to a large extent, to the liberality of the Alumni members. No sooner had the members of Phrena. and Philo. completed the decorations of their halls than they at once put into practice the signifi-cance of the names of their respective societies. They proceeded, without delay," to adorn their minds," and to show that they were, indeed, " true lovers of learning." The result has been that many students who, although bright and studious, could not stand upon the plat-form and render " The boy stood on the burn-ing deck " without manifesting great timidity and painful embarrassment, can now take the parts of Hamlet and Ccesar before any au-dience. At present excellent work is being done in both societies. Essays and orations are well prepared and show a great deal of originality. The debates which are so earnestly and vigor-ously indulged in every Friday evening have rewarded the participants with readiness and self-reliance. There are now in both societies many students who, in their extemporaneous speeches, are able to treat, logically and with force, very difficult subjects. In this day of free speech it is of the great-est importance that a man should be able to express his thoughts and ideas clearly and without hesitancy. Freedom of speech, self-possession on the platform, are of as much practical value as all the other things that can be gained from the branches included in a col-lege curriculum. The.Literary Societies alone, in a college, promote and develop these two essentials. The interest taken in the societies betokens well for the future of the students. We are exceeding pleased to note that al-though there is a rivalry between the two soci-eties for supremacy, yet the most friendly rela-tions exists between them. Fertile brains are resorted to rather than slandering and depre-cating tongues. That the bond of friendship between Phrena. and Philo. will be strengthened when they shall unite for the purpose of editing and publishing THE COLLEGE MERCURY can-not be questioned. PHRENA. NOTE. The following have been initiated as mem-bers of the society: Maynard and Russell, '95 ; Shimer, Earnest, Spayde, Brubaker, and Povall, '96. . The following have been elected: Stahl, '94; Hoover and Cook, '95 ; Fleck, Stahl, and Manges, '97. ADVERTISEMENTS. 111 Wanamaker's. PROFESSIONAL CARDS. There are two ways of selling Books. One lis keep the prices as high as possible—that's the ordinary book.store style; the other is to ;rowd the prices as low as possible—that's the IWanamaker method. The result is that the Wanamaker Book business has grown and grown until it is the largest in America. You can depend on two things if you go to /anamaker's for Books: First, That any proper Book is there, or if not that it will be Riickly got for you; second, That the price [Is as little as anybody's, and very likely littler. BOOK NEWS is a monthly guide to the new Books and an echoing of the interesting ioings of the whole book world. 5c, 50c. a ean JOHN WANAMAKER. CHARLIES S. DTjflCA^, '82, ATTORNEY AND COUNSELLOR-AT-LAW, Baltimore Street, GETTYSBURG, PA. CHflS. E. STRHiiEY, '87, ATTORNEY-AT-LAW, Baltimore Street, GETTYSBURG. PA. . STANLEY HART, PRESIDENT. GEORGE MASTERS, TREASURER. WILLIAM JOHN CALLAHAN, GENERAL f DR. CHAS. B, STOFFER, Bimtist, OFFICE, STAR AND SENTINEL BUILDING, GETTYSBURG. PA. fj liber's Dril2 Store, Baltimore Street, GETTYSBURG, PA. Prescriptions Carefully Compounded. LAWRENCE FELL, VICE-PRESIDENT. TatgSt StVlCS YD M C. 8PROUL, SECRETARY. I MANAGER. "~^^S> Hats, Shoes, AND Gents' Furnishings, R. M. ELLIOTT'S. ranklin Printing Company I A. D. BUEHLER & co., 516-J18 MINOR STREET, N. B.—Stiff Hats made to Fit the Head in two minutes. PHILADELPHIA, PA. Headquarters for Stationery and Blank Books. TELEPHONE 1044. ENTRANCE TO ELEVATOR, 518 MINOR ST. LOWEST CASH PRICES- ADVERTISEMENTS. Absolute Evenness of Touch, Richness and Brilliancy of Tone,| Extraordinary Singing Quality, Unequaled Workmanship, I Power of Standing in Tune longer than any other Piano) made, are among the characteristic qualities of DECKER BROS. PIANOS, 33 Union Square, fteui York. Used in Philo. Hall at Pennsylvania College. The Hatter, will be in Gettysburg at the College shortly with the latest fashions and best quality of Gents' Furnishing Goods. LOOK OUT FOR HIM. ■ Hi ir II ii ■■■■■! i ADVERTISEMENTS. R. H. REINNIGER, RJVIOS ECItEST, iMerchant * * DEALER IN Tailor. THE BEST WORK AT THE LOWEST PRICES. Post Office Block, CENTRAL SQUARE. PETE THORNE, •having t Hair Cutting Parlors. FIHST CLASS 7VRTISTS. CENTRAL SQUARE. Hats, Shirts, Shoes, Ties, Umbrellas, Gloves, Satchels, Hose, Pocket Books, Trunks, Telescopes, Rubbers, Etc., Etc. AMOS ECKERT. SPECIAL* TO STUDENTS. Fine Tailoring. JOSEPH JACOBS, Merchant Tailor, Shambersburg Street, (Helow Eagle Howl) GETTYSBURG, PA. 'LEMMING & TROXEL, Billiard 7»rNt> 'ool "Rooms. BALTIMORE STREET. Red Front Cigar Store R. H. RUPP, Proprietor. fio. 8 Baltimore St., Gettysburg. The.place for a fine Cigar or a good chew. Solid Havana filler, 5 for 25c. An elegant article. A FINE ASSORTMENT OF PIPES AND SMOKING MIXTURES. VI ADVKRTISEMENTS. ESTABLISHED 1876. Mary had a Little Lamb, PE/N-ROSE MyEKS, VV/rtTCHn/IKER ™ (Stamp jour Memory.; JEWELEK. liafge Stoek of LUatehes,Cloeks, Je«ielpy, etc., on Hand. GETTYSBURG SOUVENIR SPOONS, COLLEGE SOUVENIR 10 BALTIMORE STREET, GETTYSBURG, PA. Students' Headquarters IS AT J. R. STINE S. SON'S CLOTHING STORE The Cheapest Clothing and Gents' Furnishings in Gettysburg. It's wool was all the go— We make it up in BUSINESS SUITS for $1 5.00 you know. These Custom-Made Suits are popular throughout Africa— because they represent the very 0-Internee of Kobby Drccc, and are essential to every business man who cares one lota for economy and APPEAR-ANCE. Send- us ti cents in stamps, stating kind of gar metit or suit desired, and we will forward you SAMPLES of Cheviots, Cassimeres, etc., Self-measurement rules ana fashion plate. YOU DO THIS and we do the rest. Haiti more cheapest market. KEELER the largest custon. producer. Full Dais Suits, - $25.00 Up. Trousers, - - - - $4.00 lie. Frock Butts, - - $18.00 Up Overcoats, - - - $18.00 Up. JOnN M. KEELER, 5 N. Calvert St. Baltimore, Hd, "buffer no longer the extortions uf loc'-l tniiors Correspondence Solicited With Responsible Parties Desiring to Act as Agents. DfflTLLTIELD LlVERT Rear of Washington House, Opposite W. M. R. R. Depot. GETTYSBURG, PA. MERCHANT TAILORING All Kinds of Teams. Good Riding Horses A SPECIALTY. COMK AND SEE US. J. R. STINE & SON, THE LEADING CLOTHIERS, MAIN STREET, GETTYSBURG, PA. The Battlefield a Specialty, With First-Class Guides.! "Wm DAVID McCLEARY, Propl

NDI President Derek Mitchell and NDI Board Chairman Secretary Madeleine Albright talk about her new book Hell and Other Destinations, and her experiences as Secretary of State. She reflects on U.S. foreign policy, democratic trends, and her hopes for the future.

This podcast was recorded May 27, 2020, prior to demonstrations in support of racial equality across the United States.

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Derek Mitchell: Hello. Welcome to DemWorks. My name is Derek Mitchell, president of the National Democratic Institute.
We indeed are honored to once again to have Secretary Albright join us. Madam Secretary first, thank you again very much for doing this. Do you want to share some opening thoughts? I want to turn it over to you. Perhaps some things that have happened since we last got together about a month back.
Secretary Albright: Terrific. Thank you very much, Derek. Two important meetings I've participated in the past weeks. What was very interesting, it was the ... First was a virtual hearing convened by the house foreign affairs committee. They couldn't have testimony, so this was a briefing, and I did it alongside Derek and Dan Twining from IRI, and the subject was authoritarianism, disinformation and good governance during COVID-19. And this was the first time that the committee had done this kind of a hearing, And I think it's a very important signal that they chose to focus on the subject of democracy. And I think that it's a great tribute to NDI that we were the first organization asked to debrief the committee.
What is very, I think, positive is that leaders in Congress, both Republicans and Democrats recognize that good governance is critical to responding to the pandemic. And they know that NDI therefore has a key role to play in helping the world overcome the challenge and others like it.
DM: We discussed it at that last town hall, featuring our chairman about how she was on the cusp of releasing a new memoir about her life. This one being about her very eventful life after leaving her job as the first woman vice secretary of state. Hell and Other Destinations was released in mid April. During my time in doors last month, I read her book and it really is funny, a funny and fascinating read. So my intention today is to open up another conversation with our chairman and do so first by asking some questions based on themes from her life that she discusses in her book.
You said in your book that everyone should write a memoir. Why do you say that? And do you, or did you, have you kept a journal yourself?
SA: Well let me say this. I have thought, because basically I come from an academic background that when one looks at what happened in a certain period of history, it's very important to read people's memoirs. Now what I have found as I've analyzed memoirs, and I have, is that people write it from a different perspective. And so it's important because often we disagree on the context or what we did or what our role was. But I think it is interesting to kind of have the memoirs and it's really worth the doing. And I think especially people that have been in public positions, but everybody, I think in terms of ...
So let me just say, I have tried over the years to keep a journal. And I haven't really, because at a certain stage I was made much ... Obviously when I was young and had met a lot of people, I thought, "Isn't this great. I have to write about it." And then it always kind of stops after one month. Then, I did actually not keep a journal when I was in the government, because as we know ... I don't know if you remember, everything was being subpoenaed. But I had a lot of scratchy notes. And then what happened as I was writing Madam Secretary initially, was that when I found the schedule it was like the Rosetta Stone, because I could identify what the scratchy notes actually has something to do with. But embarrassingly, my mind would wander, and all of a sudden in the middle of my scratchy notes it was say, "Buy yogurt." And so I was multitasking even then, but I didn't keep a journal. And in many ways I wish I did, but there are so many records of the kinds of things that we all did together that I think my memoirs have been fairly complete.
DM: I felt one of the most poignant chapters in the book was the story about how you discovered your maternal grandmother's journal. It was about five or six years ago while you're going through your father's artifacts. And it turned out your grandmother had been killed in the Holocaust in 1942, and the journal, you have excerpts with the journal in the back of the book and it was written as a kind of dialogue she had ... She wanted to have with your mother and maybe with you while you're all in England. It also reads like kind of a lonely mother who wanted to connect with an absent family alone and isolated and Czechoslovakia, as things happened around her. Dangerous world was swirling in 1942 ... Well, really it started in 42 for her in that journal.
Can you talk a bit about the experience of discovering this journal, and through it your grandmother, so late and what it meant to you? Because we're also being isolated with things swirling out our doors, but also just what it meant to you to discover this and discover your grandmother so late.
SA: Well, thank you for asking that. And I ... Just for people that don't know my story, I was raised a Catholic, married and Episcopalian, and found out I was Jewish. So I can have my religious discussions sitting in a corner. But basically, I did not know about my Jewish background until 1996. And I had gotten a letter from somebody that had the names of the villages and my grandparents' names and dates right, and that was just as I was being vetted to be secretary of state, and the White House lawyer asked all the questions about taxes and nannies and stuff, but then he said, "We always ask this question of everybody. Is there anything you'd like to tell us that we didn't ask you?" And I said, "Well, it's perfectly possible I'm of Jewish background." And they said, "So what? The president is not antisemitic."
And it was only later when I was already an office that I was visited by some reporters who started giving me this disgusting index cards. These Nazis were very good record keepers and they had names of my relatives that have been sent to concentration camps. So to get to the journal part of it is my parents, we left Czechoslovakia in March, 1939, or escaped frankly. My father was in the Czechoslovak diplomatic service, and we escaped to England. And they ... When I think about all the things that happened, I find it harder and harder to get my head around it.
My parents were in their 30s, they left their families behind and went to England, where they were isolated in many different ways. We came back and I won't go through the whole story, but my father died in 1997 and he had lots of papers, and then my mother moved to Washington and she brought all his stuff with her. And when she died, all of a sudden all of it got transferred to me. And I had some hesitation in looking at anything, frankly, because of how the memories, but then what happened is when I became a public official diplomatic security moved into in my garage and were around all the time and there were all these boxes. And they said, "You've got to put these in storage." So I put all these boxes into storage and I didn't look at them, and it wasn't until 2015 that I had to find something and I went to the storage and I start poking through the boxes. And all of a sudden, there's this old envelope, and inside it is a diary. A journal. And it kind of blows my mind.
I look at it, obviously it's a ... And it's from my grandmother, and it is something that she wrote to ... They were letters to my mother describing what was going on. And it was kind of an interesting mixture of just day to day kind of things. "I did this, I washed my hair and I went shopping." And then all of a sudden it began to say things like, "They're talking about Aryans and non Aryans. I've never heard that distinction," she says. And goes through the kinds of things that the Jews in the town we're not able to shop in a variety of places. Oh, they had to give up all their warm clothes to the Nazi soldiers, and ... Just stunning. And in the middle it would say things, "How was it [Mudlanka 00:08:45]?" Which was me. "She's so cute." And it just was unbelievable.
And it was really like a message in a bottle where all of a sudden it's hearing from a previous generation in terms of their hopes and their wishes. And obviously in the most incredibly complex time. And the other thing I try to figure out, how my mother even got this and I've tried to put together what the path of it was and how stunned she must've been when it showed up. And so I have translated it, and it is in the book. But it's really very meaningful and it has hope in it, which I think is such an important part. And one of my messages just generally is that we can't control everything around us. We can only control our behavior. And I think that that's something that also came through in my grandmother's journal.
DM: It also is you talked about the various identities you have in a way as a Catholic Episcopalian Jew, in terms of heritage. And that issue of identity is a big one that we work with at NDI. And there's a big question for nations nowadays, given your past and your family, that of your family, how has the question of identity shaped you?
SA: Well, I have definitely been a lot of different things. As a child, we spent the war in England then went back to Czechoslovakia briefly, and then my father was made ambassador to Yugoslavia. I think some of you've heard me tell this. The little girl in the national costume that gave flowers at the airport, that's what I did for a living. My father didn't want me going to school with communists, so I had a governess. And then I got ahead of myself, and as people know in Europe, you have to be a certain age to get into the next level. So my parents sent me to school in Switzerland, where I was finally told how I should spell my name, because my mother used to pronounce it [Mudlan 00:00:10:44]. And so anyway, I have the French spelling and I learned to speak French. And then we come to the United States.
And so I was recently asked to describe myself in six words, and it is, worried optimist, problem-solver, and grateful American. And I think those are my identities and I'm grateful to be an American, but I'm also grateful for the background that I've had in terms of trying to understand how other people see themselves. I do think identity is important. I think we all want to know who we are. We may get surprised, but it's worth it knowing. What I don't like, and this is what troubles me and I wrote about this in my previous book on fascism is when my identity hates your identity, because that then is obviously very divisive. And it's one thing to be proud of your identity, it's another, hyper nationalism, which we're seeing that is undercutting everything. And we know that the virus knows no borders. So there are an awful lot of paradoxes that are going on now in terms of wanting to know who you are, but not thinking that you're better than everybody else.
And my, as I describe, authoritarian leaders and fascists, I begin with Mussolini. It's a matter of the leader identifying himself. And by the way, they're all his, with one group at the expense of another and makes them scapegoats. And that's why I'm very troubled by the divisions that are being exacerbated now.
DM: There's individual identity and there's national identity. And the national identity, as you say, that's most pernicious is an exclusive identity, rather than an inclusive identity, which is what we're all about. We're all about an inclusive identity. We're all treated equally. And these authoritarians are about identifying those exclusive identities, us and them, that tear countries apart and create the instability and insecurity that results. So this is a key part of what we do, I think absolutely.
During the writing process, we you able to identify the moment in your life when you knew what your life purpose was? At what point did you know what Mark you wanted to leave in this world?
SA: And it's a hard question to answer, because I do think that one of the things that was a motivating factor for me growing up was that I was, and am, a grateful American, and wanted to give back in some form. I also ... My father had, obviously, a great influence on me. So did my mother, and my father kept saying that Americans are taking democracy for granted. We had just left the country of our birth twice. Once because of the Nazis and then because of the communists. And the fragility of democracy. And so I looked at trying to figure out, in looking back, what were the different methods that I thought I could use to give back to America?
By the way, it never occurred to me that I would be secretary of state. There's some people who think I planned that. Never. But I do think that I wanted to have some kind of a role where I was able to talk about the necessity of supporting democracy. And I got fascinated by the UN because that's what brought us to America. And so kind of looking at institutional structures, but it never, never occurred to me. Nor did it occur to me, frankly, that I would be able to have a post secretary of state life, where I was able to put together the various things that I was interested in.
What I tried to do always is to make whatever I was doing next more interesting than what I'd done before. Not easy if you've been secretary of state, but the reason I wanted to write this book was to show how the various things that I got involved in related to each other and how I learned from one thing to another. My greatest talent, frankly, is dot connection, of trying to figure out how one thing relates to another.
I do want to talk about one specific moment that's so stands out. My favorite thing to do is to give naturalization certificates at the ceremonies. And so the first time I did it was July 4th, 2000 at Monticello, and I'm handing out a certificate and I hear this man. He goes away and he says, "Can you believe I'm a refugee, and I just got my naturalization certificate from the secretary of state?" And I go up to him and I say, "Can you believe that a refugee is secretary of state?" And I so believe in what America stands for and what we can do to be helpful to others, which is why I say that at this moment, the statue of Liberty is weeping.
DM: Our research in Ukraine has uncovered historical memory as a significant target of Russian information attacks. Ukrainians appear to be vulnerable to attacks that speak to evoke nostalgia for the economic stability of the Soviet period. These attacks exploit an actual democratic challenge for Ukraine, which is an economy that is not working for all citizens. In the US, what vulnerabilities do you worry similar information attacks could seek to exploit.
SA: I do think that I have been ... I love history. When I teach at Georgetown, I always try to put everything into historical context. And I have to say what I was just doing before we started this discussion was watching a program about a project in the United States about slavery. And there's ... The New York Times was doing something called 16 19, and there were some very strong arguments on Morning Joe this morning about this, between those who recollect history differently, or are trying to use it in particular ways for political movement, which we do. And I think people do that in terms of understanding what their history means.
And then one of the people there said, "History is to be argued about," which I find interesting because you kind of think, "Okay, well, we know what history is." But it goes back to your first question, Derek, about writing memoirs. Because people have different ideas of their history. I think the question is, do you have a society where you can dispute the history? And the Ukrainian one is clearly unbelievably complicated, in terms of that a modern Russia comes out of Ukraine, and that that relationship and Ukraine itself is a complicated country in terms of East and West and religion, and the aspect of communism that gave people a certain sense of understanding what the system was. They might not have gotten the kinds of things ...
Not everybody just wants the freedom to talk. Some of them want to be able to what their history is about. Are they going to have retirement? What group do they belong to? Can they send their kids to school? And I found this in a lot of research that I did about central and Eastern Europe at the time, right after the fall of the wall. What is it that the people thought that they ... What was communism and what were the possibilities of democracy? And I do think that Ukraine is one of the more complex countries, and the fact that it has been invaded, and the fact that the economic situation is something that is being pushed by the Russian hacking and the way that they operate, and their way of trying to divide us and divide Ukrainians from each other.
DM: Rebuilding a United Europe was one of the success stories of the second part of the 20th century. The last few years have seen the foundations of Europe shake with Brexit and the rise of authoritarian populace. How do we ensure that the European project continues as a liberal democratic one?
SA: I think that it is something that I ... I keep going back, trying to figure out what went wrong. Why did this happen? And I think partially we didn't appreciate enough the problems of societies that had been under communism for 50 years, and that it was much ... We spent a lot of time, I think, with a lot of the wonderful dissidents and intellectuals, and didn't think enough about how it affected the people that had had jobs. I mentioned that a little bit. And I think that also there are the issues now of this identity and the hyper nationalism, and that has been created to some extent in Europe, by the differences in the economic lives of, initially, Northern and Southern Europe, and trying to figure out why some were doing better than others, which then did lead to the fact that there were some leaders like Orban and the Poles that started blaming the other. And that was the most evident in many ways in why Brexit happened.
So these are big trends. I happen to believe in a European Union, but I think that as a structure, it also needs some fixing in terms of how it works with the different economic situations in the central and eastern European countries.
DM: In your book, you speak about how you dealt with misogyny as you progressed in your career. Can you share what helped to keep you steadfast in fighting this prejudice?
SA: I think that what is interesting ... And I often say that I went to college sometime between the invention of the iPad and the discovery of fire, but here it was a women's college. And basically we were told by our commencement speaker to get married and raise children. And I think that what I've been trying to do is to understand why women, why we're so hard on ... Tough on each other in terms of being very judgmental or finding our own inadequacies and other women. And so I have been very much for having ... Creating groups of women that can support each other.
And that is why I think it is so important, the kind of things that NDI is doing, in terms of working with women, to make sure that they are participants in society, run for office, and are respected. And I'd love talking about the fact now that the countries that are doing best on dealing with the coronavirus are ones that are run by women. New Zealand, Taiwan, Finland, Germany, Denmark, Norway, Iceland. And I think trying to make clear what the characteristics are of women that make that possible in terms of multitasking, of caring, not setting their children against each other, but you have to keep ... I do think that what is important is for women to support each other, and so that you're not the only woman in the room.
DM: Sometimes moments of crisis and trial like this pandemic lead to better things. What are your hopes in that regard? And also what is the significance of today's pin?
SA: My hope, this is where my optimism comes from, our young people. I love learning from my students, and students that are particularly interested in foreign policy and diplomacy. Many of whom have traveled and they speak different languages and they certainly are tech literate. And I think that they question ... I think the important part for all of us as a democracy organization is to make sure that they participate, that they do vote, that they are interested in the institutional structures in the countries where they are. But that is definitely what gives me hope. And not ...
And I think it's very important, and I say this wherever I can, that democracy is not a spectator sport. It is something that the people need to be involved in. They need to be informed. They need to be respected. And I think the other part that I often talk about, and this is so true of NDI activities, is to spend time with people with whom you disagree and try to figure out where they're coming from, and understand what their needs are, and have a dialogue with civil society, and then understand the various institutions that are important. But definitely what makes me hopeful, our young people.
DM: On this issue of hopes of how moments of crisis and trial can lead to better things, I do think that's a very important question. I really hope that moments of trial by fire are sometimes very important, to set priorities to remember what's important, and to tell you how precarious things always are. I think we can get kind of complacent about things, as we are as a country, or we as individuals, that everything is going to be simply easy. I'm sure it's not easy for any of us. I'm sure many people have gone through lots of trials in their lives, as we all have. But crises can be moments where we focus on how ... Okay, we take stock of where our priorities are, and what kind of choices we want to make, which is what Madame Secretary said. Not just ... Crisis don't just happen to you, you also have a choice in how you respond to that crisis, both individually and as a collective, as a country, as a unit.
So I do think it's an opportunity and I'm certainly seeing that NDI of having better communication and doing more to force change, even potentially in culture because of this moment that's quite different than we've ever experienced. So we should be thinking in those terms. What are the things that we can do to take advantage of this moment, even when there's a lot of stress and anxiety? To take advantage of the opportunity as well. And that's my hope for all of us at NDI, again, as an organization and individually, that we can do that. And I think we can come out better on the back end if we go through it together on those terms.
SA: One of my heroes was Harry Truman. He was my first American president. We came to the United States, November 11th, 1948. He is the one that understood, to a great extent, America's role in the world, a democracy. And understand linking domestic to foreign policy. But I think there's so many other people that I have admired. I admire the first president of Czechoslovakia, Tomáš Masaryk, who married an American. And the first Czechoslovak constitution was modeled on the American one with one difference. It had a women's rights in it in 1918.
And so I think that one can have more than one hero, and I think it's important to point them out and to understand that people have gone through very difficult periods before. And I do think that what is important is to really be proud of things that we can do, and the thing that I personally am proudest of, because it put things together and how I used representing the United States was what we were able to do to end ethnic cleansing in Kosovo. And going there with President Clinton made a big difference cause they kept saying, "We were just there. We are so grateful to the United States."
DM: Well Madam Secretary, let me just close the book conversation with a quote from the book that I saw that I just want to share with everybody that you say at the end. I think it's in the acknowledgements at the end. The central theme of this book is about how people of all descriptions can work together for common goals against the background of accelerating history. It is about trying to make sense of the world we have while attempting to contribute to something better. Madam Secretary and everybody out there, stay safe, be well. Thank you all. Have a good day, and we'll talk again soon.
SA: Thank you so much for everything that you do. Thank you.
DM: Please visit our website at www.ndi.org. Thanks very much.

NDI Board Chairman Secretary Madeleine Albright



Derek Mitchell & Secretary Madeleine Albright on her past and democracy's future

Democracy (General), Podcast Listen Secretary Albright Madeleine AlbrightCountries: All Regions

El objeto principal de este trabajo de investigación es el debate sobre la justificación de la pena en el pensamiento de Jorge Enrique Zavala Baquerizo (1922-2014), como el autor más representativo de las ciencias penales y criminológicas y ponderado como "el más destacado penalista de la segunda mitad del siglo XX" y uno de los más altos valores de la democracia ecuatoriana. En primer lugar, abordamos la cuestión desde la perspectiva que exige este tipo de investigación. Para ello, exponemos algunas cuestiones particulares sobre la selección y definición del tema, planteamiento y formalización del problema, hipótesis, pregunta de la investigación o punto de partida, objetivos generales y específico, justificación metodológica, justificación práctica, una pincelada del Ecuador como un país intercultural y pluricultural, un resumen profesional del doctorando, el marco teórico y metodológico de la investigación, antecedentes, estado del arte o de la cuestión, definiciones conceptuales, bibliografía preliminar y cronograma. En segundo lugar, presentaremos este tema en la formación y progreso de la figura vital de Zavala como punto de partida, incluyendo sus manifestaciones, como heredero de la cultura liberal radical ecuatoriana, analizando las causas del mismo, su desarrollo y consecuencias; trataremos de establecer cuáles son los factores que inciden en la construcción de su ideario, en concreto, aquellos procedentes de la académica, de la docencia, de la doctrina jurídica, de la política, entre otros. En tercer lugar, expondremos el desarrollo de este tema en Zavala y la cuestión analítica de académico y docente, producción intelectual y publicaciones, jurista y político, presentando algunas tesis de su concepción del derecho, del individuo y de la sociedad. Finalmente, abordamos unas breves conclusiones en las que pretendemos revelar y dar más voz a nuestro autor, dar más a conocer y promocionar su obra ante la comunidad científica internacional, para esclarecer algunas cuestiones centrales sobre el problema de la justificación de la pena desde la perspectiva del autor. La finalidad perseguida en esta investigación que se presenta como tesis doctoral es sobre todo la de exponer el pensamiento jurídico y político de Jorge Enrique Zavala Baquerizo, respetado como el más eminente jurista y político de la segunda mitad del siglo XX en Ecuador. No hemos pretendido realizar un estudio de todo su pensamiento sino que nos centramos en ciertos aspectos esenciales de su filosofía jurídica como son el concepto, el fundamento y los fines de la pena. Lo primero que tratamos es la relación que para Zavala se da entre el castigo y la pena, observándose que para él coexiste una continuidad entre ambos saberes considerados en la sistematización de su aquilatada obra jurídicopenal, que merece ser rescatada de los garfios del olvido, tanto por su valor ético, como por su valor histórico. Dentro de este contexto, la ciencia jurídica y la filosofía del derecho también son para el maestro ecuatoriano dos formas necesarias y complementarias para comprender la realidad de los fines de la pena. Luego del abordaje de este itinerario, nos introducimos en la cuestión sobre el concepto, el fundamento y los fines del castigo o pena defendidos por el autor. El trabajo intelectual y político de Zavala se distingue por sus valores éticos fundamentales y su defensa de la racionalidad, así como por un gran bagaje epistémico y cultural que, sin duda, le permitió adoptar posiciones nada comunes en el liberalismo radical de su época, así como comprender los problemas del velasquismo y de las dictaduras emergidos antes, durante y después de los años 70. En la misma se pone al descubierto la axiología jurídica en relación con su formación humana dentro del contexto de una estructura lógico-filosófica, cuya expresión se manifiesta a través de una relación armónica en el seno de la actividad humana y su concreción e inserción en la cultura jurídica, política y académica ecuatoriana. En esta propuesta académica partimos de la premisa mayor de que la obra científica, académica y política de Zavala tiene un propósito, el de vislumbrar una imagen más evidente de él y su argumento humanista. De esta forma hay que revelar y dar voz a Zavala, dar a conocer y exponer su obra, como objetivos específicos de esta investigación. Por último, hemos prestado mucha atención a los autores y doctrinas que consideramos influyeron de una manera decisiva en el pensamiento de nuestro autor. El trabajo de investigación sobre el itinerario jurídico y político de Jorge Enrique Zavala Baquerizo, está estructurado en cinco capítulos bien diferenciados, a saber: En el capítulo primero se muestran los aspectos en concreto que han motivado el desarrollo de este estudio partiendo de la situación del problema que se presenta en la comunidad científica al reconocer al profesor Jorge Enrique Zavala Baquerizo, como el más destacado penalista de Ecuador en la segunda mitad del siglo XX y uno de los valores más altos de la democracia ecuatoriana. Se presentan las preguntas y los objetivos de la investigación, así como las decisiones metodológicas realizadas para diseñarla. Y, además, cuenta con el cronograma y organización de esta tesis doctoral. En el capítulo segundo centramos una mirada poliédrica a la biografía de Zavala Baquerizo como punto de partida, incluyendo una referencia de su itinerario personal e intelectual: grandes cosas; una breve caracterización social, política y económica del Ecuador durante el siglo XX y algo del XXI; el pensamiento político-social de Jorge Enrique: ideología y política social, posición ideológica y la quinta parte del siglo XXI, una caracterización económica, aproximación a los valores e influencia de Alfaro en Zavala. Se examinan aspectos relevantes sobre la sistematización de la obra científica del autor de nuestro estudio. En el capítulo tercero se expone la justificación axiológica de la pena, en el que se sistematiza la obra del autor. Esta relación ofrece nuevos elementos enriquecedores del debate gracias al análisis de distintas variables y factores que inciden en la problematización del contenido, fundamentación crítica y el discurso iusfilosófico-penal sobre el fundamento y las finalidades de la pena, que se constituyen en componentes ineludibles. En el capítulo cuarto se realiza el análisis teórico del capítulo anterior y se construye una formulación teórica atribuida al autor. Aquí se estudian algunas cuestiones generales en el ideario de Zavala Baquerizo, el concepto castigo-pena y su finalidad, y se concluye con los enfoques de los juristas Nicolás Castro Benites, Edmundo Durán Díaz y Guillermo Bossano Valdivieso, distinguidos profesores y contemporáneos del ilustre profesor ecuatoriano. En el capítulo quinto se discuten resultados y reflexiones finales con lo que se deja constancia de las conclusiones y aprendizajes obtenidos de la investigación, permiten avizorar futuras líneas de investigación. Y, finalmente, optamos por una exposición axiológica del discurso que promueva en lenguaje sencillo el itinerario del ilustre autor ecuatoriano –como jurista, docente, publicista y político–, capaz de generar la atención de lectores hispanoparlantes que, a fin de cuentas, son aliados estratégicos para, sin duda, dar voz a Zavala Baquerizo en la comunidad científica. Como bien se sabe, las conclusiones son constructos teóricos a través de los cuales se exponen aquellos datos confirmatorios o limitaciones finales de la investigación, es decir, son las ideas de cierre de la investigación ejecutada a fin de colaborar con el acervo académico. Por lo tanto, de acuerdo con la discusión de resultados que se constaron entre en el capítulo segundo, tercero y cuarto de esta tesis doctoral y de acuerdo con la metodología empleada y particularmente el diseño de la investigación, las conclusiones son las que se exponen a continuación. A pesar de la falta de información, es posible vislumbrar la inteligencia poliédrica de Jorge Enrique Zavala Baquerizo en su itinerario personal e intelectual que incide positivamente en su formación individual, razón por la cual se destaca como buena persona, ciudadano ejemplar, maestro de las ciencias penales y criminológicas, publicista, excelente padre, ecuatoriano ilustre. No obstante, nosotros compartimos como discípulo sus enseñanzas; mucho más que simples enseñanzas, en realidad son un torrente impresionante de ideas que parecen liberarse luego de un largo cautiverio para apoderarse de nuestras mentes, como aquel hombre modelado en la mística suprema que llega a la profundidad de las cosas y de los hechos. De este modo, se identifica que las cuestiones y los escenarios que incidieron en el pensamiento y obra de Jorge Enrique Zavala Baquerizo objeto de estudio, demuestran con mayor seguridad y frecuencia que son la docencia universitaria, el ejercicio profesional de penalista y criminólogo, la publicación de su obra aquilatad y la política lo que le permite ocupar diversos cargos públicos de elección popular, tales como consejero, diputado, vicepresidente de la república y presidente del H. Congreso Nacional, entre otros cargos importantes. De igual forma, creemos importante tener en consideración la descripción de la sistematización de la obra jurídica y científica del profesor Jorge Enrique Zavala Baquerizo, especialmente, La pena, en donde no es evidente únicamente el penalista, sino que razona y escribe el iusfilósofo. En definitiva, se percibe que la pena es un mal, y debe ser administrada con prudencia, con mesura, sin perder jamás el punto de vista imprescindible de que vaya dirigida contra seres humanos e impuesta por otros seres humanos, de manera que el autor tiene interés por los mensajes de humanización patrocinados por Voltaire y Montesquieu, que se yuxtaponen a su pasión y erudición de escribir sobre las ciencias penales y criminológicas. Es apasionante decir que el castigo es tan antiguo como la humanidad y la historia del castigo es historia también de la crueldad humana. En consecuencia, la crueldad humana es tan antigua como la humanidad. Así, el autor en su obra desarrolla y sustenta su teoría que bautizamos como castigo-pena. Dentro del análisis expuesto, es posible percibir las revelaciones de juristas como León Roldós Aguilera, Alfonzo Zambrano Pasquel, Hernán Pérez Loose, Víctor Hugo Sicouret Olvera, Lenin Arroyo Baltán, entre otros, cuyas orientaciones jurídicopenales son consecuencias de las enseñanzas de Jorge Enrique Zavala Baquerizo, que lo distinguen y posicionan de modo individual como el más destacado penalista ecuatoriano. No obstante, nosotros compartimos por experiencia y convicción las revelaciones hechas por los juristas en el presente informe. En conclusión, todos podemos realizar un itinerario personal e intelectual si contamos con las herramientas adecuadas para ello, en este caso, es posible indicar que a través de los instrumentos metodológicos de investigación se determina que Jorge Enrique Zavala Baquerizo es el más destacado penalista ecuatoriano de la segunda mitad del siglo XX y uno de los valores más altos de la democracia ecuatoriana, debido a su larga trayectoria académica como docente de derecho penal y derecho procesal penal en las universidades ecuatorianas, el libre ejercicio profesional, la publicación de su abundante obra jurídica y científica, así como la política. Efectivamente, se cumple con la expectativa trazada en los cinco objetivos específicos de esta investigación, lo que nos permite establecer la construcción del objetivo general y la demostración de las preguntas iniciales o hipótesis de investigación. Como consecuencia de lo expuesto en el informe, hemos de refutar las hipótesis o preguntas iniciales de investigación, afirmando que las cuestiones específicas que influyen en el reconocimiento del profesor Jorge Enrique Zavala Baquerizo como el más destacado penalista de la segunda mitad del siglo XX y uno de los más altos valores de la democracia ecuatoriana, son las de jurista, docente, publicista y político, todo cuanto se encuentra debidamente documentado. Y fue un penalista modelado en la mística suprema que lo llevó al fondo de las cosas y de los hechos. Para lograr este cometido queda en evidencia la relación causa efecto, las pruebas que son analizadas de manera lógica y se verifica las consecuencias deducidas a partir de la hipótesis de esta investigación. Se delimita con cuidado las generalidades respaldadas en las pruebas pertinentes, por lo tanto, en el informe final no existen contradicciones, incongruencias o enunciados confusos, vagos o exagerados. En efecto, se aprecia también que las opiniones, inferencias y contrastación de la hipótesis, no se confunde con los hechos investigados. Las referencias bibliográficas que más contribuyen en las contrastación de los hechos son la obra de Jorge Enrique; la obra escrita sobre Zavala, particularmente, las opiniones de los juristas contemporáneos de Zavala como Nicolás Castro Benites, Edmundo Durán Díaz y Guillermo Bossano Valdivieso, así como también las obras y opiniones afectivas de los juristas discípulos y amigos del profesor ecuatoriano: Roldós Aguilera, León (2014); Pérez Pimentel, Rodolfo (2014); Zambrano Pasquel, Alfonzo (2014); Pérez Loose, Hernán (2014); Rodríguez Vicéns, Antonio (2014); Echeverría Gavilanes, Enrique (2014); Sicouret Olvera, Víctor Hugo (2014); Solís, Jeremy (2014); y, Arroyo Baltán, Lenin T. & Albert Márquez, José J. (2018), entre otros. Además, para comprobar este objetivo se relacionaron los hallazgos del Análisis de la teoría de la pena en la obra de Jorge Enrique Zavala Baquerizo. Un enfoque desde el saber criminológico y su influjo dogmático en el foro jurídico penal ecuatoriano (Trabajo Final de Máster, presentado en la Universidad de Córdoba, en septiembre de 2016), realizado por el autor de estas líneas y dirigido por el Dr. José J. Albert Márquez –profesor de Filosofía del Derecho de la Universidad de Córdoba–. Y, finalmente, logramos establecer un nexo cognoscitivo entre el profesor Jorge Zavala Baquerizo, y los profesores Luigi Ferrajoli y Juan Bustos Ramírez, por cuanto, entre ellos confluye derecho penal (garantismo penal), filosofía del derecho, derechos humanos y, además, son de izquierda, tal como hemos señalado en el devenir del discurso de esta tesis doctoral. ; The main purpose of this research paper is the debate on the justification of the penalty in the thinking of Jorge Enrique Zavala Baquerizo (1922-2014), as the most representative author of criminal and criminological sciences and weighted as "the most prominent criminalist of the second half of the twentieth century" and one of the highest values of Ecuadorian democracy. First, we address the issue from the perspective required by this type of research. To do this, we present some particular questions about the selection and definition of the topic, approach and formalization of the problem, hypothesis, research question or starting point, general and specific objectives, methodological justification, practical justification, a brushstroke of Ecuador as a country intercultural and pluricultural, a professional summary of the doctoral student, the theoretical and methodological framework of the research, background, state of the art or issue, conceptual definitions, preliminary bibliography and schedule. Secondly, we will present this theme in the formation and progress of the vital figure of Zavala as a starting point, including its manifestations, as heir to the Ecuadorian radical liberal culture, analyzing its causes, its development and consequences; We will try to establish what are the factors that influence the construction of your ideology, specifically, those coming from academics, teaching, legal doctrine, politics, among others. Thirdly, we will present the development of this topic in Zavala and the analytical question of academic and teacher, intellectual production and publications, jurist and politician, presenting some theses of his conception of law, of the individual and of society. Finally, we discuss some brief conclusions in which we intend to reveal and give more voice to our author, to make his work more known and promoted before the international scientific community, to clarify some central questions about the problem of justification of punishment from the perspective of the author. The purpose of this research presented as a doctoral thesis is above all to expose the legal and political thinking of Jorge Enrique Zavala Baquerizo, respected as the most eminent jurist and politician of the second half of the twentieth century in Ecuador. We have not intended to conduct a study of all your thinking but we focus on certain essential aspects of your legal philosophy such as the concept, the basis and the ends of the penalty. The first thing we are dealing with is the relationship that Zavala has between punishment and punishment, observing that for him a continuity coexists between both knowledge considered in the systematization of his quarrelsome legal work, which deserves to be rescued from the hooks of oblivion, both for its ethical value, as for its historical value. Within this context, legal science and the philosophy of law are also for the Ecuadorian teacher two necessary and complementary ways to understand the reality of the ends of the sentence. After approaching this itinerary, we introduce ourselves to the question about the concept, the basis and the purposes of the punishment or punishment defended by the author. The intellectual and political work of Zavala is distinguished by its fundamental ethical values and its defense of rationality, as well as by a great epistemic and cultural background that, without a doubt, allowed it to adopt positions not common in the radical liberalism of its time, thus how to understand the problems of Velasquism and the dictatorships that emerged before, during and after the 70s. In it, legal axiology is revealed in relation to its human formation within the context of a logical-philosophical structure, whose expression is manifests through a harmonious relationship within human activity and its concretion and insertion in the Ecuadorian legal, political and academic culture. In this academic proposal we start from the main premise that the scientific, academic and political work of Zavala has a purpose, to glimpse a more evident image of him and his humanist argument. In this way we must reveal and give voice to Zavala, publicize and expose his work, as specific objectives of this research. Finally, we have paid close attention to the authors and doctrines that we believe had a decisive influence on the thinking of our author. The research work on the legal and political itinerary of Jorge Enrique Zavala Baquerizo, is structured in five distinct chapters, namely: The first chapter shows the specific aspects that have motivated the development of this study based on the situation of the problem that arises in the scientific community by recognizing Professor Jorge Enrique Zavala Baquerizo, as the most prominent criminal in Ecuador in the second half of the twentieth century and one of the highest values of Ecuadorian democracy. The questions and objectives of the research are presented, as well as the methodological decisions made to design it. And, in addition, it has the schedule and organization of this doctoral thesis. In the second chapter we focus a polyhedral look at the biography of Zavala Baquerizo as a starting point, including a reference to his personal and intellectual itinerary: great things; a brief social, political and economic characterization of Ecuador during the twentieth century and some of the twenty-first; Jorge Enrique's political-social thought: ideology and social policy, ideological position and the fifth part of the 21st century, an economic characterization, approximation to the values and influence of Alfaro in Zavala. Relevant aspects of the systematization of the scientific work of the author of our study are examined. In the third chapter the axiological justification of the sentence is exposed, in which the author's work is systematized. This relationship offers new enriching elements of the debate thanks to the analysis of different variables and factors that affect the problematization of the content, critical foundation and the iusphilosophical-criminal discourse on the foundation and the purposes of the penalty, which are inescapable components. In the fourth chapter the theoretical analysis of the previous chapter is carried out and a theoretical formulation attributed to the author is constructed. Here some general questions are studied in the ideology of Zavala Baquerizo, the punishment-punishment concept and its purpose, and it concludes with the approaches of jurists Nicolás Castro Benites, Edmundo Durán Díaz and Guillermo Bossano Valdivieso, distinguished professors and contemporaries of the illustrious Ecuadorian professor. In the fifth chapter, final results and reflections are discussed, which records the conclusions and lessons learned from the research, allowing us to anticipate future lines of research. And, finally, we opted for an axiological exposition of the discourse that promotes in simple language the itinerary of the illustrious Ecuadorian author -as a jurist, teacher, publicist and politician-, capable of generating the attention of Spanish-speaking readers who, after all, are allies strategic to undoubtedly give voice to Zavala Baquerizo in the scientific community. As is well known, the conclusions are theoretical constructs through which those confirmatory data or final limitations of the research are exposed, that is, they are the closing ideas of the research carried out in order to collaborate with the academic heritage. Therefore, according to the discussion of results that were recorded in the second, third and fourth chapters of this doctoral thesis and in accordance with the methodology used and particularly the design of the research, the conclusions are those that are exposed to continuation. I. In spite of the lack of information, it is possible to glimpse the polyhedral intelligence of Jorge Enrique Zavala Baquerizo in his personal and intellectual itinerary that positively affects his individual training, which is why he stands out as a good person, exemplary citizen, teacher of criminal and criminological sciences, publicist, excellent father, illustrious Ecuadorian. However, we share his teachings as a disciple; much more than simple teachings, in reality they are an impressive torrent of ideas that seem to be released after a long captivity to seize our minds, like that man modeled on the supreme mysticism that reaches the depth of things and facts. II. In this way, it is identified that the issues and scenarios that influenced the thinking and work of Jorge Enrique Zavala Baquerizo object of study, demonstrate with greater security and frequency that they are university teaching, the professional practice of criminal and criminologist, the publication of his aquilatad work and the This policy allows him to hold various public positions of popular election, such as counselor, deputy, vice president of the republic and president of the H. National Congress, among other important positions. III. Similarly, we believe it is important to take into account the description of the systematization of the legal and scientific work of professor Jorge Enrique Zavala Baquerizo, especially, La Pena, where not only the criminalist is evident, but he reasons and writes the iusphilosopher. In short, it is perceived that the penalty is an evil, and must be administered with prudence, with restraint, without ever losing the essential point of view that it is directed against human beings and imposed by other human beings, so that the author has interest in the humanization messages sponsored by Voltaire and Montesquieu, which juxtapose their passion and erudition to write about criminal and criminological sciences. It is exciting to say that punishment is as old as humanity and the history of punishment is also history of human cruelty. Consequently, human cruelty is as old as humanity. Thus, the author in his work develops and supports his theory that we baptize as punishment. IV. Within the above analysis, it is possible to perceive the revelations of jurists such as León Roldós Aguilera, Alfonzo Zambrano Pasquel, Hernán Pérez Loose, Víctor Hugo Sicouret Olvera, Lenin Arroyo Baltán, among others, whose legal orientations are consequences of the teachings of Jorge Enrique Zavala Baquerizo, which distinguish it and position it individually as the most prominent Ecuadorian criminalist. However, we share from experience and conviction the revelations made by the jurists in this report. V. In conclusion, we can all make a personal and intellectual itinerary if we have the appropriate tools for this, in this case, it is possible to indicate that through the methodological investigation instruments it is determined that Jorge Enrique Zavala Baquerizo is the most prominent criminalist Ecuadorian of the second half of the twentieth century and one of the highest values of Ecuadorian democracy, due to his long academic career as a teacher of criminal law and criminal procedural law in Ecuadorian universities, free professional practice, the publication of his abundant legal and scientific work, as well as politics. Indeed, the expectation set in the five specific objectives of this investigation is fulfilled, which allows us to establish the construction of the general objective and the demonstration of the initial questions or research hypotheses. As a result of what is stated in the report, we have to refute the initial hypotheses or research questions, stating that the specific issues that influence the recognition of professor Jorge Enrique Zavala Baquerizo as the most prominent criminal of the second half of the 20th century and one of the highest values of Ecuadorian democracy, are those of jurist, teacher, publicist and politician, everything is properly documented. And he was a criminal modeled on the supreme mysticism that took him to the bottom of things and facts. To achieve this task, the cause-effect relationship, the evidence that is analyzed in a logical way and the consequences deduced from the hypothesis of this investigation are evidenced. The generalities supported by the relevant evidence are carefully defined, therefore, in the final report there are no contradictions, inconsistencies or statements that are confusing, vague or exaggerated. Indeed, it can also be seen that the opinions, inferences and contrast of the hypothesis are not confused with the facts investigated. The bibliographical references that contribute most to the contrast of the facts are the work of Jorge Enrique; the written work on Zavala, particularly the opinions of Zavala's contemporary jurists such as Nicolás Castro Benites, Edmundo Durán Díaz and Guillermo Bossano Valdivieso, as well as the works and emotional opinions of the jurist disciples and friends of the Ecuadorian professor: Roldós Aguilera, León (2014); Pérez Pimentel, Rodolfo (2014); Zambrano Pasquel, Alfonzo (2014); Pérez Loose, Hernán (2014); Rodríguez Vicéns, Antonio (2014); Echeverría Gavilanes, Enrique (2014); Sicouret Olvera, Víctor Hugo (2014); Solís, Jeremy (2014); and, Arroyo Baltán, Lenin T. & Albert Márquez, José J. (2018), among others. In addition, to verify this objective the findings of the Analysis of the theory of the penalty in the work of Jorge Enrique Zavala Baquerizo were related. An approach from the know criminological and its dogmatic influence in the Ecuadorian criminal legal forum (Master's Final Project, presented at the University of Córdoba, in September 2016), carried out by the author of these lines and directed by Dr. José J. Albert Márquez –professor of Philosophy of Law of the University of Córdoba–. And, finally, we managed to establish a cognitive link between professor Jorge Zavala Baquerizo, and professor Luigi Ferrajoli and Juan Bustos Ramírez, because, among them, criminal law (criminal guarantee), philosophy of law, human rights and, in addition, are on the left, as we have pointed out in the future of the discourse of this doctoral thesis.