HEADINGS anb RECITATION ; Rl 54 ~ Commencement Week 1 "" '» ■ «« I !■■»■ t i ■ ii .'ii, ««»«, .^^Jml illlmii Htl ll l lllHll l i fr-. ^«LT itiiUJiniiiuifiiiiMi*imn>«M»Mtii: uuiluinjiMitiiiiitiiMiJMiiinniiMMtni.'.v C6e JLtfirarp Of tlft Ontoersitp of Jl3ott& Carolina (Bntmton Lifirarp VV iir.ajawn rfo» Library t.xtensiofi Cofip-^ion . Fl Werner's adings and Recitations No. 54 Chrmtttettcement Wttk c£ COMPILED, ARRANGED OR WRITTEN BY STANLEY SCHELL «£s*t EDGAR S. WERNER & COMPANY NEW YORK Copyright, 1915, by Edgar S. Werner. ALL OF THE BACCALAUREATE SERMONS, ADDRESSES, SPEECHES, ORATIONS, ESSAYS, SALUTATORIES, VALEDICTORIES, POEMS, ODES, PROGRAMS, PROPHECIES, MENUS, ETC., ETC., CONTAINED IN THIS BOOK ARE BONA FIDE— THAT IS, THEY HAVE BEEN ACTUALLY GIVEN AT EDUCATIONAL INSTI- TUTIONS, FROM THE GREATEST AND HIGH- EST TO SCHOOLS OF THE LOWER GRADES AND TO COUNTRY DISTRICT SCHOOLS, OR AT CLUBS. THE EDITOR HAS IN MANY IN- STANCES LEFT OUT NAMES OF PLACES AND DATES, SOMETIMES INDICATING OMISSIONS BY DASHES ( ), WHICH OMISSIONS CAN BE FILLED IN ACCORDING TO REQUIRE- MENTS OF SCHOOL OR OF PERSON. THE METRE OF SOME POEMS HAS BEEN BROKEN TO ENABLE SUBSTITUTION OF APPROPRI- ATE WORDS. SLIGHT CHANGES ONLY ARE NEEDED TO ADAPT ANY OF THE MATERIAL TO ANY PARTICULAR OCCASION. This Book gives a vast amount of material so varied in character that every function during Com- mencement Week (except Graduation Day Recita- tions, and Plays, for which see "Werner's Readings and Recitations No. 55 — 35 cents in paper, 60 cents in cloth binding) is provided for. Among the authors herein represented are some of the greatest Ameri- cans — greatest in official, political, educational, pro- fessional, oratorical and literary life of the nation. No other book offers the quantity, quality, compre- hensiveness, adaptability at so small a price. JU1 of ih/e material herein rontaineo Ijas btttt tompilco, arranged eoiieo, or written cspe- rialJjr for this book, toljiclj ia buty roojxrigljt- th, attb all rights are vtstxbtb £> & & Copyright, 1915, by Edgar S. Werner Werner's Readings No. 54 — page 2 CONTENTS PAGE Abandonment of Protective Tariff (Debate) 31 Address at End of Law Lecture Course. — Andrew Byrne 46 After-Dinner Speaking. — Robert Waters (Hints on) 145 After-Dinner Toasts 141 Agassiz, a Great Teacher. — Ralph W. Wager 59 Aim of High School Education 148 Alma Mater (Explanation of term) 34 Alma Mater and the Future 135 Alma Mater and the Present. — George A. Pettit 129 Alumni and After-Dinner Addresses and Speeches. . .83, 118, 121, 127 128, 129, 135, 137, 138, 140, 146, 148 Alumni Greeting Song. — Mary A. McClelland 116 Alumni Ode 133 Alumni Poems 117, 122, 123, 125, 131, 132, 134 Alumni Songs 116, 133 Alumnus (Explanation of term) 34 Alumnus Football. — Grantland Rice 167 Army and Navy Football Game. — Lloyd Buchanan 164 Art (Toast) 93 Article Race (Game) 162 Athletic Day 161 Baccalaureate Sermons and Addresses 16, 18, 21, 23, 25 Baccalaureate Sermons and Addresses: Their Character and Aims 16 Banquets, Dinners, Luncheons, Refreshments 109, 112, 114, 150 154, 155 Barn Dance 153 Barn Frolic 152 Barnard College Fudge (Recipe) 159 Baseball. — Hashimura Togo 170 Baseball Never Out of Date.— S. E. Kiser 171 Battle until Victory.— E. C. T 51 "Se Not Conformed to This World." — Woodrow Wilson 18 Birthday Cake (Recipe) 112 Blessings in Disguise 103 Boat Race. — Thomas Hughes 172 Bonbonnieres (Recipe) 113 3ook Reception 157 oots for Paving-Stones. — Verna Sheldon .- 56 Werner's Readings No. 54 — page 3 WERNER'S READINGS NO. 54 PAGE Boss Rule 103 Bryn Mawr College Fudge (Recipe) 159 Budding into "Higher" Womanhood (Play) 177 Candies (Recipes) 159, 160 Character and Courage. — Theodore Roosevelt 137 Characteristics (Game) 157 Cheese Sandwich (Recipe) 189 Chicken Sandwich (Recipe) 189 Chocolate Caramels (Recipe) 160 Chocolate Sandwiches (Recipe) 189 Class and College Yells 98 Class Chronicles. — Edith Putnam Painton 67 Class Colors 84, 85 Class-Day 34, 103 Class-Day Address. — Clarence D. Shank 45 Class-Day Addresses and Orations 45, 54, 56, 57, 58, 59, 61, 96 Class-Day and Ivy-Day Programs and Exercises 100 Class-Day Drill for Young Ladies' School. — Elise West Quaife.. 86 Class-Day Exercises 91, 188 Class-Day Poems 35, 36, 38, 40, 42 Class-Day Toasts 91 Class-Day Valedictory 99 Class Growler 71 Class Histories 61, 64, 71 Class Mottoes 98 Class Odes 44, 133 Class Poems 35, 36, 38, 40, 42, 122, 123 Class Prophecies 77, 80 Class Songs 47, 50, 51, 52 Closing Words to Class (Toast) 96 Cocoanut Creams (Recipe) 160 Coffee Cream Caramels (Recipe) 160 College or School Birthday Party 112 College Toasted Marshmallows (Recipe) 160 Commencement (Explanation of term) Commencement Week Features Commencement Week Hints 13, 34, 96, Consecration to Humanity Man's Mission. — Edith L. Pecker . Conundrum Banquet for Raising Money Ill Conundrum Party and Dinner 109 Conundrums and Answers 110 Werner's Readings No. 54 — page i CONTENTS PAGE Cooks.— Owen Meredith (Toast) 142 Corn Supper Menu 114 Cornell College Fudge (Recipe) 159 Cress Sandwiches (Recipe) 189 Crowing Contest (Game) 161 Cruises Far and Wide. — James C. Cresap 133 Da Greata Basaball.— T. A. Daly 168 Dances 153 Dawn of the Morning 190 Debate, Hints for 28 Debate, Subjects for 29 Desserts (Recipes) 112, 113, 159, 160, 190 Development. — Samuel Weldon 44 Dialect (Italian) 168 Dialect (Japanese) 170 Dictionary Girls (Toast) 143 Dignity and Potency of Language. — Harriet M. Thrall 57 Direct Primary (Debate) 32 Discus-Throw (Game) 161 Drama Simulated (Party) 152 Dramatic and Prize-Speaking Recitations 38, 164, 167, 172 Drive Tete-a-Tete Party 184 Dryden's Epigram on Milton 17 Education and Government 107 Egg Sandwich (Recipe) 189 Ever Pressing Forward. — Mary Rosalie Stolz 50 Faith and Virtue. — J. Drennan 131 Farewell to School Days. — Minerva Birch 192 Favors 113 Fellowship (Toast) 142 Fiftieth Milestone of Class. — Mrs. Keyes Becker 123 Fire, Living Fire '. 104 "First and Great Commandment." — James Monroe Taylor 25 Fish Sandwich (Recipe) 189 Football Days 166 Football Hero.— Strickland W. Gillilan 163 Forward Is the Watchword 108 Fruit and Nut Salad (Recipe) 190 Fruit Punch (Recipe) 113 Fruit Sandwiches (Recipe) 189 Fruits and Flowers (Ice-cream serving) 190 Werner's Readings No. 54 — page 5 WERNER'S READINGS NO. 54 PAGE Future Full of Cheer. — Oscar Kuhns 132 Future of Athena. — M. Stanleyetta Titus-Werner 140 Games 110, 114, 154, 157, 158, 161, 162 Golden-Rod (Toast) 143 Good-Bye (Song) 191 Graduates' Banquet 154 Graduates' Social Affairs 150, 159 Graduation Frolic and Banquet 155 Greek-Letter Fraternities (Debate) 31 Greeting. — Daisy Elliot 35 Growler. — Daisy Elliot 71 Gymnasium Races (Games) 162 Hail, Vacation 185 Handicap (Game) 162 Handicap Hobble Hurdle-Race (Game) 161 Harvard Dinner Speech. — Oliver Wendell Holmes 127 Health and Wealth.— Richard Hovey (Toast) 142 Hearts Shall Ever Linger 51 - Here's to You and Here's to Me (Toast) 143 Hints for Debate 28 Hints on Giving "Class-Day Toasts" 96 Historical Art Party 114 Historical Masquerade 155 History (Toast) 94 Homeward Bound 187 Honor Chair 150 Humor. .35, 43, 71, 102, 111, 124, 126, 128, 146, 163, 166, 168, 170, 171, 173 Ice-Cream (To serve) 190 Ice-Cream Croquettes with Peas (Ice-cream serving) , 190 "I'm 6 When I Stand on My Head" 124 Importance of an Ideal 106 Income Tax (Debate) 32 Increase the Navy 29 Indoor Athletic Track Meet (Games) 161 Inheritance Tax (Debate) 31 Intellectual Development 104 Introduction 13 Investment of Influence 105 Ivy Day 48, 49, 101 Ivy Oration. — Lo Amy Heater 48 Ivy Poem. — Lo Amy Heater 49 Werner's Readings No. 54 — page 6 CONTENTS PAGE Jangled Bells 186 Knowledge Power, Honor. — Malvina Liebermann 47 Lady-Finger Bundles (Recipe) 113 Language (Toast) 95 Last Will and Testament of Class — Lo Amy Heater 53 Lawyer's Ten Commandments. — James M. Ogden 83 Lessons from a Life 106 Lessons Not in Books 105 Let the Toast Pass. — Richard Brinsley Sheridan (Toast) 144 Lettuce Sandwich (Recipe) 189 Literature (Toast) 94 Literary Conundrums (Game) 158 Literary Games 157 Literary Salad (Game) 158 Lore and Legend 105 Love (Toast) 142 Love and Tragedy Down by the Riverside 173 Madcap Pajama Party 151 Magic-Mirror Revelations. — Normalite Prophet 80 "Man That Ought To Be" 188 Maple Sugar Caramels (Recipe) 160 March of History 106 Matriculation (Explanation of term) 34 Matters Not Where Work Is Done. — Benjamin Copeland 134 Meat Sandwiches (Recipe) 189 "Men of Low Estate." — Russell H. Conwell 23 Merry Alumni-Dinner Speech. — James J. Walsh 128 Mexican Penoche (Recipe) 160 Mind Cultivation Man's Noblest Object. — Elliott Danforth 118 Mock Circus 108 Money-Making Affairs 108, 109, 111, 152. 157, 159 Morning's Roseate Flush 44 Mrs. Malaprop on Female Education. — Richard Brinsley Sheridan 43 Municipal Ownership (Debate) 32 Music (Toast) 92 Name Cards (Recipe) 113 Nations (Game) 158 Negro Question 104 New York University's Violet L 144 Nut Sandwiches (Recipe) 189 Obstacle Race (Game) 161 Werner's Readings No. 54 — page 7 WERNER'S READINGS NO. 54 PAGE Odes (Alumni and Class-Day) 44, 133 One Heart— One Way.— Ella M. Beach 187 Onward Ever. — May Whitcomb 36 Orange Baskets (Recipe) 113 Orange Custard (Recipe) 190 Our Class Colors.— M. Dell Adams 84 Our Class Colors. — C. S. A 85 Out of Balance 103 Oyster Salad (Recipe) 190 Parties and Social Affairs 108, 109, 112, 114, 150, 159 Parting-Hour. — Edith Putnam Painton 99 Parts of Speech. — McLandburgh Wilson 73 "Pass Our Blunders By" 79 Pathos of Life 107 "Patience to Bear and Strength to Do."— Mrs. E. A. Matthews.. 117 Paul Jones (Dance) 153 Peanut Cream (Recipe) 160 Peatnut Patties (Recipe) 160 Perfect Life. — John H. Vincent 21 Philosophy (Toast) 91 Pineapple Cup (Recipe) 190 Play Ball, Bill.— Charles T. Grilley 169 Play Day or Recital Day 161 Plays 174, 1 77 Pledge and Prayer. — H. Frances Dempsey 50 Popular College Candies (Recipes) 159 Presentation Address. — Reverdy E. Baldwin 72 Presentation Address. — Daisy Elliot 73 Presentation Addresses. — Edith Putnam Painton 74 Presenting a Book. — Edith Putnam Painton 75 Presenting a Cane. — Edith Putnam Painton 75 Presenting a Ring. — Edith Putnam Painton 74 Presenting China. — Edith Putnam Painton 74 Presenting Flag to a School. — Edith Putnam Painton 75 President, The (Toast) 143 Price Maintenance (Debate) 33 Prize Debating Day 28, 29 — 33 Programs 100—102 Progressive America 105 Progressive Civilization 107 Protection and Free-Trade 30 Werner's Readings No. 54 — page 8 CONTENTS PAGE Prune Delight (Recipe) 190 Psycho-Physical Education (Play) 174 Pump-Handle Shake.— Levi Gilbert 122 Quotations or Philosophic Nuggets 91—95, 103—108 Racing Day 161 Racing Day and Athletic Day 161—172 Railroad Pooling 30 Ready to Sail.— M. Dell Adams 42 Recall of Judges 30 Reception Da}' for Faculty and Students 184 Recital Day 161 Relation of Effort to Success 105 Religion (Toast) 91 "Remember We Are Quite Young." — H. S. Osgood 85 Reminiscence Party 154 Recipes 112, 159, 189 Recitations 38, 43, 55, 71, 102, 111, 124, 163, 164. 166, 167, 168. 169 170, 171, 172, 173 Sadness Mingles with Joy. — J. A. Brown 132 Salade de Luxe (Recipe) 190 Salads (Recipes) 190 Sandwich-Grabber. — A. R. Elliott 146 Sandwiches (Recipes) 189 School and College Spreads 189 School and College Spreads (Recipes) 112. 159, 189 Science (Toast) 96 Senior Charge. — Lo Am)- Heater 76 Senior Class Exercise 103 Senior Class Progressive Dinner Given by Juniors 150 Senior Day 103 Senior Day Entertainments 103 — 114 Senior Day Songs 115 Senior's Farewell Song. — Mary A. Burnell 115 Service the Final Test. — Edith Kinkaid Butler 77 Shoe Party 154 Skeleton Story (Game) 158 Smith College Fudge (Recipe) 159 Songs of Parting 185—187, 191 Soothed Though Fired Ill Spinning- Wheel Fortune-Telling. — Xina L. Kendall 80 Spirit of Holidays 106 Werner's Readings No. 54 — page 9 WERNER'S READINGS NO. 54 PAGE Standing Broad Grin (Game) 161 Stars and Stripes Forever (Toast) 143 Stately Building, Old and Homely 133 Steeplechase (Game) 162 Strawberry Creams (Recipe) 113 Student's Ups and Downs. — Alma J. Case 61 Subjects for Debate 29 Success by Overcoming Obstacles. — Lewis C. Voss 58 Successful Life 103 Sugared Popcorn (Recipe) 160 Sunset Glow (Ice-cream serving) 190 Sunshine and Moonshine. — Emma A. Reith 64 "There Shall Be No Alps."— Edith Putnam Painton 52 Three Bumpers in One. — Thomas Moore (Toast) 142 Through Dimness to Truth. — Washington Gladden 125 Toasts 91—97, 141—144, 188 Tower of Babel (Recipe) 112 Tree-Planting Entertainment 156 Troop of the Guard. — Herman Hagedorn, Jr 38 True American Citizenship 106 Twenty-Foot Dash 161 Uncrowned Queens 106 Union, The (Toast) 142 Value of University Study.— M. W. Hazeltine 138 Vassar Chant 126 Vassar College Fudge (Recipe) 159 Voice from the Black Belt. — Booker T. Washington 121 Water Soft and Pure.— N. P. Willis (Toast) 143 Wellesley College Fudge (Recipe) 159 Wellesley College Penoche (Recipe) 159 What the World Needs. — Serepta A. Crabtree 40 What We Love and Dread. — Wallace Irwin (Toast) 141 Willie Has His Degree 102 Winter Memories (Ice-cream serving) -- 190 Wisdom vs. Gowns 55 Woman 29, 43, 140, 143 Woman (Toast) 143 Woman Suffrage 29 Wondrous Wise Class.— M. E. C 35 Wordy Heat (Game) 162 Writing Versus Works 104 Werner's Readings No. 54 — page 10 INDEX TO AUTHORS PAGE Adams, M. Dell 42, 84 Bald-win, Reverdy E 72 Beach, Ella M 187 Birch, Minerva 192 Brown, J. A 132 Buchanan, Lloyd 164 Burnell, Mary A 115 Butler, Edith Kinkaid 77 Byrne, Andrew 46 C. S. A 85 Case, Alma J 61 Conwell, Russell H 23 Copeland, Benjamin 134 Crabtree, Serepta A 40 Cresap, James C 133 Daly, T. A 168 Danforth, Elliott 118 Dempsey, H. Frances 50 Drennan, J 131 Dryden, John 17 Elliott, A. R 146 Elliot, Daisy 35, 71, 73 Gilbert, Levi 122 Gillilan, Strickland 163 Gladden, Washington 125 Grilley, Charles T 169 Hagedorn, Jr., Herman 38 Hazeltine, M. W 138 Heater, Lo Amy... 48, 49, 53, 76 Holmes, Oliver Wendell.... 127 Hovey, Richard 1 42 Hughes, Thomas 172 Irwin, Wallace 141 Kendall, Nina 80 Keyes-Becker, Mrs 123 Kiser, S. E 171 Kuhns, Oscar 132 PAGE Liebermann, Malvina 47 M. E. C 35 Matthews, Mrs. E. A 117 McClelland, Mary A 116 Meredith, Owen 142 Moore, Thomas 142 Normalite Prophet 80 Ogden, James M 83 Osgood, H. S 85 Painton, Edith P.. 52, 67, 74, 99 Pecker, Edith L 54 Pettit, George A 129 Quaife, Elise West 86 Reith, Emma A 64 Rice, Grantland 167 Roosevelt, Theodore 137 Schell, Stanley Shank, Clarence D 45 Sheldon, Verna 56 Sheridan, Richard B 43, 144 Stolz, Mary Rosalie 50 Taylor, James Monroe 25 Thrall, Harriet M 57 Titus-Werner, M. Stanleyetta 140 Togo, Hashimura 170 Vincent, John H 21 Voss, Lewis C 58 Wager, Ralph W 59 Walsh, James J 12S Washington, Booker T 121 Waters, Robert 145 Weldon, Samuel 44 Whitcomb, May 36 Willis, N. P 143 Wilson, McLandburgh 73 Wilson, Woodrow 18 Werner's Readings No. 54 — page 11 Werner's Readings and Recitations ~ No. 54 Commancament Week (Copyright, 1915, by Edgar S. Werner.) INTRODUCTION COMMENCEMENT WEEK FEATURES. THE school and college year is drawing to a close. Once more cities and towns are filled with guests from far and near. Alumni, mothers and fathers, sisters and brothers, all accept the invitation to be present at the concluding exercises of the year. Vari- ous colleges observe no established order of things. Certain customs belong exclusively to some one institution. Certain traditions, rigidly observed, are distinct and individual. However, a similarity of purpose results in similarity of programs, closely resembling one another. It is difficult to judge who enjoys this holiday week the more. Is it the youth just completing his preparation for work in the world? Is it the old grad who returns to his ten-year, twenty-five-year, fifty- year reunion? How quickly alumni may be discovered! Their faces beam with delight at the progress made by alma mater since they last visited her. The slightest change is of interest to them; and, when they meet a classmate, or a friend of former years, their joy knows no bounds. But there are many guests other than the old grads. His mother and his sisters and his cousins and his aunts are delightful visitors on account of their unlimited enthusiasm. How eagerly they listen to recitals of college-pranks. How cordially they welcome "My brother's friends," and how the class-lions roar when coralled and asked to growl a bit, be it ever so gently. A man may not be a hero to his valet, but he certainly fills that role to his women-folk in Commence- ment Week at last. They trim up the campus wonderfully, these gayly- gowned girls! Class-day is thoroughly enjoyed by participants even more than by the audience. The wits of the class shine forth in all their bril- liancy. In the spirit of cordial good-fellowship every member of the class is set before the. world in his true colors. His faults and failings (13) 14 WERNER'S READINGS NO. 54 are carefully rehearsed; forgotten escapades are called to mind with 1 startling frankness. The historian and statistician portray the past life of the class; the prophet foretells the future; the chairman of the "grind committee," as he is known in some colleges — the "presentation orator" in others, distributes among his mates souvenirs with the best wishes of the class, amid the laughter of the audience. These trifles are carefully guarded with other college-trophies and by-and-by occupy en important place in the "den" at home; each trophy being a nail on which are hung pleasant memories. A pleasing custom in many colleges is planting of ivy by the graduating class, the ivy to serve as a visible reminder to coming gen- erations of students of the class which planted it. Naturally, such an event must be attended with ceremonial. An ode is written by the class-poet; and, while the ivy is being planted, this ode is read or sung. This may close the ivy-exercises. College and class-songs, an address concerning the value of such a custom, are the usual features of these exercises. At every institution certain privileges and properties belong by tradition to the Senior class. Perhaps Seniors are permitted to occupy certain steps when singing college or class-songs; but, whatever the privilege, it must be formally handed down to the next class before the Senior becomes an alumnus. These are the most impressive exer- cises of the Commencement season, these by which the graduating class voluntarily acknowledge that their college days are past. Col- lege and class-songs are the order of exercises. The last will and testament of the class is read. The step-song is sung, and — the Senior is a self-acknowledged alumnus, even if he has not yet received his degree. When the institution is fortunate enough to have near a body of water, boat races or a float is held. These give opportunity for rival class spirit to express itself. The Wellesley float is famous for beauty and skill of the oarsmen. The aesthetic effect is increased by songs and choruses, sung by young women. Baccalaureate Sunday and Comencement Day are the most formal occasions and the last times the class assemble in a body, officially. The gay throng of guests does not wholly lift the somber atmosphere enveloping the college as the cherishing mother gently admonishes before sending the youth into the world. These last days strengthen ties of friendship incredibly. .... A formal reception is given to graduates and their friends by the faculty. Decorations are in college and class-colors. The gymnasium is arranged for dancing; the campus is lighted with Japanese lanterns; refreshments are served out-of-doors as well as indoors. But the informal receptions at various fraternity -houses are less imposing but more delightful. These are held all through the week, are sandwiched in between times, and are charming affairs. Small supper-parties are another feature thoroughly enjoyed by everyone, for at these functions mothers and sisters meet their sons and brothers chums. ******* The one essential characteristic of Commencements should be simplicity. It is an attitude of mind -not a way of doing things. COMMENCEMENT WEEK 15 Whenever one is quite straightforward, expressing one's nature freely, without effort and without striving for effect, one is simple, whatever be one's habits or actions. Commencement is one of the times when striving for position is most evident. Usually the parents least able to spend money make most elaborate preparations for their children's graduation; and this is with no other purpose than to keep up false appearances and to advance their children socially. The prettiest and most appropriate dress for a girl on this occasion is a simple white frock. Commencement exercises should be made formal and dignified. If the school has a service or some order of exercises which it uses frequently and to which pupils are accustomed, it is good to use this on Commencement program with necessary additions. No service or order of exercises could be more suitable to a school Commencement than the service pupils have used throughout the year. There are some beautiful school hymns every pupil should know. There are prayers, too, fitting to school celebrations. A most fitting Commencement program is one in which the chief feature is an address by a noted speaker on a topic of importance to the graduates, their parents and their friends. Graduating essays have little interest for any but those who write them; but a speech from one who is in the active life that the graduates are to enter is of interest to all who hear it. The impression made by a speech of this kind is frequently spoiled, however, by unwise and ill-chosen words of school officials, who use the presentation of diplomas for the display of mean wit and the utterance of platitudes. Diplomas should be presented in simple and dignified manner by the principal of the school. At college such presentations are made with formal Latin phrases. Commencement takes place usually at a season when there is a peculiar appropriateness in having many celebrations outdoors. Scenes from Shakespeare, or a pastoral play, with possibly chorus singing, all on a lawn in the late afternoon, is charming. Afterward the players, their friends and teachers may meet and chat with the freedom and pleasure that one feels only outdoors. Few occasions are more enjoyed than a school-breakfast served outdoors at long tables, or on the grass, with toasts responded to by members of the school. Such occasions train boys and girls to speak with ease, if not brilliantly. One of the pleasantest times of Commencement Week is a final party for the graduates alone — after graduation is over. There is a spread, or a picnic or luncheon at a country-club or farmhouse, and an afternoon outdoors, spent in "reminiscing," singing school-songs, talking of plans, etc. Sometimes the functions of Commencement Week are those of general society. People enjoy dramatics, and it is rarely difficult to manage an entertainment, especially if it is outdoors and kept simple. Usually, too, one can find some one who sings ballads or national and folk-songs, and these please boys and girls. Or perhaps some one may be got to do national dances in costume. An interesting celebration is a historic pageant representing foreign festivals and pastimes, such as a revival of old English games and Morris dances. Occasionally reci- tations, or impersonations, are of interest. Often an evening can be merrily ended with a Virginia Reel. PART I. Baccaulaureate Sermons BACCALAUREATE SERMONS AND ADDRESSES WHAT THEIR CHARACTER AND AIMS SHOULD BE. THE long-established custom of delivering baccalaureate sermons has undergone transformations. When in this country there were only two or three State universities, and but a few colleges on a private foundation, the Christian religion dominated the higher agencies of education. Harvard, Yale, Williams, Amherst, Bowdoin, Dartmouth, Princeton, Brown University, Wesleyan University, and many others, were established by different religious denominations. Baccalaureate sermons took on the cast of the communion which sup- ported the institution. Either the president, one of the professors selected by him, or some distinguished theologian, delivered a dis- course intended to inspire those who received the degree of Bachelor of Arts with a deep sense of their obligations to their God, their church and their country. Of late, many baccalaureate sermons are disquisi- tions on various phases of education or problems of legislation. Some Commencement orators read and then take leave of the text, retain- ing only the characteristics of a didactic or polemic discussion on topics not connected with religion or ethics. Several elements should enter into a baccalaureate sermon. There should be optimism as respects individual possibilities; doleful prog- nostications should not be indulged. If endowed with common-sense, honesty, and perseverance, a student need scarcely put bounds to any legitimate ambition. Strange as it may appear, some students find themselves depressed when the time comes to depart from college. They realize the difference between having one's work cut out and being compelled to look for a vocation and secure a position. This depression can be intensified to profound discouragement and dissipa- tion of energy. But, on the other hand, if properly treated by the Commencement orator, it may be removed and abounding hope take its place. Optimism as respects the graduate's intellectual equipment is a great stimulant. The curriculum of any college contains enough to put the conscientious student far in advance of persons of equal natural endowment who have not had similar helps and opportunities. A strain of optimism also as to the benefits of moral development is valuable. The highest eloquence here has a scope which is limited only by the personality of the speaker and the capacity of the hearer. Optimism as an aid to morality is valuable. The student, whose habits have not been praiseworthy, should be made to see that he can leave them all behind and enter a course that will guarantee the confidence of those whom he may meet in the battle of life. Yet, with this general optimistic feeling, there should be a tinge of uncertainty. Life is full of surprises. Cast-iron rules and detailed predictions are beyond the power of mortal man to perfect. It is CVTO54— 16) COMMENCEMENT WEEK \7 dangerous to leave the impression that the new alumni will float as upon a boat in a deep and pure stream to the desired harbor; for, beneath that stream, there may be rocks jutting up so that caution and care must be in exercise at every moment. Young men should be made to feel that everything depends on rectitude, energy of effort, and soundness of judgment. Baccalaureate sermons should have a plea somewhere for con- tinued training and addition to knowledge. To rest on the past is more than sloth; it is actual decay. Attention should be given to the love of one's alma mater and to the production of a determination to honor it, to help it, and to recommend it to others. To impress the mutual disposition to aid that should prevail among the alumni, is a worthy subject for consideration and enforcement. The intricate social problems forcing themselves upon attention should not be discussed as abstractions or based wholly upon altruistic considerations. A Christian college recognizes the Gospel as the fountain of wisdom, not only in relation to the union of man with God, but to the union of men with each other. Some years since, all the more important baccalaureate addresses and sermons were printed in full; and, while the colleges and universi- ties rested on the Christian foundation, and while the students were gathered from all parts of the country by the emphasis placed on the Christian character of the institution, in some of the baccalaureate sermons or addresses there was not one thought or one word that would have suggested to an educated Oriental the idea that there was such an institution in the world as the Christian religion. There was no word relating the institution or the student to Christ as the center of truth, light, love, guidance and help. Finally, every baccalaureate sermon should show that the preacher is there, not to enhance his reputation for literary or oratorical merit, but to mold plastic minds, to reinforce the powers for good in church and nation, and to prepare men to carry forward the traditions, the principles, and the instruments of a Christian civilization. The baccalaureate preacher who fails to touch the spiritual or moral nature of the students, whether he be a Demosthenes or a Cicero, has lost his opportunity. To succeed in a spiritual impression high intellectual qualities in action are a great aid. When heart and intellect combine in due proportion, the baccalaureate address will never be forgotten by those who hear it. Indeed, such appeals have often done that which the institution, with all its resources, had not yet accomplished, namely, so impressed an ideal of life on those who are going out, as to reinforce the system of truth and the plan of salva- tion established by the Great Teacher who prepares for both "The life which now is and that which is to come." DRYDEN'S EPIGRAM ON MILTON. Three Poets, in three distant ages born, Greece, Italy, and England, did adorn: The First in loftiness of thought surpassed; The Next in majesty; in both the Last, The force of nature could no farther go: To make a third, she joined the former two. 18 WERNER'S READINGS NO. 54 " BE NOT CONFORMED TO THIS WORLD." Woodrow Wilson. (President of the United States.) "And be not conformed to this world: but be ye transformed by the renewing of your mind, that ye may prove what is that good, and ac- ceptable, and perfect, will of God." — Rom. xii:2. (From Baccalaureate Sermon delivered when President of Princeton University.) THE college graduate almost always thinks of himself as just about to begin life. There is a great deal that is false in the thought. He has been in the midst of life twenty years and more, and every year has added to the intimacy and the variety of his contact with the persons and the circumstances that lay about him. He is, however, at the threshold of the life which is to mean constant and independent endeavor, the actual making of the career he has been looking forward to. The text of Scripture that has seemed to come most directly to my thought, as I pondered this turning-point in your life, is, "Be not conformed to this world: but be ye transformed by the renewing of your mind, that ye may prove what is that good, and acceptable, and perfect, will of God." It may seem strange and futile to tell a company of young men who are about to go out into the world to ask a living of it — that they must not conform to what they find, must not accept the rules of the life they enter as those who would learn and not as those who .would teach. Their advice will neither be asked nor accepted, and they will be laughed at for their pains if they offer it. But the counsel of the words I have quoted is no counsel of pre- sumption. It is a counsel of integrity. The "world" is no fixed order of life that stands unchanged from generation to generation. Its habit and practice change with every generation that rules it, and your gen- eration is to come, one of these days, upon its years of rule. Have you anything in your hearts which will distinguish you from the com- mon run of men who lose themselves in the mass and never emerge again carrying any light of their own? "Be not conformed to this world," — this world that is always changing. You have been given an opportunity to get the truths which are of no age; you know the high laws by which the world's progress has ever been gauged and assessed. Amidst every altered aspect of time and circumstance the human heart has remained un- changed. "Be not conformed to this world: but be ye transformed by the renewing of your mind," — by that simplification of motive and of standard which is a return to youth and naturalness of thought drawn out of the fountains of just thought and true feeling. At them, and only at them, do you get a veritable and constant renewal of your minds. Some of them are the fountains of learning, which have here been so accessible to you. Learning is knowledge purged of all that is untested and epheme- ral. It is neither the rumor of the street, nor the talk of the shop, COMMENCEMENT WEEK 19 nor the conjecture of the salon. It has been purified and sifted in quiet rooms to which passing fashions of thought do not penetrate. It has passed through mind after mind like water through the un- tainted depths of the earth, and springs to the places of its revelation, not a thing of the surface, but a thing from within where the sources of thought lie. Men come and go, but these things abide, like the face of the heavens. And so the fountains of learning become the fountains of perpetual youth. At them are our minds renewed. Learn- ing has come into the world, not merely to clear men's eyes and give them mastery over nature and human circumstance, but also to keep them young, never staled, always new, like the stars and the hills and the sea and the vagrant winds, which make nothing of times or occa- sions, but live always in serene freedom from any touch of decay, the sources of their being some high lav/ which we cannot disturb. There are other springs of the spirit which hold us to the origi- nals of all that is fresh and enjoyable in the life from which we draw our strength. There are the fountains of friendship, copious, free, inexhaustible, confined to no time or region or season. It is very delightful to consort with companions who gratify our zest for good fellowship, amuse us with gay talk and entertaining jest, walk our own familiar ways of thought and feeling, welcome our coming and never bore us. But friendship is a much larger, much finer, much deeper thing, than this mere relish of good company. Let true and deep affection once grip you; let interest and pleasure once deepen into insight and sympathy and a sense of vital kinship of mind and spirit, and the relationship takes on an energy and a poignancy you had not dreamed of in your easy search for pleasure. Spirit leaps to spirit with new understanding, new eagerness, new desire: and then you may make proof whether it be true friendship or not by the quick and certain test whether you love yourself or your friend more at any moment of divided interest. True friendship is of a royal lineage. It is of the same kith and breeding as loyalty and self-forgetting devo- tion, and proceeds upon a higher principle even than they. For loyalty may be blind, and friendship must not be; devotion may sacrifice princi- ples of right choice which friendship must guard with watchful care. You must act in your friend's interest whether it please him or not: the object of love is to serve, not to win. I suppose that we can speak of our minds as indeed renewed when they are carried back in vivid consciousness to some primal standard of thought and duty; to images which seem to issue direct from the God and Father of our spirits, fresh with immediate creation, clear as if they had the light of the first morning upon them. It is thus of necessity that our renewal comes through love, through pure motive, through intimate contact with whatever reminds us of what is perma- nent and forever real, whether we taste it in the fountains of learning, of friendship, or of divine example, the crown alike of friendship and of truth. To one deep fountain of revelation and renewal few of you have had access yet, — I mean the fountain of sorrow. I will not tell you of these waters. I only beg that when they are put to your lips, as they must be, you will drink of them as those who seek renewal and know how to make of sadness a mood of enlightenment and of hope. You see that I but go about to elucidate a single theme: that all 20 WERNER'S READINGS NO. 54 individual human life is a struggle, when rightly understood and con- ducted, against yielding in weak accommodation to the changeful, tem- porary, ephemeral things about us, in order that we may catch that permanent, authentic tone of life which is the voice of the Spirit of God. Every man not merely of vagrant mind, has been aware many times of some unconquerable spirit that he calls himself, which isi struggling against being overborne by circumstance, against being forced into conformity with things his heart is not in. He feels in- stinctively that the only victory lies in nonconformity. Nonconformity is not antagonism; is not the impossible task of rebuking and recon- structing the world. The world always responds to the breath of progress when it finds an authentic man, whom it cannot crush or ignore, who speaks always words of his own, and yet who flings no foolish defiance to his generation, is ready for all generous coopera- tion, is an eager servant of his day and time, — just a self-respecting, thoughtful, unconquerable human spirit. The university has been a place of transformation for you, whether you willed it to be or not. You are not what you were when you came here: you cannot have escaped some wider view of men and of truth and of circumstance and of nature than you had when you came here unformed boys; and for some of you the transformation has been complete. The transformed university man, whose thought and will have been renewed out of the sources of knowledge and of love, is one of the great dynamic forces of the world. Our true wisdom is in our ideals. Practical judgments shift from age to age, but principles abide; and more stable even than principles are the motives which simplify and ennoble life. That, I suppose, is why the image of Christ has grown, not less, but more distinct in the consciousness of the race since the tragic day in which He died upon the cross. His is the nonconformity of the perfect individual, unso- phisticated, unstaled, unsubdued. His is the perfect learning distilled into wisdom, the perfect friendship lifted to the utter heights of self- sacrifice, the perfect sorrow steeped in hope, which keep his mind and spirit spontaneous, creative, the cause, not the result, of circumstance. Not all the hoarded counsel of the world is worth the example of a single person: it is abstract, until incarnated; and here, incarnate, is the man Christ who in his own life and person shows us "what is that good, and acceptable, and perfect, will of God," which would have us see in the face of all knowledge, of all love, of all experience, the long lines of light which illuminate the meaning of our lives, — lines that blaze unbroken out of the elder ages that have gone and sweep past us into the mysterious days whither we go, from which, one by one, we draw the veil away. In an ancient place of learning we stand where generations meet and merge, where ages render their common reckoning; and the teach- ing of a university with regard to the long processes of human life should be the same as the Master's: that every soul that is truly to live must be born again, must come fresh into its own age with the spirit of immortality — which is the spirit of eternal youth — upon it, the brightness of another morning of creation about it, the dayspring from on high. "Be not conformed to this v/orld: but be ye trans- formed by the renewing of your mind, that ye may prove what is that good, and acceptable, and perfect, will of God," which is without COMMENCEMENT WEEK 21 date or age or end and which gives to every one of us a like immortal youth and liberty and power. It is a solemn thing to look one another for the last time in the eyes, to grasp hands and say farewell; but we do not in fact break company if we have indeed been linked in spirit. Be brave; walk with open and uplifted eyes; let neither hardship nor sorrow touch you, with dismay. Nothing but our own weakness can taint the integrity of manly candor and simple uprightness. God send you stout hearts in all weather. Our love and our faith shall follow you. We pledge you with all good cheer for the long journey, and pray God we shall all meet at home at its end. PERFECT LIFE. John H. Vincent. (Methodist Episcopal Bishop.) (From Baccalaureate Sermon delivered at Chautauqua University.) "Let us go on unto perfection." A MAN is to be pitied who is satisfied with his past, and who has not outgrown it. It is not well to live among the beginnings, coveting, as some dear saints do, the return of "the first love, wherefor let us cease to speak of the first principles of Christ, and let us go on unto perfection." To you, graduates on this day that marks a stage in your educational progress, I wish to make an appeal in behalf of a more advanced life, intellectual and spiritual, and to incite you to greater diligence in seeking a more complete and full- orbed life — a life of "perfection." Some of us, when talked to about "perfection," at once draw back, or shrug our shoulders, and say: "O, this is well enough for the rare saints who have nothing to do with life and the world and society, invalids who must soon die, and hermits and ascetics who are already dead to the world, but not for us." Or we may know a class of most unsaintly souls who have professed "perfection" and through incon- sistency have repelled us. "We have had enough of 'perfectionism,' " we say. Now, I do not much believe in hermits, and not at all in ascetics; and, as for the "perfectionists" of a certain class, I am ready to con- cede that many of them are perfectly uncomfortable as neighbors and often demonstrate how imperfect a well-intentioned soul may be; but, after all, there is an ideal perfection. The imagination outreaches the possibility of the executive faculties. "How do you paint such pic- tures?" asked a man of an artist. He replied: "I do not know. I dream dreams and see visions, and I reproduce my dreams and visions." As artists dream of the best, so within the soul may Christians dream and aspire and, beyond the common thought, attain. We often enjoy a "perfect day," we have traveled a "perfect road." We speak of a "perfect legal document," all the provisions of which are within the intentions of its author, within the limits of the law, and in the form of its expression adequate and definite. A thing, an 22 WERNER'S READINGS NO. 54 act, or a document is thus "perfect." Whatever is begun and carried through to its legitimate end, is perfect. The perfecting of a thought is in the deed that it conceives. The thinker becomes a doer. He thinks the thought, and the thought is perfected in action. The thought may demand trust, and he trusts. It may be a word that should be spoken, and he speaks it. It may be an important choice, and he chooses. This is what a soul is for, to bring things to pass, to carry a thought through a purpose to its proper end, in action; to think and to do; to desire and to do, and so to think and desire and do as to be a human vine, growing, budding, blooming, yielding fruit, after its kind, a perfect process. The world is full of men who resolve but who do nothing. They are fertile in brilliant ideals, but nothing comes of them. The perfect man is the man who sees the ideal, desires to realize it, and inquires about ways and means. His resolve goes through to the end, and the end is the perfecting of his thought and resolve. Let God and His truth have full sway in our soul; let the intellect apprehend it, and the affections embrace it, and the will elect it, and the whole manhood be possessed by it; and you have an illustration of "perfection," a love that is a perfect love, a faith that is a perfect faith, and a salvation that is a perfect salvation. But how can one, who has sinned, and loved sin, and is helpless in his bondage, dream of ever attaining such perfection? Look at that child of five years on its way up the narrow zigzag path that reaches to the top of the rugged cliff. That child is in its father's arms, and is in this dangerous passage as safe and as strong as the expert father whose confidence, skill, and courage protect the lad in his journey. Again I see the father and son in a wild storm at sea. How strong are they? As strong as the ship they sail on. And the captain, who knows the ship and sea, smiles as he says, "We are perfectly safe." Let us look at one more illustration of the perfect security which the Gospel proclaims. A heavy debt which my friend cannot pay rests on him like an insupportable burden. Here comes a friend, and pays every penny of his debt. He is perfectly free, except as bound in obligation to the friend that saved him, an obligation that becomes a source of gratitude and joy and an incentive to perpetual endeavor. Supreme love, perfect love, is possible to the human heart. A mother may love her child perfectly, with all her heart. Is it not possible to be so controlled by the charm of virtue, to be so con- vinced of the reality of Christ as to love truth and righteousness and spiritual verities with the whole heart? There is such an attainment as a perfect faith in Christ. A child's faith in its father may be a perfect faith. This, then, is the spiritual idea of perfection, the whole man in action, with a thought, a decision, a determination carried all the way through to performance. Now you can understand how it is that men so ' full of faults in the Old and New Testament times are spoken of as "perfect" — men like Noah, and Abraham, and Peter, and others. They had the force that carried a resolve through to the end. They perfected their re- solves concerning God. A very imperfect man may have a love that is perfect. A very imperfect man may be governed by a perfect wisdom in selecting an end, pursuing it wisely. Speech may be full of blunders, and yet it may be eloquent with a perfect love. Manners COMMENCEMENT WEEK 23 may be awkward and unconventional, but they may be beautiful through the sympathy and good-will which inspire them. Members of the Class of , you have come to the end of a pre- scribed course of study. Having reached the end of the beginning, you are now again to begin, reading and thinking and being and doing, that to the beginning there may be no end. The career upon which you have entered is a unity, not broken by the day of graduation and, indeed, not interrupted by the day of death, but stretching out into eternity. You live forever, and however conditions may change, you remain. Perpetual progress is the law of life. "Forgetting the things that are behind, * * * let us go on unto perfection." Connect your will with your intellect, and go on to perfection in doing the thing you think and approve. Carry out to its end every worthy impulse. Form the habit of doing this. Grow in personal character, in self- control, in patience, in cheerfulness and hopefulness, in the grace of speech, and in the wisdom of silence. With the passing years we ought to become more interesting to those who know us best, not concealing our little faults, our infelicities of manner, remains of old habits formed in years of thoughtlessness and selfishness, but eradi- cating them, going on to perfection in the beautiful art of tenderness and unselfish sympathy. Knowledge without these graces is of slightest value. Without them there is no refinement, and there can be no genuine politeness. With a perfect faith in a perfect Saviour, and the habit of a perfect surrender, a surrender that completes in action what it begins in thought, a surrender to whatever things are true, honorable, just, pure, lovely, of good report, we shall live, the lowliest life, it may be, but it will be noble and beautiful, heroic and successful. In the light of this ideal, "let us keep our heavenly Father in the midst," "let us study the word and the works of God," and let us "never be discouraged." " MEN OF LOW ESTATE." . Russell H. Conwell. (From Baccalaureate Sermon.) THE text is in the twelfth chapter of Romans and in the sixteenth verse: "Condescend to men of low estate." In this letter to the Romans the apostle is endeavoring to teach the people how best to evangelize the world, and you find the apostle's heart is wrapped up in this great enterprise until his soul thrills and glows with anxiety. He is very anxious for the salvation of Israel. And hence he writes this magnificent letter full of instructions how best to make universal the belief in Jesus Christ. Paul did not say those that have no means; he did not say: "Con- descend to those who have lost their estate;" he did not say: "Conde- scend to men who had a large estate and wasted most of it and only have a little left." He said: "'Condescend to those that have small means," and the conditions show that the clearest minds have been among those who had not wasted their estates, but whose estates, nevertheless, were small. 24 WERNER'S READINGS NO. Si Strike the broad common-sense of the common people; enter in among the vigorous minds and vigorous bodies of the earning -classes of the country, the men of low estate. Go into a working-man's home who owns his little cottage, who has saved it with great economy. You will find in no palace of the Caesars any such beautiful mother- hood. You will find wives worthy of the highest position in the records of the heroic. They are strong in love. You will find fathers labor- ing all day with the sweat of the brow and coming home at night with the large heart beating pure to lay down his dollar and a quarter into the lap of his wife, and say: "That is what I have earned to-day; take it and spend it economically;" and then call for the children and take them on his knee. He loves as no other man loves. It is there you will find the best citizens. They that love their country are they who own a little home, have but little in the world, but having that little, have earned it. It was a Maine father of broad Maine common-sense, who called his family together some years ago. They had seven sons. He said to them: "Now, my boys, you are getting up into the teens, and Ii have made up my mind that I will not support you any longer. My means would not warrant me doing for you what some men do for their sons, and I can't send you to college; if you go, you will have to work your own way. I am not going to rob mother of what I want to leave her in case I die. Now, boys, just get out." They went out; one became governor of Wisconsin, another became governor of Maine, another went to the House of Representatives, another went to the Senate, another held a high position under the government, and another mounted the supreme bench. Low estate makes great men. When Sir Walter Scott had been reduced to poverty, it was then that you began to hear of him. There is scarcely a poet, mentioned in the history of the world, whose name lives beyond a century, but who wrote in order to pay bills. I remember Peter Cooper telling how in Northern New York he went into the grocery business and failed. Then he went into the car- riage business and failed. At last he went to a friend to borrow money to start into something else, but the friend said: "Young man, you have failed twice now. In the name of common-sense what do you begin again this way for? Get some experience before you get any more money." That advice Peter Cooper followed. The greatest heroic element you will find among the class of small means. I saw a lady in Georgia whose husband was taken sick with consumption. She was a frail woman, dependent on his earnings for their living. But when she found something must be done to preserve their child and himself, that brave young woman went out to the market and took her place behind the stall, and for twenty-five years she earned the living of that husband and paid the expenses of his funeral when he died. How many a girl stands behind the counter, of low estate, earning her living, subject to temptations perfectly ter- rible; and yet true to her faith she goes through the most wearisome years, the most anxious nights, and suffering days. Heroism! You will find it best among the common people; you will find it in its greatest exhibition of beauty among those that have but little. The history of this world has shown us how these men of low estate make great civilization. COMMENCEMENT WEEK 25 Here sits this class of the Chautauqua circle; if anything has made this instrumentality of mighty use to the world, it has been because in its inception it was organized for the people of small means; not those who could spend their money to go away to a university in Germany; not those that could build their palaces at Long Branch and Newport. If the Chautauquas are still to do the great work for human- ity, that they have been doing, they must still retain this place in the ranks of mankind, still retain this purpose and condescend to men of low estate. The originators understood the Scriptures aright, inter- preted them carefully, and applied themselves, as did Christ, to the inspiring, uplifting and helping of men of low estate. FIRST AND GREAT COMMANDMENT." James Monroe Taylor. (Ex-President of Vassar College.) (From Baccalaureate Sermon.) WHEN one fastens one's attention on a mountain at the horizon, the intervening scene — forest and field, tree and rock and stream, up to the very fence, and road near by — is painted on the retina of the eye, — but one sees the mountain! And so — love to God, love to man, — these two are essential to right life. They are indissoluble; no complete truth or whole life can be without both; yet, happily, each carries in itself so much of the other that no unbal- anced assertion on our part can destroy either. Neighbor, God — we pay the penalty of half-truth in life and service, if one or the other is neglected or forgotten. There is, however, a first and a second, a cause and a result. No society without the individual, no true indi- viduality without a social spirit, no full thought of God without the neighbor, no neighbor (for long) without a recognized Higher, — and yet the neighbor rests on God, not vice versa. God is the fundamental; His love and life in us become love to neighbor. The larger life is due to God in us. The prime necessity, if one may so say where both must be, — the prime necessity is God, and our love to Him. "On these two;" let that stand for emphasis on the human side. But we dwell now on: "This is the first and great commandment;" let that affirm the primacy of the spiritual. To this humanitarian age, with splendid assertion of service to man, it needs be said that there is something, even larger, on which its very being must rest, or without it perish. That is God, and the largest thing in man is that which reaches out toward Him and has power of communion with the Infinite. What gives the dirty Eastside child his dignity and appeal? What is his likeness to us that makes the bond of sympathy? Not his dirt, nor his surroundings, nor his poverty, but the answer of his spirit to ours, the capacity for insight and wisdom and outlook and higher destiny. But this spirit — what is it? Not power of intellect, not emotion, not imagination, though all these may be involved. It is a yet higher sense or capacity, fitness to receive the in-breathing or inspiration, 26 WERNER'S READINGS NO. 54 of the Infinite Spirit, and to respond to it. You discern physical things physically, but you cannot see a thought, nor feel a truth, nor touch a vision, nor hear an emotion. You discern intellectual things intel- lectually, — think a thought, will a course of action, feel an emotion. Higher yet, we have a capacity for revelation, intuitive insight, directer vision, and that is spiritually discerned, and only so. This capacity for inspiration and revelation is our highest attribute, and through it we are susceptible to things which "eye hath not seen, nor ear heard, and which it hath not entered into the heart of man to conceive." If true education is the drawing out and developing the best in us, what will you say of a theory that loses sight of this deepest and most exalted part of man's being, and is blind, in its worship of intel- lect, or in its exaltation of force, or in its cravings for material good, to the spiritual values of character and life! Yet remember, divine love expresses itself in the human, overflows in it, breathes through it, is manifested in it. The two are one at last. In no other philosophy or religion is there such a unity of thought as this which marks the Christian ideal. It binds indissolubly the world, mankind, the individual, God — self-mastery, which is world master, the expression of that self in love to its neighbor, and that same self, master and neighbor, lifted in the power of divine love to the very fellowship of God. The notion is taught that all betterment of man and society is dependent on environment. Let us not lose our balance in our refusal of this theory. The enormous influence of social and economic sur- roundings, and their great power in shaping history, all must admit. To affirm that the highest thing in man is his soul, is not to deny that he is also of the earth, and earthly; but to talk of the economic causes which led to the American Revolution, and which bore alike on rebel and tory, is not to explain Valley Forge and the splendid spirit of the men and women who cast their material interests behind them in love of liberty for themselves and their children. The soul is center. To touch the almost hopeless death of por- tions of East London it has been necessary to use every possible out- ward appeal to lives crushed by want and hopelessness, but nothing like real change comes till hope and aspiration are awakened and the spirit is aroused to its rights and its heritage, — and that comes through an idea as well as an environment. Model tenements, and guilds, and settlement methods reach but a little way until in some fashion the outlook is changed and the soul is touched and the young men see visions and the old men dream dreams. That boss of the Colorado mine, himself a foreigner, who would not make his mine safe with new props because, he said, dagos were cheaper than props, did not so much need a new environment as he did a change of a brutalized human spirit. There are worse things for society than dirty and crowded tenements, bad as they are, and the dangers of the State are not chiefly in squalor or want. Our attempts at reform too often express themselves like the claims of some labor advocates, whose insistence on physical better- ment is so loud that one can hear nothing else, — a recrudescence of the fallacy that abundance brings happiness, and that freedom from toil is beatitude. Even the church is often bitten by this lust of the flesh and this COMMENCEMENT WEEK 27 pride of life, until it loses its power because it has lost touch with its source in the life of the Christ. And the State, which should aim at the welfare of all, gives a vast proportion of its energy to the preparation for war and destruction calling it the defence of peace! The conditions of England and Germany, the unjustifiable breach of good feeling, are comments on the present policy, and the great arma- ments of these powers are "a satire on civilization/' Ail these arma- ments, and all this militant statecraft, cannot prevent inexpressible inhumanities, because these heavily-arrned powers have fear and jeal- ousy of one another, — and what are common human lives to that! There is much anarchy in the spirit of our time. Anarchy is always intellectual and social weakness; but its very recklessness is striking; its daring attractive to those who do not feel responsible for results. Goethe said: "Scarcely are you free from the grossest illu- sion, scarcely are you master of your early childish will, than you think you are 'superman' enough, and that you may neglect to fulfil the duty of a man." That is at once the secret of the power, and the eternal weakness, of a theory that has no respect for the lessons of history, and no insight for the deeper spiritual nature. But we are doing small justice to a noble theme in spending so much of our time on its opponents. Spirit reveals itself in what it; does. Nothing else enables us to see life whole. The academic man is prone to criticize the narrow view of the practical, and the practical man to scoff at the inexperience of the academic, but each needs the other. We know how the great issues lift us above minor differences. We are hopelessly divided on a tariff, for example. We talk bitterly of the way the dominant party in Congress is playing with its pledges, and with the interests of the people at large; but if an immediate danger strikes at the nation's life, our differences disappear in a great and uniting love of country. Have you never carried your weariness and depression to some mountain-top, and in its rarer atmosphere found all adjusted, till the small things become really small, and the large things important again, and your broken life was healed, made whole? So luxury may make excessive demands on sensuous desire, till we carry our longings for indulgence in material comfort, into the light of a spiritual relationship, — and how the common things shrink and are dwarfed! It is because we see the whole instead of a part. Because I am God's child, all things are mine, and I see myself related to eternal destinies, and the proportions of life are enlarged, and the little is no longer the big, and the spirit sways my deepest interest. It is the highest philosophy, as well as the truest religion, which declares that the pure in heart shall see God. Members of the Graduating Class, you enter upon life at a time when the world is full of new theories, new schemes, new demands. What is your attitude going to be? It does not matter so much to the world as to you. Through four years we have been trying to teach you the answer. Be constructive. Leave to the rabble the work of destruction. With your educational advantages you are bound to lead. Try to be helpers of men — not destroyers. Lead not in the spirit of a demagogue but in the spirit of the great Master who planted truth as He walked up and down among the people. Truth is your salvation. As educated women, you must see truth in its proper proportions. Keep your vision right. Try to see the invisible, and you shall reach PART II. Prize Debating Day (This day is also used for Dramatic Speaking Day, or Prize-Speaking Day, or Prize-Speaking Contest Day. Selections intended for these days may he found in "Werner's Headings and Recitations No. 55" — 35 cents paper, 60 cents cloth). HINTS FOR DEBATE. DEBATE means all forms of controversy, where one person seeks to justify his opinion against the differing opinion of another. Uses of Debate are: (1) Creates two-sided people, (2) Instils toleration, (3) Proves truth which may be trusted, (4) Puts into the mind the sense of reasoned truth, (5) Shows seeds of new truth. Rules Governing Debate are: (1) State your case: Do it so that your hearers may understand to what their attention is asked. Give the other side of the case if you know it. The contrast will make your meaning clear, and show that you know what your case is. (2) Clear your case: Show plainly what you are aiming at, making your ques- tion quite distinct, so that it may not be mixed up with something likely to be advanced by another disputant. (3) Prove your case: So that the reasons of your argument may be evident. Adduce facts which cannot well be disputed in support of your contention and employ illus- trations that will make meaning clearer if possible. (4) Sit: So as to give your adversary a chance. Say what you mean and know what you mean. Always have the main points in mind, and never lose sight of them. The chairman should know the main points of a debate and himself state them to the meeting before the discussion. He should remind every speaker of them that forgets them and point out to him that he is wandering therefrom. The business of the disputants is to discuss the speech of the opener of the debate. What other speakers say should be referred to only, or mainly, so far as it relates to the topic before the meeting. No opponent should be accepted whose sin- cerity cannot be assumed. Attend to the matter of debate only. Hear all things without impatience and without manifest emotion. Learn to satisfy yourself and to present a conclusive statement of your opinions, and when you have done so, have the courage to abide by it. Master, as completely as you can, your opponent's theories, and state his case with manifest fairness, and, if possible, state it with more force against yourself than your opponent did. If you dare not state your op- ponent's case in its greatest force, you feel it to be stronger than your own, and in that case you ought not to argue against it. Debate should have for its object the vindication of some truth seriously disputed. For the adjustment of a difference a man should understand his case — should make no material assertion unaccompanied by the proof — make the fairest allowance for his rival's excitement (if he be excited); put a fair interpretation on his words and acts. Rules of Debate Ordinarily Followed are: (1) Show that the objection made against what you mainly said is wrong, and that you are in the right. To do this, (a) be very clear on the subject, (b) make it very clear to others that the objection alone is in error. (2) Do not (WH54— 28) COMMENCEMENT WEEK 29 take any notice of the objection raised. (3) Notice the objection made but affect to see nothing in it. (4) Admit that there is something in it, but maintain that it is a mere misapprehension of your meaning. Then explain your meaning. (5) Allege that your statement is open to two distinct interpretations, and argue that your critic has adopted the wrong one. (6) Admit that your statement is open to some slight objection, make light of it, giving hearers the impression that it is very unimportant, and that your critic could not have anything very serious on his mind to make so much ado about nothing. (7) Admit frankly that you are wrong. Laws to be Observed in Controversy are: (1) Consult the improve- ment of those opposed to you, and to this end argue, not for resent- ment, or gratification, or pride, or vanity, but for enlightenment. (2) When surmising motives, do not surmise the worst, but adopt the best construction the case admits. (3) To distinguish between personalities which impugn the judgment and those which criminate character, and not to advance accusations affecting the judgment of an adversary without distinct and indisputable proof; and never to assail character (where it must be done) on suspicion, probability, belief or likelihood. (4) Never make an incriminating imputation unless some public good is to come out of it. It is not enough that a charge is true; it must be useful to prefer it before it can be justifiably made. (5) Be so sure of your case as to be able to defy the judgment of mankind, and' when assailed,; maintain self-respect in reply, not forgetting justice to those to whom you are opposed. Personalities, even those which relate to defect of understanding, are allowable within the limits of not impugning sanity; but not per- sonal allusions which relate to defect of honor or veracity. One way to disarm personalities when they come is to brave them. Keep a sharp eye on the opponent who introduces personalities. It is done to allure an assailant from the main point and so destroy him. SUBJECTS FOR DEBATE. WOMAN SUFFRAGE. Resolved, That Woman Suffrage Is Desirable. AFFIRMATIVE: (1) Woman suffrage is desirable theoretically. (2) Woman suffrage will raise position of woman. (3) Woman suffrage will benefit government. (4) Woman suffrage is demanded by women. (5) Woman suffrage is practicable. NEGATIVE: (1) Suffrage is not a natural right of aU citizens. (2) Woman suffrage is not necessary. (3) Woman suffrage would be prejudicial to State interests. (4) Woman suffrage would be deleterious to interests of society. INCREASE THE NAVY. Resolved, That It Is for the Best Interest of the United States to Build and Maintain a Large Navy. 30 WERNER'S READINGS NO. 54 AFFIRMATIVE i (1) A large navy is necessary for maintenance of national respect. (2) It is necessary for purposes of defence. (3) It is necessary for purposes of offence. (4) Coast defences alone are inadequate. (5) Cessation of building would be an abrupt break in policy adhered to since 1886. NEGATIVE: (1) Policy of United States is opposed to a large navy. (2) Increase is unnecessary. (3) Increase is undesirable. (4) Money may be better spent. PROTECTION AND FREE-TRADE. Resolved, That the Time Is Come When the Policy of Protection Should Be Abandoned by the United States. AFFIRMATIVE: (1) Protection is unsound in. theory. (2) Protection is unsound in general practice. (3) Protection is not beneficial to any class. (4) Protection tends to run to extremes. NEGATIVE: (1) Policy of protection is sound in principle. (2) Policy of protection lias proven beneficial in practice. (3) Protection secures a home market for commodities incapable of trans- portation abroad. (4) Protective tariff does not raise prices. RAILROAD POOLING. Resolved, That the United States Should Oppose Combination of Railroads. AFFIRMATIVE : (1) It opposes combination of naturally rival roads, and not combinations of non-competitive lines for better organization of industry. (2) This policy has been consistently developed. (3) Competition among railroads is desirable. (4) Legalized pool is not desirable. (5) Gigantic and powerful combination will be created, which can dictate to shippers, whose political influence will imperil governmental control. NEGATIVE: (1) Attempt to enforce competition is unwise. (2) Competition between railroads is wrong in principle. (3) The attempt has not been successful. (4) Competition results in discriminating rates. (5) An alternative policy, legalizing pools, should be adopted. RECALL OF JUDGES. Resolved, That All Judges, Other Than Federal, Should Be Subject to Popular Recall. AFFIRMATIVE: (1) Present methods of check inadequate. (2) Impeachment and redress by legislature are not sound in theory. (3) Bad judges classified. (4) Popular recall will remedy evils in judicial sysjem due to bad judges. (5) Popular recall is right in theory. (6) There is no inherent difference between judiciary and other branches of government with reference to popular control. (7) Popular recall will introduce no new or serious evils. NEGATIVE: (1) Popular recall will not remove undesirable judges. (2) Popular recall will introduce positive injuries to our judicial system, (3) Popular recall is menace to good government. COMMENCEMENT WEEK 31 ABANDONMENT OF PROTECTIVE TARIFF. Resolved, That Legislation Should Be Shaped Toward Gradual Aban- donment of Protective Tariff.. AFFIRMATIVE: (1) Reasons, justifying protection in past, do not justify it to-day, under changed economic conditions. (2) No tariff needed to equalize difference in cost of production here and abroad, because, generally speaking, there is no difference, unless it be in our favor. (3) Home market argument is no longer in point as justification for con- tinued protection. (4) Protection keeps prices inordinately high. (5) High protection causes depletion of natural resources. (6) Protection hampers in extending foreign markets. NEGATIVE: (1) Protection is founded on reason and experience in America. (2) Protection is needed to foster feeble industries, and to equalize differ- ence in cost of production here and abroad. (3) Protection is necessary integer in fiscal and diplomatic policy. (4) Gradual abandonment of protective tariff would spell industrial demor- alization and ruin. INHERITANCE TAX. Resolved, That a Progressive Inheritance Tax Should Be Levied by the Federal Government, Constitutionality Conceded. AFFIR3IATIVE: (1) Inheritance tax should be levied as means of social reform. (2) Society has a right to regulate inheritance. (3) Swollen fortunes are a menace. (4) Inheritance tax would tend to remedy this. (5) States cannot bring about social reform. (6) Inheritance tax should be levied as means of revenue reform. NEGATIVE: (1) Inheritance tax not a good social reform measure. (2) Inheritance tax does not strike at root of the evil. (3) Inheritance tax would be evaded. (4) Inheritance tax not needed as a federal revenue reform measure. (5) Inheritance taxes should be reserved to the States. GREEK-LETTER FRATERNITIES. Resolved, That Greek-letter Fraternities, as Existing at Present in Undergraduate Colleges, Are Detrimental to Best Interests of Academic World. AFFIRMATIVE : (1) Fraternities not important factor in academic world. (2) Fraternities are not living up to their responsibility. (3) Fraternities have detrimental influence on character. (4) Fraternity life encourages extravagance. (5) Fraternities foster idleness, and sometimes dissipation and vice. (6) Fraternities hinder attainment of primary object of college, which la scholarship. (7) Fraternities are detrimental to best interests of academic world. (8) Fraternities are undemocratic. (9) Fraternity men loss sense of proportion and thus break up college spirit. NEGATIVE: (1) It is generally conceded throughout the academic world that Greek- letter fraternities are here to stay. (2) Fraternities are not detrimental. (3) Fraternities are close organizations. (4) Fraternities are correcting certain faults. (5) Fraternities are character builders. (6) Fraternities are not immoral. (7) Fraternities have produced more than their share of great men, (8) Fraternities are positive good to academic world. (9) Fraternities foster college spirit and loyalty. 32 WERNER'S READINGS NO. 54 INCOME TAX. Resolved, That the Constitution Should Be So Amended as to Vest in Congress the Power to Impose a General Income Tax in the United States. AFFIRMATIVE: (1) Congress should have power to establish income tax. (2) Established in connection with our present federal taxes, income tax would serve as a compensatory measure. (3) Income tax is practicable. It has been successful. (4) Income tax would be practicable in the United States. (5) Income tax is a more certain tax than tariff and internal revenue. (6) Income tax is more flexible than our presence federal tax system.. (7) Income tax is best of emergency taxes. (8) Giving Congress this power would involve no obligation on its part to establish an income tax, but would permit it to impose the tax when- ever, however, and under whatever circumstances it might see fit. When emergencies are at hand, it is too late to amend the Consti- tution to give Congress this power. (9) National government is in need of more revenue and our present reve- nue system can afford no relief. KEG ATI VE: (1) Income tax is inconsistent with principles of free government. (2) Income tax is impracticable and unworkable in the United States. (3) Income tax is unnecessary, because, in case of emergency, revenue could be raised in other ways. MUNICIPAL OWNERSHIP. Resolved, That Cities of United States Should Own Their Street Railways. AFFIRMATIVE : (1) Present conditions demand change in policy. (2) Municipal ownership is a successful solution of the problem. (3) Municipal ownership is necessary step to good government. NEGATIVE: (1) Present system of ownership should be retained. (2) Municipal ownership will not solve street-railway problem. (3) Regulation is solving street-railway problem. DIRECT PRIMARY. Resolved, That State, County and City Officers Should Be Nominated by Conventions Rather Than by Direct Primaries. AFFIRMATIVE: (1) Tbe convention should be retained. (2) The convention is logical result of the working of American principles, and practical means of carrying out representative government. (3) The convention is necessary to existence of party responsibility. (4) The convention affords superior opportunity of weighing merits of can- didates. <5) Direct primary is wrong in principle and has proved and will prove a failure in practice. ™ NEGATIVE: , .•■ (1) The convention is undemocratic. Direct primary is democratic. (2) The convention rarely admits of sober deliberation. (3) The convention is unrepresentative. (4) Direct primary will arouse voters to keener interest in political issues. (5) Direct primaries will give greater freedom of choice at polls. (6) Direct primaries will place better candidates upon party tickets. (7) Direct primaries will overcome power of corporations and trusts at elec- tions. (8) Direct primaries will strengthen representative government. COMMENCEMENT WEEK 33 PRICE MAINTENANCE Resolved, That the Manufacturer of a Trademarked Article Should Have the Right to Maintain Its Retail Price. AFFIRMATIVE : (1) Assertion that price maintenance is against public policy is unfounded. (2) Price maintenance is not unreasonable restraint of trade. (3) Trust agreements, uniting- practically all manufacturers of any product, control the market; but price agreements, between manufacturer and retailer, permit competition of similar articles made by others. (4) Patent monopoly is not dangerous, since other similar patents will compete. (5) Price-cutting is dangerous monopoly weapon. (6) Large chain and department stores, selling temporarily at a loss, can force small dealers out of business and then raise prices. (7) Price maintenance lowers rather than raises the cost of living. (8) Competition prevents unreasonable fixed prices. (9) With fixed prices, manufacturer, being sure of a market, can make and market goods most economically. (10) Fair competition is impossible without price maintenance. (11) Price-cutting is unfair to manufacturer. It makes regular prices seem exorbitant. It destroys his market. Regular stores will not handle his goods at a loss; cut-rate stores will stop handling them when they finish featuring them. (12) Price-cutting robs jobber and retailer of legitimate profits allowed by manufacturers. (13) Price-cutting drives small dealers out of business. They cannot handle standard goods without fair profit and customers will not buy other brands. (14) Price-cutting is a disadvantage to consumer, who profits only occasion- ally or temporarily by lower prices. This profit is more than offset by his paying more for unadvertised goods than they are worth. (15) Price maintenance could be made legal without serious change in our laws. NEGATIVE: (1) Price maintenance is against public policy, and restrains trade. (2) Price restriction on all goods of one manufacturer is restraint of trade. (3) Theoretically any manufacturer may compete. Practically one large concern, spending immense sums in advertising, can control the market. (4) Manufacturer, jobber and retailer can combine to raise prices. (5) Patent monopoly is a great danger. (6) Price maintenance raises cost of living. (7) Price maintenace prevents large stores which buy cheaply from selling correspondingly cheaply. (8) Price maintenance discourages jobber and retailer from seeking eco- nomical ways of marketing goods. (9) Price maintenance protects the inefficient dealer at expense of consumer. (10) Price maintenance increases advertising. Advertising is waste of money so far as customer is concerned. (11) Price maintenance prevents fair retail competition. (12) Jobber or retailer, after buying goods, should have a right to sell them at competitive prices. (13) Dealers are at mercy of manufacturers who can create a demand for specific brands by advertising and fix both wholesale and retail price. (14) Price-cutting benefits manufacturer. (15) Resale price does not affect price he receives for goods. (16) low retail prices increase demand. (17) Competition among dealers stimulates trade. (18) Price maintenance discriminates against farmers and others whose pro- ducts cannot be trademarked. (19) Price-cutting benefits consumer. (20) Price-cutting allows cheap buying. (21) Price-cutting insures choice among many brands; price maintenance forces dealers to handle only brands on which manufacturers give largest discounts. (22) Competition of similar articles raises quality. (23) Price maintenance could be made legal only by dangerous tampering with our laws. PART III. Class Day and Ivy Day ALMA MATER, ALUMNUS, COMMENCEMENT, MATRICULATION. F OUR terms— "Alma Mater," "Alumnus," "Commencement, "Matriculation"— connected with college life, cover not only the JL beginning and the end of college life, but also the relations of graduates with the institution during the rest of their lives. "Alma Mater" signifies "fostering mother." "Alumnus" primarily signifies a man who has been graduated from a school, college or other institution of learning, and this word in the original is foster-son. The dictionary definition of alumnus makes it to include undergraduates, defining it as "a foster-child and proceeds "The nurseling or pupil of any school, university, or other seat of learning;" In the year 1645, Evelyn, in his "Diary" wrote: "We saw. an Italian comedy acted by their alumni before the Cardinals. In, 1872 Minto, in English Literature, uses it as it is now used in the} United States: "An alumnus of Glasgow, and traveling tutor. | "Commencement," in American universities and college Corn-] mencement, or Commencement Day, signifies celebration of comple- tion of course by those who are to be graduated, when degrees or diplomas are conferred and students begin higher studies to which they, have^dvanced or to prepare for the profession or business they have, chosen. (In Cambridge University, England, Commencement means reception or conferring of degree of "Master" or 'Doctor. ) The first Commencement of a college in America, that of Harvard, grad-" Sat ngn?n?,was7n 1642. In nearly all of the United States Commence ment season is hardly rivaled by any other celebration. Many are the Sements which interest a vast multitude: those about to be graduated; their parents, brothers and sisters, sweethearts and friends, and fre- quently grandparents, some of whom have been at the expense of^up Sorting students while in college; the president and faculty; the alumni J the trustees; the benefactors of the institution; the Population sur- rounding it; divers students who expect to matriculate; the Press oj the country; college societies, whose members are ready to applaud vigorously the successes of those of their clan. Q , o4 .: rtT , f t, aT1 "Matriculation" is used by Bishop Hall in a higher relation thar, as a mere 4o ter-mother," as follows: "Matthew, the publican, when called from his tolebooth to a discipleship, and was now to be matncj Sated into the family of Christ entertained his new master w^th sumntuous banquet " In the 16th century, this use of the word wa. SSSe writings of Minshew, an influential s^wk says: "For then are young schollers in an university .said ^nculatec when they are sworne and registred into the societ e o : their foster mother of learning, the universitie." The reflex action of this shouic b^to create a love for the university. It is the Joj^^^*fl the students. To regard it as a mere institution, a rough master or i restriction on natural liberty, iz to miss its meaning. (WK54— 34) COMMENCEMENT WEEK 35 GREETING. (Class Day.) Daisy Elliot. Members of Faculty, Fellow Students, Ladies and Gentlemen: IT gives me pleasure to welcome you; and, speaking for the class, I am gratified to know that you have honored us with your pres- ence. It shows that you have an interest in educational matters, nd the welfare of the college at heart. These occasions are joyful >nes, and mean much to the student who has spent his time in search or knowledge. The goal is reached, that for which we have been itriving has been attained, and the labor has had its reward. We hope o entertain you, and trust our efforts will not fail. We feel that you, mr friends, will lend us every encouragement, for we know that you re interested in the Class of -. I feel it my-duty, as well as a >leasure, to say something in behalf of the s coll e g e^-ATou know the rials a nd - vici33itudc& it has encountered. It has had periods of ad- versity, as well as times of prosperity, but through it all the institu- ion has not wavered but gone along disseminatiggjjarning to eager eekers. We of the class know the work of the^conegg; and can better ;ppreciate the kindness and zeal of the faculty than others. I am sure hat every P^jber^fthe class will always have a warm spot in his leart for-tne^caleg^ Tn o alma mate r. We can never repay our in- tructors, for money does not express our feelings. We can o nly-say haT^vreT^CTm-rmend^the in s titutio n-as-a-meT al, busy school, wh er.e_gen» ine-ir rter c st i s-t ak e n in ^arhwho ma y be enro Bed* WONDROUS WISE CLASS. (Class Poem.) M. E. C. T HERE is a class in our school And it is wond'rous wise! In languages, alive and dead, It always takes a prize. In physics it is wonderful, Its failures are but few, In literature, its notes rank high; This class of two. Admired ■ heads the class, Whose laughter bright and gay Has cheered our weary burden'd hearts And brighten'd many a day. Our cheerful next appears, Whose ever-ready pen Has written odes that will be sung Throughout the days of men. 36 WERNER'S READINGS NO. 54 Next , who is dignified, And studies every day, Who's never known to miss a rule And after school to stay. Then , a musician great, Who plays the latest airs. Her nimble fingers drive away Dull thoughts and school-room cares. Our , who, for Wellesley bent, Has filled our hearts with pride. 'Tis joy to be allowed to sing Each morning by her side. Next , who is fond of French, And talks it after school, In reading dear "Tante Rabat-Joie," She follows every rule. Dear , who's working hard And studies all the night; To play she really hasn't time; To work is her delight. Last, but not least our comes The of our bunch. 'Tis she who whiles away the time With jokes just after lunch. This is the class in our school Which is so wondrous wise; Its members stand, or so they think, Exalted to the skies. ONWARD EVER! (Class Poem.) May Whitcomb. CLASS-DAY morn has come again, Laurels all are won, Commencement follows in its train, Senior work is done. Method pass-cards far and near, Honor marks and records clear, Tell us that success is here, And student life is o'er. Each college year shall pass, And each Senior lad and lass, Into the world shall pass, Alumni evermore, COMMENCEMENT WEEK 37 This the day that fills our hearts And crowns our years of care; Happy are we, yet there starts A tear and a farev/ell prayer. Then a joyous song we raise For our coming holidays, Unto college giving praise And homage o'er and o'er. So may we ever be Seniors loyal to thee, Alma mater, to thee, We're alumni evermore. Honored friends are gathered here, Rejoicing in our power, Teachers whom we love and fear, Are proud of this year's dower. But college-work we soon shall leave, Professors, too — there's no reprieve, Our president's aid no mere receive As in the days of yore. This college year has passed, We are its Senior class, Into the world we pass, Alumni evermore. Class-Day morn shall pass away, Ebbing on life's tide. Commencement too, will not delay, Summer will not bide; And the coming fall shall say Vacation time has passed away In the light of autumn's day, And duties lie before. Other halls we then shall pass, We of this Senior class, Not as the student mass, But alumni evermore. As teachers then we'll go our way, From duty ne'er recoil, As pupils' lives we bend and sway By our labor, love and toil. People then will rise to say, Normal College leads the way Raise to her your joyous lay. Class of 19— So let our watchword be Onward ever, brave and free, Backward never, steps shall be. We're alumni evermore. 38 WERNER'S READINGS NO. 54 TROOP OF THE GUARD. (Harvard University Class-Poem.) Herman Hagedorn, Jr. THERE'S trampling of hoofs in the busy street, There's clanking of sabers on floor and stair, There's sound of restless, hurrying feet, Of voices that whisper, of lips that entreat — Will they live, will they die, will they strive, will they dare? — The houses are garlanded, flags flutter gay, For a troop of the Guard rides forth to-day. Oh, the troopers will ride and their hearts will leap, When it's shoulder to shoulder and friend to friend- But it's some to the pinnacle, some to the deep, And some in the glow of their strength to sleep, And for all it's a fight to the tale's far end, And it's each to his goal, nor turn nor sway, When the troop of the Guard rides forth to-day. The dawn is upon us, the pale light speeds To the zenith with glamor and golden dart. On, up! Boot and saddle! Give spurs to your steeds! There's a city beleaguered that cries for men's deeds, With the pain of the world in its cavernous heart. Ours be the triumph! Humanity calls! Life's not a dream in the clover! On to the walls, on to the walls, On to the walls, and over! The wine is spent, the tale is spun, The revelry of youth is done. The horses prance, the bridles clink, While maidens fair, in bright array, With us the last sweet goblet drink, Then bid us, "Mount and ride away!" Into the dawn we ride, we ride, Fellow and fellow, side by side; Galloping over the field and hill, Over the marshland, stalwart still, And in dark pool and branch and bush The treacherous will-o'-the-wisp lights play. Out of the wood 'neath the risen sun, Weary we gallop, one and one, To a richer hope and a stronger foe And a hotter fight in the fields below- Each man his own slave, each his lord, For the golden spurs and the victor's sword I COMMENCEMENT WEEK 39 Friends, of the great, the high, the perilous years, Upon the brink of mighty things we stand — Of golden harvests and of silver tears, And griefs and pleasures that like grains of sand Gleam in the hour-glass, yield their place and die. Like a dark sea our lives before us lie, And we, like divers o'er a pearl-strewn deep, Stand yet an instant in the warm, young sun, Plunge, and are gone, And over pearl and diver the restless breakers sweep. On to the quest! To-day In joyful revelry we still may play With the last golden phantoms of dead years; Hearing above the stir, The old protecting music in our ears Of- fluttering pinions and the voice of her. To-day we still may crouch beneath her wings, Dreaming of unimagined things; To-morrow we are part Of the world's depthless, palpitating heart, One with the living, striving millions Whose lives beat out the ceaseless, rhythmic song Of joy and pain and peace and love and wrong. We may not dwell on solitary heights. There is a force that draws men breast to breast In the hot swirl of never-ending fights; When man — enriched, despoiled, oppressed By the great titans of the earth who hold The nations in their hands as boys a swallow's nest — Leaps from the sodden mass through loves and feuds And tumult of hot strife and tempest blast, Until he stands, free of the depths at last, A titan in his turn, to mold The pliable clay of the world's multitudes. An anxious generation sends us forth On the far conquest of the thrones of might. From west and east, from south and north, Earth's children, weary-eyed from too much light, Cry from their dream-forsaken vales of pain, "Give us our gods, give us our gods again!" A lofty and relentless century, Gazing with Argus eyes, Has pierced the very inmost halls of faith; And left no shelter whither man may flee From the cold storms of night and lovelessness and death. Old gods have fallen and the new must rise! Out of the dust of doubt and broken creeds, The sons of those who cast men's idols low Must build up for a hungry people's needs 40 WERNER'S READINGS NO. 54 New gods, new hopes, new strength to toil and grow; Knowing that naught that ever lived can die — No act, no dream but spreads its sails, sublime, Sweeping across the visible seas of time Into the treasure-haven of eternity. The portals are open, the white road leads Through thicket and garden, o'er stone and sod. On, up! Boot and saddle! Give spurs to your steeds! There's a city beleaguered that cries for men's deeds, For the faith that is strength and the love that is God! On, through the dawning! Humanity calls! Life's not a dream in the clover! On to the walls, on to the walls, On to the walls, and over! WHAT THE WORLD NEEDS. (Class Poem.) Serepta A. Crabtree. WHERE the river winds by on its way to the sea, The pride of the State, with its open doors free Is the State Normal. Surrounding it elm-trees, tall and bland, And majestic oaks, austere and grand, Planted there by God's own hand And not a garden formal. The building itself is old and sage, Shadowed by forest-trees; mellowed by age Are its walls. For many grand teachers it forth has sent; To uplift mankind their minds are bent; They tell of the happy hours they've spent Within its halls. Once I stood on its lofty tower When the bell was striking the happy hour The children await. And a sadness filled my heart As I watched them homeward start And thought of the time when we must part; The class of . Thus I stood gloomily thinking, all alone, Of the end of the pleasures we have known, And it made me sad. Then I thought of the work there is to do And thought of my classmates, noble and true, All ready and eager for duties new, And I was glad. COMMENCEMENT WEEK 41 Then a pretty bird flew to a tree quite near And began to sing; the song so queer My attention drew. And this is the story of the singing-bird; It sang so sweet my soul it stirred; And I'll tell it to you, word for word, The tale so true. "The world needs souls both pure and true; There's a grand life-work for each to do. Be sure to find it. Though stony, perchance, and rough the way, Though the heavens sometimes are drear and gray, Keep steadily on till a brighter day, And never mind it. 'True greatness is given not by chances, You can control your circumstances If you only try. Only a day and your race is run; Let it not be till much good you've done, Until for man some victory you've won, Be ashamed to die. "Let love for man be your heart's dear treasure. Then instead of a task you'll find it a pleasure To help another. Opportunities grasp for diffusing light; Many there are whom life's duties affright; Your lamp will shine with a beam more bright To light your brother." The little bird took wing and flew. I watched till he was only a speck in the blue. Oh, a lesson! thought I. His story's for us but we must apply it, And contains good lessons if we profit by it. We can be useful, no one can deny it, And we will try. My classmates, all, are good and sincere, They've faithfully performed their duties here And always with pleasant faces. Twenty-four fair ladies and seven strong men Will enter their chosen fields, and then They'll win success, for they'll deserve to win; They'll hold their rightful places. We've traversed these hills in all directions Searching for specimens for cur collections And as means of recreation. "Class of the Century," we leave to you All the beautiful hills and wood of , For you'll need to search them through and through, A delightful occupation. 42 WERNER'S READINGS NO. 54 Many weary, happy hours we've spent In studying the signs of the firmament, Star-gazing early and late. Dear Second Years, to you with love We leave the starry heavens above And may their study a pleasure prove As to us of . It is with sadness that we bid adieu To all good people here at And to our teachers dear, Long may chapel and halls resound With class-day talks and themes profound, May many Seniors, capped and gowned, Go forth from here. For now the day is near at hand When we must scatter throughout the land, Must leave our alma mater. Soon north and south and east and west Will claim the friends that we love best; We must say "good-bye," and trust the rest To our Creator. READY TO SAIL. (Class Poem.) Dell Adams. IN future years we'll all look back To the year of ninety-nine As the year of all on the backward track, The best of all in time; The year when we were Seniors wise, The year when earth, and sea, and skies, Glowed in beauty to our wondering eyes, When we began the mountain to climb. But not the past is that year, but the now; This is the one year of all: And in the many years to come, I trow, No happier one will e'er befall. We girls who to-day start out on life's way, Leaving school-days behind, and all the rough fray, Of exams, and fights, and the work of each day, And the joys that go with all. We stand and gaze into the future wide, And wonder what will come; We stand close to the ebbing tide, And look at what is gone. COMMENCEMENT WEEK 43 The tide floats out and carries afar The school-days happy, with nothing to mar Their pleasures and joys, each bright as a star, Which we found in our college home. We stand and gaze till the tide comes in, Which brings us another life; A life that is new, with days unseen, And countless toils and strife. Slowly we turn from the days that are past, Slowly we take up our anchor cast, Ready to sail on the sea of life. We're ready to sail, in our vessel true, Out on the broad, wide sea; Out to the life that is strange and new, That lies along the lea. * Whether a life of victories won, Whether a life of duties done, Whether a life in the wrong race run, In time we sure shall see. But we start with a purpose strong and true To ever do the right; A purpose to guide us the whole life through, Whether in darkness or light. To fight life's battles with a valor bold, To live lives of truth and beauty untold, And ever in purity our lives to mold, To keep our motto in sight. And on our standard the red and white, With beauty in every line, Will help us to ever steer for the right,' Throughout all time. So we lift our anchor and float on the sea, So we launch our vessel and turn to the lea, So we through life always learners will be, The Class of . MRS. MALAPROP ON FEMALE EDUCATION. Richard Brinsley Sheridan. I WOULD by no means wish a daughter of mine to be a progeny of learning; I don't think go much learning becomes a young woman; — for instance — I would never let her meddle with Greek, or He- brew, or algebra, or simony, or fluxions or paradoxes, or such inflam- matory branches of learning; nor will it be necessary for her to handle any of your mathematical, astronomical, diabolical instruments; but, Sir Anthony, I would send her, at nine years old, to a boarding-school, in order to learn a little ingenuity and artifice. Then, sir, she should have a supercilious knowledge in accounts; and, as she grew up, I would have her instructed in geometry, that she might know something of the contagious countries; above all, she should be taught orthodoxy. This is what I would have a woman know; and I don't think there is a superstitious article in it. — (From "The Rivals.") 44 WERNER'S READINGS NO. 54 DEVELOPMENT. (Class Ode.) Samuel Weldon. HOW careless we came to thy permanent home, How thoughtlessly entered thy life, — So inconstant, and fond with the follies of youth, With trifling and vanities rife. Though our thoughts were caprice, we were welcomed by thee, To thy cloisters' perennial peace; The spell of tradition was over these walks, And thy strength bade mutation to cease. Still careless we've lived in thy permanent home; Thy cycle has turned since we came. The years cannot alter thy vigor and truth, But our hearts are no longer the same. And lo, at the end, what thine influence wrought, With what power thy purpose could bless. What maturity, Harvard, thy scope could impart, Our poor hearts in amazement confess. MORNING'S ROSEATE FLUSH. (Class Ode.) (Air: "The Lost Chord.") I N the mystic hour of the dawning The earth turns her face to the sun, While the watch-stars in the zenith Pale slowly one by one. Then far away to the eastward Comes a change in the softening skies The painter of glorious colors Mingles his marvelous dyes! Purple, and lilac, and amber, And rose, and crimson, and gold, Blend in a harmony tender, As the wonderful colors unfold. Till at last the ultimate glory — The golden heart of the morn — The gleaming, dazzling sunburst— And a radiant day is born. Man looks at the beautiful picture, The rose, the pearl, and the gold, And feels through all of his being The promise of hope retold! COMMENCEMENT WEEK 45 In the roseate flush of the morning Of the smiling day of youth We are facing toward the dawning Of the golden light of truth! And we know with a sudden prescience That truth and life shall endure When the loveliness of the dawning Shall have ceased forevermore. Know we are one with the Painter, A part of the essence divine; That life is the daily picture For the master of color and line! Know we are one with the Painter; That art and truth are one — And we who have seen the vision Must work till the set of sun! Must offer our daily picture To the master of color and line By the light of daily service; For life and truth are divine. CLASS-DAY ADDRESS. (Class President's Address.) Clarence D. Shank. IN behalf of the Class of 19—, of the State Normal College, I bid you all a cordial welcome to our class-day exercises. It is a source of pleasure to us, and we deem it an honor that so many of our friends have gathered to -witness these, our last ceremonies. Our college is ever happy to welcome to her halls those who are interested in her welfare. There is, however, one day which, owing partly to the season and partly to its pleasant associations, stands out preeminently as the "day of days." That day is one which we are here, assembled to celebrate — the Class-Day of 19 — . (The occasion is a happy one to us, for our work here is done. We are full of hope, and eager for the great world in which we must take up our life-v/ork, not as here, under the ever-watchful eyes of our faculty, but armed with" that j)ower which we have acquired by years of effort under their direction.! We are even now straining at our bonds to be free to take our part and do cur share in the great conflict". But, before we buckle on our armor, it is well we should pause and review the circumstances which have made possible this realization of our 1 ambitions, They have been happy days, very happy days. It is not without a pang of regret that we enter the path which separates our college- life from the broader unknown life before us. The exercises of to-day will be a review of that college-life, a holding up of the mirror of our past Therein you will see reflected the associations an$ experiences 46 WERNER'S READINGS NO. 54 which have bound us together into one body. Though our interests have at times been diversified, yet our purpose has been common, and this has formed among us a tie of allegiance not soon to be forgotten. Fellow classmates: \To-day we meet for the last time as a class. It seems fitting that within these walls, where we first assembled years ago, we should take leave of our alma ^malex. It is a moment of min- gled joy and sorrow — joy, that ou7*grauisreached and our work here finished; sorrow, that the pleasures ^of college-life are over, that its pleasant associations must be broken^ During our college-life we have been actuated by the same hop£s^^ I and fears. A spirit of mutual respect and confidence has ever kept us xj harmonious and united. To the college we have been loyal and de- voted. Every effort to extend her influence, to increase her fame, has met with our earnest and enthusiastic support. In our record as a class we may justly take pride. — -^ (As we separate let every one bear none but the pleasantest mem- ories of our college-life; if there is aught that is dark and bitter, may it be left behind; if the hopes and ambitions of any have not been real- ized, let the disappointment be forgotten. Let the same spirit which has characterized our 'college-life distinguish our after life. Let our alma mater never be forgotten; may we ever strive to maintain her honor and promote her interests?) The feeling of regret that comes over every one of us is fittingly expressed in the following lines: "My classmates, of the thoughts this hour involves. The parting sighs and filial reselves, No casual observer can conceive; Nor any, who have never felt the pain Of parting friends, who may never meet again. 'Tis not alone at parting that we grieve, But well we know, though some of us may meet. Some will be absent whom we used to greet, i In parting, classmates, I will not say good-bye, but farewell until we meet again. ADDRESS AT END OF LAW LECTURE COURSE. Andrew Byrne. (President of Law Class.) PROFESSOR, it is my pleasant privilege, as president of the class, to express the gratitude of its members for the interesting and able lectures that you have delivered here. I don't think I ex- aggerate when I say that they have been a green oasis in the desert of technicalities through which we have been traveling, under able guid- ance, for the last four months. Your treatment of the subject made it doubly attractive (for that matter, I think you would have made it interesting even if it had been as alluring as a common law remainder, or as absorbing as a multiplication-table lesson). One who, like your- self, is a distinguished member of the New York Bar, once said that "the man who does 1 not carry the torch of humor is always in danger of falling into the pit of absurdity," it is needless to say that you will never fall into that pit. If any member of the class has not enjoyed your lectures, it is because the eyes of his mind are dim, made so by COMMENCEMENT WEEK 47 nature or by continually gazing through the microscope of municipal law. When one has been delving in the darkness of a cellar, he cannot always, without preparation, look with delight on the splendors of the sun. You have said that the love of knowledge is a good thing. I think it is also the best antidote of the love of money, and in days, when the dollar is more dominant than ever, there would be little hope for the republic if men of intellect, like yourself and our other pro- fessors, were not willing to abandon the pursuit of wealth to impart some of their knowledge, and to help to destroy that ignorance which is the prolific mother of all human misery. Let us hope, Professor, that you will continue to honor future students of the university as you have honored us. It is safe to say that no student of this class can ever see or hear the words "Interna- tional Law," without calling from the chambers of his memory the recollection of the pleasing personality, the witty words, and the pro- found philosophy of Professor . KNOWLEDGE, POWER, HONOR. (Class Son?.) Malvina Liebermann. TOWARD the regions of light where wisdom holds sway Over knowledge and power and honor, O cherishing mother, through many a day You have led us by mile-posts that mark the long way; You have blunted the thorns that our course else would stay From knowledge and power and honor. CHORUS. And by knowledge and power and honor controlled Are dominions far-reaching and wide, With vistas of glory that ever unfold To those who choose wisdom for guide. At the gates of the regions where wisdom as king Reigns o'er knowledge and power and honor, We are standing to-day, glad pilgrims who bring The keys you have given; and as the gates swing We gain glimpses of grandeur, while happy hosts sing Of knowledge and power and honor. Though we leave you to-day, with rekindled zest For knowledge and power and honor, In our hearts, alma mater, there ever shall rest An image unrivaled and honored and blessed, Of the radiant star that inspired the quest For knowledge and power and honor. WERNER'S READINGS NO. 54 ' IVY ORATION. Lo Amy Heater. THE evening shadows lengthen, the departing rays shed subdued and softened light upon the landscape. Everything takes on new beauty. Even thought seems to feel the refining influence, and better things crowd out the turmoil of the day. At such a time it is well to review the past, but even better to look into the starlit future with its great possibilities. This evening to us is of special signifi- cance, marking an epoch that ought to foreshadow success. Our re- sponsibilities are widened in that now we must enter upon active duties. Well be it for our mission if we can make the practical application, and show the advantages of culture. This has been our aim; and if to- night's influence causes us to obtain larger views of future work, the ivy will be a typical emblem. The foundation on which to build is erected, the corner-stone of culture is laid; but the building is mostly to be completed; its comple- tion depends on our conception of culture. If that conception be the true one, it must embrace everything that philosophy and history, all that poetry, art, and even religion, have done for man. That this is a correct estimate, the study of its history will show. The culture of the Athenians embraced philosophy, history and beauty. Nature contributed the blue sky, the stately mountains, the picturesque valleys, which gave rise to art and made Greece to lead in her creations of all that was beautiful. It furnished ideals not only for statuary, but some of the most lasting literature in the fields of, poetry and philosophy. What remains of this culture? It is remem- bered as an oasis in a desert. Destroyed by its own growth, for it' lacked one vital element, in that while it developed the intellect and the taste, it had no power over the conscience. Roman culture was little, if any better; and both nations and indi- viduals fell, because the foundations were poorly laid. That failure is of the past. From the Galilean Master came the all-enduring culture, that which banished the darkness of the Middle Ages and made our civilization possible. To its expansion there are no boundaries. Its justice is wide enough to embrace the worlds and the ages. From its little beginnings it has grown to be the motive power of civilization and happiness, the redemption of mankind. This culture is the broadest; for it includes the whole man, being physical, intellectual and spiritual. To-night we stand on a plain elevated so much as to see and under- stand something of the world's culture. The lessons learned in this place have sunk deep within our hearts, to be cherished by us~and to make it more possible for us to win little by little the goal of culture fittingly represented by the ivy. In the fostering bosom of mother earth we place it. From hence carried by the little tendrils, nourish- ment will be furnished, and leaf by leaf, slowly but surely, the clinging vine will cover the walls of the dear old college, symbolizing our hopes and followed by our prayers. The way of life may be long and weary, but patience and perseverance, ever striving to reach the loftiest ideal, as the ivy reaches out for the highest pinnacle, will make our mission, whether humble or great, dignified and true, bringing the blessing o£ true culture. -)■ T": COMMENCEMENT WEEK 49 IVY POEM. ^ Lo Amy Heater. (Based on meter of "Locksley nail.") CLASSMATES, linger here a little in the gentle sunset glow, While we think, and while we ponder as the gentle breezes blow. 'Tis the place in which we wandered at familiar voices' call, Listening to fact and fancy floating through our College Hall. 'Tis the place we all were welcomed, by the faculty so kind; In the classic halls with learning they have tried to store the mind. Here about the rooms we wandered, cherishing a thought sublime, As we viewed the wealth of treasures to be found in learning's mine. Many a night from our literary efforts ; ere we went to rest, Did our flights of oratory gently slope down to the west; When the centuries behind us furnished topics for the tracts; When the critic's comments roused within us Niagara cataracts; When we looked into the past for the lessons we could see, Viewed from scientific standpoint the treasures sought by thee, In the days of toil and labor sometimes failure marked the day; In the days of brighter dawning, hope brought out another way; In the spring the work redoubled, bringing on this cherished time, When with joy and sorrow mingled we would plant the little vine. What is that which we should turn to on the morrows after thee? Just to seeking truth eternal now opening but to golden keys. "Every gate is thronged with numbers, all the markets overflow," If the ivy is not our emblem, what is that which we can do? In the mellow earth we placed it, with the south wind feeling warm, Watch it climb the walls so cherished, helped by sun and thunderstorm. Greener grows the ivy dainty as it nears the tow'ring height, Leaves the dark and misty shadows in its upward search for light. Thus it smiles and beckons onward where we ought to hew our path, Thus, my classmates, the workers are ever finding something new, 7 That which has been done but earnest of the things that are to do, 'Till the war-drum throbs no longer and the battle-flags are furled; And the thoughts of true ambition fill the nations of the world, Knowledge comes while ties doth bind us, as we linger in this place, Loth the ties of love to sever for an entrance on life's race. Not in vain the future beckons, as the ivy here we place, For we know 'tis work that conquers with the true, and not the base. Thus we trust to see it climbing round the walls we love so well, Ancient fount of inspiration, where our thoughts do care to dwell. When we climb the hills so rugged that encircle life's pathway, We will bless our alma mater for the strength for that hard day. And as we with lessons ended, bid farewell to College Hall, May our work and presence give the help that ought to fall, Bringing sunshine from the distance truer than all songs that sing, Driving all blasts before it with the friendly words that ring; While we each fulfil our mission, whether great or whether small, With strength won from truth and teachers, in this our pleasant HalL SO WERNER'S. READINGS NO. 54 PLEDGE AND PRAYER. (Class Song:.) H. Frances Dempsey. (Air: "Joy to the World.") o UR alma mater, hail, thrice hail I We sing farewell this time; In memory our hearts can't fail To live anear thy shrine. We pledge to live in noble deeds, Bear forth thy grand ideals; Helping where'er the world has need, And live in service real. With wisdom may our feet be shod, Fair hope our guiding star; Our hearts by faith be linked with God; Love shed its light afar. The world has need of service true, Strong hands and hearts sincere; For there is sacred work to do With lives to shield and cheer. Help those who leave these halls to-day Their grand truths to express. Thou Righteous One, to Thee we pray Our (insert name of college) to bless! EVER PRESSING FORWARD. (Class Song.) Mary Rosalie Stolz. ALMA MATER! generous mother! Grateful praise to thee we bear; In thy hands we place our trophies, On thy head our laurels fair; For the weapons we are wielding Were received from thy great store; Surely thine the victor's glory — Would that we could bring thee morel Gracious mother! if bewildered We have halted by the way, If low bowing o'er our failures, We have lost hope's cheering ray, Then thy gentle guidance lending, Thou hast bade us lift our eyes; When, behold! the goal seemed nearer, Brighter shone the glorious prize. COMMENCEMENT WEEK 51 Alma mater! noble mother! Give us of thy mighty power; Bless us with thy far-famed wisdom; Cheer us in_the parting hour. We are going forth to conquer Foes without and self within; Onward, forward, ever pressing, Laurels fresh for thee to win. BATTLE UNTIL VICTORY. (Class Song.) OUR alma mater, Hear our last glad song of praise, Our deeds hereafter shall be greater Songs of thanks for college days. We will keep the watchwords you have taught us, We will fight till set of sun, We will guard the standards you have wrought US The loyal Class of . So forward, shoulder then to shoulder, We can hear the trumpet's call; Defeat shall make us fight but bolder, We are fortune's soldiers ail. Our battle-cry shall ring out loudly Till the victory has been won, Our college, then, will crown us proudly, The valiant Class of . HEARTS SHALL EVER LINGER. (Class Song.) FAREWELL, dear alma mater, Now we reach the open door; We tread the mystic borderland We never trod before; And through the future far-off years, E'en to the better shore, The tender touch of thy loving hands Shall lead us evermore. The tender touch of thy loving hands Shall lead us evermore. Farewell, thy children say, farewell With saddened tones and slow; And though we turn our feet away Our hearts shall never go, But ever linger in thy train To swell the joyous song Of praises to thy loving name That's with us all the day long. Of praises to thy loving name That's with us all the day long. 52 WERNER'S READINGS NO. 54 "THERE SHALL BE NO ALPS.' (Class Song.) Edith Putnam Painton. (Air: "Auld Lang Syne.") 1, r \ ^HE Class of are we, Our High School's joy and pride; For four long years we've sailed her sea, And battled with her tide. But now we see the shore in sight, And land appears in view, All honor to our colors bright, The Crimson and the Blue! CHORUS. Then hail! hail! hail!— all hail To the brave and true! Hail to the colors that we love, The Crimson and the Blue. Our motto, "There shall be no Alps," Inspired us on to win; And soon, ah, soon — reality Of living will begin. We'll not forget our school-days here, Though scenes around be new; We'll not forget old Nor the Crimson and the Blue. Chorus. Some will no doubt see foreign lands And win unbounded fame; Some will in our own nation's lists Enroll a laureled name. Some will the lower walks of life Traverse, but all they do Shall honor bring our colors bright, — The Crimson and the Blue! Chorus. Then give three cheers for , The most illustrious class That ever from this best of schools Was destined forth to pass! Then cheer our motto loud and long, And cheer each classmate too! But cheer our colors louder yet — The Crimson and the Blue! Chorus, COMMENCEMENT WEEK 53 LAST WILL AND TESTAMENT OF CLASS. Lo Amy Heater. CONTRARY to all precedents, the Class of has decided to make public its own will before retiring from active life. We do not wish you to anticipate grief, but think there will be much less of it when you know that we quite cheerfully, or at least philo- sophically, heard the learned doctor say that on , at noon, the Class must die. As this is the inevitable lot of all classes, we have made fitting preparations, executing for the consolation of friends the fol- lowing will: STATE OF ss: COUNTY OF } In dei nomine: On , that is to say, the day of in the year , We, the Class of , of College, in good and sound mind being, make our testament in the manner that followeth hereafter: First, That the President be the sole executor, and no bonds ex- acted. In the beginning; we bequeath our good-will and loyalty to the college, only stipulating that they conduct the funeral service with due form, and have the procession of the correct length, embracing every particular relating to style and decorum. Also we bequeath to the Juniors the honor of being Seniors, the vast responsibilities, the front seats rightfully belonging to us, which they and some of the faculty seemed determined to take when we had grown so old and feeble that we could not contest for them. Also a copy of the original song, of which two Juniors may have heard, for the sentiments expressed therein will never fail to cheer as they "Roam, sweetly roam." Also, we bequeath the lumber purchased for class-flag raising to Prof. , as we know he will make good use of it, and right busily the saw will glide between the molecules while he thinks of laboratory fires on the morrow, and the work did when he was similarly engaged. To the coming chemistry class we bequeath this warning, don't laugh when there is an explosion. It's dangerous, as words usually follow without smiles. Also to Miss , the instructress, we bequeath this advice: Teach the pupil to look up not down, for if he looketh down it will cause a moving down. Also, we bequeath to the heirs of our valedictorian all our right and interest in the class-flag. If carefully cared for, the Class of may float it, for the breezes have had but little effect upon it this . Also, we bequeath to the classes following the review of mental science as a fit preparation of the work to follow. Mental science is both instructive and enjoyable, but without this review, written in Miss 's inimitable style, no one is fully prepared to study it. To Prof. , also, the thanks of the Class for the many favors, especially for the class-song and flag work. 54 WERNER'S READINGS NO. 54 To the faculty, as a whole, our sincere thanks for their earnest efforts in our behalf, and the loyalty of all persons whom we can influence. To the President, for the benefit of our college, we bequeath all the residue of our property, after the debts are fully discharged, and the funeral expenses met. The foregoing is the legal will of , and Class of , and we do solemnly declare that we published and executed the will in the presence of two lawful witnesses. In witness whereof we hereunto set our hands and seals this day of , in the year of our Lord 19 — . Name of the Class L.S. Witnesses : Two persons, not members of the class. CONSECRATION TO HUMANITY MAN'S MISSION. (Class Oration.) Edith L. Pecker. THE numberless needs of man have a general source, which, if recognized and supplied, will determine the varying nature of all needs. Education gives man power, wisdom; and we send our,! student to institutions of learning, where he is taught to toy with the power of the ocean as a leaf in his hand; to gather the majesty of the lightnings and turn it to what he will; to rove through earth's most sacred treasure-chest and steal from it what he will for the satisfaction of his own desires; — to overcome everything but the greatest of all, himself. And the results? The headings of the newspapers answer, leaving a deeper scar on the heart of a mother, bringing a flush of shame to the cheek of a father. In the center of, and determining the complex convolutions, evo- lutions, and revolutions of man's nature, there is a balance which men call character, suspending scales: one of the weights called conscience, or the good; the other weight, the evil: the good, that which estab- lishes man's identity; the evil, causing the inadequacies in fulfilling the demands of his evolution. Nor is this condition wrong; it is a law operative everywhere in the universe, — the law cf opposition neces- sary to equilibrium, and, in character, to spiritual poise. These are adjusted in infancy, and the balancing begins, culminating in a struggle J involving the entire being, as the scale tips on either side. In the first ' place, evil is a negative quality; but if the scale tip on this side, the evil being reinforced instead of the good, a chaotic state is established by which it becomes a positive condition. If the scale tip on the other side, the destined course of man is reinforced, all his being brought into harmony. , . This principle has not received due recognition in home-trainmg, in systems of education, and in self-applied culture of the individual. Every one illustrates, in his own nature, this struggle between good and evil; the index of his thoughts points inward; it is easy for him to determine its nature. When we realize that the result of this struggle may be a soul lost or a soul saved, does it not stamp itself as the source of the great need? COMMENCEMENT WEEK 55 How is this need to be supplied? Must we tremble at every thought and feeling lest it be a manifestation of some particular evil, constantly battling back each tendency lest it should grow into uncon- trollable immensity? No; sunshine rifts the darkness. As God has taught each little seed to overcome the earth by reaching for sunshine, so He has given the human soul the power by which it may over- come, — purpose. As His gift to the seed is its blossom, so His gift to the soul is its ideal, which is the painting of purpose. Purpose grows by that which itself establishes, and the painting changes as the pur- pose grows— like vibrations of ether, which in slower waves produce sound, and, as the rate increases, heat, then color; while the essence of the vibration remains the same.. How shall purpose be obtained, maintained? Man is a network of close and complex relationships. Lives twine and intertwine, touch, and go on never to meet again. The slightest jar thrills the entirety. The merest touching of two lives exerts an influence over both that never dies. In the wrongly-fulfilled destiny the individual has marred the general plan of God. He has prevented some from a clear perception of their destiny, and others from the possibility of rightly revealing it. This destiny is a revelation of God. A man can live but one thought peculiarly his own; and this for what? For humanity, and, through humanity, for God. Here we come to the true nature of the great need. Purpose is the means of redemption; its ideal, the life of Christ. Jesus is the divine example of natural and holy living. His life and teachings were centrifugal: "He that is servant among you is greatest of all." Our living for centuries has been centripetal. The world bows before the great "I," and the possessive case is its language. This has brought about life's discords; and following the teachings of Christ is the one thing that will restore lost harmony. Nature cares little for her parts, as such; but she worships her relationships. The relation- ship determines the part. What is man but a part of nature? What is his soul but a part of God? If, then, this part be treated as the great whole in itself, have not all the laws of God been violated? What, then, is the clarion mission of man? Relate thyself to humanity — to thy whole. Perceive the signs of the times, and know that in so far as thy life is consciously given to the saving and uplifting of humanity, for humanity's sake, will thine own life be uplifted and saved; for the need of to-day is that man overcome himself in complete consecra- tion to the welfare of humanity. WISDOM VS. GOWNS. The graduate in glory stands, his college course complete, His brilliant thesis in his hands, the whole world at his feet. He little guesses, as he lets those words of wisdom fall, He'll never see the time again when he will know it all, Now comes the gentle graduate to make her graceful bow, To point our highest duties out and tell us why and how; She clears all knotty points away concerning state affairs — Her pa is wondering how he'll pay for the costly gown she wears. 56 WERNER'S READINGS NO. 54 BOOTS FOR PAVING STONES. (Class Oration.) Verna Sheldon. A GERMAN proverb says, "We must have not only wings for the empyrean, but also a stout pair of boots for the paving-stones." Wings for the empyrean? Yes, for wings typify man's spiritual faculties — freedom, aspiration and insight. It is freedom in its broad- est sense, that freedom which comes through the gradual unfolding of one's being as it awakens to the responsibility in life; the aspiration of the spirit for higher and nobler living, directed by insight, the per- ceiver and revealer of truth. Boots for the paving-stones? Yes, for boots typify man's practical faculties — courage, endurance and intellect, — courage to face positively our undertakings, not with just a mere sudden blaze of the fire of en- thusiasm which will be extinguished by the first puff of wind, but an enthusiasm that will endure. Each mountain-peak we gain is but a point . of vantage from which we see distant superior heights. But before we can hope to attain them, we must cross the valley that lies between, enduring the hardships of unsteady travel. Discouragement comes from one or two conditions: we either become overwhelmed by the great gulf between us and our ideals and have not the patience to work on steadily — possibly we lack genius enough, for it has been said that "genius is the capacity for hard work" — or we do not use to the best advantage the insight we may possess. If we v/ere but willing to do with faith that which we see to do, regard- less of the opinion of others, deeper insight would be our reward. Consider the lives of Edgar Allan Pee and Samuel Coleridge, two men who failed to attain the height of greatness their genius prom- ised, because they had not boots of courage along with their winged ideals. If Poe had had the combination of these virtues, it has been said he would have been America's greatest poet. The poems, "The Ancient Mariner," and "Cristcbel," show the freedom of imagination of Coleridge, and show also what the world has missed by the lack of enduring courage in that man. We may look to Milton and Shake- speare as examples of the desirable combination of insight and endur- ance; but in the writings of William Wordsworth we recognize works that will live because of constancy in the use of certain talents, al- though the poet had not the brilliant genius of a Poe or a Shelley. "We must have not only wings for the empyrean, but also a stout pair of boots for the paving-stones." The bird, v/hose music we heard from such distance in the clouds, does not always sing, nor does it always scale the heavens. Its excellence in song and flight depends on the little crumbs of bread, the ugly worm which it picks up from the ground. The bird cannot always live in mid-air, nor can we always live in dream-clouds. We, too, must come to earth to live, to do each day the common, prosaic things, which, however small or humble they may seem when considered individually, are in their relation to all our acts the paving-stones which go to make up the pathway that leads toward the goal of the ideal the wings have revealed. COMMENCEMENT WEEK 57 DIGNITY AND POTENCY OF LANGUAGE. (Class-Day Oration.) Harriet M, Thrall. THE study of a nation's language is the study of its history, of every influence that has touched it, of every wave of civilization that has swept over it. There is close connection between the growth of language and the progress of human development; in every age it bears the stamp of the tendencies and ideas of the times. Sometimes a word already in use can be made to express new thought. For ex- ample: "social science;" "realistic"' as new used in art and literature; "wretch" was formerly used as a term of endearment; "vivacity" was used in the sense of longevity. It is recorded of a certain man that he was "most remarkable for his vivacity, for he lived 140 years." We may give a phrase fifty meanings and we shall not exhaust it, and a hundred years hence to it may be given totally different meanings. There are ways other than by oral or written language of com- municating thought; for example, by gestures, signals, and pictorial signs. But the expression of thought, by means of language, that is, by articulate speech or by written characters, is the most exact, the most noble, and the most dignified. Of this dignity of language, beauty is one of the chief elements. And so, word-music, or harmony, is an important element in noble speech. The sound of every word is to be studied, so that the words in their varied sounds will do the same office for literature that the varied tones of color do for painting. As well as appropriate phrasing, imagery adds much to beauty of language. Both word-images and rhetorical images are of incalculable value in this respect. Although a thought may be set forth with wonderful beauty and finish of words, still if the thought is not definite we are soon surfeited with mere sound or color. Sincerity, or perfect corre- spondence between idea and form, is as absolute a necessity for all fine language as for all noble life. It not only adds to beauty, but is oftentimes most forceful as well. Force is a most important consideration when we discuss dignity of language. It has been said with truth, "how forceful are right words!" Words spoken with sincerity, with absolute regard for truth, carry conviction, for they have back of them the strength which results from the work of an earnest mind and of serious study. But to be comprehended by man this truth must be stated with clearness and simplicity. Clearness in thought and expression is one of the things which go to make forceful language. It is a duty laid on man to speak clearly; for every man should have a special message to the world, a message of words, and if no one understands his message, can he be said to have done his duty? How much joy may one bring into the lives of those around him if one is keen to see and love pure language! Is language a thing to be carelessly used, a thing of no value? Has not language been won at the sacrifice of centuries of struggle, toil and pain? Let man, then, appreciate the value of the gift of language, and treat it with respect and reverence. This appreciation would make human intercourse noble and loving, and every word would have in it something divine. But to find this through the power and beauty of any language, we must 58 WERNER'S READINGS NO. 54 breathe the air the poet breathes. For language which exalts and con- soles the world, which illuminates it with beauty and grace and tender thought, is born of poetic instinct. It is poetry in its truest and best sense; poetry as lovely in thought, emotion and imagination, as it is lovely in form and rhythm. Language, then, is the manifestation of life through the individual, the expression of spiritual life in terms of practical life. Man's duty is to stimulate the minds of others to a living appropriation and devel- opment of the truth which he reveals. To this principle we must ascribe the extraordinary influence of language on human culture from the beginning. Thus we see language in true relation to the develop- ment of humanity; for it was left to human agency to develop the forms which it should assume under the varying relations of human society. Man's work is not to abuse language, but to ennoble and develop it. SUCCESS BY OVERCOMING OBSTACLES. (Class-Day Oration.) Lewis C. Voss. FOUR hundred sons and daughters, endowed by a bountiful Provi- dence and trained by a thoughtful foster-mother, have gone forth from this university into the world to labor for their own and humanity's well-being. This family is yearly augmented with a band eager to enter the arena of life. The Class of is now on the eve of departing from the alma mater. Four years or more have we, as her children, toiled as the busy bee, and in the meantime evolved from some of the stages that characterize an undeveloped life, arriving finally at this happy hour. The spirit of this hour is one of levity; in reality it should be one of seriousness. The joy of these glad days would find fuller appreciation and satisfaction if spiced with earnest and sober thoughts of life. Yet we appreciate the mirth in the spirit in which it is given. These truly are the red-letter days to which we when lower class- men looked with expectation and hope. They measure a stage of growth and development, and the years of drudgery leading to this crowned hour can no more be despised than the years of patient perse- verance endured by him, who, attaining an admiralty, rewards his nation with victory and crowns her with martial glory. Whatever heights of renown the alumni may attain, this institution is honored as a mother by the noble deeds of her children. Her we must honor then, and love and cherish. We appreciate that which costs us exertion. Who will say that a Benjamin Franklin found no pleasure in the marvels he discovered? or that an Abraham Lincoln, when President of the United States, enjoyed no satisfaction in having overcome the immense obstacles of his youth? or that a James A. Garfield was net proud to become presi- dent of the college through which he worked his way? The pathway that leads to the heights cannot be by undoing the work of the day before, — but a broadening, a building up, a leading out, a finishing and a guiding process in xvhich obstacles and sacrifices act as spurs to COMMENCEMENT WEEK 59 sharpen the wills and to strengthen the nerves to greater activities. Education, thus gained under adverse circumstances, is of the highest practical value, is more to be appreciated than that gained with less effort, and free also from remorse, — that nightmare of every neglected opportunity. Of two trees, one planted in the humid soil by the riverside, thriv- ing amid gentle zephyrs and warm sunshine; the other tree, springing up from apparently unfruitful ground, exposed to extremes of winter "and summer, strained and hardened by sweep of equinoctial storms, which of these two trees will successfully defy the gales— the moisture- drinking willow or the sturdy, storm-beaten oak? Which will the mas- ter use in building that stately ship which is to breast ocean waves? This figure finds its simile in all the channels of life. He who has been most faithful to himself in youth, whose path was not all roses, who battled and labored to overcome obstacles, is the most successful, showing the least disastrous effects in braving opposition; he is the one who may be trusted with the responsibilities of a nation. Such conditions tended largely to develop in Abraham Lincoln the qualities that fitted him to breast the issues of that civil carnage during the most momentous period of our national existence — the preservation of the Union and the liberation of four million slaves. The hour is at hand when we must break with the hallowed asso- ciations that cluster around the actualities of school-life. We end our school-days regretfully, and though apparently eager for them to end, we shrink from stepping forth alone into the fuller and freer life for which we have been preparing. It is not because school is less dear; it is not because we are less impatient to begin life; it is only because the human heart cannot say "never again" without a pang. Now our roads must diverge, we must part. From this place everyone goes to answer his special calling. The scholar travels along one pathway, the physician along another, and so with the minister, the soldier, the housewife. As a pebble, dropped into a river, sends out a series of circles which widen and widen until the farthest bank is reached, so our every deed will lighten or burden, bless or curse, some soul to all eternity. He who has lived, not for his own selfish ends but to serve humanity in its long upward struggle, will lay up treasures on high and have an assurance in his own conscience that he has not lived in vain. AGASSIZ, A GREAT TEACHER. (Class Oration.) Ralph W. Wager. IN 1827 there came to the University of Munich a Swiss student, scarcely twenty years of age, prepossessing in appearance, of Her- culean proportions, graceful and possessed of peculiar dignity. The calm assurance with which he did things soon attracted attention. When he saw his fellow-students absorbed in pleasure, he said: "I will go my own way — and not alone. I will be a leader of others!" Soon afterward, in a letter to his father, he said: "I wish it may be said of Louis Agassiz that he was the first naturalist cf his time; a good citi- zen, a good son, beloved of those who knew him." Surely, the investi- gations this great man made, the truths he discovered, the theories he 60 WERNER'S READINGS NO. 54 advanced, and the profound respect accorded him by his fellow-men, have rightly adjudged him the first naturalist of his time. But he was something more. After his death he was found to have described him- self in his will as "Louis Agassiz — teacher." Great as a scientist, he was doubly great as a teacher of science. He regarded teaching as the noblest of all professions. It was a passion with him. He loved to learn that he might teach, and to teach that he might learn. He be- came a great student of nature, but nature made him a great teacher. His stalwart body gave an impression of great strength, but his acts betrayed strength in gentleness. His frank good-nature bespoke a cheerful temperament; his ready sympathy, a great heart. One loved him instinctively. Did he meet a stranger, he left a friend. Murchison said to Longfellow: "I have known many men that I liked, but I love Agassiz." He was as easy of access by the poor as by the rich; by the ignorant as by the learned. But one thing must the seeker have — a desire to learn. He listened to the secrets of the stonecutter by the roadside, the farmer in the field, the fisher by the sea. His enormous storehouse of knowledge was open alike to all. Nor was his labor for personal gain. Although in his youth he had often trod on the heels of poverty, yet the allurements of wealth never enchanted him. When asked by a lyceum to deliver a series of lectures, he declined, saying: "I have no time to waste making money." His aim was higher and nobler! Agassiz was always loyal to the land of his adoption. He came to America "in the spirit of adventure and curiosity;" he stayed "because he liked the land where nature was rich, while tools and workers were few and traditions none." Until the time of the Civil War he remained a subject of the King of Prussia. In the darkest hour of that terrible conflict, he became a citizen of the United States, and cast his lot with the Union cause. He taught his countrymen a great lesson. Nature is a great book. He taught them to read it. He turned men's minds to the thing itself. He led them to nature and taught them to discover her secrets for themselves. He made them independent in their acqui- sition of knowledge. He said: "All the facts proclaim aloud the one God whom man may know, adore and love, and natural history must in good time become the analysis of the thoughts of the Creator of the universe." Every living thing represented not so much animated matter, but a thought of the Creator, and the group to which it be- longed, this thought working itself out through the centuries. He be- lieved in evolution, but not in evolution by transmutation. His was evolution, not by organic forces within, but according to a great, in- telligent plan without. Not by a change of one species into another, but by the substitution of one for another according to this great plan. His devout reverence for the things of nature made itself manifest in his work. He said: "I never make preparations for penetrating into some small province of nature hitherto undiscovered, without breath- ing a prayer to the Being who hides His secrets from me." For him the laboratory was a sanctuary; the study of the things of nature was intercourse with the Creator. The dream of Agassiz's later years was to found a summer school for teachers. In the year before his death this was made possible by the gift of a wealthy merchant. The school was opened on an island in an old barn. It was a strange scene. The rafters were festooned with cobwebs; swallows flew in and out at the open windows; without COMMENCEMENT WEEK 61 the waves beat upon the shore. The students had assembled from all over the land. Chosen for their zeal, they had come to learn of the great teacher. The old man arose before them, and said: "I do not feel like praying before you, I do not feel like asking any of you to pray. Let us spend a few moments in silent prayer." "Then the master in his place Bowed his head a little space, And the leaves by soft air stirred, Lapse of wave and cry of bird, Left the solemn hush unbroken Of that wordless prayer unspoken. While its wish on earth unsaid, Arose to heaven interpreted." Agassiz's was a reverent life, a life lived for a great purpose — the increase and diffusion of knowledge among men. As some good mother, by the fireside's glow, spreads out the book upon her lap, and, calling her children about her knee, points out and explains the pic- tures, so he, with sympathetic heart and radiant smile, gathered about him nature-loving spirits, and, opening wide the book of the greater mother, page by page, pointed out its living illustrations, explained their meaning, their history, their relations, their beauty, and their use. The ambition of his youth was realized. He was the first naturalist of his time. He was a good citizen. He was a good son. He was also something greater. His sympathy, his patriotism, his reverence, his unselfish devotion to duty, his love for the truth, his desire that all men should find it, and the inspiration he gave to others in their search for it, made him a great teacher. STUDENT'S UPS AND DOWNS. (Class History.) Alma J. Case. EVERY class going out from this institution should realize that before them is an era, the like of which no other class have yet entered upon, that during this era they will be called upon to bear burdens and to perform duties heavier and more difficult than the burdens and difficulties of any previous class. Unknown pleasures too, and a greater prospective, lie before them. They have the advantage of the trials and conquests of the great number who have preceded them. Realizing all this, our Class of - — have the determination to fulfil every expectation, to win every battle they engage in, and to perform many feats worthy of record. It is our duty to-night to deal with what they have done, and especially during the years spent in this school. Your historian approaches the task realizing the importance, to us at least, of the facts she is called upon to record. Surely no class has worked harder to reach the height of attainment nor endeavored more fully to perform duties required than this Class of . One of our number, Miss , entered school in the first grade. Seven others, Misses , , and ; Messrs. , , and , were members of the grades and elementary classes at various times. As a First Year class these eight were joined by others, 62 WERNER'S READINGS NO. 54 making a class of members. With them Prof. labored un- ceasingly, having them all in (mention studies), while some did elec- tive work under his direction. Miss endeavored not in vain to make each one understand the relation of x to y. Miss taught the uses of , while Mrs. ■ called repeatedly for "amo" in all its changes. That drill will not be forgotten, but it is with regret that we are compelled to observe, for the benefit of some of our classmates, that knowledge, even of the Latin verb and its meanings, is of value only when applied. When spring came many left us, some few only coming to take their places. On the evening of a large number left their work for the first time and wended their way to the home of our class presi- dent. Great was the din, inasmuch as the occasion called forth our first class-yell. All were more than repaid for the venture out into the black night. Next morning found all in their places, for the Class of let no recreation keep them from duty. Prof. planned a botany excursion. We were excused from chapel providing we left before half-past eight. We succeeded well in our hunt for plants and flowers; but, as our company came together for the return, one was missing. Search-parties were sent out in various directions only to return without the lost. One load finally started home and, to the joy of all, the missing one was found wandering here and there completely entranced in her pursuit of the beautiful. June brought its rounds of pleasures and the joy of going home. When on September we again assembled in chapel, out of our number only had returned to be enrolled as Second Years. Others were added to the list, making in all. There was during this year no time for play. The course of study had been changed. In order to graduate the following year, many were obliged to take studies, and it was work, work, work. The result of the broadening of intellect was revealed not only in the "long papers" in the class, but also in the laboratory, in the strug- gle to distinguish beans from bugs and rocks from fossils. During the spring term the Second Years could be found nearly every afternoon out on the hills in search of fossils. On one bright afternoon a company of six, hoping to obtain some rare specimens, started for. . Two only of the party found the place and secured many beautiful specimens. The others loitered by the way and got lost, returning home late in the evening, without fossils, after having traveled over all of the western part of . The most thrilling event, however, was the geological survey, in the course of which it became necessary for the members of the class to be lowered over the bluff down to the railroad track by means of a rope. Even the bravest of the laddies held their breath and felt that they had experienced the trials and triumphs of the daring explorer and surveyor, after having made the descent. September again brought us together as Seniors. of the old Second Years were enrolled, and others joined us. Of these, had been in school before as members cf ether classes. Some said, at opening of the year, "The Seniors hold their heads pretty high." No wonder, when they spent evening after evening gazing upwards at the beautiful groups of stars! The chapel exercises and the practice- teaching came in due time with their trials and victories. On the we took a day at for a class picture and to visit COMMENCEMENT WEEK 63 the schools. There were indications of a dreary day, but it takes more than a rain to dampen the enthusiasm of Seniors. The photographer succeeded finally in arranging us to suit his taste; but, owing to the darkness of the day, we were compelled to keep still for ten long seconds. But it was worth while, for we glory in having the best- looking group of all the Senior classes. It did not cease raining till about five o'clock, and the roads were muddy enough. Two of the ladies thought it safer to fellow the corn-rows to avoid the mud, arriv- ing home only at a late hour in the evening. You might ask them at the first opportunity how many acres there are in a certain cornfield between here and . When you see the class-picture note that there has forever passed from the face of one of our young men those lines of resolve and fierce determination left there from the practice school where he found "the worst children he ever saw." Even his face wears the smile of a victorious Senior. On Miss ■ invited the entire class to spend the evening with her, providing that each one should take his wits with him. It is well that she gave us that precaution or some would have gone home without any supper. Such as could not sing for their supper, were called upon for a recitation. The original poetry written later in the evening would no doubt have been the envy of not a few aspiring poets. One of our young men of illustrious name has been usually very careful to provide himself with means of protection against enemies in these war times, by going nowhere without the "Canon" of the class. Through no fault of his, he was this evening on the homeward way compelled to take his chances against the "enemy" alone and unarmed. Every individual seeks to leave his mark in the world, even if it be nothing but his name scrawled in pencil on some blank wall. Some hope for nothing better than to leave after them "foot-prints on the sands of time" — marks soon to be erased by the waves of years. But the Senior classes of the future, as they gaze on the patch in the ceil- ing of the Senior room and associate with the fall of the plaster the fall of a certain Senior from his chair, will doubtless see that Mr. has made a mark that neither time nor man may obliterate. The strength and good-sense of the Class of have been strik- ingly shown in ability to solve the vexatious question of what to wear, even if the solution did threaten the peace of the class of which we are so proud. In its recognition of an inalienable right to wear what one pleases, there is promise of many a future campaign waged against the tyranny of fashion, by the members of this class. There is a marked individuality among our members. Miss and Miss , with their sunny tempers, have been an inspiration and a help to all. Miss can well be named our peacemaker, and Miss the de- stroyer of gloom. Miss stands for neatness and accuracy. Her motto, "A place for everything and everything in its place," is a marked characteristic of her work. While at home a few years ago, she even compelled her poultry to take assigned places in the chicken-house. Miss and Miss surpass all in understanding, for Miss wears "four shoes," while Miss wears "most all sizes." Miss , our original thinker, declares she never thinks unless she thinks some-' thing. Miss and Miss are the mothers of the class, their re- spective ages being forty-five and fifty years. Mr. and Miss do not know their ages, while Miss has forgotten whether she is 64 WERNER'S READINGS NO. 54 nineteen or fifty-one. After a long search the average age of the class was found to be twenty-two and three-fourths years; average height, five feet one inch; average weight, one hundred thirty-five pounds. This class, consisting of members, can boast of fourteen native-born . Of the remainder, Misses , , , and , are natives of . Misses , , , , and Mr. , of . Misses and , of . Misses and , of . Miss of , Mr. ■ of , Mr. of , and your historian of . At present, however, twenty-six of the thirty-one are residents of . Our motto, "Carpe Diem," is but an indication of the spirit of the class to seize every opportunity, and thus upward and onward climb. And now, Class of , I bid you farewell. May your future rec- ords be as worthy as those of the past, and your achievements be as your hopes. SUNSHINE AND MOONSHINE. (Class History.) Emma A. Reith. EVER since Herodotus, Thucydides and Xenophon, various his- tories have been written, but no material, you will agree, affords beter subjects for history than this Class of . Nature frowned on us with dreary sky and rainy morning when we, with inevitable mark of Freshmen, assembled within these walls. After looking ourselves and everybody else over, we filed into the kin- dergarten room to see about boarding-places. How well do we re- member the strange feeling, next morning, as we slunk into chapel, waiting to be registered. We drew our text-books and felt prepared for work. Then we rushed to the College Chapel for music. With this rush our college course began; and, as we trace its rugged path through sunshine and shadow, we finally emerge into the golden light of this Commencement Week. Our career will probably end here with a rush, after Commencement. To continue discussion along the line of rushes, since rushes are an important element in modern liberal education, I speak of social functions. Most of us shone at spreads, receptions, luncheons; in fact, we became so thoroughly imbued with the spirit of the times that we have had several cases of chocolate dyspepsia, of bouillon on the brain, and daggers at the heart. At one of our society functions two mem- bers of our class, Miss and Mr. , had the extraordinary experi- ence of being treated to one dish of ice-cream with two t spoons. Our work may have seemed hard at times, almost impossible to accomplish, nevertheless there has always been time for pleasure. There were botanical trips, educational in a way, but some of the party seemed to be more interested in things other than specimens ostensibly sought for. Our astronomical studies were under Prof. . Knowl- edge of the heavens was not obtained at utter neglect of delights of the earth. This portion of our history deals with such a time, when from above the silent moon looks down as if a thousand secrets might be revealed. The park never looked more beautiful. The night was calm and warm, the moon full and high. The moon shone brightly, COMMENCEMENT WEEK 65 asting round, black shadows beneath bush and shrub. All at once our ittention was called to two rapidly-moving objects, apparently follow- ng each other round and round, through the thick bushes adorning the )ark. All at once sounded, with nightly distinctness, snapping of un- lerbrush and a startled cry of "O, my glasses!" Silence a moment, :hen a deep bass voice: "I haven't a match; wait, I will get some." Out jf the dark, from which came the voice, eliding out into the open, md into the shimmering moonlight, appeared a man racing double- niick toward a park-exit. Soon returning, man and maid gathered half- Iry twigs to light the dark recesses the moonlight could not reach. But the branches would not burn. Sighs of anguish and despair rose rom matchless man and glassless girl, and they groped on hands and snees, for the lost spectacles, long and diligently without success. Suspense was terrible. The search was all but abandoned, when a joy- jus cry told that the lost was found and that happiness once _ more reigned on earth. Judge of our surprise and our uncontroled hilarity, when in the maid, as she with the man stepped into the light of the glorious orb of night, we beheld the radiant face of Miss M , who graces avenue with her presence, and who now is diligently writ- ing a treatise on "Dangers and Difficulties of Playing Tag in the Park." Our Senior year showed few changes in make-up, the changes being in numbers. The year opened with great excitement; with it dut teaching began. One year of Normal College life has done us jood; many rough edges have been smoothed; and, although we mani- fested many peculiarities that accompany our professions, we have im- proved. Criticisms in all departments are an important part of our listory, days to be remembered, especially in the Grammar Depart- ment. Along with criticisms public lessons seem most natural to fol- low, because "mental states that have been in mind together before tend to return together upon the reinstating of one of their number." Visitors at these lessons usually caused much excitement, especially when the teachers' brothers were the only ones to appear. Exhibitions of work in the Grammar and Primary Departments were profitable to those who taught, and also to those who will teach; they not only give ideas, but afford incentives to work. During our history the field of zoology has been broadened by Dr. 's discovery that the prothallium and the protonema bear the same relation to each other as the horse does to the calf. We hope the doctor will clarify his views on domestic animals and see the value of a nature-study course. Not along scientific lines only have discov- eries been made, but also along lines of amusements, for we learn that Prof. has introduced a feature into the game of "pit," that of a corner on pedagogy, which one of our collegiates, Miss , has suc- cessfully learned to fill. We feel quite positive that this feature might be introduced into the social world by Miss , who always admir- ably fills her duties on social committees, but who never was known to appear at an Echo meeting. Miss , companion of the aforesaid, surprised her society sisters by refusing to give her toast at the Eta Phi breakfast. Was it owing to bashfulness, or was it a "roast," instead of a toast, in a silent manner? Undoubtedly one of our number, Miss , will take up French, because secrets concealed in letters are much more enjoyed, if a stranger is not needed to translate them. : 66 WERNER'S READINGS NO. 54 ' Our class president, and dignified Mr. ,. are uneasy lest I saj something about them. It is hoped they will keep their engagements through life better than they kept a dinner engagement a few week: ago. Can you imagine the consternation of two young ladies when reaching the appointed place, they saw the two gallants rushing fronj the hall? More than two photographs will be needed to set this mat ter right. To balance the unfaithfulness among the men of our class we have one, and only one, instance of that deep, true-hearted affectior that will last until the end of time. When a young man can withstand for two years the persistent smiles, wiles and giles of over two hun- dred young ladies and think of one young maiden only in the northerr climes, he deserves to be classed with the martyrs. But, as the adage -*ays "There is no great loss without some small gain," and minglec With our mournful song is the joyous echo from the northern maiden'sj happy song, "The Campbells are coming, O, ho, O, ho!" We were glad to welcome Miss and Miss . Although we! fear that after their absence Sunday evening they will fail to appear m Commencement, let us hope that "Union" affairs are almost over anc that there won't be any more "Pierce'd" hearts. Cousins have played no small part in the history of one of oui number, who has discovered several cousins more than she ever knevt of before she came to the Normal College. As for our youngest, as Shakespeare says: "Why should a mat whose blood runs warm within his veins sit like his grandsire cut ir alabaster?" Yet that is the way Miss is sitting, trying to lool unconcerned. I don't know why she should be ashamed of her youth but every day she wishes herself a happy new year, and makes believe she is growing older. After thinking over various events we recall a very sad incident that occurred in Dr. 's room, when Miss 's scientific knowledge overbalanced her, her equilibrium not being restored until she foun^ herself looking out from under the table at our professor, who was the first to realize that a body in unstable equilibrium tends to seek a state of stable equilibrium. Still, the blonde in Psi Gamma wonders hov felt when she first changed from Eastern pharmacy to Westerr law. i We must mention another member who figures largely in all thi departments of the college, whose feet are frequently heard pattering down the halls, when, together with Miss , he helps distribute the, mail. Long live Colonel . May his presence here ever prove o: great value to the college, and may his be a lasting memory in th^ minds of those who leave our alma mater. _ L In our history there stands out as an important event Memorial Day exercises. The patriotic interest shown in song, speeches and ap> plause, left an impression on our memory which time will not wea away. Another valuable feature of our college life has been the seminars given by members of the faculty. We appreciate their kindness; wi feel that the instruction and pleasure derived from their talks will be! of service to us. One of the most important efforts of the Class of is the organ? ization of the Y. W. C. A. Knowledge alone is not all that is to btj desired; spiritual good is most beneficial and helpful to college life. ' COMMENCEMENT WEEK 67 A hitherto long-felt need is now supported in the form of a gym- sium. We congratulate both faculty and students on this new de- rtment. We have had the good fortune to be treated to organ recitals by of. , whose recitals have been thoroughly enjoyed. One of our mber is especially fond of music; latest report is that he has joined >ckstader's Minstrels. One of our Seniors has great fondness for flowers, especially vio- They must be Miss 's compensation for giving German sons. You all know that I have related facts to which I was not an eye- tness, but most histories are written through hearsay. In this way lave learned that our vice-president is noted for fondness for cake d argument, but that she never sacrifices cake for argument. I might atinue this narrative, but if I did I should withdraw still further from truth, so I leave some facts to be revealed by our class prophet. ir sojourn at the State Normal College is ended. The associations •med we must sever; faces we have seen day by day we shall see no >re. When, in after years, we return to the college on an occasional it and see strangers only where once all were friends and acquaint- ;es, what wonder if we feel " * * * like one who treads alone some banquet-hall deserted, Whose lights are fled, whose garlands dead, And all but he departed." CLASS CHRONICLES. Edith Putnam Painton. I OW the history of the Class of of the High School of the V city of is in this wise: In the beginning, in the and I nineteen-hundredth year of our Lord, in the month and on the — day of the month, there entered this land of learning one-and- enty seekers of knowledge. Some came up from the Eighth Grade, ere they had been engaged in filling their minds with the honey of idom; some were green and fresh from a far country; some came m farms where thy had been tillers of the soil; and some were from ler halls of instruction. These seekers of knowledge were led into this country by a certain man of much skill who was called , who had been their leader in : adjoining country, and who now took up her abode in their midst t her labor among them should not cease. And it came to pass as I entered this land that they were received with welcomings and oicings by those who, it was decreed, should henceforth lead them the paths of knowledge. Likewise it came also to pass that they were received with mali- us glee by a certain band of wild beings, called Sophomores, and o, because of their fierce taste for Freshman blood, did pounce upon m daily and nightly and did cause them to suffer great things, and say in their hearts, "Behold, blessed be the name of Education, for ause "of it have we endured great torments, both of the body and of | mind. Verily, have we been martyrs to its great and noble cause," 68 WERNER'S READINGS NO. 54 But, as they dwelt long in the land, they fell in with the customs 1 the inhabitants thereof and their strangeness wore away, and they 6 became as one amongst the rest. Nov/, it came to pass, soon after they entered this land, that B were one and all seized with a strange infirmity which did cause tr to act with much fierceness and strangeness of manner, and to grat and wrestle with their fellows in much rage and seeming ferocity. \rt men were called who did examine them with much care and pains ; did finally pronounce the infirmity, in the male, "Football," and, in female, "Basket-ball;" and did assure the frightened leaders that malady, while it needs must be contagious and likewise sometimes fa yet was a necessary evil, and one that even the wise men knew not way to cure. So, with many anxious fears and dire forebodings, the instructors allow the disease to run its natural course, and, lo ! n[ were killed and few were seriously injured; whereat there was great; joicing throughout the land. And it came to pass, after some months, that their eyes were tun toward graduation; but many, with one consent, began to make exc^ The first said, "I am poor in health, therefore, I cannot gradual Another said, "I must needs toil at home, therefore, I cannot grj uate." Another said, "I am dull, and cannot learn. I pray thee hi me excused." And still another said, "I am going to be married, i therefore I cannot graduate." So thus did this band decrease in m, bers until the whole number at the end of the first year was eight Now, it so happened that this land, to which they had come, \ ruled over by one known as , a professor of much wisdom; a at the beginnig of the second year, he spake unto them, saying, gather ye in a body, and organize yourselves into a class that ye n| gain in strength and that your courage may wax hot." And, as, spake unto them, so was it done; and they became the class, "naught ." And it came to pass, in the same year, that the class did sit fo picture; and that, when it was done, disgust was upon the face of , whole class, and they were much angry. And, as the class did jouri through the land, behold! there were two maidens fair to look upi who had strayed far from their companies and were much sorrow] And, as the members of the class did look upon them in their lory ness, their hearts warmed to them and did open unto them that tl] should be gathered in. And the whole number at the end of the sect year was ten. And it came to pass, after two years, that the leadj , , and — — , , did go from this country to far distances, \ there was much grief and sorrow in the land. Now, there dwelt in an adjoining territory , a marJ much learning and good repute, who, hearing of the departure of -j , removed from his field of labor and dwelt in this land of learn] that the good work might continue. And at the same time, from the far south, there came to the h] a certain woman of great stature, and accordingly great knowled] who was called , and, behold! she did take the place | vacant by . Now, it came to pass, that the Class of and nineteen-hundl found favor in the eyes of these two strangers, and success looked 1 before them and they were much glad. COMMENCEMENT WEEK 69 \[ Now, the class in this third year made many a feast, and the public "is bidden, that money might be brought into the treasury and the jffers be filled. The first of these feasts was held in the and nine- »n-hundredth year of our Lord, in the second month, and on the jjrteenth day of the month, at a house where did live a man who did iDclaim God's truths unto the people. And, lo! great crowds did me to this feast, and much money was taken into the treasury. And ';y called its name a "Valentine Social," because it was held on the ,y of St. Valentine. And the second feast was held in the same year, , the fourth month and on the six-and-twentieth day of the month, at e place where evil men were kept in custody, and they called its name 'Soup Social," because that soup of much richness was provided for B people to refresh themselves. But the numbers were small, and the turns few, and the Class of and nineteen-hundred v/as much dis- uraged. But the third and last feast was held in the fifth month and , the seventh day of the month at the house where dwelt the ruler of b city, and it was called an "Ice-Cream Social." And the people did In out in large numbers to this social, and did make of it a great pcess, and the courage of the class was again made strong. And it did also come to pass, about this time, the class did one and aspire to histrionic honors, and did give a play where each should stend to be some one other than himself and should act what he was t. Now, it so happened that one of William Shakespeare's grandest amas they did choose to be a living sacrifice on the class altar, and ulius Caesar" was once more to be "butchered to make a Junior holi- y." And, lo ! the deed was done, and all the people did say in their arts, "Heaven preserve us!" and with their lips, "How perfectly Tely!" and the heads of the class did become swelled to their fullest jasure with the praise they did receive for the murderous deed they d done. Now, it had come to pass, long years before, that a certain warrior much skill, Napoleon Bonaparte, had turned to conquer the people the land of Italy. And those with him did murmur and say unto 31, "You cannot cross the Alps." But he made utterance to the )rds, "There shall be no Alps," and was not disheartened, but went to victory. Now, it so happened that the Class of and nineteen- ndred, finding within themselves those qualities that did make Na- leon great, did also make utterance to the words, "There shall be Alps," and did adopt them as their motto, and they and those around em did rejoice. Now, when the six-and-twentieth day of the sixth month of the ar and nineteen-hundred was come, this class did make a feast, d did send messages over all the land, east, west, north and south, i all the inhabitants thereof, saying, "Come ye, and make merry with ', for the Class of — — - and nineteen-hundred is to depart to a far untry, and all things are now ready for a feast." And, as they were 3den, so came they to the place set apart in large numbers, and did t of the best of the land and did rejoice with the Class of and leteen-hundred at the good-fortune that had come to them. And in of high standing in the land did speak unto the people words of sdom and of cheer, and of encouragement, and did say farewell to e Class of ■ and nineteen-hundred. And, when the guests did at st depart from the festivities, they were exceeding glad that things 70 WERNER'S READINGS NO. 54 were as they were, and did give thanks to the Class of and ni teen-hundred for the pleasure they had provided them. And, belie 1 as the class went on through the country, they did overtake three m damsels wandering alone, and who cried unto them with a loud vc saying, "Take us into your class, for our companies have gone on w out us, and we cannot reach them." And, as they spoke unto them did the class listen unto them, and it was done as they desired, the whole number at the end of the third year was thirteen. Now, the fourth year in the history of the Class of and ni teen-hundred has been one of much hard labor; for preparations h been made for them to take their departure from the country. Now, it came to pass, that the class began to wish for bad befitting their station; and many messages were sent to the neighbor city to the merchants thereof for samples of their fine jewelry, anc last the class was satisfied with their choice, and pins were purcha and the class rested well content. And it came to pass that a great shout did go up from the thrc of the Class of and nineteen-hundred, and the words thereof find favor with the members of the class, and were adopted as the cl: yell. And, behold! they did proclaim this yell throughout all the str< and lanes of the city till it did re-echo from the highway and hedj and from all the corners of the city roundabout. And, lo! the pe(j did stop their ears, and did flee in terror from the Class of — nineteen-hundred ! And it also happened that a certain fair member of the class, ¥ ing been given the one talent of making words rhyme one with other, did write for the class the words of a song, which the class sing with much lustiness and vigor, till the air did ring with the m of their rejoicing. And also did the class, feeling themselves n brave, choose to be one of their colors the crimson hue of courage blood; and for the other color, the blue of the sky, which did in tl symbolize truth, blending the crimson with the blue to proclaim to world that they did ever mean to be brave and true men and won Then did the members of the class begin to write upon sheets sheets of foolscap, all the great and wonderful thoughts they learned that the people, who came to them for words of deep and t found scholarship upon Commencement night, should not be sent a disappointed. Also did they begin to sew, and sew, and sew, that eyes of the people should be gladdened by the glitter of their fine ment, while their ears were enlightened by the wisdom of their wcj Now, it so happened that one of their instructors, being hirri wise in the ways of the world and of women, spoke very gravely t them, saying, "Let your essays be of silk even though your dresses but of cheesecloth." But they answered, and said unto him, "I both shall be of silk;" and, as they prophesied, so has it been done, e as they said. Now, there was in this class a certain maiden of much comelirj , daughter of of the house of , a man of war of much valor. But, behold! she did grow weary of so speedy a j ney through the country, and did stop by the way and resolve noj take her departure with the Class of and nineteen-hundred, btj linger yet longer in the land of learning and finish her journey with) class who might depart the following year. So, with many tears j COMMENCEMENT WEEK 71 jitiuch bewailing, did the Class of and nineteen-hundred bid her jarewell, and sorrowfully pass on without her. So the whole number, at the end of the fourth year, is twelve, which jre these: 1. , of the house of . 2. , of the house of , whose father was a man of law. 3. , daughter of , of the house of , a man of good repute and high standing. 4. » , and 5. , whose surnames are . 6. , daughter of , of the house of , whose father was a keeper of evil men. 7. , son of , of the second house of . 8. , of the house of , whom the Class of and nine- teen-hundred did choose to be their president. 9. , and 10. , daughter of , son of , of the house of . 11. — , whose surname is , and 12. ■ , of the house of , who now speaketh these words of wisdom unto you. So, it has come to pass, that of the one-and-twenty, who did enter his land, in the year and nineteen-hundred, only twelve will de- part, for verily, verily, I say unto you, that broad is the gate and wide s the way that leadeth to the High School, and many there be that go n thereat; but strait is the gate and narrow is the way that leadeth to jraduation, and few there be that find it. Four years hath the Class of and nineteen-hundred sojourned n the land and gathered the fruits from the tree of knowledge. Now, say unto you, they depart thence to go each a separate way to lands hey know not where, to do they know not what. But it is written, How much better is it to get wisdom than gold! and to get under- tanding rather to be chosen than silver!" "He that keepeth under- standing shall find good." So, "let us not be weary in well-doing, for in due season we shall reap if we faint not." And, now, may the blessings that ever attend the noble and good, est and abide with us, each and all, now and forevermore. Amen! GROWLER. Daisy Elliot. WELL, everything goes wrong. There never was a crankier set of people than this Class of . If anyone fondly imagines there would be no domestic strife in this class, let him be de- leived no longer. There has been civil war from the time our class was organized. It was nothing but a woman's-rights society from the Deginning. These are all right in their places, but the idea of a class without any boys in it! — and how does a class-yell sound without any- ane to yell bass, only a few feminine shrieks? What have the Junior Class done, and what spirit have they shown? From the way they oegan we expected great things from them. The idea of all those big, 72 WERNER'S READINGS NO. 54 strong boys not making any more noise than they do, and only givinj their yell once! The societies are doing nothing but fight one another They have had no program posted for a month or two. I wonder i: their talent has all run out, or does it all belong to the Senior Class: Have they no time for society work? Talk about the telephone being an advantage — the one in the office is a perfect nuisance. At least ter minutes every day is called to answer it. With careful computa tion, we have found that in the last three years over four days havt been spent at the telephone. Just think of the time lost! How awfullj tiresome it is to climb so many steps! There should be an elevator ir every room furnished with brussels carpet and upholstered chairs. The idea of being compelled to attend chapel in the same room in which wc recite our lessons, just because people are too lazy to climb the steps to chapel hall. Think of a room fitted up for chapel purposes and never using it! How impolite in those people who insist upon occupy- ing the front seats in chapel, when they know that those seats belong tc the Seniors! The College Choir has not appeared one morning in chapel, so that we could distinguish them from anyone else. They ought to favor us with an anthem, or a solo, every morning, or at least once a week. To make things more aggravating than ever, this weather is simply horrid. It is cold enough to wear our sealskins every day,' then to rain every day is enough to make one cross, and see things through a blue atmosphere. The idea of tearing up that bridge just before Commencement. Half the town will stay away on account of it, But now, as we have had to endure such unfavorable circumstances for the last three years, my wish for the Class of is they may sail ori smoother seas. PRESENTATION ADDRESS. Reverdy E. Baldwin. Honored President and Members of the Faculty: FROM the moment of entering the Normal College we have looked forward to the goal which we have this week attained. During the time that we have been here we have learned to love our alma mater with a love that neither time nor distance can efface; and^ though soon we enter upon new fields of work, we shall always hold our Normal College in grateful remembrance. While we appreciate the instruction and the professional training received here, we hold in] still higher estimation the benefits and lofty ideas derived from contact with our instructors. To you, Honored President, we are especially grateful. We are deeply conscious of the zealousness of your efforts in our behalf. We hope to be remembered for what we have done. We know that we can confer no greater honor upon the institution of which we are all so proud than by conduct befitting the instruction received here; but we; wish to leave some slight token of our gratitude. Mr. President and 1 Faculty, it gives me the greatest pleasure to present, in the name of the Class of , this chair as a memorial to Normal College, together with our unspoken but heartfelt wishes for the continued welfare of our alma mater, whose interests we shall always have at heart. COMMENCEMENT WEEK 7Z PRESENTATION ADDRESS. Daisy Elliot. CLASSMATES: It falls to my lot to do the presenting on this occasion. I have a treat in store for you, and it gives me pleas- ure to spring it on you at this opportune time. That you have been good and faithful students goes without saying, as none of you have been expelled from school, and you have been permitted to grad- uate with honor and distinction. This is evidence that you are entitled J to the presents you are to receive. This is perhaps the only occasion I shall ever have of posing as Santa Claus in full view of the audience, | and I hope you will not be perplexed when these things are unfolded j to your view. I say this by way of preparing you for any surprises, : and sort of put you at your ease. Miss , it gives me pleasure to present you this token of my I regard, and I regret that my limited shopping experience prevented me making a more elaborate choice. Knowing your expressed fondness ; for travel assisted me in solving the problem, and I lost no time in i determining what would suit you to a nicety. I will now present you | with a trip to Europe. Here you v/ill find a ticket that will entitle you to steamer-passage, and the trip is all mapped out. When ap- jproached by a steamer-purser or railroad-conductor present these doc- uments. I have ycur passport, and most important adjunct, meal- tickets. Hoping you will enjoy yourself, and write often, I consign you to the tender mercies of the steward and the horrors of sea- ■ sickness. Miss , knowing your domestic tastes, I had no trouble in select- ing an appropriate present for you. This is something that you can mortgage if adversity comes stalking along. Here is a deed to a house and lot, signed, sealed and delivered, and bearing the proper quota of war-stamps. Take it, and pay the taxes, as it will give you something to think about during your leisure moments. Miss , it gives me pleasure to give you something that will be at once useful and ornamental. It will not be so burdensome as real- estate or as fleeting as ocean travel. You can wear it conspicuously and display it to admiring friends without apparent intention. I here- with present you with a diamond-ring. The luster of the stone is more powerful than that of a forty-power electric light, and, if placed side by side with the famous Kohinoor, it would make the latter look like a bargain-counter remnant. PARTS OF SPEECH. McLandburgh Wilson. The pronoun said: "You'll find it true The world is made of me and you." The noun proclaimed: "From me all springs; The world in truth consists of things." The verb announced: " 'Tis plain to see What makes the world is just to be." Conjunction cried, to end the tiff: "You'll find the world all hangs on if." 74 WERNER'S READINGS NO. 54 PRESENTATION ADDRESSES. Edith Putnam Painton. PRESENTING A RING. DEAR FRIEND: Many times in life we wish to express appre- ciation of the merit of a friend, and gratitude for what he has done for us. True friendship is what makes life worth living, and yet at times we are apt to find it hard to express in words the true value of what that intercourse has been to us. We are all cowards, when it comes to speaking of the deeper, holier emotions of the soul. Perhaps it is because we are not gifted with the power of expressing all that is within us. The poet tells us, ' "Passions are likened best to floods and streams, The shallows murmur, but the deep is dumb," so, perhaps, our silence proves how deep our affections really are. Dear Friend, to you we wish to express, in some degree at least, our appreciation of you. We know how much good one appreciative word may do, but words are hard to say, as we wish them said, so we have decided to express our appreciation by means of this little gift — this ring, which we beg you to accept, not for its real value, but because it symbolizes our sincere friendship. Like this ring, our friendship is, untarnishable — pure gold without alloy; and, like this ring, our friend- ship is also endless, and shall shine with added luster as the years pass. We hope you will wear it in remembrance of the appreciation of your friends, and never forget that just as this ring encircles your finger, closely, firmly and warmly, so shall our respect and affection ever en- circle your life. PRESENTING CHINA. Dear Friend: Wishing to choose some token to present to you in commemoration of our long friendship and enduring affection, we have wished it were possible to select something that would be to you a continual reminder of us and of our appreciation of you, because it would in some way symbolize our feelings, and keep ever alive the thoughts you have taught us to have of you. But this was not by any means easy; for, though we found much to desire, and much we felt' you might appreciate, it was not just the thing we most wished to pre- sent. We knew the monetary value of the gift would not enhance it in your eyes, for it is only the thought of the giver concealed, or rather, expressed, in the gift that makes any offering dear. Hence we sought not for elegance, but for significance. We thought that if we were to choose a gift commensurate with our appreciation of your friendship, it must needs be a large one, and that if it were only within our power, we should gladly give you the world. Of course, we can't give the world, that is not ours to give; but we can give a little bit of "China," which may be as much of the world as would be acceptable, anyway. So, dear friend, as a slight token of our esteem and respect, we beg you to accept this bit of china, always remembering that it is only a small portion of the big v/orld we in the fulness of our hearts would have gladly bestowed upon you, had it been ours to give. COMMENCEMENT WEEK 75 PRESENTING A CANE. Dear Friend: It is a pleasure to express something of our esteem for your sterling worth and nobility of character, and to assure you that, one and all, we are your true friends. Friendship is a great and wonderful gift; it means more than we can say to those who give, as well as to those who take. A friend should be one on whom we can lean when the road is rough, slippery and steep; one ever present to lend a helping hand whenever assistance is needed. In this world of work and worry, it is not always possible for friends to be with us except in spirit, therefore, it is necessary that they should be kept ever in mind, that the bond of sympathy should remain unbroken, and that we should be made to realize that distance is, after all, when hearts are filled with affection, no barrier to true friendship. Dear old friend, such is our friendship. We should be happy to be ever near you, a prop for you to lean on over hard places, and a guide to assist you over slippery paths. As this cannot be, we offer, in our stead, this cane to be your companion. On this cane you may lean, feeling secure against the difficulties in your path. Accept it, please, as a token of all we should like to be to you. Whenever you lean on it, remember that you are leaning on us; that our love, in this material form, is supporting you over the ups and downs of life, PRESENTING A BOOK. Dear Friend: How many, many times we have noble thoughts that we should like to express to our friends, but, when we try, we find our tongues falter, and that our lips refuse to speak properly what we wish to say. We think with Tennyson, "I would that my tongue could utter The thoughts that arise in me." We know it is not owing to any lack of thought or of emotion that our tongues are tied, but merely because we are not gifted with the power of expression. That is why we find comfort in books. We find authors expressing our thoughts and feelings better than we can ex- press them; we feel strangely akin to these master-minds, and pass hour after hour communing with them. Dear friend, we are now in that position. There is much of esteem, respect and affection in our hearts we gladly would express; but words fail, and anything we can think of seems inadequate. We, therefore, have chosen this volume of , and trust he may say in our behalf all we would gladly say to you. May you spend many happy hours communing with him. At such times remember your friends. Know that through him we are trying to speak to you, and that our respect and esteem for you remain undiminished. PRESENTING FLAG TO A SCHOOL. Dear Young Friends: I bring the greatest gift heaven ever gave the American people — the symbol of our liberty, the glorious Stars and Stripes of American Independence. Is there one of us who does not love its gallant folds, whose heart is not thrilled by every wave of its bunting in the free breeze of heaven? How can it be otherwise when 76 WERNER'S READINGS NO. 54 we remember all that it has stood for, all that it has cost us in bloody battles and in fire, all that it means to every one of us as American citizens? You, my young friends, are the future men and women of our nation; into your hands we place this glorious banner; into your care we place its honor, its purity, and its strength. It is your hand that will keep it unsullied, or that will desecrate it with stains of shame. Take it into your care reverently and prayerfully, resolving that no act of yours shall ever bring a shadow of disgrace upon it, even though it be soaked with your life's blood. Pledge your lives to keeping it and all that it stands for unblemished. So far, as lies within you, up- hold its principles of honor and righteousness before the world. Re- member, "There are many flags in many lands, There are flags of every hue; But there is no flag in any land Like our own Red, White and Blue." And why? Because there is no other flag under the blue canopy of heaven that stands for the ideals of truth, honor and liberty that wave from every fold of that Star-Spangled Banner; no other flag has cost its defenders all that Old Glory has cost us; no other flag exists for which so many hearts pray daily, "Our Star-Spangled Banner, O long may it wave O'er the land of the free, and the home of the brave." SENIOR CHARGE. Lo Amy Heater. CHARGES are many and varied. Some full of impetuosity and vim; others as silent as the forces of nature. Some brimming with merriment and glee; others so heavy as to crush individuals and corporations. But just where to class the Senior Charge to the Juniors is a query for investigation. It cannot be bright and sparkling, brim full of those little pleasantries usually found in college life, for we, the Class of , must preach what we practiced, and it is a fact we have not one grade for practicing those college-tricks, so ably ex- plained by the eminent professors at the dinner-hour when recounting their experiences. Nor would we have it heavy, for its aim is not to crush, but to awaken a spirit of work and gayety. Nor can it be full of impetuosity and vim, for the words will become prosaic and solemn. And how could it be silent as the forces of nature, and we four girls in the- Class of — ' — ? for women will talk, you know. Therefore, place it where you will but its charges heed. In fancy the Class of , rep- resented by naughts in the catalogue but not in reality, can be seen treading the paths we so reluctantly abandon. That you may avoid the perilous places and narrow escapes, we of , your Seniors, under- take the grave duty of bestowing this charge upon you. The next year will be full of good things within the grasp of the Seniors, but you must guard well if you obtain them. Already the next class is planning, and the attempt to place their banner where you think yours ought to be will cause you endless trouble. Class rushes will make the corridors COMMENCEMENT WEEK 77 resound, and right here be watchful. Choose well your time, or two rushes will be imminent and the outcome doubtful. You need not guard particularly against dismembered limbs, for is the dawn of peace. Words will be the future weapons, and your ability to cope with adversaries great, and adversaries small, with these chosen weapons, is assured. Indeed, ycu could not fail here, for the Class of have been faithfully taught the power of words. But should rescue be necessary, fly to the office — there lies the dictionary. Our lighter charges have been given. Our alma mater's horizon is wide. Out from its threshold we go sadly, yet gladly. Sad because of separa- tions; sad because we would yet like to linger near the source of in- spiration, for with the passing days our ideals have grown, and the goal once looked forward to now seems but an entrance. Yet glad because more strength has been given for life's work. Glad because the Senior duties fall upon Juniors so loyal and true. The Senior year bears its trials, the responsibilities increasing with the work. Yet you will take it well fitted for the work. The training of the past years has de- veloped strength and reserve power. With this, and the desire for self- culture, the mountains in the distance will become hills. The traditions of the college must be preserved, the sentiments for which it stands, advancement, culture, liberality, must be maintained. The other classes are to be encouraged by example more than precept, for there is no one so humble but owes this simple yet priceless instruction. This work now falls upon you. We have reached the parting of the ways, and hopefully we pass beyond, knowing full well the duties transferred to you will be faithfully performed, and the honor of our alma mater upheld. SERVICE THE FINAL TEST. (Class Prophecy.) Edith Kinkaid Butler. THERE is one prophecy remaining, greater than all the other prophecies — a prophecy that has never failed, a prophecy that breathes truth and power, — the prophecy of inspiration! So I prophesy to you — by inspiration, by the inspiration which four years of association with the earnest, eager minds before me have brought, so that I may foretell the future, for • "The present still is echo of the past: Of both, the future will an echo be." In just the ratio I have seen you, by sincere, earnest endeavor, forming a nucleus, the seed from which a useful, satisfying future life can grow, can I predict to you the fulfilment of such a life, with its accompanying success: 'Tor I hold it truth with one who sings To one clear harp in divers tones, That men may rise by stepping-stones Of their dead selves to higher things." Among us are many individualities, many different futures to be worked out along many different lines; for it is impossible that any two 78 WERNER'S READINGS NO. 54 among you should have the same destiny, and yet each one desires the same ultimate result, — success. Whether you will have it or not re- mains with yourselves. For four years you have been earnest, sincere seekers after truths, finding strange relationships between your bodies and your minds; gaining strength and power, physically and mentally; forming beauti- ful, lasting friendships with the great minds of literature, and above all, a broader, sweeter sympathy toward all the world. Have you, then, gained anything of value to yourselves? If so, what are you going to do with it? Cherish it? Use it as a means of isolation to set you apart and above your fellows? If there be things of value to you they will be of worth to others ; and, knowing you, Class of , I can say that you are going forth to give of your store to those who lack. Those of you who have sincerely adopted the principles taught here, who have truly entered into the spirit of this institution, are going forth to work — to sincere, earnest service to all who need you. And the need is great, for everywhere comes up the cry of a wasted race, poor in body and cramped in mind. Crammed in mind might be said also (for you will go forth to meet the idea of education as a pouring of informa- tion into a certain receptacle), but for the fact that the receptacle is too often of the nature of a sieve, which allows the information to run through, so that the brains are as empty when the process is com-' pleted as at the beginning. In the first place, then, you are going forth to serve. The world is full of the idea, "I am I, and you are you, and each one must make the most of himself." And, after all, the old world is right, only it has just a mistaken idea as to what making the most of oneself is. It is not to knock your brother down that you may take his place. It is not the development of your powers to serve as a pedestal upon which you may pose as a marvel to the assembled multitude, for the multitude is very apt not to assemble for such a purpose. But it is the utmost development of your powers to serve as a means by which you may lend a helping hand to all with whom you come in contact. Let them feel that you can and will help them up on the pedestal with you, and the multitude will be there, every time.' The world will not accept you from pity, nor from admiration; but your ability to serve is the final credential which will open to you every opportunity. And you can serve, Class of . For four years I have seen you growing slowly, but surely, toward a higher plane of think- ing and living; seen you gaining such possession of mind and body that both become active in the service of the soul. These things you can in turn carry to the world without, — the world with such possibilities for health and strength, so sadly perverted; the world with its infinite capacity for love and sympathy, so strangely warped. You will carry with you, out of your fresh young experiences, the health, the compre- hension of truth, and the larger sympathy and love it so really wants, in spite of its apparent obliviousness to those things. You will carry with you that which the world needs most, a ten- derer sympathy and deeper love to all mankind. There is one certain thing that marks the climax of all human power, and when this has been done we know the best has been done that can be done, and this supremest thing that any one can do is to love. From the day of your entrance here as Freshmen you felt that loving, believing sympathy, COMMENCEMENT WEEK 79 that firm belief in your innate potentialities, which inspired you to do your best, until, little by little, you grew to a comprehensive grasp of what it meant, and belief in it; until you appropriated it for your own; and that you will carry with you to your work, that it may do for others what I have seen it do for you. You will not be discouraged if the world does not rush to you, demanding what you have. You will go to it, carefully and slowly, perhaps, but surely, bringing it to a realization of the final and supreme prevalence of truth; for what you desire is not so much an instant, as an eternal, recognition — the fixed star, not the meteor. But neither will you sit quietly down to let the world wonder and then seek you; but you will be aggressive; you will carry your truths to people and cause them to see them so clearly that they must accept them. Truth will prevail in the end. All that is needful is that you should be living exponents of the truth you advocate. You can never lead men to a higher physical, mental, or spiritual plane than that which you your- selves occupy. Hence, as you go out from the college, you will not drop those principles and ideals which you have adopted so enthusias- tically here, nor let them slip from you by contact with the world; but you will continue to live them as faithfully as when under the inspira- tion of our college itself; for the world measures you not by what you say but by what you are, and, to carry your principles into active oper- ation, you must be living testimonials in your own bodies and minds. This, then, is the future that I read from your past. You have I learned how to think, to work, and to live, but the end is not yet. You will continue students in your study of life's larger book as you go ! forth as helpers, as teachers. Teachers! — some in the ordinary business acceptation of the word, others as readers, others as lecturers, while some will carry the same spirit into the more sacred circle of the home, and a very new home, in some instances. But in whatever capacity you go, be your sphere of action great or small, you will be true, Class of , to the high ideals, the larger plane of thought and action, at- tained through this great system of education, which has daily de- manded the utmost we could give of sympathy, faith, and love. You will go forth with your best to serve the world. As the world sees the service, it will acknowledge you and assure your success. Be true : to your principles, be true to yourselves, "And it must follow, as the night the day, Thou canst not then be false to any man." You will be true, O Class of , true in the greatest, and true in the least; and looking into your earnest faces, I feel that in that Great To-morrow which you are to help make I can put the invocation of Tiny Tim into a solemn affirmation that God will bless us, every one. "PASS OUR BLUNDERS BY." (Opening address for small child.) Ladies and gentlemen, to you a warm and kindly greeting, And hope you will be quite repaid, for coming to this meeting. We don't expect to do great things, but then we'll try to please you; Our object is, not to instruct, but only to amuse you. Be pleased to pass our blunders by, and only note successes; And if you cannot give applause, please do not give us hisses. WERNER'S READINGS NO. 54 SPINNING-WHEEL FORTUNE-TELLING. (Grammar School Class Prophecy.) Nina L. Kendall. A GIRL enters with spinning-wheel decorated with class-colors; on spokes of wheel is tied prophecy, written in rhyme, of each class- mate. Girl explains how she fell asleep in woods one day and dreamed she met Fairy Godmother of Graduating Class of , and who, by means of spinning-wheel, was able to reveal future of class. Girl repeats magical words of Fairy Godmother as follows: "Turn, turn, O wheel, Turn round and round, Without a pause, without a sound, And as you turn, You shall be bound Each classmate's future to expound." Girl turns wheel and tells secrets Fairy had told her. Two or three prophecies are given at a time. Every time wheel is turned, magical words are repeated. A sample of one rhymed prophecy is given: "Climbing the ladder, step by step, One has reached the topmost round. As president of a Western college, Studious Willie Vincent is found." MAGIC-MIRROR REVELATIONS. (Class Prophecy.) Normalite Prophet. IN pensive mood, bringing before my mental vision members of our class, I wondered what we should be doing ten years hence. As I mused many strange thoughts came. How different the lives of the members of our class would be! What varied experiences they would have! Some might travel in distant lands, some stay at home, others be prominent in society or politics, some never heard of outside their own village. Suddenly I heard a voice, a fairy's voice, which said: "You wish to know the future of your classmates?" I* answered, "Yes." The voice continued: "It is not well to seek to know the future; to know the future is given to few, but you are one of the favored few. Come with me." I followed. I was led through winding ways knowing not whither I went. Suddenly I was stopped by a wall of rock. I started to turn back when a door opened in the rock and the voice bade me enter. I stepped in. I looked, and truly methought this is an enchanted coun- try. I knew not what to do. Again the voice, "Step boldly forward. Soon wilt thou be accustomed to this place." In the middle of the cave I saw three beings. "Are you the Fates?" I asked, with trembling voice. "We are," they answered. "For long years, aye, for centuries have we dwelt here. Never since the days of Greece have mortal eyes beheld us. You are a favored mortal. What is your request?" Ere I could answer the voice replied: "To read the future of her class- COMMENCEMENT WEEK 81 mates of ." The oldest of the Fates said: "Be it so; follow me." I obeyed. Passing through a labyrinth of winding passages we stopped. Nothing was seen until my guide lighted a candle, when I saw that I was in a smaller cave, at end of which was a large mirror. "This is the cave which conceals the magic-mirror," said my companion; "yon- der is the enchanted glass itself. Look therein and listen carefully." Breathlessly l 7 waited! My 1 guide kindled in a small basin a fire of aromatic herbs, muttering in a sing-song voice. She placed the basin in front of the mirror and blew out the candle. The mirror was now illumined brightly, rest of cave being dark. Suddenly I saw a change in the mirror. I seemed to be looking into a hospital. Among the nurses alleviating pain and soothing patients, one seemed very familiar. All the years had not changed her, she was still the same happy ; fulfilling the report known perhaps only to a few in the first year of college life at . This vision faded. I saw a large and brilliantly-lighted hall filled with an appreciative audience. The speaker held them as in a spell. Now they wept, then laughed. He turned them at his will. Who was he, do you ask? It was — well, you all know him. Again the scene changed. In a quiet study she turned and I saw Miss , who had entered upon her poetic career as class-poet. Sev- eral volumes of her poems lay on her desk, and she was preparing another. I saw a book-store. A school-girl asked for a copy of essays. The clerk said he had sold the last copy, but would get a supply. I heard the clerk say to a gentleman: "Schools are studying modern essayists instead of the older ones. Miss is one of the best of recent writers." Not until then did I know that our class-essayist had met with such marked success. As the book-store still remained, I concluded more would be seen if I waited. Another young lady entered. Intuitively I knew she was a Normalite before she asked for the book of questions and answers for sketches in drawing by Miss . The book-store vanished; my* thought traveled back to room , but these memories were quickly dispelled by the sight of a bulletin announcing a lecture on "The Art and Science of Questioning." Would you believe it, the lecturer's name was the very same person who, when graduating from High School, hsd a book presented to her to write her questions in, Miss ? Then, catching a view of the Governor's mansion, I was not sur- prised to find in the Governors chair one who formerly taught, but was now practicing, civics. The door admitted a portly gentleman. The Governor exclaimed: "Why, hello, !" The portly gentleman was a bank cashier; he received his first impulse for finance when in the Class of . Next I saw a beautiful garden in which violets were the principal flowers. I had an image of the young lady who always wore violets. A lady and a gentleman appeared walking in the garden; as she raised her head, I saw it was — well, she was ■ in college, and I thought she must be as fond of violets as ever. This scene faded away. I saw a room in which sat Miss talk- ing to herself. I heard her say: "Yes, I suppose I am fond of hob- bies; I taught school, traveled, was governess. What they'll say to this. 82 WERNER'S READINGS NO. 54 latest wrinkle?" I wonder if it was the same wrinkle that existed before she attended the . Then came a doctor's office. Whom should I see but Miss . Don't misunderstand me. I do not mean that she was a doctor, but a doctor had conquered her fear so completely that she was no longer known as Miss . Next in a store window was a large placard announcing a demon- stration of a safety hat-retainer. In the store was Mr. , inventor of the patent hat-retainer, by means of which men were sure to find their hats where they left them. Mr. was selling them as fast as he could hand them out. No doubt he had profited by his experience with the medical students at . / In an art-gallery I saw one of the small members of our drawing- .■class putting into practice the rules formulated by her many years ago. 1/ I learned that Miss was now an artist, and had her first picture hung "on the line." Within a Quaker meeting-house sat a quiet assembly robed in gray. Among the audience I spied the familiar faces of ■ and . Next came a view of the "heavenly twins," known otherwise as the "kittens," or "pussy-willows." An orthodox Protestant church next caught my attention. Would you believe it, in the pulpit was Mr. ? I could have irnagined him delivering a lecture on "Hot Air," or sounding the praises of Omega Oil, much more easily than in his attempts to expound the Gospel. Next a large concert-hall, where the attraction was a distinguished pianist, Miss , just returned from a European success. Several views quickly passed, showing school-rooms of every de- scription, from kindergarten to high. Among the teachers were some familiar faces, as Miss , Miss . Then a beautiful reception-room filled with talented and learned people. The hostess was Miss , society leader; to attend her social functions was considered a great favor. The center of attraction this evening was Miss , prominent mineralogist, just returned from abroad with specimens for her already extensive collection. Next came a great contrast. I was in darkest Africa, and whom ^should I see but Miss , there as missionary. The following picture showed a gondola floating on the canals of Venice. In it was Miss , married to an Italian count. An Old Maids' Hall formed the next picture. Here that happy . group of girls who used to come from , now lived. Doubtless you w^all know them, the Misses , , and . They had all settled down to a "single state of blessedness," and as each had a pet cat, I concluded they had lost all hopes. I saw a study in which Miss and Miss were compiling a geography, right up to date, containing questions for all phases of the work, — detailed descriptions of journey methods, etc. Miss was busy in a laboratory, for she had become a noted botanist. Next Miss , in such an environment that I concluded here were "two souls with but a single thought." Again a large hall, where Miss , (who would ever have thought it?) was presiding at a Woman's Rights Association. Among the COMMENCEMENT WEEK 83 nembers were Miss and Miss , debating, "Shall Men Be Al- owed to Vote?" Another view revealed Miss , noted singer, especially fine in Jcotch songs, her favorite being "The Campbells Are Coming." A large and attractive building next caught my attention. On the awn sat Miss , matron of an orphan asylum, surrounded by a host f children. Now came a voice, my Fairy's voice, saying: "Seek no longer to ook into the future; the thread of prophecy has come to an end." Had been asleep? Had I been dreaming? I found myself in my own oom, the clock striking one, sheets of manuscript on table and on loor. Finding that my manuscript did not include all of my classmates, called to my Fairy to give me again the magic-mirror, but no re- ponse came. Dear classmates, those whose futures I have not re- ealed, I have done what I could, — be kind enough to overlook my hortcomings and patiently to wait for what the future has in store or you. LAWYER'S TEN COMMANDMENTS. James M. Ggden. (From address at Law School alumni banquet,) 1. Be loyal to interests of client whose cause you have cham- ioned and in his cause be guided by high moral principle. Do not let he amount of your fee determine the amount of your industry. 2. Neither underestimate nor overrate the value of your advice and ervices in your client's behalf. 3. Be honest with, and respectful to, the court. 4. Do not depend on bluff, or trick, or pull, to win a case, but epend on thorough preparation. 5. Give a measure of your best legal service to such public affairs s may best serve your community. Remember also to protect the de- snseless and oppressed. 6. Never seek an unjustifiable delay. Neither render any service, or give any advice involving disloyalty to the law. 7. Be friendly with and keep faith with fellow-members of the Jar; publish their good characteristics rather than their shortcomings. Especially be on friendly terms with the young man starting in the gal profession, and, if necessary, inconvenience yourself in order to ncourage him. 8. Do not discuss your cases with the court in the absence of pposing counsel. 9. Avoid the "easy-come-easy-go" method with your finances, lank on no fee until paid. 10. Keep up regular habits of systematic study of the law. Acquire pecial knowledge in some one of its branches. Remember the law is zealous master. 84 WERNER'S READINGS NO. 54 OUR CLASS COLORS. M. Dell Adams. COLORS may mean something or nothing, much or little. Colon may be viewed philosophically; molecular structure may b< studied that the colors, merely as colors, may be more thoroughlj understood. Physiologically considered, colors have their influence 01 the sense of sight. Psychologically considered, the mind, through th< eyes, is acted upon by colors. In the mind, in the soul, there is a mean ing, there is a significance, there is a sentiment, in colors. A coloi taken as a standard may influence an entire life. A color may be th< symbol of lofty ideals and fullest determinations. The Class of stand ready to fight life's battles with the nobl< colors, red and white, on our standard. This is not a combination o: colors merely to please the eye with its harmonious beauty. There is a depth of meaning, a sublimity of sentiment, there is a loftiness o principle symbolized in our colors. With the red for valor, and the white for purity, blended together, we have to lead us the symbols of purpose noble and uplifting. The red is brilliant and deep. It speaks of a valor deep and true A valor such as our Revolutionary fathers possessed when they bravec the hardships of the stern times in the early history of our country! when they battled, not only against the power of Great Britain, bu against the treachery of Indians; against inclemency of weather, agains starvation itself. Our forefathers first planted this seed of valor whicl has been so nobly displayed by our own fathers. It was the valor o; the men of '61 that prompted them to stand many times before thi enemy in whose ranks a brother pointed a musket, and this with steadfastness to right not to be surpassed. The same valor, with whicl our brothers recently displayed on board our warships, and in the hea of the enemies' fire, and in the tiresome and diseased camps, we hav< pledged ourselves to always possess. This same valor will be with u in the rough battles of life, which time is sure to place in our pathway The white is as beautiful and as significant, wherever seen. Whiti is always beautiful, always the symbol of purity. With the white an the red taken to lead us, we shall live lives of valor, of purity and truth So spotlessly pure the beauty of the white is always impressive. Ti behold snow-clad hills and valleys mantled with snow, to see on a win ter's morning trees that have been dead "ridged ice-deep with pearl is not only a sight of surpassing beauty, but it suggests to wearied hearts that once more the good, the pure, the beautiful, clothes thj earth; that the darkness of sin and sorrow have been washed awayl that life hereafter will hold less of sorrow; that it now has a fuller, deeper meaning. The spotless lily speaks the beautiful language of purity. It is th flower, sight of which often causes the wicked man to turn in his ways to stop and think of the wickedness which has tarnished his life; X.\ yield to his better nature; to ask God to make him again as pure a ; the lily. The purity of the newly-fallen snow and of the beautiful lilj we will cultivate in our lives throughout the many years we hope ma; be ours. COMMENCEMENT WEEK 85 In starting out to battle with the vigorous and the stern realities if life, we, Class of , will launch in our ship, we will float our olors of red and white, and will steer through life ever living up to he principles which they symbolize. OUR CLASS COLORS. C. S. A. 1 "P*HE golden tints of morning beam And glorify a garden bright; Where baths of sunshine splash and gleam Across the flowers in shade and light. Here lie the banks of modest green That freshly fill their humblest place, To weave a background where are seen The blossoms of a gayer grace. For stronger plants in crimson blow, Contrasting with the green about; While on the breezes to and fro, They waft delicious fragrance out. The statelier purple rather love More stiffly with the wind to play; Its sly advances they reprove, Or only bow and — look away. So shine the purple, crimson, green — As glorious as the stars of night; But brightest in the golden sheen, And over all there blooms the white. "REMEMBER, WE ARE QUITE YOUNG: H. S. Osgood. KIND friends and dear parents, we've welcomed you here, To our nice, pleasant school-room, and teachers so dear, We've wished but to show you how much we have learned, And how to our lessons our hearts have been turned. But we hope you'll remember we all are quite young, And now that we've spoken, recited, and sung, You will pardon our blunders, which, all are aware, That even the greatest may frequently share. We've sought your approval with hearty good-will, And hope the good lessons our teachers instil May make us submissive and gentle and kind, As well as enlighten and strengthen the mind. 86 WERNER'S READINGS NO. 54 CLASS-DAY DRILL FOR YOUNG LADIES' SCHOOL. Elise West Quaife. THIS drill is most effective when given on lawn. It is particularly suitable for use in schools located on an elevation of land, as line of girls passing down hill is one of the prettiest features. All girls of school may participate; longer the line better the effect. Diagram I. Costumes: Greek or fancy costumes may be used, but most effec- J tive costumes are ordinary white afternoon gowns. If desired, fancy j paper sun-hats of the class-color may be worn. White wands or gar- lands of flowers may be carried. If wands be used, let each be decorated I with class-color ribbon, twisted around and ending at top of wand in many streamers. Music: Music may be on lawn, or on porch overlooking lawn where drill is given. String instruments are best, but piano, supple- mented by cornet, may be used. When these are unattainable, young: ladies may sing appropriate songs in slow march or waltz time. For instance, if class-color be purple, and class-flower the pansy, young ladies may sing "Only a Pansy Blossom." DRILL. 1. Line forms in the house. Let young ladies be graduated in size, smallest girl as leader. Wands or garlands are held in R. hand. Girls; pass slowly out of house, wand's length apart, and follow leader slowly down hill, as shown in Diagram I. Make as wide curves as are effec- tive in square space previously laid out and indicated by stakes, trees, or other natural means. COMMENCEMENT WEEK 87 2. When bottom line center of square is reached, leader passes to R., next girl to L., and so on. They pass in straight lines around sides of square, meeting at top line center. A * X t |\ ' |P X 1 ■ s J X 1 v / \ * % * K -1 \ J , / i / i J 1 t 2. >. ; J V 1 1 \ Diagram II. 3. Form in couples at top line center, and pass down slope in straight line to bottom line center. First couple passes to R., second couple to L., and so on. They pass around sides of square in straight lines to top line center. C r V % } ' V * *, ( *t * \ i e- ,v 1 A X * X X X Diagram III. SL WERNER'S READINGS NO. 54 4. Form in fours (one couple from each side) and pass down slope in straight line to bottom line center. When bottom line center is reached, girls separate into lines wand's length apart. Outside lines pass along as indicated by arrows 1 (Diagram II.); inside lines pass Diagram IV. along as indicated by arrows 2 (Diagram II.). As girls pass along they hold wands between them horizontally, and pass back up slope to top line center. 5. Outside lines march down slope in direction indicated by arrows 1 (Diagram III.) ; inside lines march down slope in direction indicated by arrows 2 (Diagram III.). They pass along as before, holding wands Diagram V. COMMENCEMENT WEEK 89 between them horizontally. When bottom line center is reached, two R. line girls pass around square by way of R. and two L. line girls pass around square by way of L. Once again they meet at top line center. 6. Pass in couples to center of square; separate, and march as in- dicated, by arrows in Diagram IV. Diagram VI. 7. When R. and L. back corners of square are reached, girls turn and pass along as indicated by arrows in Diagram V. When girls meet at center of square, smallest girl (original leader) crosses first, then leader of other line, and so on. 8. When lower R. and L. corners are reached, girls face center of Diagram VII. 90 WERNER'S READINGS NO. 54 bottom line and march near to center of bottom line. Here they raise wands or garlands high, and, with them touching, pass in couples up slope to top line center. 9. When top line center is reached, couples in lead lower wands or garlands, turn round, march down slope under wands or garlands of girls who are passing up slope. Each couple in turn does likewise. (See Diagram VI.) 10. When first couple reaches bottom line center, girls separate, one girl passing to R. and other girl to L. in front of each other, as shown by curving arrows at bottom of Diagram VI. They pass around sides of square and back to top line center. 11. When leaders reach top line center, girls are in single file about sides of square; they all join hands, holding wands or garlands vertical, form circle, and dance twice around merrily, stopping when smallest girl (leader) is near bottom R. hand corner. All unclasp hands. 12. Smallest girl leads others diagonally across square to top L. hand corner, then around in curved line as indicated by arrows in Dia- gram VII. Diagram VIII. 13. From their position in No. 12, girls divide, clasp hands, make two separate circles, and dance around twice; then unclasp hands and^ following lead of smallest girl, pass up side of square to top line center. 14. When top line center is reached, girls hold wands or garlands flat above heads with both hands, then pass down hill in serpentine! fashion, as shown in Diagram I. 15. They pass around square by way of R. side to R. side center. At this point smallest girl leads them, as shown by arrows in Dia- gram VIII. 16. When top line center is reached, wands or garlands are raised obliquely above heads with R. hands; and, with bodies gently swaying, all waltz around square and up slope, finally lowering wands or gar* lands and tripping lightly into house. COMMENCEMENT WEEK 91 CLASS-DAY TOASTS. (Curtain rlaea on seven girls sitting in semicircle, large lily, or bunch of lilies in left hand. Middle girl acts as toastmaster throughout exercise.) I.— PHILOSOPHY. TOASTMASTER. Dear friends, we have met to celebrate in feast, not a feast of viands, but a "feast of soul," an occasion that, to us, is both sad and glad. It were easy to fall into the melancholy manner of Ophelia, "loaded with sweet flowers," and to murmur, "Here's rosemary, that's for remembrance; and there's pansies, that's for thoughts," but there is more gladness than sadness in our hearts, as we come bearing lilies, beautiful symbols of Eastertide, that time of renewed life and hope. This, too, is another awakening, awakening to duties and responsibilities facing us as we step out into the world. It is a time for beginning over again. If we have made mistakes, let them be forgotten save as reminders for the time to come, and let us set our faces in the right direction. Our lilies breathe hope and faith, of opti- mism. The optimistic life is the happy one; buoyant hope may be dis- appointed, its fondest anticipations may not be realized, its full measure of success may fail of attainment; but the hopeful heart does not jump to the conclusion that this is simply and solely a world of disappoint- ments; it accepts and makes the most of what is attained, and bravely tries for "better things next time." Such is the true philosophy of life. Let us study it until we are able to say with the poet: "I see more light Than darkness in the world; mine eyes are quick To catch the first dim radiance of the dawn, And slow to note the cloud that threatens storm. The fragrance and the beauty of the rose Delight me so, slight thought I give its thorn; And the sweet music of the lark's clear song Stays longer with me than the nighthawk's cry. And e'en in this great throe of pain called life; I find a rapture linked 'with each despair, Well worth the price of anguish. I detect More srood than evil in humanity. Love lights more fires than hate extinguishes, And men grow better as the world grows old." A kindred subject to philosophy is religion. Next to me is one better able to speak to you on the deeper, more solemn thoughts in life than I. Friends, I take pleasure in introducing Miss A., who will answer to the toast, "Religion." II.— RELIGION., Miss A.: It has been said that "Peace rules the day when reason rules the mind." It is still truer when religion rules the heart. Re- ligion is not a supplement of life. Religion is not an addition to life. Religion is knowing how to use one's life. It is the art of living. It is knowing how to use eye, and hand, and foot; how to use intellect, and fancy, and imagination; how to use conscience, and faith, and hope, and love. If we would develop this higher life, the life of conscience, and faith, and hope, and love, we must learn to employ all the activities of life for spiritual ends and in obedience to spiritual laws. Religion has been described in three words, faith, hope, love. Faith is the power 92 WERNER'S READINGS NO. 54 to perceive the invisible. Hope is the power to see how in everyday walks a to-morrow. Love is sympathy, service, sacrifice. If these spirits have been truly absorbed and life sings their music to the soul, the days and nights and weeks and months will shine with brighter light because, more than light of sun or moon, it is the reflection from within which makes the way of our earthly pilgrimage bright or gloomy; and as, it seems to us, so will it seem by sympathy to those with whom we associate, for "as a man thinketh in his heart, so is he." Toastmaster: Miss A. has proven me right in saying she would give thoughts worth pondering. We feel uplifted and helped by her happily-chosen words. You may have heard that "Music is the child of prayer, the companion of religion," so I now ask Miss B. to speak on music. No one can more adequately respond to the toast than she, for has she not often brought to us "cheerfulness that wakes the heart to joy" with her sweet voice? Miss B., friends. III.— MUSIC. Miss B.: By our toastmaster speaking of music in relation to re- ligion, I am reminded of what Alice Thaxter wrote in admiration of Beethoven's music: "If God speaks anywhere, in any voice, To us His creatures, surely here and now We hear Him, while the great chords seem to bow Our heads, and all the symphony's breathless noise Breaks over us, with challenge to our souls! Beethoven's music! From the mountain peaks The strong, divine, compelling thunder rolls; And, 'Come up higher, come!' the words it speaks, 'Out of your darkened valleys of despair; Behold, I lift you up on mighty wings Into hope's living, reconciling air! Breathe, and forget your life's perpetual stings,— Dream, folded on the breast of Patience sweet; Some pulse of pitying love for you may beat !' " St. Cecilia stands out as the greatest patron of music. She is one of the four great virgins of the Latin church. She was a noble Roman lady, from childhood was remarkable for piety. She excelled in music, playing on all instruments, but, as none expressed the harmony of her soul, she invented the organ, consecrating it to the service of God. Forced by her parents to marry a pagan, Valerian, she persuaded him to respect her vow of chastity and converted him to the new faith, tell- ing him that she had a guardian angel whom he should see if he be- came a Christian. "I have an angel which loveth me, That with great love whether I wake or sleep, Is ready* aye, my body for to keep." Valerian sought out Pope Urban, and was baptized. Returning home, he beheld standing near his wife an angel who held two crowns of roses and lilies with which he crowned Cecilia and Valerian. They converted Valerian's brother, and the three went about doing good. Valerian and his brother were put to death for refusing to join in sacrifice of Jupiter, and subsequently St. Cecilia herself was condemned to death by Al- machius. A headsman was called in, but the three strokes allowed by law failed to do their work; the half -beheaded martyr lived three days, in which she converted four hundred pagans. COMMENCEMENT WEEK 93 Toastmaster: Music unites in one single appeal all the flood of desire that in one moment sweeps over the human spirit, lifting us to ideals and aspirations. As music addresses the feelings, so does art. Art has its peculiar characteristics making it what it is and which it shares with nothing else. I ask Miss C, who is eminently suited to speak on the subject, to address you on art. It is my pleasure to intro- duce Miss C. IV.— ART. Miss C. : Art is as wide as the human race, and as varied as human genius and character. Yet it must be judged from its height. Its masters make its laws. Their works show it at its best. It is in these, therefore, that it may be truly and wholly known. It is a representa- tion of nature, of man, and of the spiritual. The spiritual or ideal is the soul of art, giving it elevation, worth, and influence. The central principle of the ideal in art is beauty. Other principles may find place, but this holds the throne. Beauty in art corresponds to love in morals. This is the perfection of art, its crown, its charm, its title to immor- tality. Beauty is natural and spiritual; the first is in form, the second in expression. To his spiritual vision the artist gives an enduring form, visible to all who have an eye for it. But for the spiritual in art, a spiritual eye is required. Art is not a mere copying of nature; it is a representation of the spiritual or ideal in nature. Any one with a mind for the ideal may for himself see nature as ideal, even though he cannot give to his vision form or expression. But the vision of the artist is an inspiration that is creative power, reproducing the ideal of nature, not by imitation, but by creation. Hence art is personal according to the measure of its creativeness. The works of the great masters bear the indelible marks of their genius. A work of art not only represents some scene, or object, or person, but the mind of the artist. Art is never perfect, but always better than it was yesterday. So with this art of life. There is no perfect life in the sense of being all that might be possible, but every day may be better than yesterday. "Make thy life better than thy work. Too oft Our artists spend their skill in rounding soft Fair curves upon their statues, while the rough And ragged edges of the unhewn stuff In their own natures startle and offend The eye of critic and the heart of friend. If in thy too brief day thou must neglect Thy labor or thy life, let men detect Flaws in thy work! while their most searching gaze Can fall on nothing which they may not praise In thy well-chiseled character. The Man Should not be shadowed by the Artisan!" Toastmaster: Our opponents sometimes say that America has lost the soul of beauty, has banished the glories of art, that all dreams of the beautiful have been swallowed up in the practical realities of mod- ern life. For a time Puritan austerity checked the progress of art, but it has risen purer and nobler for the refining fire. This is true in literature; already in that old New England home an illustrious school of poets and novelists has appeared and passed away — Longfellow, Emerson, Hawthorne, Whittier, Lowell, Holmes, — what more glorious earnest of a bright picture for American art and literature? I shall ask 94 WERNER'S READINGS NO. 54 Miss D. to pay a tribute to literature. I have the honor of introducing Miss D. V.— LITERATURE. Miss D. : Literature, like art, is a representation of nature, of man, and of human life. It is, like art, an ideal reproduction of them, which, in a certain appearance, makes them fixed and communicable. Paint- ing, in its influence, is more vivid, — words are more full and expressive. Literature is, therefore, like art, a creation, whence it derives its per- sonal or individual character. The character and excellence of literary productions correspond to the individual genius of the writers. This is true in some sense in other writings; but in literature it is seen in a higher degree. The reason of this seems, to be that literature is more a work of art, that is, more of a creation by the individual mind. But literature is not only individual but national; and, as national, histori-, cal, in that it covers various periods of national life. As national and historical, it is composite and comparative, shewing not only many in- dividuals, but many nations and ages in manifold and various aspects. The influence of literature arises from the fact that the writer possesses in an extraordinary degree what all men possess in an ordinary degree — he to create, they to appropriate and enjoy. A few minister to the many. The imagination of the writer excites the imagination of the reader, contributing to his pleasure and profit. Truth appears in liter- ature rather as sentiment, that is, not in an abstract, but in a concrete form, or as proceeding from, and addressed as well to, feeling as to reason. It is truth as it appears and is known in character, conduct, and life; hence its influence in literature is of the same kind as its in- fluence in actual life. Toastmaster: The present has sprung from the past, and presses on to the future. The present is the past maturing. The past is in the present, not as past but as enduring. The present, because of pro- gress, is more than the past, but history possesses the highest interest and importance. History comprises events relating to men in what they are, do and say, — to government, laws, institutions, religion. I propose that Miss E. respond to the toast, "History." Miss E., friends. VI.— HISTORY. Miss E.: History is a great romance. Fancy and reality are blended in almost imperceptible gradations. The true and the false play through such mystical lights that the one seems scarcely distin- guishable from the other. But with all its varying accidents, the record of nations is a story of the triumph of substance over mere shadow; its one great lesson is that right must ultimately prevail. A State is true and permanent only as its institutions and outward development ex- press an inner spirit answering to the highest principles of the soul. If a nation lack this deeper life, if it be animated by no nobler senti- ments than mere material ambitions, its glories are as transient as the golden tints of sunset. The history of America is a miracle of practical progress. The treasures of commerce and industry have been bestowed with lavish hand. Prosperity abounds in riches and in luxury such as no other people ever knew. But is there nothing deeper than the gilded COMMENCEMENT WEEK 95 surface? Do the eternal principles of love, of beauty, and of truth, have no part in this civilization? Let history answer. Was it love of gold that stirred the hearts of the colonists to shake off the shackles of tyranny and stand forth in the glory of their free manhood? Was it desire for comfort that caused the nation to rise against the curse of slavery, and proclaim all men, by divine right, free and equal? Is it deification of wealth that has made it possible for poverty to claim the highest honors of the land, and for every man to stand by no other criterion than that of individual worth? Is it love of luxury that has founded crusades for temperance and conceived schemes for worldly evangelization? Is it thoughts of gold that have established free edu- cation and freedom in religion; that have emancipated woman; that have formed visions of eternal peace? There are principles in this nation's life deeper than any avarice. And in these we find the true soul, the real groundwork of American civilization. Glimmering bub- bles they appear, but eternity has stamped them for her own. They will endure "When seas shall waste, the skies to smoke decay, Rocks fall to dust and mountains melt away." Toastmaster: In the march of progress no greater influence has been brought to bear upon human culture than the growth in language. I shall ask Miss F., who is eminently fitted to point out the beauties and influence of words, to respond to the toast, "Language." Miss F. VII.— LANGUAGE. Miss F.: There is close connection between growth of language and the whole progress of human development. In every age language bears the stamp, to some degree, of the prevailing tendencies and ideas of the times. New subjects of thought occupy the minds of men; new phases of society, new questions of life, and duty, and destiny. It is true there are other ways that thought may be communicated; for ex- ample, by gestures, signals, and pictorial signs. But the expression of thought by means of language, that is, by articulate speech or by writ- ten characters, is the most exact, the most noble, and the most digni- fied. Our work is not to abuse language but to ennoble and develop it; to ennoble it as the organ of divine powers to produce effects be- yond its original capacities. "They come not back — Remember, three things come not back: The arrow sent upon its track — It will not swerve, it will not stay Its speed; it flies to wound or slay. "The spoken word, so soon forgot By thee, but it has perished not; In other hearts 'tis living still And doing work for good or ill. "And the lost opportunity — That cometh back no more to thee; In vain thou weepest, in vain dost yearn, These three will nevermore return." 96 WERNER'S READINGS NO. 54 VIII.— SCIENCE. Toastmaster: Tributes have been paid to Religion, Music, Art, Literature, History, and Language. I should like to add a word for Science. The leading spirit of the age is essentially the scientific spirit, — the spirit of free and honest inquiry, of careful investigation by observation and experiment, v/ith an aim to know the exact truth and the whole truth. Study of nature, search for knowledge in such a spirit, have led to astounding results. They have transformed the world, starting it on a new and swift career of progress. They have unveiled the secrets of nature, and made man its master. They have thus vastly increased his power, by subjecting to his will the latent forces of nature. The useful arts, the numberless inventions which have contributed so much to modern progress, show science on its practical side. For science is not mere knowledge, but has its practical end in the promo- tion of human welfare. This is not, indeed, its only end, for it has a higher use in culture of the mind; but the lower use itself is its full justification, and is promotive of the higher use. CLOSING WORDS TO CLASS. Classmates, we cannot sunder the pleasant associations which have bound us together, without acknowledging the debt of gratitude we owe to our teachers, and to our school, for their fostering care. I propose that we all in unison pay tribute to teachers and alma mater. May prosperity and happiness attend them! • (All rise and, standing in semicircle with upraised lilies, repeat in unison the following:) "Gracious teachers! if bewildered We have halted by the way. If low bowing: o'er our failures, We have lost hope's cheering: ray, Then thy gentle guidance lending - , Thou hast bade us lift our eyes; When, behold! the goal seemed nearer. Brighter shone the glorious prize. "Alma mater! noble mother! Give us of thy mighty power; Bless us with thy far-famed wisdom; Cheer us in the parting hour. We are going forth to conquer Foes without and self within; Onward, forward, ever pressing, Laurels fresh for thee to win." HINTS ON GIVING "CLASS-DAY TOASTS." 'All parts should be thoroughly memorized and spoken so naturally that they will have effect of being extemporaneous. Be dignified and impressive. Speak slowly, clearly, enunciating distinctly so that not a word is lost. * I.— PHILOSOPHY. Look from right to left at girls on each side of you. Seem not to fed pres- ence of audience. Emphasize "viands," "soul." Keep voice up on 'sad, glad, lightly suggesj TopheUa--her melancholy manner-clasp hands loosely down COMMENCEMENT WEEK 97 ront; or, if lilies interfere, bring: them together. Make gesture with R. hand as ? giving- flower, as you say "here's rosemary," and one with left hand on "there's ansies." Hold up lilies a little on "bearing lilies." Backward gesture on "if •e have made mistakes," bringing hand front on "in the right direction." • Look own at lilies brought to waist as you say "our lilies breathe," etc. Then look out lto the audience on "the optimistic life," etc. Let joy be in your tone through- nt verse. Make gesture oblique front for "the first dim radiance of the dawn;" ring hand up higher for "cloud." Point to "rose" nearer you, letting voice ex- ress "delight." _ Point up higher for "lark." Bring both hands to chest on "life." ive last two lines slowly, decided emphasis on "love," "lights," "hate" "ex- nguishes," "better," "old." Then change manner. Indicate next speaker with lpine hand. n.— RELIGION. Give toast quietly, sincerely, impressively. Use no gestures. Emphasis comes a every new subject, predicate, and object. Pause before conjunctions. m.— music. Dramatic force can be put into the sonnet. Look upward in first line. Bring ltspread hands to chest in second. Suggest listening attitude in third. Droop ead on "bow our lvi"c-Is." On "breaks over us" lot both bands be carried out ■om head, then broviiit to chest on "challenge to our souls." Let voice express reat admiration on "Beethoven's music!" Point upward oblique on "mountain saks." Fling out both arms supine on "come up higher." Sustain, that gesture trough next lines, raising arms higher on "lift you up." Bring arms clasped sross chest on "folded on the breast." Tell story of St. Cecilia simply. IV. — ART. Speak slowly. Give every syllable full value. In enumeration, as in "eleva- on, worth, influence," give all but last word rising inflection, the last word fall- \g inflection. Carry out this rule in "its crown, its charm." etc. Let voice lange as you say "so with this art of life." Give poem without gesture, bnt ake long pauses and speak impressively. In reciting poem, let voice color words Ice "soft," "fair," "ragged," "startle," etc. V. — LITERATURE. Remember ruJ? i' given in No. IV.) of enumeration here* There are several •portunities to put it into practice. Be careful of pronunciation of "literature." jast should be given without "set gestures," slowly and with dignity. VI.— HISTORY. Questions that can be answered by yes or no take rising inflections. If not, iey take falling. Increase in, dramatic fervor during toast. No particular gen- res except, if you like, on "stirred the hearts," "shake off the shackles — y° tYl »nds outward oblique, "and stand forth," head erect, hands little out from sides. a concluding lines of poem gesture with prone hands front on "seas, ' pointy ward on "skies," bring hand down on "fall to dust," then higher on moun- ■lns," and bring gradually down on "melt away." VLT.— LANGUAGE . Give first part of prose simply, voice little lighter in pitch than in other asts. Grow more impressive as you proceed, and give poem earnestly. Em- latic words are "back," "remember," "three," "arrow," "swerve," "stay," round," "slay," "spoken word," "soon," "perished," "not," "other," "still," ■ood," "ill," "lost opportunity," "no more," "vain," "yearn," "nevermore." vm. — SCIENCE. Give toast simply and earnestly. Change manner as you address class. Speak jcerely, tinge of sadness in voice. All rise, and repeat lines with uniform move- snts or gestures. In first verse, third line, slightly droop head, raising it and es on sixth line. Hand stretched front on seventh, raise hand little on eighth. ith arms outstretched on "give us." Turn hand over prone extended on "bless .'* Bring hands to chest on "self within." Extend hand in next to last line, lise lilies high on last line. 98 WERNER'S READINGS NO. 54 CLASS MOTTOES. G R AD ATI M— Step by step. Jucundi acti lab ores — Pleasant are past toils. Semper paratus — Always ready. Finis coronet opus — The end crowns the work. Animo et fide— By courage and faith. Audax et cautus — Bold and cautious. Avise la fin — Weigh well the end. Certum voto pete finem — Set definite bound to your desire. Celui qui veut — celui-la peut — Who has will, has skill. Casseis tutissima virtus — Safest helmet is virtue. Ducit amor patriae— Love of country leads. Deus major columna — God the strongest pillar. Jamais arriere — Never behind. Vincit omnia Veritas — Truth conquers alljMngs. Vigilate et orate — Watch and pray. Vive ut vivas — Live that you may live. Tout vient a temps pour qui sait attendre — Everything comes seasonably to him who knows how to wait. Vogue la galere — Forward, come what may! Gnothi seauton — Know thyself. CLASS AND COLLEGE YELLS. WELLESLEY COLLEGE: Tra la la la, Tra la la la, Tra la la la la la la, Wel-Les-Ley- Welles-ley. UNIVERSITY OF NORTH DAKOTA: (Like Indian war-whoop.) Odz — dzo— dzi! Ri-ri-ri! Hy — ah, hy-ah! North Dakota! WILLIAMS COLLEGE: Rah! Rah! Rah! Yums, yams, yums! Will-yums ! VASSAR COLLEGE: Rah! Rah! Rah! Rah! Rah! Rah! V-a-s-s-a-r, Vassar! North and South! East and West! Pennant! Pennant! P. D. S. Vassar. WEST POINT MILITARY ACADEMY: Rah! Rah! Ray! Rah! Rah! Ray! West Point! West Point! Armay! UNIVERSITY OF KANSAS: Rock — Chalk — Jay-Hawk-K. U. UNIVERSITY OF ILLINOIS: Rah — hoo-rah, Zip boom- ah! Hip — zoo, rah-zoo. Jimmy blow your bazoo! Ip-sidi-iki. U. of I. Champaigrn! UNIVERSITY OF NORTH CAROLINA: Rah! Rah! Rah!!! White and blue! Vive-la! Vive-la N. C. U. HOPE COLLEGE: H-O-P-E-Rak-Rah-Hope ! NOTRE DAME UNIVERSITY: Rah! Rah! Rah! Gold and blue, Rah! Rah! Rah! N. D. U.! HANOVER COLLEGE: Han, Han, Han-o-ver! COLLEGE OF CITY OF NEW YOI Rah! Rah! Rah! C. C. N. Y.! UNIVERSITY OF PENNSYLVANIA Hurrah, Hurrah, Penn-syl-va-ni-a, Hurrah for the Red and the Blue; Hurrah, Hurrah, Hurrah, Hurrah, Hurrah for the Red and the Blue, JOHNS HOPKINS UNIVERSITY: Rah! for the black boys! Rah! for the blue boys! Rah! for Johnny Hopkins, Rah! BELOIT COLLEGE: . . Beloit! Beloit! Rah! rah! rah! ral Scientica vera cum fide pura. Beloit! Beloit! Rah! rah! rah! ral That's the stuff! Rah! rah! rah! OHIO WESLEYAN UNIVERSITY O-wee, wi, wow, Al-lee ka-zee, zi, z Ra-zee, zi, zu, Vi-va, vi-va, vi-vi O. W. u. CARLETON COLLEGE: C-a-r-le for a C-a-r-le To- to-ny for a p-n-n Carleton! Carleton! Carleton! : - COMMENCEMENT WEEK 99 PARTING-HOUR. (Valedictory.) Edith Putnam Painton. rHE journey of life is along a road of many windings and turnings. Oft-times we find it extremely difficult to look either forward or backward — forward, because we can see only such a little way yond our present position; backward, because of tears blinding our es — tears, perhaps, of sorrowful memories, but more often, it may be, regret over loss of past joys. As we walk it, the road seems long, — is road of life; but, when we glance back over the miles traveled, •w pitiably short the road is, after all; while here and there, along path, we see the gleam of a milestone marking the passing of one are mile. To-day we, as a class, reaching the first milestone, pause to look ck over the last four years with strange blending of regret and s^tis- :ticn. Ever since we began our studies, our eyes have been turned this hour as the goal _pf our ambition. We have studied for it, irked for it, planned for it, thought for it, dreamed for it, as- the alization of our hopes and desires. As year after year passed, it emed almost as far off as ever; and yet the bright star in our path- ly led us on until at last we stand at the gateway, and half-gladly,. 3f-sadly, look backward. For four years v/e have traveled hand in nd along a sheltered way, plucking blossoms of learning as they ew close to hand; and, what is of even greater importance, gather - j also the fruits of purity, nobility, and truth that hereafter must be mly engrafted into every fiber of our natures. We have been care- ly guarded by kind and zealous instructors from every adverse wind thought and every taint of evil to be met in aj world of action just yond us. Now our hands unclasp; sorrowfully we separate to go r different ways, to live the lives to which we shall be called, no ,[iger as a class, but as individuals. 'Is it strange, then, that we shrink >m the parting word, and draw back into the shelter of this peaceful ven, as though fearful cf the future? Our school-life has been a happy, inspiring life to each of us, a life fellowship and fraternal intercourse that cemented the class-tie, and .1, I trust, make us all look on each other in after years as something arer and dearer than mere ordinary friends. Of course, we have had ies of depression and anxiety — notably examination days, and rhetor- Is — and our appearances on these occasions may not always have led materially to our intellectual reputation. We have had sad oughts too, sometimes. Even from our Freshman year we have lized that we were seeing our happiest days; that the parting-hour i,lj 7 too soon wc'_!d separate our paths for all time, making all our ure widelv different from our past. We have learned many lessons, i[ne of them well. We realize that the most important lessons are "t in text-books. As we step out of school-life into life's-school, we «:onscious that the hardest lessons are yet to come. 'To cur instructors, one and all, we say in farewell: We may forget h text-book lore, but we shall never forget, nor outgrow, the ten- ses for good that you have developed into our characters during 100 WERNER'S READINGS NO. 54 l the last four years. Often in the time to come, our minds will tij back to you, and to your faithful and patient dealings, with us, until shall long to return to the shelter and rest of your counsel. To the Board of Education, and to all others who have helped make these years pleasant and profitable, we extend sincere than We trust we may prove by our careers that your efforts for us were - without profitable results. v* To you Juniors, who, at your reception to us, have given us hearty a god-speed, we extend our thanks, our blessing, our good-vv our best wishes— our sympathy. We know how hard it will be for 5 next year satisfactorily to fill our places. We trust you may succi in mustering up sufficient dignity to carry off the honors with so degree of fitness. - To you Freshmen, we extend congratulations that you have at 1 survived through the sufferings of the year, andJiL^flur-»ew-eepac o£Jiw*se-&5dr*" may take pleasure in avenging your wrongs -try~mft ing like tortures en the incoming class. And now, classmates, only one word remains to be said— the w< of farewell. It is a hard word to~ say. The strange lump that cor; into our throats, when we try to say it, tells us better than any w< how dear we have become to one another. So far, our paths h< lain together; we have been happy in the companionship. Now must go different ways, to do we know not what. (We may think < futures are plainly marked out, but Fate* may determine otherwise r make our lives widely different from out Kbpes^ and plansS Let however, step forth bravely and nobly/ our hearts filled and thnl with earnest and noble purposed trusting that whatever our lots may we, each and all, may be identified with whatsoever is noble and go ' Classmates, good-bye! Let us, as we part, determine to "So live, that when thy summons comes to join The innumerable caravan, which moves To that mysterious realm, where each shall take His chamber in the silent halls of death, Thou go not, like the quarry-slave at night, Scourged to his dungeon, but, sustained and soothed By an unfaltering trust, approach thy grave, like one who wraps the drapery of his couch About him, and lies down to pleasant dreams. CLASS-DAY AND IVY-DAY PROGRAMS AND EXERCISES. (Suggestive.) PROGRAM I. SALUTATORY. CLASS ROLL. CLASS HISTORY. Average weight, to- tal weight, average age, total age, average height, total height, birth- place. Religious preferences; some declare they have none, others pro- fess to be Shintoists, Mormons, Pla- tonists, Infant Damnationists, Vege- tarians, etc. Political preferences. Intended occupations: name var professions and vacations, stai one pupil intends to become h ernof of the State, another pupil j tends to become president oi United States, etc. Announce W of voting on' favorite professor, II popular student, handsomest studi luckiest student, wittiest stud noisiest student, laziest student, t COMMENCEMENT WEEK 101 PROGRAM I. — Continued. ILASS POEM. ELECTIONS to secret societies an- nounced. LASS PROPHECY, satirizing idiosyn- cracies of class. RESENTATION ORATION, Class Poet receiving- wreath of ooison ivy. ALEDICTORY ORATION. EW-TREE ORATION. LASS ODE. [D?E OF PEACE passed and smoked. PROGRAM H. jRCHESTRAL MUSIC. RESIDENT'S ADDRESS. LASS HISTORY. lOCAL SOLO. LASS ESSAY. LASS POEM. DYL. RATION. OCAL SOLO. LASS PROPHECY. "RCHESTRAL MUSIC. RESENTATION. RCHESTRAL MUSIC. LASS OFFICERS: (Insert names of officers and of committeemen) : Pres- ident, Vice-President, Secretary. Cor- responding- Secretary, Treasurer, Ex- ecutive Committee. » PROGRAM JH. ALE QUARTET. LASS HISTORY. IOLIN SOLO. RACLE. ASS SOLO. ROWLER. OMFORTER. USIC. LASS POEM. RESENTATION. ONTRALTO SOLO. LASS WILL AND SENIOR CHARGE. QNIOR REPLY. LASS SONG. PROGRAM rV. XPLANATION OF CLASS-DAY. LASS POEM. RESIDENT'S ADDRESS. JLLUTATORY. PEECH OF MASTER OF CERE- MONIES, OR DUX ,> Y ORATION. ILASS SONG. ''LASS WILL AND TESTAMENT. WY POEM. LASS ORATION. LASS HISTORY. ROWLER. RESENTATION SPEECH. JUNIOR CHARGE. ASS PROPHECY. LASS COLORS. PROGRAM V. PROCESSIONAL. ADDRESS OF WELCOME. SONG. CLASS HISTORY. VOCAL SOLO. ELEMENTS OF 19 — . VOCAL SOLO. DEBATABLE QUESTIONS. VOCAL SOLO. VIOLIN SOLO. PRESENTATIONS. PROGRAM VL GLEE CLUB. SALUTATORY. PRESENTATION OF CLASS ME- MORIAL. ORATION. READING. GLEE CLUB. HISTORY. READING. PROPHECY. ODE. Sung: by Class. PROGRAM VII. IVY-DAY PROGRAM- SONG. INVOCATION. PIANO SOLO. GREETING. IVY POEM. MALE QUARTET. OUR CLASS MOTTO. OUR CLASS COLORS. PIANO DUET. n r Y ORATION. PLANTING IVY. PIANO OR OTHER MUSIC. PROGRAM VTDL ADDRESS OF WELCOME. By Class President. RESPONSE. By College President. CLASS HISTORY. By Class Historian. CLASS ORATION. By Class Orator. CLASS POEM. .By Class Poet. CLASS PRESENTATIONS. By Class Presenter. CLASS PROPHECY. By Class Prophet. CUP CEREMONY. PIPE CEREMONY. IVY ORATION. RECEPTION OF STUDENTS. By President of College. CLASS REUNIONS. COLLEGE SONGS ON CAMPUS. 102 WERNER'S READINGS NO. 54 PROGRAM IX. "SCHOOL," OR "CLASS" DAY. (For whole school.) AFTERNOON GARDEN PARTY. With program consisting- of outdoor dramatics, recitations, chorus sing- ing, etc., introducing class-prophecy or history, and class-poem. PICNIC OR OUTDOOR LUNCHEON. Toasts and speeches; class-prophecy or history, and class-poem. Singing of school songs. PAGEANT OR FESTIVAL. Historical revival. EVENING SCHOOL OR CLASS PARTY. (For graduates and upper classes.) SIMPLE DRAMATICS. MCSICALE or simple program of some other sort (ballads, national dances, etc.). MASQUERADE AND GAMES. DANCE. GRADUATION EXERCISES. (Morning, afternoon or evening.) SERVICE, address and presentation of diplomas; followed by reception (on lawn, if possible), where parents, teachers, friends and pupils may meet to exchange greetings and con- gratulations. FAREWELL PARTY. (For graduates only — possibly teachers, too.) PICNIC OR "SPREAD" (outdoors). LUNCHEON (in country, if possible). EVENING PARTY. PROGRAM X. QUARTET OR CHORUS SINGING. Music should be bright and inspir- ing. By Members of Class of . SALUTATORY. Welcoming all to exercises of Class of . (Different from Commence- ment Salutatory.) By Salutatorian of Class of . PROGRAM X. — Continued. CLASS HISTORY. Amusing incidents in college life oi graduating class that occurred ii sports, games, athletics, studiei etc.; also sketches of life of mem- bers. By Historian of Class of MUSIC. Violin or other stringed instrument By Members of Class of . CLASS POEM. Picturing college life of class. Bj Poet of Class of . VOCAL SOLO. By Member of Class of GROWLER. Humorous grumblings and forebod ings. By Censor of Class of CLASS PROPHECY. Telling future of Class of . Bj Prophet of Class of MUSIC. Instrumental. By Members of Clasi of . PRESENTATION Presents to members of class, wit* remarks. Gifts should be suited t( individual tastes and manners. Re. plies may be given by recipients. B; Presentation Orator of Class of < VOCAL SOLO. By Member of Class of . SENIOR CHARGE. Experiences of Senior class, advicj to Junior class, handing down class authority to Junior class. B; Mantle Orator of Class of JUNIOR REPLY. Accepting advice, etc. By Junto Representative of Class of — READING OF CLASS WILL. Gifts, with humorous remarks, t faculty and class succeeding. A each person is mentioned, he come forward to receive gift. By Attorne; of Class of . CLASS VALEDICTORY. Closing remarks and farewells classmates. By Valedictorian Class of . CLASS SONG. By all Members of Class of . JUNIOR CLASS YELL. GRADUATING CLASS YELI* t I ! it 1 WILLIE HAS HIS DEGREE. No more "Gliding down life's river," no more "Drifting out to sea," No more "Farewell, thee, kind teacher," Willie has taken his degree. No more "Sad the parting words we utter," no more "Let us ever fait! ful be," No more "Tender memories fondly cherished," Willie has taken h degree. No more "Brave the world with firm endeavor," no more "Strive 1 do the best we can," No more "Show the world that we are in it," Willie now is quite a ma PART IV. Senior Day, Alumni Meetings, Banquets NOTE. — Following are bints to students who find difficulty in entertaining rowds of people, college-classes and friends of students, sometimes three and four undred, who must be entertained a whole evening. Something frivolous, as well s something serious, is acceptable. SENIOR CLASS EXERCISE. (Students recite or read, each in turn, one of the following paragraphs. If esired, these subjects may be enlarged, or more subjects may be added. Music lay enliven program.) SUCCESSFUL LIFE. A MAN starting out in life has been compared to a vessel of war. t-\ The vessel knows not to what parts it must go, or on what seas ■*- it must sail. So man, in his journey cf life, must pass over many mknown difficulties, and surmount many obstacles. Through perilous torm and treacherous calms he must steer his unknown course. No ian ever sailed over the same route that another man sailed before im; everyone who starts out in life arches his sail to an untried breeze, -ike Coleridge's mariner, "he is the first that ever burst into that lonely a." BLESSINGS IN DISGUISE. It seems strange that happenings and events, which are for good l the life of an individual, should not be immediately recognized as lessings. But many good things come to us in guise of disaster and oe, and we bewail our misfortune. Only by patient, painful effort, is lything great or good accomplished. The muscles of the body be- Dme sinewy and strong by constant exercise. Every hard task per- jrmed prepares the way for another task more difficult. Disappoint- lent and difficulty form the ladder up which we climb to success, ven sorrow and failure may be blessings, if only we accept them •ight. OUT OF BALANCE. "If all cannot live on the piazza, every one may feel the sun." fais Italian proverb inspires a feeling of delight. We are made to real- e that the great blessings of life are the common inheritance of all. ooking about us, we see rain falling and the sun shining on the just id on the unjust, and we are convinced that the Divine Father would at all should drink freely and equally at the fountain of His bless- gs. He would that creation's chorus might ascend in one harmonious rain of gratitude. BOSS RULE. Selfishness is declared to be the root of all evil. The human race said to possess no small amount of selfishness. One of the marked dications of this selfishness in the political world is the "ring" and ~",s" system, or, as it is defined, that combination of persons who (WR54 — 103) 104 WERNER'S READINGS NO. 54 get possession of an administrative machine for the effecting of pef< sonal and selfish, especially corrupt, ends. Such a ring is supposed bj many to be of modern origin, but such is not the case. As far bacl as the year 59 B. C, it existed in Rome as the First Triumvirate, anc from that time on it has existed in all countries under many different names. NEGRO QUESTION. Ever since a shipload of colored people was brought to the Unitec States, in 1619, the negro has claimed a great deal of time and atten- tion of this country. Let us look at his everyday life, in his home ir the South. As a rule, he lives with wife and a dozen children in a rude hut, caring little for the problems of life. His hut has few moderr improvements and necessaries of life. In the country, he raises a little cotton and sugar-cane, or works for owners of plantations. In town h< does the lowest class of work, and his wife does washing. Domestic economy never enters his head. In farming he has no money for imi plements, but let a "Wild West Animal Show" come to town and "Sambo" is on hand with all his children. He is light-hearted, good! natured, and has great affinity for small articles which you will noi miss, as he confidently tells you. His religious convictions are emo tional, but not very deep. WRITING VERSUS WORKS. On a more intimate acquaintance with the authors of classical ano scientific literature, we learn that worthy productions are not the result of spontaneous exuberance of spirit, or of spasmodic effort on part oi the writer. Back of the writing, however worthy, is the individual wh( has drawn from the fountain of experience that which thrills, animates and ennobles the human race. INTELLECTUAL DEVELOPMENT. What is education? Education is the cultivation and improvement of the spiritual part of man. We are composed of two elements, — on< element a little dust caught up from the earth, to which we shall sooi return; the other element, a spark of that Divine Intelligence in whicli and through which we bear the image of the Great Creator. FIRE, LIVING EIRE. (After telling briefly the Greek myth of "How Fire First Came Into the World,' and likening this fire to our own flame of life, gotten, perhaps, more truly fron God than from the Grecian fire of old, the following may be added:) How plainly do we see the intellectual fire glowing in the heart o\ the true student as he attempts to solve the mysteries of nature and th< problems of life. Again, we see this fire flashing from the looks, fron the very words of the orator as he thrills and moves the souls of mer to action. "Armies have been awed, kingdoms founded and crushed the senates and sceptered potentates swayed at the option of a singh voice." To-day in our very midst we see the fire of patriotism a! though touched by the hand of God. In strange contrast to these nobli emotions which move the heart of man, we too often find emotion! which not only degrade but which also destroy. COMMENCEMENT WEEK 105 PROGRESSIVE AMERICA. A century ago imaginative writers painted idyllic pictures of scat- tered farms and hamlets, where the villager and peasant, "far from the madding crowd's ignoble strife," was secure in the possession of home and subsistence. Since that time history has worked out one of its great surprises. The latest born cf the great nations of the world has risen far beyond what its early developments gave promise of being — even beyond the expectations of our most farsighted founders and great patriots. The wildest imagination did not picture the great growth and development of such unique social, political and intellectual influences as America presents, such as are now molding affairs of monarchical Europe to a remarkable degree. INVESTMENT OF INFLUENCE. That every person's personality is the center of outreaching influ- ence, could be demonstrated had we tests fine enough. We may be utterly unconscious of the exhalation of moral forces as we are of the contagion of diseases from our own bodies. But wherever there is light, it shines; if our hearts glow with love, we are constantly warm- ing and blessing those about us, while the opposite is true, if we are selfish. We watch with delight, awe and wonder the apparent flight of the sun terminating winter and bringing summer with its birds, flow- ers, and fruits; but the human heart, glowing and radiant with ten thou- sand effects as it crosses this life's stage of action, is many times more Wonderful. RELATION OF EFFORT TO SUCCESS. Those who are born and brought up under the protection of the Stars and Stripes must naturally take delight in telling the secrets of American achievements. Every age has left its impress on every suc- ceeding age. We should carefully preserve the knowledge of the past ind transmit it to posterity enlarged by the attainments of the present. If we are to make a history that shall be studied by future generations with the same pride that idealizes Valley Forge and Gettysburg, indi- j/idual effort must ever be greater than ever before. LESSONS NOT IN BOOKS. Never in the world's history have the powers of observation been :ultivated as they are to-day. Man's contact with nature began at cre- tion and has gradually become closer and more intelligent. The trees, vhose shadows once terrified him, now furnish protection from the ele- nents, the mysterious ocean is now his public highway, and through nany strange phenomena he has discovered the forces daily ministering o his wants and needs. LORE AND LEGEND. Men love to trace their descent back to some storied greatness. Nations delight in associating gods with their origin. The early records if every nation abound in lore, legend and tradition. Back of this* >eriod of shadow and oblivion lies another period long regarded as a lark and impassable abyss. But the same class of adventurers which las reached out into the starry heavens, and down into the depths of he earth, is now revealing the unknown past. 106 WERNER'S READINGS NO. M UNCROWNED QUEENS. 1 Emperor William says of the Empress: "In my wife's dictionary I are three favorite words, 'Kinder,' 'Kirche,' 'Kiiche,' and I think much I more of a woman, who, like my wife, can prepare a tasty dish, than of I ladies who interfere in politics and try to be clever, but who never care I to know anything about keeping house decently." SPIRIT OF HOLIDAYS. Every generation has had some special task, and has performed j some special part in the development of the world's civilization. Every 1 period of time can teach some lesson; but there have been few times in I history especially marked by reason of the fact that in them have oc- ] curred events bringing forth radically new things,- — where from new conditions a new life has sprung. It is the recurring birthdays of these 1 new things, or of the individuals made famous by their connection with them, that are celebrated in our more important holidays. IMPORTANCE OF AN IDEAL. Man delights in retrospection and indulges in anticipation. The faithful historian never lacks appreciative audiences, for the dullest eye must lighten, and the most sluggish pulse quicken at recital of the trials and triumphs of the past. The wanderings of individuals and races, forming so large a part of the substance of history, are witnesses of that craving for deeper experience and wider knowledge, which is one of the springs of human progress. MARCH OF HISTORY. As has been said, "The stately march of history reveals, with equal majesty, two distinct and harmonious truths, — the independence of the individual and the unity of the race. Letters, architecture, the arts of peace and of war, have characterized all civilizations." As the past has produced great heroes, so must the future. Then let them remember that the highest aspiration is to combine what Matthew Arnold called "the sense for beauty in the old Greeks, the sense for organization in the old Romans, the sense for righteousness in the old Jews." LESSONS FROM A LIFE. "No life can be pure in purpose and strong in strife, without all lives being made purer and stronger thereby." It matters not whether this life is known to fame or is a humble and obscure life. Truest heroism is not always shown by those whom the world applauds. The most helpful and inspiring lessons are often taught by the simple nobil- ity of a life humbly devoted to the service of others. TRUE AMERICAN CITIZENSHIP. To be a citizen of America means more than to be a citizen of any other country; not only because we live under the protection of the freest and best institutions in the world, but because we have the per- petuity and success of these institutions in our own control. In order that the duty and the responsibility we owe our government may be fully appreciated and faithfully discharged, it is necessary that every one of us should' not delegate to others the work required of us. Every COMMENCEMENT WEEK 107. individual must do his share. No one can claim to be a true American citizen who does not interest himself in matters pertaining to our gov- ernment, who is not willing by actual interference to guard against abuses and insidious perversions as well as against open attack. Yet this interest in and application to public affairs is worse than useless unless actuated by proper spirit and by proper motives. No one is a good citizen who interests himself in public matters for selfish purposes and for purely personal ends. EDUCATION AXD GOVERNMENT. We as American people delight in boasting of our great govern- ment, whose authority extends from Porto Rico to the Philippine Islands, from Behring Straits to the Gulf of Mexico. Never has there existed, we believe, a government based on broader principles, or sounder political doctrines than our beloved America. You cannot find another government that grants so great freedom to its people. The thing we most delight to boast of, and which marks the United States as the most advanced of all countries, is that the great men whom we honor may come from the lowest walks of life. And those into whose hands are placed the affairs of government receive the charge in trust as a gift from the people; there is no inheritance of official right or power. PROGRESSIVE CIVILIZATION. The term civilization is a relative and not an absolute expression. In its best sense it is really synonymous with the words "human pro- gress." This progress is one and universal, though of varying rapidity and extent; there are degrees in savagery, and degrees in civilization. Indeed, though placed in opposition, the one is but a degree of the other. But who shall say which is the one and which the degree: for the Haiduh, whom we call savage, is as much superior to the Shoshone, the lowest of Americans, as the Aztec is superior to the Haiduh, or the European to the Aztec. Looking backward some thousands o£ years, we of to-day are civilized; looking forward, we are savages. PATHOS OF LIFE. Even when lived under most favorable circumstances and continued to its uttermost span, life is full of pathos. The first sound of the human voice is a pathetic wail that arouses feelings of tenderness and pity, a consciousness of the dependence and helplessness of infant life, of its utter ignorance of the meaning of existence. This may well stand as a true type of the earthly pilgrim; for are we not all wailing children, helpless, dependent, ignorant of the discipline we are to un- dergo, and the purposes we are to fulfil? Each must begin at the very source of knowledge; each, as we attain maturity, must learn the deeper meanings and wiser uses of things; then the time of our departure comes and we cross the border into that "undiscovered country from whose bourne no traveler returns." "Here we are strangers and so- journers, even as all our fathers were." How little of our gathered treasure we can take with us, build into monuments, put into books, or transmit, in any way, to those we leave behind! Oh, this earthly side is but a small part of life! We hold our treasure with a precariousi grasp; none possess them long, for life moves with accelerated speed. 108 WERNER'S READINGS NO. 54 There are disappointments, bereavements, sorrows, wrongs, which seem- to blot out the light of life. Why, since our sojourning is so short, must life be full of suffering? The position is one o£ unspeakable pathos. FOBWAED IS THE WATCHWORD. The past lies behind, it is unalterable. The future stretches before us filled with grand possibilities. The star of progress gives light to all who will help shape its course. The boy, whose home is a vine-clad cottage, is surrounded by all that nature loves, may aim as high and hope to win, as much as he who dwells in a palace in the city's cease- less din. Forward is the watchword of the centuries; it has been since the land first appeared above the universal ocean, and will be till Orion sinks in the west to rise no more. "Follow the star that lights a desert pathway, yours and mine, Forward till you see the highest human nature is divine. Follow Light and do the Eight — for man can half control his doom Till you find the deathless angel seated in the vacant tomb." MOCK CIRCUS. PREPARATION: Sawdust on floor. Large tent of sheets, gaudily decorated with pinned-on gold and silver stars, varicolored paper-letters and float- ing banners of strange device, at one end of room for performers. In background, smaller tents, with advertising placards for side- shows. INVITATIONS: Handbills, folded as tents, inclosing tickets of admission, may be used as invitations. Every guest receives from gatekeeper, in ex- change for ticket, check for a thousand dollars on "Bank of Frivol- ity," to be cashed at "branch bank" in room, in ten-dollar bills of paper "money," the idea being to keep people amused before show begins. SOUVENIRS: If reception committee care to give souvenirs to spectators, pails of sawdust may be passed, every person to fish out souvenir with large tin spoon. THE SHOW. Performers make triumphal entrance to tune of "I went to the animals' fair, The birds and beasts were there; The old raccoon, by the light of the moon, Was combing his golden hair," "classically" rendered by tin-horns, mouth-organs, and tuneful dish-pan accompaniments; every performer being provided with dishpan and potato-masher. After parading to and fro in room, circus party retires, every performer stepping out of tent doorway for stunt and retiring after its completion. A flashily-dressed "barker" and two clowns with megaphones introduce numbers, enthusiastically dwelling on merits and interest of exhibit. Performance begins by introduction of trained polar COMMENCEMENT WEEK 109 bears (two Freshmen and plenty of cotton). A fat, jolly Senior, dis- tended by cushions, is introduced as "The Largest Living Laughing Lady." "The Only Living Pincushion" is a curious exhibit, made of huge pillow, pierced by large-headed black pins and fastened on Senior's chest under shirt-waist. "The Strongest-Minded Woman in the World" is represented by two Seniors in exaggerated costumes — chests and arms padded to represent huge muscles. The two weights consist of poles four feet long, having flour-bags stuffed with paper, each labeled "A Thousand Pounds of Gray Matter," attached to both ends. These weights must, with apparently great difficulty, be pulled out of tent- door by four Juniors, using clanking chains. Success of performance depends on solemnity of the two Seniors and very evident effort with which they slowly raise ponderous weights above heads. "The Siam- ese Twins" are a Freshman — so labeled — and goose firmly bound to- gether. Goose is student in squatting position, with left arm — as head and neck of goose — held high above head. Over this arm is drawn long white stocking stuffed with v/hite cotton. Foot of stocking is cut in shape of goose's head and stuffed with cotton. Bill is separated so that forefinger is placed in upper part and thumb in lower part, so it may be opened and closed at will. With little practice, "quacking" and motions of fowl are cleverly imitated. Buttons are used for eyes; bill is lined with red flannel. Body of goose is covered with cotton, from which yellow-stockinged and slippered feet protrude. These supposed affinities perform tricks simultaneously and assume tenderly affection- ate attitude toward one another. Other curious beasts and fowls, hard to describe, may be introduced to gaping spectators, and put through stunts and dances suiting performers' talents. SIDE-SHOWS. Side-shows should be laughable; they offer opportunity for bring- ing in all sorts of amusing references to college-pranks and experi- ences, illustrated by pantomime. For instance, three Freshmen, labeled "Wild Animals," face one another in pasteboard cage, growling and making frightful noises. A fortune-telling tent, placarded "Come and Have Your Past Revealed," is represented by two Juniors dressed as monkeys in masks and brown Canton-flannel suits. Affair may end with grand march to refreshment-room. CONUNDRUM PARTY AND DINNER. ANY number of persons may take part. Prepare cards with at least twelve conundrums, a card for every guest. Attach small lead-pencil to card by silk cord. An artistic card is a dancing- program, outside containing "A Conundrum Party and Dinner;" inside containing twelve conundrums, with space for answers alongside or below questions. On entering, guests receive cards and are requested to write names and answers on cards. As soon as answers are written, hostess appoints guest to collect cards. These cards are shuffled and again distributed haphazardly. Hostess reads first conundrum; every guest in turn reads answer on card. When all answers have been given, hostess tells correct answer. Cards are marked so that right answers and wrong answers are indicated. When all conundrums and answers 110 WERNER'S READINGS NO. 54 have been read, cards are collected by guest appointed; guests' names, with number of correct answers, are written out, and given to hostess, who, at her discretion, either reads guests' names and number of cor- rect answers, or reads name of guest who has most correct answers and name of guest who has fewest correct answers. If prizes are given, guest having most right answers gets first prize; guest having fewest right answers, receives "booby" prize. SUGGESTIVE CONUNDRUMS AND ANSWERS. 1. If Homer had been born in Venice, what would he have been called? Ans. —A Venetian blind. 2. Why are Addison's works like a looking-glass ? Ans. — Because in them we see the Spectator. 3. What poem of Hood's resembles ;» tremendous Roman nose? Ans. — "The Bridge of Sighs" (size). 4. What popular author does a hired- man weeding an onion-patch resemble? Ans. — Ouida. 5. Why are writers liable to have the blues? Ans. — Because they are so pen- sive. 6. Why does the High-school girl pre- fer Virgil to Tennyson or Browning? Ans. — Because he sings of "arms and the man." 7. Which poet has most claim to at- tention of posterity? Ans. — The poet Gray, because "Each human head, in time, 'tis said, Will turn to him, though he be dead." 8. Who is the dryest poet? Ans.— Dryden. 9. What two authors do you recom- mend to school-fellows? Ans. — Bowles and Fielding. 10. What an ague-sufferer does and a weapon ? Ans. — Shakespeare. 11. What is used in talking and a famous dressmaker? Ans. — Words- worth. 12. What we should all be thankful for? Ans. — Holmes. 13. Who was the first man? Ans. — Chap I. — mentioned in Genesis. 14. Why was Adam the swiftest run- ner in the world? Ans. — Because he was first in the human race. 15. Why was Adam of more conse- quence than Eve? Ans. — Eve was nothing but a side issue. 16. How long did Cain hate his broth- er? Ans. — As long as he was Abel. 17. Why was Goliath surprised when he was struck by a stone? Ans. — Be- cause such a thing had never entered his head before. 18. How did Jonah feel when the whale swallowed him? Ans. — Down in the mouth. 19. Who made the first entrance in a theater? Ans. — Joseph, when he was taken from the family-circle and put into the pit. 20. When was paper money first men- tioned In the Bible? Ans. — When the dove brought the green back to Noah. 21. What was the difference between Noah's Ark and Joan of Arc? Ans. — One was made of wood, and the other was Maid of Orleans. 22. Who first introduced salt pork into the navy? Ans. — Noah, when he took Ham into the Ark. 23. How do we know that Joseph was a straight as well as an upright man? Ans. — Because Pharaoh made a ruler of him. 24. What did the cat say when she saw the Ark touch land? Ans. — "Is that 'ere a rat?" (Ararat.) Conundrum Party may be made progressive. Guests are seated at different tables. After first set of conundrums has been answered and passed upon, hostess taps bell and guests change tables to answer conundrums found at new tables. Changing may be as often as hostess desires. At close of contest person rightly answering most questions gets first prize; person answering rightly fewest questions gets "booby" prize. CONUNDRUM DINNER. After conundrums are finished and prizes distributed, hostess leads guests to dining-room. Guests are invited to order their appetizers from menu. Every guest writes order on slip of paper ordering accord- ing to numbers, Dp not put answers on cards, Following menu is suggestive: COMMENCEMENT WEEK 111 CONUNDRUM DINNER MENU— QUESTIONS. A la Carte. APPETIZERS. 1. Looking Backward. 2. Tears, Idle Tears. 3. Result of Refinement. 4. What No Man Wants with His Wife. 5. Elevated felines. 6. A Fruit of the Vine. 7. A Taste of Sunny Italy. GENERALS. 8. Springs' Offering-. 9. Our First Love. 10. Fourth of July Celebrators. 11. Staff of Life. 12. Food for the Spinning-Wheel. 13. Women of Grit. 14. My Heart Is in the Swim. 15. Gems of the Ocean. 16. Can't Be Beat. 17. Still Life. 18. Have Eyes but See Not. 19. Gems of Emerald Isle. 20. East of Poor Dog Tray. 21. Round and Green Like Many Worlds. 22. New England Brains. 23. Son of Noah. 24. Woman's Weapon. 25. Brawn of Old England. 26. A Celebrated English Essayist. 27. Timid though Game. DESSERT. 28. Nuts without Shells. 29. Section in Geometry. 30. What I Do When I Mash My Finger. 31. Red Skins. 32. Piece of the Blarney Stone. 33. Not a Poet though Shelley. 34. Skipper's Early Home. 35. Drink of Wisdom. 36. Boston's Food for Fishes. 37. What Asthmatic People Do (a. la Chinese). 38. Ivory Manipulators. 39. What a Boy Calls His Sweetheart. CONUNDRUM DINNER MENU— ANSWERS. 1. Salt. 2. Onions. 3. Sugar. 4. Pepper. 5. Catsup. 6. Pickles. 7. Olives. 8. Water. 9. Milk. 10. Crackers. 11. Bread. 12. Rolls. 13. Sandwiches. 14. Tomato Soup. 15. Oysters. 16. Boiled Eggs. 17. Eggs. 18. Potatoes. 19. Potatoes. 20. Sausage. 21. Peas. 22. Beans. 23. Ham. 24. Tongue. 25. Roast Beef. 26. Lamb. 27. Quail. 28. Dougnnuts. 29. Piece of Pie. 30. Ice-Cream. 31. Red Apples. 32. Taffy. 33. Nuts. 34. Cheese. 35. Sage Tea. 36. Tea. 37. Coffee. 38. Toothpicks. 39. Honey. CONUNDRUM BANQUET FOR RAISING MONEY. If Conundrum Dinner Menu is used as a separate entertainment for raising money, entertainment is called "A Conundrum Banquet." Print with each article the price, usually five to fifteen cents, same as appears on ordinary bill-of-fare. Mix articles so diners, who order in writing by numbers, do not know what they are ordering. Girl waiters of your own set distribute order-slips for diners' orders, and collect money when orders are filled. Answers do not appear on bill-of-fare. SOOTHED THOUGH FIRED A Sophomore sat on his trunk, His heart was full of sorrow; The faculty had sent a note, He must go home to-morrow; And as he thought of college joys, With fun elective and work required, The only thought that soothed was this, That all "fine china" must be "fired." 112 WERNER'S READINGS NO. 54 COLLEGE OR SCHOOL BIRTHDAY PARTY. INVITATION. Seniors of — College request the pleasure of Mr. and Mrs. 's company at their birthday party on evening, the nineteen hundred and at eight o'clock, at College Hall Kindly appear in costume suited to any age under twelve years, and be prepared to act according to costume R. S. V. P. Costumes: Babies in long dresses, with bibs, bows, coral chains, nursing- bottles, rattles, etc. Sailor suits — Scotch kilts — Soldier boys — Demure little girls in checked pinafores with hair in long braid or braids hang- ing down back — Older girls with bundles of books, frills, furbelows, sashes, ribbons galore — Some girls in baby-gowns. Entertainment : Soap-Bubble blowing contest — Baby carriage pushing contest and parade — Punch and Judy show — Sleight-of-hand tricks — Children's pieces, spoken as children speak them — Songs sung as children sing! them — Singing games: "Ring Around the Rosy," "Here Come Three Dukes A-Riding," "I've Come to See Miss Jennie Jones," etc. REFRESHMENTS. Birthday Party: Fruit-punch, glass at each plate; egg bonbon cups and little favors for each child; Birthday-cake, frosted and prettily decorated, placed in center of table; candles, one for each child, lighted just long enough before cutting cake; little prune turtles around cake-plate. Birthday Cake: For white part: Cream \y 2 cup sugar, y 2 cup butter; add r / 2 cup milk, 2 cups flour, \y 2 teaspoonful baking powder, stiffly beaten whites 3 eggs. For red part: Cream 2 tablespoons butter, y 2 cup red sugar, 2 tablespoons milk, 1 egg yolk, 1 cup flour, 1 teaspoon baking-powder, y 2 teaspoon rose-water. Use pink icing and ornament with citron and candles. Tower of Babel: Arrange in tower-form (garnished with hard-boiled egg quarters) sandwiches cut from different kinds of bread. Filling may be chopped COMMENCEMENT WEEK 113 peanuts between whole wheatbread; stewed figs or dates between graham bread; chicken, lettuce, cress between white bread; hard-boiled eggs (powdered) between corn-meal bread. Strawberry Creams: Put in basin 1 cupful hot water, y 2 teaspoon salt, y 2 cupful butter; when boiling, work in \y 2 cup flour until smooth; cool; beat in one at a time 5 eggs; spread into finger forms on tins and bake in quick oven until light as feather when lifted. When cool, cut opening in tops so as to fill with sweetened whipped cream and strawberries. Lady-Finger Bundles: Beat 6 egg yolks thick, add 2 cupfuls of fine sugar gradually, beat- ing constantly, then 2 tablespoons lemon juice, 2 of water, 54 teaspoon salt, 2 cups flour, whites of eggs beaten stiff and dry; put into pastry bag, press on buttered paper-lined tins, dust with powdered sugar and bake in quick oven. When cool tie in threes with baby ribbon. Orange Baskets: With sharp knife cut oranges into baskets, some having side han- dles, some over handles. With scissors clip edges into points. Scoop out contents and strain off juice and add it to custard which may be used for ice-cream. Fill baskets, which may be tied with baby ribbon, with cream just before serving. Bonbonnieres: Clip small end of shell from raw eggs and empty contents, rinse and wipe dry; gild roughly broken edges, and as soon as they have Decome dry fasten shells with glue in center of bright-colored paper roses. Fill with crystalized rose leaves or violets, or assorted candies af small size. Fruit Punch: Squeeze juice from three lemons and three oranges and add cupful af canned strawberry juice or of fresh berries; stir in scant cupful of sugar in three pints of ice-cold water until it is dissolved; then add uices, and, when serving, from bowl float few thinly cut slices of jrange. With dainty ribbon tie straws in bundle, allowing each child n turn to draw one. ?avors: Pigs: Take sharp-pointed lemons, form ears with knife; use but- :ons for eyes, toothpicks for legs, twine for tail. Dunce and Funny Man: Use large chocolate drop and chocolate- :overed marshmallow; cut features and add lace ruffles. Turtles: In large prunes stick large cloves for legs and head, and imaller one for tail, tapering end out. flame Cards: These are made by cutting from dough or buying animal crackers, flames are formed of chocolate icing pressed through paper cornucopia. Dough: iy 2 cup sugar, y 2 cup butter, yolk of 1 egg, 1 cup sour ream, 1 level teaspoon soda, 1 cup flour, 1 teaspoon lemon extract, •eaten white of 1 egg. Use animal cutter. 114 WERNER'S READINGS NO. 54 After refreshments, table is cleared; two Jack Horner pies are placed on table. One pie is passed to boy children and one pie to | girl children. Each child in turn pulls string and takes souvenir at-| tached to string. Souvenirs in boys' pie duplicate souvenirs in girls' pie. When dancing begins, children, having souvenirs that match, dance first dance together. Dances: Should be simple and performed as children dance. Following are suggestive: Mother Goose Lancers or Quadrilles — Kull Dansen — Bleking Dance — Tailors' Dance — Swiss May Dance — German Klapp Dance — Virginia Reel — Minuet. CORN SUPPER MENU. Corn Bread Jonny Cake Corn Rolls Corned Beef Corn Fritters Cornmeal Pudding Cornstarch Custard Cornstarch Cake Cornstarch Layer Cake Roasted Corn Coffee HISTORICAL ART PARTY. BLACKBOARD is hung on wall so it can be seen from all parts of room. Guests are provided with cards, with pencils attached by ribbon, one card for every guest. On cards are written, one below the other, as many numbers as there are guests, who also receive numbered slips of paper, every slip naming some scene in hitetory. Familiar historical events should be chosen, like the following: 1. Landing: of Pilgrims. 6. Paul Revere's Ride. 2. King: Alfred scolded by peasant 7. Washington crossing: Delaware. woman for burning her cakes. 8. Princes in Tower. 3. Shakespeare reading before Queen 9. Death of Sir Philip Sidney. Elizabeth. 10. Braddock's defeat by Indians. 4. Walter Raleigh spreading cloak be- 11. Great fire of London. fore Queen Elizabeth. 12. Fair Rosamund receiving fatal cup 5. Isabella pawning jewels to get from Eleanor. money for Columbus. Guests, having received numbered cards on arriving, select at ran dom slips of paper. Subject written on slip is not divulged to other players. Player holding slip No. 1 is asked to draw, with chalk on blackboard, scene named on slip. Ten minutes only are allowed. Lack of artistic skill serves to make more fun. During drawing, other play- ers watch blackboard. At end of ten minutes all guess what historical scene picture is intended to portray. Holder of slip No. 2 is sent to board, No. 3 follows, etc. Guesses are written on cards opposite num bers and kept secret. After pictures have been drawn and puzzled over, hostess collects and corrects cards, player giving most correct answers winning first prize. Photographs of famous historical pictures, also books on historical subjects, make fitting prizes. COMMENCEMENT WEEK 115 SENIORS' FAREWELL SONG. Mary A. Burnell. (Air: "Though we part, we'll not forget you.") THE Seniors once seemed very tall, Towering up above us, While we as Juniors very small, As they looked down upon us; Now we've reached the dizzy height, Set by our youth's ambition, We see things in a different light Nor boast our erudition. We're humbler than we would have thought When filled with so much learning, And blessed with all your presents brought For us, your love returning. And so with all our added strength We shall not strive in vain To ease your burdens, till at length These years shall prove your gain. We all have learned that honest worth Can never long lie hid, Since there is nothing in the earth For which men higher bid; And this the rich and poor alike In full measure may possess; Here there is no cause for strife, But only cause for happiness. So while, dear friends, we're one at heart, And soon we shall step down, To take our place and do our part, Regardless of renown, — ■ To teachers whom we justly owe Our hearts' deep gratitude We would that all now here should know How loyal we have stood. We know that we shall praise them best By all we bravely dare and do; For worthy action is the test Of every life that would be true. And now this tribute we would raise To dear old alma mater, While we proudly sing her praise, In worth there is none greater, 116 WERNER'S READINGS NO. 54 Now dear classmates, friends, good-bye, And dear teachers, one and all, Who no kindness did deny You whose worth we now recall. And of this we have received, We to others would repay; May this ever be our pleasure, As on this Commencement Day. ALUMNI GREETING SONG. Mary A. McClelland. (Alumni Association New York State Normal College.) (Air: "America.") NOW thanks to God above, That through His watchful love We meet once more. We come from valley wide, From rugged mountain side / From ocean's surging tide, From rocky shore. To grasp a schoolmate's hand, Make strong old friendship's band, We've gathered here; To tell the deeds we've done, The honors fairly won, O'erlook the race we've run, Each other cheer. For His own guiding hand, Through drear and desert land, Through wilds untrod; For stars in darkest night, For skill to yield aright The sword in fiercest fight, Thanks be to God. If we have taught the eye To read in earth and sky Thy art divine — Have taught the heart to feel The love Thy laws reveal, Thy care for human weal — The work was Thine. If error's bonds we've riven, The noble impulse given To do the right; Then hear us while we raise COMMENCEMENT WEEK 117 The voice in joyous lays — ■ To Thee ascribe all praise Thou God of might! Forgive us that we've strayed, Pardon the failures made, Our prayer receive. Ere yet the day is done, Ere sinks the western sun, Forgive, Thou Holy One, Do Thou forgive! "PATIENCE TO BEAR AND STRENGTH TO DO." (Alumni Reunion.) Mrs. E. A. Matthews. AS those who, standing on a mountain-height, Look backward o'er the path so lately trod — See the broad river sparkling in the light, Mark the rich cornfields as they wave and nod, See the green meadows, and the lazy sheep, Nor think of dangers past, or chasms deep — So we, to-day, in thinking of the past, The few short years now gone forevermore, Speak only of the joys that would not last But vanished, like the waves upon the shore; Forgotten is each irksome task and rule, And tender memories linger round our school. How many years of life and strife have fled, Fair, white-robed maidens, with unruffled brow And youth's bright aureole shining round your head, Since we stood, eagerly, where ye stand now, And thought life's labors were forever done— Not dreaming that they scarcely had begun! Few seem the days that have already gone — Has youth, with its sweet promise, passed so soon? Have we, indeed, reached life's meridian? And stand we now beneath the skies of noon? Do these young creatures, with their frills and curls, Smile slyly as we call each other "Girls?" Well, well, "De gustibus" — you know the rest— I've seen the day when springtime was my choice, And gentle lambs, and robins, building nests, And all the thousand fresh and tender joys Of bursting buds, and nature's infancy, And morning, smiling over land and sea! 118 WERNER'S READINGS NO. 54 But now. I sing the glorious month of June — Perfect midsummer days and sunny hours— The ripened wheat beneath the blaze of noon — Ripe berries, and the wanton wealth of flowers! I sing the praises of successful strife — Glorious maturity and middle life! Since last we met here some have wandered far, Viewed sacred shrines, and famous battlefields; We all have felt the heavy hand of care — We've tasted all the joys that earth can yield. We've smiled, we've wept — we've sorrowed, toiled, and prayed, Doing our work in sunshine and in shade ! What though the task has sometimes seemed too great? What though the burden pressed our shoulders down? What though more trials on our future wait? Shall we, then, greet its coming with a frown? No, sisters, no! Life's secret and its beauty Is "patience to bear, and strength to do our duty." So, alma mater, at your call we come, Though severed far by mountain and by stream; From country nook and lofty city home, Hoping to catch from out the past a gleam Of that sweet life of youth, now seen no more — • That "Light which never was, on sea or shore." We thank the Giver of our morning hours Who sends us nobler duties for our noon; We loved the tender blossoms of the spring And now we love the ripening fruits of June. Dear is the memory of youth's bright joys, But dearer still our growing girls and boys! MIND CULTIVATION MAN'S NOBLEST OBJECT. Elliott Danforth. (Reunion of graduates at laying of cornerstone of new Schoharie Academy.) OUR hearts to-day are moved by a common impulse; our thoughts flow in the same channel. In coming back to this endeared spot, we unite in offering reverence and gratitude and filial devotion to the mother who cherished and trained us and then dismissed us with her blessing and sent us forth to our work. We have come to offer thanksgiving, not only for God's manifest tokens of kindness to us, but for that unbroken stream of bounty and prosperity which during all these years He has poured upon our beloved academy. We have come to look on each other's faces again and refresh our spirits by the interchange of kind thoughts and grateful remembrances. Many of those dear to us in our school days now lie in the grave; that fact tempers the joys of this hour with tenderness and sadness. COMMENCEMENT WEEK 119 We congratulate the students of to-day on their advantages, their attainments, their prospects; we counsel them to gird themselves with strength from on High that they may be prepared to meet the high demands of the age. We tender our acknowledgments to the inhab- itants of this ancient and honored town for the cordial and graceful hospitality which we have found, and in which we recognize only a reproduction of what we used to witness in their fathers and mothers who have fallen asleep. We ratify afresh our vows of fraternal fel- lowship with each other, grateful for this happy meeting and sending our thoughts and hopes forward to a glorious renewal of our inter- course, where the meeting shall be not for a day, but for eternity. The scenes through which we are now passing will never fade from our memories; we shall dwell upon and cherish them — they will make all our thoughts of the old school home more precious; and we shall gather from them fresh stimulus to the prosecution of our onward, upward journey. At the foundation of every successful system of education there must be created a thirst for knowledge; there must be a taste for in- tellectual pursuits, a sense of the dignity and influence of mental cul- ture. If the desire for improvement be united with a resolute purpose that will not be daunted or repressed, it will necessarily result in pro- gress, in noble attainments. Many a youth has formed the desire, and has looked with a longing eye towards that eminence where stand the good and great of all ages and climes, but has not possessed resolution enough to take the first step toward reaching it. Many have desired to be leaders of the people. They think very favorably of their own fitness for such a position, and of their own superior skill to manage and direct, but they neglect to do any deed which will manifest their ability. When the Pilgrim Fathers landed on Plymouth Rock, they raised their voices in thanksgiving to God for deliverance from persecution and from dangers of the ocean. They erected a church in which they might worship God, but hard by the village church they built the schoolhouse and established the village school. Their primary devo- tion was to the worship of God, their secondary to the education of their children. They brought with them an overwhelming sense of religious obligation. The idea that the child of the rich man was better than the child of the poor man found no place in their code, hence they enacted among their first laws that every child should be edu- cated at the public expense in a common school, where the rich and the poor, the high and the low, should share in common privileges, and where the only insignia of rank should be worn by him who by devo- tion to learning should aspire to the noble qualities of the scholar.! The systems of education adopted by the founders of the Republic, and which have been developed and improved, have been fruitful of won- ders. Under the influence of these institutions, our nation has pros- pered beyond any other nation on the face of the earth. Our aim should be to uphold these institutions. Our duty is to cherish them and build them up as the instruments of our success. Around oui\ common schools all good and true men should rally; every means, which improve and perfect the system, should be freely lavished upon it. Only when our combined organizations in all their parts, from the primary department up through the academy and college to the uni- 120 WERNER'S READINGS NO. b* versity with its professional schools, are made thorough and effective, can satisfactory results be produced and the scholar who shares their benefits become truly learned. Knowledge makes its possessor an honor to his race. Intelligence guides the business of the world, is the first element of prosperity, builds our factories, invents the machinery with which to fill them, constructs our railroads, stretches the wire of the telegraph, teaches us to talk with the lightning, gives to the possessor thrvt confidence in his abilities and that cspect for self which raises us in the scale of being, makes the earth seem brighter, the foliage richer, the bird's song sweeter, the colors of the flowers more brilliant. Intelligence enables us to interpret the purposes and designs of the Creator, and to live nearer to His character, mends the broken threads of life, smooths the rough places in the mind and heart, and softens the pathway to the tomb. The noblest object for which any man can live, is cultivation of the mind, for the mind governs and directs us in all things. If we would have our lives well-ordered, would be wisely governed, we should seek, first of all, generous mental culture. The many ills to which we are subject, the troubles and vexations with which our lives are beset, re- sult principally from ignorance. We are created with the special design of improving our gifts, and yet the man who gives his life to study is able to master only a few of the elements of knowledge. Education is the work of developing the faculties of the mind, a process by which the mental energies are furnished with material and put to work. The mind is sometimes compared to a storehouse, where a profusion of articles are indiscriminately stowed away. Better liken it to the workshop of the mechanic, or to the studio of the artist where numerous operatives are engaged in executing forms of beauty and use- fulness. The various faculties of the mind, as memory, imagination, taste, are the workmen employed. The material which they are en- gaged in transforming into beautiful and useful shapes, the marble, the steel, the gold, the silver, are the ideas which we l.ave of the various objects by which we are surrounded. The means by which those work- men have acquired skill in producing specimens of their labor of greater or less excellence, as regards strength, harmony, durability, finish, is, when applied to the energies of mind, what we mean by education. We should not labor so much to accumulate vast stores, as to give the mind clear and vivid conceptions, and to stimulate its energies to long and vigorous exertions. I must not close without reminding you of the obligations we owe to the institution in which we have been trained; to the alma mater that awakened our early aspirations and guided our efforts in the cause of learning. We have watched her growing usefulness as years have passed. If any cloud has temporarily darkened her horizon, we have anxiously kept our eye upon it until it has disappeared, and so we shall continue to do. Let her successor, whose cornerstone we lay to-day, stand, as she has done, the bulwark of learning; let her grow fresh as she grows old; let future and better generations lay their willing offer- ings at her feet, and let her history reach down throughout all time and constitute a brilliant chapter in the history of our State. COMMENCEMENT WEEK 121 VOICE FROM THE BLACK BELT. Booker T. Washington. (Upon receiving honorary degree from Harvard University.) Mr. President and Gentlemen: My embarrassment would in some measure be relieved if I could, even in a slight degree, feel myself worthy of the great honor which you do me to-day. Why you have called me from the Black Belt of the South, from among my humble people, to share in the honors of this occasion, is not for me to explain; and yet it may not be inappropriate for me to suggest that it seems to me that one of the most vital questions that touches our American life is how to bring the strong, wealthy and learned into helpful touch with the poor- est, most ignorant and humble, and at the same time make the one appreciate the vitalizing, strengthening influence of the other. How shall we make the mansions on yon Beacon Street feel and see the need of the spirits in the lowliest cabin in Alabama cottonfields or Louisi- ana sugar-bottoms? This problem Harvard University is solving, not by bringing itself down, but by bringing the masses up. If through me, an humble representative, seven millions of my people in the South might be permitted to send a message to Harvard — Harvard that offered up on death's altar young Shaw, and Russell, and Lowell and scores of others, that we might have a free and united country — that message would be: "Tell them that the sacrifice was not in vain. Tell them that by the way of the shop, the field, the skilled hand, habits of thrift and economy, by the way of industrial school and college, we are coming. We are crawling up, working up, yea, bursting up. Often through oppression, unjust discrimination and prejudice, but through them all we are coming up, and with proper habits, intelligence and property, there is no power on earth that can permanently stay our! progress." If my life has meant anything in lifting up my people and bringing about better relations between your race and mine, I assure you from this day it will mean doubly more. In the economy of God there is but one standard by which an individual can succeed — there is but one for a race. This country demands that every race measure itself by the American standard. By it a race must rise or fall, succeed or fail, and in the last analysis mere sentiment counts for little. During the next half century and more my race must continue passing through the severe American crucible. We are to be tested in our patience, our forbearance, our perseverance, our power to endure wrong, to withstand temptations, to economize, to acquire and use skill; our ability to compete, to succeed in commerce, to disregard the super- ficial for the real, the appearance for the substance, to be great and yet small, learned and yet simple, high and yet the servant of all. This, this is the passport to all that is best in the life of our Republic, and the negro must possess it, or be debarred. While we are thus being tested, I beg of you to remember that wherever our life touches yours we help or hinder. Wherever your life touches ours you make us stronger or weaker. No member of your race in any part of our country can harm the meanest member of mine without the proudest 122 WERNER'S READINGS NO. 54 and bluest blood in Massachusetts being degraded. When Mississippi commits crime, New England commits crime, and in so much lowers the standard of your civilization. There is no escape — man drags man down, or man lifts man up. In working out our destiny, while the main burden and center of activity must be with us, we shall need, in a large measure in the years that are to come, as we have in the past, the help, the encouragement, the guidance that the strong can give the weak. Thus helped, we of both races in the South soon shall throw off the shackles of racial and sectional prejudice and rise as Harvard University has risen, and as we all should rise, above the> clouds of ignorance, narrowness and selfishness; into that atmosphere, that pure sunshine, where it will be our highest ambition to serve man, our brother, regardless of race or previous condition. PUMP-HANDLE SHAKE. Levi Gilbert. (Twenty-flfth annual reunion of a Yale University Class.) HOW good does it feel, for sweet fellowship's sake, To give one another the pump-handle shake; To grip each dear comrade, our classmate of old, With a heart and a hand which shall never grow cold. But all are not here — our voices are low — Some are lost in the light of eternity's glow; Not here a full roster, but yonder we'll meet In blessed reunion, with a roll-call complete. Here's to loved alma mater! We greet her again; We pledge her affection that never shall wane; While we feel the old throb in our pulses astir, Let us bind every heart-tendril closer to her. What sweet recollections as memory calls! What visions of joy throng the old rooms and halls, The old row, the old benches,, the campus and trees — Can the oxide of time dull the brightness of these? How many the years? Twenty-five? Ah, you joke — Not a century's quarter since our dear circle broke! Who'll believe it or count it any more than a dream? We're youngsters of twenty, whatever we seem. The years, how they gallop — O my! and O dear! And we gallop with them — no fancy, I fear. The blazing noon sun bathes our foreheads with sweat; But noon is not sundown — the best of life's yet. Ah, who of us knows the laughter and tears That make up the volume of twenty-five years? The bitter-sweet music, whose measurements beat To labor and struggle, success and defeat? COMMENCEMENT WEEK 123 How far have we scattered throhgh east and through west, But now we come back, like birds to their nest; We love the old town, the river, the hills — The past and its pathos every chord in us thrills. A third of us parsons? Yes, more too — and shame, This reprobate world goes on sinning the same; At least thirty thousand "great sermons" we've preached, And still, sad to say, no millennium reached. But our half-dozen lawyers, let them make report, Our honorables, judges, and pleaders in court; By jury and sentence have they settled Old Nick, Have they brought in the kingdom with pace double-quick? Our more than half-dozen professors, perhaps, By lectures and text-books have dealt Satan raps; So exorcised demons with science and "lit." That of "original sin" they have not left a bit. Or stay — there are editors, publishers; sure, With presses and types, they have worked the world's cure, They have killed the old serpent and brought Eden back. (But they're doleful, and murmur, "Alas and alack!") Our class was a wonder; but, brothers, our fears, In spite of the labors of twenty-five years, Are hinting humanity's not quite redeemed; The contract was harder, perhaps, than it seemed. But what of it all, when the worst has been said? There's time enough yet, ere we're all of us dead; If years twenty-five in addition must spin, We'll carry brave hearts and we'll never give in. With all the great-hearted, the valiant, and true Who follow God's banners to dare and to do, With courage and faith, let us keep in the fray, And battle with darkness till Christ wins the day! FIFTIETH MILESTONE OF CLASS. Mrs. Keyes-Becker. THE varying years, like shifting sands Within the simple hour-glass, Have hastened on to reach and turn The fiftieth milestone of our class. Hail to the members, near or far In spite of distance, — weather! A truce we bear to Father Time For just one hour together. 124 WERNER'S READINGS NO. Sd We fling the score of fifty years For anyone to ponder, And challenge fate to duplicate Our members here or yonder. My mind a glowing picture holds Of more than fifty graduates, All pink and white and tender green — Enthusiasts and infatuates! They went, equipped to lead the strife — To conquer, as each felt he must, The hydra-headed monster, wrong, And lay him vanquished, in the dust. And some fulfilled their mission bold — Finished their work and passed from sight, Resplendent in heroic deeds And doubly crowned by love and right. But other some, learned slow, toiled hard And strove, nor always gained; They saw the swift advancing years And little else by them attained. Although for each the horoscope Of mingled shadow and of sun — Not one but had a proffered chance His finest race to run. Now, garners filled and cargoes launched The toils and ills of life subdued, We wait with grateful hearts to join The throng with larger life imbued. Hail, and farewell! if nevermore We meet upon this hither strand; — The shore we once discerned afar, Is nearing now — is close at hand. Hail, and farewell! a generous freight Of heart-felt wishes forth I send To every mate of And blessings — without end. 'I'M '6 WHEN I STAND ON MY HEAD.' A little girl who went to school, one day saw that the figure 9 When upside down was just a 6. She laughed and thought it very fine, When grandma said, "How old are you?" What do you think the lassie said? "I'm 9 when standing up like this, and 6 if I stand on my head!" COMMENCEMENT WEEK 125 THROUGH DIMNESS TO TRUTH. Washington Gladden. (Poem read at Williams College Alumni dinner.) DRAWN from hill and plain and prairie, from the lands of corn and pine, We are gathered, alma mater, for our love to thee and thine. Silver hairs and beardless faces, men of words and men of deeds, Followers of many callings, worshipers of many creeds, Well content in much to differ so that only we may be Loyal to our alma mater, one in love to thine and thee. Bond is this that brings no burden, loyalty that never shames, Pure the heart on whose high altar such a blameless passion flames. Not for greed and not for glory cherish we our love for thee, From all soilure of the senses is our heart's devotion free; For the gift for which our praises and our thanks to thee unite Is the bounty of the spirit, is the boon of life and light. Alma mater, we invoke thee! let thy sons behold thy face! Wilt thou not, for our imploring, deign our festival to grace? In our speech we often name thee, in our songs we tell thy worth. Show us something of thy presence; let us see thee on the earth: Nothing ghostly can we deem thee; kindred of our souls art thou: Speak, that we may well discern thee, and hold converse with thee now! Stately mountains, strong and silent, warders of the valley sweet, Capped with clouds and clad with forests, meadows nestling at your feet, Writing out your mighty legend in the bold horizon lines, Roaring out your savage saga when the wind raves through the pines, Green with all the tints of springtime when the May's sweet voices call, Flaming like the fires of sunset when the frosts of autumn fall, — Valley of the winding river, guarded by the mountains strong, Where the little hills rejoicing join the pastures in their song, Halls and towers and groves and temples, rising now in vision clear, Beautiful for situation, fair to sight, to memory dear, — Ye are not our alma mater; ye are but the sacred shrine Of a spirit free, transcendent, of a life unseen divine! Stately halls and towers will crumble, brick and stone return to dust, All the treasures men can gather prove a prey to moth and rust; But the life of alma mater waneth not with passing years, On her brow "Time writes no wrinkle;" in her steady eye appears Not a trace of age or dimness, in her locks no streak of gray, For her life is life immortal, and she knoweth not decay. Nay, thou art no ghost, our mother; yet no shape of sense art thou; Truth thou art, and trust and honor, wisdom sits upon thy brow; Honest thought and high endeavor on thy left hand and thy right, 126 WERNER'S READINGS NO. 54 Faith thy vital breath and being, hope thy vision, love thy light; Eyes can see not, ears can hear not, all that thou art called to be, For the spirit ip its freedom lives and loves and rules in thee. So we welcome thee, enthrone thee alma mater at our feast; Reverently thy sons salute thee: art thou not our viewless guest? Here we stand with heads uncovered, and with minds attentive, wait For thy gracious benediction, for thy smile serene, sedate; Hast thou not some word of counsel, truth to hearten, hope to cheer? There is silence, alma mater! speak, and we thy sons will hear! Something stiller than the silence, something softer than a sound Falls upon the inward ear as falls the dew upon the ground: "For your words of love, my children, for the bounty of your praise, Take my blessing; let it brighten all the remnant of your days. With my sons I share my honor; all I have to you I give; In your weal I find my welfare; in your happiness I live. "Ye are seeking how to serve me; ye have thought how ye may best Fill my days with peace and plenty, make my life more fully blest: Hear me, then, while I adjure you, by the love ye bear to me, That ye lift on high forever kingly truth that maketh free; That ye keep your faith in honest worth and honor without stain; That ye hate the bribes of mammon and the heresy of Cain. "Learning's need? Not millions; nay, but men of light and power and truth; Men whose steady flame will kindle glow of love in generous youth; Men whose life is not for lucre; men to whom the scholar's call Is for duty, not for fodder like the cattle in the stall: Can ye buy them in the market? Nay, more dear their life they hold; Who have given their lives for love can never sell their souls for gold. "Give me such to stand before me, as the years my life renew; Men heroic, consecrated, to the scholar's function true; With the soul of mighty Alcuin, with old Beda's courage high, Wiclif's vision of the future, Colet's glorious constancy; Give me these and learning need not with the powers of greed confer; All things that her life requireth shall be added unto her." Alma mater, we are standing in the calmness and the hush, Silent, as the prophet waited by the flame of burning bush; And the conscious air is trembling with the truth our ears have heard, And within our hearts is hidden all the meaning of thy word: In the shadowy ways before us thou our counselor shalt be, For thou leadest through the dimness to the truth that maketh free. VASSAR CHANT. We Vassar girls say, as at vespers we pray: Help us good maids to be; give patience to wait, Till some subsequent date, world without men, Ah. . .me! COMMENCEMENT WEEK \27 HARVARD DINNER SPEECH. Oliver Wendell Holmes. (Speech as President of the day, Harvard Alumni Association, 1860, institut- ing public speaking at "Harvard Dinners;" also inauguration of President Felton.) THIS festival is always a joyous occasion. It resembles a scattered family without making any distinction except that which age establishes, an aristocracy of silver hairs which all inherit in their turn, art" none is too eager to anticipate. In the great world outside there are and must be differences of lot and position; one has been fortunate, another, toiling as nobly perhaps, has fallen in with adverse currents; one has become famous, his name stares in great letters from the hand-bills of the drama of his generation; another lurks in small type among the supernumeraries. But here we stand in one un- broken row of brotherhood. No symbol establishes a hierarchy that divides one from another; every name which has passed into our golden book, the triennial catalogue, is illuminated and emblazoned in our remembrance and affection with the purple and sunshine of our com- mon mother's hallowed past and hopeful future. We have at this time a twofold reason for welcoming the return of our day of festive meet- ing. The old chair of office, against whose uneasy knobs have rested so many well-compacted spines, whose uncushioned arms have em- braced so many stately forms, over whose inheritance of cares and toils have ached so many ample brows, is filled once more with a goodly armful of scholarship, experience and fidelity. The president never dies. Our precious mother must not be left too long a widow, for the most urgent of reasons. We talk so much about her maternity that we are apt to overlook the fact that a responsible father is as necessary to the good name of a well-ordered college as to that of a well-regulated household. As children of the college, our thoughts naturally center on the fact that she has this day put off the weeds of her nominal widowhood, and stands before us radiant in the adornment of her new espousals. You will not murmur, that, without debating questions of precedence, we turn our eyes upon the new head of the family, to whom our younger brothers are to look as their guide and counsellor as we hope and trust through many long and prosperous years. Brothers of the Association of the Alumni! Our own existence as a society is so bound up with that of the college whose seal is upon our foreheads, that every blessing we invoke on our parent's head re- turns like the dew from heaven upon our own. So closely is the wel- fare of our beloved mother knitted to that of her chief counsellor and official consort, that in honoring him we honor her under whose roof we are gathered, at whose breast we have been nurtured, whose fair fame is our glory, whose lease of Ion? life is the charter of our own perpetuity. I propose the health of the president of Harvard Uni- versity: We greet our brother as the happy father of a long line of future alumni. 128 WERNER'S READINGS NO. 54 MERRY ALUMNI-DINNER SPEECH. James J. Walsh. (Fordham. University.) IT is late. I shall not keep you long. One of my dearest friends said to me, a few minutes ago: "Doctor, you want to be short and sweet." I fear he was twitting me. From the height of my six-feet-two, and the depths of 250 pounds of too, too solid flesh, I shall try to be as short and sweet as possible. I know that you have been entertained this evening. I shall try not to spoil it at the end. I know that you have heard a lot of good things, for some of them I meant to have said myself. I don't know anything that spv £s one's digestion of a good dinner like this so much as having to near the good things one intended to say oneself said by someone else. You remember what Hazlitt said of Sheridan long ago : "I never know how good one of my jokes really is until I hear Sherry tell it." I would like to have been able to say some of the good things that have been said, but you are gainers. They have been said so much better. At the end of a dinner like this, one is reminded of the story of the young doctors who, graduating together, thought so much of each other that they agreed to name their children to come by certain fam- ily names in each other's families. A girl was to be named Kate, a boy Peter. Twins happened in each case. These things will happen in the best-regulated families. They must have been men, for they were not nonplussed. One girl was named Kate and the other Duplicate. The boy was named Peter, his brother Repeater. I should not like to be either a "Duplicate" or a "Repeater" at this time of the evening. This brings to my mind also the Hebrew version of the story. Our Hebrew friend agreed to call his first boy Max. When it came to a pair of boys, he called them Max and Climax. I should like to be able to put a proper climax to an evening like this. I have felt somewhat anxious about it, however. All during the evening it seemed that my time to speak was coming all too soon. I have never realized before how fast Americans eat. Jeffrey Roche once said : "Every minute saved at your dinner is a dollar in the pocket of your family physician later on." For the sake of the speakers, it seems to me that dinner should be prolonged somewhat, even though it would lessen the revenues of graduate doctors. I have an Irish friend who said to me this evening: "Doctor, if you have a spark of wit, water it for to-night. We expect something good from you." I have watered and wined it until I fear it is out, and so I must pro- ceed simply to my duty of historian, and tell you something of the happenings of the year. has caught the fever that has affected the country and is expanding — expanding in every way. Once more her halls have resounded to the announcement of the 300th boy. Let us hope, how little soever we may be in sympathy with expansion otherwise, that expansion will go on. Last year she took into camp in glorious fashion in baseball. Let us hope that her blood- less victories will be repeated another year. But I do not wish to keep you. Some of you must rise early on the morrow, which reminds me of a story, because I am expected to COMMENCEMENT WEEK 129 tell stories, and this one contains a moral which should warn me from keeping you any longer. It was a court-martial of an old officer who was said to have been corned in liquor. There was no question that he was drunk, but there was something in it, or in him, which seemed to be an extenuating circumstance. At the court-martial his servant swore that the Colonel had asked him to call him early. This looked as though the old gentleman had net been very much in liquor, and the judge-advocate hastened to get the details, for he felt sure that this would clear his client. Only a man in his sober senses would ask to be called early. He wanted to know just the exact words that the old gentleman had used in demanding that he should be called. The servant, with evident unwillingness, gave them. They were: "You must wake and call me early, for I'm to be Queen o' the May." If any of you have to be called early to-morrow morning, I must let you go. ALMA MATER AND THE PRESENT. George A. Pettit. (President St. John's College.) (Alumni banquet Fordham University.) I THANK you, Mr. President, and you, gentlemen, for your warm and generous welcome. The cordial welcome and the feeling of fraternity manifested this evening are an encouragement and an inspiration for one who with others bears the "burden of the day" in sowing seeds which in your minds have warmed into life, and borne fruit that is the treasure, the honor, and the joy of your alma mater. Frequent changes among teachers cause you to be charged with insta- bility. Whether that accusation be true or not, the Alumni Association is certainly not unstable. Permanence is its abiding quality.^ Presi- dents and professors may come and go, but the college alumni "go on forever." To your society your college points with pride. Why? Not merely because it is so vigorous and so representative of life and emi- [nence, nor merely because it is a model that similar organizations could well imitate; but because this goodly company is the living record of years of usefulness and service. Our students know the long hours their instructors are obliged to teach, that learned leisure is not their professors' portion. More favored seats of learning maintain chairs whose occupants produce monographs or volumes that secure recognition and reputation for both authors and institutions. Our energies are perforce con- sumed in the quiet class-room, in daily ministration to our charges. Our ambition, therefore, is to write, not on the lifeless page, but on the fresh young heart, the principles of a God-like education. Our ambition is to produce men — men of the stamp the world needs to-day. And of you, men of , we are not ashamed. You,_ who have stood the test of actual conflict in profession and business, are an evidence of your own manly character, and of your early teachers' work. Are not our lawyers, physicians, and business men the peers at least of their competitors? In professional schools or else- where, have you ever been the worse for your precious inheritance of 130 WERNER'S READINGS NO. 54 faith, for the religion alma mater mingled with your daily tasks, fof I her teaching the eternal end, and the eternal interest, that gives to man! his real dignity, and to human life its real significance? No! TheJ world to-day is looking wistfully to the education you have received,! and serious men are realizing that there alone is the remedy of ourl social ills. Social problems are religious problems, religious problems are edu-l cational problems. Banish God and His law from education, and you J have lack of delicacy of conscience and its resultant evils. Take away! the restraints and the elevating influences of religious education, andf you have lax discipline, lax morality, and no likelihood of remorse for! neglect of the Ten Commandments. If intelligent and high-minded citizens are required, if strong and sterling characters are desired, — men I who can resist the seductiveness of dishonesty, and suffer, if need be,) for the right, — our one hope, is this college. There the touch of the! Divine hand is brought to bear on young souls. There the most potent I agencies, human and divine, unite to form youth to honest citizenship I and noble manhood. This is the work college is doing, molding! its select few to be men without price, men of scholarly attainments,! of Christian integrity. Such is our ideal; we have not entirely failed of its accomplishment. But what of our present circumstances? You need no assurance that alma mater with her growing years is becoming more vigorous and more attractive. Our students are more numerous than they have been for the last decade. In point of scholarship the majority of our lads of to-day are treading in their exemplary predecessors' footsteps. While some colleges are curtailing or eliminating courses, anotherj year of academic work has been added to our preparatory period, the study of philosophy has been extended over two years. Our curricu- lum enforces fundamental studies, forbids the student's energies to be dissipated by needless options. Nor may our boys follow a will-o'- the-wisp electivism, with its easier paths and shorter cuts, and its futile! efforts to create men without passing through the progressive stages of infancy and youth to manhood. Modern educators are noisily re- discovering the old truth that education must reckon with the indi- vidual, and straightway they benevolently invest the raw recruit with the dignity and prerogatives of a commander-in-chief. college weighs students' preferences and predilections, but does not resign her, magisterial office, nor substitute "by your leave" for "you must." Hence your devotion to alma mater is a reasonable service. Proofs of your devotedness are remembered with gratitude. Frequently have|i you contributed individually to incite and reward worthy efforts. Yourj commendations have swelled the number of our students, and yourj sons' enrolment evidences the sincerity of your loyal professions. Notj to speak of the self-sacrificing labors of your several committees, din- ner, athletic and others, as an association your benefactions have been; many. The Alumni Essay Purse has stimulated our students' literary; ambitions. Through the liberality of the Class of a generous prize! for oratory has been provided. The date of our last Commencement! became a red-letter day, when your president gave expression to your affection for alma mater, and in pledge of your sincerity founded the; medal which is a reminder of your generosity. college is proud of her achievements. Her works are the COMMENCEMENT WEEK 131 itimony of a glorious past, the credentials of present efficiency, the :sage of a future full of promise. With your persevering sympathy d aid, with the strength and support accorded by Him for whom | is laboring, college will never betray her ideals — never strike colors. Nor will she ever relax in her endeavor to impart the entific and literary training which makes her graduates capable of orning the honorable professions so well represented here this even- f, and to inspire the members of her household with the manly piety rich enables every one to be not only a center of religious influence, ilous for the faith, but also a true patriot, loving and defending the 3t interests of his country. FAITH AND VIRTUE. (Alumni Poem.) J. Drennan. (St. Viateur's College.) ALMA mater, kind protectress, Must we leave thee, now, forever? Must the sad farewell be spoken? May we not a little longer Linger in thy sweet embrace? No! the voice of duty calls us On to life's great field of labor: Many tasks our hands awaiting Call us from thee, alma mater. Alma mater, we must leave thee, Though most bitter is the parting. Time's swift stream is rushing onward, We must launch our barks upon it. May thy gentle, loving spirit Follow us in all our wanderings; Strengthen us against temptation, Cheer us in the hour of sorrow, Help us bear life's heavy burden, Lead us to the golden portals Of the blessed life eternal. There before the throne of heaven, We will bless thee, alma mater. Alma mater, tender mother, Though we now must sadly leave thee, Yet this parting shall not sever All those ties of love that bind us Unto thee who kindly led us Through the pleasant paths of knowledge, Yielding us those golden treasures Richer than the wealth of mammon; Teaching us the words of wisdom, Bidding us be strong and valiant, 132 WERNER'S READINGS NO. 54 Planting in our hearts more firmly Faith in God and love of virtue. Fitting us for life's hard labors. We thy faithful loving children, E'er shall bless thee, alma mater. SADNESS MINGLES WITH JOY. (Alumni Poem.) J. A. Brown. WE hail thee! Alma mater, mother fair! But sadness mingles with our tones of joy; For time with shuttle speed seeks to destroy The bonds of loving duty everywhere. O! alma mater! lifted is our prayer, That thine own purity from base alloy May ever be; may naught thy peace annoy; To calumniate thee let none ever dare. Fair mother! nourished have we been by thee With rich supply from wisdom's brimming cup; Whate'er we are or hope to be is thine. We go; but often will we long to be Beneath thy honored walls, again to sup With kindred spirits at thy sacred shrine. FUTURE FULL OF CHEER. ( Alumni Poem . ) Oscar Kuhns. (Wesleyan College.) DEAR alma mater, words in vain Our love for thee declare; We love thee for thy ivied walls, Thy campus green and fair. We love thee for thy glorious past, For what thou art to-day; While down the years our faith sends forth A bright, prophetic ray. Lo! this the vision that we see, As forward now we gaze: Our college grander, nobler grown, The object of men's praise. All discord gone, one purpose fills The heart of every man — To do his level best to serve The cause of Wesleyan, COMMENCEMENT WEEK 133 Move forward, then, with steady pace • To glories yet to be; New joy shines in a thousand eyes, That now are fixed on thee. A thousand hearts beat with hope, With ne'er a thought of fear, While all thy sons rise up and greet The future with a cheer. CRUISES FAR AND WIDE. (Alumni Song.) James C. Cresap. (Lieutenant Commander United States Navy.) (United States Naval Academy Graduates' Association.) (Air: " 'Twas Off the Blue Canary Isles.") ^ OME gather round, my classmates, and join our greeting song; With books we've done, our swords we've won, our hearts beat high and strong; /e've formed the tie, 'twill never die, wherever we may go; breathes the old Acadenvy, our alma mater O. Our alma mater O, we'll hail thee ere v/e go; On every sea we'll cherish thee, our alma mater O. ome join our song, my shipmates, from cruises far and wide; /e've borne the flag on many a ship o'er ocean's boundless tide, /e've seen our arms triumphant where'er the conflict calls; he trophies of our vict'ries deck our alma mater's walls. Our alma mater O, etc. ome, comrades all and messmates, raise every seaman's voice, i mater's cheer an J mem'ry dear let every heart rejoice; /e'll consecrate the quarterdeck the altar of her fires; i youth, in age, we'll foster there the genius she inspires. Our alma mater O, etc. STATELY BUILDING, OLD AND HOMELY. (College Ode.) STATELY building, old and homely, Though thine outlines are not comely, And thy gables were not builded By the plans of later art; Though the other halls built lately, Far more graceful are, and stately, Love for thee will ne'er depart. Would thy walls might tell the story, How the men, now old and hoary, Once beneath thy humble shelter, In the years that long have flown, Fought their passions, fought and crushed them, 134 WERNER'S READINGS NO. 54 Grappled wrong desires and hushed them, Claiming victory as their own. Tell thou could'st of sweet communion Held by those in friendship's union, Which did to disheartened brother, Strength for manly deeds impart. Tell thou could'st of joyous laughter, Thoughts of which in sorrows after, Oft revived some drooping heart. Great ambitions, air-built castles, Dreams of nations as one's vassals, Thou hast seen them oft repeated: Oft they came, as oft have flown. Many lessons thou could'st tell us Which would to rewards impel us, As their well-fought lives have shown. Deep thy bricks with names are written, Names, that when thy walls are smitten By the ever-wasting finger Of the all-destroying time, Written then on page more lasting Brightest luster round them casting, Shall for generations shine. Stately building, old and homely, Though thine outlines are not comely, And thy gables were not builded By the plans of later art; May the lessons thou hast taught us, May the blessings thou hast brought us Never from our lives depart. MATTERS NOT WHERE WORK IS DONE. (Alumni Poem.) Benjamin Copeland. O TENDER ties, and holy, That here our hearts unite, In grateful memories golden, And unalloyed delight; Dear friendships so renewing, Life's June returns again, And fresh the founts of feeling, As roses after rain. God has been better to us, Far better than our fears, And blessings without number Have crowned the circling years; COMMENCEMENT WEEK 135 And now with joy o'er flowing- Close nestling at her feet — To honor alma mater, Her loving children meet. We own her kindest mother, And crown her noblest queen; Upon her brow benignant There rests a fadeless sheen; The light of grace and learning, Of Christly love and lore, And hope, serene and steadfast, Aspiring evermore. Her fame, secure, transcendent, Her children's children share; Her name, revered, resplendent, On brow and breast we bear; Her spirit, lofty, lowly, Let us anew enthrone, And strive, with ardor holy, To make her aims our own. If true to God, what matters, Where'er our work is done? The sunbeam in the hovel, And in the hall, are one; Co-workers in one purpose, Co-partners of one plan, Each bears on stainless pinions The love of heaven to man. Be ours the Master's portion Who found, where all seemed loss, His kinghood in His serving, His kingdom in His cross; Enough if He be with us 'Till time and toil be past — Enough, if we may gather Around His throne at last. ALMA MATER AND THE FUTURE. (Alumni Address.) Mr. Chairman, and Fellow Alumni: REALIZING the responsibility of my position, I arise with trepi- dation, to make my debut into realms made famous by others. I am to respond to "Alma Mater and the Future." As this is purely a matter of the imagination, all the knowledge in the world would not enable me to respond with absolute certainty. The best I can do is to take my premises from the past and the present, and even then I shall get only a hypothetical conclusion. 136 WERNER'S READINGS NO. 54 What alma mater was in her early youth, many of you know from! experience; while, if I attempted to recall anything of that period, my knowledge would be only legendary and inadequate. What she has been during the last five years, I know from personal observation. 01 course, we of this class have not yet experienced the hard knocks oui predecessors delight in telling us we must encounter. "Some day you will look back on the five years spent at as the brightest, the hap- piest, of your life," is a warning I have too frequently heard. Some- times, even at night, I awake and see a fiend incarnate, who jumps, about and shouts that threadbare cry, as if we did not appreciate the benefits we have had. What they say may be true. When we reach the age of our admonitors we also may say the same thing. The classes of recent years, and those to follow, have high stand- ards to maintain, for they have as examples the personifications of true! manhood. Look to the church, to the army, to the courts, to the hos- pitals, to business life, and you will see our alma mater represented, and represented, not merely by privates and ordinaries of the several vocations enumerated, but by leaders; for, while other colleges may have turned out more candidates for the ministry, and perhaps more other professional men, our college has never deviated from its high standards; her motto has always been "quality, not quantity." Just a word about ourselves, the Class of . Of course, we think we are the greatest class that ever received diplomas; that, how- 1 ever, is a boast heard on every Commencement Day. Alma mater celebrates the anniversary of her founding. Con-j sidering the many difficulties she has to contend with, her success is phenomenal. No millionaires have donated large sums to fill her coffers and aid in perpetuating her great work. She has been viciously attacked. Less able and less righteous institutions would have suc- cumbed; but she has weathered it all; to-day, by her own efforts, alone and unaided, she stands triumphant above her adversaries. Gentlemen, there is a movement to abolish religion in the schools of our newly-acquired possessions, while here at home religion is already abolished. Experience has proved that religion and education must go hand-in-hand. Without the one, the other is merely superfi- cial. Without education, a man is nothing; without religion, he is lesss than nothing. Amongst all the systems teaching religion in conjunc- J tion with the arts and sciences, that of the stands preeminent.! In Europe they have a great deal to thank the for; but, here in America, we must thank them not only for being the pioneers in edu- cation, but also because their influence dates back almost to the dis-1 covery of America. The great historian Bancroft says: "Not a capel was turned nor a river entered, but a led the way." What the future holds for alma mater I know not. . She is in J capable hands, while out in the world she is supported by loyal and J efficient alumni, of whom we, Class of , are glad to be members.! I hope many of her sons will live to see her a great flourishing uni-j versity, known and respected throughout the length and breadth of the! land. In conclusion, I will say that if God is as good to her in the I future as He has been in the past, our wildest dreams, our fondest! hopes, for alma mater will be realized. COMMENCEMENT WEEK 137, CHARACTER AND COURAGE. Theodore Roosevelt. (Ex-Pre9ident of the United States.) (Alumni Address, Columbia College, New York.) ONLY a limited number of men in any university can add to productive scholarship. And to those men the all-important doc- trine to preach is that one piece of first-rate work is worth a i dozen pieces of second-rate work; and that, after a generation has passed, a university will be remembered by what its sons have pro- duced, not in the line of a mass of pretty good work, but in the way of a few masterpieces that can be produced in any country. I do not dwell upon the work for" scholarship, the work of the intellect done ;to the highest points of productiveness. I want to speak of the other !side of the work of universities, the side that produces help to the public service of the nation. Not one in a hundred of us is fit to be in |the highest sense a productive scholar, but the other ninety-nine of us Jare entirely fit to do decent service, if we care to take the pains. If we tthink we can render that service without taking pains, if we think we jean render that service by feeling how nice it would be to render it, the value of that service will be but little. Now when it comes to rendering public service, that which counts [chiefly in the college graduate, as in every American citizen, is not} (intellect so much as what stands above the mere power of body or the mere power of mind, but what stands above them, but must in a sense include them, and that is character. It is a good thing to have a sound body; it is a better thing to have a sane mind; but it is better still to have that aggregate of virile and decent qualities which we group together under the name of "character." I said both "decent" and "virile" qualities. It is not enough to have either one or the other alone. If a man is strong in mind and body and misuses his strength, then he becomes simply a foe to the body politic, to be hunted down by all decent men; and if, on the other hand, he has only the decent attributes, he's a nice man, but doesn't count; you can do little with him. In the unending strife for civic betterment small is the use of (those people who mean well, but who mean well feebly. The man that counts is the man who is decent, and who makes himself felt as a force for decency, a force for cleanliness, for clean living, for civic righteousness. That is the man that counts. To do that he must have several qualities. First and foremost, he must be honest and must have the root of right-thinking. In the next place he has got to have courage. The timid good man will avail but little in the rough work trying to do well the world's work, and, finally, in addition to being brave he has got to have common-sense, and if he does not have it, no matter whatever other qualities he may have, he will find himself at the mercy of those who, without possessing his desire to do right, know only too well how to make wrong effective. We can pardon the man who has no chance in life if he does but little for his State, and it is greatly to his credit if he does much for the State. But you, men of Columbia, who have had so much, upon pou rests the heavy burden to show you are worthy of the double re- 138 WERNER'S READINGS NO. 54 sponsibility which rests upon you, to use aright not merely the talents given to you, but the chances you have had to make much of those talents. We have the right to expect service to the State from you in many different lines — in the line, for lack of a better word, that we, will call "philanthropy;" in the line of decent political effort. And, remember this, the man who does anything worth doing is the man who takes pride in that work for the work's sake. In no kind of work done for the public are you ever going to find the really best except where ycu find the man who takes hold of it because he is irresistibly compelled to do it and who wishes to do it for the sake of doing it, well, and not for the sake of reward, the man for whom the work itself is the reward. Of course, that is true in every other walk of life, as it is true in politics. No clergyman yet was ever worth his salt who was not a good clergyman because he felt himself compelled to be such, who could preach a sermon that would reach the heart of his people and make their veins throb to be better in future. Every great doctor, that ever lived, was a man incapable of thinking of a fee when he had some difficult feat to accomplish. It is a mere truism to state that a scientific man, a writer, historian, or artist, can only be a good man of science, a first-class artist, a first-class writer, if he does his work for the sake of doing it well. And it is exactly as true in political life. It is exactly true of every form of useful effort and in every work done for the public at large. The man who does the work worth doing is the man who does it because he cannot refrain from doing it, the man who feels it borne in on him to try a particular job to see if he! cannot do it well. So the work our colleges can do is to fit their graduates to do service to fit the bulk of them, the men who cannot go into the higheri type of scholarship to do service to the country as a whole, and they] can fit them for this service only by training them in character, and to train them in this character means that they have got to train them to possess not only the softer and gentler virtues, but to possess theij virtues proper to a race of vigorous men, the virtues of courage andi honesty, and not only that honesty which refrains from wrong-doing, but the virtue that wars aggressively for the right, and finally the^ virtue of hard common-sense. VALUE OF UNIVERSITY STUDY. M. W. Hazeltine. (Harvard Class Dinner Speech.) ALMOST all graduates of universities recognize, soon or late, with more or less distinctness, that they have derived from their! alma mater something that they might have lacked had they not received a college education. What it is that renders the debt unique they do not always discern, for some misconception is current on the subject. It is certain that a thorough and fruitful study of the Greek: and Latin classics may be pursued outside of academic halls. George Grote, the great English historian of Greece, was not a university man. Neither was George Finlay, who carried on the long history of the Greeks through upward of two thousand years. A collegiate training COMMENCEMENT WEEK 139 is not needed for the development of a statesman or an orator. So far as Abraham Lincoln's education is traceable to tuition, it was in- ferior to that attainable to a New England common school. On the printed page the speeches of John Bright, who could speak or read no tongue but English, bear more conclusive proof of the high gifts that make the orator than do the speeches of Gladstone. For colleges as nurses of poetry no one would think of making a claim to pre- eminent efficiency. Shakespeare knew absolutely nothing at first-hand of what he termed "the famous universities." Neither are the equip- ment, the teaching, the example and the atmosphere of illustrious seats of learning essential in anywise to the advancement of science, pure or applied. It is true that Sir Isaac Newton was a Cambridge) man. So was Darwin. Sir William Herschel, on the other hand, was the son of a bandmaster, and was himself brought up to be a profes- sional musician. No debt to any alma mater was contracted by John Dalton, by Sir Humphrey Davy, by Michael Faraday or by Herbert Spencer. Collegiate standards and collegiate discipline are not even requisite for distinction at the bar or on the bench. John Marshall, Chief Justice of the United States, never had a college education. It would be quite superfluous to add that, for the acquirement of colossal wealth a college degree is not imperatively needed. Andrew Carnegie seems inclined to think that a college degree is positively detrimental to the compassing of that end, although the assertion is not made with- out a prophetic qualification. What is it, then, that may fairly be described as unique and sui generis in the debt which a graduate ov/es to his university? Evidently it is something which belongs to the realm of the ideal rather than of the practical. It is something spiritual rather than tangible. . It is not so much tools and methods adapted to specific success that a university man draws from the academic armory. It is rather a broad conception of human endeavor and achievement, a lofty and far-ranging point of view. It is not even intellectual stimulation so much as intellectual elevation and social orientation that he owes to a college atmosphere. That medium, no doubt, has its own reflections and refractions; they are not such, however, as either to cramp or delude the vision; the right adjustments are easily supplied. The value of concentration, considered as an engine of accomplish- ment, is appreciated in a college as it is in a counting-house or factory; but the merit of concentration is graduated by more standards than one, and is not measured exclusively by the size of a bank-account. In the horizon of universities there is room for larger philosophies than the economic system which contracts its scrutiny to the agencies which assure the financial welfare of individuals or, at widest, the wealth of nations. Speculations, discoveries, inventions are prosecuted and ac- claimed, but without any absorbing attention to their commercial ap- plicabilities. A new star in the firmament is registered without any* heed to the query whether a wagon can be hitched to it. It is in this vital particular, detachment from the pecuniary aspect of things, that the college microcosm differs sharply from the outside world. From the hour when he enters a university until the hour he leaves it, the undergraduate undergoes a kind of purification and sublimation such as used to be imposed on candidates for initiation into the Greek mys- teries. Gradually, insensibly, but surely, is borne in upon him with the i40 WERNER'S READINGS NO. 54 air he breathes — as he marks the plain living and high thinking of the men who are placed above him to educate by teaching and example — the fundamental and illuminating truth, a truth learned less fully or less quickly by those who are plunged when young into commercial or pro- fessional life, the truth that what we call civilisation, which has trained man to look skyward instead of earthward, is the product of no sensual craving to slake individual appetite, but of human energy exerted in a thousand various ways, some disinterested, some self-seeking, but all useful in their degree, though, of all channels known to human energy, that which makes money-getting in itself an end is the least elevating, the least refining, and, as a rule, the least beneficent. FUTURE OF ATHENA. M. Stanleyetta Titus-Werner. (Address at Athena Banquet, New York.) I FEEL honored by the invitation to say a few words about the "Future of Athena." The saying that history repeats itself finds corroboration in the fact that to-day, when the world has reached a degree of civilization never before attained, women are coming to the front — the very positions they once occupied both in history and in mythology. However lightly we may think of ancient mythology, one thing stands out clear, — women occupied exalted positions and were potent factors in weaving the destinies of gods and of men. The consensus of opinion of men in early civilization placed women or* high pedestals and made them co-partners and equals with themselves. In mythology, the best and highest qualities find their personification in women. The patron goddess, whose name you have chosen for the name of your society, was the goddess of the arts and sciences and of right- eous war. Her name, Athena, represents qualities that ennoble, strengthen and develop men and women. Her power and wisdom ap- pear in her being the protector and preserver of the State and social institutions. Everything which gave to the State strength and pros- perity, such as agriculture, invention and industry, as well as every- thing that preserved and protected it from injurious influences from without, was under her special care. You, as a society, could not have chosen a better name. By taking that name, and by striving to carry out its meaning, you are contrib- uting your part toward the bettering of woman's condition and you declare, both by your name and by your activities, that women shall be restored to the position they once occupied in ancient history and mythology. The olive-tree, which is your crest, was created by Athena in a contest with Poseidon about the possession of Attica, and is one of the things deemed sacred to her. It is an interesting study to go back and look at Athens, ancient Athens, before her downfall. One single rocky amphitheater, one mile square — how infinitesimally small is the space it occupied on the earth! How marvelouEly small is the stage on which its undying dramas were played! Think of the culture of the people, when, in the COMMENCEMENT WEEK 141 lifetime of one human being, there lived such men as Miltiades, The- mistocles, Pericles, Alcibiades, .ffischuylus, Sophocles, Euripides, Aris- tophanes, Phidias, Thucydias, Socrates, and Plato! Some of the most brilliant generals, statesmen and politicians known to universal history; the greatest tragic genius, the greatest comic genius, the supreme art genius, the great master of philosophic history, two out of three chiefs of ancient philosophy — there is nothing like this in the whole history of mankind. To go back to ancient Athens: These people lived simply in the open air, on the same plane of equality. They lived daintily in balmy flood of light surrounded by temples, statues, porticoes, shrines and paintings. Every corner of their city was dominated by the radiant majesty of the Acropolis and its goddess Athena. Can you wonder at their brilliant success when they lived such a life? We owe much to the Greeks, — the beginnings of science, the knowl- edge of numbers, the shape of things and of forces which make things move and which stand at rest; the beginnings of geography, astronomy, law, freedom, politics, logic, and metaphysics. The Greeks perished as a powerful nation, but the great things they did live on. The history of women during the interval from the downfall of the Greeks to the latter part of the 19th century, is marked by dark and dreadful spots. But now, a change has come, — we are returning to the old landmarks. A powerful agency in bringing in this new epoch is the work done by societies such as yours. You are giving a new and upward direction to the activities of women. Movements like yours should be encouraged. Intellectual pleasures are the keenest kind of pleasures; they are pleasures that ennoble and strengthen; they are the most lasting, the most satisfying pleasures. Although psychology has not reached that degree of definiteness that it can say with absolute certainty just what is uplifting or what is down-pulling, yet there can be no doubt that the aims and activities of a society like yours tend to ennoble all those that come within its influence. When you realize the work accomplished by the Athenians at the time of the goddess Athena, you must feel how much you have to do. To make the glories of the Possible yours, to make the future of your Athena all that it should be and must be, you will have to work earnestly and faithfully. Move forward as you have begun, but with greater zeal; let your watchword be "onward and upward." Be faith- ful in little things. Cultivate your minds diligently, and you will find the future of your Athena will be glorious and will be a power in the community in which you live. AFTER-DINNER TOASTS. 1. — To What We Love and Dread. — Wallace Irwin. COME, touch your glasses overhead To what we love, to what we dread; The after-dinner speech. Oh, may it come when we are strong, Its length be short, its laugh be long, Its flights within our reach. 142 WERNER'S READINGS NO. 54 Oh, may the speaker's stories smack Of something more than almanack And less than vaudeville; And may the wight who comes this way With nothing — or too much — to say, In heaven's name, keep still! 2.— Health and Wealth.— Richard Hovey. A health to you, And wealth to you, And the best that life can give to you; May fortune still be kind to you, And happiness be true to you, And life be long and good to you, Is the toast of all your friends to you. Here's to mine and here's to thine! Now's the time to clink it! Here's a flagon of old wine, And here we are to drink it. 3. — Love. Here's a health to all them that we love, And a health to all those that love us, And a health to all those that love them that we love. And to them that love those that love us. 4.— To the Union. The union of lakes, the union of lands, The union of States none can sever; The union of hearts, the union of hands, And the flag of our Union forever. 5.— To the Cooks. — Owen Meredith. We may live without poetry, music and art; We may live without conscience, and live without heart; We may live without friends; we may live without books; But civilized man cannot live without cooks. We may live without books — what is knowledge but grieving? We may live without hope — what is hope but deceiving? We may live without love — what is passion but pining? But where is the man that can live without dining? 6. — Three Bumpers in One. — Thomas Moore. Quick, quick, now, I'll give you, since time's glass will run Even faster than ours doth, three bumpers in one; Here's to the poet who sings — here's to the warrior who fights — ■ Here's to the statesman who speaks in the cause of men's rights. 7.— To Fellowship. We'll drink a health to good old friends And good friends yet to come. Clink, clink, clink! To fellowship we drink! ». COMMENCEMENT WEEK 143 And from the bowl No genial soul In such an hour will shrink. Clink, clink, clink! Merrily let us drink! 8.— Here's to You and Here's to Me. Here's to you as good as you are, And here's to me as bad as I am; And as bad as I am, and as good as you are, I'm as good as you are, as bad as I am. 9. — Stars and Stripes Forever. To her we drink, for her we pray, Our voices silent never; For her we'll fight, let come what may, The Stars and Stripes forever. 10.— To the President. The President — May he always be the Chief Executive of the nation and never the mere representative of a political party. 11.— Water Soft and Pure.— N. P. Willis. Water, soft, pure graceful water! there is no shape into which you can throw her that she does not seem lovelier than before. Earth has no jewels so brilliant as her own spray; fire has no rubies like what she steals from the sunset; air has no robes like the grace of her ever-changing drapery of silver. 12.— To Golden-Rod. To the Golden-Rod — The flower of the Republic, which blooms in every State and whose color is in the fringe about our flag. 13— To Woman. The rock to which we cling. 14 — Dictionary Girls. A disagreeable girl — Annie Mosity. A fighting girl — Hittie Magin. A sweet girl — Carrie Mel. A very pleasant girl — Jennie Rosity. A smooth girl — Amelia Ration. A seedy girl — Cora Ander. A clear case of girl — E. Lucy Date. A geometrical girl — Polly Gon. Not orthodox — Hettie Rodoxy. One of the best girls— Ella Gant. A flower girl — Rhoda Dendron. A musical girl — Sarah Nade. A profound girl — Mettie Physics. A star girl — Meta Oric. A clinging girl — Jessie Mine. A nervous girl — Hester leal. A muscular girl — Callie Sthenics. 144 WERNER'S READINGS NO. 54 A lively girl — Annie Mation. An uncertain girl — Eva Nescent. A sad girl— Ella G. A great big girl— Ellie Phant. A warlike girl— Millie Tary. 15 — Let the Toast Pass. — Richard Brinsley Sheridan. (From "School for Scandal.") Here's to the maiden of bashful fifteen; Here's to the widow of fifty; Here's to the flaunting, extravagant queen, And here's to the housewife that's thrifty. Let the toast pass, Drink to the lass, I'll warrant she'll prove an excuse for the glass. Here's to the charmer whose dimples we prize, Now to the maid who has none, sir; Here's to the girl with a pair of blue eyes, And here's to the nymph with but one, sir. Let the toast pass, Drink to the lass, I'll warrant she'll prove an excuse for the glass. Here's to the maid with a bosom of snow; Now to her that's as brown as a berry; Here's to the wife with a face full of woe, And now to the damsel that's merry. Let the toast pass, Drink to the lass, I'll warrant she'll prove an excuse for the glass. For let 'em be clumsy, or let 'em be slim, Young or ancient, I care not a feather; So fill a pint bumper quite up to the brim, So fill up your glasses, nay, fill to the brim, And let us e'en toast them together. Let the toast pass, Drink to the lass, I'll warrant she'll prove an excuse for the glass. NEW YORK UNIVERSITY'S VIOLET. The violet blooms in springtime fair, And perfume sheds upon the air, To vie with lily and the roste, The sweetest flower the garden grows. The violet — we sing its praise! The violet— our voices raise! With steadfast faith and loyal manhood true We pledge the violet of N. Y. U, COMMENCEMENT WEEK 145 AFTER-DINNER SPEAKING. Robert Waters. NO man of fair ability ought to despair of becoming, if he will, a good after-dinner speaker; for how does one learn to become a good talker? Is it not by daily and hourly practice? So with public speaking, or with any other part. It is practice that makes the master. Demosthenes used to say that, in order to become an orator, the first thing is action; the second, action; the third, action. Now, the first, the second, and the third thing necessary in order to become a good after-dinner speaker is practice in public speaking of any kind. One cannot, it is true, go to a dinner-party every night and make a speech No, but one can, like Charles James Fox, speak on every occa- sion that offers; or, like Henry Clay, speak to an imaginary audience every day; or, like John Philpot Curran, speak to a row of empty chairs every night. This man Curran, who was one of the finest and most famous of Irish orators, was so timid and awkward, so diffident and tongue-tied at first, that he v/as nicknamed "Orator Mum" in the London debating-society to which he belonged. And what a fine after- dinner and before-dinner speaker he subsequently became! "If you would be forever blest, Do your very best — And leave the rest!" The fact is that ease and naturalness— which are acquired only by practice by familiarity with the thing done— are the great things in after-dinner speaking. No formal or set phrases; no high-flown words or stiffness of expression; no by-heart-learned phrases; no spread-eagle attempts at eloquence— nothing of this kind should be attempted; all should be said in an easy, natural, conversational style. Stilted lan- guage draws attention to the speaker rather than to what he says, and no such language ever impressed thought on the listeners to it. One must forget himself, or forget that he is making a speech, and think only of the subject in hand, and of the fact that he is merely talking to his friends, which is really the case. You must speak in simple lan- guage in the language of conversation, not in the language of the essayists and "fine writers." It is a good plan to begin your speech with some humorous or telling anecdote; if you can only make your audience laugh you gain a point; you put them in a good humor, ready to hear anything you have to say; you get your breath, as Mrs. Siddons said, and you can then go on at your ease. Though a bit of humor in any 'speech is always delicious, much punning is not to be commended; indeed, it deserves a pun-ishment. But an incidental or occasional pun is quite another thing; this will always be kindly received. Once an orator began his address with these words: "My friends, this enterprise has grown to be a great affair; and, on looking at my share in it, I feel somewhat like the girl, who, on pulling on her slipper in the morning, exclaimed, Tt is a big thing, and I am in it!'" This brought down the house, gave the orator time to think whathe was going to say next, and put him on an easy and familiar footing with his audience. The great advantage of this feeling between orator and audience is that it enables the speaker to think as he goes along, just as if he were talking to an individual; and this is the whole secret of oratory. Against one thing the inexperienced speaker should be 146 WERNER'S READINGS NO. 54 cautioned. If you intend to make a telling speech, no matter what the occasion, do not make overdue preparation for it — that is, do not set down forty headings and expect to remember them all. Let your head- ings be confined to two or three chief ideas, and trust to the occasion for the rest. The rest must follow, if you have any ideas or convic- tions to express. The moment you express an idea forty others will spring up to extend or to confirm it, and if you go out of your pre- pared arguments never mind; the new ones will do as well. Never commit words or sentences to memory. These are deadly enemies to free thought. The best part of every speech is inspired by the occa- sion. Something must be left to circumstances there and then occur- ring. Remarks inspired by these will give life to your speech. Talk the matter over with a friend; then speak in the same way. Read much; think as you read; practice every day; this is the proper prepara- tion for an orator. When you have nothing to say, say it, and do not, like the Arkansas orator, exclaim: "Mr. Speaker, it is difficult to give expression to ideas which you do not possess." SANDWICH-GRABBER. A. R. Elliott. (After-dinner speech at New York Authors' Club.) I AM looking with a gun for the man who put me down for this eminently scientific, historical, humanitarian, bacteriological and geographical subject of the sandwich and the sandwich-grabber. Before dealing with the sandwich-grabber, it will be necessary to dissect the sandwich. First, let us consider its history. The sandwich has always been considered an emergency meal; sort of a I-want-to- catch-a-train banquet. The inventor of the sandwich was Adam. Adam had been put down there in the Garden of Eden without any mackintosh, no umbrella. He had a lot to do to get ready for Eve, who was expected any moment at that summer-resort, with her Sara- toga. Adam was short of help. He had to do his own bookkeeping, sweep out the office, feed the birds of Paradise, dig around the apple- trees, and sell tickets at the box-office. There was no Authors' Club in the Garden where Adam could go and take an hour's nooning; Car- negie hadn't got his building up yet. Adam worked almost day and night. In fact, he never got real hungry until Eve arrived, when he made the first ham-sandwich, and ate it without mustard, Eve having broken the mustard-pot. And both Adam and Eve called that sandwich a good thing. After that, the world's millions came marching down the ages, and they were and have always been busy people. And in the building of the world the sandwich has played a conspicuous part. It has fed armies by land and navies at sea. It floated across the Atlantic and landed at San Salvador with Columbus. It went around Cape Horn with Captain Cook and after it he named the Sandwich Islands. It sustained Wellington at Waterloo, and Grant in the Wilderness and at Appomattox. In Chicago, the ham-sandwich has been used as a coat- of-arms. It's a beautiful thing to see a Chicago man attired in evening- dress suit worshiping at a ham-sandwich banquet. In that city the ham-sandwich denotes peace without a squeal. Take it all in all, the sandwich per se is an offensive member of society. It clogs up sys- COMMENCEMENT WEEK 147 terns, degenerates livers, rasps temperaments, files off nerves, starves stomachs, shortens lives, goes arm-in-arm with undertakers and builds up the gravestone business. I once attended a meeting of the Twilight Club of New York. The subject for the evening was "What to Eat and How to Eat It." One prominent speaker gave a talk I have never forgotten. He spoke of lunch-clubs and the growing tendency in New York to take more than ten minutes for a noon-day meal. He spoke of the lunch-counter, the pretzel, and beer dinner and their pernicious influence on the busi- ness man. He said: "Never take less than an hour over your noon meal. Get a friend on the opposite side of the table, but don't talk business to him. Talk about the baseball game, hunting, fishing, and politics, but don't talk business. Above all, masticate your food. Did you ever think," said he, "that after your food has left your mouth your enjoyment in eating it is all over? Well, it is; it is while your food is on the palate that you enjoy it. Consequently keep it there as long as you can, and you will enjoy it the more. Never let it pass into your stomach until it has been masticated into a finei paste." You can't do that in five minutes; you can't do that in the average restaurant; you can only do it in pleasant surroundings. It occurs to me ycu do it in this club. But the sandwich-grabber — what of him? The sandwich-grabber is the 20th-century-nervous-American who thinks — I said "thinks" — he can't take time to eat. He is that fellow who shaves twice a week, who swallows his breakfast between half-past seven and twenty minutes to eight. He's too rushed to kiss wife and babes good-bye; he catches his suburban or elevated train in three minutes; he loses half the buttons on his overcoat, as he slam-bang-jams his way ahead of every one, at the entrance-door of his car. He talks loudly about the hog-market, the great business his house is doing, and he generally picks his teeth with his pocket-knife as he reads his morn- ing paper. He leaves his seat, throws his paper on the floor of the car and gets near the door so as to be the first out of the car. He rushes down the elevated stairs, three steps at a time, dodges in be- tween trucks, street-cars and push-carts, falls over bags of coffee as he cuts off corners, and slips in at the rear entrance, and prides him- self that his office is just thirty minutes from his bed. At lunch time the sandwich-grabber may be found at the nearest saloon. Perchance he perches at the dizzy summit of a four-legged stool and calls for "hash!" — or other mysteries cooked in the dark. There is no companionship here. He doesn't know, or doesn't care, a picayune for the man on the same eminence to his left, nor for the one at his right, the waiter in front, or the fellow behind him waiting for his turn at the four-legged stool. But he stays only five minutes. The "hash" has been washed down by "one in the dark" into the tide of his life to clog up his liver, ruin his temper, and shorten his span of life. Oh, but he is a hustler is the • sandwich-grabber ! Time to join a club! Not on your life! Now all you club-fellows who enjoy your noon hour ought to thank your stars that such is his decision. He is not a club-man, and he will never make one. We have not the sandwich-grabber among us, and we are glad of it. We have had him here but he has gone back— to his perch — on the four-legged stool. There let him roost! 148 WERNER'S READINGS NO. 54 AIM OF HIGH SCHOOL EDUCATION. (After-Dinner Speech.) Mr. Toastmaster, Ladies and Gentlemen: AS I look down the long tables that have contained so many good things, I am tempted to tell a little story. Long ago, a young country minister was preaching in a small town and was enter- tained on Sunday by a very poor family. Unlike our tables this evening, their board was spread with the simplest and most scanty fare. Now, the minister was very hungry and hoped for something substantial; but when the family, consisting of three members and himself, came to the table, all that was spread before them were four potatoes and a little salt. The minister, being requested to ask a blessing, responded with all fervor and in all sincerity: "Four potatoes for four of us, Thank God there's no more of us." I have been reminded of this story because the existing conditions were so different from what ours are to-night, and I want to say, with as much fervor and sincerity as the young minister said his grace: "Thank God there's so many of us." And there are more of us every year. The value of education — of a High School education— is recog- nized more and more. What is the aim of a High School education? Is it simply the finishing course of those who can go no further in studies, or is it preparation for college for the boy or girl fortunate enough to get a college education? In the High School ideals are formed and character is growing that will influence our future lives. Before our High School days, our education consisted more or less of a mere absorbing of facts; but, with maturer years, comes development of the mental and moral faculties. In the High School the individuality is fostered. Here the boy and girl find the particular talent that is to serve them through life, for their particular happiness, and which will contribute to the wel- fare of others. When we look back upon our High School days, we older alumni realize the possibilities they opened to us; and you, Class of , will, one day, perhaps even better than you do now, be brought into the consciousness that the lessons of these last four years were inspirations that will prove guiding stars in the years to come. We cannot all make a worldly success of life. We cannot all be the Jeremiah of the story, which, with your permission, I will tell: Once upon a time, a boy from a small town went outinto the world and became what is termed a successful man, that is, he acquired wealth, and was, in consequence, very well pleased with himself. Years afterward, when a corpulent, self-satisfied, middle-aged merchant, he visited his native town and addressed a roomful of youngsters who knew nothing of him or his career. He wished to impress upon them the importance of youthful integrity, and spoke to them something after this fashion: "Once there were two little boys, whose names were Johnny and Jeremiah. Johnny was a naughty little boy; he never minded his good, kind teacher; he wouldn't study, and he played truant. Now Jeremiah was just the opposite. He did just as his teacher told him, got his lessons, and was never absent from school. Now, children COMMENCEMENT WEEK 149 which would you rather be like, Johnny or Jeremiah?" Of course, the children answered with one accord "Jeremiah," and here the speaker puffed himself up, threw out his chest, and said impressively: "Jere- miah stands before you." And the children were duly impressed. As I said before, we all can't be "Jeremiahs," nor do we want to be. What is one person's success is another's failure. I can think of some fail- ures that are successes. Back of all true success lies true character. How do we attain true character? By coming to understand the real self, the divine self that exists in every one of us, that self which is . back of everything physical that we can see. Our characters are determined by our habits; but back of our habits lie the thoughts that actuated them. We see how important our thoughts are. Thought is one of the greatest forces in the world. It is the great builder, the determining factor, in human life. Then be careful what your thoughts are. Learn to control them. Think only of the best in life. Ella Wheeler Wilcox, in her poem, "Secret Thoughts," says: "I hold it true that thoughts are things Endowed with being, breath and wings, And that we send them forth to fill The world with good results or ill. That which we call our secret thought Speeds to the earth's remotest spot, And leaves its blessings or its woes, Like tracks behind it as it goes. It is God's law; remember it, In your still chamber as you sit With thoughts you would not dare have known. And yet make comrades when alone. These thoughts have life, and they will fly And leave their impress by and by, Like some marsh breeze whose poisoned breath Breathes into homes its fevered death. And after you have quite forgot, Or all outgrown some vanished thought, Back to your mind to make its home — A dove or raven it will come. Then let your secret thoughts be fair; They have a vital part, and share In shaping worlds, and molding fate- God's system is so intricate." The principal aim, then, of a High School course is to awaken the boy or girl to a realizing sense of his or her own possibilities, to the right quality of thinking. The discipline of thought, that we must meet and conquer in these years, will inaugurate high, healthful, pure thinking. Good thoughts will bring good acts, good habits. Habits determine character; character in turn determines what our lives shall be — failures or successes. Be earnest in all your efforts, no matter how small may be the thing you are doing. If you are earnest in small affairs, you will be earnest in large affairs, because you have cultivated the habit of earnestness, Don't shilly-shally through life. You will never accomplish anything if you do. The great ethics of life come to us during our High School period. We learn that each is a part of the great universal whole, that each must do his part for the good of the whole. If every individual work in harmony with every other, harmony will pervade the whole. No one pupil of a school, no one part of the nation, can stand alone; all are dependent, interdependent. This is a great life principle. If we 150 WERNER'S READINGS NO. 54 have grasped this one idea alone in our High School education, we have got hold of a fundamental principle as lasting as rock bed. To fit the individual for the duties and pleasures, as well as for the hin- drances, of life, is the aim of education. To teach him how to meet difficulties, how to attain the happiness the world affords, how to per- form the dutiesof a citizen, how to get a living; in short, to make him able to form a just scheme of life — that is the object of all our temples of learning. Let us make xhe training the High School pupil receives as nearly all-round as possible. Let us make the foundation broad and deep. "Build to-day then, strong and sure, With a firm and ample base." And if the pupil possess some particular talent which it is desirable to cultivate, let that rise above the broad foundation, a graceful dome, an airy pinnacle, but resting firmly on a base broad enough and secure enough to uphold it. HONOR CHAIR. (For guest of honor at banquet.) One and one-half dozen roses are bound and fastened to corner of chair by rose-colored ribbon of satin, long bows and graceful streamers. Ribbon should harmonize with color scheme. Long-stem American Beauty roses are effective. GRADUATES' SOCIAL AFFAIRS. I. — Senior Class Progressive Dinner Given by Juniors. SENIORS are invited by Juniors to a "progressive dinner." Dec- orations consist of dolls, toys, little carts, rattles, and other child- ish things. Four rooms are used, over doors of which are placed large placards, respectively: "Freshman Room," "Sophomore Room," "Junior Room," "Senior Room." FRESHMAN COURSE. Seniors, on arriving, receive menu-cards on which is printed or written "Freshman Course," are ushered into Freshman Room and sit on floor. Four Juniors, dressed as nurse-maids, tie oilcloth bibs, on which are written Christian names of Seniors, around necks of Seniors who are handed nursing-bottles from which they suck milk. During nursing, Junior nurse-maids talk "baby talk" to Seniors who answer in same kind of talk, cooing, goo-gooing, etc. If Seniors refuse to obey, they pay forfeits. When nursing-bottles are empty, Seniors pass to Sophomore Room. SOPHOMORE COURSE. On entering Sophomore Room, Seniors receive large cards on which are written both their Christian names and surnames. Cards: also have drawing Of a plucked chicken. In room is table, in center COMMEXCEMEXT WEEK 151 of which is large open primer, tied with class-colors. From primer centerpiece yellow cardboard foot-rules, with black-ink measure-mark- ings, extend to plates. These rules serve as hints that Sophomores are not able to make rules for themselves. Tender, broiled chickens, and bread-and-butter sandwiches, are served to Seniors, who, starting to eat with their fingers, get fingers rapped, and are made to eat prop- erly by Junior nurse-maids, who also lecture Seniors on their bad manners. JUNIOR COURSE. On entering Junior Room, Seniors receive cards bearing their full names, preceded by "Mr." or "Miss." In this room is attractive table on which is huge birthday cake with sixteen candles and motto, "Sweet Sixteen," in red icing. Menu-cards, headed "Junior Course," are at plates, also a booklet, tied with class-colors, with "Heart-to-Heart Talks," and containing precepts suitable for Juniors. Seniors are served with salad, called "Comedy of Errors," made of twisted pieces of lettuce-green paper on which are written good-natured hits on Sen- iors' failings and peculiarities. Cake, icing of which is marked for cut- ting, is served Seniors who find "cake" made of cotton, sawdust, raisins, etc. SENIOR COURSE. On entering Senior Room, Seniors receive cards, in form of book- lets, with "Senior Course" on front page. On second page of booklet are Latin or Greek mottoes; on third page of booklet is menu. Sev- eral tables, arranged in circular form, are in this room, in center of which is table with centerpiece representing Senior, in cap and gown, clutching diploma and perched precariously on snow-covered world (globe set in bed of artificial snow, briers and thistles). The other tables are covered with .artificial snow in which plates are placed, every plate having Senior's name, and a Greek or Latin motto. Candles, in white candle-sticks and with white shades trimmed with icicles, are on tables. Seniors are served ice-cream or ices in children's bread-and- milk bowls. II. — Madcap Pajama Party. Decorations are dimly-lighted candles, pillows and bolsters propped around walls in place of chairs; sheets hung against side walls; in center of room a cot set as refreshment-table, on center of which are little bags of "sleepy" sand pillowed about base of cushion. To bags are attached long pieces of white tape, running to guests' plates. At end of feast bags become souvenirs for guests. Bowls of bread and milk serve for refreshments. White place-cards have sketches in pen and ink of: "Hey diddle diddle! The cat and the fiddle, The cow jumps over the moon." Guests, in white pajamas, enter, riding broomsticks and carrying lighted candles in tin candle-sticks. They ride down whole length of one side of room, then back along other side of room to starting-place. During this riding they peer around and act as silly as possible. Then 152 WERNER'S READINGS NO. 54 they take places at refreshment-table and are served bread and milk. When through eating, each has a nightcap to make with eyes closed. Guest making best night-cap gets for prize book of lullabies or Mother Goose nursery rhymes. Guests retire after bread-and-milk refresh- ments, soon returning dressed in sheets and pillow-cases. Rollicking dance follows. Meanwhile refreshment-table has been stripped, and is piled with cushions and elaborate spread. In midst of wild dancing, Senior throws herself on cot or refreshment-table acting as if in trance. Immediately lights are extinguished; two Sophomores appear garbed as "spirits" or "witches," with staffs and umbrellas, whirl umbrellas over reclining Senior, who begins to mutter, loudly calling name ofi some guest. Senior talks to guest as in dream, foretelling her future, continuing until all guests have had their fortunes told. At sudden signal by Sophomore, guests rush to cot, seize and carry out Senior. III. — Drama Simulated. Invitations request attendance at "A Comedy in Five Acts." ACT I. "Music hath charms to soothe the savage breast." Guests vie with one another in giving college cheers. act n. "Oh wad some power the giftie gie us To see oursel's as others see us!" Partners are chosen, Freshman and Senior being paired. Senior writes on card description of partner. Freshman sketches with left hand Senior partner, adding description of Senior's costume. Prizes are given to best Senior and best Freshman work. act m. "And thereby hangs a tale." Guests gossip. Then every one is asked to tell of some college prank or frolic. Prize is given to best narrator. act rv. "Eat, drink, and be merry." Refreshments are served; humorous toasts are given and responses made. Toasts and responses should refer to features of college or school-life. Appropriate menu contains quotations from authors. At end of quotation is stated kind of food or drink to be served. Follow- ing will serve as examples: "Oh for a cooling draught" Cider. "Sweets to the sweet." Candy. ACT V. "As You Like It." Guests do as they please — play cards, sing, dance, reminisce, etc. IV.— Barn Frolic. Invitations are decorated with pen-and-ink sunbonnet maidens. Freshmen, dressed as countrymaids, are asked to meet swains in , COMMENCEMENT WEEK 153 at seven-thirty o'clock. Members of graduating class act as swains to countrymaids, who wear calico dresses, of all styles and colors; aprons, leghorn hats tied coquettishly under chins, or flower-bedecked sun- bonnets. Swains wear farmer costumes of rough shirts, handkerchiefs around necks, sombreros, blue or brown overalls, from bottom of which feet appear. If barn for entertainment is not available, use gym- nasium, decorated with hay, straw, columns trimmed with corn-stalks and colored leaves; grinning jack-o'-lanterns and red lanterns every- where. Use no other lights. Fiddle and accordion music is specially suitable. Countrymaids enter and line one side of room. Swains enter and line opposite side of room. Master of ceremonies appoints "school- master," and announces that school will begin. Pupils are examined in "readin', 'ritin' and 'rithmetic." Pupils do all sorts of funny things and make all sorts of funny replies. School being dismissed, pupils go away simpering, flirting, etc. Master of ceremonies announces "Barn Dance." Swains take countrymaid partners and dance begins. BARN DANCE. Partners stand side by side, facing same way. Swain's right hand rests lightly on countrymaid's waist, left hand on right shoulder. Coun- trymaid starts with right foot, swain with left foot. In directions fol- lowing, which are for countrymaids, swains substitute left foot for right foot, and vice versa: 1. Step forward on right foot. (Count 1.) Bring left foot to third position behind right foot, change weight to left foot. (Count 2.) Leap forward on right foot. (Count 3.) Hop on right foot, at same time extend left foot raised, in fourth position of right foot, toes pointed downward. (Count 4.) 2. Repeat movements of No. 1, starting with left foot (during Counts 1, 2, 3, 4). 3. Face partner and take waltz position. Leap forward on right foot. (Count 1.) Slide forward on left foot, turn half round to right and change weight to right foot. (Count 2.) Leap backward on left foot. (Count 3.) Slide back on right foot, change weight to left foot. (Count 4.) 4. Repeat movements of No. 3 (during Counts 1, 2, 3, 4). NOTE. — Accent leap only and change in No. 3, No. 4. In the slide toes touch floor for a moment only. After Barn Dance is finished and dancers have rested, host or hostess announces a "Paul Jones." Partners are again selected, and dance begins. PAUL JONES. Dancers, having chosen partners, form ring, all holding hands. To musical accompaniment, dancers move "right and left round" room. In a few minutes master of ceremonies blows whistle; dancers stop, then, with person whose hand is held at time whistle is blown, waltz, one-step, or two-step round room, until whistle is again blown (which is in a few minutes). Dancers again form ring, holding hands of per- 154 WERNER'S READINGS NO. 54 sons they chance to be next to, and again move "right and left round." These movements are repeated as long as desired. Explanation of term "right and left round": Dancers face partners, pass partners, touching right hands in passing, and continue in same direction around the set, giving left and right hands alternately to persons met. Part- ners are thus moving in opposite direction. Other dances, as Virginia Reel, Jigs, Country Dance, etc., may be introduced. Dances should be suited to style of frolic and not partake of up-to-date characteristics. Following refreshments are appropriate: Sandwiches of ham and whole slices of bread cut from large round loaves; old-fashioned molasses taffy; molasses pop-corn balls; large rosy-cheeked apples; lemonade. Dancing may be resumed after re- freshments. At end of Barn Frolic, swains choose and escort country- maids home, or to their rooms. As they start, "Seein' Nellie Home" could be appropriately played. V. — Reminiscence Party. Select room with large open fireplace (with burning logs) for party. Girls wear kimonos (if boys' party, boys wear pajamas). On arriving, each person receives bundle of fagots and sits on cushion around hearth. When all are seated, master of ceremonies requests a guest to throw fagots on fire; and, while fagots burn, to relate some incident in his life. When all guests have told their stories, banjo and guitar are played and guests sing "Home, Sweet Home," and "Auld Lang Syne." Master of ceremonies stands before fire, and, with mannerisms of a seer, recalls, or pretends to recall, incidents in college-life of each guest in turn. The narration is accompanied by banjo and guitar music. For refreshments, guests haul in big packing-case, decorated as refresh- ment-table, "from home." On center of table is old oaken bucket, bound with smilax and autumn leaves and fastened to pole which in turn is fastened to tub containing fruit punch. Master of ceremonies dips bucket into punch and serves guests; cakes and candies are served by other persons. During refreshments guests sing "Old Oaken Bucket." VI.— Shoe Party. White cardboard invitations, cut in shape of shoe-soles and tied with shoestrings, are sent to members of class. Guests arriving, find sheet stretched across room; hiding behind sheet are persons showing feet only. Guests are directed to guess owners of feet. Person having most right guesses wins prize. Appropriate prize is a Billiken. Next is a prize finger shoe-buttoning contest. Good prize is shoe-horn. An- other contest is trying on small slipper, person with smallest foot, or whose foot slipper fits, receiving prize. VII.— Graduates' Banquet. Decorate table with roses in glassware, and rose-flower candle-, shades. For centerpiece use low glass bowl filled with roses and long sprays of green leaves trailing over table, in and out among dishes, with scattering of roses. COMMENCEMENT WEEK 155 MENC. Currant Soup with Rice and Raisin Squares Shrimps a la Bretoise Brown Bread Fingers Cucumber Straws Chicken au Cresson Potato Roses Green Peas Medley Salad Cheese Straws Strawberries and Whipped Cream in Lady Locks Rose Ice-Cream Jeanne d'Arc Bonbons Tea Punch VIII. — Graduation Frolic and Banquet. Class-color decorations and flowers. Crepe paper is also effective. At each plate should be a souvenir symbolizing some event pertaining to that guest; small megaphone for football rustler; small footballs for players; small slate and pencil for class mathematician. Tables are placed in hollow square, so that everybody can be easily seen. Refresh- ments may be the usual banquet. Ices are served in miniature college- caps. Rolls of bread should be long and tied with college colors to represent diplomas. Cakes are decorated with class-colors in icing. On entering dining-room, guests receive cards, with lead-pencils at- tached, bearing name of school and date of graduation. After guests are seated, each guest writes on card his name and passes card to* neighbor on left, who writes his name on card and passes card on, so, when cards have gone round of table, every card has names of all guests. These cards are interesting souvenirs for class memberSi Toastmaster impersonates principal of school, others impersonate vari- ous teachers of school. Bogus chairman of board of directors presents diplomas. Following are examples of speeches: To the handsomest in the class — a mirror. To the fattest — a pair of scales. To the thinnest — a bottle of tonic. To the most talkative — a pair of clappers. To a fair-haired youth — a bottle of red-hair dye. These tokens, wrapped in paper, are tied with ribbon to resemble diplomas. Class historian reads, from huge book, class history during class's four years in school. Class prophet tells the future. Class lawyer reads will of class, bequeathing various articles to Juniors. Class president reads valedictory. All unite in singing class-song and giving class-yell. IX.— Historical Masquerade. Two boys and two girls are appointed as program committee by class, as affair is to be a surprise to others of class. Committee decide where to hold entertainment, indoors or out, and arrange decorations which should be in class-colors. They go to members of class, sep- arately, and direct him (or her) to wear costume representing histori- cal character, such as Antony (or Cleopatra, if a girl). Characters are assigned, so there will be a partner for every one: William and Mary, Napoleon and Josephine, etc. Costumes are of cheese-cloth, tinsel, tissue-paper, or other inexpensive materials. Girls and boys may come costumed, or bring costumes and dress in rooms — or tents, if out-of- doors — assigned for this purpose. There may be games or dancing until time for refreshments. Then master of ceremonies directs boys 156 WERNER'S READINGS NO. 54 to find partners. This causes merriment, as a fifteenth century charac- ter must not have a partner of twelfth or thirteenth, but must find girl of same century as himself. There is fun, if Caesar gets Cleopatra before Antony can claim her, or if Paris runs off with Helen of Troy. When all have found partners, Juniors serve refreshments. Then mas- ter of ceremonies announces that company would like to hear about adventures of Hannibal, or some other noted person. This will be amusing if Hannibal has, as is likely, forgotten the history, or if, by mistake, he gives history of some other character. Each character tells his story in first person; when he has finished, he calls for some- one else, and so on until all have had a chance. Someone reads history of class; class prophecy is told by a "gipsy," who enters when prophecy is announced. This is exceedingly humorous if done in spirit of whole entertainment. Helen of Troy, for instance, may be warned of dangers of flirting; Napoleon may be called down for egotism, or teased be- cause of small stature. X. — Tree-Planting Entertainment. This entertainment is given by Juniors and Seniors. Juniors issue invitations which may be in form of leaves, or leaves may be stamped or printed on cards or paper of ordinary shape. Invita- tions may have a motto, as, for instance, sentiment attributed to Stephen Girard: "If I knew I should die to-morrow, I would plant a tree to-day." Seniors are asked to learn poems relating to trees or flowers. Classes meet in woods, and have picnic amusements, including luncheon. Mistress of ceremonies (a Junior) announces she will test the boasted learning of Seniors, who must answer the questions :_ 1. How and when did Arbor Day originate? (In this and in all other "tests," when Seniors fail to answer satisfactorily, Juniors, who are prepared, give correct answers.) 2. Every Senior is called on to recite poem learned. Humorous restrictions, not divulged beforehand, keep this feature from becoming stilted. Mistress of ceremonies declines to hear "Last Rose of Sum- mer," or "Woodman, Spare That Tree," or what Shakespeare says about a rose smelling as sweet by any other name; or Gray's flower wasting its sweetness on the desert air, etc. 3. Which is the most beautiful tree in town? (Lively difference of opinion.) 4. Tell an incident of an Arbor Day celebration in school. (' Do you remember the year that we .") 5. What tree is most useful? 6. What is most wonderfuf tree you have ever heard of? 7. Tell story of Charter Oak and Washington Elm? 8. Mistress of ceremonies gives familiar quotations on nature, and asks name and author of poem, from which quotation is taken. _ 9. Seniors are asked to sing appropriate songs; none coming to memory readily, Juniors shame them by singing songs for which they have prepared. . 10. What is barest spot in our town, one most in need of a tree? This answered, mistress of ceremonies announces they will journey to this barest spot and plant two saplings— one in memory of Seniors, one to Junior glory. COMMENCEMENT WEEK 157 XI. — Book Reception. The aim is to add books to school or college library. Invitations are prepared and sent out by Seniors or by graduates. FORM OF INVITATION. On , my friend, A book-reception we shall hold, This little messenger we send, To say that though the day be cold, A warm, warm welcome we extend, And choice refreshments we shall servo To all who will attention lend, And who these rules will well observe. First, you must bring no frown with you, Leave all your unkind thoughts elsewhere, Then "two bits" or a book is due, Besides the smiles you scatter there. We've literary games also, And moral games, so on the 'whole, Tou must find out, before you go, We feast the body, mind and soul. Reception committee receive guests who bring books collected by them. Books are examined, and number received credited to guests. When guests have all arrived, and books have been passed on, reports are given chairman of committee, who announces results, usually during lull in music. Suitable prizes are: Gold book-pin, for largest number of books; one month's free tuition in some subject, for next largest number of books; pair of gloves, box of candy, boxing-gloves, etc., for other prizes. Chairman announces "Original Stanza Contest." Guests write each a stanza consisting of not less than four, nor more than eight, lines about best books they have read, giving titles and descriptions of books. Best stanza gets first prize; poorest stanza gets "booby" prize. Chair- man announces "Unfinished Quotations" contest. Guests receive cards on which have been written different quotations (ten is a good number) with parts of lines omitted. Guests complete quotations, write author's name after each quotation, and their own name at end of card. When all have been completed, committee receive cards; person having rilled out most quotations rightly, receives prize. Several prizes may be awarded, if desired. STYLE OF QUOTATIONS. Kind hearts are more than coronets, And simple — — — — — — To be or not to be That is Only the good die young, and those whose hearts Are like the summer's dust, Burns to — Chicken-salad, sandwiches, coffee or chocolate, ice-cream, etc., may be served. XII. — Literary Games. (Suitable for Book-Receptions and other similar entertainments.) CHARACTERISTICS. Game consists of describing by words certain characteristics of authors whose first letters are initials of author designated. For instance: "His Works Live" (H. W. Longfellow); "Gayly Depicts 158 WERNER'S READINGS NO. 54 Manners" (George du Maurier); "Wit Merits Truth" (W. M. Thack- eray); "Lasting Writer" (Lew Wallace). Player who guesses largest number of authors is winner. Players in turn may give author's char- acteristics, or one player may have prepared list previous to game for others to guess. LITERARY CONUNDRUMS. In literary conundrums, enter titles of books, names of authors and characters and places of historical note. Conundrums are almost al- ways home-made; by exercising a little ingenuity, some very good ones can be made as follows: "What poet would keep your ears warm on a cold day?" ("Hood"); "What author reminds us of a Biblical story?" ("Caine"). And so on through a vast category of names which easily can be so applied. LITERARY SALAD. Game consists of dish of green paper leaves, on which are written quotations, authors of which are to be named by players. Some small token is usually given to one who successfully names most. NATIONS. Following list of questions is written on paper and given to play- ers who endeavor to write answers. A reward may be given player correctly guessing greatest number. QUESTIONS. ANSWERS. Nation from which we start Germination Nation for teachers .Explanation Nation for pupils Subordination Nation for actors Impersonation Nation for a popular prince Coronation Nation for theological students Ordination Nation for a politician Nomination Nation for the ungodly Domination Nation for an unpopular official Resignation Nation opposed to darkness .Illumination Nation for a contagious disease Vaccination Nation for pests Extermination Nation for wrong-doers Condemnation Nation for the irresolute Determination Nation for the superstitious Hallucination Nation which monopolizes desire Combination Nation toward which we lean Inclination Nation which indicates a class Denomination Nation we have now reached Termination SKELETON STORY. Another interesting literary contest is the skeleton story. Story is written on paper and begins in usual style; but, after it has progressed for a line or two, a blank is found in place of a word. Blanks are« liberally scattered through stories, and players have to fill them in. Sometimes omitted words are titles of books, sometimes names of authors, or names of well-known characters in fiction. To be able successfully to fill in story, one must be quite well versed in modern fiction, must know a little about classics, a good deal about poets, and must have a general knowledge of literature. COMMENCEMENT WEEK 159 POPULAR COLLEGE CANDIES. VASSAR COIXEGE FUDGE. 2 caps granulated sugar, '/ t cake or 1 oz. Baker's unsweetened % cup milk, chocolate, shaved; % cup water, 1 teaspoon vanilla. Butter, size of ess. Mix all in dish, except vanilla. Boil steadily eight minutes. As soon as mixture begins to boil, stir mixture and continue stirring eight minutes. Take off fire and whip mixture in same dish used for boiling, adding, as you whip, one teaspoon vanilla. Whip mixture until it creams. Have ready greased marble slab or greased platter. When mixture is well-creamed, place it on slab or platter and knead it as you would knead bread. When well kneaded (after a half hour steady work), roll out flat and cut into cubes, or leave in shape of loaf. Cut 6lices as if cutting bread. WELLESLEY COLLEGE FUDGE. Same ingredients and same procedure as Vassar College fudge, except that when fudge is ready for vanilla, add one pound of marshmallows (previously broken into small bits) and vanilla. Beat thoroughly until all is creamy, then pour into buttered pan; when cool enough, mark off into squares. CORNELL COLLEGE FUDGE. 2 squares chocolate, Butter, size of walnut, 2 cups sugar, % cup hickory-nut meats. 1 cup milk, Boil sugar, milk and chocolate, without much stirring, eight minutes. Add butter. Remove from Are and stir hard until nearly cold. Add nuts, stirring them in well. Smoothness depends on strength used for stirring. Spread out thin in greased pan and mark in squares, or make into ball forms. BARNARD COLLEGE FUDGE. One-third cake chocolate, Cream, enough to thin mixture, 2 lbs. brown sugar, Nuts of any sort. 1 tablespoon butter, Put all ingredients, except nuts, into dish and leave until thoroughly soft- ened. Boil without stirring ten minutes. Take off Are and stir in nuts. Beat thoroughly until mixture is well creamed. Spread in buttered pan and, when nearly cooled, cut into squares. BRYN MAWR COLLEGE FUDGE. 2 squares chocolate, Butter, size small walnut, 3 cups granulated sugar, 1 teaspoon vanilla. 1 cup milk, Boil sugar, butter and milk together seven minutes. Put chocolate in and boil three minutes longer. Take off fire, and add vanilla. Beat mixture until cool. Spread in buttered tin and cut into squares. SMITH COLLEGE FUDGE. % cup butter, % cup molasses, 1 cup brown sugar, 2 squares chocolate, % cup cream, 1% teaspoons vanilla. 1 cup white sugar, Mix sugar, molasses and cream in dish to be used for boiling. Add melted butter. Put over fire and boil three minutes, stirring rapidly. Add chocolate grated or scraped. Boil five minutes, stirring rapidly at first, then slowing down. Remove from fire and add vanilla. Stir mixture until it thickens, then pour into buttered pans and set away to cool. WELLESLEY COLLEGE PENOCHE. 3 cups brown sugar, Cup chopped English walnuts, 1 cup cream or milk, 1 teaspoon vanilla. Butter, size walnut, Boil sugar, cream or milk together until mixture forms soft ball when dropped Into cold water. Add butter. Take from fire and add nuts and flavoring. Stir until mixture begins to harden. Put on buttered plates and cut into squares. 160 WERNER'S READINGS NO. 54 MEXICAN PENOCHE. 2 cups brown sugar, 1 tablespoon butter, 1 cup white sugar, 4 tablespoons chocolate (scraped), 1 cup milk, 1 teaspoon vanilla, 1 cup chopped walnuts, 1 saltspoon salt. % cup molasses, Put sugar, milk, butter, salt, molasses into dish and set over fire. When mixture boils, add chocolate and nuts. Boil until it thickens, then add vanilla. Take from fire and stir until creamy, Put on buttered tins to cool and cut into squares. COLIEGE TOASTED MARSHMALLOWS. Use one pound marshmallows. Heat very hot copper, silver or granite dish. Put in some marshmallows and hold dish over fire. Watch marshmallows very closely so they do not burn. Turn when niarshmallows have browned on one side and brown them on other side. It takes only a few seconds to toast marsh- mallows. CHOCOLATE CARAMELS. 1 cup molasses, y 2 cup milk, % cup sugar, 1 tablespoon butter, % lb. grated chocolate, 1 teaspoon vanilla. Boil all together, stirring scarcely any, just enough to keep from burning. When a little of mixture, dropped into cold water, hardens at once, take it from fire and pour it into buttered pans; as it cools, cut into squares. MAPLE SUGAR CARAMELS. 4 cups maple sugar, 1 quart milk. Boil, stirring constantly, until a stiff ball is formed when little of it is tried in cold water. Pour into buttered pans; when nearly hard, cut into squares. COFFEE CREAM CARAMELS. 2 lbs. sugar, 2 ox. butter, 1 cup cream, One-third cup coffee. Boil until it strings from fork; remove from Are and beat well; pour Into buttered tins; when cooled, cut into squares. PEANUT CREAM. 1 cup brown sugar, 1 (10c.) box marshmallows, % cup granulated sugar, 1 cup shelled peanuts. % cup milk, Boil slowly sugar and milk together eight minutes; take from fire and stir in marshmallows. When they have dissolved, stir in peanuts and beat mixture until all is well-mixed. Pour into buttered dish and cut into squares. PEANUT PATTIES. y 2 pint chopped peanuts, 2 cups sugar. 4 eggs, whites only; Beat whites of eggs to stiff froth, add chopped nuts and sugar. Take sheets of oiled paper and lay in tins. Drop mixture by teaspoonful on oiled paper; Place into oven and bake until a light brown. SUGARED POPCORN. 1 cup sugar, 3 tablespoons water. 1 tablespoon butter. Boil all together until it candies when dropped in cold water. Stir in two quarts of freshly popped corn. Stir constantly until corn is well-coated with mixture. COCOANUT CREAMS. 1 lb. confectioner's sugar, 1 teaspoon vanilla, 1 egg (white only), % cup grated cocoanut. Cream or milk or part milk and 1 tablespoon melted chocolate, Mix well (except vanilla). Put mixture into bowl over kettle half full boiling water. Keep over fire until mixture is melted. Remove from fire and stir in vanilla. Use silver fork to drop portions of mixture on oiled paper or buttered platter. PART V. Racing Day, Athletic Day, Play or Recital Day INDOOR ATHLETIC TRACK MEET. AN Indoor Athletic Track Meet for school or college students may be made entertaining for a large crowd. Only students of home school or college need participate, various classes being pitted against each other, and spectators roped off along sides of room. If, how- ever, students want to have a frolic in which everybody takes part, the names of six popular national or local colleges may be given divisions of the gymnasium, location of each being indicated by~suspended pennants of cheesecloth or crepe paper. On entering, each merrymaker receives small pennant — facsimile of larger ones — and takes place with college group represented b}? pennant. Brightness of pennants, gaily fluttering in many colors and rousing cheers of "college," will insure genuine "track-meet" atmosphere. Each college should elect a manager and a yell-master: enough time should be allowed for groups to select rep- resentatives and perfect various yells with which they are to spur on representatives of their team. Each college group needs at least one competitor for honors of each event, and entries should be made with- out contestants knowing just what they are expected to do. Judges, [timekeepers and referees are to be previously appointed by reception 'committee, and individual score-cards provided. First Event: "Twenty-foot Dash." Contestants hop distance on one foot, and carry, without spilling, glass of water in right hand. Second Event: "Discus-Throw." Give each contestant empty paper- bag and string; allow competitors one minute to inflate bag with "hot iiair"— as saying goes; tie string around bag's neck and throw inflated jobject as far as possible. Since bags will go in almost any direction except in direction thrower intended, and as some of the puffiest ones are likely to blow back on their irate manipulators, this test of skill can be appropriately dubbed a "Discus-Throw." Third Event: "Standing Broad Grin." Width of each competitor's :smile is measured with tape-measure. Winner is bidden to bow to each defeated candidate in turn, without smiling; and, afterward, to each one with different kind of smile. These attempts, in spite of strenuous efforts, are sure to have ludicrous results. Fourth Event: "Handicap Hobble Hurdle-Race" will be a farcical [feature, if contestants wear tight-fitting "hobble" skirts of cheese-cloth or sacking, and race length of room. The least spurt or sudden access of speed will result not only in upset of dignity, but also of equilibrium. Halfway down course pasteboard barriers should be stationed, over which the "hobbled" ones hurdle as best they may. Fifth Event: "A Crowing Contest." Contestants are solemnly seated on camp-stools and given four crackers each to eat; after eating, :onsumers are unexpectedly told to "cock-a-doodle-doo." Crackers eave mouth dry and contestant, so that he who first can utter clarion :all, well deserves "Chantecler" medal. Sixth Event: "Obstacle Race." This spectacular finale is likely to nake greatest fun of the evening. Contestants enter race with unbut- (WR54— 161) 162 WERNER'S READINGS NO. 54 toned shoes, carrying hats, coats, umbrellas, camp-stools, and suitcases containing gloves, buttonhooks, curl-papers and rubbers. At signal, they race across room to chalk-mark on floor: open camp-stools; seat themselves; open suitcases; take out button-hooks; button shoes; put on curl-papers; put on rubbers, hats, coats and gloves; raise umbrellas; pick up suitcases and camp-stools, and with what breath they have left, race back to starting-point. "Pole Vault" may be suggested at refreshment-time — each guest being presented with striped stick of candy. Popcorn and lemonade may be served. GYMNASIUM RACES. EACH contestant is given small bag containing fifty beans to be used for betting purposes, also score-card with pencil attached. Cards read as follows: I. — Steeplechase. OFFICIAL, SCOKE-CARD. I. — Steeplechase Entries. ..... II. — Wordy Heat " III. — Handicap " IV. — Article Kace " Four Freshmen take part in steeplechase. First, they are blind- folded and taken into dressing-room. From there they grope through rooms and doors, "up winding stair" to room above, where bell hangs from ceiling. Each contestant rings bell, then finds way back to start- ing-point. Winner is awarded large leather medal in shape of bell tied! with college-colors. II.— Wordy Heat. In "Wordy Heat" four Sophomores contest for medal, being told that prize goes to contestant who talks continuously and consistently for! ten minutes. All four contestants talk at same time, and it takes a very competent — and at same time a very alert — set of judges to decide on prize winner. III. — Handicap. Six Juniors, stationed at one end of room, and six Seniors, at other end, take part in "Handicap." Small pieces of cloth, buttons and needles are given to Juniors, and pieces of thread to Seniors. At signal, each Senior starts from post to Junior partner, who threads: needle; Senior sews on button and returns to place; pair, who finish: first, win. IV. — Article Race. Whole party join in "Article Race." Two captains are selected and choose sides. Four large boxes are brought in, two being empty and two full. Players are arranged in two lines, with full box at one! end of line and empty box at other end of line. At signal, articles are passed from hand to hand down line and back again. Side, which fin« ishes first, receives ribbon badges. Lemonade, peanuts, popcorn, etc.J may be served. C COMMENCEMENT WEEK 163 FOOTBALL HERO. Strickland W. Gillilan. FROM the jaws of the jungles of Jayville the Jasper hiked out of his lair; The barn-breath breathed balm from his bootlets, the hay-germs had homes in his hair; ! His mouth hung ajar like a fly-trap, each hand was as big as a ham. i His freckles a leopard-like legion, his verdancy far from a sham; i His clothes were those mother had made him, his mop had been mowed 'round a crock; : Each wilted congressional gaiter was rimmed with a neglige sock. iWhen Reuben strayed in with his satchel, and eyes you could snare with a rope, j A "ha-ha" arose from the campus that strangled the last of his hope. But Reuben was big — he was husky; his legs were like saplings of oak; I His arms were like steel, and he'd often made two-year-old steers take a yoke; ■ His back was the back of a Samson — gnarled, knotted, and hard as a rock. His neck would have served as a bumper to ward off a switch-engine shock; His unpadded shoulders were hillocks of sinew and muscle and bone; His chest was a human Gibraltar, his voice had a vulcanoid tone. His prowess had never been tested quite up to the limit at home, Although he had romped with the yearlings and guided a plow through the loam. The boss of the 'leven was speechless when Rusticus loomed on the scene. [What mattered the fact he was shabby? What mattered the fact he was green? Could ever a team get a line-up 'twould stand for a center like that? The ranks of the foe would vanish ere one could articulate "Scat!" He rushed to the Reuben and nailed him, and led him away to a room Where trainers and rubbers proceeded to marvel and fondle and groom; And when at the close of a fortnight, the wonder was trotted to sight, [The grandstand and bleachers went daffy and howled themselves hoarse with delight. P'What next?" asked the worried kodaker who skirmished in vain for a shot! [The Reuben-led phalanx proceeded to score, with a loose-jointed trot; (The foe faded fast as a snowflake in Tcphet's most tropical frit, [While Rusticus romped through the rout like a mastodon having a fit. \nd when all the team that opposed him lay mangled and dead on the field, The mob went as mad as a Mullah, and hooted and hollowed andi squealed, Then Rusticus, bordered with lasses who called him a hero and prince, Pranced off with his halo of glory, and hasn't been worth a cuss since, 164 WERNER'S READINGS NO. 54 ARMY AND NAVY FOOTBALL GAME. Lloyd Buchanan. THE team was not popular at first. Teams in other years had I been praised because they tied Yale or Princeton or Harvard. I The corps had petted them, the girls on the post had worshipped | them, and even the coaches had been gentle with them. But it was I different with this team. They were raw at the start. They were un- 1 fortunate in their first small games, and were finally beaten by a col- 1 lege that the old teams had always patronized. The coaches bit their tongues in wrath. The corps hung its head, and old graduates began writing long letters from the Philippines, asking what the deuce was the matter with that awful eleven. The ti^am was ashamed, yet they were conscious that they had done their best. The captain called them together in the Gym. The captain was a relic of the glory of former elevens. "You men," he said, "know the situation as well as I do. We've been itching for years to get a game with the navy. We've got one this fall. Now, we've been playing football here for a long time. We've fought the best teams in the country to a standstill. The navy has been rubbing it in all along that we weren't nearly as warm a proposi- tion as we claimed to be. We have been answering back that if we only had a chance we would show them whether we were warm or not. And now it has come to a show-down. Are we going to 'fess out? We can't. We have to win. We've got to — do you understand that? "You men mean all right, but your interference is rotten, your tackling is rotten, and everything you do is rotten. You'll have to plug, plug, plug; and if any man dead-beats, he's dead-beating on the corps. That's all, except the running before breakfast will start to- morrow morning." So the drudgery commenced- Then Harvard came up. The team was beaten. The next afternoon the captain informed them that they were collectively miserable, but that individually they showed some signs of saving grace. But the corps and the world at large eyed them with sorrow. The team knew this, and when the large "A" sweaters arrived, they were half afraid some old player would come over and say, "Do you think you are an army team?" The Columbia game was no better. The only point was that the; team never ceased working, and they suddenly developed an admirable faculty of holding Yale for downs, time and again inside the Wes* Point five-yard line. No one noticed this much at the time — except the captain and the coaches. A few officers went down to see the navy play. They came back looking serious. The President and the Cabinet, and half of Congress, and all the army and navy possible were going to the game. Old gray- haired graduates, 'way out beyond the Mississippi, were coming east! for that one thing. The army in the Philippines and the Asiatic Squad-! ron were betting their boots on it. It was a national event. And it! was all up to the team. The team felt it so much that they began to go stale. On the Saturday two weeks before the end the team played such ball that one girl on the post cried outright, and a gloom fell over the corps that COMMENCEMENT WEEK 165 even a turkey dinner on Sunday could not dispel. The team dragged over to the Gym, sore and hopeless. They knew that they were rotten bad, but they knew how they had tried. The head coach began to speak. He said that their last game had been poor, but that had been expected. They had been worked and pounded harder than any other team in the Academy. They could lick the navy if they did their best, and the navy game was the whole thing. And now, these last two weeks, they were simply to get on edge again. The coaches were more than satisfied with them. The team looked at each other, unbelieving. Finally the captain spoke. "I've cussed the tar out of you. But I know now that you have it in you to win. All I want is for you to know it, too. Quit worrying. You have nothing to worry about. Just take it easy for the next couple of days. That's all!" The corps rose about them, too. From somewhere the old spirit rolled up that there was hope, but that whether there was hope or not it was up to the corps to back its own. When the red light in the west died out, the team was escorted to the dressing-room by a mob of hoarse adherents, yelling: "Our team, by thunder! Sure is a wonder, Never a blunder, They play football! We will snow under Navy, by thunder! This is the Army team!" The team took it all half incredulously. They dreamed always of the game, but they worked harder than they dreamed, and they spent every spare minute in preparing for the contest. At last it came. The team, with its coaches and rubbers, rolled away on the down train, taking with them an embarrassed memory of crowds of girls waving handkerchiefs and swarms of gray-coated younsters chanting: "Army line! Army line! Hurrah for the Army line! The Navy has not got a ship Can cross the Army line." The day dawned bright and cold when the team trotted out on the field. They found themselves the center of attraction for twenty-five thousand people, ranging from the President of the United States down to the least of the water-carriers. They were carrying the colors of the corps. All their one-time hesitancy dropped from them. They would win because they must. The cheering died away. The navy was to kick off. The team took their places. The ball flew fair and high from the middies' charging-line. A little half-back caught the kick. Swiftly around him came the team, running, fiercely, minding the caution to break the navy's spirit at the start. They banged the hostile ends aside. They broke on the tackles. The little half was down. He was up again. But they were after him like tigers. With the instinct of a wild thing, picking the weakest, he sprang at him through the air. The ball was snapped. The team sprang forward. Straight through 166 WERNER'S READINGS NO. 54 the formidable navy center the backs plunged. The man with the ball, bent double, shot in behind. Two arms encircled his leg. He tore loose. Numberless hands and arms clutched him. He heard the cap- tain's voice, "Come on! Keep your feet!" He was coming. He stum- bled. His foot was caught. The mass about him tottered and fell. The stands shook with the thunder of the cheering. Fifteen yards had been torn from the stone-wall line. The coaches crouched trembling, with parted lips and flashing eyes. The President made a joke to the Secre- tary of War at the expense of the Secretary of the Navy. The post girls clasped their hands and prayed. The team suddenly awakened to its power. It was fired with the pride of the bull-dog that tastes first the warm blood from an opponent's throat. The middle of the field was passed — the forty-five yard line — the thirty-five — the twenty-five. "Good God!" the head coach sobbed, "if only they don't fumble." The captain called them back. The tears were streaming down his face. "You must get it over," he whispered. "It's our chance. We have 'em licked. Oh, men, do it, do it! You have the game right here. You must." The team trotted back. An ominous quiet hung over the army I stand. On the navy side the cheering still rose. The coaches knelt in silence. The team looked at the broad white line beyond which the navy crouched with undiminished fierceness. The signal rang out. The full-back felt a rush of fear to his heart. If he fumbled — no, he had the ball. He hit the line. It gave. They were carrying him over. A pair of arms throttled him and a hand tore at his throat, but he was going on. But they tripped him, they held him, they threw him. By a last desperate effort he managed to fall forward. Then the pile crawled off. He looked down fearfully. He had made the touchdown. The game was over. The score stood seventeen to five in the team's favor. With a long yell of triumph, four hundred gray-coated youngsters broke across the field. The team was lifted from the ground on the shoulders of the ecstatic corps. Their bodies were wrenched and broken, but their souls were great within them. They had in that day become a tradition. The cables were already burning with the news to the country and the Philippines that the corps had been called on again, and that they — the team — had responded. FOOTBALL DAYS. THE football days have come again, the gladdest of the year; One side of Willie's nose is gone, and Tom has lost an ear; Heaped on the field, the players jab, and punch and claw and tear.! They knock the breath from those beneath and gouge without a care; They break each other's arms and legs, and pull joints out of place, And here and there is one who gets his teeth kicked from his face. The Freshman and the Sophomore, besmeared with grime and mud, Go gallantly to get the ball and quit all bathed in blood; The Senior knocks the Junior down and kicks him in the chest, The High School boy is carried home and gently laid at rest, While here and there a crowded stand collapses 'neath its weight, And forty people get more than they paid for at the gate. COMMENCEMENT WEEK 167 ALUMNUS FOOTBALL. Grantland Rice. BILL JONES had been the shining star upon his college team, His tackling was ferocious and his bucking was a dream; When husky William tucked the ball beneath his brawny arm They had a special man to ring the ambulance alarm. Bill had the speed — Bill had the weight — the nerve to never yield; From goal to goal he whizzed along while fragments strewed the field; And there had been a standing bet — which no one tried to call- That he could gain his distance through a ten-foot granite wall. When he wound up his college course each student's heart was sore; They wept to think that Husky Bill would buck the line no more; Net so with William — in his dreams he saw the field of fame Where he would buck to glory in the swirl of life's big game. Sweet are the dreams of campus life — the world which lies beyond Gleams ever on our inmost gaze with visions fair and fond; We see our fondest hopes achieved and on with striving soul We buck the line and run the ends until we reach the goal. So, with his sheepskin tucked beneath his brawny arm one day, Bill put on steam and dashed into the thickest of the fray; With eyes ablaze, he sprinted where the laureled highway led — When Bill woke up his scalp hung loose and knots adorned his head. He tried to run the ends of life — when lo— with vicious toss A bill-collector tackled him and threw him for a loss; And when he switched his course again and crashed into the line, The massive guard named failure did a two-step on his spine. Bill tried to punt out of the rut — but ere he turned the trick Rick-tackle competition tumbled through and blocked the kick; And when he tackled at success in one long vicious bound, The full-back, disappointment, steered his features in the ground. But one day v/hen across the field of fame the goal seemed dim, The wise old coach, experience, came up and said to him: "Old boy," speke he, "the main point now before you win your bout Is keep on bucking failure till you've worn the lobster out. "Cut out this work around the ends — go in there, low and hard — Just put your eye upon the goal and start there, yard by yard; And more than all — when you are thrown — or tumbled with a crack — Don't lie there whining — hustle up — and keep on coming back. "Keep coming back for all they've got and take it with a grin When disappointment trips you up or failure barks your shin; Keep coming back — and if at last you lose the game of right Let those who whipped you know at least they, too, have had a fight. "You'll find the bread-line hard to buck and fame's goal far away, But hit the line and hit it hard across each rushing play; For when the One Great Scorer comes to write against your name — He marks — not that you won or lost — but how you played the game." 168 WERNER'S READINGS NO. 54 DA GREATA BASABALL. T. A. Daly. o H! greata game ees basaball For yo'nga 'Merican. But, O' my frand, ees not at all Da theeng for Dagoman. O* less'en, pleass', I tal to you About wan game we play Wen grass ees green, an' sky ees blue An' eet ees holiday. Spagatti say: "We taka treep For play da ball, an' see Wheech side ees ween da champasheep For Leetla Eetaly." So off for Polo Groun' we go Weeth basaball an' bat, An' start da greata game, but, O ! Eet ees no feenish yat! Spolatro ees da boss for side Dat wait for catch da ball; Spagatti nine ees first dat tried For knock et over wall. And so Spagatti com' for bat. Aha! da greata man! Da han's he got; so beeg, so fat, Ees like two bonch banan', Spolatro peetch da ball, an' dere Spagatti's bat ees sweeng, An' queeck da ball up een da air Ees fly like annytheeng. You know een deesa game ees man Dat's call da "lafta-fiel'." Wal, dees wan keep peanutta-stan' An' like for seettin' steell. An' dough dees ball Spagatti heet Ees passa by hees way, He don'ta care a leetla beet Eef eet ees gon' all day. Da "centra-fielda man" — you know Dat's nex' to heem — he call: "Hi! why you don'ta jompa, Joe, An' run an' gat da ball?" But Joe he justa seetta steell Teell ball ees outa sight. Dees mak' so mad da centra-fiel' He ees baygeen to fight. Den com'sa nudder man — you see, I don'ta know hees name, Or how you call dees man, but he Ees beeg man een da game. COMMENCEMENT WEEK 169 He ees da man dat mak' da rule For play da gama right, An' so he go for dose two fool Out een da fiel' dat fight. He push da centra-fielda 'way — An' soocha names he call! — An' den he grabba Joe an' say: "Com', run an' gat da ball." But Jce he growl an' tal heem: "No, Ees not for me at all. Spagatti heet da ball, an' so Spagatti gat da ball!" Oh! greata game ees basaball For yo'nga 'Merican. But, O' my frand, ees not at all Da theeng for Dagoman. PLAY BALL, BILL! Charles T. Grilley. T WAS at a baseball game one day, Where I was passing an hour away, I chanced to hear some wisdom rare, The last thing I had looked for there. 'Twas from the catcher, a wise old fox, Who was coaching a youngster in the box Who badly needed a kindly word And these are the ones I overheard: Get 'em over the plate, Bill, play ball for fair! Keep your feet on the ground, boy! Don't go up in the air! Many a race has been landed, when it looked in doubt, No game is lost, Bill, till the last man's out. Could Solomon wise, in word or deed, Give better advice to a friend in need? And oftentimes in life's great game, When trouble and worry around me came, I thought of the catcher and once more heard The voice of cheer and the helpful word, And they served a mission and smoothed my way, As they helped his pal in the box that day. Get 'em over the plate, Bill, play ball for fair! Keep your feet on the ground, boy! Don't go up in the air! Many a race has been landed, when it looked in doubt. No game is lost, Bill,, till the last man's out. 170 WERNER'S READINGS NO. 54 BASEBALL. Hashimura Togo. (I*tter from a Japanese Schoolboy.) IN Spring young American mind naturally turn to sport of base- balling. Japanese boy have found out how-do to get there to place where them National Sport is done. Walk some distance to sub- urbs of trolley when, all of a suddenly, you will notice a sound. It is a very congregational lynch-law sound of numberous voices doing it all at once. Silence punctuates this. Then more of. "Why, all this yell about, unless of mania?" I require to know from Hon. Police. "San Francisco is in it and Oakland is outside of it," say Hon. Police with moustache. "San Francisco have made bat-hit and three gentlemans have arrive home." "So happy to welcome travelers!" I decry. "Have them gentle- mans been long absent for such publick banzai?" "All over bean-farm," says Hon. Police. "They was all on bags," he-say, "and two mans had died on first basso " "I shall enjoy mourning for them heroes," I retort. " then Hon. Murphy acquire one base by high finance." "How-so he possess this base?" is next question for me. "He steal it," say Hon. Police with cigar. I admire talents of that Hon. Murphy who can steal things while all publick make shout of applaud. With practice he would become very delicious senator. More loud yell of shouts is heard. I am an enthusiasm. What fierce harakari of patriotism was going on to make them Americans so loud? Such sound of hates! Port Arthur was took with less noise than that. Therefore I must see about it. I go to fence where ticket- hole demand 50c. of price to see it. "Why must Japanese Boy pay such price?" I renig. "Because-so," say Ticketer, "Baseballing is National Sport. There- fore each patriot must pay them 50c. for Campaign Fund to Hon. Cortelyou." A amit myself to gate. In seats around gallery all-America persons is setted in state of very hoarse condition. Downstairs on ground is 10 to 11 Baseballers engaged in doing so. I am scientifick about this Game which is fin- ished by following rules: One strong-arm gentleman called a Pitch is hired to throw. Another gentleman called a Stop is responsible for* whatever that Hon. Pitch throw to him, so he protect himself from wounding by sofa-pillows which he wear on his hands. Another gen- tleman called a Striker stand in front of that Stop and hold up club to fright off that Hon. Pitch from angry rage of throwing things. But it is useless. Hon. Pitch in hand holds one baseball of an unripe condition of hardness. He raise that arm lofty — then twist — O sudden!! He shoot them bullet-ball straight to breast of Hon. Stop. Hon, Striker swing club for vain effort. It is a miss and them deathly ball shoot Hon. Stop in gloves. "Struck once!" decry Hon. Umperor, a person who is there to gossip about it in loud voice. COMMENCEMENT WEEK 171 "Why do Hon. Umperor demand Hon. Striker to struck when he have already did so?" I demand to know from one large German intel- ligence what set next by me. "He is fanning himself outside," make that courteous foreigner for reply, so I prefer to understand. Once more-time that Hon. Pitch prepare to enjoy some deathly agony. He hold that ball outside of twisted forearm, turn T / 2 beside himself, throw elbows away, give whirling salute of head, caress ankle with calf of leg, then up-air — quickly, shoot!! Ball journey to Hon. Stop with whizz, but before arriving there Hon. Striker see it with 1 club. There is considerable knock-sound as club collided to ball which stops continuing in that direction and bounds ugly to air. Great ex- citement for all America! All spectacles in grandstand decry, "O make sliding, Hon. Sir!" and many voices is seriously spoiled as Hon. Striker run with rapid heels from each base to next and all other Baseballers present endeavor to pull down that ball which is still in very high sky. But soonly that ball return down and is bounded into hands of second basso sportsman who shoots it to Hon. Stop just as Hon. Striker is sliding to fourth base by the seat of his stummick. "Out!" decry Hon. Umperor, so Hon. Striker go set himself on back bench, which is deserving place for all heroes. So many Strikers is brought up to do them clubbing acts during game that it become a monotony to Japanese Boy in a very soon time. But not so it was to Americans who was fuller of Indiana of yells. Occasionally that large German intelligence what set next to me would say with voice, "Kill that Umperor!" "Why should Hon. Umperor be executed?" I require for answer. "I am not sure why-is," extort that German. "But it is courteous to demand his death occasionally." "Is this Umperor such a sinful citizen?" I make note; but that Hon. German did not response because he was drownding his voice from one bottle of pop-soda for value of 5c. I wait for very large hour to see death to this Hon. Umperor, but it did not occur as I seen. Too bad! I had very good seat to see from. Baseballing is healthy game for Americans. It permits them to enjoy sunstroke in middle of patriotick sounds, it teach them a entirely courageous vocabulary and put 10,000,000,000,000 peanuts in circulation by each annual year. Japan must learn to do it. If all Japanese wishing to become heroes should go set in bleachers each afternoon time it might change them from Yellow Peril to yelling section in short generation. But warfare is a more agreeable way. BASEBALL NEVER OUT OF DATE. S. E. Kiser. Every year or two they tell us that baseball is out of date; But each spring it's back in fashion, when they line up at the plate; When the good old, glad old feeling comes again to file its claim, When a man can turn from trouble and go out to see the game. Come, let's sneak away, pretending duty summons us somewhere, For out there is happy freedom from men's worries and their care. Why consider age's wrinkles or remember old mistakes, When we may be gloa'ting over the fine plays the home-team makes? 172 WERNER'S READINGS NO. 54 BOAT RACE. Thomas Hughes. (From "Tom Brown at Oxford.") THE crew had just finished dinner. Hark! the first gun! The St. Ambrose crew fingered their oars, put a last dash of grease on their rowlocks, and settled their feet against the stretchers. "Shall we push her off?" asked "bow." "No, I can give you another minute," said the coxswain, who was sitting, watch in hand, in the stern; "only be smart when I give the word. Eight seconds more only. Look out for the flash. Remember, all eyes in the boat." There it comes, at last — the flash of the starting gun. Long before the sound of the report can roll up the river the whole pent-up life and energy which has been held in leash, as it were, for the last six minutes is let loose, and breaks away with a bound and a dash which he who has felt it will remember for his life, but the like of which will he ever feel again? The starting ropes drop from the coxswain's hands, the oars flash into the water, and gleam on the feather, the spray flies from them and the boats leap forward. The crowds on the bank scatter and rush along, each keeping as near as it may be to its own boat. Some of the men on the towing path, some on the very edge of, often in, the water — some slightly in advance, as if they could help to drag their boat forward — some behind, where they can see the pulling better — but all at full speed, in wild excitement, and shouting at the top of their voices to those to whom the honor of the college is laid. "Well pulled, all!" "Pick her up there, five!" "You're gaining, every stroke!" "Time in the bows!" "Bravo, St. Ambrose!" On they rushed by the side of the boats, jostling one another, stumbling, struggling, and panting along. For the first ten strokes Tom Brown was in too great fear of ( making a mistake to feel or hear or see. His whole soul was glued to the back of the man before him, his one thought to keep time, and get his strength into the stroke. But as the crew settled down into the well-known long sweep, consciousness returned. While every muscle in his body was straining, and his chest heaved, and his heart leaped, every nerve seemed to be gathering new life and his senses to wake into unwonted acuteness. He caught the scent of the wild thyme in the air, and found room in his brain to wonder how it could have got there, as he had never seen the plant near the river or smelt it before. Though his eye never wandered from the back of the man in front of him, he seemed to see all things at once; and amid the babel of voices, and the dash and pulse of the stroke, and the laboring of his owrf breathing he heard a voice coming to him again and again, and clear as if there had been no other sound in the air: "Steady, two! steady! well pulled! steady, steady!" The voice seemed to give him strength and keep him to his work. And what work it was! He had had many a hard pull in the last six weeks, but never aught like this. But it can't last forever; men's muscles are not steel, or their lungs bull's hide, and hearts can't go on pumping a hundred miles an hour long without bursting. The St. Ambrose's boat is well away from the boat behind. There is a great COMMENCEMENT WEEK 173 gap between the accompanying crowds. And new, as they near the Gut, she hangs for a moment or two in hand, though the roar from the banks grows louder and louder, and Tom is already aware that the St. Ambrose crowd is melting into the one ahead of them. "We must be close to Exeter!" The thought flashes into him and into the rest of the crew at the same moment. For, all at once, the strain seems taken off their arms again. There is no more drag. She springs to the stroke as she did at the start; and the coxswain's face, which had darkened for a few seconds, lightens up again. "You're gaining! you're gaining!" now and then he mutters to the captain, who responds with a look, keeping his breath for other matters. Isn't he grand, the captain, as he comes forward like lightning, stroke after stroke, his back flat, his teeth set, his whole frame working from the hips with the steadiness of a machine? As the space still narrows, the eyes of the fiery little coxswain flash with excitement. The two crowds are mingled now, and no mistake; and the shouts come all in a heap over the water. "Now, St. Ambrose, six strokes more!" "Now, Exeter, you're gaining; pick her up!" "Mind the Gut, Exeter!" "Bravo, St. Ambrose!" The water rushes by, still eddying from the strokes of the boat ahead. Tom fancies now he can hear the voice of their coxswain. In another moment both boats are in the Gut, and a storm of shouts reaches them from the crowd. "Well steered, well steered, St. Ambrose!" is the cry. Then the coxswain, motionless as a statue till now, lifts his right hand and whirls the tassel round his head: "Give it her now, boys; six strokes and we are into them!" And while a mighty sound of shouts, murmurs, and music went up into the evening sky, the coxswain shook the tiller ropes again, the captain shouted, "Now, then, pick her up!" and the St. Ambrose boat shot up between the swarming banks at racing pace to her landing- place, the lion of the evening. LOVE AND TRAGEDY DOWN BY THE RIVERSIDE. A MAN and a maid went a-rowing, all on a fine summer day; The man made love to the maiden, while the oars floated softly away; And then they were left on the water, watery tears filled their little canoe; For they both started to boo-hoo, down by the river side. He sighed and she sighed, And then they sighed side by side, Down by the river side. At Yale we have co-education, the girls toy with Latin and Greek; And you should just see them flunk badly, at least four days in the week; We sit by their side in the class room, clasping their hands in our own; Over this state we now moan, groan, down by the river side. We grind, and they grind, And they're the real long-haired grinds, Down by the river side. 174 WERNER'S READINGS NO. 54 PSYCHO-PHYSICAL EDUCATION. School Comedy in Three Acts for 3m. 2f. Time of Presentation: 20 minutes. Characters: Miss S., Teacher of Physical Training Professor Baptist Minister Methodist Minister Wife of Episcopal Minister Act I. — School Dining-Room. Professor. [Seated next new Director of Gymnastics, wishing to be social and yet not frivolous in Boston eyes.] Miss S., what do you think of the late Congress? Miss S. [Benignly.] Sir! there can be but one opinion of the late Congress. Its members wofully lack physical culture. Physi- cal culture, sir, would develop co-ordination and power of atten- tion in those idiots, sir, thereby promoting brain-cells — even in those skulls. Prof. Ahem, hem ! — And — what — ah — do you think — er-r-r — - of Ex-President Taft? Miss S. Undoubtedly much could be done for him through regular daily exercise. That surplus accretion of adipose tissue might be reduced- — muscular tissue in a high degree developed — Prof. You relieve my mind greatly. [Thoughtfully chews bean; deprecatingly ejects its skin. Three and a half minuted later. .] Are you fond of music, Miss S.? Miss S. As a promoter of bodily health — I am, sir. Singing — not to excess — develops the vocal cords; but to excess, it en- larges them at the expense of the heel cords. We believe in sym- metry and harmonious development. Prof. [Coughs — recovers.] Do you favor piano practice? Miss S. Certainly. But a man should also learn to play with his toes as well as his fingers; otherwise the muscles of the fore- arm become too large in proportion to the calf of the leg — vul- garly speaking. I presume you would not understand the techni- cal terms. Prof. [After long pause.'] Are you interested in art? Miss S. [Balancing bean on fork held in mid-air.] Art? Yes, the highest of all arts, — the art of cultivating co-ordination, at- tention, assimilation and nutrition in the human being. What is COMMENCEMENT WEEK 175 chiseling cold, inanimate marble to be compared with molding hu- man clay, animated by the divine afflatus? Prof. Painting? Miss S. Bah ! That man who gives himself up to an idle wielding of the brush is a fungus 'upon society, sir! Act. II. — School Reception-Room. Baptist Minister. I'm very happy to meet you, Miss S. You are Miss S. [Interrupting.'] From Boston? Yes. Director of Gymnastics in this institution. B. M I called to bid you welcome among us, and to invite you to our church; and I would like to inquire, if I may, whether you are a Christian or not? Miss S. [Sternly.] Evidently, sir, you do not know that I am a graduate of the Gymnasium of Boston. Do you for an instant dream that one could pass through that school and not come out a developed Christian, sir ! You betray a most alarming ignorance. By the way, I perceive that your chest is hollow — you have scoliosis, also ! Please allow me to take your measurements and I will prove it to you. B. M. [Stepping back.] Really, I Miss S. [Following.] But you should by all means go through a course of physical training. Your congregation, I notice, lack the power of attention and concentration. Physical training would benefit your people, sir, and save souls. B, M. Good morning — Good morning — Madam! I have a funeral to attend — Pleasure before duty is my motto. Adieu, adieu ! [Exit.] [Enter Methodist Minister.] Methodist Minister. [Brusquely and merrily.] How d'ye do? How d'ye do? I called, my dear young lady, to inquire if you are a Methodist? Miss S. [Focussing both eyes through left lens of glasses, and contemplating Methodist Minister as if he were a microbe.] I am a teacher of physical training! I am not only a graduate of the Gymnasium, but I have also gone through a course in the Delsarte System of Expression!. Do you detect any resem- blance to a Methodist in my mien? If so, I desire to return at once and take another course. M. M. No offense! I only meant Miss S. Hold ! Your left ear is smaller than its mate. Mas- 176 WERNER'S READINGS NO. 54 sage, followed by a course in Swedish gymnastics, will entirely cure that defect. [Places one hand firmly on offending ear.] M. M. Yes, yes, no doubt ! But I am very busy just now. It's time to open a meeting. Good-by. [Exit.] [Wife of Episcopal Minister enters. Is introduced to Miss S., who makes parabola of right arm, and visitor {short person) jumps up and catches pendant hand. They shake.] Wife of Episcopal Minister. Very happy ! Miss S. Very happy. W. of E. M. A stranger in a strange place is a sad and lonely being. I came to bid you welcome, and bring you kindly cheer. Miss S. [Bows profoundly.] Thank you! Pardon me! As teacher of gymnastics, I abound in surplus energy. I cannot re- main in a state of inertia. Please accompany me to the gym- nasium; there I'll entertain you. Act III. — School Gymnasium. [All characters on stage in various parts. Miss S. skips nimbly up and dozvn oblique and vertical, leaps, vaidts, turns somersaults and handsprings, spins round and round on one toe, one elbow, and finally one ear. Stands glowing and sparkling.] Miss S. There, Madam ! In a short time, by private lessons every day in the week, I can put you into a condition to do all that you have just witnessed. W. of E. M. [Shrinking visibly.] And shall I be obliged to go through all those contortions? Miss S. Not against your will ! You will desire to do them. Such a glow ! Such bounding energy as you will feel ! It will be your constant ambition to engage in progressive exercises. W. of E. M. But I have my family to care for, and on Sundays I must go to church. I am a teacher in the Sunday School. What if I should be taken there with them ! Miss S. Your very first duty is to devote yourself to the at- tainment of a healthy body, that your children may inherit a fine constitution. Now I will W. of E. M. [Timidly.] Perhaps I had better consult my husband. Yes, I think I will speak to him before I decide. Good- by. [Makes hasty exit.] Miss S. [Shouts.] Left about — march! Double quick— march! [Skips airily off stage.] [curtain.] COMMENCEMENT WEEK \77 BUDDING INTO "HIGHER" WOMANHOOD. School or College Comedy for Any Number. Time of Presentation: 1 hour. Characters : President of College Faculty of College Principal, or Preceptress Sweet Girl Graduates Costumes : President and Faculty, simple, dignified, well-made costumes. Principal or Preceptress, in black satin, plain, no train, diamond pin, gold-bowed spectacles, hair sprinkled with powder enough to give dignity and "presence." Sweet Girl Graduates wear white mortar-board caps and rose pink college gowns made in Mother Hubbard fashion of cambric or cheese-cloth, slipped over white dresses and reaching down to a little above the knees. During Scene II. they change to evening dress. Impersonations : President and Faculty may be either men or women, who should be of dignified type. They are grouped at back of platform. Principal or Preceptress is severe looking person, dignified and lofty in manner. Sweet Girl Graduates should impersonate various types found in schools and colleges. Note: As Principal or Preceptress finishes speeches of sympathetic ambition, she hands to Graduates diplomas, simulated by rolls of white pasteboard, tied with pink ribbons. Natural gush of Graduates, and didactics of Principal or Preceptress must not be allowed to degenerate into rodomontade, but many bright local hits and personalities may be introduced. Scene I. — School Chapel. PRECEPTRESS. My Dear Young Ladies : It is to be hoped that you will now let the world hear from you. You have spent four years at College, studying, among other things, higher womanhood. The world is before you, and the door open for your entrance. Do not sit idly down, nor, indifferent to glory, content yourself with any narrow sphere. To-day is the brightest and most hopeful that ever dawned for our sex. What can you do to assist in the onward march of progress ? What will you do? As you come forward, tell me, please, what hopes, what aspirations, what plans animate you ; and receive my cordial sympathy, my hearty "God speed" as you have ever had my ten- derest care. Graduate 1. [Advancing for diploma, which she receives; then recites in clear, strong voice, buoyant ivith hope and expecta- tion.} I will write for "The New Woman;" not such trivial 178 WERNER'S READINGS NO. 54 things as masculine editors huddle together in hodgepodge and crown with the triumphal inscription, "Woman's Page"; not the weak novels of [naming some author] character; not dissertations on lace-making and dish-washing ; but, taking my cue from [again naming authors] , I will write for a higher nobility of womanhood, higher education, and all that uplifts the sex — that my maturer years need not blush for what my youthful enthusiasm immortal- ized in print ! Pre. [Proudly.'] Well spoken! "Do noble things, not dream them," in your chosen work. Next. Graduate 2. I will paint; not with drug-store cosmetic, to make myself beautiful for ball and reception; but, with glowing colors and on real canvas, I will make pictures of the New Woman that shall live when I do not. Art shall be my loving mistress, I her devotee. Pre. Good! "In framing an artist, art hath thus decreed, To make some good, but others to exceed." Do you be one of the "others." Graduate 3. For me "Music hath charms," and I will sing for, of, about, and to the New Woman in all her glory, not in some obscure corner, but from world's end to world's end, and always something that shall ennoble and uplift ; that shall make men weep for their wickedness and incite women to holier living! Pre. 'Tis well ! May I live to hear said of you : & "Her voice changed like a bird's; There grew more of the music, and less of the words." Graduate 4. I would put life into marble; chisel the feminine form divine; and by correct measurements help do away with fashion's follies of small feet (with corns and bunions!) and a wasp-like waist which is neither comfortable nor beautiful. Let me be a sculptor whose field is the world, whose perfect model is the New Woman ! Pre. And again I say, Good ! "A sculptor wields The chisel, and the stricken marble grows To beauty." Graduate 5. I will be a "designing woman," not, indeed, in COMMENCEMENT WEEK 179 the ordinary sense, but to create new beauties for the New Woman in the sacred precincts of her home, spreading my work upon her floors, ceilings, walls ; embellishing her furniture, clothing, table- ware, with the products of my free fancy and deft fingers, warring ever against the hideous conceits that often pass for "decorations," but which like charity "cover a multitude of sins." Pre. And you will do well. Taste must be trained and who so able as a "sweet girl graduate" from dear old ? "A thing of beauty is a joy forever; Its loveliness increases; it will never Pass into nothingness, but will still keep A bower quiet for us, and a sleep Full of sweet dreams, and health, and quiet breathing." Graduate 6. To the hospital I would go, to learn trained nurs- ing, that I may bring the New Woman back from the gates of sickness, perchance of death, to the realms of health and strength — that she may not only compete with but outstrip the Old Man ! Pre. I feel sure that your ambitions are all right, even if that last phrase has a slangy odor, unlike 's vestal virgins. "Nor love, nor honor, wealth nor power, Can give the heart a cheerful hour When health is lost." Graduate 7. And I shall find my life-work on the stage, before the adoring crowds who flock to see me personate the New Wo- man at her level best. No third-rate theater nor play shall my services secure, but only the highest of them all will I honor with my proud presence, for which I will accept the beggarly stipend of $500 a week, with a raise at the end of each month! Pre. Remember, then, that "Tragic actors should be nursed on the lap of queens." And do not trail your banner in the dust of the common theater nor in a common role. Graduate 8. [With evident embarrassment, but decision.} I've promised Jack to apply all my higher learning to making him happy in marriage. I'm not even going to wait for my trousseau, but [rapidly and with rising enthusiasm] shall put all the money that would be spent on a wedding-party and trip, into our cozy little home. He's waited now two years — longer than most men would ! 180 WERNER'S READINGS NO. 54 Pre. [Wiping azvay tear.] And my blessing go with you, little one ! As wife and mother you will find the happiness that the others will in their varied walks toward the temple of fame. [Lift- ing hands and eyes.'] And now: "Look down, you gods! And on this couple drop a blessed crown!" [More Graduates may speak if parts be added.] [curtain.] Scene II. — Alumnae Banquet. [At home of Graduate 8. All seated at table, which gives evi- dence of feast having been spread and eaten. Guests and hostess chatting freely as they sip coffee, crack a nut now and then, eat a bon-bon or bit of cake.] Hostess. It doesn't seem ten years since we left college, does it, girls? Singer. Nope ! It's just like yesterday that we all started out to achieve fame and fortune, or have them thrust upon us; and here we are, at the end of ten years, every blessed one of us mar- ried or going to be, and glad of it ! How odd it is ! ! Hostess. No, not odd. That's just as it should be. I only regret that our dear old Preceptress is not here to witness our peaceful triumphs. Sculptor. I thought you did expect her. Hostess. I did; but last night Jack brought a wire reading: "Detained. Regrets. Glad of it. Will explain." I know that she meant to come. [Ring, at outer door. Servant enters with card on tray, which is handed to Hostess.] Here she is now ! Show her right up, Bridget. [Servant leaves, soon returning with Pre- ceptress in gray traveling costume, carrying big bunch of bride- roses. Hostess rises and flings arms around her and kisses her, all guests taking turns at same interesting performance.] I had given you up ! We were so disappointed ! What did your tele- gram mean? [Taking hat, veil, gloves, wrap, etc., which she passes to servant, who meantime has drawn up chair and arranged place at table for new guest, and zvho now disappears with travel- ing gear, and returns with dish of soup — this may be hot zvater, but must steam — on tray ivhich she places before her and then stands near her mistress for further orders.'] COMMENCEMENT WEEK 181 Pre. I'll tell you — it's a long story; but let me first hear from each of you while I eat, for I'm nearly famished. I see you're all here, and know that each has accomplished something for her sex, and so for mankind. Tell me all about it, please. [Devoting her main attention to viands placed before her, at brief intervals.] Hostess. I have little to tell, of course, for I married, as you know, at once after graduating and have lived at home with hus- band and babies, not even being conspicuous in church work as so many domestic women are. But some of the girls have wrested success from fortune's closed hands, and to them we will listen. Let us hear from our author. Author. [Stands.] I have been called "popular;"' if sales are evidence, I am. I do not actually have to hire readers, and I get average good pay for my work. I first wrote for newspapers, later for magazines, and finally a publisher asked me for a book manuscript. It was the proudest day of my life, up to that time [with evident hesitation], but, but — [all look interested, and Pre- ceptress divides attention between dinner and speaker for a time], but after a time my publisher — [again hesitates, while cries of "I hope he didn't cheat you!" "Failed?" "Asked for more?"] offered me a partnership, and I accepted at once and thanked him for it. Other Guests. So she will publish books instead of writing them! Hostess. What kind of a partnership? Pre. I hope you'll be very happy, my dear. Author. I expect to. It's an equal partnership, girls [turning to them], and for life ; but is not for publishing books. We are to live our life's story together ! Guests. She's going to be married! Did you ever? [They congratulate and kiss her.] Hostess. That is a fitting termination of a desire to uplift the sex ; for all that makes one home better, brighter, makes the entire world better. And what of our artist? Artist. [Rises, while shadozv of a smile irradiates her face.] I painted, but refused to powder — or to varnish ! And I always painted "woman, lovely woman," and always happy — as by divine right she ought to be. My favorite model had a brother Guests [in chorus] . Another ! 182 WERNER'S READINGS NO. 54 Artist. Yep, "another" woman made extremely happy by one man's devotion. Oh, girls ! [They rush upon her, hugging and kissing her.] Pre. Young ladies, this is getting interesting. [Passing cup for more coffee.] Hostess. Let us hear from our "Cecilia." Singer. I feel like singing all the time, and have promised to sing life's duet with the best baritone I ever heard ! We were on the same program at a charity concert, two years ago, and were married last Christmas ! ! No cards, no cake, no presents ! ! ! Con- gratulations are in order. We are about to start on our tour around the world. I am so happy. [Extending hand, which is most enthusiastically "pumped" by the others.] Hostess. Charming! I always thought that a prima donna would sing better if happily married. It's all right to be wedded to art — if you can't find a good, genuine Man, Old or New, to marry — but art and marriage are not necessarily incompatible. Where is our chiseling sister? Sculptor. I put life into marble for a year or two, then my work attracted the attention of a rich New Yorker, who fell in love with my ideal "Eve" and now I'm his "model" wife ! [Kisses and congratulations are again exchanged, and little feminine shrieks of "Oh! how lovely," etc., are heard above the hubbub.] Hostess. Now let our designing woman speak for herself ! Designer. I designed and designed; but it was always and ever for the home or its adornments — much as John Alden wrote ever of Priscilla, thought ever and always of her. One day a bachelor came to my den — and I've had designs on him ever since ! A year ago he asked me to design a cottage by the sea — and I didn't refuse ! Pre. You will be very happy, I am sure, dear. Hostess. Where is our Florence Nightingale? Nurse. Here [rising] and I tell you my hospital training stands me in good stead, for I married into a family of growing children and some one of them is sick nearly all the time. They were all down with mumps at the time of the wedding. Measles followed, and scarlatina. These have been flanked by colds, fevers, la grippe, and other little things ; but I wouldn't go back to that old hospital if you'd give it to me ! COMMENCEMENT WEEK 183 Hostess. Well, well ! Wonders will never cease ! Accept our hearty congratulations, and let us listen to the girl whose histriorlic powers were to elevate the stage. Actress. Well, girls, I acted as well as my limited powers would allow ; and I did fairly well until the manager asked me to appear in bloomers and ride a bike across the stage. I drew the line at that, and got dismissed, of course. I sued for breach of contract, but lost the case, and won the judge who tried it ! Come and see us. We live at 10,000 Lexington Place, and are "at home" Wednesdays ! Hostess. And more congratulations ! Verily, "All roads lead to Rome" in this case. [Turning to Preceptress.] You must be discouraged at the small showing we have for fame's silver bugle ! Pre. [rising, side face to audience^. Not exactly. In fact, I am somewhat relieved to know that you are all happily settled — and equally glad that I am! [Astonishment among guests, while Preceptress babbles on.] No one can really speak of me as a New Woman, for I have passed sunny fifty. But the New Woman and the Old Woman are sisters ["Some of them have promised to be," from one of the guests'], and both are happiest in marriage. My own took place last night, suddenly — and to the only man I ever loved, who went away to seek his fortune while I was yet a school girl. He was in a shipwreck that left him sick and penniless in a strange land, and when he recovered he wrote only to have his letters returned — for my home had been broken up and I had buried myself in a distant State, devoting myself to the only thing that was left to me to do — teaching. Last week his efforts to find me were crowned with success, and — oh, I'm so glad ! [Girls surround, embrace and kiss her, in frenzy of sympathetic delight.] Hostess. Well, well ! The New Woman is marriageable, after all, and may be measured by about the same standards and for the same results as her more conservative sister — the Old Woman ; and no matter to what height education leads her, some man (new or old) will climb it, and find an intelligent loving mate. [Raising cup of coffee.] I propose the toast : Woman — "In obeying nature, she best serves the purposes of heaven." Long may she wave. [All drink from after-dinner coffee-cups.] [curtain.] PART VI. Reception Day for Faculty and Students, and Parting-Songs. DRIVE TETE-A-TETE PARTY. (President's Reception.) HINTS AND ACCESSORIES. INVITATIONS, bearing "kindly reply," are sent to students. Dec- orations may be evergreens, daisies, or class-flower, on walls, tables, etc. Souvenirs may serve as "memory bills," decorations, programs, fans. If daisy is class-flower, cut daisies from bristol-board, color them in water-colors, and fix long handles to them. In center of daisy paint class-pin. On back of daisy draw twenty-four radii, and write twenty-one topics for conversation. Write rules of game on fans, which should bear numbers corresponding to number of couples taking part. Four rooms — staircase hall, library, living-room, dining-room — may be used; in them should be as many pairs of seats as there are couples. On stairs may be two tete-a-tetes; tete-a-tetes in corners of rooms; one tete-a-tete behind and one in front of piano, which should be away from wall. Fourfold screen, with tete-a-tetes each side, may be placed diagonally in center of library, under masses of green hang- ing from electrolier. This room may be called "The Bowerie." Rooms may have bunches of plants with tete-a-tetes on each side. All tete-a- tetes should bear numbers corresponding to numbers on fans. ENTERTAINMENT. Guestsi are separated, girls sent into one room, boys to another room. Girls are directed to go to living-room, select fans, and take seats corresponding to numbers on fans. Boys are directed to go to library, select fans, and take seats corresponding to numbers on fans. When all have partners, hostess rings bell and calls attention to rules of game. RUEES OF GAME. 1. Girl gives her views to partner, who replies with his views. 2. All replies are to be sincere and in good faith. 3. All replies are to be strictly confidential. 4. Each conversation is to last four minutes. Hostess tells partners to discuss Question 1 on fans. At end of four minutes hostess rings bell; each boy changes seat to next tete-a- tete. At end of next four minutes hostess rings bell and boys change to new partners, and so on until all questions (excepting No. 22) have been discussed. SUGGESTED QUESTIONS ON FANS. What do you think of our teachers? What is your fad? What have you accomplished? What do you most wish for? (WR54 — 184) COMMENCEMENT WEEK 185 What kind of a vacation would you like? What vocation will you choose? What was your favorite study? What novel do you like best? Who has been your Senior crush (the one you love best in school)? What would you like to eat? (This should be No. 21.) When No. 21 is reached, and discussion completed, hostess directs boys to go to kitchen and bring tables and refreshments. Tables are put before partners who sit in semicircular groups. Each boy serves partner. REFRESHMENTS. Lemonade, Layer Cake, Cookies, Sponge Cake, Cup Cakes with icing and yellow daisies (or class-flower) on top, Chocolate and Orange Bonbons. After refreshments and general conversation, hostess taps bell; tete-a-tetes are carried to places from which they were removed. No. 22 is called for. Guests naturally look at fan. As No. 22 has nothing, they look at hostess who holds up large card on which is written, "May I see you home?" Partners may accompany partners home. HAIL, VACATION! (Parting Song.) (Air: "Hail Columbia.") HAIL vacation! happy time, Let our voices gaily chime, For our work is at an end; As now from school we are released, Joy and pleasure are increased, If in our lessons we have been Ever faithful, bound to win, Ever grateful for our school, Obedient to the teacher's rule. CHORUS. Gay and happy let us be, Like the birds we now are free During summer's smiling hours, To play among the trees and flowers. Now the parting-hour has come; Finished is the last hard sum, To teachers dear we bid adieu. To-day will be the very last Where happiest days have quickly passed. While offering thanks, true and sincere, For useful lessons gathered here. We'll keep in memory schoolmates all, ^nd hope to meet again next fall. CHORUS. 186 WERNER'S READINGS NO. 54 JANGLED BELLS. (Parting Song.) (Air: "Jingle Bells.") RATTLING o'er the stones, Jumping off the track, Bruising people's bones, Breaking every back; Splashing through the mud, Stifling through the dust; If to Vassar you would go, Ride in them you must. CHORUS. Rattle-bang! rattle-bang! How we bounce around! Yell as loudly as you can, No one hears a sound; Rattle-bang! rattle-bang! With many a jolt and jar, Riding out to Vassar On a bob-tail car. Just have missed your car, Have got to make a train, Minutes twenty-four E'er it comes again. Pay the printed fare Using your last nickle, Driver mutters: "Five cents more!" What an awful pickle! CHORUS. (Last lines: "Riding to Po'keepsie In a bob-tail car.") Your hopes begin to rise, (You've borrowed from a friend.) Town is now in sight The journey's near its end. Comes a sudden halt, They've stopped to count the fare; Horse and driver leave the car, While you sit and glare. CHORUS. (Last lines: "I'll never trust my life again To a bob-tail car.") COMMENCEMENT WEEK 187 HOMEWARD BOUND. (Parting Song.) THAT sweet word, "Homeward Bound!" Search all the world around: There cannot e'er be found, On home or foreign ground, A sweeter, gladder sound Than "Homeward, homeward bound." Then sing it round and round; "We're homeward, homeward bound!" Yet when vacation's o'er, To greet her sons once more, Dear alma mater's door Swings open as of yore. We love her more and more, And so to her we pour That same song o'er and o'er; "To thee we're homeward bound!" ONE HEART— ONE WAY. (Parting Ode or Song,) Ella M. Beach. (Air: "Days of Absence" or "Zion.") CLASSMATES dear, the fleeting moments Tell us that the time draws nigh, When with clasped hands we'll utter, Saddest of all words, "Good-bye." Speak them lowly, Sadly, slowly, Best of friends must say "good-bye." Pleasant hours we've spent together, Hours of profit, too, we know; Let us for each act of kindness, Leave our thanks before we go. Each to other, Sister, brother, Heartfelt thanks with joy bestow. Let our noble motto, ever Be our bright and guiding star, With "one heart" as 'twere for duty, Our "one way" will lead us where Joy unmeasured He has treasured For his faithful workers here. 188 WERNER'S READINGS NO. 54 "MAN THAT OUGHT TO BE." (One stanza to be delivered each day during Commencement Week or all together during Class Day Exercises.) Monday: t t "13 OYS w 111 be boys." We resent the old saying 1} Current with men; •*— Let it be heard, in excuse for our straying, Never again! Ours is a hope that is higher and clearer, Ours is a purpose for brighter and dearer, Ours is an aim that should silence the jeerer: We will be men! Tuesday: "Boys will be boys," is an unworthy slander. Boys will be men! The spirit of Philip, in young Alexander, Kindles again. As the years of our youth fly swiftly away, As brightness about us the light of life's day, As the glory of manhood dawns on us, we say: We will be men! —Harlan H. Ballard. Wednesday: The forum is echoing burning words Of orators destined to pass away; You will be wanted instead of them soon, Men of the future are boys to-day. The watchmen standing on Zion's walls, Faithfully doing the Master's will, Are falling asleep as the years go by; — Wanted, a boy each place to fill. —Mary B. Reese. Thursday: O, boys who work with hand or brain, Be mindful what you do; The nation's gain, Her joy or pain, Will soon depend on you. Friday: For men who rule the world to-day — Be they the false or true, Must yield their sway, And pass away, And leave their trust to you. COMMENCEMENT WEEK 189 SCHOOL AND COLLEGE SPREADS. WrIEN planning entertainments, the first question is, What re- freshments shall be served? Substantials are apt first to be considered; and, inasmuch as sandwiches are chief of substan- tials, some hints regarding them may be helpful. Sandwiches, cut into dainty strips or triangles, or rolled into tiny cylinders, play an import- ant part in nearly all social functions. SANDWICHES. £ <^ Bread, twelve hours old, should be cut with sharp knife very thin. The llltng may consist of chicken, lettuce, cheese, raw tomatoes, cucumbers, egg, lettuce, pwtted ham, deviled ham, game, fish, nuts, or fruit. CHICKEN SANDWICH 1. Mince chicken fine; add equal amount of shreaded lettuce; moisten with mayonnaise; spread between two slices of bread. CHICKEN SANDWICH 2. Place lettuce leaf on each slice of bread; between bread slices place either a slice of white meat or minced chicken. CHICKEN" SANDWICH 3. Chop white meat of roasted or boiled chicken into fine piece^ ; season with white pepper and celery salt ; beat a small cup of cream until vhick; stir minced chicken into cream; spread mixture on slices of bread. LETTUCE SANDWICH. Spread each slice or piece of brown bread with cream cheese; dip crisp lettuce leaves into French salad-dressing and lay upon cheese; press two slices of bread firmly together and with shears trim edges of sandwiches. CHEESE OR DOMINO SANDWICH. Cut brown bread size of dominoes; spread with layer of cream cheese same thickness as bread; use another layer of brown bread, then another layer of cheese same thickness as bread; finish with layer of brown bread; trim edges so that white and brown show regu- larly; top may be finished with tiny spots of white cheese to imitate real domino. CKESS SANDWICH. Spread white or Graham bread with white butter; place small bunch of watercress, dipped in oil, on bread so that leaves hang out- side; roll bread around cress; tie with piece of baby-ribbon. Or cut bread into triangles; spread with white butter; place on bread mixture of chopped tongue, mushrooms, and Hungarian sweet peppers and watercress; press bread together gently; trim edges. EGG SANDWICH. Remove shells from hard-boiled eggs; rub yolks to smooth paste; mix one ounce of butter to every four yolks; salt and pepper to taste; add minced parsley; spread bread with chopped whites of eggs; between slices of bread place mixture of yolk of eggs, etc.; press bread together and trim edges. MEAT SANDWICHES. Any kind of meat, either in slices or minced, make satis- factory filling. FISH SANDWICH. TJse one slice white bread and one slice Graham; spread bread with white butter; mix cupful of cold boiled fish, quarter teaspoon of dry mustard, juice of lemon, finely minced-shallot ; salt and pepper to taste; spread mixture between bread and trim. NUT SANDWICHES. Spread Graham bread with white butter; add layer of minced peanuts, almonds, or cocoanut. FRUIT SANDWICHES. Figs and dates chopped and mixed with lemon juice and spice, nutmeg or cinnamon make good filling for sandwiches. 190 WERNER'S READINGS NO. 54 CHOCOLATE SANDWICHES. Half cake of sweet chocolate, 1 cup chopped nuts 4 good tablespoons butter; melt butter and chocolate together, stirring gently i add nuts; when well mixed take off Are and cool; when cool spread between slices of buttered bread. SALADS. FRUIT AND NUT SALAD. Put 4 tablespoons salad-oil with pinch of salt into bowl; add y 2 teaspoon powdered sugar; 1 medium green pepper seeded and chopped fine; 4 good-sized tomatoes cut into slices; 1 dozen olives stoned and sliced; 2 tart apples cut into small pieces; mix all well together; add 1 dozen pitted Malaga grapes; stir in with rest; put aU into salad-bowl ready for table; scatter over top kernels of Brazil nuts. Serve with whipped cream. Enough for 6 persons. SALAD E DE LUXE. 1 can pineapple (no juice) ; 2 cups pecan nuts; y% lb. mr mallows; prepare mayonnaise dressing, using plenty of whipped cream stir fruit, nuts, etc., into it; scatter candied cherries over top. OYSTER SALAD. One quart oysters heated; take oysters from juice and cut small pieces; pour lemon juice over pieces and set in cool place after pi Into cloth and then into colander; after thoroughly cool add small pie< tender stalks of crisp celery; add a cup of chopped nuts; season to when all is completed, add a cup of salad-dressing and garnish with dect radishes. u DESSERTS. i . PRUNE DELIGHT. Boil large prunes until they pop open; sque-ze out plto into their places put marshmallows; roll prunes in powdered sugar and fl chopped nuts; serve with whipped cream. ORANGE CUSTARD. Cut three or four oranges into small pieces; make plain custard of one pint milk, 3 eggs; sugar to taste, boiling over fire; when doni add vanilla or nutmeg to taste; when cool add cut-up oranges. PINEAPPLE CUP. Cut off top of pineapple; scoop out and mince inside; cover minced pineapple with powdered sugar; set into a cool place for 30 minutes; when cool mix in cut -up bananas, cherries, and any other seasonable fruit; put whole mixture back into pineapple; place top on; when ready, serve por- tions with whipped cream, ICE-CREAM.— UP-TO-DATE WAYS OF SERVING. DAWN OF THE MORNING. Vanilla ice-cream into which candied violet, pink rose petals, etc., have been frozen; serve in sundae glass; on plate underncat' arrange pink candy rose petals; into glass with ice-cream put at one side tablespoon or less of rose-colored, preserves. SUNSET GLOW. Chocolate, pistachio, strawberry, maple ice-cream; raspbe-ry, orange, lemon ices are combined in such form as to make a pyramid; on .op of pyramid put bunch of loose or fluffy whipped cream. WINTER MEMORIES. Snow-white mint sherbet, garnished with bits of mini jelly (green), and sprigs of fresh mint leaves dusted with powdered sugai served in sundae glass. FRUITS AND FLOWERS. Candy basket filled with peach ice-cream and cov ered with slivers of fresh fruits; wreath of crystallized violets is placed around edge and a single violet surmounts center rosette of whipped cream ICE-CREAM CROQUETTE WITH PEAS. Vanilla ice-cream shaped in croquet* mold, coated with grated chocolate macaroons and served on bed of whippe cream garnished with tiny pieces of pistachio nuts or small green candies top cone with bits of pistachio nuts.