Mason, Thomas Williams, 1839-1921
Page 1
Mason
College may be called a world in miniature. Although the different
formations of man, mentally and physically, may not be as strikingly portrayed
there, although the occupations of those there may be different, still, it must
be admitted, the scenes there enacted correspond in a measure
to those enacted on the world's stage.
2 It
may, therefore, be interesting to exhibit a drama
3 of
the real occurences
4 of a
single day at college; so as to show how its actors correspond to those in the
great drama of the world.
Our scene is first laid in the
College
Chapel, where all have assembled, in the morning, to return due thanks
to
God for his past
benefits and to ask his favour in the several duties in which they are about to
engage. The man of
God commences his
prayer. Then cast your eye over that large assembly: and what do you see? Some
are attentive, as though they felt the solemnity of the scene, some appear
careless, are perhaps asleep, while some are offering
5 real
insult to the sanctity of the place by some unbecoming conduct. There are true
christians, careless believers and real
6
sinners. The prayer is ended and all are ready to repair to their several
duties, as the farmer to his plough,
7 the
mechanick
8 to
his plane, the merchant to his store-house.
Page 2
Our next scene opens with a crowd of loiterers, standing out
9 in
front of one of the College buildings, who, instead of repairing to their rooms
to prepare their lessons, have stoped
10 to
witness a dog fight and decide to which of the combatants, the palm leaf
11 of
victory is due; whether to the growling, black-spotted bull-dog or the whining,
diminutive fice,
12
"with a ring 'round his neck". This
important question being decided
ly fairly and satisfactorly, The
13 next
topic of discussion is—the politicks
14 of
the day: and there the subject of
Known Nothingism is very naturally
introduced. Provident Young America, alias
Know
Nothing, roars—
Down
with
Catholicism
, and breathes forth eternal curses on
the head of the poor foreigner, who seeks shelter under the folds of "the
tri-colored flag", while the patriotic young
Democrat
cries—
Away with
religous intolerance,
this is
the home
of the
oppressed of
all nations.
15 The
discussion grows warmer and warmer, the crowd grows larger and larger, even a
fight seems brooding; when a brawny
African suddenly seizes the bell-rope and immediately the
crowd disperse, all hurrying to their several recitation rooms.
The curtain is again drawn and we find ourselves
in
Prof.
B__s
recitation room. There are between thirty and forty Students in the
room.
16 The
recitation commences.
Prof.
B__.
calls upon Mr. M__.. With the aid of the
Prof.
and by frequent reference to a translation, ingeniously sliped
17
into his book, M__. stumbles over a sentence in
Demosthenes.
Prof
B__.
concludes that he does
Page 3
not feel the
fire of the Orator, asks the force of "μεν and
δε", the meaning of "και δε
και", the 18
th rule of Euphony,
18
delivers a short lecture on manners
19 and
customs at
Athens
and then allows the gentleman to take his seat. He next calls on Mr. J__. who,
very modestly, declines the honour of reciting. Mr. L__. is next called upon,
who makes a very good recitation and receives the just approbation of
the
Prof.
, much to his own satisfaction. Mr. W__. is next asked to give a
proof of how
20 he
has been spending his time. W__. is very ambitious and wishes to make a good
recitation; but he has taken up so much time about the dog fight and politicks,
21
that he is altogether unprepared to recite. He finds that he cannot translate
the sentence before him and
Prof.
22
seems determined not to help him. A long pause ensues, in which he feels all
the gnawings of an ungratified ambition. All eyes are turned upon him, as if in
anxious expectation of something important. Tired out with waiting to hear
something, some of the members commence a loud whispering in regard to who
shall be the Marshal at the next Commencement.
Prof.
informs the gentlemen that he and Mr. W__. have the
floor by relating the story of the Preacher and the Jackass. After awhile W__.
with much difficulty, gets through with his sentence, saying within
himself—I will not again neglect my lesson to gratify idle curiosity. A
loud whispering has now commenced all over the room, which
23
Prof.
can hardly suppress.
Page 4
He then calls on Mr. S__.; but before the
gentleman has time to speak for himself, the bell announces the hour of
breakfast and all rush precipitably out of the room. Our
24
next scene is laid in front of
Miss H__.s
boarding-house,
25
where a large number of students are crowded together, as if witnessing
something of an exciting nature. The truth is, that one of the students has
insulted another by calling him—
Fresh and the
insulted is trying to redress grievances. The excitement increases
in proportion as the crowd grows larger. Some
are in favour of their seeking satisfaction by,
fighting
it out; while others wish the affair to be settled
amicably. The air is rent with the frightful cry of, fight! fight! The mob of
Paris,
during the
French
revolution, could hardly have presented a more exciting scene, in
proportion to its size. It seems that the excitement will never cease. At
length, however, some friends of both parties bring the opponents together and
the affair is settled, at least for awhile. The excitement then begins to cool
down in proportion as the crowd grows smaller and by degrees all retire from
the scene of action; the occurrence having afforded each one a wide and
26
exciting theme for discussion during the remainder of the day.
Our next scene opens again with a crowd of young men, with books in
their hands, awaiting the ringing of the bell for recitation. They have been
standing there some length of
27
time, doing nothing at all. From close examination, it will be discovered that
most of them are inclined to be idlers. They could not find employment in their
rooms and they
Page 5
have assembled, as men frequently
do, simply "to hear and be heard". It is therefore, natural to
suppose that their conversation will be upon light and trivial subjects. One
time-honored Sophomore is relating some marvelous tale, of "a spree"
that he had in days gone by, when a
Fresh, of how he
rung the Bell all night and so craftily evaded the almost super-human vigilance
of the Faculty by withdrawing into the upper story of the Belfry when they came
near; while gaping
young Freshmen catch at and swallow his words, exciting within
in them a spirit of emulation to follow his most
glorious example. "What man has done, man can
do," they proudly say within themselves, thinking little of the
consequences. Thus do they while away the time with the sickening gossip of
college, until the bell announces the hour of recitation and they all repair
thither.
The curtain being again drawn, discloses a scene in
Prof H__s
recitation room. The Prof. is
seated on a high rostrum, assuming all the dignity of his
lofty station. His class consists of between thirty and
forty young men of all sorts of characters and dispositions.
28 one
is grave and sober, another all fume and fuss, another delighting in his wit,
another trifling beyond all tolerance. After calling the roll
Prof.
29
commences the recitation. He calls upon Mr.
30
G__. to translate some English sentences into French; which Mr. G__. does
admirably well no less to his own satisfaction than to that of
Prof.
31 Mr.
32
H__. is next called upon. He could
Page 6
probably write
the exercise very well, but makes some awful mistakes in pronunciation, much to
the amusement of
Prof.
33 and
his own discomforture. The recitation thus proceeds until at last the
celebrated wit of the class is called upon, Mr. J__.
Prof
34
asks him to translate the sentence, Have you the bad butter,
35
into French. Mr. J__. replies—Avez-vous le vieux
beurre.
Prof.
informs the gentleman that
vieux means
old. Mr. J__.
startles him with the brilliancy of his wit by informing him in return that,
old butter is generally bad.
Prof.
36 is
forced to acknowledge the wit of his remark, and J__. takes his seat amid the
applause of his class-mates, feeling highly gratified with his performance.
Prof.
37 has
hardly suppressed their loud congratulations, when the bell rings and all leave
the room, seeming highly honoured at having so brilliant an intellect among
them.
We next disclose a dining-room scene. About a hundred & fifty
students are standing at the door of the dining-room, ready to rush in at the
first sound of the Bell. The Bell rings and all rush in together, as if
determined to devour the
food in a moment. The
tales of the
Harpies,
themselves presents not a greedier picture. The Lady of the house tries to
restore some order; but her cries only resemble those of the frightened
sea-fowl amid the roar of the tempest. All is confusion and nothing is heard
save the clashing of knives and forks. Every one seems
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determined to do ample justice to the cause of eating. There is no hog
of the Epicurean herd,
that
who would not be surprised at the scene. The
clash of the eating utensils is, ever and anon, drowned amid the cries of the
eaters for more to consume.
38
Figuratively speaking, the plates and dishes may be said to shrink from the
grasp of those who seem ready to devour them. At length the demands of the
stomach are satisfied, and by degrees they all retire, leaving marks of th
eir ravages behind them, and all repair to their
rooms to await the announcement by the Bell of the time for the next
recitation.
The ringing of the Bell and the hurrying of the students to their
respective recitation rooms, opens our next scene. We follow one particular
crowd and soon find ourselves in
Dr P__s
mathematical recitation room.
The Dr
is a venerable old man with hoary locks, wears
spectacles and looks all the time as though he were trying to discover,
according to mathematical rules, whether or not the moon is inhabited or
something else beyond human reach. All respect him for his virtues and admire
him for his talents. His class consists of about thirty, most of them
distinguished for their standing in their class. The recitation commences. Mr.
A__. is first called upon. He has been diligent in the performance of the duty
assigned him, and the consequence is that he makes a good
Page 8
recitation and sits down with a self approving conscience to urge him on
to greater exertion.
Dr P__.
next calls on Mr. W__. who has been spending his
time idly and consequently feels that he is entirely unprepared to recite. He
however puts on a bold face and appears on the floor. The proposition is given
to him and he reluctantly approaches the black-board. Oh! how he is mortified
to have to show his ignorance to the class, oh! how he wishes that he had have
39
studied the lesson more. In vain does he try to scratch up ideas in his head,
in vain does he look imploringly at the piece of chalk in his hand, as if he
would beseech it to guide his hand rightly instead of he
40
guiding it. But no aid comes. At last
the Dr
asks him if he is ready to explain. He replies, yes,
and straightway proceeds to the best of his ability; but, like a man walking in
the dark, he stumbles over every obstacle. The
Dr
discovers his want of information and endeavors to
assist him; but he knows so little about it that he cannot appreciate what the
Dr
says. At length however the
Dr
succeeds in making him understand something about it,
when W__. is allowed to take his seat, much mortified and disheartened at
having made so bad a recitation. Thus the recitation proceeds, every
one who is called upon having to give a proof
how
41 he has been spending
Page 9
his
time, whether profitably or otherwise. The
Dr
is just getting in
42 a
fair way to give one poor fellow what we call in familiar phrase,
"particular goss", when some guardian angel, having heard his prayers
for deliverance, lends wings to the tardy moments: and the sound of the same
old Bell, so sweet
43 to
his ears, is heard again, announcing the hour for evening prayers. All, bidding the
Dr
an affectionate farewell for the evening, leave
the room.
Our last scene opens again in the
Chapel
with evening prayers. Ah! what a happy throng, just released from the stern
duties of the day. Every one seems to wear a smile on his countenance, and even
the poor fellow who has made a bad recitation forgets his mortification in the
general glee. The prayer is ended and we leave them all hurrying away to
partake of the evening meal.
In this detail it has been ours
44 to
show how the characters of the students at College correspond to the characters
of those out in world.
45
That at college, as out in world,
46
there are the idle who have no energy, the fickle-minded and med
dlesome who, for want of proper employment, are ever ready to
jump into any kind of excitement, but best of all that there are those, ever
ready to perform well the duties incumbent upon them. Thus may college in truth
be called—a word
47 in
miniature.
Endnotes:
1.
Sally Long Jarman Papers, SHC. The essay of nine numbered
pages is undated but was written in the spring semester of
Mason's
sophomore year, when, according to
University catalogues,
Mason
would have been studying "English
Composition," Greek ("
Homer's
Iliad" and "
Demosthenes'
Select
Orations"), French "Grammar and Fables," and mathematics
(trigonometry, geometry, and calculus). The essay shows pencilled corrections
in the hand of
John Thomas Wheat
, professor of rhetoric and logic, who
wrote at the bottom of the last page "Excellent." A 3 1/2-page draft
of the essay, also titled "Journal of a day," is housed in the Sally
Long Jarman Papers, SHC, which also contain approximately sixty of
Mason's
compositions and a collection of his poetry.
Though most of this work is undated, much of it was written while
Mason
was a University student; twelve of
Mason's
compositions show corrections by
Professor
Wheat
.
2.
Wheat
revised in pencil the beginning of
Mason's
second sentence to read as follows: "Although
the different characteristics of men, mental and physical, may not be so
strikingly portrayed here, and although their occupations may be
different."
3.
Wheat
inserted
tic sketch after
drama, preferring "a dramatic sketch" to
Mason's
"a drama."
4.
Wheat
inserted a second
r between
u and
r in
occurences.
5.
Wheat
inserted
a between
offering and
real.
6.
Wheat
drew a line through
real and
above the word wrote
impenitent.
7.
Wheat
converted
Mason's
comma after
duties to a
semicolon, inserted
just before
as, and inserted
goes before
to, revising Mason's text to read "duties; just as
the farmer goes to his plough."
8.
Wheat
corrected the spelling of
mechanick by crossing out
k.
9.
Wheat
marked through
out.
10.
Wheat
inserted a second
p before
ed.
11.
Wheat
drew a line through
leaf.
12.
Wheat
placed a small
X above
fice and at the bottom of the page wrote "X not in
the dictionary." The
Dictionary of American English
defines fice as a "small dog of mixed breed; a cur."
13.
Wheat
drew a line through
T and
inserted
t above the letter.
14.
Wheat
corrected the spelling of
politicks by crossing out
k.
15.
Wheat
converted
Mason's
period into an exclamation mark.
16.
Wheat
drew a line through "in the room" and
wrote
present above the phrase.
17.
Wheat
inserted a second
p before
ed.
18. The textbook used in
Brown's
Greek class was
Peter
Bullions,
The Principles of
Greek Grammar
(New York: Pratt, Woodford, 1851). When
"μεν and δε" are used with definite articles in
Greek, they have the force of "one . . . the other" or, in the
plural, "some . . . the others." The phrase "και
δε και" means "nevertheless." The eighteenth
rule of euphony is as follows: "When both ν and τ-mute together,
are cast out before σ, ε preceding it is changed to ει, ο
into ου, and a doubtful vowel is lengthened; but η and ω
remain unchanged" (12).
19.
Wheat
inserted
the between
on and
manners.
20.
Wheat
drew a line through
how and
inserted "the manner in which" between
how
and
he.
21.
Wheat
corrected the spelling of
politicks by crossing out
k.
22.
Wheat
inserted
the in front of
Prof.
23.
Wheat
inserted
the after
which.
24.
Mason
ended the previous sentence at the right margin and
began this sentence flush with the left margin.
Wheat
pencilled a large ¶ symbol in the margin before
Our, perhaps to indicate that the sentence should begin
a new paragraph.
25. When
Nancy Hilliard
sold the
Eagle
Hotel in 1853, she built to the east of it a large two-story house,
which the students called "The
Crystal Palace." She continued to board students on the upper floor and to
serve meals in the large basement (
Vickers 61).
26.
Wheat
drew lines through
wide and
through the
d of
and.
27.
Wheat
drew lines through "length of."
28.
Wheat
drew lines through the final
s in
characters and
dispositions.
29.
Wheat
inserted
the before
Prof.
30.
Mason
crossed out a line representing a blank that follows
Mr.
31.
Wheat
inserted
the before
Prof.
32.
Wheat
crossed through
Mr.
33.
Wheat
inserted
the before
Prof.
34.
Wheat
inserted
The before
Prof.
35.
Wheat
added quotation marks before and after "Have
you the bad butter."
36.
Wheat
inserted
The before
Prof.
37.
Wheat
inserted
The before
Prof.
38.
Wheat
drew a line through "to
consume."
39.
Wheat
drew a line through
have.
40.
Mason
wrote
he on top of
his.
41.
Wheat
crossed out
a and
how on either side of
proof and
inserted "of the manner in which" above
proof.
42.
Wheat
inserted
to after
in.
43.
Mason
wrote
sweet on top of an
unrecovered word.
44.
Wheat
drew a line through
ours and
inserted "my purpose" above the word.
45.
Wheat
drew a line through "characters of" and
inserted
the above the line between
in and
world.
46.
Wheat
drew a line through
out and
inserted
the above the line between
in and
world.
47.
Wheat
inserted
l between
r and
d.