Baltimore City College - Green Bag Yearbook (Baltimore, MD)

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The Faculty. PRI? Sl DI5 N F FRANCIS A. SOPER, A.M., Professor of Higher Mathematics VICI5-PRl?Sllllf.V7l SE C CHARLES F. RADDATZ, Professor of German. 'RI5 7?l R V. JOSEPH H. ELLIOTT, Professor of Cmnnlerce. PowHA'rAN CLARKE, M.D., Professor OfCi1CllliSf.l'3'. ALFRED Z. PIARTMAN, A.M., Professor of Greek and Latin. STEPHEN F. NORRIS, Professor of Mathematics. ALI-:XANDIQR HAMII,'1'ON, Professor of Mathernntics. GERARD E. MORGAN, Professor of Lntin. PHILIP H. FRIBLQE, Professor of Physics and Biology. JULIUS G. MILLER. Professor of Mnthenmtics. JOHN F. ARTHUR, Professor of English. B. WHIf:ELI-:R SWEANV, Professor of Druwiniz. WILBUR F. SMITH, B. L., Professor of English. x RoIzI1:R'I' H. WRIGH'P, B. S., Professor of History, Iflconomics and Civics ARISTOG'N M.m:LLA ToLos SOHO, , PH.D Professor of Romance l,zlln.t11mzes. RICHARD C. WII,I,IAMS, A.B., Professor of Latin. CHARLES M. SMITH, Professor of '1'ynewriti1n.r and Stenoirraplly ERN1-:ST J. BECKER, A.B., PH.D., Professor of Enxzlish :intl German. DAVID E. YVEGLEIN, A.B., Professor of Peclzuroxzy. PERCY L. KAYE, A.B., A.M., Ph.D., Professor of History. LHSTI-:R W. BOARDMAN, A.B,, A.M., Professor of English. MAX Swr'r'roN, PH.D., Professor of French, Gernmn and Latin. ANDRIQW J. PIIQTSCH, Professor of English mul History. PHILIP L. Roma, ILS., Instructor of Chemistry. CHARLI+:s G. I'Lrr'r, PH.G., Instructor of Physics und Biology. CHARLIQS F. E. SCHULTZ, Director uf Physical Cnltnre. JOHN F. LORETT, Instrnetor of Physical Culture.

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The Board of Editors. ,fdI'l0I'-1.71-Clllltf J. P. WENCHEL. ERNEST VV. COPELAND, l9usz'm'ss !lhi1za,Qz'1'. LOUIS I. WILCOX, Assl. L'1z.vi ness fllamqgcr. LUCIUS R. WHITE, .fI1'l1'sl. II. MEYER RILEY, .-lsxl. flrfisl. Edlt0fS. PAUL XV1cGE1f'AR'rH, RANDOLPH IJIEIf1f11:NIxACH C. WII,I,IAM ScHNI4:tD1sRIcl'rH, J. S. MARTIN HAMMOND, NVALTER HOLLANDI1:R, JOSEPH PURDON WRIGHT, C. BOND EVANS, JR. lfonorzugf lidilar, XVILLIAM V. GREEN, I3

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THE GREEN BAG LARES ET PENATES. I1 1- Y,-jj qv E-I LL mankind is divided into three parts, 0116 of which has never been to college, another is at college, and a third has left college. Caesar in fication a division based upon geographical lines. In fact, he ignored h .74-gf 5, it altogether the question of college training. He published no statistics 1-Qi. flfxh , ' f'4 -fi-P-.ZW . 'r ll f ,.',f-,- ' . ' , .,' ..N describing the inhabitants of Gaul seems to have preferred to this classi- 'lzyvfiffilsgi - L 1 lr- I in regard to it, nor cited any instances of self-taught or college-bred men from among the doughty warriors of Gaul. Possibly Dumnorix and Divitiacus were materially aided on the road to fame by the training they had received in their Alma Mater. Possibly Ariovistus and Vercingetorix, leaving early in life classic shades, had been educated in the school of practical affairs only. The author of the Commentaries is silent on these points. Can it be that he wanted to avoid the neces- sity of discussing the question of the respective advantages and disadvantages of spending four or more years in getting a college education, or of deciding when and at what age a boy should leave school and go into business? Was he afraid to venture an opinion as to value of the changes made upon tl1e old method of devoting the college courses entirely to languages and the study of abstract subjects? What success had the Gauls met by introducing into their curriculums bookkeeping, manual training, cooking, sewing and such subjects? Caesar drew no conclusions. These questions are very interesting ones, but, however, so perplexing that for the most of us it is better to be not among those who rush in where Caesar, from fear or other reasons, has not seen fit to tread. Those who have not had a college training can hardly be said to differ from those who have had in language, manners and customs, as did the inhabitants of one part of Gaul from those of another part. We do not care to draw conclusions as to the advantages of a college educated man over one who is not, or vice versa. The fact remains, however, that there are things growing out of, and connected with, a college training which are unique. I have refer- ence especially to what is known generally as college spirit-an indefinite quantity, almost impossible of description, but easily recognizable when seen or felt. That a college spirit is a good thing no one disputes. The college is benefitted by it along every line of activity. We are constantly told that this spirit, carrying along as it does the 15