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 THE 
 
 CENTENNIAL PAGEANT 
 
 OF 
 
 INDIANA 
 
 UNIVERSITY 
 
 BLGDMINGTON INDIANA 
 
 JUNE 1 23 
 \92Q 
 
 IKODORf C STttI 
 
 ^KOIO M PROU \ 
 
 
The Centennial Pageant of 
 of Indiana University 
 
 1820 
 
 1920 
 
 By 
 
 WILLIAM CHAUNCY LANGDON 
 
 ON THE UNIVERSITY CAMPUS 
 
 BLOOMINGTON, INDIANA 
 
 JUNE FIRST, SECOND AND THIRD 
 
 NINETEEN TWENTY 
 
-<o 
 
 .p 
 
 Copyright, 1920 
 
 By William Chauncy Langdon 
 
 All Rights Reserved 
 
 JUN -4 1920 
 

 TABLE OF CONTENTS 
 
 The Pageant Committee 5 
 
 The Pageant Direction 5 
 
 Foreword 7 
 
 The Centennial Pageant 
 
 by William Chauncy Langdon 
 
 I. The Torch of American Education 9 
 
 11. The Founding of the University, 1820 13 
 
 III. The Hundred Years 23 
 
 IV. The Present Crisis, 1920 27 
 V. The Greater Victory 39 
 
 The Music of the Pageant 
 
 by Barzille Winfred Merrill 43 
 
« 
 
 ( 
 
THE PAGEANT COMMITTEE 
 William Lowe Bryan . . Honora/ry Chairman 
 
 Ulysses H. Smith 
 
 Humphrey M. Barbour 
 
 J. E. P. Holland 
 
 William Chauncy Langdon 
 
 Edwin A. Lee 
 
 Barzille Winfred Merrill 
 
 Burton D. Myers 
 
 Chairman 
 
 Joseph W. Piercy 
 David A. Rothrock 
 Elizabeth Sage 
 Frank C. Senour 
 Agnes E. Wells 
 James A. Woodburn 
 
 THE PAGEANT DIRECTION 
 
 William Chauncy Langdon . Master of the Pageant 
 Barzille Winfred Merrill . Composer of the Music 
 Marion Langdon . Designer of Symbolic Costumes 
 Elizabeth Sage . . Director of Costuming 
 
 Mary Brown . . . Director of Dancing 
 Lois MacDonald . . Rehearsal Accompanist 
 
FOREWORD 
 
 The Centennial Pageant of Indiana University seeks to cele- 
 brate the progress attained during the hundred years of the 
 University's existence, and to indicate the significance of the 
 educational situation in which Indiana University and all 
 American Universities find themselves in the year 1920. The 
 music has been composed by Professor Winfred Merrill, Di- 
 rector of the School of Music of the University, and it was 
 performed by the University Orchestra somewhat augmented 
 for the occasion. The parts were taken by members of the 
 faculty and students of Indiana University, and their families, 
 and citizens of Bloomington, as in 1916, all uniting to produce 
 this second drama of the history and life of their common com- 
 munity. 
 
 The pageant grounds are located on the Campus of the Uni- 
 versity, on the Dunn Meadow looking across the brook which 
 has for many years been genially called the River Jordan, to- 
 ward a grassy knoll and grove of evergreen trees behind which 
 rise the walls and roof and tower of the Student Building. 
 
 The Centennial Pageant of Indiana University has been 
 written and composed on the principle that both dramatically 
 and musically the pageant is a distinct and individual art-form, 
 having its own laws and its own technique. All the elements 
 of this pageant have been worked together, in accordance with 
 these laws and technical considerations, to produce, if may be, 
 in the sequence of actual, typical, or symbolic scenes, a clear, 
 beautiful, and impressive drama of the life of the community. 
 
 Most of the scene designated as II. The Founding of the 
 University, 1820, has been taken from the corresponding scene 
 in the Pageant of Bloomington and Indiana University, 1916, 
 additions and slight modifications being made to focus the 
 episode more distinctly upon the present educational situation. 
 
 The scene entitled IV. The Present Crisis, 1920, is really 
 only a partial presentation of the significance of the crisis in 
 the present educational situation as it affects the universities 
 of America, confining itself to the financial aspect of the crisis 
 and to a discussion of some other underlying questions. It does 
 not by any means adequately represent the writer's belief as 
 to the truth and the fundamental facts of the matter, though 
 
it is correct as far as it goes, in his opinion. In this episode 
 the statements made by characters who are actual people are 
 set forth verj- largely in their own words, and it is believed 
 that no misrepresentation occurs therein, as to their opinions, 
 
 but the responsibility for the facts and the opinions set forth 
 in the episode as a whole lies of course only with the writer of 
 the pageant. 
 
 In presenting the historical and current material a certain 
 freedom has necessarily been exercised for the sake of dramat- 
 ic clarity and effectiveness. In many instances, there too, the 
 language of the dialogue is in the actual words of the char- 
 acters represented. It has, however, seemed inadvisable to 
 indicate these passages by quotation marks, on account of the 
 frequent necessitj^ for making slight changes, omissions, or 
 additions in the wording to suit the situation as represented. 
 
 W.C.L. 
 
The Centennial Pageant of Indiana 
 University 
 
 Half an hour and quarter of an hour before the time for the 
 Pageant performance to begin, the University Chimes ring 
 
 THE HYMN TO INDIANA 
 
 by 
 
 Charles Diven Campbell 
 
 (1877-1919) 
 
 I. THE TORCH OF AMERICAN EDUCATION 
 
 The full orchestra states the main theme of the Pageant, 
 which is associated with the figure of Education. With the 
 end of this theme there appears in the edge of the dark ever- 
 greens the figure of Education, robed in gold as she who en- 
 dows all things with their value. On her head is a golden 
 wreath and in her hand a standard, the Torch of Light and 
 Truth, on which is carved as on the seal of the University an 
 open book illuminated by a sun's rays, behind which rises a 
 flaming torch, the long lower end of which rests upon the 
 ground. Education stands out upon a spur of the hill which 
 rises from the glade between the evergreen trees and the brook. 
 
 Making a wide-sweeping gesture of command. Education 
 calls her Influences to her, the Influences of Education. Spirits 
 irridescent, variously colored, as the music passes quickly to a 
 distinct though closely related theme, they come pouring down 
 the hill on either side of the evergreens and through them, to 
 gather around Education and to radiate, near her or farther 
 from her, her shining and varied spirit. So in swift gleaming 
 motion they come and go, pulsing beams of colored light, until 
 at last at the sides they sweep back up the hill and rest on the 
 hillside like a great broad comet of radiance behind the figure 
 of Education. 
 
 With a march in the music based on an old Puritan hymn 
 tune and characteristic of the days of the settlement of Amer- 
 
 [9] 
 
ica, there comes across the brook a procession of groups of the 
 early Colonists, those who exemplified in themselves the prin- 
 ciples of Education, — mothers with their children and daugh- 
 ters, guarded and guided by the fathers with the elder sons, 
 whom they teach, gun in hand, the duties of protection and the 
 steadfastness of self-reliance. 
 
 The music develops into a more courtly character, and there 
 comes across the brook from the other direction another pro- 
 cession of people of the later Colonial period, with whom are 
 ministers and university professors instructing the young men 
 in the principles of the Law, Medicine, and Theology. 
 
 Education greets the groups of both oncoming processions 
 by raising her standard to them and then lifting her hand in 
 blessing over them. They in turn hail her with upraised arms 
 and grateful acclamations. At a sign from Education some of 
 the Influences sweep down toward the two processions of Col- 
 onial people in turn with a superb color emphasis and guide 
 them up as large massed groups into positions a little below 
 and on either side of the figure of Education. 
 
 Coming immediately after, and as if continuing the preced- 
 ing music into a climax, the brass peals forth a succession of 
 trumpt calls, interjected into the other thematic material and 
 leading steadily up toward The Star Spangled Banner. 
 Thereat certain of the later Colonial men, scholars in the Law, 
 Medicine, and Theology, among them and leading them Wash- 
 ington, Franklin, and Jefferson, come forward together in a 
 group before the figure of Education and point up the hill. 
 There, as the music finally bursts out fortissimo in The Star 
 Spangled Banner, appears America in gleaming white with 
 golden girdle and golden Liberty Cap, carrying the Stars and 
 Stripes in her hand and wearing the Shield of the United 
 States on her shoulder. The Revolutionary heroes kneel. 
 Education advances toward America and kneels in homage. 
 At the same time, at a motion from Education, the early and 
 later Colonial people kneel, and the two great massed wings of 
 the Influences sweep around down into a great horse-shoe 
 and stand first for a moment surging forward, their arms 
 raised in acclamation, and then with the cadence of the rhjrthm 
 down to their knees, as America raises high her flag above 
 them all in acknowledgment of their recognition of her sov- 
 ereignty. 
 
 The music then sounds boldly forth the motif of Education. 
 [10] 
 
America goes down to the kneeling Education, takes her by 
 the hand, lifts her up, and leads her up to the elevation where 
 she herself was standing. There she takes from Education her 
 standard, the Torch of Light and Truth, and gives to Educa- 
 tion the flag, the Stars and Stripes, to bear for her, as symbol 
 that to intelligent Education is given sovereignty over all the 
 forces of progress in the life of the nation, while America 
 herself at the same time makes education her first concern and 
 interest. Meanwhile, the music leads cresendo and acceler- 
 ando into an insistent alternation of the two motifs of Educa- 
 tion and America, celebrating the increasingly closer and closer 
 association and interweaving of the two until they become as it 
 were a dual identity. Education receiving the flag kneels, and 
 then rising turns and raises it high over all the spirits and peo- 
 ple gathered before them. Thereat all rising lift their arms 
 high with an outburst of music in acclamation of the principle 
 which should dominate the future of the Republic. 
 
 The music then passes into a march of strong distinctive 
 rhythm, in which may be recognized the simple themes accom- 
 panying the early and the later Colonial peoples, now much 
 more fully developed both as to harmony and as to instrument- 
 ation, with other thematic elements added, all developed to- 
 gether into what may be called the March of American Pro- 
 gress. With the march, America points Education thither 
 whence the earlier Colonial peoples have come and by a motion 
 directs her to prepare and lead forward the coming genera- 
 tions of her people. Education then bearing the Stars and 
 Stripes goes to prepare the future generations for their citi- 
 zenship, while America remains in her place upholding the 
 standard of Education. But Education first turns in the op- 
 posite direction and summons Success, a virile resplendent 
 young man with almost barbaric costume, who comes attended 
 by his retinue. As he appears, a new theme shines out with 
 the brass in the music, and is thereafter interwoven with the 
 other themes in the march. 
 
 Now then is seen coming a procession of the people of Amer- 
 ica of the years from 1800 to 1820, of all types and classes, — 
 pioneers, farmers, and city residents. Success accompanies 
 Education to meet the coming people until they have passed 
 both groups of Colonial peoples. Then Success stops, while 
 Education goes on. As the stream of peoples comes along, 
 Education meets them almost as soon as they appear in sight, 
 
 [11] 
 
and directs them on toward Success and toward America, to 
 whom they offer their service, Success being the one who im- 
 mediately introduces them to America. Before her they bow 
 low in patriotic homage. 
 
 The music then reverts to the themes of America and Edu- 
 cation. America leaves her elevation and followed by the two 
 groups of Colonial people, takes her way toward Education. 
 At her upheld hand the on-coming procession stops and pays 
 homage with acclamation to America, which she acknowledges 
 as she proceeds. As she passes Success, he and his retinue 
 bow low and then follow her. When America reaches Educa- 
 tion, she beckons her to come to her. Education bows low and 
 joins America, who puts her arm around her. So, together 
 they lead out the counter-procession consisting of the early 
 and the later Colonial peoples, while the newer generations go 
 no further bu t turn back to swell the stream of those who fol- 
 low America and Education. 
 
 With the departure of America the Influences begin to surge 
 back and forth with a pulsing movement to the same music 
 as at their first appearance, down the hill and then up again, 
 down and then up again, and finally sweep down forward and 
 around the ends of the receding procession, closing its column 
 and accomopanying the peoples around the hilliand up out of 
 sight. The music closes with the theme of Education, repeated 
 from the beginning of the scene in simple plain form. 
 
 [12] 
 
II. THE FOUNDING OF THE UNIVERSITY: 1820 
 
 (From the north come running a group of boisterous boys 
 just let out of school; after them some more boys of quieter^ 
 sort and some girls. At the end comes the master on his way 
 home, accompanied by a group of four or five young people and 
 one little fellow,) 
 
 Boy : I could ha' spelled it, ef I'd thought. 
 
 Another: Yer could not. Susie can spell yer out any day. 
 She can spell the whole book without the words called. 
 
 Boy : So kin I, ef I git started. 
 
 Girl: Yer kin not. Susie can spell the book through three 
 times without a word called out. Ask the master ef she 
 can't. 
 
 Boy : Well, I kin spell it through once anyway. 
 
 (A man comes through, the other direction, axe and gun on 
 shoulder. As he meets the boys he grabs one by the arm.) 
 
 Man : Yere ! What yer doin' 'round yere doin' nothin' ? Git 
 down to the dead'nin' and tend them fires and chop thet 
 'ar wood and be quick erbout it.( As the boy disappears 
 in a hurry, he man accosts the master, who comes along 
 just then.) Dudley Smith, how's thet'ar boy of mine 
 a-doin' ? I think yer do n't lick him enough, bust my rifle 
 efldo! 
 
 Smith: He does well. He's interested in his studies and 
 works hard. 
 
 Man : Well, lick him ! Lick him ! Make him work ! I want 
 he should get the good out of his schoolin'. Kin he spell? 
 Lick him till he kin ! 
 
 Smith : I don't need to lick him. He works hard without. 
 
 Man: Lickin' and larnin' goes together. How kin he get 
 any larin' 'itout the lickin'? Thet 'ar's the way he get 
 brung up and see me now ! He's got to take lots o' lickin's 
 when he gets out in life makin' his own, and he better lam 
 to take 'em now. 
 
 [13] 
 
Smith : But I do n't lick a boy if I do n't need to. 
 
 Man : Wall, I aluz did suspect yer did n't half know yer 
 business. Ef he's doin' purty well 'ihout lickin' think 
 how much better he'd do with it! He's my boy and my 
 woman's boy and I want yer to understand that I'm 
 a-paying good money, — money an' dicker, — fer him to git 
 the best there is, an' I want yer ter see thet he gits it. 
 Now d' yer hear me ? — you lick him ! 
 
 (The master is saved from having to promise to inflict chas- 
 tisement for edification only by the approach of Dr. David H. 
 Maxwell, Joriathan Lindley, and other members of the Board of 
 Trustees of Indiana Seminary. Coming the other way the 
 companied by the Rev. Baynard R. Hall.) 
 
 Dr. Maxwell : Ah, Mr. Reed, it is a pleasure to see you among 
 us again! I presume your brother-in-law has told you 
 that the Trustees have elected him to be President and 
 Professor of Ancient Languages for the term of one year 
 and school to commence as early as practicable. 
 
 Mr. Reed : Yes, he told me and I was offering him my felicita- 
 tions on the election. 
 
 Jonathan Lindley : You rendered us a valuable service, sir, 
 when you suggested his name to us and told us that he was 
 already living here in the New Purchase. 
 
 B. R. Hall: The election, I assure you, Dr. Maxwell, was 
 deemed by me a great honor, and I accepted the appoint- 
 ment not for the stipend paid as my salary, but I have for 
 some years longed to be in the romantic west and to be 
 numbered among its earliest literary pioneers. 
 
 Mr. Reed : That is certain, my friend ! 
 
 B. R. Hall : Indeed, I believe I can already claim the distinc- 
 tion of being the first one to read Greek in the New Pur- 
 chase ! 
 
 Dr. Maxwell : We are to open the Seminary at once. 
 
 B. R. Hall : I am enthusiastically impatient to commence my 
 labors. 
 
 Mr. Reed : Bloomington is to have its College at last ! 
 
 Dr. Maxwell : Not College, as yet. Seminary. 
 
 [14] 
 
Mr. Reed : Aye, but the Seminary is but a stepping-stone to 
 the College. 
 
 B. R. Hall : And that to the University ! 
 
 Jonathan Lindley: The Indiana University! 
 
 Dr. Maxwell : That is certainly what we all have in mind, 
 what we are working for! As it was laid down in the 
 State Constitution adopted at Corydon in 1816: — "It 
 shall be the duty of the General Assembly, as soon as cir- 
 cumstances permit, to provide by law for a general sys- 
 tem of education, ascending in regular gradation from 
 twonship schools to a State University, wherein tuition 
 shall be gratis, and equally open to all." 
 
 B. R. Hall : You wrote that section yourself, did you not, Dr. 
 Maxwell? 
 
 Dr. Maxwell: Who wrote it is a matter of little moment. It 
 was adopted by the Convention. It is a part of the Con- 
 stitution of the State of Indiana. It is a part of the fund- 
 amental law of the State. 
 
 Mr. Reed: You have your township schools here in Bloom- 
 ington. 
 
 Dr. Maxwell: Yes, Dudley Smith here is our teacher. No 
 township has or could have a better. 
 
 Smith : That is very good of you to say so ! Now with the 
 State University started here under Mr. Hall, I and my 
 pupils will have an added incentive to good work, for they 
 will certainly all want to go to the University. 
 
 Mr. Reed : How is the Seminary, or the University, to be per- 
 manently supported. Dr. Maxwell? 
 
 Dr. Maxwell : The Constitution says, "It shall be the duty of 
 the General Assembly to provide." 
 
 Mr. Reed: You take it then, I understand that it is not 
 merely the duty of the General Assembly to start the Uni- 
 versity but to maintain it afterward. 
 
 Dr. Maxwell : There is no limitation put upon the duty of 
 the General Assembly in the wording of the Constitution. 
 
 Mr. Hall : Your judgment on that point is of special import- 
 ance if you wrote that section. 
 
 Dr. Maxwell: As I said before, Mr. Hall, the important 
 
 [ ir> ] 
 
thing is that it was adopted into the Constitution. Be- 
 sides, how else can the words be understood ? Is it pro- 
 \'iding for a piece of work merely to start it, and then to 
 leave it to deterioration and decay? 
 
 Jonathan Lindlzy : Let us hope the General Assembly will 
 always \iew it in that light ! 
 
 Dr. Maxwell : How else can they view it. if they view their 
 dut\' with understanding. It is the wiU of the people ex- 
 pressed in the Constitution. "It is the duty of the General 
 Assembly to provide." 
 
 (Several people, both men and women, and of various call- 
 ings, have approached during this conversation, waiting for a 
 chance to be heard. Dr. Maxwell sees them, and turns toward 
 them.) 
 
 Ebenezzr : Now. David Maxwell, it kinder sorter seems to us 
 that this 'ar college of oum oughter to be starting an' we 
 want it to. 
 
 Dr, ^Laxwell: The Seminary belongs to the whole State, 
 Ebenezer, not only to Bloomington or to Monroe County. 
 
 Ebenezer: How's thet? \Miat diffrunce '11 thet make? 
 
 Dr. Maxwell: There will be students coming here from all 
 over the State, — in time, — we hope. 
 
 Eben-ezer : Well, thet's good. If this *ar es goin* to help this 
 'ar town by brenging people here from all over the state, 
 — we're ready ! 
 
 Db, Maxwell : The Seminary opens today, Ebenezer. 
 
 Jonathan Lint)ley : Mr. Hall is here for that purpose now. 
 
 Ebenezer: Well, thet's good. I hear he kin spell all the 
 
 words ther is. and cipher and knows a whole lot more. 
 
 Dr. Maxwell: He is thoroughly competent, Ebenezer, to 
 teach a classical seminary, and he is a good western man 
 to oot, who had already come here to Live among us. 
 
 Another Man : How much do yer pay him, may I ask ? 
 
 Dr. Maxwell : Certainly you may. This is the people's semi- 
 nan.- and is supported by the State's money. He is paid 
 $250 a year. 
 
 Woman : But it 's an honor to teach in the people's collidge ! 
 He oughter be glad to sarve for nothing. 
 
 [16] 
 
Man ; Or at least be content with a dollar a day, more nor 
 double what a feller gits f er mauling rails. 
 
 Jonathan Lindley: That is the way it may seem to some 
 people, but it is not the way a Seminary or a University 
 should be run. 
 
 Dr. Maxwell: The Seminary will open today, my friends. 
 Send your boys to Mr. Hall at once, all who want to have 
 a classical education. The tuition will be $5 a year. 
 
 Ebenezer : Five dollars a year ! But the State 's a-payin' f er 
 this, an' it ought not cost anything, even the most power- 
 fullest, highest lamin* should not cost us a cut quarter. 
 Why should we pay fer it twice? 
 
 Jonathan Lindley : Send your boys right to Mr. Hall. The 
 building is not finished, so he will see them here. 
 
 (There is some quiet consideration of the sitttation as the 
 doubting people withdraw and the Trustees confer among 
 themselves during which there is silence. Then a number of 
 boys of various sizes come in, some with books and some with- 
 out. They go up to Mr, Hall in the center, who leaves the 
 Trustees.) 
 
 The First Man : Well, I'll jest take my boy out 'n the school 
 and send him yere to the College. He 's got to have the 
 best there is\ (Shouting to Smith) D'yer hear, Dudley 
 Smith ? I'm agoin' to send my boy to this 'ar new coUidge. 
 I don't thenk yer lick him enough anyway, an' he 's gotter 
 have the best there is ! 
 
 (He goes off and soon the boy, axe in hand, comes and joins 
 those in front of the Hall. The girls stand off to one side in a 
 group and listen.) 
 
 Hall: Boys and young gentlemen, I am happy to see you. 
 We are now about to commence our State College, or Sem- 
 inary. I hope all feel what an hour attends being the 
 first students. We are confident we can make the College, 
 and that we can make the town. By proper exertions on 
 our parts it may eventually rise to the level of the eastern 
 colleges and be a blessing to our State and country. You 
 have all, I suppose, the necessary books? 
 
 Boys: I've got 'em. • 
 
 Me, too. 
 
 [17] 
 
J Tve brung most on 'em. 
 
 Master, Uncle Billy 's to fetch mine out in his wagin 
 about Monday next. 
 
 Father says he could n't mind the names and wants 
 *em on a paper. 
 
 Books ! I never heern tell of any books ! Won't these 
 here ones do, master? This here's the Western Spellin' 
 one and this one's the Western Kalkelatur? 
 
 Mr. Hall, I fotched my copy-book and a bottle of red 
 ink to sit down siferin in; and dady wants me to lam 
 book-keepin' and surveyin'. 
 
 Hall: Order, boys, order! There is a misunderstanding with 
 some, both as to the books and the whole design and plan 
 of the school, I perceive. This is to be a Classical and 
 Mathematical School, and no person can be admitted un- 
 less intending to enter upon the prescribed course, and 
 that includes, even at the start, Latin and Greek. Now, 
 first, who are to study the dead languages ? 
 
 Boys : I do. I do. Me too. 
 
 Hall : You, then, come over here. Let me have your names. 
 Yours? 
 
 The Ten : Findlay Dodds ; James F. Dodds ; Aaron Furgeson ; 
 Hamilton Stockwell ; John Todd ; Michael Hummer ; Sam- 
 uel C. Dunn ; James W. Dunn ; James A. Maxwell ; Joseph 
 A. Wright. 
 
 Hall: Joseph Wright, I appoint you to ring the Seminary 
 bell during your college course. I will attend to you ten 
 directly, so soon as I have dismissed the others. (To 
 others :) I regret, my young friends, that you are disap- 
 pointed. You all have a right to what we have to bestow ; 
 but you must be qualified to enter; and must be content 
 to receive the gift of the State in the way the law provides 
 and orders. Indeed, if I wished I have no power to admit 
 you otherwise. I hope therefore you will now go home 
 and explain the matter to your parents. 
 
 Boy : Daddy says he does n't see no sort a' use in the high 
 lam'd things, and he wants me to larn Inglish only and 
 book-keepin' and surveyin', so as to tend store an run a 
 line. 
 
 [18] 
 
Another: I allow, Mister, we've near about as good a right 
 to be larn'd what we wants as them V other fellows over 
 there. 
 
 Third : It 's a free school f er all ! 
 
 (There is some grumbling as the rejected boys go off in two 
 groups. Their grumbling gets louder and louder the farther 
 from Hall they go, until as they go out they are shouting names 
 at him.) 
 
 Boys : Don't want yer high larnin' ! . . High larnin' ain't 
 no good f er makin' a livin' anyway ; father says so ! . . 
 High larnin' ! High lamin' ! 
 
 Hall: Now, you who are the first students of the College, 
 come here into the shelter of the growing building and I 
 will start you in Latin. First, we will learn the word for 
 Star, Stella, — ^what is it? 
 
 The Ten : Stella, the star. 
 
 Hall : Yes, Stella, the Star. May it lead you in all you do ! 
 Come, I will take the utmost pains to drill you well, so 
 that what you learn in this University, or College, may 
 stand you in good turn all through your lives. 
 
 (They withdraw up the hill where they study under Mr, 
 Hall's guidance, he standing, a few standing with him, most 
 of them sitting on the ground, books in hand, during the suc- 
 ceeding action, , . . From either side come discontented 
 people, men and women with some children tagging along be- 
 hind. Some start to go right up to Hall and his class, as if to 
 intrude upon him their unmistakable displeasure; others 
 gather in little groups to talk out their grievances.) 
 
 One : He 's too 'tarnal stuck-up with his high and big-bug 
 larnin' what he won't teach to none but what he chooses, 
 and what ain't no good to no one nohow. 
 
 Another: Rat, tha's what he is, a rat, a Presbyterian rat! 
 They 's jist a-laying their tracks how they going to take 
 this yere coUidge f er theirselves, thet 's what they 're up 
 to. See ef they ain't I 
 
 Third: Thar he is, look at 'im takin' the people's eddikashin 
 money fer lamin' ristecrats' sons high-flown words. 
 Gimme thet 'ar stone; I '11 do fer 'im! 
 
 Another: Why don't he work fer his living like honest folk? 
 
 [19] 
 
FoUBTH : It ud be a right smart chance better to have no 
 coUidge nohow if all folks hain't equal right to lam what 
 they most like best. 
 
 (Amid a great hub-bub there enters Gen. Jacob oLwe with 
 a following of more malcontents. At th-e same time, evidently 
 with determination to offset his trouble-making, there comes 
 other people more conservative in manners and more classical 
 in predilections.) 
 
 Jacob Lowe: \Miat do you say? You are the people! This 
 yere 's your money they 's throwin' away, givin' to 'Ris- 
 tocrats and Rats ! People, the^-'s electin' another perfes- 
 ser now, an' he 's a Presbyterian Rat an' Ristocrat too ! 
 Those who will stand up f er their rights, f oiler me I 
 
 (A number of the worse element gather around Jacob Lowe 
 and are about to start off with him, when they are stopped by 
 the appearance of the Board of Trustees coming toward them. 
 Lowe points at them in dumb anger. Dr. Maxwell is walking 
 in front. Prof. John S. Harney, the newlj elected Profe^ssor of 
 Pure and Applied Mathematics, with him. Everyone quiets 
 down. There is dead silence as the Trustees approach. When 
 Jacob Lowe addresses the Trustees, they stop,) 
 
 Lowz : Mr. President and Gentlemen of the Board : — ^hem ! — 
 I have the honor to be the orgun of the people — hem I — 
 and we 're here to forbid the election of thet 'ar Mr. Har- 
 ney, thet Ohio Buckeye to be our Professor of Mathe- 
 matucs. An' they say they do n't want two teachers of 
 the same religion nohow. It 's the people's coUidge an' 
 it 's their eddikashin money an' they say it 's better to 
 have 'em of diferent creeds, — hem I — and I say it — hem! 
 and — 
 
 Maxwell : It is with regret. General Lowe, and my respected 
 fellow-citizens, that I interrupt this eloquent utterance, 
 but in the present case I really do believe the danger ia 
 not to be apprehended. We all know the liberal senti- 
 ments of the President of the Seminan-. Professor HaD, 
 towards all religious bodies. Then, too, the gentleman 
 just elected by us, — I say. just elected by us, — to be Pro- 
 fessor of Pure and Applied Mathematics, Prof. John M 
 Harney, is not known to be a member of any communion. 
 Lastly, we Trustees are of six different denominations 
 ourselves and will surely guard against any danger such 
 
 [20] 
 
as is mentioned. Had this honorable representation come 
 but fifteen minutes sooner, something might have been 
 done or at least considered, but now it is too late for us 
 to retrace our steps. Fellow-citizens, I introduce to you 
 Professor Harney. You will find him a western man. 
 
 (Baynard R. Hall goes over and grasps Harney by the hand. 
 Those of Dr. Maxwell's inclining cheer loud and hearitly and 
 also go up to greet the new man. Jacob Lowers friends retort 
 with groans and angry shouts of disapproval. The disorder 
 grows apace, but is suddenly interrupted by a horseman riding 
 in with warning,) 
 
 Rider: The Governor! The Governor is coming, with a lot 
 of other big-bugs ! 
 
 (Reluctantly order is restored by the disturbing element and 
 all turn in the direction whence the rider came. Up the road 
 is seen riding on horseback with a certain pompus but yet 
 real dignity, the Governor of the State of Indiana, Jame» 
 Brown Ray, attended by Judge James Scott and others, the 
 members of the Board of Visitors. As soon as he has well 
 reached the place, with an evident appreciation of the spec- 
 tacular effectiveness of his great office, the Governor stops 
 and awaits the proper greeting of his people. Dr. Maxwell 
 goes forward to greet and welcome the Chief Magistrate; the 
 men all uncover their heads. Without dismounting, the Gov- 
 ernor speaks from the saddle.) 
 
 Governor: We have come to you, my fellow-citizens of 
 Bloomington, — ^we, His Excellency, Governor of your 
 State and the Board of Visitors of the Indiana Seminary, 
 — in the exercise of our functions to inspect the State 
 Seminary which is located in your midst. In order that I 
 might personally fulfill this duty I have for the time 
 abandoned all the other important responsibilities of my 
 office of Governor of Indiana, for the reason that this is 
 an occasion of great moment. I f orsee that the education- 
 al development of this State is destined to marvelous de- 
 velopment. I f orsee that this Seminary will speedily be- 
 come first a College, and then a University, and I trust 
 that we oruselves may make a report which will soon preci- 
 pitate measure in that direction. Such being the future of 
 this institution and of this town, it is fitting, right, and 
 proper that I, James Brown Ray, Governor of Indiana. 
 
 [21] 
 
should be present on this historic occasion. Fellow-cit- 
 iiens, let us proceed to the auspicious performance of our 
 duties. People of Indiana, attend us I 
 
 {All except the Trustees depart in a loose procession.) 
 
 Dr, M-\x\^'ELL : First a Colle^. and then a University ! I too. — 
 we all of us believe itis destined to marvelous develop- 
 ment. We who have toiled and labored and struggled to 
 establish it. through discouragement and failure, having 
 before us at times only our vision to urge us on. — Would 
 we might see realized the marvelous development to which 
 is destined and for which we have laid its foundations 
 true to that \ision I Maybe our sons or our sons' sons will 
 see it. With that we must be content! With that, and 
 with our vision I 
 
 [22] 
 
III. THE HUNDRED YEARS 
 
 The music sounds as a fanfare the motif of the State of 
 Indiana, taken from the Hymn to Indiana. Looking up the hill, 
 the first Trustees of the Seminary, who have remained from 
 the preceding scene, see the figure of the State of Indiana ap- 
 proaching down the hill. She is garbed in a long green robe 
 and rich blue surcoat, and she carries the flag of the State. 
 The men of the Seminary raise their arms to hail her with 
 loyal greeting, and Indiana responds by raising the flag to 
 them in salutation and in signal for them to come up to her. 
 They go up the hill to meet her; she awaits them. As they 
 join her there, she points down upon the lower ground by the 
 stream to call their attention to the progress of the State Uni- 
 versity which is there to be represented. 
 
 Again a fanfare is heard, combining the motif of the State 
 of Indiana and the motif of Education, making together the 
 motif of Indiana University. With its continued repetition 
 there appears from out the evergreens the figure of Indiana 
 University, clad in robes of cream and surcoat of crimson. 
 Then there follows swiftly-flowing music of sombre character 
 and almost insuperable spirit, with which there pour out from 
 the edges of the evergreens near at hand a number of beings, 
 ominous, portentous in appearance, whose heads are shrouded 
 and persons are swathed in smoky gray. With forbidding gest- 
 ures and manner they throng around the Univrsity, at mo- 
 ments almost hiding her from sight. They are the Difficulties 
 that chill and thwart or hamper and purify all achievement. 
 
 Then with calls of the motif of Education and of the motif 
 of Indiana University in the music there are seen coming 
 from different directions figures representing the main divis- 
 ions of university interest, such as the Arts, Pure Learning, 
 Applied Learning and Play. These having once been announced 
 by the motifs the music returns to the former theme 
 as the Difficulties pour forward in all directions to hinder 
 their oncoming, impeding their progress and delaying their 
 approach, so that only slowly do they make their way up to- 
 ward the University. 
 
 Then rising immediately out of the other music there sounds 
 
 [ -^3 ] 
 
a new theme, joyous, strong and clear, as Inspiration, a single 
 figure, steps out from among the evergreens behind the Uni- 
 versity. She is robed in rose draped amply about her whole 
 figure, the part over her head fallen back from her fair head 
 with its masses of golden hair and beautiful classic features. 
 In motion and manner and spirit she is the very essence of un- 
 deterred achievement, herself an invincible gleam of the eter- 
 nal triumph. Standing by the University she raises her arm 
 high over her head in signal to the figures representing the 
 divisions of University interest undaunted to come on. At the 
 same time the University raises her torch to them with the 
 same encouragement. As again her motif rings out and again 
 she gives her inspiring signal, the Difficulties fall back and 
 make way for the figures to come up to the University, where 
 they take their places in a group behind her, while the Diffi- 
 culties gather in groups on either side of her kneeling. One 
 of them however takes Inspiration by the hand, and they stand 
 together in front of the University, side by side, like two col- 
 umns, one arm of each extended across the shoulders of the 
 other. Thus some of the rose of Inspiration's draperies falls 
 like light down the gray robes of Difficulty as over the heart 
 of pathos and failure; and some of the gray of Difficulty's 
 garments falls like a quiet shadow down the folds of the glow- 
 ing robes of Inspiration, like the melancholy of the inevitable 
 failure that always accompanies even the finest success. The 
 music quiets dow^n. 
 
 In the quiet that intervenes, the music falls into the cadence 
 of a march. The Difficulty who is standing with Inspiration 
 disengages herself; and the other Difficulties bestir them- 
 selves, rising from their knees. Dov^ the way is seen ap- 
 proaching a procession of the notable men of the hundred years 
 of the University, leaders and teachers and students, coming 
 in three sections, one after the other, led by President Andrew 
 Wylie, President David Starr Jordan, and President William 
 Lowe Bryan. As the first group, led by President Wylie, ap- 
 proaches, the Difficulties menacingly wend their way down 
 toward them, with intent if may be to turn them back. In- 
 spiration steps back up the hill a little way and raises her arm 
 in cheering signal to the oncoming people to persevere. Em- 
 boldened by this encouragement, their guide a runner, pushes 
 through, breaks through the Difficulties and comes up toward 
 the University. The other people led by President Wylie, 
 
 [24] 
 
set boldly forth to follow him on through. Before their de- 
 termined advance the Difficulties give way and turning escort 
 them up on either side, while their leader greets them with a 
 whirl of her robe which brings the lining into view, — and the 
 lining is of rose, — as she points them on to where Inspiration 
 stands and where the runner is kneeling before the University 
 and lighting his torch from her Torch. 
 
 As the runner rises, Inspiration leads him first, and thn 
 points him up the hill to the figure of the State of Indiana and 
 the group of the first Trustees. The runner starts off up the 
 hill in that direction, while President Wylie and the others 
 follow him. When they reach Indiana, they bow low to her and 
 take their places in a group behind her. Mean time to their 
 own music the Difficulties move behind her. Mean time to their 
 gather again as before on either side of the University, with 
 Inspiration and their leader standing together as before in 
 front of her. 
 
 Then with the music repeated, the other two sections of the 
 procession of the hundred years of the University, led re- 
 spectively by President Jordan and by President Bryan ad- 
 vance in the same way and go on up the hill to Indiana ; except 
 that the living, whoever they may be, remain behind and 
 gather in a group behind the University. 
 
 As soon as the runner that precedes the last group has 
 lighted his torch from the Torch of the University and the 
 people who have accompanied him have paid their homage to 
 Indiana, and the Difficulties have returned to their places on 
 either side of the University, the distant sound of battle is 
 heard in the music with the repeated crescendo recurrence of 
 the motif of America. Far up the hill, farther up the hill than 
 where Indiana is standing, is seen America, sword in hand, 
 holding the Stars and Stripes out in the breeze as a call to 
 arms. Indiana first and then the University point up the hill 
 to America. President Bryan turns toward the direction 
 whence all the people of the University have come and raises 
 his hand in summons. In response there comes a body of 
 soldiers and of others who went from the University to serve 
 in the war. They approach without let or hindrance from the 
 Difficulties, who instead of opposing them hail them with ov^ 
 stretched arms. The soldiers and others in service, as they 
 march by the University salute without halting and march 
 straight on up the hill, past Indiana, whom also they salute, 
 
 [25] 
 
to America. America takes her place at their head and leads 
 them straight on up the hill until they pass from sight. 
 
 Then a fanfare sounds forth, the motif of Indiana Univer- 
 sity, repeated and the music leads into a march based on the 
 motif, beginning forte and continuing diminuendo, as the Uni- 
 versity leads the group of the figures repsreenting the divis- 
 ions of university interest, followed by the living of the Uni- 
 versity, up the hill. As they approach Indiana, they all raise 
 their arms in saluation to her. Indiana returns their greeting 
 and then taking the lead, leads them farther and farther up 
 the hill until they disappear from sight. But the crowd of the 
 Difficulties go only a short way up the hill and then turning 
 back swarm do\%Ti on to the field again, over which they move 
 unobstructed, uninterfered with, to their own music, surging 
 up to a mezzo-forte and then continually diminuendo until with 
 the last measures of it they quickly disappear into the ever- 
 greens from which they originally came. 
 
 [26] 
 
IV. THE PRESENT CRISIS : 1920 
 
 (It is Commencement Day, Seniors in caps and gowns are 
 gathering for the exercises. There enter from the direction of 
 the Library a group of five or six Senior men. At the same 
 time down the long road comes an automobile, a stunning little 
 racer; it draws up ju^t as it reaches the Seniors, Philip Ward, 
 taking off his driving gloves, looks over at the young men with 
 the air of abundant leisure of those who work hard and fast.) 
 
 Ward: Hello. 
 
 Seniors : How are you. Hello. 
 
 (One of the Seniors, Edward Thompson, comes forward. A 
 couple of the others immediately show interest in the fine 
 points of the little automobile,) 
 
 Ward: Was in Indianapolis. Thought Fd run down. Know 
 of any more good men ? I can use them. 
 
 Thompson : There's that fellow I was telling you about, Hen- 
 derson. He is a good one, stands high in his work, quick, 
 capable, a real leader among the men. 
 
 Ward : Sounds like the sort of man we want. Where is he? 
 
 Thompson: But he's going into education. He's over there. 
 Henderson, come over here. 
 
 Ward : A man like that ought not be wasted in education. 
 
 (Andrew Henderson comes over to the automobile. The 
 others seeing the three wish to talk business tvithdraw a short 
 distance and talk among themselves,) 
 
 Thompson : Henderson : Mr. Ward. 
 
 Ward : Glad to know you, Mr. Henderson. Mr. Henderson, I 
 am the employment manager of the Ward Manufacturing 
 and Construction Company. Mr. Thompson here tells me 
 you are going into education. 
 
 Henderson : Yes, I am. 
 
 Ward : I thought we might have a place for you in our busi- 
 ness. Could probably make you an offer that would be at- 
 tractive to you. 
 
 [27] 
 
Henderson : Thank you very much. But the University has 
 made me a — quite remarkable offer, an Instructorship, in 
 the line of work I am most interested in, — 
 
 Ward: What is that? 
 
 Henderson : Social Science. 
 
 Ward : I see. 
 
 Thompson : It is very rarely that a new man, just graduated, 
 gets an instructorship. 
 
 Ward : Well, I heartily congratulate you. How much will you 
 get, may I ask? 
 
 Henderson : $1,000. 
 
 Ward : $1,000 ? That is only $20 a week. 
 
 Henderson : That is pretty good for a start in a University. 
 
 Ward : Yes, — well, I think we could double that. You would 
 have a chance to practise Social Science with us, in place of 
 teaching it. We have a large business, offices in Ne\v 
 York, Chicago and San Francisco, and plants all over the 
 country. We need people that can handle men. That is 
 the most important thing of all. There would be rapid 
 promotion and large opportunity before you. I could as- 
 sure you $2,000 to start with. Make good, that's all. 
 
 Henderson : That is a very attractive offer, but money is not 
 the only thing. I think I shall like to teach. There is 
 something about teaching that — ! 
 
 Ward : Yes, there is. 
 
 (Two young women pass through, seniors in their caps and 
 gowns. Henderson sees them and takes off his cap to them; 
 they respond, one of them waving her hand to him. Ward and 
 the other young men also greet them.) 
 
 Ward: We would raise your salary every year of course, if 
 you prove yourself worth it ; and when you want to marry 
 the Company will bear that in mind too. 
 
 Henderson : You will ? Why is that ? 
 
 Ward: The company wants its men to marry. They settle 
 down and do better work. Yes sir, a married man is worth 
 more money to us than a single man. He has undertaken 
 
 [28] 
 
responsibilities that he cares about, and, — in consequence, 
 he is more responsible about everjrthing. 
 
 Henderson : Teaching is a responsibility that I should really 
 care about. 
 
 Ward: Oh yes! Have you decided yet, definitely given in 
 your answer? 
 
 Henderson : No. But I have always wanted to teach, looked 
 forward to it. I have therefore practically decided. 
 
 Ward : Well, think it over. You would have a chance to prac- 
 tice sociology. 
 
 Henderson: That is true. I see that. And you recognize 
 the fact that there is need for social work in the affairs of 
 a company like yours. 
 
 Ward : Certainly there is. Every corporation worthy of the 
 name recognizes the fact. As a matter of fact the teach- 
 ing profession is not what it was. It is not recognized as 
 it used to be. The opportunities in it for big work by big 
 men is getting limited. 
 
 Henderson : The need is as great as ever, greater — 
 
 Ward : Oh yes, the need is there, but a man's hands are tied 
 behind his back. — We need good men. We would treat you 
 right. 
 
 Henderson : I am sure you would. Well — I will think it over. 
 
 Ward: Do. 
 
 (Henderson goes off. A group of senior Medics and a 
 group of senior Laws show symptoms of starting their u^ual 
 yelling contest under the encouragement of Richard Stevens, a 
 jolly sort of fellow, who always likes to see something happen- 
 ing. Ward has occasionally looked over that way, in fact has 
 been sizing the men up a hit.) 
 
 Ward : Who is that fellow over there, who's so full of pep ? 
 Thompson : That? That's Stevens, — Dick Stevens. 
 Ward : Bring him over, will you ? 
 Thompson : Ho, Dick ! Dick, come over here ! 
 Stevens: What? 
 Thompson : Come over here ! 
 
 [29] 
 
Stevens: I? (Then to the others.) Come on over. If he 
 wants me, they are not talking business. 
 
 Thompson : This is Mr. Stevens, Mr. Ward. 
 
 Stevens: How are you, sir. — And this is Mr. Brown; Mr. 
 Hodgkins ; Mr. Roberts ; Mr. Draper ; Mr. Cooper. 
 
 (There is a slight pause. Ward had not been thijiking of 
 interviewing all of them.) 
 
 Stevens: Bully little car, Mr. Ward. 
 
 Ward : Yes, — it gets around. — WTiat are you going to do, Mr. 
 Stevens ? Have you accepted any position as yet ? 
 
 Stevens : I? Xo. I guess I will go in with my father. 
 
 (Ward looks at him a moment.) 
 
 Ste\tns : I suppose I will. I'll not be crowded to decide in a 
 hurry, I guess. 
 
 Ward : WTiat is your father's business ? 
 
 Stevens : Grocer, in Indianapolis. 
 
 Ward : You like that business. 
 
 Stevens : No, can't say that I do. But — 
 
 Ward : What do you want to go into ? What can you do ? 
 
 Brown : He's a great old cheer leader. Lead one, Dick ! 
 
 Stevens : All together now ! (He laughs.) 
 
 Hodgkins : He's manager of the Glee Club. 
 
 Roberts : Dancing is his specialty. (They all laugh.) 
 
 Draper : He's a poet. 
 
 Cooper : President of the Boosters Club. 
 
 Ward : Poet ? What kind of verse do you write ? 
 
 Stevens: Oh, I don't write anything that could be called 
 poetry, — just a little funny stuff now and then. 
 
 Roberts : Aw, yes you do too. Some of his stuff is good stuff. 
 
 Ward : What course have you been taking? 
 
 Stevens: The regular college course, that's all. I got by. 
 (He laughs again.) I am no shark; I'm no star. I only 
 just got by. I almost failed correctly to estimate the 
 amount of .work necessary to get through. 
 
 [30] 
 
Ward : I am looking for a man to help me in my department. 
 I thought I might like to talk with you about it. 
 
 The Others : H*ray ! That's the thing, Dick. Up to the front. 
 He'll make good. He'll make good on anything he takes 
 hold of. 
 
 Stevens: Shut up, fellows! — I do not believe I would be the 
 fellow you would want: but I guess maybe I could find 
 you the riglit one pretty quick. 
 
 Ward : Yes, I believe you could. That's why I took it into my 
 head I wanted you. The pay would not be very large at 
 first, — probably not more than $1,200. Want to talk it 
 over? 
 
 Stevens : Sure. 
 
 Ward : Get in, and ride downtown with me. 
 
 The Others: Good for you, Dick! 
 
 (The other seniors slap him on the hack and jolly him a loty 
 as he takes off his cap and gown, tosses them over his arm, 
 and climbs into the car with Mr, Ward.) 
 
 Ward : Looks like a good line of men here, Thompson. 
 
 Thompson : Yes. 
 
 Ward : I might take them all. 
 
 Stevens : They are good men, all of them. 
 
 (They all laugh. Mr. Ward is just about to drive off when 
 the Dean of Men, Dr. Clarence E. Edmondson, comes in from 
 one side, and in a minute or so, from the other side Prof. Wil-^ 
 Ham T. Morgan and Prof. Edwin A. Lee.) 
 
 Edmondson : Good afternoon, Mr. Ward, how are you today ? 
 Prof. Morgan ; Prof. Lee ; Mr. Ward. Mr. Ward is of the 
 Ward Manufacturing and Construction Company. 
 
 Lee : Yes, I know Mr. Ward. 
 
 Ward : Glad to meet you, Mr. Morgan. 
 
 Morgan : Down here to pick up one or two men? 
 
 Ward : Yes, I was just saying I did not know but I should like 
 to take them all. 
 
 Lee : Be quite a large order, wouldn't it? 
 
 Ward: Oh, I don't know. 
 
 [31] 
 
Edmondson: Find anyone that would fit into your business? 
 
 Ward: Oh yes, Mr. Stevens and I are going down-town to 
 talk something over. 
 
 Edmondson : Ver\' nice. 
 
 T.FT- : Well, good luck ; that's first rate. 
 
 Morgan : That's very nice. 
 
 Ste\'ENS: Thank you. He hasn't made me any offer yet. 
 
 Ward: Well, — I trust we can make arrangements so as to 
 try it anyway. 
 
 Morgan : Oh yes, Mr. Stevens is a most adaptable man, 
 ven.' energetic, and — 
 
 Ward : And then I am hoping to get Philip Henderson. 
 The Three: \Miat? Henderson? 
 Ward : Yes. He said he'd think it over. 
 Edmondson: He's going into education! 
 Morgan : You cannot have him ! 
 
 Lee : He has beer offered an instructorship in the University, 
 here. 
 
 Morgan: He is my ver>' best man. He will make his mark, 
 in a short time too. 
 
 Ward: Yes, he is a good man. — Well, good morning, gentle- 
 men. Glad to have met you, Mr. Morgan. If you can 
 turn out any more men like Henderson, I should be glad 
 to see them. 
 
 (Mr. Ward drives off. The other three watch him go, talk- 
 iyig among themselves.) 
 
 (Philip Henderson comes hack from the direction whither 
 he had gone. Prof. Morgan goes to meet him. Dr. Edmond- 
 son and Prof. Lee also join them.) 
 
 Morgan : Philip, Mr. Ward tells us he has made you an offer 
 and that you are thinking it over. 
 
 Henderson : Yes, he has. 
 
 Morgan : I hope you are not considering it. 
 
 Henderson : Yes. I am considering it and shaD probably — 
 
 Morgan : But you have a career before you in Social Science. 
 
 [32] 
 
You have always looked forward to teaching ; your father 
 was a teacher before you ; and you have been trained for it. 
 
 Henderson : Yes, I know. That is all true. 
 
 Edmondson : Then why don't you go into education? 
 
 Henderson : I was going to. But — I have been thinking this 
 over by myself for a long time, — and — ^the brief of the 
 matter is I have decided I would not make a very good 
 teacher after all. 
 
 Morgan : No, it is not either. No more than it is matter of 
 mere money. What is it? 
 
 Lee : You would be notable as a teacher. 
 
 Morgan : What is it ? 
 
 Edmondson : If you do not mind telling us, we would be very 
 glad if you would speak perfectly frankly. 
 
 Henderson : I am at the point where I must make my choice 
 for my whole life, not for two or three years. 
 
 Morgan : Certainly you are, and so — 
 
 Lee : He means that he must look out for death and marriage 
 and children and insurance, and all those things in decid- 
 ing what he is going to do. 
 
 Henerson : Yes. 
 
 Morgan : Of course you have. And so did we, when we made 
 
 our choice. 
 Henderson : But that was a good while ago. 
 
 Morgan : That is true enough, but why should that turn you 
 off from your greatest opportunity ? That is what I cannot 
 see. Tell us that ! 
 
 Henderson : Why, — I do not want to say anything that will 
 sound personal, — 
 
 The Three: Out with it! Give us the truth ! 
 
 Henderson : Well, — I cannot afford to go into education. I 
 have to earn my living, — and — I am going to want to get 
 married sometime of course. Why, for instance I went 
 down-town to see what I could find to live in, and what do 
 you suppose? The real estate agent told me that the 
 only thing he could do for me would be to sell me a house. 
 
 [33] 
 
I cannot buy a house! And everything is up, — every- 
 where. 
 
 Edmondson : Yes, it takes $230 today to buy what you could 
 get for $100 in 1914. Oh, something may turn up! 
 
 Henderson : Yes, — luck. Why, in this other line, if I make 
 good, and make use of my opportunities, at the end of ten 
 years I can have half my time free for original work with 
 an income greater to support my family than if I went into 
 education and attained to a full professorship. I cannot 
 ask a girl to share hardships with me unnecessarily, when 
 I can support her properly in some other line of work. 
 But that is the outlook in education. There is no honest 
 self-respecting living in it. and i do not see why decent 
 MEN LIKE YOU STANT) IT/ — I beg your pardon ! I ought to 
 have kept my mouth shut. 
 
 Edmondson: That's all right. What you say is true. The 
 reason we stand it is that some one must support educa- 
 tion by enduring these present hardships, by standing 
 the gaff. It takes more than money to support things that 
 are worth supporting. We need money. Until money is 
 gotten, large sums of money, grit and endurance must do 
 the work. Until then education must be supported by men 
 without money. 
 
 Morgan: What would happen to American education if we 
 refused to stand it, went on strike ? 
 
 T.FF. : We hope, with the help of our wives, to be able to stick 
 it out until the American people wake up and see that edu- 
 cation is properly taken care of. 
 
 Henderson : Well, — I apologize. You professors, you teach- 
 ers, are standing in the breach, aren't you ? 
 
 Edmondson : We try to. That is the prevailing motive among 
 us anyway. But some of us get pretty discouraged, some- 
 times, and a whipped man is good for nothing. 
 
 Henderson : I did not see it in that light. Well, what would 
 you do if you were in my place ? 
 
 Edmondson : In your place ? That is a difficult question. 
 
 Henderson : I feel it to be so. It is for me. 
 
 (There is silence a moment. None of the three is anxioiLS 
 to undertake to answer.) 
 
 [34] 
 
Lee: It is a square question; it deserves an honest answer. 
 I should probably do what you are doing. 
 
 (Again there is silence. In a moment Henderson nods his 
 head emphatically and leaves,) 
 
 Morgan : Too bad. 
 
 Edmondson : The responsibility is not his if a scholar is lost. 
 
 Lee : What is to be done about it ? 
 
 Edmondson : There is no living in education. Come down to 
 it, it is a matter of salaries. Like Henderson here a mo- 
 ment ago, — it is a man's first normal duty to support his 
 wife and family, and that he cannot do with the present 
 salaries and the present prices. . - _ 
 
 President Bryan, wearing his robes, Dean Wells and Pro- 
 fessor David A. Rothrock have come in and sauntered up to 
 the group and stand listening to them.) 
 
 Morgan: The most important change necessary is a more 
 active and intelligent appreciation of the value of educa- 
 tion for its own sake on the part of the parents. When 
 that is right everything will be right. 
 
 Lee : That is all very well, but the greatest need of the teach- 
 ing profession is an actual profession of teaching. Teach- 
 ers are not jealous enough of the standards which they 
 hold concerning their vocation. They must make teaching 
 a real profession like medicine or the law. 
 
 Bryan: Every important occupation has been made what it 
 is by a guild, — Every such historic guild of artisans, schol- 
 ars, lawyers, prophets, what not, rose, one may be sure, 
 to meet some deep social necessity. They are each the pro- 
 duct of a brotherhood, of generations working to meet one 
 social necessity, of an apostolic succession of masters liv- 
 ing in the service of one ideal. 
 
 Lee: We think of a profession as being a calling which re- 
 quires an extended course of training rather than a brief 
 period of study, a calling in which this preparatory course 
 of training is to a large decree standardized, and above all 
 as a calling in which there are rather definite standards 
 of ethics. Teachers must come to a recognition of the real 
 worth of their work. 
 
 Morgan: Yes, but what can a higher professional spirit 
 
 [35] 
 
among the teachers do unless the parents help ? Nothing. 
 In the last analysis the teacher is simply an assistant par- 
 ent 
 
 Lee : True : but also the parent is simply an assistant teacher : 
 and until the teacher properly respects his own profession, 
 the parent will not be proud of his connection with it. 
 Docto'rs and lawyers have no trouble about their standing 
 
 in the community. 
 
 Dean Wells: But what, specifically, get right down to it. 
 can the teachers do now ? 
 
 Edmonixson: Although the universities as a class justified 
 themselves in the war. brought themselves into general 
 appreciation for their intrinsic value to the nation as nev- 
 er before, nonetheless never has education been placed in 
 a more precarious position. 
 
 ROTHEOCK : You know what Abe Martin said? "On account of 
 the high cost of living Professor Alex Tansey has re- 
 signed, to accept a position as janitor." That sums it up. 
 
 Lee : The university man can demand his place and command 
 his figure wherever he will. — except in the university. 
 
 Deajs Wells : The universities must have more money. 
 
 All : They must. 
 
 Morgan : Well now then why should not the various industrial 
 associations and trades contribute to supplement the en- 
 dowment of the universities. It is for their benefit. It 
 win not cost them a tenth as much as to train their own 
 men. Let the association of Engineers subsidize the 
 Schools of Engineering, the Farmers Associations and 
 Granges the Agricultural Colleges ; the Chemical Associa- 
 tion the departments of chemistry, and so forth. 
 
 All : That would not do. It is a matter of larger appropria- 
 tions. 
 
 De\n Wells: ^"hat is the Legislature doing? They ought to 
 supply more appropriatians. 
 
 Edmonbson : That puts it up to our friend, Rothrock. 
 
 T.FF : You cannot disclaim responsibility in the matter. 
 
 Rothbock: No. I will take my share of the responsibility. 
 The Legislature is not to blame. 
 
 [36] 
 
Other Proessors : Oh no, of course not ! It's the Gov — 
 
 Rothrock; No, nor the Governor either. The Legislature 
 represents the people. It really represents the voters, and 
 you take it by and large you will have to acknowledge that 
 the Legislature comes pretty close to doing what the people 
 who elected them want them to do. 
 
 Others : Oh, of course ! 
 
 Rothrock : Well they do ! The trouble is that the people of 
 the State, you people whom we represent in the Legisla- 
 ture, are not really very much interested in the advance- 
 men of education. 
 
 Morgan : It is true that they do not re-elect a man who works 
 hard for larger educational appropriations and send home 
 one who does not. 
 
 Lee : There is no political future in championing education. 
 
 Edmondson : Well, of course, as a whole the voters are chiefly 
 interested in keeping the taxes down, and they do not un- 
 derstand just how large expenditures for higher education 
 are going to benefit them. 
 
 Rothrock: That's it! They do not take the trouble to look 
 into the matter and find out, even though it is their own 
 children that the money is spent for and the future citizen- 
 ship of the State. 
 
 Bryan: Gentlemen, I think you are all of you dwelling too 
 much upon detail and minor aspects of the matter. A pro- 
 fessional spirit among teachers is important ; the respon- 
 sibility of parents is important; the duty of the Legisla- 
 ture to provide, as it was expressed in the old Constitution 
 of 1816, is important. But the people of Indiana have 
 risen true to thei dealism of their character before this, 
 and they will again, we may be sure. It does no good to 
 blink the fact that we are still in the midst of deadly war, 
 — war of ideas between stand-patter and red; war of 
 money between capital and labor; war with guns. We 
 must find our way toward peace. As was said of old 
 time, "No man liveth to himself, and no man dieth to him- 
 self." Education must serve, Education can serve, only 
 all America. 
 
 (The University Band strikes up. The Seniors and others 
 who have been gathering for the Commencement Procession 
 
 [37] 
 
faU tM line. The Band jdays the Univenity March, ami the pnk- 
 cession u^mds its way up around between the Student BuHdimg, 
 mmd the Library, the music becowung softer and softer as it re- 
 cedes. The group stand watching the Une go on Us way.) 
 
 Bbtan: There, gaitiemai, there is the questkm! Where are 
 they going? Are ihey going to serve only a part of Amer- 
 ica, this dasB or that dass^ — or, each according to his re- 
 qiecti^e peculiar abilities, are they going to the service of 
 America, of all Ammca? 
 
 (They take their place in the Commencewient P roee ssi om, 
 and foOow along after the students. From between the Studemi 
 BuOdino and Maxwell HaU is heard the Band jUaiytMig the 
 Univ er sit y March.) 
 
 £»] 
 
V. THE GREATER VICTORY 
 
 The music plays a Triumph March, somewhat reminiscent 
 of the music of the first scene, The Torch of American Edu- 
 cation, but serious, almost solemn in feeling rather than jubi- 
 lant. The figure of War enters. He is a powerful but alert, 
 grim but not necessarily brutal warrior, and comes followed 
 by five stern Amazons, fully armed, the five Years of the War. 
 After them and introduced by them come America and Europe, 
 victorious, returning fatigued with their soldiers from France. 
 Europe is attended by a group of her Nations; America by 
 Success with his retinue, now somewhat grand and confident in 
 manner, and by Education, still bearing the American flag 
 with a group of her Influences. As they enter. War and the 
 Years of War stand back for them to pass. He salutes them, 
 then sheathes his sword and the Years of War lay down their 
 arms. At the same time up on the higher reaches of the hill 
 the rest of the Influences appear in large numbers. 
 
 Then when they have come nearer to the centre of the 
 ground, America in turn stops to let the others pass her and 
 salutes them bidding them farewell. Europe however bespeaks 
 America's continued companionship, co-operation and help, 
 pointing as the music somewhat changes its character to the 
 approach of Peace, the twin of War, except that instead of 
 coming armed and bearing weapons and naked sword, he 
 comes from the opposite direction bearing an enormous bur- 
 den, and instead of being followed by the five Years of War 
 he is followed by ten stalwart Amazons, like him bearing 
 enormous burdens, for these are the Years of Peace. Coming 
 up toward Europe and America, Peace and his attendant wo- 
 men stop, put down their burdens upon the ground, and silently 
 point to them, indicating to the Nations that they must now 
 assume them after the sacrifices of war. Thereupon Europe 
 again indicates to America the need of her Nations for her 
 co-operation. 
 
 America pleads her inability to cope with these great bur- 
 dens, but Peace points forthwith to Education. Looking at 
 War, America finds that he too points to Education. As Amer- 
 ica confirms this designation with a bow of her head, Educa- 
 
 [39] 
 
tion, her motif ringing out in the music, steps forward toward 
 the pile of burdens which Peace and the Years of Peace have 
 placed upon the ground, takes her stand by them, and as the 
 music peals forth her motif again and again, lifts the flag in 
 summons high in the air. At the same time, with an inpouring 
 of their theme through the music, the Influences pour down 
 the slopes of the hill and surround the groups, some penetrat- 
 ing in between the groups and giving the whole a marvelous 
 radiant and splendid effect. So, as Education stands there be- 
 fore America and Europe calling the people to the tasks of 
 the new time, and as it were with the motifs and themes from 
 the March of American Progress bubbling and boiling up from 
 the bottom, the multitudinous citizens and workers of America 
 begin to appear on the horizon, gathering in answer to the 
 summons, ready to assume the responsibilities of the new day. 
 
 Then as with a discordant screech of his motif in the music, 
 Success breaks forth in arrogant conceit and temper, Jealous 
 that Education, not he, had been indicated by both War and 
 Peace as the one to summon the people for the new emergency. 
 Vaunting himself he struts forth before all while his retinue 
 acclaim him, denounces Education, and proclaims himself as the 
 important one of the hour. His manner and gesticulations 
 obviously demand of America, "Was it not I, Success, that 
 brought the war to an end ? Could you have done it except for 
 me? Why then do you acclaim and honor that drudge. Edu- 
 cation?" So he rages before Ameiica and in the sight of all 
 the Nations and threatens Education. America seeks to ap- 
 pease him, but in vain. At last he seizes the Standard of Edu- 
 cation from America's hands and throws it down upon the 
 ground. Then rushing across to Education he seizes from her 
 by force the flag and stepping forward boldly with it into 
 the midst shakes it with angry vehemence in the air in sum- 
 mons to the people to come at his call. Still America tries to 
 appease him, while Education falls back abashed and appalled 
 at his temerity, while the European Nations stand back a little 
 in mute astonishment, and the Influences sharply and decis- 
 ively start to withdraw up the hill and continue steadily to do 
 so. Peace and War stand on either side stoically observant 
 and unresponsive, — War with his arms folded as having no 
 longer anything to do with current affairs ; Peace still point- 
 ing relentlessly at the burdens which must be assumed and 
 borne. 
 
 [40] 
 
While the music cries forth the alternating calls of America 
 and of Success, he continues imperiously to flaunt the flag in 
 the air, waving it now in one direction and now in another, 
 summoning the people of America with the authority of the 
 flag to come to his bidding. Surging up from every direction 
 in obedience to the summons of the flag, they come. Farmers, 
 miners, artisans and toilers of all trades and occupations, all 
 the ranks of labor and of industry, swarming forward, men 
 and women, to the call, while the music though still punctu- 
 ated by the motifs of America and of Success, falls into the 
 rhythm and melody of the March of American Progress. 
 
 As the people draw near, America steps forward beside Suc- 
 cess and in front of him to direct her people to assume the 
 burdens that the Years of Peace have brought. But Success 
 turning upon her thrusts her violently back, stands insolently 
 forth himself, and as the music lets forth a final most extreme 
 screech of his motif flings down the American flag upon the 
 ground and stands in the midst of an awful silence challenging 
 the resistance of all. The music stops short, and all the figures 
 stand aghast, except those of his own retinue, who confidently 
 and contemptuously throw out over the crowd of workers 
 handf uls of shining gleaming gold ; whereat the Influences fly 
 far up the hill in dismay. 
 
 Abruptly the music breaks in after the tremendous pause 
 with the full power of the March of American Progress, as the 
 workers surge forward with a hoarse roar of protest and de- 
 nunciation. Their leaders bear down upon Success and seize 
 him, and strip him and his retinue of their gorgeous robes. 
 They pick up the fallen standard and restore it to Education. 
 The crowds of workers choose Education for their leader by 
 upraised arms. Education picks up the American flag and amid 
 frenzied shouts of enthusiasm and loyalty restores it to Amer- 
 ica, while the workers bring Success and his retinue to America 
 and compel them to kneel before her. With this the Influences 
 come back down the hill on the run and continue in vibrant 
 Irridescence around Education from then on. 
 
 Then America raises the flag over the crowds of workers 
 again in recognition of their renewed allegiance to her sov- 
 ereignty, as the music blares forth fortissimo The Star 
 Spangled Banner. She points her people to the burdens of 
 Peace which they must assume and carry away, and bids Suc- 
 cess and his retinue to assist in the work. Saluting her in loyal 
 
 [41] 
 
assent, the people go forward and pick up th^ burdens, under 
 the superintendence of Education and Success, taking them 
 from the Years of Peace and helping the Nations of Europe 
 also to carry theirs. So is formed a great procession, led by 
 Education and Success, first passing in review before America, 
 Europe and the Nations, then pausing and counter-marching 
 for them to pass out before them, and finally following them 
 out up the hill in recessional to a great Triumph March, sim- 
 ilar to that with which the scene began, but now jubilant in 
 character. The Influences surge back and forth as at the close 
 of the first scene, and follow after, closing the procession in 
 a blaze of color. 
 
 [42] 
 
THE MUSIC OF THE PAGEANT 
 
 The creation of a symphony permits of free and untram- 
 meled fantasy, governed by aesthetic considerations only; the 
 opera libretto furnishes rhythms and musical thoughts coupled 
 with the unity of narrative ; the pageant, however, makes very 
 different musical demands. While it may not be allowed the 
 freedom of imagination of the symphony, because imagina- 
 tion will not be fettered to definite directions, it must, never- 
 theless, furnish the tone colors and certain suggestive effects 
 that express the spirit of the symbolic pantomime, and knit to- 
 gether the whole in a unity of meaning that will help to reveal 
 the definite purpose. Two other factors enter into considera- 
 tion in the composition of pageant music and neither tends to 
 lessen the difficulty: First, the fact that the pageant is for 
 one performance — an occasion — and therefore the music must 
 be such that it can be readily understood at one hearing. Then 
 the fact of out-of-door performance makes it imperative that 
 it be scored heavily, which necessarily reduces contrasts and 
 subdues tone color. 
 
 The Centennial Pageant of Indiana University is a pageant 
 of education from first to last through "The Torch of Amer- 
 ican Education," "The Hundred Years" and "The Greater Vic- 
 tory", hence the recurrence in many forms of the motif, theme, 
 design or trade-mark selected to represent Education as the 
 alpha and omega of the work. This motif is simply a triad 
 with a suspension of the sixth before the fifth, of which 
 Spontini said to Wagner, "Apres Gluck c'est moi qui ai fait la 
 grande revolution avec La Vestale; j'ai introduit le Vorhalt 
 de la sextes dans Tharmonie et la grosse caisse dans Tor- 
 chestre." While Spontini may have introduced the bass drum 
 into the orchestra — nothing to be especially proud of now since 
 others have introduced a whole boiler-shop — a few minutes 
 study of Bach might have convinced him that he was not the 
 one who introduced the suspension of the sixth into harmony. 
 This then, is the Education motif in simple form : 
 
 [43] 
 
or, s>Tninetrically inverted 
 
 Influences of Education are represented by a movement 
 in triple time, of a flowing character in the higher voices, 
 while a counter melody in the cellos and bassoon reiterates the 
 Education motif. The Influence motif appears a number of 
 times in both the first and last musical movement of the pa- 
 geant. 
 
 An old colonial h>Tnn tune is called for to give atmosphere 
 to the older colonists' appearance in procession, crossing the 
 brook. The one selected and given out entirely by the brass 
 and wood-wind is ''Bangor", written by Thomas Ravenscroft 
 (1582-1635) and ver>' much in vogue in the old colony days, 
 sung to the words : 
 
 Hark I from the tombs a doleful sound ; 
 My ears attend the cr>' — 
 "Ye living men, come view the ground 
 \\liere ye must shortly lie." 
 
 America is given the following, mostly in the brasses : 
 
 A march, designated as "The March of American Prog- 
 ress" is in regular form and has for its Trio a development of 
 the motif used to represent Success : 
 
 [44] 
 
The second musical movement — ''The Hundred Years" — 
 is in the dominant of the first and third movements and con- 
 tains, of their symbolic characters, only Education and Amer- 
 ica. The third musical movement has no new characters. Fol- 
 lowing are the characters in "The Hundred Years" and their 
 motifs : 
 
 Indiana, for which the first two measures of Charles Diven 
 Campbell's "Hymn to Indiana" was used; 
 
 Indiana University, a combination of the motifs of Indiana 
 and Education; 
 
 the Difficulties motif, a whole strain representing an- 
 tagonism ; 
 
 Inspiration, a chromatic run in the higher wood-winds, 
 ending in a trill and suggesting the upwelling of intention, and 
 
 the Approach of War, suggested by the combination of two 
 songs oftenest heard at the time of our entrance into the war. 
 War himself by certain loud crashes and Peace by a round — 
 the round of daily life. 
 
 At the beginning of the third musical number a Triumph 
 March is called for and the same appears later in a much less 
 somber setting. 
 
 [45] 
 
The settings of the quotations above mentioned are orig- 
 inal, and the first and last numbers end with the motif of 
 Education, announced with all the impressiveness of the full 
 power of the orchestra. 
 
 Barzillb Winfred Merrill 
 
 [46] 
 
Ill II II I 
 028 342 335 9 
 
 I