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 334 tions resulted in a cellular maintenance structure. In the 1st Cavalry Division and 101st Airborne Division an aircraft maintenance detachment was activated to support each company-size aviation unit.

When the 101st was reorganized as an airmobile unit, confusion and contention reigned over its designation. Instructions from Washington renamed the division the 101st Infantry Division (Airmobile) because the designation was thought to accurately describe its mission. Officers in Vietnam opposed the change, and after much discussion the Army Staff sent new instructions redesignating both the 101st Airborne Division and the 1st Cavalry Division as "air cavalry." In July 1968 Westmoreland replaced Harold K. Johnson as Army Chief of Staff, and Westmoreland directed that the divisions retain their historic designations.

Ever conscious of ways to save personnel, U.S. Army, Vietnam permission in September 1968 to reorganize the 23d Infantry (the Americal) along the lines of other infantry divisions to save over 500 personnel spaces. The request proposed that the 11th, 196th, and 198th Infantry Brigades be redesignated as the 1st, 2d, and 3d Brigades, 23d Infantry Division, and that a complete division base be organized. Westmoreland, as chief of staff, approved the reorganization of the division but not the numerical redesignation of the brigades. He directed that the brigades be attached rather than assigned as organic elements of the division. His reasons for retaining the separate brigade designations included the complexity of the units' histories and the desire not to change the designations of units serving in Vietnam. On 15 February 1969, the 23d was thus reorganized with a division base resembling that in other infantry divisions, except for the attached brigade headquarters and the omission of the organic cavalry squadron. The 1st Squadron, 1st Cavalry, an element of the 1st Armored Division, had been serving with the "Americal" because General Haines, the former 1st Armored Division commander, had wanted the squadron to represent "Old Ironsides" in Vietnam. The staff chose not to tamper with this arrangement.

To increase firepower, some divisions and brigades received an additional battalion or battalions of infantry without upsetting their structure. As noted above, the 1st Cavalry Division and the 173d Airborne Brigade each had an additional infantry battalion assigned in 1966. The following year the 173d was assigned a fourth infantry battalion, and after the 1968 Tet offensive the 9th Infantry Division and the 11th, 198th, and 199th Infantry Brigades each gained an additional infantry battalion, At the peak of the buildup the combined arms teams in Vietnam fielded eighty-three infantry and armor battalions.

Divisions and brigades deployed to Vietnam with infantry, light infantry, airborne infantry, and airmobile infantry battalions but, responding to the demands of the conflict, U.S. Army, Vietnam, reorganized most of them under modified light infantry tables of organization. Each of these battalions consisted of a headquarters and headquarters company, four rifle companies, and a combat support


text: Poems (Cromwell)/Emblems

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Poems (Cromwell)/Emblems


text: Coming of Age in Samoa/Chapter 9

title: Coming of Age in Samoa/Chapter 9


text: Poems (Cromwell)/Experience

title: Poems (Cromwell)/Experience


text: Poems (Cromwell)/The Extra

title: Poems (Cromwell)/The Extra


text: Poems (Cromwell)/Folded Power

title: Poems (Cromwell)/Folded Power


text: Poems (Cromwell)/The Forest Fire

title: Poems (Cromwell)/The Forest Fire


text: Page:Fairview Boys at Lighthouse Cove.djvu/9


text: Poems (Cromwell)/The Fountain

title: Poems (Cromwell)/The Fountain


text: Coming of Age in Samoa/Appendix 2

title: Coming of Age in Samoa/Appendix 2


text: Poems (Cromwell)/The Fugitive

title: Poems (Cromwell)/The Fugitive


text: Page:Fairview Boys at Lighthouse Cove.djvu/10


text: Poems (Cromwell)/The Gardener

title: Poems (Cromwell)/The Gardener


text: Poems (Cromwell)/The Gates of Utterance

title: Poems (Cromwell)/The Gates of Utterance


text: Coming of Age in Samoa/Glossary

title: Coming of Age in Samoa/Glossary


text: Fairview Boys at Lighthouse Cove

title: Fairview Boys at Lighthouse Cove


text: Poems (Cromwell)/Grief

title: Poems (Cromwell)/Grief


text:
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" day of school; hurray!"

"No more lessons! No more books!"

"Nothing but fun, from now on! I say, Frank, catch Sammy; he's going to fall!"

Three boys were standing together in the school yard, making merry over the coming of the Summer vacation. The last one who spoke was a jolly-looking lad, with a gleam of mischief in his eyes. Suddenly he put out his foot, caught it around the ankle of one of his companions, and gently pushed him over backwards.

"Catch Sammy, Frank!" he cried, and the other boy grasped the toppling one just in time.

"I told you so!" cried the fun-loving lad, as he sprang to one side.

"Look here. Bob Bouncer, what do you mean by that?" demanded the one who had been pushed, as he stood upright again. "What did you do that for?" and he started toward his companion.

"Oh, it was only a joke," answered the one who had been called Bob Bouncer. "I wanted to have some fun. I feel


text:
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 their Accession should as well correct the Form as augment the Matter of our Annotations. And as for the two Tracts, that are inserted among these Essays about Qualities; I mean the Discourse of the Imperfection of the Chymical Doctrine of them, and the Reflections on the Hypothesis of Acidum and Alcali, the occasion of their being made parts of this Book is so far express'd in the Tracts themselves, that I need not here trouble the Reader with a particular Account of it.

V. I do not undertake, that all the following Accounts of Particular Qualities would prove to be the very true ones, nor every Explication the best that can be devis'd. For besides that the difficulty of the Subject, and Incompleatness of the History we yet have of Qualities, may well deterre a man, less diffident of his own abilities than I justly am, from assuming so much to himself, it is not absolutely necessary to my present Design. For, Mechanical Explications of natural Phænomena do give so much more satisfaction to ingenious minds, than those that must employ Substantial Forms, Sympathy, Antipathy, &c. that the more judicious of the vulgar Philosophers themselves prefer them before all others, when they can be had; (as is elsewhere shewn

title: Page:Experimentsnotes00boyl.pdf/31


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8 just full of fun when I think what good times I'm going to have this Summer."

"Huh! just because you feel good you needn't knock me all around," went on Sammy Brown. But, though he spoke a bit crossly he could not help smiling at Bob, who was making funny faces, and dancing about, just out of reach.

"I didn't hurt you," cried Bob, who was generally "cutting-up," or thinking up some joke to play on his chums. "I waited until Frank was there to catch you before I shoved you."

"Humph! You're getting mighty thoughtful, all of a sudden," said Bob. "What about it, Frank?"

"That's right," answered the third lad. "I didn't know what he meant when he said I was to catch you, for you were going to fall. Let up, Bob, can't you?"

"Yes, I won't do anything more—right away. But say, have you fellows made any plans for this Summer?"

"Oh, I s'pose the folks'll go way as they always do," said Frank. "My father was talking about some place in the mountains."

"Near a lake?" asked Bob.

"I don't believe so. I didn't hear much about it."

"Then I wouldn't go," said Sammy. "I want to be near the water. We're going to a cottage near a big mountain lake, I think."

"That sounds good!" cried Frank. "I wish we were going near a lake. I want to learn to sail a boat the right way this year."

"Yes, then we won't have any more shipwrecks, the way we did when we went out in the Puff," laughed Bob.

"Where are your folks going?" asked Frank, of the lad who had pushed Sam into his arms.

"To the seashore for ours! It's the first time since I was a


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 feuds, wars, jealousies and conflicts (in the case of intermarriage between villages) is breaking down with the improved facilities for transportation and the co-operation between villages in religious and educational matters.

Superior tools have partially done away with the tyranny of the master craftsman. The man who is poor, but ambitious, finds it easier to acquire a guest house than it would have been when the laborious highly specialised work was done with stone tools. The use of some money and of cloth, purchased from traders, has freed women from part of the immense labour of manufacturing mats and tapa as units of exchange and for clothing. On the other hand, the introduction of schools has taken an army of useful little labourers out of the home, especially in the case of the little girls who cared for the babies, and so tied the adult women more closely to routine domestic tasks.

Puberty was formerly much more stressed than it is to-day. The menstrual taboos against participation in the kava ceremony and in certain kinds of cooking were felt and enforced. The girl's entrance into the Aualuma was always, not just occasionally, marked by a feast. The unmarried girls and the widows slept, at least part of the time, in the house of the taupo. The taupo herself had a much harder life. To-day she pounds the kava root, but in her mother's day it was chewed until jaws ached from the endless task. Formerly, should a defection from chastity be disclosed at her marriage, she faced being beaten to death. The adolescent boy faced tattooing, a painful, wearisome proceeding, additionally stressed by group ceremony and taboo. To-day, scarcely half of the young men are tattooed; the tattooing is performed at a much more advanced age and has no connection with puberty; the ceremonies have vanished and it has become a mere matter of a fee to the artist.

The prohibitions against blood revenge and personal vio-


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 failed to substitute as forceful an inducement to circumspect conduct. The girl whose sex activities are frowned upon by her family is in a far better position than that of her great-grandmother. The navy has prohibited, the church has interdicted the defloration ceremony, formerly an inseparable part of the marriages of girls of rank; and thus the most potent inducement to virginity has been abolished. If for these cruel and primitive methods of enforcing a stricter régime there had been substituted a religious system which seriously branded the sex offender, or a legal system which prosecuted and punished her, then the new hybrid civilisation might have been as heavily fraught with possibilities of conflict as the old civilisation undoubtedly was.

This holds true also for the ease with which young people change their residence. Formerly it might have been necessary to flee to a great distance to avoid being beaten to death. Now the severe beatings are deprecated, but the running-away pattern continues. The old system of succession must have produced many heartburns in the sons who did not obtain the best titles; to-day two new professions are open to the ambitious, the ministry and the Fitafitas. The taboo system, although never as rigorous in Samoa as in other parts of Polynesia, undoubtedly compelled the people to lead more circumspect lives and stressed more vividly difference in rank. The few economic changes which have been introduced have been just sufficient to slightly upset the system of prestige which was based on display and lavish distribution of property. Acquiring wealth is easier, through raising copra, government employment, or manufacturing curios for the steamer-tourist trade on the main island. Many high chiefs do not find it worth while to keep up the state to which they are entitled, while numerous upstarts have an opportunity to acquire prestige denied to them under a slower method of accumulating wealth. The intensity of local feeling with its resulting


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 dilemma than that which confronts the American-born child of European parentage. The gap between parents and children is narrow and painless, showing few of the unfortunate aspects usually present in a period of transition. The new culture, by offering alternative careers to the children has somewhat lightened the parental yoke. But essentially the children are still growing up in a homogeneous community with a uniform set of ideals and aspirations. The present ease of adolescence among Samoan girls which has been described cannot safely be attributed to a period of transition. The fact that adolescence can be a period of unstressed development is just as significant. Given no additional outside stimulus or attempt to modify conditions, Samoan culture might remain very much the same for two hundred years.

But it is only fair to point out that Samoan culture, before white influence, was less flexible and dealt less kindly with the individual aberrant. Aboriginal Samoa was harder on the girl sex delinquent than is present-day Samoa, And the reader must not mistake the conditions which have been described for the aboriginal ones, nor for typical primitive ones. Present-day Samoan civilisation is simply the result of the fortuitous and on the whole fortunate impetus of a complex, intrusive culture upon a simpler and most hospitable indigenous one.

In former times, the head of the household had life and death powers over every individual under his roof. The American legal system and the missionary teachings between them have outlawed and banished these rights. The individual still benefits by the communal ownership of property, by the claims which he has on all family land; but he no longer suffers from an irksome tyranny which could be enforced with violence and possible death. Deviations from chastity were formerly punished in the case of girls by a very severe beating and a stigmatising shaving of the head. Missionaries have discouraged the beating and head shaving, but


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 children, seated cross-legged on the floor of a large native house, learn the haziest of English from boys whose knowledge of the language is little more extensive than theirs. They also learn part singing, at which they are extraordinarily adept, and to play cricket and many other games. The schools are useful in instilling elementary ideas of hygiene, and in breaking down the barriers between age and sex groups and narrow residential units. From the pupils in the outlying schools the most promising are selected to become nurses, teachers, and candidates for the native marine corps, the Fitafitas, who constitute the police, hospital corpsmen and interpreters for the naval administration. The Samoans' keen feeling for social distinction makes them particularly able to co-operate with a government in which there is a hierarchy of officialdom; the shoulder stars and bars are fitted into their own system of rank without confusion. When the Governor and group of officers pay an official visit, the native-talking chief distributes the kava, first to the Governor, then to the highest chief among the hosts, then to the Commander of the Naval Yard, then to the next highest chief, without any difficulty.

In all the descriptions of Samoan life, one of the points which must have struck the reader most forcibly is the extreme flexibility of the civilisation as it is found to-day. This flexibility is the result of the blending of the various European ideas, beliefs, mechanical devices, with the old primitive culture. It is impossible to say whether it is due to some genius in the Samoan culture itself, or to fortunate accident, that these foreign elements have received such a thorough and harmonious acculturation. In many parts of the South Seas contact with white civilisation has resulted in the complete degeneration of native life, the loss of native techniques, and traditions, and the annihilation of the past. In Samoa this is not so. The growing child is faced by a smaller


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 argyrol, alcohol rubs, etc. Through periodic administrations of salvarsan the more conspicuous symptoms of yaws are rapidly disappearing. And the natives are learning to come to the dispensaries for medicine rather than aggravate conjunctivitis to blindness by applying irritating leaf poultices to the inflamed eyes.

Reservoirs have been constructed in most of the villages, providing an unpolluted water supply at a central fountain where all the washing and bathing is done. Copra sheds in each village store the copra until the government ship comes to fetch it. Work on copra sheds, on village boats used in hauling the copra over the reef, on roads between villages, on the repairs of the water system, is carried through by a levy upon the village as a whole, conforming perfectly to the native pattern of communal work. The government operates through appointed district governors and county chiefs, and elected "mayors" in each village. The administrations of these officials are peaceful and effective in proportion to the importance of their rank in the native social organisation. Each village also has two policemen who act as town criers, couriers on government inspections, and carriers of the nurses' equipment from village to village. There are also county judges. A main court is presided over by an American civil judge and a native judge. The penal code is a random combination of government edicts, remarkable for their tolerance of native custom. When no pronouncement on a point of law is found in this code, the laws of the state of California, liberally interpreted and revised, are used to provide a legalistic basis for the court's decision. These courts have taken over the settlement of disputes concerning important titles, and property rights; and the chief causes of litigation in the "courthouse" at Pago Pago are the same which agitated the native fonos some hundred years ago.

Schools are now maintained in many villages, where the


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 breach of etiquette, and the visitor must learn to sit cross- legged for hours without murmuring.

The Samoans have been Christian for almost a hundred years. With the exception of a small number of Catholics and Mormons, all the natives of American Samoa are adherents of the London Missionary Society, known in Samoa as the "Church of Tahiti," from its local origin. The Congregationalist missionaries have been exceedingly successful in adapting the stern doctrine and sterner ethics of a British Protestant sect to the widely divergent attitudes of a group of South Sea islanders. In the Missionary boarding-schools they have trained many boys as native pastors and as missionaries for other islands, and many girls to be the pastors' wives. The pastor's house is the educational as well as the religious centre of the village. In the pastor's school the children learn to read and write their own language, to which the early missionaries adapted our script, to do simple sums and sing hymns. The missionaries have been opposed to teaching the natives English, or in any way weaning them away from such of the simplicity of their primitive existence as they have not accounted harmful. Accordingly, although the elders of the church preach excellent sermons and in many cases have an extensive knowledge of the Bible (which has been translated into Samoan), although they keep accounts, and transact lengthy business affairs, they speak no English, or only very little of it. On Taŭ there were never more than half a dozen individuals at one time who had any knowledge of English.

The Naval Government has adopted the most admirable policy of benevolent non-interference in native affairs. It establishes dispensaries and conducts a hospital where native nurses are trained. These nurses are sent out into the villages where they have surprising success in the administration of the very simple remedies at their command, castor oil, iodine,


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 still takes place on a piece of bark cloth, the umbilical cord is cut with a piece of bamboo, and the new baby is wrapped in a specially prepared piece of white bark cloth. If soap cannot be obtained, the wild orange provides a frothy substitute. The men still manufacture their own nets, make their own hooks, weave their own eel traps. And although they use matches when they can get them, they have not lost the art of converting a carrying stick into a fire plow at a moment's notice.

Perhaps most important of all is the fact that they still depend entirely upon their own foods, planted with a sharpened pole in their own plantations. Breadfruit, bananas, taro, yams, and cocoanuts form a substantial and monotonous accompaniment for the fish, shell fish, land crabs, and occasional pigs and chickens. The food is carried down to the village in baskets, freshly woven from palm leaves. The cocoanuts are grated on the end of a wooden "horse," pointed with shell or iron; the breadfruit and taro are supported on a short stake, tufted with cocoanut husk, and the rind is grated off with a piece of cocoanut shell. The green bananas are skinned with a bamboo knife. The whole amount of food for a family of fifteen or twenty for two or three days is cooked at once in a large circular pit of stones. These are first heated to white heat; the ashes are then raked away; the food placed on the stones and the oven covered with green leaves, under which the food is baked thoroughly. Cooking over, the food is stored in baskets which are hung up inside the main house. It is served on palm leaf platters, garnished with a fresh banana leaf. Fingers are the only knives and forks, and a wooden finger bowl is passed ceremoniously about at the end of the meal.

Furniture, with the exception of a few chests and cupboards, has not invaded the house. All life goes on on the floor. Speaking on one's feet within the house is still an unforgivable


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 pigs, and chickens wander through the house at will without disturbing the sleepers.

Agate buckets share with hollowed cocoanut shells the work of bringing water from the springs and from the sea, and a few china cups and glasses co-operate with the cocoanut drinking cups. Many households have an iron cook pot in which they can boil liquids in preference to the older method of dropping red hot stones into a wooden vessel containing the liquid to be heated. Kerosene lamps and lanterns are used extensively; the old candle-nut clusters and cocoanut oil lamps being reinstated only in times of great scarcity when they cannot afford to purchase kerosene. Tobacco is a much-prized luxury; the Samoans have learned to grow it, but imported varieties are very much preferred to their own.

Outside the household the changes wrought by the introduction of European articles are very slight. The native uses an iron knife to cut his copra and an iron adze blade in place of the old stone one. But he still binds the rafters of his house together with cinet and sews the parts of his fishing canoes together. The building of large canoes has been abandoned. Only small canoes for fishing are built now, and for hauling supplies over the reef the natives build keeled rowboats. Only short voyages are made in small canoes and rowboats, and the natives wait for the coming of the Naval ship to do their travelling. The government buys the copra and with the money so obtained the Samoans buy cloth, thread, kerosene, soap, matches, knives, belts, and tobacco, pay their taxes (levied on every man over a certain height as age is an indeterminate matter), and support the church.

And yet, while the Samoans use these products of a more complex civilisation, they are not dependent upon them. With the exception of making and using stone tools, it is probably safe to say that none of the native arts have been lost. The women all make bark cloth and weave fine mats. Parturition


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will now turn our attention to the other pioneers of our present West African trade, and commence with the French, for we cannot disassociate our own endeavours in this region from those of France, Portugal, Holland, and the Branden-burgers; nor are we the earliest discoverers here. When we English heard the West African Coast was a region worth trading with, those great brick-makers for the architects of England's majesty, the traders, went for it and traded, and have made that trading pay as no other nation has been able to do. However, from the first we got called hard names—pirates, ruffians, interlopers, and such like—in fact, every bad name the other nations could spare from the war of abuse they chronically waged against each other.

The French claim to have traded with West Africa prior to the discoveries made there by the emissaries of Prince Henry the Navigator. When on my last voyage out I was

title: Page:West African Studies.djvu/308


text: Coming of Age in Samoa/Appendix 3

title: Coming of Age in Samoa/Appendix 3


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Rh little fellow, and I'm going to have lots of fun. We're going on a sort of cove, where there's still-water swimming, and lots of fishing and crabbing. Not far off, is the regular ocean, but of course I won't be allowed to do much swimming in that. I can hang on the bathing ropes, though. Oh, I'm going to have some great times all right!"

Bob Bouncer's two chums looked rather enviously at him. He seemed to be going to have the best time that Summer vacation.

About the three boys was gathered a crowd of other school children. There was laughter, talk, and various kinds of excitement, for it was the last day of the term, and, after some simple exercises, the building would be closed for the long vacation.

Because of this, discipline was a little relaxed. It was a little past the regular opening hour, but the principal, Mr. Tetlow, did not want to mark any one tardy on that last day, so he told the janitor not to be in too much of a hurry to ring the bell.

On all sides were heard questions,

"Did you pass?"

"Where are you going this Summer?"

"Oh, did you hear about Henry Black?"

"No, what about him?"

"Why, he didn't pass again. This is the third time he'll be in the fifth grade."

"Oh, isn't that too bad! But you know he won't study."

"No, he's too fond of fun."

"Who are you talking about; Bob Bouncer?" asked someone who had just come into the yard.

"No, Henry Black."

"Oh, him! Say, isn't it time we went in? I've got to speak a piece."


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10 "I'm glad I don't have to. I'm only in the chorus."

And so it went on, boys and girls from the higher grammar grades down to the kindergarten, talking and laughing together.

Finally, when the last of the straggling pupils had reached the school, the bell was rung, calling them into the big auditorium, where the closing exercises would be held. These would be over about noon, and there would be no other session.

After the usual exercises, singing, and the reading from the Bible, Mr. Tetlow said that there would be music and declamation. That last was a word the smaller pupils used but little. They called it "speaking pieces."

Nellie Somers was in the midst of declaiming a sad little piece about a boy who had lost his pocketbook. She recited the line:

"Where, oh, where, is Donald's money?"

And then, suddenly, as she paused for a moment, Bob Bouncer said in a shrill whisper:

"Fellows, I've got it!"

Instantly there was laughter, and poor Nellie, up on the platform, blushed and was unable to go on. All eyes were shifted to Bob, who turned red, and the principal, rising suddenly, looked sternly at the lad.

"Who said that?" he asked, sharply.

"I—I did, sir," stammered Bob.

"Why did you do it? Did you want to make trouble, and cause Nellie to feel badly—saying you had the pocketbook she spoke of?"

"No, sir. I didn't mean anything about a pocketbook. I wasn't even listening to what Nellie said."

"Then why did you speak? What did you mean when you said, so we all could hear you, that you had it?"


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Rh Bob looked first at Frank, and then at Sammy. They, too, were wondering what he had meant by speaking aloud in school, especially during the closing exercises.

"I—I meant that I had an—idea," went on Bob, blushing redder than before.

"Well," said Mr. Tetlow, "perhaps you meant no wrong, but the next time you get an idea, please don't announce it to the whole school that way, and interrupt the proceedings." He was smiling now, and Bob knew he was forgiven.

Bob was usually a pretty good boy in school, and the principal realized this, for a thing like that had never happened before. Bob's explanation was accepted, and, as it was the last day, Mr. Tetlow did not want to punish him.

"Steady now! Quiet down!" said Mr. Tetlow to the pupils, for many of them showed signs of laughter again. "We will overlook it this time, Bob, but don't do it again. You may go on, Nellie. I think Bob is sorry he interrupted you."

"Yes, sir, I am," said Bob, earnestly.

Nellie smiled down at him, for he and she were good friends. Then she finished reciting her piece, and was applauded, and the rest of the exercises went on. Then came the giving of diplomas to those who were to graduate from the grammar department.

This was followed by the awarding of some prizes, and certificates of good conduct, and for prompt and punctual attendance. Then, with a final song by the whole school, the program ended.

"School is dismissed, until the middle of September!" announced Mr. Tetlow, and with happy faces the children marched out to a lively tune, played by Miss Williams, one of the teachers.


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 D. .—It is not legitimate to represent the psychological primaries, as Titchener does, as corners in a quadrilateral construction, since there is no correlation between psychological primacy and saturation, which such a construction implies.

The functions which link the attributes of color, expressed in threshold units (vide supra) with the characteristics of the stimulus have thus far been determined only imperfectly. Reference should be had to the Report of the Committee on Visual Sensitometry () for data on the relation between brilliance and stimulus intensity. Jones (), utilizing measurements made by Steindler, Nutting and himself, has determined the function connecting the chromaticity of spectral colors with wave-length. Since the spectral colors, even for conditions of pure cone vision, are by no means of equal saturation (vide infra) Jones’ so-called “hue scale”’ is in reality a resultant hue-saturation scale of a very special kind. However, as an index of the law of change of chromaticity with respect to wave-lengths of homogeneous radiation, his results are of fundamental importance. They are reproduced in. Each chromaticity unit corresponds to one just noticeable difference (both in chromaticity and in wave-length), and the reciprocal of the wave-length difference is the sensibility to change in wave-length. It will be noted that this sensibility has four distinct maxima in the spectrum, the two most important ones lying at 494 and 588 mμ, respectively, where the wave-length threshold is approximately 1.0 mμ. Jones finds 128 just noticeable chromaticity steps in the spectrum, and about 20 additional steps in the non-spectral purples and magentas, as determined by their complementaries.

Since the hues form a cyclic series, it would seem more appropriate to express the hue scale in angular than in linear notation. If there are H hue steps in the complete cycle, the angular unit will evidently be 2π/H radians. The magnitude of this unit, however—if it is to correspond always to an integral step—must vary with the saturation, so that the linear unit is probably the more convenient. No determinations have yet been made of the

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12 In the yard there was more talk and laughter, as the boys and girls started for their homes.

"Did vou hear what Bob Bouncer said?"

"Sure! We all did!"

"Wasn't he terrible?"

"And how awful Nellie must have felt! I was real sorry for her."

"So was I. Bob was scared too, I guess."

Thus Bob's companions talked about him.

Frank and Sammy made their way through the crowd to the side of their chum.

"Say, what in the world was the matter with you?" demanded Frank.

"Were you talking in your sleep?" Sammy wanted to know.

"No, I wasn't," answered Bob, quickly. "It was just as I told Mr. Tetlow. I suddenly got an idea, and, before I knew it, I popped out and said it. I didn't even know Nellie was speaking, as I was thinking of something else."

"What was it?" asked Frank.

"Yes, you may as well tell us, now that you went that far," added Sammy.

"Well, it was an idea about our Summer vacation," went on Bob. "Our folks are going to the seashore, you know, and I don't see any reason why you fellows can't come too."

"There are two good reasons," said Frank. "I have one, and Sammy has the other."

"None of our folks are going to the shore," said Sammy. "I wish we were, though, for we could have lots of fun together. Now we'll be a couple of hundred miles apart," he added, in disappointed tones.

"And that's just what my idea is about!" exclaimed Bob. "There's no use in us being separated. Look here, fellows,


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Rh our folks are going to take a big cottage at the shore. It's too big a house for us, for I heard mom say so. But we couldn't get a smaller one. But I'm glad of it, for now there's going to be room for you two fellows. So why can't you come to the shore with me?"

"That would be swell!" cried Frank.

"It sure would," agreed Sammy. "But would our folks let us?"

"The only way to find out is to ask!" declared Bob quickly. "Come on, I'll go around with you and we'll see if they won't let you fellows go."

"First you'd better find out if your mother will want us," suggested Frank, who was quite practical, at times.

"Yes, we don't want to invite ourselves," put in Sammy. "My mother will be sure to ask first what your mother said, Bob."

"All right, then, we can go around to my house, and I'll ask mom. But I know she will want to have you. Say, maybe we won't have some good times together this Summer!"

"Where are you going?" asked Frank.

"To a place called Lighthouse Cove. There's a lighthouse there, and dangerous rocks, a bay, and"

"Any pirate treasure buried there?" asked Sammy, quickly.

"Ho! Ho! Listen to him!" cried Frank. "There he goes again, making up a mystery before he's even seen the place."

"Well, there might be pirate gold!" cried Sammy, stoutly.

"And you can have a hunt for it, if you'll only come," said Bob.

"Oh, I'll be sure to come if the folks will let me," replied Sammy. "Come on, let's hurry."

The three boys left their other school companions behind,


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14 and hastened on toward Bob's house. As Bob had said she would, his mother readily agreed to the plan of having Sammy and Frank go to the seashore cottage with the Bouncer family.

"Mr. Bouncer and I will be very glad to have you," she said to Sammy and Frank. "You will be company for Bob, and I won't have to amuse him so much. Come, by all means. I'll write notes to each of your mothers, inviting you, and then they'll know it will be all right."

The notes were soon ready, and Frank and Sammy, accompanied by Bob, set off for the homes of the two chums, to get the desired permission.

"Let me know whether or not you can go," Mrs. Bouncer called after Frank and Sammy.

"We will!" they chorused.

"And if you do go, be sure to bring picks and shovels to dig for the pirate gold," she added, with a smile.

"What's that!" cried Sammy, eagerly, and he started back on the run toward Mrs. Bouncer, who stood in the doorway of her house.


text: Fairview Boys at Lighthouse Cove/Chapter 1


text: Autobiography of Mother Jones/Chapter 1

title: Autobiography of Mother Jones/Chapter 1


text: Autobiography of Mother Jones

title: Autobiography of Mother Jones


text: Autobiography of Mother Jones/Chapter 2

title: Autobiography of Mother Jones/Chapter 2


text: Autobiography of Mother Jones/Chapter 3

title: Autobiography of Mother Jones/Chapter 3


text: Autobiography of Mother Jones/Chapter 4

title: Autobiography of Mother Jones/Chapter 4


text: Autobiography of Mother Jones/Chapter 5

title: Autobiography of Mother Jones/Chapter 5


text: Autobiography of Mother Jones/Chapter 6

title: Autobiography of Mother Jones/Chapter 6


text: Autobiography of Mother Jones/Chapter 7

title: Autobiography of Mother Jones/Chapter 7


text: Autobiography of Mother Jones/Chapter 8

title: Autobiography of Mother Jones/Chapter 8


text: Autobiography of Mother Jones/Chapter 9

title: Autobiography of Mother Jones/Chapter 9


text: Autobiography of Mother Jones/Chapter 10


text: Autobiography of Mother Jones/Chapter 11


text: Autobiography of Mother Jones/Chapter 12


text: Autobiography of Mother Jones/Chapter 13


text: Autobiography of Mother Jones/Chapter 14


text: Autobiography of Mother Jones/Chapter 15


text: Autobiography of Mother Jones/Chapter 16


text: Autobiography of Mother Jones/Chapter 17


text: Autobiography of Mother Jones/Chapter 18


text: Autobiography of Mother Jones/Chapter 19


text: Autobiography of Mother Jones/Chapter 20


text: Autobiography of Mother Jones/Chapter 21


text: Autobiography of Mother Jones/Chapter 22


text: Autobiography of Mother Jones/Chapter 23


text: Autobiography of Mother Jones/Chapter 24


text: Autobiography of Mother Jones/Chapter 25


text: Autobiography of Mother Jones/Chapter 26


text: Autobiography of Mother Jones/Chapter 27


text: Index:The Land of Fetish (1883).djvu

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 in French territory, I own the discovery of this claim of my French friends came down on me as a shock, because on my previous voyage out I had been in Portuguese possessions, and had spent many a pleasant hour listening to the recital of the deeds of Diego Caõ and Lopez do Gonsalves, and others of that noble brand of man, the fifteenth-century Portugee. I heard then nothing of French discoverers, and also had it well knocked out of my mind that the English had discovered anything of importance in West Africa save the Niger outfalls, and I had a furious war to keep this honour for my fellow countrymen. Then when I got into French territory not one word did I hear of Diego Caõ or Lopez; and so as a distraction from the consideration of the private characters of people still living, I started discoursing on what I considered a safer and more interesting subject, and began to recount how I had had the honour of being personally mixed up in the monument to Diego Caõ at the mouth of the Congo, and what fine fellows—I got no farther than that, when, to my horror, I heard my heroes called microbes, followed by torrents of navigators' names, all French, and all unknown to me. Being out for information I never grumble when I get it, let it be what it may. So I asked my French friends to write down clearly on paper the names of those navigators, and promised as soon as I left the forests of the Equator, and reached the book forests of Europe, I would try and find out more about them. I have; and I own that I owe profound apologies to those truly great Frenchmen for not having made their acquaintance sooner; nevertheless I still fail to see why my

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 number of hue steps in cycles of color with uniform saturation,and it is quite uncertain whether the change in number of steps follows the simple geometrical analogy: H=2πs, where s is the saturation measure in threshold steps from the equivalent gray. (This clearly raises the question as to whether the space of the psychological color solid is Euclidean.) The angular magnitudes in this system would preferably be measured from an axis through the normal hue of extreme spectral red, on account of the stability of this color in relation to its stimuli, and all functions of these magnitudes will be periodic.

The positions of the psychologically primary hues in the “hue scale” are matters of considerable interest. On Jones’ spectral chroma scale, taking the zero in the violet and unity at extreme spectral red, the primary blue, green and yellow lie at .24, .41, and .68, respectively, the red having a value slightly in excess of 1.00, on account of the necessity of including a slight amount of blue in the stimulus for red. (). It will be seen that the separations of the primaries on this scale are by no means equal.

Careful determinations of the number of just noticeable saturation steps between each maximally saturated color and white have not yet been made. Nutting and Jones ('; ') find about 20 such steps for red, green and blue, the thresholds for change in the per cent. white varying with the given per cent. white as shown in

4

Saturation Scale Data

These values, like those for wave-length sensibility, are independent of brilliance over a wide range of intensities.

The Chairman has attempted to determine the relative saturations of the spectral colors by an application of the flicker photometer. It is assumed that when any color is alternated with

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text: Poems (Cromwell)/Handicapped

title: Poems (Cromwell)/Handicapped


text: Poems (Cromwell)/The Hermit

title: Poems (Cromwell)/The Hermit


text: Poems (Cromwell)/The Hypocrite's Reward

title: Poems (Cromwell)/The Hypocrite's Reward


text: Poems (Cromwell)/Idleness

title: Poems (Cromwell)/Idleness


text: Poems (Cromwell)/Independence

title: Poems (Cromwell)/Independence


text: Poems (Cromwell)/Intuition

title: Poems (Cromwell)/Intuition


text: Poems (Cromwell)/Joy

title: Poems (Cromwell)/Joy


text: Poems (Cromwell)/Kindred

title: Poems (Cromwell)/Kindred


text: Poems (Cromwell)/Laughter

title: Poems (Cromwell)/Laughter


text: Poems (Cromwell)/Leisure

title: Poems (Cromwell)/Leisure


text: Poems (Cromwell)/The Lion

title: Poems (Cromwell)/The Lion


text: Poems (Cromwell)/Love

title: Poems (Cromwell)/Love


text: Poems (Cromwell)/Manumission

title: Poems (Cromwell)/Manumission


text: Poems (Cromwell)/The Mocking Wind

title: Poems (Cromwell)/The Mocking Wind


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87. Ridgway, R., Color Standards and Color Nomenclature, Washington, 1912.

88. Rood, O. N., Constants of Color. ''Quart. Jour. of Sci.'', London, 13, p. 458; 1876.

89. Modern Chromatics. New York, 1879.

90. Rosa, E. B., Photometric Units and Nomenclature. ''Bull. of the Bur. of Stands''., 6, pp. 543-572; 1910.

91. Strutt, J. W., Some Experiments on Color. Nature, 3, pp. 235-236; 1871.

92. Titchener, E. B., A Text-Book of Psychology, New York, 1911.

93. Troland, L. T., Apparent Brightness; Its Conditions and Properties. ''Trans. of the Ilium. Eng. Soc.'', 11, p. 948, 1916.

94. The Psychology of Color in Relation to Illumination. ''Trans. of the Illum. Eng. Soc.'', 13, p. 21; 1918.

95. The Heterochromatic Differential Threshold for Brightness. ''Psychol. Rev.'', 25 pp. 324-329; 1918.

96. Uhler, H. S. and Wood, R. W., Atlas of Absorption Spectra, Washington, 1907.

97. Wratten Light Filters, 4th Ed. Revised, Eastman Kodak Company, Rochester, 1920.

98. Westphal, H., Unmittelbare Bestimmungen der Urfarben: ''Zeitschr. für Sinnesphysiol''. 44, pp. 182-230; 1910.

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 FLEXIBLE RESPONSE company. The fourth rifle company provided a unit for base defense and allowed the battalion to operate with three companies outside the base camp.

Combat brought about several changes in the infantryman's weapons. The light M16 rifle became the standard individual weapon, and a one-man light antitank weapon (LAW) often replaced the heavy and awkward 90-mm. recoilless rifle. Because of the nature of the fighting, heavier infantry weapons, such as the ENTAC, 4.2-inch mortar, and 106-mm. recoilless rifle, saw little service. When used, both the 81-mm. and 4.2-inch mortars were usually "slaved" to fire direction centers at American fire bases. Units did not suffer a loss of effective firepower because their mobility allowed them to concentrate their remaining weapons, while improved field radio communications aided in putting tremendous amounts of supporting fire at their disposal. Given organic, attached, and supporting aviation and signal units, all divisions and brigades had extensive airmobile and communications capabilities.

Although only one armor company, equipped with 90-mm, self-propelled antitank guns, assigned to a brigade and three divisional armor battalions, equipped with M48A3 tanks, served in Vietnam, divisions and brigades there had considerable armor. Each divisional reconnaissance squadron, except for the two in the airmobile divisions, had tanks and reconnaissance vehicles. The latter carried additional machine guns and gun shields, permitting the reconnaissance squadrons to function as armor. Also, the eight mechanized infantry battalions in Vietnam frequently performed as light armor units, using modified armored personnel carriers, By 1969 some reconnaissance and mechanized infantry units employed Sheridans, the M551 armored reconnaissance assault vehicles, in place of the light tank and armored personnel carriers. The Sheridan filled the need for a light tracked vehicle with greater firepower than the M113 armored personnel carrier.

Artillery, the third combat arm assigned to divisions and brigades, also underwent modifications in Vietnam. In the two airmobile divisions, a 155-mm. howitzer battalion was permanently attached after the 1st Cavalry Division demonstrated that the heavy howitzer could be moved by helicopter. Because of the large operational areas of divisions and separate brigades, their direct support artillery battalions often had four firing batteries, which were created in various ways. In the 173d Airborne Brigade, a fourth battery was authorized; in the 23d Infantry Division, each direct support battalion consisted of two five-gun and two four-gun batteries; and in the 1st Infantry Division, one or two 4.2-inch mortar platoons were attached to direct support artillery battalions as Batteries D and E.

By mid-1969 the seven divisions and four separate brigades in Vietnam reached their final configuration (Table 28). The ROAD building-block concept worked well, particularly in a war that was fought by brigades with divisions serving in a corps-like role. The Army, however, had difficulty meeting the demands of commanders for more tactical maneuver units because there was no pool of separate battalions to draw upon when needed for additional support.


text:
Author:Peter Lecount

Works

 * A Description of the changeable magnetic properties possessed by all iron bodies, and the different effects produced by the same on the ship's compasses, from the position of the ship's head being altered. With engravings (1820)
 * An Examination of Professor Barlow's Reports on Iron Rails, Etc (1836)
 * The History of the Railway Connecting London and Birmingham (1839), Simpkin, Marshall, and Company
 * The London and Birmingham railway, with the home and country scenes on each side of the line [with Thomas Roscoe ]
 * A Practical Treatise on Railways, explaining their construction and management (originally published as Railways in the seventh Edition of the Encyclopædia Britannica)

Works about Lecount

 * A Naval Biographical Dictionary/Lecount, Peter

title: Author:Peter Lecount


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 on the 3rd of August, nineteen fourteen He repeated: "The pit-head price livrable au prix de l'houille-maigre dans l'enceinte des puits de ma campagne Much to the satisfaction of the duchess, who knew all about prices.

A triumph for Christopher was at that moment so exactly what Sylvia thought she did not want that she decided to tell the general that Christopher was a Socialist. That might well take him down a peg or two in the general's esteem for the general's arm-patting admiration for Tietjens, the man who did not argue but acted over the price of coal, was as much as she could bear But, thinking it over in the smoking-room after dinner, by which time she was a good deal more aware of what she did want, she was not so certain that she had done what she wanted Indeed, even in the octagonal room during the economical festivities that followed the signatures, she had been far from certain that she had not done almost exactly what she did not want

It had begun with the general's exclaiming to her:

"You know your man's the most unaccountable fellow He wears the damn-shabbiest uniform of any officer I ever have to talk to. He's said to be unholily hard up I even heard he had a cheque sent back to the club Then he goes and makes a princely gift like that—just to get Levin out of ten minutes' awkwardness I wish to goodness I could understand the fellow He's got a positive genius for getting all sorts of things out of the most beastly muddles Why he's even been useful to me And then he's got a positive genius for getting into the most disgusting messes You're too young to have heard of Dreyfus But I always


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70 *20 U. S. C. §1087–2(e) (Student Loan Marketing Association)
 * 20 U. S. C. §1087–4 (Discrimination in Secondary Markets Prohibited)
 * 20 U. S. C. §1087tt(c) (Discretion of Student Financial Aid Administrators)
 * 20 U. S. C. §1231e(b)(2) (Education Programs; Use of Funds Withheld)
 * 20 U. S. C. §1681 (Title IX of the Education Amendments of 1972)
 * 20 U. S. C. §1701(a)(1) (Equal Educational Opportunities; Congressional Declaration of Policy)
 * 20 U. S. C. §1702(a)(1) (Equal Educational Opportunities; Congressional Findings)
 * 20 U. S. C. §1703 (Denial of Equal Educational Opportunity Prohibited)
 * 20 U. S. C. §1705 (Assignment on Neighborhood Basis Not a Denial of Equal Educational Opportunity)
 * 20 U. S. C. §1715 (District Lines)
 * 20 U. S. C. §1720 (Equal Educational Opportunities; Definitions)


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Rh *20 U. S. C. §1756 (Remedies With Respect to School District Lines)
 * 20 U. S. C. §2396 (Career and Technical Education; Federal Laws Guaranteeing Civil Rights)
 * 20 U. S. C. §3401(2) (Department of Education; Congressional Findings)
 * 20 U. S. C. §7231d(b)(2)(C) (Magnet Schools Assistance; Applications and Requirements)
 * 20 U. S. C. §7914 (Strengthening and Improvement of Elementary and Secondary Schools; Civil Rights)
 * 22 U. S. C. §262p–4n (Foreign Relations and Intercourse; Equal Employment Opportunities)
 * 22 U. S. C. §2304(a)(1) (Human Rights and Security Assistance)
 * 22 U. S. C. §2314(g) (Furnishing of Defense Articles or Related Training or Other Defense Service on Grant Basis)
 * 22 U. S. C. §2426 (Discrimination Against United States Personnel)
 * 22 U. S. C. §2504(a) (Peace Corps Volunteers)
 * 22 U. S. C. §2661a (Foreign Contracts or Arrangements; Discrimination)


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