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Title: World War I Service Record for Frank Anson Churchill, p. 1
Date: 0192-05-15
Text: Note - This document is to be bound and preserved as a permanent record. Please fill it out completely, accurately, and neatly, either in ink or by
Show moreNote - This document is to be bound and preserved as a permanent record. Please fill it out completely, accurately, and neatly, either in ink or by typewriter. Leave blank space where nothing is to be entered. Wesleyan University Service Record Compiled by the Wesleyan Alumni Council, to be printed in book form, originals to be filed in The Wesleyan Library as a permanent memorial of the deeds of Wesleyan men in the service of the United States or Allied governments during the World War. This questionnaire should be completed so far as possible and sent at once, with photographs and additional notes and letters, to the Wesleyan Alumni Council, Middletown, Conn. Name in full: Churchill (family name) Frank (first name) Anson (middle names) Class: 1912 Date of birth: November 21, 1899 Place of birth: Southington (town) (county) Conn. (state) U.S.A. (country) Name of father: Jay Anson Churchill Birthplace: U.S.A. Maiden name of mother: Jennie F. Edwards Birthplace: U.S.A. Relatives who are Wesleyan men, and class: Prepared for college at: New Britain High School, New Britain, Conn. Entered college: 1910 ; graduated (or left): 1912 Fraternity: Phi [?] Alpha (Syracuse) ; Class Societies: Academic degrees: B.S. (degree) Wesleyan Univ. (institution) 1912 (date) Honors and distinctions after graduation Married: to Lillian R. Dowdell (maiden name) of Baltimore on 21 Dec. 1921(date) Children: (name) born (date) Occupation before entry into service: Engineer ; employer: Western Electric Company Residence before entry into the service: 6909 Thirty-Fourth St. (street number) Berwyn (town) Cook Co. (county) Ill. Present address: 730 Carpenter Av. (street number) (town) (county) (state) Permanent address: (street number) Oak Park (town) (county) Illinois (state) NOTE - Write additional information on separate sheet of same size.
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Title: World War I Service Record for Frank Anson Churchill, p. 3
Date: 0192-05-15
Text: WAR RECORD First went into action St. Mihiel Participated in the following engagements, and in what capacity St. Mihiel Meuse-Argonne 25 Sept. 1918 to
Show moreWAR RECORD First went into action St. Mihiel Participated in the following engagements, and in what capacity St. Mihiel Meuse-Argonne 25 Sept. 1918 to 11 November 1918 Cited, decorated, or otherwise honored for distinguished services (give circumstantial accounts of exploits including dates and places where performed, also by whom and in what manner the honors were bestowed): Killed in action, killed by accident, died of wounds, died of disease, wounded, gassed, shell-shocked, taken prisoner: Nature of casualty Place Date Under medical care:- Name of hospital Location From (date) to (date) Base Hospital No. 8, Savenay, From 7 November 1917 (date) to 19 Jan 1918 (date) Permanently disabled (through loss of limb, eyesight, etc.) Arrived at: Hoboken on West Virginia 14 Jan 1918 from Brest Located at: Fort Hancock engaged in: Located at engaged in till Discharged from service at: Fort Hancock, 25 Jan. 1919 as a: 2nd Lieut F.A. (rank) (unit) RETURN TO CIVIL LIFE Occupation after the war: Engineer If a change of occupation was occasioned by reason of disability acquired in the service, describe the process of re-education and readjustment, and indicate the agencies or individuals chiefly instrumental in furnishing the new occupation. NOTE-Write additional information on separate sheet of same size.
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Title: World War I Service Record for Frank Anson Churchill, p. 4
Date: 0192-05-15
Text: ADDITIONAL INFORMATION What was your attitude toward military service in general and toward your call in particular? I went with the First Ill.
Show moreADDITIONAL INFORMATION What was your attitude toward military service in general and toward your call in particular? I went with the First Ill. Artillery in 1916 to the Border in order to prepare for the expected Great war. What were the mental and physical effects of your army experience on yourself? Some effects that were mental I noticed for two years after discharge from the service. What elements of your college life and work were most valuable to you in service? The ground work I had in science I found particularly valuable while I was taking instruction from French engineers in heavy artillery, and thereafter, as well of course. What is your present feeling regarding universal military training, etc.? I am convinced of the necessity of universal military service in the United States; it would not cause only our foreign problems to vanish, but it would so make for better citizenry that many of our acute internal troubles which now result as many think from too high a proportion of foreign born would not arise. If you took part in the fighting, what impressions were made upon you by this experience? I can not say anything trite in this matter. Photographs-If possible, enclose one taken before entering the service and one taken afterwards in uniform, both signed and dated - also interesting snapshots taken in camps or overseas. A likeness to be mailed later. Additional data, Signed at: Oak Park, Illinois on: 15 March 1922 Frank Anson Churchill, Civilian The information contained in the record, unless otherwise indicated, was obtained from the following persons or sources: NOTE-Write additional information on separate sheet of same size.
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Title: World War I Service Record for Frank Anson Churchill, p. 2
Date: 0192-05-15
Text: WAR RECORD Entered service on: 6 May 1917 at Fort Sheridan, Illinois , as a: Candidate for Commission in the: Artillery, Field section of the:
Show moreWAR RECORD Entered service on: 6 May 1917 at Fort Sheridan, Illinois , as a: Candidate for Commission in the: Artillery, Field section of the: National Army or in the: Assigned originally to: (or) Trained or stationed before going to Europe: - School, camp, station, ship From: (date) to: (date) 1st R.O.T.C., Fort Sheriden From: 6 May 1917 (date) to: 15 Aug. 1917 (date) Transferred to: - Company Regiment Division Ship Date New Location Promoted to:- Commissioned 2nd Lieutenant F.A.U.S.R. 15 Aug. 1917 Embarked from: Hoboken, N.J. on: Kroonland About 10 Sept. 1917 and arrived at: Liverpool, England about 1 Oct. 1917 Proceeded from: Liverpool to: Southampton immediately From: Southampton to: Le Havre immediately From: Le Havre to: Saumur, near Angers about Oct. 2nd Trained or stationed abroad:- Country Place From(date) to(date) France, Field Artillery School of Instruction, From 4 Oct. 1917 (date) to 13 April 1918 (date) France, Vincennes, Heavy Artillery Tractor School, From 13 April 1918 (date) to 18 May 1918(date) St. Emilion, France, 60 Art C.A.C. From 18 May 1918 (date) to 14 July 1918 (date) Libourne, France, 57 Art C.A.C. From 14 July 1918 (date) to 7 Sept. 1918 (date) NOTE-Write additional information on separate sheet of same size.
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Title: Sermons in Latin : manuscript
Date: 1400
Notes: Manuscript volume of 87 sermons written on parchment; 30 lines to the page with occasional red or blue initials ; each page handnumbered in ms., Pricking holes visible. Ruling patterns visible., Some marginalia., Probably copied in England in the fifteenth century (dating based on use of pagination and heavy use of abbreviations)., "Dr Adam Clarke, who examined this manuscript, supposed it to have been written about the beginning of the 14th century. It consists of sermons, &e. &e., J. Everett, Manchester, Sept. 9th 1831"--notation, front flyleaf., Imperfect: beginning and end. Pages 307-8 wanting. Lower right edge of page 233-4 torn with loss of text. Page 182 blank., "Ipso expositis a nobis indigent expone sed admoniente cum sanctum gregorium"--first line of text, p. 49.

Title: Augustus W. Smith Papers, 1832-1859
Date: 1832

Title: Annual Report, 1838-39
Creator: Augustus W. Smith
Date: 1839

Title: Annual Report, 1839-40
Creator: Augustus W. Smith
Date: 1840

Title: Annual Report, 1845-46
Creator: Augustus W. Smith
Date: 1846

Title: Annual Report, 1852-53
Creator: Augustus W. Smith
Date: 1853

Title: 1864 Olla Podrida
Date: 1864
Notes: This material may contain racist, sexist, homophobic, or other harmful and non-inclusive language or images. Such material represents ideas, norms, and values that are no longer (or never were) consistent with the ideas, norms, and values of Wesleyan University as a whole. Please contact wesscholar@wesleyan.edu with any questions or concerns.

Title: 1865 Olla Podrida
Date: 1865
Notes: This material may contain racist, sexist, homophobic, or other harmful and non-inclusive language or images. Such material represents ideas, norms, and values that are no longer (or never were) consistent with the ideas, norms, and values of Wesleyan University as a whole. Please contact wesscholar@wesleyan.edu with any questions or concerns.

Title: 1866 Olla Podrida
Date: 1866
Notes: This material may contain racist, sexist, homophobic, or other harmful and non-inclusive language or images. Such material represents ideas, norms, and values that are no longer (or never were) consistent with the ideas, norms, and values of Wesleyan University as a whole. Please contact wesscholar@wesleyan.edu with any questions or concerns.

Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, back cover
Date: 1869
Text: am: ‘5‘ 3,.

Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 8
Date: 1869
Text: r J OF ENGLISH GRAMMAR. Abutere QUOUSQUE l2,d 12,d 2 Abuse How LONG ]2,d, 12‘d z: Abutere TANDEM 12,d 12,d 2 Abuse THEN 12,d, 12,d : (Tu) ABUTERE 10,y
Show morer J OF ENGLISH GRAMMAR. Abutere QUOUSQUE l2,d 12,d 2 Abuse How LONG ]2,d, 12‘d z: Abutere TANDEM 12,d 12,d 2 Abuse THEN 12,d, 12,d : (Tu) ABUTERE 10,y patientia 10,y :: Willyou ABUSE 10,y patience lO,y : (O) CATILINA 3 3 = (O) CATELINE 3 3 z Abutere PATIENTIA 6 6 2 Abuse PATIENCE 6 5 :- r NOSTRA? l,a patientia 1,a 2 _ OUR ? 13a patience l,a = Eludet QUAMDIU 12,d 12,d = Evade How LONG l2,d 12'd 2: Tu abutere } ETIAM l furor nos 16 You will ALSO fury will 16 Patlentia 16,g } cludet i ’g abuse patience i 16,g i evade us i g FUROR 2,): eludet 2,): = FURY 2,x evade 2 X = ISTE I,a furor l,a = THIS ],a fury 4,a = TUUS l,a furor l,a == THY l,a fury 1,a === assesses ( =—~ terrains =—- Furor ELUDET? 10,y nos 10,y = Fury WILL EVADE? lO,y us 10,y 2 QUEM ],a ﬁnem l,a 2 WHAT l,a end l,a = Jactabit AD 14,g ﬁnem l4,g = Will carry To 14,g end 14,g 1: Ad FINEM 7 7 To END 7 7 =2 $13212: g } SESE 8,6 = 82:3;ch g }ITSELF 6,8 =. EFFRENATA l,b audacia l)b UNBRIDLED 1,b audacity 1,b = Audacia J ACTABIT 10,y sese lO,y 2 Audacity WILL CARRY 10,y itself == AUDACIA? 2,): jacabit 2,): = AUDACITY? 2,X will carry 2,}: :2 ONE SENTENCE AND ONE PROPOSITION. X Y . . -~ Now two young boys walk slowly there. AND II = RELATION AND PARSING OF ‘WORDS. Walk Now 12.D 2 Two LA boys 2 YOUNG l.B boys =— BOYS 2.X walk 2 Boys WALK 9.Y :2 Walk SLOWLY 12.0 2 Walk THERE l2.E = NOTE.——The Tables, like those in arithmetic, must be perfectly committed before the learner can use them, and this can be done by practising on these lessons; and by the time he has them committed, he will be able to apply them in practice in all cases. Remember that education means comparing with a known standard and forming cor- rect conclusions.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 2
Date: 1869
Text: ,a— As this plan dramatizes the theory of grammar. re~ ducing it to dialogues, in which the teacher and pupils each act their parts, the teacher will
Show more,a— As this plan dramatizes the theory of grammar. re~ ducing it to dialogues, in which the teacher and pupils each act their parts, the teacher will ask the following ques— tions : What is an object ?——an impression ?—-an expression @— an 1dea?——a word 3 &c. The class reading the responses in concert from page 2d, the teacher explaining the relation between words, ideas and obJects. The class will now proceed to scan the Burial of Sir John Moore, analyze and parse the words in the title page, com— paring the sentence, propos1tion, and each idea and word < in it, with its correspondent in the key, thus : TEACHER—-—“ Now Z” CLAss——“Walk now” equals “moves slowly.” If “slowly” is an adverb, modifying “ moves,” then “now” is an adverb modifying “walk.” TE ACHER———T\vo ? CLASS—“Two boys” equals “ cold day.” If “ cold” is an adjective qualifying day, then “two” is an adjective qualifying boys, &c., going through with each word in the same manner. - They will now turn to page 6, and go over the dialogue, thus : Tram—Word? CLAss——“.Now.” Tina—Relation? OLAss ———-“ Walls now.” TEA. Idea 2 CLAss~——“Time,——Now is an adverb of time, telling us when they walk,” etc., dis— posing of each word in the same manner, going over it again and again, until the lesson is perfectly engmaoed on the memory. In the same manner go over the rest of the exercise from the 3d to the 15th page, the class reading in concert. By this process, committing, meeiting, applying, and understanding the deﬁnitions and rules of grammar are cOmbined in the same operation, and the student is com- pelled to teach himself, saving half the labor and time to both teacher and student, usually spent in learning it in the old way.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 7
Date: 1869
Text: 3"“ 4 ORAL AND OBJECT TEACHING RULE 3.-—~Arrange the words in columns, and re-dupﬁ- cate so as to give each word its natural relation, and preﬁx
Show more3"“ 4 ORAL AND OBJECT TEACHING RULE 3.-—~Arrange the words in columns, and re-dupﬁ- cate so as to give each word its natural relation, and preﬁx to each word the proper sign to indicate its idea and relation. Was Nor” heard, 12 == ALA drum 1,A=—— 'DRUM'2,X Was heard 2,X= ?Drum WAS HEARD“,Y 11,Y—_—_ W Was N’(or)1‘2 heard (h) 12: Drum was ’0R16,G note was . 16,6}= A1,A note 1, A: FUN’RAL1,B note 1,B= NOTE9,X(was heard)2,X_—= Note was, 860, A816,G we hur- ried, &c. l6,G= (John Moore) 8His5,B corse 8,5,B= Hurried CORSE6 : 6= Hurried T014,G ramparts 14,5}: THEIA ramparts 1,A———— To RAMPARTS7,E 7,14]: (Soldiers) 8WE9,X hurried 8,2,X= (h) “Nor” is a contraction of “not” and "'0r”——-n(ot)or. We HURRIED‘°,Y corse lO,Y= W Discharged N 0T12 12:: A1,A soldier 1,A=—_ S0LDIER9,X discharged 2,X= Soldier DISCHARGEDIOJ shot 10,Y=- mar—r Soldier, SHIS5,B shot 8,5,B= FAREWELL1,B shot 1,B= Discharged SHOT6 6= Discharged O’ER14,G grave l4,Gr—-= THE1,A grave 1,A= O’er GRAVE",E 7,13: Discharged WHERE19,E (in which) 12,E= Soldier, 8OUR5,B hero 8,5,B== Buried HERO6 6= (Soldiers) 8WE9,X buried 8,2,X= We BURIED10,Y hero 10,Y= ‘ N (0t)’ is a negative adverb, “ denying that the subject is in the predicate,” and ‘or’ is a conjunction, con- necting two principal propositions, RULE 4.——-Place the “Key to the Grammar of all Languages” so as to form an equation between the signs in the lesson and the key, i.e., 12 = 12, 1,A 2 1,A, &c., and you will experience no diﬂiculty in classifying the words, or analyzing the sentences. OICERO versus OngLINE. Quousque tandem abutere, Catilina, patientia nostra‘?==-= Quaindiuetiam furor iste tuus nos eludet Quem ad ﬁnem sese eﬁ'renata jactabit audacia 2:... 2......
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 5
Date: 1869
Text: DEFINITION OF TERMS. OBJECTS—«Things obvious to the senses. _ IMPRESSION—A picture of these objects on the bra.n. IDEAS—The complements of an
Show moreDEFINITION OF TERMS. OBJECTS—«Things obvious to the senses. _ IMPRESSION—A picture of these objects on the bra.n. IDEAS—The complements of an impression, being the seven parts into which the impreSSIOn 1S dIVIded. EXPRESSION—The act of pressing out these ideas in words. ‘WORDs———Articulate sounds, used as signs of ideas. LETTERS—Marks, representing the sounds which the , human voice is capable of making. PROPOSITIONw—A judgment of the mind, expressed in words. All judgments must be either afﬁrmative, X IS ":Y.’ 01‘ negatiVea X IS NOT INY: EASE-- The relation, which the noun has to other words. PARTS on SPEECH—T he relation which words have to nouns _fX——SUBJEoT———The thing we are talking about. 'Y-m-PREDICATEwWhat is said about the subject. PHILoSOPHY on LANGUAGEwThe relation existing between ideas and words. There are ten different kinds of ideas, the expression of which constitutes language. Seven of these are primary, and three are relative. ‘ PRIMARY IDEAS can be expressed by a single word. They are : r IDEAS, quantity, quality, matter, motion, time, manner, place. WORDS, Two young boys walk now slowly there. The RELATIVE IDEAS are incomplete when standing alone, servmg only to connect two of the primary ideas, and are always used in dependent propositions and phrases. Direction, Comparison, Connection. -——-from-—-to——-; ——-—--—erthan—-—; ——--when———-—. Before the above words can express any ideas, the elipses must be ﬁlled with primary ideas. Entered according to Act of Congress, in the year 1869, by SOLOMON Burma-r, in the Clerk’sOﬂice of the District Court of the U. S., for the Southern District 0 f N ew York.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 15
Date: 1869
Text: ORAL AND OBJECT TEACHING 12 182 2E 23 .1198: Edam 1:953 :3» 28 Filed: 33m 688388 053 255 gov 6ng 383m 335m .sgzmgm‘ u .3le do . 93: an. fill 25 .8 .
Show moreORAL AND OBJECT TEACHING 12 182 2E 23 .1198: Edam 1:953 :3» 28 Filed: 33m 688388 053 255 gov 6ng 383m 335m .sgzmgm‘ u .3le do . 93: an. fill 25 .8 . ,ilmwlzmﬁw Us: 6@ a PE: ’98: 350% .5 1:33:23 C3 Iliad: 2:95 3:95 1:95: :3 38 1.13.3 3:8 338 .1135: KENS 1132 £32 IIIEEE E o r , , Jﬂiz. .2?” EH 8 {LEE éwﬁdmﬁqoo Adouoﬁaoo .Awﬁdﬁpqoo .830388 was 253 gov 083 umwa .Sv 2:3 uwsm gov 983 gamma .SV .3ng 63ng ,3sz 6%ng 353m Serum uwwm . amen $8.5m gamma .mmmmfw ho wmemB £03.89 353% L 6.355% .oZﬁnuqH J m 88.8% “nah N 638mg 35m m .9395 s A" 533 m .NSESQAN .oﬁmmam 9 6:8me .3 § 503.89 umomoam mu. d>$§oQEH 633335 0 ﬁnng r . .azmmmmm #594055 .m>§~mz<mazH .3830 _ .oﬁmwwmmom d 3 .anOwﬂw a. m 63Hqu m , 5396 m . gopsoz £§B§§~§N m m 38 w W .Bgouwm m. 23.3%ng .mﬁnzigoz . . .sswauﬁm u 533 m .mzibogﬁ .wmmmrP Q24 mZDOZ wZHmm<m mom Hammad“ .wﬁ . in: aliens a 98 .5on III! 6me £33: ,awsoﬁ n: S3 98 “ $2 émﬁsﬂqu 08$ .Sv $335 E395 gSQSmiw :8 mgpwmﬁ 225,80 :8 .«393 Qt?» and 358.85 23 we wsﬁaﬁoﬁﬁa a8 oawowﬁam ESE vaﬁazm: gov SEan 68% @E 652588 .SV 33689:; 68% :aqoﬁc -noo 6050.35 .54 o>$omsﬁsm 63:4 AoEWmmog gov #wﬁqgom 68% Awmtﬁooc .5”. 355.3qu . mQOOS a 633 M. 33 : 352% W4 BNVNOxl F 2%; 383 u 0 Ragga : 0.9V m .ngd :mwom :
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 9
Date: 1869
Text: EXERCISES ON THE RELATION AND PARSING OF WORDS. Word? “Now.” Relation? “Walk new?” Idea? Timed 12. (l. “Now” is an adverb of time, telling us wken
Show moreEXERCISES ON THE RELATION AND PARSING OF WORDS. Word? “Now.” Relation? “Walk new?” Idea? Timed 12. (l. “Now” is an adverb of time, telling us wken they walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and other adverbs. Word? “Two. Relation? “Two1 boys.” Idea? Quantitya l. a. “Two is an adjective of quantity, telling now many boys walk. RULE 1. Adjectives qualify nouns. Word? “Young,” Relation? “ Y owng1 boys.” Idea? Qaality.b l. 6. “Young” is an adjective of quality, telling what kind of boys walk. RULE 1. Adjectives qualify nouns. Word? “Boys,” Relation? “ Boys-9 walk.” Idea? ill/liter.r 2, a. “ Boys ” is a noun, or name. Common, a general name. Masculine gender, of the male race. Tnirol person, spoken of. Plural number, denoting more than one. Noniinalive case, placed before the verb. RULE 2. The nominative case is the subject of the verb. Word? “ Walk.” Relation ? “ Boys walleg” Idea? JIotionf 9. y. “ lValle ’ is a [verb of motion (or rest.) Regular, it forms its past tense in eel. Intraneitioe, having no objective case. [ndieatire mood, indicating positive, motion or rest. Present tense, denoting present time. Third person, plural, to agree with its nomina~~ tive, (“ bog/8”). RULE. 9. A verb agrees with its nominative case in number and person. "Word ? “Slowly.” Relation? “ W’alk SZOQUZQ ,1?” Idea? Manner.
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