A Message from the Chair of the History Department to Majors in the Class of 2020

Professor Dubrulle (lower right) poses with most of his suitemates shortly after they graduated from Pomona College.

Professor Hugh Dubrulle, chair of the History Department, sent the following message to the majors in that department who will graduate this year.

Dear History majors in the Class of 2020,

Every year at the senior dinner, the department chair makes a few remarks to the graduands majoring in History and American Studies. The chair usually issues a few pleasantries, tells the students how much the department will miss them, asks them to stay in touch, and reminds them that in the future the faculty stands ready to help them in any way possible. In other words, once a history major at Saint Anselm College, always a history major.

This year, of course, we’ve had to cancel the dinner in the same way that we’ve had to cancel so many other things. I realize that anything I write online is a poor substitute for a senior dinner where you can socialize with your favorite professors and fellow seniors. But I’d feel negligent if I didn’t issue a heartfelt farewell of some sort to the history majors from the Class of 2020.

Long ago, I received my BA in History from Pomona College. There are three things that every alum of that college shares: a mystical reverence for the number 47; a perverse pride in our mascot, Cecil Sagehen (alums frequently punctuate observations on social media with “Chirp! Chirp!”); and a clear recollection of the inscriptions on the college gates that flank North College Avenue. My attitude to each element of this triad varies. Frankly, I’ve grown tired of the “Mystery of 47” which is fatuous, and I die a little when yet another alum posts on the Facebook alumni page, “Hey, I was at the meat counter in the supermarket, and I got ticket number 47!” As for Cecil Sagehen, he’s certainly distinct if a bit ridiculous. Of the three, it’s the inscriptions on the gates that seem most worthy of attention (and by the way, these gates—surprise, surprise—are far smaller than the ones at Saint Anselm College).

One side of Pomona College’s gates at the intersection of North College Ave. and 6th St. (ca. 1930).

The gates were erected in 1914 when James A. Blaisdell was the college president, and he provided the text for the inscriptions. On one gate is written:

Let only the eager, thoughtful and reverent enter here.

On the other, the inscription reads:

They only are loyal to this college who departing bear their added riches in trust for mankind.

Years later, Blaisdell admitted to one of his successors that the first quote was “a trifle too prohibitive,” and that he should have left out the word “only.” That was a good insight. I know that when I first marched through the gates as an 18 year old (a rite of passage that all freshmen endure) I was certainly eager (perhaps in the wrong ways), moderately thoughtful on a good day, but not at all reverent. Blaisdell felt much less ambivalence about the second quote, claiming it was “exactly as I still would wish it.” It’s this latter inscription that I’d like you to keep in mind.

I know I speak for every professor in the History Department when I write that, at some point, we made a pledge to study history. Perhaps our attraction to the discipline began because we found it entertaining and engaging. But as we got older, we began to see that history is interesting. When I write “interesting,” I use it in the same sense as John Robert Seeley, author of The Expansion of England (1883), perhaps the most influential history book written in English during the 19th century. When he employed that word, Seeley did not signify “romantic, poetical, and surprising.” Instead, he meant something that “affects our interests, which closely concerns us and is deeply important to us.” History, he intimated, provides special insights into the past, the present, and the relationship between the two.

History is truly interesting because it helps us recognize the degree to which we are surrounded and thus limited by the past. As the text on the department website asserts (and we must thank Professor Pajakowski for these lines), “We live in the shadow of the thoughts and actions of those who lived before us. To ignore this legacy is to live a sort of collective amnesia.” However, studying history also includes realizing that we are not imprisoned by the acts of previous generations; by studying past societies we can understand values that differ from our own and imagine alternatives to the world in which we live. This immersion in the experiences of the past (as well as the methods we use to interpret that past) enhances one’s judgment of people, places, and things today.

Having made our pledge, it was with these riches that we left college and later graduate school. We thought they were so important that we decided to become academic historians and devoted our professional lives to sharing them with others. You must have found history significant because you also devoted much of your time here over four years to this discipline. Now that you are graduating, we ask you to do as we did—to bear your added riches as a trust for the people you will serve in your own careers.

If you majored in Secondary Education and are bound for a job teaching history in high school, this responsibility should be fairly clear. But even if you are not going to be a teacher, there are still important ways you can bear this trust in service to your country, your work, and your community.

The foregoing probably sounds portentous. After all, I’ve taken my keynote from an inscription that appears on a gate, and such inscriptions are invariably solemn and pompous. And I’ve made the study of history sound like a sacred inheritance passed from one generation to the next (which, if you were paying attention in some of my classes, will remind you of Edmund Burke’s arguments in Reflections on the Revolution in France). Still, the ideas expressed in Blaisdell’s quote are no less true for all that.

After all, take a look around you. Is the world doing so well these days that it has no need of the historical understanding as well as the analytical and expository skills you obtained in college? Can it really dispense with the riches you acquired during your four years?

Although the department chair repeats the following sentiments every year at the senior dinner, they are still sincere. The department will miss you, and we ask that you stay in touch. We will always be happy to hear from you. If you drop by, even in the midst of a busy day, we will make time to speak to you because it gives us joy. If you need references or any other assistance, do not hesitate to call on us because we are happy to help. After all, we share a common understanding that history, as Seeley put it, is interesting; we are all in this together.

Best wishes,


Senior Profile–Dena M.

The class of 2020 is having an unusual final semester, to say the least. While it is no replacement for a graduation ceremony, we thought it would be nice to have a little feature for each of our graduating seniors. 


Today’s featured student is Dena M. from Norfolk, Massachusetts. Dena is a History Major with Minors in Politics and American Studies. 

What are your favorite hobbies or activities?
Reading, cooking, and baking.

Why did you become a history major?
History was always my favorite subject in school, and I knew I wanted to spend my time learning about something I really enjoyed. Also, I knew that the skills I would learn as a history major would be useful to whatever career I chose.

What is one book from a history class that will stick with you?
The Myth of Seneca Falls by Lisa Tetrault will always be one of my favorites because it changed how I thought about a movement I assumed I knew so much about.

What is a fond memory you will have about your time as a history major?
As much as the process of writing my thesis was difficult, I liked the camaraderie that formed among the other people writing theirs at the same time. We all understood what the other was going through and were willing and able to support and help each other.

Who was the most interesting or intriguing historical figure that you learned about while at Saint Anselm?
I would have to say Mary of Hungary, the woman who I wrote my thesis about. Her story has so many twists and turns, and she was so successful at what she did, I really enjoyed learning more about her.

If you could live in a time and place that you studied, what would it be?
I think I would live in 1960s America. I would want to be able to participate in the social movements of the decade.

Do you have any plans after graduation?
I am putting off having to deal with the bad economy for another three years because I am going to law school.

Senior Profile–Breda H.

The class of 2020 is having an unusual final semester, to say the least. While it is no replacement for a graduation ceremony, we thought it would be nice to have a little feature for each of our graduating seniors. 


Today’s featured student is Breda H. from Londonderry, New Hampshire. Breda is a History and Secondary Education double major.

What are your favorite hobbies or activities?
Playing lacrosse, hanging out with my friends, and going to the beach.

Why did you become a history major?
I always knew I wanted to be a teacher and history was something I have always been passionate about. I was lucky enough to find a profession that combined these two interests.

What is one book from a history class that will stick with you?
One history book that I will always remember is God’s Forever Family from Professor Moore’s Contemporary America class. I did not know anything about the Jesus Movement before reading this book. I found it very interesting to learn about the impacts these people had on not only religion, but also music and American culture.

What is a fond memory you will have about your time as a history major?
I loved being about to walk through the third floor of Joseph and seeing everyone’s doors open and happy to see you. I could go into any professor’s office and felt welcomed. They all truly cared about us in and outside the classroom.

Who was the most interesting or intriguing historical figure that you learned about while at Saint Anselm?
In Professor Dubrulle’s Civil War class we discussed the role of soldiers from Claremont, NH in great length. I honestly had never heard of anyone from that region before and it was interesting to learn about New Hampshire’s impact on the Civil War.

If you could live in a time and place that you studied, what would it be?
If I could live in any time or place that I studied I would choose the 1950-1960s in the United States. I have always found that part of history interesting because of everything that was going on in not only America but, also the rest of the world. There is always more to learn about this time period.

Do you have any plans after graduation?
I am applying to high school history teaching positions in New Hampshire. (if you know of any let me know!!!)

Golen Takes the Road Less Anticipated

Just a couple of weeks ago, Kevin Golen ’08 was in town and decided to pay the History Department a visit to see what was new. Professors Dubrulle and Perrone had the good fortune to speak to Golen and find out what he had been up to lo these many years. One Thing after Another found Golen’s career trajectory so compelling that this blog thought it would share his story.

Q: If we recall correctly, you did not come to Saint Anselm College intending to enter journalism as a field. Why did you go to Saint Anselm College, and what were your original intentions?

A: Although I was from the Philly suburbs, I always enjoyed visiting my father’s side of the family in western Massachusetts. This inspired me to apply to several small, New England colleges where I could continue running cross-country. During my first visit, I had the opportunity to meet Coach Paul Finn, the men’s cross-country team, and several of the monks on campus. Once I returned home, I knew that St. Anselm was the right fit for me. During my freshman year, I changed majors at least two or three times. Initially, I was putting pressure on myself to choose a major that would perfectly align with what I imagined my future job would be after graduation. Thankfully, two of my good friends and fellow history majors, Jimmy Siracusa ’08 and Mike Labrie ’08, helped me to stop worrying if I was going to be an accountant, teacher, or lawyer, and instead focus on choosing a major that I was genuinely interested in. Growing up close to Valley Forge and knowing that my favorite subject in high school was history made that an easy decision.

Q: Portraits Magazine ran a story about you back in 2013 (written by fellow History alum Lauren Davitt ’08) explaining how you ended up at the news desk of Fox News. Could you briefly relate how you obtained an opportunity to work there?

A: I was very fortunate to be paired up with Fox News Channel political analyst Juan Williams. He knew by the end of the New Hampshire primary that something had clicked and that I was seriously interested in opportunities at Fox. After following up with him a few times via email, Juan put me in touch with someone who was looking to hire an overnight assistant position at Fox’s Headquarters in New York City. After two phone interviews, a writing test, and an in-person interview, I accepted an offer and began working the Tuesday after I graduated.

Q: From Fox News, you went to Dataminr and them from Dataminr to Insite. In other words, you moved from journalism to security. Could you connect the dots? In other words, what was it about one job that prepared you for the next?

A: At Fox, I eventually became a breaking news editor on the National Desk. I was mainly responsible for monitoring breaking news by staying in regular contact with Fox’s affiliate stations across the country. When a big story broke, we initially had to rely on the information that our affiliates were picking up in their local newsrooms. Some of the local editors were understandably so overwhelmed with their own stations’ programming that the last thing they wanted was a call from us. In 2013, one of my former Fox colleagues asked me if I was interested in joining a technology startup called Dataminr. The company’s mission was to create an advanced AI platform that could detect the earliest tips of breaking news and pre-viral stories. Dataminr was looking for breaking news editors who had the experience to train the algorithm to discover these high-impact events. Seeing the potential this technology could have in newsrooms all over the world, I left Fox and took a chance working for a startup that at the time had zero clients. Today, journalists in more than 600 newsrooms depend on Dataminr’s technology for breaking news. What became most fulfilling for me, however, was the value of our platform for the public sector and corporate risk clients. Our early warnings of natural disasters, transportation mishaps, active shooters, and terrorist attacks were helping to protect the public in real time. I’m currently working for Insite, a risk management and consulting firm that uses Dataminr and other information discovery tools, to protect global corporations, asset managers, family offices, and other private clients.

Q: When you started at Saint Anselm College, you probably had no idea that you would end up at a place like Insite. Do you think there is a lesson there for college-aged students?

A: I never could’ve predicted where my career ended up. My roles at Dataminr and Insite didn’t even exist when I graduated in 2008. My recommendation for undergrads would be to focus on the skill-sets that are at the core of a Saint Anselm education—writing ability, humility, people skills, and curiosity.

Q: How do you think the History major helped prepare you for your career?

A: I found that Saint Anselm History professors were especially gifted in being able to unify massive amounts of data points and themes concerning a particular historical period and somehow figure out how to consistently present those findings to students in a highly compelling way. I think back to this whenever I have to brief a client on a new threat or other security-related matter. No matter how much intelligence I collect and analyze, its all for nothing if I don’t effectively communicate my findings.

Q: What was your favorite History course when you were at Saint Anselm College and why?

A: At Dataminr, we developed a three-tiered threshold (Alert, Urgent and Flash) for our real-time notifications. Whenever I trained analysts on how to rank and prioritize these warning signals, as a parallel example, I would often explain to them the tactical, operational and strategic planning model from my War and Revolution class. Although not a perfect analogy, many new hires shared positive feedback that this helped them more easily understand our prioritization system.

Barrett Teaches English in China

Nick Barrett ’19 was a History and Economics double-major at Saint Anselm College whose senior thesis in the History Department’s research seminar was about the impact of World War II on the Maine lobster industry. Barrett is now about as far away from Maine as one can be—he’s been teaching English in Shenzhen, China, since late August. One Thing after Another was intrigued by Barrett’s story, so this blog decided to ask him some question about his unusual experiences.

Q: What grade level of students do you teach English to? What level of language proficiency would you say your students leave your class with?

A: I teach 7th and 8th grade Oral English. I see each class once every two weeks, and I teach 12 classes a week. Each class has roughly 50 students. In total, I teach 1200 students. The level of English in every class varies greatly from student to student, and so I am working on making sure that students can recognize certain conversational English words. I make sure that students use their English in class, and I speak no Chinese, so I only use English during the class. Ideally, my students understand what I am saying to them and are able to respond correctly and coherently.

Q: What is the most challenging part of your job?

A: The sheer number of students I have is fairly daunting. Luckily, I do not have to give homework, quizzes, or exams, but because I have 1200 students, I have a hard time developing a relationship with them. I am a novelty to them, and they all enthusiastically yell “Hello!” as I walk by, but I cannot even begin to learn all of their names and understand the best way to handle each individual student. It’s hard to see progress in your students when you teach this way, so I do feel a little frustrated. My Chinese teachers claim my students are making progress, and that talking with me does allow them to become more proficient in their spoken English — a skill that is becoming more and more important in China.

Q: Why did you want to teach in China, and when did you make the decision? Would you want to teach anywhere else or teach any other subject?

A: China was really my best offer. I did not explore the ESL market much, and I have learned that the traditionally large ESL markets such as South Korea, Japan, and the Czech Republic are becoming saturated; job security and wages are precarious. Countries such as China and Vietnam are becoming more popular for ESL teachers because of increased opportunities and wages. I also welcomed the opportunity to work in China, as it is the second largest economy in the world and a basic understanding of the culture and Mandarin would not hurt future employment opportunities.

Q: How did you become an English teacher in China? What qualifications were required?

A: The process was fairly simple. I signed a contract with SeaDragon Education in March 2019. I then had to complete an online TEFL course to become certified in teaching ESL in a foreign country.  After that, I had a few hoops to jump through to get a working visa, but my company aided me with the whole process. SeaDragon Education also found me a school to work in (they facilitate the placement and payment of foreign teachers throughout Shenzhen) well before I got there—which is not always the case for foreign teachers. When I got to China in the last week of August, I quickly found an apartment, had some basic teacher training, met with my school, and taught my first class the following week.

Q: Are there any interesting stories pertaining to your classes or your life in China that you would be willing to share?

A: One of the more interesting parts about my life here is how international my friends  are. I have friends from all over the globe, all of whom are ex-pats and foreign teachers. The community of foreign teachers is large and allows us all to support each other because we are all, well, foreign.  Some of the normal conveniences we enjoy at home are not available here here, and being able to hop on WeChat (the Chinese messenger app) and send a message to a huge group of teachers and instantly receive feedback is incredibly helpful. You can find answers to questions ranging from simple things like how to use a certain delivery service to something as complex as what hospital to go to in case of an emergency. I also have many Chinese friends whom I have met at school. They speak very little English, but we play in a teacher’s basketball league together so I have become fairly close with the teachers who play. They, too, are a great resource if I ever have any questions about how to get by.

Q: Why did you decide to become a history major? How has this helped prepare you for your current vocation?

A: I had 8 credits from my AP history courses when I came to Saint A’s, and I have always enjoyed History, but I also knew I wanted major in Economics.  Instead of choosing between the two, I decided to do both.  And it didn’t hurt that the History and Economics & Business departments are in the same building. I also wanted to be sure I knew how to analyze and present information effectively which is a major part of my job here. I explain concepts to students who do not speak the same language as I do, so I have to research creative ways to explain the concepts and then implement them effectively in the classroom. I also do a decent amount of writing with lesson planning, so the basic skills I learned in history classes really help me with writing my lesson plans. I also believe that being a History major in a foreign country is a huge advantage, since learning about new cultures and what drives them was already a major part of my education. You appreciate the culture more if you know the history of it. Living abroad, I get to experience a new culture up close and personal, not through explanations in textbook or a monograph.

Q: What do you plan to do afterwards?

A: I have no plans.  I have the option to renew my contract here after the current school year, but I have not thought that far ahead yet.

The 5th New Hampshire Project Studies the Experiences of Civil War Veterans

As Professor Masur mentioned in his February post, the History Department has started an intermittent lecture series to “reach out to the campus community and give students a chance to learn about history outside of the classroom.” On March 25, it was Professor Dubrulle’s turn to deliver a talk about what he calls “The 5th New Hampshire Project” and some of the research he’s done recently to support a student project about the life outcome of 5th New Hampshire veterans after the Civil War was over. What follows is a shortened version of what he discussed.

The Origins of The 5th New Hampshire Project

I started the so-called “5th New Hampshire Project” (so-called by me) in the summer of 2017 when I knew that I’d be teaching History 352: The Civil War and Reconstruction in the spring of 2018. I wanted to create a New Hampshire-focused research project for students in that class. I eventually settled on the 5th New Hampshire Volunteer Infantry as an object of study for two reasons. First, it is notorious for having suffered more combat fatalities than any other regiment in Union service during the Civil War. Second, although it was by no means a “typical regiment,” its experiences provide an ideal vehicle for exploring a wide variety of topics associated with the war. I eventually amassed a large collection of primary and secondary sources associated with the 5th New Hampshire so my students could research a number of different subjects.

As time went on, though, I realized that the project could do more than merely support the students in my Civil War course. For one thing, it could provide other students with opportunities to do research projects great and small. For another, as maintaining this collection and overseeing student research became more time-consuming, I realized that it would be increasingly difficult to keep a separate research agenda of my own. So I started thinking about making the 5th New Hampshire the subject of my next book. As it stands now, my general idea is that the book will use the regiment to explore various dimensions of the Civil War soldier’s experience. These dimensions would include subjects like recruitment (which itself would cover issues like the draft, substitution, and the use of immigrants), military leadership, discipline, the experience of combat, tactics, desertion, medical care, politics, relations with the home front, and so on. The plan also envisions tracing the experiences of men in the regiment from the antebellum period all the way through to their lives as veterans. Throughout, I will rely on the latest historiography to illuminate these experiences to produce a book that could be used in undergraduate courses.

Student Research and The 5th New Hampshire Project

So far, this project had relied on student research, and I hope to continue that tradition in the future. Back in the fall of 2017, the department kindly allocated four research assistants to assist me. Two of them, Caitlin Williamson ’19 and Lauren Batchelder ’18, transcribed soldiers’ letters for students’ use. Two others, Greg Valcourt ’19 and William Bearce ’19, took soldiers’ abbreviated service records that appeared in The Revised Register of the Soldiers and Sailors of New Hampshire in the War of the Rebellion. 1861-1866 (1895) and transferred them onto a sortable, searchable Excel file. This work was enormously helpful for me and the students in the Civil War class. Later, Josh Pratt ’22 transcribed more letters, Emma Bickford ’22 used various records to tabulate the casualties the 5th New Hampshire suffered at Antietam and figure out what happened to these men later on.

In addition, several students have approached me asking to use the material for larger research projects. Emily Lowe ’19 obtained a summer honors research fellowship in 2018 so she could use the regiment as a case study in the treatment of combat trauma. And Katherine Warth ’21 has approached me about doing a statistical study of the life outcomes of veterans of the 5th New Hampshire. It’s this last project I’d like to spend the remaining time discussing.

Veterans, Trauma, and the 5th New Hampshire

To quote Benedetto Croce, “All history is contemporary history.” Among scholars, interest in the experiences of Civil War veterans has really taken off in recent years. That interest probably has something to do with where the United States finds itself ourselves today; as a result of the two wars we’ve recently fought, we have large numbers of veterans with recent combat experience, and the American public seems especially aware of these veterans’ difficulties in adjusting to civilian life. So Katherine’s interests are congruent with those of contemporary scholars.

Using the 5th New Hampshire for this kind of study is especially interesting because the regiment lost a great number of men due to illness and combat. It suffered large numbers of casualties at five important battles: Fair Oaks, Antietam, Fredericksburg, Gettysburg, and Cold Harbor. As the chart below indicates, of the original 1000 volunteers, very few emerged from the war unscathed.

Figure 1. (click for larger image): These figures cover the original thousand-some-odd volunteers who were mustered in around the middle of October 1861. The numbers are based on an Excel spreadsheet that was compiled using The Revised Register of the Soldiers and Sailors of New Hampshire in the War of the Rebellion. 1861-1866 (1895). The men mustered out in June 1862 belonged to the regimental band; they were sent home after the Seven Days’ Battles. Those mustered out in October 1864 had completed their three-year term of service and had not re-enlisted. Note that 30% of the original volunteers did not survive the war. Moreover, almost half of them received disabled discharges due to wounds or illness. 

For a variety of reasons, I think these numbers, which come from the Revised Register, undercount the number of casualties. Whatever the case, the question Katherine and I have is, what effect did this kind of physical and psychological trauma have on veterans’ lives after the war?

The Data and the Sample

First we had to figure out how to go about doing a study of this sort. Over the course of the war, 2500 men served in the 5th New Hampshire, and we just don’t have the man- or woman-hours to look through all of their lives, so we had to make our pool of soldiers manageable. I decided to that we ought to look at the original 1000 volunteers. First, it was a good way of limiting our task and, second, this group would be easier to trace than the substitutes who flooded the regiment in 1863 and after (many of whom were foreign-born and many of whom deserted).

I then asked Professor Tauna Sisco in the Sociology Department, the Queen of Statistics, how big of a pool I would need to get a representative sample. She said 300. So I decided I’d have to select every second man on an alphabetical list, knowing I’d have to skip a large number who died in the service (roughly 270). I’m happy to report that as of the date of this talk, I’ve collected biographical information on 100 men, and I have some preliminary findings to share. At the rate I’m going, I’ll end up looking at about 380 men.

You might well ask, what kind of data are you using, and how do you get access to it? I’ve got a free Family Search account, and using that, I can find the following documents: census records, enlistment papers, pension index cards, pension payment forms, marriage records, birth records, records of town payments to the families of soldiers during the war, death records and certificates, records from the National Homes for Disabled Volunteer Soldiers, and so on. I can’t find every type of record for every man, but I’ve been able to piece together pretty decent biographies on just about everyone.

For this talk, I mined the biographies for three types of information: lifespan, cause of death, and crude social mobility as measured by occupation upon enlistment versus terminal occupation. I have far more information than that, but I thought these three topics would be interesting. The following, then, are raw data coupled with some very sketchy hypotheses. And, of course, more questions.

The first question worth asking is: “How representative is our sample so far?” The sample seems fairly representative of the regiment. To name one example, the percentage of native-born Americans among the original 1000 volunteers was 88%; in my sample, it’s 92%. And as you can see from the graphic below, in some important ways, the sample actually seems representative of Northern soldiers in general. For those who are interested, by the way, the average age of my sample upon enlistment was 24, and the average height was 5’8”, both of which are pretty much in keeping with Northern norms.

Life Outcomes: Lifespan

So let us take a look at lifespan. The average lifespan of the men in my sample was 65.6 years. It’s hard to understand the significance of that figure. There is a debate among demographers over the life expectancy of the Civil War generation, so I can’t quite place this figure. On the one hand, it sounds impressive when you take into account that almost two-fifths of these men had been shot and around half of them had obtained a disabled discharge from the army. On the other, it doesn’t sound quite as impressive when you consider that life expectancy for men in this period was dragged down largely by infant mortality—if you made it to 20, you had a good chance of living to your 60s.

We should remember in this context, too, that lifespan is only a very crude measure of health. It says nothing about the quality of life. The Veterans Census of 1890 reveals a number of veterans then in their 50s living with painful old wounds or chronic illnesses contracted in the army.

Life Outcomes: Death

And that brings us to death—what killed these men, and what do their deaths say about their lives? Out of the 100, I found 61 causes of death.

We’d have to compare this list to normal causes of death at the turn of the century, but several things stand out. The number of deaths related to alcohol looks rather high. It’s hard to nail down a precise figure because in addition to the veterans who clearly died from the effects of alcoholism, you have a number who may have died of diseases associated with the overconsumption of alcohol or expired under circumstances that may lead one to think they were alcoholics (e.g. deaths from liver cancer, congestion of the liver, a five-day drinking spree, and so on). The number of suicides also seem fairly high, and I have a sense that such causes of death may have been underreported.

It is interesting to see the number of old people’s diseases on this list—a reflection of the fact that a fair proportion of the sample died in old age (38 of the 90 men for whom I found both birth and death dates lived past the age of 70).

Life Outcomes: Social Mobility

Before you die, you do things like hold a job down, and that job says something about how successful you are. In 96 cases, I found the occupation of enlistees in 1861, and for 81 of those men, I located information about the last job they held before they retired or died.

Figure 2. (click for larger image): The majority of the occupations listed on this chart were self-reported on enlistment forms in 1861. The US Sanitary Commission figures come from a survey that was conducted among over 600,000 Northern soldiers during the war. There are some very good matches between the sample of men from the 5th New Hampshire and the US Sanitary Commission Figures (e.g see farmers). 

Of the 81 cases where I found sufficient information to make a judgment, in only 8 cases did a veteran experience downward social mobility. Overall, if we look at the question broadly (that is, what percentage of men fit in which general category) there appears to be palpable positive social mobility. It’s hard to say what these results indicate. To what extent are changes in occupation a matter of one’s doing and to what degree are they a function of a changing economy? And how much of this outcome was influenced by the war experience? Part of the problem is that we have no control group; an entire generation of Northern men served in the war, so it’s hard measure the veterans of the 5th New Hampshire against other men of the same age. But some economic historians have controlled for this type of problem, and we’ll have to see how they did it.

Figure 3. (click for larger image): These pie charts compare the occupations of enlistees in 1861 with the terminal occupations of veterans after the war. Note the degree to which the proportion of professionals and owners of capital increased—from under 30% to just over half. Notice too that the proportion of unskilled/semi-skilled laborers fell from almost 45% to under 30%. In general, veterans of the 5th New Hampshire enjoyed upward social mobility, but how did it compare with Northern men as a whole during this period?


There are a lot of problems with looking at life outcomes statistically. Statistics can only tell you about correlations, not causes. Causes have to be determined on an individual level—and even then, the case is difficult. Moreover, if we are determined to look at veterans’ post-war experiences through the lens of war trauma, we run the risk of suffering from the worst kind of confirmation bias. Statistics cannot tell the whole story—they always must be supplemented by other evidence (such as, say, the letters of James Larkin, pictured above, who worked his way up from 1st Lieutenant in Company A to Lieutenant Colonel of the 5th New Hampshire; photo courtesy of David Morin). So as Katherine and I forge ahead on this project, we will look at more primary and secondary sources to shed light on the statistical analysis of veterans’ experiences.

Donahue’s Advice regarding Law School

Every so often, One Thing after Another runs into Joe Donahue ’13—whether it be at Market Basket in Bedford, Alumni Weekend, or some other venue. Joe is in the middle of law school right now, and this blog thought it might be useful if he shared some well-considered advice that he extracted from his experiences.

Q: What is your current job (title and duties), and what led to your working there?

A: I have been working as a Legal Executive Assistant at Ropes & Gray LLP for the past year and a half. Before that, I worked at Boston College in an administrative role.

Q: Did you pursue a law job straight out of school, or did you think doing something else for a bit was a good idea? How did that work out?

A: After graduating from Saint A’s, I had two careers that I considered pursuing: one in higher education, the other in law. To help me decide which career I was best suited for, I applied to jobs in both of these fields. I worked in higher education for my first few years after graduation but eventually decided that my interests lay elsewhere, so I applied to the Suffolk University Law School’s Evening Program and was accepted. During my first semester at Suffolk, I was hired by Ropes & Gray where I have been able to get first-hand experience in corporate legal practice.

Q: How did the history department, history study, or specific SAC experiences prepare you for life after college? 

Written and oral communication skills, as well critical thinking and the ability to analyze, are essential tools used every day by law students. Some students develop these skills before law school while others develop them in their first year. Luckily, I was able to acquire all of these skills during my time at Saint A’s. My course of study as a history major required extensive critical thinking and analysis which I employ when I approach cases and hypotheticals in the classroom; I will continue to use them in my career as a lawyer.

Q: What are the two things students thinking about law school should know?

A: First, it’s not as scary as it sounds. One thing that I constantly heard while I was going through the application process was how difficult law school can be. The coursework is challenging, and mastering it imposes demands on your time and energy. However, like any course of study, it is manageable. Just as you found your routine in college, you will find it in law school. You learn how to approach exams and form study groups where, in my experience, you learn as much as you do in class.

Second, you don’t have to know exactly what you want to do with your law degree before you go to school. You will be exposed to many different areas of law while in law school, and your interests will likely evolve as you progress. Keep an open mind and be willing to explore areas that you hadn’t previously considered. If you think you want to be a lawyer, but aren’t sure, take a couple of years off from school to work. Many law students spend a few years in the workforce prior to applying to law school. Don’t think you have to apply right away.

Q: What are two things students thinking about law school should do to prepare themselves?

A: Work at a firm or in-house legal counsel’s office. Making a decision to go to law school is a serious financial commitment, so you ought to make sure that you want to be a lawyer before you go to school. Internships are a great way to experience legal work while you are at Saint A’s, and they can help shape your course of study. If you don’t think that you are ready to apply right out of school, taking a few years to work at a law firm or an in-house counsel’s office is a great way to help you decide if this is the career path for you. This time can also serve as a great way to get a better idea of the type of law that you will one day want to practice.

Also, study/take a LSAT prep course. The LSAT is as important a measuring stick, if not more, for law school admissions as your undergraduate grades. It is a challenging exam that shouldn’t be taken lightly, even by those who consider themselves to be good test-takers. Buy a practice book and take a prep course. They can be a bit pricey but both are worth the investment. Your performance on your LSAT impacts your acceptances and even potential scholarship offers, so it is worth your while to take test prep seriously.

Q: Do you still think about history (books, professors, lectures, experiences)?  Do you keep up with history in any way?

A: I stay current in the field of history by following the History Department’s blog and by reading biographies during school breaks. I recently completed William Manchester’s three-volume biography of Winston Churchill (The Last Lion) and have begun Robert Caro’s The Years of Lyndon Johnson. I enjoy finding time to indulge myself in the areas of history that I do not apply regularly in my coursework and career.

Hauser and Vaccaro: SAC History Alums on the Board of Trustees

Like all Colleges and most non-profit organizations, Saint Anselm College has a Board of Trustees. These individuals oversee the institution’s budget, help shape and ensure implementation of the mission, approve new programs and support existing ones, and assist in raising the funds necessary for the institution to thrive. The Saint Anselm College Board has a number of history majors. One Thing After Another caught up with two of them, James L. Hauser, Esq., ’91 and John A. Vaccaro,’92 to ask about life on, after, and back on the Hilltop.

Q: What drew you to the history department when you came to the Hilltop? 

John Vaccaro:  I didn’t become a history major until my junior year. I received some great advice that your undergraduate work should focus on something that you are eager to learn about and have a passion for. Growing up in Boston, I was surrounded by history and spent a lot of time with my family exploring the area and experiencing the rich history the area offers. I wanted to learn more and to this day, I love to learn and experience history. I have been fortunate enough to visit many of the places around the world that I studied during my time at St. A’s.

Jim Hauser: I love to read and had a great AP American History teacher in high school who helped steer me to Saint Anselm.  I was  very focused on majoring in history when I came to Saint Anselm.

John Vaccaro ’92

Q: What class/experience/professor do you remember most from your time in the department?

Jim: I enjoyed taking Eastern European history with Pajakowski , Capowiski’s Civil War and War and Revolution courses as  well as Windhausen for Russian History. My memories of my history courses was of much reading and  writing, which continues to serve me well.

John: Professor Vincent Capowski’s US Presidency and Civil War and Reconstruction were my two favorite classes and still areas where I enjoy reading about today. Professor Capowski always returned graded tests in order of best to worst and addressed everyone by either Mr. or Ms. Today, when I recognize my sales professionals, I do the same thing in honor of Professor Capowski’s unyielding desire for his students to do their best.

Q: What was your career path when you left the Hilltop?

Jim: I went directly to law school at Loyola  University School of Law and then subsequently to Boston University School of Law for an LLM in tax law and then back to Boston College for a MBA in my late 20s while working.

John: I joined the investment business shortly after graduating in May 1992. Colonial Investments was one of the oldest mutual fund companies in the United States with a long and successful history. It was a great place to start and learn the business. The early years were spent doing what every new person does in our business – work long hard hours, study for your securities exams, listen, do what you are told and get paid barely enough to live on. I had a great mentor, who taught me early on, to get as many different experiences as soon as you can because the leaders of the future are going to need to know a lot more than the leaders of today.

I took that advice and took every “less than desirable” career development opportunity and started to learn. I developed my own liberal arts education within financial services. I have only worked for a handful of companies but have had countless different experiences. Eleven years ago, I joined Massachusetts Mutual Life Insurance Company “MassMutual,” one of the oldest financial services companies in the United States, and have been fortunate enough to use my skills in helping our company achieve great success during turbulent times.

Q: What are you doing professionally now? 

John: I am head of MassMutual Financial Advisors and lead one of the largest and oldest distribution networks in the United States. I have a great team comprised of over 9,000 financial professionals located in every state and Puerto Rico. I also manage a team of over a thousand home office employees who are the best in the business. We have been helping people secure their future and protect the ones they love since before the Civil War. My kids ask me all the time, “Dad, what do you do every day?” It is a tough question to answer because the higher up you go in an organization, the less tangible things you do. My kids know that I spend a lot of time on the road meeting with the members of the organization that I lead. They hear me on the phone and nowadays checking my iPhone. They know I am always connecting with someone about something. However, my real responsibilities are to help set the strategy, be the messenger, eliminate problems and most importantly – recruit the best teammates possible and be there to support them. Surrounding yourself with the best possible people is a hallmark of an effective leader.

Jim:  I am a partner in a corporate law firm in Boston where we represent Venture Capital Funds and high growth technology and life science companies. I focus primarily on issues related to equity compensation and executive compensation matters.

Jim Hauser ’91

Q: How do you use the skills you learned in your history major? What was the biggest skill you had to develop after leaving college?

Jim: The ability to read and process large blocks of information and to organize my thoughts and ideas. My writing was a major area of continued development in law school.

John: Early on in my career, the ability to read quickly, learn the material, and be able to clearly communicate the main thesis of the material was critical. Every good employer is going to train you, but you must have the ability and desire to learn. In the investment world, understanding trends is critical to what you do every day. As my career evolved, my liberal arts education provided me with the ability to adapt to many different topics. I was a Chief Marketing Officer once and having a history degree was great for that role. This role was the chief story teller for the company. Studying history is all about reading a story that has already happened, but you get the opportunity to interpret those events. Everyone sees the same facts, but historians are all entitled to their own opinions on how these facts impacted people and places. In today’s economy, you need to understand how political, technological, and economic events will impact the business marketplace. A history degree provides you with the tool to understand those events and react to the changing landscape.

As a leader of a large organization, I continue to read about the leaders that shaped our nation. You can learn a lot of the good things they did, but I encourage you to pay particular attention to the things that they did poorly. You can learn a lot from the mistakes of the past. A bad decision is only a bad decision if you fail to react when you figure out it is a bad decision or if you have made this poor decision before – learn from and remember your personal history.

My career sends me all over the country.  I quickly realized that my “authentic” Boston accent was tough for people outside this area to understand. I had to learn really quickly to pronounce my “r”s. You want people to listen to you for what you are saying and not for how you are saying it. 

Q: How did you end up on the BOT?  How do you see yourself particularly contributing in the next few years?

Jim:  I have been on the Board for approximately 7 years and am honored to have an opportunity to play a small role in Saint Anselm’s continued evolution as a Catholic, Benedictine liberal arts college. The College is on a great upward trajectory, but competes in an extremely competitive and crowded marketplace in New England. The College needs to continue to evolve and strive for excellence in all aspects (i.e., new majors, experiential learning and community service).

John:  I actually first served on the BOT in 1992 while I was Class President. Back then, they had a student and faculty representative. I have known Steve Ellis ‘69, another board member, since I was a student and had the pleasure of working with him at The Hartford. He and I had lunch one day and he said “Ok, it is time for you to get back involved.” The one thing you will realize with St. A’s is whenever someone from the college calls you – you do everything you can to say yes and help them out. As you graduate, you will be amazed at how strong of connection everyone has to the school. I love hiring St A’s graduates, especially history majors!

Q: I find it really fascinating that there are currently at least four former history majors on the Board?  Do you think it says anything in particular?  

John:  I will give Professor Pajakowski all the credit for this one!  I believe a history degree provides a tremendous amount of flexibility in the career you want to pursue. A history degree accelerated my career because I was a quick learner and an even better communicator. The ability to learn and then quickly teach others is a skill set that is not as common in the workplace as it should be. I encourage everyone to spend more time communicating and sharing what you learned. The successful 21st Century leader will be great communicators and they will need to understand all the different ways in which to connect with your clients, employees, constituents, associates and probably robots at some point in the future.

Jim: Although it may be a coincidence, I am sure it is due to the high quality of teaching in the history department!

Wirzburger Revisits the Past

Several months ago, Professor Matt Masur ran into History grad Tim Wirzburger ’13 on a flight to Minneapolis. The two caught up, and as is so often the case with our alums, we prevailed upon Wirzburger to give us some details on what he’s been up to these past few years. And boy did we find some surprising things!

Q: Give me a little of your personal background—where you are from and how you ended up at Saint A’s.

A: I grew up in Hanson, Massachusetts, a small town about 45 minutes south of Boston. During spring break of my junior year of high school, I went on a three-day college tour with my friend and our moms. We visited a school in Maine and then UNH. On then on the last day of the trip, we saw Saint Anselm College. I remember thinking, “I don’t want to go there, I’ve never even heard of it. You guys go, I’m gonna swim in the hotel pool.” But my mom forced me to come, and good thing she did! Within minutes of being on campus, I knew it was the place where I wanted to be.

Q: How did you end up becoming a History major? Did you start out in History or did you choose History at some point after you got to St. A’s?

A: I’ve always had a passion for history, and for years I wanted to be a history teacher. At some point during my sophomore year, I realized that I wasn’t interested in teaching anymore but I stuck with the History major. I already had half my History credits, including a couple from AP classes in high school. I then minored in Communication because I love writing. A History degree gives you lots of great tools that prepare you for the business world, even if you’re not in a “history” field. I learned clear and effective communication, strong research skills, critical thinking and analysis, presentation skills—all things that have helped me in my career so far.

Q: What do you remember about your History courses at Saint Anselm? Anything that stood out about them? Any courses that you especially enjoyed?

A: What I remember most is the diverse course catalog that the History staff offered. I took classes on the Cold War, Ancient Greece and Rome, Modern Japan, WWII, you name it. War and Revolution was a favorite of mine. I was really interested in seeing how war was conducted, understood, and written about and how it evolved from prehistoric times to the modern era. It was fascinating.

The other course that stands out is the Writing Seminar senior year with Professor Salerno. It was by far the most challenging and rewarding course during my time at Saint A’s. Putting all that time and energy into this project—all those late nights and hours at the library—to produce a thesis that I was really proud was a great memory for me. It felt like I had elevated my college education to the next level.

Q: You mention that History “helped [you] in your career so far.” What have you been doing professionally? How has History played a role in your professional activities?

A: Between my History degree and my minor in Communication, I knew I wanted to pursue a career in writing. I also wrote for The Crier and Portraits, the alumni magazine, which gave me a good taste of what it meant to interview people, work with an editor, meet deadlines, and so on. It helped me with my professional life. I worked for four years as the copywriter for the communications and marketing department at Arbella Insurance, and now I’m at a new company in another writing-intensive marketing role. Let’s just say, being a History major gave me plenty of writing practice!

Q: Tell us about your experiences as a World War II reenactor. How did you get involved? What do you do? Has reenacting changed the way you view the history of World War II?

A: It was something James Farrington (also class of ’13) and I had talked about doing for years and we stumbled upon a Boston-area group portraying the 101st Airborne, just like in the HBO series Band of Brothers. We joined them in January 2017, and we’ve marched in several parades, participated in both public and private battle reenactments, and have hosted living history events where people can check out the uniforms, the weapons, and learn more about the history of the war. We’ve also been lucky enough to meet several WWII veterans. I met an original member of the 101st who talked about freezing in a foxhole in Bastogne watching the line for German patrols. I also spoke with a naval special warfare veteran who was actually driving landing craft on D-Day and got teary-eyed telling us about seeing his buddy die on the beach. I even met a woman who grew up in France and lived through the Nazi occupation and remembers being liberated by an American unit. The living history is just incredible and has totally changed the way I think about the war. It puts a human element to it to realize how incredible “The Greatest Generation” was, the sacrifices they made, and how each of them still carries the war with them in their own way.

Q: I understand that you’ve recently moved to the Midwest. Where are you now? What are your future plans?

A: I actually just moved to Traverse City, Michigan at the end of August. It’s a beautiful little town right on the water with a thriving downtown with tons of restaurants, breweries, and outdoor activities. My uncle and his family live in a small town nearby which has been great. I just started working for Web Canopy Studio, a quickly growing company that’s doing some really cool work in the digital marketing space. This is my home for the foreseeable future, and I’m really excited about being here. I also took the summer to work on my novel. Writing has always been my passion, and I wanted to take some time off to travel and work on the book. It’s completed now, and hopefully I’ll be able to get that published. In the meantime, I’ll be enjoying all that Traverse City has to offer!

Q: You’re working on a novel? We’re intrigued! Don’t give it all away, but can you tell us one fact or detail about the novel that will make us want to read it when it is published?

A: Sure! It’s been a labor of love on and off for ten years. The concept of the story started when I was in high school, and I was really into The Da Vinci Code and that show Lost at the time, so you could say it’s inspired by those. If you like thrillers with multiple storylines and lots of twists and turns, you might like mine!

Horton from Graduation to the ARC

One of the best parts of teaching is finding out what interesting things our history alumni do with their lives years or decades after graduation. Recently, One Thing after Another heard about a fascinating archival and oral history project and tracked down the researcher. He turned out to be not only an Saint Anselm College history alum but also the current Assistant Director of the Academic Resource Center on campus, Benjamin Horton ’12. One Thing after Another asked him about the research project and what he’d been up to for the last several years.

Q: You graduated from Saint Anselm College as a history major in 2012. What do you remember most clearly from your time on the Hilltop?

A: In the summer between my sophomore and junior years, with the help of Professor Masur and other History faculty, I obtained a history internship at the Silvio O. Conte National Records Center in Pittsfield, Massachusetts.  I helped to run the reading room there and through this experience became interested in archival and genealogical research. This work allowed me to practice and teach archival and genealogical methods, culminating in an archival research project focusing on Irish immigration in the 19th century, conducted in collaboration with the National Archives of Ireland in Dublin. Many of the archival research skills that I learned working for the National Records Center have since become integral to my doctoral dissertation work.

During the Fall of 2010, with the guidance of Fr. Augustine Kelly O.S.B., I pursued a scholarship opportunity co-sponsored by the Association of Catholic Colleges and Universities and the British Council, to take part in the Irish-American Scholars Program. This is a year-long full scholarship to live, study, and teach history on Falls Road in Belfast, Northern Ireland. This neighborhood is frequently referred to as “ground zero” for politically and religiously motivated violence between Loyalist Protestant and Nationalist Catholic communities. While studying at Saint Mary’s College of Queen’s University, I taught history courses in an under-resourced school on the “Peace Wall” that divides the two communities. I also served as a community liaison between Saint Mary’s College and the Protestant and Catholic areas of West Belfast.

When I returned to Saint Anselm College, during my senior year, I had the chance to intern at the Saint Anselm College Archives under the direction of the College Archivist, Keith Chevalier. These archives, which house artifacts and documents dating back to the 1880s, gave me firsthand knowledge and experience in researching the history of Saint Anselm. This experience proved among the most powerful of my four years at Saint Anselm as Keith taught me so much about the art of historical inquiry. He took great care to provide me with meaningful work and to mentor me, always taking the opportunity to tie my work with the history classes I was taking at Saint Anselm and the skills I was learning. This experience deepened my passion for the study of history and provided me with the tools I needed to be proficient in archival research methods.

Q: After graduating, what did you go on to do?

A: When I was a senior, my advisor in the History Department, Fr. William Sullivan O.S.B., suggested that my passion for education in troubled urban environments could make a real difference in the world. I came across the University Consortium for Catholic Education (UCCE) programs, which provide graduate students an opportunity to teach for two years in under-resourced Catholic schools while pursuing graduate education.

I decided to attend the University of Notre Dame’s Alliance for Catholic Education program in 2012 as a middle school history, English, and religion teacher at Holy Family Catholic School in St. Petersburg, FL. I also had the opportunity to do my practicum experience at John Adams High School in South Bend, Indiana and Elkhart Memorial High School in Elkhart, Indiana. These opportunities helped me improve my skills as a history teacher and to carry on my passion for serving students.

Q: You came back to SAC in 2014 as Assistant Director of the Academic Resource Center. What made you want to come back to the Hilltop in this role?

A: Some of my earliest childhood memories are of my time at Saint Anselm College. My father, an alumnus of Saint Anselm College’s class of 1977, and my mother, an alumna of the class of 1978, met at the College and were married on campus, something the College started doing for alumni in the mid-1970s. My father worked at Saint Anselm for forty years in various student affairs capacities and taught for the Humanities program as well as in the Department of Criminal Justice. As I grew up, Saint Anselm became an integral part of my childhood and the people I came to know there became like family to me.

I worked as a mentor and tutor in the College’s Academic Resource Center as an undergraduate. I also served as a history tutor and writing assistant. Spending long hours in the ARC as a student, this place truly felt like home for me.  When Professor LaFleur retired after many years in the ARC, I was excited by the prospect of returning to the Hilltop and overseeing the Peer Tutor Program. Working alongside Kenn Walker, Caitlin Albright, and Ann-Maria Contarino (my former Freshman English instructor, and one of the kindest people on campus) has been a true joy for me over the course of the past few years. The Benedictine monks of Saint Anselm Abbey view one’s work as the highest form of prayer. In the ARC, our professional staff seeks to embody this important aspect of the Benedictine charism in our interactions with students, faculty, staff, and alumni on a daily basis. Ultimately, it all comes down to love of Saint Anselm and love of our students.

Q: You actually join a number of former history majors who work at the College including Lee Joyce ’94 and Cassandra (Loftus) McCue ‘08 in Admissions (go here for a post about Loftus). Is there something about being a history major that inspires you or prepares you well for these types of positions?  

A: I certainly am humbled to work with other History majors like Lee and Cassandra. While I won’t speak for them, I think the thing that draws us all back here is the wonderful sense of community we have. The faculty and staff really have their priorities straight—a genuine emphasis on students and on serving the common good. As a History major, learning to read, write, and think critically prepared me to do my best in my professional role here.

Q: Now you are pursing your PhD in Higher Education and Leadership Policy at the University of New Hampshire. Your dissertation project “Perspectives on Change: The Coeducational Transition of Saint Anselm College, 1969-1979” seems to draw together your love of history and of education. Can you tell us more about this project?

A: My dissertation examines Saint Anselm College’s transition to a fully coeducational Benedictine Catholic liberal arts college between 1969 and 1979, using archival documents and oral history interviews with female alumnae, who experienced campus life firsthand during the 1960s and 1970s. I am interested in the factors that contributed to Saint Anselm College becoming a coeducational institution and the significant impacts on campus culture and environment.

During the 1960s and 1970s, Saint Anselm underwent an period of great change. During the 1960s, women were bussed onto campus from hospital-based residences in Manchester. Women were allowed on campus for restricted periods of time and their activities at the College were limited. Women were not allowed in the dining hall and had nowhere to gather outside of classroom buildings and the Coffee Shop.

In 1969, the College appointed Sr. Nivelle Berning O.S.B. as Saint Anselm’s first Dean of Women. This move marked an important period of transition for the College, as Joan of Arc Hall (or as it was known then, “The Nursing Dorm”) was constructed. Once women were admitted into the residential portion of the College, it changed campus culture almost immediately. During this period (the early 1970s), the College began to employ more female faculty and staff and to create activities and recreational spaces for female students. Bertrand Hall, Raphael Hall “The Studio”, St. Mary’s Hall, and Alumni Hall Streets were all renovated or constructed to make room for additional female housing during the early 1970s. These projects significantly altered the physical plant of the College and marked a period of the College’s investment in infrastructure and programming for female students.

With the admission of women into the Liberal Arts program in the fall of 1974, the College made its full transition to coeducation. The influx of women on campus not only increased the quality and number of applicants to the College but also made the College more financially stable. This period would define and sustain the College during an otherwise challenging period. Saint Anselm College was the first Benedictine College nationwide to transition to co-education.

Q: Working full time and getting a PhD must keep you really busy! When you get spare time, what do you enjoy doing with it?

A: My wife Alex (a 2011 Saint Anselm graduate) and I live in Manchester. We were married at Saint Anselm Abbey Church in 2015. Alex’s passion is small business, and in 2013, she opened Café la Reine on Elm St. in Manchester. It is a small downtown coffee shop. While Alex is usually the busy one, when the two of us aren’t working or writing, we enjoy giving back to the great Manchester community through a variety of service and business activities. We love Manchester and all of the wonderful things to do here. We also both love a good cup of coffee!

In the summer you’re likely to find us downtown enjoying lunch with friends. We also both enjoy fishing, kayaking, and being outdoors with our pup, a standard schnauzer named “Keefe.” Alex first met Keefe when she was volunteering at the Manchester Animal Shelter in 2015. Since then, we adopted him, and he has become part of the family.