Alumni

Recollections about Saint Anselm College in the 1960s

Last fall, Saint Anselm alumnus Dave Witham ’68 contacted Professor Masur after learning about his course on the Vietnam War. Professor Masur asked Mr. Witham if he would be willing to share some recollections about attending Saint Anselm during a very tumultuous time in American history. The first part of the interview appears below. We’ll post the second part of the interview separately.

Q: Can you start by giving me a little bit of your background? Where are you from? When did you attend St. Anselm and what did you study?

A: I grew up in Bangor, ME, during the 1950s and early 1960s and attended John Bapst H. S., a Catholic school in the city. It was a time when across the kitchen table and in the mass media U. S. foreign policy and military involvements were rarely questioned. I graduated in 1964 and began my freshman year at St. Anselm the following September.

Dave Witham a few years after his college days

I declared as an English major at the beginning of my sophomore year. Because of my interest in history—especially military history—I enrolled in several courses over the four years in that department. Having such an engaging and demanding (in the sense of requiring us to know and to try through hard work to remember facts—and not of the fake variety) teacher as Fr. Justin in Western Civilization (or From Plato to NATO, as I now call it) helped greatly in developing my love of the subject matter. My accompanying affection for biography and autobiography is probably a direct result of my desire to know in greater detail the lives of important and fascinating people that I had encountered in my historical studies.

As an English major, the important writers, poets, and playwrights—for example, Chaucer, Dante, Shakespeare, Donne, William Collins, Yeats, Joyce, Twain, Stephen Crane, Stevens, Faulkner, Baldwin,  and Jarrell, but alas, no Whitman or Dickinson until graduate school—that I encountered either in class or as reading recommendations by classmates initiated a lifetime of literary study. During my senior year I decided to become an English teacher and so had to take quickly enough education courses—including student-teaching at a Catholic high school in Manchester—to constitute a minor course of study.

Dave Witham while a St. A’s student

Q: 1968 was a big year in the United States and internationally. One important event at the beginning of the year was the Tet Offensive, up to that point the largest NLF/North Vietnamese campaign in the Vietnam War. What do you remember about the Tet Offensive?  Were people talking about it on campus?

A: Because nearly all students graduating from St. A’s during the years 1964-68 were draft eligible once their student deferment expired, the prevalent attitude that I recall was one of “whistling past a graveyard,” generally ignoring (except for a small group of students of whom I was a member) this horrific, seemingly interminable conflict in the hope that it would end prior to our graduation in 1968. News of the Tet Offensive dispelled that illusion, though I don’t recall much campus discussion of it. I remember thinking at the time that it was just one more disaster flowing from U. S. policy, a logical complement to U. S. weekly losses at times of around 250 soldiers and airmen. The Nixon Administration and such military leaders as Army Gen. William Westmoreland (also known among war protesters as “Waste-more-land”) portrayed the Tet Offensive as a U. S./ARVN victory due to the heavy NLF losses. However, over the next few weeks the increasingly skeptical commentary in newspaper editorials (but certainly not the then right-wing Union Leader) and some members of Congress centered on the fact that previous optimistic predictions about “a light at the end of the tunnel” were either outright lies or delusional opinions.

The ability of the enemy to launch attacks throughout South Vietnam attested to their military strength and persistence. As Mark Bowden, author of Blackhawk Down, states in his book on the battle of Hue, no longer was the question among many Americans, “When will we achieve victory?,” but rather “How will we get out of this morass?”

Q: The war in Vietnam prompted Senator Eugene McCarthy to challenge President Lyndon Johnson for the Democratic presidential nomination in early 1968.  What was your role in the McCarthy campaign? What drew you to McCarthy?

A: Senator McCarthy was one of only a few in Congress who addressed the immorality of inflicting modern weapons of war upon a third-world country, an unleashing of massive bombing campaigns (whose tonnage exceeded that of all U.S. airpower in WWII), unrestrained use of herbicides such as Agent Orange (still causing birth defects in Vietnam), and search-and-destroy tactics by U.S./ARVN ground forces.

Pat Fox (friend of Dave Witham) with Senator Eugene McCarthy

McCarthy’s call for an unconditional end to U. S. bombing of the North, for greater reliance upon a diplomatic end to the conflict, and for the administration’s recognition of the immoral ways in which the war was being prosecuted elicited widespread agreement among students and adult voters alike (a campaign very similar in its emotional tenor to that of Bernie Sanders’s recent run). I and several of my friends and classmates worked for him in the upcoming NH Primary; our duties included mostly passing out literature in the severe cold at various Manchester locations. In retrospect it was basically only our moral outrage at this unending, terrible conflict (eventually taking more than 3,000,000 Vietnamese soldier and civilian lives and that of more than 58,000 Americans) that could have motivated us to leave the warmth of the dorm and our academic obligations.

Q: What was the atmosphere on campus, particularly in regard to the war and the presidential election? Were students politically engaged?  Did students have strong opinions about the war in Vietnam?

A: During my four years at St. Anselm, the campus did not experience the same kinds of demonstrations—marches against the Vietnam War, protests against some universities’ perceived complicity with immoral military weapons research and objectives, and occupation of administration buildings and laboratories to support demands for minority and women’s studies programs—occurring at other institutions, especially as Presidents Johnson and Nixon greatly increased the numbers of soldiers and Marines and escalated the bombing campaign beginning in 1965. Except for the group that I mentioned above and some individual students and faculty members who voiced either concern about or opposition to U. S. military involvement in Vietnam, the student body at large was generally oblivious to events there through about the end of the school year in 1967.

As we seniors returned for our final year, Sen. McCarthy announced his candidacy during the fall, which served to galvanize a portion—say, around a quarter–of the student body in its opposition to the seemingly unending horrific loss of life and widespread destruction in Vietnam. The great majority of students seemed to accept unquestioningly (a typical attitude for draft-eligible young people from the end of WWII through the Korean War and beyond) the narrative of the monolithic Communist Menace.

So both the public and young people subjected to a compulsory draft were generally unaware that there was no Independent North Vietnam invading a struggling So. Vietnam that sought its own autonomy. I learned of the thwarted Geneva Accords only by reading an account in a book by the French journalist Bernard Fall, who had spent years reporting on events in Vietnam. That sealed the issue for me:  U. S. intervention on behalf of (followed years later by the assassination of) the self-aggrandizing Diem totally contravened the desire of the majority of the Vietnamese people for self-determination. It was this faulty foundation of U. S. policy and the later immoral prosecution of the war that solidified my opposition to it.

In retrospect, one tactic that any St. Anselm faculty member concerned about U. S. foreign policy and its application—especially regarding the use of force—to Vietnam could have implemented was one that existed on many college campuses across the country: the teach-in. My understanding of this kind of on-site gathering, as described in news reports and magazine articles, was that an institution’s instructors conducted informational sessions about the war. Having researched Vietnamese history (especially during its nearly century-long struggle against French colonialism) and American political and military involvement in Southeast Asia after the Battle of Dien Bien Phu in 1954, they presented the facts as they saw them about third-world nationalism, alleged monolithic Communism, America’s apparent anti-Communist crusade, and the morality of its conduct of the war. I assumed that lively discussion and debate ensued after each of these presentations.

At St. Anselm, however, no faculty member stepped forward to plan and host its own form of a teach-in, and I unfortunately lacked the self-confidence and imagination to approach anyone among the faculty to elicit his or her reaction. So it remains uncertain whether the college administration—despite the provisions of academic freedom–would have acted to prevent such a seminar and even whether faculty members could be expected to speak out beyond the confines of the classroom on matters of public policy, especially when lives wereat stake. On the other hand, I recall vividly in 1967 the appearance of New York attorney and incisive war critic Allard Lowenstein at the student center; although I was unable to attend his lecture, one student told me that he no longer supported the war after listening to Lowenstein’s persuasive arguments.

As for student discussions about the war in Vietnam, they occurred sporadically—usually on an individual basis between members of our small group of antiwar protesters and students who conceived of North Vietnam as a separate nation from the South, and whose Communist aggression was an analogue of the Nazi conquests prior to WWII.  These students tended to subscribe to the highly emphasized (by such administration figures as Johnson, Nixon, Rusk, Laird, and other spokespeople) but ultimately simplistic domino theory, originally articulated by President Eisenhower, in which the loss of So. Vietnam through a policy of appeasement to the Hitlerian figure Ho Chi Minh, or his alleged handlers in Moscow, would inevitably lead to a Communist take-over of all Southeast Asia. As pointed out above in The Pentagon Papers quotation, Pentagon officials were skeptical of this scenario, though several administrations suppressed their opinion.

One common refrain that I heard occasionally over the years on campus whenever the subject of the war and its horrific violence came up was that “Life is cheap in the Orient,” a comment made whenever none of our few Asian students were within earshot. Obviously, it’s tempting to fall back on what we now would consider a racist remark when one is young and hasn’t been encouraged—or taken the time—to question the official line about national policies.  And only a few students or citizens stopped to think that it was the U. S. military’s use of search-and-destroy tactics, indiscriminate bombing, torture of POWs, chemical defoliants, and forced resettlement programs that so devaluated lives in Vietnam or “the Orient.” In fact, I don’t recall hearing the comment after the revelations of the My Lai massacre and the infamous published photo of terrified children running down a road after their clothes had been burned off by napalm and their skin severely damaged.

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Drew Extols the Virtues of Latin American Studies

Christine Drew ‘17 was a Latin American Studies minor in the History Department in addition to her International Relations and Spanish majors. One Thing after Another caught up with Christine recently to talk about the Latin American Studies minor and the power of learning about and from diversity.

Q: What made you decide to minor in Latin American Studies?

A: I chose to minor in Latin American Studies because I have always been drawn to other cultures, the importance of understanding cultural diversity, and learning from different perspectives. I also wanted a genuine liberal arts education that was interdisciplinary with exposure to multiple schools of thought. While initially starting at Saint Anselm undecided, my volunteer experience with the refugee and immigrant populations as well as some international volunteer work sparked my interest in International Relations. I later declared a double major in International Relations and Spanish. Following this decision, my courses abroad in Latin American History continued to broaden my perspectives and led me to pursue a minor in Latin American studies.

Q: What particular skills, knowledge, or experiences did you gain from the minor?

A: The courses that fulfilled my minor requirements were completed both at Saint Anselm and during my semester abroad in Buenos Aires, Argentina. Having the ability to deepen my understanding of Latin America and learn about the history, culture, and language while living in it each day was indescribable. To learn about Latin American culture while being in Latin America provided context and real-world experiences that the Latin American studies minor enhanced tremendously upon my return. The faculty that I had in the History, Modern Languages, and Politics departments are extremely knowledgeable and really make learning fun and interesting. Furthermore, Latin America is a region that is rich with history and culture that most people know little about. The minor broadens understandings and unifies multiple disciplines and areas of discourse to reflect on the view of Latin America.

Q: How did the minor complement your major?

A: My time with an interdisciplinary major (International Relations) really developed my passion for understanding complex global issues in politics, history, and modern languages.  With the Latin American studies minor, I was able to take courses that specifically aligned with my interest of learning about Latin American history and having this historical context, it offered a new perspective and a different way of thinking in my international politics and Latin American studies courses. It also helps to have the historical background knowledge to understand why countries interact with others in the way that they do today.

Q: How are you using your Saint Anselm education these days?

A: My passion and experiences led me to become Program Coordinator for Community Partnerships at the Meelia Center for Community Engagement here at Saint Anselm. The Anselmian values and education that I received continued into my professional life and I am grateful for the experiences that I have been exposed to throughout my time at Saint Anselm.

Q: What else would you like to tell potential minors about the Latin American Studies minor?

A: Any student who is on the fence about pursuing a Latin American Studies minor should certainly talk to their advisor(s) about the benefits. The ability to learn from people that are different than you is a skill that will be useful far beyond the classroom. The Latin American Studies minor provides the opportunity to do just that- gain new perspectives and strengthen understandings.

Stedman Teaches History–and Football–at BC High

Some weeks ago, One Thing after Another received a friendly note from alum Bernie Stedman ’08 who now teaches history at his alma mater, Boston College High School. As is often the case, this blog could not let Stedman get away without an interview, especially after it reviewed his Rate My Teachers ratings. Stedman kindly acquiesced, and what follows is the result.

Q: One Thing after Another recalls that you were simply a history major as an undergraduate and that you were not involved in the secondary education program at Saint Anselm College. Were you always interested in teaching, or did you head in that direction after graduation? In other words, how did you become a teacher?

A: I can say that I knew I wanted to become a teacher pretty early in my freshman year. I had always entertained the idea, as my mother, uncle, and grandfather were all teachers and, obviously, the notion of summers off was tremendously appealing! But I would say that during my freshman year I experienced a confluence of finding a strong interest in studying history as well as feeling the pull towards a career in teaching. However, I found that pursuing education classes would diminish my experience in history, so I chose to fully invest myself in a history major and take some education courses when I could spare the time.

Q: Boston College High School is a prestigious institution. How did you position yourself to obtain a job there?

A: I count myself blessed to be a part of Boston College High School. Obviously, I feel that my being an alumnus of the school had a great deal to do with my being able to secure an interview for the job opening, but I also benefited from having been a history major. Since BC High is a college preparatory school, it often focuses on finding candidates who majored in the field they teach and who have had at least some experience in the classroom. Fortunately, I had been a substitute teacher in the Quincy public school system for a couple of years, so I had both the degree and the classroom experience. In addition to that, I had been coaching football and basketball during my time as a sub. Many educators view coaching as an extension of the classroom, and in this particular case I believe the school was looking for someone with experience in both coaching and teaching.

Q: In the school directory, you are listed as a Social Studies teacher, but you got in touch with our department because you are teaching a new course on World War II. What does your teaching rotation look like? What is your favorite class to teach?

A: At BC High, teachers have a lighter course load (four total classes) than most school teachers who typically have five classes. This year, I am teaching a senior elective on WWII, two sections of US History AP (which consists mostly of juniors), and one section of freshman world history. I generally ask to have three different classes because I enjoy having students in different class years. My favorite class to teach is US History AP because I have always been partial to that field, and the course is made up of high-achieving students who are very committed to doing well. This dynamic affords me the opportunity to teach it as a college-level course and put a particular emphasis on the material itself. This was the environment I experienced  at Saint Anselm College, and it’s why I loved studying history.

Q: One Thing after Another’s sources, which are omniscient and omnipresent, indicate that you coach football for Boston College High School. Coaching is a form of teaching; do you find much crossover between instructing students in the classroom and on the football field?

A: I take great joy in coaching football for many of the same reasons that I enjoy teaching US History AP. It is most definitely an extension of the classroom and a form of teaching. And, like US History AP, it is full of kids who are devoted, and willing to work hard and learn. That creates an atmosphere that cultivates strong bonds between you and your students, which is the basis of good teaching. One of the challenges of coaching football is to stress the importance of the teaching dynamic in such a highly competitive environment. Many coaches are not teachers by trade and so it is all the more important to be a classroom teacher on the field in order to maintain the culture and identity of the school. This is a challenge and a task I take very seriously and enjoy very much.

Q: To what extent do you believe your liberal arts education and your major in History helped prepare you for your current position?

A: I would not be in my current position without my liberal arts education. All of the abilities I possess that make me an effective teacher I owe to my education. The ability to think critically, analyze material, engage in discourse, and see situations from different perspectives are skills that my liberal arts education honed for me. I always try to put these at the forefront of my teaching because these are paramount. This is what I try to impart to my students more than details and material from class, because I feel that without the ability to think, write, and speak, knowledge of history, literature, or religion would be useless.

Q: According to Rate My Teachers (yes, we have stooped so low as to check that site), your students think the world of you, and in their inimitable way, their comments indicate that you are hilarious in the classroom. Why do you think you’ve made such an impression on your students?

A: When I teach, I always try to remember the teachers who made me want to be a teacher, and I simply try to emulate them in my own way. At the risk of embarrassing Professor Dubrulle, he was one of my primary inspirations. I always admired the way he was able to incorporate who he was into the material he taught, so whenever I took one of his classes, it felt like something other than a professor conveying material. There was always a richness to lectures because it was obvious that he loved what he studied and what he taught. I try to be the same way in my classroom. I try to incorporate who I am into what I teach so that the subject matter and the exercise of studying history can be more rewarding for both me and my students. I always try to remember the sage advice a teacher gave me: if you are not having fun and sharing a few laughs every now and again, then all you have is history, and most teenagers don’t want that.

Furthermore, I consider that the myth of the unemployable History major must be destroyed.

Goodbye, Class of 2017! Hello, Class of 2021!

For most people (especially in the Northern hemisphere), “Happy New Year” conjures up lacy snowflakes and winter wonderlands. For academics, it means the end of summer and the start of a new school year. One Thing After Another is back from its summer hiatus and ready to start another year. But before we move forward, we should look back for a moment and catch up on some highlights of the Saint Anselm College History Department Class of 2017. In late April, senior Whitney Hammond ’17 helped Professor Sean Perrone induct new members of Phi Alpha Theta, the History Honor Society. Michael Schmidt ’17 was inducted a year late, since he had been in Germany during the previous year’s induction. The other inductees were juniors and as of this week, they officially began their senior courses. We hope one or two might attend a Phi Alpha Theta conference in the spring as Kristen Van Uden ’16 did last May.

From left: Professor Sean Perrone, Whitney Hammond ’17, Ted Boivin ’18, Colleen Gaughan ’18, Jonathan Burkhart ’18, Michael Schmidt ’17, Lily-Gre Hitchen ’18, Professor Pajakowski; Emily Rice ’17 is not pictured.

In May we had a second chance to enjoy the Class of 2017 at the History Department Senior Dinner. This annual gathering of history department seniors and faculty is a great chance to remember past escapades and hear about future plans. With seniors off to law school, to Fidelity’s leadership training program, to graduate school in Education, and to the workforce, we look forward to hearing about future success.

Front row, from left: Professor Beth Salerno, Eric Soucy ’17, Michael Schmidt ’17, Whitney Hammond ’17, Professor Sarah Hardin, Professor Silvia Shannon, and Brendan Megan ’17. Back row, from left: Professor Sean Perrone, Matthew Horton ’17, Michael Ryan ’17, Ginger Gates ’17, Professor Hugh Dubrulle, Professor Phil Pajakowski, Professor Matthew Masur.

The Class of 2017 had the distinction of being the smallest history class in departmental memory. The Class of 2021 may be one of our largest in six or seven years. We are excited to welcome two American Studies majors and about 15 history majors with interests ranging across America, Europe, and the world. We have a student scouted professionally for bowling, a student with Irish/Filipino heritage, an avid camper, and a student whose high school history teacher was a former SAC history major! Keep an eye on One Thing After Another for more stories about members of this incoming class over their next four years. They are less than a week into their “happy new year,” but clearly already excited.

History and American Studies majors (and a few undeclareds) at First-Year Orientation, August 2017

Furthermore, I consider that the myth of the unemployable History major must be destroyed.

From Biotech to the Belmont PD: Siracusa Tells His Story

Only a few weeks ago, while strolling the streets of the Belmont/Watertown area in Massachusetts, One Thing after Another encountered James Sicracusa ’08. Having graduated from St. Anselm College with a BA in History, Siracusa went to work for Cambridge-based Genzyme, then the third-largest biotechnology firm in the world. After having been employed at Genzyme for almost five years, Siracusa decided to switch careers and became a police officer for his hometown of Belmont. What One Thing after Another found striking about Siracusa’s story is the extent to which his degree in History gave him a flexibility and versatility that served him well in the job market. But why don’t we let Siracusa tell his own story?

Q: What brought you to Saint Anselm College, and why did you major in History?

A: I looked at several schools in the New England area before visiting St. Anselm College. I wanted to attend a small college where I could develop one-on-one relationships with staff and students. I know it sounds like a cliché, but I remember the moment when I first drove on to campus from St. Anselm Drive, and I knew I was going to go to school there.

I majored in History for several reasons. I always had a fascination with history. I would watch the History Channel all the time when I was younger (back when it actually had programs about history). In middle and high school, my Social Studies/History classes were the only ones that I really enjoyed going to. I actually liked reading my history textbooks and listening to my teachers lecture. During the first semester of my freshman year, I changed my major several times. Most people feel like they need to major in business because they think it’s the only way to make money. It’s not. I realized that if I was going to study a field for four years, it had to be something that I actually enjoyed. I told my brother, Timothy, the same thing. He’s entering his junior year at St. Anselm as a History major as well.  My friend and roommate of 3 years, Michael LaBrie (now at Recommind), had already declared History as his major, and he enjoyed it too.

Q: You worked in two very distinct professional fields after graduating from St. A’s in 2008 – five years as an office worker at the biotech firm Genzyme and a now as a police officer in Belmont, MA. How did your liberal arts education and particularly your history major prepare you for these jobs?

A: Believe it or not, my background in History and the liberal arts is what got me hired at Genzyme. Generally speaking, most Genzyme job applicants have degrees in science or business. I had neither. My educational background made me stand out as a job applicant because I was different.

The critical thinking, reading, and writing skills I learned as a History major were invaluable. Being 22 and working with people who were more than twice my age, in a field I had no background in, was initially intimidating. I feel that my education gave me the necessary foundation to succeed in both the private and public sectors.

Q: When did you decide that you wanted to be a police officer? How did you go about placing yourself on a career path that led to policing your hometown?

A: Growing up, I had FBI agents and state troopers on both sides of my family. It was always a career that I had thought of, but I wanted to try my own thing out first. After about three years at Genzyme I realized that 40 years of sitting behind a desk, answering emails, and going to meetings was not for me. I wanted to have the opportunity to make a difference. Just as when I chose History as my major, I wanted to get into a career that I actually enjoyed. I signed up for the police exam and took that in the spring of 2011. Two years after taking the exam, I was fortunate enough to be offered a job in my hometown of Belmont, MA.

Q: What are your responsibilities as a police officer in Belmont, MA? Which of your tasks do you enjoy the most?

A: Right now I am on a temporary assignment working on our computer and IT systems. We are in the process of eliminating our old paper systems and making everything more efficient by replacing them with electronic databases. Before that, I worked the night shift on patrol. I would respond primarily to calls and initiate motor vehicle stops. I really enjoy working out in the streets on patrol. Helping the community is something that I find rewarding.

Q: Some students might think you need a Criminal Justice degree for your type of job. How did a History major prepare you?

A: Honestly, on a day-to-day basis, I use my BA in History more than my MA in Criminal Justice. History is basically the study of people and civilizations and why they did the things they did. This translates to police work quite nicely. Speaking with people on a call, understanding and listening to both sides of an issue, conflict resolution, and the ability to communicate and write effectively are all skills that I use daily. My History degree prepared me to do all these things.

Q: Tell me something memorable about one of your classes at St. A’s (doesn’t have to be history!).

A: During the second semester of my freshman year, I had to pick an elective, and I chose Origins of European Civilization with Professor Pajakowski. At the time, I was an International Relations major, and one of the major requirements was to take a History class. I was in that class with another friend, Kevin Golen (formerly of Fox News and now a manager at Dataminr, Inc.). We both always enjoyed History and really enjoyed that class. About halfway through the semester we changed our majors to History. I remember discussing it with Kevin one day after class, and we both decided to make the change! He and I both walked over to Bradley House and spoke with Professor Shannon about changing majors.

Furthermore, I consider that the myth of the unemployable History major must be destroyed.

The Myth of the Unemployable History Major Must Be Destroyed

One Thing after Another has a son in high school, so this blog knows a number of parents who have completed the college application grind. Among these are “K” (we feel obliged to protect her anonymity), whose son was considering Saint Anselm College. At one point, she told One Thing after Another that her son liked history, but since “he wanted to make sure he had a job after he graduated,” he was going to major in politics. In the end, K’s son went to another school so, in a sense, his choice of major did not matter.

K’s reasoning, however, does matter to this blog. For years, One Thing after Another has heard this line of argument over and over again. A history major is an unaffordable luxury, so the argument goes, because one cannot merely go to college to study one’s interests. The cost is so great that students must major in something that will guarantee them a job. Since the only kinds of jobs supposedly open to history majors are teaching and positions related to history (e.g. museum staff), students often look to other majors that give them better opportunities.

This blog understands why parents feel this way. One Thing after Another remembers the anxious expression on K’s careworn face as she explained the decisions that she and her son had to make. The stakes are high. College is so expensive that parents cannot avoid thinking in terms of return on investment. At Saint Anselm College, tuition for 2017-2018 will be $38,960, room and board will reach $14,146, and mandatory fees will come in at $1,030. Obviously, not everyone will pay this kind of money. The discount rate at our school is around 49% (much to the dismay of our CFO), which means that the average student will pay just over half of the $38,960 in tuition (somewhere around $19,960) for a total bill of about $35,136. Spending that kind of money over four years, one could buy about six 2017 Honda CRVs or pay for almost 60% of the median home price in Goffstown ($247,000 for the period between January and April). Finding this kind of cash is an enormous burden for middle-class families—let alone poor ones. It’s no wonder that students rush to major in disciplines where the connection between the field of study and a remunerative job seems obvious. It seems fairly easy to understand, then, why students are somewhat more hesitant to take the plunge in a major where connecting the dots between academic work and employment appears somewhat more difficult.

But the dots are there, and they can be connected if only people show a little patience.

History classes stress the analysis of various media—usually texts but also sources like film, music, painting, and so on. History majors ask and answer questions such as, “Who produced this source?” “Why did she produce it?” and “Under what circumstances was this source produced?” Ours is a reading-intensive discipline because reading is the only way to become practiced at this sort of thing. Doing this kind of work requires the development of analytical skills that lead students to sharpen their judgment. They come to understand what is likely or what is true. At the same time, they are required to synthesize a great deal of material to form a comprehensive picture of how people, places, and things have worked in the past—and how they may work in the future. They are then prepared to answer questions such as, “Why did this happen?” and “How did it occur?” What’s more, students in History are compelled by the nature of the discipline to articulate their thoughts in a systematic and compelling manner, both through discussion and on paper. In addition to being a reading-intensive discipline, we are also a writing-intensive one. Finally, the study of history leaves students with an enormous amount of cultural capital. Among other things, they encounter great literature, music, painting, movies, and rhetoric.  At the same time, they also learn about important events and noteworthy civilizations that we should all know something about—such as Han China, the French Revolution, the Zulu Kingdom, the Progressive Era in America, and World War II. Students educated in this fashion thus add to their stock of experience which helps them confront the challenges of the present.

To summarize, the course of study that History majors undergo provides them with high-level analytical skills, a capacity to synthesize large chunks of information, and an ability to present logical arguments in a persuasive fashion. Not only that, but their training offers them knowledge that helps them navigate and understand the world. These are the kind of attributes employers are looking for even in an age where STEM seems to be king (see here, here, here, here, here, and here—you get the idea).

We know these things to be true because we see what happens to our own majors after they graduate from Saint Anselm College. Our department recently surveyed alums who graduated between 2012 and 2015 with a degree in History. We determined that out of the three-quarters who responded to the survey, 100% were employed or attending graduate school. We also found they attained success in a wide variety of fields, most of which have nothing to do with history. For sure, we always have a number of students who double-major in history and secondary education. We are proud of these students, many of whom are high achievers; in 2014 and 2015, the winner of the Chancellor’s Award for the highest GPA in the graduating class was a history major who went on to teach. And yes, we also have a small number of graduates who go on to work in history-related fields (see here and here). But around 75% of our graduates are scattered among a wide range of other jobs.

Recently, One Thing after Another engaged in the exercise of naming all the positions held by History alumni whom the blog personally knows. This list is obviously not scientific; other members of the History Department know different alums who hold even more positions. Yet what follows ought to give the reader a sense of the wild diversity of jobs open to those who major in History. One Thing after Another knows many history majors who have gone on to law school and have since hung out their shingle as attorneys. Many of our alumni also work for the FBI, the CIA, and the DHS. Others have found employment as police officers and state troopers. We have a number of alumni who currently serve as commissioned officers in the armed forces. Many have gone into politics, serving as lobbyists, political consultants, legislative aids, and town administrators. Others have been on the staffs of governors and mayors. Large numbers work in sales for a variety of industries. We have managers at investment firms and folks who work on Wall Street. Other history majors this blog knows are in the health insurance business, serve as economic consultants, hold positions in import-export businesses, have become construction executives, and work in public relations. They have also become dentists, software engineers, filmmakers, nurses, social workers, journalists, translators, college coaches, and executive recruiters. Some work in the hospitality industry as the managers of resorts, hotels, and convention centers. Others are to be found on college campuses as administrators, financial aid officers, reference librarians, and so on. And then there are the archivists, curators, and museum staffers. Remember, this list (which was compiled in a somewhat off-hand manner) is not exhaustive. It only consists of alumni whom One Thing after Another knows personally. There are many other history alums out there doing even more things.

This blog must close with a reference to Cato the elder (portrayed above). In the years before the Third Punic War (149 BC-146 BC), this prominent soldier, politician, and historian, was convinced that Carthage still presented the greatest threat to Roman power in the Mediterranean. His obsession with Carthage is captured in the story that he concluded every speech in the Senate, no matter what the topic, with “Ceterum autem censeo Carthaginem esse delendam”—which means in English, “Furthermore, I consider that Carthage must be destroyed.” This phrase has often been shortened to “Carthago delenda est” or “Carthage must be destroyed.” From this point forward, in defense of history, One Thing after Another must be as implacable as Cato the Elder, and thus, this blog will conclude every post with, “The myth of the unemployable History major must be destroyed.”

DeLury Wins Fulbright

Melissa DeLury ’10 received an MA in International Peace Studies from Trinity College, Dublin, and currently works as a Program Assistant at City University of New York’s School of Professional Studies. DeLury recently won a Fulbright-Nehru Open-Study/Research Award that will fund a project of hers in India. Upon learning that DeLury had earned this great honor, One Thing after Another hastened to ask her a series of question about her award.

Q: What is your Fulbright project, and what do you hope to achieve?

A: My project explores the effectiveness of the Indian Right to Education Act (RTE) in the state of Madhya Pradesh. RTE stipulated that every child in the 6-14 age group has a right to “full time elementary education of satisfactory and equitable quality in a formal school which satisfies certain essential norms and standards.” The state governments are essentially responsible for carrying out this act. However, hardly any monitoring and evaluating mechanisms exist in the region that could assess if current efforts are addressing the barriers to education in Madhya Pradesh’s rural communities, which is the goal of this project. India places such a high importance on education, and it’s one of the key pillars of the US-India relationship. I’ll be working with Dr. Nirmala Menon (a former English professor at Saint A’s!) at the Indore Institute of Technology in Madhya Pradesh.  I’ll be traveling to schools in rural areas within Madhya Pradesh to conduct interviews and focus groups with students, families, educators, and community-based organizations to ascertain what barriers exist to accessing education. All findings will then be digitally shared through IIT’s Digital Humanities Research Group.

Q: How did you become interested in working in India?

A: India’s history is incredible, and I’ve always been interested in the culture. After I working in New York City for No Peace Without Justice and the International Crisis Group, I was looking for field experience in education development before going to graduate school. In 2012, an opportunity presented itself, through a family friend, to work in schools throughout the country for four months. Living and working alongside local communities in educational facilities enabled me to become more deeply connected to the population that I was serving. I saw that education was valued because it was the means to improve livelihoods and create opportunities for success. I also found that rural areas did not always receive the same quality and access of education as other areas which inspired my research in graduate school and this Fulbright project.  I knew that I had to come back!

Q: What are the challenges of working in India?

A: The two challenges that immediately come to mind are language and poverty. Hindi is the language spoken throughout the country. However, there are 22 official languages and many more dialects! When I went in 2012, I traveled from Goa, Bhopal, Nagar Haveli, Jaipur, to Varanasi—and every city had a different dialect. I felt like I couldn’t truly connect with the communities that I was serving. This time on the Fulbright grant, I’ll be proficient in Hindi, which I’m really excited about. Knowing the local language shows that you respect and appreciate the culture, and this will lead to stronger relationships. The other challenge is the level of poverty that you see throughout the country. When you see children and families suffering, you wonder what you’re doing—why you’re not working to help. This was also something that Spring Break Alternative, through Saint A’s Campus Ministry, focused on. I would have to think of Mother Teresa when she said “we cannot do all things, but small things with great love” and Father Oscar Romero when he claimed that “we plant the seeds that someday grow.” Bringing awareness to the barriers to accessing education in this small area of India will hopefully lead to greater access.

Q: What do you find rewarding about working in India?

A: The depth of its culture. Even when you first meet someone, you greet one another by saying “Namaste” or “my soul acknowledges your soul.” What a beautiful way to enter into a new relationship or conversation! It’s also reflective of the country, as everything usually has a deeper meaning behind it. I think this speaks to the incredible history of India, which as a history major I could not get enough of. India, like every country, has had its struggles. However, the beauty of its history is that all the different communities throughout the country, with their different languages, customs, and so on have often lived peacefully together for thousands of years. Also, I think it’s very rewarding to work on education projects here because there is such a desire to learn, and Indians do value education a great deal. I was amazed at how brilliant my students were when I was there in 2012. I led a seminar that discussed the ways in which American and Indian politics and history are both similar and different. They knew more about the upcoming presidential election than I did! By entering this country with a respect for their history and culture, I think you’d be amazed by the respect and generosity that you’ll receive in return. That is the most rewarding thing of working in India. Well, that and the food!

Q: How has the history major helped?

A: The history major helped in so many ways. First, it provided the skills that I needed to be successful in my positions after college and especially graduate school. I gained research, writing, editing, and presentation skills, as well as the ability to think critically. Secondly, it piqued my interest in peacebuilding and education. Through my classes in Russian, Middle Eastern, and African history, I became aware of the cyclical nature of conflict. I remember thinking “how can we use our knowledge of history to help break the cycle of conflict and achieve peace?” Often, it was through education and dialogue that peace was achieved. This is really the backbone of my Fulbright project. Lastly, I think the faculty of the history department is the most supportive. They were always to accessible and so passionate about what they were teaching! As an alumni, I’ve always been able to reach out to Professor Pajakowski and the department, which is how I started the conversation about pursuing a Fulbright through Saint Anselm. As a history major, you’ll always have the support of the department years after you graduate.

Q: What are your goals for the future?

A: I believe that education is the key to peace. My goal is to be able to evaluate the effectiveness of education policies and programs internationally. This Fulbright project is an incredible opportunity to learn how to do this and then use the research at the doctoral level. Eventually, I want to teach at the college level and also collaborate with leading NGOs and government agencies to evaluate our education programs overseas.