DOCSLIB.ORG

Refining a Woman's College: Toward a History of Brenau

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Refining a Woman's College: Toward a History of Brenau REFINING A WOMAN’S COLLEGE: TOWARD A HISTORY OF BRENAU UNIVERSITY, 1878 – 2008 by CHARLES HOOPER WILSON III (Under the Direction of Ronald E. Butchart) ABSTRACT Brenau University is a private, selective, non-denominational, comprehensive university of about 2000 students. Its main campus sits on 57 acres located in Gainesville, Georgia, approximately fifty miles northeast of Atlanta. At the heart of Brenau is its liberal arts Women’s College, which was founded in 1878 as the Georgia Baptist Female Seminary and became Brenau College in 1900. This dissertation examines the history of Brenau’s academics, policies toward integration, disciplinary rules and regulations, physical culture and athletics, and Greek life and student organizations. These topics are considered within a thematic framework that contemplates college as a “negotiated space” in which the overall experience of any college is refined over time in an on-going, often unspoken, give-and-take process of negotiation between two key groups, the college’s students and its faculty and administration, a dynamic that is lost in many institutional biographies. Throughout the institution’s history, Brenau’s students and faculty each jockeyed to refine “their Brenau,” their ideal version of what the Brenau College experience should be. Often, Brenau’s faculty and administration gained the upper hand in negotiations with students. This was particularly evident in fashioning the college curriculum and in setting institutional policies about such things as integration. However, in many instances, this was not the case. At times, Brenau’s students won the negotiations and exhibited a remarkable degree of autonomy in conducting affairs in some arenas. Brenau women had a prominent voice in effecting college rules and discipline, in bringing athletics to campus, and in running student organizations. INDEX WORDS: Brenau University, College History, History of Higher Education, Women’s Higher Education, Women’s Colleges REFINING A WOMAN’S COLLEGE: TOWARD A HISTORY OF BRENAU UNIVERSITY, 1878 – 2008 by CHARLES HOOPER WILSON III B.S., The University of Georgia, 1993 J.D., The University of Toledo College of Law, 1996 M.S., The Georgia Institute of Technology, 1999 M.P.A., North Georgia College and State University, 2005 M.A., The University of Georgia, 2006 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2008 © 2008 Charles Hooper Wilson III All Rights Reserved REFINING A WOMAN’S COLLEGE: TOWARD A HISTORY OF BRENAU UNIVERSITY, 1878 – 2008 by CHARLES HOOPER WILSON III Major Professor: Ronald E. Butchart Committee: Derrick P. Alridge Todd D. Dinkelman Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia August 2008 DEDICATION To Ana and Celia, with all my love. iv ACKNOWLEDGEMENTS This work owes its completion to a great many people. I am indebted to my colleagues at North Georgia College and State University, and particularly to my supervisor, Dr. Leo Downing, for much support. No one ever had better coworkers and friends. I also appreciate the many students I have taught over the years who have said that I enriched their lives. Their sentiments encouraged me to seek my degree and to continue teaching. I am grateful to many fine people at Brenau University for their help and encouragement, including Drs. John S. and Patricia A. Burd, Dr. James Southerland, and archivist Debbie Thompson and the staff of the Brenau Trustee Library. My doctoral committee members, Dr. Derrick P. Alridge and Dr. Todd D. Dinkelman, were simply outstanding. I learned much from their tutelage and they always provided me with invaluable feedback and support. To my advisor, Dr. Ronald E. Butchart, I owe a very great deal indeed. I have been the beneficiary of his insight, his wisdom, his intellect, and his unfailing support more times than I could count. No student ever had a better advisor and friend. Finally, I owe the most of all to my friends and family (in both America and Spain) who have been there for me over the years. Two are first in my heart: my daughter, Celia, who amazes and inspires me beyond words and my wife, Ana, who means more to me than I could ever express. Os quiero mucho. v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ............................................................................................................ v LIST OF TABLES ........................................................................................................................vii LIST OF FIGURES......................................................................................................................viii INTRODUCTION........................................................................................................................... 1 CHAPTER I PARTIES TO NEGOTIATION: BRENAU’S STUDENTS AND FACULTY ......... 30 II ACADEMICS AT BRENAU ..................................................................................... 61 III SEGREGATION AT BRENAU................................................................................. 97 IV RULES AND DISCIPLINE AT BRENAU.............................................................. 128 V PHYSICAL CULTURE AT BRENAU.................................................................... 182 VI “ATHLETICS” AT BRENAU.................................................................................. 198 VII STUDENT SPACE AND SECRET SOCIETIES AT BRENAU............................. 231 CONCLUSION ........................................................................................................................... 267 ABBREVIATIONS..................................................................................................................... 273 BIBLIOGRAPHY ....................................................................................................................... 274 APPENDIX ................................................................................................................................. 290 vi LIST OF TABLES Page Table 1.1: Number of Males and Females on Brenau Faculty by Year........................................ 57 Table A.1: Undergraduate Degrees Offered by Brenau from 1900 - 1930........................290 - 292 Table A.2: Undergraduate Degrees Offered by Brenau from 1940 - 2000........................293 - 294 vii LIST OF FIGURES Page Figure 1.1: The Reverend W. C. Wilkes....................................................................................... 44 Figure 1.2: Dr. Azor Van Hoose ................................................................................................... 46 Figure 1.3: Dr. Heywood Jefferson Pearce ................................................................................... 48 Figure 3.1: The Tri-Kappa Society of Brenau College circa 1912 ............................................. 108 Figure 7.1: The Stabs as Depicted in the Bubbles ....................................................................... 233 Figure 7.2: Initiation into the H.G.H. Society............................................................................. 236 viii INTRODUCTION “A university should be a place of light, of liberty, and of learning.” Benjamin Disraeli Speech given 8 March 1873 British House of Commons College histories tend to be celebratory works that trumpet an institution’s triumphs and gloss over its tragedies. No doubt this is because the authors of these institutional biographies, who are often teachers at or graduates of the place being written about, frequently have close ties to the college itself. How likely would a faculty member writing about his employer be to air dirty laundry, even if it needed airing? How likely would an alumnus of an institution be to depict an alma mater , the place where he or she invested much time, effort, and money, as anything but a fine place to earn a degree? Such personal connections increase the chance that history might be intentionally misrepresented. However, even where this does not occur, authors with close ties to an institution might subconsciously paint a rosier picture of the college or university without even realizing it. While no author can claim true historical objectivity, I believe my slight ties to Brenau University make this a relatively unburdened institutional history. Other than having taught two history courses there as an adjunct faculty member, attending an occasional music recital or theatrical performance, and rarely making use of its library, I have no ties to Brenau. Yet, even as I am perhaps able to avoid writing a celebratory account of Brenau’s history, I found that there are, in fact, things to celebrate about the institution. In many ways, Brenau is something of the university Disraeli contemplates. The name “Brenau” is derived from German ( brennan , which means “to burn”) and Latin (aurum , which means “gold”) and means “gold as refined by fire.” The motto reflects Brenau’s desire to forge its students into remarkable beings. The main campus of the university is located about fifty miles northeast of Atlanta, Georgia, in the city of Gainesville, near the foothills of the Appalachian Mountains. Over two-dozen buildings, some of which are on the National Register of Historic Places, occupy this verdant fifty acre site. Brenau is accredited by the Southern Association of Colleges and Schools and is a self-described private, selective, non- denominational,
Load more

Recommended publications
  • Brenau Environmental Scanning Report
    ENVIRONMENTAL SCANNING REPORT UPDATE Fall 2012 BRENAU ENVIRONMENTAL SCANNING REPORT PURPOSE AND PROCESS Definition By enabling decision makers to understand current and potential changes taking place in their institutions' external environments, Environmental Scanning provides strategic intelligence useful in determining organizational strategies. Some of the consequences of this activity include: better understanding of the effects of change on organizations, better forecasting skills, and enhanced expectations of change. Most environmental scans review demographics, political climate (e.g., as it impacts funding); technology trends and changes in course delivery, and other “existential” (survival) issues that might be responded to reflexively. Good environmental scanning does this, but also goes beyond and considers factors related to the best interests of society (needs of current students, the economy, job availability, etc) to get a sense of the role it ought to play as it operates under social contracts. Not only should environmental scans look broadly, but also deeply. Consideration of what motivates current and potential faculty and students may be essential to ensuring the institution stays strong. Environmental scanning has become a common practice in higher education, especially among larger institutions. (For a sample list, please see endnote i). It is helpful to understand the context of environmental scanning in an institution’s strategic planning process. By taking stock of emerging threats and opportunities, decision makers can better position an organization to achieve its academic, civic and societal objectives. But environmental scans should not be used to set goals and objectives. Institutions are already chartered to advance cultural and social missions and core visions that relate key aspects of the general welfare such as citizenship and pro-social norms.
    [Show full text]
  • Full-Time MBA Catalog 2020-2021
    Full-time MBA Catalog 2020-2021 I CERTIFY THIS COPY TO BE TRUE AND CORRECT TO CONTENT AND POLICY _______________________________________ Goizueta Business School Full-time MBA Program One-Year and Two-Year formats Catalog About Goizueta Business School https://goizueta.emory.edu/about OUTLINING SUCCESS,WRITING NEW CHAPTERS Business education has been an integral part of Emory University's identity for more than 100 years. That kind of longevity and significance does not come without a culture built around success and service. Goizueta Advisory Board • Sarah Brown 89MBA, Global Account Director at The Coca-Cola Company (Marietta, GA) • Andrew J. Conway 92MBA, Managing Director at Credit Suisse (Scarsdale, NY) • H. James Dallas 94WEMBA (Atlanta, GA) • Jeffrey C. Denneen 97MBA, Leader, Americas Higher Education Practice at Bain & Company, Inc. (Atlanta, GA) • Robert K. Ehudin 86BBA, Managing Director at Goldman Sachs Group, Inc. (Rye Brook, NY) • Matthew H. Friedman 94BBA, Fidelity Investments (Boston, MA) • Gardiner W. Garrard III 99MBA, Co-Founder, Managing Partner, CEO of TTV Capital (Atlanta, GA) • Rebecca Morris Ginzburg 94BBA, Junto Capital Management, LP (New York, NY) • Michael M. Grindell 99WEMBA, EVP, Chief Administrative Officer, 22squared (Atlanta, GA) • Brian K. Howard, M.D. 15WEMBA, President, North Fulton Plastic Surgery (Atlanta, GA) • Omar A. Johnson 04MBA, Vice President-Marketing, Apple Computer • Mary Humann Judson, President, The Goizueta Foundation (Atlanta, GA) • Michael Marino 94MBA, Managing Director at JP Morgan Chase & Co. (Atlanta, GA) • Jonathan I. Mayblum 84BBA, Co-Founder & CEO of ARCTURUS (Armonk, NY) • Leslie D.J. Patterson 99MBA, EY, Growth Markets Leader (Atlanta, GA) • Olga Goizueta Rawls 77C, Chair & Director of The Goizueta Foundation (Atlanta, GA) • Matthew P.
    [Show full text]
  • NSSE 2018 Selected Comparison Groups Brenau University
    NSSE 2018 Selected Comparison Groups Brenau University IPEDS: 139199 NSSE 2018 Selected Comparison Groups About This Report Comparison Groups The NSSE Institutional Report displays core survey results for your students alongside those of three comparison groups. In May, your institution was invited to customize these groups via a form on the Institution Interface. This report summarizes how your comparison groups were constructed and lists the institutions within them. NSSE comparison groups may be customized by (a) identifying specific institutions from the list of all 2017 and 2018 NSSE participants, (b) composing the group by selecting institutional characteristics, or (c) a combination of these. Institutions that chose not to customize received default groupsa that provide relevant comparisons for most institutions. Institutions that appended additional question sets in the form of Topical Modules or through consortium participation were also invited to customize comparison groups for those reports. The default for those groups was all other 2017 and 2018 institutions where the questions were administered. Please note: Comparison group details for Topical Module and consortium reports are documented separately in those reports. Your Students' Comparison Comparison Comparison Report Comparisons Responses Group 1 Group 2 Group 3 Comparison groups are located in the institutional reports as illustrated in the mock report at right. In this example, the three groups are "Admissions Overlap," "Carnegie UG Program," and "NSSE 2017 & 2018." Reading This Report This report consists of Comparison Group Name three sections that The name assigned to the provide details for each comparison group is listed here. of your comparison groups, illustrated at How Group was Constructed right.
    [Show full text]
  • ARCHE Annual Report
    FY18 ARCHE Annual Report Summary of program status, activities, and finances of the Atlanta Regional Council for Higher Education ARCHE ANNUAL REPORT HISTORY The Atlanta Regional Council for Higher Education (ARCHE) was founded in 1938 as the University Center in Georgia. Founding members of the organization were Agnes Scott College, the Atlanta College of Art, Columbia Theological Center, Emory University, the Georgia Institute of Technology and the University of Georgia. They formed the University Center in Georgia to share resources, avoid duplication, and facilitate collegiality among faculty. Membership continued to grow and included 19 public and private institutions of higher learning in the greater Atlanta region. TODAY As of 2012, ARCHE has focused and continues to manage programs that were deemed priority value to member institutions. The current staff consists of a Sr. Program Coordinator that manages the day to day operations and corporate responsibilities of the organization. The mission of ARCHE remains to bring its members together to collaborate in these programs. Hundreds of students each year register for courses on other member campuses via ARCHE's cross registration program, which offers students the opportunity for expand their horizons in other fields of study or campus settings. ARCHE's Library Council and library programs include a interlibrary sharing program which allows members to share to the collective resources of all member libraries. ARCHE provides a van that transports library exchange items to campuses three days a week. In addition, students and faculty at ARCHE institutions may visit libraries at other members to gain immediate access to materials that do not circulate.
    [Show full text]
  • UGA Fact Book 2020 Admissions
    Admissions UGA Fact Book 2020 GEORGIA COLLEGES AND UNIVERSITIES FROM WHICH UNDERGRADUATE GRADUATE SCHOOL ADMISSIONS STUDENTS TRANSFERRED TO THE UNIVERSITY OF GEORGIA FALL TERMS 2011-2020 FALL 2020 Fall % Applied % Applied % Accepted College/University Students College/University Students Terms Applied Accepted Accepted Enrolled Enrolled Enrolled 2011 8,624 3,283 38 1,693 20 52 2012 9,070 3,265 36 1,661 18 51 University of North Georgia 315 Oglethorpe University 5 2013 8,946 3,273 37 1,740 19 53 Georgia State University 206 Piedmont College 5 2014 8,825 3,727 42 1,889 21 51 Kennesaw State University 190 Brenau University 4 2015 8,824 3,899 44 1,988 23 51 Georgia College and State University 103 Gwinnett Technical College 4 2016 8,429 3,947 47 1,917 23 49 Georgia Southern University 67 Georgia Southwestern State University 3 2017 8,143 3,934 48 2,031 25 52 Georgia Gwinnett College 59 Savannah College of Art And Design 3 2018 8,084 4,075 50 2,082 26 51 Abraham Baldwin Agricultural College 29 Young Harris College 3 2019 8,403 4,121 49 2,131 25 52 Augusta University 26 Clayton State University 2 2020 9,049 4,616 51 2,252 25 49 University Of West Georgia 21 Truett McConnell University 2 Valdosta State University 21 Agnes Scott College 1 Georgia Military College 18 Atlanta Metropolitan State College 1 Columbus State University 16 Berry College 1 Middle Georgia State University 16 Clark Atlanta University 1 Dalton State College 13 East Georgia State College 1 South Georgia State College 13 Emory University 1 AVERAGE ENTRANCE TEST SCORES OF ACCEPTED
    [Show full text]
  • Descriptives
    Descriptives Fall/Winter 2017 The Fact Book of the Georgia Independent College Association The Georgia Independent College Association (GICA) is an association of Georgia's private (independent), not-for-profit colleges and universities. Through partnerships with institutions, businesses, and community leaders, GICA supports private higher education in Georgia in the areas of public policy, research, fund- raising for student financial aid, and collaborative programs. GICA counts among its members 23 four- year institutions and 1 two-year institution across the state of Georgia. These institutions serve over 68,000 students. We are dedicated to educating tomorrow's leaders and meeting our State's current and future workforce needs. Descriptives Fall /Winter 2017 The Fact Book of the Georgia Independent College Association © January 2018 by the Georgia Independent College Association Table of Contents Map of Institutions ........................................................................................................................................................................... 4 Foreword .......................................................................................................................................................................................... 5 GICA Highlights ................................................................................................................................................................................. 6 Sector Information Headcount Enrollment by Attendance Status
    [Show full text]
  • US History- Sweeney
    ©Java Stitch Creations, 2015 Part 1: The Roanoke Colony-Background Information What is now known as the lost Roanoke Colony, was actually the third English attempt at colonizing the eastern shores of the United States. Following through with his family's thirst for exploration, Queen Elizabeth I of England granted Sir Walter Raleigh a royal charter in 1584. This charter gave him seven years to establish a settlement, and allowed him the power to explore, colonize and rnle, in return for one-fifth of all the gold and silver mined in the new lands. Raleigh immediately hired navigators Philip Amadas and Arthur Barlowe to head an expedition to the intended destination of the Chesapeake Bay area. This area was sought due to it being far from the Spanish-dominated Florida colonies, and it had milder weather than the more northern regions. In July of that year, they landed on Roanoke Island. They explored the area, made contact with Native Americans, and then sailed back to England to prove their findings to Sir Walter Raleigh. Also sailing from Roanoke were two members oflocal tribes of Native Americans, Manteo (son of a Croatoan) and Wanchese (a Roanoke). Amadas' and Barlowe's positive report, and Native American assistance, earned the blessing of Sir Walter Raleigh to establish a colony. In 1585, a second expedition of seven ships of colonists and supplies, were sent to Roanoke. The settlement was somewhat successful, however, they had poor relations with the local Native Americans and repeatedly experienced food shortages. Only a year after arriving, most of the colonists left.
    [Show full text]
  • Member Colleges & Universities
    Bringing Colleges & Students Together SAGESholars® Member Colleges & Universities It Is Our Privilege To Partner With 427 Private Colleges & Universities April 2nd, 2021 Alabama Emmanuel College Huntington University Maryland Institute College of Art Faulkner University Morris Brown Indiana Institute of Technology Mount St. Mary’s University Stillman College Oglethorpe University Indiana Wesleyan University Stevenson University Arizona Point University Manchester University Washington Adventist University Benedictine University at Mesa Reinhardt University Marian University Massachusetts Embry-Riddle Aeronautical Savannah College of Art & Design Oakland City University Anna Maria College University - AZ Shorter University Saint Mary’s College Bentley University Grand Canyon University Toccoa Falls College Saint Mary-of-the-Woods College Clark University Prescott College Wesleyan College Taylor University Dean College Arkansas Young Harris College Trine University Eastern Nazarene College Harding University Hawaii University of Evansville Endicott College Lyon College Chaminade University of Honolulu University of Indianapolis Gordon College Ouachita Baptist University Idaho Valparaiso University Lasell University University of the Ozarks Northwest Nazarene University Wabash College Nichols College California Illinois Iowa Northeast Maritime Institute Alliant International University Benedictine University Briar Cliff University Springfield College Azusa Pacific University Blackburn College Buena Vista University Suffolk University California
    [Show full text]
  • Brenau University Presidential Profile
    BRENAU UNIVERSITY PRESIDENTIAL PROFILE Gainesville, Georgia THE PRESIDENTIAL SEARCH he Board of Trustees is seeking to appoint the next President of Brenau University. Brenau’s quest is for a creative, energetic and Tforward-thinking leader for this prestigious, programmatically entrepreneurial and culturally diverse University. The President, as chief executive of the University, is the unifying and coordinating force of the University, is ultimately responsible for all its activities and will be expected to continue its successful momentum, growth and excellence. The incoming President is expected to appreciate the highly qualified and professionally proven executive and academic staff that have contributed to the current level of institutional achievement and excellent academic reputation of Brenau University. After 15 highly successful years ushering in an era of growth and development, current Brenau President Dr. Ed L. Schrader is retiring. Schrader became the ninth Brenau President in January 2005, putting the University on an aggressive growth trajectory. During his tenure, the University’s budget, endowment and enrollment all saw unprecedented growth. Schrader’s strategy entailed preserving The Women’s College of Brenau University, which has been a part of the Gainesville and regional community since 1878, while building significantly on the expansion of coeducational graduate and undergraduate programs on all Brenau campuses and online. MISSION AND STRATEGY Throughout his career, Schrader developed relationships and partnerships with academic institutions around the world, particularly Brenau University’s mission is clear: in China. Those efforts came to fruition for the University in 2014, preparing students to live extraordinary when the Education Ministry of the People’s Republic of China lives of personal and professional approved a partnership between Brenau University and Anhui Normal fulfillment.
    [Show full text]
  • 2013-2014 Reinhardt University Undergraduate Catalog
    AAccaaddeemmiicc 22001133--22001144 CCaattaalloogg The 2013-2014 Undergraduate Academic Catalog of Reinhardt University provides current information regarding educational programs, class offerings, academic regulations and procedures. Students are expected to familiarize themselves thoroughly with program and degree requirements pertaining to their majors and with general regula- tions governing academic work and progress. Statements in the Undergraduate Academic Catalog are for informational purposes only and should not be construed as the basis of a contract between a student and the University. While provisions of the Academic Catalog will ordi- narily be applied as stated, Reinhardt University reserves the right to change any provision listed herein, including but not limited to academic requirements for graduation, without notice to individual students. Every effort will be made to keep students advised of any such changes. Information on all changes will be available in the Office of the Registrar. Reinhardt University is an equal opportunity institution. The University is committed to providing equal education- al and employment opportunities to qualified persons regardless of economic situation or social status. Reinhardt does not discriminate in any of its policies, programs, or activities on the basis of race, age, culture, nationality, so- cioeconomic status, gender, religious belief, sexual orientation, physical (dis)ability, genetic information or ideolo- gy. Information in this catalog is accurate as of the date of publication.
    [Show full text]
  • YOUNG HARRIS COLLEGE 2014 Fact Book
    YOUNG HARRIS COLLEGE 2014 Fact Book 1 1 2014 FACT BOOK TABLE OF CONTENTS Institutional Profile ................................................................................... 1 Brief History .......................................................................................... 3 Accreditation ........................................................................................ 4 Institutional Mission, Goals, and Vision ................................................ 5 Trustee Officers ..................................................................................... 8 President’s Leadership Council ............................................................. 12 Organizational Chart ............................................................................. 13 General Education Curriculum .............................................................. 14 Overview of Academic Programs .......................................................... 18 Baccalaureate Degrees by Program, Fall 2014 ...................................... 22 Baccalaureate Degrees by Program, Fall 2013 ...................................... 23 Baccalaureate Degrees by Program, Fall 2012 ...................................... 24 Baccalaureate Degrees by Program, Fall 2011 ...................................... 25 Baccalaureate Degrees by Program, Fall 2010 ...................................... 26 Zell & Shirley Miller Library .................................................................... 27 General Enrollment .................................................................................
    [Show full text]
  • May 2020 440 the JOURNAL of SOUTHERN HISTORY Elimination
    Book Reviews Native Southerners: Indigenous History from Origins to Removal. By Gregory D. Smithers. (Norman: University of Oklahoma Press, 2019. Pp. x, 259. Paper, $29.95, ISBN 978-0-8061-6228-7.) Gregory D. Smithers attempts to do what most historians would consider impossible: write the history of a vast region, home to numerous and diverse Native communities; cover a broad sweep of time, from Indigenous origins to the 1830s; incorporate Native voices and perspectives, not as relics of the past, but as living stories that give the region a deeper meaning; and do so in less than two hundred pages of text. One would have to go back to at least the publication of J. Leitch Wright’s The Only Land They Knew: The Tragic Story of the American Indians in the Old South (New York, 1981) to find a similar un- dertaking, but Wright focuses mostly on the period before the American Revolution. One would really have to go back to R. S. Cotterill’s The Southern Indians: The Story of the Civilized Tribes before Removal (Norman, Okla., 1954). But these books cannot compare with what Smithers has managed to accomplish. Smithers skillfully utilizes an immense library of books and articles that have been produced over the past few decades. Archaeologists, historians, and anthropologists, often with a spirit of mutual interest and collaboration, have investigated a seemingly exponential number of new questions and topics. Scholars now know more about the nature of the chiefdom societies that dominated the South before Europeans arrived: we appreciate how they had history before that arrival; how they crafted stories and practices to sustain themselves in a changing environment; and how they went through cycles of growing, devolving, and rebuilding.
    [Show full text]