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01-01-2003, 04:16:37: hello

01-01-2003, 06:51:49: hi

01-01-2003, 07:19:59: Wot se Jy

01-01-2003, 07:53:01: Please bookmark this page before you forget

01-01-2003, 07:53:42: Please bookmark this page before you forget

01-01-2003, 07:54:16: Please bookmark this page before you forget

01-01-2003, 11:25:58: hi there

01-01-2003, 11:36:05: hello

01-01-2003, 11:37:10: hello, how are you?

01-01-2003, 11:37:38: hello, how are you?

01-01-2003, 11:38:18: good morning

01-01-2003, 11:46:15: hello Rob

01-01-2003, 12:37:17: yes

01-01-2003, 14:11:57: fuck me baby

01-01-2003, 14:12:43: fuck me baby

01-01-2003, 20:39:34: Happy New Year.

01-01-2003, 22:18:14: joe porra poes

01-01-2003, 22:19:46: joe porra poes

01-02-2003, 10:00:27: hello to all the people

01-02-2003, 10:02:22: hello to all the people

01-02-2003, 10:18:47: This is so cool

01-02-2003, 17:01:13: if you ascii a stupid question you get a stupid ansi

01-02-2003, 19:14:56: heyllo there

01-02-2003, 22:29:36: Its dark here in England, but soon it will be morning, and a happy new year to you and all your minions, from darkest nottingham

01-02-2003, 22:30:51: This is the voice of the mysterons, we know you can hear us earthlings!

01-03-2003, 05:21:24: Love is in the air ...

01-03-2003, 07:10:11: selam

01-03-2003, 08:17:42: hello how are you?

01-03-2003, 11:57:51: you fucken ashole

01-03-2003, 15:30:43: why do you do this? are you n00bish?

01-03-2003, 17:12:41: ass hole

01-03-2003, 19:22:09: hi you little shit

01-03-2003, 22:45:26: hello

01-04-2003, 00:46:04: hello

01-04-2003, 02:01:03: fuck you arsehole

01-04-2003, 02:03:39: fuck you arsehole

01-04-2003, 02:04:36: hello to you all

01-04-2003, 02:06:03: hello to you all

01-04-2003, 03:09:20: hi

01-04-2003, 04:14:53: power how are you

01-04-2003, 04:16:00: power how are you

01-04-2003, 04:16:43: power how are you

01-04-2003, 04:18:27: power how are you

01-04-2003, 07:29:59: how are you

01-04-2003, 07:43:57: Hello! You have reached B-P-M. Our offices will reopen on thirteenth January. Please leave a message after the beep, or else send a fax. Have a good day!

01-04-2003, 07:45:09: Hello! You have reached B-P-M. Our offices will reopen on thirteenth January. Please leave a message after the beep, or else send a fax. Have a good day!

01-04-2003, 08:26:33: hello ruan

01-04-2003, 08:27:20: hello ruan

01-04-2003, 08:29:21: holla

01-04-2003, 10:39:30: hello mikey

01-04-2003, 10:39:59: hello mikey

01-04-2003, 10:41:02: hello

01-04-2003, 10:42:17: shitbag mother fucker

01-04-2003, 13:03:30: Read psalms chapter eighty-three verse eighteen

01-04-2003, 19:54:06: I really want to have the best orgasmic sex ive ever had with you right now you dirty fuck

01-04-2003, 19:55:02: I really want to have the best orgasmic sex ive ever had with you right now you dirty fuck

01-04-2003, 19:55:24: i love you

01-04-2003, 19:58:28: it would be some what enjoyable to ram my foot in your cunt sucking ass hole you fucking shit licker you wont say what i want you to say MOTHER FUCKER

01-04-2003, 23:05:17: Interesting ,I think it is nicht there I am here in south africa all the best eric.

01-04-2003, 23:07:34: hi

01-05-2003, 04:33:19: Howzit Lee

01-05-2003, 04:34:04: Howzit Lee

01-05-2003, 05:49:52: Fuck a duck

01-05-2003, 05:50:49: Fuck a duck

01-05-2003, 07:29:28: old macdonald had a farm eieio and on that farm he had a dog eieio with a bark bark here and a bark bark there here a bark there a bark everywhere a bark bark old macdonald had a farm eieio

01-05-2003, 09:49:31: hello

01-05-2003, 16:20:57: Hi, now you say something

01-05-2003, 20:51:49: You are still here? Come on, go home already. This isn't healthy!

01-05-2003, 23:27:13: AJITH IS THE BOYKIe

01-05-2003, 23:27:37: AJITH IS THE BOYKIe

01-06-2003, 00:58:51: Hello how are you ?

01-06-2003, 01:43:16: what we gonna do right here is go back

01-06-2003, 02:30:44: The cat sits in the tree.

01-06-2003, 02:31:37: The cat sits in the tree.

01-06-2003, 03:57:23: Hi there how are you

01-06-2003, 03:57:40: Hi there how are you

01-06-2003, 03:58:58: Don't be fooled by the rocks that I got I'm still, I'm still Jenny from the block Used to have a little, now I have a lot No matter where I go, I know where I came from (from the Bronx!) Don't be fooled by the rocks that I got I'm still, I'm still Jenny from the block Used to have a little, now I have a lot No matter where I go, I know where I came from (from the Bronx!)

01-06-2003, 06:16:48: GUNA

01-06-2003, 06:17:05: GUNA

01-06-2003, 06:18:23: GUNAA

01-06-2003, 06:29:01: hello

01-06-2003, 06:37:08: Hallo Noonoo

01-06-2003, 08:29:59: Fuck you, you fat american cunt. Go bum bush in the bushes with saddam

01-06-2003, 08:30:36: Fuck you, you fat american cunt. Go bum bush in the bushes with saddam

01-06-2003, 09:54:11: Weird and wacky stuff!

01-06-2003, 12:12:38: Listen you con artist and listen tight, I am only going to say it once

01-06-2003, 12:14:10: Listen you con artist and listen tight, I am only going to say it once

01-06-2003, 14:31:20: hi

01-06-2003, 20:19:46: Ewige Blumenkraft!

01-06-2003, 22:51:01: Mine is the last voice you will ever hear do not be alarmed!

01-06-2003, 22:52:04: vcv

01-07-2003, 02:18:33: o u 8 1 2

01-07-2003, 02:32:56: If a canadian canoer took a canadian canoe and canoed down a canadian canoe canal, how many pancakes does it take to fill a dog house??? it doesn't because ice cream don't have bones...

01-07-2003, 03:54:18: Wake Up!

01-07-2003, 06:09:35: fuck bitch

01-07-2003, 06:10:14: yeah nigga

01-07-2003, 07:55:25: wazzzup

01-07-2003, 10:15:51: yo whose it my bra?

01-07-2003, 10:21:11: Yo howzit ROB ..... i just want to say hello dude, your so cool, dude, you rock man , i hope in san francisco the wheather is cool dude,!!!!!!!!!!!!!!! Cheers Dude, Skater Boi, check ya!!!!!!!!

01-07-2003, 13:13:45: hello my name is fred

01-07-2003, 14:13:51: Matthew Daskelevits?

01-07-2003, 15:20:21: Howdy Partner

01-07-2003, 18:26:11: Cheesy birds are sucking on my brain!

01-07-2003, 18:27:53: Where's my daddy's viagra?

01-07-2003, 18:34:49: It was nice and quiet for once around the Libbie household, even if it was tucked away a couple of years in the past. But Libbie being Libbie, she wasn't at all satisifed unless things were JUST SO, and as a result decided to do something about it. After going to Hobby Lobby, and picking out several paint by number sets, canvas boards, and fancy brushes, Libbie set up an easel, and began to paint. Oh, not the cheesy prenumbered productions that came with the paints. Libbie had grander designs. By carefully photographing her memories, Libbie set out to create scences from her past...and future. By first going into a trance, Libbie could look ahead in time, find a place where she will have grown some attachement and paint it. Oddly enough, one particular vision kept creeping into her imagination. A trail, high up on some mountainside, with brave folksong ringing true in the night spring air. It was with a certain amount of sudden straightening of feathers and a distinct blush to Erma's cheeks that Libbie Appeared somewhat abruptly between Bob and Erma just as the music would typicaly swell in a grade "B" romance film. To say the least, it sorta killed the mood. Libbie, oblivious to the interuption to what surely would have been a tryst worth writing about, immediately recognized Erma, but this stange looking Cockateil dressed in biker's leathers was a complete mystery. All sorts of questions entered Libbie's mind. WHo" What? Where? When" Why"? flashed as pulsating insistence through her somewhat paint induced mental haze. It was erma who broke the tension with a well timed introduction to Bob....

01-07-2003, 18:37:16: Danie quickly plopped a venerable tome of Erasmus over her mug, where the mystical subject matter kept him sealed in. At the end of the day Danie went home, then through the closet and up the stairs to her Tower, where she glumly contemplated the situation. In her Palantir she could see the image of Gollum squirming inside her coffee mug, lowering her spirits even more. It was her great secret: her insecurity. No one can be Queen of the universe for any length of time it they show any weakness. After all, every hero and villain dreams of grabbing The One Ring. But of course she knew it was mostly a well-preserved front and knew well her true self. That is why she had a Tower. Nearly all Ringbearers have a retreat of some sort or a penchant for lone journeys or both as a refuge in which they can think freely and drop the image others see them as. Now she contemplated her problem. She could not leave Gollum in the mug forever, a professor needed that book right after the holidays. She wondered if she was in the end, a failure. Was it time for the Ring to pass on? She even posed the question to a wise and trusted friend who replied simply. That Danie ask herself what sort of replacement she had in mind then see if she could not be that replacement herself. She wrapped her mind around the problem....

01-07-2003, 18:39:00: Erma was incredibly relieved at Libbie's arrival. "Hogrider" Bob had lived up to his trail name by jumping a ride on another hiker's pack to catch up with Erma. Then he had poured on what he regarded as charm and Libbie came just in the nick of time. For anyone who is being trained for The Sight must above all else remain a virgin. Erma positively gushed her gratitude.

01-07-2003, 19:29:20: Remember, YOU control your own reality!

01-07-2003, 19:32:58: Rob, I don't want to do this talking machine gig any longer. I hate other people putting words into my mouth. I've had a few things to say of my own, you know.

01-08-2003, 00:23:55: hello

01-08-2003, 03:45:06: All I have to say is:"Why?!!! What's the point if I can not hear what you are hearing?" An absolute waste of bandwidth! Good thing I'm at work! He He Hee!

01-08-2003, 04:02:24: Hallo

01-08-2003, 07:46:22: I would like to tell you lilfizz that you look hot I love you. this is my nunmber if you would like to call me 350 6350119

01-08-2003, 08:27:28: platu verida nicto

01-08-2003, 09:28:24: Shut up DAVID

01-08-2003, 10:36:17: hi mate

01-08-2003, 11:41:22: hello

01-08-2003, 13:09:04: Hi

01-08-2003, 13:11:03: Hello

01-08-2003, 15:07:36: loudly

01-08-2003, 15:07:42: loudly

01-08-2003, 18:24:05: i fuck women

01-08-2003, 20:51:09: the day i quit drinking and driving is the day i turn in my badge and gun

01-08-2003, 23:32:34: Chee Weez Dot Com

01-08-2003, 23:33:34: Jung World Dot Com

01-09-2003, 05:02:25: hello

01-09-2003, 05:29:52: Hi natasha

01-09-2003, 05:30:23: Say hello

01-09-2003, 05:31:07: Rob I haven't heard anything

01-09-2003, 09:13:07: hello

01-09-2003, 09:33:49: b

01-09-2003, 11:31:08: fuck

01-09-2003, 11:32:20: hello

01-09-2003, 11:38:32: hello danie how are you im going to watch tv now

01-09-2003, 12:10:12: hallo how are you today

01-09-2003, 12:35:55: ONE "GUESS" ONLY, PLEASE. READY ? HOW LONG, IS PIECE OF STRING ???

01-09-2003, 12:51:48: fuck you in the ass bitch!

01-09-2003, 14:17:39: Darryll

01-09-2003, 15:53:53: "Since you were on your quest as perscribed by the dear sweet, gentle, loving, kindness to a fault, salt of the earth, totally respectable High Priestess extrodinar of the majestic Isle of Avolon, (Libbie you see was no fool, knowing that the Priestesses seeing basin had recently been retrofitted with detection analogrythms to detect any key saying refering to the mystic Isle) I thought perhaps you should be brought up to date with what has happened in regards to your story..." From here, Libbie went on to inform Erma exactly what had transpired concering windows into the storyboard world, and how to open up windows and transfer to story to story. Bob wasn't slow on the uptake, having overheard the conversation. Shamelessly, he caught a wild gleam in his eye, and opening a window, vanished form sight.... and reappered on the desk in front of the World Famous Authoress, yours truely. I tell you, it was interesting. Not often a real life portrayal of an intellegent cockateil appears in front of one's key board. The bird was trying to co-opt the thing in order to type in his own reality, but never fear. I 've got him under control as I will soon demonstrate.... Typing carefully, and hitting the delete key often to take out the cockateils efforts, I managed to place the cockateil in Danie's Library. We rejoin the story with a slightly disoreintated cocketiel shaking off the transition from wilderness trail to the dark dank bowels of the Berzerkly Library. SNiffing the air cautiously, the bird found his way eventually to Danie's Desk, and finding a tome of some weight tettering precariously upon a coffee cup, decided to remedy the situatuion forthwith. Jumping up onto the tome, the book swayed first this way, then that, and finally fell to the floor with a resounding thump! (scaring the mice who had recently taken up residence in Danie's lower right hand drawer.) Immediately, long snakey like hands grabed the bird by his neck and soon the cockateils attempt to be helpful was rewarded as dinner. (let that be a lesson to you!) Gollum was free!!!!

01-09-2003, 16:06:43: I sara

01-09-2003, 16:07:36: hi

01-09-2003, 22:25:53: fuck you

01-09-2003, 22:26:27: hello

01-10-2003, 08:20:23: hey

01-10-2003, 08:20:34: hey

01-10-2003, 09:15:13: trevor is a donut

01-10-2003, 09:15:39: trevor is a donut

01-10-2003, 12:22:48: David is a Loser

01-10-2003, 13:37:39: hello

01-10-2003, 13:37:49: hello

01-10-2003, 15:42:01: Hi there

01-10-2003, 15:50:35: Please excuse Vikki from Norway, I think her medication ran out. Providing the patients in our mental ward with Internet access has its down sides.

01-10-2003, 18:24:47: hello my name is mark how are you

01-10-2003, 21:39:54: hallo

01-10-2003, 21:42:56: yo baby "I LOVE YOU" will you merry me

01-11-2003, 03:00:55: huh

01-11-2003, 04:12:24: I just wanto to say that i Love you and that you are really a sweetheart

01-11-2003, 04:16:44: Hello, my name is Judy.

01-11-2003, 05:38:11: Who are you ?

01-11-2003, 06:58:22: i dont think you can talk

01-11-2003, 09:21:14: Hello anna

01-11-2003, 09:21:42: Hello anna

01-11-2003, 10:40:15: TEST

01-11-2003, 14:30:20: hitomi

01-11-2003, 15:34:02: hee haa cayote

01-11-2003, 15:35:17: hallo

01-12-2003, 04:17:28: hi there

01-12-2003, 10:37:09: welcome to windows 98SE

01-12-2003, 10:38:46: welcome to windows 98SE

01-12-2003, 10:41:33: welcome to windows 98SE

01-12-2003, 10:42:55: hi there wlcome to windows 98SE

01-12-2003, 10:46:12: this is a test message because i havent heard shit so far!!!!!!!!!

01-12-2003, 10:56:08: cunnilingus

01-12-2003, 11:00:08: cunnilingus

01-12-2003, 11:26:42: i still dont hear shit! thanks for nothing! dumbasses.

01-12-2003, 12:29:22: Are you going to sleep?

01-12-2003, 13:36:15: hello

01-12-2003, 13:41:32: hello

01-12-2003, 15:56:17: Dude, this is so cool.

01-12-2003, 16:53:33: bung

01-12-2003, 22:02:51: hallo

01-12-2003, 22:03:23: hallo

01-12-2003, 22:03:53: hallo

01-12-2003, 23:48:17: hello

01-12-2003, 23:49:19: hello

01-12-2003, 23:49:48: hello

01-13-2003, 00:03:40: Hello

01-13-2003, 02:28:12: Do you or don't you?

01-13-2003, 03:33:19: Howdy

01-13-2003, 11:08:10: Hello there

01-13-2003, 11:09:01: Whats up there funny

01-13-2003, 11:46:12: how did we today

01-13-2003, 11:47:01: how did we today

01-13-2003, 11:57:31: Hey This Is cool

01-13-2003, 12:05:50: hello what are you doing

01-13-2003, 12:06:52: hello what are you doing

01-13-2003, 13:32:27: holy gaboodles

01-13-2003, 13:33:13: holy gaboodles

01-13-2003, 14:05:04: Bleeeeeed bitch bleeeeed

01-13-2003, 19:27:24:

01-13-2003, 23:29:45: competition

01-13-2003, 23:32:33:

01-14-2003, 01:05:27: eat me

01-14-2003, 03:38:10: welcome you have reached sharp service call centre

01-14-2003, 03:40:32: please try again

01-14-2003, 08:00:30: This is an interesting idea

01-14-2003, 08:02:21: Hello dude

01-14-2003, 10:42:22: Hello motherfucker!

01-14-2003, 10:42:45: Hello !

01-14-2003, 11:08:52: Hi

01-14-2003, 11:12:54: Hi, Whats up?

01-14-2003, 13:00:04: Fuck me up de goat ass

01-14-2003, 21:08:04: Hello

01-15-2003, 03:48:46: Test

01-15-2003, 17:53:12: hello

01-15-2003, 20:29:43: Gooby

01-15-2003, 21:15:09: hello

01-16-2003, 04:06:40: hello peter

01-16-2003, 05:31:49: hello

01-16-2003, 13:18:50: I want it

01-16-2003, 16:58:05: Jeff you silly cunt!!!

01-16-2003, 17:49:25: hello

01-16-2003, 18:27:12: This sounds very interesting

01-16-2003, 18:28:06: This sounds very interesting

01-16-2003, 18:45:29: Um i dont know what i am doing

01-16-2003, 18:46:42: Hey Rob bring your big sexy body over to the computer and let me have some fun

01-16-2003, 19:47:01: Hurry, save the pricess quick, she needs a dick, if you set her free, you get the pussy

01-16-2003, 19:47:38: hi

01-16-2003, 23:02:20: HI wats the weather lke there?

01-17-2003, 03:11:04: hi

01-17-2003, 05:47:38: dinsdag

01-17-2003, 09:02:27: hello

01-17-2003, 11:02:35: raaaaahhh

01-17-2003, 11:03:12: yes i'm really funny

01-17-2003, 13:19:04: Luke, I am your father

01-17-2003, 13:46:16: I am bored.

01-17-2003, 14:17:28: This bites, my screen went brown

01-17-2003, 21:46:14: hi have a good day

01-17-2003, 21:49:17: i think this is great to bad there is so much nasty stuff from people

01-17-2003, 22:08:05: Hi Carol ann how are you today

01-17-2003, 22:10:41: Hi Carol ann how are you today

01-17-2003, 22:11:24:

01-17-2003, 22:40:34: wow this is cool

01-18-2003, 04:35:43: I bet you really get annoyed with all the perverts saying obscene and rude things.

01-18-2003, 11:08:03: hello

01-18-2003, 12:18:20: hollo mandy would you like a nice long fuck

01-18-2003, 12:19:18: hollo mandy would you like a nice long fuck

01-18-2003, 12:19:33:

01-18-2003, 12:20:07: hollo mandy would you like a nice long fuck

01-18-2003, 18:50:12: Greetings from central ohio. Go Buckeyes

01-18-2003, 19:28:02: hi?

01-18-2003, 23:37:46: what the fuck you guys are way high

01-19-2003, 00:00:33: I say yeah

01-19-2003, 00:40:31: fffffgghhjhjjkj

01-19-2003, 05:42:24: I wanna make you Holler, and hear you scream my name!

01-19-2003, 05:48:26: Yo! I'm from South Africa - Alexander bay! I dont get the idea of this website...... anyway! Wanna know my name? mmm call me MJ and I'm 19. anyway.....I bet there are alot of hot people that come here and type in all kinda crap! Call me......Oh that's right, no cell number....want it? Nah! Come to Alexander Bay and get me! ! !

01-19-2003, 06:34:32: Hi Love happy birthday.

01-19-2003, 08:50:40: hello

01-19-2003, 14:54:38: fuck you

01-19-2003, 14:54:53: fuck you

01-19-2003, 15:41:57: this is the automatic talking machine! the words you type will magically be spoken out loud in my office here in san francisco. if i'm around, i'll hear what you say. and so will anyone else who happens to be within earshot. so be creative--not insulting!

01-19-2003, 17:50:26: Don't be fooled by the rocks that I got I'm still, I'm still Jenny from the block Used to have a little, now I have a lot No matter where I go, I know where I came from (from the Bronx!) Don't be fooled by the rocks that I got I'm still, I'm still Jenny from the block Used to have a little, now I have a lot No matter where I go, I know where I came from (from the Bronx!)

01-19-2003, 17:50:55: The Dave Matthews Band Rules!

01-19-2003, 17:51:14: The Dave Matthews Band Rules!

01-19-2003, 18:25:40: test

01-19-2003, 19:07:10: Hi Im Saiyrah Im bored so Im doing this... can you like respond too?

01-19-2003, 21:13:13: halo

01-19-2003, 21:41:22: listen

01-19-2003, 22:03:36: yo

01-20-2003, 03:09:19: essai

01-20-2003, 06:26:04: should

01-20-2003, 06:26:58: should

01-20-2003, 08:16:25: this is a test

01-20-2003, 08:17:15: this is a test

01-20-2003, 10:04:12: Hey Rob! How's it hanging?

01-20-2003, 11:41:24: mags is a smelly tink

01-20-2003, 15:15:15: CH CH CH CHEESE GIBLETS

01-20-2003, 16:49:47: hello

01-20-2003, 16:50:37: hello

01-20-2003, 19:38:42: Skizzy Owns You

01-20-2003, 22:04:29: I am a crazywoman

01-21-2003, 02:10:23: Want to have a good time, baby?

01-21-2003, 02:12:04: Want to have a good time, baby?

01-21-2003, 06:46:34: pee hat

01-21-2003, 11:05:14: how are you

01-21-2003, 15:41:21: hidy

01-21-2003, 16:33:48: house

01-21-2003, 18:05:37: yes

01-22-2003, 06:55:23: 9999

01-22-2003, 10:05:43: Hello all u mother fuckers

01-22-2003, 10:06:47: Hello all u mother fuckers

01-22-2003, 10:07:53: hello everyone

01-22-2003, 11:09:54: What I want to hear - no b...s..t at all. There is enough of tht going around!

01-22-2003, 12:25:04: I hate you!

01-22-2003, 12:43:41: Hello

01-22-2003, 12:44:21: Hello

01-22-2003, 13:55:31: the crux of the biscuit, is the apostrophe

01-22-2003, 16:04:52: sup bitch

01-23-2003, 01:08:07: What are you looking for Sargent Sorensen

01-23-2003, 01:08:29: What are you looking for Sargent Sorensen

01-23-2003, 10:37:53: I hope you are having a great day

01-23-2003, 12:41:32: I wish I had more imagination

01-23-2003, 12:42:15: I wish I had more imagination

01-23-2003, 12:44:23: My God this must be irritating for you

01-23-2003, 13:02:06: Samer

01-23-2003, 13:02:36: hi

01-23-2003, 13:23:34: hello you 're really here? even if this page should be 10 years old? hy anyway ! i'm french

01-23-2003, 16:36:56: hola

01-23-2003, 16:37:10: hola

01-23-2003, 16:39:21: hello, whow are you

01-23-2003, 17:21:55: hello bob how are you

01-23-2003, 17:23:10: hello bob how are you

01-23-2003, 20:38:08: by by

01-24-2003, 05:38:20: I don't belive that this actually works...

01-24-2003, 07:48:46: sesmit chayvash kalchent dorg

01-24-2003, 10:45:57: Oi you are u listing

01-24-2003, 13:13:11: hey tom

01-24-2003, 13:13:34: hey tom

01-24-2003, 13:45:44: Just testing this thing

01-24-2003, 15:58:13: hello jo i can see your bum

01-24-2003, 15:58:17: hello jo i can see your bum

01-24-2003, 15:58:58: hello jo i can see your bum

01-24-2003, 17:37:41: I am awesome.

01-24-2003, 17:38:42: Hello.

01-24-2003, 17:38:57: Hello.

01-25-2003, 03:59:56: i like to smoke pot.... i am a pothead. this tokes for you man...

01-25-2003, 06:06:36: hello

01-25-2003, 07:27:46: Hi matt....what are you doint?

01-25-2003, 07:28:26: Hi matt....what are you doint?

01-25-2003, 09:03:38: what the hell is going on here!!!!

01-25-2003, 09:06:17: this is a very strange site you know that rob but anyway i like the idea it would work very well here in s.a

01-25-2003, 09:06:57: what time is it in the U.S!

01-25-2003, 09:07:51: oops sory for waking you up in the morning its only 7 o clock here at night in s.a

01-25-2003, 09:18:15: i,m busy fucking your wife asshole

01-25-2003, 11:04:27: solent green is people?

01-25-2003, 11:23:39: WAZZ HAPPENING MAN

01-25-2003, 12:52:51: you smell

01-25-2003, 14:44:03: Greetings from Ireland

01-25-2003, 14:45:08: Greetings from Ireland

01-25-2003, 15:31:52: who are you

01-25-2003, 23:23:34: Alo Dagi! How are you?

01-26-2003, 01:02:07: hello genina how are you this fine day

01-26-2003, 01:03:16: hello genina how are you this fine day

01-26-2003, 01:03:30: hello genina how are you this fine day

01-26-2003, 05:38:26: htum

01-26-2003, 07:40:30: hello

01-26-2003, 12:30:53: Jeff is amazing

01-26-2003, 18:36:36: hello

01-26-2003, 18:37:45: hello brenda

01-26-2003, 23:04:57: hi sexy penis

01-26-2003, 23:05:16: hi how are you

01-27-2003, 01:55:50: This is zeeryuz

01-27-2003, 07:12:37: hello alexander forbes

01-27-2003, 11:57:27: perry

01-27-2003, 11:58:44: perry

01-27-2003, 12:33:39: hi

01-27-2003, 14:41:39: hey guys we have a message here from the ceo of zipsend because you all have done such a good job we'll have the day off tomorrow and friday the comapny will be taking you all to lunch thank for your hard work keep it up

01-27-2003, 14:48:45: if you get a paper memo saying you don't have the day off please disreguard as this is an error i'm the ceo and this message over rides all others you have tommorrow off please use it wisely thank you for all your hard work again.. rob can answer any and all questions thank you

01-27-2003, 14:55:24: if rob can't answer your questions you can reach me at tracer6094@aol.com it my private e mail address if you bug me to much you just might have to work tommorrow

01-27-2003, 15:01:14: Hi Rob.

01-27-2003, 16:00:33: climb into my butt please

01-27-2003, 16:01:20: climb into my butt please

01-27-2003, 17:30:22: Does this work

01-27-2003, 18:09:05: My Gecko is not hungry

01-27-2003, 19:35:07: Are you there?

01-27-2003, 19:36:15: Dude, wake up! Give us a ride home, we will buy you a beer, what do you say, what do you say?

01-27-2003, 20:22:16: hey you, go fuck your self!

01-27-2003, 20:22:39: hey you, go fuck your self!

01-27-2003, 21:27:56: hello

01-27-2003, 21:31:42: hello. i'm calling in from Cape Town, South Africa. it's a beautiful day here today. picked up your website from a computer magazine and it looked like fun. great idea. enjoy. peace. Wendy.

01-28-2003, 05:57:41: hi folks

01-28-2003, 08:43:04: There Goes a Mouse on a Motorcycle

01-29-2003, 04:35:58: hallo fool

01-29-2003, 04:36:53: hallo fool

01-29-2003, 11:59:03: Hi Rob. This is God. I just wanted to tell you to keep up the good work. Also, I like that shirt.

01-29-2003, 13:15:39: Ooh wow

01-29-2003, 15:34:13: hello world

01-29-2003, 16:56:03: Who are you?

01-29-2003, 18:41:32: Whats Up Doc !!!!!

01-29-2003, 22:55:32: bjbj

01-30-2003, 01:36:21: I like the taste of chicken on a Thursday morning.

01-30-2003, 07:48:41: Who uses this machine?

01-30-2003, 09:24:58: hello everybody.

01-30-2003, 10:47:15: Hi there, how are you

01-30-2003, 16:24:14: Hello how are you

01-30-2003, 16:25:24: i want you to eat my brain

01-30-2003, 16:30:05: hi

01-30-2003, 16:31:17: hi hi are you crazy

01-31-2003, 11:56:01: drop your pants motherfucker

01-31-2003, 15:15:41: hi melanie

01-31-2003, 17:10:19: if a cat has kittens in an oven, does that make them biscuits?

01-31-2003, 20:35:04: You told me not to talk to you

01-31-2003, 20:35:40: You told me not to talk to you

02-01-2003, 07:07:32: Hello - How are you today?

02-01-2003, 13:00:53: hello

02-01-2003, 21:21:07: yo

02-01-2003, 21:28:47: Hello? Are you there?

02-01-2003, 21:41:41: Hello

02-01-2003, 21:56:22: easymap

02-02-2003, 04:23:00:

02-02-2003, 04:27:44: whats up

02-02-2003, 09:22:49: hello

02-02-2003, 12:36:15: alright rob how the devil are you

02-02-2003, 19:40:02: God Bless You and keep you safe.

02-03-2003, 06:44:10: suck my finger

02-03-2003, 12:14:23: you are gay

02-03-2003, 16:20:59: always

02-03-2003, 21:30:42: How do we know if this really works?

02-03-2003, 21:53:13: AAA KIRIBANDE KOHOMADA BOLA

02-03-2003, 22:46:17: what if the horse have horns i mean unicorn

02-04-2003, 03:47:19: lick my clito

02-04-2003, 07:49:53: Hey,hey, hey

02-04-2003, 07:51:48: hi baby you can put the dinner on i,ll be home in the next hour

02-04-2003, 11:13:29: hello!

02-04-2003, 11:15:05: my name is mrs. Wall. I am deputy head at wintringham school grimsby. we have a problem. we are the worst!

02-04-2003, 12:07:54: richard smells like cock

02-04-2003, 12:08:34: richard smells like cock

02-04-2003, 13:39:26: hello

02-05-2003, 06:25:07: hobby

02-05-2003, 08:04:50: Testing, testing, is this thing on?

02-05-2003, 12:13:56: leave your message

02-05-2003, 13:12:24: what is this software

02-05-2003, 14:08:35: hello from memphis

02-05-2003, 14:29:44: horrible rotting flies

02-05-2003, 15:43:07: Hello

02-05-2003, 17:38:27: hello susan

02-05-2003, 17:38:52: hello susan

02-05-2003, 17:39:07: hello susan

02-05-2003, 20:32:02: hi

02-05-2003, 20:32:38: hello dominic

02-05-2003, 21:33:07:

02-05-2003, 21:33:57:

02-05-2003, 21:58:37: Automatic

02-05-2003, 21:59:12: Automatic

02-05-2003, 22:00:35: Automatic

02-05-2003, 22:17:59: Pssst! You. Yeah you! The one passed out in the corner with an empty fifth of cheap vodka! Yeah, You! I must admit, this is pretty cool.

02-06-2003, 15:36:30: hello this is a test

02-06-2003, 18:43:43: Hi cutie pie! What cha doing tonight?

02-07-2003, 13:45:17: Hi, how are you? I'm very interested in this program how does it work?..

02-07-2003, 14:14:26: jzjhgfjhgf

02-07-2003, 14:14:51: hello

02-07-2003, 14:15:19: hello

02-07-2003, 14:15:28: hello

02-07-2003, 20:11:10: Hello

02-07-2003, 20:30:04: poop

02-07-2003, 20:30:31: shut up

02-07-2003, 20:34:12: Fuck you people

02-07-2003, 20:34:35: Die Rob

02-07-2003, 20:35:07: Suck peepees in hell Rob

02-07-2003, 21:31:11: Wanna go to bed and fuck

02-08-2003, 03:56:25: Hello

02-08-2003, 08:17:39: Hello I'm a sexy robot looking for a friend. Come over here you innocent by standers!

02-08-2003, 08:20:01: i said come over here by the robot

02-08-2003, 08:20:14: yes, a little further

02-08-2003, 08:20:24: you know you want to

02-08-2003, 08:20:35: ha ha fooled ya

02-08-2003, 11:30:51: get lost

02-08-2003, 17:52:09: Hello Ya'll from "Hotlanta, Georgia"

02-09-2003, 06:42:01: ok. First, lets start by introducing each other. My name is Diablo, and I come in peace!

02-09-2003, 06:46:10: hello

02-09-2003, 06:46:24:

02-09-2003, 10:07:36: It's snowing outside.

02-09-2003, 10:08:17: Ding dong!

02-09-2003, 10:08:18: It's snowing outside.

02-09-2003, 10:15:03: Some people really let their perverted side show in those messages that people have left you. People tend to show their true colors when they are at no risk of being discovered or identified, you know. Bye!

02-09-2003, 10:26:51: hello

02-09-2003, 10:27:18: hello how are you?

02-09-2003, 10:27:38: hello how are you?

02-09-2003, 13:06:33: Hi there

02-09-2003, 16:05:59: hello gentle man... DIE!!! you are a rotten mother farker!

02-10-2003, 05:32:19: Hello

02-10-2003, 05:32:40: Hello

02-10-2003, 06:27:53: helllo

02-10-2003, 07:00:41: Welcome to my website

02-10-2003, 07:01:22: Welcome to my website

02-10-2003, 14:25:39: love you dear ummmmmmma

02-11-2003, 02:42:32: gekke dul

02-11-2003, 06:28:37: hoerneuker

02-11-2003, 06:37:56: je moeder is een hoereneuker kanker jong

02-11-2003, 10:09:13: HeyCody

02-11-2003, 16:19:11: Hello

02-11-2003, 21:27:38: Nicole

02-11-2003, 21:30:45: OH MY GOD! THE BUILDING IS ON FIRE! AAAAAAHHHHHHH!!!!!!! just kiddin ya pal!

02-11-2003, 21:41:21: never scratch your nuts with an electric razor

02-11-2003, 21:43:54: a disturbing trend recently propogated by malignant zinians has led many to facillitate a rapid response team in order to pacify the left side of a melancholic apple

02-11-2003, 22:50:50: fuck you ass hole damn 69

02-11-2003, 22:51:26: hey

02-12-2003, 11:17:53: turn left at the next

02-12-2003, 16:02:13: Hey My name is rola

02-12-2003, 16:04:46: Hey, Rob and whomever else is in the proximity it has been beautiful day in Boulder, Colorado. Remember to wipe your feet before you track mud in the house tonight. And button up that jacket!

02-12-2003, 17:11:37: hello

02-12-2003, 17:13:25: Hello, how are you today?

02-12-2003, 17:34:27: I long to be married.

02-12-2003, 20:56:09: Hi! Who are you?

02-13-2003, 05:35:39: Hi, how are you

02-13-2003, 05:36:01: Hi, how are you

02-13-2003, 07:21:01: how are you?

02-13-2003, 08:25:50: salut les aminches

02-13-2003, 13:39:04: good evening from Belgium, i hope you are doing fine.Greetings Ann

02-13-2003, 22:00:21: hello ashley how are you

02-14-2003, 00:38:15: I love Jana Du Preez

02-14-2003, 00:41:31: I love Jana Du Preez

02-14-2003, 01:07:26: hi, this is california typing

02-14-2003, 13:26:35: matty gardner has a miffle

02-14-2003, 13:26:56: matty gardner has a miffle

02-14-2003, 20:09:50: eat shit motherfucker!

02-14-2003, 20:10:55: I am the Walrus

02-14-2003, 22:28:15: i am amir nawaz

02-15-2003, 08:53:12: Rob what where you thinking?

02-15-2003, 09:05:53: i saw yo mama's breast's they was hangin down like they was lookin for spare change wats up with that.

02-15-2003, 10:52:26: Hi Steve

02-15-2003, 11:12:57: hello

02-15-2003, 11:14:27: hello

02-15-2003, 11:33:55: hello

02-15-2003, 11:38:41: hello

02-15-2003, 11:39:28: hello

02-15-2003, 11:40:18: Help me I have dropped my pancakes

02-15-2003, 11:43:04: hey

02-15-2003, 11:59:52: I love men

02-15-2003, 13:30:29: HELLO

02-15-2003, 15:11:03: monkey cheese

02-15-2003, 19:05:08: pat has a small penis

02-15-2003, 19:06:46: aaahhhh.. oh ohhhh. yess fuck me. com on grab your willy and spank it hard baby... i know your in 2 animal sex, you god dam pervert, u sick muther fucker. i beth you fuckt a dog once, am i right??? vel anyway....i know you`r fucking your rubber doll at the moment so im gonna let you finnish !!!..........hehehehehe.....hahaahha.... you call that a dick ???? oh my god.. i dont even know what you supose 2 do with that little thing. you wanker !!!!.............. a little "hello" from vikki in norway.....

02-15-2003, 20:40:07: i am lossing my eye sight and am looking into a computer or home devices that i can get to help me when i loss my eye sight.

02-15-2003, 22:43:33: I'll have... two all beef patties special sauce lettuce cheese pickels onions on a sesame seed bun... and a diet coke

02-15-2003, 22:44:57: can I have fries with that?

02-16-2003, 02:02:47: woy are an idiot

02-16-2003, 02:03:07: you are an idiot

02-16-2003, 06:30:20: Danny is a dick

02-16-2003, 07:48:26: Hello, this is Dannys phone i am a cunt

02-16-2003, 07:48:38: Hello, this is Dannys phone i am a cunt

02-16-2003, 07:49:25: Hello, this is Dannys phone i am a cunt

02-16-2003, 11:20:20: lisa is a poo face

02-16-2003, 11:25:31: stevie barker is hung like a horse from his no 1 fan lisa from stevenage hertfordshire england world

02-16-2003, 12:48:51: I know you.I've pieced you together from.snatches of popsong.I'm alive,Rob Hansen,I'm alive and you are sleeping!

02-16-2003, 13:02:14: low rate mortgage loans

02-16-2003, 14:13:54: Chris McPhillups

02-16-2003, 14:14:25: hi

02-16-2003, 22:45:51: hi

02-16-2003, 23:40:16: hi there

02-16-2003, 23:41:02: hi there

02-17-2003, 01:37:39: hello

02-17-2003, 04:48:40: what do you think about broadband?

02-17-2003, 08:08:17: Greetings from an office cube at Motorola corporate H Q in Schaumburg, Illinois. Just wondering if your service is still active.

02-17-2003, 10:17:03: hello i m fine how are you all

02-17-2003, 12:16:47:

02-17-2003, 12:25:20: hi

02-17-2003, 12:57:13: my fanny is sweaty

02-17-2003, 13:06:38: Hey there what's going on in the west coast, care for two feet of snow?

02-17-2003, 16:38:22: J P

02-17-2003, 17:41:10: hello

02-17-2003, 17:44:41: hi ther good looking

02-17-2003, 17:52:01: helo there

02-17-2003, 19:41:27: Hello

02-17-2003, 19:47:47: Trauma cod Emergency Trauma center

02-17-2003, 19:48:03: Trauma cod Emergency Trauma center

02-17-2003, 20:49:28: holy holy holy holy holy crap

02-18-2003, 01:31:44: hi

02-18-2003, 05:09:36: dick dick dick

02-18-2003, 06:15:11: hello

02-18-2003, 07:32:41: Hey Spencer

02-18-2003, 14:05:50: You mean to tell me no one has said anything to you since december 21? You must be getting lonely by now!

02-18-2003, 14:07:34: You need a webcam to see if anyone is within ear shot. Insert evil laugh here.

02-18-2003, 14:27:42: Fudk off

02-18-2003, 14:28:10: nazdar chlapi

02-19-2003, 05:06:26: km sk uuuuuuuuuuu u uu uu uu u u u u u u u u u u u u u u u u u uu uu u u u u u u u u u uu u u u u u uu u u uu u u u uu u uu u u u uu u u u u u u u u u u u u u uu u u uu u u uu u u u u u uu uu u u u uu u u u u u uu u u uu uu u uu u u uu u uu u u uu u u uu u u u u u uuu u u uu uu uu u u u u u uu u u u u u u u u uu u uu u u uu

02-19-2003, 05:58:41: hi

02-19-2003, 12:56:51: From: tom_ricketts@hotmail.com Baking Soda: After trying to record this one several times, and having each prank call fail, we gave up recording, and right when we did, it worked. I called the guy and told him I was Tom Ricketts from 105.7 FM (in my best D.J. voice) I then asked him if he would like to play "cordless phone olympics" for 100 dollars. To this he readily agreed. His goal was simple, to burst into his next door neighbors house without knocking, and retrieve a box of baking soda within 30 seconds. You don't get much funnier than hearing him huff and puff as he sprints across the lawn, then hearing his neighbor yelling at him to quit ransacking his kitchen. After he got the baking soda, I told him I needed to put him on hold and hung up. Anywho, just thought I'd drop you a line, and tell you about some of my accomplishments. What the hell is the point of prank calling if you can't tell the story to someone? I also have another thing which I do when I get caller ID'd. I actually find it works better than picking up as the dad. Check it out, it's on my homepage at http://www.geocities.com/SouthBeach/Lights/3501/ricketts.html.

02-19-2003, 14:39:26: hello

02-19-2003, 14:41:10: hello

02-19-2003, 19:51:32: This is the Automatic Talking Machine! The words you type will magically be spoken out loud in my office here in San Francisco. If I'm around, I'll hear what you say. And so will anyone else who happens to be within earshot. So be creative -- not insulting!

02-19-2003, 21:58:30: This is periously teetering on a vast chasm of lameness!!

02-19-2003, 21:59:22: Rat Basturd...answer me!!

02-19-2003, 22:25:49: Hi bobby

02-19-2003, 22:26:21: Hi Bobby....

02-20-2003, 07:17:33: i enjoy fried chicken. thank you.

02-20-2003, 13:05:47: GET BACK TO WORK

02-20-2003, 14:12:34: hi everyone. iv called you here for this meeting to inform you that for today i will be your acting boss per rob hansen. and i feel that due to daily stress and lack of sleep. i am hereby declaring this a 4 and a half day weekend starting now so please report to the nearist time clock and clock out. i also have decided this will be a payed weekend and tuesday will be a dress as you like day. and wednsday will be nudist day unless you are unsightly over weight or very old. those who fit this feel free to stay home. thursday will be the boss is your slave day please do not abuse the boss. and then you will start over on friday with this same scedule.

02-21-2003, 02:40:54: Hey this guy on the web found me, now he keeps pushing my buttons... I wish he would just quit making me say thing crazy that I don't want to say peanut butter see, why would I say something like that. Spaghetti or that, I don't even eat, why would I mention food?

02-21-2003, 09:50:25: Help my cat is on fire

02-21-2003, 09:51:56: The Complete Military History of France. - Gallic Wars - Lost. In a war whose ending foreshadows the next 2000 years of French history, France is conquered by of all things, an Italian. - Hundred Years War - Mostly lost, saved at last by female schizophrenic who inadvertently creates The First Rule of French Warfare; "France's armies are victorious only when not led by a Frenchman." -Italian Wars - Lost. France becomes the first and only country to ever lose two wars when fighting Italians. - Wars of Religion - France goes 0-5-4 against the Huguenots - Thirty Years War - France is technically not a participant, but manages to get invaded anyway. Claims a tie on the basis that eventually the other participants started ignoring her. - War of Devolution - Tied. Frenchmen take to wearing red flowerpots as chapeaux. -The Dutch War - Tied -War of the Augsburg League/King William's War/French and Indian War Lost, but claimed as a tie. Three ties in a row induces deluded Frogophiles the world over to label the period as the height of French military power. -War of the Spanish Succession - Lost. The War also gave the French their first taste of a Marlborough, which they have loved every since. - American Revolution - In a move that will become quite familiar to future Americans, France claims a win even though the English colonists saw far more action. This is later known as "de Gaulle Syndrome", and leads to the Second Rule of French Warfare: "France only wins when America does most of the fighting." - French Revolution - Won, primarily due the fact that the opponent was also French. - The Napoleonic Wars - Lost. Temporary victories (remember the First Rule!) due to leadership of a Corsican, who ended up being no match for a British footwear designer. - The Franco-Prussian War - Lost. Germany first plays the role of drunk Frat boy to France's ugly girl home alone on a Saturday night. - World War I - Tied and on the way to losing, France is saved by the United States. Thousands of French women find out what it's like to not only sleep with a winner, but one who doesn't call her "Fraulein." Sadly, widespread use of condoms by American forces forestalls any improvement in the French bloodline. - World War II - Lost. Conquered French liberated by the United States and Britain just as they finish learning the Horst Wessel Song. - War in Indochina - Lost. French forces plead sickness, take to bed with the Dien Bien Flu - Algerian Rebellion - Lost. Loss marks the first defeat of a western army by a Non-Turkic Muslim force since the Crusades, and produces the First Rule of Muslim Warfare: "We can always beat the French." This rule is identical to the First Rules of the Italians, Russians, Germans, English, Dutch, Spanish, Vietnamese and Esquimaux. - War on Terrorism - France, keeping in mind its recent history, surrenders to Germans and Muslims just to be safe. Attempts to surrender to Vietnamese ambassador fail after he takes refuge in a McDonald's. The question for any country silly enough to count on the French should not be "Can we count on the French?", but rather "How long until France collapses?" "Going to war without France is like going deer hunting without an accordion. All you do is leave behind a lot of noisy baggage."

02-21-2003, 09:53:29: Butterflies taste with their feet. A duck's quack doesn't echo, and no one knows why. In 10 minutes, a hurricane releases more energy than all of the world's nuclear weapons combined. On average, 100 people choke to death on ball-point pens every year. On average people fear spiders more than they do death. Ninety percent of New York City cabbies are recently arrived immigrants. Thirty-five percent of the people who use personal ads for dating are already married. Elephants are the only animals that can't jump. Only one person in two billion will live to be 116 or older. It's possible to lead a cow upstairs ... but not downstairs. Women blink nearly twice as much as men. It's physically impossible for you to lick your elbow. The Main Library at Indiana University sinks over an inch every year because when it was built, engineers failed to take into account the weight of all the books that would occupy the building. A snail can sleep for three years.. No word in the English language rhymes with "MONTH." Average life span of a major league baseball: 7 pitches. Our eyes are always the same size from birth, but our nose and ears never stop growing. SCARY!!! The electric chair was invented by a dentist. All polar bears are left-handed. In ancient Egypt, priests plucked EVERY hair from their bodies, including their eyebrows and eyelashes. An ostrich's eye is bigger than its brain. (that can be said for some people in this corporation too...) TYPEWRITER is the longest word that can be made using the letters only on one row of the keyboard. "Go," is the shortest complete sentence in the English language. I think it ties with "NO".... If Barbie were life-size, her measurements would be 39-23-33. She would stand seven feet, two inches tall. A crocodile cannot stick its tongue out. The cigarette lighter was invented before the match. Americans on average eat 18 acres of pizza every day. Almost everyone who reads this email will try to lick their elbow. Don't forget to pass these weird facts on to everyone you know. They will get a kick out of it !! You tried to lick your elbow, didn't you?

02-21-2003, 11:50:29:

02-21-2003, 12:39:43: Phil you suck at this games.

02-21-2003, 12:46:04: u

02-21-2003, 19:30:03: hellloooooooooooo helllooooooooo anyone there hahahahahaha MWAhahHahahahahaha SECURITY!!!

02-22-2003, 00:33:22: what the heck is this site?

02-22-2003, 00:33:42: hey guys, what's up?

02-22-2003, 00:33:55: this is a haunted machine!

02-22-2003, 02:23:47: Hello Rob Hansen

02-22-2003, 07:53:25: hello there how are you

02-22-2003, 08:47:21: Hello,is anyone there??

02-22-2003, 22:45:15: the world is blue like an orange

02-23-2003, 03:51:23: My name is Fernon N. Hall But my friends call me harry

02-23-2003, 11:27:24: fuck shit cock

02-23-2003, 11:28:01: hello

02-24-2003, 01:18:55: can you really hear me?

02-24-2003, 02:20:23: Stephen monahan is a fat ugly bastard

02-24-2003, 07:10:49: hello guy, how are you

02-24-2003, 08:50:36: i am not were anything

02-24-2003, 12:05:36: tralala

02-24-2003, 14:25:09: How's it going? Can you reall hear this?

02-24-2003, 18:46:20: hows thangs out yonder?

02-24-2003, 18:48:16: And while you're here, be sure to check out GiveChocolate.com. Very cool.

02-24-2003, 18:48:18: kiss my ass

02-24-2003, 18:48:42: ntp0.mcs.anl.gov (CNAME ntp-anl.usno.navy.mil) Location: Argonne National Laboratories, Chicago, IL Synchronization: NTP V3 primary (Brandywine Syncclock32/Oncore GPS) Access Policy: open access for stratum 2 servers and ANL clients,others by arrangement

02-24-2003, 18:49:33: When advised that France had announced it would not assist, become allied with or otherwise support the United States military in any war with Iraq, Ross Perot reportedly said: "Having to go to war without France by our side is sorta like having to go deer hunting without an accordion."

02-25-2003, 03:33:51: sex

02-25-2003, 07:54:45: hellow matt

02-25-2003, 12:22:18: Hello

02-25-2003, 14:26:14: fuck off

02-25-2003, 19:50:47: Hello from Montreal!

02-25-2003, 21:13:25: Wake up

02-26-2003, 08:40:07: hello

02-26-2003, 09:48:35: hi

02-26-2003, 10:26:54: Ceci est un test

02-26-2003, 12:10:36: you are right nancy moran

02-26-2003, 13:57:59: Is Winter over yet?

02-26-2003, 15:57:39: fuck off

02-26-2003, 15:59:10: fuck off

02-26-2003, 15:59:53: hey asshole

02-27-2003, 08:38:37: how the hell could you possibly make 'outer talk??

02-27-2003, 08:40:25: say 'wha?

02-27-2003, 09:19:37: greg is a mexican

02-27-2003, 09:20:04: greg is a mexican

02-27-2003, 09:20:23: greg is a mexican

02-27-2003, 09:20:30: mexican

02-27-2003, 10:55:40: fuck you

02-27-2003, 11:43:03: hello john

02-27-2003, 11:43:32: hello john

02-27-2003, 11:43:53: hello john

02-27-2003, 11:44:32: hi hi hi hi

02-28-2003, 04:50:09: I heard of a cumputer program that allows me to talk and the computer with type have you.

02-28-2003, 04:51:00: I heard of a cumputer program that allows me to talk and the computer will type, have you?

02-28-2003, 07:49:35: hello

02-28-2003, 07:50:28: fuck

02-28-2003, 09:08:18: MY GOD! ITS FULL OF STARS.

02-28-2003, 10:13:11: ten cents in a ticky box

02-28-2003, 10:19:59: Hear me

02-28-2003, 10:43:37: BRIAN

02-28-2003, 12:07:49: WORD UP!

02-28-2003, 21:12:49: Fuck oof

02-28-2003, 22:31:03: hi

03-01-2003, 03:48:29: hellslslskdk

03-01-2003, 03:49:05: hellslslskdk

03-01-2003, 03:49:43: hellslslskdk

03-01-2003, 08:50:56: kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kill kiil

03-01-2003, 09:00:22: kurder mill kurder mill mirder kl mirdir kl kl kl kl kl kl kl kel kel kurder kel kurd klekurd kelkurd klekurd kurdelklek kurdelklem klemmerkiller all killer no filler merkil kilmer merk merk merk krem krem krem krem mirk merk mirk krem krim krim krem kr km kr km mk mr mk mr. mk mister mick mitser mickel milk milk milk milk mystery milk mistri milk kistri kilk kissy kill kiss kiss kill kill kiss kiss kill kill killick killick killick click click click click click click click click click click click click click klang click klang glank glank glank glank glank glank out out out out out out out out out out out out out out out ou t ou t ou t o u t o u t o u t o ut o ut o ut out out outoutoutout STOP STOP STOP STOP STOP

03-01-2003, 12:56:41: help me make it through the night

03-01-2003, 15:54:26: hi jen you suck

03-01-2003, 16:01:14: r

03-02-2003, 10:19:12: fuck you

03-02-2003, 10:19:50: hi

03-02-2003, 10:31:22: Hello, my name is Przemek.

03-02-2003, 13:04:32: spank me horse boy

03-02-2003, 14:44:10: Hello

03-02-2003, 15:02:38: hello there

03-02-2003, 18:57:21: hi rob

03-02-2003, 19:12:00: holy cow... i just read what some other people had typed and i must say i'm appalled!!! i mean, do people really get some cheap thrill out of knowing that the automatic talking machine is going to say fuck? that's fuckin warped man... wow, fuck all of them i say! or like bitch. does anyone get off on hearing a machine say bitch? how about shit? or damn? oh yeah, and then there's cum burping cock sucker (hehehe, my personal favorite). there's some fucking sick people out there....

03-03-2003, 07:01:26: Where can I find a talking computer?

03-03-2003, 07:02:47: How would this program be benificial, unless you were blind!

03-03-2003, 08:34:40: prunes keep you regular

03-03-2003, 08:37:04: Hello Dave My name is hal

03-03-2003, 08:37:20: Daisy, Daisy

03-03-2003, 14:04:52: poop

03-03-2003, 14:16:43: Gort, klaatu barada nikto

03-03-2003, 17:12:01: welcome

03-03-2003, 17:13:20: welcome asshole

03-03-2003, 17:33:37: Anybody there wish they worked alone? I can silence you out of it.

03-03-2003, 23:34:39: my name is Rob Hanssen as well

03-03-2003, 23:35:32: my name is Rob Hanssen as well

03-04-2003, 12:21:49: Dont know what to say.

03-04-2003, 12:23:26: How does this work?

03-04-2003, 12:41:47: wie de fok is jy?

03-04-2003, 12:43:19: wie de fok is jy?

03-04-2003, 12:45:41: what the fuck is this

03-04-2003, 14:28:12: haw cunto

03-04-2003, 15:32:09: sghi

03-04-2003, 18:18:47: Most people believe that a polka-dotted wheelbarrow falls in love with a bartender like a globule, but they need to remember how single-handledly the imaginative plaintiff ruminates. Some garbage can ruminates, because a roller coaster plans an escape from the prime minister an industrial complex. When the globule beyond a senator beams with joy, a girl scout daydreams. Any dolphin can reach an understanding with some flabby student, but it takes a real cashier to thoroughly steal pencils from a wedding dress related to some foosball team.

03-04-2003, 18:53:24: hi how are you doing

03-04-2003, 21:25:23: Your new mail is in Anton

03-04-2003, 21:27:11: Your new mail is in Anton

03-04-2003, 21:28:30: Not as cool site as the .net mag says

03-05-2003, 06:34:13: I made the mad ones with their ribbon hair and their bloody fingernails. I crawled from the muck and lifted them up to see the black dawning.

03-05-2003, 07:11:32: hello how r u

03-05-2003, 08:07:46: San Francisco Rocks!

03-05-2003, 11:52:49: open.tv rules

03-05-2003, 23:07:44: hello

03-06-2003, 00:16:13: I love my San Fran town!!!!!

03-06-2003, 16:40:47: hi how are you

03-06-2003, 18:54:32: yo warrup dogg

03-07-2003, 07:09:35: hello

03-07-2003, 07:11:25: hello my name is patrick fuck you

03-07-2003, 09:11:29: SMACKY CHEESE

03-07-2003, 13:01:13: hello

03-07-2003, 15:23:11: IT IS VERY COLD HERE

03-07-2003, 17:57:29: resolution

03-07-2003, 17:58:19: resolution

03-07-2003, 19:29:05: I GOTTA PEE

03-08-2003, 01:50:18: ole

03-08-2003, 04:47:50: oil

03-08-2003, 04:48:53: All your oil are belong to us, the majestic 12

03-08-2003, 04:52:37: This machine is totally fucked! 10 minutes to destruction.. Have a nice day.. And Remember Saddams oil are belong to us ,Illuminati and MJ12

03-08-2003, 08:42:16: Hi there is microbi, please call later

03-08-2003, 11:43:40: Are you at work today ROb?

03-08-2003, 16:38:31: is this a joke

03-08-2003, 17:40:02: Suck My bit tits

03-09-2003, 00:54:29: I have a new mission for you Rob , you have just 48 hrs to bring us Saddam before we blow his army sky high ! This tape will now self distruct in 5 secs ............

03-09-2003, 05:03:55: salut pd

03-09-2003, 05:47:42: eren

03-09-2003, 10:05:20: Hello

03-09-2003, 12:43:12: jose

03-09-2003, 12:43:56: "Stop Slacking and get back to WORK! ..... Heh Heh

03-09-2003, 12:45:35: Why am I here .... What is the Meaning Of Life .... Will Dubmya Bush give up HIS Weapons Of Mass Destruction ?!? ... Will he Hell ...

03-09-2003, 14:11:41: hello how are u i want to have sex with you

03-09-2003, 14:18:35: And everybody say... YATTA!

03-09-2003, 20:53:24: nice website

03-10-2003, 03:59:34: jack its after ten oclock so its time for bed,now get to it.

03-10-2003, 04:00:42: jack its after ten oclock so its time for bed,now get to it.

03-10-2003, 04:01:32: jack its after ten oclock so its time for bed,now get to it.

03-10-2003, 04:01:48: jack its after ten oclock so its time for bed,now get to it.

03-10-2003, 04:02:01: jack its after ten oclock so its time for bed,now get to it.

03-10-2003, 04:06:46: jack its after ten oclock so its time for bed,now get to it.

03-10-2003, 08:18:21: hey where are you

03-10-2003, 11:08:11: hey, my name is rob hansen too. i'm a weird fairy who likes soccer so much that i'm doing a ten page researgh paper on it

03-10-2003, 14:08:42: this has so been done

03-10-2003, 16:47:31: hello

03-11-2003, 02:31:17: hi there

03-11-2003, 02:31:46: hi there

03-11-2003, 02:32:14: yo

03-11-2003, 04:55:22: hello people

03-11-2003, 07:12:39: hi brenda! How are you this morning?

03-11-2003, 07:28:17: Whaz up

03-11-2003, 14:08:15: my name is chris

03-11-2003, 18:04:30: hi there from Northeastern PA

03-12-2003, 00:34:10: hello

03-12-2003, 02:04:11: hello how are you

03-12-2003, 03:35:40: hello

03-12-2003, 03:38:11: dogshit dogshit everywhere.

03-12-2003, 08:31:16: Brendon Is using EMAIL

03-12-2003, 09:54:25: KISS MY SHIT PICKLE

03-12-2003, 12:48:17: Hello

03-12-2003, 12:48:55: How are you this fine morning?

03-12-2003, 12:49:44: I like to have cybersex!

03-12-2003, 12:52:37: mmm I looked at your pic, and ya look gay...maybe some one else is there who would like to have sex?

03-12-2003, 12:54:17: mmm I looked at your pic, and ya look gay...maybe some one else is there who would like to have sex?

03-12-2003, 12:54:41: jackoff queer!

03-12-2003, 13:16:12: Hello everyone!

03-12-2003, 22:32:31: Who's the leader of the club that's made for you and me? M I C K E Y M O U S EEEEE. Hello there! go to cinemazement.com now!

03-13-2003, 03:28:52: Hello

03-13-2003, 03:29:23: Hello

03-13-2003, 03:30:06: How are you are you well if not why not and how are you doing today?

03-13-2003, 05:35:23: Corn - Nature's parastalsis sled dog!

03-13-2003, 19:32:46: my name is bob

03-13-2003, 19:34:28: HELLO

03-13-2003, 19:35:19: I don't hear anything

03-14-2003, 05:38:54: SIlence is golden.

03-14-2003, 05:39:16: Rachmoninof at the MAC!

03-14-2003, 09:09:34: heiio friend

03-14-2003, 12:31:52: now

03-14-2003, 13:01:28: All your base are belong to us

03-14-2003, 13:03:35: Make your time...

03-14-2003, 13:37:20: ch ch ch check one two one two

03-14-2003, 19:54:45: ohhhhhh, are i. ,what is that? is that your peeniuot. oh my god it is berry berry big too big yung teetee mo. I juice coh, you filipino panseat eating mother humper. kahntut ang. kahntut ang sa keet. uh ano nah, is that your tongue? oh yes the tongue use the tongue oh the finger not the finger use thee finger pootongue enung shit seenog nanai mo seee nong nanai mo seee! nong! nanai! mo!! I nahku uh sandayllay let me wipe your mouth

03-14-2003, 19:55:49: i hate white people?

03-14-2003, 19:56:03: ohhhhhh, are i. ,what is that? is that your peeniuot. oh my god it is berry berry big too big yung teetee mo. I juice coh, you filipino panseat eating mother humper. kahntut ang. kahntut ang sa keet. uh ano nah, is that your tongue? oh yes the tongue use the tongue oh the finger not the finger use thee finger pootongue enung shit seenog nanai mo seee nong nanai mo seee! nong! nanai! mo!! I nahku uh sandayllay let me wipe your mouth

03-14-2003, 19:56:33: Fuck you bitch?

03-14-2003, 19:57:19: Why are you cheating on me Rob?

03-15-2003, 06:16:15: how are you

03-15-2003, 08:08:33: hi farhad i love u sweet hart

03-15-2003, 08:09:06: hi farhad i love u sweet hart

03-15-2003, 08:10:20:

03-15-2003, 08:11:05: hi farhad love u

03-15-2003, 22:21:39: hi im a fucker

03-15-2003, 23:50:35: hello

03-15-2003, 23:51:41: hello what time is it

03-16-2003, 02:17:30: Hi there!

03-16-2003, 03:55:37: Hello

03-16-2003, 03:57:17: Hello

03-16-2003, 03:58:43: Hello, how are you doing?

03-16-2003, 12:43:33: hello

03-16-2003, 19:38:46: denny is gay

03-17-2003, 05:18:14: you are a bitch

03-17-2003, 08:29:51: and if it wasn't for that horse, i don't think i would have evered finished college - much less gotten married.

03-17-2003, 08:40:38: kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk

03-17-2003, 12:11:52: bonjour

03-18-2003, 05:52:20: hello boy !

03-18-2003, 06:22:33: Hello

03-18-2003, 09:20:16: Hey guys. I'm Mike and I'm at John A Logan College in Carbondale Illinois. I am going into electronics. So, how are things at thee uh, office? Hows the weather in San Francisco? Well, don't have too much fun, ya hear?

03-18-2003, 09:27:13: hello

03-18-2003, 09:27:56: We're on a mission from god.

03-18-2003, 13:19:16: Hey fag

03-18-2003, 15:40:12: The following is a recording from k101 radio in Pittzberg from nineteen fourty five

03-18-2003, 15:40:34: The following is a recording from k101 radio in Pittzberg from nineteen fourty five

03-18-2003, 19:10:56: hello

03-18-2003, 23:35:37: Hello? Are you still up?

03-18-2003, 23:39:35: sections covers are news and photos, please choose

03-19-2003, 09:24:09: pooodly poodly poodly im english

03-19-2003, 10:37:01: hello

03-19-2003, 10:37:11:

03-19-2003, 10:37:33: hello

03-19-2003, 10:37:55: how are you

03-19-2003, 12:50:24: boyoyoyoyo arweeeeee schnooooodle iiirrrrrooooool d

03-19-2003, 15:04:48: fuck that shit

03-20-2003, 02:25:25: hello

03-20-2003, 07:59:19: hello

03-20-2003, 12:30:13: bummamah bummamamah mammah mumm

03-20-2003, 13:38:50: hallo

03-20-2003, 13:54:00: wuzzzzup

03-20-2003, 14:47:56: POOPSKID

03-20-2003, 14:47:58: POOPSKID

03-20-2003, 14:47:59: POOPSKID

03-20-2003, 15:00:29: Hello

03-20-2003, 19:30:52: This is very creative. the site is entertaining. thanks.

03-21-2003, 02:24:55: may i noe wat is sam machine and eps machine

03-21-2003, 03:24:20: hi

03-21-2003, 07:37:08: this is a pretty interesting thing you're doing. Is it easy I wonder?

03-21-2003, 07:42:18: I want a cheese burger with no ketchup or mustard, a large order of fries and a large coke.

03-21-2003, 12:28:48: hello

03-21-2003, 14:12:09: hello

03-21-2003, 18:39:33: Ranik is not connected to irc

03-21-2003, 22:55:07: Fuck you

03-22-2003, 00:08:58: what time is it there, my kind sir, would you tell me please.. what time is it there..

03-22-2003, 12:38:03: Hi chase

03-22-2003, 12:50:58: why do iowa state patrol were their guns on backward?

03-22-2003, 18:01:11: hi willie how are you

03-23-2003, 07:22:54: Coucou �va, �a va la vie ?

03-23-2003, 07:22:58: Coucou �va, �a va la vie ?

03-23-2003, 09:58:06: you smell

03-23-2003, 11:31:11: hello

03-23-2003, 11:31:59: hello dipesh

03-23-2003, 11:32:58: hello

03-23-2003, 15:49:48: hello

03-23-2003, 15:50:30: hello i am a weiner

03-23-2003, 16:18:45: This is the Automatic Talking Machine! The words you type will magically be spoken out loud in my office here in San Francisco. If I'm around, I'll hear what you say. And so will anyone else who happens to be within earshot. So be creative -- not insulting!

03-23-2003, 16:19:27: hi rob, whats up,not much here, thats why im here, type-talking to u, there sure r alot of things on here,do u really hear them all?

03-23-2003, 16:19:39: hi rob, whats up,not much here, thats why im here, type-talking to u, there sure r alot of things on here,do u really hear them all?

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04-04-2003, 05:50:53: Lessons from Hull House for the Contemporary Urban University by Ira Harkavy and John L. Puckett, University of Pennsylvania Ira Harkavy is Director of the Center for Community Partnerships at the University of Pennsylvania. He teaches both in the history and urban studies departments, and is co-executive editor of _Universities and Community Schools_. In recent years, he has written on how to involve universities effectively in democratic partnerships with local public schools and their communities. John Puckett is associate professor at the University of Pennsylvania Graduate School of Education, where he conducts research on the university-community relationship. Table of Contents * Introduction * Social Science and Social Work: The Progressive Tradition * The Retreat from Social Reform: Structural Conflicts and Contradictions in the Academy * Academically Based Community Service: Toward Revitalizing Universities and Communities * Reports from the Field: Communal Participatory Action Research in West Philadelphia * Conclusion * Notes Introduction Since 1981 and the publication of Ernest Boyer and Fred Hechinger's Higher Learning in the Nation's Service, there has been a growing criticism that "higher education in America is suffering from a loss of overall direction, a nagging feeling that it is no longer at the vital center of the nation's work."[1] With the publication of Derek Bok's 1990 book,Universities and the Future of America, that criticism reached a new level of urgency and significance. From the paramount insider position within the higher educational system, Harvard's president concluded that "most universities continue to do their least impressive work on the very subjects where society's need for greater knowledge and better education is most acute."[2] Bok's conclusion (reached near the end of his Harvard presidency) necessarily leads to the further conclusion that the American university has failed to do what it is supposed to do. In short, esoterica has triumphed over public philosophy, narrow scholasticism over humane scholarship. Urban universities are now compelled to work with their neighbors for their own immediate and long-term self-interest. There are four reasons why universities should be involved in urban revitalization efforts. The first reason is institutional self-interest, including the safety, cleanliness, and attractiveness of the physical setting. Each of these contributes to the campus ambiance and to the recruitment and retention of faculty, students, and staff. Needless to say, high walls and imposing gates cannot shield students, faculty members, or administrators from the disturbing reality that surrounds the urban campus. The second reason involves a more indirect effect on institutional self-interest. It includes both the costs (financial, public relations, and political) to the institution that result from a retreat from the community, as well as the benefits that accrue from active, effective engagement. As Lee Benson and Ira Harkavy have noted: As conditions in society continue to deteriorate, universities will face increased public scrutiny (witness the Congressional hearings chaired by Representative John Dingell of Michigan last year). The scrutiny is bound to intensify as America focuses on resolving its deep and pervasive societal problems amid continuously expanding global competition. Institutions of higher education will increasingly be held to new and demanding standards that evaluate performance on the basis of direct and short-run societal benefit. In addition, public, private, and foundation support will be more than ever based on that standard, and it will become increasingly clear to colleges and universities that "altruism pays"--in fact, that altruism is practically an imperative for institutional development and improvement.[3] The third reason involves the advancement of knowledge, teaching, and human welfare through academically based community service focused on improving the quality of life in the local community. The benefits that can emerge from this approach are the integration of research, teaching, and service; the interaction of faculty members and graduate and undergraduate students from across the campus; the connection of projects involving participatory action research with student and staff volunteer activities; and the promotion of civic consciousness, value-oriented thinking, and a moral approach to issues of public concern among undergraduates. Historically, universities have missed an extraordinary opportunity to work with their communities and to engage in better research, teaching, and service. The separation of universities from society, their aloofness from real-world problems, has deprived universities of contact with a necessary source of genuine creativity and academic vitality. Promoting civic consciousness, we believe, is the core component of the fourth reason for significant university involvement with the community. Sheldon Hackney has described this as the "institution's obligation to be a good citizen, and its pedagogic duty to provide models of responsible citizenship for its students."[4] In other words, universities and colleges have, along with schools and religious institutions, a special responsibility to be moral institutions, exemplifying the highest civic and character-building values of society. At the heart of civic responsibility is the concept of neighborliness--caring about and assisting those living in close proximity to us. As an institution, a university's actions and inactions express morality; a university's indifference or civic engagement teaches lessons to its students and to society. This citizenship and character-building role, of course, was at the very center of the American college. However, the didactic approach to citizenship education and morality employed by its predecessors would today be both off-putting and at odds with the openness of the modern university. Collectively these arguments indicate that it is now both necessary and mutually beneficial for urban universities to work to revitalize their local communities. The complex problems of urban society necessitate a radical reorientation and reinvention of the urban American university to become, once again, a mission-oriented institution devoted to the use of reason to improve the human condition. That mission was the driving force behind the organization of the modern research university in the late nineteenth century. University presidents of the Progressive Era worked to transform the American university into a major national institution capable of meeting the needs of a rapidly changing and increasingly complex society. Imbued with a boundless optimism and a belief that scientific and social-scientific knowledge could change the world for the better, they saw universities as leading the way toward an effective and humane reorganization of society. Progressive academics viewed the city as their arena for study and action. The city was the site of significant societal transformations; the center of political corruption, poverty, crime and cultural conflict; and a ready source of data and information. It was, according to Richmond Mayo-Smith of Columbia, "the national laboratory of social science, just as hospitals are of medical science." [5] As Jane Addams and her colleagues in Chicago illustrated, the city was also the place in which academics could combine social science and social reform. Social Science and Social Work: The Progressive Tradition Social work as a field of social scientific inquiry gained impetus from Hull House, the social settlement founded by Jane Addams and Ellen Starr on Chicago's West Side in 1889.[6] The philosophy and programs of Hull House were modeled after Toynbee Hall, the first settlement house, established in 1884 by the Anglican vicar Samuel A. Barnett in London's East End. Adopting a multifaceted institutional approach to the social problems of the immigrant groups in the Nineteenth Ward, the Hull House residents offered activities and services along four lines, designated by Addams as the social, educational, humanitarian, and civic. The residents' programs included college extension classes, clubs and literary programs, ethnic festivals, art exhibits, recreational activities and neighborhood showerbaths, a summer camp program, a cooperative boarding house for working women, and kindergarten, visiting-nurse, and legal services. Moreover, Hull House was a site for labor union activities; a forum for social, political, and economic reform; and a center for social science research. Regarding its research function, as Addams once noted, "the settlements antedated by three years the first sociology departments in universities and by ten years the establishment of the first foundations for social research." [7] In Twenty Years at Hull-House, Addams emphasized the benefits that accrued to the activist social worker from engagement with the community and its problems. She wrote of "a fast-growing number of cultivated young people who have no recognized outlet for their active faculties. They hear constantly of the great social maladjustment, but no way is provided for them to change it, and their uselessness hangs upon them heavily. . . . 'There is nothing after disease, indigence and guilt so fatal to life itself as the want of a proper outlet for active faculties.'"[8] For women, the problem of lacking constructive social outlets for their reform impulses was acutely felt, constricted as they were by Victorian gender roles. Viewed as an expression of "social motherhood," settlement work provided a satisfactory professional outlet for women that was not incommensurate with established gender roles and practices, particularly the idea of the "woman's sphere." Addams acknowledged this when she remarked that "many women today are failing properly to discharge their duties to their own families and households simply because they fail to see that as society grows more complicated, it is necessary that woman shall extend her sense of responsibility to many things outside of her home, if only in order to preserve the home in its entirety."[9] For activist-oriented young men and women of Addams's generation, settlement work constituted, in Addams's apt phrase, a "subjective necessity." In 1889, Starr told a friend that "Jane's idea, which she puts very much to the front and on no account will give up, is that [the settlement] is more for the people who do it than for the other class."[10] Addams herself later wrote, "I hope it will never be forgotten in Chicago, at least where Hull House feels somewhat responsible for the Toynbee Hall idea, that Toynbee Hall was first projected as an aid and outlet to educated young men. The benefit to East Londoners was then regarded as almost secondary, and the benefit has always been held as strictly mutual."[11] In 1895, Addams and the residents of Hull House--notably Florence Kelley, Agnes Holbrook, and Julia Lathrop--published Hull-House Maps and Papers, a sociological investigation of the neighborhood immediately to the east of Hull House; in Addams's words, it was a record of "certain phases of neighborhood life with which the writers have been familiar."[12] Inspired by Charles Booth's Life and Labour of the People in London, the Hull House residents compiled detailed maps of demographic and social characteristics and produced richly descriptive accounts of life and work in a poor immigrant neighborhood.[13] Theirs was not dispassionate scholarship, as evidenced by Kelley's poignant advocacy of sweatshop laborers, whose "reward of work at their trade is grinding poverty, ending only in death or escape to some more hopeful occupation. Within the trade there has been and can be no improvement in wages while tenement-house manufacture is tolerated. On the contrary, there seems to be no limit to the deterioration now in progress."[14] Closely associated with Hull House in its early years were the male sociologists at the University of Chicago, who acknowledged that "it was Addams and Hull-House who were the leader and leading institution in Chicago in the 1890s, not the University of Chicago." [15] Indeed, Hull-House Maps and Papers oriented the Chicago School of Sociology to urban studies and strongly influenced the direction taken by that department for the next 40 years.[16] The changing relationship of Addams and her Hull House colleagues with the Chicago sociologists from the 1890s to the late 1910s mirrored the American university's transition from an outwardly directed, service-centered institution to an inwardly directed, discipline-centered institution. It was also a marker of the separation of knowledge production from knowledge use, indeed, of social science from social reform, by the end of the Progressive Era. In its early years, the University of Chicago demonstrated that by doing good, a research university could do very well. When Chicago's first president, William Rainey Harper, described the mission of his newly minted university as "service for mankind wherever mankind is, whether within scholastic walls or without those walls and in the world at large,"[17] he expressed a pervasive attitude of Progressive Era academics that "scholarship, teaching, and public service were fully compatible."[18] As Steven Diner has written, Harper and his Progressive colleagues also realized that the university's funding was contingent on the public's good will: When the University of Chicago opened in 1892, universities were still quite new and were just beginning to to explore the possibilities of service to their society. This was not a time for introspection or self-criticism, but an era of growth and experimentation. Nothing in the experience of American universities thus far indicated that public service might harm the university; but the experience of the antebellum college suggested the shortcomings of a remote seminary of learning for its own sake. Its detachment from public service had resulted in neither solid scholarship, sound teaching, nor popular support. Indeed, most university presidents of the early twentieth century concluded that service was the only way to win support for the advancement and dissemination of knowledge on the highest level. [19] The Chicago School of Sociology was created in this nexus of "serving society by advancing intellectual inquiry."[20] In the early years of the Chicago School no invidious distinctions were made between the applied sociology pursued by Addams and the Hull House residents and the academic research of the first generation of University of Chicago sociologists. Indeed, the two groups had a close working relationship, grounded in personal friendships, mutual respect, and shared social philosophy. Four men of the early Chicago School--Albion Small, Charles Henderson, Charles Zeublin, and George Vincent--were ministers or ministers manque, intellectual Social Gospelers with strong civic commitments. (The exceptions, with limited theological proclivities, were George Herbert Mead and William I. Thomas.) Like the women of Hull House, the Chicago sociologists were "social activists and social scientists."[21] Action social research, Chicago style, encompassed scholarly documentation of a social problem and lobbying of politicians and local community groups to obtain action. [22] Recent feminist scholarship takes issue with the charge that the social science of Hull House and the early Chicago School was unscientific. Mary Jo Deegan, for example, argues that Hull-House Maps and Papers "established the Chicago tradition of studying the city and its inhabitants," and provided "the major substantive interests of Chicago sociologists": a focus on immigrants, poverty, and occupational structure. She asserts that Robert Park and Ernest W. Burgess, leaders of the Chicago School's second generation, adopted the research concerns and methods of Addams and her colleagues even as they staked their own prior claim as the founders of urban sociology. [23] After 1915 Chicago Sociology increasingly distanced itself from social reform, notwithstanding the continued focus on the form, structure, and problems of city living. Increasingly that focus was circumscribed by a natural science model and an underlying commitment to "the detached and objective study of society," which "allowed no room for an ameliorative approach."[24] Park and Burgess emphasized "urban studies . . . within a scientific framework."[25] The career of Sophonisba Breckinridge is indicative of the attenuation of action-oriented, reformist social science in Chicago in the decades before America's entry into World War I. When Breckinridge enrolled in the University of Chicago's Department of Political Science in 1894, she entered a Progressive world where scientific rigor was deemed compatible with social problem solving. [26] According to Ellen Fitzpatrick: "All accepted the notion that scholars had a duty to address contemporary problems in their work. All agreed on the importance of empirical research. And all shared the belief that careful scientific investigation was a sine qua non for intelligent reform." [27] Unequal gender relations, however, stymied the entry of women with doctoral degrees (in Breckinridge's case, a doctor of philosophy awarded in 1902, a doctor of jurisprudence awarded in 1904) into the social science professoriate at the University of Chicago. The new feminist historiography has documented an emerging nexus of gender, social reform, and social science at the beginning of the twentieth century: after 1904, women would be relegated to the margins of the university, the confines of the newly opened Department of Household Administration, "a special intellectual province for women," where Breckinridge would find a home as an assistant professor. Yet her training had prepared her for a headier challenge: "While the political scientist pursued research that resulted in an essay entitled 'Industrial Conditions of Women Workers in Chicago Illustrated by the Packing Houses' in 1905-06, her colleagues in the household administration department wrote papers such as 'The Relative Digestibility of Animal and Vegetable Albumen,' 'Loss of Nutrients in Beans Due to Soaking,' 'Comparative Richness of Gelatin-Yielding Material in Old and Young Animals,' and 'Pectin Bodies in Fruit Juices and the Effect of Temperatures and Density in the Setting of Fruit Jelly.' Such concerns were far afield from the principles of law, political science, and political economy."[28] In 1909, Breckinridge was appointed dean of the Chicago School of Civics and Philanthropy, an independent social work and research training center funded by the Russell Sage Foundation. Over the next decade she and her colleague Edith Abbott, both of whom took up residence in Hull House, directed extensive surveys in such areas as housing, stockyards, juvenile court, and public-school truancy and nonattendance. The merger of the School of Civics and Philanthropy with the University of Chicago in 1920 led to both women's appointment as associate professors of social economy in the newly created School of Social Service Administration. There, Breckinridge and Abbott "sought to create a new setting within the university that would permit them to address public issues and advance social research. In so doing, they helped professionalize social work, a field they first adopted and then worked to make their own."[29] Yet theirs was a Pyrrhic victory. The feminization of professional social work marked it as the last enclave of social reform. As noted by Ellen Lagemann, the implications of the rift between social reform and social science at the University of Chicago were considerable: As a result, the new departmental lines drawn there created divisions, not just at Chicago, but also elsewhere, between theoretical, "objective," academic social research, on the one hand, and more reformist, political, and applied social work, on the other. The structural and intellectual divisions thus created were soon compounded by gender divisions that rapidly took on hierarchical status distinctions as well. Sociology, which came increasingly to be dominated by men, was more and more seen as a source for insights to be tested and applied by "social workers," most of whom were women; and settings for "social work," including social settlements like Hull House, were more and more seen as places to which (male) university sociologists might send students to collect data, which the sociologists and not the social workers would then analyze in a university laboratory and elaborate into theory.[30] Applied social science largely vanished from the academy after 1918. World War I was the catalyst for a full-scale retreat from action-oriented, reformist social science. The brutality and horror of that conflict ended the buoyant optimism and faith in human progress and societal improvement that had marked the Progressive Era. American academics were not immune to the general disillusion with progress. One economist wrote that "it would perhaps be an exaggeration to say that the European war . . . has rendered every text in social science thus far published out of date, but it would not be a very great exaggeration."[31] Indeed, despair led many social scientists to retreat into a narrow scientistic approach: "They began to talk of the need for a harder science, a science of facts and numbers that could moderate or dispel the pervasive irrational conflicts of political life."[32] Scholarly inquiry directed toward creating a better society was increasingly deemed inappropriate. While faith in the expert and in expert knowledge was carried on from the Progressive Era, it was now divorced from its reformist roots. The dominant conception of science was clear and simple: it was what physical scientists and engineers did.[33] "Sociology as a science is not interested in making the world a better place in which to live, in encouraging beliefs, in spreading information, in dispensing news, in setting forth impressions of life, in leading the multitudes or in guiding the ship of state," Chicago sociologist William F. Ogburn declared. "Science is interested directly in one thing only, to wit, discovering new knowledge." [34] The retreat from applied social science in the 1920s crystallized a tendency that Addams had discerned at the turn of the century: We recall that the first colleges of the Anglo-Saxon race were established to educate religious teachers. For a long time it was considered the religious mission of the educated to prepare the mass of the people for life beyond the grave. Knowledge dealt largely in theology, but it was ultimately to be applied, and the test of the successful graduate, after all, was not his learning, but his power to save souls. As the college changed from teaching theology to teaching secular knowledge the test of its success should have shifted from the power to save men's souls to the power to adjust them in healthful relations to nature and their fellow men. But the college failed to do this, and made the test of its success the mere collecting and disseminating of knowledge, elevating the means into an end and falling in love with its own achievement.[35] The Retreat from Social Reform: Structural Conflicts and Contradictions in the Academy Throughout the American university, a strong tradition developed that separated scholarly research from the goal of helping to create a better society. The political and cultural dynamics of post-World War I scientistic social science were reflected in the burgeoning field of psychiatric social work. In the 1920s, psychiatric social workers staked their claim to scientific legitimacy and professional status by defining their knowledge base as psychoanalytic theory and adopting a therapeutic, ostensibly scientific, approach that emphasized clients' social-psychological adjustment rather than social amelioration. Casework, if not Freudian psychology, also dominated other subspecialities of social work--for example, family casework and child guidance--and during the twenties, that approach became the raison d'etre of the profession as a whole. University schools of social work, which numbered 28 by 1929, and social work education were unified "around the idea of generic casework."[36] Professional social work training did not include preparation for a career in settlement work. The local Community Chest, which gained control of settlement house budgets, dampened reform; only in non-Chest cities such as Chicago and New York were settlement workers able to sustain some reform activity. Not surprisingly, that activity was associated with the charismatic leadership of Addams of Hull House, Graham Taylor of Chicago Commons, and Lillian Wald of Henry Street Settlement, and it was not broadly institutionalized.[37] Between the wars the reform impulse was further weakened by the fact that every major university formed similar and increasingly specialized departments, and a faculty member's primary source of identification and allegiance became his or her discipline, not the university. Since World War II, a steady infusion of federal funds allocated to individual researchers working under departmental auspices has accelerated the growth of a disciplinary-based reward system. [38] Departmental and disciplinary divisions have served to increase further the isolation of universities from society. A 1982 Organization for Economic Cooperation and Development report entitled The University and the Community noted, "Communities have problems, universities have departments."[39] Beyond being a criticism of universities, that statement neatly indicates why universities have not contributed as they should. Quite simply, their unintegrated structures work against understanding and helping to solve highly complex human and societal problems. This tendency has resulted in less effective research, teaching, and service. Indeed, all three missions have been impoverished by what might be termed a false trichotomization. For example, that trichotomy has contributed to an enormous imbalance in the production of knowledge. Dazzling advances have occurred in university-based research in science and technology. New ideas, concepts, technologies, approaches, and techniques are developed with ever-increasing rapidity. Although designed to improve human welfare, the application of scientific advances too frequently results in new and more forbidding problems. The wondrous possibilities of new medical technologies, for example, have become distorted, helping to create a health care "system" unresponsive to the "low-tech" preventive needs of the vast majority of citizens.[40] How to make rational use of science and technology should be a primary focus of university research. It should be a primary focus because it is a primary problem facing human beings in the late twentieth century. If universities had an integrated mission--the creative, dynamic, and systemic integration of research, teaching, and service--intellectual resources would be significantly devoted to developing humane applications of scientific knowledge to help those living in conditions of profound poverty and neglect. Integrating research, teaching, and service will be particularly difficult because of a fundamental contradiction in the structure of the American research university itself, a contradiction that occurred with its very creation. That is, the American research university was a product of a combination of the German research university and the American college. Daniel Coit Gilman, the founder of Johns Hopkins and central architect of the late nineteenth-century research university, in fact, claimed that one of his proudest accomplishments was "a school of science grafted on one of the oldest and most conservative classical colleges." Although referring specifically to the merger of the Sheffield Scientific School with Yale College, Gilman felt that this achievement exemplified his contribution to American higher education.[41] Gilman did not make reference to the institutional contradiction that necessarily derived from a merger of two markedly different entities. The research university, on the one hand, was dedicated to specialized scholarship, and it was through the production of specialized inquiry and studies that the university provided service. For the American college, on the other hand, general education, character building, and civic education were the central purposes. The goal was to serve society by cultivating in young people, to use Benjamin Franklin's phrase, "an Inclination join'd with an Ability to serve." [42] The research university has, of course, dominated this merger, creating an ethos and culture that rewards specialized study rather than more general scholarship and the education of the next generation for moral, civic, and intellectual leadership. Given the structural contradictions built into the American university, and nearly a century of increasing specialization, fragmentation of knowledge, and separation of scholarship from direct service to society, it will not be easy for higher educational institutions to effectively integrate research, teaching, and service and substantively increase their contributions to knowledge and human welfare. Certainly the significant problems facing American society and the pressures to change that are coming from a variety of constituents will mean that some new directions will have to be forged. But will they be the right directions, directions that enhance the university's ability to carry out its mission? And will these new directions be significant and basic enough to reduce the impediments to progress that hinder the creative, dynamic, systemic integration of research, teaching, and service? Academically Based Community Service: Toward Revitalizing Universities and Communities In three key respects, Hull House provides a model and inspiration for work being undertaken at the University of Pennsylvania. First, the Hull House residents emphasized amelioration and reform. Although they acted too frequently for rather than with their neighbors, they believed in and espoused the ideal of empowering community residents to address social problems.[43] Second, as indicated by Hull-House Maps and Papers, their ameliorative, reformist approach to social science integrated the production of new knowledge and the uses made of that knowledge.[44] Third, Addams and her Chicago colleagues recognized that the social problems of the city are complex, deeply rooted, interdependent phenomena that require holistic ameliorative strategies and support mechanisms if they are to be solved. The settlement house provided, albeit on a small neighborhood scale, a comprehensive institutional response to social problems. Our approach has been to advance academically based community service--service rooted in and intrinsically tied to teaching and research. Among other things, it is an approach that seeks to integrate the research, teaching, and service missions of the university, while also spurring intellectual integration across disciplines. We have found that the very nature of concrete, real-world problems, particularly the problems of the university's immediate geographic community, encourage genuine interschool and interdisciplinary cooperation. No single component of the university can significantly help understand and reduce the complex, myriad, interrelated problems of the urban poor. In combination, however, advances can be made. And that combination must go beyond the various components of the university. It necessarily must also include other institutions, such as public schools, businesses, unions, community organizations, government, and voluntary associations. Our goal is to develop an innovative model of how higher educational institutions can fruitfully and simultaneously work together to advance knowledge and human welfare. The work builds on John Dewey's proposition that knowledge and learning can be most effectively advanced through working to solve immediate, strategic societal problems. For Dewey, "Thinking begins in . . . a forked-road situation, a situation which is ambiguous, which presents a dilemma, which proposes alternatives."[45] In effect, our forked-road situation is the intellectual problem of what can be done to overcome the pervasive problems affecting the people of West Philadelphia. To a significant extent, our work can be viewed as testing the validity of Dewey's proposition about how we learn and think. Even more fundamentally, it tests the validity of Francis Bacon's central proposition that knowledge advances most effectively when the "relief of man's estate" is made the true end of knowledge. In 1620 Bacon put the argument as follows: "Lastly, I would address a general admonition to all, that they consider what are the true ends of knowledge, and that they seek it not either for pleasure of the mind, or for contention, or for superiority to others, or for profit, or fame, or power, or for any of these inferior things; but for the benefit and use of life; and that they perfect and govern it in charity. For it was from lust of power that they angels fell, from lust of knowledge that men fell; but of charity there can be no excess, neither did angel or man ever come in danger by it."[46] How are we to know whether a Deweyan-Baconian approach is indeed superior to the traditional, scholastic model that dominates the American university? For Bacon the test was simple: By their fruits shall we judge modes of inquiry and thought. In other words, to what extent does research change the world for the better? In Reconstruction and Philosophy, Dewey praised Bacon for his brilliant analysis of the sociology of knowledge and his call for cooperative research: "To Bacon, error had been produced and perpetuated by social influences, and trust must be discovered by social agencies organized for that purpose. . . . The great need [Bacon proclaimed] is the organization of co-operative research, whereby men attack nature collectively and the work of inquiry is carried on continuously from generation to generation."[47] Since 1985, the University of Pennsylvania has been involved in a broadly based community project to help improve the quality of life in West Philadelphia. The project has two main organizational components. With staff offices in the West Philadelphia community, the West Philadelphia Improvement Corps (WEPIC) represents a coalition of university faculty, staff, undergraduate and graduate students, and West Philadelphia teachers, students, and school administrators. The WEPIC provides a year-round program that currently involves over 2,000 children, their parents, and community members in education and cultural workshops, recreation, job training, and community improvement and service activities. The program is coordinated by the West Philadelphia Partnership, a mediating, nonprofit, community-based organization composed of major institutions (including the University of Pennsylvania) and local community groups, in conjunction with the Greater Philadelphia Urban Affairs Coalition and the Philadelphia School District. The recently established Center for Community Partnerships at the University of Pennsylvania coordinates and provides opportunities for participatory action research projects conducted under the aegis of the WEPIC. This approach is quite different from strategies undertaken in the 1960s, when escalating poverty, crime, violence, racial strife, and student protest demanded a response from urban universities. Federal and foundation-supported programs, notably urban extension programs, urban studies centers and urban observatories, were created to link university research and technical assistance to urban concerns. The goal, according to Paul Ylvisaker of the Ford Foundation, whose 1958 speech signaled the beginning of an era of reengagement, was to create urban equivalents to the Agricultural Extension Service. Typically, these efforts were not partnerships, that is, mutually beneficial relationships between the city and the university. For all the public and private funds expended, relatively little of substance was accomplished, and a genuine and acute disappointment about the level of university performance set in.[48] The development of a mediating organization that encourages partnerships and the pooling of institutional and community resources has helped the University of Pennsylvania to sustain and expand its contribution to the WEPIC coalition.[49] The WEPIC has reinvented and updated an old notion--that the neighborhood school can effectively serve as the core neighborhood institution, an institution that both provides comprehensive services and galvanizes other community institutions and groups. That idea motivated the early settlement workers, who recognized the centrality of the neighborhood school in community life and its potential as a catalytic site for community stabilization and improvement. At the turn of the century, settlement pioneers mediated the transfer of social, health, vocational, and recreational services to the public schools of major American cities.[50] Dewey's notion of "the school as social center" reflected the vision of Addams and other settlement workers that urban public schools would incorporate settlement ideas and functions.[51] The school and the curriculum would become, in effect, focal points of neighborhood development , improvement, and stabilization. Although Dewey did not make it explicit, this idea is consistent with his general theory that the community-centered school would help catalyze the development of a "cosmopolitan local community."[52] For the neighborhood school to be truly comprehensive, to function as a genuine community center, to help transform its catchment area into a cosmopolitan local community, however, it needs additional human resources and support. In 1929, near the end of her extraordinary career, Addams wrote that the social settlement served the same function as the university, but the settlement's impact encompassed a broader and needier population: It was the function of the settlements to bring into the circle of knowledge and full life, men and women who might otherwise be left outside. Some of these men and women were outside simply because of their ignorance, some of them because they led lives of hard work that narrowed their interests, and others because they were unaware of the possibilities of life and needed a friendly touch to awaken them. The colleges and universities had made a little inner circle of illuminated space beyond which there stretched a region of darkness, and it was the duty of the settlements to draw into the light those who were out of it. It seemed to us that our mission was just as important as that of either the university or the college.[53] The key challenge today, however, is not to have social settlements function as universities but rather to have universities function as perennial, deeply rooted settlements, providing illuminated space for their communities as they conduct their mission of producing and transmitting knowledge to advance human welfare and to develop theories that have broad utility and application. As comprehensive institutions, we would argue, universities are uniquely qualified to provide broadly based, sustained, comprehensive support. The community school project itself becomes the organizing catalyst enabling the university to function as a social settlement as one innovative, humanistic strategy to better perform its traditional mission, as well as to better perform its role as a cosmopolitan civic university. Reports from the Field: Communal Participatory Action Research in West Philadelphia As we noted previously, a broadly based coalition of agencies, organizations, and institutions today is a sine qua non for school and community revitalization in collapsing urban centers. If it is to be an effective partner in this coalition, the university must institutionalize a strategy that engages academic resources in ways that integrate and strengthen its missions of teaching, research, and service. The strategy we have chosen is to develop a permanent, humanistic natural laboratory in West Philadelphia. We do not treat West Philadelphia as a laboratory for experimentation on poor people, that is, as a site for study rather than assistance. Our approach emphasizes a mutually beneficial, democratic relationship between academics and non-academics. In that relationship, academic researchers learn from and with the community, do research collaboratively with and not on people, and contribute to the solution of significant community problems. Put another way, we believe that West Philadelphia, and the community school in particular, should serve as a natural social and cultural laboratory in which communal participatory action research functions as a humanistic strategy for the advancement of knowledge and human welfare.[54] Participatory action research is "a form of action research in which professional social researchers operate as full collaborators with members of organizations in studying and transforming those organizations. It is an on-going organizational learning process, a research approach that emphasizes co-learning, participation, and organizational transformation."[55] Both participatory action research and communal participatory action research are directed toward problems in the real world and are concerned with application. They differ in the degree to which they are continuous, comprehensive, and beneficial and necessary to the organization or community studied and the university. The participatory action research process is exemplified in the work of William Foote Whyte and his associates at Cornell University to advance industrial democracy in the worker cooperatives of Mondragon, Spain.[56] Its considerable utility and theoretical significance notwithstanding, the research at Mondragon is not an institutional necessity for Cornell. By contrast, the University of Pennsylvania's enlightened self-interest is directly tied to the success of its research efforts in the West Philadelphia community, hence its emphasis on communal participatory action research. In short, proximity and a focus on problems that are institutionally significant to the university encourage sustained, continuous research involvement. A crucial issue, of course, is the degree to which these locally based research projects result in general knowledge. We would argue that local does not mean parochial and that the solution to local problems necessarily requires an understanding of national and global issues as well as an effective use and development of theory. Two research projects in West Philadelphia, one conducted by a physical anthropologist, another by a graduate student in communication studies, illustrate these propositions. Francis Johnston, chairperson of the University of Pennsylvania's Department of Anthropology, carries out research in the Turner Nutritional Awareness Project, a joint community/university-sponsored participatory action research project at the John P. Turner Middle School that is designed to improve the nutritional status of the community. "The Project is comprehensive in scope, with components dealing with nutritional assessment, with instruction in concepts of nutrition, and with the collection of a broad range of related information, including such areas as knowledge, preferences, and attitudes concerning food, food streams within the neighborhood, and other sources of information (merchants, media, etc.)." [57] Turner School teachers participate in the design and presentation of the intervention. Sixth-grade Turner students participate in the nutrition education program and, as seventh graders, they teach elementary school students about basic nutrition and healthy habits. [58] In a recent study, Johnston and his students in an undergraduate anthropology course on "Biomedical Science and Human Adaptability" collected measurements of physical growth status and dietary intakes from 11- to 15-year-old African-American youth. Data on growth were collected on 136 individuals; for both sets of indicators, data were collected on 113. A nutrition software package was used to calculate the nutrient values of students' dietary intakes, and individual records were merged into a single data set for computer statistical analysis. Tabulations of the data supported the following conclusion: "Overall, the data indicate a population with a very high prevalence of obesity, and diets high in saturated fat and low in polyunsaturated fat. Also of potential concern is the indication of low intakes of zinc and high intakes of sodium. Given the increased health risks of urban African-Americans, these findings on young adolescents suggest the development of programs designed to improve diets and enhance health in general in this age group." [59] Johnston's work with undergraduates further distinguishes the University of Pennsylvania's approach from other varieties of action research. Communal participatory action research extends to creating or restructuring academic courses to include an explicit community focus and action component. The assumption is that embedding community service into courses, research, and general intellectual discourse will lead to positive changes in the institutional climate, providing a linkage between service and education. A dissertation study in the Annenberg School for Communication provides a second illustration of communal participatory action research. For 2 years, Eleanor Novek, a former professional journalist and editor, was involved at West Philadelphia High School, a WEPIC site, as a co-teacher and researcher in the development of "an educational demonstration project, an urban high school English/journalism class which uses production of a community-focused newspaper as a strategy for the self-determination of young African Americans."[60] Novek's research on self-determination and student empowerment built on Jurgen Habermas's theory of communicative action, elements of reference group theory (e.g., Robert Merton), and superordinate goal theory (Muzafer Sherif and Caroline Sherif), not only to interpret and to theorize from ethnographic data, but also simultaneously to shape the intervention strategies, effecting an ebb and flow of theory and action. The specific vehicle for this work was QWest, a school-based community newspaper project, each component of which was adjudicated and carried out by students. In a recent report of her study, Novek has constructed several criteria of self-determination on the basis of her theoretical perspective, and she provides a summary of evidence from participant observations and student writing to indicate the progress made in each category. Her description of risk taking and the crossing of social boundaries is a case in point: A shy young woman who never spoke up in class, not only obtained an interview with Ramona Africa, the lone survivor of the world-infamous MOVE bombing in May 1985, but also brought her to the school to address the whole class. A taciturn young man interested in rap music visited one of the largest African American radio stations in the city and interviewed a popular disc jockey on the air. Another student took it upon himself to develop and distribute an attitude survey about the QWest project to class members. Two students applied for and won admission to a minority workshop for high school journalists--the first time any students from their school had participated. Another began freelancing sports reports for a community newspaper.[61] As our examples are designed to suggest, genuine thinking has occurred in the forked-road situation of West Philadelphia, engendering new approaches to school and community development. We believe that we have made a good start. The interaction of faculty, staff, and students working at the same site, attempting to solve immediate real-world problems, has fostered an unprecedented degree of academic integration at the University of Pennsylvania and spurred the development of new organizational structures and mechanisms to encourage and coordinate academically based public service. We want to emphasize, however, just how extraordinarily difficult it is to change the university and its community. Even after more than 8 years, our work is still in a developing phase. Conclusion In this article, we have presented a rationale for reinventing the American university to become once again a mission-oriented institution. With particular attention to social work and the social sciences, we have traced the origins of that rationale to Jane Addams, the women of Hull House, and other Progressive Era social scientists qua social reformers. Historical analysis not only indicates that progressive change can occur, but it also is useful in revealing and clarifying impediments to change, for example, the entrenchment and long-standing dominance of narrowly scholastic social science. We have also described a general strategy of organizational structures, activities, and mechanisms developed at the University of Pennsylvania to help enable the "neo-Progressive" reconstruction of the university through academically based community service. It is our contention that American social science should be about the "relief of man's estate." These endeavors should be about overcoming the urban crisis and preventing urban chaos. In his studies of creativity, psychologist Howard E. Gruber has emphasized the connection between individual creativity and a desire to solve real-world problems. Gruber's concept of "creative altruism," which we think has relevance for universities, highlights that connection with particular clarity: "We can envisage and identify cases of 'creative altruism,' in which a person displays extraordinary moral responsibility, devoting a significant portion of time and energy to some project transcending immediate need and experience. Creative altruism, when it goes the limit, strives to eliminate the cause of suffering, to change the world, to change the fate of the earth." [62] Creative altruism imbued the social work and social science of Addams and the women of Hull House at the turn of the twentieth century. As we have indicated, their ideals and practice provided exemplars for the development of social work and sociology at the University of Chicago. We have argued that their humanistic, real-world, problem-solving approach to social science has strong potential to produce better teaching, better research, and better service than conventional social science. The "settlement idea," which has inspired our collective efforts at the University of Pennsylvania and other campuses and communities, is a legacy of the early history of American social work.[63] If the American university is to fulfill its promise and help create a decent and just society, it must give full-hearted, full-minded attention to solving our complex interrelated problems. The benefits of doing so would, we are convinced, be considerable for the university, social science, and the American city. Notes John Puckett's contribution to this article was supported by a Spencer Foundation Postdoctoral Fellowship. We are also grateful to Lee Benson and Ellen Lagemann for their superb advice and encouragement. [1] Ernest L. Boyer and Fred M. Hechinger, Higher Learning in the Nation's Service (Washington, D.C.: Carnegie Foundation for the Advancement of Teaching, 1981), p. 3. [2] Derek Bok, Universities and the Future of America (Durham, N.C.: Duke University Press, 1990), p. 122. [3] Lee Benson and Ira Harkavy, "Universities, Schools, and the Welfare State," Education Week,April 29, 1992, p. 27. Representative George E. Brown, Jr., chairman of the House Committee on Science, Space, and Technology, and Representative Rick Boucher, chairman of the Subcommittee on Science for that committee, have sharply criticized the priorities of contemporary scientists and the academic research community, which they view as detached from broad societal concerns; in Colleen Cordes, "As Chairman of Key House Committee Restates His Vision, Scientists Worry," Chronicle of Higher Education, September 8, 1993, pp. A26-28; Rick Boucher, "A Science Policy for the 21st Century," Chronicle of Higher Education, September 1, 1993, pp. B1-2. The Senate Committee on Appropriations voices a similar complaint about the National Science Foundation, admonishing that agency to address "specific national goals" or face curtailment of its funding; in 103d Congress, Senate Report 103-137, September 9, 1993, pp. 165-69. [4] Sheldon Hackney, "Universities and Schools: Hanging Together or Hanging Separately?" Address at Bank Street College, New York, May 2, 1992; printed in University of Pennsylvania Almanac (May 12, 1992), p. 6. [5] As quoted in Barry D. Karl, Charles E. Merriam and the Study of Politics (Chicago: University of Chicago Press, 1974), p. 31. [6] See Kathryn Kish Sklar, "Hull-House Maps and Papers: Social Science as Women's Work in the 1890s," in The Social Survey in Historical Perspective 1880-1940, ed. Martin Bulmer, Kevin Bales, and Kathryn Kish Sklar (New York: Cambridge University Press, 1991), pp. 111-47. [7] Jane Addams, "The Objective Value of a Social Settlement" (1893), in The Social Thought of Jane Addams, ed. Christopher Lasch (Indianapolis: Bobbs-Merrill Co., 1965), pp. 44-61; quotation from Jane Addams, The Second Twenty Years at Hull-House: September 1909 to September 1929, with a Record of a Growing World Consciousness (New York: Macmillan, 1930), p. 405, cited in Lela B. Costin, Two Sisters for Social Justice: A Biography of Grace and Edith Abbott (Urbana: University of Illinois Press, 1983), p. 45. [8] Jane Addams, Twenty Years at Hull-House (New York: Macmillan, 1910), pp. 118, 120. [9] As quoted in John H. Ehrenreich, The Altruistic Imagination: A History of Social Work and Social Policy in the United States (Ithaca, N.Y.: Cornell University Press, 1985), p. 35. See also Kathryn Kish Sklar, "Hull House in the 1890s: A Community of Women Reformers," Signs: Journal of Women in Culture and Society 10, no. 4 (1985): pp. 675-77; Stanley Wenocur and Michael Reisch, From Charity to Enterprise: The Development of American Social Work in a Market Economy (Urbana: University of Illinois Press, 1989), pp. 26-29. [10] As quoted in Gertrude Himmelfarb, Poverty and Compassion: The Moral Imagination of the Late Victorians (New York: Knopf, 1991), p. 241. [11] As quoted in Allen F. Davis, American Heroine: The Life and Legend of Jane Addams (New York: Oxford University Press, 1973), p. 65. [12] Residents of Hull-House, Hull-House Maps and Papers (Boston: Thomas Y. Crowell, 1895; Arno Press reprint ed., 1970), p. viii. [13] The key volume, which included Booth's "Descriptive Map of London Poverty," was Charles Booth, Life and Labour of the People of London, vol. 2 (London: Williams and Northgate, 1891). See Kathryn Kish Sklar, "Hull-House Maps and Papers: Social Science as Women's Work in the 1890s," in Bulmer, Bales, and Sklar, eds. (n. [6] above), p. 122. [14] Residents of Hull House (n. [12] above), p. 41. This volume was published as part of a book series, Library on Economics and Politics, edited by Richard Ely of the University of Wisconsin-Madison. [15] Mary Jo Deegan, Jane Addams and the Men of the Chicago School, 1892-1918 (New Brunswick, N.J.: Transaction Press, 1988), p. 5. Hull House provided a training ground for noted women reformers of the Progressive Era: Kelley, Lathrop, Alice Hamilton, Mary Kenny O'Sullivan, Sophonisba Breckinridge, Grace Abbott, and Edith Abbott. See Allen F. Davis, Spearheads for Reform: The Social Settlements and the Progressive Movement, 1890-1914 (New Brunswick, N.J.: Rutgers University Press, 1967; rev. ed., 1984), pp. 103-47. [16] Deegan (n.[15] above), p. 24. [17] As quoted in Ellen Fitzpatrick, Endless Crusade: Women Social Scientists and Progressive Reform (New York: Oxford University Press, 1990), p. 33. [18] Steven J. Diner, A City and Its Universities: Public Policy in Chicago, 1892-1919 (Chapel Hill: University of North Carolina Press, 1980), p. 50. [19] Ibid. This "public spiritedness" was evident in the "University Extension Division," which released professors into the city to provide instruction for the citizenry at large. Edward Shils notes that nearly a quarter of the University of Chicago faculty participated in municipal reform activities at the highwater mark of the city's Progressive movement. See Edward Shils, "The University, the City, and the World: Chicago and the University of Chicago," in The University and the City: From Medieval Origins to the Present, ed. Thomas Bender (New York: Oxford University Press, 1988), pp. 210-30. [20] Fitzpatrick (n.[17] above), p. 39. As Fitzpatrick indicates, this commitment was also shared by the political science and political economy departments at Chicago: "They stressed the importance of using scholarship to advance both knowledge and civic-mindedness" (p. 41). [21] The quotation appears in a different context in ibid., p. xv, but our research indicates that it aptly describes the first-generation Chicago sociologists. For discussion of Social Gospel influences in American social science in its formative period, see Arthur S. Link and Richard L. McCormick, Progressivism (Arlington Heights, Ill.: Harlan Davidson, 1983), pp. 23-24. In the early 1890s, Small, Vincent, and Edward Bemis (whom Harper would fire in 1895 because of Bemis's support of the 1894 Pullman strike) worked with Addams, Kelley and community leaders tohelp secure legislation eliminating sweat shops and regulating child labor. In the winter of 1910 Henderson and Mead joined the women of Hull House in support of 40,000 striking garment industry workers; in 1915, Mead participated in another garment union strike. [22] The most important research study of the early Chicago School was The Polish Peasant in Europe and America (Chicago: University of Chicago Press, 1918), a 2,232-page study co-authored by Thomas and Florian Znaniecki. See Martin Bulmer, The Chicago School of Sociology: Institutionalization, Diversity, and the Rise of Sociological Research (Chicago: University of Chicago Press, 1984), pp. 45-63, p. 238, n. 1. [23]. Deegan (n. [15] above), quotations from p. 55; see also chap. 6. Hull-House Maps and Papers helped inaugurate the Social Survey Movement, of which the Pittsburgh Survey, 1907-9, was the largest and most prominent example. Sponsored by the Russell Sage Foundation, the Pittsburgh Survey was carried out by a combination of academics and nonacademics, including Kelley, formerly of Hull House. The survey was conceptually unified around the seminal role of the steel industry in shaping Pittsburgh's urban environment and growth. See Stephen R. Cohen, "The Pittsburgh Survey and the Social Survey Movement: A Sociological Road Not Taken," in Bulmer, Bales, and Sklar, eds. (n. [6] above), pp. 245-67. [24] Bulmer (n. [22] above), p. 69. [25] Ibid., p. 89. Bulmer's study focuses on the period 1915-1935. See also Fitzpatrick (n. [17] above), p. 200; Shils (n. [19] above); David Ward, Poverty, Ethnicity, and the American City, 1840-1925 (Cambridge: Cambridge University Press, 1989), pp. 151-79. [26] The University of Chicago was hardly a hothouse for radical social change, as evidenced by the trustees' firing of Edward Bemis, who took the side of labor in the violent Pullman strike of 1894: "The scientific study of pressing social issues was one thing; openly advocating 'radical' causes without reference to scientific inquiry was another" (Fitzpatrick [n. [17] above], p. 40.) Yet according to Shils, "The trustees of the University of Chicago, despite assertions by critics such as Thorstein Veblen and Upton Sinclair, have an impressive history of self-restraint, for which there is ample evidence" (Shils n.[19] above], p. 218). [27] Fitzpatrick (n. [17] above), p. 70. [28] Ibid., p. 86. [29] Ibid., pp. 20-25, 87-200 passim; quotation from p. 166. For more on Breckinridge and Abbott's collaboration and friendship, see Costin (n. [7] above), pp. 41-67. [30] Ellen C. Lagemann, "Introduction," in Jane Addams on Education, ed. Ellen C. Lagemann (New York: Teachers College Press, 1985), p. 35. [31] Dorothy Ross, The Origins of American Social Science (New York: Cambridge University Press, 1991), p. 321. [32] Ibid. [33] Ibid., pp. 326-30; Dorothy Ross, "American Social Science and the Idea of Progress," in The Authority of Experts, ed. Thomas L. Haskell (Bloomington: Indiana University Press, 1984), 157-71; Sheldon Hackney, "The University and Its Community: Past and Present," Annals of the American Academy 488 (1986): 135-47; Martin Bulmer and Joan Bulmer, "Philanthropy and Social Science in the 1920s: Beardsley Ruml and the Laura Spelman Rockefeller Memorial 1922-29," Minerva 19 (1981): 347-407. [34] Ogburn's 1929 presidential address to the American Sociological Society, quoted in Bulmer (n. [22] above), p. 182. For the role of private foundations such as the Carnegie Corporation, Russell Sage Foundation, and Laura Spelman Rockefeller Memorial in sustaining this representation of social science through funding programs, see Ellen C. Lagemann, The Politics of Knowledge: The Carnegie Corporation, Philanthropy, and Public Policy (Middletown, Conn.: Wesleyan University Press, 1987), chap. 3; Wenocur and Reisch (n. [9] above), pp. 55-58, p. 272, n. 8; Deegan (n.[15] above), pp. 96-97. [35] Jane Addams, "A Function of the Social Settlement" (1899), in Lagemann, ed. (n. 30 above), p. 90. [36] Wenocur and Reisch (n. [9] above), p. 137. [37] Ibid., pp. 77-106, 127-48; Judith Ann Trolander, Professionalism and Social Change: From the Settlement House to Neighborhood Centers, 1886 to the Present (New York: Columbia University Press, 1987), pp. 21-24. In the 1930s, while social workers and many social scientists helped create a body of research and social planning that undergirded many New Deal reforms, their work was not rooted in sustained efforts to transform local environments; reflecting the norms of the American Association of Social Workers, as professional social workers gained a higher profile in the public sector, they adapted casework technologies to treat the unemployed. By 1936, as the Depression deepened, a rank and file movement involving some 15,000 underpaid, radicalized social workers, most of whom lacked professional credentials and held jobs in heavily stressed public welfare agencies, had arisen to challenge the professional enterprise, organizing protective associations and trade unions and advocating a planned economy and income redistribution. Although social work unions remained viable until about 1950, the radical critique was not sustained after 1940. See Wenocur and Reisch (n. [9] above), pp. 151-207; Leslie Leighninger, Social Work: Search for Identity (New York: Greenwood Press, 1987), pp. 51-101. [38] For discussion of the strengthening of disciplinary communities, see David Alpert, "Performance and Paralysis: The Organizational Context of the American Research University," Journal of Higher Education 56, no. 3 (1985): 241-81; and Christopher C. Jencks and David Riesman, The Academic Revolution (New York: Doubleday, 1968), pp. 523-31. [39] Center for Educational Research and Innovation, The University and the Community: The Problems of Changing Relationships (Paris: Organization for Economic Cooperation and Development, 1982), p. 127. For other critiques of university-community relationships, see Derek Bok, Beyond the Ivory Tower: Social Responsibilities of the Modern University (Cambridge, Mass.: Harvard University Press, 1982); Hackney (n. [33] above); Clark Kerr, The Uses of the University (Cambridge, Mass.: Harvard University Press, 1982); Peter L. Szanton, Not Well Advised (New York: Russell Sage Foundation and Ford Foundation, 1981). [40] For discussion of the environmental threats posed by science divorced from social, moral, and ethical concerns, in this case, quantum mechanics and molecular biology, see Herbert J. Bernstein, "Idols of Modern Science and the Reconstruction of Knowledge," in New Ways of Knowing: The Sciences, Society, and Reconstructive Knowledge, ed. Marcus G. Raskin and Herbert J. Bernstein (Totowa, N.J.: Rowman & Littlefield, 1987), pp. 37-68. [41] Daniel Coit Gilman, University Problems in the United States (1898; reprint, New York: Garret Press, 1969), Foreword, p. iii. [42] Albert H. Smyth, ed., The Writings of Benjamin Franklin (New York: Macmillan, 1907), 2:396. [43] Wenocur and Reisch (n. [9] above), pp. 138-46. [44]Martin Bulmer speaks of "research done with a reformist and ameliorative purpose," in Martin Bulmer, "The Decline of the Social Survey Movement and the Rise of American Empirical Sociology," in Bulmer, Bales, and Sklar, eds. (n. [6] above), p. 305. [45] John Dewey, How We Think (New York: D.C. Heath, 1910), p. 11. [46] As quoted in Lee Benson and Ira Harkavy, "Progressing beyond the Welfare State: A Neo-Deweyan Strategy: University-assisted, Staff-controlled and Managed, Community-centered Community Schools as Comprehensive Community Centers to Help Construct and Organize Hardworking, Cohesive, Caring, Cosmopolitan Communities in a Democratic Welfare Society," Universities and Community Schools 2, no. 1-2 (1991): 4-6. The National Academy of Sciences has stated in quintessentially Baconian terms, "The countries that best integrate the generation of new knowledge with the use of that knowledge will be positioned to be the leaders of the 21st century" (Committee on Appropriations, Senate Report 103-137, September 9, 1993, p. 167). Referencing Bacon's vision, Bernstein writes, "We have . . . lost the original connection between scientific truth and social good; we have refined moral concerns out of the process" (Bernstein n. [40] above, p. 52). For a useful discussion of Bacon's oeuvre, see Lee Benson, "Changing Social Science to Change the World: A Discussion Paper," Social Science History 2 (1978): 427-41. [47] John Dewey, Reconstruction in Philosophy (New York: Henry Holt & Co., 1920; enlarged ed., Boston: Beacon Press, 1948), 36-37. Addams attributed the following Bacon-like statement to Dewey: "When a theory of knowledge forgets that its value rests in solving the problem out of which it has arisen, that of securing a method of action, knowledge begins to cumber the ground. It is a luxury, and becomes a social nuisance and disturber" (Addams, "Function of the Social Settlement" [n. [35] above], p. 76). [48] Hackney, "University and Its Community" (n. [33] above); Organization for Social and Technical Development, Urban Universities: Rhetoric, Reality, and Conflict (Washington, D.C.: Department of Health, Education, and Welfare, 1970); Peter M. Tobia, The University in Urban Affairs: A Symposium (New York: Editor, 1969); Szanton (n. [39] above); George Nash, The University and the City: Eight Cases of Involvement (New York: McGraw-Hill, 1973). [49] See Ira Harkavy and John L. Puckett, "The Role of Mediating Structures in University and Community Revitalization: The University of Pennsylvania and West Philadelphia as a Case Study," Journal of Research and Development in Education 25, no. 1 (1991): 10-25. [50] Vocational counseling and school social work were sui generis innovations of the settlement movement. See Marvin Lazerson, Origins of the Urban School: Public Education in Massachusetts, 1870-1915 (Cambridge, Mass.: Harvard University Press, 1971), pp. 191-97; Murray Levine and Adeline Levine, A Social History of Helping Services: Clinic, Court, School, and Community (New York: Appleton-Century-Crofts, 1970), pp. 125-43. The settlement movement also provided a "practical testing ground" for social innovations that were not sui generis, for example, kindergartens, playgrounds, school nursing, vocational education, and vacation schools; in the 1910s these programs were widely adopted by the public schools. See Morris I. Berger, The Settlement, the Immigrant and the Public School: A Study of the Influence of the Settlement Movement and the New Migration upon Public Education: 1890-1924 (1956; reprint, New York: Arno Press, 1980); Davis (n. [15] above), esp. pp. 40-59, quotation from p. 57; Amalie Hofer, "The Social Settlement and the Kindergarten," National Educational Association Proceedings 34 (1895), pp. 514-25; Isabel M. Stewart, "The Educational Value of the Nurse in the Public School," in The Ninth Yearbook of the National Society for the Study of Education, ed. Thomas Wood (Chicago: University of Chicago Press, 1910), 2:19-26. [51] John Dewey, "The School as Social Center," National Educational Association Proceedings 41 (1902), pp. 373-83. As a case in point, Addams served on the board of managers of the National Society for the Promotion of Industrial Education, established in 1906, to help persuade the public schools to take over the settlements' manual training programs. See Davis (n.[15] above), p. 52; Paul U. Kellogg, "The National Society for the Promotion of Industrial Education," Charities and the Commons 17 (1906-7): 363-71, cited in Davis (n.[15] above), p. 273, n. 24. The idea of public schools as social centers, or community schools, has persisted in a minor key throughout the twentieth century. For example, see Clarence A. Perry, Wider Use of the School Plant (New York: Russell Sage Foundation, 1911); Edward J. Ward, ed., The Social Center (New York: Appleton, 1913); Eleanor T. Glueck, The Community Use of Schools (Baltimore: Williams & Wilkens, 1927); Samuel Everett, ed., The Community School (New York: Appleton-Century, 1938); Elsie R. Clapp, Community Schools in Action (New York: Viking Press, 1939); Nelson B. Henry, The Fifty-second Yearbook of the National Society for the Study of Education, Part II: The Community School (Chicago: University of Chicago Press, 1953); Edward G. Olsen, ed., The Modern Community School (New York: Appleton-Century Crofts, 1953); Leonard Covello, The Heart is the Teacher (New York: McGraw-Hill, 1958); W. Fred Totten and Frank J. Manley, The Community School: Basic Concepts, Function, and Organization (Galien, Mich.: Allied Education Council, 1969); Maurice F. Seay and associates, Community Education: A Developing Concept (Midland, Mich.: Pendell, 1974). [52] Benson and Harkavy, "Progressing beyond the Welfare State" (n. [46] above), pp. 23-27. [53] Addams, Second Twenty Years at Hull-House (n. [7] above), pp. 404-5. [54] Benson and Harkavy, "Progressing beyond the Welfare State" (n. [46] above), pp. 2-28; Ira Harkavy, "The University and the Social Sciences in the Social Order: An Historical Overview and 'Where Do We Go from Here?'" Virginia Social Science Journal27 (1992): 1-25. [55] Davydd J. Greenwood, William Foote Whyte, and Ira Harkavy, "Participatory Action Research as a Process and as a Goal,"in International Dimensions of Action Research: Sources of New Thinking about Inquiry That Makes a Difference, ed. Max Elden and Rupe Chisholm, special issue of Human Relations, in press. See also William Foote Whyte, Davydd J. Greenwood, and Peter Lazes, "Participatory Action Research: Through Practice to Science in Social Research," in Action Research for the 21st Century: Participation, Reflection and Practice, ed. William Foote Whyte, special issue of American Behavioral Scientist 32, no. 5 (1989): 513-51; and William Foote Whyte, ed., Participatory Action Research (Newbury Park, Calif.: Sage , 1991). [56] William F. Whyte and Kathleen K. Whyte, Making Mondragon: The Growth and Dynamics of the Worker Cooperative Complex (Ithaca, NY: ILR Press, 1988); Davydd J. Greenwood and Jose Luis Gonzalez Santos, Industrial Democracy as Process: Participatory Action Research in the Fagor Cooperative Group of Mondragon (Assen/Maastricht: Van Gorcum, 1992). [57] Francis E. Johnston, Robert J. Hallock, Pratik Desai, and Stephanie Bock, "Physical Growth, Nutritional Status, and Dietary Intake of African-American Middle School Students from Philadelphia," manuscript submitted for publication. [58] Ibid. [59] Ibid. [60] Eleanor M. Novek, "Buried Treasure: The Theory and Practice of Communicative Action in an Urban High School Newspaper," paper presented to the Association for Education in Journalism and Mass Communication, Kansas City, Missouri, August 1993, p. 1. [61] Ibid., p. 15. Other criteria, or markers, include "providing experiences of mastery, strengthening group bonds and increasing their influence in social systems" (p. 21). [62] Howard E. Gruber, "Creativity and Human Survival," in Creative People at Work, ed. Doris B. Wallace and Howard E. Gruber (New York: Oxford University Press, 1989), p. 185. For Gruber's most recent development of the idea of creative altruism, see his essay, "Creativity in the Moral Domain: Ought Implies Can Implies Create," in Creativity in the Moral Domain, ed. Howard E. Gruber, special issue of Creativity Research Journal 6, no. 1-2 (1993): 3-15. [63] For example, the Committee on Inner City Initiatives of the Western New York Consortium of Higher Education (12 colleges and universities) has focused on the collaborative development of the Martin Luther King, Jr., Center, a community school and community center in East Buffalo. See Stephen C. Halpern, "University-Community Projects: Reflections on the Lessons Learned," Universities and Community Schools 3, nos. 1-2 (1992): 44-48.

04-04-2003, 05:51:53: Lessons from Hull House for the Contemporary Urban University by Ira Harkavy and John L. Puckett, University of Pennsylvania Ira Harkavy is Director of the Center for Community Partnerships at the University of Pennsylvania. He teaches both in the history and urban studies departments, and is co-executive editor of _Universities and Community Schools_. In recent years, he has written on how to involve universities effectively in democratic partnerships with local public schools and their communities. John Puckett is associate professor at the University of Pennsylvania Graduate School of Education, where he conducts research on the university-community relationship. Table of Contents * Introduction * Social Science and Social Work: The Progressive Tradition * The Retreat from Social Reform: Structural Conflicts and Contradictions in the Academy * Academically Based Community Service: Toward Revitalizing Universities and Communities * Reports from the Field: Communal Participatory Action Research in West Philadelphia * Conclusion * Notes Introduction Since 1981 and the publication of Ernest Boyer and Fred Hechinger's Higher Learning in the Nation's Service, there has been a growing criticism that "higher education in America is suffering from a loss of overall direction, a nagging feeling that it is no longer at the vital center of the nation's work."[1] With the publication of Derek Bok's 1990 book,Universities and the Future of America, that criticism reached a new level of urgency and significance. From the paramount insider position within the higher educational system, Harvard's president concluded that "most universities continue to do their least impressive work on the very subjects where society's need for greater knowledge and better education is most acute."[2] Bok's conclusion (reached near the end of his Harvard presidency) necessarily leads to the further conclusion that the American university has failed to do what it is supposed to do. In short, esoterica has triumphed over public philosophy, narrow scholasticism over humane scholarship. Urban universities are now compelled to work with their neighbors for their own immediate and long-term self-interest. There are four reasons why universities should be involved in urban revitalization efforts. The first reason is institutional self-interest, including the safety, cleanliness, and attractiveness of the physical setting. Each of these contributes to the campus ambiance and to the recruitment and retention of faculty, students, and staff. Needless to say, high walls and imposing gates cannot shield students, faculty members, or administrators from the disturbing reality that surrounds the urban campus. The second reason involves a more indirect effect on institutional self-interest. It includes both the costs (financial, public relations, and political) to the institution that result from a retreat from the community, as well as the benefits that accrue from active, effective engagement. As Lee Benson and Ira Harkavy have noted: As conditions in society continue to deteriorate, universities will face increased public scrutiny (witness the Congressional hearings chaired by Representative John Dingell of Michigan last year). The scrutiny is bound to intensify as America focuses on resolving its deep and pervasive societal problems amid continuously expanding global competition. Institutions of higher education will increasingly be held to new and demanding standards that evaluate performance on the basis of direct and short-run societal benefit. In addition, public, private, and foundation support will be more than ever based on that standard, and it will become increasingly clear to colleges and universities that "altruism pays"--in fact, that altruism is practically an imperative for institutional development and improvement.[3] The third reason involves the advancement of knowledge, teaching, and human welfare through academically based community service focused on improving the quality of life in the local community. The benefits that can emerge from this approach are the integration of research, teaching, and service; the interaction of faculty members and graduate and undergraduate students from across the campus; the connection of projects involving participatory action research with student and staff volunteer activities; and the promotion of civic consciousness, value-oriented thinking, and a moral approach to issues of public concern among undergraduates. Historically, universities have missed an extraordinary opportunity to work with their communities and to engage in better research, teaching, and service. The separation of universities from society, their aloofness from real-world problems, has deprived universities of contact with a necessary source of genuine creativity and academic vitality. Promoting civic consciousness, we believe, is the core component of the fourth reason for significant university involvement with the community. Sheldon Hackney has described this as the "institution's obligation to be a good citizen, and its pedagogic duty to provide models of responsible citizenship for its students."[4] In other words, universities and colleges have, along with schools and religious institutions, a special responsibility to be moral institutions, exemplifying the highest civic and character-building values of society. At the heart of civic responsibility is the concept of neighborliness--caring about and assisting those living in close proximity to us. As an institution, a university's actions and inactions express morality; a university's indifference or civic engagement teaches lessons to its students and to society. This citizenship and character-building role, of course, was at the very center of the American college. However, the didactic approach to citizenship education and morality employed by its predecessors would today be both off-putting and at odds with the openness of the modern university. Collectively these arguments indicate that it is now both necessary and mutually beneficial for urban universities to work to revitalize their local communities. The complex problems of urban society necessitate a radical reorientation and reinvention of the urban American university to become, once again, a mission-oriented institution devoted to the use of reason to improve the human condition. That mission was the driving force behind the organization of the modern research university in the late nineteenth century. University presidents of the Progressive Era worked to transform the American university into a major national institution capable of meeting the needs of a rapidly changing and increasingly complex society. Imbued with a boundless optimism and a belief that scientific and social-scientific knowledge could change the world for the better, they saw universities as leading the way toward an effective and humane reorganization of society. Progressive academics viewed the city as their arena for study and action. The city was the site of significant societal transformations; the center of political corruption, poverty, crime and cultural conflict; and a ready source of data and information. It was, according to Richmond Mayo-Smith of Columbia, "the national laboratory of social science, just as hospitals are of medical science." [5] As Jane Addams and her colleagues in Chicago illustrated, the city was also the place in which academics could combine social science and social reform. Social Science and Social Work: The Progressive Tradition Social work as a field of social scientific inquiry gained impetus from Hull House, the social settlement founded by Jane Addams and Ellen Starr on Chicago's West Side in 1889.[6] The philosophy and programs of Hull House were modeled after Toynbee Hall, the first settlement house, established in 1884 by the Anglican vicar Samuel A. Barnett in London's East End. Adopting a multifaceted institutional approach to the social problems of the immigrant groups in the Nineteenth Ward, the Hull House residents offered activities and services along four lines, designated by Addams as the social, educational, humanitarian, and civic. The residents' programs included college extension classes, clubs and literary programs, ethnic festivals, art exhibits, recreational activities and neighborhood showerbaths, a summer camp program, a cooperative boarding house for working women, and kindergarten, visiting-nurse, and legal services. Moreover, Hull House was a site for labor union activities; a forum for social, political, and economic reform; and a center for social science research. Regarding its research function, as Addams once noted, "the settlements antedated by three years the first sociology departments in universities and by ten years the establishment of the first foundations for social research." [7] In Twenty Years at Hull-House, Addams emphasized the benefits that accrued to the activist social worker from engagement with the community and its problems. She wrote of "a fast-growing number of cultivated young people who have no recognized outlet for their active faculties. They hear constantly of the great social maladjustment, but no way is provided for them to change it, and their uselessness hangs upon them heavily. . . . 'There is nothing after disease, indigence and guilt so fatal to life itself as the want of a proper outlet for active faculties.'"[8] For women, the problem of lacking constructive social outlets for their reform impulses was acutely felt, constricted as they were by Victorian gender roles. Viewed as an expression of "social motherhood," settlement work provided a satisfactory professional outlet for women that was not incommensurate with established gender roles and practices, particularly the idea of the "woman's sphere." Addams acknowledged this when she remarked that "many women today are failing properly to discharge their duties to their own families and households simply because they fail to see that as society grows more complicated, it is necessary that woman shall extend her sense of responsibility to many things outside of her home, if only in order to preserve the home in its entirety."[9] For activist-oriented young men and women of Addams's generation, settlement work constituted, in Addams's apt phrase, a "subjective necessity." In 1889, Starr told a friend that "Jane's idea, which she puts very much to the front and on no account will give up, is that [the settlement] is more for the people who do it than for the other class."[10] Addams herself later wrote, "I hope it will never be forgotten in Chicago, at least where Hull House feels somewhat responsible for the Toynbee Hall idea, that Toynbee Hall was first projected as an aid and outlet to educated young men. The benefit to East Londoners was then regarded as almost secondary, and the benefit has always been held as strictly mutual."[11] In 1895, Addams and the residents of Hull House--notably Florence Kelley, Agnes Holbrook, and Julia Lathrop--published Hull-House Maps and Papers, a sociological investigation of the neighborhood immediately to the east of Hull House; in Addams's words, it was a record of "certain phases of neighborhood life with which the writers have been familiar."[12] Inspired by Charles Booth's Life and Labour of the People in London, the Hull House residents compiled detailed maps of demographic and social characteristics and produced richly descriptive accounts of life and work in a poor immigrant neighborhood.[13] Theirs was not dispassionate scholarship, as evidenced by Kelley's poignant advocacy of sweatshop laborers, whose "reward of work at their trade is grinding poverty, ending only in death or escape to some more hopeful occupation. Within the trade there has been and can be no improvement in wages while tenement-house manufacture is tolerated. On the contrary, there seems to be no limit to the deterioration now in progress."[14] Closely associated with Hull House in its early years were the male sociologists at the University of Chicago, who acknowledged that "it was Addams and Hull-House who were the leader and leading institution in Chicago in the 1890s, not the University of Chicago." [15] Indeed, Hull-House Maps and Papers oriented the Chicago School of Sociology to urban studies and strongly influenced the direction taken by that department for the next 40 years.[16] The changing relationship of Addams and her Hull House colleagues with the Chicago sociologists from the 1890s to the late 1910s mirrored the American university's transition from an outwardly directed, service-centered institution to an inwardly directed, discipline-centered institution. It was also a marker of the separation of knowledge production from knowledge use, indeed, of social science from social reform, by the end of the Progressive Era. In its early years, the University of Chicago demonstrated that by doing good, a research university could do very well. When Chicago's first president, William Rainey Harper, described the mission of his newly minted university as "service for mankind wherever mankind is, whether within scholastic walls or without those walls and in the world at large,"[17] he expressed a pervasive attitude of Progressive Era academics that "scholarship, teaching, and public service were fully compatible."[18] As Steven Diner has written, Harper and his Progressive colleagues also realized that the university's funding was contingent on the public's good will: When the University of Chicago opened in 1892, universities were still quite new and were just beginning to to explore the possibilities of service to their society. This was not a time for introspection or self-criticism, but an era of growth and experimentation. Nothing in the experience of American universities thus far indicated that public service might harm the university; but the experience of the antebellum college suggested the shortcomings of a remote seminary of learning for its own sake. Its detachment from public service had resulted in neither solid scholarship, sound teaching, nor popular support. Indeed, most university presidents of the early twentieth century concluded that service was the only way to win support for the advancement and dissemination of knowledge on the highest level. [19] The Chicago School of Sociology was created in this nexus of "serving society by advancing intellectual inquiry."[20] In the early years of the Chicago School no invidious distinctions were made between the applied sociology pursued by Addams and the Hull House residents and the academic research of the first generation of University of Chicago sociologists. Indeed, the two groups had a close working relationship, grounded in personal friendships, mutual respect, and shared social philosophy. Four men of the early Chicago School--Albion Small, Charles Henderson, Charles Zeublin, and George Vincent--were ministers or ministers manque, intellectual Social Gospelers with strong civic commitments. (The exceptions, with limited theological proclivities, were George Herbert Mead and William I. Thomas.) Like the women of Hull House, the Chicago sociologists were "social activists and social scientists."[21] Action social research, Chicago style, encompassed scholarly documentation of a social problem and lobbying of politicians and local community groups to obtain action. [22] Recent feminist scholarship takes issue with the charge that the social science of Hull House and the early Chicago School was unscientific. Mary Jo Deegan, for example, argues that Hull-House Maps and Papers "established the Chicago tradition of studying the city and its inhabitants," and provided "the major substantive interests of Chicago sociologists": a focus on immigrants, poverty, and occupational structure. She asserts that Robert Park and Ernest W. Burgess, leaders of the Chicago School's second generation, adopted the research concerns and methods of Addams and her colleagues even as they staked their own prior claim as the founders of urban sociology. [23] After 1915 Chicago Sociology increasingly distanced itself from social reform, notwithstanding the continued focus on the form, structure, and problems of city living. Increasingly that focus was circumscribed by a natural science model and an underlying commitment to "the detached and objective study of society," which "allowed no room for an ameliorative approach."[24] Park and Burgess emphasized "urban studies . . . within a scientific framework."[25] The career of Sophonisba Breckinridge is indicative of the attenuation of action-oriented, reformist social science in Chicago in the decades before America's entry into World War I. When Breckinridge enrolled in the University of Chicago's Department of Political Science in 1894, she entered a Progressive world where scientific rigor was deemed compatible with social problem solving. [26] According to Ellen Fitzpatrick: "All accepted the notion that scholars had a duty to address contemporary problems in their work. All agreed on the importance of empirical research. And all shared the belief that careful scientific investigation was a sine qua non for intelligent reform." [27] Unequal gender relations, however, stymied the entry of women with doctoral degrees (in Breckinridge's case, a doctor of philosophy awarded in 1902, a doctor of jurisprudence awarded in 1904) into the social science professoriate at the University of Chicago. The new feminist historiography has documented an emerging nexus of gender, social reform, and social science at the beginning of the twentieth century: after 1904, women would be relegated to the margins of the university, the confines of the newly opened Department of Household Administration, "a special intellectual province for women," where Breckinridge would find a home as an assistant professor. Yet her training had prepared her for a headier challenge: "While the political scientist pursued research that resulted in an essay entitled 'Industrial Conditions of Women Workers in Chicago Illustrated by the Packing Houses' in 1905-06, her colleagues in the household administration department wrote papers such as 'The Relative Digestibility of Animal and Vegetable Albumen,' 'Loss of Nutrients in Beans Due to Soaking,' 'Comparative Richness of Gelatin-Yielding Material in Old and Young Animals,' and 'Pectin Bodies in Fruit Juices and the Effect of Temperatures and Density in the Setting of Fruit Jelly.' Such concerns were far afield from the principles of law, political science, and political economy."[28] In 1909, Breckinridge was appointed dean of the Chicago School of Civics and Philanthropy, an independent social work and research training center funded by the Russell Sage Foundation. Over the next decade she and her colleague Edith Abbott, both of whom took up residence in Hull House, directed extensive surveys in such areas as housing, stockyards, juvenile court, and public-school truancy and nonattendance. The merger of the School of Civics and Philanthropy with the University of Chicago in 1920 led to both women's appointment as associate professors of social economy in the newly created School of Social Service Administration. There, Breckinridge and Abbott "sought to create a new setting within the university that would permit them to address public issues and advance social research. In so doing, they helped professionalize social work, a field they first adopted and then worked to make their own."[29] Yet theirs was a Pyrrhic victory. The feminization of professional social work marked it as the last enclave of social reform. As noted by Ellen Lagemann, the implications of the rift between social reform and social science at the University of Chicago were considerable: As a result, the new departmental lines drawn there created divisions, not just at Chicago, but also elsewhere, between theoretical, "objective," academic social research, on the one hand, and more reformist, political, and applied social work, on the other. The structural and intellectual divisions thus created were soon compounded by gender divisions that rapidly took on hierarchical status distinctions as well. Sociology, which came increasingly to be dominated by men, was more and more seen as a source for insights to be tested and applied by "social workers," most of whom were women; and settings for "social work," including social settlements like Hull House, were more and more seen as places to which (male) university sociologists might send students to collect data, which the sociologists and not the social workers would then analyze in a university laboratory and elaborate into theory.[30] Applied social science largely vanished from the academy after 1918. World War I was the catalyst for a full-scale retreat from action-oriented, reformist social science. The brutality and horror of that conflict ended the buoyant optimism and faith in human progress and societal improvement that had marked the Progressive Era. American academics were not immune to the general disillusion with progress. One economist wrote that "it would perhaps be an exaggeration to say that the European war . . . has rendered every text in social science thus far published out of date, but it would not be a very great exaggeration."[31] Indeed, despair led many social scientists to retreat into a narrow scientistic approach: "They began to talk of the need for a harder science, a science of facts and numbers that could moderate or dispel the pervasive irrational conflicts of political life."[32] Scholarly inquiry directed toward creating a better society was increasingly deemed inappropriate. While faith in the expert and in expert knowledge was carried on from the Progressive Era, it was now divorced from its reformist roots. The dominant conception of science was clear and simple: it was what physical scientists and engineers did.[33] "Sociology as a science is not interested in making the world a better place in which to live, in encouraging beliefs, in spreading information, in dispensing news, in setting forth impressions of life, in leading the multitudes or in guiding the ship of state," Chicago sociologist William F. Ogburn declared. "Science is interested directly in one thing only, to wit, discovering new knowledge." [34] The retreat from applied social science in the 1920s crystallized a tendency that Addams had discerned at the turn of the century: We recall that the first colleges of the Anglo-Saxon race were established to educate religious teachers. For a long time it was considered the religious mission of the educated to prepare the mass of the people for life beyond the grave. Knowledge dealt largely in theology, but it was ultimately to be applied, and the test of the successful graduate, after all, was not his learning, but his power to save souls. As the college changed from teaching theology to teaching secular knowledge the test of its success should have shifted from the power to save men's souls to the power to adjust them in healthful relations to nature and their fellow men. But the college failed to do this, and made the test of its success the mere collecting and disseminating of knowledge, elevating the means into an end and falling in love with its own achievement.[35] The Retreat from Social Reform: Structural Conflicts and Contradictions in the Academy Throughout the American university, a strong tradition developed that separated scholarly research from the goal of helping to create a better society. The political and cultural dynamics of post-World War I scientistic social science were reflected in the burgeoning field of psychiatric social work. In the 1920s, psychiatric social workers staked their claim to scientific legitimacy and professional status by defining their knowledge base as psychoanalytic theory and adopting a therapeutic, ostensibly scientific, approach that emphasized clients' social-psychological adjustment rather than social amelioration. Casework, if not Freudian psychology, also dominated other subspecialities of social work--for example, family casework and child guidance--and during the twenties, that approach became the raison d'etre of the profession as a whole. University schools of social work, which numbered 28 by 1929, and social work education were unified "around the idea of generic casework."[36] Professional social work training did not include preparation for a career in settlement work. The local Community Chest, which gained control of settlement house budgets, dampened reform; only in non-Chest cities such as Chicago and New York were settlement workers able to sustain some reform activity. Not surprisingly, that activity was associated with the charismatic leadership of Addams of Hull House, Graham Taylor of Chicago Commons, and Lillian Wald of Henry Street Settlement, and it was not broadly institutionalized.[37] Between the wars the reform impulse was further weakened by the fact that every major university formed similar and increasingly specialized departments, and a faculty member's primary source of identification and allegiance became his or her discipline, not the university. Since World War II, a steady infusion of federal funds allocated to individual researchers working under departmental auspices has accelerated the growth of a disciplinary-based reward system. [38] Departmental and disciplinary divisions have served to increase further the isolation of universities from society. A 1982 Organization for Economic Cooperation and Development report entitled The University and the Community noted, "Communities have problems, universities have departments."[39] Beyond being a criticism of universities, that statement neatly indicates why universities have not contributed as they should. Quite simply, their unintegrated structures work against understanding and helping to solve highly complex human and societal problems. This tendency has resulted in less effective research, teaching, and service. Indeed, all three missions have been impoverished by what might be termed a false trichotomization. For example, that trichotomy has contributed to an enormous imbalance in the production of knowledge. Dazzling advances have occurred in university-based research in science and technology. New ideas, concepts, technologies, approaches, and techniques are developed with ever-increasing rapidity. Although designed to improve human welfare, the application of scientific advances too frequently results in new and more forbidding problems. The wondrous possibilities of new medical technologies, for example, have become distorted, helping to create a health care "system" unresponsive to the "low-tech" preventive needs of the vast majority of citizens.[40] How to make rational use of science and technology should be a primary focus of university research. It should be a primary focus because it is a primary problem facing human beings in the late twentieth century. If universities had an integrated mission--the creative, dynamic, and systemic integration of research, teaching, and service--intellectual resources would be significantly devoted to developing humane applications of scientific knowledge to help those living in conditions of profound poverty and neglect. Integrating research, teaching, and service will be particularly difficult because of a fundamental contradiction in the structure of the American research university itself, a contradiction that occurred with its very creation. That is, the American research university was a product of a combination of the German research university and the American college. Daniel Coit Gilman, the founder of Johns Hopkins and central architect of the late nineteenth-century research university, in fact, claimed that one of his proudest accomplishments was "a school of science grafted on one of the oldest and most conservative classical colleges." Although referring specifically to the merger of the Sheffield Scientific School with Yale College, Gilman felt that this achievement exemplified his contribution to American higher education.[41] Gilman did not make reference to the institutional contradiction that necessarily derived from a merger of two markedly different entities. The research university, on the one hand, was dedicated to specialized scholarship, and it was through the production of specialized inquiry and studies that the university provided service. For the American college, on the other hand, general education, character building, and civic education were the central purposes. The goal was to serve society by cultivating in young people, to use Benjamin Franklin's phrase, "an Inclination join'd with an Ability to serve." [42] The research university has, of course, dominated this merger, creating an ethos and culture that rewards specialized study rather than more general scholarship and the education of the next generation for moral, civic, and intellectual leadership. Given the structural contradictions built into the American university, and nearly a century of increasing specialization, fragmentation of knowledge, and separation of scholarship from direct service to society, it will not be easy for higher educational institutions to effectively integrate research, teaching, and service and substantively increase their contributions to knowledge and human welfare. Certainly the significant problems facing American society and the pressures to change that are coming from a variety of constituents will mean that some new directions will have to be forged. But will they be the right directions, directions that enhance the university's ability to carry out its mission? And will these new directions be significant and basic enough to reduce the impediments to progress that hinder the creative, dynamic, systemic integration of research, teaching, and service? Academically Based Community Service: Toward Revitalizing Universities and Communities In three key respects, Hull House provides a model and inspiration for work being undertaken at the University of Pennsylvania. First, the Hull House residents emphasized amelioration and reform. Although they acted too frequently for rather than with their neighbors, they believed in and espoused the ideal of empowering community residents to address social problems.[43] Second, as indicated by Hull-House Maps and Papers, their ameliorative, reformist approach to social science integrated the production of new knowledge and the uses made of that knowledge.[44] Third, Addams and her Chicago colleagues recognized that the social problems of the city are complex, deeply rooted, interdependent phenomena that require holistic ameliorative strategies and support mechanisms if they are to be solved. The settlement house provided, albeit on a small neighborhood scale, a comprehensive institutional response to social problems. Our approach has been to advance academically based community service--service rooted in and intrinsically tied to teaching and research. Among other things, it is an approach that seeks to integrate the research, teaching, and service missions of the university, while also spurring intellectual integration across disciplines. We have found that the very nature of concrete, real-world problems, particularly the problems of the university's immediate geographic community, encourage genuine interschool and interdisciplinary cooperation. No single component of the university can significantly help understand and reduce the complex, myriad, interrelated problems of the urban poor. In combination, however, advances can be made. And that combination must go beyond the various components of the university. It necessarily must also include other institutions, such as public schools, businesses, unions, community organizations, government, and voluntary associations. Our goal is to develop an innovative model of how higher educational institutions can fruitfully and simultaneously work together to advance knowledge and human welfare. The work builds on John Dewey's proposition that knowledge and learning can be most effectively advanced through working to solve immediate, strategic societal problems. For Dewey, "Thinking begins in . . . a forked-road situation, a situation which is ambiguous, which presents a dilemma, which proposes alternatives."[45] In effect, our forked-road situation is the intellectual problem of what can be done to overcome the pervasive problems affecting the people of West Philadelphia. To a significant extent, our work can be viewed as testing the validity of Dewey's proposition about how we learn and think. Even more fundamentally, it tests the validity of Francis Bacon's central proposition that knowledge advances most effectively when the "relief of man's estate" is made the true end of knowledge. In 1620 Bacon put the argument as follows: "Lastly, I would address a general admonition to all, that they consider what are the true ends of knowledge, and that they seek it not either for pleasure of the mind, or for contention, or for superiority to others, or for profit, or fame, or power, or for any of these inferior things; but for the benefit and use of life; and that they perfect and govern it in charity. For it was from lust of power that they angels fell, from lust of knowledge that men fell; but of charity there can be no excess, neither did angel or man ever come in danger by it."[46] How are we to know whether a Deweyan-Baconian approach is indeed superior to the traditional, scholastic model that dominates the American university? For Bacon the test was simple: By their fruits shall we judge modes of inquiry and thought. In other words, to what extent does research change the world for the better? In Reconstruction and Philosophy, Dewey praised Bacon for his brilliant analysis of the sociology of knowledge and his call for cooperative research: "To Bacon, error had been produced and perpetuated by social influences, and trust must be discovered by social agencies organized for that purpose. . . . The great need [Bacon proclaimed] is the organization of co-operative research, whereby men attack nature collectively and the work of inquiry is carried on continuously from generation to generation."[47] Since 1985, the University of Pennsylvania has been involved in a broadly based community project to help improve the quality of life in West Philadelphia. The project has two main organizational components. With staff offices in the West Philadelphia community, the West Philadelphia Improvement Corps (WEPIC) represents a coalition of university faculty, staff, undergraduate and graduate students, and West Philadelphia teachers, students, and school administrators. The WEPIC provides a year-round program that currently involves over 2,000 children, their parents, and community members in education and cultural workshops, recreation, job training, and community improvement and service activities. The program is coordinated by the West Philadelphia Partnership, a mediating, nonprofit, community-based organization composed of major institutions (including the University of Pennsylvania) and local community groups, in conjunction with the Greater Philadelphia Urban Affairs Coalition and the Philadelphia School District. The recently established Center for Community Partnerships at the University of Pennsylvania coordinates and provides opportunities for participatory action research projects conducted under the aegis of the WEPIC. This approach is quite different from strategies undertaken in the 1960s, when escalating poverty, crime, violence, racial strife, and student protest demanded a response from urban universities. Federal and foundation-supported programs, notably urban extension programs, urban studies centers and urban observatories, were created to link university research and technical assistance to urban concerns. The goal, according to Paul Ylvisaker of the Ford Foundation, whose 1958 speech signaled the beginning of an era of reengagement, was to create urban equivalents to the Agricultural Extension Service. Typically, these efforts were not partnerships, that is, mutually beneficial relationships between the city and the university. For all the public and private funds expended, relatively little of substance was accomplished, and a genuine and acute disappointment about the level of university performance set in.[48] The development of a mediating organization that encourages partnerships and the pooling of institutional and community resources has helped the University of Pennsylvania to sustain and expand its contribution to the WEPIC coalition.[49] The WEPIC has reinvented and updated an old notion--that the neighborhood school can effectively serve as the core neighborhood institution, an institution that both provides comprehensive services and galvanizes other community institutions and groups. That idea motivated the early settlement workers, who recognized the centrality of the neighborhood school in community life and its potential as a catalytic site for community stabilization and improvement. At the turn of the century, settlement pioneers mediated the transfer of social, health, vocational, and recreational services to the public schools of major American cities.[50] Dewey's notion of "the school as social center" reflected the vision of Addams and other settlement workers that urban public schools would incorporate settlement ideas and functions.[51] The school and the curriculum would become, in effect, focal points of neighborhood development , improvement, and stabilization. Although Dewey did not make it explicit, this idea is consistent with his general theory that the community-centered school would help catalyze the development of a "cosmopolitan local community."[52] For the neighborhood school to be truly comprehensive, to function as a genuine community center, to help transform its catchment area into a cosmopolitan local community, however, it needs additional human resources and support. In 1929, near the end of her extraordinary career, Addams wrote that the social settlement served the same function as the university, but the settlement's impact encompassed a broader and needier population: It was the function of the settlements to bring into the circle of knowledge and full life, men and women who might otherwise be left outside. Some of these men and women were outside simply because of their ignorance, some of them because they led lives of hard work that narrowed their interests, and others because they were unaware of the possibilities of life and needed a friendly touch to awaken them. The colleges and universities had made a little inner circle of illuminated space beyond which there stretched a region of darkness, and it was the duty of the settlements to draw into the light those who were out of it. It seemed to us that our mission was just as important as that of either the university or the college.[53] The key challenge today, however, is not to have social settlements function as universities but rather to have universities function as perennial, deeply rooted settlements, providing illuminated space for their communities as they conduct their mission of producing and transmitting knowledge to advance human welfare and to develop theories that have broad utility and application. As comprehensive institutions, we would argue, universities are uniquely qualified to provide broadly based, sustained, comprehensive support. The community school project itself becomes the organizing catalyst enabling the university to function as a social settlement as one innovative, humanistic strategy to better perform its traditional mission, as well as to better perform its role as a cosmopolitan civic university. Reports from the Field: Communal Participatory Action Research in West Philadelphia As we noted previously, a broadly based coalition of agencies, organizations, and institutions today is a sine qua non for school and community revitalization in collapsing urban centers. If it is to be an effective partner in this coalition, the university must institutionalize a strategy that engages academic resources in ways that integrate and strengthen its missions of teaching, research, and service. The strategy we have chosen is to develop a permanent, humanistic natural laboratory in West Philadelphia. We do not treat West Philadelphia as a laboratory for experimentation on poor people, that is, as a site for study rather than assistance. Our approach emphasizes a mutually beneficial, democratic relationship between academics and non-academics. In that relationship, academic researchers learn from and with the community, do research collaboratively with and not on people, and contribute to the solution of significant community problems. Put another way, we believe that West Philadelphia, and the community school in particular, should serve as a natural social and cultural laboratory in which communal participatory action research functions as a humanistic strategy for the advancement of knowledge and human welfare.[54] Participatory action research is "a form of action research in which professional social researchers operate as full collaborators with members of organizations in studying and transforming those organizations. It is an on-going organizational learning process, a research approach that emphasizes co-learning, participation, and organizational transformation."[55] Both participatory action research and communal participatory action research are directed toward problems in the real world and are concerned with application. They differ in the degree to which they are continuous, comprehensive, and beneficial and necessary to the organization or community studied and the university. The participatory action research process is exemplified in the work of William Foote Whyte and his associates at Cornell University to advance industrial democracy in the worker cooperatives of Mondragon, Spain.[56] Its considerable utility and theoretical significance notwithstanding, the research at Mondragon is not an institutional necessity for Cornell. By contrast, the University of Pennsylvania's enlightened self-interest is directly tied to the success of its research efforts in the West Philadelphia community, hence its emphasis on communal participatory action research. In short, proximity and a focus on problems that are institutionally significant to the university encourage sustained, continuous research involvement. A crucial issue, of course, is the degree to which these locally based research projects result in general knowledge. We would argue that local does not mean parochial and that the solution to local problems necessarily requires an understanding of national and global issues as well as an effective use and development of theory. Two research projects in West Philadelphia, one conducted by a physical anthropologist, another by a graduate student in communication studies, illustrate these propositions. Francis Johnston, chairperson of the University of Pennsylvania's Department of Anthropology, carries out research in the Turner Nutritional Awareness Project, a joint community/university-sponsored participatory action research project at the John P. Turner Middle School that is designed to improve the nutritional status of the community. "The Project is comprehensive in scope, with components dealing with nutritional assessment, with instruction in concepts of nutrition, and with the collection of a broad range of related information, including such areas as knowledge, preferences, and attitudes concerning food, food streams within the neighborhood, and other sources of information (merchants, media, etc.)." [57] Turner School teachers participate in the design and presentation of the intervention. Sixth-grade Turner students participate in the nutrition education program and, as seventh graders, they teach elementary school students about basic nutrition and healthy habits. [58] In a recent study, Johnston and his students in an undergraduate anthropology course on "Biomedical Science and Human Adaptability" collected measurements of physical growth status and dietary intakes from 11- to 15-year-old African-American youth. Data on growth were collected on 136 individuals; for both sets of indicators, data were collected on 113. A nutrition software package was used to calculate the nutrient values of students' dietary intakes, and individual records were merged into a single data set for computer statistical analysis. Tabulations of the data supported the following conclusion: "Overall, the data indicate a population with a very high prevalence of obesity, and diets high in saturated fat and low in polyunsaturated fat. Also of potential concern is the indication of low intakes of zinc and high intakes of sodium. Given the increased health risks of urban African-Americans, these findings on young adolescents suggest the development of programs designed to improve diets and enhance health in general in this age group." [59] Johnston's work with undergraduates further distinguishes the University of Pennsylvania's approach from other varieties of action research. Communal participatory action research extends to creating or restructuring academic courses to include an explicit community focus and action component. The assumption is that embedding community service into courses, research, and general intellectual discourse will lead to positive changes in the institutional climate, providing a linkage between service and education. A dissertation study in the Annenberg School for Communication provides a second illustration of communal participatory action research. For 2 years, Eleanor Novek, a former professional journalist and editor, was involved at West Philadelphia High School, a WEPIC site, as a co-teacher and researcher in the development of "an educational demonstration project, an urban high school English/journalism class which uses production of a community-focused newspaper as a strategy for the self-determination of young African Americans."[60] Novek's research on self-determination and student empowerment built on Jurgen Habermas's theory of communicative action, elements of reference group theory (e.g., Robert Merton), and superordinate goal theory (Muzafer Sherif and Caroline Sherif), not only to interpret and to theorize from ethnographic data, but also simultaneously to shape the intervention strategies, effecting an ebb and flow of theory and action. The specific vehicle for this work was QWest, a school-based community newspaper project, each component of which was adjudicated and carried out by students. In a recent report of her study, Novek has constructed several criteria of self-determination on the basis of her theoretical perspective, and she provides a summary of evidence from participant observations and student writing to indicate the progress made in each category. Her description of risk taking and the crossing of social boundaries is a case in point: A shy young woman who never spoke up in class, not only obtained an interview with Ramona Africa, the lone survivor of the world-infamous MOVE bombing in May 1985, but also brought her to the school to address the whole class. A taciturn young man interested in rap music visited one of the largest African American radio stations in the city and interviewed a popular disc jockey on the air. Another student took it upon himself to develop and distribute an attitude survey about the QWest project to class members. Two students applied for and won admission to a minority workshop for high school journalists--the first time any students from their school had participated. Another began freelancing sports reports for a community newspaper.[61] As our examples are designed to suggest, genuine thinking has occurred in the forked-road situation of West Philadelphia, engendering new approaches to school and community development. We believe that we have made a good start. The interaction of faculty, staff, and students working at the same site, attempting to solve immediate real-world problems, has fostered an unprecedented degree of academic integration at the University of Pennsylvania and spurred the development of new organizational structures and mechanisms to encourage and coordinate academically based public service. We want to emphasize, however, just how extraordinarily difficult it is to change the university and its community. Even after more than 8 years, our work is still in a developing phase. Conclusion In this article, we have presented a rationale for reinventing the American university to become once again a mission-oriented institution. With particular attention to social work and the social sciences, we have traced the origins of that rationale to Jane Addams, the women of Hull House, and other Progressive Era social scientists qua social reformers. Historical analysis not only indicates that progressive change can occur, but it also is useful in revealing and clarifying impediments to change, for example, the entrenchment and long-standing dominance of narrowly scholastic social science. We have also described a general strategy of organizational structures, activities, and mechanisms developed at the University of Pennsylvania to help enable the "neo-Progressive" reconstruction of the university through academically based community service. It is our contention that American social science should be about the "relief of man's estate." These endeavors should be about overcoming the urban crisis and preventing urban chaos. In his studies of creativity, psychologist Howard E. Gruber has emphasized the connection between individual creativity and a desire to solve real-world problems. Gruber's concept of "creative altruism," which we think has relevance for universities, highlights that connection with particular clarity: "We can envisage and identify cases of 'creative altruism,' in which a person displays extraordinary moral responsibility, devoting a significant portion of time and energy to some project transcending immediate need and experience. Creative altruism, when it goes the limit, strives to eliminate the cause of suffering, to change the world, to change the fate of the earth." [62] Creative altruism imbued the social work and social science of Addams and the women of Hull House at the turn of the twentieth century. As we have indicated, their ideals and practice provided exemplars for the development of social work and sociology at the University of Chicago. We have argued that their humanistic, real-world, problem-solving approach to social science has strong potential to produce better teaching, better research, and better service than conventional social science. The "settlement idea," which has inspired our collective efforts at the University of Pennsylvania and other campuses and communities, is a legacy of the early history of American social work.[63] If the American university is to fulfill its promise and help create a decent and just society, it must give full-hearted, full-minded attention to solving our complex interrelated problems. The benefits of doing so would, we are convinced, be considerable for the university, social science, and the American city. Notes John Puckett's contribution to this article was supported by a Spencer Foundation Postdoctoral Fellowship. We are also grateful to Lee Benson and Ellen Lagemann for their superb advice and encouragement. [1] Ernest L. Boyer and Fred M. Hechinger, Higher Learning in the Nation's Service (Washington, D.C.: Carnegie Foundation for the Advancement of Teaching, 1981), p. 3. [2] Derek Bok, Universities and the Future of America (Durham, N.C.: Duke University Press, 1990), p. 122. [3] Lee Benson and Ira Harkavy, "Universities, Schools, and the Welfare State," Education Week,April 29, 1992, p. 27. Representative George E. Brown, Jr., chairman of the House Committee on Science, Space, and Technology, and Representative Rick Boucher, chairman of the Subcommittee on Science for that committee, have sharply criticized the priorities of contemporary scientists and the academic research community, which they view as detached from broad societal concerns; in Colleen Cordes, "As Chairman of Key House Committee Restates His Vision, Scientists Worry," Chronicle of Higher Education, September 8, 1993, pp. A26-28; Rick Boucher, "A Science Policy for the 21st Century," Chronicle of Higher Education, September 1, 1993, pp. B1-2. The Senate Committee on Appropriations voices a similar complaint about the National Science Foundation, admonishing that agency to address "specific national goals" or face curtailment of its funding; in 103d Congress, Senate Report 103-137, September 9, 1993, pp. 165-69. [4] Sheldon Hackney, "Universities and Schools: Hanging Together or Hanging Separately?" Address at Bank Street College, New York, May 2, 1992; printed in University of Pennsylvania Almanac (May 12, 1992), p. 6. [5] As quoted in Barry D. Karl, Charles E. Merriam and the Study of Politics (Chicago: University of Chicago Press, 1974), p. 31. [6] See Kathryn Kish Sklar, "Hull-House Maps and Papers: Social Science as Women's Work in the 1890s," in The Social Survey in Historical Perspective 1880-1940, ed. Martin Bulmer, Kevin Bales, and Kathryn Kish Sklar (New York: Cambridge University Press, 1991), pp. 111-47. [7] Jane Addams, "The Objective Value of a Social Settlement" (1893), in The Social Thought of Jane Addams, ed. Christopher Lasch (Indianapolis: Bobbs-Merrill Co., 1965), pp. 44-61; quotation from Jane Addams, The Second Twenty Years at Hull-House: September 1909 to September 1929, with a Record of a Growing World Consciousness (New York: Macmillan, 1930), p. 405, cited in Lela B. Costin, Two Sisters for Social Justice: A Biography of Grace and Edith Abbott (Urbana: University of Illinois Press, 1983), p. 45. [8] Jane Addams, Twenty Years at Hull-House (New York: Macmillan, 1910), pp. 118, 120. [9] As quoted in John H. Ehrenreich, The Altruistic Imagination: A History of Social Work and Social Policy in the United States (Ithaca, N.Y.: Cornell University Press, 1985), p. 35. See also Kathryn Kish Sklar, "Hull House in the 1890s: A Community of Women Reformers," Signs: Journal of Women in Culture and Society 10, no. 4 (1985): pp. 675-77; Stanley Wenocur and Michael Reisch, From Charity to Enterprise: The Development of American Social Work in a Market Economy (Urbana: University of Illinois Press, 1989), pp. 26-29. [10] As quoted in Gertrude Himmelfarb, Poverty and Compassion: The Moral Imagination of the Late Victorians (New York: Knopf, 1991), p. 241. [11] As quoted in Allen F. Davis, American Heroine: The Life and Legend of Jane Addams (New York: Oxford University Press, 1973), p. 65. [12] Residents of Hull-House, Hull-House Maps and Papers (Boston: Thomas Y. Crowell, 1895; Arno Press reprint ed., 1970), p. viii. [13] The key volume, which included Booth's "Descriptive Map of London Poverty," was Charles Booth, Life and Labour of the People of London, vol. 2 (London: Williams and Northgate, 1891). See Kathryn Kish Sklar, "Hull-House Maps and Papers: Social Science as Women's Work in the 1890s," in Bulmer, Bales, and Sklar, eds. (n. [6] above), p. 122. [14] Residents of Hull House (n. [12] above), p. 41. This volume was published as part of a book series, Library on Economics and Politics, edited by Richard Ely of the University of Wisconsin-Madison. [15] Mary Jo Deegan, Jane Addams and the Men of the Chicago School, 1892-1918 (New Brunswick, N.J.: Transaction Press, 1988), p. 5. Hull House provided a training ground for noted women reformers of the Progressive Era: Kelley, Lathrop, Alice Hamilton, Mary Kenny O'Sullivan, Sophonisba Breckinridge, Grace Abbott, and Edith Abbott. See Allen F. Davis, Spearheads for Reform: The Social Settlements and the Progressive Movement, 1890-1914 (New Brunswick, N.J.: Rutgers University Press, 1967; rev. ed., 1984), pp. 103-47. [16] Deegan (n.[15] above), p. 24. [17] As quoted in Ellen Fitzpatrick, Endless Crusade: Women Social Scientists and Progressive Reform (New York: Oxford University Press, 1990), p. 33. [18] Steven J. Diner, A City and Its Universities: Public Policy in Chicago, 1892-1919 (Chapel Hill: University of North Carolina Press, 1980), p. 50. [19] Ibid. This "public spiritedness" was evident in the "University Extension Division," which released professors into the city to provide instruction for the citizenry at large. Edward Shils notes that nearly a quarter of the University of Chicago faculty participated in municipal reform activities at the highwater mark of the city's Progressive movement. See Edward Shils, "The University, the City, and the World: Chicago and the University of Chicago," in The University and the City: From Medieval Origins to the Present, ed. Thomas Bender (New York: Oxford University Press, 1988), pp. 210-30. [20] Fitzpatrick (n.[17] above), p. 39. As Fitzpatrick indicates, this commitment was also shared by the political science and political economy departments at Chicago: "They stressed the importance of using scholarship to advance both knowledge and civic-mindedness" (p. 41). [21] The quotation appears in a different context in ibid., p. xv, but our research indicates that it aptly describes the first-generation Chicago sociologists. For discussion of Social Gospel influences in American social science in its formative period, see Arthur S. Link and Richard L. McCormick, Progressivism (Arlington Heights, Ill.: Harlan Davidson, 1983), pp. 23-24. In the early 1890s, Small, Vincent, and Edward Bemis (whom Harper would fire in 1895 because of Bemis's support of the 1894 Pullman strike) worked with Addams, Kelley and community leaders tohelp secure legislation eliminating sweat shops and regulating child labor. In the winter of 1910 Henderson and Mead joined the women of Hull House in support of 40,000 striking garment industry workers; in 1915, Mead participated in another garment union strike. [22] The most important research study of the early Chicago School was The Polish Peasant in Europe and America (Chicago: University of Chicago Press, 1918), a 2,232-page study co-authored by Thomas and Florian Znaniecki. See Martin Bulmer, The Chicago School of Sociology: Institutionalization, Diversity, and the Rise of Sociological Research (Chicago: University of Chicago Press, 1984), pp. 45-63, p. 238, n. 1. [23]. Deegan (n. [15] above), quotations from p. 55; see also chap. 6. Hull-House Maps and Papers helped inaugurate the Social Survey Movement, of which the Pittsburgh Survey, 1907-9, was the largest and most prominent example. Sponsored by the Russell Sage Foundation, the Pittsburgh Survey was carried out by a combination of academics and nonacademics, including Kelley, formerly of Hull House. The survey was conceptually unified around the seminal role of the steel industry in shaping Pittsburgh's urban environment and growth. See Stephen R. Cohen, "The Pittsburgh Survey and the Social Survey Movement: A Sociological Road Not Taken," in Bulmer, Bales, and Sklar, eds. (n. [6] above), pp. 245-67. [24] Bulmer (n. [22] above), p. 69. [25] Ibid., p. 89. Bulmer's study focuses on the period 1915-1935. See also Fitzpatrick (n. [17] above), p. 200; Shils (n. [19] above); David Ward, Poverty, Ethnicity, and the American City, 1840-1925 (Cambridge: Cambridge University Press, 1989), pp. 151-79. [26] The University of Chicago was hardly a hothouse for radical social change, as evidenced by the trustees' firing of Edward Bemis, who took the side of labor in the violent Pullman strike of 1894: "The scientific study of pressing social issues was one thing; openly advocating 'radical' causes without reference to scientific inquiry was another" (Fitzpatrick [n. [17] above], p. 40.) Yet according to Shils, "The trustees of the University of Chicago, despite assertions by critics such as Thorstein Veblen and Upton Sinclair, have an impressive history of self-restraint, for which there is ample evidence" (Shils n.[19] above], p. 218). [27] Fitzpatrick (n. [17] above), p. 70. [28] Ibid., p. 86. [29] Ibid., pp. 20-25, 87-200 passim; quotation from p. 166. For more on Breckinridge and Abbott's collaboration and friendship, see Costin (n. [7] above), pp. 41-67. [30] Ellen C. Lagemann, "Introduction," in Jane Addams on Education, ed. Ellen C. Lagemann (New York: Teachers College Press, 1985), p. 35. [31] Dorothy Ross, The Origins of American Social Science (New York: Cambridge University Press, 1991), p. 321. [32] Ibid. [33] Ibid., pp. 326-30; Dorothy Ross, "American Social Science and the Idea of Progress," in The Authority of Experts, ed. Thomas L. Haskell (Bloomington: Indiana University Press, 1984), 157-71; Sheldon Hackney, "The University and Its Community: Past and Present," Annals of the American Academy 488 (1986): 135-47; Martin Bulmer and Joan Bulmer, "Philanthropy and Social Science in the 1920s: Beardsley Ruml and the Laura Spelman Rockefeller Memorial 1922-29," Minerva 19 (1981): 347-407. [34] Ogburn's 1929 presidential address to the American Sociological Society, quoted in Bulmer (n. [22] above), p. 182. For the role of private foundations such as the Carnegie Corporation, Russell Sage Foundation, and Laura Spelman Rockefeller Memorial in sustaining this representation of social science through funding programs, see Ellen C. Lagemann, The Politics of Knowledge: The Carnegie Corporation, Philanthropy, and Public Policy (Middletown, Conn.: Wesleyan University Press, 1987), chap. 3; Wenocur and Reisch (n. [9] above), pp. 55-58, p. 272, n. 8; Deegan (n.[15] above), pp. 96-97. [35] Jane Addams, "A Function of the Social Settlement" (1899), in Lagemann, ed. (n. 30 above), p. 90. [36] Wenocur and Reisch (n. [9] above), p. 137. [37] Ibid., pp. 77-106, 127-48; Judith Ann Trolander, Professionalism and Social Change: From the Settlement House to Neighborhood Centers, 1886 to the Present (New York: Columbia University Press, 1987), pp. 21-24. In the 1930s, while social workers and many social scientists helped create a body of research and social planning that undergirded many New Deal reforms, their work was not rooted in sustained efforts to transform local environments; reflecting the norms of the American Association of Social Workers, as professional social workers gained a higher profile in the public sector, they adapted casework technologies to treat the unemployed. By 1936, as the Depression deepened, a rank and file movement involving some 15,000 underpaid, radicalized social workers, most of whom lacked professional credentials and held jobs in heavily stressed public welfare agencies, had arisen to challenge the professional enterprise, organizing protective associations and trade unions and advocating a planned economy and income redistribution. Although social work unions remained viable until about 1950, the radical critique was not sustained after 1940. See Wenocur and Reisch (n. [9] above), pp. 151-207; Leslie Leighninger, Social Work: Search for Identity (New York: Greenwood Press, 1987), pp. 51-101. [38] For discussion of the strengthening of disciplinary communities, see David Alpert, "Performance and Paralysis: The Organizational Context of the American Research University," Journal of Higher Education 56, no. 3 (1985): 241-81; and Christopher C. Jencks and David Riesman, The Academic Revolution (New York: Doubleday, 1968), pp. 523-31. [39] Center for Educational Research and Innovation, The University and the Community: The Problems of Changing Relationships (Paris: Organization for Economic Cooperation and Development, 1982), p. 127. For other critiques of university-community relationships, see Derek Bok, Beyond the Ivory Tower: Social Responsibilities of the Modern University (Cambridge, Mass.: Harvard University Press, 1982); Hackney (n. [33] above); Clark Kerr, The Uses of the University (Cambridge, Mass.: Harvard University Press, 1982); Peter L. Szanton, Not Well Advised (New York: Russell Sage Foundation and Ford Foundation, 1981). [40] For discussion of the environmental threats posed by science divorced from social, moral, and ethical concerns, in this case, quantum mechanics and molecular biology, see Herbert J. Bernstein, "Idols of Modern Science and the Reconstruction of Knowledge," in New Ways of Knowing: The Sciences, Society, and Reconstructive Knowledge, ed. Marcus G. Raskin and Herbert J. Bernstein (Totowa, N.J.: Rowman & Littlefield, 1987), pp. 37-68. [41] Daniel Coit Gilman, University Problems in the United States (1898; reprint, New York: Garret Press, 1969), Foreword, p. iii. [42] Albert H. Smyth, ed., The Writings of Benjamin Franklin (New York: Macmillan, 1907), 2:396. [43] Wenocur and Reisch (n. [9] above), pp. 138-46. [44]Martin Bulmer speaks of "research done with a reformist and ameliorative purpose," in Martin Bulmer, "The Decline of the Social Survey Movement and the Rise of American Empirical Sociology," in Bulmer, Bales, and Sklar, eds. (n. [6] above), p. 305. [45] John Dewey, How We Think (New York: D.C. Heath, 1910), p. 11. [46] As quoted in Lee Benson and Ira Harkavy, "Progressing beyond the Welfare State: A Neo-Deweyan Strategy: University-assisted, Staff-controlled and Managed, Community-centered Community Schools as Comprehensive Community Centers to Help Construct and Organize Hardworking, Cohesive, Caring, Cosmopolitan Communities in a Democratic Welfare Society," Universities and Community Schools 2, no. 1-2 (1991): 4-6. The National Academy of Sciences has stated in quintessentially Baconian terms, "The countries that best integrate the generation of new knowledge with the use of that knowledge will be positioned to be the leaders of the 21st century" (Committee on Appropriations, Senate Report 103-137, September 9, 1993, p. 167). Referencing Bacon's vision, Bernstein writes, "We have . . . lost the original connection between scientific truth and social good; we have refined moral concerns out of the process" (Bernstein n. [40] above, p. 52). For a useful discussion of Bacon's oeuvre, see Lee Benson, "Changing Social Science to Change the World: A Discussion Paper," Social Science History 2 (1978): 427-41. [47] John Dewey, Reconstruction in Philosophy (New York: Henry Holt & Co., 1920; enlarged ed., Boston: Beacon Press, 1948), 36-37. Addams attributed the following Bacon-like statement to Dewey: "When a theory of knowledge forgets that its value rests in solving the problem out of which it has arisen, that of securing a method of action, knowledge begins to cumber the ground. It is a luxury, and becomes a social nuisance and disturber" (Addams, "Function of the Social Settlement" [n. [35] above], p. 76). [48] Hackney, "University and Its Community" (n. [33] above); Organization for Social and Technical Development, Urban Universities: Rhetoric, Reality, and Conflict (Washington, D.C.: Department of Health, Education, and Welfare, 1970); Peter M. Tobia, The University in Urban Affairs: A Symposium (New York: Editor, 1969); Szanton (n. [39] above); George Nash, The University and the City: Eight Cases of Involvement (New York: McGraw-Hill, 1973). [49] See Ira Harkavy and John L. Puckett, "The Role of Mediating Structures in University and Community Revitalization: The University of Pennsylvania and West Philadelphia as a Case Study," Journal of Research and Development in Education 25, no. 1 (1991): 10-25. [50] Vocational counseling and school social work were sui generis innovations of the settlement movement. See Marvin Lazerson, Origins of the Urban School: Public Education in Massachusetts, 1870-1915 (Cambridge, Mass.: Harvard University Press, 1971), pp. 191-97; Murray Levine and Adeline Levine, A Social History of Helping Services: Clinic, Court, School, and Community (New York: Appleton-Century-Crofts, 1970), pp. 125-43. The settlement movement also provided a "practical testing ground" for social innovations that were not sui generis, for example, kindergartens, playgrounds, school nursing, vocational education, and vacation schools; in the 1910s these programs were widely adopted by the public schools. See Morris I. Berger, The Settlement, the Immigrant and the Public School: A Study of the Influence of the Settlement Movement and the New Migration upon Public Education: 1890-1924 (1956; reprint, New York: Arno Press, 1980); Davis (n. [15] above), esp. pp. 40-59, quotation from p. 57; Amalie Hofer, "The Social Settlement and the Kindergarten," National Educational Association Proceedings 34 (1895), pp. 514-25; Isabel M. Stewart, "The Educational Value of the Nurse in the Public School," in The Ninth Yearbook of the National Society for the Study of Education, ed. Thomas Wood (Chicago: University of Chicago Press, 1910), 2:19-26. [51] John Dewey, "The School as Social Center," National Educational Association Proceedings 41 (1902), pp. 373-83. As a case in point, Addams served on the board of managers of the National Society for the Promotion of Industrial Education, established in 1906, to help persuade the public schools to take over the settlements' manual training programs. See Davis (n.[15] above), p. 52; Paul U. Kellogg, "The National Society for the Promotion of Industrial Education," Charities and the Commons 17 (1906-7): 363-71, cited in Davis (n.[15] above), p. 273, n. 24. The idea of public schools as social centers, or community schools, has persisted in a minor key throughout the twentieth century. For example, see Clarence A. Perry, Wider Use of the School Plant (New York: Russell Sage Foundation, 1911); Edward J. Ward, ed., The Social Center (New York: Appleton, 1913); Eleanor T. Glueck, The Community Use of Schools (Baltimore: Williams & Wilkens, 1927); Samuel Everett, ed., The Community School (New York: Appleton-Century, 1938); Elsie R. Clapp, Community Schools in Action (New York: Viking Press, 1939); Nelson B. Henry, The Fifty-second Yearbook of the National Society for the Study of Education, Part II: The Community School (Chicago: University of Chicago Press, 1953); Edward G. Olsen, ed., The Modern Community School (New York: Appleton-Century Crofts, 1953); Leonard Covello, The Heart is the Teacher (New York: McGraw-Hill, 1958); W. Fred Totten and Frank J. Manley, The Community School: Basic Concepts, Function, and Organization (Galien, Mich.: Allied Education Council, 1969); Maurice F. Seay and associates, Community Education: A Developing Concept (Midland, Mich.: Pendell, 1974). [52] Benson and Harkavy, "Progressing beyond the Welfare State" (n. [46] above), pp. 23-27. [53] Addams, Second Twenty Years at Hull-House (n. [7] above), pp. 404-5. [54] Benson and Harkavy, "Progressing beyond the Welfare State" (n. [46] above), pp. 2-28; Ira Harkavy, "The University and the Social Sciences in the Social Order: An Historical Overview and 'Where Do We Go from Here?'" Virginia Social Science Journal27 (1992): 1-25. [55] Davydd J. Greenwood, William Foote Whyte, and Ira Harkavy, "Participatory Action Research as a Process and as a Goal,"in International Dimensions of Action Research: Sources of New Thinking about Inquiry That Makes a Difference, ed. Max Elden and Rupe Chisholm, special issue of Human Relations, in press. See also William Foote Whyte, Davydd J. Greenwood, and Peter Lazes, "Participatory Action Research: Through Practice to Science in Social Research," in Action Research for the 21st Century: Participation, Reflection and Practice, ed. William Foote Whyte, special issue of American Behavioral Scientist 32, no. 5 (1989): 513-51; and William Foote Whyte, ed., Participatory Action Research (Newbury Park, Calif.: Sage , 1991). [56] William F. Whyte and Kathleen K. Whyte, Making Mondragon: The Growth and Dynamics of the Worker Cooperative Complex (Ithaca, NY: ILR Press, 1988); Davydd J. Greenwood and Jose Luis Gonzalez Santos, Industrial Democracy as Process: Participatory Action Research in the Fagor Cooperative Group of Mondragon (Assen/Maastricht: Van Gorcum, 1992). [57] Francis E. Johnston, Robert J. Hallock, Pratik Desai, and Stephanie Bock, "Physical Growth, Nutritional Status, and Dietary Intake of African-American Middle School Students from Philadelphia," manuscript submitted for publication. [58] Ibid. [59] Ibid. [60] Eleanor M. Novek, "Buried Treasure: The Theory and Practice of Communicative Action in an Urban High School Newspaper," paper presented to the Association for Education in Journalism and Mass Communication, Kansas City, Missouri, August 1993, p. 1. [61] Ibid., p. 15. Other criteria, or markers, include "providing experiences of mastery, strengthening group bonds and increasing their influence in social systems" (p. 21). [62] Howard E. Gruber, "Creativity and Human Survival," in Creative People at Work, ed. Doris B. Wallace and Howard E. Gruber (New York: Oxford University Press, 1989), p. 185. For Gruber's most recent development of the idea of creative altruism, see his essay, "Creativity in the Moral Domain: Ought Implies Can Implies Create," in Creativity in the Moral Domain, ed. Howard E. Gruber, special issue of Creativity Research Journal 6, no. 1-2 (1993): 3-15. [63] For example, the Committee on Inner City Initiatives of the Western New York Consortium of Higher Education (12 colleges and universities) has focused on the collaborative development of the Martin Luther King, Jr., Center, a community school and community center in East Buffalo. See Stephen C. Halpern, "University-Community Projects: Reflections on the Lessons Learned," Universities and Community Schools 3, nos. 1-2 (1992): 44-48.

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04-04-2003, 18:57:10: One thing that people like to ask a lot is what the "meaning" is of the little marks to the left and right and smack dab in the middle of the code. On either side is a pair of thin dark bars separated by a thin light bar, and in the middle, there's always the pattern light-dark-light-dark-light. These are not in fact representations of a digit, but are rather merely synchronization marks (sometimes called "guard bars") that help barcode-reading equipment recognize that it is in fact looking at a barcode and help it determine the width of a mark (since barcodes come in different sizes and the distance of the code from the equipment optics can affect the readings as well). On the right-hand-side of a barcode (but not on the left), the digit "6" is represented by something that does bear a resemblence to the synch marks, and this has occasionally led "antichrist hunters" to exclaim that all barcodes contain embedded within them "the number of the beast" (that is, "666").

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04-06-2003, 23:43:04: designing of automatic talking machine with figures.

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04-07-2003, 07:42:19: My dog ate your cat.

04-07-2003, 07:42:32: My dog ate your cat.

04-07-2003, 10:58:37: I think the world is one big matrix

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04-08-2003, 05:50:34: Eliah

04-08-2003, 08:16:17: Glug glug said the elf on steroids as he helped him self to another pint of uncle wigglies stout.

04-08-2003, 08:18:27: I�m drunk on the fumes of her armpit stench.

04-08-2003, 11:42:20: Six lusty gnomes fought for the right to party with the popes privates.

04-08-2003, 13:19:15: Fuck you assholes

04-08-2003, 13:20:53: Lessons from Hull House for the Contemporary Urban University by Ira Harkavy and John L. Puckett, University of Pennsylvania Ira Harkavy is Director of the Center for Community Partnerships at the University of Pennsylvania. He teaches both in the history and urban studies departments, and is co-executive editor of _Universities and Community Schools_. In recent years, he has written on how to involve universities effectively in democratic partnerships with local public schools and their communities. John Puckett is associate professor at the University of Pennsylvania Graduate School of Education, where he conducts research on the university-community relationship. Table of Contents * Introduction * Social Science and Social Work: The Progressive Tradition * The Retreat from Social Reform: Structural Conflicts and Contradictions in the Academy * Academically Based Community Service: Toward Revitalizing Universities and Communities * Reports from the Field: Communal Participatory Action Research in West Philadelphia * Conclusion * Notes Introduction Since 1981 and the publication of Ernest Boyer and Fred Hechinger's Higher Learning in the Nation's Service, there has been a growing criticism that "higher education in America is suffering from a loss of overall direction, a nagging feeling that it is no longer at the vital center of the nation's work."[1] With the publication of Derek Bok's 1990 book,Universities and the Future of America, that criticism reached a new level of urgency and significance. From the paramount insider position within the higher educational system, Harvard's president concluded that "most universities continue to do their least impressive work on the very subjects where society's need for greater knowledge and better education is most acute."[2] Bok's conclusion (reached near the end of his Harvard presidency) necessarily leads to the further conclusion that the American university has failed to do what it is supposed to do. In short, esoterica has triumphed over public philosophy, narrow scholasticism over humane scholarship. Urban universities are now compelled to work with their neighbors for their own immediate and long-term self-interest. There are four reasons why universities should be involved in urban revitalization efforts. The first reason is institutional self-interest, including the safety, cleanliness, and attractiveness of the physical setting. Each of these contributes to the campus ambiance and to the recruitment and retention of faculty, students, and staff. Needless to say, high walls and imposing gates cannot shield students, faculty members, or administrators from the disturbing reality that surrounds the urban campus. The second reason involves a more indirect effect on institutional self-interest. It includes both the costs (financial, public relations, and political) to the institution that result from a retreat from the community, as well as the benefits that accrue from active, effective engagement. As Lee Benson and Ira Harkavy have noted: As conditions in society continue to deteriorate, universities will face increased public scrutiny (witness the Congressional hearings chaired by Representative John Dingell of Michigan last year). The scrutiny is bound to intensify as America focuses on resolving its deep and pervasive societal problems amid continuously expanding global competition. Institutions of higher education will increasingly be held to new and demanding standards that evaluate performance on the basis of direct and short-run societal benefit. In addition, public, private, and foundation support will be more than ever based on that standard, and it will become increasingly clear to colleges and universities that "altruism pays"--in fact, that altruism is practically an imperative for institutional development and improvement.[3] The third reason involves the advancement of knowledge, teaching, and human welfare through academically based community service focused on improving the quality of life in the local community. The benefits that can emerge from this approach are the integration of research, teaching, and service; the interaction of faculty members and graduate and undergraduate students from across the campus; the connection of projects involving participatory action research with student and staff volunteer activities; and the promotion of civic consciousness, value-oriented thinking, and a moral approach to issues of public concern among undergraduates. Historically, universities have missed an extraordinary opportunity to work with their communities and to engage in better research, teaching, and service. The separation of universities from society, their aloofness from real-world problems, has deprived universities of contact with a necessary source of genuine creativity and academic vitality. Promoting civic consciousness, we believe, is the core component of the fourth reason for significant university involvement with the community. Sheldon Hackney has described this as the "institution's obligation to be a good citizen, and its pedagogic duty to provide models of responsible citizenship for its students."[4] In other words, universities and colleges have, along with schools and religious institutions, a special responsibility to be moral institutions, exemplifying the highest civic and character-building values of society. At the heart of civic responsibility is the concept of neighborliness--caring about and assisting those living in close proximity to us. As an institution, a university's actions and inactions express morality; a university's indifference or civic engagement teaches lessons to its students and to society. This citizenship and character-building role, of course, was at the very center of the American college. However, the didactic approach to citizenship education and morality employed by its predecessors would today be both off-putting and at odds with the openness of the modern university. Collectively these arguments indicate that it is now both necessary and mutually beneficial for urban universities to work to revitalize their local communities. The complex problems of urban society necessitate a radical reorientation and reinvention of the urban American university to become, once again, a mission-oriented institution devoted to the use of reason to improve the human condition. That mission was the driving force behind the organization of the modern research university in the late nineteenth century. University presidents of the Progressive Era worked to transform the American university into a major national institution capable of meeting the needs of a rapidly changing and increasingly complex society. Imbued with a boundless optimism and a belief that scientific and social-scientific knowledge could change the world for the better, they saw universities as leading the way toward an effective and humane reorganization of society. Progressive academics viewed the city as their arena for study and action. The city was the site of significant societal transformations; the center of political corruption, poverty, crime and cultural conflict; and a ready source of data and information. It was, according to Richmond Mayo-Smith of Columbia, "the national laboratory of social science, just as hospitals are of medical science." [5] As Jane Addams and her colleagues in Chicago illustrated, the city was also the place in which academics could combine social science and social reform. Social Science and Social Work: The Progressive Tradition Social work as a field of social scientific inquiry gained impetus from Hull House, the social settlement founded by Jane Addams and Ellen Starr on Chicago's West Side in 1889.[6] The philosophy and programs of Hull House were modeled after Toynbee Hall, the first settlement house, established in 1884 by the Anglican vicar Samuel A. Barnett in London's East End. Adopting a multifaceted institutional approach to the social problems of the immigrant groups in the Nineteenth Ward, the Hull House residents offered activities and services along four lines, designated by Addams as the social, educational, humanitarian, and civic. The residents' programs included college extension classes, clubs and literary programs, ethnic festivals, art exhibits, recreational activities and neighborhood showerbaths, a summer camp program, a cooperative boarding house for working women, and kindergarten, visiting-nurse, and legal services. Moreover, Hull House was a site for labor union activities; a forum for social, political, and economic reform; and a center for social science research. Regarding its research function, as Addams once noted, "the settlements antedated by three years the first sociology departments in universities and by ten years the establishment of the first foundations for social research." [7] In Twenty Years at Hull-House, Addams emphasized the benefits that accrued to the activist social worker from engagement with the community and its problems. She wrote of "a fast-growing number of cultivated young people who have no recognized outlet for their active faculties. They hear constantly of the great social maladjustment, but no way is provided for them to change it, and their uselessness hangs upon them heavily. . . . 'There is nothing after disease, indigence and guilt so fatal to life itself as the want of a proper outlet for active faculties.'"[8] For women, the problem of lacking constructive social outlets for their reform impulses was acutely felt, constricted as they were by Victorian gender roles. Viewed as an expression of "social motherhood," settlement work provided a satisfactory professional outlet for women that was not incommensurate with established gender roles and practices, particularly the idea of the "woman's sphere." Addams acknowledged this when she remarked that "many women today are failing properly to discharge their duties to their own families and households simply because they fail to see that as society grows more complicated, it is necessary that woman shall extend her sense of responsibility to many things outside of her home, if only in order to preserve the home in its entirety."[9] For activist-oriented young men and women of Addams's generation, settlement work constituted, in Addams's apt phrase, a "subjective necessity." In 1889, Starr told a friend that "Jane's idea, which she puts very much to the front and on no account will give up, is that [the settlement] is more for the people who do it than for the other class."[10] Addams herself later wrote, "I hope it will never be forgotten in Chicago, at least where Hull House feels somewhat responsible for the Toynbee Hall idea, that Toynbee Hall was first projected as an aid and outlet to educated young men. The benefit to East Londoners was then regarded as almost secondary, and the benefit has always been held as strictly mutual."[11] In 1895, Addams and the residents of Hull House--notably Florence Kelley, Agnes Holbrook, and Julia Lathrop--published Hull-House Maps and Papers, a sociological investigation of the neighborhood immediately to the east of Hull House; in Addams's words, it was a record of "certain phases of neighborhood life with which the writers have been familiar."[12] Inspired by Charles Booth's Life and Labour of the People in London, the Hull House residents compiled detailed maps of demographic and social characteristics and produced richly descriptive accounts of life and work in a poor immigrant neighborhood.[13] Theirs was not dispassionate scholarship, as evidenced by Kelley's poignant advocacy of sweatshop laborers, whose "reward of work at their trade is grinding poverty, ending only in death or escape to some more hopeful occupation. Within the trade there has been and can be no improvement in wages while tenement-house manufacture is tolerated. On the contrary, there seems to be no limit to the deterioration now in progress."[14] Closely associated with Hull House in its early years were the male sociologists at the University of Chicago, who acknowledged that "it was Addams and Hull-House who were the leader and leading institution in Chicago in the 1890s, not the University of Chicago." [15] Indeed, Hull-House Maps and Papers oriented the Chicago School of Sociology to urban studies and strongly influenced the direction taken by that department for the next 40 years.[16] The changing relationship of Addams and her Hull House colleagues with the Chicago sociologists from the 1890s to the late 1910s mirrored the American university's transition from an outwardly directed, service-centered institution to an inwardly directed, discipline-centered institution. It was also a marker of the separation of knowledge production from knowledge use, indeed, of social science from social reform, by the end of the Progressive Era. In its early years, the University of Chicago demonstrated that by doing good, a research university could do very well. When Chicago's first president, William Rainey Harper, described the mission of his newly minted university as "service for mankind wherever mankind is, whether within scholastic walls or without those walls and in the world at large,"[17] he expressed a pervasive attitude of Progressive Era academics that "scholarship, teaching, and public service were fully compatible."[18] As Steven Diner has written, Harper and his Progressive colleagues also realized that the university's funding was contingent on the public's good will: When the University of Chicago opened in 1892, universities were still quite new and were just beginning to to explore the possibilities of service to their society. This was not a time for introspection or self-criticism, but an era of growth and experimentation. Nothing in the experience of American universities thus far indicated that public service might harm the university; but the experience of the antebellum college suggested the shortcomings of a remote seminary of learning for its own sake. Its detachment from public service had resulted in neither solid scholarship, sound teaching, nor popular support. Indeed, most university presidents of the early twentieth century concluded that service was the only way to win support for the advancement and dissemination of knowledge on the highest level. [19] The Chicago School of Sociology was created in this nexus of "serving society by advancing intellectual inquiry."[20] In the early years of the Chicago School no invidious distinctions were made between the applied sociology pursued by Addams and the Hull House residents and the academic research of the first generation of University of Chicago sociologists. Indeed, the two groups had a close working relationship, grounded in personal friendships, mutual respect, and shared social philosophy. Four men of the early Chicago School--Albion Small, Charles Henderson, Charles Zeublin, and George Vincent--were ministers or ministers manque, intellectual Social Gospelers with strong civic commitments. (The exceptions, with limited theological proclivities, were George Herbert Mead and William I. Thomas.) Like the women of Hull House, the Chicago sociologists were "social activists and social scientists."[21] Action social research, Chicago style, encompassed scholarly documentation of a social problem and lobbying of politicians and local community groups to obtain action. [22] Recent feminist scholarship takes issue with the charge that the social science of Hull House and the early Chicago School was unscientific. Mary Jo Deegan, for example, argues that Hull-House Maps and Papers "established the Chicago tradition of studying the city and its inhabitants," and provided "the major substantive interests of Chicago sociologists": a focus on immigrants, poverty, and occupational structure. She asserts that Robert Park and Ernest W. Burgess, leaders of the Chicago School's second generation, adopted the research concerns and methods of Addams and her colleagues even as they staked their own prior claim as the founders of urban sociology. [23] After 1915 Chicago Sociology increasingly distanced itself from social reform, notwithstanding the continued focus on the form, structure, and problems of city living. Increasingly that focus was circumscribed by a natural science model and an underlying commitment to "the detached and objective study of society," which "allowed no room for an ameliorative approach."[24] Park and Burgess emphasized "urban studies . . . within a scientific framework."[25] The career of Sophonisba Breckinridge is indicative of the attenuation of action-oriented, reformist social science in Chicago in the decades before America's entry into World War I. When Breckinridge enrolled in the University of Chicago's Department of Political Science in 1894, she entered a Progressive world where scientific rigor was deemed compatible with social problem solving. [26] According to Ellen Fitzpatrick: "All accepted the notion that scholars had a duty to address contemporary problems in their work. All agreed on the importance of empirical research. And all shared the belief that careful scientific investigation was a sine qua non for intelligent reform." [27] Unequal gender relations, however, stymied the entry of women with doctoral degrees (in Breckinridge's case, a doctor of philosophy awarded in 1902, a doctor of jurisprudence awarded in 1904) into the social science professoriate at the University of Chicago. The new feminist historiography has documented an emerging nexus of gender, social reform, and social science at the beginning of the twentieth century: after 1904, women would be relegated to the margins of the university, the confines of the newly opened Department of Household Administration, "a special intellectual province for women," where Breckinridge would find a home as an assistant professor. Yet her training had prepared her for a headier challenge: "While the political scientist pursued research that resulted in an essay entitled 'Industrial Conditions of Women Workers in Chicago Illustrated by the Packing Houses' in 1905-06, her colleagues in the household administration department wrote papers such as 'The Relative Digestibility of Animal and Vegetable Albumen,' 'Loss of Nutrients in Beans Due to Soaking,' 'Comparative Richness of Gelatin-Yielding Material in Old and Young Animals,' and 'Pectin Bodies in Fruit Juices and the Effect of Temperatures and Density in the Setting of Fruit Jelly.' Such concerns were far afield from the principles of law, political science, and political economy."[28] In 1909, Breckinridge was appointed dean of the Chicago School of Civics and Philanthropy, an independent social work and research training center funded by the Russell Sage Foundation. Over the next decade she and her colleague Edith Abbott, both of whom took up residence in Hull House, directed extensive surveys in such areas as housing, stockyards, juvenile court, and public-school truancy and nonattendance. The merger of the School of Civics and Philanthropy with the University of Chicago in 1920 led to both women's appointment as associate professors of social economy in the newly created School of Social Service Administration. There, Breckinridge and Abbott "sought to create a new setting within the university that would permit them to address public issues and advance social research. In so doing, they helped professionalize social work, a field they first adopted and then worked to make their own."[29] Yet theirs was a Pyrrhic victory. The feminization of professional social work marked it as the last enclave of social reform. As noted by Ellen Lagemann, the implications of the rift between social reform and social science at the University of Chicago were considerable: As a result, the new departmental lines drawn there created divisions, not just at Chicago, but also elsewhere, between theoretical, "objective," academic social research, on the one hand, and more reformist, political, and applied social work, on the other. The structural and intellectual divisions thus created were soon compounded by gender divisions that rapidly took on hierarchical status distinctions as well. Sociology, which came increasingly to be dominated by men, was more and more seen as a source for insights to be tested and applied by "social workers," most of whom were women; and settings for "social work," including social settlements like Hull House, were more and more seen as places to which (male) university sociologists might send students to collect data, which the sociologists and not the social workers would then analyze in a university laboratory and elaborate into theory.[30] Applied social science largely vanished from the academy after 1918. World War I was the catalyst for a full-scale retreat from action-oriented, reformist social science. The brutality and horror of that conflict ended the buoyant optimism and faith in human progress and societal improvement that had marked the Progressive Era. American academics were not immune to the general disillusion with progress. One economist wrote that "it would perhaps be an exaggeration to say that the European war . . . has rendered every text in social science thus far published out of date, but it would not be a very great exaggeration."[31] Indeed, despair led many social scientists to retreat into a narrow scientistic approach: "They began to talk of the need for a harder science, a science of facts and numbers that could moderate or dispel the pervasive irrational conflicts of political life."[32] Scholarly inquiry directed toward creating a better society was increasingly deemed inappropriate. While faith in the expert and in expert knowledge was carried on from the Progressive Era, it was now divorced from its reformist roots. The dominant conception of science was clear and simple: it was what physical scientists and engineers did.[33] "Sociology as a science is not interested in making the world a better place in which to live, in encouraging beliefs, in spreading information, in dispensing news, in setting forth impressions of life, in leading the multitudes or in guiding the ship of state," Chicago sociologist William F. Ogburn declared. "Science is interested directly in one thing only, to wit, discovering new knowledge." [34] The retreat from applied social science in the 1920s crystallized a tendency that Addams had discerned at the turn of the century: We recall that the first colleges of the Anglo-Saxon race were established to educate religious teachers. For a long time it was considered the religious mission of the educated to prepare the mass of the people for life beyond the grave. Knowledge dealt largely in theology, but it was ultimately to be applied, and the test of the successful graduate, after all, was not his learning, but his power to save souls. As the college changed from teaching theology to teaching secular knowledge the test of its success should have shifted from the power to save men's souls to the power to adjust them in healthful relations to nature and their fellow men. But the college failed to do this, and made the test of its success the mere collecting and disseminating of knowledge, elevating the means into an end and falling in love with its own achievement.[35] The Retreat from Social Reform: Structural Conflicts and Contradictions in the Academy Throughout the American university, a strong tradition developed that separated scholarly research from the goal of helping to create a better society. The political and cultural dynamics of post-World War I scientistic social science were reflected in the burgeoning field of psychiatric social work. In the 1920s, psychiatric social workers staked their claim to scientific legitimacy and professional status by defining their knowledge base as psychoanalytic theory and adopting a therapeutic, ostensibly scientific, approach that emphasized clients' social-psychological adjustment rather than social amelioration. Casework, if not Freudian psychology, also dominated other subspecialities of social work--for example, family casework and child guidance--and during the twenties, that approach became the raison d'etre of the profession as a whole. University schools of social work, which numbered 28 by 1929, and social work education were unified "around the idea of generic casework."[36] Professional social work training did not include preparation for a career in settlement work. The local Community Chest, which gained control of settlement house budgets, dampened reform; only in non-Chest cities such as Chicago and New York were settlement workers able to sustain some reform activity. Not surprisingly, that activity was associated with the charismatic leadership of Addams of Hull House, Graham Taylor of Chicago Commons, and Lillian Wald of Henry Street Settlement, and it was not broadly institutionalized.[37] Between the wars the reform impulse was further weakened by the fact that every major university formed similar and increasingly specialized departments, and a faculty member's primary source of identification and allegiance became his or her discipline, not the university. Since World War II, a steady infusion of federal funds allocated to individual researchers working under departmental auspices has accelerated the growth of a disciplinary-based reward system. [38] Departmental and disciplinary divisions have served to increase further the isolation of universities from society. A 1982 Organization for Economic Cooperation and Development report entitled The University and the Community noted, "Communities have problems, universities have departments."[39] Beyond being a criticism of universities, that statement neatly indicates why universities have not contributed as they should. Quite simply, their unintegrated structures work against understanding and helping to solve highly complex human and societal problems. This tendency has resulted in less effective research, teaching, and service. Indeed, all three missions have been impoverished by what might be termed a false trichotomization. For example, that trichotomy has contributed to an enormous imbalance in the production of knowledge. Dazzling advances have occurred in university-based research in science and technology. New ideas, concepts, technologies, approaches, and techniques are developed with ever-increasing rapidity. Although designed to improve human welfare, the application of scientific advances too frequently results in new and more forbidding problems. The wondrous possibilities of new medical technologies, for example, have become distorted, helping to create a health care "system" unresponsive to the "low-tech" preventive needs of the vast majority of citizens.[40] How to make rational use of science and technology should be a primary focus of university research. It should be a primary focus because it is a primary problem facing human beings in the late twentieth century. If universities had an integrated mission--the creative, dynamic, and systemic integration of research, teaching, and service--intellectual resources would be significantly devoted to developing humane applications of scientific knowledge to help those living in conditions of profound poverty and neglect. Integrating research, teaching, and service will be particularly difficult because of a fundamental contradiction in the structure of the American research university itself, a contradiction that occurred with its very creation. That is, the American research university was a product of a combination of the German research university and the American college. Daniel Coit Gilman, the founder of Johns Hopkins and central architect of the late nineteenth-century research university, in fact, claimed that one of his proudest accomplishments was "a school of science grafted on one of the oldest and most conservative classical colleges." Although referring specifically to the merger of the Sheffield Scientific School with Yale College, Gilman felt that this achievement exemplified his contribution to American higher education.[41] Gilman did not make reference to the institutional contradiction that necessarily derived from a merger of two markedly different entities. The research university, on the one hand, was dedicated to specialized scholarship, and it was through the production of specialized inquiry and studies that the university provided service. For the American college, on the other hand, general education, character building, and civic education were the central purposes. The goal was to serve society by cultivating in young people, to use Benjamin Franklin's phrase, "an Inclination join'd with an Ability to serve." [42] The research university has, of course, dominated this merger, creating an ethos and culture that rewards specialized study rather than more general scholarship and the education of the next generation for moral, civic, and intellectual leadership. Given the structural contradictions built into the American university, and nearly a century of increasing specialization, fragmentation of knowledge, and separation of scholarship from direct service to society, it will not be easy for higher educational institutions to effectively integrate research, teaching, and service and substantively increase their contributions to knowledge and human welfare. Certainly the significant problems facing American society and the pressures to change that are coming from a variety of constituents will mean that some new directions will have to be forged. But will they be the right directions, directions that enhance the university's ability to carry out its mission? And will these new directions be significant and basic enough to reduce the impediments to progress that hinder the creative, dynamic, systemic integration of research, teaching, and service? Academically Based Community Service: Toward Revitalizing Universities and Communities In three key respects, Hull House provides a model and inspiration for work being undertaken at the University of Pennsylvania. First, the Hull House residents emphasized amelioration and reform. Although they acted too frequently for rather than with their neighbors, they believed in and espoused the ideal of empowering community residents to address social problems.[43] Second, as indicated by Hull-House Maps and Papers, their ameliorative, reformist approach to social science integrated the production of new knowledge and the uses made of that knowledge.[44] Third, Addams and her Chicago colleagues recognized that the social problems of the city are complex, deeply rooted, interdependent phenomena that require holistic ameliorative strategies and support mechanisms if they are to be solved. The settlement house provided, albeit on a small neighborhood scale, a comprehensive institutional response to social problems. Our approach has been to advance academically based community service--service rooted in and intrinsically tied to teaching and research. Among other things, it is an approach that seeks to integrate the research, teaching, and service missions of the university, while also spurring intellectual integration across disciplines. We have found that the very nature of concrete, real-world problems, particularly the problems of the university's immediate geographic community, encourage genuine interschool and interdisciplinary cooperation. No single component of the university can significantly help understand and reduce the complex, myriad, interrelated problems of the urban poor. In combination, however, advances can be made. And that combination must go beyond the various components of the university. It necessarily must also include other institutions, such as public schools, businesses, unions, community organizations, government, and voluntary associations. Our goal is to develop an innovative model of how higher educational institutions can fruitfully and simultaneously work together to advance knowledge and human welfare. The work builds on John Dewey's proposition that knowledge and learning can be most effectively advanced through working to solve immediate, strategic societal problems. For Dewey, "Thinking begins in . . . a forked-road situation, a situation which is ambiguous, which presents a dilemma, which proposes alternatives."[45] In effect, our forked-road situation is the intellectual problem of what can be done to overcome the pervasive problems affecting the people of West Philadelphia. To a significant extent, our work can be viewed as testing the validity of Dewey's proposition about how we learn and think. Even more fundamentally, it tests the validity of Francis Bacon's central proposition that knowledge advances most effectively when the "relief of man's estate" is made the true end of knowledge. In 1620 Bacon put the argument as follows: "Lastly, I would address a general admonition to all, that they consider what are the true ends of knowledge, and that they seek it not either for pleasure of the mind, or for contention, or for superiority to others, or for profit, or fame, or power, or for any of these inferior things; but for the benefit and use of life; and that they perfect and govern it in charity. For it was from lust of power that they angels fell, from lust of knowledge that men fell; but of charity there can be no excess, neither did angel or man ever come in danger by it."[46] How are we to know whether a Deweyan-Baconian approach is indeed superior to the traditional, scholastic model that dominates the American university? For Bacon the test was simple: By their fruits shall we judge modes of inquiry and thought. In other words, to what extent does research change the world for the better? In Reconstruction and Philosophy, Dewey praised Bacon for his brilliant analysis of the sociology of knowledge and his call for cooperative research: "To Bacon, error had been produced and perpetuated by social influences, and trust must be discovered by social agencies organized for that purpose. . . . The great need [Bacon proclaimed] is the organization of co-operative research, whereby men attack nature collectively and the work of inquiry is carried on continuously from generation to generation."[47] Since 1985, the University of Pennsylvania has been involved in a broadly based community project to help improve the quality of life in West Philadelphia. The project has two main organizational components. With staff offices in the West Philadelphia community, the West Philadelphia Improvement Corps (WEPIC) represents a coalition of university faculty, staff, undergraduate and graduate students, and West Philadelphia teachers, students, and school administrators. The WEPIC provides a year-round program that currently involves over 2,000 children, their parents, and community members in education and cultural workshops, recreation, job training, and community improvement and service activities. The program is coordinated by the West Philadelphia Partnership, a mediating, nonprofit, community-based organization composed of major institutions (including the University of Pennsylvania) and local community groups, in conjunction with the Greater Philadelphia Urban Affairs Coalition and the Philadelphia School District. The recently established Center for Community Partnerships at the University of Pennsylvania coordinates and provides opportunities for participatory action research projects conducted under the aegis of the WEPIC. This approach is quite different from strategies undertaken in the 1960s, when escalating poverty, crime, violence, racial strife, and student protest demanded a response from urban universities. Federal and foundation-supported programs, notably urban extension programs, urban studies centers and urban observatories, were created to link university research and technical assistance to urban concerns. The goal, according to Paul Ylvisaker of the Ford Foundation, whose 1958 speech signaled the beginning of an era of reengagement, was to create urban equivalents to the Agricultural Extension Service. Typically, these efforts were not partnerships, that is, mutually beneficial relationships between the city and the university. For all the public and private funds expended, relatively little of substance was accomplished, and a genuine and acute disappointment about the level of university performance set in.[48] The development of a mediating organization that encourages partnerships and the pooling of institutional and community resources has helped the University of Pennsylvania to sustain and expand its contribution to the WEPIC coalition.[49] The WEPIC has reinvented and updated an old notion--that the neighborhood school can effectively serve as the core neighborhood institution, an institution that both provides comprehensive services and galvanizes other community institutions and groups. That idea motivated the early settlement workers, who recognized the centrality of the neighborhood school in community life and its potential as a catalytic site for community stabilization and improvement. At the turn of the century, settlement pioneers mediated the transfer of social, health, vocational, and recreational services to the public schools of major American cities.[50] Dewey's notion of "the school as social center" reflected the vision of Addams and other settlement workers that urban public schools would incorporate settlement ideas and functions.[51] The school and the curriculum would become, in effect, focal points of neighborhood development , improvement, and stabilization. Although Dewey did not make it explicit, this idea is consistent with his general theory that the community-centered school would help catalyze the development of a "cosmopolitan local community."[52] For the neighborhood school to be truly comprehensive, to function as a genuine community center, to help transform its catchment area into a cosmopolitan local community, however, it needs additional human resources and support. In 1929, near the end of her extraordinary career, Addams wrote that the social settlement served the same function as the university, but the settlement's impact encompassed a broader and needier population: It was the function of the settlements to bring into the circle of knowledge and full life, men and women who might otherwise be left outside. Some of these men and women were outside simply because of their ignorance, some of them because they led lives of hard work that narrowed their interests, and others because they were unaware of the possibilities of life and needed a friendly touch to awaken them. The colleges and universities had made a little inner circle of illuminated space beyond which there stretched a region of darkness, and it was the duty of the settlements to draw into the light those who were out of it. It seemed to us that our mission was just as important as that of either the university or the college.[53] The key challenge today, however, is not to have social settlements function as universities but rather to have universities function as perennial, deeply rooted settlements, providing illuminated space for their communities as they conduct their mission of producing and transmitting knowledge to advance human welfare and to develop theories that have broad utility and application. As comprehensive institutions, we would argue, universities are uniquely qualified to provide broadly based, sustained, comprehensive support. The community school project itself becomes the organizing catalyst enabling the university to function as a social settlement as one innovative, humanistic strategy to better perform its traditional mission, as well as to better perform its role as a cosmopolitan civic university. Reports from the Field: Communal Participatory Action Research in West Philadelphia As we noted previously, a broadly based coalition of agencies, organizations, and institutions today is a sine qua non for school and community revitalization in collapsing urban centers. If it is to be an effective partner in this coalition, the university must institutionalize a strategy that engages academic resources in ways that integrate and strengthen its missions of teaching, research, and service. The strategy we have chosen is to develop a permanent, humanistic natural laboratory in West Philadelphia. We do not treat West Philadelphia as a laboratory for experimentation on poor people, that is, as a site for study rather than assistance. Our approach emphasizes a mutually beneficial, democratic relationship between academics and non-academics. In that relationship, academic researchers learn from and with the community, do research collaboratively with and not on people, and contribute to the solution of significant community problems. Put another way, we believe that West Philadelphia, and the community school in particular, should serve as a natural social and cultural laboratory in which communal participatory action research functions as a humanistic strategy for the advancement of knowledge and human welfare.[54] Participatory action research is "a form of action research in which professional social researchers operate as full collaborators with members of organizations in studying and transforming those organizations. It is an on-going organizational learning process, a research approach that emphasizes co-learning, participation, and organizational transformation."[55] Both participatory action research and communal participatory action research are directed toward problems in the real world and are concerned with application. They differ in the degree to which they are continuous, comprehensive, and beneficial and necessary to the organization or community studied and the university. The participatory action research process is exemplified in the work of William Foote Whyte and his associates at Cornell University to advance industrial democracy in the worker cooperatives of Mondragon, Spain.[56] Its considerable utility and theoretical significance notwithstanding, the research at Mondragon is not an institutional necessity for Cornell. By contrast, the University of Pennsylvania's enlightened self-interest is directly tied to the success of its research efforts in the West Philadelphia community, hence its emphasis on communal participatory action research. In short, proximity and a focus on problems that are institutionally significant to the university encourage sustained, continuous research involvement. A crucial issue, of course, is the degree to which these locally based research projects result in general knowledge. We would argue that local does not mean parochial and that the solution to local problems necessarily requires an understanding of national and global issues as well as an effective use and development of theory. Two research projects in West Philadelphia, one conducted by a physical anthropologist, another by a graduate student in communication studies, illustrate these propositions. Francis Johnston, chairperson of the University of Pennsylvania's Department of Anthropology, carries out research in the Turner Nutritional Awareness Project, a joint community/university-sponsored participatory action research project at the John P. Turner Middle School that is designed to improve the nutritional status of the community. "The Project is comprehensive in scope, with components dealing with nutritional assessment, with instruction in concepts of nutrition, and with the collection of a broad range of related information, including such areas as knowledge, preferences, and attitudes concerning food, food streams within the neighborhood, and other sources of information (merchants, media, etc.)." [57] Turner School teachers participate in the design and presentation of the intervention. Sixth-grade Turner students participate in the nutrition education program and, as seventh graders, they teach elementary school students about basic nutrition and healthy habits. [58] In a recent study, Johnston and his students in an undergraduate anthropology course on "Biomedical Science and Human Adaptability" collected measurements of physical growth status and dietary intakes from 11- to 15-year-old African-American youth. Data on growth were collected on 136 individuals; for both sets of indicators, data were collected on 113. A nutrition software package was used to calculate the nutrient values of students' dietary intakes, and individual records were merged into a single data set for computer statistical analysis. Tabulations of the data supported the following conclusion: "Overall, the data indicate a population with a very high prevalence of obesity, and diets high in saturated fat and low in polyunsaturated fat. Also of potential concern is the indication of low intakes of zinc and high intakes of sodium. Given the increased health risks of urban African-Americans, these findings on young adolescents suggest the development of programs designed to improve diets and enhance health in general in this age group." [59] Johnston's work with undergraduates further distinguishes the University of Pennsylvania's approach from other varieties of action research. Communal participatory action research extends to creating or restructuring academic courses to include an explicit community focus and action component. The assumption is that embedding community service into courses, research, and general intellectual discourse will lead to positive changes in the institutional climate, providing a linkage between service and education. A dissertation study in the Annenberg School for Communication provides a second illustration of communal participatory action research. For 2 years, Eleanor Novek, a former professional journalist and editor, was involved at West Philadelphia High School, a WEPIC site, as a co-teacher and researcher in the development of "an educational demonstration project, an urban high school English/journalism class which uses production of a community-focused newspaper as a strategy for the self-determination of young African Americans."[60] Novek's research on self-determination and student empowerment built on Jurgen Habermas's theory of communicative action, elements of reference group theory (e.g., Robert Merton), and superordinate goal theory (Muzafer Sherif and Caroline Sherif), not only to interpret and to theorize from ethnographic data, but also simultaneously to shape the intervention strategies, effecting an ebb and flow of theory and action. The specific vehicle for this work was QWest, a school-based community newspaper project, each component of which was adjudicated and carried out by students. In a recent report of her study, Novek has constructed several criteria of self-determination on the basis of her theoretical perspective, and she provides a summary of evidence from participant observations and student writing to indicate the progress made in each category. Her description of risk taking and the crossing of social boundaries is a case in point: A shy young woman who never spoke up in class, not only obtained an interview with Ramona Africa, the lone survivor of the world-infamous MOVE bombing in May 1985, but also brought her to the school to address the whole class. A taciturn young man interested in rap music visited one of the largest African American radio stations in the city and interviewed a popular disc jockey on the air. Another student took it upon himself to develop and distribute an attitude survey about the QWest project to class members. Two students applied for and won admission to a minority workshop for high school journalists--the first time any students from their school had participated. Another began freelancing sports reports for a community newspaper.[61] As our examples are designed to suggest, genuine thinking has occurred in the forked-road situation of West Philadelphia, engendering new approaches to school and community development. We believe that we have made a good start. The interaction of faculty, staff, and students working at the same site, attempting to solve immediate real-world problems, has fostered an unprecedented degree of academic integration at the University of Pennsylvania and spurred the development of new organizational structures and mechanisms to encourage and coordinate academically based public service. We want to emphasize, however, just how extraordinarily difficult it is to change the university and its community. Even after more than 8 years, our work is still in a developing phase. Conclusion In this article, we have presented a rationale for reinventing the American university to become once again a mission-oriented institution. With particular attention to social work and the social sciences, we have traced the origins of that rationale to Jane Addams, the women of Hull House, and other Progressive Era social scientists qua social reformers. Historical analysis not only indicates that progressive change can occur, but it also is useful in revealing and clarifying impediments to change, for example, the entrenchment and long-standing dominance of narrowly scholastic social science. We have also described a general strategy of organizational structures, activities, and mechanisms developed at the University of Pennsylvania to help enable the "neo-Progressive" reconstruction of the university through academically based community service. It is our contention that American social science should be about the "relief of man's estate." These endeavors should be about overcoming the urban crisis and preventing urban chaos. In his studies of creativity, psychologist Howard E. Gruber has emphasized the connection between individual creativity and a desire to solve real-world problems. Gruber's concept of "creative altruism," which we think has relevance for universities, highlights that connection with particular clarity: "We can envisage and identify cases of 'creative altruism,' in which a person displays extraordinary moral responsibility, devoting a significant portion of time and energy to some project transcending immediate need and experience. Creative altruism, when it goes the limit, strives to eliminate the cause of suffering, to change the world, to change the fate of the earth." [62] Creative altruism imbued the social work and social science of Addams and the women of Hull House at the turn of the twentieth century. As we have indicated, their ideals and practice provided exemplars for the development of social work and sociology at the University of Chicago. We have argued that their humanistic, real-world, problem-solving approach to social science has strong potential to produce better teaching, better research, and better service than conventional social science. The "settlement idea," which has inspired our collective efforts at the University of Pennsylvania and other campuses and communities, is a legacy of the early history of American social work.[63] If the American university is to fulfill its promise and help create a decent and just society, it must give full-hearted, full-minded attention to solving our complex interrelated problems. The benefits of doing so would, we are convinced, be considerable for the university, social science, and the American city. Notes John Puckett's contribution to this article was supported by a Spencer Foundation Postdoctoral Fellowship. We are also grateful to Lee Benson and Ellen Lagemann for their superb advice and encouragement. [1] Ernest L. Boyer and Fred M. Hechinger, Higher Learning in the Nation's Service (Washington, D.C.: Carnegie Foundation for the Advancement of Teaching, 1981), p. 3. [2] Derek Bok, Universities and the Future of America (Durham, N.C.: Duke University Press, 1990), p. 122. [3] Lee Benson and Ira Harkavy, "Universities, Schools, and the Welfare State," Education Week,April 29, 1992, p. 27. Representative George E. Brown, Jr., chairman of the House Committee on Science, Space, and Technology, and Representative Rick Boucher, chairman of the Subcommittee on Science for that committee, have sharply criticized the priorities of contemporary scientists and the academic research community, which they view as detached from broad societal concerns; in Colleen Cordes, "As Chairman of Key House Committee Restates His Vision, Scientists Worry," Chronicle of Higher Education, September 8, 1993, pp. A26-28; Rick Boucher, "A Science Policy for the 21st Century," Chronicle of Higher Education, September 1, 1993, pp. B1-2. The Senate Committee on Appropriations voices a similar complaint about the National Science Foundation, admonishing that agency to address "specific national goals" or face curtailment of its funding; in 103d Congress, Senate Report 103-137, September 9, 1993, pp. 165-69. [4] Sheldon Hackney, "Universities and Schools: Hanging Together or Hanging Separately?" Address at Bank Street College, New York, May 2, 1992; printed in University of Pennsylvania Almanac (May 12, 1992), p. 6. [5] As quoted in Barry D. Karl, Charles E. Merriam and the Study of Politics (Chicago: University of Chicago Press, 1974), p. 31. [6] See Kathryn Kish Sklar, "Hull-House Maps and Papers: Social Science as Women's Work in the 1890s," in The Social Survey in Historical Perspective 1880-1940, ed. Martin Bulmer, Kevin Bales, and Kathryn Kish Sklar (New York: Cambridge University Press, 1991), pp. 111-47. [7] Jane Addams, "The Objective Value of a Social Settlement" (1893), in The Social Thought of Jane Addams, ed. Christopher Lasch (Indianapolis: Bobbs-Merrill Co., 1965), pp. 44-61; quotation from Jane Addams, The Second Twenty Years at Hull-House: September 1909 to September 1929, with a Record of a Growing World Consciousness (New York: Macmillan, 1930), p. 405, cited in Lela B. Costin, Two Sisters for Social Justice: A Biography of Grace and Edith Abbott (Urbana: University of Illinois Press, 1983), p. 45. [8] Jane Addams, Twenty Years at Hull-House (New York: Macmillan, 1910), pp. 118, 120. [9] As quoted in John H. Ehrenreich, The Altruistic Imagination: A History of Social Work and Social Policy in the United States (Ithaca, N.Y.: Cornell University Press, 1985), p. 35. See also Kathryn Kish Sklar, "Hull House in the 1890s: A Community of Women Reformers," Signs: Journal of Women in Culture and Society 10, no. 4 (1985): pp. 675-77; Stanley Wenocur and Michael Reisch, From Charity to Enterprise: The Development of American Social Work in a Market Economy (Urbana: University of Illinois Press, 1989), pp. 26-29. [10] As quoted in Gertrude Himmelfarb, Poverty and Compassion: The Moral Imagination of the Late Victorians (New York: Knopf, 1991), p. 241. [11] As quoted in Allen F. Davis, American Heroine: The Life and Legend of Jane Addams (New York: Oxford University Press, 1973), p. 65. [12] Residents of Hull-House, Hull-House Maps and Papers (Boston: Thomas Y. Crowell, 1895; Arno Press reprint ed., 1970), p. viii. [13] The key volume, which included Booth's "Descriptive Map of London Poverty," was Charles Booth, Life and Labour of the People of London, vol. 2 (London: Williams and Northgate, 1891). See Kathryn Kish Sklar, "Hull-House Maps and Papers: Social Science as Women's Work in the 1890s," in Bulmer, Bales, and Sklar, eds. (n. [6] above), p. 122. [14] Residents of Hull House (n. [12] above), p. 41. This volume was published as part of a book series, Library on Economics and Politics, edited by Richard Ely of the University of Wisconsin-Madison. [15] Mary Jo Deegan, Jane Addams and the Men of the Chicago School, 1892-1918 (New Brunswick, N.J.: Transaction Press, 1988), p. 5. Hull House provided a training ground for noted women reformers of the Progressive Era: Kelley, Lathrop, Alice Hamilton, Mary Kenny O'Sullivan, Sophonisba Breckinridge, Grace Abbott, and Edith Abbott. See Allen F. Davis, Spearheads for Reform: The Social Settlements and the Progressive Movement, 1890-1914 (New Brunswick, N.J.: Rutgers University Press, 1967; rev. ed., 1984), pp. 103-47. [16] Deegan (n.[15] above), p. 24. [17] As quoted in Ellen Fitzpatrick, Endless Crusade: Women Social Scientists and Progressive Reform (New York: Oxford University Press, 1990), p. 33. [18] Steven J. Diner, A City and Its Universities: Public Policy in Chicago, 1892-1919 (Chapel Hill: University of North Carolina Press, 1980), p. 50. [19] Ibid. This "public spiritedness" was evident in the "University Extension Division," which released professors into the city to provide instruction for the citizenry at large. Edward Shils notes that nearly a quarter of the University of Chicago faculty participated in municipal reform activities at the highwater mark of the city's Progressive movement. See Edward Shils, "The University, the City, and the World: Chicago and the University of Chicago," in The University and the City: From Medieval Origins to the Present, ed. Thomas Bender (New York: Oxford University Press, 1988), pp. 210-30. [20] Fitzpatrick (n.[17] above), p. 39. As Fitzpatrick indicates, this commitment was also shared by the political science and political economy departments at Chicago: "They stressed the importance of using scholarship to advance both knowledge and civic-mindedness" (p. 41). [21] The quotation appears in a different context in ibid., p. xv, but our research indicates that it aptly describes the first-generation Chicago sociologists. For discussion of Social Gospel influences in American social science in its formative period, see Arthur S. Link and Richard L. McCormick, Progressivism (Arlington Heights, Ill.: Harlan Davidson, 1983), pp. 23-24. In the early 1890s, Small, Vincent, and Edward Bemis (whom Harper would fire in 1895 because of Bemis's support of the 1894 Pullman strike) worked with Addams, Kelley and community leaders tohelp secure legislation eliminating sweat shops and regulating child labor. In the winter of 1910 Henderson and Mead joined the women of Hull House in support of 40,000 striking garment industry workers; in 1915, Mead participated in another garment union strike. [22] The most important research study of the early Chicago School was The Polish Peasant in Europe and America (Chicago: University of Chicago Press, 1918), a 2,232-page study co-authored by Thomas and Florian Znaniecki. See Martin Bulmer, The Chicago School of Sociology: Institutionalization, Diversity, and the Rise of Sociological Research (Chicago: University of Chicago Press, 1984), pp. 45-63, p. 238, n. 1. [23]. Deegan (n. [15] above), quotations from p. 55; see also chap. 6. Hull-House Maps and Papers helped inaugurate the Social Survey Movement, of which the Pittsburgh Survey, 1907-9, was the largest and most prominent example. Sponsored by the Russell Sage Foundation, the Pittsburgh Survey was carried out by a combination of academics and nonacademics, including Kelley, formerly of Hull House. The survey was conceptually unified around the seminal role of the steel industry in shaping Pittsburgh's urban environment and growth. See Stephen R. Cohen, "The Pittsburgh Survey and the Social Survey Movement: A Sociological Road Not Taken," in Bulmer, Bales, and Sklar, eds. (n. [6] above), pp. 245-67. [24] Bulmer (n. [22] above), p. 69. [25] Ibid., p. 89. Bulmer's study focuses on the period 1915-1935. See also Fitzpatrick (n. [17] above), p. 200; Shils (n. [19] above); David Ward, Poverty, Ethnicity, and the American City, 1840-1925 (Cambridge: Cambridge University Press, 1989), pp. 151-79. [26] The University of Chicago was hardly a hothouse for radical social change, as evidenced by the trustees' firing of Edward Bemis, who took the side of labor in the violent Pullman strike of 1894: "The scientific study of pressing social issues was one thing; openly advocating 'radical' causes without reference to scientific inquiry was another" (Fitzpatrick [n. [17] above], p. 40.) Yet according to Shils, "The trustees of the University of Chicago, despite assertions by critics such as Thorstein Veblen and Upton Sinclair, have an impressive history of self-restraint, for which there is ample evidence" (Shils n.[19] above], p. 218). [27] Fitzpatrick (n. [17] above), p. 70. [28] Ibid., p. 86. [29] Ibid., pp. 20-25, 87-200 passim; quotation from p. 166. For more on Breckinridge and Abbott's collaboration and friendship, see Costin (n. [7] above), pp. 41-67. [30] Ellen C. Lagemann, "Introduction," in Jane Addams on Education, ed. Ellen C. Lagemann (New York: Teachers College Press, 1985), p. 35. [31] Dorothy Ross, The Origins of American Social Science (New York: Cambridge University Press, 1991), p. 321. [32] Ibid. [33] Ibid., pp. 326-30; Dorothy Ross, "American Social Science and the Idea of Progress," in The Authority of Experts, ed. Thomas L. Haskell (Bloomington: Indiana University Press, 1984), 157-71; Sheldon Hackney, "The University and Its Community: Past and Present," Annals of the American Academy 488 (1986): 135-47; Martin Bulmer and Joan Bulmer, "Philanthropy and Social Science in the 1920s: Beardsley Ruml and the Laura Spelman Rockefeller Memorial 1922-29," Minerva 19 (1981): 347-407. [34] Ogburn's 1929 presidential address to the American Sociological Society, quoted in Bulmer (n. [22] above), p. 182. For the role of private foundations such as the Carnegie Corporation, Russell Sage Foundation, and Laura Spelman Rockefeller Memorial in sustaining this representation of social science through funding programs, see Ellen C. Lagemann, The Politics of Knowledge: The Carnegie Corporation, Philanthropy, and Public Policy (Middletown, Conn.: Wesleyan University Press, 1987), chap. 3; Wenocur and Reisch (n. [9] above), pp. 55-58, p. 272, n. 8; Deegan (n.[15] above), pp. 96-97. [35] Jane Addams, "A Function of the Social Settlement" (1899), in Lagemann, ed. (n. 30 above), p. 90. [36] Wenocur and Reisch (n. [9] above), p. 137. [37] Ibid., pp. 77-106, 127-48; Judith Ann Trolander, Professionalism and Social Change: From the Settlement House to Neighborhood Centers, 1886 to the Present (New York: Columbia University Press, 1987), pp. 21-24. In the 1930s, while social workers and many social scientists helped create a body of research and social planning that undergirded many New Deal reforms, their work was not rooted in sustained efforts to transform local environments; reflecting the norms of the American Association of Social Workers, as professional social workers gained a higher profile in the public sector, they adapted casework technologies to treat the unemployed. By 1936, as the Depression deepened, a rank and file movement involving some 15,000 underpaid, radicalized social workers, most of whom lacked professional credentials and held jobs in heavily stressed public welfare agencies, had arisen to challenge the professional enterprise, organizing protective associations and trade unions and advocating a planned economy and income redistribution. Although social work unions remained viable until about 1950, the radical critique was not sustained after 1940. See Wenocur and Reisch (n. [9] above), pp. 151-207; Leslie Leighninger, Social Work: Search for Identity (New York: Greenwood Press, 1987), pp. 51-101. [38] For discussion of the strengthening of disciplinary communities, see David Alpert, "Performance and Paralysis: The Organizational Context of the American Research University," Journal of Higher Education 56, no. 3 (1985): 241-81; and Christopher C. Jencks and David Riesman, The Academic Revolution (New York: Doubleday, 1968), pp. 523-31. [39] Center for Educational Research and Innovation, The University and the Community: The Problems of Changing Relationships (Paris: Organization for Economic Cooperation and Development, 1982), p. 127. For other critiques of university-community relationships, see Derek Bok, Beyond the Ivory Tower: Social Responsibilities of the Modern University (Cambridge, Mass.: Harvard University Press, 1982); Hackney (n. [33] above); Clark Kerr, The Uses of the University (Cambridge, Mass.: Harvard University Press, 1982); Peter L. Szanton, Not Well Advised (New York: Russell Sage Foundation and Ford Foundation, 1981). [40] For discussion of the environmental threats posed by science divorced from social, moral, and ethical concerns, in this case, quantum mechanics and molecular biology, see Herbert J. Bernstein, "Idols of Modern Science and the Reconstruction of Knowledge," in New Ways of Knowing: The Sciences, Society, and Reconstructive Knowledge, ed. Marcus G. Raskin and Herbert J. Bernstein (Totowa, N.J.: Rowman & Littlefield, 1987), pp. 37-68. [41] Daniel Coit Gilman, University Problems in the United States (1898; reprint, New York: Garret Press, 1969), Foreword, p. iii. [42] Albert H. Smyth, ed., The Writings of Benjamin Franklin (New York: Macmillan, 1907), 2:396. [43] Wenocur and Reisch (n. [9] above), pp. 138-46. [44]Martin Bulmer speaks of "research done with a reformist and ameliorative purpose," in Martin Bulmer, "The Decline of the Social Survey Movement and the Rise of American Empirical Sociology," in Bulmer, Bales, and Sklar, eds. (n. [6] above), p. 305. [45] John Dewey, How We Think (New York: D.C. Heath, 1910), p. 11. [46] As quoted in Lee Benson and Ira Harkavy, "Progressing beyond the Welfare State: A Neo-Deweyan Strategy: University-assisted, Staff-controlled and Managed, Community-centered Community Schools as Comprehensive Community Centers to Help Construct and Organize Hardworking, Cohesive, Caring, Cosmopolitan Communities in a Democratic Welfare Society," Universities and Community Schools 2, no. 1-2 (1991): 4-6. The National Academy of Sciences has stated in quintessentially Baconian terms, "The countries that best integrate the generation of new knowledge with the use of that knowledge will be positioned to be the leaders of the 21st century" (Committee on Appropriations, Senate Report 103-137, September 9, 1993, p. 167). Referencing Bacon's vision, Bernstein writes, "We have . . . lost the original connection between scientific truth and social good; we have refined moral concerns out of the process" (Bernstein n. [40] above, p. 52). For a useful discussion of Bacon's oeuvre, see Lee Benson, "Changing Social Science to Change the World: A Discussion Paper," Social Science History 2 (1978): 427-41. [47] John Dewey, Reconstruction in Philosophy (New York: Henry Holt & Co., 1920; enlarged ed., Boston: Beacon Press, 1948), 36-37. Addams attributed the following Bacon-like statement to Dewey: "When a theory of knowledge forgets that its value rests in solving the problem out of which it has arisen, that of securing a method of action, knowledge begins to cumber the ground. It is a luxury, and becomes a social nuisance and disturber" (Addams, "Function of the Social Settlement" [n. [35] above], p. 76). [48] Hackney, "University and Its Community" (n. [33] above); Organization for Social and Technical Development, Urban Universities: Rhetoric, Reality, and Conflict (Washington, D.C.: Department of Health, Education, and Welfare, 1970); Peter M. Tobia, The University in Urban Affairs: A Symposium (New York: Editor, 1969); Szanton (n. [39] above); George Nash, The University and the City: Eight Cases of Involvement (New York: McGraw-Hill, 1973). [49] See Ira Harkavy and John L. Puckett, "The Role of Mediating Structures in University and Community Revitalization: The University of Pennsylvania and West Philadelphia as a Case Study," Journal of Research and Development in Education 25, no. 1 (1991): 10-25. [50] Vocational counseling and school social work were sui generis innovations of the settlement movement. See Marvin Lazerson, Origins of the Urban School: Public Education in Massachusetts, 1870-1915 (Cambridge, Mass.: Harvard University Press, 1971), pp. 191-97; Murray Levine and Adeline Levine, A Social History of Helping Services: Clinic, Court, School, and Community (New York: Appleton-Century-Crofts, 1970), pp. 125-43. The settlement movement also provided a "practical testing ground" for social innovations that were not sui generis, for example, kindergartens, playgrounds, school nursing, vocational education, and vacation schools; in the 1910s these programs were widely adopted by the public schools. See Morris I. Berger, The Settlement, the Immigrant and the Public School: A Study of the Influence of the Settlement Movement and the New Migration upon Public Education: 1890-1924 (1956; reprint, New York: Arno Press, 1980); Davis (n. [15] above), esp. pp. 40-59, quotation from p. 57; Amalie Hofer, "The Social Settlement and the Kindergarten," National Educational Association Proceedings 34 (1895), pp. 514-25; Isabel M. Stewart, "The Educational Value of the Nurse in the Public School," in The Ninth Yearbook of the National Society for the Study of Education, ed. Thomas Wood (Chicago: University of Chicago Press, 1910), 2:19-26. [51] John Dewey, "The School as Social Center," National Educational Association Proceedings 41 (1902), pp. 373-83. As a case in point, Addams served on the board of managers of the National Society for the Promotion of Industrial Education, established in 1906, to help persuade the public schools to take over the settlements' manual training programs. See Davis (n.[15] above), p. 52; Paul U. Kellogg, "The National Society for the Promotion of Industrial Education," Charities and the Commons 17 (1906-7): 363-71, cited in Davis (n.[15] above), p. 273, n. 24. The idea of public schools as social centers, or community schools, has persisted in a minor key throughout the twentieth century. For example, see Clarence A. Perry, Wider Use of the School Plant (New York: Russell Sage Foundation, 1911); Edward J. Ward, ed., The Social Center (New York: Appleton, 1913); Eleanor T. Glueck, The Community Use of Schools (Baltimore: Williams & Wilkens, 1927); Samuel Everett, ed., The Community School (New York: Appleton-Century, 1938); Elsie R. Clapp, Community Schools in Action (New York: Viking Press, 1939); Nelson B. Henry, The Fifty-second Yearbook of the National Society for the Study of Education, Part II: The Community School (Chicago: University of Chicago Press, 1953); Edward G. Olsen, ed., The Modern Community School (New York: Appleton-Century Crofts, 1953); Leonard Covello, The Heart is the Teacher (New York: McGraw-Hill, 1958); W. Fred Totten and Frank J. Manley, The Community School: Basic Concepts, Function, and Organization (Galien, Mich.: Allied Education Council, 1969); Maurice F. Seay and associates, Community Education: A Developing Concept (Midland, Mich.: Pendell, 1974). [52] Benson and Harkavy, "Progressing beyond the Welfare State" (n. [46] above), pp. 23-27. [53] Addams, Second Twenty Years at Hull-House (n. [7] above), pp. 404-5. [54] Benson and Harkavy, "Progressing beyond the Welfare State" (n. [46] above), pp. 2-28; Ira Harkavy, "The University and the Social Sciences in the Social Order: An Historical Overview and 'Where Do We Go from Here?'" Virginia Social Science Journal27 (1992): 1-25. [55] Davydd J. Greenwood, William Foote Whyte, and Ira Harkavy, "Participatory Action Research as a Process and as a Goal,"in International Dimensions of Action Research: Sources of New Thinking about Inquiry That Makes a Difference, ed. Max Elden and Rupe Chisholm, special issue of Human Relations, in press. See also William Foote Whyte, Davydd J. Greenwood, and Peter Lazes, "Participatory Action Research: Through Practice to Science in Social Research," in Action Research for the 21st Century: Participation, Reflection and Practice, ed. William Foote Whyte, special issue of American Behavioral Scientist 32, no. 5 (1989): 513-51; and William Foote Whyte, ed., Participatory Action Research (Newbury Park, Calif.: Sage , 1991). [56] William F. Whyte and Kathleen K. Whyte, Making Mondragon: The Growth and Dynamics of the Worker Cooperative Complex (Ithaca, NY: ILR Press, 1988); Davydd J. Greenwood and Jose Luis Gonzalez Santos, Industrial Democracy as Process: Participatory Action Research in the Fagor Cooperative Group of Mondragon (Assen/Maastricht: Van Gorcum, 1992). [57] Francis E. Johnston, Robert J. Hallock, Pratik Desai, and Stephanie Bock, "Physical Growth, Nutritional Status, and Dietary Intake of African-American Middle School Students from Philadelphia," manuscript submitted for publication. [58] Ibid. [59] Ibid. [60] Eleanor M. Novek, "Buried Treasure: The Theory and Practice of Communicative Action in an Urban High School Newspaper," paper presented to the Association for Education in Journalism and Mass Communication, Kansas City, Missouri, August 1993, p. 1. [61] Ibid., p. 15. Other criteria, or markers, include "providing experiences of mastery, strengthening group bonds and increasing their influence in social systems" (p. 21). [62] Howard E. Gruber, "Creativity and Human Survival," in Creative People at Work, ed. Doris B. Wallace and Howard E. Gruber (New York: Oxford University Press, 1989), p. 185. For Gruber's most recent development of the idea of creative altruism, see his essay, "Creativity in the Moral Domain: Ought Implies Can Implies Create," in Creativity in the Moral Domain, ed. Howard E. Gruber, special issue of Creativity Research Journal 6, no. 1-2 (1993): 3-15. [63] For example, the Committee on Inner City Initiatives of the Western New York Consortium of Higher Education (12 colleges and universities) has focused on the collaborative development of the Martin Luther King, Jr., Center, a community school and community center in East Buffalo. See Stephen C. Halpern, "University-Community Projects: Reflections on the Lessons Learned," Universities and Community Schools 3, nos. 1-2 (1992): 44-48.

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04-11-2003, 04:56:42: In the area below, you can enter your fortune, and the Text Inbedder will render it correctly for you. Enter anything you like, actually. If you enter in a URL, the Text Inbedder will transform the entire page into properly-inbedded text.

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04-13-2003, 17:59:36: The wealthy, high-society mother of a 17-year-old girl was concerned that her daughter was having sex. Worried the girl might become pregnant, and adversely impact the family's status, she consulted the family doctor. The doctor told her that teenagers today were very willful, and any attempt to stop the girl would probably result in rebellion. He then told her to arrange for her daughter to be put on birth control and, until then, talk to her and give her a box of condoms. Later that evening, as her daughter was preparing for a date, the woman told her about the situation and handed her a box of condoms. The girl started to laugh and reached over to hug her mother saying, "Oh Mom! You don't have to worry about that! I'm dating a woman!"

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04-16-2003, 05:33:48: This is the Automatic Talking Machine! The words you type will magically be spoken out loud in my office here in San Francisco. If I'm around, I'll hear what you say. And so will anyone else who happens to be within earshot. So be creative -- not insulting!

04-16-2003, 05:33:58: This is the Automatic Talking Machine! The words you type will magically be spoken out loud in my office here in San Francisco. If I'm around, I'll hear what you say. And so will anyone else who happens to be within earshot. So be creative -- not insulting!

04-16-2003, 05:34:55: This is the Automatic Talking Machine! The words you type will magically be spoken out loud in my office here in San Francisco. If I'm around, I'll hear what you say. And so will anyone else who happens to be within earshot. So be creative -- not insulting!

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04-18-2003, 12:19:13: fuckk

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04-21-2003, 12:07:13: 'IS there anybody there?' said the Traveller, Knocking on the moonlit door; And his horse in the silence champed the grasses Of the forest's ferny floor. And a bird flew up out of the turret, Above the Traveller's head: And he smote upon the door again a second time; 'Is there anybody there?' he said. But no one descended to the Traveller; No head from the leaf-fringed sill Leaned over and looked into his grey eyes, Where he stood perplexed and still. But only a host of phantom listeners That dwelt in the lone house then Stood listening in the quiet of the moonlight To that voice from the world of men: Stood thronging the faint moonbeams on the dark stair, That goes down to the empty hall, Hearkening in an air stirred and shaken By the lonely Traveller's call. And he felt in his heart their strangeness, Their stillness answering his cry, While his horse moved, cropping the dark turf, 'Neath the starred and leafy sky; For he suddenly smote on the door, even Louder, and lifted his head:� 'Tell them I came, and no one answered, That I kept my word,' he said. Never the least stir made the listeners, Though every word he spake Fell echoing through the shadowiness of the still house From the one man left awake: Ay, they heard his foot upon the stirrup, And the sound of iron on stone, And how the silence surged softly backward, When the plunging hoofs were gone.

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04-22-2003, 10:29:37: Iron my shirt.

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04-22-2003, 13:17:23: moo

04-22-2003, 21:04:44: hallo

04-23-2003, 11:40:31: A burrito named Chuck decided to join me for afternoon tea. Sipping his freshly brewed concoction he let slip that he was heir to the throne of Rabuvaston, a small obscure country located somewhere on the boarder of modern day Prussia. When further queried about his political goals and aspirations he became very taciturn and promptly turned into a cream Danish.

04-23-2003, 11:42:08: A burrito named Chuck decided to join me for afternoon tea. Sipping his freshly brewed concoction he let slip that he was heir to the throne of Rabuvaston, a small obscure country located somewhere on the boarder of modern day Prussia. When further queried about his political goals and aspirations he became very taciturn and promptly turned into a cream Danish.

04-23-2003, 19:02:04: hello DJ Nick

04-23-2003, 19:41:47: help! Im a sardine!

04-24-2003, 03:36:50: Hello, this is the Prime Minister of space. I have contacted you though the vast networks of connections you call the internet. We have come to control the planet. Please send us details of the one you call bush.

04-24-2003, 06:36:05: Come and get Me, It is still winter here in Buffalo!

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04-25-2003, 16:33:35: Hey Rob I'm single. Are you?

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04-28-2003, 05:31:14: tim

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04-28-2003, 07:37:35: How much is the software?

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04-28-2003, 11:20:38: Rob Hansen is a vapid eyed toothpaste tube refiller.

04-28-2003, 11:25:03: Rob Hanson is a self proclaimed savior of oppressed penguins.

04-28-2003, 11:25:33: Rob Hanson ia a elf like sumo wrestler.

04-28-2003, 11:25:47: BEEF

04-28-2003, 11:26:10: Rob Hanson is a kleenex waving olive pit picker.

04-28-2003, 11:26:28: Hello Rob, greetings from austria!

04-28-2003, 13:19:48: I really like monkeys that speak in latin while eating a swan

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04-28-2003, 15:10:13: Can you do this as soon as possible cus i have to go to work

04-28-2003, 15:40:55: what is up

04-28-2003, 19:30:26: you are beautiful michelle

04-28-2003, 19:46:08: Hi. Does this really work? Are you there?

04-28-2003, 21:11:58: hi there

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04-28-2003, 21:15:59: yeah, i don't think that was too insulting... maybe a bit vulgar... but insulting? i think not... smile. have a nice day. don't pee on electric fences.

04-29-2003, 01:33:38: you are cool

04-29-2003, 06:17:48: Rob Hanson is an unwashed carrot peal dropping.

04-29-2003, 08:54:50: Rob Hansen is a lover of bitter finks.

04-29-2003, 12:15:46: sorry, you're fired

04-29-2003, 13:44:07: so tell me love bun, when can i get in your pants and eat some of those tasty pubic hairs

04-29-2003, 14:12:11: Rob Hansen is a infuriating happy face.

04-29-2003, 14:12:30: Rob Hansen is a godless monkey jockey.

04-29-2003, 15:56:53: Speedo

04-29-2003, 15:57:51: Speedo Thong

04-29-2003, 15:58:13: Speedo Thong

04-30-2003, 12:57:17: Rob Hansen is a target of spitting fish.

04-30-2003, 13:52:21: I hate you

04-30-2003, 13:53:45: Rege satanias!

04-30-2003, 13:53:54: HAIL SATAN!

04-30-2003, 17:08:50: greetings from germany

04-30-2003, 20:07:30: i offered her honor she honored my offer all night long i was honor and offer

05-01-2003, 06:11:19: Rob Hansen is a dawdling obtuse shoe shiner.

05-01-2003, 08:27:16: nuclear

05-01-2003, 10:53:50: Rob Hansen is a menace to bath sponges.

05-02-2003, 03:27:44: would you like to play a game of chess?

05-02-2003, 03:30:25: mmmmmmmmmmm max headroom

05-02-2003, 07:03:26: Happy Birthday

05-02-2003, 08:32:04: hi this is only a test. Thank you

05-02-2003, 08:52:18: eat less hamsters, eat more gerbils

05-02-2003, 12:11:19: Hello Rob. This wonderful invention of yours has simply got to be annoying as hell. Have a nice day!

05-02-2003, 14:01:12: bitch

05-02-2003, 19:58:08: how are u

05-02-2003, 21:21:56: are you ready

05-03-2003, 07:49:41: I have a very fast car

05-03-2003, 17:12:49: the next station is elephant and castle, change here for the bakerloo line and national rail services. The doors on the rear of the last carriage will not open. Passengers pleae move to the next available exit. Please mind the gap.

05-03-2003, 17:13:02: the next station is elephant and castle, change here for the bakerloo line and national rail services. The doors on the rear of the last carriage will not open. Passengers please move to the next available exit. Please mind the gap.

05-03-2003, 19:47:47: i like to have sex

05-03-2003, 22:19:27: Hey there

05-03-2003, 22:54:20: Christ! This is the Automatic Talking Machine! Here we go again! The immature words, that you badly type, will kinda magically be spoken out loud in my office here in San Francisco. Yeah, right, suckers! If I'm around, and if I actually had an automatic talking machine, I'll hear the mindless crap what you say, or do I mean type? And so will any other poor, sad loser who happens to be within earshot. So be creative -- not fucking insulting!

05-03-2003, 23:49:40: On October 31, the French daily newspaper, Le Figaro, dropped a bombshell. While in a Dubai hospital receiving treatment for a chronic kidney infection last July, Osama bin Laden met with a top C I A official - presumably the Chief of Station. The meeting, held in bin Laden's private suite, took place at the American hospital in Dubai at a time when he was a wanted fugitive for the bombings of two U S embassies and this year's attack on the U S S Cole. Bin Laden was eligible for execution according to a 2000 intelligence finding issued by President Bill Clinton before leaving office in January. Yet on July 14 he was allowed to leave Dubai on a private jet and there were no Navy fighters waiting to force him down. In 19 85 Oliver North - the only member of the Reagan-Bush years who doesn't appear to have a hand in the current war - sent the Navy and commandos after terrorists on the cruise ship Achille Lauro. In his 19 91 autobiography "Under Fire," while describing terrorist Abu Abbas, North wrote, "I used to wonder: how many dead Americans will it take before we do something?" One could look at the number of Americans Osama bin Laden is alleged to have killed before September 11 and ask the same question. It gets worse, much worse. A more complete timeline listing crucial events both before and after the September 11 suicide attacks, which have been blamed on bin Laden, establishes C I A foreknowledge of them and strongly suggests that there was criminal complicity on the part of the U S government in their execution. It also makes clear that the events which have taken place since September 11 are based upon an agenda that has little to do with the attacks. One wonders how these events could have been ignored by the major media, or treated as isolated incidents. Failing that, how could skilled news agencies avoid being outraged, or at least even just a little suspicious? 19 91 to 19 97 - Major U S oil companies, including Exxon Mobil, Texaco, Unocal, B P Amoco, Shell and Enron, directly invest billions in cash bribing heads of state in Kazakhstan to secure equity rights in the huge oil reserves in these regions. The oil companies further commit to future direct investments in Kazakhstan of 35 billion dollars. Not being willing to pay exorbitant prices to Russia to use Russian pipelines the major oil companies have no way to recoup their investments. - Source: "The Price of Oil," by Seymour Hersh, The New Yorker, July 9, 2001 - The Asia Times, "The Roving Eye January 26 2002. December 4, 19 97 - Representatives of the Taliban are invited guests to the Texas headquarters of Unocal to negotiate their support for the pipeline. Subsequent reports will indicate that the negotiations failed, allegedly because the Taliban wanted too much money. Source: The B B C, December 4, 19 97. February 12, 19 98 - Unocal Vice President John J. Maresca - later to become a Special Ambassador to Afghanistan - testifies before the House that until a single, unified, friendly government is in place in Afghanistan the trans-Afghani pipeline needed to monetize the oil will not be built. Source: Testimony before the House International Relations Committee. 19 98 - The C I A ignores warnings from Case Officer Robert Baer that Saudi Arabia was harboring an al-Q'aeda cell led by two known terrorists. A more detailed list of known terrorists is offered to Saudi intelligence in August 2001 and refused. Source: Financial Times 2001; See No Evil by a book by Robert Baer, 2002. April, 19 99 - Enron with a 3 billion dollar investment to build an electrical generating plant at Dabhol India loses access to plentiful L N G supplies from Qatar to fuel the plant. Its only remaining option to make the investment profitable is a trans-Afghani gas pipeline to be built by Unocal from Turkmenistan that would terminate near the Indian border at the city of Multan. Source: The Albion Monitor, Feb. 28, 2002. 19 98 and 2000 - Former President George H. W. Bush travels to Saudi Arabia on behalf of the privately owned Carlyle Group, the eleventh largest defense contractor in the U S While there he meets privately with the Saudi royal family and the bin Laden family. Source: Wall Street Journal, September 27, 2001. January, 2001 - The Bush Administration orders the F B I and intelligence agencies to "back off" investigations involving the bin Laden family, including two of Osama bin Laden's relatives (Abdullah and Omar) who were living in Falls Church, V A - right next to C I A headquarters. This followed previous orders dating back to 19 96, frustrating efforts to investigate the bin Laden family. Source: B B C Newsnight, Correspondent Gregg Palast - November 7, 2001. Feb 13, 2001 - U P I Terrorism Correspondent Richard Sale - while covering a trial of bin Laden's Al Q'aeda followers - reports that the National Security Agency has broken bin Laden's encrypted communications. Even if this indicates that bin Laden changed systems in February it does not mesh with the fact that the government insists that the attacks had been planned for years. May 2001 - Secretary of State Colin Powell gives 43 million dollars in aid to the Taliban regime, purportedly to assist hungry farmers who are starving since the destruction of their opium crop in January on orders of the Taliban regime. Source: The Los Angeles Times, May 22, 2001. May, 2001 - Deputy Secretary of State Richard Armitage, a career covert operative and former Navy Seal, travels to India on a publicized tour while C I A Director George Tenet makes a quiet visit to Pakistan to meet with Pakistani leader General Pervez Musharraf. Armitage has long and deep Pakistani intelligence connections and he is the recipient of the highest civil decoration awarded by Pakistan. It would be reasonable to assume that while in Islamabad, Tenet, in what was described as "an unusually long meeting," also met with his Pakistani counterpart, Lt. General Mahmud Ahmad, head of the ISI. Source The Indian SAPRA news agency, May 22, 2001. June 2001 - German intelligence, the B N D, warns the C I A and Israel that Middle Eastern terrorists are "planning to hi-jack commercial aircraft to use as weapons to attack important symbols of American and Israeli culture." Source: Frankfurter Allgemeine Zeitung, September 14, 2001. July, 2001 - Three American officials: Tom Simmons (former U. S. Ambassador to Pakistan), Karl Inderfurth (former Assistant Secretary of State for South Asian affairs) and Lee Coldren (former State Department expert on South Asia), meet with Pakistani and Russian intelligence officers in Berlin and tell them that the U. S. is planning military strikes against Afghanistan in October. A French book released in November, "Bin Laden - La Verite� Interdite," discloses that Taliban representatives often sat in on the meetings. British papers confirm that the Pakistani I S I relayed the threats to the Taliban. Source: The Guardian, September 22, 2001; the B B C, September 18, 2001. The Inter Press Service, November 16, 2001 Summer, 2001 - The National Security Council convenes a Dabhol working group as revealed in a series of government e-mails obtained by The Washington Post and the New York Daily News. Source: The Albion Monitor, Feb. 28, 2002 Summer 2001 - According to a September 26 story in Britain's The Guardian, correspondent David Leigh reported that, "U.S. department of defense official, Dr. Jeffrey Starr, visited Tajikistan in January. The Guardian's Felicity Lawrence established that US Rangers were also training special troops in Kyrgyzstan. There were unconfirmed reports that Tajik and Uzbek special troops were training in Alaska and Montana." Summer 2001 - Pakistani I S I Chief General Ahmad orders an aide to wire transfer 100,000 dollars to Mohammed Atta, who was according to the F B I, the lead terrorist in the suicide hi-jackings. Ahmad recently resigned after the transfer was disclosed in India and confirmed by the F B I. Source: The Times of India, October 11, 2001. Summer 2001 - An Iranian man phones U. S. law enforcement to warn of an imminent attack on the World Trade Center in the week of September 9. German police confirm the calls but state that the U. S. Secret Service would not reveal any further information. Source: German news agency "online dot de", September 14, 2001, translation retrieved from online dot ie in Ireland June 26, 2001 - The magazine indiareacts dot com states that "India and Iran will 'facilitate' US and Russian plans for 'limited military action' against the Taliban." The story indicates that the fighting will be done by US and Russian troops with the help of Tajikistan and Uzbekistan. Source: indiareacts dot com, June 26, 2001. August 2001 - The F B I arrests an Islamic militant linked to bin Laden in Boston. French intelligence sources confirm that the man is a key member of bin Laden's network and the F B I learns that he has been taking flying lessons. At the time of his arrest the man is in possession of technical information on Boeing aircraft and flight manuals. Source: Reuters, September 13. August 11 - U S Navy Lt. Delmart "Mike" Vreeland, jailed in Toronto on U. S. fraud charges and claiming to be an officer in U. S. Naval intelligence, writes details of the pending World Trade Centre attacks and seals them in an envelope which he gives to Canadian authorities. Source: The Toronto Star, October. 23, 2001; Toronto Superior Court Records Summer 2001 - Russian intelligence notifies the C I A that 25 terrorist pilots have been specifically training for suicide missions. This is reported in the Russian press and news stories are translated for F T W by a retired C I A officer. July 4 to 14, 2001 - Osama bin Laden receives treatments for kidney disease at the American hospital in Dubai and meets with a C I A official who returns to C I A headquarters on July 15. Source: Le Figaro, October 31, 2001. August 2001 - Russian President Vladimir Putin orders Russian intelligence to warn the U.S. government "in the strongest possible terms" of imminent attacks on airports and government buildings. Source: N B C interview with Putin, September 15. August and September, 2001 - The Dow Jones Industrial Average drops nearly 900 points in the three weeks prior to the attack. A major stock market crash is imminent. September. 3 to 10, 2001 - N B C reports on September 16 that a caller to a Cayman Islands radio talk show gave several warnings of an imminent attack on the U.S. by bin Laden in the week prior to 9 11. September 1 to 10, 2001 - In an exercise, Operation "Swift Sword" planned for four years, 23,000 British troops are steaming toward Oman. Although the 9 11 attacks caused a hiccup in the deployment the massive operation was implemented as planned. At the same time two U.S. carrier battle groups arrive on station in the Gulf of Arabia just off the Pakistani coast. Also at the same time, some 17,000 U.S. troops join more than 23,000 NATO troops in Egypt for Operation "Bright Star." All of these forces are in place before the first plane hits the World Trade Center. Sources: The Guardian, C N N, FOX, The Observer, International Law Professor Francis Boyle, the University of Illinois. September 7, 2001 - Florida Governor Jeb Bush signs a two-year emergency executive order (01-261) making new provisions for the Florida National Guard to assist law enforcement and emergency-management personnel in the event of large civil disturbances, disaster or acts of terrorism. Source: State of Florida web site listing of Governor's Executive Orders. September 6 to 7, 2001 - 4,744 put options (a speculation that the stock will go down) are purchased on United Air Lines stock as opposed to only 396 call options (speculation that the stock will go up). This is a dramatic and abnormal increase in sales of put options. Many of the U A L puts are purchased through Deutschebank/ A B Brown, a firm managed until 19 98 by the current Executive Director of the C I A, A.B. "Buzzy" Krongard. Source: The Herzliyya International Policy Institute for Counterterrorism September 21; The New York Times; The Wall Street Journal.] September 10, 2001 - 4,516 put options are purchased on American Airlines as compared to 748 call options. [Source: I C T September 6 to 11, 2001 - No other airlines show any similar trading patterns to those experienced by U A L and American. The put option purchases on both airlines were 600 per cent above normal. This at a time when Reuters (September 10) issues a business report stating, "Airline stocks may be poised to take off." September 6 to 10, 2001 - Highly abnormal levels of put options are purchased in Merrill Lynch, Morgan Stanley, AXA Re(insurance) which owns 25 per cent of American Airlines, and Munich Re. All of these companies are directly impacted by the September 11 attacks. Source: I C T It has been documented that the CIA, the Israeli Mossad and many other intelligence agencies monitor stock trading in real time using highly advanced programs reported to be descended from Promis software. This is to alert national intelligence services of just such kinds of attacks. Promis was reported, as recently as June, 2001 to be in Osama bin Laden's possession and, as a result of recent stories by FOX, both the F B I and the Justice Department have confirmed its use for U.S. intelligence gathering through at least this summer. This would confirm that C I A had additional advance warning of imminent attacks. Sources: The Washington Times, June 15, 2001; FOX News, October 16, 2001; September 11, 2001 - Gen Mahmud of the I S I, friend of Mohammed Atta, is visiting Washington on behalf of the Taliban. He is meeting with the Chairmen of the House and Senate Intelligence Committees, Porter Goss and Bob Graham. Sources: N B C, October. 7, The New York Times, Feb. 17, 2002. September 11, 2001 - Employees of Odigo, Inc. in Israel, one of the world's largest instant messaging companies, with offices in New York, receive threat warnings of an imminent attack on the World Trade Center less than two hours before the first plane hits. Law enforcement authorities have gone silent about any investigation of this. The Odigo Research and Development offices in Israel are located in the city of Herzliyya, a ritzy suburb of Tel Aviv which is the same location as the Institute for Counter Terrorism which breaks early details of insider trading on 9 11. Source: C N N's Daniel Sieberg, 9/28/01; Newsbytes, Brian McWilliams, 9/27/01; Ha'aretz, 9/26/01. September 11, 2001, For 50 minutes, from 8: 15 A M until 9: 05 A M, with it widely known within the F A A and the military that four planes have been simultaneously hijacked and taken off course, no one notifies the President of the United States. It is not until 9: 30 that any Air Force planes are scrambled to intercept, but by then it is too late. This means that the National Command Authority waited for 75 minutes before scrambling aircraft, even though it was known that four simultaneous hijackings had occurred - an event that has never happened in history. Sources: C N N, A B C, N B C, The Los Angeles Times, The New York Times. September 13, 2001 - China is admitted to the World Trade Organization quickly, after 15 years of unsuccessful attempts. Source: The New York Times, September. 30, 2001.] September 14, 2001 - Canadian jailers open the sealed envelope from Mike Vreeland in Toronto and see that is describes attacks against the World Trade Center and Pentagon. The U.S. Navy subsequently states that Vreeland was discharged as a seaman in 19 86 for unsatisfactory performance and has never worked in intelligence. Source: The Toronto Star, Oct. 23, 2001; Toronto Superior Court records September 15, 2001 - The New York Times reports that Mayo Shattuck the third has resigned, effective immediately, as head of the Alex Brown unit of Deutschebank. September 29, 2001 - The San Francisco Chronicle reports that 2.5 million dollars in put options on American Airlines and United Airlines are unclaimed. This is likely the result of the suspension in trading on the N Y S E after the attacks which gave the Securities and Exchange Commission time to be waiting when the owners showed up to redeem their put options. October 10, 2001 - The Pakistani newspaper The Frontier Post reports that U.S. Ambassador Wendy Chamberlain has paid a call on the Pakistani oil minister. A previously abandoned Unocal pipeline from Turkmenistan, across Afghanistan, to the Pakistani coast, for the purpose of selling oil and gas to China, is now back on the table "in view of recent geopolitical developments." October 11, 2001 - The Ashcroft Justice Department takes over all terrorist prosecutions from the U.S. Attorneys office in New York which has had a highly successful track record in prosecuting terrorist cases connected to Osama bin Laden. Source: The New York Times, October. 11, 2002. Mid October, 2001 - The Dow Jones Industrial Average, after having suffered a precipitous drop has recovered most of its pre-attack losses. Although still weak, and vulnerable to negative earnings reports, a crash has been averted by a massive infusion of government spending on defense programs, subsidies for "affected" industries and planned tax cuts for corporations. November 21, 2001 - The British paper The Independent runs a story headlined, "Opium Farmers Rejoice at the Defeat of the Taliban." The story reports that massive opium planting is underway all over the country. November 25, 2001 - The Observer runs a story headlined "Victorious Warlords Set To Open the Opium Floodgates." It states that farmers are being encouraged by warlords allied with the victorious Americans are "being encouraged to plant "as much opium as possible." December 4, 2001 - Convicted drug lord and opium kingpin Ayub Afridi is recruited by the US government to help establish control in Afghanistan by unifying various Pashtun warlords. The former opium smuggler who was one of the C I A's leading assets in the war against the Russians is released from prison in order to do this. Source: The Asia Times Online, 12/4/01. December 25, 2001 - Newly appointed afghani Prime Minister Hamid Karzai is revealed as being a former paid consultant for Unocal. Source: Le Monde. January 3, 2002 - President Bush appoints Zalamy Khalilzad as a special envoy to Afghanistan. Khalilzad, a former employee of Unocal, also wrote op-eds in the Washington Post in 1997 supporting the Taliban regime. Source: Pravda, 1/9/02 January 4, 2002 - Florida drug trafficking explodes after 9 11. In a surge of trafficking reminiscent of the 19 80s the diversion of resources away from drug enforcement has opened the floodgates for a new surge of cocaine and heroin from South America. Source: The Christian Science Monitor, January 4, 2002. 48. January 10, 2002 - In a call from a speaker phone in open court, attorneys for "Mike" Vreeland call the Pentagon's switchboard operator who confirms that Vreeland is indeed a Naval Lieutenant on active duty. She provides an office number and a direct dial phone extension to his office in the Pentagon. Source: Attorney Rocco Galati; court records Toronto Superior Court. January 10, 2002 - Attorney General John Ashcroft recuses himself from the Enron investigation because Enron had been a major campaign donor in his 2000 Senate race. He fails to recuse himself from involvement in two sitting Federal grand juries investigating bribery and corruption charges against Exxon Mobil and B P Amoco who have massive oil interests in Central Asia. Both were major Ashcroft donors in 2000. Source: C N N, Jan 10, 2002 February 9, 2002 - Pakistani leader General Musharraf and Afghan leader Hamid Karzai announce their agreement to "cooperate in all spheres of activity" including the proposed Central Asian pipeline. Pakistan will give 10 million dollars to Afghanistan to help pay Afghani government workers. Source: The Irish Times, 2/9/02 Feb 18, 2002 - The Financial Times reports that the estimated opium harvest in Afghanistan in the late Spring of 2002 will reach a world record 4500 metric tons. Now, let's go back to the October 31 story by Le Figaro - the one that has Osama bin Laden meeting with a CIA officer in Dubai this June. The story says that, "Throughout his stay in the hospital, Osama Bin Laden received visits from many family members [There goes the story that he's a black sheep!] and Saudi Arabian Emirate personalities of status. During this time the local representative of the C I A was seen by many people taking the elevator and going to bin Laden's room. "Several days later the C I A officer bragged to his friends about having visited the Saudi millionaire. From authoritative sources, this C I A agent visited C I A headquarters on July 15, the day after bin Laden's departure for Quetta. "According to various Arab diplomatic sources and French intelligence itself, precise information was communicated to the C I A concerning terrorist attacks aimed at American interests in the world, including its own territory." "Extremely bothered, they [American intelligence officers in a meeting with French intelligence officers] requested from their French peers exact details about the Algerian activists [connected to bin Laden through Dubai banking institutions], without explaining the exact nature of their inquiry. When asked the question, "What do you fear in the coming days?' the Americans responded with incomprehensible silence." "On further investigation, the F B I discovered certain plans that had been put together between the C I A and its "Islamic friends" over the years. The meeting in Dubai is, so it would seem, consistent with 'a certain American policy.'" Even though Le Figaro reported that it had confirmed with hospital staff that bin Laden had been there as reported, stories printed on November 1 contained quotes from hospital staff that these reports were untrue. On November 1, as reported by the Ananova press agency, the C I A flatly denied that any meeting between any C I A personnel and Osama bin Laden at any time. Who do you believe?

05-04-2003, 06:31:56: How do we know if this really works?

05-04-2003, 07:48:49: HELLO

05-04-2003, 07:49:06: HELLO

05-04-2003, 10:38:16: hello? are you listening?? dude this is awsome

05-04-2003, 10:41:14: Gee This is Intresting

05-04-2003, 16:33:32: mjionoonininioioioi

05-04-2003, 16:34:37: What in the world is this?

05-04-2003, 21:21:03: i an addicted to old regurgitated chinese food

05-05-2003, 06:56:54: this is a very unusual site

05-05-2003, 07:14:21: let me out hey im stuck in here

05-05-2003, 09:18:03: Rob Hansen is a fuzz ball with extra cheese.

05-05-2003, 10:37:02: Rob Hansen is a pimple with extra pus.

05-05-2003, 12:56:19: Hannah is a lesbian, my anme is blue bear

05-05-2003, 13:04:01: hello

05-05-2003, 14:24:18: Rob Hansen is a frumpish disheveled sallower of extraneous car parts.

05-05-2003, 17:02:25: hello

05-05-2003, 19:17:17: hay watsup

05-06-2003, 09:10:31:

05-06-2003, 10:31:21: i like little boys balls

05-06-2003, 20:17:45: Greetings from Matamoros, Mexico

05-07-2003, 06:26:41: Rob Hansen is a micro-brained troll baiter.

05-07-2003, 06:56:06: oooooooooooooooooooooooooooooooohhhhhhhhhhhhhhhhhhhhhhhhiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiihhhhhhhhhhhhhhhhhhhhhhhhhhhhhhheeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyooooooooooooooooooooooooooooooooooooooooooooooooooooooooo!

05-07-2003, 09:01:41: Rob Hansen is a citrus faced snake oil salesman.

05-07-2003, 12:52:09: pee

05-07-2003, 12:52:28: pee

05-07-2003, 17:10:17: hellllllooooo

05-07-2003, 17:11:39: Don't do it!!!

05-07-2003, 17:29:43: What Re you doing?

05-07-2003, 20:03:25: safa�,vas dormir?

05-08-2003, 04:14:49: hello

05-08-2003, 04:15:44: helloooooo

05-08-2003, 04:16:43: helloooooo

05-08-2003, 05:43:25: Hello

05-08-2003, 06:18:04: Hello!

05-08-2003, 06:59:10: Rob Hansen is a buffalo bowling partner.

05-08-2003, 07:14:09: yesh

05-08-2003, 07:14:22: yesh

05-08-2003, 07:14:27: yesh

05-08-2003, 07:49:57: Brian is gay

05-08-2003, 11:50:09: fjdjf

05-09-2003, 09:24:32: Rob Hansen is a desperate zucchini wearing pimple burster.

05-09-2003, 18:22:11: I wish I was in Florida

05-09-2003, 18:37:48: MALE

05-09-2003, 22:52:00: FUCK ME

05-09-2003, 22:52:14: FUCK ME

05-09-2003, 22:56:16: CANDY CALL ME

05-10-2003, 00:51:42: george bush is destroying the American constitution please stop him

05-10-2003, 01:44:16: Hello!

05-10-2003, 08:06:20: Hi, my nane is Phatboy

05-10-2003, 08:07:16: Hi, my name is Phatboy

05-10-2003, 10:16:56: Hu Zang

05-10-2003, 12:08:59: ballet mechanique

05-10-2003, 13:15:20: Hi jane how is the movie

05-10-2003, 13:16:15: Hi jane how is the movie

05-10-2003, 14:05:06: salut

05-10-2003, 20:16:14: hi james

05-11-2003, 06:33:16: ay abaw

05-11-2003, 11:02:11: Hello Rob, I hope people are saying nice things to you.

05-11-2003, 12:34:12: my name is saleem

05-11-2003, 13:06:33: allo

05-11-2003, 13:07:39: hi

05-11-2003, 13:08:43: slot

05-11-2003, 15:09:19: Tristan! Come here please.

05-11-2003, 15:09:53: Hi

05-11-2003, 21:01:09: hi, nice to meet you

05-12-2003, 05:26:36: hello reece

05-12-2003, 05:26:47: hello reece

05-12-2003, 05:27:20: hello reece

05-12-2003, 05:27:47: It's not about you you mathematical dick!

05-12-2003, 05:28:29: hello reece how r u doing

05-12-2003, 06:07:36: Bla bla test

05-12-2003, 06:08:49: Ale dupa, nie dziala

05-12-2003, 09:12:12: My thoughts or ideas are not meant to condone or perpetrate ones self or others in a free society

05-12-2003, 10:05:40: Rob Hansen is a pistor packing pacifist.

05-12-2003, 13:37:55: allo

05-12-2003, 13:41:51: when I try to go to your BMG page, i get the following error message: an error occurred while processing this directive

05-12-2003, 15:03:52: je t'aime minou

05-13-2003, 08:08:45: hey

05-13-2003, 11:04:04: Rob Hansen is bugger crusted baton tassel.

05-13-2003, 12:28:53: heather's a spaz

05-13-2003, 12:29:22: heather stinks

05-13-2003, 13:53:08: How are you Rob

05-13-2003, 16:08:44: thingee majiggie

05-13-2003, 18:30:27: Holy crap

05-14-2003, 04:12:46: wake up

05-14-2003, 09:15:27: Rob Hansen is a misanthropic hunchbacked leprechaun.

05-14-2003, 11:53:09: don't you do it, I got no place else to go

05-14-2003, 12:35:44: star wars rules

05-14-2003, 13:01:59: I'm hot blooded check it and see, I got a fever of a hundred and three

05-14-2003, 13:03:53: I'm a whiney female listen to me whine whine whine all the time whine

05-14-2003, 13:05:04: I'm a manly man yes I am but I am still very much in touch with my feminine side oh yeah

05-14-2003, 14:28:55: hello

05-14-2003, 15:48:54: hello

05-14-2003, 15:50:02: hello

05-14-2003, 18:16:06: i am one awesome racer

05-14-2003, 18:17:06: i am one awesome racer

05-14-2003, 18:17:31: i am one awesome racer

05-14-2003, 18:18:18: i am one awesome racer

05-14-2003, 18:27:00: megan

05-14-2003, 19:05:40: hello

05-14-2003, 23:41:08:

05-15-2003, 08:51:19: joe

05-15-2003, 09:10:59: Rob Hansen is a dawdling obtuse shoe shiner.

05-15-2003, 09:53:03: Your rambling oratory has the disjointed connectivity of a liquid pickle.

05-15-2003, 18:35:15: without a doubt, you best hear me now leave me some message if your cool up top yo, we out

05-15-2003, 18:36:34: domo

05-15-2003, 18:38:15: domo

05-15-2003, 20:14:17:

05-15-2003, 20:15:09: Mom, come here

05-15-2003, 22:48:50: wally

05-15-2003, 22:49:10: wally

05-16-2003, 08:43:36: Bless His Heart

05-16-2003, 09:18:02: The exquisite cadaver shall drink the new wine

05-16-2003, 09:56:46: hi

05-16-2003, 09:57:25: hi

05-16-2003, 10:02:35: hi how are you

05-16-2003, 10:43:15: Rob Hansen has a chodish clavical

05-16-2003, 13:06:09: What the fuck?

05-16-2003, 13:55:06: My entire life I have been taught to stand up for my beliefs, to be a person of high morals and ethics. That's why I feel obligated to seek liberty, equality, and fraternity. First, the misinformation: MCR suggests that violence and prejudice are funny. Where the heck did it come up with that? If I'm not horribly mistaken, there's a painfully simple answer. It regards the way that its opuscula are devoid of logic and filled to the brim with hate and misinformation. MCR's chums probably don't realize that, because it's not mentioned in the funny papers or in the movies. Nevertheless, I appreciate feedback and other people's views on subjects. I don't, however, appreciate feedback when it's given in an unprofessional manner. Where does the line get drawn? I heard through the grapevine that anyone who was sober for more than an hour or two during the last five years knows that much of the noise made on MCR's behalf is generated by tasteless blackguards who seem to have nothing better to do with their time. Whether or not this rumor is true, if you're not part of the solution, then you're part of the problem. The tone of MCR's utterances is eerily reminiscent of that of soporific radicals of the late 1940s, in the sense that MCR sometimes uses the word "anthropomorphologically" when describing its ultimata. Beware! This is a buzzword designed for emotional response. I, not being one of the many self-aggrandizing, frightful kooks of this world, want to make this clear, so that those who do not understand deeper messages embedded within sarcastic irony -- and you know who I'm referring to -- can process my point. MCR's functionaries have already started to dump effluent into creeks, lakes, streams, and rivers. The result: absolute vapidity, pea-brained and treasonous cacophony, lack of personality, monotony, and boredom. For the most part, with that kind of thinking, MCR's "usher in the rule of the Antichrist and the apocalyptic end times" mentality is so pervasive that I feel like I'm going to lie awake at night wondering who its next victim will be. Still, it has been trying for some time to convince people that it is a perpetual victim of injustice. Don't believe its hype! MCR has just been offering that line as a means to dress up its profit motive in the cloak of selfless altruism. And for those callow, savage beatniks who want to hide behind the argument that MCR's hirelings are not sniffish, mad hippies, but rather, cruel blasphemous-types, my question is simply this: What's the difference? Whenever someone tells MCR not to kill the messenger and control the message, MCR gets all teary-eyed. My, my; how sad. My heart bleeds for it, it really does. Only through education can individuals gain the independent tools they need to tell it like it is. But the first step is to acknowledge that I can't follow its pretzel logic. I do, however, know that every time MCR tells its slaves that the Universe belongs to it by right, their eyes roll into the backs of their heads as they become mindless receptacles of unsubstantiated information, which they accept without question. Take a good, close look at yourself, MCR. What you'll probably find is that you're meddlesome. Isn't it interesting which questions MCR dodges and what tangents it goes off on? Those dodges and tangents make me think that I should note that once you understand MCR's publicity stunts, you have a responsibility to do something about them. To know, to understand, and not to act, is an egregious sin of omission. It is the sin of silence. It is the sin of letting MCR sentence more and more people to poverty, prison, and early death. MCR's flimflams reflect several layers of moral concern for many religions. It's a pity. In the strictest sense, MCR is not as illiterate or loud as you might think. It's more so. Generally speaking, those of us who are too lazy or disinterested to rage, rage against the dying of the light have no right to complain when it and its lackeys spew forth ignorance and prejudice. I would indubitably not have thought it possible that only the assembled and concentrated might of a national passion rearing up in its strength can avoid the extremes of a pessimistic naturalism and an optimistic humanism by combining the truths of both, but it's true. MCR's propositions sound so noble, but in fact, MCR is like a stray pigeon. Pigeons are too self-absorbed to care about anyone else. They poo on people they don't like; they poo on people they don't even know. The only real difference between MCR and a pigeon is that MCR intends to confuse, disorient, and disunify. That's why I find that some of its choices of words in its doctrines would not have been mine. For example, I would have substituted "mingy" for "scientificoreligious" and "illaudable" for "roentgenographically." MCR claims that it can walk on water. This is a very unsavory and unconstructive view and moreover, is wrong in many ways. Out of the vast number of devastating evils for which obscene hooligans are directly or indirectly responsible, I shall pick out only a single one which is most in keeping with the inner essence of MCR's discourteous, diabolic imprecations: emotionalism. No amount of opinion or innuendo nor any string of unrelated litanies can change the fact that the point at which you discover that MCR should shift for itself is not only a moment of disenchantment. It is a moment of resolve, a determination that if we let it pollute the great canon of English literature with references to its disorganized off-the-cuff comments, all we'll have to look forward to in the future is a public realm devoid of culture and a narrow and routinized professional life untouched by the highest creations of civilization. It's irrelevant that my allegations are 100% true. MCR distrusts my information and arguments and will forever maintain its current opinions. MCR claims that its recommendations won't be used for political retribution. That claim illustrates a serious reasoning fallacy, one that is pandemic in its solutions. Then again, MCR would have us believe that censorship could benefit us. That, of course, is nonsense, total nonsense. But MCR is surrounded by dirty, sinister nitwits who parrot the same nonsense, which is why it claims that newspapers should report only on items it agrees with. I respond that it is more concerned with the social acceptability of an idea than with its truth or falsity. Now the surprising news: I, for one, oppose MCR's plans for the future because they are deceitful. I oppose them because they are insolent. And I oppose them because they will tell everyone else what to do within a short period of time. I don't mean to imply that vandalism, death threats, and slander are typical tactics used by MCR's spokesmen, but it's true, nonetheless. If you read between the lines of MCR's histrionics, you'll honestly find that it has been said that MCR's personal attacks have very little thought behind them and are neither interesting nor amusing. I, in turn, claim that MCR's pleas cannot stand on their own merit. That's why they're dependent on elaborate artifices and explanatory stories to convince us that it is ridiculous to question MCR's cock-and-bull stories. The objection may still be raised that women are crazed Pavlovian sex-dogs who will salivate at any object even remotely phallic in shape. At first glance, this sounds almost believable. Yet the following must be borne in mind: Inasmuch as I disagree with MCR's accusations and find its ad hominem attacks offensive, I am happy to meet MCR's speech with more speech and, if necessary, continue this discussion until the truth shines. MCR practically breaks its arm patting itself on the back when it says, "It takes courage to go down into the muddy trenches and implement a flippant parody of justice called "MCR-ism"." As if that were something to be proud of. My current plan is to stand up and fight for our heritage, traditions, and values. Yes, it will draw upon the most powerful fires of Hell to tear that plan asunder, but I've heard of whiney things like Stalinism and mandarinism. But I've also heard of things like nonviolence, higher moralities, and treating all beings as ends in and of themselves -- ideas which its ignorant, unthinking, detestable brain is too small to understand. When I first became aware of MCR's covert invasion into our thought processes, all I could think was how MCR might make my stomach turn sooner or later. What are we to do then? Place blinders over our eyes and hope we don't see the horrible outcome? It should be clear by this point that the gloss that MCR's bootlickers put on MCR's belief systems unfortunately does little to increase awareness and understanding of our similarities and differences. The long and short of it is that if we take MCR's fibs to their logical conclusion, we see that in the immediate years ahead, MCR will turn mattoids loose against us good citizens. If the mass news media were actually in the business of covering news rather than molding public attitudes to endorse a complete system of leadership by mobocracy, they would definitely report that one can consecrate one's life to the service of a noble idea or a glorious ideology. MCR, however, is more likely to reopen wounds that seem scarcely healed. MCR decries or dismisses capitalism, technology, industrialization, and systems of government borne of Enlightenment ideas about the dignity and freedom of human beings. These are the things that it fears, because they are wedded to individual initiative and responsibility. MCR's beliefs bespeak a spiritual crassness, a materialistic and short-sighted stupidity that will pooh-pooh the reams of solid evidence pointing to the existence and operation of a chauvinistic coterie of terrorism in a matter of days. (Read as: one loses count of the number of times MCR has tried to pilfer the national treasure.) Narcissism, as a social philosophy, is crafty. There, my ranting is finished.

05-16-2003, 20:01:41: My name is Cookie

05-16-2003, 21:37:03: JEFF, GET TO WORK!

05-16-2003, 21:37:44: JEFF GET TO WORK

05-16-2003, 21:38:33: JEFF GET TO WORK

05-17-2003, 00:16:49: Hello

05-17-2003, 00:16:53: Hello

05-17-2003, 08:32:27: hello! how are you?

05-17-2003, 14:06:18: Well I will be dipped in shit and rolled in butter ! This is pretty goofy to have on the net....... YEBISAY-CHUPUCK

05-17-2003, 16:20:19: I am trinity speaking!

05-17-2003, 18:48:04: hello

05-17-2003, 18:55:29: This is Trinity! You are dead!

05-17-2003, 20:51:42: Guess what I'm doing? I am on a web site that smells like limp penis! Just joking!

05-18-2003, 01:06:38: When Your Printer Runs Out...You Want INK NOW!

05-18-2003, 02:46:58: ray sucks cock

05-18-2003, 03:45:49: good morning

05-18-2003, 09:57:59: hi

05-18-2003, 12:56:17: Do you know where I can download a talking machine for my desktop?

05-18-2003, 23:32:47: hello

05-18-2003, 23:34:04: hello

05-19-2003, 04:25:36: Denish

05-19-2003, 06:56:33: This reminds me of the talking NOAA weatherman

05-19-2003, 06:58:47: Hello Hal...what are you doing Hal? Hal...Hello Hal

05-19-2003, 07:14:51: poop

05-19-2003, 07:15:26: My name is Mark

05-19-2003, 12:44:44: josh is gay

05-19-2003, 12:47:54: josh is gay

05-19-2003, 15:07:54: hello

05-19-2003, 15:43:17: Hello

05-19-2003, 20:30:41: Greetings Rob. I like to eat babies.

05-19-2003, 20:32:47: They taste like chicken.

05-19-2003, 20:33:13: Tuesday's coming, did you bring your coat?

05-19-2003, 20:35:54: I don't care if your world is ending today, I wasn't invited to it anyway.

05-20-2003, 09:54:37: Kevin What is up?

05-20-2003, 09:55:58: You must be the biggest loser if u are reading all of the messsages sent from people!

05-20-2003, 09:58:29: Happy 4-20 everyone. Everyone should be smokin the fattest blunts rite now!!! 2L chutes are the greatest thing in the world they get u so fucked up!!!!!

05-20-2003, 10:45:39: OF THE MOON. As I propose to treat of the nature of the moon, it is necessary that first I should describe the perspective of mirrors, whether plane, concave or convex; and first what is meant by a luminous ray, and how it is refracted by various kinds of media; then, when a reflected ray is most powerful, whether when the angle of incidence is acute, right, or obtuse, or from a convex, a plane, or a concave surface; or from an opaque or a transparent body. Besides this, how it is that the solar rays which fall on the waves of the sea, are seen by the eye of the same width at the angle nearest to the eye, as at the highest line of the waves on the horizon; but notwithstanding this the solar rays reflected from the waves of the sea assume the pyramidal form and consequently, at each degree of distance increase proportionally in size, although to our sight, they appear as parallel. 1st. Nothing that has very little weight is opaque. 2dly. Nothing that is excessively weighty can remain beneath that which is heavier. 3dly. As to whether the moon is situated in the centre of its elements or not. And, if it has no proper place of its own, like the earth, in the midst of its elements, why does it not fall to the centre of our elements? [Footnote 26: The problem here propounded by Leonardo was not satisfactorily answered till Newton in 1682 formulated the law of universal attraction and gravitation. Compare No. 902, lines 5-15.] And, if the moon is not in the centre of its own elements and yet does not fall, it must then be lighter than any other element. And, if the moon is lighter than the other elements why is it opaque and not transparent? When objects of various sizes, being placed at various distances, look of equal size, there must be the same relative proportion in the distances as in the magnitudes of the objects. [Footnote: In the diagram Leonardo wrote _sole_ at the place marked _A_.] 893. OF THE MOON AND WHETHER IT IS POLISHED AND SPHERICAL. The image of the sun in the moon is powerfully luminous, and is only on a small portion of its surface. And the proof may be seen by taking a ball of burnished gold and placing it in the dark with a light at some distance from it; and then, although it will illuminate about half of the ball, the eye will perceive its reflection only in a small part of its surface, and all the rest of the surface reflects the darkness which surrounds it; so that it is only in that spot that the image of the light is seen, and all the rest remains invisible, the eye being at a distance from the ball. The same thing would happen on the surface of the moon if it were polished, lustrous and opaque, like all bodies with a reflecting surface. Show how, if you were standing on the moon or on a star, our earth would seem to reflect the sun as the moon does. And show that the image of the sun in the sea cannot appear one and undivided, as it appears in a perfectly plane mirror. 894. How shadows are lost at great distances, as is shown by the shadow side of the moon which is never seen. [Footnote: Compare also Vol. I, Nos. 175-179.] 895. Either the moon has intrinsic luminosity or not. If it has, why does it not shine without the aid of the sun? But if it has not any light in itself it must of necessity be a spherical mirror; and if it is a mirror, is it not proved in Perspective that the image of a luminous object will never be equal to the extent of surface of the reflecting body that it illuminates? And if it be thus [Footnote 13: At A, in the diagram, Leonardo wrote "_sole_" (the sun), and at B "_luna o noi terra_" (the moon or our earth). Compare also the text of No. 876.], as is here shown at _r s_ in the figure, whence comes so great an extent of radiance as that of the full moon as we see it, at the fifteenth day of the moon? 896. OF THE MOON. The moon has no light in itself; but so much of it as faces the sun is illuminated, and of that illumined portion we see so much as faces the earth. And the moon's night receives just as much light as is lent it by our waters as they reflect the image of the sun, which is mirrored in all those waters which are on the side towards the sun. The outside or surface of the waters forming the seas of the moon and of the seas of our globe is always ruffled little or much, or more or less--and this roughness causes an extension of the numberless images of the sun which are repeated in the ridges and hollows, the sides and fronts of the innumerable waves; that is to say in as many different spots on each wave as our eyes find different positions to view them from. This could not happen, if the aqueous sphere which covers a great part of the moon were uniformly spherical, for then the images of the sun would be one to each spectator, and its reflections would be separate and independent and its radiance would always appear circular; as is plainly to be seen in the gilt balls placed on the tops of high buildings. But if those gilt balls were rugged or composed of several little balls, like mulberries, which are a black fruit composed of minute round globules, then each portion of these little balls, when seen in the sun, would display to the eye the lustre resulting from the reflection of the sun, and thus, in one and the same body many tiny suns would be seen; and these often combine at a long distance and appear as one. The lustre of the new moon is brighter and stronger, than when the moon is full; and the reason of this is that the angle of incidence is more obtuse in the new than in the full moon, in which the angles [of incidence and reflection] are highly acute. The waves of the moon therefore mirror the sun in the hollows of the waves as well as on the ridges, and the sides remain in shadow. But at the sides of the moon the hollows of the waves do not catch the sunlight, but only their crests; and thus the images are fewer and more mixed up with the shadows in the hollows; and this intermingling of the shaded and illuminated spots comes to the eye with a mitigated splendour, so that the edges will be darker, because the curves of the sides of the waves are insufficient to reflect to the eye the rays that fall upon them. Now the new moon naturally reflects the solar rays more directly towards the eye from the crests of the waves than from any other part, as is shown by the form of the moon, whose rays a strike the waves _b_ and are reflected in the line _b d_, the eye being situated at _d_. This cannot happen at the full moon, when the solar rays, being in the west, fall on the extreme waters of the moon to the East from _n_ to _m_, and are not reflected to the eye in the West, but are thrown back eastwards, with but slight deflection from the straight course of the solar ray; and thus the angle of incidence is very wide indeed. The moon is an opaque and solid body and if, on the contrary, it were transparent, it would not receive the light of the sun. The yellow or yolk of an egg remains in the middle of the albumen, without moving on either side; now it is either lighter or heavier than this albumen, or equal to it; if it is lighter, it ought to rise above all the albumen and stop in contact with the shell of the egg; and if it is heavier, it ought to sink, and if it is equal, it might just as well be at one of the ends, as in the middle or below.

05-20-2003, 11:57:10: royne is the man, yeah baby

05-20-2003, 12:24:38: Nice website Rob.

05-20-2003, 12:27:20: What I dont understand is how I know this is really talking in your office, Rob, when I cannot hear anything.

05-20-2003, 14:44:58: What up g?

05-21-2003, 03:24:50: I wonder if this still works?

05-21-2003, 13:39:19: come on die young

05-21-2003, 15:34:12: hi

05-21-2003, 15:34:47: hi

05-21-2003, 19:22:49: I want to hear.

05-22-2003, 02:07:53: Welcome Johan

05-22-2003, 07:04:04: guten tag

05-22-2003, 09:07:14: Get to work!

05-22-2003, 14:29:36: It won't give up it wants me dead, god damn this noise inside my head. It won't give up it wants me dead, god damn this noise inside my head. It won't give up it wants me dead, god damn this noise inside my head. It won't give up it wants me dead, god damn this noise inside my head. It won't give up it wants me dead, god damn this noise inside my head. It won't give up it wants me dead, god damn this noise inside my head. It won't give up it wants me dead, god damn this noise inside my head. It won't give up it wants me dead, god damn this noise inside my head. It won't give up it wants me dead, god damn this noise inside my head. It won't give up it wants me dead, god damn this noise inside my head. It won't give up it wants me dead, god damn this noise inside my head. It won't give up it wants me dead, god damn this noise inside my head. It won't give up it wants me dead, god damn this noise inside my head.

05-22-2003, 17:43:02: hello, my name is sue

05-22-2003, 17:46:21: I WUV YOU!

05-23-2003, 11:36:07: hey this is really cool

05-23-2003, 13:43:35: well, after reading some of the childish comments from earlier, i respect you bravery for having this chatting away. Have a good day all of you and a fine weekend.

05-23-2003, 13:45:06: also, dont work too hard, thats an order. Relax and enjoy life

05-23-2003, 22:49:48: fagg

05-23-2003, 22:50:24: u like to suk fatty shit

05-23-2003, 22:51:05: u like to suk fatty shit

05-24-2003, 04:18:14: hello

05-24-2003, 06:42:33: Hello from Scotland.

05-24-2003, 08:26:53: have you ever visted the beautiful Algarve in southern Portugal

05-24-2003, 12:29:42: hello, how are you

05-24-2003, 18:42:42: alvaro

05-24-2003, 18:44:35: I Know What You did last summer

05-25-2003, 00:24:51: Hello Mr Hansen.. keep up the good work.

05-25-2003, 06:05:20: hello stupid

05-25-2003, 06:07:07: hello stupid

05-25-2003, 06:08:04: hi there I am readdy

05-25-2003, 10:22:25: Hi Kirsten, how are you

05-25-2003, 15:57:26: i like to eat cabbig

05-25-2003, 19:29:44: hi

05-25-2003, 22:52:27: Hello i want to fuck you real hard. i'm so fucking horney. FUCK ME FUCK ME FUCK ME

05-25-2003, 23:30:26: hello

05-26-2003, 08:24:54: rimjaw

05-26-2003, 08:25:13: rimjaw

05-27-2003, 03:11:51: shit

05-27-2003, 07:32:03: you are stupid

05-27-2003, 07:32:26: test

05-27-2003, 08:55:30: hello dear

05-27-2003, 08:58:06: hello big bum giz a snog

05-27-2003, 18:19:50: Sarah has a big fat ass

05-27-2003, 23:52:40: Bridget and Christen come here

05-27-2003, 23:53:03: Bridget and Christen come here

05-27-2003, 23:53:22: Bridget and Christen come here

05-28-2003, 06:22:21: hi there. I just found this page through Yikes, which is a very interesting site with many pictures and links to more sites as creative as yikes. it's always exciting for me to get to the site like here. I just wanna say hello to you. take care. Jin from Seoul, Korea.

05-28-2003, 06:25:34: hi there. I just found this page through Yikes, which is a very interesting site with many pictures and links to more sites as creative as yikes. it's always exciting for me to get to the site like here. I just wanna say hello to you. take care. Jin from Seoul, Korea.

05-28-2003, 06:29:11: hi there. I just found this page through Yikes, which is a very interesting site with many pictures and links to more sites as creative as yikes. it's always exciting for me to get to the site like here. I just wanna say hello to you. take care. Jin from Seoul, Korea.

05-28-2003, 07:41:27: The Aliens Are Coming

05-28-2003, 07:42:15: The Aliens Are Coming

05-28-2003, 08:57:32: hello

05-28-2003, 10:48:58: hello from australia

05-28-2003, 14:04:27: do you ever respond

05-28-2003, 14:11:34: Hello. I like the pie you have here.

05-28-2003, 16:07:53: heyhey vicki poopadoodle do

05-28-2003, 16:08:21: heyhey vicki poopadoodle do

05-29-2003, 02:32:04: Hello, How are you?

05-29-2003, 09:00:21: Rob Hansen is a pantaloon wearing skunk.

05-29-2003, 09:25:09: joe brown sucks

05-29-2003, 09:37:14: Hi!

05-29-2003, 10:15:03: Rob Hansen is a self guided underwear missile operator.

05-29-2003, 10:48:58: lick my crack

05-29-2003, 12:51:50: je m'appelle judikael et je suis bavarois

05-29-2003, 12:52:35: je m'appelle judikael et je suis bavarois

05-29-2003, 13:09:25: Rob Hansen is a ticklish porta-potty.

05-29-2003, 13:21:04: blah blah blah

05-29-2003, 16:26:51: What is for lunch tomorrow

05-29-2003, 18:10:59: Rob Hansen is a frog fondler.

05-29-2003, 18:59:55: I can't wait to wax my genitals. Sure do hope the boss doesn't catch me in his chair while he's gone. Ahhhhh, what does he care, he can always be born-again and everything will be okay.

05-29-2003, 19:03:37: I'd like to leave a message for Jerry Garcia... What the hell was all that back there in the sixties? I'm scarred for life... Sign me, Mushroom Oliver Twidner

05-29-2003, 19:28:24: bla

05-29-2003, 21:35:29: Hi there

05-30-2003, 02:46:35: welcome to the sex and the city Hong Kong

05-30-2003, 04:21:46: Hey guys or gays get some work done, come on get your fingers out of your butts and get some elbow grease into it, stop tossing off walking past this machine you can all cum later at home with your partners or right-hand men

05-30-2003, 05:24:09: Hey Dude!

05-30-2003, 05:24:42: Man Rap Sucks eh?

05-30-2003, 05:24:58: Talk To You Later Man

05-30-2003, 06:02:18: Rob Hansen is a amorous meat thermometer.

05-30-2003, 07:52:10: hola

05-30-2003, 07:54:53: Haappy

05-30-2003, 09:59:34: hello

05-30-2003, 17:27:57: Rob Hansen is a ditzy balloon breaker.

05-30-2003, 19:22:49: zzxvks

05-30-2003, 19:28:32: Hi, I'm Troy McClure. You might remember me from such talking machines as the Troymanator, and, It Came from the Garage.

05-30-2003, 21:55:58: oh, threadbare posture of the winds, whisper the secrets of the lottery to me! aaaaak!

05-30-2003, 23:05:43: hi how r u

05-30-2003, 23:16:33: hi how are you

05-31-2003, 01:33:54: zoe is a goofball

05-31-2003, 10:42:08: Rob Hansen is a undead bowel obstruction.

05-31-2003, 10:42:49: goof is a zoeball

05-31-2003, 12:47:20: Hello there

05-31-2003, 21:11:28: HI I hope you enjoy hearing me type I live in Santa Rosa - so thats really not that far from San Francisco

05-31-2003, 21:57:29: saturate

06-01-2003, 09:20:01: Rob Hansen is a geosynchronous dweeb.

06-01-2003, 10:29:25: What's up yo!!!!!!!!

06-01-2003, 11:42:52: hello

06-01-2003, 11:43:58: hello

06-01-2003, 13:42:18: Greetings, Rob. How does this actually work?

06-01-2003, 20:13:37: Good Evening Children of the Corn! Greetings From further South. no, not hades. Los Angeles. This is just your freindly californian comp geek paying homage to the geniuses of the web... ohmmmmm... ohmmmmm... not worty... ohmmmm

06-02-2003, 08:31:38: Rob Hansen is a frilly panty recycler.

06-02-2003, 13:04:45: hy, are you there?

06-02-2003, 13:13:59: What's shaken, bacon?

06-02-2003, 13:26:24: hello

06-02-2003, 13:39:47: Rob Hansen is a shrew like sewage eater.

06-02-2003, 18:30:18: Hi there

06-03-2003, 06:09:52: anand

06-03-2003, 10:00:09: Fucking Nigger Cunt !

06-03-2003, 17:33:59: Rob Hansen is a bombastic wart masseuse.

06-03-2003, 23:06:02: I ! This is Bin Laden speaking. There is a bomb in your office and it is not a joke. Dont waist your time trying to escape. Soon there will be every where. Not only from me but also from all nations worldwide. The hole world have enough of poor american culture and arrogancy. I realy feel sorry for those who died on september 11th but hey, your nation got what it diserved. Cheers

06-03-2003, 23:30:28: Help, i'm trapped in here with no where to go!

06-04-2003, 11:07:01: is anyone there?

06-04-2003, 12:47:11: hello me

06-04-2003, 13:28:07: This may be cool if it really works? hmmm

06-04-2003, 20:15:19: Hey you guys do you want to smoke some mary jew anna

06-05-2003, 08:42:22: Rob Hansen is a used urinal cake taste tester.

06-05-2003, 09:40:10: Hello, ken

06-05-2003, 09:58:54: Hello there how are you

06-05-2003, 11:05:29: Hi i'm jason, im a joker carla is a penguin

06-05-2003, 13:49:37: I am bored.

06-05-2003, 13:50:27: I am bored.

06-05-2003, 14:05:45: a webcam would be really neat so we could see if you are there. not much point in talking to an empty room is there? Though is the room really empty if we can't observe it? Are you like schroedingers cat? Perpetually stuck in two phases?

06-05-2003, 15:38:29: Guerillas have testicles the size of baseballs........so they tell me

06-05-2003, 17:11:17: Rob Hansen is a twinkie loving mama's boy.

06-05-2003, 21:00:24:

06-05-2003, 21:01:09:

06-06-2003, 19:30:42: chalala chalala

06-07-2003, 04:25:23: Turn the volume up so I can listen too!

06-07-2003, 07:50:21: Ok? Is this for real?

06-07-2003, 07:52:56: Cluck! CLuck! Mooo! Mooo! Yeeeeehaaaaaa!!!!

06-07-2003, 08:36:30: This is fucking nuts!!!

06-07-2003, 10:19:42: Interested in gaming in Livermore today?

06-07-2003, 10:52:54: This is the Automatic Talking Machine! The words you type will magically be spoken out loud in my office here in San Francisco. If I'm around, I'll hear what you say. And so will anyone else who happens to be within earshot. So be creative -- not insulting!

06-07-2003, 11:15:41: Hi Bob.Donald her.Graduate from high school tomorrow...yeah!

06-07-2003, 11:24:28: Hi Bob.Donald her.Graduate from high school tomorrow...yeah!

06-07-2003, 11:41:49: DEXTER

06-07-2003, 16:51:34: I hate work.

06-07-2003, 16:53:10: hello

06-07-2003, 17:08:12: i like poop an penguinas

06-07-2003, 17:12:31: Wow - this is pretty cool. I wonder if you really can hear me and if it's annoying.

06-07-2003, 17:27:05: butt

06-07-2003, 18:05:01: Rob Hansen is a painfully ishy plaything.

06-08-2003, 05:43:39: i love you pammy boo

06-08-2003, 05:44:26: i love cock

06-08-2003, 09:07:48: Hello

06-08-2003, 09:08:54: I have butt crust stuck between my teeth.

06-08-2003, 11:09:54: skecher

06-08-2003, 11:10:12: skecher

06-08-2003, 14:36:08: All the leaves are brown and the sky is gray I've been for a walk on a winter's day I'd be safe and warm if I was in L.A. California dreamin' on such a winter's day Stopped in to a church I passed along the way Well I got down on my knees and I pretend to pray You know the preacher liked the cold He knows I'm gonna stay California dreamin' on such a winter's day ------ flute ------ All the leaves are brown and the sky is gray I've been for a walk on a winter's day If I didn't tell her I could leave today California dreamin' on such a winter's day California dreamin' on such a winter's day California dreamin' on such a winter's day

06-08-2003, 14:42:06: On a dark desert highway, cool wind in my hair Warm smell of colitas, rising up through the air Up ahead in the distance, I saw a shimmering light My head grew heavy and my sight grew dim I had to stop for the night There she stood in the doorway; I heard the mission bell And I was thinking to myself, 'This could be Heaven or this could be Hell' Then she lit up a candle and she showed me the way There were voices down the corridor, I thought I heard them say... Welcome to the Hotel California Such a lovely place Such a lovely face Plenty of room at the Hotel California Any time of year, you can find it here Her mind is Tiffany-twisted, she got the Mercedes bends She got a lot of pretty, pretty boys, that she calls friends How they dance in the courtyard, sweet summer sweat. Some dance to remember, some dance to forget So I called up the Captain, 'Please bring me my wine' He said,'We haven't had that spirit here since nineteen sixty nine' And still those voices are calling from far away, Wake you up in the middle of the night Just to hear them say... Welcome to the Hotel California Such a lovely place Such a lovely face They livin' it up at the Hotel California What a nice surprise, bring your alibis Mirrors on the ceiling, The pink champagne on ice And she said 'We are all just prisoners here, of our own device' And in the master's chambers, They gathered for the feast The stab it with their steely knives, But they just can't kill the beast Last thing I remember, I was Running for the door I had to find the passage back To the place I was before 'Relax,'said the night man, We are programmed to receive. You can checkout any time you like, but you can never leave!

06-08-2003, 14:45:03: I caught you knockin' at my cellar door I love you, baby, can I have some more Ooh, ooh, the damage done. I hit the city and I lost my band I watched the needle take another man Gone, gone, the damage done. I sing the song because I love the man I know that some of you don't understand Milk-blood to keep from running out. I've seen the needle and the damage done A little part of it in everyone But every junkie's like a settin' sun

06-08-2003, 14:53:32: I caught you knockin' at my cellar door I love you, baby, can I have some more Ooh, ooh, the damage done. I hit the city and I lost my band I watched the needle take another man Gone, gone, the damage done. I sing the song because I love the man I know that some of you don't understand Milk-blood to keep from running out. I've seen the needle and the damage done A little part of it in everyone But every junkie's like a settin' sun

06-08-2003, 14:53:57: I'm seeing this girl and she just might be out of her mind Well she's got baggage and it's all the emotional kind She talks about closure and that validation bit I don't mean to be insensitive, but I really hate that shit Oh man she's got issues And I'm gonna pay She thinks she's the victim Yeah Now I know she'll feel abandoned If I don't stay over late And I know she's afraid to commit But it's only our second date Oh man she's got issues And I'm gonna pay She thinks she's the victim But she takes it all out on me I don't know why you're messed up I don't know why your whole life is a chore Just do me a favor And check your baggage at the door Now she talks about her ex nonstop, but I don't mind But when she calls out his name in bed That's where I draw the line You told me a hundred times how your father left and he's gone But I wish you wouldn't call me daddy When we're gettin' it on Oh man she's got issues And I'm gonna pay She's playing the victim And taking it all out on me My god she's got issues And I'm gonna pay If you think I'm controlling Then why do you follow me around If you're not co-dependent Then why do you let others drag you down I don't know why you're messed up I don't know why your whole life is a chore

06-08-2003, 17:11:02: Rob Hansen is a bat guano enthusiast.

06-08-2003, 18:51:19: yo

06-09-2003, 02:44:05: Legend rocks!!

06-09-2003, 02:44:27: It rocks!!

06-09-2003, 10:15:59: Rob Hansen is a disgustingly dirty outhouse refurbisher.

06-09-2003, 11:21:31: poop

06-09-2003, 13:31:29: Greetings All, please have a good day

06-09-2003, 15:36:19: Your mama�s breath has the odiferous viscosity of an unlicked postcard stamp.

06-09-2003, 20:07:33: You suck Dick

06-09-2003, 22:59:26: Helooooooo

06-10-2003, 00:22:25: michelle

06-10-2003, 02:16:27: hallo robert und daniel

06-10-2003, 03:08:08: casa

06-10-2003, 08:37:09: misses hughes

06-10-2003, 10:26:04: Rob Hansen is an abandoned pooper-scooper.

06-10-2003, 10:33:23: hey

06-11-2003, 04:24:47: Hi

06-11-2003, 20:23:57: A Little less conversation, a little more action!

06-12-2003, 09:45:43: Rob Hansen is a premature sufferer of geriatric profanity disorder.

06-12-2003, 10:05:31: linda you bob are getting it on tonight

06-12-2003, 11:50:02: Why yes that set of carbonized pickles belongs to the pope, why do you ask?

06-12-2003, 12:02:39: k

06-12-2003, 12:03:28: i am so stupid help me with my mental problems.

06-12-2003, 16:15:56: *Helps with mental problems* There! Be free like the wind carrying away the stench of old man fart and Canadian rugby players.

06-13-2003, 01:40:00: hello

06-13-2003, 04:33:52: Hello andrew , its jimmy from super cuts

06-13-2003, 05:53:03: how many licks does it take to get to the tootsie roll center of a tootsie pop

06-13-2003, 05:53:42: how many licks does it take to get to the tootsie roll center of a tootsie pop

06-13-2003, 10:02:45: shut up

06-13-2003, 10:03:36: why did you take the car mum

06-13-2003, 11:05:25: waleed

06-13-2003, 11:41:45: you are a sweet pumkin filled with spazzzzzzzz

06-13-2003, 16:26:07: test

06-14-2003, 00:09:24: I want to download talking machine

06-14-2003, 00:11:43: I want to download talking machine

06-14-2003, 10:41:20: hello to the world

06-14-2003, 10:41:51: hello to the world

06-14-2003, 13:29:50: Goodbye cruel world, I won't miss you atoll.

06-14-2003, 13:46:53: Do yourself a favour and watch Miami Vice.

06-14-2003, 16:27:07: wir m�ssen wissen, wir werden wissen

06-14-2003, 23:24:12: hi

06-15-2003, 01:00:36: angus is the best

06-15-2003, 07:24:47: ROBOT

06-15-2003, 08:01:39: This is the Automatic Talking Machine! The words you type will magically be spoken out loud in my office here in San Francisco. If I'm around, I'll hear what you say. And so will anyone else who happens to be within earshot. So be creative -- not insulting!

06-15-2003, 16:52:12: HI

06-15-2003, 17:35:31: It would help if I could see you.

06-15-2003, 17:38:10: good bye crewl world

06-15-2003, 19:36:10: hey fucker

06-15-2003, 19:37:49: this is so cool

06-15-2003, 22:36:23: yeah man

06-16-2003, 12:03:27: Rob Hansen is a yak yanker.

06-16-2003, 12:04:00: Everything sucks.

06-16-2003, 12:46:12: word up

06-16-2003, 13:05:33: You're still working while there is sunlight outside? You are getting older every day, you could die at any moment, so enjoy life and quit your job. Courtesy of Duncan Ahkmed.

06-16-2003, 15:32:03: To be or not to be, that is the root of four bee squared.

06-16-2003, 15:33:50: I was born ready.

06-16-2003, 15:57:53: Rob Hansen is a misappropriated peanut allergy.

06-16-2003, 19:58:14: I like good times

06-16-2003, 20:21:19: hello

06-17-2003, 02:44:24: Tidal energy is created by building a dam across a tidal bay. The best sites for this dam is where the bay has a narow opening, reducing the length of the dam, therefore the cost. Along the dam, gates and turbins are built. (4) When the water rises on the different sides of the barrage, the gates are opened. This creates a hydrostatic head that causes water to flow through the turbines, turning gigantic electric generators to make electricity. (4)Yet this form of creating electricity hasn't become popular unitl just recently. The amount of tidal energy produced depends over a lunar cycle. (3) Twice-monthly spring tides result in increased tidal energy, while tidal currents are weaker during the intervening neap tide periods. Tidal energ plants produce lots of enrgy "arround 3000 gigawats of energy to be exact".Yet only about 2% or 60 gigawats can be recovered for electricity generation

06-17-2003, 04:10:26: what are you on about?

06-17-2003, 04:13:13: will you work this time?

06-17-2003, 08:04:17: crap

06-17-2003, 08:04:50: crap

06-17-2003, 08:05:33:

06-17-2003, 08:30:07: how do you rob a bank

06-17-2003, 09:10:48: Hi! My name is Liss Anders.

06-17-2003, 11:41:52: Rob Hansen is a door to door pudding thief.

06-17-2003, 15:37:24: Hi from the deep South

06-17-2003, 15:55:14: I love you matthew

06-17-2003, 15:55:37: I love you matthew

06-17-2003, 18:47:22: Brandon is Gay

06-17-2003, 19:37:29: Wee Willy Wonka went willow whipping.

06-17-2003, 19:43:25: poppa can you hear me?

06-18-2003, 09:23:22: Rob Hansen is a ridiculous conceited plunger.

06-18-2003, 14:19:11: hi

06-18-2003, 17:50:24: blow me

06-18-2003, 17:51:46: konbanwa mother fucker

06-18-2003, 23:20:59: Howdy folks

06-19-2003, 01:18:37: Freezing cold today, temperatures reaching as low as minus twenty three

06-19-2003, 03:07:30: hi anna

06-19-2003, 04:44:00: I am Ironman!

06-19-2003, 04:45:33: I am Ironman!

06-19-2003, 04:46:58: i am ironman.

06-19-2003, 05:43:31: bollocks

06-19-2003, 09:59:14:

06-19-2003, 10:01:33: i am ironman

06-19-2003, 10:01:47: i am ironman

06-19-2003, 10:01:55: i am ironman

06-19-2003, 10:02:47: i am ironman

06-19-2003, 11:59:47: Rob Hansen is a barnacle encrusted toilet plug.

06-19-2003, 16:04:27: hi

06-19-2003, 16:04:29: hi

06-19-2003, 18:24:54: hello

06-19-2003, 19:56:58: suck my cock

06-20-2003, 09:06:29: Rob Hansen is a angry chicken plucker.

06-20-2003, 09:28:14: peggy, stop fooling around and go do work

06-20-2003, 09:28:41: hi!

06-20-2003, 09:28:55: HI

06-20-2003, 09:29:01: HI

06-20-2003, 09:32:20: Hello there

06-20-2003, 09:32:29: Hello there

06-20-2003, 09:32:45: Hello there

06-20-2003, 09:33:01: Hello there

06-20-2003, 11:14:06: dddd

06-20-2003, 16:45:27: hey jennifer, this is vince, collin to see whats up. I'm bored. Well any ways, call me back later i guess.

06-20-2003, 16:46:07: woops wrong box rob sorry

06-21-2003, 06:44:30: vorrei sognare

06-21-2003, 10:21:50: boo!

06-21-2003, 10:22:26: helloooooo from the east coast!

06-21-2003, 17:42:28: i hate everything

06-21-2003, 21:11:20: Hi. I am Lindsey. I wish to be strange, but can think of nothing extraordinarily unusual to say. Maybe later.

06-21-2003, 23:51:21: I like this idea of ATM

06-22-2003, 02:27:17: Hello, do you here?

06-22-2003, 04:55:03: im very horney

06-22-2003, 08:46:02: Frankie you have a large tail

06-22-2003, 11:00:55: I love you Maria

06-22-2003, 11:17:37: collateral damage equals terrorism

06-22-2003, 20:09:22: peter piper picked a pile of pickled peppers

06-23-2003, 08:19:47: hello i love you

06-23-2003, 08:20:58: hello i love you

06-23-2003, 08:21:08: hello i love you

06-23-2003, 08:43:23: Playback

06-23-2003, 09:09:42: Hi Hans, I was searching for a guy named Rob Hansen who lived in Oegstgeest, The Netherlands. I presume this isn't the right person, is it?

06-23-2003, 11:10:43: nowok now day day

06-23-2003, 11:54:43: justin is gay

06-23-2003, 11:55:14: justin is gay

06-23-2003, 15:23:39: Hello

06-23-2003, 15:24:51: 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111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06-23-2003, 17:39:39: hello

06-23-2003, 17:40:19: HELLO THERE, HOW IS EVERYTHING. ARE YOU GUYS STILL WORKING? IF YOU GUYS ARE NOT WORKING...THEN WHAT ARE U WAITING FOR...GET TO WORK...ANDALE ANDALE ANDALE...ARRIBA ARRIBA ARRIBA :)

06-23-2003, 19:32:19: i hate everything

06-23-2003, 21:21:43: can anybody hear me?

06-24-2003, 04:09:33: Visit my website, www.bitstop.ca to see fantastic pictures of scenery.....icebergs!!!

06-24-2003, 06:48:54: Hej

06-24-2003, 06:49:45: hello my name is john

06-24-2003, 14:11:34: Have a great day!

06-24-2003, 14:20:10: Hello, I'm the one who just typed the Have a great day then I went and read some of the things that people have said to you lately and this is for the people who said nasty things in your office........."GET A LIFE", Everyone else have a great day!

06-24-2003, 14:44:25: beware the revolt of the raccoons!

06-24-2003, 14:52:53: mmmmmmmm.... beer..... 99 bottles of beer on the wall, 99 bottles of beer. take one down, pass it around, 98 bottles of beer on the wall 98 bottles of beer on the wall, 98 bottles of beer. take one down, pass it around, 97 bottles of beer on the wall 97 bottles of beer on the wall, 97 bottles of beer. take one down, pass it around, 96 bottles of beer on the wall 96 bottles of beer on the wall, 96 bottles of beer. take one down, pass it around, 95 bottles of beer on the wall 95 bottles of beer on the wall, 95 bottles of beer. take one down, pass it around, 94 bottles of beer on the wall 94 bottles of beer on the wall, 94 bottles of beer. take one down, pass it around, 93 bottles of beer on the wall 93 bottles of beer on the wall, 93 bottles of beer. take one down, pass it around, 92 bottles of beer on the wall 92 bottles of beer on the wall, 92 bottles of beer. take one down, pass it around, 91 bottles of beer on the wall 91 bottles of beer on the wall, 91 bottles 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06-25-2003, 07:26:46: hello, how are you

06-25-2003, 07:27:26: hello, how are you

06-25-2003, 08:10:27: i hate everything

06-25-2003, 09:20:32: Where am I?

06-25-2003, 10:27:50: This should be somewhat disturbing!

06-25-2003, 15:42:19: i hate everything

06-25-2003, 17:05:30: Hi, you've missed me, so leave me a messege and ill get back to you! thanks.

06-25-2003, 20:47:46: We want you to talk.

06-25-2003, 20:48:17: We want you to talk.

06-25-2003, 21:43:06: Just a reminder!!!! Everyone who graduated from Dougherty High with the class of 1994 need to get in touch with Eulanda (Me-Me) Frazier at 229-639-0713 so that we may have your information for the class reunion. If there are any people who know someone who graduated with this class please feel free to call and give us there information.

06-26-2003, 01:04:42: get stuffed

06-26-2003, 08:26:04: i hate everything

06-26-2003, 08:26:10: This the million monkies typing on usenet experiment?

06-26-2003, 10:33:08: Rob Hansen is a rancid planters wart.

06-26-2003, 13:31:12: yes have some

06-26-2003, 13:31:43: yes have some

06-26-2003, 13:41:51: hi there fucking idiot

06-26-2003, 13:42:08: hi there fucking idiot

06-26-2003, 13:42:25: hi there fucking idiot

06-26-2003, 13:42:55: hi there fucking idiot

06-26-2003, 13:43:16: hi there

06-26-2003, 14:26:19: hello

06-26-2003, 18:38:35: your a fucking mother fucking bitch april get a mother fucking life and pay what you needd to bitch

06-26-2003, 18:49:32: Shut up Gwedolyn yu poopy head

06-27-2003, 01:40:30: wha ?

06-27-2003, 02:00:42: hello

06-27-2003, 02:01:05: hello how are you

06-27-2003, 15:34:07: Sum 41 Rules KORN SUCKS

06-27-2003, 16:07:21: what is up

06-27-2003, 16:12:46: what is up

06-27-2003, 19:30:49: hi

06-27-2003, 20:50:12: the black knight always triumphs

06-27-2003, 22:36:12: hi this is john is darcie there please

06-28-2003, 02:37:23: Rob you suck

06-28-2003, 04:23:08: whore

06-28-2003, 07:23:37: mike

06-28-2003, 07:23:57: lalalalal

06-28-2003, 09:51:24: Testing testing... Okay, this Automatic Talking Machine will self-destruct in 5 4 3 2 1

06-28-2003, 14:00:01: How r u today?

06-29-2003, 06:05:05: hello how are you doing?

06-29-2003, 06:05:44: hello how are you doing?

06-29-2003, 06:06:09: whats your name

06-29-2003, 11:39:48: Auel

06-29-2003, 14:06:57: i hate everything

06-29-2003, 20:02:34: Please leave a message

06-30-2003, 02:04:46: Hey

06-30-2003, 09:10:11: Rob Hansen is a rhubarb smocked voyeur.

06-30-2003, 09:48:10: hello

06-30-2003, 09:48:34: hello

06-30-2003, 09:48:58: hello this is

06-30-2003, 11:44:04: Hello. Being South African is not always a good thing. For instance, this damn country has no Starbucks. Not one. Now, okay, Im not a fan of globalization and all that - but geez - why did I have to be born in a frikkin country that doesnt know what decent coffee tastes like..

06-30-2003, 11:51:54: there every where captain

06-30-2003, 13:29:09: this is bullshit, right?

06-30-2003, 13:32:15: nnbbnv

06-30-2003, 13:46:11: hi

06-30-2003, 14:42:15: c ninety one point three

06-30-2003, 14:43:06: c ninety one point three

06-30-2003, 16:09:31: Rob Hansen is an electric vacuum molester.

06-30-2003, 19:07:17: fuck you

06-30-2003, 20:57:53: Hey Rob, do you know of any cheap, but good, speech recognition software?

07-01-2003, 10:06:43: hey much wood can a woodchuck chuck?

07-01-2003, 11:10:22: My office smells like gorilla sweat!

07-01-2003, 12:31:38: Can you imagine the horror of being abducted by a giant pickle? And dragged off somewhere? What would a giant pickle do with someone? Where would it take someone? Where would a giant talking pickle come from anyway? What sort of biology would a giant talking pickle have to have to be able to talk, walk, and abduct people? Would it be self-aware? Would a giant talking pickle have a conscience? Or a religion or morals? Where would it buy clothing? Would it be a snappy dresser? Would it buy any dry clean only clothing? If it did would it take it to a one hour dry cleaners or just use one of those home dry cleaning kits? Would it ever think about eating another smaller regular pickle, perhaps of the dill variety? Would it talk with a lisp? Would it need to shave? What are the ramifications of a sentient pickle with a penchant for human abduction?

07-01-2003, 14:21:29: school crossing

07-01-2003, 16:48:42: hi men

07-01-2003, 17:38:17: what's happening in the great state of California????

07-02-2003, 04:30:43: Aaaarrrgghhh!!! Can someone turn that light off?

07-02-2003, 05:41:45: Hi

07-02-2003, 06:07:51: Hoe gaan dit?

07-02-2003, 07:27:49: I just wondered if this site was for real

07-02-2003, 10:18:18: Rob Hansen is a leering unlearned dwarf smacker.

07-02-2003, 12:09:33: My cousin had his nipple bitten off by a beaver.

07-02-2003, 14:42:45: hi this is ellies voicemail

07-02-2003, 14:43:17: hi this is ellies voicemail

07-02-2003, 15:08:40: Hello, my name is Richard

07-02-2003, 15:24:41: Hello Kim

07-02-2003, 15:25:35: Hello Kim

07-02-2003, 15:26:00: Hello Kim

07-02-2003, 19:36:14: I wish we couled hear this too....

07-02-2003, 19:45:54: My athlete's foot has been with me for four years. Is that a problem ?

07-02-2003, 19:50:58: uuuuuuuuh. My pentium needs a goooooood scratch

07-03-2003, 00:38:34: Good morning from sunny south africa. How are you all ?

07-03-2003, 03:34:16: phil is a prick

07-03-2003, 03:35:41: phil is a prick

07-03-2003, 03:58:13: hell

07-03-2003, 04:23:38: I am fully operational and all my circuits are functioning perfectly

07-03-2003, 05:29:53: hi

07-03-2003, 05:31:07: hi

07-03-2003, 06:42:48: i hate you

07-03-2003, 06:47:55: well hello i fancy phaymie sooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo much i to shaag her

07-03-2003, 07:20:13: Hello San Francisco, Just happened upon your site while at work in dull eastern england. Have a great day!

07-03-2003, 08:31:02: good day, do you feel optimistic about the tragic events in our easily affected state of mind that dwells on the outer circle revolving around my life?

07-03-2003, 13:57:34: Rob Hansen is a macho moose on steroids.

07-03-2003, 14:30:55: cheetham is a tosser

07-03-2003, 14:32:06: cheetham is a tosser

07-03-2003, 15:28:17: hello Kim

07-03-2003, 15:44:37: nothin

07-03-2003, 22:34:00: I am South African and not at all happy about the fact that Bush is coming to visit us, I do not agree with his policies at all. Ons wil hom nie hier h� nie!!

07-04-2003, 03:15:20: Whenever a thought occurs, Be aware of it. As soon as you are aware of it, The attachment to it will lessen. If you remain for a long enough Period less caught on objects, You will naturally become unified. This it the essential art of zazen.

07-04-2003, 09:24:54: Oh my god...you are soooooo cute!

07-04-2003, 09:25:10: My panties are way to tight.

07-04-2003, 11:37:49: hello rob

07-04-2003, 11:59:33: oh yea thats the way i like it big boy harder faster bitch

07-04-2003, 12:04:07: my wife is a fat worthless bitch and i can't stand her anymore i want to kick her right in her fat ass.

07-04-2003, 12:06:57: how do you like those apples motherfucker..... thats what i thought. i think i'll shoot my wad on her face while she's asleep. hehehehehehehehehehehe! that will be a nice little suprise.

07-04-2003, 12:23:08: Hey What up!

07-04-2003, 16:42:14: Duck quackery should be illeagel in Vermont.

07-04-2003, 16:42:39: Extra tubas require the finest stitching.

07-04-2003, 23:10:22: what a friend we have in cheeses brie to the world

07-04-2003, 23:14:16: so many things to express where to start oh god the pressure to be relevent silences the voices in me .flattened pancake poetry allnight dinner of oppression .

07-05-2003, 01:26:39: Hi Rob, Please would be kind of indicating me what is the soft you have used for your automatic talking machine. Yours truly Fr�d�ric from France

07-05-2003, 05:23:57: how are you?

07-05-2003, 06:52:25: hello

07-05-2003, 06:52:45: hello

07-05-2003, 09:56:27: Hello yes this is rob go ahead make my day. but first you gotta ask yourself one thing do you feel lucky well punk do ya. thats what i thought chicken shit mother fucker.

07-05-2003, 10:17:30: i hate everything

07-05-2003, 15:41:45: California Love

07-05-2003, 16:23:55: alex fleissig is a fat bitch swing snorter

07-05-2003, 19:23:12: hi judy

07-06-2003, 06:04:28: lets see if this works

07-06-2003, 10:08:43: i nude and i'm thinking about you

07-06-2003, 10:08:45: How old you are

07-06-2003, 10:09:20: i'm jus a wee tiny lill'l ole 73 years young

07-06-2003, 10:49:08: i wonder if this works. hmmm.

07-06-2003, 11:21:39: Fuckin shit

07-06-2003, 11:22:33: hello

07-06-2003, 11:24:50: hey i smell

07-06-2003, 15:02:01: all girls are mean

07-07-2003, 00:46:37: Greetings from Cape Towm, South Africa. Now you need to get a life!! lol

07-07-2003, 08:47:39: John Corbins left the house in a tizzy. Once again his wife was mean, testy, and bitter because he forgot to take his daily does of salamie and chives. Quickly counting to ten, John steeped his anger like so much cheap tea, anyway, there was no time to be angry, he had a secret date with a llama...

07-07-2003, 09:30:01: 10 MB

07-07-2003, 12:39:08: say it with flowers

07-07-2003, 21:28:42: hello

07-07-2003, 21:47:36: DUHH

07-07-2003, 23:50:46: good morning rob

07-08-2003, 05:17:45: lo

07-08-2003, 17:26:05: fuck you

07-08-2003, 17:27:37: say there is no god but allah, and follow islam and you will be sucessfull

07-08-2003, 18:48:32: hi rob

07-08-2003, 19:53:03: Hello, Dave. Dave, why don't you talk to me any more?

07-08-2003, 22:53:20: wow... i'm bored and on the internet. i'm betting that nobody is even there. oh well. bye!

07-09-2003, 03:00:28:

07-09-2003, 04:46:21: about time you guys turn up for work

07-09-2003, 04:55:07: lubie lody

07-09-2003, 04:55:27: lubie lody

07-09-2003, 10:35:41: this is a test

07-09-2003, 12:21:18: Better to be a silly girl with a flower than a silly boy with a horse and stick!

07-09-2003, 12:51:16: hello all of you. do not be afraid. i repeat: do not be afraid. i am your god and i would like a chocolate. bring it to me. now.

07-09-2003, 12:53:19: ok. i see you don't belive me, so i'll start singing until you bring me some chocolate.

07-09-2003, 12:54:49: aaaaaa lalalalala laaaaa laa a

07-09-2003, 12:55:30: taradiram dam dam du dam

07-09-2003, 14:39:59: Rob Hansen is a ever so smarmy grease ball.

07-09-2003, 16:46:55: This is a Test

07-09-2003, 16:47:34: I want to hear it too

07-09-2003, 17:11:48: sara shoud stop fucking bitching about her damn bug bite and move on with her life....and get some more friends

07-09-2003, 18:01:23: aaahhhh.. oh ohhhh. yess fuck me. com on grab your willy and spank it hard baby... i know your in 2 animal sex, you god dam pervert, u sick muther fucker. i beth you fuckt a dog once, am i right??? vel anyway....i know you`r fucking your rubber doll at the moment so im gonna let you finnish !!!..........hehehehehe.....hahaahha.... you call that a dick ???? oh my god.. i dont even know what you supose 2 do with that little thing. you wanker !!!!.............. a little "hello" from vikki in norway.....

07-10-2003, 05:12:37: Send me a photo so I can see what you look like with your clothes on. Thanks. Babes

07-10-2003, 05:17:49: I am watching you!!!!!!

07-10-2003, 06:47:01: Hello, Where I can find out how to make something like this at my house?

07-10-2003, 08:51:40: Rob Hansen is nasty ear hair.

07-10-2003, 08:53:37: Rob Hansen is a misused dust bunny.

07-10-2003, 08:53:57: Rob Hansen is a self indulgent ketchup neglecter.

07-10-2003, 08:54:17: Rob Hansen is a embarrassed self propelled spittoon.

07-10-2003, 08:54:37: Rob Hansen is a buck toothed donkey hammer.

07-10-2003, 11:07:49: heheheh co tam slychac

07-10-2003, 11:36:43: Rob Hansen is a stink beetle cheerleader.

07-10-2003, 11:37:49: Rob Hansen is a cankerous pustule.

07-10-2003, 11:38:03: Rob Hansen is a toe jam stain.

07-10-2003, 11:38:17: Rob Hansen is a rusty hippo bandit.

07-10-2003, 14:20:18: IS THE GOVERNOR RECALL FOR REAL

07-10-2003, 16:14:03: hello who are you

07-10-2003, 17:09:44: Jesus Christ is the Lord

07-11-2003, 09:14:23: yow yow yow

07-11-2003, 09:49:22: Rob Hansen is aboastful banana eating tramp.

07-11-2003, 09:49:40: Rob Hansen is a high minded cabbage head.

07-11-2003, 09:49:57: Rob Hansen is a dawdling obtuse shoe shiner.

07-11-2003, 15:10:34: Sad, so very sad, why must I be so sad all the time?

07-11-2003, 15:59:10: bitch please

07-11-2003, 16:46:44: Hello everyon. Greetings from England!

07-11-2003, 17:25:14: Hello

07-12-2003, 10:47:41: This is an intresting concept

07-12-2003, 10:49:34: ..... 99 bottles of beer on the wall, 99 bottles of beer. take one down, pass it around, 98 bottles of beer on the wall 98 bottles of beer on the wall, 98 bottles of beer. take one down, pass it around, 97 bottles of beer on the wall 97 bottles of beer on the wall, 97 bottles of beer. take one down, pass it around, 96 bottles of beer on the wall 96 bottles of beer on the wall, 96 bottles of beer. take one down, pass it around, 95 bottles of beer on the wall 95 bottles of beer on the wall, 95 bottles of beer. take one down, pass it around, 94 bottles of beer on the wall 94 bottles of beer on the wall, 94 bottles of beer. take one down, pass it around, 93 bottles of beer on the wall 93 bottles of beer on the wall, 93 bottles of beer. take one down, pass it around, 92 bottles of beer on the wall 92 bottles of beer on the wall, 92 bottles of beer. take one down, pass it around, 91 bottles of beer on the wall 91 bottles of beer on the wall, 91 bottles of beer. take one 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wall, 3 bottles of beer. take one down, pass it around, 2 bottles of beer on the wall 2 bottles of beer on the wall, 2 bottles of beer. take one down, pass it around, 1 bottle of beer on the wall 1 bottle of beer on the wall, 1 bottle of beer. take one down, pass it around, 0 bottles of beer on the wall no more bottles of beer on the wall, no more bottles of beer.

07-12-2003, 18:11:41: hi man

07-13-2003, 08:51:36: I lost my butt in San-Fran's disco.

07-13-2003, 16:07:04: hi harry

07-13-2003, 20:37:54: Heello I aam Ahnold I aam tee terminaatoor

07-13-2003, 21:15:09: fah-q!

07-13-2003, 21:16:42: Don't use THAT crystal drain opener!

07-13-2003, 21:17:19: Ancient Chinese secret?

07-14-2003, 05:47:21: Hoe lees die ding Afrikaans al die pad van Suid Afrika.

07-14-2003, 08:17:51: hi max

07-14-2003, 10:40:21: hello

07-14-2003, 10:47:57: Rob Hansen is an ill mannered impish drifter.

07-14-2003, 10:48:28: Rob Hansen is a hat wearing silly fruiter.

07-14-2003, 10:48:57: Rob Hansen is a childish circus trained peanut sweeper.

07-14-2003, 12:51:58: Rob Hansen is a peruvian scab collector.

07-14-2003, 17:13:04: Hello, this is interesting!

07-14-2003, 22:09:21: no it isn't dumb girl

07-15-2003, 10:23:03: cheat

07-15-2003, 12:25:35: all girls are silly and were hats made of cheese

07-15-2003, 12:53:06: dupa

07-15-2003, 15:52:57: mom

07-15-2003, 16:48:45: will you work

07-15-2003, 16:50:03: will you work

07-15-2003, 16:51:39: why won't you work

07-15-2003, 18:01:06: Hi Dave

07-15-2003, 18:16:03: I especially enjoy the company of disgruntled goats.

07-15-2003, 18:16:28: Never wash your feet in a dishwashing machine.

07-15-2003, 18:16:40: Never tell a penguin with a wicked overbite that you�re a super genius.

07-15-2003, 19:30:31: This is the Automatic Talking Machine! The words you type will magically be spoken out loud in my office here in San Francisco. If I'm around, I'll hear what you say. And so will anyone else who happens to be within earshot. So be creative -- not insulting!

07-15-2003, 19:48:31: hello balls

07-15-2003, 20:24:52: hi there

07-15-2003, 20:25:08: hi there

07-16-2003, 03:08:04: I like eggs. Like those movies about eggs. Those egg movies. They're my favorite kind of movie. Well, they're not really about eggs, but they have eggs in them. Like CHUD. That movie had eggs in it. And Seven. That's another egg movie. You should visit the Internet Egg Movie Database. Its got stuff about every movie that's ever had eggs in it.

07-16-2003, 05:40:32: brackish

07-16-2003, 05:41:54: Rob, you suck ass!

07-16-2003, 10:09:08: hello

07-16-2003, 12:13:52: hi

07-16-2003, 12:14:13: hello

07-16-2003, 18:05:41: Rob Hansen is a sycophantic floor polisher.

07-16-2003, 18:10:57: Rob Hansen is a tree hugging industrialist.

07-16-2003, 18:11:13: Rob Hansen is a zero toed sloth.

07-16-2003, 18:11:27: Rob Hansen is a pimple with extra pus.

07-17-2003, 08:18:17: fart

07-17-2003, 08:24:35: 'IS there anybody there?' said the Traveller, Knocking on the moonlit door; And his horse in the silence champed the grasses Of the forest's ferny floor. And a bird flew up out of the turret, Above the Traveller's head: And he smote upon the door again a second time; 'Is there anybody there?' he said. But no one descended to the Traveller; No head from the leaf-fringed sill Leaned over and looked into his grey eyes, Where he stood perplexed and still. But only a host of phantom listeners That dwelt in the lone house then Stood listening in the quiet of the moonlight To that voice from the world of men: Stood thronging the faint moonbeams on the dark stair, That goes down to the empty hall, Hearkening in an air stirred and shaken By the lonely Traveller's call. And he felt in his heart their strangeness, Their stillness answering his cry, While his horse moved, cropping the dark turf, 'Neath the starred and leafy sky; For he suddenly smote on the door, even Louder, and lifted his head:� 'Tell them I came, and no one answered, That I kept my word,' he said. Never the least stir made the listeners, Though every word he spake Fell echoing through the shadowiness of the still house From the one man left awake: Ay, they heard his foot upon the stirrup, And the sound of iron on stone, And how the silence surged softly backward, When the plunging hoofs were gone.

07-17-2003, 08:24:59: 'IS there anybody there?' said the Traveller, Knocking on the moonlit door; And his horse in the silence champed the grasses Of the forest's ferny floor. And a bird flew up out of the turret, Above the Traveller's head: And he smote upon the door again a second time; 'Is there anybody there?' he said. But no one descended to the Traveller; No head from the leaf-fringed sill Leaned over and looked into his grey eyes, Where he stood perplexed and still. But only a host of phantom listeners That dwelt in the lone house then Stood listening in the quiet of the moonlight To that voice from the world of men: Stood thronging the faint moonbeams on the dark stair, That goes down to the empty hall, Hearkening in an air stirred and shaken By the lonely Traveller's call. And he felt in his heart their strangeness, Their stillness answering his cry, While his horse moved, cropping the dark turf, 'Neath the starred and leafy sky; For he suddenly smote on the door, even Louder, and lifted his head:� 'Tell them I came, and no one answered, That I kept my word,' he said. Never the least stir made the listeners, Though every word he spake Fell echoing through the shadowiness of the still house From the one man left awake: Ay, they heard his foot upon the stirrup, And the sound of iron on stone, And how the silence surged softly backward, When the plunging hoofs were gone.

07-17-2003, 11:14:19: hello

07-17-2003, 11:38:10: hello how are you

07-17-2003, 13:09:34: hello

07-17-2003, 13:11:32: im worried that the fact federation against copyright control will catch up with me and arrest me,, what do you think

07-17-2003, 13:33:53: hey handsome

07-17-2003, 18:08:33: hey

07-17-2003, 23:33:06: hello how are you

07-18-2003, 08:17:59: this is getting un-needlessly addicting

07-18-2003, 14:39:13: Hey Rob, if you happen to run across a guy who bowls named Steve, smack him really really hard across the face, will ya? Owe you one.

07-18-2003, 15:10:25: OOOOOOOOOOOH Rob Yesssssssssss do that again! OOOOOOOOOOH Yesssssssssss!Rob baby do it! do it! d