https://www.iowaheritage.org/items/browse?advanced%5B0%5D%5Belement_id%5D=49&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Cornell+College+%28Mount+Vernon%2C+Iowa%29&output=atom <![CDATA[Iowa Heritage Digital Collections]]> 2024-03-28T12:05:01+00:00 Omeka https://www.iowaheritage.org/items/show/52011 <![CDATA[038_Keyes Bibliography of Published Articles ]]> 2014-11-25T07:48:33+00:00

Title

038_Keyes Bibliography of Published Articles

Description

This is a list of 38 publications spanning 1893 through 1951 by Charles Rueben Keyes compiled by Dr. J. Harold Ennis in the Journal of the Archeological Society, vol 1, No. 2, January 1952

Creator

Ennis, J. Harold

Date

1951-01

Rights

Education use only, no other permissions given. U.S. and international copyright laws may protect this item. Commercial use of distribution of this digital item is not permitted without written permission of Cornell College Archives.

Type

Document

Original Format

Newspaper Article

Digital Reproduction Information

Reproduction Information Items scanned using Xerox Work Centre 5735 at 600 pp

Repository

Cornell College Archives, Mt. Vernon, Iowa

Repository Collection

Charles Reuben Keyes

Contact information.

Cornell College Archives: archives@cornellcollege.edu or phone 319-895-4240

File Name

Keyes_BibliographyofPublishedArticles

Digital item created

2013-01
]]>
https://www.iowaheritage.org/items/show/52009 <![CDATA[032_Cornell Professor, Once Retired, to Resume Work ]]> 2014-11-25T07:48:33+00:00

Title

032_Cornell Professor, Once Retired, to Resume Work

Description

This newspaper article announces Charles Keyes plans to resume teaching at Cornell College after his retirement the previous spring.

Creator

Baker, Marjorie

Date

1942

Rights

Education use only, no other permissions given. U.S. and international copyright laws may protect this item. Commercial use of distribution of this digital item is not permitted without written permission of Cornell College Archives.

Original Format

Newspaper Article

Digital Reproduction Information

Items scanned using Xerox Work Centre 5735 at 600 ppi.

Repository

Cornell College Archives, Mt. Vernon, Iowa

Repository Collection

Charles Reuben Keyes

File Name

308_KeyesResumesWorkafterRetirement

Digital item created

2012-03

Transcription

Cornell Professor, Once Retired, to Resume Work. By Marjorie Baker Mt. Vernon - You can't keep a good man down. Dr. Charles R. Keyes, although he announced his retirement from the Cornell faculty last spring, will resume his teaching in February of 1942, collaborating with Dr. J. Harold Ennis in a course in anthropology. This course will deal with the early cultures of different peoples, with the different racial types, and consider generally the development of man from early pre-historic times. Dr. Keyes' special contribution to this course will be in the field of Indian archaeology. He will deal with the pre-historic Indian of the Middle West and of Iowa in particular. "Cornell's Mr. Chips, " a nomenclature which has stuck to Dr. Keyes since the dean of the college, jay B. MacGregor, used it last year, will receive a cordial welcome by all students who have been in his classes and felt his kindly sense of humor and genuine interest in their welfare. Annual Health Tips Many students will remember his annual warning about colds, "It's been pretty damp and chilly lately, and all of you are liable to be catching the common germ that's going the rounds. The best advice I can offer is to keep your nose and throat sprayed." And it is hard to remember the time when Dr. Keyes ever missed a class on account of illness. Another favorite bit of advice, which he offered usually after he had been straining his eyes correcting exam papers written in pencil, was on the matter of taking care of a fountain pen: "Many people do not realize that is a pen is going to act right in an emergency (e.g., and examination0 it has to be given the proper treatment. Don't forget that your fountain pen needs a bath too, at regular intervals, I've had this pen of mine for 20 years and it's never given me a bit of trouble." His advice was always practical and to the point. Versatile Scholar. Dr. Keyes, who last year concluded his thirty-eighth year as Cornell's professor of German language and literature, is a scholar of reputed versatility. He has been the state archaeologist of Iowa for a number of years, is without doubt one of the best ornothologists in the state, and is also working on the use of rhyme and alliteration in German and English prose. Dr. Keyes, the father of two children, has a distinguished record to his credit which includes education at Cornell college, from which he received his bachelor of philosophy degree in 1894; a master's degree and Ph.D degree from Harvard; and special study in Germany, with seminar work on the archaeology of western Europe. Articles Published He has had numerous articles published in his special field of archaeology, and much of his illustrative material will be used in Bent's "Life History of North American Birds, ' 13 volumes of which have now been printed, with more to come. Dr. Ennis and Dr. Keyes have made numerous records on the Great Horned Owl, Keyes having watched this bird for a period of 40 years
]]>
https://www.iowaheritage.org/items/show/51684 <![CDATA[030_Commencement Speech]]> 2014-11-25T07:58:33+00:00

Title

030_Commencement Speech

Description

This commencement speech was originally given by Dr. Charles Reuben Keyes to the Student Body of Cornell College in the Senior Chapel on May 29, 1941. The text was read by Rev. Richard Thomas at Cornell's anniversary convocation on March 30, 1978. The Senior Class requested Dr. Keyes as chapel speaker of their school chapel on occasion of his retirement. He was a member of the Miltonian Literature Society. Charles Reuben Keyes [Cornell class] '94. Professor of German 1903-1941; Alumni Professor 1912-1941; A.M. Harvard 1898; Ph.D Harvard (Cornell's first Harvard Ph.D.) Dr. Keyes was married to Sarah May Nauman, Class of 1900.

Creator

Keyes, Charles Reuben

Date

1941-05-29

Rights

Education use only, no other permissions given. U.S. and international copyright laws may protect this item. Commercial use of distribution of this digital item is not permitted without written permission of Cornell College Archives

Type

Document

Original Format

Speech

Digital Reproduction Information

Items scanned using Xerox Work Centre 5735 at 600 ppi

Repository

Cornell College Archives, Mt. Vernon, Iowa

Repository Collection

Charles Reuben Keyes

Contact information.

College Archivist, Cornell College, Mt. Vernon, Iowa. Email: archives@cornellcollege.edu or phone 319-895-4240

File Name

Keyes-commencement-speech.jpg.

Digital item created

2012-04

Transcription

NOTE: This text was read by Rev. Richard Thomas at Cornell's anniversary convocation March 30, 1978.

Address given by
DR. CHARLES R. KEYES

to the Student Body of Cornell College

Senior Chapel, May 29, 1941

Our lives are, or should be, a never-ending series of adjustments, partially physical and material, but even more essentially and importantly spiritual.

1. There are those adjustments rendered necessary on account of the new personal contacts or changes in the usual environment. One forms a new a real friendship; a man and a woman take marriage vows; a pastor or a business man moves to a new location; a boy or a girl goes to college. We all have the resultant adjustments to make. Whether easy or difficult, they should be the school in which we prepare to meet changes of possible even greater sigificance.

2. There are the adjustments that must be made if one is to meet successfully those changes that originate not in ourselves or in our personal environment, but in a changing world.

a. In our religious lives we older people, at least, and I dare say most of your fathers and mothers, have passed through the other-worldliness of the long past and emerged into the this-worldliness of the twentieth century. Whether permanent or not, and I am inclined to regard it as permanent, the change has been profound. I hardly think there has been any loss of essential values. So far as I can see, the question of immortality is not affected. And perhaps it is just as well to llo world evils straight in the face and try to do something about them rather than to regard our lives as a preparation for escape.
b. Then there are the changes that result from the pressures of scientific discovery especially in geology, biology, and anthropology. It was inevitable that old beliefs concerning the creation of the world and of man should be brought into question, that there should be the struggle of fiat versus evolution. And now that the rumble of the conflict has all but dies away, what do we see? A view that is more clear and more beautiful and, in spite of the paganisms that still persist, a rainbow on the horizon that gives promise of eventual better things.
c. Then there are those changes that result from the historical method of investigation of the documents of history, the Biblical documents, of course, included. What was to happen to faith in the literal truth and moral value of certain parts of the two Testaments? They were bound to be looked upon as human documents, not tablets handed down from the clouds. What a fine and satisfying new concept: the bloodthirstiness of much of the Old Testament could now be looked upon with a feeling of relief and the literalness of some things in the New Testament (virgin birth, miracles, a hell of eternal torment for unbelievers) could be regarded as parts of human documents that need cause no worry in the presence of the towering concept of a kingdom to be built in the hearts of men and founded on the practice of human brotherhood.

-2-

What remains than after counting all the losses, if there be such, that a changing world has brought! Well, everything that is worth while remains. Indeed, I believe that the net shifting of accounts is over to the profit side of the great book of life.

For love remains:
And man is essentially good: Just as Dr. Russell said to us in his talk last week.

The old nineteenth century started another change which has not yet borne much fruit, though destined to bear much in the days to come. The developing machine age turned the old economics of scarcity into an economics of potential plenty. An over increasing number of men and women (I wish I knew how many thousands) are pondering the deeper implications of this fact. Public expressions of a new faith, or perhaps rather of a faith renewed, are beginning to be heard. Did you hear of a conference of the heads of the English Church at Malvern, England, only a few months ago, when the leaders plainly stated their belief in the need for foundations more secure on which all of British society might rest? It was an important American who only a few days ago urged that America should help turn the present was into a struggle for an international democratic economy of abundance. There is no doubt about the existence, widespread, of the thought of a Co-operative Christian Commonwealth. One finds it in the most unlikely places, this desire for a new society, built differently from, and much better than, any society that now exists. The older generation is often blamed for passing on to the younger one a pretty bad national and international mess. But don't think, young friends, that your elders are without concern and that all have folded their hands in idleness. Basic change may not be as far distant as we generally think. In our own country, and I believe also in a number of others, a considerable part of the spiritual foundation has already been laid. But good foundations lie deep, they take time, and care and labor reveal at first nothing of the edifice that the builders have in mind.

I feel rather sure that America will be able to make needed changes by the usual democratic processes, not by methods of violence. England will be almost certain to do this, it appears, as she has generally done it through the centuries of her history. But no one is entirely sure of the times to come.

Of immediate importance it is to keep our spirits flexible, ready to influence, and to adapt ourselves to, reasonable and promising change. My observation of you makes me thing that you can do this.
]]>
https://www.iowaheritage.org/items/show/51682 <![CDATA[029_Ends and Means in Second Year German]]> 2014-11-25T07:58:33+00:00

Title

029_Ends and Means in Second Year German

Description

This 19 page essay by Keyes outlines what he considers to be the best way to teach students to read moderately difficult German in the second year of instruction.

Creator

Keyes, Charles Reuben

Date

Unknown

Rights

Education use only, no other permissions given. U.S. and international copyright laws may protect this item. Commercial use of distribution of this digital item is not permitted without written permission of Cornell College Archives.

Language

English

Type

Document

Original Format

Essay

Digital Reproduction Information

Items scanned using Xerox Work Centre 5735 at 600 ppi

Repository

Cornell College Archives, Mt. Vernon, Iowa

Repository Collection

Charles Reuben Keyes

Contact information.

College Archivist, Cornell College, Mt. Vernon, Iowa. Email: archives@cornellcollege.edu or phone 319-895-4240

File Name

208_EndsAndMeans

Digital item created

2012-04

Digital item modified

2013-01-17

Transcription

Ends and Means in Second Year German

Charles R. Keyes

We should probably not disagree greatly as to the ends to be sought in second year German. We should desire our pupils to gain a ready reading knowledge of German of moderate difficulty. We should wish them to solidify and extend their knowledge of the theory and practice of the language itself. We should expect their study to contribute to their general culture and discipline.
As to the means to be used for the attainment of these ends we should doubtless find ourselves frequently in disagreement. Indeed, it would hardly be desirable to agree too well in the matter of ways and means. Probably

2

there is no best method or set of best methods that would do for everybody. Where, also, would teachers' meetings be without their discussions of methods? For my own part I find most satisfaction in a rather shifting point and manner of attack. The means I employed a year ago are not just the ones that appeal most to me now, though of course the general features are similar, and I hope the future may bring plenty that are new and different. However, general principles persist and even passing fancies sometimes have their value; so the following remarks present, it is to be hoped, a fairly reasonable outline for the second years' work in German. The time

3

at command will necessarily cause these statements to be made in rather dogmatic form.
First, as to how to acquire a reading knowledge of only moderately difficult German. There is only one way, it seems to me, and that is by reading a great deal of it. The maximum amount of four or five hundred pages recommended by the Committee of Twelve is none too much and it would be better to exceed than to fall much short of it. I said the texts read should be of only moderate difficulty. Nor should the difficulty of the language increase a great deal beyond that of Germelshausen

4

the second year. The increased power of the pupil may be better applied toward reading a larger amount and becoming thoroughly acquainted thus, through constant repetition, with a limited vocabulary than in wrestling with a host of new words and a mass of involved constructions. Perhaps the chief task before a second year pupil is the acquisition of a working vocabulary of common words, and I am glad that the facilities for gaining this are now so accessible. The texts now supplied are many in number and are provided with special vocabularies, a fact which saves the pupil much time and vexation. Also the number of good texts of moderate difficulty now available is such that

5



it would be invidious to suggest a possible second year course selected from them. Suffice it to say that within reasonable limits (and that there are limits the trashy character of some of the German texts offered us makes only too evident) the individual teacher should follow his own taste or what seems to be the need of his particular pupils. Even within reasonable limits, however, there is, naturally, a better and a worse. Why, for example, read L'Arrabbiata or Das Madchen von Treppi, with their foreign setting, when Der Letzte, Klostermanns Grundstuck, or In St. Jurgen, with their native setting, are equally interesting and furnish besides the valuable by-product of a glance into German culture? However, I do not care

6

to be too particular here. Latitude is desirable and fortunately easily possible. I have never followed twice just the same program of texts for second year German, nor do I see any special reason for ever doing so.
Most of the reading should be in prose, though I am not the one to object to some good verse. Some of the latter, as well as some of the former, may well be committed to memory. I say it with some hesitation, but with considerable conviction, that the second year's study of German has not room for as much verse, I had almost said for as much difficult and unusual German, as is contained in Wilhelm Tell. I realize the truth that many of our pupils must read a

7 bit of Schiller in the second year or not at all, but in view of the fact that a classic masterpiece must be read so slowly at this stage of progress as necessarily to destroy much of its value as literature and the further fact that it must necessarily take the place of two hundred or more pages of desirable and thoroughly suitable prose, I have never been able to bring a classic of such length into the second year. Some of the shorter poems, to be sure, but scarcely the Tell. Tell demands of the third year student but four or five weeks of delightful study, but comes too near monopolizing the time of the second year student.
It will not always be possible during the recitation
8
period, nor is it desirable, to read and translate all the text assigned for home study. Much or all of it may be made the basis for conversation in German, simple explanation being made in German or those involving technicalities in English. Sight reading in advance of the assignment may then will occupy the remaining half of the recitation period. I realize that there is some danger in a recitation so conducted. Some pupils will become careless in there preparation if not held to close account for every page studied at home. Nevertheless the value of more than a moderate amount of translation into English is so dubious and the proven value of sight reading so great that I believe the method should in the main

9

be followed. I admit to compromising the method to the extent of allowing full translation of perhaps the first fourth or third of a new book, until the pupil has mastered somewhat the new vocabulary and the new style. No pupil should not of course, translate a passage without having first read it in German, this being emphatically true of all sight translations.
Secondly, we desire our pupils to fix and extend their knowledge of the theory and practice of the language itself. Much of the grammar is still misty, even in the minds of many fairly good students, and certainly they all lack ease in the immediate appreciation of the theory to the spoken and the written language. It has been quite a question

10

in my mind as to how much time one ought to devote to composition work during the second year. Formerly I gave the subject one day per week, using some regulation composition book and asking for written exercises each time, which were collected, taken home, carefully corrected, and returned to the pupils. This proved little worse than an aggravation satisfying neither pupil nor teacher. The amount of composition was too small to produce noticeable results and so was felt by the pupils, and I am afraid by the teacher also, to be a sort of interruption in the regular work of the week. But how is one to increase greatly the written product in the second year, when first year classes necessarily make such

11

demands of the teacher along this line? Not the least of the problems presenting themselves under such circumstances are the very practical ones of conserving ones time, and especially ones eye-sight and ones good digestion, valuable faculties both, in our business, and not lightly to be worn away along the blistering pathway of the red ink pen. Personally I might have got rid of my one division of first year German by assigning it, as well as the others, to an assistant. Partly because of a prejudice that a teacher cannot afford to lose touch with his beginning classes and partly because beginners are so interesting anyhow, I reference to do this and so the problems remained.

12


My disposition of these last year, and thus for this year, has given me some satisfaction and I venture to outline the same. It consists simply in doubling or tripling the amount of composition in the second year, but, and this is the main point, in making the composition mostly oral. What, after all, is gained by a written exercise that cannot be as well or better gained by an oral translation? Spelling and punctuation--that is above all. Spelling does not, however, cause the second year pupil much trouble and his punctuation which is perhaps still defective, can be sufficiently attended to in the comparatively few written exercises required. It is the quickening of his thought processes,

13
now that his first year paradigms are behind him, that is the desideration and it is this which oral translations stimulated as nothing else can. I mean by this real oral translation, not that read from a slip of paper or a "ponied" text.
In outline my experience has been this. Last fall, as usual, I was confronted, in my division of the second year class, bu a well-intentioned but rather heterogeneous assembly of young persons who had studied their beginning German in almost half as many different schools and places as there were members of the class - and there were thirty-four members. They were like Wallenstein's soldiers somewhat, who

14


--"aus Suden und aus Norden Zusammen
geschneit und geblasen worden."
The problem was to get this class into good working order as quickly as possible. It seemed best for this purpose to give them something hard to do from the first. Several other texts would have done as well, but we happened to take up Paul Heyses' Die Blinden, the edition of Carruth and Engel. This contains, in addition to the German text, about twenty pages of good, idiomatic English, based as to vocabulary and idiom on the German of the story, but free as to construction. The pupils were asked to study carefully each day as much of the German as was necessary to furnish a foundation for

15


about a page of English and then to turn the English into German. If a pencil proved helpful for home study it might perhaps do no harm, but no papers should appear in class. Being asked to translate a sentence he should clearly read the English and then just as clearly enunciate the corresponding German. So soon as an ending or a case, a gender or an idiom went wrong it became a matter of investigation. If undue carelessness appeared the pupil was promptly and pleasantly informed that he would have another chance at some other sentence on some other day, and also that he should review such and such a chapter of German grammar. This

16

sweating process, for such it was largely, was continued for six solid weeks. During the first week some sparks of rebellion glowed beneath the surface, the teacher not of course noticing these. By the end of the second week the class was resigned, and by the close the the third most of them seemed to like it; all were strictly attentive, at any rate. When we had finished Die Blinden in this way, having paid little attention to the German text except as it helped us to form some German of our own, I considered the class in good working order. After this we took up for our composition work a book of short German stories and anecdotes, Wesselhoeft's it happens

17

to be, with English exercises based on the text as before. This was used for a considerable time twice a week, later in the year once a week, with considerable emphasis shifting to extemporaneous oral composition, that is, conversation. Nor did our reading of German suffer essentially from the additional time spent on composition. It seemed to be easy to merely read German after having both read and construed so much of it, and we finished about our five hundred pages as usual.
There is time only for a bare reference to the third aim of our study possibly the principal one after all, the acquisition of general culture and discipline. There is no doubt, I think, that

18

the mental training derived from the study of German is the same in quality as that derived from a study of the classics. I for one take no pleasure pleasure in the fact of the diminished attention to the classics, but, as this is so, I do see an increased burden and opportunity thrust upon the teaching of the modern languages. In these days of effort in educational lines to find the path of least resistance, which in so many cases has proved to be the path of no resistance at all, what a privilege it is to teach a subject in which the results can be accurately measured and in which results cannot be obtained at all without some hard, consistent, and disciplining effort? Fortunately the study

19


of German, in spite of its difficulties, is increasingly popular. The more the study of the really difficult and precise, but drier, subjects tends toward the vanishing point, just so much the more will the teacher of German need to gird himself to the task of saving, intellectually, the generation that now is.
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https://www.iowaheritage.org/items/show/51657 <![CDATA[026_Omission of the Auxiliary Verb in German]]> 2014-11-25T07:58:33+00:00

Title

026_Omission of the Auxiliary Verb in German

Description

This article, written in 1903 in the Proceedings of the American Philological Association, discusses the history of the auxiliary verb in the German language.

Creator

Keyes, Charles Reuben

Date

1903

Rights

Education use only, no other permissions given. U.S. and international copyright laws may protect this item. Commercial use of distribution of this digital item is not permitted without written permission of Cornell College Archives

Language

English

Type

Document

Digital Reproduction Information

Items scanned using Xerox Work Centre 5735 at 600 ppi.

Repository

Cornell College Archives, Mt. Vernon, Iowa

Repository Collection

Charles Reuben Keyes

Contact information.

College Archivist, Cornell College, Mt. Vernon, Iowa. Phone: 319-895-4240, archives@cornellcollege.edu

File Name

206_page1Omission.jpg

Digital item created

2012-04

Digital item modified

9/13/2012

Transcription

Extracted from the Proceedings of the American Philological Association Vol. xxxiv, 1903 21. Omission of the Auxiliary Verb in German by Mr. Charles R. Keyes of the University of Southern California The Old High German and the Middle German never seem to omit the auxiliary verb. It may be expressed only once with two or more perfect or pluperfect tenses in the same construction and understood with the other or others, but even some examples are none too common, and they belong moreover, to Germanic syntex in general. German does not begin to separate itself from the other Germanic languages in the more or less frequent entire suppression of the auxiliary until about the end of the fifteenth century. It is not easy to tell just when the practice of omission begins. The irregular use of the ge as the sign of the past particle, its common occurrence as a prefix of the present and preterit tenses, and the frequent omission of e in the preterit singular of the week verb complicate matters somewhat and make identification of examples doubtful in many cases. Still any considerable practice of omission could of course be readily observed. Several examples apparently beyond suspicion occur in Diebold Schilling's Beschreibung der Burgundischen Kriege, Bern, about 1480. No
undoubted ones have thus far been noticed in the writings of Brant or Murner. The construction is foreign to the spirit of the Volksbuch Till Eulenspiegel, 1515. Two examples occur, but in the one case the auxiliary is replaced in the next edition of 1519, and the others look like a similar oversight or error. Luther is the first writer, apparently, who offers examples in considerable numbers. These are rare or uncommon in his earlier works, and may be said in general to be more numerous in his later ones. The construction, having once come into use, soon became very common so that the German grammarians of the eighth decade of the sixteenth century regarded the omission of the auxiliary verb as a common feature of the language. Das Volksbuch vom Doktor Faust teems with examples, and in the popular book Der Schildburger abenteuerliche Geschichten finiteless predication of this kind already the rule. Coming to the seventeenth century, we find the liberty to omit the finite verb in the perfect tenses of the dependent clause so constantly made use of as to clearly affect style. It might also be said that the auxiliary is omitted to excess. This condition continues to approximately 1775, though Lessing has already begun using much discretion. With Herder, Goethe, and Schiller the tide of finiteless predication begins to recede noticeably, and although examples are still common, yet the rule is to find the auxiliary in place. Since Goethe's time the tide has apparently begun to recede gradually. Heine, Grillparzer, Gurzkow, Hauff, Riehl, and others still omit the auxiliary often, but more recently examples of such omission are more difficult to find, particularly with the more careful writers. Instances are not common in Wilhelm Scherer's Geschichte der deutschen Literatur, and the examples noted in several of the works of Sadermann and Hauptmann could be counted on one's ten fingers. No account is made as yet to account for the origin of the omitted auxiliary construction, the theories that most readily suggest themselves having proven on further investigation untenable. This paper was discussed by Professors Gayley, Matzke and others.
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https://www.iowaheritage.org/items/show/51640 <![CDATA[020_Trimble Letter to Keyes]]> 2014-11-25T07:58:33+00:00

Title

020_Trimble Letter to Keyes

Description

This letter was written to Professor Keyes by former student Harry C. Trimble who was congratulating him on the many activities he was involved in. Mr. Trimble wrote this letter after reading about Professor Keyes accomplishments in a recent Cornell College Bulletin.

Creator

Trimble, Harry C.

Date

4/18/1943

Rights

Education use only, no other permissions given. U.S. and international copyright laws may protect this item. Commercial use or distribution of this digital item is not permitted without written permission of Cornell College Archives

Language

English

Type

Document

Digital Reproduction Information

Items scanned using Xereox Work Centre 4735 at 600 ppi

Repository

Cornell College Archives

Repository Collection

Charles Reuben Keyes

Contact information.

College Archivist, Cornell College, Mt. Vernon, Iowa. Phone: 319-895-4240, archives@cornellcollege.edu

File Name

114_page1TrimbleLetter

Digital item created

2012-04

Digital item modified

8/21/2012

Transcription

Harvard University Medical School Department of Biological Chemistry Boston, Massachusetts April 18, 1943 Professor Charles R Keyes Mt Vernon, Iowa Dear Professor Keyes, In a Cornell College Bulletin which came to my attention just recently I noted a photograph with you together with some comments on your recent activities. These have impelled me to send a brief note of felicitation. Well I do recall many instances when I benefited from contact with you as a student. Also I remember my good fortune in having been in the audience at the Harvard Commencement when the doctor's degree was conferred upon you, and afafterwards I found you and through your courtesy was introduced to the first Harvard alumni exercises that I had witnessed. These are vivid and pleasant recollections. In conclusion, I express the hope that this will find you in comfortable health and I am certain that it will find you with a surplus of interesting things to do. Sincerely yours Harry C. Trimble
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https://www.iowaheritage.org/items/show/51637 <![CDATA[018_Power's Letter to Keyes]]> 2014-11-25T07:58:33+00:00

Title

018_Power's Letter to Keyes

Description

This letter from Mr. Powers to Mr. Keyes congratulates him for the probable improvement of the Archaeology Department and Museum because of a generous gift of over 4 million dollars to the college. Mr Powers also speaks of the articles and books he has donated to the college for the Archaeology Department.

Creator

Powers, AJ

Date

8/14/1922

Rights

Education use only, no other permissions given. U.S. and international copyright laws may protect this item. Commercial use or distribution of this digital item is not permitted without written permission of Cornell College Archives

Language

English

Type

Document

Digital Reproduction Information

Items scanned using Xereox Work Centre 4735 at 600 ppi

Repository

Cornell College Archives

Repository Collection

Charles Reuben Keyes

Contact information.

College Archivist, Cornell College, Mt. Vernon, Iowa. Phone: 319-895-4240, archives@cornellcollege.edu

File Name

107_page1Powersletter.jpg

Digital item created

2012-04

Digital item modified

8/9/2012

Transcription

Bozeman, Montana, 8/14/23 Prof. Chas. A. Keyes, Mt. Vernon, Iowa.
My Dear "Charlie":- Your letter of 2nd came to have duly and has been perused with much interest. I am aware that it was quite some time since I formerly wrote you; but knew my letter had not been consigned to the waste basket, and that whenever the "psychical Moment" arrived, you would give due evidence thereof. I had known of the demise of Dr. King, and one of the reflections that occurred to me was a mental query as to whether or not it might affect the matter of the Museum interests. It is therefore with pleasure that I learn the "Windfall" the College fund has acquired, and the strong probability that the Archeological Department, in which you are so interested, is likely to have better facilities in room space and other points, provided for its functionings. I do not at the moment recall Mr. Emmert; but am glad he pursued a successful business career, and that the good old College is to benefit there from--a total of $4,400,000 added to the fund is certainly a great record and adds very great financial strength. I note the probability now, that there is hope for a new building and space and proper equipment for the Museum department. This, of course, very considerably alters the outlook for the future--for which naturally we build. And your letter only strengthens and confirms my judgement of having pursued the proper method in having asked you to accept fully and unreservedly, the charge and care and disposition of whatever is to be done with the articles which were donated by me. This, merely in passing, I here confirm. Personally, I regard it a real favor that you were willing to take over the charge and whatever responsibility may attach therefrom. I quite realize that personally, from existing conditions, it is something that I could not do intelligently myself; also, that your qualifications are incomparably better
than mine are or can be. It is therefore as another added pleasure that I learn of the deserved appointment you are having this summer and of the advantages it brings to your efforts. The trips you were appointed to make must have carried a good deal of pleasure and satisfaction with them to you.
As to the Books on Antiquities etc I have rather hastily looked over what I seem to have, which includes the following:-
Fort Ancient, by W.K. Moorehead,
Historic Implements " ,
Primitive Man in Ohio " ' and

Antiquities of the Southern Indians, particularly of Georgia, by C.C. Jones.

Rather to my dismay, I failed to find the one you mention, "Thruston Antiquities of Tennessee"--which I know I did have; and am entirely at a loss to comprehend where it may be. I shall make a further search; since having become homeless through loss of my wife, my things are scattered and a good many given away and entirely lost to knowledge. I may find it and will make further search. (Had a happy thought occur-have been home and
looked in the right spot and found it).
Of the others, the "Historic Implements" by Moorehead, contains illustrations of the "Idol" or Image I gave the College, also of the large Mortar and two pestles obtained from the Silver Lake country in SW Oregon. I have some photographs of them also.
The Georgia book was presented by the author to Col. Lewis Tumlin, a Georgian, on whose plantation some of the famous Etowah mounds are located--and which I have seen and been over. A Daughter of Col. Lewis Tumlin, Mrs. Lyon, a former good friend of mine (now deceased) presented with me the book about the time I secured the Etowah stone effigy. While I prize these two volumes from personal reasons, yet I think I shall send them to you; where they will, I know, be better and more carefully preserved and made useful than if I keep them; meantime would be glad if you will advise me if copies of the volumes mentioned will be duplicates-in which case of course you would not particularly care for them. Perhaps by the time I hear in regard to that point, I shall be able to find the Thruston book to be made to accompany the others. There will be not "bill" for them-while all but the Georgia book were purchased by me; and it is possible I may come across others. In case you have not read the new book of Wells, "An Outline of History"-I will guarantee it will deeply interest you.
With sincere kind regards and always with best wishes, I remain
Very sincerely yours,
AJ Powers
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https://www.iowaheritage.org/items/show/51634 <![CDATA[025_Some Phrases of Alliteration and Rime in Modern English and German]]> 2014-11-25T07:58:33+00:00

Title

025_Some Phrases of Alliteration and Rime in Modern English and German

Description

This is part of an article by Charles Keyes comparing alliteration and rime in the English and German languages from the Proceedings of the American Philology Association, v. xxxiii, 1902

Creator

Keyes, Charles Reuben

Date

1902

Rights

Education use only, no other permissions given. U.S. and international copyright laws may protect this item. Commercial use of distribution of this digital item is not permitted without written permission of Cornell College Archives

Language

English

Type

Document

Digital Reproduction Information

Items scanned using Xerox Work Centre 5735 at 600 ppi.

Repository

Cornell College Archives, Mt. Vernon, Iowa

Repository Collection

Charles Reuben Keyes

Contact information.

College Archivist, Cornell College, Mt. Vernon, Iowa. Phone: 319-895-4240, archives@cornellcollege.edu

File Name

202-Some Phrases of Alliteration and Rime

Digital item created

2012-03

Digital item modified

9/13/2012

Transcription

Extracted from the Proceedings of the American Philological Association, Vol. xxxiii, 1902

22. Some Phases of Alliteration and Rime in Modern English and German, by Charles R. Keyes, Esq., of the University of California.

This paper was in the nature of a preliminary report on a large and, as yet, not fully defined subject. It concerned itself principally with that considerable body of alliterative and riming expressions in both modern English and German, which have unconsciously passed into common use and become, as it were, part and parcel of the living, spoken language. These usually exist in word pairs, in which the parts are often so closely connected that one is seldom used without the other. Some classification seems possible.
(1) By far the largest class of alliterative expressions is that in which the words used are either identical in meaning, similar in meaning, or connected in the same line of thought. Such are in English "might and main," "hale and hearty," "warp and woof"; in German "ganz und gar," "Wert imd Wirde." "Land und Leute." Hundreds of examples could be given. (2) These expressions contain words which are in contrast or opposition, thus giving two distinct ideas, whereas the preceding, in many cases, give only one. In English we have "do or die,"
"weal or woe"; in German "Freund und Feind," "Wohl und Web." This class is not so large as the last, still examples are numerous. (3) Compound adjectives, in which the two components alliterate, constitute another and still less nuerous group. Examples are "weather-wise," "storm-staid," "purse-proud," "nagelneu."fehlerfrei." (4)English contains a large number of alliterative and ablauting pairs; that is, pairs which give the appearance of ablaut. Many examples could be given, such as 'knick-knack," sing-song," "dilly-dally." In German these seem to be less popular. Examples are "zickzack,' "wierwart," "gickgack." (5) Stock companies and, to some extent, proverbs are given to alliteration. We say "as blind as a bat," "busy as a bee," "good as gold,"
"give an inch, take an ell," "so grun wie Gras," "so rot wie ein Rubin," "vergeben ist leichter als vergessen."
(6) Aside from these there are a number of more or less set expressions which are not easy to classify, but which seem to be used in their present form because they alliterate. Such are, "the favored few," "wear the willow," "widow's weeds," and many others.
So far as riming expressions are concerned, they do not appear to differ in their inner essence from the alliterative ones, and they might almost have been treated together. English evidently does not contain many. Five examples only have been noted: "high and dry," "wear and tear," "name or fame," "hood or crook," "make or break." They seem to be much more numerous in
German. "Gut und Blut," "Not und Tod," "Saus und Braus," "Legen und pflegen," are a few examples out of many.
The question of the unconscious use of alliteration and rime is a much broader one than here indicated. It pertains to all of the Indo-Germanic languages, apparently, so that, for practical purposes, further investigation will have to seek some limited field. Further study will also naturally seek to explain modern phenomena by a constant reference to history.
This paper was discussed by Professor Matzke, Schilling, and others.
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https://www.iowaheritage.org/items/show/15592 <![CDATA[William Titus Rigby letters, 1865-1868]]> 2014-11-25T07:50:29+00:00

Title

William Titus Rigby letters, 1865-1868

Description

Letters of Civil War soldier William Titus Rigby of the 24th Iowa Infantry Regiment, Company B. After the war he attended Cornell College in Mount Vernon, Iowa, and graduated in 1869.

Creator

Rigby, William Titus

Publisher

University of Iowa. Libraries. Special Collections Dept.

Date

186-

Rights

Educational use only, no other permissions given. U.S. and international copyright laws may protect this digital image. Commercial use or distribution of the image is not permitted without prior permission of the copyright holder.

Relation

Civil War Diaries and Letters
William Titus Rigby papers
http://lib.uiowa.edu/collguides/?MSC0082

Type

Text
Correspondence; Envelopes; Receipts (Financial records)
jpeg

Identifier

MsC82
index.cpd
31858055128577
https://digital.lib.uiowa.edu/
]]>
https://www.iowaheritage.org/items/show/11041 <![CDATA[William Titus Rigby letters, 1865-1868]]> 2014-11-25T07:49:33+00:00

Title

William Titus Rigby letters, 1865-1868

Description

Letters of Civil War soldier William Titus Rigby of the 24th Iowa Infantry Regiment, Company B. After the war he attended Cornell College in Mount Vernon, Iowa, and graduated in 1869.

Creator

Rigby, William Titus

Publisher

University of Iowa. Libraries. Special Collections Dept.

Date

186-

Rights

Educational use only, no other permissions given. U.S. and international copyright laws may protect this digital image. Commercial use or distribution of the image is not permitted without prior permission of the copyright holder.

Relation

Civil War Diaries and Letters
William Titus Rigby papers
http://lib.uiowa.edu/collguides/?MSC0082

Type

Text
Correspondence; Envelopes; Receipts (Financial records)
jpeg

Identifier

MsC82
index.cpd
31858055128577
https://digital.lib.uiowa.edu/
]]>