enjoy life’s lucky breaks without taking them too seriously, knowing that one turn of fate’s screw could put me back to square one or worse. Not long after I got back from New York, I left the band to concentrate on my studies and student government. I won the election for freshman class president in one of my better campaigns, waged to an electorate dominated by Irish and Italian Catholics from the East. I don’t remember how I decided to go for it, but I had a lot of help and it was exciting. There were really no issues and not much patronage, so the race boiled down to grassroots politics and one speech. One of my campaign workers wrote me a note showing the depth of our canvassing: “Bill: problems in New Men’s; Hanover picking up lots of votes. There are possibilities on 3rd (Pallen’s) floor Loyola—down at the end towards the pay phone. Thanks to Dick Hayes. See you tomorrow. Sleep well Gentlemen. King.” King was John King, a fivefoot-five dynamo who became the coxswain of the Georgetown crew team and study partner of our classmate Luci Johnson, the President’s daughter, who once invited him to dinner at the White House, earning our admiration and envy.
On the Tuesday before the election, the class gathered to hear our campaign speeches. I was nominated by Bob Billingsley, a gregarious New Yorker whose Uncle Sherman had owned the Stork Club and who told me great stories of all the stars who had come there from the twenties on. Bob said I had a record of leadership and was “a person who will get things done, and done well.” Then came my turn. I raised no issue and promised only to serve “in whatever capacity is needed at any time,” whether I won or lost, and to give the election “a spirit which will make our class a little bit stronger and a little bit prouder when the race is over.” It was a modest effort, as it should have been; as the saying goes, I had much to be modest about.
The stronger of my two opponents tried to inject some gravity into an inherently weightless moment when he told us he was running because he didn’t want our class to fall “into the bottomless abyss of perdition.” I didn’t know much about that—it sounded like a place you’d go for collaborating with Communists. This bottomless remark was over the top, and was my first big break. We worked like crazy and I was elected. After the votes were counted, my friends collected a lot of nickels, dimes, and quarters so that I could call home on the nearest pay phone and tell my family I had won. It was a happy conversation. I could tell there was no trouble on the other end of the line, and Mother could tell I was getting over my homesickness.
Though I enjoyed student government, the trips to New York, and just being in the Georgetown area, my classes were the main event of my freshman year. For the first time I had to work to learn. I had one big advantage: all six of my courses were taught by interesting, able people. We all had to study a foreign language. I chose German because I was interested in the country and impressed by the clarity and precision of the language. Dr. von Ihering, the German professor, was a kindly man who had hidden from the Nazis in the loft of a farmhouse after they began burning books, including the children’s books he wrote. Arthur Cozzens, the geography professor, had a white goatee and a quaint professional manner. I was bored in his class until he told us that, geologically, Arkansas was one of the most interesting places on earth, because of its diamond, quartz crystal, bauxite, and other mineral deposits and formations.
I took logic from Otto Hentz, a Jesuit who had not yet been ordained as a priest. He was bright, energetic, and concerned about the students. One day he asked me if I’d like to have a hamburger with him for dinner. I was flattered and agreed, and we drove up Wisconsin Avenue to a Howard Johnson’s. After a little small talk, Otto turned serious. He asked me if I had ever considered becoming a Jesuit. I laughed and replied, “Don’t I have to become a Catholic first?” When I told him I was a Baptist and said, only half in jest, that I didn’t think I could keep the vow of celibacy even if I were Catholic, he shook his head and said, “I can’t believe it. I’ve read your papers and exams. You write like a Catholic. You think like a Catholic.” I used to tell this story to Catholic groups on the campaign trail in Arkansas, assuring them I was the closest thing they could get to a Catholic governor. Another Jesuit professor, Joseph Sebes, was one of the most remarkable men I’ve ever known. Lean and stoop-shouldered, he was a gifted linguist whose primary interest was Asia. He had been working in China when the Communists prevailed, and spent some time in captivity, much of it in a small hole in the ground. The abuse damaged his stomach, cost him a kidney, and kept him in poor health for much of the rest of his life. He taught a course called Comparative Cultures. It should have been entitled Religions of the World: we studied Judaism, Islam, Buddhism, Shintoism, Confucianism, Taoism, Hinduism, Jainism, Zoroastrianism, and other faiths. I loved Sebes and learned a lot from him about how people the world over defined God, truth, and the good life. Knowing how many of the students came from foreign countries, he offered everyone the chance to take the final exam orally—in nine languages. In the second semester I got an A, one of only four that were given, and one of my proudest academic achievements.
My other two teachers were real characters. Robert Irving taught English to freshmen who were unprepared for his rapid-fire, acid commentary on the propensity of freshmen to be verbose and imprecise. He wrote withering comments in the margins of essays, calling one of his students “a capricious little bilge pump,” responding to another’s expression of chagrin with “turned into a cabbage, did you?” My papers received more pedestrian rebukes: in the margins or at the end, Dr. Irving wrote “awk” for awkward, “ugh,” “rather dull, pathetic.” On one paper I saved, he finally wrote “clever and thoughtful,” only to follow it by asking me to “next time be a sport” and write my essay on “better paper”! One day Dr. Irving read aloud an essay one of his former students had written on Marvell to illustrate the importance of using language with care. The student noted that Marvell loved his wife even after she died, then added the unfortunate sentence, “Of course physical love, for the most part, ends after death.” Irving roared, “For the most part! For the most part! I suppose to some people, there’s nothing better on a warm day than a nice cold corpse!” That was a little rich for a bunch of eighteenyear-old Catholic school kids and one Southern Baptist. Wherever he is today, I dread the thought of Dr. Irving reading this book, and can only imagine the scorching comments he’s scribbling in the margins. The most legendary class at Georgetown was Professor Carroll Quigley’s Development of Civilizations, a requirement for all freshmen, with more than two hundred people in each class. Though difficult, the class was wildly popular because of Quigley’s intellect, opinions, and antics. The antics included his discourse on the reality of paranormal phenomena, including his claim to have seen a table rise off the floor and a woman take flight at a seance, and his lecture condemning Plato’s elevation of absolute rationality over observed experience, which he delivered every year at the end of the course. He always closed the lecture by ripping apart a paperback copy of Plato’s
The exams were filled with mind-bending questions like “Write a brief but well-organized history of the Balkan Peninsula from the start of the Wurm Glacier to the time of Homer” and “What is the relationship between the process of cosmic evolution and the dimension of abstraction?”
Two of Quigley’s insights had a particularly lasting impact. First, he said that societies have to develop organized instruments to achieve their military, political, economic, social, religious, and intellectual objectives. The problem, according to Quigley, is that all instruments eventually become “institutionalized”—that is, vested interests more committed to preserving their own prerogatives than to meeting the needs for which they were created. Once this happens, change can come only through reform or circumvention of the institutions. If these fail, reaction and decline set in. His second lasting insight concerned the key to the greatness of Western civilization, and its continuing capacity for reform and renewal. He said our civilization’s success is rooted in unique religious and philosophical convictions: that man is basically good; that there is truth, but no finite mortal has it; that we can get closer to the truth only by working together; and that through faith and good works, we can have a better life in this world and a reward in the next. According to Quigley, these ideas gave our civilization its optimistic, pragmatic character and an unwavering belief in the possibility of positive change. He summed up our ideology with the term “future preference,” the belief that “the future can be better than the past, and each individual has a personal, moral obligation to make it so.” From the 1992 campaign through my two terms in office, I quoted Professor Quigley’s line often, hoping it would spur my fellow Americans, and me, to practice what he preached.
By the end of my first year, I had been dating my first long-term girlfriend for a few months. Denise Hyland was a tall, freckle-faced Irish girl with kind, beautiful eyes and an infectious smile. She was from Upper Montclair, New Jersey, the second of six children of a doctor who was studying to be a priest before he met her mother. Denise and I broke up at the end of our junior year, but our friendship has endured.
I was glad to be going home, where at least I’d have old friends and my beloved hot summer. I had a job waiting for me at Camp Yorktown Bay, a Navy League camp for poor kids mostly from Texas and Arkansas, on Lake Ouachita, the largest of Hot Springs’ three lakes and one of the cleanest in America. You could see the bottom clearly at a depth of more than thirty feet. The man-made lake was in the Ouachita National Forest, so development around it, with the attendant pollution runoff, was limited. For several weeks, I got up early every morning and drove out to the camp, twenty miles or so away, where I supervised swimming, basketball, and other camp
