“Economy”

WHEN I wrote the following pages, or rather the bulk of them, I lived alone, in the woods, a mile from any neighbor, in a house which I had built myself, on the shore of Walden Pond, in Concord, Massachusetts, and earned my living by the labor of my hands only. I lived there two years and two months. At present I am a sojourner in civilized life again.

I should not obtrude my affairs so much on the notice of my readers if very particular inquiries had not been made by my townsmen concerning my mode of life, which some would call impertinent,though they do not appear to me at all impertinent, but, considering the circumstances, very natural and pertinent.

I should not talk so much about myself if there were anybody else whom I knew as well. Unfortunately, I am confined to this theme by the narrowness of my experience.

I have travelled a good deal in Concord; and everywhere, in shops, and offices, and fields, the inhabitants have appeared to me to be doing penance in a thousand remarkable ways.

I see young men, my townsmen, whose misfortune it is to have inherited farms, houses, barns, cattle, and farming tools; for these are more easily acquired than got rid of. Better if they had been born in the open pasture and suckled by a wolf, that they might have seen with clearer eyes what field they were called to labor in. Who made them serfs of the soil?

Why should they begin digging their graves as soon as they are born?

How many a poor immortal soul have I met well-nigh crushed and smothered under its load, creeping down the road of life, pushing before it a barn seventy-five feet by forty, its Augean stables never cleansed, and one hundred acres of land, tillage, mowing, pasture, and woodlot!

But men labor under a mistake. The better part of the man is soon plowed into the soil for compost. By a seeming fate, commonly called necessity, they are employed, as it says in an old book, laying up treasures which moth and rust will corrupt and thieves break through and steal. It is a fool's life.

Most men, even in this comparatively free country, through mere ignorance and mistake, are so occupied with the factitious cares and superfluously coarse labors of life that its finer fruits cannot be plucked by them. Their fingers, from excessive toil, are too clumsy and tremble too much for that. Actually, the laboring man has not leisure for a true integrity day by day … He has no time to be anything but a machine.

The finest qualities of our nature, like the bloom on fruits, can be preserved only by the most delicate handling.

It is very evident what mean and sneaking lives many of you live . . . trying to get into business and trying to get out of debt . . . always promising to pay, promising to pay, tomorrow, and dying today, insolvent; seeking to curry favor, to get custom, by how many modes . . . lying, flattering, voting, contracting yourselves into a nutshell of civility or dilating into an atmosphere of thin and vaporous generosity, that you may persuade your neighbor to let you make his shoes, or his hat, or his coat, or his carriage, or import his groceries for him; making yourselves sick, that you may lay up something against a sick day, something to be tucked away in an old chest, or in a stocking behind the plastering, or, more safely, in the brick bank; no matter where, no matter how much or how little.

Talk of a divinity in man! Look at the teamster on the highway, wending to market by day or night; does any divinity stir within him? His highest duty to fodder and water his horses!

What a man thinks of himself, that it is which determines, or rather indicates, his fate.

The mass of men lead lives of quiet desperation. What is called resignation is confirmed desperation.

When we consider what, to use the words of the catechism, is the chief end of man, and what are the true necessaries and means of life, it appears as if men had deliberately chosen the common mode of living because they preferred it to any other. Yet they honestly think there is no choice left. But alert and healthy natures remember that the sun rose clear. It is never too late to give up our prejudices. No way of thinking or doing, however ancient, can be trusted without proof.

Age is no better, hardly so well, qualified for an instructor as youth,for it has not profited so much as it has lost. One may almost doubt if the wisest man has learned anything of absolute value by living. Practically, the old have no very important advice to give the young, their own experience has been so partial, and their lives have been such miserable failures . . . I have lived some thirty years on this planet, and I have yet to hear the first syllable of valuable or even earnest advice from my seniors.They have told me nothing.

The greater part of what my neighbors call good I believe in my soul to be bad, and if I repent of anything, it is very likely to be my good behavior.What demon possessed me that I behaved so well?

Most of the luxuries, and many of the so-called comforts of life, are not only not indispensable, but positive hindrances to the elevation of mankind. With respect to luxuries and comforts, the wisest have ever lived a more simple and meagre life than the poor

I also have in my mind that seemingly wealthy, but most terribly impoverished class of all, who have accumulated dross, but know not how to use it, or get rid of it, and thus have forged their own golden or silver fetters.

My purpose in going to Walden Pond was not to live cheaply nor to live dearly there, but to transact some private business with the fewest obstacles.

As for Clothing, to come at once to the practical part of the question, perhaps we are led oftener by the love of novelty and a regard for the opinions of men, in procuring it, than by a true utility.

No man ever stood the lower in my estimation for having a patch in his clothes; yet I am sure that there is greater anxiety, commonly, to have fashionable, or at least clean and unpatched clothes, than to have a sound conscience.

I say, beware of all enterprises that require new clothes, and not rather a new wearer of clothes. If there is not a new man, how can the new clothes be made to fit?

When I ask for a garment of a particular form, my tailoress tells me gravely, "They do not make them so now," not emphasizing the "They" at all, as if she quoted an authority as impersonal as the Fates, and I find it difficult to get made what I want.

We worship not the Graces, nor the Parcæ,(goddesses of destiny, charm, and beauty)but Fashion. She spins and weaves and cuts with full authority. The head monkey at Paris puts on a traveller's cap, and all the monkeys in America do the same.

Every generation laughs at the old fashions, but follows religiously the new.

I cannot believe that our factory system is the best mode by which men may get clothing.The condition of the operatives [factory workers] is becoming every day more like that of the English; and it cannot be wondered at, since … the principal object is, not that mankind may be well and honestly clad, but, unquestionably, that corporations may be enriched.

In the long run men hit only what they aim at. Therefore, though they should fail immediately, they had better aim at something high.

When I consider my neighbors, the farmers of Concord, who are at least as well off as the other classes, I find that for the most part they have been toiling twenty, thirty, or forty years, that they may become the real owners of their farms, which commonly they have inherited with encumbrances, or else bought with hired money — and we may regard one third of that toil as the cost of their houses — but commonly they have not paid for them yet.

The farmer is endeavoring to solve the problem of a livelihood by a formula more complicated than the problem itself. To get his shoestrings he speculates in herds of cattle. With consummate skill he has set his trap with a hair spring to catch comfort and independence, and then, as he turned away, got his own leg into it.

I think that in the railroad car we are inclined to spend more on luxury than on safety and convenience

I would rather sit on a pumpkin and have it all to myself than be crowded on a velvet cushion.

One day, when my axe had come off and I had cut a green hickory for a wedge, driving it with a stone, and had placed the whole to soak in a pond-hole in order to swell the wood, I saw a striped snake run into the water, and he lay on the bottom, apparently without inconvenience, as long as I stayed there, or more than a quarter of an hour; perhaps because he had not yet fairly come out of the torpid state. It appeared to me that for a like reason men remain in their present low and primitive condition; but if they should feel the influence of the spring of springs arousing them, they would of necessity rise to a higher and more ethereal life.

replica of Thoreau's cabin

Boards, .............................. $8.03½, mostly shanty boards.

  Refuse shingles for roof and sides, ... 4.00

  Laths, ................................ 1.25

  Two second-hand windows with glass, ... 2.43

  One thousand old brick, ............... 4.00

  Two casks of lime, .................... 2.40   That was high.  More than I needed.

  Hair, ................................. 0.31   

  Mantle-tree iron, ..................... 0.15

  Nails, ................................ 3.90

  Hinges and screws, .................... 0.14

  Latch, ................................ 0.10

  Chalk, ................................ 0.01

  Transportation, ....................... 1.40   I carried goodpart on my back.

       In all, ........................ $28.12½  

I intend to build me a house which will surpass any on the main street in Concord in grandeur and luxury, as soon as it pleases me as much and will cost me no more than my present one.

Our inventions are wont to be pretty toys, which distract our attention from serious things.

I have learned that the swiftest traveller is he that goes afoot.

All things considered, that is, considering the importance of a man's soul and of today . . . I believe that that was doing better than any farmer in Concord did that year.

I was more independent than any farmer in Concord, for I was not anchored to a house or farm, but could follow the bent of my genius, which is a very crooked one, every moment.

In short, I am convinced, both by faith and experience, that to maintain one's self on this earth is not a hardship but a pastime, if we will live simply and wisely.

One young man of my acquaintance, who has inherited some acres, told me that he thought he should live as I did, if he had the means.  I would not have any one adopt my mode of living on any account; for, beside that before he has fairly learned it I may have found out another for myself, I desire that there may be as many different persons in the world as possible; but I would have each one be very careful to find out and pursue his own way, and not his father’s or his mother’s or his neighbor’s instead.

“Where I Lived, and What I lived For”

As I have said, I do not propose to write an ode to dejection, but to brag as lustily as chanticleer in the morning, standing on his roost, if only to wake my neighbors up.

Why is it that men give so poor an account of their day if they have not been slumbering? They are not such poor calculators. If they had not been overcome with drowsiness, they would have performed something. The millions are awake enough for physical labor; but only one in a million is awake enough for effective intellectual exertion, only one in a hundred millions to a poetic or divine life. To be awake is to be alive. I have never yet met a man who was quite awake. How could I have looked him in the face?

I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms, and, if it proved to be mean, why then to get the whole and genuine meanness of it, and publish its meanness to the world; or if it were sublime, to know it by experience, and be able to give a true account of it in my next excursion.

Still we live meanly, like ants.

Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand.

Simplify, simplify.

Men think that it is essential that the Nationhave commerce, and export ice, and talk through a telegraph, and ride thirty miles an hour, without a doubt, whether theydo or not; but whether we should live like baboons or like men, is a little uncertain.

Why should we live with such hurry and waste of life?

For my part, I could easily do without the post-office. I think that there are very few important communications made through it. To speak critically, I never received more than one or two letters in my life — I wrote this some years ago — that were worth the postage.

And I am sure that I never read any memorable news in a newspaper.If we read of one man robbed, or murdered, or killed by accident, or one house burned, or one vessel wrecked, or one steamboat blown up, or one cow run over on the Western Railroad, or one mad dog killed, or one lot of grasshoppers in the winter — we never need read of another. One is enough. If you are acquainted with the principle, what do you care for a myriad instances and applications?  To a philosopher all news, as it is called, is gossip.

Shams and delusions are esteemed for soundest truths, while reality is fabulous.

Let us spend one day as deliberately as Nature.. . . Let us settle ourselves, and work and wedge our feet downward through the mud and slush of opinion, and prejudice, and tradition, and delusion, and appearance, that alluvion which covers the globe, through Paris and London, through New York and Boston and Concord, through Church and State, through poetry and philosophy and religion, till we come to a hard bottom and rocks in place, which we can call reality.

“Conclusion”

Nay, be a Columbus to whole new continents and worlds within you, opening new channels, not of trade, but of thought. Every man is the lord of a realm beside which the earthly empire of the Czar is but a petty state, a hummock left by the ice.

Explore thyself.

I left the woods for as good a reason as I went there. Perhaps it seemed to me that I had several more lives to live, and could not spare any more time for that one. It is remarkable how easily and insensibly we fall into a particular route, and make a beaten track for ourselves. I had not lived there a week before my feet wore a path from my door to the pond-side; and though it is five or six years since I trod it, it is still quite distinct …The surface of the earth is soft and impressible by the feet of men; and so with the paths which the mind travels. How worn and dusty, then, must be the highways of the world, how deep the ruts of tradition and conformity!

I learned this, at least, by my experiment: that if one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours .. . and he will live with the license of a higher order of beings.

Why should we be in such desperate haste to succeed and in such desperate enterprises? If a man does not keep pace with his companions, perhaps it is because he hears the beat of a different drummer. Let him step to the music which he hears, however measured or far away.

Rather than love, than money, than fame, give me truth.

I do not say that John or Jonathan  will realize all this; but such is the character of that morrow which mere lapse of time can never make to dawn. The light which puts out our eyes is darkness to us. Only that day dawns to which we are awake. There is more day to dawn. The sun is but a morning star.

Treks and Texts: Journeys into Nature

HCOL 40023

Wednesday, 2:00 PM to 4:40 PM

Scharbauer 3003

In wildness is the preservation of the world. --Thoreau, "Walking"

This interdisciplinary colloquium will involve both classroom and outdoor experiences.  There will be assignments, discussions, and activities in several areas. From the Humanities, students will closely read and respond to a variety of relevant texts in the genre of Nature and Environmental Writing.  In the Sciences, they will be introduced to current issues of Environmental Studies, particularly those that relate to local natural habitats.  On the Co-Curricular side, they will also be introduced to the methods and practices of Outdoors Leadership.  In the arts they will be introduced to landscape painting, particularly nineteen-century American landscapes.  This course intends to immerse students into both natural and textual environments in order to enhance student experiences by offering rich, reciprocal connections between the two.

Much of the colloquium will take place outdoors. Six times during the semester students will travel to the Fort Worth Nature Center and Refuge for volunteer work, helping to maintain the trail system and various exhibits.  Twice during the semester, students will take short field trips to parks and natural habitats near TCU (Overton Park and Fort Worth Botanic Garden), and at least once during the semester students will also travel to the Amon Carter Museum to view its landscape collection.  Additionally, for one class students will be required to take part in an evening canoe trip on the Trinity River.  As an extra-credit option, students will have the opportunity to participate in one of the twoFall Break excursions (Guadalupe Peak and Matagorda Island).  Also, throughout the semester students will receive extra credit activities that take place outside.

Outcomes:

--an introduction to environmental issues and how these issues have been reflected in literature, film, and popular media

--a familiarity with the genre development of Nature and Environmental Writing from early exploration accounts to the present

--a familiarity with several major texts and writers of the Nature and Environmental Writing genre and their various cultural contexts

--a familiarity with the characteristic techniques, themes, styles, conventions, and tropes of the Nature and Environmental Writing genre

--an ability to reflect on personal observations and experiences in natural environments

--a general knowledge of a specific natural environment

--a general understanding of the basic issues and practices in Environmental Studies

--a general understanding of Outdoors Leadership skills

--a general understanding of how Nature is depicted in art and film

--a writing portfolio of the student’s own nature writings, including a final Nature Essay

--a general understanding of literature as it reflects and impacts society and the individual

--an ability to use writing to gain and express an understanding of discipline-specific content

Week One, 08/22

--Introduction, an overview of the course, its schedule, its requirements, and its outcomes

Week Two, 08/29

            --popular songs, Woody Guthrie, Joni Mitchell, and Marvin Gaye, 258-259, 489-492

            --Nature poems (handout)

--After the Flood(video)

Week Three, 09/05

            --Henry David Thoreau selections, 2-25 and 971-974 in American Earthplus handout

--Nature observation 

Week Four, 09/12

            --Loren Eiseley, 337-347; Rachel Carson, 366-376; Paul Ehrlich,434-437

            --Nature Observation

Week Five, 09/19

            --P. T. Barnum, 81-83; Edward Abbey, 413-433

            --Outdoor Leadership skills

            --canoe trip

Week Six, 09/26

--excursion to the Fort Worth Nature Center and Refugefor volunteer work

Week Seven, 10/03

--excursion to the Fort Worth Nature Center and Refugefor volunteer work

Week Eight, 10/10

--excursion to the Fort Worth Nature Center and Refugefor volunteer work

Week Nine, 10/17

--excursion to the Fort Worth Nature Center and Refugefor volunteer work    

Week Ten, 10/24

--excursion to the Fort Worth Nature Center and Refugefor volunteer work

Week Eleven, 10/31 (Halloween)

--excursion to the Fort Worth Nature Center and Refugefor volunteer work

                                                                                                                                                

Week Twelve, 11/07

--Annie Dillard, 531-549; Linda Hogan, 809-814; Janisse Ray, 898-906

--Excursion to the Amon Carter

Week Thirteen, 11/14

--Wendell Barry, 505-530

--Nature Observation

Week Fourteen, 11/21

--Thanksgiving Break

Week Fifteen, 11/28

            --N. Scott Momaday, 570-581; John McPhee, 493-499; Bill McKibben, 718-724

            --instructor and peer review of final Nature Essays

Week Sixteen, 12/05

            --final presentations

Course Requirements:

1) Attendance and Participation.  You are required to take an active part in the colloquium and to contribute to its success.   Outside excursions are required.  Also, in many classes there will be some sort of class activity (brief writing assignments, group work, excursions), and anyone absent will not receive credit for these activities.  Missing more than three classes during the term will result in failure.

2) Familiarity with the Texts.  A reading knowledge of the texts is essential and expected.  Please read. 

3) Fort Worth Nature Center and Refuge Excursions:  For six classes during the semester (September 26-October 31), students will meet at the Fort Worth Nature Center and Refuge for volunteer work.  Students will be divided into 2 teams, and each team—accompanied by a FWNCR staff person—will experience different parts of the Nature Center (woods, prairie, and water/shoreline habitats), sharing various assignments and tasks.  Also, each team will take responsibility for a specific stretch of a Nature Center trail, not only to do trail maintenance but also to learn specific environmental information about that stretch of trail.

4) Lead Respondent Assignment:Throughout the semester students will be asked to help lead discussions concerning the assigned reading texts, and these assignments will be done as group work (teams of 2 or 3).  Each group will choose a text or group of texts that are assigned on specific class days, and it will be expected to make a presentation to the class that will encourage insight and discussion.  These presentations may include biographical or historical information about the author, the text’s composition, summaries of the text’s print history and reception, and an analysis of its themes and issues.  More importantly, these presentations should also include a discussion of what the group thinks is relevant in the text and a list of questions for discussion.  These presentations should be informative, creative, and engaging.  A brief handoutsummarizing key points and pertinent information and listing the discussion questions is required.

5) Nature Observations:Three times during the semester students will be sent outside to closely observe something specific item or entity in the natural environment.  The assignment is to carefully describe something they see outside—an animal (bird, squirrel), an insect (beetle, ant), a plant (flower, weed), such luminous things as clouds or sunshine, or even a rock.  How an item or entity is described is more important than what is described. These observations must be added to the Nature Journals.

6) Nature Journals:  Nature writers often keep meticulous journals, and for this field-intensive colloquium, students will be asked to keep a blog to post their observations and thoughts.  Nature journals not only describe specific physical settings, including flora and fauna, but also how individuals react to the environments.  Entries should be a minimum of 1-2 pages in length, and by the end of the semester students will be expected to have written and uploaded a minimum of 14 journal entries(in addition to the three Nature Observation assignments).  These entries should comment on class activities, class readings, field trips, and individual outside activities.  For the readings, students should honestly describe what their reading experiences were like and remark on what they thought was interesting, provocative, or relevant in the texts. 

At least four of the journal entries should be descriptions of a physical activity students have engaged in outside, such as walking, biking, canoeing/kayaking, and paddle boarding.  Student participation must be documented with photographs of their activities, and the photos should be included with their journal entries.  

For all of the journal entries, careful observations of the natural environments are expected, and self-reflections are encouraged.  Student should write about their thoughts, and responses.  Throughout the semester students will receive credit for their journal entries, and at the end of the semester the cumulative holistic quality of their journals will be evaluated and graded. Please note: 7 of the journal entries should be posted before midterms and fall break

7) Nature Essay.  In order to practice their own nature writing, students will be asked to submit a Nature Essay at the end of the semester.  This final essay should be a careful extension and revision of one of their journal entries, and it should be 6 to 10 pages in length.  These essays must demonstrate several of the stylistic techniques from one or several of the assigned Nature writers, and they must also reflect a strong structure and overall thesis. Specific, closely detailed descriptions of environment[s] should be mixed with self-reflection describing how the students reacted to, and interacted with, their environments.

8) Final Presentation.  For the final assignments, student teams (2-3 students) are required to create and present a brief video project (8 to 10 minutes) that offers a concluding reflection of their thoughts, observations, and experiences throughout the semester.  There is no specific format or formula, but students are asked to reflect on what they experienced as learners that was interesting, striking, memorable, and/or relevant. These videos should be engaging and creative.  Along with the video presentation, student teams must submit a 2-page justification of their presentation.  Both videos and justifications must be uploaded to the Nature Journals.

9)Never Use the Non-Word “Very.” For the rest of the semester, at least in our class, this four-letter non-word is forbidden.  It is a useless word, and the English vocabulary is rich with specific, vivid qualifiers and descriptors.  “The day was very sunny” is a weak sentence.

Extra Credit:For Fall Break, The Rec Center is planning two outside excursions, one to Guadalupe Mountains National Park(Guadalupe Peak is the highest point in Texas at 8,751 feet above sea level) and the other to Matagorda Island State Park(a 38-mile barrier island on the Texas Gulf Coast).  Signing up for one of these trips is optional, but students who take part in one or the other will receive extra credit if they document their excursions in their Nature journals.

Final Grade:

Nature Journals                               25% 

Lead Respondent Assignments    20%

Nature Essays                                               25%

Final Presentations                                    20%

Attendance/Participation              10%

Required Texts:

American Earth: Nature Writing Since Thoreau

Dan Williams

TCU Press (3000 Sandage) and 1238 Library

d.e.williams@tcu.edu

817-257-5907 (office)

817-239-1376 (cell)

Office hours: By appointment.  Please verify where I am holding office hours before trying to locate me.  I am most often found at TCU Press, located at 3000 Sandage on the far eastern edge of campus.

TCU Mission:To educate individuals to think and act as ethical leaders and responsible citizens in the global community.

Honors Pledge:“As a member of the John V. Roach Honors College, I pledge to dedicate myself to intellectual inquiry, life-long learning, and critical thinking, to demonstrate personal and academic integrity, and to engage others in earnest and respectful discussion with an open mind.”

**Statement of Disability Services at TCU

Disabilities Statement: Texas Christian University complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities.  Eligible students seeking accommodations should contact the Coordinator of Student Disabilities Services in the Center for Academic Serviceslocated in Sadler Hall, 1010.  Accommodations are not retroactive, therefore, students should contact the Coordinator as soon as possible in the term for which they are seeking accommodations. Further information can be obtained from the Center for Academic Services, TCU Box 297710, Fort Worth, TX 76129, or at (817) 257-6567.

[Note:  The following two paragraphs are recommended, but are not required.]

Adequate time must be allowed to arrange accommodations and accommodations are not retroactive; therefore, students should contact the Coordinator as soon as possible in the academic term for which they are seeking accommodations.  Each eligible student is responsible for presenting relevant, verifiable, professional documentation and/or assessment reports to the Coordinator.  Guidelines for documentation may be found at http://www.acs.tcu.edu/disability_documentation.asp.

Students with emergency medical information or needing special arrangements in case a building must be evacuated should discuss this information with their instructor/professor as soon as possible.

**Academic Misconduct

Academic Misconduct (Sec. 3.4 from the Student Handbook): Any act that violates the academic integrity of the institution is considered academic misconduct. The procedures used to resolve suspected acts of academic misconduct are available in the offices of Academic Deans and the Office of Campus Life and are listed in detail in the Undergraduate Catalog. Specific examples include, but are not limited to: 

• Cheating: Copying from another student’s test paper, laboratory report, other report, or computer files and listings; using, during any academic exercise, material and/or devices not authorized by the person in charge of the test; collaborating with or seeking aid from another student during a test or laboratory without permission; knowingly using, buying, selling, stealing, transporting, or soliciting in its entirety or in part, the contents of a test or other assignment unauthorized for release; substituting for another student or permitting another student to substitute for oneself. 
• Plagiarism: The appropriation, theft, purchase or obtaining by any means another’s work, and the unacknowledged submission or incorporation of that work as one’s own offered for credit. Appropriation includes the quoting or paraphrasing of another’s work without giving credit therefore. [If you are using Turnitin, place information about your course ID/password or TCU Online integration. If you want to use Turnitin as a spot check please indicate that you may use Turnitin for plagiarism detection.]
• Collusion: The unauthorized collaboration with another in preparing work offered for credit. 

Netiquette: Communication Courtesy Code

All members of the class are expected to follow rules of common courtesy in all email messages, discussions, and chats.  If I deem any of them to be inappropriate or offensive, I will forward the message to the Chair of the department and appropriate action will be taken, not excluding expulsion from the course. The same rules apply online as they do in person. Be respectful of other students. Foul discourse will not be tolerated. Please take a moment and read the following link concerning "netiquette."

http://www.albion.com/netiquette/

Participating in the virtual realm, including social media sites and shared-access sites sometimes used for educational collaborations, should be done with honor and integrity:

http://macaulay.cuny.edu/community/handbook/technology/honorable-technology/ top